| 1 | 1 | Akhlaq (Moral Values) | Virtues in Islam: Kindness to Allah's Creatures | By the end of the sub strand, the learner should be able to; a) avoid cruelty and mistreatment of animals | 1. How does Islam teach us to treat animals and the environment? | - discuss environmental stewardship: not cutting trees unnecessarily and not wasting water | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Akhlaq (Moral Values) | Virtues in Islam: Kindness to Allah's Creatures | By the end of the sub strand, the learner should be able to; a) avoid cruelty and mistreatment of animals | 1. How does Islam teach us to treat animals and the environment? | - discuss environmental stewardship: not cutting trees unnecessarily and not wasting water | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Akhlaq (Moral Values) | Prohibitions in Islam: Evils of Begging | By the end of the sub strand, the learner should be able to; a) explain why Islam discourages unnecessary begging and laziness | 1. Why does Islam emphasize working for one's living instead of begging? | - read the Hadith of the man who came to the Prophet to beg, and was advised to sell firewood with an axe | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Akhlaq (Moral Values) | Prohibitions in Islam: Evils of Begging | By the end of the sub strand, the learner should be able to; a) explain why Islam discourages unnecessary begging and laziness | 1. Why does Islam emphasize working for one's living instead of begging? | - read the Hadith of the man who came to the Prophet to beg, and was advised to sell firewood with an axe | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Akhlaq (Moral Values) | Prohibitions in Islam: Evils of Begging | By the end of the sub strand, the learner should be able to; a) appreciate hard work and earning a lawful (Halal) livelihood | 1. Why does Islam emphasize working for one's living instead of begging? | - discuss the dignity of honest manual labour and entrepreneurship | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Akhlaq (Moral Values) | Prohibitions in Islam: Evils of Begging | By the end of the sub strand, the learner should be able to; a) maintain self-respect and dignity | 1. Why does Islam emphasize working for one's living instead of begging? | - distinguish between helping the genuinely incapacitated and encouraging able-bodied begging | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Akhlaq (Moral Values) | Prohibitions in Islam: Evils of Begging | By the end of the sub strand, the learner should be able to; a) maintain self-respect and dignity | 1. Why does Islam emphasize working for one's living instead of begging? | - distinguish between helping the genuinely incapacitated and encouraging able-bodied begging | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Akhlaq (Moral Values) | Positive Usage of Media | By the end of the sub strand, the learner should be able to; a) identify beneficial uses of digital media for Islamic education | 1. How can young Muslims use technology and media constructively? | - explore Islamic learning applications for Qur'an memorization and Arabic alphabet | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Akhlaq (Moral Values) | Positive Usage of Media | By the end of the sub strand, the learner should be able to; a) identify beneficial uses of digital media for Islamic education | 1. How can young Muslims use technology and media constructively? | - explore Islamic learning applications for Qur'an memorization and Arabic alphabet | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Akhlaq (Moral Values) | Positive Usage of Media | By the end of the sub strand, the learner should be able to; a) avoid harmful and immoral content on digital devices | 1. How can young Muslims use technology and media constructively? | - discuss internet etiquette (adab): avoiding foul language, respecting privacy and lowering the gaze | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Akhlaq (Moral Values) | Positive Usage of Media | By the end of the sub strand, the learner should be able to; a) exercise moderation and time management with screens | 1. How can young Muslims use technology and media constructively? | - agree on daily screen-time limits with parents and teachers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Akhlaq (Moral Values) | Positive Usage of Media | By the end of the sub strand, the learner should be able to; a) exercise moderation and time management with screens | 1. How can young Muslims use technology and media constructively? | - agree on daily screen-time limits with parents and teachers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Muamalaat (Social Relations) | Obligations of Parents to Children | By the end of the sub strand, the learner should be able to; a) outline the rights of children provided by parents in Islam | 1. What duties do Muslim parents owe to their children? | - discuss children's rights: good name (Tahneek), shelter, Halal food, Islamic education and fair treatment | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Muamalaat (Social Relations) | Obligations of Parents to Children | By the end of the sub strand, the learner should be able to; a) outline the rights of children provided by parents in Islam | 1. What duties do Muslim parents owe to their children? | - discuss children's rights: good name (Tahneek), shelter, Halal food, Islamic education and fair treatment | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Muamalaat (Social Relations) | Obligations of Parents to Children | By the end of the sub strand, the learner should be able to; a) appreciate parental love, provision, education and protection | 1. What duties do Muslim parents owe to their children? | - write appreciation letters to parents acknowledging their sacrifices | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
