Standard Curriculum for Elementary Public Schools and Private Madaris | Refined Elementary Madrasah Curriculum (REMC)

DepEd Order No. 40, s. 2011 | May 19, 2011

AMENDMENT TO DEPED ORDER NO. 51, S. 2004
(Standard Curriculum for Elementary Public Schools and Private Madaris)

To:

Undersecretaries
Assistant Secretaries
Regional Secretary, ARMM
Regional Directors
Schools Division/City Superintendents Head, Private Madaris
Heads, Public Elementary Schools

1. Starting School Year (SY) 2011-2012, all public schools with substantial number of Muslim enrollees and private Madaris adopting the Standard Madrasah Curriculum are enjoined to implement the Refined Elementary Madrasah Curriculum (REMC) as amendment to DepEd Order No. 51, s. 2004 entitled "Standard Curriculum for Elementary Public Schools and Private Madaris." 2. The said DepEd Order has been adopted by DepEd Administrative Region for Muslim Mindanao (ARMM) under Executive Order (EO) No. 13-A of the ARMM Regional Governor. This has been monitored closely and evaluated by Basic Education Assistance for Mindanao-Australian Agency for International Development (BEAM-AusAID) with the recommendation to undertake a thorough review and refinement of the curriculum, including the textbooks, teachers' manual, and other learning materials. The review and refinement of the said curriculum were undertaken in 2010 by the SEAMEO-INNOTECH as service provider, together with Muslim experts in Arabic Language and Islamic Studies, and curriculum experts of the Bureau of Elementary Education (BEE). The reviewed curriculum was submitted for further evaluation by another set of Muslim experts in Arabic Language and Islamic Studies including local stakeholders.

3. The outcome of the review is the Refined Elementary Madrasah Curriculum (REMC) with two (2) models:

1. the REMC for Public Schools coined as Arabic Language and Islamic Values Education (ALIVE); and
2. the Refined Standard Madrasah Curriculum (RSMC) for Private Madaris.
   

Both models contain learning area expectations for Grades I-VI.

4. The REMC aims to:

1. establish a smooth transfer of Muslim pupils from recipient private Madrasah to public schools with ALIVE Program or vice versa;
2. unify the long history of dichotomy of education among Muslims; and
3. promote the Filipino national identity at the same time preserve the Filipino Muslims' cultural heritage.
   

5. All elementary public schools with at least fifteen (15) Muslim pupils and recipient private Madaris are enjoined to implement the REMC contained in the enclosure.

6. Provisions in previous DepEd issuances inconsistent with this Order and its enclosure are hereby modified accordingly.

7. For more information, please contact Ms. Joselita Gulata, Office of the Madrasah Education located at Room E-215, Bonifacio Bldg., DepEd Central Office, Meralco Avenue, Pasig City at telephone nos.: (02) 666-2720 or (02) 666-2632.

8. Immediate dissemination of and compliance with this Order is directed.

Undersigned
Br. Armin A. Luistro FSC
Secretary

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Enclosure to DepEd Order No. 40, s. 2011

A. REFINED ELEMENTARY CURRICULUM FOR PUBLIC SCHOOLS

Learning Areas	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Frequency
English	90	90	90	60	60	60	Daily
Filipino	70	70	70	60	60	60	Daily
Science and Health			40	60	60	60	Daily
Mathematics	70	70	70	60	60	60	Daily
Makabayan
SK	60	60	60
HKS				40	40	40	Daily
EPP				40	40	40	Daily
MSEP (integrated in Sibika at Kultura)				40	40	40	Daily
Character Education/EP	30	30	30	20	20	20	Daily
Arabic Language	40	40	40	40	40	40	3x a week
Islamic Values Education							2x a week
TOTAL (daily)	360	360	400	420	420	420

B. REFINED STANDARD MADRASAH CURRICULUM ( SMC) FOR PRIVATE MADARIS

Learning Areas	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Frequency
English	90	90	90	60	60	60	Daily
Filipino	70	70	70	60	60	60	Daily
Science and Health			40	60	60	60	Daily
Mathematics	70	70	70	60	60	60	Daily
Makabayan
SK	60	60	60
HKS				40	40	40	Daily
EPP				40	40	40	Daily
MSEP (integrated in Sibika at Kultura)				40	40	40	Daily
Character Education/EP	30	30	30	20	20	20	Daily
Arabic Language	40	40	40	40	40	40	Daily
Qur'an	30	30	30	30	30	30	Daily
Sirah and Hadith	40	40	40	40	40	40	3x a week
Aqidah and Fiqh	New Cell	New Cell	New Cell	New Cell	New Cell	New Cell	New Cell
TOTAL (daily)	430	430	470	490	490	490

*Fora 200-day school year, the total contact time for Sirah and Hadith is 4,000 minutes. This will also apply for Agidah and Fiqh subject. Sirah and Hadith will be taught alternately with Agidah and Fiqh.


C. Below are the list of expectations for Elementary Education Curriculum and Islamic Studies and Arabic Language (ISAL).

ELEMENTARY EDUCATION CURRICULUM

English

GOAL: Access varied information and creatively use them in spoken and written forms; communicate fluently and accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while carrying out activities in everyday life.

LEARNING EXPECTATIONS:

At the end of Grade VI, the learner is expected to listen critically; communicate one's feeling and ideas orally and in writing with a high level of proficiency; and read various text types materials to serve one's own learning needs in meeting a wide range of life's purposes.

At the end of Grade V, the learner is expected to listen critically to different text types; express ideas logically in oral and written forms; and demonstrate interest in reading to meet one's various needs.

At the end of Grade IV, the learner is expected to listen critically to news reports, radio broadcasts and express ideas accurately in oral and in written form; demonstrate more independence in the use of language to meet everyday needs; and read independently for pleasure and get information from various text types.

At the end of Grade III, the learner is expected to listen critically to get information from text heard; demonstrate independence in using the basic language structure in oral and written communication; and read with comprehension.

At the end of Grade II, the learner is expected to listen critically to 1-2 paragraphs; use appropriate expressions in varied situations and about places and topics of interest; read critically and fluently in correct thought units, texts for information and entertainment and respond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messages in cursive form.

At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentences heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease and understanding beginners' books in English; and write legibly information about oneself, common words and simple sentences in manuscript form.

Filipino

MITHIIN: Nagagamit ang Filipino sa mabisang pagtanggap ng mga impormasyon sa pakikinig at pagbasa, naipamamalas ang kahusayan sa pagpapahayag ng sarili sa pagsasalita at pagsulat upang makaangkop sa pang-araw-araw na sitwasyon ng pam.umuhay at mabilis na pagbabagong nagaganap sa daigdig

INAASAHANG BUNGA:

Pagkatapos ng IKAANIM na BAITANG, ang mga mag-aaral ay nakauunawa sa mga napakinggang teksto at naililipat ang impormasyon tungo sa iba pang anyo ng pagpapahayag. Nagagamit ang iba't-ibang pangungusap sa pagpapaliwanag, nakapagbibigay ng solusyon sa mga suliranin batay sa karanasan at mga natutuhang kaalaman sa anumang sitwasyon, nagagamit nang wasto ang mga sangguniang-aklat at iba pa. Nakasusulat ng talatang nagsasala_ysay, naglalarawan, naglalahad, at nangangatwiran ayon sa mga isyu o paksang napapanahon, pictorial essay sa tulong ng mga ideya/talang binuo ng klase.

Pagkatapos ng IKALIMANG BAITANG, ang mag-aaral ay nakapagbibigay ng sariling reaksyon, palagay o hinuha sa binasang teksto at nakapagbubuod ng napakinggan o binasang teksto. Nagagamit ang iba't ibang bahagi ng pananalita, mga pangungusap, pahayag o usapan at sitwasyon. Nagagamit ng diksyunaryo, thesaurus' at iba pang sanggunian sa paghahanap ng impormasyon at nakasusulat ng balita, biro, anekdota, patalastas, poster at sulatin na may 15-20 pangungusap.

Pagkatapos ng IKAAPAT na BAITANG, ang mag-aaral ay nakapagpapaha_yag ng sariling ideya at kaisipan tungkol sa mga impormasyon/kuwentong narinig, nakapagbibigay ng reaksiyon at nakalalahok sa iba't-ibang talakayan, gumagamit ng matalinghagang salita at mga ekspresyong tuwiran at di-tuwiran. Napagsusunod-sunod ang mga ideya at sitwasyon, natutukoy ang mga pangya_yaring nag-uugnay ng sanhi at bunga. Nagagamit ang mga bahagi ng pananalita sa pangungusap, pahayag, usapan at sitwasyon.

Pagkatapos ng IKATLONG BAITANG, ang mag-aaral ay nakauunawa at nasasagot ang mga tanong tungkol sa pinakinggang balita/ulat, naibibigay ang sariling palagay tungkol sa binasang teksto, naipaliliwanag ang kahulugan ng mga hiram na salita, mga baba at patalastas; nasasabi ang pagkakaiba ng opinyon at katotohanan. Nagagamit ang mga bahagi ng pananalita sa pangungusap, usapan at sitwasyon. Naisusulat ang mga idiniktang patalastas. anunsiyo, poster, liham at iba pang teksto.

Pagkatapos ng IKALAWANG BAITANG, ang mag-aaral ay nakapagsasabi ng pangunahing diwa ng kuwento o saknong ng tula. Nakababasa ng may wastong paglilipon ng salita. Nakapaglalarawan ng mga tao, baggy o pook, nagagamit ang mga salitang-kilos sa mga pahayag at nakabubuo ng mga pangungusap ayon sa gamit. Nakasusulat nang kabit-kabit na mga titik na gumagamit ng wastong bantas.

Pagkatapos ng UNANG BAITANG, ang mag-aaral ay inaasahang nabibigkas ang tunog ng mga titik ng alpabeto at mga simpleng salita. Nagagamit ang magagalang na pananalita at nakasusunod sa maikling panuto/direksyon. Nakababasa ng bagong salita, payak na pangungusap at maikling babasahin.
 
Naisusulat ang sariling pangalan at mga payak na pangungusap nang maayos at may wastong bantas.

Science and Health

GOAL: Construct knowledge and understanding of science and health concepts, develop the skill for scientific inquiry, solving problems, communicating scientific ideas and results and for making informed decisions and develop attitudes and values that would benefit themselves, society and the environment.

LEARNING EXPECTATIONS:

At the end of Grade VI, the learner is expected to develop functional understanding and application of science and health concepts, basic and integrated process skills and acquire values, attitudes and practices related to body systems (circulatory and nervous), ecosystem, changes in matter, energy forms and transformation energy conservation, friction, structure and characteristics of the Earth, occurrence of natural disasters: earthquake, tsunami, volcanic eruption, stars and constellation.

At the end of Grade V, the learner is expected to develop functional understanding and application of science and health concepts, basic and integrated process skills, and acquire values, attitudes and practices related to body systems (reproductive, respiratory and urinary), taking care of the systems, photosynthesis, classifying plants and animals, plant and animal adaptation, endangered animals, materials and, their characteristics, mixture, electrical circuit, electromagnet, simple machines, rocks, unequal heating of the Earth's surface, weather systems, typhoon, solar system and recent inventions and discoveries about the solar system.

At the end of Grade IV, the learner is expected to develop functional understanding and application of science and health concepts, basic and integrated process/life skills, and acquire values, attitudes, and practices related to body systems (skeletal, muscular and digestive), taking care of the systems, concern towards differentlv-abled persons, animal and plant reproduction, dangers posed by animals, materials and their uses, methods of heat transfer, soil erosion, weather condition, movement of earth and moon around the sun.
At the end of Grade III, the learner is expected to develop functional understanding and application of science and health concepts, basic process/life skills, and acquire values, attitude and practices related to one's sense organs, growth and development, ways of protecting oneself. characteristics of plants and animals, caring for plants and animals, characteristics of solids, liquid and gases, light and sound, force, earth resources and their conservation, weather and the Sun as a source of heat and light.
 
Elementary Mathematics

GOAL: Demonstrate understanding and skills in computing with considerable speed and accuracy, estimating, communicating, thinking analytically and critically, and in solving problems in. daily life using appropriate technology.

LEARNING EXPECTATIONS:

At the end of Grade VI, the child is expected to have mastered the concepts and operations of whole numbers; demonstrate understanding of concepts and perform skills on decimals, fractions, ratio and proportion, percent, geometry, measurement, and graphs; understood concept of probability and simple algebra; exact and estimated computation of the four fundamental operations involving decimals, money, fractions and measurement, and apply the concepts learned in solving problems.

At the end of Grade V, the child is expected to have mastered the concepts and operations of whole numbers; demonstrate understanding of concepts and perform skills on fractions, decimals including money, ratio, percent, geometry, measurement and graphs; exact and estimated computation of the four fundamental operations on rational numbers including money and measurement and apply the concepts

At the end of Grade IV, the child is expected to demonstrate understanding of concepts and perform skills of whole numbers up to millions and billions including money, decimals, fractions, geometry and graphs; exact and estimated computation, perform the four fundamental operations; and apply the concepts learned to solve problems.

At the end of Grade III, the child is expected to demonstrate understanding of concepts and skills on whole numbers up to one hundred thousand, fractions, geometry, measurement and graph, perform the four fundamental operations of whole numbers and measurement; and apply the concepts learned in solving problems.
At the end of Grade II, the child is expected to demonstrate understanding of concepts and skills on whole numbers up to one thousand including basics of geometry; perform addition and subtraction of 3 to 4-digit numbers, understand basic facts of multiplication and division; and apply the concepts learned to solve problems.

At the end of Grade I, the child is expected to demonstrate understanding of basic concepts and skills on whole numbers up to one hundred including money, fraction and measurement; perform addition and subtraction of 1 to 2-digit numbers; and apply the concepts learned to solve problems.

Sibika at Kultura 1-3

MITHIIN: Nagpapakita ng pagmamahal sa Diyos at sa kapwa; may pagmamalaki sa mga pambansang pagkakakilanlan; nagtatamasa ng mga karapatan at gumaganap ng mga tungkulin bilang Pilipino; may positibong saloobin tungo sa paggawa; may kakayahan sa pangangalaga sa kapaligiran; at may kasanayang makatugon sa mga hamon ng pagbabago sa daigdig.
 
INAASAHANG BUNGA:

Pagkatapos ng IKATLONG BAITANG, nakapagpapakita ng pagpapahalaga sa mga yaman ng bansa, sa mga karapatang tinatamasa at mga tungkulin dapat gampanan at may positibong saloobin sa paggawa na nakakatulong sa pag-unlad ng pamumuhay.

Pagkatapos ng IKALAWANG BAITANG, nakikilala ang sarili at mga katangian at sagisag na nagpapakilala sa mga Pilipino at sa bansa, may mga karapatan at tungkulin sa paglinang ng kakayahan upang makalahok sa mga gawain sa pamayanan.

Pagkatapos ng UNANG BAITANG, nagkakaroon ng kamalayan bilang Pilipino na may paniniwala sa Diyos; may pagpapahalaga sa kalikasan; at may pagpapahalaga sa mga karapatang tinatamasa at mga tungkuling dapat gampanan bilang kasapi ng mag-anak, pamayanan at bansa.

Heograpiya, Kasayasyan at Sibika ( HKS) 4-5

MITHIN: Nagpapakita ng pagmamahal sa Diyos at so kapwa; may pagmamalaki sa mga pambansang pagkakakilanlan; nagtatamasa ng rnga karapatan at gumaganap ng mga tungkulin bilang Pilipino; may positibong saloobin tungo sa paggawa; may kakayahan so pangangalaga sa kapaligiran; at may kasanayang makatugon sa mga hamon ng pagbabago sa daigdig.

INAASAHANG BUNGA:

Pagkatapos ng IKAANIM na BAITANG, nakapagpapakita ng pagmamalaki bilang mamamayang Pilipino na may pagmamahal sa bayan, pagmamalasakit sa yamang bansa at nakatutugon sa hamon ng globalisasyon.

Pagkatapos ng IKALIMANG BAITANG, nakapagpapakita ng pagpapahalaga sa mga pangyayaring naganap at nagaganap sa pamumuhay ng mga Pilipino sa iba't ibang panahon ng nakatutulong sa pagbuo ng bayan, nasyon at estado.

Pagkatapos ng IKAAPAT na BAITANG, nakapagpapakita ng pagmamalaki at pagpapahalaga sa mga katangiang pangheograpiya, mga yaman at industriya at sa mga pagsisikap ng bawat rehiyon na mapaunlad ang Pilipinas at kulturang nagpapakilala sa ating pagka-Pilipino.

ISLAMIC STUDIES AND ARABIC LANGUAGE (ISAL)

Arabic Language

GOAL: Develop functional literacy in the Arabic Language to enable learners to read and understand the Holy Qur'an and Ahadith as well as equip them with communication skills needed to achieve the vision for elementary education graduates in preparation for secondary education.
 
LEARNING EXPECTATIONS:

At the end of Grade VI, the learner is expected to demonstrate effective communication skills with comprehension; retell short stories heard; infer about possible ending of stories heard or read; write about oneself and the immediate environment applying rules on grammar properly; and write simple composition comprised of 2 or more paragraphs.

At the end of Grade V, the learner is expected to demonstrate effective communication skills with comprehension; use simple sentences; identify main ideas of short stories heard; make inferences out of stories heard, write about immediate environment, and apply rules on grammar properly.

At the end of Grade IV, the learner is expected to demonstrate the four basic skills: listening, speaking, reading and writing with comprehension of at least 3 to 4-word sentences; communicate using 3 to 4-word sentences, construct at least 2-3 sentences out of stories heard with 2-3 short paragraphs and apply grammar rules properly and correctly.

At the end of Grade III, the learner is expected to demonstrate the four basic skills: listening, speaking, reading and writing with comprehension of 3 to 4 word sentences; give meanings of new words learned through context clues; use learned vocabularies in simple sentences; and apply spelling and grammar rules correctly and properly.

At the end of Grade II, the learner is expected to listen, speak. write and read with comprehension 4 to 6 syllable words, use polite greetings for appropriate situations; use vocabularies learned in simple conversation; and note details in stories heard with 2-3 sentences and with at least 2-3 words per sentence.

At the end of Grade I, the learner is expected to demonstrate oral fluency knowledge on Arabic phonemes, phonetics and alphabet; read 2 to 3 syllable words and understand their meaning and show desirable values by using polite greetings in everyday life.

Islamic Studies

Qur'an

GOAL: Develop knowledge and skills in reading the Holy Qur'an, understand the message and apply the values learned in everyday life.

LEARNING EXPECTATIONS:

At the end of Grade VI, the learner is expected to memorize four (4) suwar from Surah at-Takwir to Surah an-Naba'; apply rules of Mudud (Madd Wajib, Mad Jaiz, Mad Lazim, Mad Ewadh, Mad Layn, Mad 'Aridhlis-sukun (rules in Tajwid)); gain insight from the meaning and lessons learned from the verses; familiarize concepts based on the revelation of the Holy Qur'an (Madaniyyah- chapters revealed in Makkah and Makkiyah, chapters revealed in Madinah); and apply the lessons derived from the suwar learned in their daily activities.

At the end of Grade V, the learner is expected to memorize four (4) suwar from Sarah al-Buraj to Sarah al-Infitar; apply the rules of Mim As-Sakinah and Nun As-Sin ah (Izhar, Ikhfa, Idgham and Iglab (rules in Tajwid)); define the contextual meaning of the word "Qur'an"; give the meaning of the selected verses memorized; give the main idea and importance of the suwar read; and practice the lessons derived from the suwar learned in their daily activities.

At the end of Grade IV, the learner is expected to memorize seven (7) suwar from Sarah al-Layl to Sarah at-Tariq; apply the rules of Waqf; familiarize with Mim As-San ah and Nan As-Sakinah (rules of Qur'an reading); give the contextual meaning and importance of the suwar read; give the meaning of the selected verses read; and practice the lessons derived from the suwar learned in their daily activities.

At the end of Grade III, the learner is expected to memorize seven (7) suwar from Sarah al-Zalzalah to Sarah ad-Dhuha; develop sense of understanding thereof; give the literal meaning of the selected verses read; give the importance of the suwar read; demonstrate manner of reading in Tartil (chant): Qalgalah (rules of vibration in Qur'an reading: Kubra Sugra); and internalize the values derived from the suwar learned.

At the end of Grade II, the learner is expected to demonstrate proper etiquettes/manners in reading the Holy Qur'an; memorize eight (8) suwar from Sarah al-Madan to Sarah al-Adiyat through Tartil (chant); recite verses with Lam As-Shamsiyyah wa Lam Al-Qamariyyah and Shaddah letters; give the literal meaning and importance of the selected suwar in their own words; and internalize the values derived from the suwar learned.

At the end of Grade I, the learner is expected to understand the concept of Istiadah (seeking refuge in Allah) and Basmalah (saying Bismillah before doing anything); listen to the way the Holy Qur'an is read; memorize and recite Sarah al-Fatihah (The Opening Chapter) and the seven (7) suwar of the last Juz' of the Holy Qur'an beginning from Sarah an-Nas to Sarah al-Kawthar following the rules of Madd Tabiey; and give the importance of Sarah al-Fatihah.

Sirah and Hadith

Sirah

GOAL: Demonstrate understanding of the story of the life of Prophet Muhammad (S.A. W.) from early childhood, to adulthood and propethood and emulate the values learned therein.

LEARNING EXPECTATIONS:

At the end of Grade VI, the learner is expected to understand and value the life of Prophet Muhammad (S.A.W.) during the first stage of prophethood, with emphasis on the traits of Khadijah (R.A.), his first Wahi (the way Qur'an was revealed to the Prophet (S.A.W.)) through Jibril, social sanction, year of mourning, and Laylatul Isra' (journey by night from Masjid al-Haram to Masjid al-Aqsa) Wal-Mi'raj (journey from Masjid al-Aqsa to the heaven); describe his prophethood as prophesized; and practice the values derived.

At the end of Grade V, the learner is expected to understand Prophet Muhammad's (S.A.W.) life during his post-adolescence years which includes the significant events during his second journey to Sham as a trader, his marriage to Khadijah Bint Khuwaylid (R.A), and his search for truth; discuss the Prophet's (S.A.W) traits (e.g., trustworthiness); and practice the values derived.

At the end of Grade IV, the learner is expected to understand the different situations and important roles of Prophet Muhammad (S.A.W.) during his adolescent years such as the event where he had a wrestling exercise with Rokana and the series of events during the reconstruction of the Ka'bah; discuss the Prophet's (S.A.W) traits, participation and roles from these events; and practice the values derived.

At the end of Grade III, the learner is expected to demonstrate understanding about the Prophet's (S.A.W.) life during his early youth from the events of his first journey to Sham (Syria) with Abu Talib, Harb Al-Fijar (The Sacreligious War) and Hilf Al-Fudhul (The Goodwill Confederacy); describe his traits, participation and contribution to society; and practice the values derived.

At the end of Grade II, the learner is expected to show understanding about the Prophet's (S.A.W.) life and characteristics during his childhood days that is, his first visit to Madinah until his early stay with Abu Talib; and practice the values derived from these events.

At the end of Grade I, the learner is expected to demonstrate knowledge about the childhood of the Prophet Muhammad (S.A.W.) in particular his birth date. birth place, parents and adoptive parents; and retell stories from his birth until his "spiritual surgery".

Hadith

GOAL: Acquire knowledge of and apply the teaching and practices of Prophet Muhammad (S.A. W.) as contained in the Ahadith.

LEARNING EXPECTATIONS:

At the end of Grade VI, the learner is expected to demonstrate knowledge and understanding of prescribed Ahadith on Islam as a way of life:

• Maratibu dinil Islam (Classes of Islamic Religion )
• Halal and Haram (lawful and unlawful)
• being sincere, humble, forgiving and kind
• wise use of resources
• being industrious and self-reliant
• producing quality work
  

through reading, reciting, & giving the meaning of the Ahadith; and internalizing &, applying the values learned in his/her daily life.

At the end of Grade V, the learner is expected to demonstrate knowledge and understanding of prescribed Ahadith on importance of knowledge, respect for teachers, good manners and behaviors towards others and the society, and protection of the environment through reading, reciting, and giving the meaning
of the Ahadith; and internalizing and practicing the values learned in his/her daily life.

At the end of Grade IV, the learner is expected to read and recite Ahadith on proper etiquette towards fellowmen, animals and other creations; internalize and practice them as prescribed in the Ahadith in his/her daily life; and give the meaning of the Ahadith.

At the end of Grade III, the learner should be able to read and recite Ahadith on the significance of good manners and right conduct towards parents, brothers and sisters, elders, close relatives and others; practice them as prescribed in the Ahadith in his/her daily life; and familiarize with Mufradat (vocabularies) from the Ahadith.

At the end of Grade II, the learner is expected to practice selected Ahadith/supplications for different occasions such as:

• How he/she cares for his/her personality
• When travelling such as riding and upon getting off a vehicle
• When seeing good and bad things
• During natural events
• He/She feels unsafe in a certain place or time
  

At the end of Grade I, the learner is expected to recite short Ahadith/supplications for each of the following occasions:

• Before sleeping and upon waking up
• Before and after eating and drinking
• Before entering and upon going out of the comfort room
• Before dressing and undressing
• Before going out and in of the house and masjid
• For the morning and evening
  

Aqidah and Fiqh

Aqidah

GOAL: Develop understanding of beliefs associated with the Islamic faith (Aqidah Isldmiyyah), the fundamentals of Islam (Usul At-thalathah) and the Oneness (Tawhfd) of Allah (S.W.T.).

LEARNING EXPECTATIONS:

At the end of Grade VI, the learner is expected to show understanding of the concepts of Shirk (polythiesm), Kufr (disbelief), Nifaq (hypocracy) and their effects.

At the end of Grade V, the learner is expected to understand the concepts of Ebadah (worship) and its kinds and Ihsan (perfection of Ebadah); and apply Ihsan in daily activities.

At the end of Grade IV, the learner is expected to understand the concepts of the 6 Articles of Faith (Iman); and recognize them.

At the end of Grade III, the learner is expected to understand the concept of Tawhid (doctrine of Oneness [of God]); and acknowledge the Oneness of Allah (S.W.T.).

At the end of Grade II, the learner is expected to demonstrate knowledge of Islam as a religion and Allah (S.W.T.) as its source; demonstrate knowledge of Muhammad (S.A.W.) as the Last Messenger; and recite the Shahadatayn.

At the end of Grade I, the learner is expected to demonstrate knowledge of Allah (S.W.T.) as the Creator, as God and as al-Ahad (The One); and show reverence to the power of Allah (S.W.T.).

Figh

GOAL: Develop understanding of rules in observance of rituals on the performance of the 5 Pillars of Islam, including rules on Halal and Haram (lawful and prohibited); enhance right conduct and morals, and love for peace, unity, and harmony.

LEARNING EXPECTATIONS:

At the end of Grade VI, the learner is expected to demonstrate understanding of Hajj; recognize the benefits and virtues of Hajj; and identify the types of Ghusl (as integrated in Kaifiyyatul-hajj).

At the end of Grade V, the learner is expected to demonstrate understanding of Sawm including knowledge of Najais (as integrated in Mubtilatus Sawm); and recognize the benefits and virtues of Sawm.

At the end of Grade IV, the learner is expected to demonstrate knowledge of Zakah and Sadagah including knowledge of Halal and Haram (as integrated in Kaifiyyah Az-Zakah (ways how to give Za(ah); and give the virtues in giving Zakah and adagah.

At the end of Grade III, the learner is expected to demonstrate knowledge of Mubtilatus Salah (invalidations of prayer) and Makruhatus Salah (undesirable acts of prayer); differentiate between obligatory and optional prayers; and give the virtues of San.

At the end of Grade II, the learner is expected to demonstrate knowledge of Salah (prayer) by performing the 5 obligatory prayers; and give the importance of Salah.

At the end of Grade I, the learner is expected to demonstrate knowledge of Taharah (purification) by applying the etiquettes; familiarize with the 5 Pillars of Islam; and demonstrate WudhU' (ablution).

Islamic Values Education

GOAL: Acquire the desired Islamic values that would guide learners to be maka-Diyos, Makabayan, Makakalikasan at Makatao; thereby making them agents in advocating and promoting brotherhood, peace and unity, and justice and equality.

LEARNING EXPECTATIONS:

At the end of Grade VI, the learner is expected to demonstrate values of maka-Diyos, makatao, makabayan and makakalikasan based on different Ahadith, four (4) suwar (from Surah at-Takwir to SUrah an-Naba'), concept of Hajj (pilgrimage to Makkah, 5th Pillar of Islam), life story of Prophet Muhammad (S.A.W.) during the early stage of his being a prophet in relation with:

• one's self and Allah (S.W.T.)
• elders
• people in the community (women and children)
• in one's surroundings
• in the community; and
• show obedience by avoiding Shirk (polytheism), Kufr (disbelief) and Nifaq (hypocrisy); live out a Halal (lawful) lifestyle; and practice good deeds.
  

At the end of Grade V, the learner is expected to demonstrate values of maka-Diyos, makatao, makabavan and makakalikasan based on different Ahadith, four (4) suwar (from Surah al-Buruj to Surah al-Infitar), concept of Ebadah (worship) and Ihsan (perfection/ worshipping Allah as if you see Him), concept of Sawm (fasting, 4th Pillar of Islam), life story of Prophet Muhammad (S.A.W.) when he was a trader (2nd travel to Sham (Syria)) in relation with:

• one's self and Allah (S.W.T.)
• friends
• people in the community
• animals and other creations
• in the school and community; practice Ebadah & apply Ihsan; and practice good deeds.
  

At the end of Grade IV, the learner is expected to demonstrate values of maka-Diyos, makatao, makabayan and makakalikasan based on different Ahadith, seven (7) suwar (from Sarah al-Layl to Surah at-Tariq), concept of the Zakah (obligatory alms giving, 3rd Pillar of Islam) and adaqah (giving charity), the 6 Articles of Faith, life story of Prophet Muhammad (S.A.W.) during the time of rebuilding of the Ka'bah in relation with:

• one's self and Allah (S.W.T.)
• family support staff
• neighbors
• friends
• people in the community
• animals and other creations
• in the school and community; and practice good deeds.
  

At the end of Grade III, the learner is expected to demonstrate values of maka-Diyos, makatao, makabayan and makakalikasan based on different Ahadith (Prophet Muhammad's (S.A.W.) traditions (maxims)), seven (7) suwar (from Surah az-Zalzalah to Surah ad-Dhuha), concept of the Oneness of Allah (S.W.T.), life story of Prophet Muhammad (S.A.W.) from his early youth (1st travel to Sham with Abu Talib, Harbul Fujar (The Sacreligious War), and Hilful Fudhul (Confederacy of Goodwill - the legal treaty) in relation with:

• one's self and Allah (S.W.T.)
• family members
• teachers/elders
• people in the community
• in one's surroundings
• in the community (public areas); and able to perform Salah; and practice good deeds.
  

At the end of Grade II, the learner is expected to demonstrate values of maka-Diyos, makatao, makabayan and makakalikasan based on supplications, eight (8) suwar (from Surah al-MaUUn to Surah al-Aldiyat), belief in Allah (S.W.T.) as the bestower of Islam, concept of Salah (prayer), life story of Prophet Muhammad (S.A.W.) from his early childhood days (when he became an orphan) in relation with:

• one's self and Allah (S.W.T.)
• classmates and other persons in the school
• immediate environment; and able to perform Salah.
  

At the end of Grade I, the learner is expected to demonstrate values of maka-Diyos, makatao, makabayan and makakalikasan based on supplications, seven (7) suwar (from the last Juz' from Surah an-Nas to Surah al-Kawthar) and SUrah al-Fatihah, concept of Taharah (purification) & Wudhu' (ablution), life story of Prophet Muhammad (S.A.W.) from his early childhood days in relation with:

• one's self and Allah (S.W.T.)
• parents
• siblings
• close relatives; and able to practice Taharah and Wudhu'.

Download Annex A: Comments and Suggestions from the Regions - DepEd Order re: Amendment to DepEd Order No. 51, s. 2004 (Standard Curriculum for Elementary Public Schools and Private Madaris)
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