English Syllabus

“The Most Gracious (Allah) has taught (us) the Qur’aan.
He has created man, (and) has taught him speech”

Qur’aan : Sura Rahman (55: 1-4)

There are a significant number of Muslim minority communities living in English-speaking countries across the globe.

As the teaching of English in these countries is traditionally based on the “cultural heritage” model, Muslim learners are forced to imbibe values which are derived from the Eurocentric Judaeo-Christian perspective. Given the importance of the first language in shaping values and attitudes in young minds, the goals, aims and syllabus content of English First Language for Muslim schools should reflect an Islamic ethos and embody the Islamic value system.

The Qur’aan emphasizes the importance of the lingua franca as is pointed out in the following verse:

“We sent not an Apostle except (to teach) in the language of
his (own) people, in order to make (things) clear to them."

Qur’aan : Surah Ibrahim (14:4)

Learners need to master the English language as it is the medium of instruction in the target schools. In addition, it is the language through which learners will be able to access the vast body of Islamic literature in English, ranging from translations of the Qur’aan and Collections of Ahadith to aspects as diverse as Islamic History and Economics.

The relationship between the English language and its literature and ibadah must be explored with a view to promote Taqwah in the learner. English in this context is unique in that it impacts directly on every other subject taught; in a sense it is a study of life itself. The teacher should, therefore, endeavour to project a holistic Islamic world view.

* mastery of the spoken and written forms of the language; and the
* imperative to use the language in the active service of Islam.

In selecting reading material, teachers of Muslim learners need to exercise discretion in the choice of reading matter. In those classes where the learners have a reasonable degree of maturity, the teacher will need to develop the skill of critical reading with particular reference to how easily the unsuspecting reader can be misled into accepting values and norms which are alien to the Islamic way of life.

2.1 To enable learners to understand and use English in order to expand their world-view;
2.2 To target the fullest possible development of capabilities in the receptive (listening and reading) and expressive (speaking and writing) modes;
2.3 To nurture the learner’s spiritual, intellectual, social, moral and emotional development through the use of English;
2.4 To guide learners towards the realisation of their Islamic identity with specific reference to their role as part of a Muslim community in a predominantly non-Muslim environment through the critical study of English, particularly the written and electronic media; and
2.5 To develop Muslim speakers and writers who will be empowered through their mastery of English to disseminate the noble virtues of Islam.

“And among His signs is the creation of the heavens and
the earth and variation in your language and your colours:
verily in that are signs for those that know.”

Qur’aan: Surah Rum (30:22)

Although the syllabus is presented for the sake of convenience under four headings viz. Oral Communication, Reading and literature Study, Written Communication and Language Study, it is recommended that in practice the sections be taught in an integrated manner whenever possible.

Teachers are advised to bear in mind that the teaching of language offers copious opportunities to inculcate correct Islamic norms, values, attitudes and behaviour patterns. Islamic concepts and values should be integrated not only in the English lessons but also across the curriculum.

The teacher’s own speech, indeed the model presented by every teacher of every subject is an important factor in developing the learner’s competence in spoken and written English. Equally important is the Islamic role model provided by the teacher in his speech, manner and attitude towards learners, colleagues and parents.

3.2.1 Speak with the humility (adaab) that becomes a Muslim;
3.2.2 Speak fluently, distinctly, with ease and conviction, and acquire wisdom (hiqma), poise and confidence in communicating.
3.2.3 Develop their skill in articulating, breathing, assuming appropriate Islamic posture, and using voice projection and pitch;
3.2.4 Develop the ability to think independently and speak logically, and to convey to others their observations, feelings and thoughts in an orderly, convincing and coherent manner;
3.2.5 See that some ways of speaking are more acceptable and appropriate than others according to circumstances;
3.2.6 Recognize that differences exist between speech and writing;
3.2.7 Show understanding of the meaning, feeling and tone of a passage in reading it to an audience;
3.2.8 Grow in ability to listen attentively, sensitively and critically, using Islamic norms and values;
3.2.9 Show the same enthusiasm to listen to others as to speak.

3.3.1 Recognize the primacy of reading and the importance attached to reading;
3.3.2 Will in learning to appreciate the culture and beliefs of others, discern that which runs contrary to Islamic teaching;
3.3.3 Adopt that which is good and virtuous;
3.3.4 Gain enjoyment from and develop the skills necessary for effective reading;
3.3.5 Develop the capacity for critical thinking and the ability to form and express their own ideas within the Islamic value system;
3.3.6 Expand their experience of life, gain empathetic understanding of other people and develop moral awareness;
3.3.7 Increase their self-knowledge and self-understanding;
3.3.8 Gain some knowledge of the basic literary genres and the techniques appropriate to each genre.
3.3.9 Gain understanding and appreciation of their Islamic literary, cultural and religious heritage as available in English.

3.4.1 Write for the pleasure of Allah.
3.4.2 Write for their own satisfaction and enjoyment and that of their intended audience;
3.4.3 Recognise that fundamental differences exist between written and spoken communication;
3.4.4 Gain insight into how the writer’s intention determines the demands, styles, conventions, technicalities and language register of various kinds of writing;
3.4.5 Learn to master the elements of style such as register, diction, tone, syntax, denotation and connotation and the use of literal and figurative language;
3.4.6 Master the devices of cohesion and coherence appropriate to discourse (i.e. the grammar of the paragraph and longer composition);
3.4.7 Learn to handle effectively the variety of writing tasks to be faced both in and out of school.

3.8 LANGUAGE STUDY

3.5.1 gain understanding of the way language works;
3.5.2 Improve their comprehension in reading and listening;
3.5.3 Be able to extract the essential points from a text and summarise it for specific purposes;
3.5.4 Acquire a basic language terminology (language about language) to enable them to talk about the language they use and encounter;
3.5.5 Acquire a vocabulary which will enable them to communicate easily, appropriately and fluently in diverse situations;
3.5.6 Learn to spell correctly;
3.5.7 Learn to punctuate correctly
3.5.8 Learn to produce and understand the structures of acceptable sentences and of their component parts within a coherent whole;
3.5.9 Gain some understanding of the effect on English of historical, social and demographic developments.

“When a (courteous) greeting is offered you, meet it with a greeting
more courteous or (at least) of equal courtesy.
God takes careful account of all things.”

Qur'aan : Surah Nisaa (4: 86)

Oral communication is an integral part of living. The necessary skills, together with the Islamic injunctions regarding social interaction, need to be taught in a holistic manner and not as isolated segments. Respect and courtesy are fundamental characteristics of a Muslim’s speech pattern.

Groupwork provides the teacher and learners with the best opportunities to explore the range of oral communication activities listed below.

1.1.1 name the things, persons and places mentioned in a piece of spoken English;
1.1.2 respond accurately to an instruction given;
1.1.3 recall main facts and ideas;
1.1.4 respond to humour;
1.1.5 detect tone and changes in tone;
1.1.6 answer literal and inferential questions.

1.2.1 engage in conversation with due regard to the Islamic conventions governing interaction with adults and one’s peers;
1.2.2 sustain a conversation, contributing to it without dominating it;
1.2.3 ask for suggestions, make suggestions, accept suggestions, reject suggestions and make alternate suggestions in an inoffensive manner and with the humility becoming a Muslim.

1.3.1 contribute ideas to discussions, as well as share and receive ideas arising from topics from his/her reading and from other subjects in the curriculum;
1.3.2 elicit opinions;
1.3.3 evaluate, reject and qualify ideas within the bounds of Islamic prescriptions;
1.3.4 sum up a discussion;
1.3.5 defend his/her point of view in a discussion;
1.3.6 engage in a discussion in an Islamic spirit without rancour;
1.3.7 apply the conventions of shura;
1.3.8 assume the role of an ameer.

1.4.1 exchange greetings and pleasantries in a manner that reflects courtesy and respect;
1.4.2 introduce himself/herself and others satisfactorily;
1.4.3 offer polite explanations and excuses;
1.4.4 accept invitations, turn down invitations graciously, extend an invitation with due regard to Islamic conventions and customs;
1.4.5 express regret and apologies using the Islamic conventions;
1.4.6 approach strangers and elders politely and confidently;
1.4.7 answer the telephone courteously;
1.4.8 request permission to enter property using the Islamic convention.

1.5.1 express factual information;
1.5.2 explain a preference;
1.5.3 report on an experience;
1.5.4 explain, report on and evaluate experiences;
1.5.5 pursue a line of thought and share interests and opinions;
1.5.6 describe people, scenes and how to do things (e.g. telephoning, using a computer).
1.5.7 talk freely/briefly/elaborately as the situation demands.

1.6.1 read prose and poetry using the proper pitch, pace and phrasing;
1.6.2 make use of pause, volume and inflection to aid interpretation;
1.6.3 recite from memory suitable prose and verse extracts;
1.6.4 articulate and enunciate clearly so that meaning is not distorted;
1.6.5 express moods and emotions through the use of appropriate voice and technique.
1.6.6 participate in choral verse.

1.7.1 participate in improvisation aimed at understanding feeling and thought;
1.7.2 dramatise incidents from other subjects in the curriculum for a better understanding;
1.7.3 enact character roles in scripted plays;
1.7.4 dramatise incidents from his/her readings and from events that occur in his/her everyday experience that have a bearing on his/her growth and maturation.

1.8.1 describe each step in a sequence of a process or an operation;
1.8.2 arrange in order the steps that are necessary for the completion of a process or an operation where these steps have been purposely disordered;
1.8.3 detect whether an important step in the sequence has been omitted.

The first revelation to our beloved Prophet (sollallahu 'alayhi wa sallam) was “Iqra” - “Read!” Muslim learners therefore have an obligation to develop competency both in fluent audience reading as well as extracting meaning from and responding sensitively to the written word.

NOTE 1: At the Senior Primary level (Grades 4 - 6), there is need for the educator to plan reading lessons to cater for learners of differing abilities.

NOTE 2: There will be need to approach the formal teaching of reading skills along a broad front, with regular consolidation of skills taught earlier on.

NOTE 3: The educator should also attempt to reinforce Islamic values whenever possible, for the primary goal of reading instruction is to make meaning from the printed word.

Basic terms that learners need to respond to in order to learn how to read, for example: letter, word, sentence, vowel, consonant, syllable, punctuation marks.

2.2.1 Phonics
2.2.2 Structural analysis
2.2.3 Syllabication
2.2.4 Vocabulary
2.2.5 Fluency
2.2.6 Voice
2.2.7 Posture
2.2.8 Expression

The learner should be able to understand the following in a variety of written material: works of fiction, reference texts signs, directions and selected newspaper/magazine articles.

2.3.1 main idea in a passage, paragraph, sentence;
2.3.2 identify person, place, time, manner, event;
2.3.3 identify and communicate the meaning of words, phrases , sentences;
2.3.4 trace the sequence of events;
2.3.5 locate the explicitly stated reasons for certain happenings or incidents;
2.3.6 select substantiating material;
2.3.7 predict outcome of a narrative;
2.3.8 translate from the figurative to the literal;
2.3.9 draw inferences;
2.3.10 identify the writer’s intention;
2.3.11 identify the atmosphere or mood prevalent in a story;
2.3.12 identify fact, fiction and fantasy;
2.3.13 express opinions.

2.4.1 read silently at a speed suitable to the type of material and appropriate to the purpose of reading;
2.4.2 utilise the table of contents, index, glossary, appendix and headings or sub-headings for locating material;
2.4.3 locate information in dictionaries, atlases, catalogues, reference books, newspapers, magazines;
2.4.4 skim through material in the content subjects;
2.4.5 usethe SQ3R approach.

2.5.1 The learner should be able to recall the title, author and story of at least 4 books read in any particular year;
2.5.2 in Grades 6 and 7, the learner should show familiarity with some of the articles appearing in the local newspapers.

Writing helps the learner to order, consolidate and crystallise the multitude of impressions which he experiences while listening, talking, reading, observing and feeling. Learners can be assisted through their writing to move outwards to extend their knowledge of their world and of other human beings and inwards, into a deeper understanding of themselves.

The important principle of accountability in Islam must be emphasised as integral to written communication. As the written word has a degree of permanence, Muslim writers have to be sensitised to the concepts of audience, purpose and context with particular reference to the tone and content of their writing.

Written communication needs to be taught. The continuum of expressive (language closest to speech), transactional (writing dealing with facts, theories, information or persuasion) and poetic (creative writing - verse, poems, compositions, plays, stories) provides a framework for the range of writing to be taught.

A systematic approach based on the “Mentor” model, that is, the use of examples of good writing is recommended. Extracted from these examples will be skills and techniques of effective writing and these need to be taught in a progressive, incremental fashion.

3.1.1 record in a clear, correct and orderly manner what he thinks, observes and feels;
3.1.2 show increased perceptiveness of people, places and events;
3.1.3 write creatively displaying originality of thought and expression
3.1.4 interpret titles correctly;
3.1.5 plan thoughts so that there is a logical sequence of events;
3.1.6 remain within the bounds of relevance dictated by the topic;
3.1.7 draw on personal and vicarious experience to communicate ideas on a theme;
3.1.8 write concisely and coherently;
3.1.9 use correct language and employ the appropriate register;
3.1.10 use the correct format for formal letters;
3.1.11 address envelopes correctly;
3.1.12 use variety in sentence structure;
3.1.13 communicate sensory perception;
3.1.14 record emotional reactions to the topic;
3.1.15 plan thoughts into paragraph units;
3.1.16 express opinions within the bounds of Shariah.

3.2.1 stories and biographies;
3.2.2 descriptive accounts;
3.2.3 dialogue and playlets;
3.2.4 verse;
3.2.5 diaries and autobiographies;
3.2.6 personal letters and notes;
3.2.7 informal invitations and replies;
3.2.8 notices, advertisements, posters, newspaper headlines and captions;
3.2.9 accurate directions, descriptions and explanations;
3.2.10 reports, records and summaries;
3.2.11 assignments integrated with other subjects in the curriculum.

NOTE: While learners should be able to respond to a wide range of sensory and emotive experiences, they should be encouraged to keep Islamic perspectives, norms and values in mind when they record their thoughts, ideas and perspectives on topics set for original writing.

* Written English should be in a form appropriate to the topic, to the writer’s intention and to the kind of reader he/she has in mind (audience).
* There should be a balance in the type of topics set to allow learners to develop their creative skills;
* The learners should be encouraged to read aloud and evaluate what he/she and his/her fellow learners have written.

Promoting an understanding of language in action should form an integral part of all aspects of English teaching to the end that the learner may speak and write more effectively and appreciate what he reads more fully. Language study must be related to the learner’s needs as revealed in his/her actual writing and speaking.

Much of the study of the way in which language works can be carried out orally. It should not be undertaken or examined out of context, that is, through a series of detached, isolated exercises or questions. The learner should become acquainted with the commoner forms of grammatical terminology and accidence only in so far as they are relevant to the discussion of his/her work.

The learner should be able to use the rules for capitalisation in his/her writing.

4.2.1 the full stop;
4.2.2 the comma;
4.2.3 the apostrophe;
4.2.4 quotation marks;
4.2.5 the exclamation;
4.2.6 the question mark.

The learner should be able to use the definite and indefinite article correctly.

4.4.1 derive the meaning of words through structural analysis skills;
4.4.2 derive the meaning of words through context clues;
4.4.3 the learner should be able to derive the meaning, pronunciation and spelling of words from a dictionary;
4.4.4 extend vocabulary through the use of synonymous words and phrases and explain their nuances;
4.4.5 extend vocabulary through the use of current idiom and simple figurative language.

4.5.1 recognise and use the various types of nouns;
4.5.2 form diminutives;
4.5.3 give the genitive case of nouns;
4.5.4 form plurals.

The learner should be able to use the following pronouns observing correct agreement and case usage:

present : simple - continuous - perfect
past : simple - continuous - perfect
future : simple - continuous - perfect

4.7.2 use correctly transitive and intransitive verbs;
4.7.3 use correctly auxiliary verbs;
4.7.4 use correctly finite and infinite verbs;
4.7.5 change sentences from active to passive voice and vice versa;
4.7.6 form and use inflections associated with persons and number;
4.7.7 show understanding of the correct time sequence in sentences and paragraphs.

4.8.1 show an understanding of and use prepositions correctly;
4.8.2 use the correct idiomatic prepositional phrases governed by certain verbs and adjectives.

4.9.1 Identify the number of the subject and ensure agreement between it and verbs and pronouns relating to it;
4.9.2 use the correct number in the case of demonstrative adjectives.

4.10.1 use the following basic units of communication:
statement, question, command, exclamation and simple, complex and compound sentence patterns.

4.10.2 expand simple sentences by using:
* adjectives, adjectival phrases and clauses;
* adverbs, adverbial phrases and clauses;
* phrasal verbs;
4.10.3`use conjunctions and relative pronouns to expand sentences.

The learner should be able to grasp the differences in meaning caused by word order.

4.13.1 use direct and reported speech;
4.13.2 identify changes associated with conversation from the one to the other.

The learner should be able to condense phrases, clauses and sentences by replacing sentences, clauses and phrases by fewer words.

5.1.1 spell words by using the conventions of Standard English;
5.1.2 spell words commonly mis-spelt;
5.1.3 spell words applying their knowledge of:
5.1.3.1 phonics;
5.1.3.2 syllabication;
5.1.3.3 roots/affixes.

5.2 Learners should be able to take DICTATION of a prose passage containing words in common usage:
5.2.3 demonstrating accuracy in spelling;
5.2.4 demonstrating accuracy in listening; and
5.2.5 using correct punctuation.

Media studies involves the way in which the world is represented and mediated, whether in fictional form or factual form. The presence and influence of the mass media in today’s global village is virtually inescapable. Hence the need for Media studies as part of the English syllabuses.

Media Education seeks to extend the learner’s capacity to analyze and understand both the content of the media and its overt and covert social, political and cultural intentions.

The learners should be able to:
6.1 identify purpose, audience and context for different kinds of media;
6.2 identify the different kinds (print, electronic) and owners (private, state, commercial) of media;
6.3 detect and respond to biased or slanted reporting in general and against Islam in particular.
6.4 produce text for the media (poster, sound tape, video if applicable).

font face="Verdana, Arial, Helvetica, sans-serif" size="2" color="#065B36">Assessment of the learner’s mastery of skills and competencies in Oral and Written Communication should be undertaken on a continuous basis throughout the year.

One of the main objectives of the assessment programme should be on the diagnosis of problem areas in order to target specific sections for intensive remedial work.

7.1.2.1 Oral English 25%
7.1.2.2 Reading: Oral and Silent (comprehension) 40%
7.1.2.3 Spelling and Vocabulary 10%
7.1.2.4 Written English: - Learner’s ability to construct
a coherent composition of approximately
15 - 20 lines by the end of Grade 4. 25%

7.2 GRADES 5 and 6

For Promotion from one grade to the next, it is recommended that 25% - 50% of the marks be based on Continuous Assessment and 50% - 75% on Examinations.

7.2.1 Aspects for continuous assessment
7.2.1.2 Oral English 30%
7.2.1.3 Reading: Oral and silent (comprehension) 30%
7.2.1.4 Spelling and vocabulary 10%
7.2.1.5 Written and English: Composition and letter 30%

Schools may choose to have either a single examination towards the end of the year (in November) or two examinations, mid year and towards the end of the year (June and November).

PAPER ONE: LANGUAGE STUDY, COMPREHENSION 30%
PAPER TWO: WRITTEN ENGLISH 50%
PAPER THREE: SPELLING AND DICTATION 20%

“When a (courteous) greeting is offered you, meet it
with a greeting more courteous or (at least) of equal courtesy.
God takes careful account of all things.”
Qur'aan: Surah Nisaa (4:86)

Oral Communication is an integral part of living and the necessary skills, together with the Islamic injunctions regarding social interaction, need to be taught in a holistic manner, not as isolated segments. Respect and courtesy are fundamental characteristics of a Muslim’s speech pattern.

Groupwork provides the teacher and learners with the best opportunities to explore the range of oral communication activities listed below. In addition, learners should be led to see that some ways of speaking are more acceptable than others according to circumstances.

1.1.1 greet one another using Islamic greetings;
1.1.2 inquire about each other’s health and progress;
1.1.3 introduce one person to another;
1.1.4 respond to unpleasant news with humility and understanding;
1.1.5 express regret or apologies;
1.1.6 offer direction and guidance clearly and concisely;
1.1.7 talk courteously on the telephone;
1.1.8 forbid another from committing evil according to Shariah;
1.1.9 inviting someone to an event;
1.1.10 recognize and omit speech habits or words that hurt/offend;
1.1.11 respond to questions in an agreeable manner;
1.1.12 exhort, chastise or disagree without being disagreeable.

1.2.1 express views confidently and with humility;
1.2.2 converse and give others a chance to respond;
1.2.3 interpret ideas to others;
1.2.4 make polite responses and encouraging remarks to keep a conversation going;
1.2.5 participate in structured dialogues and improvisations;
1.2.6 explain and use terms for greeting, accepting, refusing, declining, undertaking, thanking;
1.2.7 identify and use questions that show interest, concern, sympathy, enthusiasm;
1.2.8 identify and use questions that require repetition of a point or clarification;
1.2.9 use the appropriate vocabulary to persuade people;
1.2.10 request someone to do something.

1.3.1 visualise accurately scenes, incidents and situations portrayed in texts;
1.3.2 present solutions to simulated problems through an imaginative approach;
1.3.3 describe what is sensed (touched, tasted);
1.3.4 empathise with people in different emotional states;
1.3.5 replace cliché with fresh modes of expression;
1.3.6 enact or improvise a situation “triggered” off by a stimulus presented;
1.3.7 dramatise (within prescribed Islamic limits) incidents encountered in their supplementary and prescribed reading.

1.4.1 present a point of view on topics of local, general and personal interest and significance;
1.4.2 explain and demonstrate personal interests and hobbies;
1.4.3 discuss confidently ideas arising from prescribed and private reading and topics based on other parts of the curriculum;
1.4.4 defend a point of view in a discussion;
1.4.5 sum up a discussion;
1.4.6 use language which is formal and suitable for debating, conceding, qualifying and rejecting ideas;
1.4.7 participate in formal meetings and “buzz” groups;
1.4.8 describe characteristics of persons and objects, situations or places being discussed;
1.4.9 define functions of people, things, places during discussion;
1.4.10 engage in a discussion without rancour.

1.5.1 demonstrate competence in talk through participation in group activities;
1.5.2 demonstrate ability to organise and present a talk on a topic of personal interest;
1.5.3 demonstrate eye contact (within prescribed Islamic limits) and rapport with one’s audience;
1.5.4 deliver impromptu speeches;
1.5.5 demonstrate awareness of suitable expressions for certain occasions (sports, weddings, master of ceremonies role, passing a vote of thanks, introducing a speaker);
1.5.6 demonstrate skill in narration, in the exposition of a process and of ideas in an argument.

read prose and poetry intelligently and meaningfully;
1.6.2 demonstrate appropriate rate, suitable pitch, stress, volume and intonation;
1.6.3 express mood and emotion through the use of appropriate voice and techniques;
1.6.4 demonstrate correct shaping of vowel sounds, clarity of consonants, breath control and correct intonation in reading prose and poetry;
1.6.5 explain the denotation, connotation and aptness of selected words within the context;
1.6.6 participate in choral reading.

1.7.1 speak character roles;
1.7.2 participate in improvisations;
1.7.3 exhibit various ways of projecting the voice in drama;
1.7.4 express suspense, mystery, surprise, caution, fear and other states with the voice;
1.7.5 dramatise (within the prescribed Islamic limits) selected incidents, episodes, extracts from their prescribed and personal reading (both prose and poetry);
1.7.6 show inventiveness in creating dialogue by improvising on a theme;
1.7.7 explore the experiences of others through role-playing.

1.8.1 listen to something that is being read, spoken about, discussed, dramatised or has been recorded.
1.8.2 ask questions about places, persons and incidents mentioned in the story or discussion;
1.8.3 choose the correct answers from a list of answers provided;
1.8.4 detect, at an elementary level, flaws in logic and reasoning;
1.8.5 detect mispronunciations and faulty patterns of speech;
1.8.6 respond appropriately to speeches, talks and scenes that have an emotive content;
1.8.7 show an understanding of the denotative and connotative meaning of words;
1.8.8 answer questions on the literal and inferential levels;
1.8.9 judge whether the discourse is factual and objective or emotive and subjective.

The first revelation to our beloved Prophet (sollallahu 'alayhi wa sallam) was “Iqra” -“Read”. Muslim learners therefore have an obligation to develop competency both in fluent audience reading as well as in extracting meaning from and responding sensitively to the written word.

2.1.1 Demonstrate basic linguistic competence
* consolidation of oral reading skills learnt in the senior primary phase.
* Corrective reading.

2.1.2 Locate information
* use of table of contents, index, glossary, preface.
* use of encyclopedias, thesauruses, atlases, brochures.
* use of dictionaries

2.1.3 Organise information
* Establish purposes for reading
= to gain an overall impression
= to select information from different passages
= to expand upon information
= to follow a sequence of instructions
= to decide which resource to use

* react to and questioning the text
* skim and scan
* skim to select or reject information
* read in depth

* identify the topic, subject or theme
* use the SQ3R study technique
* identify the main idea
* identify related details
* make notes
* learn how to summarise
* learn how to outline

The reading course in the Junior Secondary Phase (Grades 7 - 9) will entail prescribed literature. Teachers in Muslim schools are advised to select literature which contains themes and values worthy of emulation by Muslims. It is recommended that from Grades 7 - 9, learners study a novel, short stories, a selection of poems, one-act plays or one full-length play. The number of poems and short stories will depend on the ability of the class concerned.
2.2.1 Comprehension skills

* identify the main idea
* draw simple conclusions from the given facts
* identify details
* follow directions
* order the sequence of events in a story or in a poem
* associating text with pictures (if permissible)
* articulate a response to the characters by reference to the text (e.g. Selecting the word which shows how the character felt)
* understand the structure of a story, its chapters and paragraphs
* understand the literal meaning of a poem

* predict outcomes
* compare and contrast on the basis of evidence
* draw conclusions on the basis of reading, and discover relationships between events, characters, setting and style
* interpret themes and ideas not explicitly stated
* identify the type, purpose and effect of simple figurative usage
* order the sequence of events from a variety of sources
* extract information from maps, charts, graphs, pictures.

* distinguish between fact and opinion, subjective and objective expression, evidence and hearsay, and conflicting reports
* learn to understand the author’s intention
* recognize techniques of persuasive language - advertising, propaganda
* identify mood or atmosphere and the techniques used to create these e.g. imagery, rhythm, tone.

Writing helps the learner to order, consolidate and crystallise the multitude of impressions which are experienced while listening, talking, reading, observing and feeling. Learners can be assisted through their writing to move outward to extend their knowledge of their world and of other human beings and inwards into a deeper understanding of themselves.

Written communication needs to be taught. The continuum of expressive (language closest to speech) transactional (writing dealing with facts, theories, information or persuasion) and poetic (creative writing - verse, poems, compositions, plays, stories) provide a framework for the range of writing to be taught.

A systematic approach base on the “Mentor” model, that is, the use of examples of good writing is recommended. Extracted from these examples will be skills and techniques of effective writing and these need to be taught in a progressive, incremental fashion.

3.1.1 recognize purpose, audience, context for every writing task
3.1.2 understand the key words of the topic set for writing
3.1.3 know the stages in writing and their purposes:

* Pre-writing skills: generating ideas and planning the order and sequence;
* Writing: selecting the most appropriate vocabulary and sentence structures;
* Post-writing skills: editing, revising, proof reading.

3.2.1 demonstrate unity of ideas
3.2.2 use topic sentences and developers
3.2.3 write introductory paragraphs
3.2.4 write concluding paragraphs
3.2.5 use connectors within paragraphs

3.3.1 write informal notes
3.3.2 make diary entries
3.3.3 write informal letters

3.4.1 narrative paragraphs and compositions
3.4.2 descriptive paragraphs and compositions
3.4.3 autobiographies
3.4.4 biographies
3.4.5 dialogues
3.4.6 poems
3.4.7 plays

3.5.1 instructions
3.5.2 notices
3.5.3 directions
3.5.4 formal letters
3.5.5 reports
3.5.6 advertisements
3.5.7 book reviews
3.5.8 in the content subjects
3.5.9 literary essays.

The Qur'aan provides the perfect example of language in Arabic. There is a systematic, disciplined ordering of words into intelligible sentences of various types. Similarly, effective use of the English language demands that learners master the conventions and patterns peculiar to modern English usage.

In teaching language, the emphasis should be on a study of language in action. Discrete exercises involving mere identification and labeling of language terms should be avoided. Language activities must meet the needs of learners and promote their language development.

2.2.1 Noun Phrase
2.2.2 Verb Phrase
2.2.3 Subject, Predicate, Object
2.2.4 Modifier, Qualifier, Connective

2.5.1 Structure and types (simple, complex and compound)
2.5.2 Use for different purposes

2.9.1 Full-stop, Comma, Colon, Semi-colon
2.9.2 Apostrophe, Question mark, Exclamation mark, Quotation marks
2.9.3 Parenthesis, Brackets, Dashes, Hyphens
2.9.4 Punctuation and change in meaning

2.10.1 Words from across the curriculum
2.10.2 Words from the media
2.10.3 Roots - suffixes and prefixes
2.10.4 Configuration and word families
2.10.5 Use of the dictionary

2.11 SPELLING
2.11.1 High frequency - words and errors
2.11.2 Incidental words - curriculum based
2.11.3 Spelling conventions and exceptions

2.13.1 Fact and opinion
2.13.2 Propaganda and dishonest arguments
2.13.3 Advertisements

2.14.1 Ownership and its influence on editorial content.
2.14.2 Higher order critical analysis
2.14.3 Visual literacy
2.14.4 Reading
2.14.4.1 Preferred - where material is accepted without question.
2.14.4.2 Negotiated - selective reading, accepting some elements and rejecting others.
2.14.4.3 Opposition - where the reader is totally opposed to the material.

5.1 CONTINUOUS ASSESSMENTS
It is recommended that between 50% of the final promotion marks be based on Continuous Assessments. Schools may choose to have either a single examination towards the end of the year or two examinations mid-year and towards the end of the year (either June and November of November only).

5.1.1.1 Written English
* Original Writing
* Reading - Prescribed works
- Other passages
* Language study

Oral communication is an integral part of living and the necessary skills, together with the Islamic injunctions regarding social interaction, need to be taught in a holistic manner and not as isolated segments. Respect and courtesy are fundamental characteristics of a Muslim’s speech pattern.
Groupwork provides the teacher and learners with the best opportunities to explore the range of oral communication activities listed below. In addition, learners should be led to see that some ways of speaking are more acceptable than others according to circumstances.

“When a (courteous) greeting is offered you, meet it with a greeting
more courteous or (at least) of equal courtesy.
God takes careful account of all things.”
Qur'aan: Surah Nisaa 4 : 86

1.1.1 present a point of view on topics of local, general and personal interest and significance;
1.1.2 discuss ideas arising from prescribed books, books of interest and other related portions of the curriculum;
1.1.3 sum up a discussion;
1.1.4 evaluate, reject and qualify ideas;
1.1.5 demonstrate competence in discussion through participation in group activities.
1.1.6 participate in formal meetings and awareness of correct procedures;
1.1.7 restate and argument after accommodating the opinions of others;
1.1.8 question at the appropriate time a conversation or discussion;
1.1.9 describe characteristics of persons, objects, situations and places being discussed;
1.1.10 suggest ways for solving problems that arise in the social group;
1.1.11 express a position on an issue as a member of a panel;
1.1.12 express likes or dislikes;
1.1.13 debate an issue with due regard to the status of the Amir.

1.2.1 present a talk or speech with correct modulation, articulation and enunciation;
1.2.2 plan a speech/ talk taking into account the logical development of ideas;
1.2.3 present a speech relying on “thumb notes”/cue cards;
1.2.4 introduce and conclude a speech effectively;
1.2.5 achieve interest through topicality, research, adequate preparation, appropriate language and the use of humour (when applicable);
1.2.6 deliver impromptu speeches;
1.2.7 demonstrate skill in narration, in description of a process, in the exposition of ideal, in argument and in giving directions;
1.2.8 prepare talks on a variety of topics and respond to questions and comments

1.3.1 participate in play-reading activities and dramatise selected incidents/episodes/excerpts from prescribed and personal reading;
1.3.2 interpret characters, relationships and situations met in reading and literature through improvised drama;
1.3.3 show linguistic adaptability in improvised drama by switching to the appropriate mode of language relevant to particular context e.g. a quarrel, persuasion, etc.
1.3.4 use speech to vary voice to match moods, emotions and subject matter.

1.4.1 interpret prose and poetry correctly in reading;
1.4.2 read at a suitable pace with appropriate pitch, stress, volume and intonation;
1.4.3 use pleasant voice quality (suitable volume and modulation);
1.4.4 read humorous, didactic, satirical, lyrical and dramatic verse with appropriate voice and technique;
1.4.5 demonstrate breath control; correct shaping of vowels; clarity of consonants;
1.4.6 detect and react to end-of-line pause, suspensory pause and run-on-line;
1.4.7 react to punctuation marks;
1.4.8 explain the meaning: relevance, significance, aptness and appropriateness of selected words in the contexts;
1.4.9 express mood and emotion through the use of appropriate voice and technique.

1.5.1 report accurately on a conversation, discussion or lecture;
1.5.2 report on the pros and cons of a plan or strategy discussed;
1.5.3 detect bias, speciousness and propaganda;
1.5.4 determine the speaker’s intention : to inform, to persuade subtly, or to deceive deliberately;
1.5.5 substantiate whether the conclusion is valid, effective or justified;
1.5.6 show an understanding of the denotative and connotative meanings of words;
1.5.7 explain the speakers intention;
1.5.8 appraise a speaker, considering the content, manner and sincerity;
1.5.9 comment on dialect and special register;
1.5.10 agree or disagree in part or on the whole with statements made about persons, places and viewpoints;
1.5.11 respond to humour, requests, commands, danger signals and tone of voice.

The first revelation to our beloved Prophet (sollallahu 'alayhi wa sallam) was “Iqrah” - “Read”. Muslim learners therefore have an obligation to develop competency both in fluent audience reading as well as in extracting meaning from and responding sensitively to the written word.

2.2.1 Introduction
2.2.2 Development
2.2.3 Climax
2.2.4 Denouement
2.2.5 Resolution
2.2.6 Dramatic conflict
2.2.7 Role of characterisation
2.2.8 Literary Conventions
2.2.9 Emotional, spiritual, intellectual and psychological factors that motivate characters
2.2.10 Themes
2.2.11 Mood and Atmosphere
2.2.12 Imagery
2.2.13 Dramatic irony
2.2.14 Value judgments

2.3.1 Development of major themes
2.3.2 Character development and motivating factors
2.3.3 Structure:
* Introduction
* Development
* Crisis
* Denouement
* Resolution

The learner should be able to comment on the effectiveness of the following aspects, noting especially their APPROPRIATENESS and RELEVANCE to the THEMES.

* is relevance and value
* the speaker (persona)
* the audience
* the setting
* the intention
* the theme

* diction
* word order
* imagery
* feelings
* tone
* figurative language
* structure
* symbols and allusions
* “sound” devices
* irony
* hyperbole and understatement.

Writing helps the learner to order, consolidate and crystallise the multitude of impressions which he experiences while listening, talking, reading, observing and feeling. Learners can be assisted through their writing to move outwards to extend their knowledge of their world and other human beings and inwards into a deeper understanding of themselves.

The important principle of accountability in Islam must be emphasised as integral to written communication. As the written word has a degree of permanence, Muslim writers have to be sensitized to the concepts of audience, purpose and context with particular reference to the tone and content of their writing.

Written communication needs to be taught. The continuum of expressive (language closest to speech) transactional (writing dealing with facts, theories, information or persuasion) and poetic (creative writing - verse, poems, compositions, plays, stories) provides a framework for the range of writing to be taught.

3.1.1 note the importance of purpose, audience and context in the planning stage;
3.1.2 selection of style, tone and language in respect of the above;
3.1.3 use a variety of pre-writing skills - brainstorming, mind-mapping, use of questions, webs, etc.;
3.1.4 edit, proof-read, revise skills;
3.1.5 use different sentence and paragraph structures for different purposes.

3.2.1 use the topic sentence and demonstrate paragraph unity;
3.2.2 use various ways to develop a paragraph e.g. spatial, temporal, comparison, and contrast, illustration, etc.;
3.2.3 use connectors and referents to achieve coherence (e.g. relative pronouns and words such as “however”, “furthermore”, “thus” etc.;
3.2.4 use sentence variety, length and precision to achieve flow;
3.2.5 demonstrate logical and interesting sequence of and transition between paragraphs;
3.2.6 write introductory and concluding paragraphs;
3.2.7 achieve vividness and clarity by using imagery;
3.2.8 use structural devices such as suspense and climax.

3.4.1 Narratives
3.4.2 Descriptions (objective and subjective)
3.4.3 Discursive accounts and arguments
3.4.4 Dialogues
3.4.5 Poems
3.4.6 Sketches
3.4.7 Plays

3.5.1 Expositions
3.5.2 Arguments
3.5.3 Formal letters
3.5.4 Instructions
3.5.5 Memoranda
3.5.6 Reports
3.5.7 Essays in content subjects
3.5.8 The literary essay
3.5.9 Drafts of speeches
3.5.10 Letters to the press
3.5.11 Reviews of books
3.5.12 Formal invitations and replies
3.5.13 Agendas and minutes of meetings

The Qur'aan provides the perfect example of language patterns in Arabic. There is a systematic, disciplined ordering of words into intelligible sentences of various types. Similarly, effective use of the English language demands that learners master the conventions and patterns peculiar to modern English usage.
In teaching language, the emphasis should be on a study of language in action. Discrete exercises involving mere identification and labeling of language terms should be avoided. Language activities must meet the need of learners and promote their language development.

4.1.1 Parts of speech
4.1.2 Functional concepts (noun phrase, verb phrase, subject, object, predicate, modifier connection
4.1.3 Tense, mood, voice, concord and number
4.1.4 Main and subordinate clauses, loose and periodic sentences
4.1.5 Lexical terms - denotation, connotation, synonym, antonym
4.1.6 Common figures of speech - Image, imagery, simile, metaphor, personification
4.1.7 Direct and reported speech
4.1.8 Punctuation and how it affects meaning.

4.2.1 Identification of different registers
4.2.2 Judging the appropriateness of jargon, slang, colloquialism, idiomatic language,
4.2.3 Converting discourse from one register to another for a changed purpose

4.3.1 The use of emotive language for persuasion
4.3.2 Dishonesty in persuasion and propaganda
4.3.3 Distinguishing between fact and opinion
4.3.4 Distinguishing between objectivity and bias
4.3.5 Distinguishing between emotion and sentimentality and logic and reasoning.

4.5.1 knowledge of roots, suffixes, prefixes
4.5.2 use of the dictionary
4.5.3 denotation and Connotation
4.5.4 compatibility of vocabulary with register and context
4.5.5 word configurations and contexts in word families
4.5.6 words from across the curriculum
4.5.7 words from the media

4.6.1 Based on needs of learners
4.6.2 Words from the curriculum
4.6.3 Conventions and exceptions
4.6.4 High frequency errors

4.7.1 Understanding syntax in terms of audience and occasion
4.7.2 Constructing different types of sentences for variety and effect.

4.8 DEVELOPMENT OF ENGLISH

4.8.1 The organic and continuous development of English
4.8.2 Changes in use and meaning because of different cultural contexts and the proximity or influence of other languages
4.8.3 Basic differences in usage and idiom between the local, South African, British and American English
4.8.4 Historical development of English and its descendance from an inflected language

4.9.1.1 Preferred - where material is accepted without question
4.9.1.2 Negotiated - selective reading, accepting some elements and rejecting others.
4.9.1.3 Oppositional - where the reader is totally opposed to the material.

4.9.2.1 Responding to the visual electronic media (TV advertisements, news, critical study of selected programs)
4.9.2.2 Responding to political cartoons and pictorial material.

1. LITERATURE

Reading does have a profound impact on the hearts and minds of its readers. This would cause a great deal of concern when much of the literature taught at our schools is Euro-centric. Whilst in some instances the qualities of the characters are commendable and worthy of emulation, in other instances these go against the very essence of Islam. It thus becomes the responsibility of the teacher to ensure that his pupils do become critical readers and more specifically they bring to bear the Islamic moral perspective in the evaluation of all the characters. They would naturally need to evaluate all literature from this standpoint. Ideally speaking the literature taught at our schools should be written by Muslims who use it as a medium to reinforce Islamic values. Presently, however, there is a dearth of such literature. A creative and sensitive teacher of English should be able to use even the prescribed texts of the Department of Education as a powerful medium to promote a deep understanding of Islam. As a word of caution, the teaching of literature should not become an Islamic Studies lesson. The aims and objectives of the teaching of literature as outlined by the Department of Education should not be relegated to the background. As the exit examination would in fact test whether these have been realized. The added dimension and a necessary one at that would be the Islamic Moral perspective. Muslim Schools have as their mission, the development of Taqwa. The teaching of literature should be used for this noble purpose.

We need to consider also the life-world of our school-going children. They are exposed to all kinds of literature. The school thus becomes a training ground for pupils to reflect on their reading and to make value judgements on the characters studied. Their conscious appraisal of the events and characters from an Islamic perspective would act as a kind of antidote.Otherwise our pupils might begin to embrace all that is antithetical to Islam.
The following can act as a guideline for our pupils. Essentially there are three kinds of reading viz.

Preferred reading is when the reader because of the nature of the texts accepts everything without question. The Qur’aan and the Hadith are examples of this type of reading. Our faith would demand a preferred reading of the Qur’aan. Oppositional reading is ideal for texts that are patently un-Islamic or propagandistic. In this reading the opposite perspective would be the Muslim perspective. In our schools because most of the literature is Euro-centric pupils will be expected to do negotiated reading. Negotiated reading is ideal for texts that reflect in some instances values that are commendable and in other instances values that are abhorrent. Here the pupils would need to make this distinction by applying their knowledge of Islam.

The teacher of English should attempt to expose his pupils to books written by Muslim authors. The books chosen, however, should fulfil a criteria. Whilst such books re-affirm Islamic values the teacher would have to ensure that the book s in question have been written with competence and these could be subjected to a critical study. Moreover, such books should:

1) REINFORCE THE ISLAMIC VALUE SYSTEM.
2) TACKLE ISSUES THAT EFFECT POSITIVE BEHAVIOURAL CHANGE.
3) BE ABLE TO FULFIL THE DEMANDS OF A RIGOROUS STUDY OF THE TEXT.

The benefits that can accrue from reading are too numerous to mention. At a time when television viewing has a stranglehold, the need to promote reading cannot be overemphasized. It has been found that children who have high reading scores inevitably come from schools which have a coherent reading policy. Admission to such schools would depend on the child’s inclination to read avidly.

Reading cannot be promoted without responding to the adverse effects of an over exposure to television. Besides breeding spectatorship, stultifying the imagination, its promotion of values alien to Islam is cause for a great deal of concern. It has ensnared the hearts and minds of many an individual. The teacher of English would have to diminish the enthusiasm for television viewing by creating a passion for reading.

As human beings, we are constantly bludgeoned by the media. Often we become helpless victims unable to distinguish truth from falsehood, fact from fiction and the subjective from the objective. The list is endless. We need to empower our pupils with skills so that they:

1. become critical readers and viewers;
2. are able to detect when there is a campaign against Islam;
3. understand how the media works.
Media education is a general term describing any progressive development of a critical understanding which seeks to extend pupils’ knowledge of the media and to develop their analytic and creative skills through critical and practical work. Such work should increase their capacity to understand both the contents of the media and the process involved in their production and reception. Media education involves teaching about the forms, conventions and technologies through which the media are manufactured, their institutional arrangements and contexts, and their social, political and cultural roles. It aims to create more active and more critical media users who will demand, and could contribute to, a greater range and diversity of media products.

Media Education of necessity needs to be included in the school’s curriculum. It is said “whoever controls the media controls the mind”. This is a truism whose implications need to be carefully considered. Consequently this does place an onerous responsibility not only on the teachers of English but on every teacher. The following general questions should assist our pupils to respond more critically to the media.

The study of the print and electronic media is facilitated by application of the following guidelines:

3.1.1 The headline and its intended effects;
3.1.2 Response to the content?
* Is the producer/writer objective?
* Is the producer/writer subjective?
* Is it informing?
* Is it indoctrinating/educating/entertaining?
* Is it emotive? - use of snarling (angry/hot words) words or purring (warm/cold) words

* What is the intention of the writer/ producer? - How is the message deconstructed?

* What technique/ technical devices does the writer/ producer use to manipulate information to suit his needs?

* Is there evidence that there is a demonizing/marginalizing campaign against Muslims?

* Does the writer/producer make a distinction between Islam and Muslims. If not, why not?

* Does the writer use popular slogans? What is the intended effect?
* What values does the writer/producer espouse? Are these congruent with Islamic values? If not, why not?

* Does the writer/producer substantiate the points raised?
* What are the ideological values embedded in the product?
* How is gender, race, class, religion represented?

As an exercise, above questions may be used to respond critically to a speech that was delivered by Margaret Thatcher when she was the British Premier. The context is - the United States bombing of Gaddafi’s Tripoli.

Mr Speaker, my statement yesterday explained the Government’s decision to support the United States military action taken in self-defence, against terrorist targets in Libya. Of course, when we took our decision, we were aware of the wider issues and of people’s fears. Terrorism attacks free societies and plays on those fears. If those tactics succeed, it saps the will of free peoples to resist. And so we have heard some of these arguments in this country - “Don’t associate ourselves with the United States” some say - “ Don’t support them in fighting back, we may expose ourselves to more attacks”.
Mr Speaker, terrorism has to be defeated, it cannot be tolerated or side-stepped. And when other ways and other methods have failed - and I am the first to wish they have succeeded, it is right that the terrorist should know that firm steps will be take to deter him from attacking either other peoples or his own people who have taken refuge in countries that are free.

Before dealing further with the issue, and the evidence we have of Libyan involvement, I should like to report to the House on the present situation so far as we know it. There have been reports of gunfire in Tripoli this lunch time; we ourselves have no further firm information. The US action was conducted against five specific targets directly connected with terrorism. It will of course be for the US Government to publish its assessment of its result. But, we now know that there were a number of civilian casualties, some of them children. It is reported that they included members of Colonel Gadaffi’s own family. The casualties are of course a matter of great sorrow. We also remember with great sorrow all those men and women and children who have lost their lives as a result of terrorist acts over the years - so many of them performed at the Libyan Government’s behest.

We have no reports of British casualties as a result of the American Action nor of any subsequent incidents involving British citizens in Libya. I understand that telephone lines to Libya are open and that the people in the United Kingdom have been able to contact their relatives there. As I told the House yesterday, since May 1984 we had to advise British Citizens choosing to live and work in Libya that they do so on their own responsibility and at their own risk. Our Consul in the British Interests Section of the Italian Embassy has been and will remain in close touch with Representatives of the British Community , to advise them on the best course of action.

We are most grateful for the work of the Italian Authorities, as our protecting power, on behalf of the British Community in Libya.

As mentioned in the introduction, the teacher of English should use the prescribed novel/play primarily as a vehicle to espouse Islamic values. All the lessons should aim at developing the Taqwa of his pupils. The general aims of the teaching of English as expounded in the syllabus should also be an integral part of his lessons. The following general questions could be asked to ensure that our pupils become sensitive readers of text and that they begin to make value judgements based on what is acceptable or unacceptable according to Islamic teachings.

1. What are the positive attributes of the main character? From an Islamic perspective how are these worthy of emulation?
2. What are the flaws of the main character? Why does Islam frown upon such behaviour?
3. Examine the society. To what extent is it “Enjoining that which is good and forbidding that which is evil”?
4. How different would the society be if the individuals of that society were practising Muslims?
5. Are the pivotal characters of the text fulfilling their duties? Cite specific incidents to support your point of view.
6. Are the attitudes or values of the text in question any different from those of present day society?
7. What are the major themes of the novel/play? What does Islam say about Justice, Friendship, Filial gratitude, War etc?
8. Is there any accountability or moral responsibility?
9. What lessons have you learnt about yourself and Islam?

The above questions are of a general nature and perhaps would lend themselves to be asked at the end of the novel. The teacher of necessity would also ask other specific questions pertaining to the text that would demand a thorough understanding of the text whilst at the same time warranting a critical response from an Islamic perspective.

1. The IDENTITY CRISIS of the adolescent in Maycombe society (traditional, orthodox, conservative and racially biased) as opposed to the development of a Muslim Identity in a Muslim environment.
2. The cancerous effects of PREJUDICE on a racially biased society viewed against the Islamic value system which propagates fair and equal treatment.
*Engage pupils into research into the effects of the attempted assassination of Hazrat Yusuf ('alayhis-salam) upon his father (Hazrat Yacob ('alayhis-salam)); hatred, prejudice, jealousy, ambition etc.

3. Clinging to that which is LEGAL even when this is opposed to the MORAL. The Legal System in Islam is entrenched in the religion itself - the code of life suggests totality of all facets.

*HADITH: A Muslim (munafik) refused to accept the ruling of the Prophet (sollallahu 'alayhi wa sallam) in favour of a Jew in a matter regarding a controversial piece of ground. The Prophet (sollallahu 'alayhi wa sallam) ruled in favour of the Jew. The munafik took the matter to Hazrath Omar who listened and promptly executed the munafik for disputing the verdict of the Prophet (sollallahu 'alayhi wa sallam).

*Hazrath Ali (RA) claimed an armour from a Jew who claimed that the shield was his. The matter regarding the armour was heard by Khazi Shurail who asked the defendant, Hazrath Ali t to call his witnesses. Hazrath Ali (radhi Allahu 'anhu) called his son and his slave. Khazi Shurail ruled that the armour remain with the Jew since the testimony of a son cannot be accepted on behalf of the father and the testimony of the slave cannot be accepted on behalf of his master. The Jew knew the Islamic ruling in the matter and exploited it but since the ruling was carried out fairly the Jew saw honesty and fairness which influenced him to accept Islam.

4. COURAGE: - physical, philosophical and religious.
*Relate to the lives of the Prophet (sollallahu 'alayhi wa sallam) and the Sahaba.

6. HUMAN RIGHTS as a struggle in western society and the interference that that struggle will go on into the future. The concept in terms of Islamic teaching. The tongue and the heart: co-ordination between them and the importance of conscience as the guiding factor.

8. The title: do not destroy that which is harmless and helpful.
* The preservation of life, respect for Allah’s creation, etc.

4.2. Let us now consider Shakespeare’s “King Lear.”

1. Rights and duties of parents and children?
2. Rights and duties of the husband and wife?
3. Accountability and moral responsibility?
4. Adultery?

“King Lear” is a complex play in which one may explore similarly all the other themes. Having an understanding of the Islamic position on the issues of the play pupils would be able to make a considered evaluation of the characters. In this way the study of plays contribute to the maturity and growth of pupils.

Whilst the teacher of English would ensure that he meets the requirements of the syllabus as outlined by the Department of Education, he would use poetry lessons to reinforce the vision of the school - that is developing pupils’ Taqwa. Over and above dealing with the What and the How of the poem, his discussion would focus on the Islamic perspective of the theme of the poem. Let us examine the poem “WALKING AWAY” by Cecil Day Lewis.

It is eighteen years ago, almost to the day -
A sunny day with the leaves just turning,
The touch-lines new ruled - since I watched you play
Your first game of football, then, like a satellite
Wrenched from its orbit, go drifting away

Behind a scatter of boys, I can see
You walking away from me towards the school
With the pathos of half-fledged thing set free
Into a wilderness, the gait of one
Who finds no path where the path should be.
That hesitant figure, eddying away
Like a winged seed loosened from its parents stem,
Has something I never quite gasp to convey
About nature’s give- and- take - the small, the scorching
Ordeals which fire one’s irresolute clay.

I have had worse partings, but none that so
Gnaws at my mind still. Perhaps it is roughly
Saying what God alone could perfectly, show -
How selfhood begins with a walking away,
And love is proved in the letting go.

What are some of the issues one may tackle - besides looking at the excellent use of imagery and the poignancy of the “WALKING AWAY”. The teacher may discuss from an Islamic perspective the following aspects:

1. Role of parents
2. Duties towards parents
3. The references to Allah’s creation - in the context of the poem - and what lesson are we expected to learn.

One of the objectives may be the understanding of the love and sacrifice of parents.
The above reinforces the idea that with creativity and preparation, our lessons can become dynamic.

Since it is our objective to Islamise all our lessons there would be a need for a thorough preparation on the part of teachers and pupils. One may note the following:

1. The teacher of English should solicit the assistance of the Islamic Studies department of the school for appropriate resource material.
2. If one of the major themes of his setwork is on Justice , the Islamic Studies teacher may in his Islamic Studies period discuss the above.
3. Pupils themselves should be asked to research a few of the topics.

Whilst the Islamization of the syllabus is praiseworthy and it will go along way towards impacting on the hearts and minds of our pupils, we need to embrace in our methodology - the methodology of our Beloved Prophet (sollallahu 'alayhi wa sallam). This will have INSHALLAH a profound impact on our learners.

The methods used by the Prophet (sollallahu 'alayhi wa sallam) to teach his Sunnah of hadith may be put in three categories:
1. Verbal teaching
2. Written medium (dictation to scribes)
3. Practical demonstration

7.1.1 TEACHING OF SUNNA BY THE PROPHET (sollallahu 'alayhi wa sallam) IN VERBAL FORM:

The Prophet (sollallahu 'alayhi wa sallam) himself was the teacher of his sunnah. To make memorizing and understanding easy he used to repeat important things thrice. After teaching the Companions he used to listen to what they had learnt. Deputations arriving from outlying areas were given in charge of Madinites, not only to be accommodated but also for education in the Qur’aan and the sunnah. The Prophet (sollallahu 'alayhi wa sallam) asked them questions to discover the extent of their learning.

7.1.2. TEACHING OF SUNNA BY THE PROPHET (sollallahu 'alayhi wa sallam) BY WRITTEN METHODS:

All the letters of the Prophet (sollallahu 'alayhi wa sallam) to kings, rulers, chieftains and muslim governors can be included in the teaching of the sunnah by written media. Some of those letters are very lengthy and contain legal matters concerning Zakat, taxation, forms of worship etc.

7.1.3 TEACHING OF SUNNA BY THE PROPHET (sollallahu 'alayhi wa sallam) BY PRACTICAL DEMONSTRATION:

As far as practical demonstration is concerned, the Prophet (sollallahu 'alayhi wa sallam) taught the method of ablution, prayers, fasting and pilgrimage etc. In every walk of life, the Prophet (sollallahu 'alayhi wa sallam) gave practical lessons in excellence, with clear instructions to follow his practice. He said, “pray as you see me praying”. He further said, “learn from me the rituals of pilgrimage”.

In answer to many questions, he used to tell the questioner to stay with him and learn by observing his practice.

**He took a dry branch and asked, “won’t you ask me why I’m doing this”?
He then gave the example of a person’s sins follow off like these dry leaves.

If we were to revive how the Sahabahs learnt from the beloved Prophet Muhammed (sollallahu 'alayhi wa sallam) then INSHALLAH this methodology will faciliate the learning process.

(a) memorization
(b) recording
(c) through practise, follow the method applied by the Prophet