INFORMATION ABOUT OMA SUNDAY SCHOOL · Memorization ( Hifz ) of Short Surahs of the Qura’n. Each student has to memorize the four (4) prescribed short Surahs in each of the six

Information- OMA Sunday School, Ottawa Page 1 of 24

251 Northwestern Avenue, Ottawa, Ontario, Canada

INFORMATION ABOUT

OMA SUNDAY SCHOOL FOR

Islamic Studies, Quranic Arabic and Memorization

OMA Sunday School… 50 Years of Service – 1967 to 2017 .

OMA Sunday School, established by Ottawa Muslim Association in 1967 at the Ottawa Mosque

Location, teaches fundamental of the faith and moral principles of the religion of Islam.

Compiled /Revised: September, 2017

Original Info Prepared:

October 2002 Akram Khan, Principal


INDEX OF INFORMATION OMA SUNDAY SCHOOL

Info Description Page

#

Index 2

General Information 3

Educational Objectives 3

1. Islamic Studies: 3

2. Quranic Arabic 4

3. Memorization (Hifz) of Short Surahs of the Quran 5

4. Instructions on Islamic Practices/Ibadah/Akhlaq 6

Syllabus- Islamic Studies and Quranic Arabic 6

School Policies and Requirements 6

1. Teaching and Admin Staff 6

2. Students Admission Requirements 6

3. Placement (Level Assignment) for New Students 7

4. School Annual Fee 7

5. Medium of Instructions 7

6. School Physical Set-up 7

School Schedules 7

(a) School Yearly Schedule 7

(b) Sunday Day-Schedule 7

How is OMA Sunday School helping 8

APPENDICES 9

Appendix 1: Syllabus- Islamic Studies, Levels 1 to 6 9 to 14

Appendix 2: Syllabus- Quranic Arabic, Levels 1 to 6 15 to 17

Appendix 3: Syllabus- Primary Level 18

Appendix 4: Syllabus- Quran Memorization, Levels 1 to 6 20

Appendix 5: Students Placement Guide (Level Assignment) 21

Appendix 6: Guidelines for Parents 22

Appendix 7: Sunday 'Day Schedule' 23

Appendix 8: Visual Display of ‘Article of Faith’ & ‘5 Pillars of Islam’ 24

- End -


Ottawa Muslim Association Sunday School

( OMA Sunday School…..50 Years of Service – 1967 to 2017) .

General Introduction .

The Ottawa Muslim Association (OMA) Sunday School was established in 1967 by the Ottawa Muslim Association (OMA) to meet its objectives under Articles 2.4.2 & 2.4.4 of the OMA Constitution to teach fundamentals of Islamic faith and moral principles of the religion of Islam (to Muslim youth from age 6 to early-mid teens) and has been operating since 1967 in the Ottawa Mosque location at 251 Northwestern Ave, Ottawa, Ontario, K1Y 0M1) intended to serve the Muslim community of Ottawa and the surrounding areas.

Educational Objectives: The following objectives have been set based on the input and feedback by the parents as well as the school experience over the past many years. Achieving these objectives is a joint responsibility of the school and the parents. The scope of educational activities at the school is optimized for the available space and the limited teaching-hours (about 100 hours /year) available:

1. Islamic Studies .

The primary objective of the OMA School is to provide basic understanding of the ‘Fundamentals of Islam’ appropriate at the age level of the students, i.e.

Islamic Beliefs /(A’qeeda) - Articles of Faith

Islamic Practices / (Ibadat)- Five Pillars of Islam Including practical details of (Salah / Wudu, Fasting, Zakah and Hajj)

Seerah of the Prophet Muhammad (pbuh)

Stories of the Prophets and the lessons learned from the stories of the Prophets

Lessons from the Quran and from the ‘Sunnah and Hadiths’ of the Prophet (pbuh)

Lessons on Islamic Ethics/ Akhlaq (Expectation of Moral Conduct and Behaviour )

Brief introduction to some early Muslim elders/ leaders and to the World of Islam.

Islamic Studies are covered in six different graduated levels (classes) in addition to a Primary (entry) Level for children age 6. Detailed Syllabus of Islamic Studies for all Levels is available in Appendix-1 of this document.


The text books series used for Islamic Studies, “My Book of Islam, #1 to #6”, was prepared by “The Council of Muslim Communities of Canada (CMCC)” in mid-80s. Teachers may augment the studies with other appropriate relevant educational material.

2. Quranic Arabic .

The second objective of the school is to enable the students gradually to read the text of the Qur’an with proper pronunciation. Quranic text reading is achieved in Level 1 to Level 4 graduated levels, starting from ‘alif, baa taa’ to reading the Qur’an fluently with proper pronunciation. Level 5 and 6 are dedicated to provide emphasis on ‘tajweed’ as well as gaining additional fluency in reading Quran.

To augment the Quranic Arabic syllabus, 14 prescribed Short Surahs at the end of the 30th Juzz A’mma of the Qur’an are covered as part of the Islamic Studies Level 5 and 6 with translation, words meanings and understanding of the subject of the Surahs. Additionally, Quranic Arabic reading is augmented by study of four (4) prescribed short Surahs in each of the six levels of Islamic Studies with meanings of each Ayah. However, because of the shortage of available teaching-hours, the Quranic Arabic syllabus is not intended to deal directly with the Arabic language proficiency which requires more time as a separate subject than the available time. It was tried for the first 25 years of school operations but the results were discouraging so the additional time was allotted to Quranic Arabic and Islamic studies to increase the class periods from less than an hour each to one hour and 20 minutes each per week.


3. Memorization ( Hifz ) of Short Surahs of the Qura’n .

Each student has to memorize the four (4) prescribed short Surahs in each of the six levels of Islamic Studies classes. It is commonly known that keeping the Surahs memorized require frequent recitations. Parents help is crucial in helping their children to keep it memorized by revisions at home otherwise it gradually fades away.


4. Instructions on Islamic Practices/ Ibadah/ Akhlaq

In addition to the above formal studies, students are instructed and supervised in

gradual steps on how to make Wudu and how to make Adhan and Iqamah.

Also, each student in levels 5 and 6 is required to lead the school assembly in congregation prayer a few times during the school year. It is hoped that this will help the students overcome their hesitation in doing these activities in their adult life. The School opens with a general school assembly of all students in the base at about 9:30am for a lecture on predetermined educational topic by one of the school teachers, staff or an invited guest or someone volunteering to speak. The school expect parents to bring the children on time to make used of the assembly lecture.

Detailed Syllabus- Islamic Studies and Quranic Arabic : Detailed syllabus for each of the six levels of Islamic Studies and Quranic Arabic are listed in Appendix section at the end of this document, Appendix-1 and Appendix-2 respectively.

School Policies & Requirements: The OMA Sunday School, since its establishment in 1967by OMA, has been run as an all-volunteer, non-profit, non-subsidized school of the community.

1. Teaching and Admin Volunteer Staff . The School is run by the community members for the benefit of the community with dedicated members of the community including parents / grandparents, brothers and sisters working as volunteer teachers and administrators, fii-sabiliLlah, without any remuneration but asking their rewards from Allah SWT and deserving our dua. The volunteer teaching positions are open to any congenial Muslim men and women who have the required level of subject knowledge, capable of lesson delivery in English, patience with children in Sunday School environments and are willing to make commitment of time and efforts with reasonable punctuality to contribute with the idea of moderation “hadha ummatan-wasatan” and help students achieve balanced attitude in all aspects of life for a better Muslim community. We appreciate to hear from interested persons with the above prescribed criteria willing to volunteer in case we have opening for a volunteer teacher. .

2. Students Admission Requirements .

Minimum age for entry level is 6 years (by December 31 of the Registration starting year) with no exception. The admission is open to Muslim children of all linguistic backgrounds starting at age six

(6) to early mid-teens. The school is not intended to be like a daycare centre where children are left to be attended to for the day but the School is intended to share parent’s responsibility for the education of their children and not to replace them. Therefore, parents are expected to share the responsibility of their children progress by taking active interest and role in their children Islamic education at home.


As a background of demographic statistics of teachers and students for the past 50 years, the OMA Sunday School since its establishment in 1967 (to 2017), has had over 130 different young and old teachers from about 17 to 20 different countries; and over the same 50 years period, the OMA Sunday School had children registered with background from 25 to 30 different countries of origin.

3. Placement (Level Assignment) for New Students .

See Appendix-5 for placement (class level assignment) for new students (new to the OMA School) in Quranic Arabic and Islamic Studies. Quranic Arabic level is assigned base on current proficiency in the subject. Islamic Studies level is based on age (maturity).

4. School Annual Fee .

The School charges a nominal ‘Annual Fee’ to cover the school expenses such as the free text books for students, consumable stationary, teaching aids and other school supplies as well as refreshments for students at the school functions and appreciation awards to students and teachers. The OMA Sunday School makes effort to keep expenses low for a balanced budget with low affordable school fee. The school submits an Annual Financial Report to OMA.

5. Medium of Instructions and Communications. The medium of instructions is English. Communication with parents / guardians is in English commonly through email.

6. School Physical Set-Up:

The OMA Sunday School has six (6) separate classrooms in the mosque basement for Level-1 to Level-6. The Primary Level is accommodated in a classroom on the 2nd floor.

School Schedules:

(a) School Yearly Schedule . The school year is closely synchronized with the Ontario Public School schedule normally starting in early mid-September and normally ends in the third (3rd) week of June the following year (unless Islamic religious events requires changes). The registration for the school usually starts each year on the weekend after the Labour Day (unless otherwise announced). The school remains closed on major public holidays observed in Ontario (unless otherwise announced by the School ) as well as on the day of OMA Election, one Sunday in the last ten days of Ramadan and for the two Eids if the Eid happens on a Friday or on the weekend. The OMA School provides the ‘School Year Calendar’ to parents. Changes to the schedule are communicated through email.

(b) Sunday Day-Schedule . The school hours on Sundays are from 9:30am to 1:00pm ending before Zuhr prayer in all seasons of the year. The Sunday Time-table is shown in Appendix-7.


How can OMA Sunday School help . OMA Sunday School does not claim to be better than other schools in Ottawa but it was the very first formal week-end school established in Ottawa to teach the Muslim youth of Ottawa-Gatineau region as well as the surrounding areas as far as Ogdensburg (USA). Alhamdu liLlah there are now many good schools in many locations of Ottawa sharing the same purpose. It is the dedication of the volunteers that has kept the OMA Sunday School going since 1967 and are willing to continue to provide a very affordable week-end school. It is not hard to realize that with the busy life of parents at work and the youth at schools with loads of home work and sports, such week-end school may be the only opportunity for some of them to get introduced to the fundamentals of Islam in a formal environment. Three hours a week for about thirty week a year (about 100 hours per year for all subject) will not make them scholars but they get introduced to the subjects at their level of maturity which they can build upon as they later go through their life inshaAllah..Also, when introduced to the Muslim way of life (Deen) at an early stage in their youth, they acquire some affinity with this way of life. Getting them to such environment in late teens make most of them very uneasy.

Also, as most parents are aware that children spend more time in places such as the Public

School system, the recreational parks, shopping malls etc which are not the kind of environments conducive to building a good Muslim identity. Also there are other pulling away forces posed by the multi-media as well as the free-wheeling literature and the internet with contents that often glorifying the secular ideas (& sometime Atheistic); other-times anti-religious and frequently non-friendly to building a Muslim identity. From TV news and talk shows to Public Schools class rooms, all are presenting secular ways as contemporary and scientific and the only rational way !

The time, facilities and resources available at the week-end schools like OMA Sunday Schools may not be adequate to fully counter these negative pulls on the youth but the OMA Sunday School efforts are expected to augment the efforts by the parents in providing good orientation towards a sound Muslim identity and we pray and hope that the students retain the basics of Islamic beliefs, practices and ethics they learn in the school and continue strengthening it further after they leave the OMA Sunday School.

Finally, many parents have expressed their feelings that they bring their children to the

mosque week-end school mostly to be in the company of other Muslim children in the mosque environment. The OMA Sunday School activities are expected to provide the Muslim children such an environment and opportunity to meet and make long-lasting friendship with other Muslim children from the Ottawa area and the fact is that in such environments, children interaction with each other can help them learn from each other a lot more than it is realized. May Allah help us all, teachers and parents, in our humble efforts to achieve these objectives f children education. Ameen

Prepared: September 2002 Akram Khan, Principal

Revised / Reformatted: August 2017


Appendix 1: SYLLABUS- ISLAMIC STUDIES

APPENDIX-1 Syllabus Level 1 ( My Book of Islam-1 )

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CHAPTERS LESSONS

# TOPICS

Actual Lesson Date (by

teacher)

Teacher's

Progress Notes Comments

CHAPTER 1 1. Al-Fatiha 2. An-Nas 3. Al-Ikhlas 4. Al-Asr

Lessons 1 to 4

At the teachers discretion, the Memorization, Pronunciation & Understanding of the 4 Suras is distributed over the school year alongside the other lessons.

CHAPTER 2 Lessons BELIEFS

~ ~

1 " Lesson 5 Faith

2 " Lessons 6, 7 God the Creator & God Has Power

3 " Lesson 8 God the Hearer and Seer

CHAPTER 3 Lessons IBADAT

~ ~

4 " Lesson 9 The Five Pillars of Islam

5 " Lesson 10 Wudu (Washing fo Prayers)

6 " Lesson 11 How to Do Your Prayer

CHAPTER 4 Lessons SEERAH

~ ~

7 " Lesson 12 The Prophet's Family

8 " Lesson 13 The Birth of Prophet Muhammad (p)

9 " Lesson 14 Muhammad, the Orphan

10 " Lesson 15 Abu Talib Takes care of Muhammad (p)

11 ~ Review Review of Lessons 5 to 15

12 ~ Exam #1 Mid-Term Exam #1

13 " Lesson 16 Muhammad (P) Marries Khadijah

14 " Lesson 17 The Bieginning of Revelation

15 " Lesson 18 The Revelation

CHAPTER 5 Lessons STORIES FROM THE QUR'AN

~ ~

16 " Lesson 19 Prophet Adam (p)

17 " Lesson 20 Prophet Noah (Nuh) (p)

18 " Lesson 21 People of the Cave

19 " Lesson 22 Prophet Ibrahim (Abraham) (p)

20 " Lesson 23 More about Prophet Ibrahim (p)

21 " Lesson 24 The Army of the Elephants



CHAPTER 6 Lessons CONDUCT & BEHAVIOUR

~ ~

24 " Lesson 25 Parents and Relatives

25 " Lesson 26 Sharing Work

26 " Lesson 27 Be Kind to Animals

27 " Lesson 28 Telling The Truth

CHAPTER 7 Lessons ISLAMIC HISTORY

~ ~

28 " Lesson 29 Muslim Cities (Makkah, Madina, Jerusalem)

29 ~ Review Overall Review

30 ~ Exam #3 Final/Annual Exam


APPENDIX-1 contin.. Syllabus Level 2 ( My Book of Islam-2 )

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CHAPTERS

LESSON#S

TOPICS Actual Lesson Date (by

teacher)

Teacher's


CHAPTER 1 1. Al-Masad 2. An-Nasr 3. Al-Kawthar 4. Al-Qadr

Lessons 1 to 4


CHAPTER

2 Lessons BELIEFS

~ ~

1 " Lesson 5 God is the Most Merciful

2 " Lessons 6, 7 God Knows All; and God, the Only One

3 " Lesson 8 God is The Forgiver

4 " Lesson 9 The Love of God

CHAPTER

3 Lessons IBADAT

~ ~

5 " Lesson 10 Time of Prayers

6 " Lesson 11 Rakas in Prayers (Include Sunna rakaa)

7 " Lesson 12 Adhan and Iqama

8 " Lesson 13 What to do when you Pray

CHAPTER

4 Lessons SEERAH

~ ~

9 " Lesson 14 The Call to Islam

10 " Lesson 15 The Prophet's Patience



13 " Lesson 16 Trouble (with Quraish)

14 " Lesson 17 The Boycott

15 " Lesson 18 The Year of Sadness

16 " Lesson 19 The Prophet's Journey to Taif

17 " Lesson 20 Al-Isra and Al-Miraj

CHAPTER

5 Lessons PROPHETS

~ ~

18 " Lesson 21 Prophet Yusuf (Joseph)

19 " Lesson 22 Prophet Yusuf (Joseph) part2

20 " Lesson 23 Prophet Saleh

CHAPTER

6 Lessons CONDUCT AND BEHAVIOUR

~ ~

21 " Lesson 24 Eating Habits

22 " Lesson 25 Talking to Elders


24 ~ Exam#2 Mid-Term Exam #2

25 " Lesson 26 How to Dress

26 " Lesson 27 Cleanliness

27 " Lesson 28 Honesty

CHAPTER

7 Lessons MUSLIM COUNTRIES

~ ~

28 " Lesson 29 Saudi Arabia

28 " Lesson 30 Egypt


30 ~ Exam#3 Final/Annual Exam



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CHAPTERS

LESSONS TOPICS


teacher)

Teacher's


CHAPTER 1 1. Al-Quraysh 2. Al-Ma'un 3. Al-Feel 4. Al-Falaq

Lessons 1 to 4


CHAPTER 2 Lessons BELIEFS

~ ~

1 " Lesson 5 The Angels

2 " Lesson 6 The Prophets

3 " Lesson 7 The Jinn

4 " Lesson 8 The Holly Books (or Scripture)

CHAPTER 3 Lessons IBADAT

~ ~

5 " Lesson 9 Sunna Prayers

6 " Lesson 10 Praying in the Mosque

7 " Lesson 11 Praying together (Salat-ul-Jama'ah)

8 " Lesson 12 Friday Prayer (Salat-ul-Juma'h)

9 " Lesson 13 Eid Prayer (Salat-ul-Eid)



CHAPTER 4 Lessons THE PROPHET

~ ~

12 " Lesson 14 Al-Aqabah

13 " Lesson 15 The Muslim move to Yathrib (Medina)

14 " Lesson 16 Brotherhood

15 " Lesson 17 The Spread of Islam

CHAPTER 5 Lessons STORIES FROM THE QUR'AN

~ ~

16 " Lesson 18 Prophet Mosa (Moses)

17 " Lesson 19 More About Prophet Musa

18 " Lesson 20 Prophet Sulayman (Solomon)

19 " Lesson 21 The Rich Man

20 " Lesson 22 Prophet Isa (Jesus)

21 " Lesson 23 More About Prophet Isa



CHAPTER 6 Lessons CONDUCT & BEHAVIOUR

~ ~

24 " Lesson 24 Visits

25 " Lesson 25 Respect for Elders

26 " Lesson 26 Taking care of property

27 " Lesson 27 Respect your Teachers

28 Lesson 29 Respect your Neighbours

CHAPTER 7 Lessons THE WORLD OF ISLAM

~ ~

29 " Lesson 30 Palestine

30 " Lesson 31 Turkey


32 ~ Exam#3 Final/Annual Exam



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CHAPTERS LESSONS TOPICS


teacher)

Teacher's


CHAPTER 1 1. Al-Takathur 2. Al-Qari'a 3. Al-Zalzala 4. Al-Kafirun

Lessons 1 to 4


CHAPTER 2

Lessons BELIEFS

~ ~

1 " Lesson 5 Life After Death

2 " Lesson 6 We Are Responsible for What We Do

3 " Lesson 7 Heaven (Paradise)

4 " Lesson 8 Hell

CHAPTER 3

Lessons IBADAT

~ ~

5 " Lesson 9 Fasting

6 " Lesson 10 Zakah

7 " Lesson 11 Hajj (Pilgrimage to Makkah)

8 " Lesson 12 The Qur'an Helps



CHAPTER 4

Lessons THE LIFE OF THE PROPHET

~ ~

11 " Lesson 13 The Battle of Badr

12 " Lesson 14 The Battle of Uhud

13 " Lesson 15 The Battle of The Trench

14 " Lesson 16 The Conquest of Makkah

14 " Lesson 17 The Farewell Hajj (Pilgrimage)

15 " Lesson 18 The Death of the Prophet

CHAPTER 5

Lessons THE RIGHTLY GUIDED CALIPHATE

~ ~

16 " Lesson 19 Abu Bakr

17 " Lesson 20 Omar Ibn Al-Khattab

18 " Lesson 21 More About Omar

19 " Lesson 22 Uthman Ibn Affan

20 " Lesson 23 Ali Ibn Abi Talib



CHAPTER 6

Lessons ISLAMIC CONDUCT

~ ~

24 " Lesson 24 Sharing

25 " Lesson 25 Gossip

26 " Lesson 26 Make Sure that All News is True

27 " Lesson 27 Seeking Knowledge

CHAPTER 7

Lessons THE WORLD OF ISLAM

~ ~

28 " Lesson 28 Indonesia

29 " Lesson 29 Pakistan


31 ~ Exam#3 Final Exam



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CHAPTERS LESSONS TOPICS Actual Lesson Date (by

teacher)

Teacher's


CHAPTER 1 1. At-Tin 2. Al-Inshirah 3. Ad-Duha 4. Aya Al-Kursi

Lessons 1 to 4

At the teachers discretion, the Memorization, Pronunciation & Understanding of the 4 Surahs is distributed over the school year alongside the other lessons.

CHAPTER

2 Lessons BELIEFS ~ ~

1 " Lesson 5 What kind of people Were the Prophets

2 " Lesson 6 The Names of the Prophets

CHAPTER

3 Lessons IBADAT

~ ~

3 " Lesson 7 How Prayer Can Help Us

4 " Lesson 8 Al-Qasr

5 " Lesson 9 Al-Jam (Doing Prayer Together)

6 " Lesson 10 Funeral Prayer

CHAPTER

4 Lessons

SOME of the CHARACTERS of the PROPHET

~ ~

7 " Lesson 11 The Prophet's Courage

8 " Lesson 12 The Prophet always kept his promise

9 " Lesson 13 The Prophet was Content with his Life

10 " Review Review of Lessons 5 to 13

11 " Exam# 1 Mid-Term Exam #1

12 " Lesson 14 The Prophet was Humble

13 " Lesson 15 The Prophet was Steadfast in His Beliefs

14 " Lesson 16 The Prophet Showed Mercy

15 " Lesson 17 The Prophet was Generous

CHAPTER

5 Lessons STORIES of SOME MUSLIMS

~ ~

16 " Lesson 18 Salman Al-Farisi

17 " Lesson 19 Khalid Ibn-ul-Walid

18 " Lesson 20 Aysha

19 " Lesson 21 Al-Khansa

20 " Lesson 22 Abdullah Ibn Mas'ud

21 " Lesson 23 Tariq Ibn Ziyad



CHAPTER

6 Lessons ISLAMIC CONDUCT AND BEHAVIOUR

~ ~

24 " Lesson 24 Choosing Friends

25 " Lesson 25 Working Hard

26 " Lesson 26 Being Careful with Money

27 " Lesson 27 Protecting Public Places

28 " Lesson 28 Forgiveness

CHAPTER

7 Lessons THE WORLD OF ISLAM

~ ~

29 " Lesson 29 Sudan

30 " Lesson 30 Iran


32 ~ Exam #3 Final/Annual Exam


APPENDIX -1 contin.. Syllabus Level 6 ( My Book of Islam-6)

CHAPTERS LESSONS TOPICS


teacher)

Teacher's


CHAPTER 1

1. AlHumaza 2. Al-Alaq 3. As-Shams 4. Selected Aya

Lessons 1 to 4

At the teachers discretion, the Memorization, Pronunciation & Understanding of the 4 Surahs is distributed over the school year alongside the other lessons.

CHAPTER 2 LESSONS BELIEFS

~ ~

" Lesson 4 Alcohol

" Lessons 5 Drugs

" Lesson 6,7 Meat; Pork and Blood

" Lesson 8 Gambling

CHAPTER 3 LESSONS IBADAT ~ ~

" Lesson 9 Az-Zakah

" Lesson 10 Who receives Zakah

" Lesson 11 How Zakah Affects Society

CHAPTER 4 Lessons

THE SUNNAH: TRADITION of the PROPHET

~ ~

" Lesson 12 The Meaning of the Sunnah

" Lesson 13 Recording the Sunnah

~ Review Review of Lessons 4 to 13

~ Exam #1 Mid-Term Exam #1

" Lesson 14 The Prophet's Tarditions-1 (Hadith)



CHAPTER 5 Lessons SCHOLARS OF HADITHs ~ ~

" Lesson 17 Imam Al-Bukhari

" Lesson 18 Imam Muslim

" Lesson 19 Ashab-Us-Sunnah-1

" Lesson 20 Ashab-Us-Sunnah-2

CHAPTER 6 Lessons ISLAMIC CONDUCT ~ ~

" Lesson 21 Visiting the ill / Sick

" Lesson 22 Visiting the Cemetery

" Review Review of Lessons 14 to 22

" Exam #2 Mid-Term Exam #2

" Lesson 23 Patience

" Lesson 24 Courage

" Lesson 25 Generosity

" Lesson 26 Discipline

" Lesson 27 Making Good Use of Your Time

CHAPTER 7 Lessons THE WORLD of ISLAM ~ ~

" Lesson 28 The Muslim States

" Lesson 29 Names of the Muslim States

" Lesson 30 The Importance of the Muslim World

~ Review Overall Review

~ Exam #3 Final/Annual Exam


Appendix 2: SYLLABUS- QURANIC ARABIC Levels 1 & 2

QA level

Subject Outline References

Books

Lev

el 1

Quick Revision of: Recognition of letters of Arabic alphabet: Recognition of letters names, shapes and pronunciation ( intended sounds, phonetics).

Review of Page 1-20

Introduction to Arabic short vowels Fatha, Kasra, Dammah (shapes, where positioned on the letters and the resulting sounds) . Use of Fatha, Kasrah and Dammah repeated with each Arabic letter Use of changing vowels on the same letter i.e. Fatha, Kasra and Dammah repeated sequentially with each Arabic alphabet before moving to the next letter. Introduction to different shapes of the same Arabic letter at different positions in the word (such as the shape of the letter at the beginning of the word, in the middle or at the end of the Arabic word). Introduction to naughty letters Alif, Daal, Dhaal (or Dzaal), Raa, Zaa and Waaw which connect to the letters ahead of the naughty letters but do not connect to the letter that follow the naughty letters in a word. . Use examples (page 28).

References

1. Gateway to Arabic Page 21 to 28 2. Beginners Arabic Reading

Lev

el 2

Quick Revision of Concepts taught in Level-1 of Quranic Arabic.

Two letter words: Connecting two letters with variations of short vowels Fatha, Kasrah and Dammah and the resulting pronunciation. (Page 28 of 'Gateway to Arabic') Practice many combinations of two letter words using Fatha, Kasra and Damma. Find examples outside the 'Gateway to Arabic' as well. Three letter words: Connecting three letters with variations of vowels Fatha, Kasrah and Dammah and the resulting pronunciation. (Page 29 to 39 of 'Gateway to Arabic') Practice many combinations of three letter words using Fatha, Kasra and Damma .

References

1. Gateway to Arabic Page 29 to 39 2. Beginners Arabic Reading



QA level


Books

Lev

el 3

Quick Revision of Concepts taught in Level-2 (& Level 1 if necessary) of Quranic Arabic.

Introduction of double vowels (Tanween) Fathataan, Kasrataan and dammataan (shapes, where located on the alphabet and created sounds). Page 40, 41 and 42 of Gateway to Arabic) Use of Fathataan, Kasrataan and dammataan repeated with each Arabic alphabet Practice Two and Three letter words with Tanween (double vowels). Page 43 of 'Gateway to Arabic') Introduction to the three Long Vowels 'Alif madd', 'Yaa madd' and 'Waaw madd' for stretching Arabic Letters sound. Practice examples in the book on page 47. Introduce "Sukoon" concept using two-alphabet words and the resulting sound. Practice three and four alphabets using "Sukoon" with proper pronunciation (Page 48 of Gateway) Introduce "Shadda" concept using two-alphabet words and the resulting sound. Practice three and four letter words using "Shadda" with proper pronunciation (Page 49 of Gateway) Differentiation of proper pronunciation of similar sounding alphabets.(e.g. Kaff vs Qaff, Taa vs. Ta (or Twa), Daal vs. Daad, Dhaa (or Dzaal) vs. Za (or Zwa) Practice reading compounded words with varying vowel, shadd, sukoon, madd etc combinations using words from textbook 'Gateway to Arabic' and from Qur'an.

References

1. Gateway to Arabic Page 40 to 50

Lev

el 4

Quick Revision of Concepts taught in Level-3 (& Level 2 if necessary) of Quranic Arabic.

Practice reading compounded words with varying vowel combination using words from Qur'an. Introduction to "Qamari" & "Shamsi" letters of the Arabic alphabets and their effect on Arabic article ‘Al- ‘. Practice reading sentences (Ayahs from Quran) with proper pronunciation Practice reading with Tajweed Sura Fatiha and the last ten short Surahs and understanding the meanings in English using text book ( ‘Short Surahs’ by IQRA) Practice reading Quran with proper pronunciation (Tajweed). Teacher to involve each student to participate in the Tajweed practice.

References

1. ‘Gateway to Arabic’ Page 51 to 70 2. "Short Surahs" Textbook by IQRA



QA level


Books

Lev

el 5

Quick Revision of Concepts taught in Level-4 of Quranic Arabic syllabus and then enhance the concepts

Advancing the concepts and contents of Level 4 Syllabus above. Emphasis to beon individual student participating / practicing to read

Surahs/Ayahs from Quran, only the Surahs which are not memorized by the student, with attention to proper pronunciation / Tajweed. Emphasis must be on achieving fluency in reading the text of the Quran. Assume that this may be the last opportunity for the student(s) to reach this fluency with good pronunciation (Tajweed).

As in Level 4 with added info

from other reference books

Lev

el 6

Quick Revision of Concepts taught in Level-4 of Quranic Arabic and then enhance the concepts

As in Level 5 but with more emphasis on fluency in reading text from the Quran with Tajweed. More opportunities for individual students for recitation from Quran in class and correction if required

More advanced / enhanced work at the teachers discretion noting that it is the students final year in the school to correct mistakes and getting the required fluency in reading.

Beyond level 5 at teacher's

discretion


. APPENDIX- 3 -

PRIMARY LEVEL SYLLABUS OUTLINE.

There is no formal text book for Primary (entry) level for students under age 7 since not all of them can read text at this age.

This appendix serves as an outline of recommended topics for teaching by the teacher(s). Teachers are recommended to

augment it with simple explanations or additional relevant topics.

1. ISLAMIC STUDIES- for Primary Level.

Introduce students to the concept of Tawheed Tawhid means there is one and only one God, Allah. Explain in simple termss such as: Everything that exists, the earth, moon, the sun, the stars and everything

beyond and in between has been created by one and only one very intelligent creator. He is the one and the

only one God. Muslims calls this One and only One God Allah because Allah calls Himself by this name in

the Quran. Since Allah created everything and everyone so He is the God of everyone, even of those people

who do not accept Him as their God.

Allah, the most Powerful and the most Wise, existed before everything and has power and authority over

everything. He does not depend on anyone's help in running the affairs of His creation. He has no partner to

share his authority with. He has no son and has no father. There is none like Him in power and wisdom or in

any other quality. Nothing ever happens without the knowledge or the will of Allah, Allah is the most loving,

Merciful and Forgiving God. Allah loves good people and will reward the good people a place in Paradise.

Brief Introduction to ‘The 6 Articles of Faith (Belief)/ Iman’ as the Foundation of Islam Belief in the following ‘Articles of Faith’ maks the foundation of Islam.

Teach the students that Muslims believe in the following:

(1) Oneness of God, Allah, (2) His Angels,

(3) His Books, (4) His Prophets;

(5) the Day of Judgement, and (6) that ‘whatever good or bad that happens is with the knowledge and

the will of Allah; and therefore in ‘the life after death’.

If time permits, help the children memorize in Arabic: Amantu biLlahi, wa Malaikatihi, wa Kutubihi, wa

Rusulihi, wal-yaumil Akhiri, wal-qadri khayrihi wa sharrihi min-Allahi Ta'la, wal-ba'si ba'dal maut.

Brief Introduction to the ‘The Five Pillars of Islam’ . The 5 Pillars of Islam indicates the compulsory duties Muslims have to do as Allah has commanded them to do.

(1) Shahada: Declaring of Faith- La ilaha illaLlah Muhammad-ur Rasul uLllah),

(2) Salah: Praying 5 times a day; Fajr, Zuhr, Asr, Maghrib and Isha

(3) Saum:(Fasting in the month of Ramadan by healthy adults…. );

(4) Zakah: (Compulsory Charity or Poor Dues on one’s savings )

(5) Hajj: (Pilgrimage to Makkah once in a lifetime if one can afford. Conditions apply for affordability)

Introduction to Salah, the 5 daily prayers (with Wudu):

This should be taught at ease and not to burden the children.

- Explain that it is Fard (compulsory) on adults only but children need to learn and practice when young.

- Explain the times of the 5 daily prayers; Fajar )/ Zuhr / Asr / Maghrib/ Isha

- Demonstrate the proper posture in different position of the prayer

- Let children memorize some easy parts of the expressions that are recited in these different positions.

Introduction to some Kalimat

Introduce students to the simplified meanings of these Kalimat. Periodic repetition helps in memorization.


TAWHID : La ilaha ill-Allah (Therec is no God but Allah)

SHAHADA: Ash-hadu alla ilaha illAllah, Wa ash-hadu anna Muhammad-ur RasuluLlah (I declare that there is no God but Allah - and I declare that Muhammad is his Messenger ) .

TASMIAH: Bismillah-ir Rahman-ir Raheem [(I begin) in the name of Allah, Most Gracious, Most Merciful]

TA'AWWUZ: Audhu biLlahi min-ash-shaitan-ir rajeem (or Auzu billahi........) ( I seek protection with Allah from shaytan, the rejected one )

Introduce students to these Expressions commonly used by Muslims

Introduce students to the simplified meanings of this expression. Periodic repetition helps in memorization.

Assalamu Alaikum... when greeting someone (it means ‘May Allah’s peace be upon you’)

Wa Alaikum Salam ... To respond to someone who says AssalamuAlaikum

BismiLlah ... when starting to do anything (it means ‘With the name of Allah.....’ ),

Audhu biLlah (Auzu biLlah) ... when asking ‘protection of Allah from Shaitan’

Alhamdu liLlah..when thanking Allah with praise for His many blessings or when a task is

Completed (it means ‘Praise be to Allah’)

JazakAllah ... Asking Allah to reward someone who did something good (May Allah reward you)

InshaAllah ... when making real promise to do something (it means ‘God willing’ )

MashaAllah ... Expressing happiness when seeing something beautiful or hearing some good news.

AstaghfiruLlah ... Asking forgiveness from Allah after doing or seeing something bad / wrong.

Manners, Habbits, Etiquette: Explain why some habits are good and some habits are bad. Explain the meanings of the specific habits so

the children can imagine by themselves the good or bad nature of the habits. Explain how good manners

benefit oneself and others and keep one out of trouble and that bad manners always cause problems to

oneself and others.

Good Habits: Mention that Allah is pleased with those who have good habits & manners.

Some of the good habits are: Being respectful to parents, teachers, neighbours and others; Knowledge-

Learning & Teaching; Telling the Truth; Being Honest; Cleanliness; Saying Salam; Patience; Following

rules; Forgiving others mistakes; Choosing good people as friends; Making good use of time and money;

Keeping promise; Being good to your younger brothers and sisters.

Bad Habits: Explain that those who get bad manners/habits then there will be trouble in their lives. If

they do not change their bad habits / manners to good one then Allah will not be pleased with them, other

people will not like them and their parents will be sad.

Some of the bad habits are: Disobeying parents and teachers; Disrespecting others; Telling lies; Stealing;

Cruelty to human or animals; Bullying; Back-biting; Being lazy or quarrelsome;

2. Quranic Arabic- for Primary Level . (Use the ‘Syllabus Guidelines for Primary’ along with pages 1 to 20 of ‘Gateway to Arabic’ as reference.)

* Recognition of letters of Arabic alphabet: Recognition of letters names, shapes and pronunciation

( intended sounds of Alphabets, phonetics).

* Identify phonetically similar sounding letters of English Alphabet for each Arabic letter.

* Practice writing and colouring of letters of Arabic alphabets.

* Ensure good proficiency in all aspects of Arabic Alphabets

* If time permitting, introduce them to the concept & working of short vowels (Fatha, Kasra and Damma).

3. FUN AND PLAY Do not forget the importance of these activity for the children under age 7 to keep them interested in

coming to school. Use colouring and play sessions on alternate Sundays.

COLOURING: Use interesting and educational sketches for colouring. School keeps supply of colouring

pencils and sketches.

PLAY: Think of light and safe plays that are fun for the children.


APPENDIX- 4

SYLLABUS- QURAN MEMORIZATION

Surahs Listed by Islamic Studies Level ( See Chapter #1 in each of "My Book of Islam" )

Primary Level

I S Level 1

I S Level 2

I S Level 3

I S Level 4

I S Level 5

I S Level 6

Tasmia

(Bismillah-ir- Rahman----)

Al-Fatiha

Surah# 1

Al-Masad

Surah# 111

Al-

Quraysh

Surah# 106

Al-

Takathur

Surah# 102

At-Tin

Surah# 95

Al-

Humaza

Surah# 104

Shahada

(La ilaha illAllah--)

An-Nas

Surah# 114

An-Nasr

Surah# 110

Al-Ma'un

Surah# 107

Al-Qari'a

Surah# 101

Al-

Inshirah

Surah# 94

Al-A'laq

Surah# 96

Thana

Subhana-ka Allahumma -

--

Al-Ikhlas

Surah# 112

Al-

Kawthar

Surah# 108

Al-Feel

Surah# 105

Al-Zalzala

Surah# 99

Ad-Duha

Surah# 93

Ash-

Shams

Surah# 91

Al-Fatiha Al-Asr Surah# 103

Al-Qadr Surah# 97

Al-Falaq Surah# 113

Al-Kafirun Surah# 109

Ayat-ul--Kursi

Surah 2: 255

Selected Supplications Surah 14: 40-41 Surah 2: 127-128 Surah 2: 286

NOTES: * Memorization of Surahs in all classes must begin at the beginning of the school year.

* Memorization needs time. Allowing more time for memorization reduces stress on the students.

* Teachers may seek parents help to do their part of the responsibility in the memorization process.

* Parents can also help their children revise memorization of previous years lest they forget.


APPENDIX-5 Placement (Level Assignment) Guide for New Students

Primary

or Entry Level (PL)

Minimum age for the Primary (Entry) Level is 6 years by December 31 of the School starting year. No age exception for Primary / entry . New students with minimum age 6 are placed in the Primary Level (PL). Students in Primary Level are taught by the same teacher(s) during both the Islamic Studies and Quranic Arabic periods and stay together for both periods.

..

..

Isla

mic

Stu

die

s ..

..

There are`six (6) Levels for "Islamic Studies" in addition to the Primay Level. Students being registered for the first time in OMA School are placed according to their age (maturity) in levels as shown below and adjustment is made later only if the teacher & admin agree that the student has shown higher proficiency than the standard placement. Students or parents may decide for a lower level pllacement if they find it helpful for the student. Returning students are placed according to the previous year results.

Islamic Studies Level

(New Students)

Standard Placement

(by Age in Years)

If Teacher's/Admin Recommends

(before Jan 10)

Or if older Students by their own

Choice

IS Level 1 7~8

IS Level 2 9~10

IS Level 3 11 10 12

IS Level 4 12 11 13

IS Level 5 13 12 14

IS Level 6 14 &+ 13 15 & above

Qu

ran

ic A

rab

ic QA level 1 There are Six (6) Levels for Quranic Arabic. Each new student is assessed individually for current proficiency in Quranic Arabic text reading and is placed accordingly in one of the 6 Qur'anic Arabic Levels. Returning students are placed according to the previous year performance results. Quranic Arabic levels (1 to 6) are different from "Islamic Studies" Levels (1 to 6) since Quranic Arabic Levels placement for new students is based on Arabic proficiency level while Islamic Studies levels for new students are based on student's age (i.e. maturity) and general proficiency level.

QA level 2

QA level 3

QA level 4 (Fluency in reading

Quranic text)

QA level 5 (with translation)

QA level 6 (translation & Explanation

Rev September 2015


APPENDIX-6:

General Guidelines for Parents

The following guidelines show the responsibilities of parents and the volunteer school staff; intended for

fairness to all, consistency in operations and ease of operations for the School volunteers:

I, as a parent/guardian, understand and agree that: 1. The OMA Sunday School teaching and Administration staff is all volunteer and have volunteered to share

Parents responsibility in the education of the children and not to replace the parents.

The Sunday School is not intended to be a daycare centre but a cooperative school where parents and

teachers share the responsibility to ensure the child progress in the subjects taught in the School. 2. Proper behavior of my children registered in the school is my responsibility and I will continue to assure

that my child/children behaves properly. I also agree that the school staff may need to use reasonable

means to maintain the discipline in the class & the school for the good of all students. If the discipline

problems continue after due warnings by the school staff, the school will have the right to ask the parents

to withdraw their hard-to-discipline child in order to provide proper environment conducive for learning

for the majority students.

3. The Sunday school opens at 9:30am and closes at 1:00pm and I agree that (a) late arrivals hinder the

students and the class progress, and (b) the volunteer- teachers responsibility for my children watch and

ends after the school closing.

4. Participation in Zuhr prayer is a recommended part of the school programme and that I (as parent or

designated substitute) shall be responsible for receiving my child at the school-closing bell and for the

child’s behaviour in the mosque after the school-closing bell and keeping the child in my company during

the Zuhr prayer.

5. The School provides free all text books and notebooks and consumable stationary during the school year.

Consumable stationery such as notebooks and pencils are provided with reasonable frequency. However,

it is the parents responsibility to ensure that students regularly bring to the class-rooms their text books,

notebooks, pencils etc issued to them. Those students who frequently forget their textbooks and pencils

etc at home shall be asked to call their parents to inform them of the items left at home.

6. The school keeps a ‘lost and found’ bin for any items left by the students in the class rooms & immediate

school area in the basement. The School staff and teachers will help in searching for the item lost in the

immediate school areas but the School does not take any responsibility for items lost or misplaced by a

student. Any text book lost by a student is to be replaced at cost.

7. Parents should inform their children not to bring any toys or audio/video or any other electronic gadgets

to the Sunday School to avoid any opportunity for distraction or disturbance in the class. The teacher may

have to take necessary steps to minimize disturbance in the class.

8. The School communicates with parents/guardians only through emails about the messages from the

school regarding School events, schedule changes, emergency school closures (such as due to snow

storms etc.). Parents are expected to keep their children informed. The School and its staff will not be

responsible for failure to read the email message for any reason.

Please inform the school of any change in the parents email address and phone number. 9. School staff, including teachers, will do their best to ensure safe environment for the students (including

advising against unsafe activities such as leaving school area without permission or running around in the

school area). However, the volunteer staff & teachers and/or the Ottawa Muslim Association cannot be

held liable for any accidental harm to a student. Parents are welcome to examine the school premises.

10. The OMA School does not have resources to teach students who can be identified to require special needs

and attention. When parents know the child will be difficult for the volunteer teachers, the school must be

informed as early as possible. This can avoid bad situations for the teacher, the student and the class.

11. To help my children observe a dress code indicating an acceptable norm of modesty ( hayaa ).

12. Parents may be asked for volunteer help if & when help is required by the school during the school

functions or class/school special activities. Rev 2013 /A.Khan


Appendix-7 Sunday Day Schedule (Time-table)

Time ACTIVITIES

9:30 am ~ Arrival Arrival at the Mosque School; School Assembly Lecture

9:30 am ~ 10:00 am School Assembly: Lecture in the Mosque basement

10:00 am~ 11:20 am FIRST PERIOD …. Quranic Arabic (1 hr, 20 min)

11:20 am ~11:30 am ……...Lunch break………. (10 minutes)

11:30 am~ 12:50 pm SECOND PERIOD …. Islamic Studies (1 hr, 20 min)

12:50 pm~ 1:00 pm Extra 10 min ... For Salah Specific or other Special Topics

1:00 pm~ Closing Bell

Wash (wudu) for Zuhr prayer in the mosque (with Parents)

NOTES:

Parents are urged to bring their children on time to attend the morning assembly lectures for their benefit.

Parents to provide children nutritionous snack for the luch break. Please avoid food with peanut contents to help those alergic.

Also please avoid lqiuid food or drinks that can stain the carpet in the mosque.

The extra 10 minutes added to the2nd Period (Islamic Studies) Teachers to make note that extra 10 minutes added to the 2nd Period (Islamic Studies) are basically intended for working towards gradually achieving perfection of Salat which which is the most repeated daily devotional activvity of a Muslim in obedience to Allah and which if done properly uplifts the spirit of the person. The following are some aspects of the Salat that needs attention by teachers and parents. Stay with 'Basics' and 'Essentials' and not to overwhelm the young students: (a) Proper pronunciation and memorization of the Arabic expressions recited in each positions of the Salat. (b) Proper pasturing of the body parts in various positions of the Salat. (c) Proper state of mind like being mindful of being in the presence of Allah, the One Whom one is praying to.

Also, at times there may be special current or approaching occasions that Muslaim children need to know about such as Isra & Mirage Ramadan, various occasions associated with Eid-ul-Adha, the teacher can use this extra time to discuss such topics.

Periodically, the teacher may use these extra minutes to solicit questions from the stdents about topics pertinent to the class studies or any lingering doubts. The teacher answers the question, however, If a teacher is not sure about the answer, he/she may consult a colleaguue or Imam to find an answer.


Sunday Day Schedule (Time-table)

G

Zikr, Shukr, Sabr, Fikr

Repentance, Forgiveness, Supplication

Justice, Honesty, Cleanliess, Truthfulness

Respect for Parents & Elders; Kindness to People & Animals

Enjo ining Good & Avoiding Evil; Work Diligently for Halal Livelihood

Seeking & Sharing Knowlledge; Respect for Teachers; Dicipline; Amanah

Helping Needy;Visiting the Sick;Helpfulness to Neighbours;Steadfast in Righteousness

Humility; Choosing Good Friends & Partners; Reconciliation; Generosity; Trust in A llah & His M ercy

Avoide Israf; M ake Good Use of Time & M oney; Avoide Spreading Gossips; A llah Loves All His Creation

STRUCTURE OF ISLAMBELIEFS, PRACTICES AND ETHICS

PILLARS ARE BASED ON THE FOUNDATIONS OF IM AN

h h

5. Belief in the 'Day of Judgement' (Accountability)

6. Belief in pre-desination i.e. anything that ever happens,

good or bad, is ordained by Allah and He has full knowledge of it.

5 P

ILLA

RS

OF

ISLA

M

Day

-to

-day

act

s o

f O

bed

ien

ce t

o A

llah

- Ibadah

ETH

ICS

( f

rom

Qu

ran

& S

un

nah

)

PR

ESC

RIB

ED P

RA

CTI

CES

(Sp

ecif

ied

Ru

les

app

ly)

1. Belief in Allah (One creator, one and only One God, Allah)

Prepared for OM A Sunday School, Ottawa / Akram Khan

& by implication.. Bel ief in the l i fe after death

Accountability with Predestination ?

Yes. However, to understand this requires strong belief in the encompassing knowledge of

Allah, the most intell igent creator, meaning that nothing is, was or ever will be, beyond the

scope of the knowledge of Allah, the creator of all things and actions.

Allah has willed 'free will ' to mankind but Allah knows what the outcome will be of the exercise

of the person’s 'free will ' (in interaction with the exercise of ‘free will’ by others).

FOU

ND

ATI

ON

OF

IMA

N

AR

TIC

LES

OF

FA

ITH

2. Belief in His Angels

3. Belief in His Sacred Books (Scriptures)

4. Belief in His Prophets

1.

SHA

HA

DA

H-

Dec

lara

tio

n o

f Fa

ith

2.

SALA

H-

5 D

aily

Pra

yers

3.

Sau

m-

Fas

tin

g in

th

e m

on

th o

f R

amad

an

5.

HA

JJ-

Pilg

rim

age

to M

ecca

on

ce in

life

tim

e

4.

ZAK

AH

-

Pre

scri

be

Ch

arit

y /

Po

or

Du

es

APPENDIX- 8

VISUAL DISPLAY OF THE CONCEPTS OF

ARTICLES OF FAITH & 5 PILLARS OF ISLAM

Allah loves Ihsan

Documents

INFORMATION ABOUT OMA SUNDAY SCHOOL · Memorization ( Hifz ) of Short Surahs of the Qura’n. Each student has to memorize the four (4) prescribed short Surahs in each of the six