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From the etiquettes related to books, also, is: The manners of lending out books. Giving out books for people to borrow is not allowed unless you are giving them to someone that you trust will care for the books. The reason for this is because you have the most right to your book, unless you find someone else that is in need of the book and who, when he finishes using it, will return it back to you. It is mentioned in the biography of Al-Khateeb Al-Baghdaadee that a man once asked him if he could borrow one of his books, so he replied saying: “You have three days to use it.” The man said: “That is not enough time.” So Al-Khateeb said: “I have counted its pages, so if you want to make a copy of it, then three days is sufficient for you. And if you want to read it, then three days is sufficient for you. And if you want to do more than that with it, then I have the most right to my book.”

This is correct, since in the past I had lent the first volume of a large book consisting of eight volumes to a brother - I don’t want to mention the title of the book, since perhaps he may hear this and think I’m insinuating him - and now nearly twelve years have passed on, and he still has not returned it to me,. And he tells me he doesn’t know where he put it. Similarly, the eighth volume of another set – even though I’m not worried so much over it – however, more than twenty years have passed and until now, he has not given it back. This is why a poet once said:

“Do not lend your books
And make your answer some excuse
Whoever does in fact lend a book,
I swear, he has not done something good.”

Another person said: “The perdition of books is in lending them.”

Please continue reading the article it is very beneficial alhamdulillah at http://www.al-ibaanah.com/

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Assalaamu Alaikum wa rahmatullahi wa barakhatahu

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Assalaamu Alaikum wa rahmatullahi wa barakhatahu akhwatee,

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To read the whole thread on curriculum please click the link above inshaAllah.

Asalaamu allaykum wa Rahmatullah

To continue …

In the UK, there is a general trend away from pupils having set textbooks at primary level. Where textbooks are used in other subject areas such as English and Numeracy, we tend to use them as a quick ‘starter’ to individual units and as a method of assessing progress. In this way, we have a lot more flexibility in how we deal with topic areas.

Unfortunately, there isn’t, to the best of my knowledge, a textbook (or workbook) system available for primary school children in any of the Islamic subject areas that we teach, that is suitable.

The problem is that, in order to design and write, for example – an Aqeedah workbook requires that the appropriate word and sentence levels are used for each of the year groups that the books are being designed for. That isn’t as easy as it sounds! Children have a limited range of vocabulary, particularly so in the younger age range. Making sense of sentences is also an issue. We have to also understand developmental issues in order to know what children are capable of reading and understanding.

It is unfortunate to see that many Islamic books aimed at children, generally do not have the right text and sentence levels for the particular age groups. For this reason, we do not use them. Al-Hamdullilah, we have a group of dedicated teachers who spend a lot of time designing and writing resources in Aqeedah, Fiqh, Hadeeth, Seerah, etc for our children. We teach from our curriculum, taking the essential information from the known books, such as Usool al-Imaan, Usool ath-thalaatha, Kitaab at-Tawheed, etc. We then take the text down to a level that is appropriate for each year group. As you can imagine, this process is very difficult and time consuming. Of course, we would appreciate help from Salafis who have an in depth knowledge of the primary curriculum to help us with writing resources for the curriculum.

In short, we do not have a textbook for the children to use. We teach using a variety of teaching methods from worksheets to group discussions, board work, quizzes as well as material illustrations, etc. Our children thoroughly enjoy the Islamic curriculum and generally tend to learn very well, masha’allaah.

In the Hadeeth subject, we have taken mostly from Riyaadh as-Saaliheen. There are a wide variety of narrations that are used on all topics. Hadeeth relate to practical examples and what they, as children can implement. Examples are hadeeth on eating with the write hand, entering the Masjid, etc. We have chosen shorter hadeeth that are easily memorised and understood. The ahadeeth are printed in large print (in Arabic and English) and made into small booklets. Again, we hope to place the whole Hadeeth curriculum onto the school site, insha’allaah.

Some details on Fiqh, Seerah and Islamic History will follow soon, insha’allaah.

Wa sallamu allaykum wa rahmatullah
Abu Ammaar Abdul-Hameed

Curriculum suggestions from

Asalaamu allaykum wa Rahmatullah

To continue ...

The Islamic Studies curriculum also includes a study of Fiqh. It is important to stress that the methodology employed in our teaching does not necessarily draw a sharp distinction between subject areas such as Hadeeth, Aqeedah and Fiqh. Consequently there will be much overlap between subjects.

We have taken the subject headings from Bulugh al-Maraam as the basis for the Fiqh curriculum. As with other subject areas, the syllabus is progressive in that the same subject area, such as wudu, will be built upon from year to year. If you are building your own curriculum, start with the absolute basics of each area in your Fiqh syllabus. For wudu, this may be explaining why we need wudu and going through actions of wudu where the teacher leads and children follow. The subsequent year may now include the actions of wudu again, but with more preciseness. You may also wish to tell them about those things that nullify the Wudu. In the following year, you may wish to have a revision lesson to ensure children remember some of the previous work and then progress onto issues of always starting with the right side first (where appropriate), wiping over the socks, etc, as well as Tayamum. In the upper years of primary, you may also wish to include Ghusl, as children are getting older and will need to know.

Using this methodology ensures some level of reinforcement of the curriculum from year to year. Ensure that the word, text and sentence levels are appropriate for the year group you are teaching.

Seerah and Islamic History follow the same methodology. The following is an excerpt from the Reception curriculum in Islamic History for the first term:

quote:

(1 week)
Introduce ‘Rasool’ (Messenger)
(without differentiating between Nabee and Rasool).
They came to call the people to Worship Allaah alone. [Qur’aan 16:12]

(2 weeks)
Aadam was the first man. Created from clay. From his rib, Allaah created his wife. He lived 960 years. He was 60 arm-spans tall (approx. 40 m). A brief outline of how Iblees caused him to disobey Allaah but then Aadam asked Allaah for forgiveness and Allaah forgave him, in line with the vocabulary and sentence level for Reception.

(3 weeks)
Nooh was a Messenger.
[Qur’aan 26:105]
He called to worship Allaah alone. [Qur’aan 7:59]
A brief sketch of the story of Nooh – People did not listen to him – they worshipped idols – Allaah told him to build a ship – it rained – Allaah drowned the disbelievers – Nooh and the believers were saved, in line with the vocabulary and sentence level for Reception.
(Proofs from the Qur’aan and/or Hadeeth not required to be given to the children)

(5-6 weeks)
Ibraheem was a Messenger.
Called to the worship of Allaah. [Qur’aan 29:16-18]
The story of the fire. [Qur’aan 37:97-98, 21:68-70]
The Story of Hajar and Ismail and the Zamzam, [Qur’aan 14:37, 2:37] in line with the vocabulary and sentence level for Reception
(Proofs from Qur’aan and/or Hadeeth not required to be given to the children)


The following year (Year 1) can then build upon what has already been taught in Reception, expanding upon the stories of each of the Messengers and introducing other ones. Follow the same guidelines for Seerah. You will have to be selective as to what you teach remembering that they are primary age children! We find it easy to select milestones in the lives of the anbiyah as well as easily understood stories, such as the flood at the time of Nooh. It keeps them interested and motivated to learn more.

We would be interested to see if any of the brothers or sisters are developing a syllabus in this way. It would certainly help us to reassess our curricula and maybe we could advise others on the development of their curriculum.

To continue, insha’Allaah …

Wa salaamu allaykum wa Rahmatullah
Abu-Ammaar Abdul-Hameed

The Cognitive, Affective, and Psychomotor Domains