Fiqh Al Ibadat Wal Muamalat

Ethics of Da'wa - Meaning of da'wa

By the end of the lesson, the learner should be able to:

- Define the term da'wa in Islamic context
- Explain the importance of da'wa in Islam
- Appreciate da'wa as a duty for every Muslim

In groups, learners are guided to:
- Brainstorm on the meaning of da'wa and make notes
- Search online or in reference materials for the definition of da'wa
- Discuss the importance of da'wa in groups and present in class

What is da'wa and why is it important?

- IRE Grade 10 learners book
- The Holy Quran
- Digital devices
- Reference materials
- Internet access

- Oral questions - Written assignments - Observation

Fiqh Al Ibadat Wal Muamalat

Ethics of Da'wa - Qualities of a da'iya (Knowledge and sincerity)

By the end of the lesson, the learner should be able to:

- Describe the qualities of knowledge and sincerity in a da'iya
- Analyse the importance of these qualities in effective da'wa
- Aspire to develop the qualities of a good da'iya

In groups, learners are guided to:
- Research on the qualities of a da'iya and make notes
- Discuss the importance of knowledge and sincerity in da'wa
- Create a profile chart of an ideal da'iya

What qualities should a da'iya possess?

- IRE Grade 10 learners book
- The Holy Quran
- Books of Hadith
- Digital devices
- Charts
- Internet access

- Written assignments - Oral questions - Portfolio

Fiqh Al Ibadat Wal Muamalat

Ethics of Da'wa - Qualities of a da'iya (Patience and good character)

By the end of the lesson, the learner should be able to:

- Describe the qualities of patience and good character in a da'iya
- Evaluate how these qualities enhance the effectiveness of da'wa
- Commit to exhibiting patience and good character in da'wa

In groups, learners are guided to:
- Brainstorm on the importance of patience and good character in da'wa
- Role-play scenarios showing patience in da'wa activities
- Write reflections on personal character development for da'wa

Why are patience and good character essential for a da'iya?

- IRE Grade 10 learners book
- The Holy Quran
- Books of Hadith
- Digital devices
- Internet access

- Written assignments - Observation - Oral questions

Fiqh Al Ibadat Wal Muamalat

Ethics of Da'wa - Methods of da'wa from Surah An-Nahl (Q. 16:125)

By the end of the lesson, the learner should be able to:

- Recite and explain Surah An-Nahl verse 125
- Identify the three methods of da'wa mentioned in the verse
- Appreciate the divine guidance on da'wa methodology

In groups, learners are guided to:
- Read and memorise Surah An-Nahl verse 125
- Discuss the meaning of hikmah, mau'idha hasana, and mujadala in groups
- Create a chart illustrating the three methods of da'wa

What methods of da'wa are mentioned in Surah An-Nahl?

- IRE Grade 10 learners book
- The Holy Quran
- Tafsir books
- Digital devices
- Charts
- Internet access

- Oral questions - Written assignments - Portfolio

Fiqh Al Ibadat Wal Muamalat

Ethics of Da'wa - Da'wa through wisdom (Hikmah)

By the end of the lesson, the learner should be able to:

- Explain the concept of hikmah (wisdom) in da'wa
- Apply wisdom in conveying Islamic teachings
- Value the use of wisdom in approaching different audiences

In groups, learners are guided to:
- Brainstorm on the meaning of hikmah in da'wa and make notes
- Discuss examples of Prophet Muhammad's wisdom in da'wa
- Role-play da'wa scenarios using wisdom and present in class

How can wisdom be applied in da'wa?

- IRE Grade 10 learners book
- The Holy Quran
- Books of Seerah
- Digital devices
- Internet access

- Observation - Oral questions - Written assignments

Fiqh Al Ibadat Wal Muamalat

Ethics of Da'wa - Da'wa through good preaching (Mau'idha Hasana)

By the end of the lesson, the learner should be able to:

- Explain the concept of mau'idha hasana (good preaching) in da'wa
- Demonstrate effective communication skills in da'wa
- Appreciate the power of kind and persuasive speech

In groups, learners are guided to:
- Research on the meaning of mau'idha hasana and make notes
- Practise delivering short da'wa talks with good preaching techniques
- Record and review da'wa presentations for improvement

How can good preaching be used in da'wa?

- IRE Grade 10 learners book
- The Holy Quran
- Digital devices
- Recording devices
- Internet access

- Practical assessment - Observation - Oral questions

Fiqh Al Ibadat Wal Muamalat

Ethics of Da'wa - Da'wa through argumentation (Mujadala)
Ethics of Da'wa - Challenges facing da'wa (Internal challenges)

By the end of the lesson, the learner should be able to:

- Explain the concept of mujadala (argumentation) in da'wa
- Apply respectful argumentation in presenting Islamic teachings
- Value constructive dialogue in addressing misconceptions

In groups, learners are guided to:
- Brainstorm on the meaning of mujadala and make notes
- Discuss the etiquette of argumentation in da'wa
- Role-play respectful debates on common misconceptions about Islam

How can respectful argumentation be used in da'wa?

- IRE Grade 10 learners book
- The Holy Quran
- Digital devices
- Reference materials
- Internet access
- Charts

- Observation - Oral questions - Written assignments

Fiqh Al Ibadat Wal Muamalat

Ethics of Da'wa - Challenges facing da'wa (External challenges)

By the end of the lesson, the learner should be able to:

- Identify external challenges facing da'wa in the contemporary world
- Evaluate the impact of Islamophobia, media bias, and globalisation on da'wa
- Develop resilience in facing external obstacles to da'wa

In groups, learners are guided to:
- Research on external challenges facing da'wa and present findings
- Discuss challenges such as Islamophobia, negative media portrayal, and secularism
- Watch a video on challenges facing Muslims globally and make notes

What external challenges face da'wa in the contemporary world?

- IRE Grade 10 learners book
- Digital devices
- Video clips
- Reference materials
- Internet access

- Written assignments - Oral questions - Observation

Fiqh Al Ibadat Wal Muamalat

Ethics of Da'wa - Measures to address challenges facing da'wa

By the end of the lesson, the learner should be able to:

- Propose measures to address challenges facing da'wa
- Develop strategies for effective da'wa in the modern context
- Commit to contributing positively to da'wa efforts

In groups, learners are guided to:
- Brainstorm on measures to address da'wa challenges and present
- Discuss the role of education, unity, and media in overcoming challenges
- Create action plans for effective da'wa in the school and community

How can challenges facing da'wa be addressed?

- IRE Grade 10 learners book
- Digital devices
- Charts
- Reference materials
- Internet access

- Written assignments - Portfolio - Oral questions

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

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

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

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

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

Akhlaq (Moral Teachings)
Islamic History and Civilisation

Hasad and Kibr - Creative expression on dangers of hasad and kibr
The Umayyad Dynasty - Factors that led to the rise of the Umayyad Dynasty

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
- Books of Islamic History
- Charts
- Internet access

- Practical assessment - Portfolio - Observation

Islamic History and Civilisation

The Umayyad Dynasty - Establishment of the Umayyad caliphate
The Umayyad Dynasty - Contributions of Muawiya ibn Abu Sufyan

By the end of the lesson, the learner should be able to:

- Describe the establishment of the Umayyad caliphate
- Explain the significance of Damascus as the capital
- Value the study of Islamic political history

In groups, learners are guided to:
- Research on how the Umayyad caliphate was established and make notes
- Discuss the significance of moving the capital to Damascus
- Create a timeline showing the transition to Umayyad rule

How was the Umayyad caliphate established?

- IRE Grade 10 learners book
- Books of Islamic History
- Digital devices
- Maps
- Internet access
- Charts

- Written assignments - Oral questions - Portfolio

Islamic History and Civilisation

The Umayyad Dynasty - Contributions of Abdulmalik ibn Marwan
The Umayyad Dynasty - Contributions of Umar ibn Abdulaziz

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

Islamic History and Civilisation

The Umayyad Dynasty - Lessons from Umayyad leaders
The Umayyad Dynasty - Achievements (Expansion and administration)

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
- Books of Islamic History
- Maps

- Written assignments - Oral questions - Observation

Islamic History and Civilisation

The Umayyad Dynasty - Achievements (Architecture and culture)
The Umayyad Dynasty - Factors that led to the decline

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
- Charts

- Portfolio - Written assignments - Oral questions

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

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

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

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

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

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

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

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

Islamic History and Civilisation

Islam in East Africa - Solutions to challenges facing Muslims
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:

- 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

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

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

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

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

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

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

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