ADVANCED SECONDARY

CURRICULUM

ISLAMIC RELIGIOUS EDUCATION

SYLLABUS
 ADVANCED SECONDARY
CURRICULUM

ISLAMIC RELIGIOUS EDUCATION

SYLLABUS
Copyright © National Curriculum Development Centre, Uganda 2025

A product of the National Curriculum Development Centre for the Ministry

of Education and Sports with support from the Government of Uganda

National Curriculum Development Centre

P.O. Box 7002,
Kampala- Uganda
www.ncdc.co.ug

ISBN: 978-9970-675-24-1

All rights reserved: No part of this publication may be reproduced, stored

in a retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior
permission of the copyright holder
 ADVANCED SECONDARY CURRICULUM

Contents
FOREWORD ....................................................................................................................................... v
ACKNOWLEDGEMENTS .................................................................................................................vi
1.0 INTRODUCTION .........................................................................................................................1
1.1 Changes in the Curriculum ....................................................................................................................................1
1.2 Classroom-based Assessment .............................................................................................................................2
1.3 Learners with Special Educational Needs .....................................................................................................2
1.4 Generic Skills ...................................................................................................................................................................3
1.5 Cross-cutting Issues....................................................................................................................................................4
1.6 Values ..................................................................................................................................................................................4
1.7 Information and Communication Technology (ICT) Integration ...................................................4
1.8 Projects...............................................................................................................................................................................5
1.9 Aims of Secondary Education ..............................................................................................................................5
1.10 Aims of the Advanced Secondary Curriculum .........................................................................................6
1.11 Rationale for Teaching Islamic Religious Education at the Advanced Level .........................6
1.12 Subject Overview .......................................................................................................................................................7
1.13 Time Allocation............................................................................................................................................................7
1.14 Suggested Approaches to Teaching Islamic Religious Education ...............................................7
1.15 Islamic Religious Education Programme Planner...................................................................................8
1.16 Note to the User....................................................................................................................................................... 10
2.0 DETAILED SYLLABUS ............................................................................................................. 10
Senior Five Term 1................................................................................................................................... 11
TOPIC 1: The Revelation of the Qur’an ............................................................................................... 11
TOPIC 2: The Preservation of the Holy Qur’an.................................................................................. 14
Senior Five Term 2................................................................................................................................... 15
TOPIC 3: Spiritual Teachings of the Qur’an ....................................................................................... 15
TOPIC 5: Islamic Teachings on Political Life ...................................................................................... 31
Senior Five Term 3 ........................................................................................................................ 38
TOPIC 6: Selected Surahs from the Holy Qur’an .............................................................................. 38
TOPIC 7: Collection of Hadith ............................................................................................................... 41
TOPIC 8: Compilation of Hadith........................................................................................................... 42
TOPIC 9: Evaluation of Hadith .............................................................................................................. 43
TOPIC 10: Classification of Hadith ....................................................................................................... 44
Senior Six Term 1 .......................................................................................................................... 46
TOPIC 11: The Development of Islamic Law (Sharia) ..................................................................... 46
TOPIC 12: Islamic Law (Sharia).............................................................................................................. 47
TOPIC 13: Classification of Legal Acts in Islam ................................................................................. 49
TOPIC 14: Fundamental Teachings of Islamic Law (Sharia) .......................................................... 50
Topic 15: Challenges to Application of Sharia in the Contemporary World ............................ 52
Senior Six Term 2 .......................................................................................................................... 55
TOPIC 16: The Life of Prophet Muhammad (PBUH) AD 570-632 ................................................ 55
TOPIC 17: Orthodox Caliphate (AD 632-660) ................................................................................... 58

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Senior Six Term 3 .......................................................................................................................... 62

TOPIC 18: Muslim Dynasties (AD 661–1258) .................................................................................... 62
TOPIC 19: The Spread of Islam in the Interior of East Africa (Uganda) ....................................... 65
3.0 ASSESSMENT ........................................................................................................................... 68
3.1 Assessing Islamic Religious Education ............................................................................. 68
3.2 Formative Assessment ............................................................................................................................................ 68
3.3 Generic Skills....................................................................................................................................... 69
3.4 Assessment of Project-based Learning ....................................................................................... 69
3.5 Examinations ...................................................................................................................................... 69
3.6 Record-keeping ........................................................................................................................................................... 70

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FOREWORD
The Ministry of Education and Sports, through the National Curriculum Development Centre
(NCDC), aligned the Advanced Level Curriculum with the competency-based Lower Secondary
Curriculum (LSC) to ensure a smooth learner transition from lower secondary to advanced level.

The two-year aligned Advanced Secondary Curriculum adopted learner-centered approaches,

inquiry-based, and discovery methods. The learning outcomes give the learner hands-on
experiences in real-life situations while being cognizant of different learner abilities and learning
styles. The syllabus focuses on assessment for learning with emphasis on criterion-referenced
assessment. It further provides learners with the opportunity to enhance the 21st-century skills
and values that were acquired at the lower secondary level.

This Islamic Religious Education syllabus promotes the learners’ application of Islamic Religious
Education knowledge in relation to what happens in their communities in terms of moral values,
ethics and attitudes. It promotes the acquisition of Higher-order Thinking Skills (HOTS) such as
inquiry, creativity and innovation, decision-making, critical thinking and problem-solving. It calls
for the use of learner-centred pedagogies with hands-on experience by the learners in real-life
situations, while acknowledging different learner abilities and learning styles.

As the Minister responsible for Education, I endorse this syllabus as the official document for
teaching and learning Islamic Religious Education at the Advanced Level of secondary
education in Uganda.

Hon. Janet Kataaha Museveni

First Lady and Minister of Education & Sports

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ACKNOWLEDGEMENTS
The National Curriculum Development Centre (NCDC) is indebted to the Government of
Uganda for financing the alignment of the Advanced Level Curriculum to Lower Secondary
Education in Uganda.

Our gratitude goes to the Ministry of Education and Sports for overseeing the adaptation of the
curriculum, the Curriculum Task Force of the Ministry of Education and Sports for the oversight
role and making timely decisions whenever necessary, and members of the public who made
helpful contributions towards shaping this curriculum.

NCDC is also grateful to Members of Parliament, schools, universities, and other tertiary
institutions, the writing panels, and professional bodies, for their input in the design and
development of the Advanced Secondary Curriculum. To all those who worked behind the
scenes to finalise the adaptation process of this teaching syllabus, your efforts are invaluable.

NCDC takes responsibility for any shortcomings that might be identified in this publication and
welcomes suggestions for effectively addressing the inadequacies. Such comments and
suggestions may be communicated to NCDC through P. O Box 7002, Kampala, or Email:
[email protected] or on the Website: www.ncdc.go.ug

Dr Grace K. Baguma
Director
National Curriculum Development Centre

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1.0 INTRODUCTION
1.0 INTRODUCTION
The Advanced Secondary Curriculum has been aligned with the Lower Secondary competency-
based model for ease of progression of learners from the Lower to Advanced Secondary Level.
The alignment is a result of the analysis of the Advanced Level Curriculum published in 2013, to
determine whether the content is
i) appropriate.
ii) high-pitched or overloaded.
iii) covered at Lower Secondary.
iv) obsolete.
v) repeated in different topics and redundant.
The results from the curriculum analysis revealed that there were overlaps of concepts with
what was covered at the Lower Secondary, as well as concepts within different topics of the
same subject. In addition, a number of syllabuses had content that is no longer necessary for
today’s contemporary society and the 21st century.

1.1 Changes in the Curriculum

The alignment of the A-Level Curriculum to that of the Lower Secondary led to changes in the
pedagogies of learning from a knowledge- and objective-based, to an integrated and learner-
centred competency-based approach. The adapted syllabus, therefore, is a result of
rationalising, integrating, and merging content with overlaps and similar skills, dropping topics
that had been studied at Lower Secondary, or are no longer critical and relevant for the current
learning needs, while upgrading those that were of low competencies to match with the
advanced level. The programme planner details the learning progression derived from the
learning outcomes. The detailed syllabus section unfolds the learning experiences with
corresponding assessment strategies.

This Islamic Religious Education syllabus is part of the Advanced Secondary Curriculum. The
teacher is encouraged to read the whole syllabus before planning your teaching programme,
since many topics have been merged, upgraded, or removed. While aligning this syllabus,
efforts were made to ensure a smooth progression of concepts from the Lower Secondary Level,
adapting topics and content with familiar features that are of value to the learner and society.
In addition, the process of developing this syllabus document removed what was considered
obsolete, high pitched as well as content overlaps and overloads.

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1.2 Classroom-based Assessment

This syllabus requires classroom learning to be experiential, through the suggested learning
activities for the acquisition of the learning outcomes. This is the gist of a learner-centred and
activity-based approach to learning, which emphasises the acquisition of required
competencies. Formative assessment in Islamic Religious Education will focus on the acquisition
of knowledge and skills, through performance of the learning activities. The learning activities
sprout from the learning outcomes, which are evidenced by acquiring and demonstrating the
application of the desired skills, to show that learning has taken place. The sample assessment
strategies have been provided to guide the teacher on classroom-based assessment. The
teacher can develop more assessment strategies based on the same principles of observation,
conversation, and product, for the acquisition of the desired knowledge, skills, values, and
attitudes. (See detailed syllabus)

1.3 Learners with Special Educational Needs

The Advanced Secondary Curriculum will empower all learners, including those with Special
Educational Needs (SEN), to reach their full potential and contribute meaningfully to the nation.
By incorporating inclusive strategies, the curriculum ensures equitable access to high-quality
learning opportunities while maintaining high academic standards. It emphasises creating an
inclusive learning environment that supports the diverse needs of learners with SEN, enabling
them to succeed alongside their peers.

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1.4 Generic Skills

Generic skills are embedded within all subjects and are essential for learning and workforce

prepare them for lifelong learning. These skills equip learners with the ability to adapt to change
and navigate life’s challenges in the 21st century.
The key generic skills include:

Critical thinking and problem-solving

i) Planning and carrying out investigations
ii) Sorting and analysing information
iii) Identifying problems and proposing solutions
iv) Predicting outcomes and making reasoned decisions
v) erent solutions

Co-operation and Self-Directed Learning

i) Wor
ii) Int
iii) Taking responsibility for own learning
iv) Working independently with persistence
v) Managing goals and time

Creativity and Innovation

i) Using imaginations to explore possibilities
ii) Working with others to generate ideas
iii) Suggesting and developing new solutions
iv) Experimenting with innovative alternatives
v) Looking for patterns and making generalisation

Communication
i) Listening attentively and with comprehension
ii) Talk
iii) Reading accurately and fluently
iv) Writing and presenting information coherently
v) Using a range of media to communicate ideas

Mathematical Computation
i) Using numbers and measurements accurately
ii) Interpreting and interrogating mathematical data
iii) Using mathematics to justify and support decisions

i) Using technology to create, manipulate and process information

ii) Using technology t

Diversity and Multicultural Skills

i) Appreciate cultural diversity
ii) Respectfully responding to people of all cultures
iii) Respecting positive cultural practices
iv) Appreciating ethnicity as a cradle for creativity and innovation

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1.5 Cross-cutting Issues

These are issues that learners need to learn about and are not confined to a particular subject
but are studied across subjects. They help learners develop an understanding of the
connections between the subjects and the complexities of life as a whole. They are:
i) Environmental awareness
ii) Health awareness
iii) Life skills
iv) Mixed abilities and involvement
v) Socio-economic challenges
vi) Citizenship and patriotism
These are a concern to all mankind irrespective of their areas of specialty. They are infused
with the different learning outcomes of the different subjects.
1.6 Values
The curriculum is based on a clear set of values. These values underpin the whole curriculum
and the work of schools. Learners need to base themselves on these values as citizens of
Uganda. These values are derived from the Uganda National Ethics and Values Policy of 2013.
They are:
i) Respect for humanity and the environment
ii) Honesty, upholding and defending the truth at all times
iii) Justice and fairness in dealing with others
iv) Hard work for self-reliance
v) Integrity, moral uprightness, and sound character
vi) Creativity and innovation
vii) Social responsibility
viii) Social harmony
ix) National unity
x) National consciousness and patriotism
These are not taught directly in lessons, nor are they assessed by pen and paper. However, they
are incorporated into some learning outcomes and are developed as learners progress.

1.7 Information and Communication Technology (ICT) Integration

The integration of ICTs into teaching and learning is strongly encouraged in this Advanced
Secondary Curriculum. ICT enhances the implementation of competency-based learning by
fostering learner engagement, creativity, and lifelong learning. Teachers are encouraged to use
technology to create interactive content, such as digital simulations and videos, to illustrate
abstract or complex concepts effectively. Integrating ICT not only enhances the learning
experience but also equips learners with essential digital skills for the 21st century.
ICT teachers should endeavour to assist other subject teachers in making the ICT integration
process a reality. The table below shows a sample of suggested ICT tools that may be applied
to given tasks.

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Sample Task in the Syllabus Suggested ICT Tool

Fieldwork Use of cameras to take photos and record videos
Locate places on a map Use digital maps such as Google Maps or an equivalent
application.
Presentation in class Use presentation applications or online presentation tools
like Canva
Search for keywords and meanings Use an online dictionary or search online
Make drawing/graphics Use drawing tools like Draw.io or publishing
software/Word processor
Roleplay, narrations Use audio and video recordings
Demonstrations Use audio/video recordings, models, simulations, or virtual
labs
Analyse and present data Use spreadsheet software or any other analytics tools
Group discussions Mind mapping software
Search for extra reading materials Download files from the Internet from academic
Databases
Writing equations and formulae Use equation editors like MathType
Carry out academic search/research Use the Internet, AI models, and other academic
applications like “Encarta”, “Britannica”, etc.
Collaborate with others across the Form learning networks with blogs, social media, emails,
world and videoconferencing tools like Zoom, MS Teams,
Webex, Google Meet or any other networking application.

1.8 Projects
Project-based learning is an integral part of 21st-century education. The syllabus incorporates
several projects across various topics, which serve as illustrative examples. You are encouraged
to develop more projects with your learners that can easily be linked to what is happening in
your local environment. While doing this, make effort to keep aligned to the learning outcomes
of the topic you are teaching.

1.9 Aims of Secondary Education

The aims of Secondary Education in Uganda are to:
i) instil and promote national unity, an understanding of social and civic responsibilities,
strong love and care for others, and respect for public property, as well as an
appreciation of international relations and beneficial international cooperation.
ii) promote an appreciation and understanding of the cultural heritage of Uganda,
including its languages.
iii) impart and promote a sense of self-discipline, ethical and spiritual values, personal and
collective responsibility, and initiative.
iv) enable individuals to acquire and develop knowledge and an understanding of the
emerging needs of society and the economy.

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v) provide up-to-date and comprehensive knowledge about the theoretical and practical
aspects of innovative production, modern management methods in the field of
commerce and industry, and their application in the context of the socio-economic
development of Uganda.
vi) enable individuals to develop basic scientific, technological, technical, agricultural, and
commercial skills required for self-employment.
vii) enable individuals to develop personal skills of problem-solving, information gathering
and interpretation, independent reading and writing, self-improvement through
learning, and the development of social, physical, and leadership skills such as are
obtained through games, sports, societies, and clubs.
viii) lay the foundation for further education.
ix) enable the individual to apply the acquired skills in solving community problems, and
to develop a strong sense of constructive and beneficial belonging to that community.
x) instil positive attitudes towards productive work and strong respect for the dignity of
labour and those who engage in productive labour activities.
xi) develop a positive attitude towards learning as a lifelong process.

1.10 Aims of the Advanced Secondary Curriculum

These are to:
i) adopt a competency-based learning approach.
ii) develop holistic education for personal and national development based on clear
shared values.
iii) develop key skills essential to work and life and promote lifelong learning.
iv) Adopt an integrated approach to learning that develops learners’ ability to apply
learning.
v) improve on assessments by incorporating school-based assessment into the end-of-
cycle assessment.
vi) emphasise the learners’ participation through engagement with the community.
vii) prepare for further education.

1.11 Rationale for Teaching Islamic Religious Education at the Advanced

Level
The Advanced Secondary Curriculum aims to develop learners to:
i) promote a comprehensive understanding of Islamic teachings;
ii) encourage respect for diversity and social harmony;
iii) foster critical thinking and problem-solving skills;
iv) develop leadership and responsibility; and
v) inspire lifelong learning and personal growth.

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1.12 Subject Overview

The subject areas reorganised within the syllabus during the adaptation process are:
1. Quran: Learners are expected to:
i) understand the historical context and significance of the Qur’an’s revelation.
ii) assess the authenticity of the Qur’an through its preservation and consistency.
iii) explore key spiritual teachings, such as monotheism and life after death, and their
influence on beliefs.
iv) apply Qur’anic social teachings to promote justice and ethical interactions.
v) relate Qur’anic principles to contemporary political issues.
vi) interpret selected Surahs to address modern challenges.
2. Hadith: Learners are expected to:
i) identify Hadith collection methods and their importance in preserving teachings.
ii) evaluate principles and methods used in Hadith compilation.
iii) determine criteria for authentic Hadith and recognise forged ones.
iv) classify Hadith based on authenticity and explain their role in Islamic jurisprudence.
3. Development of Sharia Law: Learners are expected to:
i) trace the origin and evolution of Islamic law (Sharia).
ii) explain the significance of major sources of Islamic law.
iii) examine Islamic legal acts guiding personal and social behaviours.
iv) understand Hudud and Ta’zir punishments and their applications.
v) analyse the challenges of applying Sharia in modern societies.
4. Life of the Prophet Muhammad (PBUH) AD 570-632: Learners are expected to examine
key events in Prophet Muhammad’s life and how they model moral behaviour.
5. Orthodox Caliphate (AD 632-660): Learners are expected to analyse the leadership
qualities of the Orthodox Caliphate and their role in governance.
6. Muslim Dynasties (AD 661–1258): Learners are expected to evaluate the contributions of
the Umayyad, Abbasid, and Fatimid dynasties to Islamic civilization.
7. The Spread of Islam in the Interior of East Africa (Uganda): Learners are expected to
analyse the factors that contributed to the spread of Islam in Uganda and its impact on society.

1.13 Time Allocation

The learners shall be engaged for nine (9) periods per week from Senior Five to Senior Six.

1.14 Suggested Approaches to Teaching Islamic Religious Education

The suggested approaches enhance learning and empower teachers to support learners, as
they acquire the planned competencies.
This will necessitate teachers to work alongside learners to guide, direct, support and supervise
them as they progress through the learning process. These approaches include:
i) Inquiry-based learning: Learners are encouraged to investigate through research
directed by their interest and solve problems through a series of questions and
scenarios, enhancing critical thinking, communication and research skills.

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ii) Experiential learning: Learners actively participate in hands-on experiences during

research and learn through reflecting upon what they are doing, which leads to the
development of reflective skills.
iii) Problem and project-based learning: Learners find solutions to problems through
their experience in research and projects. This leads to the development of critical
thinking, and social and research skills.
iv) Case-based learning: Learners refer to real-world scenarios to discuss and analyse
them, which enables them to develop critical thinking, analytical and research skills.
v) Discovery learning: Learners construct their own knowledge through active
participation, exploration and inquiry, which encourages them to critically think, ask
questions and hypothesise through research.

1.15 Islamic Religious Education Programme Planner

Class/ Term Topic Sub-topic Periods

Senior Five 1) The Revelation of the Holy 1.1. The Reasons for the Revelation of the 9
Term 1 Qur’an Holy Qur’an
1.2. Modes of Revelation 10
1.3. Qur’an as a Miracle 9
2) Preservation of the Holy 2.1. Preservation and Protection of the 32
Qur’an Holy Qur’an
Total 72
Senior Five 3) Spiritual Teachings of the 3.1. Monotheism (Tawheed) 12
Term 2 Qur’an
3.2. Reward and Punishment 12
3.3. Destiny of the Soul 6
3.4. Life After Death 12
3.5. Predestination (Qadar) 6
4) Social Teachings 4.1. Marriage and Divorce 12
4.2. The Position of a Woman in Society 9
4.3. Inheritance of Property 18
5) Islamic Teachings on Political 5.1. Leadership 6
Life 5.2. Government and Sovereignty 4
5.3. International Relations 6
5.4. Fight against Oppression and 9
Suppression
5.5. Racism and Slavery 8
Total 108
Senior Five 6) Selected Surahs from the Holy 6.1. Surat Al-Fatiha 8
Term 3 Qur’an 6.2. Surat Al-Dhuha (93), Inshirah (94) and 20
Kauthara (108)
6.3. Surat Al-Tin (95) 8
6.4. Surat Al-Asr (103) and Al-Qadr (97) 16
6.5. Surat Al Fill (105), Al-Lahab (111) and 20
Al-Nasir (110)

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7) Collection of Hadith 7.1. Transmission of Hadith During 12

Prophet’s Time
7.2. The Purpose of Collecting Hadith 6

8) Compilation of Hadith 8.1. The Selected Sound Compilers 20

9) Evaluation of Hadith 9.1. Criteria for Accepting Hadith 8

9.2. Forged Hadith 6

10) Classification of Hadith 10.1. Authority 6
10.2. Authenticity 6
10.3. Types of Hadith 8
Total 108
Senior Six 11) The Development of Islamic 11.1. Stages of Development of Islamic 18
Term 1 Law (Sharia) Law
12) Islamic Law (Sharia) 12.1. Qur’an as the First Source of Islamic 6
Law
12.2. Hadith as the Second Source of 6
Islamic Law
12.3. Ijma as a Source of Islamic Law 6
12.4. Qiyas as a Source of Islamic Law 6
13) Classification of Legal Acts in 13.1. Legal Acts in Islam 18
Islam
14) Fundamental Teachings of 14.1. Islamic Penal Code 18
Islamic Law (Sharia) 14.2. Grave Sins in Islam 18
15) Challenge to Application of 15.1. World’s Attitude Towards Sharia 6
Sharia in the Contemporary
World
15.2. Non-application of Sharia 6
Total 108
Senior Six 16) The Life of Prophet 16.1. Early Life of Prophet Muhammad 21
Term 2 Muhammad (PBUH) AD 570 – (PBUH) 570 – 610 AD.
632 16.2. The Makkah Period (AD 610– 622) 21

16.3. The Madinah Period (AD 622– 632) 18

17) Orthodox Caliphate (AD 632– 17.1. Leadership and Accountability 12
660) 17.2. Justice and Fairness 12
17.3. Unity and Cohesion 12
17.4. Moral Courage and Integrity 12
Total 108
Senior Six 18) Muslim Dynasties (AD 661– 18.1. Contributions of Muslim Dynasties 36
Term 3 1258)
19) The Spread of Islam in the 18.2. The Spread of Islam in Uganda 36
Interior of East Africa (Uganda)
Total 72

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1.16 Note to the User

Each topic has a competency, which is a broad statement that brings out what the learner is
expected to do at the end of the topic. The competency is broken down into learning
outcomes, for which suggested learning activities and sample assessment strategies are
developed as represented in the table below.
Learning Outcomes Suggested Learning Activities Sample
Assessment
Strategies
A statement of the knowledge, The sort of hands and minds on Opportunities for
understanding, skills, generic skills, engagements, enable the learner assessment within
values, and attitudes expected to be to achieve the learning outcome the learning process
learned by the end of the topic. Hence including the generic skills and that is, during the
each learning outcome is coded with values. They are designed to lesson.
letters such as k, u, s, gs and v/a for enable learners to Discover,
emphasis to the teacher on what to Explain, Apply and Analyse (DEAA)
consider during the lesson. as they participate in knowledge
construction.

The learning activities and assessment strategies in the syllabus are “suggested” and “samples”
respectively and not exhaustive. The teacher is encouraged to develop more learning activities
and assessment strategies that are based on the learning outcomes. In addition, he/she is free
to customise the suggested learning activities to make them suitable for the respective learning
environments and for learners with Special Educational Needs (SEN).

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2.0
2.0 DETAILED SYLLABUS
DETAILED SYLLABUS
Senior Five Term 1
TOPIC 1: The Revelation of the Qur’an Duration: 12 Periods

Competency: The learner evaluates the historical context, process, and significance of the
Qur’an’s revelation, demonstrating a comprehensive understanding of its role in Islam.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) discuss the reasons a) Learners, in small groups, locate a) Converse with learners while
behind the Qur’anic verses 2:129, 36:82, 61:6, using open-ended questions
revelation of the 2:2, 2:106, 5:3,12:2-3 and 3:3, and to assess their ability to
Qur’an in shaping analyse the reasons for the articulate the Qur’an’s
Islamic teachings Qur’an’s revelation and its significance and connect its
and values. (u, s, v) significance. teachings to broader
b) Learners, in their groups, discuss concepts of faith and life.
other reasons for the revelation of b) Observe learners’ ability to
the Qur’an and their relevance engage in critical thinking,
today. collaboration, and effective
c) Learners, in groups, use ICT or communication during the
library resources to create a brief conversation.
summary of the reasons analysed c) Assess learners’ ability to
and present before the class, demonstrate and identify the
highlighting the significance of themes and reasons for
the reasons explored. revelation in of the Qur’an to
d) Individually, learners write an mankind.
essay reflecting on the reasons
for the Qur’an’s revelation, and
their contemporary significance.
b) analyse the a) Learners, in small groups, locate a) Converse with learners to
reasons for the Qur’anic verses, 2:129, 42:7, 9:97 assess their ability to
Qur’an’s revelation and 41:44 and analyse the demonstrate understanding
in Makkah and reasons for the Qur’an’s of the different conditions in
Madinah to revelation in Makkah and Makkah and Madinah and
appreciate its Madinah. their impact on the Qur’anic
significance in b) Learners, in groups, use library revelations.
shaping personal resources or ICT to search for b) Observe learners’ ability to
spirituality and other conditions that influenced analyse and differentiate
social structures the revelation of the Qur’an in themes of revelation and
within the early Makkah and Madinah. connect them to historical
Muslim c) Learners present findings, and contemporary contexts.
community. (u, s, highlighting:
v)

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i) key aspects of their assigned c) Evaluate learners’ comparison

context (historical, social, or chart, highlighting the
political). differences between Makkah
ii) how this context may have and Madinah revelations,
influenced the nature of focusing on tone, message
Qur’anic messages revealed and their focus.
in each location.
d) Learners compare the revelations
from Makkah and Madinah
showing how the contextual
differences are reflected in the
tone, message, and focus of each
revelation.
e) Learners discuss how the
revelations influenced both
personal spirituality and social
structures.
f) Learners justify the revelation of
the Qur’an to an Arab and in
Arabic language.
c) categorise the a) In groups, learners use library a) Converse with learners to
modes of divine resources or ICT to search for evaluate their ability to
revelation to Qur’anic verses 20:38 -39,7:144, identify and analyse the
appreciate the 2:97, 37:102, 48:27, and 42:51 to modes of revelation in
nature of divine identify the modes of revelation Qur’anic verses.
message for therein.
spiritual guidance. b) Observe learners’ ability to
(u, s, v) b) In groups, learners discuss the discuss the impact of these
modes of revelation while revelations on the recipients
interpreting its impact on the and audiences.
recipient and the audience at the
time. c) Assess the learners’ essay for:
i) the explanation of the
c) Learners, in their groups, make modes of revelation with
presentations about the modes examples from the
of revelations reflecting their assigned verses.
uniqueness. ii) the analysis of the impact
on the recipients (e.g.,
d) Learners, individually, write an emotional, spiritual,
essay of 400-500 words on the leadership influence).
various modes of divine iii) the effect of these
revelation with examples and revelations on the
their impact on their recipients. audience at the time (e.g.,
faith, moral guidance,
societal transformation).

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d) analyse the a) Learners, in their groups, read the a) Engage in conversations with
miraculous nature following verses from the learners to assess their ability
of the Qur’an for translated Qur’an 17:88, 36:33- to identify and explain key
upholding its 43,2:23,10:38,11:13 and 30:1-6 qualities, such as its linguistic
integrity and and identify the Qur’an’s unique inimitability, scientific
deepening qualities. insights, and prophecies.
spiritual
understanding. (u, b) Learners, in groups, use ICT or b) Observe learners’ ability to
s, v) library resources to search on the gather and critically evaluate
qualities that make the Qur’an a information about the
miracle. Qur’an’s miraculous nature.

c) Learners make a presentation on c) Assess learners’ ability to

how the miraculous nature of the provide personal insights in a
Qur’an influences their reflective essay, showcasing
understanding of its divine origin their understanding of the
and relevance in their day today Qur’an’s divine origin and
life. relevance in daily life.

d) Learners write a reflective essay

about the miracles of the Qur’an.

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TOPIC 2: The Preservation of the Holy Qur’an Duration: 32 Periods

Competency: The learner critically analyses the authenticity of the Qur’an by examining its
historical preservation, textual consistency, and the evidence supporting its divine origin while
articulating its significance in Islamic teachings and practices.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be Strategies
able to:
a) examine how the a) Learners, in groups, use the translated a) Converse with learners to
Qur’an was Qur’an to read and interpret verses assess their ability to
protected and 15:9, 41:42, 2:79, and 75:17 in order to interpret the verses and
preserved by Allah gain a deeper understanding of the connect them to the
against corruption teachings regarding the protection themes of divine
and distortions to and preservation of the Quran. protection and
foster a deeper preservation.
spiritual connection b) Learners present their insights from b) Observe learner’s ability to
to its teachings. (u, s, the interpretations of the above verses collaborate and
v) to justify the divine protection of the communicate effectively
Qur’an and its incorruptibility. during their group
presentations.
c) Learners make a write-up about the c) Assess learners’ ability to
Qur’an’s protection and preservation produce a coherent and
by Allah. well-structured write-up,
showcasing their
understanding of the
Qur’an’s preservation.
b) analyse the methods a) Learners, in groups, use ICT or library a) Converse with learners to
used to maintain the resources to explore methods used by gain their insights as they
authenticity of the the prophet, his companions and the demonstrate
Holy Qur’an to modern ways used in the preservation understanding of the
appreciate their and protection of the Qur’an. methods used to preserve
significance in b) Learners make presentation on the the Qur’an and its
preserving its human efforts in Qur’an preservation, authenticity.
message for human focusing on the value of responsibility b) Observe learners’ research
guidance. (u, s, v) and respect for the sacred scripture. skills and understanding of
c) Learners write a reflective journal on the historical and modern
the mechanisms for the preservation mechanisms of Qur’an
of the Qur’an. preservation.
d) Learners critically analyse Qur’anic c) Evaluate learners’ ability to
verses 3:144, 53:19-20, 22:52, 96:1 produce well-thought-out
5,62:2,68:2,29:51,10:37,3:3,3:7,6:192,6:38 reflective journals and
and 2:114 and hadith report to essays that showcase their
appreciate the authenticity of the understanding of the
Qur’an. Qur’an’s divine origin and
e) Learners present their analysis of the relevance.
authenticity of the Qur’an.
f) Learners write an essay about the
authenticity of the Qur’an.

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Senior Five Term 2

TOPIC 3: Spiritual Teachings of the Qur’an Duration: 12 Periods

Competency: The learner analyses and applies the spiritual teachings of the Qur’an,
demonstrating a deep understanding of key concepts such as monotheism, reward, and
punishment, the destiny of the soul, life after death, and predestination, and reflects on how
these teachings influence their personal beliefs and actions.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be able to: Strategies
a) analyse the concept of a) Learners, in groups, use ICT or a) Converse with learners to
Islamic monotheism library resources to read and assess their analytical skills
(Tawhid), distinguishing discuss Qur’anic verse 3:18 in categorising and
its unique characteristics and Surah Al-Ikhlas 112 about interpreting verses that
and evaluating its role in Kalimah (testifying about highlight different aspects
shaping a Muslim’s Allah’s oneness). of monotheism.
beliefs and actions. (u, s, b) Observe learners’ ability to
v) b) Learners, in groups, reflect on reflect on the practical
their thoughts about what it and spiritual significance
means to truly believe in the of Tawhid in their lives.
oneness of Allah, and how this c) Evaluate learners' written
belief shapes their lives. reflections. Reflection
c) Learners brainstorm how the Assessment Criteria:
belief in the oneness of Allah Content:
strengthens a Muslim’s faith. i) Reflection demonstrates
d) Learners, in groups, search an understanding of
Qur’anic verses 10:31,23:84- Tawhid and its forms.
87,29:61- ii) Connect monotheism to
62,7:65,7:73,7:85,6:162,3:175, practical aspects of
39:54,51:56,1:2,107:4-6, Muslim life.
4:142,4:36,29:45,2:183,2:186,6:1 Personal Insight:
64 and 55:27 and discuss the Reflects on how belief in
different forms of Allah’s oneness shapes
monotheism identified in the their values and actions.
verses. Clarity and Expression:
e) Learners, individually, write a Reflects well-structured,
200–300-word reflection on clear, and written in an
the concept of monotheism engaging tone.
(Tawhid) and its role in
shaping a Muslim’s beliefs and
actions. Discuss how the belief
in Allah’s oneness influences a
Muslim’s character, faith, and
relationship with others.

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 ISLAMIC RELIGIOUS EDUCATION SYLLABUS

b) discuss the concept of a) Learners, in groups, read a) Converse with learners to

Tawhid (monotheism) as Surah Al-Ikhlas (112) and assess their ability to
the cornerstone of analyse each verse, and how it reflect on the unique
describes the nature of Allah
Islamic belief, exploring qualities of Islamic
and His oneness.
its implications for monotheism and its
individual spirituality, b) Learners, in groups, present implications on faith,
societal ethics, and the the attributes of God worship, and ethical
development of a strong mentioned in Surat Al-Ikhlas, behaviour.
Islamic identity. (u, s, v) such as His oneness, self-
sufficiency, and b) Observe learners’ ability to
incomparability, and how
compare the concept of
these relate to the concept of
monotheism. Allah in Islam with other
beliefs.
c) Individually, learners write a
brief reflection on what Surah c) Evaluate learners as they
Al-Ikhlas teaches them about individually summarize
God’s uniqueness and how it key lessons drawn from
affects their perspective on
Surah Al-Ikhlas, focusing
worship and belief in Allah.
on:
d) Learners, in pairs, choose one - attributes of Allah
attribute of Allah described in (oneness, self-
Surah Al-Ikhlas (e.g. oneness, sufficiency,
self-sufficiency,
incomparability).
incomparability) and
brainstorm how this concept - contribution to
differs from other beliefs. understanding Islamic
monotheism.
e) Learners, in pairs, present their - personal impact on
reflections about the
their relationship with
distinctive qualities of Islamic
monotheism and how it Allah.
differs from other faiths’
understanding of Allah.

f) Learners, individually, note

down the lessons drawn from
Surah Al-Ikhlas, highlighting
its contribution to the
understanding of Islamic
monotheism and how it
affects their personal
relationship with Allah.

g) Learners share their reflections

with a partner, discussing how
monotheism in Islam provides
a foundation for ethical
behaviours and community
values.

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c) examine the three a) Learners, in groups, use ICT or a) Converse with learners to
primary components of library resources to brainstorm assess their understanding
Tawhid to understand the meaning of the three key of the definitions and
how these components aspects of Tawhid: implications of the three
emphasise the unity, Rububiyyah (creation), aspects of Tawhid.
sovereignty, and worship Uluhiyyah (worship), and
of Allah as central tenets Asma wa Sifat (divine name b) Observe learners’ ability to
of the Islamic faith. (u, s, and attributes). analyse the
v) interconnectedness of the
b) Learners, in groups, use three aspects
translated Qur’an to search for of Tawhid and their
and read verses 10:31, 23:84- practical implications.
85, 23:86-87, 29:61, and 29:62
to appreciate the profound c) Assess learners’ ability to
concept of God’s creation, and synthesise their
its implications for our lives, understanding through a
reminding us of our reflective presentation
dependence on Him. explaining the significance
of Tawhid in shaping
c) Learners, in groups, use practical and spiritual life,
translated Qur’an to search for demonstrating the
and read verses 7:65, 7:73, interconnections of
7:85, 6:162, 3:175, 39:54, 51:56, Tawhid.
1:2, 107:4-6, 4:142, 4:36, 29:45,
2:183 and 2:186 to gain a
deeper understanding of the
principle of worshipping God
alone, avoiding shirk, and
seeking His guidance in all
aspects of life.

d) Learners, in groups, use

translated Qur’an to search for
and read verses 1:2,6:164 and
55:27 to gain a deeper
understanding of God’s nature
and attributes.
e) Learners, in groups, discuss
the relationship between the
three fundamental aspects of
Tawhid (monotheism) –
Rububiyyah, Uluhiyyah, and
Asma wa Sifat – examining
how these aspects shape an
individual’s worldview and
spiritual guidance.

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TOPIC 3: Spiritual Teachings of the Qur’an (Continued) Duration: 48 Periods

Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be Strategies
able to:
a) critically analyse the a) Learners, in groups, use ICT or library a) Converse with learners
Islamic concepts of resources to read the following to assess their ability to
reward, examining Qur’anic verses on reward 27:84, identify specific actions
their role in 30:39, 39:10, 51:15-16 and 16:30 and and behaviours that
motivating discuss the types of actions and lead to reward in Islam
righteous behaviours that lead to reward in and the nature of these
behaviours. (u, s, v) Islam, as well as the nature of these rewards.
rewards. b) Observe learners’ ability
b) Learners, in groups, share their to synthesise their
insights, highlighting key actions or understanding and
qualities emphasised in the Qur’anic share insights
verses about the role of reward in effectively.
guiding moral actions. c) Assess learners’
c) In groups, learners discuss the summaries and their
concept of reward in Islam and how individual reflections to
they can influence ethical decision- evaluate their ability in
making. analysing, evaluating,
d) Learners share ethical actions that are and connecting to the
encouraged by the concept of concept of reward.
reward and explain its impact on a
person’s integrity.
e) Individually, learners write a 200-
word reflection on how the concept
of reward in Islam promotes
accountability and integrity in their
daily lives. Use specific examples to
illustrate your points.
f) In pairs, learners discuss how the
awareness of reward might inspire
gratitude towards God and
encourage a consistent commitment
to doing good.
g) Individually, learners write a 150–200-
word reflection on how the concept
of reward in Islam encourages them
to feel grateful and remain
committed to positive actions.
Highlight specific examples from
their personal life or observations.

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b) critically analyse the a) In groups, learners use translated a) Converse with learners
various forms of Qur’an or ICT or library resources to to assess their ability to
punishment read about the historical cases of identify the causes of
prescribed in Islamic divine punishment (Ad people 69:6, punishment and the
law, evaluating their Thamud people 69:5, Lut people moral lessons conveyed.
purposes, ethical 26:173, Madyan 26:189, Noah’s b) Observe learners’ ability
implications, and people 26:120, Pharaoh 26:66), and to interpret and analyse
effectiveness in discuss the events that led to their verses about
promoting justice punishments and the moral lessons punishment in the
and individual conveyed. hereafter and extract
accountability. (u, s, b) Learners share a summary of their moral lessons.
v, a) case studies, including the causes of c) Assess learners’ ability
punishment, and key insights about to connect these
accountability and consequences. concepts in their write
c) Individually, learners write an essay ups to personal
about stories that teach about responsibility, ethical
responsibility, the consequences of decision-making, and
actions, and the concept of justice in justice.
Islam.
d) In groups, learners analyse Qur’anic
verses on punishment in the
hereafter (14:17, 20:74, 14:16-17,
114:49-50, 22:55, 3:62-67 and 88:2-7),
the moral and spiritual lessons
implied.
e) Individually, learners write a short
reflection on how the understanding
of the concept of punishment in the
hereafter influences personal
responsibility and ethical decision-
making.
f) In small groups, learners discuss the
differences and similarities between
punishment in history and in the
hereafter, considering aspects such
as purpose, duration, and impact,
while reflecting on the values each
type of punishment emphasises.
g) Learners, in groups, prepare a short
presentation on their findings,
discussing how punishment in this
world serves as a warning or
correction, while punishment in the
hereafter represents final
accountability and justice.

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 ISLAMIC RELIGIOUS EDUCATION SYLLABUS

c) critically examine a) In groups, learners use translated a) Converse with learners

the Islamic Qur’an to search for verses 75:2, 12:53 to gauge their
teachings on the and 89:27-30 to describe the nature understanding in
nature of the soul to of different souls. describing the different
appreciate the b) Learners, in pairs, brainstorm how the types of souls as
complexity and nature of different souls fosters a mentioned in the
depth of Islamic deeper understanding of one’s Qur’an.
beliefs regarding the purpose in life and the relationship b) Observe learners’ ability
soul’s journey and with Allah. to express their
ultimate destination. c) Learners, in groups, discuss how understanding through
(u, s, v) belief in the soul’s destiny can impact collaborative
a person’s actions and ethical discussions and
decisions. personal reflections.
d) Individually, learners write a 200- c) Assess learners’ ability
word reflection on how their to analyse the influence
understanding of the nature of the of the soul’s destiny on
soul (commanding, reproaching, and personal actions, values,
tranquil) influences their actions, and ethical decision-
values, and relationship with Allah. making.
d) critically analyse the a) Learners, in groups, use ICT or a) Converse with learners
factors that translated Qur’an to read verses to assess their ability to
determine the 53:38-39, 91:77, 3:185, 39:42, 56:61, analyse Qur’anic verses
destiny of the soul, 74:38, 3:30, and 6:111 and identify key to identify the
drawing on Islamic determinants of the soul’s destiny. determinants of the
teachings and b) In groups, learners discuss the soul’s destiny.
principles to themes in their assigned verses, b) Observe learners’
appreciate the role focusing on how these factors engagement to assess
of faith, deeds, and influence the soul’s journey and their ability to
divine mercy in ultimate destiny. synthesize their findings
shaping one’s c) Learners, in groups, share a summary and articulate the
eternal fate. (u, s, v) of the key themes from their verses, relationship between
discussing the role of individual actions, choices, and
actions and moral choices in shaping destiny.
the soul’s eternal fate. c) Assess group reflection
d) In pairs, learners discuss the concept on how understanding
of personal accountability in Islam for the determinants of the
one’s actions and how it influences soul’s destiny
one’s ethical decision-making. encourages them to
e) Individually, learners write a short take personal
reflection on how understanding the responsibility and act
determinants of the soul’s destiny with integrity. They
encourages them to take personal should Provide specific
responsibility and act with integrity. examples from their
lives or observations.

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f) In groups, learners discuss how the

factors influencing the soul’s destiny
relate to ethical responsibility and
spiritual growth while considering
how these determinants guide a
person towards values like self-
reflection, sincerity, and commitment
to personal improvement.
g) Learners prepare a short presentation
about the main determinants of the
soul’s destiny and explain how they
reinforce values such as
responsibility, integrity, and self-
reflection.
e) analyse the concept a) Learners, in small groups, read a) Converse with learners
of life after death in Qur’anic verses 3:183, 23:99-100 and to gauge individual
Islamic teachings, 8:50-54, and discuss the themes of insights and reflections
evaluating its mortality, the inevitability of death, on how these concepts
significance for and the return to God. influence values like
personal b) Learners discuss how the concept of integrity, humility, and
accountability and mortality as expressed in these verses spiritual awareness.
ethical living. (u, s, v) influences a Muslim’s perspective on b) Observe learners’
life, actions, and priorities. engagement,
c) Learners, in groups, share their key collaboration, and
insights with the class, focusing on critical thinking during
the values of humility, gratitude, and group, pair, and class
accountability. discussions to assess
d) In pairs, learners read verses related their understanding of
to Doomsday (55:26-27, 21:104) and mortality, Doomsday,
discuss the imagery, descriptions and and accountability.
themes presented, such as the end of c) Assess group
all creation and the permanence of summaries, individual
God. reflections, and
e) Regroup and discuss each pair’s presentations to
findings, emphasising the themes of evaluate learners’
Doomsday as a reminder of synthesis of the
accountability, finality and the concepts and
transition to the hereafter. understanding of values
f) Individually, learners write a brief like moral responsibility,
reflection on how understanding ethical, self-awareness
Doomsday impacts their sense of and preparation for the
accountability, spiritual preparation, hereafter.
and perspective on the temporary
nature of life.

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 ISLAMIC RELIGIOUS EDUCATION SYLLABUS

g) In groups, learners discuss how their

understanding of mortality and
Doomsday encourages a sense of
accountability, ethical responsibility
and spiritual mindfulness that can
help them explore values like
humility, sincerity, and dedication to
good deeds.
h) Learners, in groups, prepare a short
presentation on how beliefs about
mortality and Doomsday affect a
person’s choices and promote values
like integrity and spiritual readiness.
i) Groups present their insights,
discussing how the knowledge of
mortality and Doomsday guides
ethical behaviour and shapes spiritual
growth.
f) critically examine a) In groups, learners read translated a) Observe learners’
the concepts of Qur’an verses on the resurrection engagement,
resurrection and (78:18, 5:20-22, 39:68, 50:42 and collaboration, and critical
judgement, 50:44) and identify themes, such as thinking during group,
assessing their role the gathering of souls, accountability, pair, and class
in shaping a and the transition to the hereafter. discussions to assess
Muslim’s worldview, b) Learners discuss how the concept of their understanding of
moral responsibility, resurrection encourages resurrection, Judgement,
Hell, and Paradise.
and preparation for responsibility and preparation for the
b) Converse with learners to
the hereafter. (u, s, v) hereafter.
gauge individual insights
c) Learners share their insights with the
and reflections on how
class, focusing on how belief in
beliefs about the afterlife
resurrection promotes mindfulness of
influence values like
one’s actions and accountability. integrity, humility, and
d) In groups, learners use translated moral responsibility.
Qur’an to read about Judgement Day c) Assess group summaries,
as presented in Qur’an verses 84:7-11, individual reflections and
78:20, 18:49, 95:8, 36:64, 39:60, 5:109, presentations to evaluate
50:27-28 and 21:47, and discuss the learners’ synthesis of the
imagery, descriptions, and afterlife concepts and
implications of Judgement, reflecting understanding of values
on how it reinforces personal such as accountability,
accountability. spiritual awareness and
e) Learners, in groups, discuss their dedication to goodness.
findings, emphasising the themes of
justice, consequence and the
recording of deeds as described in
the verses.

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f) Individually, learners write a brief

reflection on how understanding
Judgement Day impacts their sense
of responsibility and moral choices.
g) In groups, learners’ read Qur’anic
descriptions of Hell (20:74, 15:44,
32:30, 78:21-23, 22:19-22, 78:24-26,
14:16-17, 50:30, 56:51-52) and
Paradise (3:15, 37:58-59, 88:15-16,
3:198, 55:54, 76:13, 36:54-57) and
analyse the imagery and themes in
the verses, identifying the qualities
and behaviours associated with each
destination.
h) Learners, in their groups, present
their findings, comparing the
descriptions of Hell and Paradise and
discussing the motivational role
these concepts play in ethical
behaviour and spiritual growth.
i) Individually, learners write a brief
reflection on how the understanding
of Hell and Paradise reinforces the
values of sincerity, self-discipline, and
a commitment to righteousness.
j) In groups, learners discuss how
beliefs in resurrection, Judgement,
Hell and Paradise reinforce a sense of
moral responsibility and spiritual
mindfulness. They explore how these
beliefs motivate a person to pursue
goodness and avoid harmful actions.
k) Learners, in groups, prepare a short
presentation on how these concepts
encourage ethical behaviour and
promote values like humility,
integrity, and self-discipline.
g) analyse the a) In groups, learners use translated a) Converse with learners
concepts of Qadar Qur’an to search for verses about to gauge individual
(divine decree) and Qadar (3:185, 57:22, 36:38, 3:145, insights and reflections
free will in Islamic 43:11, 74:30) and identify themes on how Qadar
teachings, (such as the inevitability of life’s influences values like
evaluating their events, divine decree and the responsibility, resilience,
relationship and purpose of life) and discuss their and humility.
impact on personal meanings.
responsibility,

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 ISLAMIC RELIGIOUS EDUCATION SYLLABUS

ethical decision- b) Learners, in groups, discuss how the b) Observe learners’

making and spiritual understanding of Qadar influences a engagement,
growth. (u, s, v) Muslim’s perspective on life, collaboration, and
challenges and acceptance of what is critical thinking during
beyond personal control. group, pair, and class
c) Learners, in groups, present their key discussions to assess
insights, highlighting how Qadar their understanding of
promotes values like trust in God, Qadar and its influence
resilience and humility in the face of on life’s challenges and
life’s events. personal choices.
d) In groups, learners engage in a c) Assess group
discussion on how Qadar and free summaries, individual
will coexist, introducing the idea that reflections and
while some aspects of life are presentations to
predetermined, individuals are still evaluate learners’
responsible for their own choices. synthesis of the concept
e) Learners brainstorm examples of and understanding of
situations where Qadar and personal values such as
responsibility interact, such as accountability, trust in
making ethical decisions, persevering divine wisdom, and
through hardship, or responding to patience.
unexpected life events.
f) Learners, in groups, discuss with
examples how belief in Qadar
encourages responsible decision-
making while fostering trust in God’s
plan.
g) Learners, in groups, discuss how
understanding Qadar encourages
values such as humility, responsibility,
and resilience. They explore how
Qadar shapes a person’s ethical and
spiritual outlook, guiding them to
make thoughtful choices while
accepting life’s uncertainties.
h) Learners, in groups, prepare a short
presentation on how Qadar
promotes a balanced perspective on
life’s events and encourages values
like patience, trust and humility.

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TOPIC 4: Social Teachings Duration: 39 Periods

Competency: The learner interprets and applies the social teachings of the Holy Qur’an in
promoting ethical interactions, justice, and community well-being.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be Strategies
able to:
a) analyse Qur’anic a) In groups, learners use the a) Converse with learners to
teachings on translated Qur’an and read verses gauge individual insights
marriage and 4:3 and 24:32 on marriage and and reflections on how
divorce, evaluating identify key themes, such as these teachings influence
their ethical fairness, support for the less values like fairness,
implications and fortunate and responsibility within responsibility and mutual
significance to marriage. support.
foster respect, b) Learners discuss their insights as b) Observe learners’
responsibility and they share the broader implications engagement,
harmony in family of the teachings on marriage and collaboration and critical
life. (u, s, v) how these principles promote thinking during pair,
ethical relationships. group and class
c) Learners brainstorm values discussions to assess their
associated with marriage such as understanding of Qur’anic
fairness, kindness and social support teachings on marriage.
as reflected in the Qur’anic verses. c) Assess learners’ group
d) In small groups, learners discuss summaries and individual
how these values strengthen family reflections to evaluate
life and promote social stability. understanding of the
They consider how principles like teachings and
fairness in verse 4:3 and supporting appreciation for values
marriage for the less fortunate in such as respect,
verse 24:32 contribute to the community, support, and
community. family responsibility.
e) Individually, learners write a short
reflection on how these teachings
encourage responsibility, fairness
and community support within
marriage.
f) Learners regroup to discuss how
the values associated with marriage
in the Qur’an can positively
influence a Muslim’s approach to
family and community life.

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 ISLAMIC RELIGIOUS EDUCATION SYLLABUS

b) distinguish Islamic a) Learners, in groups, use ICT or a) Converse with learners to

marriage from Library resources or translated assess their ability to
prohibited ones Qur’an to search Qur’anic verses identify key rulings on
based on Qur’anic 4:22-24, 2:221, 2:234, 2:228, 4:3 and valid and prohibited
teachings, 24:32 to identify the key guidelines marriages and their
evaluating the on valid and prohibited marriages. understanding of the
rationale and b) Learners, in groups, discuss the principles behind these
principles that reasoning behind these rulings and guidelines.
inform these the values they promote. b) Observe learners’
differences. (u, s, v) c) Individually, learners write a brief engagement, to evaluate
reflection on how understanding their ability to connect
these prohibitions helps them the Qur’anic teachings to
appreciate the importance of the underlying reasoning
respect, responsibility and harmony and values they promote.
in families within Islam. c) Assess learners’ reflective
d) Learners, individually, write a journal on the values
reflective journal on the values promoted by valid forms
promoted by valid forms of of marriage in the Qur’an
marriage in the Qur’an and how (e.g., mutual respect,
these align with their personal justice, partnership) and
beliefs or cultural practices. how they align with your
e) Learners pair up to share their personal beliefs or cultural
reflections, discussing how the practice.
prohibitions in marriage can
positively influence family dynamics
and social harmony.
c) analyse the concept a) Learners brainstorm mahr as a a) Converse with learners to
of mahr (marital mandatory marital gift, explaining assess their initial
gift) in Qur’anic its purpose in Islamic marriage and understanding
teachings, focusing its role in ensuring respect and of mahr and its role in
on its significance in responsibility. fostering respect and
fostering fairness, b) Learners, in groups, use translated responsibility in marriage.
respect, and Qur’an to search for verses (4:4, b) Observe learners’ ability to
responsibility within 2:236, 4:25, 2:229, 2:237) and identify identify the different
marriage while the different scenarios in which scenarios in which mahr is
evaluating how this mahr is addressed in the Qur’an. addressed and
requirement c) Learners, in pairs, share their understand its
supports the rights insights from the Qur’anic verses, significance.
and dignity of both explaining the message about mahr
spouses. (u, s, v) and the values it promotes.
d) Learners discuss how the concept
of mahr promotes social and ethical
values in marriage and protects the
rights of both spouses.

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e) Learners, individually, write a short c) Assess learners’ ability to

reflection on the role of mahr in write a 200-word
marriage, focusing on the values it reflection on the role
promotes within marital and social of mahr in marriage,
relationships. focusing on the values it
promotes within marital
and social relationships.
Highlight specific
examples from the
Qur’anic verses you
studied.
d) examine the a) Learners, in groups, use translated a) Converse with learners to
conditions and Qur’an to read and analyse the assess their ability to
ethical principles verses on polygamy (4:3 and 4:129) analyse the verses and
surrounding and discuss the Qur’an’s approach identify the principles
polygamy in to polygamy. emphasised regarding
Qur’anic teachings, b) Learners share their insights on the polygamy.
focusing on fairness, conditions or principles emphasised b) Observe learners’ ability to
justice and in the Qur’anic verses regarding apply Qur’anic principles
responsibility while polygamy and how they shape the to real-life scenarios,
assessing the social ethical framework for polygamy in demonstrating critical
implications of Islam. thinking and ethical
these principles in c) Learners, in groups, discuss the reasoning.
modern contexts. ethical considerations in polygamy c) Assess learners’ ability to
(u, s, v) through case studies, while write a 500-word
applying Qur’anic principles to real- reflective essay on how
life scenarios. the Qur’anic teachings on
d) Learners, in groups, relate the polygamy emphasise
Qur’anic principles of polygamy fairness, justice, and
with practices in different cultures responsibility. Reflect on
focusing on fairness, justice and how these principles can
responsibility. be applied to other areas
e) Learners, individually, write a of life, such as leadership,
reflective essay on how the Qur’anic relationships, or
teachings on polygamy emphasise community interactions.
fairness, justice and responsibility
and how these principles could
apply to other areas of life.
e) examine the a) Learners, in groups, use translated a) Converse with learners to
Qur’anic teachings Qur’an to read verses 65:1-7, 4:35, evaluate their
on divorce and its 2:229, 65:4, 33:49, 2:234, 65:6, 65:7, understanding of the
conditions, 2:232 and 2:231 highlighting Qur’an’s holistic approach
analysing how principles provided in the Qur’an for to addressing the rights
these guidelines handling divorce ethically and and well-being of all
foster ethical compassionately. parties involved in
responsibility, divorce.

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fairness and b) Learners, in groups, discuss how b) Observe learners’ ability to

compassion while these guidelines address the rights apply Qur’anic teachings
evaluating their and well-being of all parties to real-life scenarios,
influence on the involved. demonstrating critical
rights and well- c) Learners, individually, reflect on the thinking and ethical
being of all parties values emphasised across the reasoning.
involved. (u, s, v) verses discussed, focusing on how
the Qur’an’s approach to divorce c) Assess learners’ ability to
promotes justice and well-being. Write a 200-word
d) In groups, learners analyse a case reflection on the values
study by referencing specific verses emphasized in the verses
that address each issue in the you discussed, focusing
scenario while applying the on how the Qur’an’s
following verses: approach to divorce
65:1 -7 for considerations on promotes justice,
waiting periods and special compassion, and well-
circumstances. being.
4:35 and 2:229 for guidelines on
mediation and respectful parting.
65:6-7 for financial and housing
support during the waiting period.
e) Learners present their analysis
explaining which verses were
applied, how they guided their
ethical decisions and the principles
of fairness and respect.
f) Individually, learners write a
reflection on how the discussion
shaped their understanding of
ethical divorce proceedings and the
values of empathy and
responsibility.
f) analyse the Qur’anic a) Learners, in pairs or groups, use the a) Converse with learners to
perspective on the translated Qur’an to search for assess their ability to
position of women verses (4:1, 4:19, 31:14, 4:3, 4:32 and interpret Qur’anic verses
in society, 16:111) and examine the position of and understand their
examining how a woman as guided by the Qur’an. implications for the
these teachings b) Learners, in groups, discuss how the position of women.
promote respect, Qur’anic teachings on women b) Observe learners’ ability to
equality, and compare with contemporary issues identify and discuss
empowerment. (u, like gender equality and examples of women’s
s, v) empowerment. empowerment inspired
by Qur’anic principles.

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c) Learners use ICT or library resources c) Evaluate learners’ ability

to identify examples from history or to write a reflective
modern society where these journal (200–300 words)
Qur’anic principles have inspired on the importance of
positive change for women. values such as equality,
d) Learners, in groups, present how respect, and justice in
Qur’anic teachings on women’s understanding the
respect, equality and position of women as
empowerment remain relevant and guided by the Qur’an.
transformative in today’s world. Reflect on how these
e) Individually, learners write a values influence our own
reflective journal on the importance perceptions and
of values such as equality, respect interactions.
and justice in understanding the
position of women.
g) analyse the roles of a) Learners, in groups, use ICT or a) Converse with learners to
women in society as library resources to search for verses assess their
guided by Islamic 4:1, 31:14, 9:71, and 49:13 and understanding of the
teachings to examine the roles of women in Qur’anic guidance on
appreciate their society. women’s roles in society
roles to family and b) In their groups, learners analyse and the values
community well- how these roles contribute to the emphasized.
being. (u, s, v) well-being of families, communities, b) Observe learners’ ability to
and society. analyse the societal
c) Learners, in groups, prepare a contributions of women’s
presentation explaining the role of roles as described in the
women in society and the values it Qur’an.
promotes. c) Assess learners’ ability to
d) In pairs or small groups, learners write a 500-word essay
role-play women’s roles in the discussing the role of
community and discuss how these women in the community
roles enhance family and as outlined in Islamic
community well-being. teachings. Highlight their
e) Learners, in groups, discuss how contributions to family
women’s roles as outlined in Islamic and societal well-being
teachings, enhance ethical and and reflect on how these
social values in society. roles promote ethical and
f) Individually, learners write an essay social values.
on women’s role in the community.
h) analyse Qur’anic a) Learners, in groups, use translated a) Converse with learners to
teachings on Qur’an to read verses related to assess their ability to
inheritance in inheritance: 2:180 (guidelines for extract the ethical
supporting the wills), 5:109 (responsibility of heirs), principles and
equitable 4:12 (distribution for spouses and responsibilities
distribution of siblings), 4:7 (inheritance rights of mentioned in the Qur’anic
men and women), 4:1 (familial inheritance laws.

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wealth within bonds and respect), 4:176 b) Observe learners’ ability to

families. (u, s, v) (clarification on inheritance rules) to engage in critical
understand the inheritance rules discussions, referencing
outlined, responsibilities mentioned verses and case studies to
and the ethical principles behind explore the broader social
the guidelines. and ethical impact of
b) In groups, learners analyse how inheritance laws.
these principles are reflected across c) Assess learners’ ability to
different verses and discuss why write a journal entry (200–
these principles are essential in the 300 words) on the
context of inheritance. importance of values such
c) Learners, in groups, prepare a as fairness, responsibility,
summary explaining the ethical and justice in inheritance.
foundation of inheritance laws in Reflect on how these
the Qur’an and how they support teachings apply to
family unity. modern discussions on
d) In groups, learners analyse a case family rights and
study by referencing specific verses responsibilities.
that address each family member’s
share of the inheritance. Learners
use verses such as 4:12 (for shares
of spouses and siblings) and 4:7
(rights of men and women) to
guide their analysis.
e) Learners present their analysis,
explaining how they applied the
verses to make ethical and fair
decisions for each family member in
the case.
f) In a Socratic seminar format,
learners discuss the social and
ethical impact of inheritance
guidelines, referring back to the
verses and examples discussed in
previous activities.
g) Individually, learners write a journal
entry on the importance of values
like fairness, responsibility, and
justice in inheritance, reflecting on
how these teachings apply to
modern discussions on family rights
and responsibilities.

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TOPIC 5: Islamic Teachings on Political Life Duration: 33 Periods

Competency: The learner analyses and applies the Qur’anic teachings to contemporary
political life.

Learning Outcomes Suggested Learning Activities Sample Assessment Strategies

The learner should be
able to:
a) analyse the a) In small groups, learners a) Converse with learners to assess
concept of study verses from the Qur’an their ability to identify and
leadership, (67:1, 5:47, 5:51, 17:9, 53:3-4, explain leadership principles
identifying key 4:59, 59:7, 33:21, 2:30 and based on Qur’anic teachings.
qualities and 6:165) to grasp Allah’s b) Observe learners’ ability to
ethical principles teachings on leadership critically evaluate Qur’anic
essential for characteristics and duties. teachings on leadership and
effective and b) Learners, in groups, reflect on explore their practical application
responsible how different verses to real-world challenges.
leadership in collectively contribute to the c) Assess learners’ ability to write a
various contexts. understanding of leadership 200–300 word reflection on how
(u, s, v) in Islam. the discussion deepened their
c) In a Socratic seminar, learners understanding of leadership
explore leaders’ ethical principles in Islam. Highlight
responsibilities using Qur’anic specific insights from the
verses and critically evaluate Qur’anic verses and the seminar
how these teachings might and reflect on how these
be applied to real-world teachings can inspire ethical
leadership challenges today. leadership today.
d) Individually, learners write a
brief reflection on how the
discussion deepened their
understanding of leadership
principles.
b) critically, examine a) In groups or pairs, learners a) Converse with learners to assess
Qur’anic leadership utilise translated Qur’an to their ability to identify leadership
teachings, focusing study verses (67:1, 5:47, 5:51, principles and connect them to
on how these 4:59, 59:7, 33:21, 2:30, 6:165) the values of justice,
concepts promote and examine Qur’anic accountability, and service.
justice, principles of leadership, b) Observe learners’ ability to share
accountability, and analysing how these values and critically evaluate insights
community service, contribute to justice, from case studies, supported by
and apply them to accountability, and Qur’anic references.
current leadership community service.
difficulties. (u, s, v)

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b) In groups, learners analyse c) Assess learners’ ability to write a

and present case studies 300-word journal entry reflecting
using particular verses about on the values promoted by
justice, accountability, and Qur’anic teachings on leadership.
service. For instance: Discuss how these values, such
Justice (5:47-5:51) to as justice, accountability, and
guarantee justice and service, can guide them in their
impartiality. personal lives or future
Accountability: 4:59, 59:7 leadership roles.
emphasise ethical duty.
Service: 33:21, 6:165 to exhibit
leadership by serving others.
c) In groups, learners share
insights from their case
studies and verse analysis,
critically evaluating the role
of Qur’anic principles in
guiding ethical leadership.
Encourage learners to
support their ideas with
specific Qur’anic references.
d) In groups, learners write a
short reflection on how the
discussion shaped their
understanding of ethical
responsibilities in leadership.
e) Individually, learners write a
journal on the values
promoted by Qur’anic
teachings on leadership,
reflecting on how they can
apply these principles in their
personal lives or future
leadership roles.
c) critically analyse a) In groups, learners use a) Converse with learners to assess
the shared translated Qur’anic verses their ability to extract and analyse
obligations 3:110, 51:19, 2:256, 4:59, 4:13, guidance from the Qur’anic
between citizens 60:8, 8:72, 7:85, 5:33ee, 42:39, verses regarding governance and
and the 8:61, and 9:7 to examine their citizenship.
government as guidance on the role of b) Observe learners’ ability to
guided by Islamic government and citizens’ critically evaluate the balance
teachings to obligations. between government
promote; justice, obligations and citizens’
accountability, and responsibilities.
mutual support. (u,
s, v)

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b) Learners engage in a c) Assess learners’ ability to write a

brainstorming session on the 250-word summary explaining
basic rights of citizens to the the key responsibilities of the
state with reference to the government and citizens towards
verses above. each other based on the Qur’anic
c) Learners, in groups, engage verses discussed. Highlight the
in conversation with ethical principles that underpin
reference to the verses given these relationships.
3:110, 2:256, 4:59, 60:8, 8:72,
7:85, 5:33, 42:39, 8:61, and 9:7
to trace the citizens’
responsibility to the
government and the
government’s obligations to
its citizens.
d) Learners, individually, write a
summary of the key
responsibilities of the
government and citizens
towards each other.
d) analyse the terms, a) Learners, in groups, engage a) Converse with learners to assess
relations, and in a brainstorming session to their ability to explore the
pacts/agreements discuss the words “relations” concepts of relations and pacts
and how they fit and “pacts/agreements.” and their importance in fostering
into the larger b) Learners, in groups, use ICT or ethical and peaceful interactions.
picture of library resources or translated b) Observe learners’ ability to use
promoting moral Qur’an to search for Qur’anic Qur’anic references and case
international verses 8:72, 4:1, 7:189, 49:13, study insights to critically
relations based on 22:39, 2:190, 6:91, 9:4, 9:7 and evaluate the role of relations and
the lessons of the 60:2 that highlight principles pacts in promoting peace and
Qur’an. (u, s, v) related to relations and ethical leadership.
pacts/agreements. c) Assess learners’ ability to write a
c) In groups, learners apply 300–400 word reflection on the
Qur’anic principles to real-life importance of relations and pacts
scenarios, fostering their in fostering ethical international
ability to reflect and analyse relations. Address the following
the significance of relations points:
and pacts.
d) In groups, learners take turns i) The values from these
discussing the significance of teachings and how they
Qur’anic teachings on resonate with your
relations and pacts as they understanding of
use specific verses and case international relations.
study insights to support ii) How these principles guide
their arguments. modern leaders in resolving
global conflicts.

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 ISLAMIC RELIGIOUS EDUCATION SYLLABUS

e) Learners, individually, make iii) The role of respect and

write up on the importance mutual understanding in
of relations and pacts in maintaining peaceful
fostering ethical international relations.
relations capturing;
i) the values from these
teachings and how they
resonate with their
understanding of
international relations.
ii) these principles and how
they guide modern
leaders in resolving
global conflicts.
iii) the role of respect and
mutual understanding in
maintaining peaceful
relations.
e) critically evaluate a) In groups, learners use a) Converse with learners to assess
Qur’anic teachings translated Qur’an to analyse their ability to extract and
on international Qur’anic verses 49:13, 7:189, articulate principles from
relations, assessing 22:39 6:91, 9:7, 60:2 8:72, Qur’anic verses and connect
how its principles 2:190 and 8:61 and identify them to ethical behaviour in
guide interactions key principles related to international relations.
between nations justice, mutual respect, and b) Observe learners’ ability to apply
and apply these cooperation. Qur’anic principles to real-world
principles to b) Learners, in groups, scenarios, demonstrating critical
contemporary brainstorm on the principles thinking and ethical reasoning.
global challenges. of international relations as c) Evaluate learners’ 500-word essay
(u, s, v) guided by the Qur’anic analysing the principles of
teachings. For example: international relations as guided
i) justice and impartiality in by Qur’anic teachings. Discuss
interactions. their relevance in the modern
ii) honouring treaties and global context by addressing the
agreements. following:
iii) promoting peace and i) Justice and impartiality in
resolving conflicts interactions.
ethically. ii) Honouring treaties and
c) In groups, learners share their agreements as a foundation
analysis of the Qur’anic verses of trust.
49:13, 7:189, 22:39 6:91, 9:7, iii) Promoting peace and
60:2 8:72, 2:190 and 8:61 and resolving conflicts ethically.
case studies, discussing how
Qur’anic principles can guide
ethical decision-making in
global interactions.

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d) Learners, individually, write iv) The significance of mutual

an essay analysing the respect, cooperation, and
principles of international honesty in fostering
relations and their relevance harmonious international
in the modern global context. relations.
f) critically analyse a) Learners engage in a a) Converse with learners to assess
Qur’anic teachings brainstorming activity to their ability to identify and
on oppression and identify and categorize categorize forms of oppression
suppression, different forms of oppression and articulate their impact on
evaluating how in their communities. human dignity and equality.
these principles b) In small groups, learners use b) Observe learners’ ability to
promote justice, translated Qur’an to search connect Qur’anic teachings to
equality to protect for verses 2:275, 30:39, 2:262. real-life experiences and propose
human dignity. (u, 24:33, 24:4, 42:42, 5:9, 2:256, actionable solutions.
s, v) 42:13, 4:3, 2:223 and 16:98 c) Assess learners’ ability to write a
and discuss how the Qur’an 200-300 word summary of the
addresses oppression. key principles you learned from
c) Learners, in groups, the Qur’anic verses. Address the
brainstorm real-life following:
experiences in relation to the i) The main teachings of the
strategies provided in the Qur’an on oppression and
Qur’an in promoting justice, suppression.
equality to protect human ii) How these teachings
dignity. promote justice, dignity, and
d) Individually, learners write a equality.
brief summary of the key iii) Strategies suggested in the
principles they learnt from Qur’an for resisting and
the verses. Prompts could addressing oppression.
include:
i) The main teachings of
the Qur’an on oppression
and suppression.
ii) How the teachings
promote justice, dignity,
and equality.
iii) The strategies suggested
for resisting and
addressing oppression.
g) examine the a) In groups, learners use a) Converse with learners to assess
concept of Jihad in translated Qur’an to study their ability to extract principles
Islam in promoting Qur’anic verses 61:10-12, from the verses and understand
justice, self- 3:110, 4:95, 9:112, 22:39-40, the different dimensions of Jihad.
discipline, and 2:190, 8:60, and 49:9 to
harmony in society. understand the Islamic
(u, s, v) teachings about Jihad.

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 ISLAMIC RELIGIOUS EDUCATION SYLLABUS

b) Learners, in groups, discuss b) Observe learners’ ability to

how the forms of Jihad might critically evaluate and discuss the
be applied in real-life relevance of Jihad principles in
scenarios, such as community guiding ethical decision-making
service (social Jihad) or and behaviour.
resisting personal c) Evaluate group’s ability to write a
temptations (spiritual Jihad). 300-word journal entry reflecting
c) Learners create a summary of on the key lessons you learned
the principles identified in about Jihad. Address the
the above verses and their following:
application in daily life. i) What are the main teachings
d) Learners engage in a group of Jihad in the Qur’an?
discussion of the application ii) How do these teachings
of jihad personal and social promote personal growth,
struggles while using social justice, and ethical
guidance from the Qur’an. decision-making?
Examples: iii) How can you apply the
i) A learner overcoming principles of Jihad in your
peer pressure to maintain own life, such as in personal
ethical behaviours struggles or contributing to
(spiritual jihad). community well-being?
ii) A community organising
a campaign to address
inequality (social jihad).
iii) A nation defending its
sovereignty while
adhering to ethical
principles (defensive
Jihad).
e) Learners, individually, write a
journal entry on the key
lessons they learnt about
Jihad.
h) critically examine a) In groups, learners use a) Converse with learners to assess
Qur’anic teachings translated Qur’an to study their ability to extract key
on racism and verses; 49:13, 30:22, 2:177, guidance from the Qur’anic
slavery in 22:39, 47:4, 4:92 4:36, and 9:60 verses on racism, slavery, and
promoting on racism and slavery. social justice.
equality, justice, b) Learners, in groups, examine b) Observe learners’ ability to
and human dignity the guidance provided in the critically engage with Qur’anic
to combat social verses studied on the Islamic teachings and relate them to
injustice. (u, s, v) position on social justice and historical and modern issues of
equality of humanity. racism and slavery.

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c) Engage learners in a class c) Evaluate group presentations

discussion on the concepts of and individual summaries to
racism and slavery as assess learners’ ability to analyse
addressed in the Qur’an by and apply Qur’anic teachings to
identifying how the Qur’an address oppression.
explains them.
d) Explain the Qur’anic
teachings about racism and
slavery and how they
promote equality and justice
in society.
e) Learners summarise key
principles and insights from
their discussions for pinning
in class.
f) Make a gallery walk and
capture key aspects from the
pinned-up work.

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Senior Five Term 3

TOPIC 6: Selected Surahs from the Holy Qur’an Duration: 72 Periods
Competency: The learner analyses selected Qur’anic Surahs and applies their teachings to
real-world scenarios and contemporary issues.

Learning Outcomes Suggested Learning Activities Sample Assessment Strategies

The learner should be
able to:
a) interpret the key a) Learners, in groups, trace the a) Converse with learners to assess
themes in Surat Al- content of Surat Al Fatiha (01) their ability to analyse and group
Fatiha for divine from the translated Qur’an verses into meaningful themes.
guidance on the and write it down. b) Observe and assess learners’
straight path and b) Learners, in groups, categorise ability to reflect on the surah’s
be able to apply its the verses of the chapter into message and its emphasis on
lessons for their different themes. guidance, supplication, and self-
own personal c) Learners, in groups, reflect on reflection.
reflection and the message embedded in c) Assess learners’ ability to draw
prayer practices. the content of the surah and lessons from the surah and relate
(u, v, s) share it with the class. them to personal growth and
d) In groups, learners draw societal values.
lessons from the surah
emphasising guidance,
supplication and self-
reflection and write them
down on a chart for pinning
up in class.
b) analyse the a) In groups, learners use ICT or a) Converse with learners to assess
circumstances that library recourses and search their ability to search and
led to the for the circumstances that led summarise the circumstances of
revelation of to the revelation of the Surat revelation, connecting them to
Surahs Al-Dhuha, Al Dhuha (93), Inshirah (94), the purpose of the surahs.
Al-Inshirah, and Al- and Kauthar (108). b) Observe learners’ collaborative
Kauthar explaining b) Learners, in groups, search skills as they discuss the content
their Qur'anic Surat Al Dhuha (93), Inshirah of the surahs, focusing on
teachings, (94), and Kauthar (108) and aspects of hope, tolerance, God’s
focusing on hope, reflect on the meaning of blessings and humility as
tolerance, each surah. reflected in the surahs.
blessings, humility, c) Learners, in groups, categorise c) Assess learners’ ability, in groups,
and developing the themes that are similar in to analyze the three surahs and
critical thinking all three chapters. categorize similar themes across
and problem- them.
solving skills. (u, s,
v)

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d) Learners, in groups, discuss Example Themes:

the content of the surahs i) Hope and
focusing on aspects of hope, Reassurance: Allah’s care and
tolerance, God’s blessings, and support during difficult
humility as reflected in the times.
surahs. ii) Overcoming Hardship: Relief
e) Learners, individually, make a and ease after challenges.
write-up drawing, lessons iii) Gratitude and
from the virtues of hope, Worship: Emphasising
tolerance, and humility, thankfulness and devotion
reflecting on God’s blessings. to Allah.
c) examine the a) Learners, in groups, use ICT or a) Converse with learners to assess
circumstances library resources and search learners’ ability to search and
surrounding the for the background of Surat summarise the background of
revelation of Surah Al-Tin (108). the surah.
Al-Tin (95) to b) Learners, in groups, examine b) Observe learners’ critical thinking
reflect on ethical the background of Surat Al- ability to reflect on the deeper
conduct and the Tin and reflect on the meanings and ethical
importance of meaning of the surah. implications of the surah.
striving for c) Learners, in groups, discuss c) Assess learners’ ability to write a
righteousness. (u, the themes that are in the reflection (300–400 words) on
s, v) chapter. the lessons you have learned
d) Learners, in groups, discuss from Surah At-Tin. Include:
the content of the surah, i) Virtues and Ethical
focusing on aspects of Conduct: How does the
reflection, ethical conduct, surah guide individuals to
and God’s swearing about His uphold moral responsibility?
creatures as reflected in the ii) Content and Themes: What
surahs. are the central themes, and
e) Learners, individually, make a how do they relate to justice,
write-up, drawing lessons human potential, and
from the reflection on the accountability?
virtues, ethical conduct, iii) God’s Oath: What is the
content, themes, background, significance of Allah
and God’s swearing about His swearing by symbolic
creatures. creations, and what lessons
can be drawn from it?
iv) Background: How does the
historical context deepen
their understanding of the
surah?

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d) interpret the a) Learners, in groups, use ICT or a) Converse with learners to assess
themes of Surahs library resources to search for their ability in understanding of
Al-Qadr (97) and the background of Surat Al- the themes and their relevance
Al-Asr (103) by Qadr (97) and Al-Asr (103). to spiritual and personal growth.
analysing their b) Learners examine the themes b) Observe and assess learners’
messages to of Surat Al Al-Qadr (97) and Al- ability to search and summarise
enhance personal Asr (103) and reflect on the the historical background and
reflection, spiritual meaning of each theme of the significance of the two surahs.
growth, and surah. c) Assess learners’ ability to write a
effective time c) Learners, in groups, discuss 300–400-word reflection on the
utilisation in daily the content of the surahs, lessons learned from Surah Al-
life. (u, v, s) focusing on aspects of divine Qadr and Surah Al-Asr.
decree, time management,
and reflection.
d) Individually, learners do a
write-up, drawing lessons
from the surahs, content,
themes and its background.
e) analyse the a) Learners, in groups, use ICT or a) Converse with learners to assess
circumstances library resources to search for their ability to analyse
surrounding the the circumstances that led to circumstances surrounding the
revelation of the revelation of Surat Al Fil revelation of Surahs Al Fil (105),
Surahs Al-Fil (105), (105), Al Lahab (111), and An- Al Lahab (111), and An-Nasir
Al-Lahab (111), Nasir (110). (110).
and Al-Nasr (110) b) Learners, in groups, examine b) Observe learners’ ability to
and analyse their Surat Al Fil (105), Al Lahab analyse and compare the
moral and spiritual (111) and An-Nasir (110) and themes of the surahs.
lessons to reflect reflect on the meaning of c) Assess learners’ ability to write a
on ethical each surah. 500-word essay highlighting the
conduct, divine c) Learners, in groups, make a lessons they have learned
protection. (u, s, v) comparison of the themes from Surah Al-Fil, Surah Al-Lahab,
from the three surahs. and Surah An-Nasr. The write up
d) Learners discuss the content should address the following:
of the surahs, focusing on i) How do the surahs
aspects of divine decree, emphasise Allah’s power and
Allah’s punishment, and self- control over events?
reflection. ii) What lessons can be drawn
e) Individually, learners write an from the punishment
essay highlighting lessons described in Surah Al-Lahab?
from the virtues of divine iii) How does Surah An-
decree and power, Allah’s Nasr inspire humility,
punishment, and personal gratitude, and seeking
insights drawn from the forgiveness?
surahs. iv) How can these lessons guide
your personal actions and
spiritual growth?

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TOPIC 7: Collection of Hadith Duration: 18 Periods

Competency: The learner demonstrates knowledge of Hadith collection methods, analyses

their purpose, and appreciates their significance in preserving the teachings of Prophet
Muhammad (PBUH).
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be Strategies
able to:
a) demonstrate an a) Learners, in groups, use ICT or a) Converse with learners to
understanding of library resources to search for the assess their ability to
the principles, methods adopted in Hadith analyse the methods of
methodologies, and collection and dissemination. hadith collection and
challenges of Hadith dissemination.
collection and b) Individually, learners generate a
explain its purpose brief report about the methods b) Observe the learners’
in ensuring adopted in Hadith collection and ability to present their
authenticity and dissemination. findings on the methods,
preserving the challenges, and purposes
teachings of Islam c) Learners, in groups, use ICT or of Hadith collection,
for continued library resources to search for the preservation, and
relevance. (u, s, v) challenges faced in the process of dissemination to the class.
Hadith collection.
c) Assess learners’ ability to
d) Learners use library resources or work in groups, to write a
ICT to search for the collection, 200-300 word summary
preservation, and dissemination of about the purpose of
Hadith. Hadith collection,
preservation, and
e) Learners, in groups, do a write-up dissemination.
about the purpose of the
collection, preservation, and
dissemination of Hadith.

f) Learners, in groups, present their

findings to the class.

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TOPIC 8: Compilation of Hadith Duration: 20 Periods

Competency: The learner demonstrates comprehensive knowledge and critical understanding

of the principles, methodologies and historical context of Hadith compilation and applies this
knowledge to evaluate and analyse Hadith collections.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) analyse the a) In groups, learners use ICT or a) Converse with learners to
methods used by library resources to search for the identify their ability to make
Bukhari and early life history of Imam Bukhari comparisons of the methods
Muslim in Hadith and Imam Muslim to appreciate of Hadith collection by the
compilation, their credibility. two Imams as they present
evaluate the b) Learners, in groups, use ICT or their reports and findings.
characteristics library resources to search and
and reliability of discuss the methods used by Imam b) Observe learners’
their works, and Bukhari and Imam Muslim to engagement and
appreciate their collect Hadith. understanding during class
impact on Islamic c) Learners engage in a class discussions on the
scholarship and discussion to compare the characteristics and criteria
the preservation characteristics and criteria used by used by both scholars.
of the Prophet’s both scholars.
traditions from d) Learners, in groups, make c) Evaluate group presentations
misinterpretation presentations on Key points about and individual essays to
and distortion. (u, Imam Bukhari’s and Imam Muslim’s assess learners’
s, v) methods of Hadith collection, understanding and ability to
compilation, comparison, and compare the works of the
significance. two Imams.
e) Learners engage in a reflective
activity to connect the reliability of
these compilations to
contemporary Islamic practices
and scholarship.
f) Learners, individually, generate an
essay about Imam Bukhari’s and
Imam Muslim’s methods of Hadith
collection, compilation,
comparison and significance.

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TOPIC 9: Evaluation of Hadith Duration: 14 Periods

Competency: The learner demonstrates a comprehensive understanding of the criteria for

accepting Hadith and identifying forged Hadith, analyses their implications for Islamic
jurisprudence and theology, and applies critical thinking to evaluate the authenticity of Hadith
in contemporary discussions.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) examine the a) Learners, in groups, use ICT or a) Converse with learners to
criteria for library resources to search for establish their understanding of
accepting Hadith case studies of Hadith that the principles
to appreciate the were accepted. of Isnad and Matn and their role
mechanisms for b) Learners, in groups, use ICT or in authenticating Hadith.
safeguarding their library resources to read
authenticity. (u, s, about: b) Observe learners’ ability to reflect
v) i) Criteria for Isnad (e.g. on the mechanisms used to
reliability of narrators, preserve the integrity of Hadith
unbroken chain). and their significance in Islamic
ii) Criteria for Matn (e.g. teachings.
alignment with Qur’anic
principles, absence of c) Assess learners’ lability to write a
contradictions). 200-300 word response
iii) Factors responsible for addressing the following:
forging Hadith (e.g. political i) Lessons learned about the
motives, sectarian bias). importance
iv) Common defects that of Isnad and Matn in Hadith
disqualify Hadith (e.g. weak authentication.
narrators, broken chain). ii) Appreciation of the
c) Learners, in groups, make mechanisms used to protect
presentations of their findings the integrity of Hadith.
while using visual aids (e.g. iii) Connection of their
charts or digital slides). understanding of Hadith
d) Learners use ICT or library authentication to their
resources to search for factors personal and spiritual
that led to the fabrication of growth.
Hadith.
e) Learners engage in a class
discussion on their findings,
emphasising how these
principles guide
authentication.

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f) Learners, individually, write a

short response to the
following prompts:
i) What did you learn about
the importance of Isnad
and Matn in Hadith
authentication?
ii) How do you feel about
the mechanisms used to
protect the integrity of
Hadith?
iii) What is one key takeaway
you will apply to your
understanding of Islamic
teachings?

TOPIC 10: Classification of Hadith Duration: 20 Periods

Competency: The learner evaluates and explains the different classes of Hadith based on their
authenticity and authority to discuss the implications of Hadith classification and explain how
each classification affects the Hadith’s role in Islamic jurisprudence (Fiqh), theology, and
practice.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) analyse the a) Learners brainstorm and share a) Converse with learners to
different classes of their thoughts about how reflect on the mechanisms
Hadith to scholars determine which Hadith used to preserve Hadith
understand their to rely on for Islamic rulings. integrity and their
distinctions and b) Learners, in groups, use ICT or importance for theology and
significance in library resources to search jurisprudence.
Islamic assigned areas:
jurisprudence and Group 1: Sahih and Hasan Hadith – b) Observe learners’ ability to
theology. (u, s, v) Key features and importance in actively participate in
rulings. brainstorming, research,
Group 2: Da’if and Mawdu’ presentations, and
Hadith – How and why they are discussions, sharing and
classified as such. refining their understanding.
Group 3: Mutawatir and Ahad
Hadith – What makes a chain c) Assess learners’ reflections to
strong or weak. identify insightful
c) Learners, in their groups, make connections between Hadith
presentations on their assigned types and personal or
group activity. communal life.

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d) Learners engage in a whole-class

discussion to analyse the
excerpts of Hadith (Sahih, Hasan,
Da’if, Mawdu’) using the criteria
discussed to identify their likely
class.
e) Learners write a short reflection
addressing the different classes of
Hadith, how one understands the
distinctions between different
types of Hadith, and why it is
important to differentiate
between authentic and weak
Hadith in theology and
jurisprudence.
f) Learners brainstorm what makes
some Hadith distinct in their
source and message.
b) examine the a) Learners, in groups, use ICT or a) Converse with learners to
unique attributes library resources to search for assess their ability to search
of Hadith Al-Qudsi unique attributes of Hadith Al- and summarise the attributes,
and Hadith Qudsi and Hadith Nabawi and moral lessons, and practical
Nabawi, their moral significance, attributes, significance of Hadith Al-
highlighting their and examples of their practical Qudsi and Hadith Nabawi.
significance in applications in daily life.
Islamic theology, b) Observe learners’ ability to
morality, and b) Groups present their findings on communicate as they share
practice. (u, s, v) the attributes of Hadith Al-Qudsi their thoughts about the
and Al- Nabawi and their moral attributes of hadith Al Qudsi
significance, attributes, and and Al- Nabawi.
examples of their practical
applications in daily life. c) Assess learners’ ability to
c) In a class discussion, learners write a 300-word reflection,
examine the key similarities and addressing lessons from
differences between the two these Hadith to practical
types of Hadith. situations in their personal
d) Learners write a short reflection and spiritual lives.
addressing the significance of
distinguishing between Hadith Al-
Qudsi and Hadith Nabawi: How
do these Hadith types deepen
their understanding of Islamic
theology and morality? How can
they apply lessons from these
Hadith in their daily life?

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Senior Six Term 1

TOPIC 11: The Development of Islamic Law (Sharia) Duration: 18 Periods

Competency: The learner analyses the origin, development, and principles of Islamic law
(Sharia) and understands its evolution and relevance in contemporary contexts.

Learning Outcome Teaching and Learning Activities Sample Assessment

The learner should Strategies
be able to:
a) examine the a) Learners, in groups, use ICT or library a) Converse with learners as
stages of Islamic resources to search key stages of they engage in the
law development: discussion to examine
development to Group 1: The Prophet’s time: Qur’an their understanding of the
appreciate the and Hadith as sources of law. development of Islamic
values of the Group 2: The companions and early law during the Prophet’s
Islamic legal scholars: Role in interpreting and time.
practices. (u, s, v) expanding Islamic law.
Group 3: Classical scholars: b) Observe learners’ ability to
Codification into Fiqh schools and present their findings on
methodologies. their assigned stage of
development, using visual
b) Learners, in their groups, present their aids like timelines, charts,
assigned sections of the timelines. or slides to enhance
understanding.
c) Learners engage in an individual
reflection to write about the c) Assess learners’ ability to
development of Islamic law, how this write a 300–400 word
knowledge influences their reflection on the
understanding of its significance and development of Islamic
values and the lessons they can apply law, addressing
to their own ethical or legal decision- the Significance, and
making. Lessons for Ethical or
Legal Decision Making.

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TOPIC 12: Islamic Law (Sharia) Duration: 24 Periods

Competency: The learner analyses the major source of Islamic law and explains the significance
in the development and application of Islamic legal principles.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be Strategies
able to:
a) analyse the Qur’an a) In groups, learners read verses 4:59, a) Converse with learners as
as the primary 2:2, 5:48,4:105, they read and analyse the
source of Islamic 5:44,7:157,24:51,9:31,42:10 and 17:9 Qur’anic verses and assess
law and evaluate from the translated Qur’an that their ability to analyse the
how other sources highlight its legal authority and verses and summarise their
support its discuss the key messages. legal and ethical
teachings in b) Learners, in groups, discuss how significance.
formulating legal those verses might apply to
principles. (k, u, s, v) modern legal systems or ethical b) Observe learners’ ability to
dilemmas. discuss, in groups, how the
c) Learners use ICT or library Qur’anic principles in the
resources to search for Hadith that verses apply to modern
support the Qur’an as a primary legal systems or ethical
source of Sharia and discuss how dilemmas.
Hadith compliments the Qur’an.
d) Learners, in their groups, present c) Assess learners’ ability to
their findings in class. write a 400–500 word essay
e) Learners, in groups, dialogue on on the importance of
the importance of the Qur’an as a Hadith as a second source
source of Islamic law. of Islamic law.
f) Learners write an essay from the
dialogue containing the
importance of the Qur’an as a
source of Islamic law.
b) examine the role of a) Learners read verses a) Converse with learners to
Hadith in 4:59,33:31,33:21,53:3- assess their ability to extract
interpreting the 4,16:44,5:47,6:38,4:80,4:170,59:7,4:64 and discuss the importance
Qur’an to and 33:36 from the translated of these verses in
appreciate its Qur’an that indicate Hadith as a establishing Hadith as a
guidance in Islamic second source of law and discuss second source of Islamic
law and practice. (k, the key message therein. law.
u, s, v) b) Learners, in groups, use ICT or b) Observe learners and assess
library resources to search for their ability to search,
Hadith that support the Hadith as a synthesise, and
second source of Sharia and communicate their findings
present to the class. on Hadith as a
complementary source of
law.

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c) Learners dialogue on the c) Assess the learners’ written

importance of Hadith as a second essay from their dialogue
source of Islamic law. containing the importance
of Hadith as the second
d) Learners, individually, write an source of Islamic law to
essay from the dialogue containing determine their
the importance of Hadith as a understanding, the
source of Islamic law. complementary role of
Hadith, and relevance to
modern contexts.
c) examine the role of a) Learners, in groups, search for a) Converse with learners to
Ijima (consensus) in verses 4:59,4:115,3:103, and 16:44 assess their ability to extract
Islamic law from the translated Qur’an that and discuss the
including indicate Ijima as a third source of foundational Qur’anic
arguments for and Islamic law and discuss the key support for Ijima as a
against its message therein. source of law.
application and b) Learners, in groups, use ICT or
demonstrate its library resources to explore the b) Observe learners’ ability to
significance in the circumstances and conditions work in groups, use ICT or
development of under which Ijima is applied and library resources to explore
legal rulings. (k, u, s, they make presentations. the circumstances and
v) c) Learners discuss the role of Ijima conditions under which
on legislation where the Qur’an Ijima is applied.
and Hadith are silent.
d) Individually, learners write an essay c) Assess learners’ ability to
on the significance of Ijima in write a 300–400 word
Islamic law and its role in response addressing the
addressing legal and contemporary arguments for and against
issues. Ijima.
e) Learners discuss the arguments for
and against the application of Ijima
and their significance to their legal
rulings.
f) Individually, learners generate a
write-up on arguments for and
against the application of Ijima as a
source of Islamic legislation.
d) examine the basis, a) Learners, in groups, read verses a) Converse with learners as
development, and 4:59,4:115,3:103, 2:39, and 16:44 they read and discuss the
application of Qiyas from the translated Qur’an that relevance of these Qur’anic
to understand its indicate Qiyas as the fourth source verses to the development
role in Islamic legal of Islamic law and discuss the key of Qiyas.
processes. (k, s, v) message therein.

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b) Learners, in groups, use ICT or b) Observe learners as they

library resources to trace the work in groups, and use ICT
development of Qiyas as a source or library resources to
of Islamic legislation. search and summarise the
historical evolution and
c) Learners write an essay on the practical significance of
development of Qiyas as a source Qiyas in Islamic legislation.
of Islamic law.
c) Write a 400–500 word essay
addressing the following:
i) Historical Development.
iii) Key Principles of Qiyas.
iii) Significance of Qiyas.

TOPIC 13: Classification of Legal Acts in Islam Duration: 18 Periods

Competency: The learner analyses the different legal acts in Islam to understand how they
guide Muslim behaviours in personal, social, and religious contexts.
Learning Outcome Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) analyse the a) Learners, in groups, use resource a) Converse with learners to
categories of legal personnel, ICT, or library gauge their understanding of
acts in Islam, resources to search for the the classifications of legal acts
explaining different categories of legal acts as they dialogue on their
scholarly opinions, in Islam, explaining how each features to regulate their
and demonstrate category promotes ethical and personal and behavioural
critical thinking moral values. patterns.
while appreciating
the values of b) Learners, in groups, make b) Observe learners’
justice and ethical presentations about their engagement with the
guidance in Islamic findings. resource personnel to
law. (u, s, v) determine the learners’
c) Learners write their reflections on understanding of the different
the categories of legal acts in categories of legal acts in
Islam and how they promote Islam.
justice and ethical conduct in
society and explore ways to c) Assess the accuracy of
apply these principles in their learner’s write-ups to gauge
daily lives. their ability to apply Islamic
principles to real-life
situations and societal issues.

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TOPIC 14: Fundamental Teachings of Islamic Law (Sharia)

Duration: 36 Periods

Competency: The learner analyses the Islamic penal code including Hudud and Ta’zir
punishments and explains their application to serious offences and legal consequences.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learners should be Strategies
able to:
a) explain the Islamic a) Learners, in pairs, analyse Qur’anic a) Converse with learners to
penal code, to verses 24:4-5, 4:25,2:178, and 2:175 assess their ability to
identify Hudud and from the translated Qur’an and extract and discuss the
Ta’zir punishments, extract key messages about Qur’anic foundation for
and analyse their Hudud and Ta’zir punishments. Hudud and Ta’zir.
application in b) Learners discuss and record their
promoting justice, interpretations, focusing on how b) Observe learners’ ability to
accountability, and these verses inform Islamic work in small groups, using
ethical values. (u, s, punishments and ethical values. ICT or library resources to
v) c) In small groups, learners use ICT or research Hudud
library resources to search for punishments, focusing on
Hudud punishments focusing on specific offences, and Ta’zir
specific offenses such as murder, punishments.
false accusation apostasy, and
Ta’zir punishments. c) Evaluate learners’ ability to
d) Learners in groups create visual connect Islamic legal
charts that illustrate the principles to contemporary
categories, examples, and legal and ethical contexts
purposes of Hudud and Ta’zir during group
punishments. presentations on the
e) Learners conduct a gallery walk, conditions for
noting key aspects of Hudud and administering Hudud and
Ta’zir punishments. Ta’zir punishments to
f) In groups, learners investigate the establish their
conditions required before understanding.
administering Hudud and Ta’zir
punishments (e.g. evidence,
witness requirements, and
repentance).
g) Groups present findings,
emphasising ethical
considerations and protections in
Islamic law.

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b) explain the concept a) In groups, learners use ICT tools or a) Engage learners in a
of grave sins in Islam library resources to research Islamic dialogue on why
to appreciate teachings on polytheism (shirk), polytheism is considered a
spiritual growth, focusing on Qur’anic verses and grave sin to assess their
moral behaviour, Hadith that highlight its prohibition. understanding of its
and social well- b) Learners, in groups, design a chart spiritual and social
being. (u, s, v) summarising their findings and implications.
present them to the class for peer b) Observe learners’
review.
engagement as they
c) Learners discuss, in groups, why
inquire from resource
polytheism is considered a grave
personnel about Islamic
sin, focusing on its spiritual and
teachings on magic and
social impact based on their earlier
assess their ability to ask
research.
d) Learners, in groups, prepare a relevant, reflective
presentation or a short skit questions and document
illustrating the consequences of responses accurately.
polytheism and propose ways to
avoid it in daily life. c) Evaluate learners’ written
e) Learners use ICT tools or library essays, presentations and
resources to investigate Islamic reflections on the concept
teachings on the abuse of orphans’ of grave sins in Islam to
property, referring to Qur’anic verses assess their
and Hadith. comprehension of key
f) Groups create visual charts or teachings, ability to analyse
posters summarising key teachings moral and social impacts
and display them in the class. and application of lessons
g) Learners discuss, in groups, the to personal growth and
reasons why abusing the property development.
of orphans is considered a grave sin
and connect it to the principles of
justice and accountability in Islam.
h) Groups present their findings in
class and propose practical ways to
protect the vulnerable in society.
i) Learners prepare questions and
interview a resource person (e.g., an
Islamic scholar) about Islamic
teachings on magic, its dangers, and
its consequences.
j) Learners create a reflective journal
of about 300 words on about
Islamic teachings on magic, its
dangers, and its consequences to
human life.

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Topic 15: Challenges to Application of Sharia in the Contemporary World

Duration: 12 Periods

Competency: The learner critically analyses the challenges of applying Sharia in the
contemporary world including legal, social, political, and cultural factors and demonstrate an
understanding of their impact on its implementation in modern societies.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) explain the a) In groups, learners use ICT or a) Converse with learners
challenges to the library resources to explore and during group discussions to
application of discuss perceptions of Sharia in assess their ability to relate
Sharia in the the contemporary world, the knowledge of Sharia to
modern world, focusing on common modern-day legal, political,
analyse their misconceptions, stereotypes, cultural, and societal
impact, and and the influence of media. challenges.
develop critical
thinking and ethical b) Learners, in groups, design b) Observe learners as they
values to address charts summarising key points critically evaluate challenges
these issues. (u, s, v) and present them to the class. and the misconceptions in
the application of Sharia and
c) Learners brainstorm strategies assess their ability to analyse
used by some Western societies diverse viewpoints
that may hinder the objectively.
implementation of Sharia,
including legal, cultural, and c) Assess learner’s ability to
political influences. record societal perspectives,
on the application of Sharia
d) Learners, in groups, compile law.
their findings into short reports
and discuss ways to address
misconceptions through
education and dialogue.

e) Learners, individually, reflect and

write essays on:
i) The Western world’s
attitudes towards Islamic
law.
ii) Challenges and strategies
affecting its implementation.
iii) Possible approaches to
bridge misunderstandings
about Sharia.

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f) Learners conduct interviews in

their local communities to assess
Muslims’ attitudes towards
Sharia, focusing on:
i) acceptance and
understanding of Sharia.
ii) perceptions of its relevance
in modern contexts.
iii) challenges faced in its
implementation.
g) Learners analyse their interviews
and compile a summary report
highlighting key challenges of
implementing Sharia law in
today.
b) examine the factors a) Learners work in groups and use a) Converse with learners
influencing the ICT or library materials to search during their presentations to
partial or non- for the reasons for partial or non- evaluate their ability to
application of application of Sharia in Muslim- analyse the reasons for the
Sharia and assess majority countries (Egypt, Saudi non-application or partial
their impact on its Arabia, Malaysia) and Muslim- application of Sharia in
implementation. (u, minority countries (Uganda, UK, Muslim-majority states (Egypt
s, v) USA). and Saudi Arabia) while
encouraging them to think
b) Learners, in groups, prepare a critically about the interplay
comparative table highlighting of legal, political, cultural, and
similarities and differences societal factors influencing
between countries and present Sharia implementation.
their findings to the class. b) Observe learners as they
conduct field investigations
c) In groups, learners use ICT tools with local Muslim leaders to
and library materials to gather assess their ability to design
evidence about: effective interview questions,
i) challenges faced in document data and analyse
implementing Sharia. insights about the non-
ii) legal reforms adopted to application of Sharia in
balance Islamic law with Uganda.
modern systems. c) Assess learners’ written
iii) public attitudes and reports or presentations
reactions toward Sharia. comparing the non-
d) Learners, in groups, create application of Sharia in
Power Point slides or digital Uganda and Muslim-majority
posters summarising the states to evaluate their ability
findings and propose solutions to:
to address challenges in Sharia
implementation.

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 ISLAMIC RELIGIOUS EDUCATION SYLLABUS

e) Learners invite a local Islamic i) identify and explain key

scholar, lawyer, or community contextual challenges
leader to discuss challenges and influencing legal systems.
misconceptions about Sharia ii) appreciate cultural, legal,
implementation in and political diversity in
contemporary contexts. governance and
jurisprudence.
f) Learners, in groups, use ICT to iii) offer critical insights into
prepare pre-interview questions how Sharia principles can
and collect peer responses after be adapted in modern
the session. societies.

g) Learners write individual essays

to discuss:
i) the reasons for partial or
non-application of Sharia.
ii) lessons learnt from case
studies and investigations.
iii) strategies for balancing
Sharia implementation in
modern legal systems.

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Senior Six Term 2

TOPIC 16: The Life of Prophet Muhammad (PBUH) AD 570-632
Duration: 60 Periods

Competency: The learner analyses key events in Prophet Muhammadi’s life and how his actions
and attributes serve as a model for moral and ethical behaviours.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should
be able to:
a) explain the key a) Learners, in groups, use ICT or a) Converse with learners during
events in the library resources to search for their search process to
early life of Prophet Muhammad’s birth, early evaluate their understanding
Prophet childhood, and family of key events and milestones in
Muhammad background while following Prophet Muhammad’s (PBUH)
(PBUH) and guiding questions: early life.
appreciate his i) What key events shaped
character as a Prophet Muhammad’s (PBUH) b) Observe learners ability to
model of ethics, early life? inquire from resource persons
integrity, ii) How did his upbringing about Prophet Muhammad’s
resilience, and reflect values such as honesty, (PBUH) character.
leadership. (u, s, resilience, and compassion?
v) b) Learners, in groups, compile c) Assess learners’ written
findings into written summaries products to evaluate their
or slide presentations for class ability to clearly articulate
discussion. lessons learnt from Prophet
c) Learners, in groups, prepare Muhammad’s (PBUH)
questions and interview a biography.
resource person about Prophet
Muhammad’s (PBUH) youth,
including his work as a shepherd
and his business ethics.
d) Learners, individually, write a
reflective essay about Prophet
Muhammad’s character (PBUH)
and values during his youth.
e) Learners, in groups, use library
resources and ICT tools to search
for the story of Muhammad’s
marriage to Lady Khadija, focusing
on their partnership and mutual
respect.

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f) Learners inquire from resource

personnel about how this
relationship highlights values of
trust, love, and support.
g) Learners, in groups, summarise
their findings in either digital,
posters, or short presentations.
b) explain the key a) Learners, in groups, use ICT or a) Converse with learners to
events of the library resources to search for the assess their depth of
Makkan period first revelation and the reaction of understanding and ability to
(AD 610–622), the Makkans to Prophet link events to contemporary
analyse the Muhammad and early converts. issues like faith and
challenges faced b) Learners use ICT or library perseverance.
by Prophet resources to investigate the
Muhammad persecutions faced by Prophet b) Observe learners’ ability as they
(PBUH) and his Muhammad and early Muslims. use ICT and library resources to
followers, and c) Learners, individually, create a search and discuss Prophet
evaluate their summary report about their Muhammad’s early
significance in findings and values therein. experiences.
shaping Islamic d) Learners analyse Qur’an 17:1 as a
principles to case study to describe the Isra c) Evaluate learners’ written
address wal-Miraj event using ICT tools to essays for clarity, and textual
contemporary access Tafsir explanations or evidence and assess critical
issues of faith, online video commentaries. thinking and personal
perseverance, e) Learners prepare a written essay reflection on the significance
and social about Isra wal-Miraj for of the event for modern
justice. (u, s, v) presentation. challenges.
c) analyse key a) Learners, in groups, use ICT or a) Converse with learners to
events of the library resources to search for the assess their ability to connect
Madinah period migration (Hijra) of Prophet the Hijra to principles of
(AD 622–632) Muhammad (PBUH) and his leadership, justice, and
and evaluate followers to Madinah in 622 AD. community building.
their role in b) Learners prepare a written report b) Observe learners’ ability to use
shaping Islamic and share their findings about data collection tools, inquiry
principles of Hijra with the class. techniques, and integration of
leadership, c) Learners, in groups, use ICT or values such as tolerance and
justice, and library resources to explore key justice drawn from the key
community battles (e.g. Badr, Uhud, and battles.
cohesion, while Trench) between Muslims and c) Assess learners’ presentations
fostering critical Makkans (624–629) and analyse and write-ups to establish their
thinking and principles of unity, tolerance, and ability to reflect on spiritual
values of unity justice. resilience, unity, and leadership
and ethical d) Learners write essays analysing values drawn from the
leadership. (u, s, the principles of unity, faith, Prophet’s life.
v) respect, tolerance, and justice in
key battles.

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e) Learners interview a
knowledgeable person (e.g. an
Islamic scholar) about the Muslim-
Jewish conspiracies during the
Madinah period.
f) Learners present their findings in
a written report and summarise
lessons on conflict resolution and
ethical leadership, enhancing
inquiry and analytical skills.
g) Learners inquire from a resource
person about the death of
Prophet Muhammad (PBUH) and
the impact it had on the Muslim
community.
h) Learners write a reflective
summary highlighting the
spiritual, social, and political
impact of the Prophet’s death,
demonstrating personal reflection
and values of resilience and
continuity.

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TOPIC 17: Orthodox Caliphate (AD 632-660) Duration: 48 Periods

Competency: The leaner analyses the leadership qualities and contributions of the Orthodox
Caliphate AD 632 to 660 with a focus on their role in promoting accountability, justice, unity,
moral courage, and integrity in the early Islamic community and appreciates the impact of these
principles on the development of Islamic governance.
Learning Outcomes Teaching and Learning Activities Sample Assessment Strategies
The learner should
be able to:
a) analyse Caliph a) Learners, in groups, use ICT or a) Converse with learners to
Abu Bakar’s library resources to search for the assess their ability to apply
leadership, biography of Abu Bakar Al-Siddiq, historical leadership
focusing on focusing on his early life, qualities, strategies to modern
accountability, and leadership attributes. scenarios, focusing on
unity, and b) Learners, in groups, compile their accountability, unity, and
stability, while findings into summary reports or ethical leadership.
developing visual presentations, about the
critical thinking biography of Abu Bakar. b) Observe learners as they
and appreciation c) Learners analyse Abu Bakar’s search for Umar’s treatment
for ethical speech upon election and the of the disadvantaged groups
governance. (u, s, circumstances surrounding his to gain a deeper
v) election as a case study to explore: understanding of the
i) his commitment to concept of justice and its
accountability. administration.
ii) his emphasis on unity and
stability in leadership. c) Assess learners’ write-ups
d) Learners highlight lessons and about Umar’s administration
discuss how these principles apply of justice using various
to modern governance. examples through his judicial
e) Learners use ICT tools or library reforms to make decisions
resources to examine case studies based on an informed point
of Abu Bakar’s leadership of view.
challenges, such as the Riddah
Wars and the compilation of the
Qur’an.
f) Learners, in groups, identify and
explain other leadership strategies
Abu Bakar used to establish
transparency and accountability.
g) Learners document their findings in
reports and highlight the principles
applicable to modern leadership
challenges.

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h) Learners identify and present real-

life leadership challenges in their
communities and apply Abu Bakar’s
leadership strategies to propose
practical solutions.
i) Learners, individually, write essays
reflecting on Abu Bakar’s leadership
style, emphasising:
i) his approach to accountability.
ii) lessons for modern leaders
dealing with crises and
community cohesion.
b) analyse Caliph a) Learners, in groups, use ICT or a) Converse with learners as
Umar bin library resources to search for the they present to evaluate their
Khattab’s biography of Umar bin Khattab, ability to analyse judicial
leadership exploring key events that shaped reforms, assess leadership
qualities to his leadership qualities and actions and draw ethical
appreciate analysing how his personal traits lessons from Umar’s
good leadership influenced his approach to justice decisions.
in Islam. (u, s v) and fairness.
b) Learners, in groups, make a b) Observe learners’ ability to
presentation from their findings. synthesise findings, about
c) Learners, individually, write an Umar’s leadership qualities
essay on Umar bin Khattab’s and highlight strategies
leadership qualities, values, and applicable to modern
principles that guided his governance challenges.
administration.
d) Learners, in groups, analyse a case c) Assess learners’ reports for
study of Umar’s appointment of accuracy about Umar’s case
Zaid bin Thabit as the Chief Qadhi studies and reforms in the
in Madina, examining how Umar judicial system for application
promoted accountability and of fairness principles in
fairness in the judicial system and contemporary contexts.
evaluating the impact of
appointing competent and ethical
leaders in upholding justice.
e) Learners, in groups, use ICT or
library resources to search for
Umar’s treatment of disadvantaged
groups, including:
Prisoners of war (POWs) women,
non-Muslims and the poor.
f) Learners analyse examples of how
Umar demonstrated fairness, equity
and compassion in administration.

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g) Learners use ICT or their note books

to document Umar’s administration
of justice, highlighting judicial
reforms, accountability, and ethical
leadership, promoting social
harmony.
c) analyse Caliph a) Learners, in groups, use ICT or a) Converse with learners to
Uthman bin library resources to search for the evaluate their understanding
Affan’s biography of Uthman bin Affan, of Ibn Sabah’s conspiracies
leadership focusing on the key events that and their ability to critically
qualities, shaped his leadership qualities and analyse Uthman’s leadership
evaluating his analysing how his characters strategies for addressing
contributions to influenced his governance and political and sectarian
unity, emphasis on unity. challenges.
governance, and b) Learners, individually, write an
stability, to essay about Uthman bin Affan’s b) Observe learners’ ability to
appreciate good biography, focusing on his exercise collaboration skills
leadership in the leadership qualities, achievements, with resource personnel
Islamic state. (u, s, and principles of unity. while exploring challenges
v) faced by Caliph Uthman and
c) Learners consult resource how he overcame them.
personnel or use ICT and library
resources to search for the c) Assess learners’ written
challenges faced by Caliph Uthman products to establish their
bin Affan and explore the strategies appreciation of Uthman’s role
he used to overcome these in promoting unity.
challenges.

d) Learners, in groups, analyse a case

study of Ibn Sabah’s conspiracies
and discuss Uthman’s strategies in
promoting unity and stability of the
Islamic state. The focus should be
on:
i) How his policies prevent
sectarian divisions and political
instability.
ii) What leadership principles can
be applied to modern
challenges.

e) Learners discuss and summarise

findings into written essays and
present them in a plenary session.

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d) analyse the a) Learners, in groups, use ICT or a) Converse with learners to

leadership of library resources to search for the establish their understanding
Caliph Ali bin biography of Ali bin Abu Talib, as they discuss the
Abu Talib (AD focusing on key events that shaped contributions of Caliph Ali
656–660) Ali’s moral character and leadership bin Abu Talib towards moral
highlighting his qualities and how his integrity courage and integrity in
contributions to influenced his role in promoting shaping Islamic values of
moral courage, justice and fairness. justice, truth and ethical
integrity, and b) Learners, individually, develop a leadership in their
justice while comprehensive essay on Ali bin communities.
reflecting on his Abu Talib’s biography, focusing on
role in his traits, leadership principles, and b) Observe learners’ ability to
promoting commitment to fairness and justice. explore the case study of the
peace, fairness, c) Learners, in groups, analyse case battles of Siffin and Camel to
and ethical studies of the Battles of Camel and appreciate the moral courage
leadership in Siffin to explore elements of ethical and integrity as exhibited by
shaping Islamic governance, peacebuilding, Caliph Ali bin Abu Talib.
values. (u, s, v) fairness in leadership,
moral courage and integrity during c) Assess learners’ written
times of conflict; the strategies he products to establish their
used to promote unity and resolve appreciation of Caliph Ali bin
disputes. Abu Talib’s role in shaping
d) Learners generate a write-up from Islamic values of justice, truth
the case study analysis of the and ethical leadership.
battles, focusing on Ali’s leadership
decisions and their impact on
moral courage, integrity and justice
in governance.
e) Learners prepare a written
reflection and present findings to
the class about Ali bin Abu Talib’s
contributions to moral courage,
integrity, and justice.

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Senior Six Term 3

TOPIC 18: Muslim Dynasties (AD 661–1258) Duration: 36 Periods

Competency: The learner assesses the contributions of the Umayyad, Abbasid, and Fatimid
dynasties to Islamic civilization, focusing on their impact on education, art, architecture, science,
and scholarship, while evaluating their legacy in fostering intellectual and cultural growth.
Learning Outcomes Teaching and Learning Activities Sample Assessment Strategies
The learner should
be able to:
a) explain the a) Learners, in groups, use ICT or a) Assess learners’ ability to
contributions of library resources to search on how explain ideas about
the Umayyads to the Umayyads built upon the civilisations during Umayyads
Islamic foundations laid by Prophet time as they make their
civilisation, to Muhammad (PBUH) and the early presentations.
appreciate their Caliphs in the development of
impact on the education and intellectualism. b) Observe learners’ ability to
broader Islamic collaborate effectively during
world and global b) Learners present their findings to group discussions and case
heritage. (k, u, s, the class, highlighting how study analysis, particularly in
v) educational and intellectual art and architecture, and their
practices during the Umayyad contribution to Islamic
period influenced Islamic civilisation.
civilisation.
c) Evaluate learners’ written
c) Learners, in groups, examine a case essays, reports and reflections
study of the Dome of the Rock and for content accuracy and the
Minarets, focusing on their role in ability to link historical
the development of art and contributions to modern
architecture during the Umayyad contexts.
dynasty.

d) Learners use ICT or library resources

to explore images, architectural
designs, and historical records
related to these structures.

e) Learners, individually, write an

essay analysing the Umayyad
contributions to art and
architecture, focusing on cultural
symbolism, engineering
advancements, and their impact on
Islamic identity.

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f) Learners in groups use ICT or library

resources to search and discuss the
Islamic civilization under the
Umayyad dynasty focusing on
education, science, culture and
how the Umayyads shaped the
intellectual growth and cultural
advancement, indicating the
lessons that can be applied from
their governance and innovations.
g) Learners, in groups, compile their
findings into written summaries
and present them to the class.
b) analyse the a) Learners, in groups, use ICT or a) Converse with learners to
Abbasid library resources to search the evaluate their use of
dynasty’s Abbasids’ contributions to evidence and logical
contributions to education, scientific knowledge, reasoning to connect
Islamic intellectual growth, medicine, Abbasid contributions to
civilisation, mathematics, and astronomy to modern intellectual growth.
focusing on their appreciate their advancements to
role in advancing the broader intellectual world. b) Observe learners’ ability to
education, identify the achievements of
science, and b) Learners present their research the Abbasid dynasty
intellectual findings to the plenary, achievements and global
growth, and highlighting key Abbasid progress.
evaluate their achievements and their impact on
influence on the intellectual growth. c) Assess learners’ ability to
broader present key lessons on the
intellectual c) Learners, in groups, use ICT and contributions of the Abbasid
world. (u, s, v) library resources to compare dynasty on the modern
Abbasid intellectual and cultural world.
developments with advancements
in the broader intellectual world.

d) Learners create charts, timelines, or

concept maps comparing
intellectual contributions, fostering
analytical thinking, collaboration,
and research skills.

e) Learners, individually, reflect on

lessons learnt from the
comparative analysis and note
down key insights in their
notebooks.

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c) analyse the a) Learners, in groups, discuss the role a) Converse with learners to
Fatimid dynasty’s played by Al-Azhar in fostering gauge their understanding as
contributions to education, scholarship, and cultural they use the case study of Al-
Islamic identity, how it influenced the Azhar to appreciate its
civilization, broader Islamic world and impact on civilisation and its
highlighting their contributed to global intellectual relevancy to the
role in traditions, and its relevance to contemporary world.
establishing contemporary education and
Cairo as a centre cultural preservation. b) Observe learners as they
of intellectual present to assess their
and artistic b) Learners prepare and present their understanding of the
activity, and findings to the plenary. Fatimids’ contributions to
evaluating their intellectualism and how it
influence on c) Learners, in groups, use ICT or fosters cultural identity and
cultural identity library resources to search for the influence within a broader
and the broader Fatimids’ contributions to Islamic world.
Islamic world. (u, education, art, architecture,
s, v) intellectual advancement, and c) Assess learner’s ability to
cultural development in North appreciate the contributions
Africa. of Islam towards world
civilization in their
d) Learners in their groups make presentations.
presentations on the contributions
of the Fatimids’ dynasty to Islamic
civilization.

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TOPIC 19: The Spread of Islam in the Interior of East Africa (Uganda)
Duration: 36 Periods

Competency: The learner analyses the historical context and factors that contributed to the
early spread of Islam in Uganda, demonstrating an understanding of its influence on social
structures, governance, education, and cultural life while reflecting on its enduring impact on
Uganda’s society and identity.
Learning Outcomes Teaching and Learning Activities Sample Assessment
The learner should be Strategies
able to:
a) analyse pre-Islamic a) Learners, in groups, use ICT or a) Converse with learners to
religious and social library resources to investigate the evaluate their ability to
conditions in social and religious conditions in connect pre-Islamic
Uganda to Uganda before the arrival of Islam. practices to Islamic
appreciate Islam b) Learners interview senior citizens to transformations and
contribution gather first-hand accounts of modern values.
towards religious, indigenous practices, cultural
social and cultural traditions, and societal structures. b) Observe learners’
transformations. (u, c) Learners summarise findings from investigative skills as they
s, v) the above activities into a written inquire from the senior
report, highlighting the key features citizens about the social
of pre-Islamic Uganda, including and religious conditions
indigenous beliefs, cultural values, in Uganda prior to the
and societal structures. coming of Islam.
d) Learners, in groups, use ICT or
library resources to research the c) Assess the learners’ write-
impact of Islam on Ugandan social ups to evaluate critical
and cultural transformations, thinking and reflection
focusing on: on the impact of Islam on
i) changes in values, education, Ugandan cultural identity
social practices, and and social cohesion.
governance.
ii) how these transformations
shaped modern Uganda.
e) Learners, in groups, use ICT or
library resources to search for the
impact of Islam on Ugandan social
and cultural transformations,
focusing on:
i) changes in values, education,
social practices, and
governance.
ii) how these transformations
shaped modern Uganda.

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b) examine the role of a) Learners, in groups, use ICT or a) Converse with learners to
Muteesa I in the library resources to search for the establish their
spread of Islam in biography of Muteesa I and his role understanding as they
Uganda to in promoting Islam. search for Muteesa 1’s
appreciate his b) Learners analyse a case study of contributions to
contributions to Muteesa I’s diplomatic interactions appreciate his role in the
religious and with Muslim traders, focusing on: spread of Islam in
cultural i) his invitations to foreign traders Uganda.
development. (u, s, and religious scholars. b) Observe learners to
v) ii) how these interactions assess their analysis as
enhanced the spread of Islamic they discuss Muteesa 1’s
teachings and cultural political and diplomatic
exchange. strategies that facilitated
c) Learners, in groups, discuss Muteesa the spread of Islam in
I’s political strategies, including: Uganda, drawing
i) how he used Islamic teachings reflections of how his
to consolidate political power. diplomatic strategies
ii) the role of Islamic principles in enhanced societal
governance and social relations.
organisation during his reign. c) Evaluate learners’ ability
d) Learners write individual essays to summary the key
summarising Muteesa I’s points about Muteesa 1’s
contributions to the spread of Islam, political and diplomatic
highlighting: strategies, and other
i) key strategies used in political factors that led to the
governance and diplomatic spread of Islam in
relations. Uganda, drawing a
ii) how his reign influenced deeper understanding of
cultural development and how the diplomatic
religious growth in Uganda. strategies foster societal
relationships.
c) analyse Islam’s a) Learners, in groups, use ICT or a) Converse with learners to
contributions to library resources to search for assess their ability to
Uganda after Islam’s contributions to education, engage in discussions,
independence, cultural practices and religious analyse findings and
focusing on its role development in Uganda, focusing explain the role of Islam
in education, culture on: and UMSC in shaping
and the efforts of i) How has Islamic education Uganda’s religious and
the Uganda Muslim evolved in Uganda after cultural identity.
Supreme Council independence?
(UMSC) to ii) What cultural practices and b) Observe learners’
appreciate its traditions were influenced or engagement during the
impact on spiritual preserved by Islam? field visit and their ability
growth, social iii) What role has Islam played in to apply research skills to
harmony, and promoting social and spiritual real-world contexts.
growth?

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national identity. (u, b) Learners generate individual write- c) Assess learners’ write-ups
s, v) ups summarising Islam’s and reports for content
contributions to Uganda, accuracy, structure, and
emphasising its impact on analysis, including their
education, culture, and spiritual ability to integrate
cohesion. findings from library
c) Learners visit the Uganda Muslim resources, ICT tools, and
Supreme Council (UMSC) regional field investigations.
offices to search for the following:
i) History and establishment of
the UMSC.
ii) Objectives behind its formation.
iii) Organisational structure and
the roles of its departments.
d) Learners write a detailed report
based on their findings from the
UMSC visit, analysing:
i) the structure and objectives of
the UMSC.
ii) the roles of its departments in
promoting unity, education,
and spiritual growth.
e) Learners, in groups, use ICT tools or
library resources to investigate and
discuss the achievements of the
UMSC, as well as the challenges it
faces in promoting unity and
cohesion.
f) Learners, in groups, propose
strategies to address the challenges
faced by the UMSC in promoting
religious unity and cohesion among
Muslims.

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3.0 ASSESSMENT
3.0 ASSESSMENT

3.1 Assessing Islamic Religious Education

The adapted curriculum sets new expectations for learning, with a shift from Objectives to
Learning Outcomes that focus mainly on the application of knowledge and deeper learning
that leads to the acquisition of skills. These Learning Outcomes require a different approach to
assessment. The “Learning Outcomes” in the syllabuses are set out in terms of Knowledge,
Understanding, Skills, Values and Attitudes. This is what is referred to by the letters k, u, s, v and
a.
It is not possible to assess attitudes in the same way as knowledge, understanding and skills
because they are more personal and variable and are long-term aspirations. This does not mean
that values and attitudes are not important or cannot be assessed. They, too, can be assessed,
though not easily, through tests and examination. Values and attitudes can be assessed over a
period of time through observing and having interactions with the learner.
So, this section focuses on knowledge, skills and understanding. Each has its own implications
for learning and assessment.
To assess knowledge and its application, understanding, and skills, we need to look for different
things. Knowledge can be assessed to some extent through written tests, but the assessment
of skills, application of what is learnt, and deeper understanding require different approaches.
Because of this, the role of the teacher in assessment becomes much more important.

3.2 Formative Assessment

In this aligned curriculum, the teacher’s assessment role is not to write tests for learners, but to
make professional judgments about learners’ learning in the course of the normal teaching and
learning process. The professional judgement is about how far the learner achieves the Learning
Outcomes that are set out in this syllabus. To make these judgments, the teacher needs to look
at how well the learners are performing in terms of each Learning Outcome.
The formative assessment opportunities occur in three forms. They can be done through:
• Observation – watching learners working (good for assessing skills, values, and
attitudes).
• Conversation – asking questions and talking to learners (good for assessing knowledge
and understanding).
• Product – appraising the learner’s work (writing, report, translation, calculation,
presentation, map, diagram, model, drawing, painting, etc). In this context, a “product”
is seen as something physical and permanent that the teacher can keep and look at, not
something that the learner says.
When all three are used, the information from anyone can be checked against the other two
forms of assessment opportunity (e.g. evidence from “observation” can be checked against
evidence from “conversation” and “product”). This is often referred to as “Triangulation”.

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Observation

Triangulation

Product Conversation

3.3 Generic Skills

Generic skills have been built into the syllabuses and are part of the Learning Outcomes. It is,
therefore, not necessary to assess them separately. It is the increasingly complex context of the
subject content that provides progression in the generic skills, and so they are assessed as part
of the subject Learning Outcomes. Assessing generic skills is done with the help of an
observation checklist and scoring rubric.
3.4 Assessment of Project-based Learning
Project-based learning is a teaching method in which learners or participants gain knowledge
and skills by engaging for an extended period of time to investigate and respond to an
authentic challenge. The task must have a driving question, and it involves sustained inquiry.
Project-based learning is assessed using a rubric and an observation checklist.
3.5 Examinations
There will be only one school-based summative assessment at the end of the year. There will
no longer be examinations or tests set at the beginning and end of every term.

Instead, there will be a summing up of ongoing teacher assessments made in the context of
learning through end-of-topic scenario-based tasks (Activities of Integration). The learners will
also be subjected to the end-of-cycle assessment for certification.

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3.6 Record-keeping
In competency-based learning, accurate and comprehensive record-keeping is crucial to track
learners' progress and achievements. Therefore, the teacher and school must keep accurate
records of learners’ achievement. Various assessment tools and strategies are employed to
capture learners' demonstration of abilities and achievements, including observation checklists,
rubrics, and scoring grids. These tools provide a holistic picture of learners' strengths,
weaknesses, and areas for improvement. The collected data and evidence from these
assessments are correctly recorded and maintained in learners' files, portfolios, and anecdotal
notes.

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Glossary of Key Terms

Term Definition
competency curriculum One in which learners develop the ability to apply their learning with
confidence in a range of situations.
differentiation The design or adaptation of learning experiences to suit an individual
learner’s needs, strengths, preferences, and abilities.
formative assessment The process of judging a learner’s performance, by interpreting the
responses to tasks, to gauge progress and inform subsequent learning
steps.
generic skills Skills that are deployed in all subjects, and which enhance the learning
of those subjects. These skills also equip young people for work and for
life.
inclusion An approach to planning learning experiences that allows each learner
to feel confident, respected safe and equipped to learn to his or her full
potential.
learning outcome A statement which specifies what the learner should know, understand,
or be able to do within a particular aspect of a subject.
process skill A capability acquired by following the programme of study in a
particular Learning Area. It enables a learner to apply the knowledge and
understanding of the Learning Area.
sample assessment An activity that allows a learner to show the extent to which s/he has
activity achieved the Learning Outcomes. This is usually part of the normal
teaching and learning process and not something extra at the end of a
topic.
suggested learning An aspect of the normal teaching and learning process that will enable
activity a formative assessment to be made.

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CONTACT US:
National Curriculum Development Centre
Plot M838, Kyambogo.
P.O.Box 7002 Kampala, Uganda
+256-393-112-088
www.ncdc.go.ug