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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
Akhlaq (Moral Teachings)
|
Hasad and Kibr - Meaning and causes of hasad (envy)
|
By the end of the
lesson, the learner
should be able to:
- Define hasad (envy) in Islamic context - Identify the causes of hasad in society - Recognise the destructive nature of envy |
In groups, learners are guided to:
- Brainstorm on the meaning of hasad and make notes - Research on the causes of hasad and present findings - Discuss Quranic verses and Hadith on hasad in groups |
What is hasad and what causes it?
|
- IRE Grade 10 learners book
- The Holy Quran - Books of Hadith - Digital devices - Internet access |
- Oral questions
- Written assignments
- Observation
|
|
| 1 | 3 |
Akhlaq (Moral Teachings)
|
Hasad and Kibr - Meaning and causes of hasad (envy)
|
By the end of the
lesson, the learner
should be able to:
- Define hasad (envy) in Islamic context - Identify the causes of hasad in society - Recognise the destructive nature of envy |
In groups, learners are guided to:
- Brainstorm on the meaning of hasad and make notes - Research on the causes of hasad and present findings - Discuss Quranic verses and Hadith on hasad in groups |
What is hasad and what causes it?
|
- IRE Grade 10 learners book
- The Holy Quran - Books of Hadith - Digital devices - Internet access |
- Oral questions
- Written assignments
- Observation
|
|
| 1 | 4 |
Akhlaq (Moral Teachings)
|
Hasad and Kibr - Meaning and causes of kibr (pride)
|
By the end of the
lesson, the learner
should be able to:
- Define kibr (pride) in Islamic context - Identify the causes of kibr in society - Acknowledge kibr as a barrier to spiritual growth |
In groups, learners are guided to:
- Brainstorm on the meaning of kibr and make notes - Research on the causes of kibr and present findings - Discuss the Hadith on pride preventing entry to Paradise |
What is kibr and what causes it?
|
- IRE Grade 10 learners book
- The Holy Quran - Books of Hadith - Digital devices - Internet access |
- Written assignments
- Oral questions
- Observation
|
|
| 1 | 5 |
Akhlaq (Moral Teachings)
|
Hasad and Kibr - Meaning and causes of kibr (pride)
|
By the end of the
lesson, the learner
should be able to:
- Define kibr (pride) in Islamic context - Identify the causes of kibr in society - Acknowledge kibr as a barrier to spiritual growth |
In groups, learners are guided to:
- Brainstorm on the meaning of kibr and make notes - Research on the causes of kibr and present findings - Discuss the Hadith on pride preventing entry to Paradise |
What is kibr and what causes it?
|
- IRE Grade 10 learners book
- The Holy Quran - Books of Hadith - Digital devices - Internet access |
- Written assignments
- Oral questions
- Observation
|
|
| 2 | 1 |
Akhlaq (Moral Teachings)
|
Hasad and Kibr - Effects of hasad and kibr on individuals
|
By the end of the
lesson, the learner
should be able to:
- Explain the effects of hasad and kibr on individuals - Analyse how these vices harm personal wellbeing - Show concern for self-purification from hasad and kibr |
In groups, learners are guided to:
- Discuss the effects of hasad and kibr on individuals in groups - Research on psychological and spiritual effects of envy and pride - Create a chart showing effects of hasad and kibr on individuals |
How do hasad and kibr affect individuals?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 2 | 2 |
Akhlaq (Moral Teachings)
|
Hasad and Kibr - Effects of hasad and kibr on society
|
By the end of the
lesson, the learner
should be able to:
- Explain the effects of hasad and kibr on society - Evaluate how these vices destroy social harmony - Appreciate the prohibition of hasad and kibr for harmonious coexistence |
In groups, learners are guided to:
- Discuss the effects of hasad and kibr on society in groups and present on charts/PowerPoints - Research on social conflicts caused by envy and pride - Write an essay on the societal impact of hasad and kibr |
How do hasad and kibr affect society?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Portfolio
- Oral questions
|
|
| 2 | 3 |
Akhlaq (Moral Teachings)
|
Hasad and Kibr - Effects of hasad and kibr on society
|
By the end of the
lesson, the learner
should be able to:
- Explain the effects of hasad and kibr on society - Evaluate how these vices destroy social harmony - Appreciate the prohibition of hasad and kibr for harmonious coexistence |
In groups, learners are guided to:
- Discuss the effects of hasad and kibr on society in groups and present on charts/PowerPoints - Research on social conflicts caused by envy and pride - Write an essay on the societal impact of hasad and kibr |
How do hasad and kibr affect society?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Portfolio
- Oral questions
|
|
| 2 | 4 |
Akhlaq (Moral Teachings)
|
Hasad and Kibr - Measures for curbing hasad and kibr
|
By the end of the
lesson, the learner
should be able to:
- Propose measures for curbing hasad and kibr - Develop strategies for self-purification from envy and pride - Commit to practising humility and contentment |
In groups, learners are guided to:
- Brainstorm on measures for curbing hasad and kibr and present on charts - Discuss Islamic remedies for envy and pride in groups - Create personal action plans for overcoming hasad and kibr |
How can hasad and kibr be curbed?
|
- IRE Grade 10 learners book
- The Holy Quran - Books of Hadith - Digital devices - Charts |
- Written assignments
- Oral questions
- Portfolio
|
|
| 2 | 5 |
Akhlaq (Moral Teachings)
|
Hasad and Kibr - Measures for curbing hasad and kibr
|
By the end of the
lesson, the learner
should be able to:
- Propose measures for curbing hasad and kibr - Develop strategies for self-purification from envy and pride - Commit to practising humility and contentment |
In groups, learners are guided to:
- Brainstorm on measures for curbing hasad and kibr and present on charts - Discuss Islamic remedies for envy and pride in groups - Create personal action plans for overcoming hasad and kibr |
How can hasad and kibr be curbed?
|
- IRE Grade 10 learners book
- The Holy Quran - Books of Hadith - Digital devices - Charts |
- Written assignments
- Oral questions
- Portfolio
|
|
| 3 | 1 |
Akhlaq (Moral Teachings)
|
Hasad and Kibr - Creative expression on dangers of hasad and kibr
|
By the end of the
lesson, the learner
should be able to:
- Compose poems/skits on the dangers of hasad and kibr - Perform creative pieces highlighting the effects of these vices - Use creativity to promote moral awareness in the community |
In groups, learners are guided to:
- Compose and recite poems on the dangers of hasad and kibr in groups - Act short skits on hasad and kibr, record and share on social media - Discuss lessons from the creative performances and make notes |
How can creative expression highlight the dangers of hasad and kibr?
|
- IRE Grade 10 learners book
- Digital devices - Recording devices - Props - Art materials |
- Practical assessment
- Portfolio
- Observation
|
|
| 3 | 2 |
Akhlaq (Moral Teachings)
|
Hasad and Kibr - Creative expression on dangers of hasad and kibr
|
By the end of the
lesson, the learner
should be able to:
- Compose poems/skits on the dangers of hasad and kibr - Perform creative pieces highlighting the effects of these vices - Use creativity to promote moral awareness in the community |
In groups, learners are guided to:
- Compose and recite poems on the dangers of hasad and kibr in groups - Act short skits on hasad and kibr, record and share on social media - Discuss lessons from the creative performances and make notes |
How can creative expression highlight the dangers of hasad and kibr?
|
- IRE Grade 10 learners book
- Digital devices - Recording devices - Props - Art materials |
- Practical assessment
- Portfolio
- Observation
|
|
| 3 | 3 |
Islamic History and Civilisation
|
The Umayyad Dynasty - Factors that led to the rise of the Umayyad Dynasty
The Umayyad Dynasty - Establishment of the Umayyad caliphate |
By the end of the
lesson, the learner
should be able to:
- Explain the factors that led to the rise of the Umayyad Dynasty - Analyse the political circumstances that enabled the Umayyads to take power - Appreciate the historical context of early Islamic governance |
In groups, learners are guided to:
- Brainstorm on the factors that led to the rise of the Umayyad Dynasty and make notes - Search online or in reference materials for information on the transition from the Rashidun to Umayyad era - Discuss in groups the events following the death of Ali (R.A.) and present |
What factors led to the rise of the Umayyad Dynasty?
|
- IRE Grade 10 learners book
- Books of Islamic History - Digital devices - Charts - Internet access - Maps |
- Oral questions
- Written assignments
- Observation
|
|
| 3 | 4 |
Islamic History and Civilisation
|
The Umayyad Dynasty - Contributions of Muawiya ibn Abu Sufyan
|
By the end of the
lesson, the learner
should be able to:
- Describe the contributions of Muawiya ibn Abu Sufyan to the development of Islam - Evaluate his administrative and military achievements - Appreciate the complexities of early Islamic leadership |
In groups, learners are guided to:
- Research on the contributions of Muawiya ibn Abu Sufyan and make class presentations - Discuss his establishment of the navy and administrative reforms - Create a profile chart of Muawiya's achievements |
What were the contributions of Muawiya ibn Abu Sufyan?
|
- IRE Grade 10 learners book
- Books of Islamic History - Digital devices - Charts - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 3 | 5 |
Islamic History and Civilisation
|
The Umayyad Dynasty - Contributions of Abdulmalik ibn Marwan
|
By the end of the
lesson, the learner
should be able to:
- Describe the contributions of Abdulmalik ibn Marwan to the development of Islam - Analyse his reforms in administration, currency, and language - Value the importance of institutional development in Islamic civilisation |
In groups, learners are guided to:
- Research on the contributions of Abdulmalik ibn Marwan and present findings - Discuss his Arabisation policy and introduction of Islamic currency - Create a chart showing Abdulmalik's major contributions |
What were the contributions of Abdulmalik ibn Marwan?
|
- IRE Grade 10 learners book
- Books of Islamic History - Digital devices - Charts - Internet access |
- Written assignments
- Oral questions
- Observation
|
|
| 4 | 1 |
Islamic History and Civilisation
|
The Umayyad Dynasty - Contributions of Umar ibn Abdulaziz
|
By the end of the
lesson, the learner
should be able to:
- Describe the contributions of Umar ibn Abdulaziz to the development of Islam - Evaluate his reforms and just governance - Aspire to emulate his piety and leadership qualities |
In groups, learners are guided to:
- Research on the contributions of Umar ibn Abdulaziz and make class presentations - Discuss his title as the fifth Rightly Guided Caliph - Compare his leadership style with other Umayyad caliphs |
What were the contributions of Umar ibn Abdulaziz?
|
- IRE Grade 10 learners book
- Books of Islamic History - Digital devices - Charts - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 4 | 2 |
Islamic History and Civilisation
|
The Umayyad Dynasty - Lessons from Umayyad leaders
|
By the end of the
lesson, the learner
should be able to:
- Derive lessons from the leadership of Umayyad caliphs - Compare the leadership styles of the three caliphs studied - Appreciate diverse approaches to Islamic governance |
In groups, learners are guided to:
- Brainstorm on lessons learnt from the Umayyad leaders and make notes - Create a comparison chart of the three caliphs' contributions - Discuss how their examples can guide modern Muslim leaders |
What lessons can be learnt from Umayyad leaders?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Oral questions
- Observation
|
|
| 4 | 3 |
Islamic History and Civilisation
|
The Umayyad Dynasty - Achievements (Expansion and administration)
|
By the end of the
lesson, the learner
should be able to:
- Explain the achievements of the Umayyad Dynasty in territorial expansion - Describe their administrative achievements - Appreciate the spread of Islam during the Umayyad era |
In groups, learners are guided to:
- Research on the territorial expansion under the Umayyads and make notes - Study maps showing the extent of the Umayyad empire - Discuss the administrative structures established and present in class |
What were the achievements of the Umayyad Dynasty in expansion and administration?
|
- IRE Grade 10 learners book
- Books of Islamic History - Maps - Digital devices - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 4 | 4 |
Islamic History and Civilisation
|
The Umayyad Dynasty - Achievements (Architecture and culture)
|
By the end of the
lesson, the learner
should be able to:
- Describe the architectural and cultural achievements of the Umayyad Dynasty - Analyse their contributions to Islamic art and learning - Value the cultural heritage of Islamic civilisation |
In groups, learners are guided to:
- Search online for images of Umayyad architecture (Dome of the Rock, Great Mosque of Damascus) - Discuss the cultural and artistic achievements of the Umayyads - Create a portfolio of Umayyad architectural masterpieces |
What were the architectural and cultural achievements of the Umayyad Dynasty?
|
- IRE Grade 10 learners book
- Books of Islamic History - Digital devices - Pictures/Images - Internet access |
- Portfolio
- Written assignments
- Oral questions
|
|
| 4 | 5 |
Islamic History and Civilisation
|
The Umayyad Dynasty - Factors that led to the decline
|
By the end of the
lesson, the learner
should be able to:
- Explain the factors that led to the decline of the Umayyad Dynasty - Analyse the internal and external challenges they faced - Learn from the mistakes that led to their downfall |
In groups, learners are guided to:
- Brainstorm on the factors that led to the decline of the Umayyads and make notes - Discuss internal conflicts, discrimination, and opposition movements - Create a chart categorising factors of decline |
What factors led to the decline of the Umayyad Dynasty?
|
- IRE Grade 10 learners book
- Books of Islamic History - Digital devices - Charts - Internet access |
- Written assignments
- Oral questions
- Observation
|
|
| 5 | 1 |
Islamic History and Civilisation
|
The Umayyad Dynasty - Lessons from the rise and fall
|
By the end of the
lesson, the learner
should be able to:
- Derive lessons from the rise and fall of the Umayyad Dynasty - Apply these lessons to contemporary Muslim societies - Appreciate the importance of justice and unity in governance |
In groups, learners are guided to:
- Discuss lessons from the rise and fall of the Umayyads in groups - Write an essay on lessons Muslims can learn from Umayyad history - Debate on whether the Umayyad legacy was positive or negative |
What lessons can Muslims learn from the rise and fall of the Umayyad Dynasty?
|
- IRE Grade 10 learners book
- Digital devices - Reference materials - Internet access |
- Written assignments
- Portfolio
- Oral questions
|
|
| 5 | 2 |
Islamic History and Civilisation
|
Islam in East Africa - Introduction to Islam in Tanzania and Uganda
|
By the end of the
lesson, the learner
should be able to:
- Describe the arrival of Islam in East Africa - Explain the early Muslim settlements in the region - Appreciate the historical presence of Islam in East Africa |
In groups, learners are guided to:
- Brainstorm on how Islam arrived in East Africa and make notes - Search online for demographic maps showing Muslim populations in Tanzania and Uganda - Discuss the role of Arab traders in spreading Islam |
How did Islam arrive in East Africa?
|
- IRE Grade 10 learners book
- Books of Islamic History - Maps - Digital devices - Internet access |
- Oral questions
- Written assignments
- Observation
|
|
| 5 | 3 |
Islamic History and Civilisation
|
Islam in East Africa - Introduction to Islam in Tanzania and Uganda
|
By the end of the
lesson, the learner
should be able to:
- Describe the arrival of Islam in East Africa - Explain the early Muslim settlements in the region - Appreciate the historical presence of Islam in East Africa |
In groups, learners are guided to:
- Brainstorm on how Islam arrived in East Africa and make notes - Search online for demographic maps showing Muslim populations in Tanzania and Uganda - Discuss the role of Arab traders in spreading Islam |
How did Islam arrive in East Africa?
|
- IRE Grade 10 learners book
- Books of Islamic History - Maps - Digital devices - Internet access |
- Oral questions
- Written assignments
- Observation
|
|
| 5 | 4 |
Islamic History and Civilisation
|
Islam in East Africa - Factors that led to the spread of Islam in Tanzania
|
By the end of the
lesson, the learner
should be able to:
- Explain the factors that led to the spread of Islam in Tanzania up to the 19th century - Analyse the role of trade, intermarriage, and scholars in spreading Islam - Value the peaceful methods of Islamic propagation |
In groups, learners are guided to:
- Research on factors that led to the spread of Islam in Tanzania and make notes - Discuss the role of coastal towns like Kilwa and Zanzibar in Islamic spread - Create a chart showing factors of Islamic spread in Tanzania |
What factors led to the spread of Islam in Tanzania?
|
- IRE Grade 10 learners book
- Books of Islamic History - Maps - Digital devices - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 5 | 5 |
Islamic History and Civilisation
|
Islam in East Africa - Factors that led to the spread of Islam in Tanzania
|
By the end of the
lesson, the learner
should be able to:
- Explain the factors that led to the spread of Islam in Tanzania up to the 19th century - Analyse the role of trade, intermarriage, and scholars in spreading Islam - Value the peaceful methods of Islamic propagation |
In groups, learners are guided to:
- Research on factors that led to the spread of Islam in Tanzania and make notes - Discuss the role of coastal towns like Kilwa and Zanzibar in Islamic spread - Create a chart showing factors of Islamic spread in Tanzania |
What factors led to the spread of Islam in Tanzania?
|
- IRE Grade 10 learners book
- Books of Islamic History - Maps - Digital devices - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 6 | 1 |
Islamic History and Civilisation
|
Islam in East Africa - Factors that led to the spread of Islam in Uganda
|
By the end of the
lesson, the learner
should be able to:
- Explain the factors that led to the spread of Islam in Uganda up to the 19th century - Describe the role of Arab traders and the Buganda kingdom - Appreciate the sacrifices of early Muslims in Uganda |
In groups, learners are guided to:
- Research on factors that led to the spread of Islam in Uganda and make notes - Discuss the Uganda Martyrs and early Muslim converts - Create a timeline of Islamic spread in Uganda |
What factors led to the spread of Islam in Uganda?
|
- IRE Grade 10 learners book
- Books of Islamic History - Maps - Digital devices - Internet access |
- Written assignments
- Oral questions
- Observation
|
|
| 6 | 2 |
Islamic History and Civilisation
|
Islam in East Africa - Factors that led to the spread of Islam in Uganda
|
By the end of the
lesson, the learner
should be able to:
- Explain the factors that led to the spread of Islam in Uganda up to the 19th century - Describe the role of Arab traders and the Buganda kingdom - Appreciate the sacrifices of early Muslims in Uganda |
In groups, learners are guided to:
- Research on factors that led to the spread of Islam in Uganda and make notes - Discuss the Uganda Martyrs and early Muslim converts - Create a timeline of Islamic spread in Uganda |
What factors led to the spread of Islam in Uganda?
|
- IRE Grade 10 learners book
- Books of Islamic History - Maps - Digital devices - Internet access |
- Written assignments
- Oral questions
- Observation
|
|
| 6 | 3 |
Islamic History and Civilisation
|
Islam in East Africa - Social and political impacts in Tanzania and Uganda
|
By the end of the
lesson, the learner
should be able to:
- Explain the social and political impacts of Islam in Tanzania and Uganda - Analyse how Islam influenced social structures and governance - Appreciate the positive contributions of Islam to East African societies |
In groups, learners are guided to:
- Brainstorm on the social and political impacts of Islam in Tanzania and Uganda - Discuss the influence of Islamic law, education, and social practices - Create charts showing social and political impacts and present in class |
What were the social and political impacts of Islam in Tanzania and Uganda?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 6 | 4 |
Islamic History and Civilisation
|
Islam in East Africa - Social and political impacts in Tanzania and Uganda
|
By the end of the
lesson, the learner
should be able to:
- Explain the social and political impacts of Islam in Tanzania and Uganda - Analyse how Islam influenced social structures and governance - Appreciate the positive contributions of Islam to East African societies |
In groups, learners are guided to:
- Brainstorm on the social and political impacts of Islam in Tanzania and Uganda - Discuss the influence of Islamic law, education, and social practices - Create charts showing social and political impacts and present in class |
What were the social and political impacts of Islam in Tanzania and Uganda?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 6 | 5 |
Islamic History and Civilisation
|
Islam in East Africa - Economic impacts in Tanzania and Uganda
|
By the end of the
lesson, the learner
should be able to:
- Explain the economic impacts of Islam in Tanzania and Uganda - Analyse the influence of Islamic trade practices and ethics - Value the contribution of Islam to economic development |
In groups, learners are guided to:
- Research on the economic impacts of Islam in Tanzania and Uganda - Discuss the role of Islamic trade networks and business ethics - Create a chart showing economic impacts and present in class |
What were the economic impacts of Islam in Tanzania and Uganda?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Oral questions
- Observation
|
|
| 7 | 1 |
Islamic History and Civilisation
|
Islam in East Africa - Challenges facing Muslims in Tanzania
|
By the end of the
lesson, the learner
should be able to:
- Identify the challenges facing Muslims in Tanzania in the 21st century - Analyse the social, political, and economic challenges - Show concern for the welfare of the Muslim community |
In groups, learners are guided to:
- Research on challenges facing Muslims in Tanzania and make summary notes - Discuss social, political, and economic challenges in groups - Create a chart categorising challenges facing Tanzanian Muslims |
What challenges face Muslims in Tanzania in the 21st century?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 7 | 2 |
Islamic History and Civilisation
|
Islam in East Africa - Challenges facing Muslims in Tanzania
|
By the end of the
lesson, the learner
should be able to:
- Identify the challenges facing Muslims in Tanzania in the 21st century - Analyse the social, political, and economic challenges - Show concern for the welfare of the Muslim community |
In groups, learners are guided to:
- Research on challenges facing Muslims in Tanzania and make summary notes - Discuss social, political, and economic challenges in groups - Create a chart categorising challenges facing Tanzanian Muslims |
What challenges face Muslims in Tanzania in the 21st century?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 7 | 3 |
Islamic History and Civilisation
|
Islam in East Africa - Challenges facing Muslims in Uganda
|
By the end of the
lesson, the learner
should be able to:
- Identify the challenges facing Muslims in Uganda in the 21st century - Analyse the social, political, and economic challenges - Develop empathy for fellow Muslims facing difficulties |
In groups, learners are guided to:
- Research on challenges facing Muslims in Uganda and make summary notes - Discuss social, political, and economic challenges in groups - Compare challenges in Uganda with those in Tanzania |
What challenges face Muslims in Uganda in the 21st century?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Oral questions
- Observation
|
|
| 7 | 4 |
Islamic History and Civilisation
|
Islam in East Africa - Challenges facing Muslims in Uganda
|
By the end of the
lesson, the learner
should be able to:
- Identify the challenges facing Muslims in Uganda in the 21st century - Analyse the social, political, and economic challenges - Develop empathy for fellow Muslims facing difficulties |
In groups, learners are guided to:
- Research on challenges facing Muslims in Uganda and make summary notes - Discuss social, political, and economic challenges in groups - Compare challenges in Uganda with those in Tanzania |
What challenges face Muslims in Uganda in the 21st century?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Oral questions
- Observation
|
|
| 7 | 5 |
Islamic History and Civilisation
|
Islam in East Africa - Solutions to challenges facing Muslims
|
By the end of the
lesson, the learner
should be able to:
- Propose solutions to address challenges facing Muslims in Tanzania and Uganda - Develop strategies for community empowerment - Commit to contributing positively to the Muslim community |
In groups, learners are guided to:
- Brainstorm on solutions to challenges facing Muslims and present - Discuss the role of education, unity, and economic empowerment - Create action plans for addressing challenges and display in class |
How can challenges facing Muslims in Tanzania and Uganda be addressed?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Portfolio
- Oral questions
|
|
| 8 | 1 |
Islamic History and Civilisation
|
Islam in East Africa - Lessons from the spread of Islam in East Africa
|
By the end of the
lesson, the learner
should be able to:
- Derive lessons from the spread of Islam in East Africa - Apply these lessons to contemporary da'wa efforts - Appreciate the rich Islamic heritage of East Africa |
In groups, learners are guided to:
- Discuss lessons from the spread of Islam in East Africa in groups - Write an essay on the Islamic heritage of East Africa - Create a presentation on the future of Islam in East Africa |
What lessons can be learnt from the spread of Islam in East Africa?
|
- IRE Grade 10 learners book
- Digital devices - Reference materials - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 8 | 2 |
Islamic History and Civilisation
|
Islam in East Africa - Lessons from the spread of Islam in East Africa
|
By the end of the
lesson, the learner
should be able to:
- Derive lessons from the spread of Islam in East Africa - Apply these lessons to contemporary da'wa efforts - Appreciate the rich Islamic heritage of East Africa |
In groups, learners are guided to:
- Discuss lessons from the spread of Islam in East Africa in groups - Write an essay on the Islamic heritage of East Africa - Create a presentation on the future of Islam in East Africa |
What lessons can be learnt from the spread of Islam in East Africa?
|
- IRE Grade 10 learners book
- Digital devices - Reference materials - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 8 | 3 |
Islamic History and Civilisation
|
Islam in East Africa - Lessons from the spread of Islam in East Africa
|
By the end of the
lesson, the learner
should be able to:
- Derive lessons from the spread of Islam in East Africa - Apply these lessons to contemporary da'wa efforts - Appreciate the rich Islamic heritage of East Africa |
In groups, learners are guided to:
- Discuss lessons from the spread of Islam in East Africa in groups - Write an essay on the Islamic heritage of East Africa - Create a presentation on the future of Islam in East Africa |
What lessons can be learnt from the spread of Islam in East Africa?
|
- IRE Grade 10 learners book
- Digital devices - Reference materials - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 8 | 4 |
Islamic History and Civilisation
|
Muslim Scholars - Sheikh Abdallah Saleh Al-Farsy (Early life and education)
|
By the end of the
lesson, the learner
should be able to:
- Describe the early life of Sheikh Abdallah Saleh Al-Farsy (1912-1982) - Explain his educational background and training - Appreciate the importance of seeking knowledge |
In groups, learners are guided to:
- Research on the early life of Sheikh Abdallah Saleh Al-Farsy and make notes - Discuss his educational journey and teachers - Create a biographical timeline of his early years |
Who was Sheikh Abdallah Saleh Al-Farsy and what was his educational background?
|
- IRE Grade 10 learners book
- Books on Muslim Scholars - Digital devices - Charts - Internet access |
- Oral questions
- Written assignments
- Observation
|
|
| 8 | 5 |
Islamic History and Civilisation
|
Muslim Scholars - Sheikh Abdallah Saleh Al-Farsy (Contributions and achievements)
|
By the end of the
lesson, the learner
should be able to:
- Describe the contributions of Sheikh Abdallah Saleh Al-Farsy to Islamic heritage - Evaluate his achievements in scholarship and da'wa - Value the legacy of Muslim scholars in East Africa |
In groups, learners are guided to:
- Research on the contributions of Sheikh Al-Farsy and make class presentations - Discuss his Swahili translation of the Quran and other works - Collect articles written by the scholar and display |
What were the contributions and achievements of Sheikh Abdallah Saleh Al-Farsy?
|
- IRE Grade 10 learners book
- Books on Muslim Scholars - Sheikh Al-Farsy's works - Digital devices - Internet access |
- Written assignments
- Portfolio
- Oral questions
|
|
| 9 | 1 |
Islamic History and Civilisation
|
Muslim Scholars - Aisha Lemu (Early life and education)
|
By the end of the
lesson, the learner
should be able to:
- Describe the early life of Aisha Lemu (1940-2019) - Explain her educational background and conversion to Islam - Appreciate her journey to becoming a renowned Islamic scholar |
In groups, learners are guided to:
- Research on the early life of Aisha Lemu and make notes - Discuss her conversion story and educational pursuits - Create a biographical timeline of her early years |
Who was Aisha Lemu and what was her educational background?
|
- IRE Grade 10 learners book
- Books on Muslim Scholars - Digital devices - Charts - Internet access |
- Oral questions
- Written assignments
- Observation
|
|
| 9 | 2 |
Islamic History and Civilisation
|
Muslim Scholars - Aisha Lemu (Early life and education)
|
By the end of the
lesson, the learner
should be able to:
- Describe the early life of Aisha Lemu (1940-2019) - Explain her educational background and conversion to Islam - Appreciate her journey to becoming a renowned Islamic scholar |
In groups, learners are guided to:
- Research on the early life of Aisha Lemu and make notes - Discuss her conversion story and educational pursuits - Create a biographical timeline of her early years |
Who was Aisha Lemu and what was her educational background?
|
- IRE Grade 10 learners book
- Books on Muslim Scholars - Digital devices - Charts - Internet access |
- Oral questions
- Written assignments
- Observation
|
|
| 9 | 3 |
Islamic History and Civilisation
|
Muslim Scholars - Aisha Lemu (Early life and education)
|
By the end of the
lesson, the learner
should be able to:
- Describe the early life of Aisha Lemu (1940-2019) - Explain her educational background and conversion to Islam - Appreciate her journey to becoming a renowned Islamic scholar |
In groups, learners are guided to:
- Research on the early life of Aisha Lemu and make notes - Discuss her conversion story and educational pursuits - Create a biographical timeline of her early years |
Who was Aisha Lemu and what was her educational background?
|
- IRE Grade 10 learners book
- Books on Muslim Scholars - Digital devices - Charts - Internet access |
- Oral questions
- Written assignments
- Observation
|
|
| 9 | 4 |
Islamic History and Civilisation
|
Muslim Scholars - Aisha Lemu (Contributions and achievements)
|
By the end of the
lesson, the learner
should be able to:
- Describe the contributions of Aisha Lemu to Islamic heritage - Evaluate her achievements in Islamic education and women's empowerment - Value the role of women scholars in Islamic development |
In groups, learners are guided to:
- Research on the contributions of Aisha Lemu and make class presentations - Discuss her work in Islamic education and establishing schools - Collect articles and books written by Aisha Lemu and display |
What were the contributions and achievements of Aisha Lemu?
|
- IRE Grade 10 learners book
- Books on Muslim Scholars - Aisha Lemu's works - Digital devices - Internet access |
- Written assignments
- Portfolio
- Oral questions
|
|
| 9 | 5 |
Islamic History and Civilisation
|
Muslim Scholars - Aisha Lemu (Contributions and achievements)
|
By the end of the
lesson, the learner
should be able to:
- Describe the contributions of Aisha Lemu to Islamic heritage - Evaluate her achievements in Islamic education and women's empowerment - Value the role of women scholars in Islamic development |
In groups, learners are guided to:
- Research on the contributions of Aisha Lemu and make class presentations - Discuss her work in Islamic education and establishing schools - Collect articles and books written by Aisha Lemu and display |
What were the contributions and achievements of Aisha Lemu?
|
- IRE Grade 10 learners book
- Books on Muslim Scholars - Aisha Lemu's works - Digital devices - Internet access |
- Written assignments
- Portfolio
- Oral questions
|
|
| 10 | 1 |
Islamic History and Civilisation
|
Muslim Scholars - Lessons from Sheikh Al-Farsy and Aisha Lemu
|
By the end of the
lesson, the learner
should be able to:
- Derive lessons from the biographies of Sheikh Al-Farsy and Aisha Lemu - Compare their approaches to Islamic scholarship and da'wa - Aspire to follow in the footsteps of righteous scholars |
In groups, learners are guided to:
- Brainstorm on lessons learnt from both scholars and present in class - Create a comparison chart of their contributions and achievements - Write reflections on how their lives inspire personal development |
What lessons can Muslims learn from Sheikh Al-Farsy and Aisha Lemu?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 10 | 2 |
Islamic History and Civilisation
|
Muslim Scholars - Ways of emulating Sheikh Al-Farsy and Aisha Lemu
|
By the end of the
lesson, the learner
should be able to:
- Propose ways of emulating Sheikh Al-Farsy and Aisha Lemu - Develop personal strategies for contributing to Islamic heritage - Commit to pursuing knowledge and serving the community |
In groups, learners are guided to:
- Discuss possible ways of emulating the scholars in groups and make charts - Create personal action plans for following their examples - Role-play scenarios showing how to apply their teachings |
How can Muslims emulate Sheikh Al-Farsy and Aisha Lemu?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Observation
- Oral questions
|
|
| 10 | 3 |
Islamic History and Civilisation
|
Muslim Scholars - Ways of emulating Sheikh Al-Farsy and Aisha Lemu
|
By the end of the
lesson, the learner
should be able to:
- Propose ways of emulating Sheikh Al-Farsy and Aisha Lemu - Develop personal strategies for contributing to Islamic heritage - Commit to pursuing knowledge and serving the community |
In groups, learners are guided to:
- Discuss possible ways of emulating the scholars in groups and make charts - Create personal action plans for following their examples - Role-play scenarios showing how to apply their teachings |
How can Muslims emulate Sheikh Al-Farsy and Aisha Lemu?
|
- IRE Grade 10 learners book
- Digital devices - Charts - Reference materials - Internet access |
- Written assignments
- Observation
- Oral questions
|
|
| 10 | 4 |
Islamic History and Civilisation
|
Muslim Scholars - Role of Muslim scholars in reforming society
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of Muslim scholars in reforming society - Evaluate the impact of scholarship on community development - Acknowledge the role played by scholars in Islamic revival |
In groups, learners are guided to:
- Brainstorm on the role of scholars in society and make notes - Discuss how Sheikh Al-Farsy and Aisha Lemu reformed their societies - Write an essay on the importance of scholars in Muslim communities |
What role do Muslim scholars play in reforming society?
|
- IRE Grade 10 learners book
- Digital devices - Reference materials - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
|
| 10 | 5 |
Islamic History and Civilisation
|
Muslim Scholars - Role of Muslim scholars in reforming society
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of Muslim scholars in reforming society - Evaluate the impact of scholarship on community development - Acknowledge the role played by scholars in Islamic revival |
In groups, learners are guided to:
- Brainstorm on the role of scholars in society and make notes - Discuss how Sheikh Al-Farsy and Aisha Lemu reformed their societies - Write an essay on the importance of scholars in Muslim communities |
What role do Muslim scholars play in reforming society?
|
- IRE Grade 10 learners book
- Digital devices - Reference materials - Internet access |
- Written assignments
- Oral questions
- Portfolio
|
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