TAHDERIYYAH CURRICULUM

 

Nurturing early learners in conflict and difficult situations           Refined Tahderiyyah Curriculum

 

FOREWORD

The development of the Tahderiyyah Curriculum is the centerpiece of the Days of Peace Phase 2 campaign in the fulfillment of the 2007 joint communiqué between MILF and UNICEF calling for extraordinary efforts for the protection of children and provision of services to conflict-affected communities. It aims to enhance the quality of early childhood education services for the Bangsamoro children in recognition of the fact that the first six years of life is the most critical window of opportunity in human development to influence health, learning and behavior throughout life. It is also the period of rapid cognitive, language, social, emotional and motor development.

The Tahderiyyah Curriculum is an inspiring and trail blazing initiative in the field of early childhood curriculum development. It qcreatively blends the teachings of the Holy Qur'an, the Sunnah of the Prophet (S.A.W.) and the principles and science of early childhood development. It acknowledges that young children learn differently and must be taught in age- and developmentally appropriate way.

The curriculum development process as the product is likewise pioneering. It brought together the wisdom, expertise and experience of early childhood practitioners and Muslim academicians and religious leaders. An advisory panel, aptly named "Tahderiyyah Advisory Panel" was specially created to guide and supervise the curriculum development process. The panel composed of  representatives from Committee on Tarbiyah, BDA, GoP-UN Act for Peace Programme, Council for the Welfare of Children, National ECCD Management Committee, UNICEF and ECCD experts regularly met for one full year to review and refine the curriculum which was drafted by the Talaynged Foundation Inc. What emerged was a product we are most proud of. It is a curriculum that sets a blue print for achieving our vision:

“Bangsamoro children who are totally developed, inspired and committed                                to excellence as servants of Allah (SWT).”

 

            Tahderiyyah Advisory Panel (TAP)

TABLE OF CONTENTS

 

ACRONYMS AND ABBREVIATIONS

 

AS – Alayhis Salam

ARMM – Autonomous Region in Muslim Mindanao

AusAID – Australian Agency for International Development

BDA – Bangsamoro Development Agency

COLF – Community of Learners Foundation

CWC – Council for the Welfare of Children 

ECCD – Early Childhood Care and Development

GOP-UN ACT for Peace Programme – Government of the Philippines – United Nations Action for Conflict Transformation Programme

OPAPP – Office of the Presidential Adviser on the Peace Process 

RA – Radiallahu Anho

SWT – Subhanahu wa Taala

SAW – Salallahu Alayhi Wasallam

TAP – Tahderiyyah Advisory Panel

UNICEF – United Nations Children's Fund

 

 

 

 

 

CURRICULUM WRITERS

Tahderiyyah Curriculum (First Version, 2009)

 

Dr. Thomas M. Sabal, Lead Writer

Ustadza Albaya G. Badrodin

Sheikh Abdulnasser Mohammad A. Kindato

Sheikh Mokamad Alon

Dr. Maripaz Abas-Mastura

Dr. Bai Tusla Dilangalen-Cabilo

Dr. Manding S. Salik

Jennifer B. Dagadas

Dr. Ismael G. Abdullah

Prof. Abdulmuin Lantong

Dr. Tomanda D. Antok

Dr. Datumanot O. Pendaliday

Prof. Abdulwahab G. Palsana

Ruby A. Andong

Regan B. Dagadas

 

Consultants

Marissa J. Pascual, Assistant School Director                                         Community of Learners Foundation 

Dr. Mildred Abas, Al-Hadja, Education Program Specialist (EPS-I) – ALS

DepEd Division of Cotabato City

 

CURRICULUM WRITERS

Refined Tahderiyyah Curriculum (Second Version, 2011)

 

Dr. Thomas M. Sabal, Lead Writer

Ustadza Albaya G. Badrodin

Sheikh Abdulnasser Mohammad A. Kindato

Sheikh Mokamad Alon

Dr. Maripaz Abas-Mastura

Dr. Bai Tusla Dilangalen-Cabilo

Dr. Manding S. Salik

Jennifer B. Dagadas

Dr. Ismael G. Abdullah

Dr. Datumanot O. Pendaliday

Prof. Abdulwahab G. Palsana

Ustadz Wahab Omar

Ruby A. Andong

Consultants

Sheikh Mahmod S. Ahmad, Tarbiyah Committee

Marissa J. Pascual, Assistant School Director                                         Community of Learners Foundation

Dr. Mildred Abas, Al-Hadja, Education Program Specialist (EPS-I) – ALS

DepEd Division of Cotabato City

 

Dr. Ravil Bukharaev, Russian Muslim Scholar and UNICEF Consultant

 

 

 

TAHDERIYYAH ADVISORY PANEL

(Curriculum Development Phase, 2008-2009)

 

Ustadz Yusoph S. Adzaman - Chairman (Tarbiyah Committee Representative)

 

Dr. Ali Haji Musa Pinote - Ulama Representative                                   

 

Ustadz Abdulmaguid  Masabpi - Ulama Representative

 

Ustadz Nasrudin O. Musa - Ulama Representative

 

Ustadz Abdulnapi T. Aliman - Ulama Representative

 

Ustadz Hisham S. Nando - Committe on Tarbiyah                                                       

 

Jaime Casinto - Regional Manager, BDA-RMO Davao

 

Maria Fe Nogra-Abog – UNICEF ECCD Specialist

 

 Reyzaldy Tan – UN ACT for Peace Programme                  

 

Marilyn F. Manuel - Council for the Welfare of Children

 

Diosita T. Andot – UN ACT for Peace Programme     

                                               

Maria Alpha Larga - Council for the Welfare of Children

                       

Uz. Mohammad Suaib Yacob - BDA-BOD Member                                                       

    

Dr. Danda N. Juanday - BDA Executive Director    

Dr. Abas A. Candao - BDA Chairman

 

 

 

 

 

 

 

PARTNER AGENCIES

 

Bangsamoro Development Agency (BDA)

 

United Nations Children’s Fund (UNICEF)

 

Talaynged Foundation, Inc. (TFi)

 

Community of Learners Foundation (COLF)

 

Australian Agency for International Development (AusAID)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ACKNOWLEDGMENTS

All praise is due to Allah (SWT) who taught man the use of pen and who taught man what he knew not. The salutations and blessings be upon the Prophet of this Ummah-Muhammad, his family, his companions and those who follow the righteous deeds. 

            To Allah (SWT) we humbly express our sincerest recognition and appreciation for providing us the virtues of patience, perseverance and wisdom and for granting us the appropriate and relevant technical know-how and skills in the planning, design, development, and implementation of the first-ever Tahdeeriyyah Curriculum for the Bangsamoro children.

            We further thank Allah (SWT) for allowing us to share and collaborate effectively with various individuals, consultants and representatives of some institutions/organizations. We, therefore, wish to acknowledge the following for their assistance, guidance and motivation which have been very substantial and essential throughout the duration of developing a dynamic, value-laden and learner-centered curriculum for preschoolers of the Bangsamoro homeland.

Bangsamoro Development Agency (BDA), for facilitating the conduct of  Tahderiyyah Advisory Panel (TAP) meetings and validation of final draft of the curriculum, selecting a team of teachers to be trained as well as providing us the necessary support in the completion of the curriculum.

            United Nations Children’s Fund – Philippines (UNICEF) for extending technical and financial assistance for curriculum development project.

GOP-UN ACT for Peace Programme and the Council for the Welfare of Children (CWC) for their active participation and cooperation in this curriculum development project.

            Tahderiyyah Advisory Panel (TAP) for their incessant intention, keen review and helpful deliberations to enrich all the curriculum drafts.

            Tahderiyyah curriculum consultants, Ms. Marissa J. Pascual of the Community of Learners Foundation, for her technical expertise and meticulous editing, comments and suggestions in the refinement of a relevant curriculum and Dr. Mildred M. Abas for her ready advice and constant guidance in the drafting of the curriculum.

            BDA Project Coordinators for UNICEF, Julie O. Maliga and Monena Abas-Haron for their relentless efforts in providing over-all supervision and facilitation of core group and TAP meetings for the successful realization of a curriculum.

            Members of the Tarbiyyah Committee as team of validators, for their constructive commentaries and recommendations to craft a balanced curriculum.

            Other individuals who have openly extended their support to the curriculum writers.

            Our deepest gratitude to all. May Allah (SWT) reward us all.

                                                                                               

                                                                                                            The Curriculum Writers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DEDICATION

 

 

To our little dreamers,

little builders of Muslim Ummah

and young promising Khalifah…

 

the SONS and DAUGHTERS

 

of the BANGSAMORO PEOPLE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rationale

 

For more than three decades, the Bangsamoro Homeland has been a war-stricken area that resulted to displacements, damage to properties and loss of lives in the conflict-affected areas in the region.  The mass displacements of the people have largely affected the education of children. About 30 percent of children below five years was deprived of the access to pre-school education. Recent data in the ARMM show that the rate of children completing primary education is at 33 percent which is only half the national average of 67 percent.

 

In the late 2006, the Office of the Presidential Adviser on Peace Process (OPAPP) together with UNICEF conceived the Days of Peace (DoP) campaign. Various groups and agencies were consulted to contribute to the peace and development process. Emphasis was given to support the delivery of basic social services to children.

           

Recognizing the opportunities created by the peace process between the GRP and the MILF, and the need to deliver basic services to the children in these conflict- affected areas, the UNICEF, Action for Conflict Transformation (ACT for Peace) and  the Bangsamoro Development Agency (BDA) collaboratively planned to effectively reach these areas where basic services are badly needed.  One of their plans is to improve the conditions of education of children in these areas through developing the Tahdeeriyyah Curriculum.

 

The Tahderiyyah curriculum will cater to the appropriate educational needs and aspirations of the Bangsamoro.  It will provide access to quality basic education of Bangsamoro children aged 3-8 years in the conflict-affected areas.

 

 

Objectives

           

Generally, this curriculum development project aims to upgrade the quality of the Tahderiyyah education, making it more responsive to the educational needs of the Bangsamoro community.

Specifically, it aims to:

(a)       enrich the existing madrasah Tahderiyah Curriculum 

(b)       provide an access to Tahderriyah Curriculum for children in the hard-to-reach and conflict-affected areas; and

(c)       provide a balanced  Tahderiyyah education of children in the conflict-affected areas in Mindanao.

 

Process

This project on the development of standard and balanced Tahdeeriyyah curriculum for children in the hard-to reach and conflict-affected areas in Mindanao is a partnership of the United Nations Children's Fund (UNICEF), Act for Conflict Transformation for Peace (ACT for Peace), and the Bangsamoro Development Agency (BDA).

The following phases were followed;

 

 

Project Preparation Phase

1. Organization of the core group composed of representatives from UNICEF, ACT for Peace, OPAPP and the BDA.

2.      Selection of service provider.

3.      Organization of the Tahderiyyah Advisory Panel (TAP).

 

Curriculum Writing Phase

4.      Curriculum writing

4.1 Preparation of curriculum draft

4.2 TAP review and approval of the curriculum draft

4.3 Submission of revised draft to TAP thru BDA as the secretariat

5.      Curriculum validation

6.      Finalization of the Curriculum Draft

 

Implementation Phase

 

7.      Orientation to Administrators of Prospective Pilot schools

8.      Training of Trainers

9.      Training of Tahderiyyah Teachers

10.  Developing Instructional Materials

11.  Piloting the Curriculum

 

 

 

 

 

 

 

 

 

 

 

 

 

Vision

Bangsamoro children who are totally developed, enlightened, inspired and committed to excellence as servants of Allah (S.W.T.).

 

Mission

To provide a balanced education that fosters and nurtures the total personality of the Bangsamoro children with firm grounding on Islamic tenets and values.

 

Goals

1.      To inculcate in the hearts and minds of Bangsamoro children faith in Islam to enable them to live in accordance with the teachings of Qur’an and Sunnah of the Prophet Muhammad (S.A.W.);

 

2.      To equip the Bangsamoro children with knowledge, attitudes, values and skills in all  areas of learning;

 

3.      To respond appropriately to the different needs, aspirations, and potentials of the Bangsamoro children;

 

4.      To provide an opportunity for Bangsamoro children to participate in activities to help them become active, creative, productive and environment-friendly individuals as servants of Allah (S.W.T.);

 

5.      To appreciate and enrich the learning experiences which make the learners worthy of emulation by others.

 

Objectives

1.      To improve children’s awareness on the existence and oneness of Allah (S.W.T.) as the Creator and Prophet Muhammad (SAW) as His Messenger;

 

2.      To familiarize children with the fundamentals of Ibaadah;

 

3.      To train children on good manners and etiquettes consistent with  Islamic teachings;

 

4.      To instill Islamic values and virtues that children can apply in their day-to-day lives;

 

5.      To develop a sense of appreciation for  Allah’s creations and commitment to use and care for them properly;

 

6.      To help children recognize and value their identity as Bangsamoro;

 

7.      To help children become independent, responsible, resourceful and productive, learners; 

 

8.    To instill  positive attitudes towards learning;

 

9.      To develop a sense of responsibility and accountability towards Allah, self and others; and

 

10.  To develop children’s full potentials as learners and enable them to use their skills effectively in learning more about the world.

 

Philosophy

A. Child

1.         The children as the center of the educative process are created by Allah (S.W.T.) to serve Him and act as His vicegerents on earth with Qur’an and Sunnah of Prophet Muhammad (S.A.W.) as sources of guidance. 

 

2.         The children have to be molded and guided to develop their total personality and potentials to become righteous servants of Allah (S.W.T.).

 

3.         The children have to be provided with appropriate learning opportunities and experiences for acquisition of correct knowledge, appropriate skills and desirable attitudes/values.

 

4.         The children have to be provided with a learning environment that is truly responsive to their total needs and supportive of their development.

 

5.         The children must be trained to recognize, value and appreciate their relationship with all the creations of Allah for them to utilize and conduct themselves in accordance with Allah’s will, law and moral standards. 

 

6.         At an early age, Islamic beliefs and practices must be instilled in children so that they will grow up to become righteous Muslims.

 

7.   Children need a developmentally appropriate nurturing, guidance and supervision during the formative years. 

8.    The early years of children are a crucial stage for laying the foundation for later learning and development.

 

9.  Each child is a unique person.  All children have their own strengths,  needs and interests.

10.  Children should be actively involved in the learning process. They become more motivated to learn when they are given the chance to ask, explore, experiment and discover.

 

11. Children’s rights to survival, development and participation shall be promoted with full recognition of their nature and special needs.

 

B. Teacher

1. Teachers as Muslims must serve as role models in all aspects of life.

    They must view teaching as a form of Ibaadah (worship).

 

2.   Teachers act as second parents and guidance counselors of the children in school.  They must be nurturing, warm, sensitive and responsive to the needs of children.

 

3. Teachers must be life-long learners.  They must strive to continuously improve themselves, upgrade their knowledge and skills and be open to positive change.

 

4.   The teachers’ responsibility is not just to teach children but to ensure that they learn and apply what they learned.

 

5. Teachers serve as managers, facilitators, planners, evaluators and

     instructors of all learning experiences of the children.

 

6. Teachers are responsible for preparing the learning environment and

    for planning  lessons, techniques, strategies and activities that

    effectively meet the needs of all learners in their classes.

 

7.   Teachers must be creative and resourceful in devising and indigenizing instructional materials and in addressing problems and challenging situations that may arise in the course of their work with children and families.

 

8.   Teachers must be compassionate and respectful of the feelings of learners.

 

      C. Family

1.            The home is the first and most important learning institution for the children’s total development.

 

2.    The family plays a critical role in laying the foundation for the growth, development and lifelong learning of children. It must provide guidance, support and encouragement.

3.            The parents must serve as good models to their children.

 

4.            The parents are active partners of the school in the development of the children. They must collaborate with the teachers in addressing their needs. 

 

D. Education

1.         Early childhood education must focus on the development of children’s potentials for the fulfillment of their role as vicegerents of Allah on earth.

 

2.      Early childhood education must seek to address the needs of the whole child – spiritual, cognitive, physical, emotional, social and moral.

 

3.      Instilling Islamic values and developing a positive sense of self contribute to a young child’s well-being and success in learning.

 

4.      The early childhood program must be Islamic-oriented, child-centered, adult-supported, safe and appropriate for learning.

 

5.   The development and design of the curriculum must depend on a comprehensive and balanced consideration of the child, content and context.

 

6. The Tahderiyyah curriculum must consider the needs and characteristics of children in planning meaningful, relevant and developmentally appropriate learning experiences. The quality of learning experiences – the use of teaching strategies, the kind of interactions, the atmosphere in class, the kinds of activities provided for and the verbal and non-verbal messages communicated in class can greatly influence learning.

E. Society

1.   Society is viewed as the bigger laboratory for learning of children.

 

a.     Children’s development is influenced by what they see and hear around them.

 

b.     Children learn from their interaction with their environment and the people around them.

 

2.   Supporting children’s development is an important investment of the   society. Laying a good foundation for learning and instilling values at an early age will enable them to be more effective and efficient agents of development.

3.        A society that cares for children’s rights and welfare will be able to raise children who can achieve their optimal development as individuals.

 

a. The presence and quality of services offered to children and families during the early childhood years affect children’s development. 

b. Society must ensure that there are adequate laws and policies that  protect children’s rights and support their development.

c.  Society must have holistic, culturally sensitive, age and developmentally appropriate programs to enhance the well-being of the children.

             

 

 

 

 

 

 

 

 

 

 

 

Description and Scope of Learning Areas

The following key learning areas in Tahderiyyah Curriculum will be taught within the context of Islam using play-based, thematic and integrative approach to teaching. The contents and learning experiences will be based and anchored on the teachings of Islam which are instrumental to the children’s balanced growth and development.

1.    Language Development

 

This learning area covers the languages of Arabic (the language of the Qur'an) and English for the Tahderiyyah Curriculum. Filipino and the mother tongue of the child will be used to ensure comprehension of concepts. Arabic and English are tools for lifelong learning since they help the Bangsamoro learners to achieve competence in other learning areas taught.  Learning both languages at this stage will enable them to access and appreciate the huge collections of Islamic literatures and legacies in Arabic and English. The study of these languages will also enable the learners to understand, appreciate, and use them in meaningful situations for communication, expression of their strong faith in Allah and love for His prophets and other creations as well as learning Islamic values. 

Learning to become literate – developing emergent reading and writing skills and using them to communicate is an important aspect of the language program of the Tahderiyyah curriculum. However, instead of simply emphasizing language readiness skills separately, the approach would be to look at language development including listening, speaking, reading and writing as a whole.

Language skills are interrelated and interdependent such that the facility and growth in one strand/skill strengthen and reinforce the others. Children will engage in activities that integrate different elements of language.  For example, drawing and writing activities can be related to stories read to them. Letter and word games can involve listening to letter sounds and forming new words and then writing them down on paper.

This learning area emphasizes the development of phonemic and phonic awareness, awareness for print, letter and letter sound recognition skills and visual discrimination and sensory-perceptual skills.

 

Listening activities aim to develop skills in auditory discrimination and listening comprehension. Listening to rhymes and songs, playing games that reinforce phonemic awareness and listening to stories are important daily learning experiences. 

Through listening and speaking, the children can communicate information, values, beliefs, thoughts, feelings, experiences and can learn to understand their Creator, themselves, families, neighbors and other people. Learners will be able to explore ideas and concepts as well as understand and organize their experiences and knowledge of Allah and the Sunnah.

Daily interaction at play and at work, small group and whole group activities conducted in different learning blocks provide valuable opportunities to develop and reinforce oral-aural language skills.  Introducing songs, nursery rhymes and games that involve listening and speaking will also be done. Simple courteous expressions, greetings, Islamic expressions, selected Suwar, Ahaadith and supplications in Arabic and English will likewise be introduced. Children will also have opportunities to relate or share their stories and personal experiences and to engage in dramatic play based on the stories read to them.

Reading activities comprise the production of sounds, recognition and awareness of prints, letters, rhyming words, simple words, numbers, colors, shapes and other related experiences. Various individual and group activities will be introduced to facilitate development of children’s reading readiness skills.

For the development of writing skills, children are provided with a venue to express their thoughts and feelings in different forms. Providing children with play materials like blocks, clay, sand and manipulative tools as well as opportunities to draw, paint and explore different art forms to represent objects, activities, ideas and concepts are major investments that will be made to support children’s development. These activities are essential not just  for representation and self-expression but also for eye-hand and fine motor coordination which are necessary for handling more complex activities like writing with crayons and pencils and then using more abstract symbols like letters, words and numerals.

Early literacy learning will be purposeful and meaningful and developmentally-appropriate. This will enable children to develop a more positive attitude towards listening, speaking, reading and writing learning experiences and to view themselves as effective users and learners of language.

2.    Cognitive Development

       

This learning area focuses on the development of thinking, science and mathematical skills and the acquisition of knowledge about Allah, himself, neighbors and his environment of people, places and things.

Emphasis is given on the development of thinking skills such as classification, sequencing, reasoning and problem-solving. These cut across the different learning areas of the Tahderiyyah curriculum.

Another component of this learning area is the study of self which includes learning about his needs, ways of caring for himself, his competencies and feelings. This helps a child to learn about his family and his environment   and to recognize Allah (S.W.T.) as the Creator of everything.  It also covers learning about plants, animals, air, land and water as sources of children’s  basic needs. Other units of study of this area include weather and temperature.

The last component is focused on helping the learners develop and reinforce understanding of mathematical concepts and skills through the use of concrete materials. Some of these involve skills in counting, recognizing patterns, measuring using non-standard units, and making simple graphs, adding and subtracting using concrete objects. 

 

3.    Physical  Development

 

This learning area trains the children to develop their fine and gross motor and coordination skills. This concentrates on their bodies as well as their minds in doing physical actions or movements at their level.

The fine motor refers to children’s actions using their small muscles while gross motor pertains to the use of their large muscles. Among the gross motor skill activities to be introduced in varying degrees of difficulty are circle games, fitness exercises, and other bodily movements like running, walking, jumping and climbing on locally made playground equipment. . Supplications, games, action songs, story plays, mimicry and hythmic activities will likewise be introduced. Moreover, some sample activities to develop fine motor and coordination skills include printing letters, tracing, copying, drawing, coloring, and cutting with scissors.

 

4.    Spiritual and Moral Development

 

This learning area includes the study of the social, emotional, cultural, moral and spiritual aspects of the child. 

The spiritual aspect covers the basic knowledge and concepts of the Qur’an, Hadith (Traditions and Sayings of the Prophet S.A.W.), Aqeeda (creed )and Ibaadah (worship).

Study of the Qur-an concerns memorization of Al-Fatihah, Al-Kauthar,  Al-Ikhlas, Al-Falaq, An-Nas, Al Asr and other short suwar (chapters) of the Qur’an. The pupils should also know that Qur’an is the final Book of Allah (S.W.T.)  revealed to Prophet Muhammad (S.A.W).  This book gives guidance to the people. It also includes etiquettes of care, reading and reciting the Qur’an.

            Aqeedah covers the knowledge of Allah (S.W.T.), His attributes and     creations, and that Muhammad S.A.W. is the last prophet  and messenger of Allah.

Ibaadah deals with the memorization and correct pronunciation of Shahadatayn, supervised performance of Salaah, and familiarization with    some pillars of Islam.  It includes   basic procedures of Wudhu and Azaan and  simple supplications.

Hadith is concerned with the traditions of Prophet Muhammad (S.A.W.) pertaining to daily life of a Muslim.

The moral domain focuses on the development of children’s wholesome personality along with l values, behaviors and attitudes consistent with Islamic teachings. This  includes building their sense of responsibility, strengthening their awareness and observance of what is right and wrong, permissible (Halal) and forbidden (Haram) acts and making correct choices

The socio-emotional domain focuses on increasing children’s awareness and appreciation of their r relation to Allah (S.W.T.), family, elders, peers,  neighbors, and other people in communities. This stresses respect and concern for others and practice of desirable behavior toward Allah (S.W.T.), one’s self, parents and other people. Moreover, this helps in developing approriate social skills of the children when interacting and engaging in group activities in and out of the classroom and school.

 

This learning area also covers children’s emotional states or conditions. This aims to provide opportunities for them to be helped in solving problems or resolving conflicts that arise in the course of their day to day interactions. In this way, they are trained to to  learn to listen to one another, consider different points of view, and deal with others’ thoughts and feelings appropriately.  This also includesthe development of personal autonomy- learning to attend to self-care needs such as  dressing, eating, sleeping, and toileting.

The -cultural aspect promotes an awareness and understanding of the children’s identity as Bangsamoro, their history and their culture. 

The children will use a variety of picture books, reference materials, and other Islamic reading sources to acquire additional knowledge about themselves as individuals, as part of a family and the community.

 

5.    Creativity and Aesthetic Development

This learning area will include heart-softening recitation and reading of ayaat (verses) from the Holy Qur’an especially during the performance of salah, Music and arts will be closely integrated with other learning areas. These are necessary tools for strengthening, enriching and supporting other learning areas. Art Education is concerned mostly in developing the creative expression of the child through drawing, painting and manipulative activities. Alongside creative expression, aesthetic sense, visual and tactile perceptions are also developed.

 

 

 

 

 

 

 

 

 

Description of the Class ProgramVision

Bangsamoro children who are totally developed, enlightened, inspired and commited to excellence as servants of Allah (S.W.T.).

 

Mission

 

To provide a balanced education that fosters and nurtures the total personality of the Bangsamoro children with firm grounding on Islamic tenets and values.

 

 

Goals

 

1.            To inculcate in the hearts and minds of Bangsamoro children faith in Islam to enable them to live in accordance with the teachings of Qur’an and Sunnah of the Prophet Muhammad (S.A.W.);

 

 

1.            To equip the Bangsamoro children with knowledge, attitudes, values and skills in all  areas of learning;

 

1.            To respond appropriately to the different needs, aspirations, and potentials of the Bangsamoro children;

 

1.            To provide an opportunity for Bangsamoro children to participate in activities to help them become active, creative, productive and environment-friendly individuals as servants of Allah (S.W.T.).

1.            To appreciate and enrich the learning experiences which make the learners worthy of emulation by others.

 

Objectives

 

1.            To improve children’s awareness on the existence and oneness of Allah (S.W.T.) as the Creator and Prophet Muhammad (SAW) as His Messenger;

 

1.            To familiarize children with the fundamentals of Ibaadah;

 

3.            To train children on good manners and etiquette consistent with  Islamic  teachings;

 

3.            To instill Islamic values and virtues that children can apply in their day-to-day lives;

 

3.            To develop a sense of appreciation for  Allah’s creations and commitment to use properly and care for them;

 

3.     

Curriculum Framework                                                                                                                                  3

To help children recognize and value their identity as Bangsamoro;

 

3.            To help children become independent, responsible, resourceful and productive learners;

 

3.       To instill positive attitudes towards life-long learning;

 

3.      To develop a sense of responsibility and accountability towards

Allah, self and others; and

 

 

3.            To develop their full potentials as learners and enable them to use their skills effectively in learning more about the world.

 

Philosophy

 

A. Child

1.               The children as the center of the educative process are created by Allah (S.W.T.) to serve Him and act as His vicegerents on earth with Qur’an and Sunnah of Prophet Muhammad (S.A.W.) as sources of guidance. 

 

1.               The children have to be molded and guided to develop their total personality and potentials to become righteous servants of Allah (S.W.T.).

 

1.               The children have to be provided with appropriate learning opportunities and experiences for acquisition of correct knowledge, appropriate skills and desirable attitudes/values.

 

 

1.               The children have to be provided with a learning environment that is truly responsive to their total needs and supportive of their development.

 

1.               The children must be trained to recognize, value and appreciate their relationship with all the creations of Allah for them to utilize  and conduct themselves in accordance with Allah’s will, law and moral standards. 

 

1.                At an early age, Islamic beliefs and practices must be instilled in children so that they will grow up to become righteous Muslims.

 

7.   Children need a developmentally appropriate nurturing, guidance and supervision during the formative years. 

 

8.          The early years of children is a crucial stage for laying the foundations for later learning and development. 

                     

9.  Each child is a unique person.  All children have their own strengths,

     needs and interests.

 

10.  Children should be actively involved in the learning process. They become more motivated to learn when they are given the chance to ask, explore, experiment and discover.

Curriculum Framework                                                                                                                                  4

 

11. Children’s rights to survival, development and participation shall be promoted with full recognition of their nature and special needs.

 

B. Teacher

 

1. Teachers as practicing Muslims must serve as role models in all aspects of life. They must view teaching as a form of Ibaadah (worship).

 

2. Teachers are viewed as second parents  and guidance counselors of the children in school.  They must be nurturing, warm, sensitive and responsive to the needs of children.

 

 

3. Teachers must be life-long learners, strive to continuously improve themselves, upgrade their knowledge and skills and be open to positive change, yet persistent in getting the massage of the lesson across in the best way.

 

4.               The teachers’ responsibility is not just to teach children but to ensure that  they learn and apply what they learned.

 

5. Teachers are viewed as instructional managers (facilitators, planners,

     evaluators and instructors) of all learning experiences of the children. 

 

6. Teachers are responsible for preparing the learning environment and

     planning  lessons, techniques, strategies and activities that effectively meet the needs of all learners in their classes.

 

1.               Teachers must be creative and resourceful in devising and indigenizing  instructional materials and in addressing problems and challenging situations   that may arise in the course of their work with children and families.

 

1.              Teachers must be compassionate and respectful of the feelings of learners.

 

 

 

C. Family

 

1.            The home is the first and most important learning  institution for the children’s total development.

 

2.    The family plays a critical role in laying the foundation for lifelong   learning and development of children. They must provide guidance, support and encouragement.

 

1.                  The parents must serve as good models to their children.

 

 

1.                  The parents are active partners of the school in the development of the children. They must collaborate with the teachers in addressing their needs. 

 

 

 

 

 

 

 

Curriculum Framework                                                                                                                                  5

 

D. Education

 

1.               Early childhood education must focus on the development of children’s potentials for the fulfillment of their role as vicegerents of Allah on earth.

 

1.             Early childhood education must seek to address the needs of the whole child – spiritual, cognitive, physical, emotional, social and moral.

 

1.         Instilling Islamic values and developing a positive sense of self contribute to a young child’s well-being and success in learning.

 

1.         The early childhood program must be Islamic-oriented, child-centered, adult-supported, safe and conducive for learning.

 

1.         The development and design of the curriculum must depend on a comprehensive and balanced consideration of the child, content and context.

 

6. The Tahderiyyah curriculum must take into consideration the needs and characteristics of children in planning meaningful, relevant and developmentally appropriate learning experiences. The quality of learning experiences – the kind of interactions, the atmosphere in class, the kinds of activities provided for and the verbal and non-verbal messages communicated in class can greatly influence learning.

 

E. Society

 

1.         Society is viewed as the bigger laboratory for learning of children.

 

a.            Children’s development is influenced by what they see and hear around them.

 

a.            Children learn from their interaction with their environment and the people around them.

 

2.  Supporting children’s development is an important investment of the society. Laying a good foundation for learning and instilling values at an early age will enable them to be more effective and efficient vicegerents of Allah.

 

2.               A society that cares for children’s rights and welfare will be able to raise children who can achieve their optimal development as individuals. 

 

a. The presence or absence of services available to children and families during the early childhood years as well as the quality of these services affect children’s development. 

 

b. Society must ensure that there are adequate laws and policies that protect children’s rights and support children’s development.                        

 

                         

 

Learning Areas and Scope

 

The following key learning areas in Tahderiyyah Curriculum will be taught within the context of Islam using thematic or integrated approach to teaching. The contents and learning experiences will be based and anchored on the teachings of Islam which are instrumental to the children’s balanced growth and development.

 

1.        Language Development

 

This learning area covers the languages of Arabic (the language of the Qur'an) and English for the Tahderiyyah curriculum. Filipino and the native tongue of the child will be used to ensure comprehension of concepts. Arabic and English are tools for lifelong learning since they help the Bangsamoro learners to achieve competence in other subject areas taught.  Learning both languages at this stage will enable them to access and appreciate the huge collections of Islamic literatures and legacies in Arabic and English. The study of these languages will also enable the learners to understand, appreciate, and use them in meaningful situations for communication, expression of their strong faith in Allah and love for His prophets and learning Islamic values. 

 

Learning to become literate – learning the skills of reading and writing and using them to communicate is an important aspect of the language program of the Tahderiyyah curriculum. However, instead of simply emphasizing readiness skills separately, the approach would be to look at language development including speaking, listening, reading and writing as a whole. Language skills are interrelated and interdependent such that the facility and growth in one strand/skill strengthen and reinforce the others. Children will engage in activities that integrate different elements of language.  For example, drawing and writing activities can be related to stories read to them. Letter and word games can involve listening to letter sounds and forming new words and then writing them down on paper.

 

Early literacy learning will also be purposeful and meaningful and developmentally-appropriate. This will enable children to develop a more positive attitude towards reading and writing and to view themselves as effective users and learners of language.

 

The program will also emphasize the development of phonemic and phonic awareness, awareness for print, letter and letter sound recognition skills and visual discrimination and sensory-perceptual skills.

 

Curriculum Framework                                                                                                                                  7

Writing provides children with a venue to express their thoughts and feelings in a different form. Providing children  with play materials like  blocks, clay, sand and manipulatives as well as  opportunities to draw, paint and explore different art forms to represent objects, activities, ideas and concepts  are  major investments  that will be made to support children’s development. These activities are essential not just  for representation and self-expression but also for eye-hand and fine motor coordination which are necessary for handling more complex activities like writing with crayons and pencils and then using more abstract symbols like letters, words and numerals.

 

Children will also have opportunities to create their own stories and poems. They will also have opportunities to engage in dramatic play as well as dramatization of stories read to them.

 

Through listening and speaking, the learners can communicate information, values, beliefs, thoughts, feelings, experiences and learn to understand their Creator, themselves, families and other people. Learners will be able to explore ideas and concepts as well as understand and organize their experiences and knowledge of Allah and His teachings and the Sunnah.

 

Listening activities aim to develop skills in auditor discrimination and  listening comprehension. Listening to rhymes and songs, playing games that reinforce phonemic awareness and listening to stories  are important daily learning experiences. 

 

Daily interaction at play and at work, whole group activities like meeting time and storytelling provide valuable opportunities to develop and reinforce oral language skills.  Introducing songs, nursery rhymes and games that involve listening and speaking will also be done. Simple courteous expressions, greetings and supplications in Arabic and English will likewise be introduced.

 

 

1.        Cognitive Development

                                               

This learning area emphasizes the development of thinking and mathematical skills and the acquisition of knowledge about  Allah, himself and his environment of people, places and things.

 

The study of self includes learning about his needs, ways of caring for himself, his competencies, feelings and the groups to which he belongs. Learning about his environment includes learning to care for it and recognizing Allah (S.W.T.) as the creator of everything.  It also includes learning about plants, animals and water as sources of their basic needs. Other units of study include weather and temperature.

 

Emphasis will be given on the development of thinking skills such as classification, sequencing, reasoning and problem-solving. These cut across the different subject areas including science, social studies, arts and physical education. 

 

The goal of the Mathematics program is to help the learners develop understanding and insight into the patterns of mathematics through the use of concrete materials. The activities are designed to help the learners see relationships and interconnections in math and enable them to deal flexibly with mathematical ideas and concepts with ease.

Curriculum Framework                                                                                                                                  8

 

The program emphasizes the use of concrete materials in introducing and reinforcing understanding of mathematical concepts as well as developing mathematical skills e.g. counting, recognizing patterns, measuring using non-standard units, making simple graphs, adding and subtracting using concrete objects.  

 

1.        Physical  Development

 

This learning area emphasizes the development of gross and fine motor skills and coordination. Circle games, movement activities, fitness exercises and climbing on locally made playground equipment are included in their daily activities in school. Supplications, games, action songs, story plays, mimicry and rhythmic activities will likewise be introduced.

 

1.        Spiritual and Moral Development

 

This learning area includes the study of the social, emotional, cultural, moral and spiritual aspects of the child. 

 

The spiritual aspect covers the basic knowledge and concepts of the Qur’an, Hadith (Traditions and Sayings of the Prophet S.A.W.),  Aqeeda (creed )and Ibaadah (worship).

 

Study of the Qur-an concerns memorization of Al-Fatihah, Al-Kauthar,  Al-Ikhlas, Al-Falaq, An-Nas, Al Asr and other short suwar (chapters) of the Qur’an. The pupils should also know that Qur’an is the final Book of Allah (S.W.T.)  revealed to Prophet Muhammad (S.A.W).  This book gives guidance to the people. It also includes etiquettes of care, reading and reciting the Qur’an.

            Aqeedah covers the knowledge of Allah (S.W.T.), His attributes and     creations, and that Muhammad S.A.W. is the last prophet  and messenger of Allah.

 

Ibaadah is concerned with the memorization and correct pronunciation of Shahadatayn, supervised performance of Salaah, and memorization of other pillars of Islam.  It includes   basic procedures of Wudhu and Azaan and  simple supplications.

 

Hadith is concerned with the traditions of Prophet Muhammad (S.A.W.) pertaining to daily life of a Muslim.

 

The moral and social domains focus on the development of social behavior consistent with Islamic teachings. This involves learning to make choices and to follow rules and routines in school. It also involves learning to relate with peers and teachers appropriately and with respect at all times.

 

Curriculum Framework                                                                                                                                  9

The socio-emotional domain focuses on increasing his awareness and understanding of  his/her relation to Allah (S.W.T.), his family, his community and the bigger world.  It aims to contribute to the development of a wholesome personality of a preschool child, a sense of responsibility and awareness for what is right and wrong, permissible (Halal) and forbidden (Haram), concern for others and desirable behavior toward  Allah (S.W.T.), one’s self, elders, parents,  peers and the community. Solving problems or resolving conflicts that arise in the course of their day to day interactions are valuable opportunities for learning to listen to one another and consider different points of view. It also contributes to a better understanding oneself and others. This domain also emphasizes learning about one’s emotions and dealing with them in appropriate ways. It also includes

the development of personal autonomy- learning to attend to self-care needs such as  dressing, eating, sleeping, and toileting.

 

The socio-cultural aspect promotes an understanding of the learners’ culture and their relationship to Allah (S.W.T.), other people, and the world around them. This also includes the development of their critical thinking skills, vocabulary , observation and problem solving skills.

 

Moreover, the learners will know about their identity as Bangsamoro and their history.  They will also learn about themselves, family, neighborhood and communities, both past and present.  The learners will examine a variety of picture books, information books and other Islamic materials to acquire additional knowledge about themselves as individuals, as part of a family and the community.

 

1.        Creativity and Aesthetic Development

This learning area will include heart-softening recitation and reading of ayaat (verses) from the Holy Qur’an especially during the performance of salah, Music and arts will be closely integrated with other learning areas. These are necessary tools for strengthening, enriching and supporting other learning areas. Art Education is concerned mostly in developing the creative expression of the child through drawing, painting and manipulative activities. Alongside creative expression, aesthetic sense, visual and tactile perceptions are also developed.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Curriculum Framework                                                                                                                                  10

 

 

Description of the Class Program

 

The Tahdeeriyyah program maximizes every single second for providing every young Bangsamoro learner with learning experiences that are instrumental to his/her balanced growth and development as excellent vicegerent and servant of Allah (S.W.T.). This ensures that every learner is dynamically and cooperatively involved in all learning experiences blended with Islamic knowledge and values.

 

The succeeding table outlines and describes the structure and schedule of facilitating the daily learning experiences of the young learners.

 

Structure of the Day	Description/Learning Activities	Schedule
1. Learning Adventure    (Al-Mugaamarah)	This is the period of individual, peer or group exploration of literacy resources like picture books, story books, manipulative literacy resources in the reading center, classroom or reading corner while waiting for the other coming children. Upon arrival in the room, every child is asked to establish his presence in class by getting his/her picture/name card from the teacher’s table and have it mounted on the attendance chart. This routine is deemed more developmentally appropriate than the traditional roll-call to check attendance.	7:45 – 8:00
1.               Warm-up and Sharing Curriculum Framework                                                                                                                                  11                                                                                                                                                            (Al-Ihmaah wal-Ishtiraak)	The introductory or preparatory learning activities for the day. This includes the following; ·         Class Circle for teacher-guided recitation of Surah Al-Fatiha and short verses from the Qur’an. ·         Teacher-led physical exercises       The review and monitoring of children’s study routine at home with their parents/guardian is also done in this learning block of time. The teacher facilitates the children’s sharing in a class circle. Sharing is not a compulsory task for the children but the teacher may encourage them to participate so they could have the opportunity to articulate their ideas independently.	8:00-8:30
3. Literacy Exploration     (Al Istikshaaf)	This is the longest block of time within the three and half hour program. Children work in small groups, in pairs or individually on either teacher-assigned or child-initiated activities. Some activities would need direct supervision and guidance from adults (teacher, parent volunteer) while others can be done independently by children and will require minimal instructions and adult supervision.        Activities will include exploring unstructured materials such as playdough/clay, paint, water,sand/soil and manipulatives ; engaging in dramatic play;  playing letter, word and number games ; exploring a variety of materials to sort and classify, match, arrange in sequence and count; making storybooks and doing simple art projects related to theme studies they are exploring. The children will also be given time to clean up afterwards.	8:30-9:30
2.            Circle Time (Al-Halaqah)	The children are once again gathered by the teacher as a whole group. They look at the work done by some groups and have children share about what they did during activity period. This is also a time for reviewing concepts previously learned. They also count the number of boys and girls and adults present. Then the teacher calls the students individually in preparation for washing their hands before eating snacks.	9:30-10:00
5. Power Break     (Al-Istiraahah)	This is the nutritious/nourishing power break for the learners. Fruits and other nutritious food should be encouraged by the teachers as snacks for children. Islamic ettiquttes for eating will be part of the teacher’s instructions as he/she facilitates this power break activity.    Fruity break is followed by rest time. This is the time for children to rest on the mat laid down by the teacher and to listen to recorded reading of Suwar or Islamic songs.	10:00-10:20

Curriculum Framework                                                                                                                                  12

1.         Story Read Aloud     (Qiraatul Qissah    Al-Jahriyyah)	During this time, children can browse through picture books with peers and teacher. This is a very important investment in helping children to read because it gives them the opportunity to explore books in a relaxed way, helping them to appreciate books and stories.          During storytelling, children gather around the Teacher to listen to a story chosen by the children to be read to them or a story chosen by the teacher that is related to a theme they are studying. Stories can be either in Filipino, English and Arabic. Storytelling will also  be maximized for introducing Islamic values. It will be followed by discussions about the story and/or dramatization of the story.	10:20-10:50
1.         Outdoor Exploration (Al-Istikshaaf Al-Khaarijee)	Activities include sports, simple athletics, movement activities, outdoor games that are interesting and suitable to the children’s age level. They can either be for small or big groups, pairs or individual children.	10:50-11:10
8. Literary Journey     (Ar-Rihlah Al-Adabiyyah)	This is a teacher-guided interactive read-aloud activity for rhymes, poems or songs composed based on Qur’an and Sunnah of the Prophet (S.A.W.)         Teacher-guided exploration of ALLAH’s creations which can be seen in the surroundings of the madrasah may also be done in this learning block.	11:10-11:30
9. Clean Up (At-Tajheez Wat-Tandheef)	The time for classroom restoration and cleaning up. Personal hygiene instruction is integrated in this period. Performance of ablution (Wudhu) may done by the children with the assistance of the teacher or parent-volunteer.	11:30-11:40
10. Reflection Circle Curriculum Framework                                                                                                                                  13                                                                                                                                                                  (Al-Halaqah Al-En-ekaasiyyah)	The teacher’s turn to synthesize the learning experiences of the children. This will be done through class reflection circle facilitated by the teacher.       Reminders and learning extensions are also given during this period.         The Islamic manner of concluding or ending a meeting or class. Teacher leads the loud recitation of the Kaffaratul Majlis and the Surah Al-As’r. Children who have well-memorized the Du’a and the Surah may be assigned to lead the class.         At the end of this learning block, the clock hits 12nn and the call for prayer (Azaan) starts echoing from the masjid. Thus, children will be directed to proceed to the nearby masjid before going home. The teacher and the parent-volunteer including those parents or guardians accompanying the children may be encouraged to pray with the children.	11:40-12:00

The Tahderiyyah program maximizes every single second for providing every Bangsamoro learner with learning experiences that are instrumental to his/her balanced growth and development as excellent vicegerent and servant of Allah (SWT). These learning experiences are the learning activities that must be undertaken by the pupils in every learning block. The learning blocks represent the daily class program whose parts are herein described in detail;

 

Learning Adventure - 7:45-8:00

(Al-Mugaamarah)

 

            This learning block consists of routine activities to be done by children while waiting for others. It includes the utterance of “Assalamu Alaykom Warahmatullahi Wabarakatuhu” for every child who comes in the classroom. The teacher must encourage pupils to response the greeting. The arriving pupils must get their nametags or Ids in the pocket chart. Whoever absent will be identified by the ID’s left in the pocket chart.  

 

The room must have available materials for browsing in these learning blocks. These materials include picture books, flashcard, real object & poster which indirectly promote learning. Here, the teacher must trigger the pupils to discuss what is found in the learning materials. The assigned leader of the day must give a signal on the end of the learning blocks. Moreover the teacher must also acquaint the pupils about the expression of the week.

 

Warm-up & Sharing - 8:00-8:30

(Al-Ihmaah wal-Ishtiraak)

 

       This block consists of the reading of al- Faatiha as opening du’a and the teacher will let the children follow after her as the surah is read. Here, the pupils will identify the name of the day, the weather. Aside from that, the Hadith for the week will be introduced. The learning experiences for using the tarpaulin of the hadith for the week will vary depending on the day of the week. During the first day of the week, the hadith will be read aloud. The pupils will have pronunciation drills using the hadith. The teacher must also give a background of the hadith being read. On the succeeding days, the hadith will be used as pronunciation drill. The expression for the week will also be read, introduced & elaborated. Its use must be explained to the pupils.

 

Literacy Exploration - 8:30-9:30

(Al Istikshaaf)

 

       This learning block includes learning experiences which would promote the learning competencies mentioned specifically in the language development and cognitive development learning areas. There will be at least two learning experience for this block every week which will be participated by the pupils interchangeably. The number of learning experiences will depend upon the number of pupils. The learning experience must be anchored on the week’s theme, story, Hadith & expression. The teacher should refer to the resource guide book for the learning experiences that best suits the week lessons. However, the availability of materials can be considered in conducting the learning experiences. If the mentioned materials aren’t available, the teacher must indigenize the named materials on the resource guide. The teacher must process the activities conducted everyday. She must also make sure that children interchangeably participated in the activities everyday. If possible, outputs must be presented to the class.

 

Power Break - 9:30-9:50

(Al-Istiraahah)                  

 

The twenty minutes power breaks will cover the supervised recess. The teacher must see to it that the pupils observe proper Islamic table manner of eating. The supplication before & after must be emphasized to the pupils. They must be tough on how to conduct themselves before, during & after eating. The attitude of the responsibility of cleaning –up one’s mess must be instilled – emphasizing the value of neatness, orderliness & cleanliness. Aside from this, the children must also be exposed to reading of the holy Qur’an being played, Islamic songs that promote learning & acquisition of the skills, knowledge, attitudes & values identified in the learning competences.

Outdoor Exploration - 9:50 – 10:10

(Al-Istikshaaf Al-Khaarijee)

      

In this learning block, pupils will be exposed to their natural environment. The learning experiences here would bring them to a closer look to what is in the environment that may be useful for their learning and in their lives as well. At the same time, they will acquire competence for their age while exploring the environment on their little ways. Moreover, activities which develop them physically will be conducted on this learning block. Pupils will be outside of the classroom to learn skills, understand basic ideas about the environment and appreciate them at their level.

Circle Time - 10:10 –10:40

 (Al Istikshaaf)

 

            The circle time will be intended for the introduction of the surah, hadith and expression for the week and their habitual reading. Learning experiences here will include proper pronunciation of the words in the verses, hadith and expressions. Learning experiences promoting memorization of the verses will be facilitated in later part of the school year when. This way, pupils will develop their phonemic skills, spiritual knowledge and at the same time, their communicative skills.

 

Story – Read Aloud - 10:40 – 11:10

(Qiraatul Qissah  Al-Jahriyyah)

 

            The pupils’ desire to listen to stories will be sustained in the story–read aloud learning block. As a continuum of the circle time, a story that is related to the week’s theme will be talked about here. On the first day, the story will be introduced. On the succeeding days, learning experiences promoting comprehension of the story at the child’s level will be conducted. This is geared at developing the communicative skills, comprehension skills, socio–emotional skills and others which could be directly or indirectly be developed. The teacher must adopt the story telling techniques which would suit her pupils during the time the learning experiences have to take place.

Literary Journey - 11:10 – 11:30
(Ar-Rihlah Al-Adabiyyah)

 

The hour – long circle time and story- telling session has to end up. In this learning block, the children will be singing action songs, uttering rhymes and doing indoor physical activities that will allow them to stretch and release the energy reserved for an hour. This will help them develop physical and cognitive skills while they joyfully do the learning experiences at hand for the learning block.

Reflection Circle - 11:30 – 11:50

Al-Halaqah Al-En-ekaasiyyah)

 

            The pupils will be gathered again in the form of a circle to reflect on the day’s activities. All the outputs for the previous blocks will be gathered and displayed on this learning block. The outputs will be explained to the pupils one by one. Every concept which are directly or indirectly tackled or discussed in the learning blocks for the day has to be noted and emphasized to the pupils in a manner that they could understand. Moreover, the teacher will give her reminders on what pupils will expect the next day. This is a way of motivating the children to go back the next day to learn and have more fun. After that, the final instructions to end the day will be given before cleaning the mess left inside the classroom. 

 

Clean Up - 11:50 – 12:00

(At-Tajheez Wat-Tandheef)

 

In this learning block, pupils have to clean the classroom. The unreturned toys and tools have to be returned to its proper place. After making sure that everything is already on its proper place, the pupils will be gathered for the closing prayer that is reading of the Suratul As’r and kafaratul majlis. Then, assisting and guiding the pupils to the ablution area in preparation for prayer will immediately follow.

 

Curriculum Design

The curriculum has been crafted using the thematic or integrative approach to curriculum development. This approach employs an integrative and interactive teaching-learning strategies as well as child-centered learning experiences. In this manner, the child acquires knowledge and develops moral values while enjoying the games, exploring his physical abilities, and learning to get along with others.

            The curriculum consists of the framework, curriculum contents and weekly plans. The framework includes vision, mission, philosophy, goals, objectives, learning areas and class structure of the day. The curriculum content covers content webs, content outline and learning competencies. Weekly plans provide budget of work which outline the focus lessons for the week, surah, hadith, expressions, learning experiences, poems/rhymes/songs, stories and movement/outdoor activities. Moreover, such curriculum contents and weekly plans are organized by quarter. 

Curriculum Goals

The perennial problem of the Bangsamoro madrasah education seems to come to its hopeful end as the initial steps to craft a standard curriculum have already been started. As the armed conflict continues to deprive the displaced children to access to quality education, some mindful thinkers initiated the Tahderiyyah Curriculum Development Project to address the educational needs of the Bangsamoro communities in hard-to-reach and underserved areas.

UNICEF-Philippines and the BDA have given this unparalleled opportunity to craft a standard curriculum for the early learners in conflict and difficult situations. Hopefully, this will be an instrument to building a strong foundation of children in their early years and prepare them to formal schooling in the elementary level.    

This Tahderiyyah Curriculum is geared to achieve the following goals;

1.      To develop and inculcate in the children understanding and appreciation of fundamental principles and practices as laid down in the Holy Qur’an and exemplified in the life and conduct of Muhammad (S.A.W.)

 

2. To nurture in the children’s minds and hearts reverence to Allah.

 

3. To equip the children with traits and morals leading to their development as well-balanced Muslims.

 

4. To inculcate in children the daily practices with regard to personal health care, hygiene, purification, worship and etiquettes.

 

5. To develop children’s confidence in using different language skills appropriate to their age and phase of development.

 

6. To develop children’s thinking, reasoning and problem solving skills.

 

7. To instill in children appreciation, love, care and respect for creations of Allah.

 

8. To enable the children to recognize their relationship to Allah and among families and other people in the community.

 

9. To develop in children knowledge, skills, values and attitudes that will enable them to adjust to life situations.

 

10. To enable the children to demonstrate their fine and gross motor skills.

 

11. To promote in the children recognition and appreciation of Moro culture and heritage.

 

 

 

 

 

 

 

 

 

 

 

FIRST QUARTER LEARNING COMPETENCIES

Theme - MY CREATOR

 

LANGUAGE DEVELOPMENT

 

þ  listens attentively during class discussions

þ   Llistens to correct recitation of ayahsuwarsurah, hadith and Islamic expressions

þ  Llistens to appropriate songs.

þ  Llistens to stories about Allah and His creations

þ  rRecites  surah, hadiths and Islamic expression

þ  follows 2-3 part instruction

þ  identifies days of the week

þ  introduces self to others

þ  responds to questions about self

þ  answers simple yes/no question

þ  answers open-ended questions

þ  relates personal experiences on his/her own initiative

þ  recites supplications in appropriate situations

þ 

Second Quarter Learning Competencies                                                                                                                                                                                                                              22

sings Islamic,  Filipino and English songs 

þ  uses Islamic greetings and courteous expressions

þ  dDiscriminates between letters and words

þ  identifies letters and letter sounds

þ  identifies beginning sound of words

þ  matches picture to words

þ  recognizes words that rhyme

þ  identifies which word does not belong

þ  recognizes and defines common sight words 

þ  blends 2-3 letter sounds to decode a word

þ  identifies common sight word

þ  identifies parts of a book

þ  demonstrates proper eye movement

þ  enjoys books/stories, rhymes and poems

þ  identifies story details

þ  identifies main idea of a story

þ  retells story in sequence

þ  relates story events to personal experiences

þ  prints lines (vertical, horizontal, slanting and curve).

þ  prints Arabic letters

 

 

COGNITIVE DEVELOPMENT

                               

þ  discriminates between objects as same and different

þ  identifies properties of objects: color, shape, t, texture and size

þ  groups objects  by color, size and shape

þ  groups objects  by function and class

þ  recognizes numerals 0-10  ( Arabic and Hindu –Arabic).

þ  counts with 1-1 correspondence up to 10

þ  understand the concept of more or less

þ  describes the sun

þ  describes the moon

þ  describes the earth

þ  compares quantities of objects

þ  writes numerals (Arabic & Hindu-Arabic)

þ  relates time to activities at home and in school  

þ  copies/ repeats reproduces simple patterns

þ  extends patterns

þ  measures length of objects using non-standard units and tools

þ  measures distance using non-standard units and tools

þ  identifies heavenly bodies

þ  identifies weather for the day

þ  identifies different kinds of plants

þ  identifies needs of plants

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þ  identifies uses of plants

þ  identifies different kinds of animals

þ  classifies animals according to body parts, body movements and habitat

þ  identifies uses of animals

þ  identifies needs of animals

 

SPIRITUAL &/ MORAL DEVELOPMENT

 

þ  tells at least five names of Allah

þ  states that the Earth is the creation of Allah

þ  states that ALLAH is the only Creator

þ  recites basic supplications in daily routines

þ  performs wudu and salah. with adult assistance and guidance

þ  recites shahaadatayn

þ  identifies some  Allah’s creations

þ  names the unseensome  creations of Allah 

þ  states that there is hell and paradise

 

 

 

 

þ  observes proper steps in ablution

þ  names at least five prophets.

þ  names the five books revealed to the prophets and messengers

þ  recognizes that Islam is the religion of all prophets

þ  recognizes “Azaan” as the call for prayer

þ  identifies the five obligatory prayers and time within a day

þ  identifies Gibriel, Mikael, Izrael & Israfel

þ  identifies Iblis’ attributes

þ  distinguishes attributes of angels from jins

þ  observes proper steps in ablution

þ  matches books to the Prophets with whom the books were revealed

þ   names the five pillars of Islam

þ 

 

 

 

PHYSICAL DEVELOPMENT

 

Gross motor skills:

 

þ  jumps in place

þ  jumps from the height of 1-2ft____

þ  jumps and turns

þ  hops  1-3 steps on preferred foot

þ  stands on one leg without falling for five seconds

þ  throws and catches a ball

þ  moves body parts as directed

þ  crosses the improvised balance beam

 

Fine Motor skills

 

þ  cuts with scissors along a straight line

þ  traces and copies geometric designs and figures

þ  completes 6-8 piece puzzles

þ  strings beads

þ  prints letters

þ  folds paper as directed  

þ  molds figures with playdough

þ  draws figures and pictures

þ  climbs monkey bars/ trees

 

 

CREATIVITY & AESTHETIC DEVELOPMENT

 

 

þ  pronounces the word in every ayah of al-Fatiha with correct. pronunciation.

þ  sings relevant Islamic songs for the week’s theme

þ  colors figure of objects neatly and properly

þ  molds objects using playdough or modeling clay

þ  constructs objects using blocks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECOND QUARTER LEARNING COMPETENCIES

Theme – My Self

 

 

LANGUAGE DEVELOPMENT

                                           

þ 

Second Quarter Learning Competencies                                                                                                                                                                                                                              21

Second Quarter Learning Competencies                                                                                                                                                                                                                              20

Second Quarter Learning Competencies                                                                                                                                                                                                                              21

listens attentively during class discussions/ sharing

þ  listens to correct recitation of surah/ ayah, hadith and Islamic expressions

þ  listens to appropriate songs

þ  listens to others and responds appropriately when in group conversations

þ  follows 2-3 part instruction

þ  draws and tells a story about his drawing

þ  states personal information about one’s self  e.g. gender, age, birthplace

þ  recognizes, identifies and labels emotions 

þ  shares feelings about self and others

þ  answers open-ended questions

þ  relates personal experiences on his/her own initiative

þ  recites supplications in appropriate situations

þ  sings Islamic,  Filipino and English songs

þ  uses Islamic greetings and courteous expressions

þ  identifies letter-symbols in English Alphabet.

þ  identifies uppercase letters English Alphabet

þ  identifies lowercase letters in English Alphabet

þ  distinguishes letter forms in the beginning position in Arabic Alphabet

þ  identifies short and long vowels in Arabic Alphabet

þ  identifies beginning sound of words in Arabic

þ  matches picture to words

þ  matches words, numerals

þ  recognizes words that rhyme

þ  identifies supplies words that rhyme with a given word

þ  segments sounds in words

þ  blends letter sounds to decode words

þ  identifies which word does not belong

þ  recognizes and defines common sight words 

þ  demonstrates proper eye movement

þ  enjoys books/stories, rhymes and poems

þ  identifiesy story details

þ  identifiesy main idea of a story

þ  retells story in sequence

þ  relates story events to personal experiences

þ  prints complete name

þ  prints upper and lower case letters

þ  prints Arabic letters in the initiall, . mMedial, and final positions

þ  writes words and phrases using upper and lower case letters

 

COGNITIVE DEVELOPMENT

 

þ  groups objects  by color, size, length, texture and shape

þ  groups objects  by function and class

þ  aArranges objects according to specific attributes (size, length, weight)

þ  recognizes and writes numerals 11- 15 (Arabic)   

þ  counts with 1-1 correspondence up to 15

þ  uses vocabulary of comparison and measurement

þ  compares quantities of objects

þ  reproduces and extends  patterns

þ  translates patterns into another form

þ  creates own patterns

þ  measures length of objects using non-standard units and tools 

 

þ  measures distance using non-standard units and tools

þ  adds and subtracts up to quantities of 10

þ  skips counts by 2’s ( up to 20), 3’s ( up to 18)

þ  identifies body parts and their functions

þ  identifies body senses and explains how these senses help him/her

þ  learn about the environment

þ  states movements that the body can do

þ  states needs of  the body

þ  states ways of caring for one’s body

þ  states responsibilities towards one’s self, family, neighbours, school and community

þ  Identifies his/ her basic needs

þ  Identifies rights as fulfilled

þ  Identifies his/ her responsibilities towards herself

þ  Identifies his/ her responsibilities towards his/ her family

þ  identifies her responsibilities towards school and community

þ  states his/ her unique features

                                                                                                

 

 

 

 

 

PHYSICAL DEVELOPMENT

 

Gross Motor Skills:

þ  jumps in place

Ø   jumps from a height of  ___ 2 feet

þ 

 

þ  stands on one leg without falling for five seconds

þ  hops  on  dominant foot

þ  skips

þ  gallops with the same foot leading across a distance of 1 to 2 ___ feet

þ  plays with ball ( bounce, catch, dribble)

þ  moves body parts as directed

þ  crosses the improvised balance beam

þ  demonstrates ritual movements in salah with companion

þ  joins basic exercise activities

 

Fine Motor Skills

þ  cuts with scissors along a straight line

þ  traces and copies geometric designs and figures

þ  completes 8-23 piece puzzles

þ  copies simple patterns with 2 or more attributes ( e.g. color, shape, sequence)

þ  draws human figures and objects with recognizable features

 

SPIRITUAL & MORAL DEVELOPMENT

 

þ  recites surah Al-Fatiha before class begins

þ  recites surah Al-As’r and Kaffaratul Majlis before  class ends

þ  feeds self independently

þ  says Bismillah before eating

þ  eats with one’s right hand

þ  says Alhamdulillah after eating

þ  dresses and undresses one’s self properly and independently

þ  keeps clothing and things in appropriate places

þ  wipes mouth or nose using handkerchief

þ  covers mouth with right hand when one yawns and sneezes and says Alhamdulillah

þ  washes hand before and after meals or when needed

þ  keeps body parts clean

þ  uses the toilet independently

þ  uses left hand in cleaning private parts of the body

 

  

þ  washes hands after using the toilet

þ  says appropriate supplication  /dua for self-care tasks.

þ  demonstrates awareness of safety rules when using tools and toys ,in  moving about the school and around the classroom

þ  shows emotions appropriate for various occasions

þ  expresses gratitude for being blessed with functional sense organs

þ  recognizes family, neighbours and community as needs

þ  recognizes rights as fulfilled

þ  fulfills his/ her responsibilities towards herself, family, neighbours, school and the community

 

 

CREATIVITY & AESTHETIC DEVELOPMENT

 

þ  sings Bismillah & Alhamdulillah

þ  sings this is the way I wash my face

þ  performs ablution with guidance

þ  identifies proper Islamic clothing for a boy or a girl

þ  shows proper care for personal belongings

þ  colors objects appropriately

þ  distinguishes clean from untidy objects

þ  identifies cleaning tools for himself/ herself

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THIRD and Fourth QUARTER LEARNING COMPETENCIESs

Theme - My Family

 

 

LANGUAGE DEVELOPMENT

 

þ  lListens attentively during class discussions

þ  recites correctly surah/ ayah, hadith and Islamic expressions

þ  sings to appropriate songs

þ  listens and retells stories about Allah and His creations

þ  lListens to others and responds appropriately when in group conversations

þ  follows 3-5 part instruction

þ  draws and tells a story about his drawing

þ  answers open-ended questions

þ  relates personal experiences on his/her own initiative

þ  uses a variety of words e.g. plurals, pronouns, descriptive words, action words

þ  asks the meaning of unfamiliar words

þ  uses newly learned words appropriately in sentences

þ  recites supplications in appropriate situations

þ  sings Islamic songs in Arabic,  Filipino, and English, and vernacular.

Ø   uses Islamic greetings and courteous expressions songs 

þ 

 

þ  identifies days of the week

þ  engages in dramatic or pretend play

þ  draws things or scenes from experience

þ  draws or paints things from imagination

þ  identifies letters and letter sounds

þ  identifies beginning, medial and final sounds of words

þ  decodes words with silent letters

þ  recognizes letter clusters including consonant blends, digraphs chunks in words

þ  matches picture to words

Ø   distinguishes features of letters

þ        ( slants, sticks, tunnels, circles,       dots)      

 

COGNITIVE DEVELOPMENT

 

þ  groups objects  by color, size and shape, function and class

þ  recognizes numerals 15 -25 up to 50

þ  counts with 1-1 correspondence up to 5025

þ  compares quantities of objects

þ  understands concept of more and less

 

þ  writes numerals

þ  extends and create  patterns

þ  translates patterns into another form

þ  measures height and weight of objects using non-standard units and tools 

þ  adds and subtracts up to quantities of  25

þ  skips count by 2’s ( up to 20), 3’s ( up to 18), 5’s (up to 30) 

þ  creates simple and real and pictographs

þ  conserves numbers

þ  states opposite relationships

þ  gives substantive reasons why he/she likes something

þ  recognizes that families differ according to size, composition and culture

þ  demonstrates awareness of his/her responsibility as a member of the family

þ  identifies roles and responsibilities of other family members

þ  identifies shared and separate activities of the family

þ  identifies basic needs of the family

þ  identifies peoples that help the family get the things they need

þ  identifies family members

.

 

 

adds and subtracts up to quantities of  25

 

skips count by 2’s ( up to 20), 3’s ( up to 18), 5’s (up to 30) 

 

creates simple and real and pictographs

 

conserves numbers

 

states opposite relationships

 

gives substantive reasons why he/she likes something

 

argues a point

 

FAPHYSICAL DEVELOPMENT

Gross Motor Skills:

     

þ  jumps from a height of  ___3  feet

þ  stands on one leg without falling for five seconds

þ  hops 1-3 steps on preferred foot

þ  skips

þ  gallops

þ  climbs and goes downstairs without adult assistance

 

Fine Motor Skills:

 

þ  cuts with scissors along a straight line and curves

þ  traces and copies geometric designs and figures

þ  completes 8-23 piece puzzles

þ  copies simple patterns with 2 or more attributes ( e.g. color, shape, sequence)

þ  copies lines and geometric shapes

þ  draws human figures and objects with recognizable features

þ  colors with strokes staying within lines

 

 

 

SPIRITUAL & MORAL DEVELOPMENT

  

þ  recognizes different kinds of emotions

þ  expresses what he/she likes/dislikes

þ  talks about his/her feelings

þ  shows sensitivity towards feelings of others

þ  can take on another person’s viewpoint

þ  offers help to classmates and adults whenever necessary

þ  resolves conflicts with peers in acceptable ways

þ  accepts defeat well

þ  able to delay gratification

þ  waits for his/her turn in a game, in conversations, in the use of certain materials in the classroom

þ  shares things with others

þ  recognizes mistakes, 

þ  apologizes and makes amends when at fault

þ  initiates conversations with peers

þ  asks permission before borrowing something from others

þ  takes care of belonging of others

þ  shows respect for adults and peers

þ  plays organized games fairly

þ  seeks classmates to engage in dramatic or pretend play

þ  considers peers’ perspective when making decisions

þ  takes turns and shares toys with others

þ  returns toys and things after use

þ  takes care of his/her belongings

þ  joins in congregational prayers

þ  uses hijab (for girls)

þ  respects leaders, elders and authority

 

CREATIVITY & AESTHETIC DEVELOPMENT

 

þ  participates in whole and small group activities

þ  actively participates in classroom and group routines

þ  completes assigned tasks

þ  follows instructions for a task

þ  seeks assistance from an adult or a child when necessary

þ  works on certain tasks independently

þ  shifts smoothly from one activity to another

þ  fulfills individual and group responsibilities

þ  cleans the surroundings

þ  uses proper garbage disposal

þ  helps care the plants and animals

þ  demonstrates proper execution  of daily body exercise

FOURTH QUARTER LEARNING COMPETENCIES

Theme - My Community

 

LANGUAGE DEVELOPMENT

þ  matches words to numerals

þ  recognizes words that rhyme

þ  supplies words that rhyme with a given word

þ  identifies which word does not belong

þ  recognizes and defines common sight words 

þ  blends 3-4 letter sounds to decode a word

þ  uses a known word to form a new word (chunking)

þ  uses picture cues to figure out unknown words

þ  demonstrates proper eye movement

þ  enjoys books/stories, rhymes and poems

þ  turns page correctly and knows that left page precedes the right page

þ  retells story in sequence

þ  identifies front/back of  a book

þ  identifies title page, author and illustrator

þ  shows left to right progression in reading English text

þ  shows right to left progression in reading Arabic text

þ  identifies story details

þ  identifies main idea of a story

þ  relates story events to personal experiences

þ  makes predictions based on title and cover

þ  makes prediction based on pictures and words

þ  prints complete name

þ  prints upper and lower case letters

þ  writes high frequency words

þ  writes phrases and simple sentences

 

COGNITIVE DEVELOPMENT

 

þ  adds and subtracts up to quantities of  25

þ  skips count by 2’s ( up to 20), 3’s ( up to 18), 5’s (up to 30) 

þ  creates simple and real pictographs

þ  conserves numbers

þ  states opposite relationships

þ  gives substantive reasons why he/she likes something

þ  argues a point

þ  knows his/her community’s name

þ  knows common community landmarks (e.g., store, church, park, barangay)

þ  talks about at least one positive thing about his/her community

þ  identifies parts of  the community and their function

þ  describes community activities

þ  identifies community helpers 

þ  identifies goods and services that a community needs

þ  identifies ways people can care for their environment

 

PHYSICAL DEVELOPMENT

 

þ  throws, dribbles  and catches a ball

þ  throws a ball overhead with control of direction and speed

þ  moves body parts as directed

þ  crosses the improvised balance beam

þ  creates own body movements

 

SPIRITUAL & MORAL DEVELOPMENT

 

þ  recites surah Al-Fatiha before class begins

þ  recites surah Al-As’r and Kaffaratul Majlis before class ends

þ  says Bismillah before eating

þ  says Alhamdulillah after eating

þ  wipes mouth or nose using handkerchief

þ  joins in congregational prayers

þ  wear veil (hijab) independently

þ  shows respect to leaders, elders and authorities

þ  recite short supplications (dhikr/du’a) for daily routine activities.

þ  recite other short verses (suwar)

 

 

CREATIVITY & AESTHETIC DEVELOPMENT

 

þ  sings Bismillah & Alhamdulillah

þ  helps clean the surroundings

þ  uses proper garbage disposal

þ  shows care for  plants and pets

þ  demonstrates proper execution of daily body exercise

 

 

The Main Content Web

 

The Main Content Web (See Figure 1 in Appendix A) shows the whole picture of what concepts shall be learned by the Tahderiyyah child. It is a web of thoughts creatively weaved to come up with a curriculum that shall mold a well – balanced personality of the Bangsamoro child.

The contents start with full emphasis on the child's basic knowledge of Allah (SWT), our Creator. As a Muslim child, it is a must to get acquainted about Allah (SWT) as the Creator and the owner of dominion upon the heavens and the earth. This is to ensure the child's preparedness to submit to Allah's will by doing what is good and avoiding what is bad. The names and attributes of Allah (SWT) shall be introduced to the child for him to understand the goodness of Allah as manifested by His names and attributes. He provided free will to human being that will enable him to choose between good and bad.

Allah (SWT) created everything, the living and non-living things, unseen creatures and the human beings.  As a Muslim child, bound to be a vicegerent of Allah (SWT) on this earth, must be guided by providing him the knowledge embedded in the Holy Qur’an and Hadith of Prophet Muhammad (SAW)

The concepts contained in this web will be integratively taught on the learning areas. The learning areas include logico – mathematical development, physical development, creativity and aesthetic development, language development, and spiritual and moral development. As the children acquire the specified competencies in these learning areas, the thematic approach in this curriculum allows the child to understand, internalize and apply the adopted themes mentioned in the main concept web.

The web is further subdivided by quarter. The first quarter talks about Allah (SWT)- My Creator (Al-Khaliq), the second about self, the third about family and the final quarter explores ideas about the community where the child resides. These concepts are further emphasized using the expression for the week, surah for the week, hadeeth for the week, poems, songs, rhymes, stories, learning experiences and outdoor movement activities.

 

 

 

Sub-Content Web I – My Creator

 

The First Quarter Sub-Content Web (see Figure 2 in Appendix A) which allows the child to explore on the Oneness of Allah (SWT). It starts with Allah's names and attributes, His revelations and creations. Allah's names and attributes will be imparted to the child gradually through songs and in some learning experiences. The revelations include Qur'an, Hadith and teachings of Prophet Muhammad (SAW). Learning the selected topics from these concepts is embedded throughout the forty-week plans consisting of expressions, surah and Hadith. The creations include mankind, unseen beings, living and non-living things. Mankind includes the messengers and prophets mentioned in the Holy Qur'an and the ummah.

The unseen beings include jinn and angels. The child will be taught about jinn and angels as part of the Islamic belief. Living things include plants and animals. Non – living things include land forms, bodies of water and heavenly bodies.

 

Sub-Content Web II-My Self

The Second Quarter Web (see Figure 3 in Appendix A) represents the child's familiarization of himself as reflected in Figure 3. The child will be acquainted with his/her personal information (in detail), body parts, personal hygiene, rights and responsibilities. The child will become familiar with his/her body parts and the functions of each sense organ. In addition, matters on personal hygiene will be emphasized like ablution, nail care, brushing teeth, taking a bath, washing hands, toileting and dressing. The teacher must emphasize supplications before doing all these activities. As little members of a Muslim community, children will be exposed to a variety of learning experiences, stories, poems and songs expressive of their obligations, rights and corresponding responsibilities.

 

Sub-Content Web III -My Family

The Third Quarter Sub-Content Web (see Figure 4 in Appendix A) illustrates learning contents about the family. It focuses on family needs, duties and responsibilities, home, family composition, practices and manners. The composition of the family includes brothers, sisters, parents, grandparents, uncles and aunts. The child will also be exposed to the existence of extended families. This way, the child can understand the practice.

The five pillars of Islam, six articles of faith, supplications, the meaning and the essence of Ihsaan as well as celebrations in accordance with the Sunnah will be introduced to the children. The home will also be explained as to its parts, types, location, care and safety and the tools inside it. The family needs will be discussed like food, water, clothing, education, shelter, health services and recreation. The family's shared activities like home chores and consultation will be covered. Further, duties to the community, relatives, neighbor and the needy as well as responsibilities of parents to children and vice versa will be emphasized. This way, the child will understand his/her parents' attitudes towards him and shall oblige upon himself/herself obedience and respect to them.

 

Sub-Content Web IV-My Community

As a part of the community, the child should be acquainted with the people, places and resources therein. This is what the theme emphasizes as illustrated in Figure 5 (see Appendix A). The people refer to the leaders, providers of services, producers and sellers of goods. The children will be familiar with places such as the masjid, health center and other important features found in the community. Likewise, the children will also be exposed to the sources of community livelihood such as farming, fishing and other available means of livelihood in the community.