Subject: 1st Term 2024- Class:

Islamiyat 25 OII

SCHEME OF WORK - OII

First Term – Session 2024-2025
Subject: Islamiyat
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
Week 1 Orientation week Learners will be able Slide presentation CAIE syllabus content to be displayed by
2058/2 Paper1 to:
and 20598/2 ● note down the teachers. Make the learners note down the major sections of 2058/1
Paper2 contents of
2058/1 and and 205/2
2058/2
● understand the 4 Display the CAIE Level descriptors on the projector giving explanation on
levels of marking each level.
followed by CAIE
for: Every student must have level descriptors of:
a) knowledge part Part
b) understanding a)
and reasoning Part
part b)
● note down the to be pasted in learners notebooks.
compulsory
sections of 2058/1 Discussion with examples to understand the compulsory and
and 2058/2 optional sections.
● learn about the
marks allocation Display CAIE syllabus to make the learners understand the marks
of: allocation of:
Part Part
(a a)
Part Part
(b b)
question, time Brainstorming asking learners to give the meaning of different
RESTRICTED Page 1 of
37
Subject: 1st Term 2024- Class:
Islamiyat allotted and marks 25
command words with examples. OII
given to each paper
● understand the
different
command words
used by CAIE in
papers for:
Part a)

RESTRICTED Page 2 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
Part b)
questions (from the
given list of
command words)
 write down the
syllabus break-up
of the first term

Additional Resources:
Cambridge O level syllabus visit the CAIE website and download the syllabus at this link.

C.W. / H.W. AFL

Make the learners write down the command words in their Oral Assessment: Ask short questions to ensure the clarity of
notebooks. the given content on bohe papers.

Learners should also write down the paper pattern of 2058/1 Hand signals can be used to rate or indicate learners’
and 2058/2. understanding of the content of the papers. Learners can
show anywhere from five fingers to signal maximum
Learners will write down the syllabus break up of O1 first understanding to one finger to signal minimal understanding.
term both for Paper1 and Paper 2.
Group Activity: Make a variety of questions using command
Note: Level descriptors given by CAIE should be pasted in words for a) and b) parts. Write them on small slips. Ask the
every student’s notebook. learners to separate a) part (knowledge) from b) part
(understanding)

This will help in assessing their understanding.

RESTRICTED Page 3 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
Week 2 Paper 1, Chapter 1: Learners will be able Brainstorming to assess learners’ prior knowledge about Allah’s
Major Themes of to: messengers by teachers.
the Holy Qur’an AO1:
(Compulsory ● establish Diagrammatic presentation of all five passages highlighting Allah’s
section) Allah and knowledge of what relationship with His messenger by teachers.
His Messengers themes about
Passages 11 – 15: God’s messengers Start the lesson with recitation.
 Surah expressed in these
Baqarah Surahs Teacher will display translation on the projector or class board.
2:30-37 ● identify the
 Surah Al relationship of Learners will focus on words and phrases to make them understand
Anaam 6: 75- Allah with His the theme.
79 messengers with
 Surah Al reference to each For a few surahs, it's important to tell the cause of revelation like
Maida 5:110 passage Surah Duha and Surah Kausar in Allah’s messengers’ category
 Surah Al Duha ● extract the
93 teachings of each Sura 93 gives reassurance to Muhammad (PBUH) after a gap in the
 Surah Al passage using the revelations Sura 108 refers to God who granted abundance and the
Kausar 108 given translation haters of Muhammad (PBUH) who will be cut off.
in their textbooks
● connect Note: Learners should aim to write approximately 8 to 10 lines for
similarities and each part they answer.
contrast in these
passages In examination conditions, they should spend no more than five
● write down the minutes on each part of a question about the passages, i.e., one
main theme of passage part (a) 4 to 5 minutes.
each of the five
passages on To develop critical thinking, teachers will make use of open-ended
Allah’s questions like How can we implement the teachings of these
relationship with messengers in our daily life? For e.g.:
His messengers  Abraham’s search for truth motivates the Believers to
explore Allah’s creation and accept His supremacy and
AO2: power.
● highlight the  Muhammad’s (PBUH) steadfastness and patience against the
RESTRICTED Page 3 of
37
Subject: 1st Term 2024- Class:
Islamiyat importance of 25 persecution and guiding the believers to never lose hope OII
in
these themes and Allah’s mercy.
their application
with examples in
the daily lives of
Muslims

RESTRICTED Page 4 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
Additional Resources:
Nauman Ali Khan podcast lectures in English on some
suras: www.nakcollection.com/Qur’an-tafsir.html
Summary of all the chapters of the Qur’an and their meaning:
www.islamreligion.com/category/77/summary-of-Qur’anicchapters/

C.W. / H.W. AFL

Make the learners attempt past paper questions. Group activity: Make the learners work on b) parts of each
passage to come up with daily life examples.
C.W and HW are at the teachers’ discretion
The focus should be on Allah’s relationship with His

messengers. Evaluation by teachers on building up these

examples correctly.

Pair activity: Make the learners write the b parts and then
read their answers in the class to assess their understanding
as well as to support struggling learners to develop an
understanding.

RESTRICTED Page 5 of 37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
Week 3 Paper 1, Chapter 2: Learners will be able Brainstorming to assess learners’ prior knowledge on the sources of
Week 4 History and to: Islamic law by teachers.
Importance of the
Qur’an AO1: Lecture Method: using a whiteboard make a diagrammatic presentation
(Compulsory ● research and on Qur’an being the major source from which the other sources
Section) define the 4 emerge.
 Sources of sources of Islamic
Islamic law Law, making Group Activity: To prepare for part (a), learners make a writing frame
The use of detailed notes with four boxes, one each for the four main sources: • Qur’an • Hadith
the Qur’an in and giving • ijma’ • qiyas.
legal thinking, examples Using textbooks and resources they populate their boxes.
and its ● establish
relationship knowledge of the Take the following three areas and give examples of the
with the different ways in importance of the Qur’an in each area:
Hadiths, which the Qur’an ● Islamic main beliefs
consensus and Hadith are ● The Five Pillars of Islam
(Ijma‘) and used in legal ● Family and community life learners might be guided to start with
analogy (Qiyas) matters examples:
● describe the ● Islamic main beliefs – the Qur’an teaches the main beliefs such
 The Qur’an’s secondary as the Oneness of God, without which people might have still
significance as sources and their worshipped idols
the basis of all justification in ● The Five Pillars of Islam – the words for prayer include Sura Fatiha
thought and Qur’an and Hadith from the Qur’an, without which no prayer is thought to be
action in Islam complete
AO2: ● Family and community life – when eating together often
● develop individuals and families may say a du’a (supplication) using
evaluation skills words of the Qur’an; festivals and rites of passage are relevant
by discussing here too. Represent notes made in three large circles. Share
contemporary work and add one further example by sharing the learner’s
examples points.

AO1: Class discussion:

● consider the ● What, in your opinion, is the most important teaching in the
Qur’an?
RESTRICTED Page 6 of 37
Subject: 1st Term 2024- Class:
Islamiyat different ways in 25 Could Islam exist without the Qur’an?
● OII
which the Qur’an ● How do Muslims understand the Qur’an and what it means?
is important
● develop
evaluative skills
to help AO2
through debate
● consolidate
knowledge of
this

RESTRICTED Page 7 of 37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
section
Additional Resources:
www.minhaj.org/english/tid/2929/The-History-And-Compilation-Of-The-Holy-
Qur’an.html https://sunnahonline.com/library/the-majestic-Qur’an/272-holy-Qur’an-its-
historical-authenticity-the

C.W. / H.W. AFL

Make the learners attempt: ii. Who is qualified to practice it;
iii. Give examples of how the Holy Prophet (PBUH) and
Sources of Islamic law: the Rightly guided caliphs practiced Ijma. /10
2018 b) why are some Muslims not in favour of the use of
Q1. a) Write an account of the four sources of Islamic Law analogy (qiyas) in solving present day issues? /4
and how they are used together with Qur’an. Nov 2015 0493/22
Q4. a) Outline the roles of the following in formulating
/10 Islamic
b) How useful are Ijma and qiyas when dealing with law: /10
modern issues? /4
2017
Q2. a) Write about the function of Qur’an and Sunnah as
the primary sources of Islamic law.

/10
b) Why do you think Qur’an and Sunnah are not the
only sources of Islamic law and are supplemented
by other sources?
/
4
June 2017
Q3. a) “My community will never agree upon an
error”. The Holy Prophet (PBUH) Hadith
encourages the use of consensus of opinion
(ijma). Outline:
i. What consensus of opinion (ijma) is, and how
many kinds of ijma there are;
RESTRICTED Page 8 of 37
 Subject: 1st Term 2024- Class:
Islamiyat
Short quiz on four sources with open ended question. 25 OII

For AO2:
Group discussion on present day issues.
Organise a debate about modern day issues. For example:
● Smoking: Should smoking be considered
forbidden or not? The same debate might be carried
out for other topics.
The class may be divided into two: ‘for and against’, and
carry out a debate. Each side must gather evidence from
the sources of Islamic Law to support their case.

RESTRICTED Page 9 of 37
Subject: 1st Term 2024- Class:
Islamiyat 25 OII
i. The Prophet (PBUH) Hadith
ii. Consensus (ijma’)
b) Some Muslims scholars have questioned the
use of analogy (qiyas) in Islamic law. Why do
you think they have done so? /4

0493/21 Oct/Nov 2020

Q5. a) Describe the methods used to make the
judgement by analogy (qiyas) using the
Qur’an and Hadith. Give /10
examples to support your answer.
a) What rules did the writers of the six authentic
books
(Sihah Sitta) apply to ensure the authenticity /10
of Hadiths?
b) Why in your opinion was it important for them
to apply /4
these rules?

RESTRICTED Page 10 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
Week 5 Paper 1, Chapter 3: Learners will be able Group Activity:
The Life and to: Divide the class into two groups. Assign each group a topic
Importance of the woman, non- Muslims, parents, children, orphans and the other to
Prophet Muhammad AO1: look at rights of other faiths under the rule of Muhammad (PBUH)
(PBUH) ● establish in Madina. Each group makes a presentation to the class as a
(Optional Section) knowledge on the whole about their research. Groups prepare a quick quiz to test
main aspects of each other on the knowledge they have presented.
● His unique Muhammad’s
qualities and (PBUH) character Mind Map:
relations with in his relations Learners make a mind map of as many different qualities of the
others with others Prophet (PBUH) as they can think of. Examples might include
including: generosity, humility, patience, perseverance and so on.
i. Women
ii. Children As a formative assessment, learners share their lists in-class
iii. Orphans feedback sessions and make additions.
iv. Busines
s Some part (b type questions: (4 marks each)
partner ● Giving examples, write about how Muslims can be generous
vi s with their neighbours.
v. Relatives ● The Prophet (PBUH) faced challenges but maintained his good
vi. Neighbours character. How can Muslims learn from this today?
i. Non-Muslims ● The Prophet did not change his character despite the way others
changed towards him. What can Muslims learn from this?
● Which of the Prophet’s teachings do you think is the most
important for Muslims today?

Give reasons for your answer. Working in groups of four, learners

choose
one each and present three points to the group. They take
feedback and improve their notes as a result.
Additional Resources:
For the life of Muhammad (PBUH) the following links may
be useful: www.islamicity.org/6434/the-message-of-the-

RESTRICTED Page 11 of
37
 Subject: 1st Term 2024- Class:
Islamiyat
prophets-seerah/ www.islamicity.org/9792/reflecting- 25 OII
sunnah-derived-sirah/
https://d1.islamhouse.com/data/en/ih_books/single/en_the_life_of_the_prophet_muhammad.pdf

RESTRICTED Page 12 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
C.W. / H.W. AFL
In groups, Distribute the different qualities of the Holy
Learners will attempt the following questions and others related
from the past papers: Prophet PBUH like generosity, forgiveness, fulfilment of
promises, kindness, forgiveness and self-restraint tasks for
Q1a. Write examples from the life of Holy Prophet (PBUH) that learners to report on. Each group has one quality to research
demonstrate his generosity and humility.\10 events and support with references then share their
b. How can Muslims today apply the generosity of the Holy information with the other groups.
Prophet PBUH in their daily lives? /4
Use the 5 why technique to develop the reasoning skills for b)
Q2a. Giving examples and events from the life of the Holy part questions
Prophet (PBUH), describe his qualities of forgiveness and
Honesty. /10 Q2a. Giving examples and events from the
life of Holy Prophet (PBUH), describe his qualities of
forgiveness and Honesty./10 Q2b. What lessons Muslims
today learn from the forgiveness of the Holy Prophet
(PBUH)? \4

Q3a.Give examples from the life of Holy Prophet PBUH on his

treatment towards children; enemies, orphans and needy. /10
b. How can Muslims apply Holy Prophet PBUH ‘s teaching in
treating the children in their everyday lives? /4

Q4a. Give examples from the life of the Holy Prophet (PBUH)
in his treatment towards women as:
Wives
Mothe
r
B) What lesson Muslims today learn from Holy Prophet (PBUH)
treatment with his wives? /4

RESTRICTED Page 13 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
Week 6 Paper 2, Chapter 2 Learners will be able Mind map:
The History and to: Draw a mind map and capture ideas. Learners might refer to well-
known Hadith
Importance of the traditions they have heard of. Then, group different points raised. The
two
Hadith ● establish knowledge groups required by the syllabus are the importance of individual
conduct and
(Compulsory of the theme of life in the community. Some Hadith may relate to both. Teachers to
Section) model to
individual conduct learners how to explain the themes in Hadith 1. Learners may make
is notes and
● The themes of expressed in these then draft a paragraph to answer this.
individual conduct Hadith e.g. 1, 2, 9,
and their 13, 18, 19, 20 Opportunity for formative assessment by learners swapping answers
and
importance for the (ibn e Nishat pg. 60, reading each other's notes.
community 61)
● The theme of ● establish knowledge Learners may then discuss Hadith 2 in groups of four and feedback in
the
conduct in of the theme of life whole class discussion. They may then write up their answer to the
in second
communities for the community as Hadith and again evaluate in pairs.
Muslims expressed in these
Hadith e.g. 11, 12, Focus on three longer Hadith passages about life in community.
15, 16, 17 ● Hadith passage 3 is about good speech and generosity.
● understand the ● Hadith passage 5 is about performing acts of charity in many
links different ways.
between individual ● Hadith passage 6 is about changing evil actions in every way
possible.
conduct and life in Using this as a starting point, learners expand on this to form
the paragraphs
community explaining the teachings in more detail for each Hadith given.
(Ibn e Nishat pg 60,
61) let the learners share their notes with other learners to discuss
improvements
● understand the before writing up their accounts during test conditions.
RESTRICTED Page 14 of
37
 Subject: 1st Term 2024- Class:
Islamiyat importance of the 25 OII
Hadith in legal
thinking
● practise an
examination
question
on this topic
Additional Resources:
Some useful websites:
http://hadithcollection.com/ www.darulfatwa.org.au/en/brief-biographies-of-the-eminent-scholars-of-hadith/

RESTRICTED Page 15 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII

C.W. / H.W. AFL

Make the learners attempt the following Let the learners summarise the teachings of individual Hadith
questions: Oct /Nov 2016 2058/22 using Hadith from the syllabus and then the communal ones
Q2a. Giving reference from the set Hadith you have studied,
outline the Prophet’s teachings about care in the Short quiz
community. /10 Give 15 minutes to learners to memorize five individual
b. How can the Prophet PBUH teaching concerning the care in teaching Hadith and five communal
community be applied today? /4
Conduct a quiz in groups

Asking short questions will also help in evaluating the taught

concepts

RESTRICTED Page 16 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
Week 7 Paper 2, Chapter 3: Learners will be able Lecture method: discussing the event of election.
Week 8 The Period of the to:
Rule of Rightly Use a mind map to identify the challenges faced by Hazrat Uthman RA.
Guided Caliphs and AO1:
their importance as ● understand the Group activity: Make each group work on the details of one challenge
leaders event of the using their resource books and present it in front of the class.
election of Hazrat Best answers could later be shared with the whole class.
● Hazrat Uthman (RA)
Uthman (RA) ● write an account of Powerpoint Presentations highlighting the major events of the caliphate
and his his administration of Hazrat Uthman RA.
caliphate and his military
● Hazrat Ali (RA) campaigns as Mind Map to show the important aspects of Hazrat Uthman’s rebellion
and his caliph in Madinah and his martyrdom.
caliphate ● main
challenges Brainstorming to develop learners’ reasoning ability.
faced by ● How is his rule an example for Muslim government today?
Hazrat ● What can Muslims today learn from Hazrat Uthman’s martyrdom?
Uthman RA
● understand the Group Activity:
event of rebellion To teach the learners question attempting:
in Madina leading Past paper question
to Hazrat (a) Mu‘awiya was opposed to ‘Ali’s caliphate. Give reasons for his
Uthman’s opposition and write an account of the Battle of Siffin which
martyrdom resulted from this opposition.
(b)In your opinion what was the most serious consequence of the
AO2: outcome of this battle?
● acknowledge the
importance of his Give reasons for your answer.
rule as an
example for Divide the class into 4 groups. Make them write a paragraph on
Muslims and the each of the given topics:
Muslim a) part
government today ● Who ‘Ali and Mu’awiya were
● Reasons for Mu’awiya’s opposition to ‘Ali
RESTRICTED Page 17 of
37
Subject: 1st Term 2024- Class:
Islamiyat 25 ● Details of the Battle of Siffin OII
AO1:
● understand the
event of the
election of Hazrat
Ali (RA)
● describe the main
challenges faced by
Hazrat Ali RA

RESTRICTED Page 18 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
● describe the ● Conclusion of how the Battle ended
causes and b) part
events of battle ● Consequences of the Battle, reason for each
of camel, siffin ● Conclusion most important consequence, why you have chosen
and Nahrawan this
● write an account
of the event of
martyrdom

AO2:
● analyse the
reasons for the
difficulties Hazrat
Ali encountered
Additional Resources:

C.W. / H.W. AFL

Week 7 and 8 Hazrat Uthman (RA) and his caliphate
The period of the rule of Rightly guided Caliphs and their Q1 a ) Outline the reasons for the unrest against Hazrat
importance as leaders Usman and write an account of the rebellion in Madinah that
Week 8 lead to his martyrdom. /10 .
Hazrat Uthman (RA) and his caliphate b ) Umar and Usman stood by what they believed to be just
and were martyred for the positions they took. What lessons
can be learnt from their martyrdom. /4
Nov 2016
Q1a. Write in detail about the policy followed by Uthman RA
as caliph in expanding and maintaining the state. /10
b. How justified were the criticisms against Hazrat Uthman in
burning the copies of Qur’an? Give reasons for your
answer. /4
b. In your opinion what is the greatest achievement of
Hazrat Uthman? /4
Hazrat Ali RA
May/ June 2019 0493/22
RESTRICTED Page 19 of
37
Subject: 1st Term 2024- Class:
Islamiyat 25 OII
a) Muawiya was opposed to Ali’s caliphate. Give reasons for
his

RESTRICTED Page 20 of
37
Subject: 1st Term 2024- Class:
Islamiyat 25 OII
opposition and write an account of the battle of Siffin which
resulted from this opposition. /10
b) In your opinion what was the most serious consequences of
the outcome of of this battle? Give reasons for your
answer. /4
a) Write about the following events that took place
during the caliphate of Hazrat Ali:
● the battle of siffin
● the emergence of Kharajites
● the arbitration after siffin
b. What in your opinion was the most serious consequence of
the outcome of arbitration during Ali’s reign?/4

RESTRICTED Page 21 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
Week 9 Paper 2, Chapter 3: Learners will be able Prepare a diagram with examples down the left-hand side and an
(3 days) The main to: arrow across the page to significance on the right. For example:
achievements of the ● know the main ‘Umar’s piety importance of piety in Muslim leaders
four Caliphs achievements of today. Discuss and write a definition in a 10-line box for the
The four Caliphs, the Caliphs following question:
their’ significance ● understand the ● What does it mean to call the four Caliphs rightly guided?
as examples of significance of
leadership these
achievements,
particularly as
leaders
Additional Resources:

C.W. / H.W. AFL

Nov 2017 Draw a mind map and capture ideas of all the qualities of the
a) Outline the characteristics of the caliphate of four rightly
guided caliphs which make them as example of leadership Caliphs. Use as many different adjectives as possible.
for Muslim rulers today. /10
b) In your opinion, which characteristics of the rule of the Share in class – see who can get the most different adjectives.
caliph, if adopted by the present-day rulers, would
improve the lives of ordinary people in the country they Learners choose one Caliph each and prepare a one-minute
live in?/4 ‘soap box summary’ of their achievements which they
present to the class. A ‘soap box summary’ is a method of
Nov 2013 explaining something out loud under timed conditions.
a) Write about how the four Rightly guided caliphs ruled
during their caliphate maintaining Islamic values. /10
b) Choose any one practice of the caliphs from part a and
say how government should act on it? /4

RESTRICTED Page 22 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
Week 9 Paper 2, Chapter 4: learners will be able Assessing prior learning by way of revision and recap, draw a mind
(3 days) to: map and capture ideas of all the battles involving the Prophet (PBUH)
Jihad in its range of ● know and and first four Caliphs. Share in class and see who can name the most.
meanings, physical, understand the
mental and spiritual different meanings
and types of Jihad
● consider
striving in
everyday life as
a way of Jihad
Additional Resources:
Podcasts:
www.al-islam.org/invitation-islam-sayyid-moustafa-al-qazwini/part-1-islamic-beliefs-pillars-islam

C.W. / H.W. AFL

Pillars of Islam Make a charter and list in it the
Jihad conditions for the military Jihad/ Jihad
Nov 2015 2058/22 of the sword. Then, research the
a. Describe the meaning of the term Jihad and say how Muslims can practise other meanings of the word Jihad and
Jihad in their everyday lives. /10 share in group discussion. The
b. Why do you think jihad of the self (jihad bil nafs) is greater than armed jihad following could be described as ways
(jihad bilsaif)? /4 Nov 2016 2058/21 of striving for Islam in difficult
a. Write an account of the differences in meaning between: /10 circumstances or when tempted to do
i. Jihad of the self other things.
ii. jihad of the tongue
iii. jihad of the sword Group work: Make each group write a
b. In your opinion, what is the importance of following the rules of jihad in summary of the conduct of war
modern times? /4 Nov 2018 2058/21 designed by Holy Prophet PBUH and
a. Under what circumstances are Muslims obliged to engage in: /10 share in the class
• Armed fighting jihad and
• What rules and limitations apply to this jihad
b. What do you understand by the term Jihad?/4

RESTRICTED Page 23 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
Wee Paper 2, Chapter 4: learners will be able to: Draw a labelled map of the main stages of the Hajj
k 10 Pillars of Islam AO1: pilgrimage. Label each stage with the main details of what
● know and happens and why it is important.
Pilgrimage, hajj, understand the
including the main main stages of the b) part discussion
observances (Hajj) pilgrimage ● In what ways does Hajj help Muslims to make a fresh
involved and their and the commitment to keeping the requirements of their faith? Draw a
significance significance of mind map and brainstorm ideas
each stage
● write an account of
the significance
and practices of
the different rituals
of Hajj
AO2:
● reason and
analyse the ways
in which Hajj
brings the
believers closer
to Allah,
establishes
brotherhood
● identify and
describe social,
economic and
moral benefits of
Hajj
Additional Resources:
Links which may help give information about the Pillars and observances:
www.al-islam.org/invitation-islam-sayyid-moustafa-al-qazwini/part-2-islamic-practices

C.W. / H.W. AFL

Week 10 Pillars of Islam
RESTRICTED Page 24 of
37
 Subject: 1st Term 2024- Class:
Islamiyat
Pillars of Islam 25 Make the learners attempt: OII
Pilgrimage (Hajj)
June 2013 2058/42
a) Outline the main observances of the annual pilgrimage
(Hajj) /10
b) How does Hajj encourage a sense of equality amongst
Muslims? /4

RESTRICTED Page 25 of
37
Subject: 1st Term 2024- Class:
Islamiyat 25 OII
June 2016 2058/22
a) “And complete the Hajj and Umrah in the service of
God”. What observances does a pilgrim complete in the
performance of umrah and how is umrah different to
Hajj?/10
b) Explain how the outward actions performed during umrah
improve a pilgrims inner spirituality? /4

Nov 2017 2058/21

a) Outline the various kinds of circumambulations (tawwaf)
around the Kaaba required during the annual pilgrimage and
describe the conditions of performing them./10
b) Why in your opinion is it desirable that the pilgrims
should visit Madina after the performance of Hajj or
umra?/4
a. Write an account of the significance and practices of the
following.
i) Ihram, Kaaba,Sacrifice, Sayee, Talbiya, Muzdalifa,
Rami/jammarat, Black stone

RESTRICTED Page 26 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
Wee Paper 1, Chapter 4 Learners will be able Group work:
k 11 The First Islamic to: Choose two companions and suggest particular events from their lives
(3 days) Community that Muslims might learn from. Write this up as an essay answer.
AO1: Share answers in pairs and suggest two points for improvement.
Prominent ● identify the role of
companions few prominent Prominent companions:
Imamat companions in the ● Halima Sadia
life of Holy Prophet ● Amna, Abu Talib
(PBUH) ● Buheera, Zaid bin Harritha
● write an account of ● Bilal
the contribution of ● Khalid bin Waleed
each of these ● Hamza bin Abdul Muttalib
companions in the ● Jaffer bin Abu Talib
life of Holy Prophet ● Salman Farsi
(PBUH) ● Hazrat Abbas
● Abu Sufyan
AO2: ● Muad bin Jabal
● develop ● Angel Jibrael
understanding of Find out about their roles and their good characteristics. Why was it
the importance of important that they were of good character?
their role and the
lessons Muslims Immamat
learn to practise ➔ slide presentation with flow chart to explain how Imamat passed
in their everyday from one to the other. Explanation on Shia belief on Imamat.
lives ➔ lessons Muslims today learn from the sacrifices of these
Imams for the solidarity of Islam.
AO1:
● learn the main
details about the
extended family
relationships of the
Prophet (PBUH) his
children,
grandchildren and
RESTRICTED Page 27 of
37
Subject: 1st Term 2024- Class:
Islamiyat the direct line 25 OII
recognised
among Shi‘a
Muslims

RESTRICTED Page 28 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
as Imams as per
Shia belief

AO2:
● To understand the
lessons which may
be learned from
these for
Muslims
Additional Resources:
The following links are helpful to find out about the Ansar and the
emigrants: www.islamicity.org/6327/history-of-hijrah-migration-for-
peace-and-justice/

C.W. / H.W. AFL

week 11 Attempt the following:
(3 days)
Nov 2014
a. Write an account of the lives of Abu Sufyan and Khalid bin Waleed
during the time of Holy Prophet PBUH. /10
b. In your opinion can Muslims today learn something from Abu
Sufyan’s involvement with Holy Prophet PBUH? /4

June 2014
a. Describe the role played by Abu Talib and Hamza during the
lifetime of Holy Prophet PBUH. /10
b. Did the role of Abu Talib strengthen the early Muslim community? /4

June 2018
a. Describe in detail the role of Hazrat Halima and Hazrat Abu Talib in
the early years of Holy Prophet PBUH’s life. /10
b. From these relationship what can be learnt about keeping family ties?

RESTRICTED Page 29 of
37
Subject: 1st Term 2024- Class:
Islamiyat /425 OII

RESTRICTED Page 30 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
Week Paper 2, Chapter 1 Learners will be able Discussion and explanation
11 and Major Teachings of to: Establish what learners know about what themes there are in the
12 the Ahadith of Hadiths. Draw a mind map and capture ideas. learners might refer to
Prophet Muhammad AO1: well-known Hadith traditions they have heard of.
(PBUH) ● establish Then, group different points raised. The two groups required by the
(Compulsory knowledge of the syllabus are the importance of individual conduct and life in the
Section) main themes in community. Some Hadith may relate to both. Teacher to model to
Hadiths 11-20 learners how to explain the themes in Hadith 1. Learners may make
Ahadith 11-20 notes and then draft a paragraph to answer this.
The themes of AO2:
individual ● develop an Group work: Divide the class into 4 groups. Make each group work
conduct and the understanding of on the hadith as per columns.
importance for the Hadith given in Make three columns on the white board writing:
community the lives of 1. The Hadith
Muslims today 2. Details about the theme
● To carry out a 3. What this might mean to Muslims today
group work Write the first Hadith as a sample for learners to follow.
research exercise
and share Make each group work on the hadith as per columns.
findings Later each group will give their presentation and whole class
feedback.

Group Activity: Learners will identify ways in which Muslims today

carry out these teachings in their everyday lives.

Dividing the class into three groups, each group takes one passage
and makes a list of as many different examples as possible to show
how Muslims might follow the Hadith given to share with the class as
a whole.

Focusing on the part (b) question, explaining the themes for the
lives of Muslims today, learners then write up a part (b) response
for the Hadith they have focused on.

RESTRICTED Page 31 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
Additional Resources:
A website with detailed commentary:
https://ahadith.co.uk/downloads/Commentary_of_Forty_Hadiths_of_An-
Nawawi.pdf Detailed commentary and discussion:
https://hadithcommentary.com/nawawi

C.W. / H.W. AFL

Week 11 and 12 Learners should aim to write approximately 8 to 10 lines for
each part they answer. In examination conditions, they should
spend no more than five minutes on each part of a question
about the passages, i.e. one passage part (a) – 4 to 5
minutes.

RESTRICTED Page 32 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
4 Whole CAIE Learners will be able Topical study plan to be made with the mutual consent of learners
weeks Syllabus revision to: with focus on past paper questions.
Revisio
n memorise,recall and Few suggested methodologies.
revise: Pair work on Qur’anic passages and Ahadith.
Paper 1 (2 weeks) Short quizzes to strengthens learners knowledge on different modes of
● all the revelation, compilation of Qur’an.
Qur’anic Grand test on sources of Islamic Law, caliphate, pillars etc.
passages Group activity on Hadith compilation, battles, important Personalities
● different modes of etc.
revelation;
compilation of
Qur’an; Makki and
Madni surahs;
themes of Qur’an
on Allah in Himself,
Allah and His
created world,
Allah’s relationship
with His
messengers;source
s of Islamic law
● life of Holy
Prophet (PBUH)
covering all
topics of Makki
and Madni life
● The first Muslim
community (cover
all topics as given
in CAIE syllabus)

Paper 2 (2 weeks)
● Ahadith 1-20
RESTRICTED Page 33 of
37
Subject: 1st Term 2024- Class:
Islamiyat ● structure of 25 OII
Hadith;
preservation and
compilation of
Hadith;
methods used by
the

RESTRICTED Page 34 of
37
 Subject: 1st Term 2024- Class:
Islamiyat 25 OII
Week Unit/Topics Learning Outcomes Suggested Teaching Activities/AFL
major compilers of
Hadith; types of
Hadith; types of
collection of Hadith
(Musnad and
Musannaf
collection); authors
of siha e sitta
collection and their
work
● Rightly guided
caliphs (caliphate
of Hazrat Abu Bakr
RA, Hazrat Umar
RA, Hazrat Uthman
RA, Hazrat Ali RA
● Articles of Faith
and Pillars of
Islam
Additional Resources:

C.W. / H.W. AFL

Week 13-16 Revision week
Revision topic wise All topical past paper questions on paper 1 and paper 2 are to be discussed to
revise the whole syllabus.

Make a day-wise topical revision plan to help learners prepare for their upcoming
exams.

RESTRICTED Page 35 of
37