Unit 1: Belief

Year Group

Content

Year 1

Names and Attributes of Allah

  • · Memorise a minimum of 10 Names/Attributes of Allah

  • · Explain using examples the meaning of the 10 Names

  • · Describe evidence from personal experiences and observations of the environment highlighting some of the Attributes of Allah eg the changing seasons show us the beauty of Allah’s power

  • · Recall the meaning of Surah al Ikhlaas and Surah al Alaq (Ayahs 1-5) to provide scriptural context for some of the Names and Attributes of Allah

Year 2

The Six Pillars of Faith

  • · Memorise and recall the six pillars of faith in English and Arabic

  • · Describe some of the qualities of Allah including some of His Names and Attributes

  • · Describe the characteristics of angels: made out of light, always obey Allah, have specific roles set by Allah

  • · Name the major angels Jibril, Mikail and Israfiland describe their specific

  • · Name the major books to be revealed to previous prophets – link to the Psalms, Gospel and Torah*

  • · Explain why Muslims follow the Qur’an exclusively despite other books having being revealed prior to it

  • · Name the major Prophets in Islam – link to other faiths’ belief about shared prophets

  • · Describe the role of a prophet

  • · Begin to understand that Muslims believe in the Hereafter with a final meeting with Allah

  • · Explain that Allah has decreed all events that are to take place and He has Written all of this in the Lawh al Mahfudh

Year 3

Tawheed and Shirk

  • · Define ‘tawheed’ and ‘shirk

  • · Describe the meaning of la illahailla Allah acknowledging that people of different faiths worship other gods whilst Muslims single out Allah as the only god to be worshipped 

  • · Compare the key beliefs of the three Abrahamic faiths 

  • · Explain that all the Prophets came with the same message of tawheed however their messages became distorted after they passed away with the exception of the Prophet Muhammad’s (s) message 

  • · Retell the story of the people of Nuh and the first incident of shirk 

  • · Explain how shirk developed during this time in stages: ie respect for pious people,  exaggeration/ extreme beliefs, idol making and introducing them into the places of worship, belief that forefathers worshipped them 

  • · Analyse Qur’anicaayaat along with ahadith to find out to find out the ways tawheed is established in daily acts of worship 

Year 4

Imaan on the heart, tongue and limbs

  • · Memorise the hadith of Jibril in English and Arabic

  • · Define Islam and Imaan with reference to the hadith of Jibril

  • · Examine and classify acts of worship according to actions as well as statements of the heart, tongue or limbs

  • · Categorise manifestations of shirk as acts of the heart, tongue or limbs

Year 5

The Three Principles of Tawheed

  • · Recall the three principles: worship Allah, follow the Messenger (s), practice Islam

  • · Examine Qur’anicverses as well as ahadith related to the three principles

  • · Discuss various ways Allah can be worshipped including specific acts of worship eg performing Hajj and more subtle acts of worship eg picking up rubbish and putting it in the bin

  • · Derive universal moral and ethical codes from specific incidents of the life of the Prophet (s) eg mutual respect for all members of society

Year 6

Tawheed

  • · Examine the statement of the shahaadah

  • · Define TawheedRububiyyah, Uluhiyyah and Asmaa’i was Sifaat

  • · Analyse a selection of verses from the Qur’an to find examples of each type of tawheed

  • · Examine a major world faith and compare to Islam noting similarities and differences according to the three types of tawheed

  • · Examine the differences and similarities between the pre-Islamic Arabic beliefs about Allah and compare to Islam

Unit 2: Worship

Year Group

Content

Year 1

The Five Pillars of Islam

  • · Recall the names of each of the Pillars: testimony of faith; salaah, fasting in Ramadaan, zakaah, Hajj

  • · Describe the main components of each of the Pillars

  • · Describe the importance of belief in the shahaadah in establishing a Muslim’s faith

  • · Name each of the five daily prayers

  • · Explain why we are commanded to give zakaah

  • · Describe some of the customs of Ramadaan with emphasis on fasting

  • · Recall the story of Hajar and Ismail and the related customs of Hajj

Year 2

Wudu and Salaah (Prayer)

  • · Perform the actions of wudu

  • · Memorise one dua to be read after performing the wudu

  • · Name the prerequisites of salaah: wudu, time, qiblah, appropriate clothing, clean state and intention

  • · Name and perform the main components of salaah: takbeeratul ihram, Fatihah, ruku, sujud, tashahhud, tasleem

  • · Memorise duas in salaah:  adhkaar of ruku, qoma, sujud and jalsa, tashahhud and durudIbraheem

  • · Perform 2, 3 and 4 unit prayers

  • · Describe each of the five prayers according to timing and number of units

Year 3

Wudu and Salaah (Prayer)

  • · Perform the actions of wudu with increased fluency

  • · List all nullifiers of wudu

  • ·

  • · Memorise the Adhaan

  • · Name and perform all components of salaah: duathanaa’ takbiratul ihram, Fatihah, ruku, qoma, sujud, jalsa, tashahhud, tasleem

  • · List the names of the five obligatory prayers along with their connected voluntary prayers (the sunanrawaatib), noting timing and number of units 

  • · Perform the witr prayer 

  • · State differences between the witr prayer and the Maghreb prayer 

  • · Memorise one dua of Qunoot 

Year 4

Praying in Jamaa’ah

  • · Recite  the Adhaan and Iqaamah from memory

  • · Analyse a selection of hadith referring to the status of the imam during salaah

  • · List the hierarchy of qualities used to select the imam to lead the prayer with reference to the hadith

  • · Describe how the imam should be followed during salaah: where to stand, when to perform each posture

  • · Explain how the rows should be formed: filling from the front, physical continuity between each person

  • · Describe how to join a jamaa’ah late including how to make up for missed raka’aat

Year 5

Salaah in Jamaa’ah

  • · Recite the Adhaan and Iqaamah from memory with increased fluency

  • · Analyse a selection of ahadith to find the virtues of praying in jamaa’ah

  • · Name all the prayers to be performed in jamaa’ah: the fardsalaah,  Jumu’ah, Eid prayer, Kusuf, Janaaza, Taraweeh

  • · Classify the congregational prayers according to ruling and place of prayer

  • · Perform the Jumu’ah and Eid prayer fluently

  • · Compare the Jumu’ah and Eid prayers to find similarities and differences: eg  timing,  sunnah prayers associated with it, khutbahs, where the prayer is performed, takbeeraat and ruling

Year 6

Purification and Salaah

  • · List the matters which signify the onset of maturity/ puberty (buluigh)

  • · Identify the signs of bulugh

  • · Name and apply the sunan of the fitrah with reference to the hadith

  • · List the matters which make ghusl obligatory on a person

  • · Describe how to perform the ghusl according to the sunnah, differentiating between obligatory and voluntary elements

Unit 3: Qur’an Studies

Year Group

Content

Year 1

Stories from the Qur’an

  • · Read  and re-tell a selection of stories from the Qur’an

  • · Discuss with support, motives, intentions and character traits of key individuals (people, angels, jinn) both good and bad from each story

  • · Derive with support, practical morals and lessons from each story

Year 2

Miracles of the Qur’an

  • · Define ‘miracle’

  • · Analyse a variety of miracles from the Qur’an: prophetic, natural/scientific

  • · Explain why the Qur’an is a miracle

  • · List and describe specific miracles granted to individual prophets

Year 3

Preservation of the Qur’an

  • · Recall the incident of the first revelation noting key individuals

  • · Explain why the Qur’an was revealed in stages

  • · Name the key individuals (Prophet (s),  Abu Bakr, Umar and Uthmaan) who helped to preserve the Qur’an,  describing what measure they took in their efforts

  • · Describe the difference between Madani and Makkanaayaat

  • · Explain why the Qur’an will remain preserved for eternity:

Year 4

Etiquettes of reciting the Qur’an

  • · Describe the term ‘respect’

  • · Discuss how we can show respect to the Qur’an

  • · List the etiquettes of reciting the Qur’an from the mus’haf: purity, seeking refuge from Shaitaan, basmalah, reciting slowly,  reflecting on and understanding the aayaat

  • · Describe ways in which the Qur’an can be abandoned

  • · Analyse surah Fatihah and its tafseer

Year 5

Ahkaam of Tajweed

Memorise,  describe, apply and extract following tajweed rulings:

  • · Tanween, sukun, shaddah

  • · Mudud

  • · Various pronunciations of Ra, laam, meem, and nuun

Year 6

Tafseer of Juz’ Amma

  • · Memorise and recite Juz’ Amma with correct tajweed

  • · Analyse key vocabulary in each surah

  • · Establish common themes between aayaat and surahs within the Juz’

  • · Extract practical morals from each surah

Unit 4: History

Year Group

Content

Year 1

The Five Greatest Prophets

  • · Describe the role of a prophet

  • · Name the five greatest prophets (Nuh, Ibrahim, Musa, Isa, Muhammad – peace be upon them all)

  • · Recall the most significant stories from their lives

  • · Identify key lessons and morals from their lives

  • · Discuss with support, motives, intentions and character traits of key individuals (people, angels, jinn) both good and bad from each story

Year 2

The Life of the Prophet Muhammad (s)

  • · Describe the significance of the Prophet Muhammad (s): last and final Messenger, leader of all mankind, most beloved to Allah

  • · Retell the events of the Year of the Elephant and explain its significance

  • · Name the key individuals who looked after the Prophet (s) as a boy

  • · Describe the events of the first Revelation

  • · Describe the events of the Night Journey

  • · Explain why the Prophet (s) had to migrate to Madinah

  • · Discuss the Prophet Muhammad’s achievements in Madinah and Makkah by the end of his life

Year 3

The Rightly Guided Caliphs

  • · Define ‘sahaabah’

  • · Describe the status of a companion of the Prophet (s)

  • · Name the four Rightly Guided Caliphs

  • · Describe their individual significance during the time of the Prophet (s), as supporters of one another, and as leaders

  • · Identify their greatest achievements

  • · Describe their role in preserving the Qur’an and Sunnah: memorised, recorded, collected, complied and distributed throughout each era

  • · Establish a timeline of leaders from the Prophet (s) to Hassan

Year 4

The Most Noble Women

  • · Name the four most virtuous women as mentioned in the hadith: Asiya, Maryam, Khadijah and Fatima

  • · Name other significant women eg Aisha, Summayya, Asma’ bint AbiBakr

  • · Describe their specific character traits both holistically as well as with reference to significance events during their lives

  • · Describe, using examples the status of women and their significance in societal development in the past and present

Year 5

The Three Sacred Masaajid

  • · Name and locate the three Holy Cities: Makkah al Mukarramah, Madinah, Jerusalem

  • · Identify the Sacred Masaajid comparing significance, rewards  in praying salaah and customs when visiting each site

  • · Describe how each Masjid had been established, naming key people including prophets who helped to build them

  • · Analyse the conquests of Makkah and Jerusalem identifying the wisdoms of the Prophet (s) and Umar in reclaiming the Holy lands respectively, without waging war on the conquered people

  • · Discuss significant events which took place at each of the Masjids

  • · Describe the historical and religious significance of Jerusalem to the three Abrahamic faiths, comparing traditions and beliefs

Year 6

The Final Messenger

  • · Recall the lineage of the Prophet (s)

  • · Describe the main stages of his (s) life: childhood, pre-prophethood, post-prophethood in Makkah, migration, life in Madinah and death

  • · Identify the key features of the Prophet’s da’wa in Makkah and Madinah

  • · Compare the lives of the early Muslims in Makkah and Madinah and explore reasons for differences

  • · Explain the significance of co-operation and positive contributions in the development of a strong, peaceful community

  • · Identify the Prophet’s (s) greatest achievements, using evidence to support personal views

  • · Describe the last days of the Messenger (s) and explain why this was the greatest calamity for the Muslims




Unit 5: Looking after yourself and others 

Year Group

Physical 

Social 

Emotional 

Spiritual  

Year 1

Keeping clean

Parents and Family

Right and Wrong

Everyday duas

Year 2

Healthy Eating

Neighbours

Honesty

Everyday duas

Year 3

Keeping safe

Elderly and children

Bullying

Morning and Evening

Adhkaar

Year 4

Exercising and keeping fit

Being a role model

Getting Angry

Morning and Evening adhkaar

Year 5

Growing up

Respecting differences

Disagreeing

Surah Mulk

Year 6

Dangers of smoking, alcohol and drugs

Being a good citizen

Relationships and gender relations

Surah Kahf


Unit 5: Ramdaan

Year Group

Content/ Activities

Year 1

  • · List the months in the Islamic calendar
  • · Make an advent calendar
  • · Discuss the importance of good deeds throughout the month
  • · Recall the story of the first Revelation 

Year 2

Year 3

  • · What breaks the fast?
  • · Keep a Ramadaan journal
  • · Learn the tafseer of surah al Qadr
  • · Make a charity box
  • · Research charities – local and international

Year 4

Year 5

  • · The virtues of Ramdaan
  • · Keep a Qur’an recitation journal
  • · Importance of the Last 10 nights
  • · How to perform the Taraweeh prayers
  • · How to perform the Eid prayer

Year 6