LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
ISLAMIC STUDIES JSS 1 FIRST TERM
WK TOPICS LEARNING OBJECTIVES
S CORE SKILLS
1 Sūratul- Students will be able to:
Fatihah i. recite the Sūrah in Arabic (or
Chapter 1 transliteration) correctly with
Tajwid and translate the Sūrah into
English (and memorize).
ii. state the subject matter of the
Sūrah and group the verses into
sections.
iii. mention the lessons contain
therein and explain how the
lessons learnt can be applied in
daily life.
iv. recognise the need to know the
Sūrah.
v. cite the spiritual benefits of the
Sūrah.
2 Pillars of Students will be able to:
Islam (Five i. arrange the pillars of Islam
Pillars of accordingly.
Islam). ii. pronounce the Pillars of Islam in
Arabic and the meaning in
English.
iii. quote Hadīth 3 of An-Nawāwi
on the five pillars of Islam.
iv. recognize that Islam is built
upon five pillars of Islam.
v. state the significance of the five
pillars of Islam.
3 Hadīth and Students will be able to:
Sunnah i. explain Hadīth and Sunnah.
ii. differentiate between Hadīth
and Sunnah.
LEARNING ACTIVITIES EMBEDDED LEARNING
RESOURCES
Pre-Class Activities: Collaboration and -Copy of the Glorious
Planning: personal Qur’ān, Arabic text,
Students will come to class with a copy of the development English and Yoruba
Glorious Qur’ān. Version
Class introduction Activity
Entry Behavior Assessment: -A chart showing Sūratul-
The learners will begin the learning by reciting Fatihah in Arabic
Sūratul-Fatihah
The teacher asks for the cause of not knowing -Visit: http://www.u-
the Sūrah by any Muslim (i.e. his irregularities smart.com.ng
in the mosque).
Classroom Activities
Recitation:
Students read the Arabic text, the English
translation and the Yoruba Translation
concurrently.
Post-Classroom Activities:
Self-study:
Write the Arabic text of Sūratul-Fatihah in your
note book.
Class Introduction Activity: Collaboration and -A chart showing the list of
Entry Behavior Assessment: communication the five pillars of Islam.
The learners will begin the learning by skill
mentioning the five pillars of Islam. -Visit: http://www.u-
Class Activities smart.com.ng
Class Assessment:
Students are to be grouped into five representing
each pillar of Islam and then explain to the
whole group what they stand for.
Post-Class Activities:
Project:
Inscribe the Pillars of Islam boldly on cardboard
paper or using a graphic design.
Class introduction Activity Technology -A chart showing the
Entry Behavior Assessment: literacy/ meaning of Hadīth and
The students will begin the learning by stating Personal Sunnah.
the difference between Hadīth and the Qur’ān. development -A book of Hadīth
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
iii. identify the similarities
between Hadīth and Sunnah.
iv. distinguish between Qur’ān and
Hadīth.
v. enumerate the components of
Hadīth i.e. Isnād, Matn & Rāwī
vi. mention the classification of
Hadīth i.e Sahīh, Hassan and Da’īf
4 At-Tahārah Students will be able to:
(Purification i. define “At-Tahārah” and state its
and its position in worship
kinds) ii. classify At-Tahārah into its
kinds: Najasah and Hadath.
iii. explain what Najasah and
Hadath is
iv. describe how At-Tahārah from
Hadath is realized
iv. state the importance Islam
gives to At-Tahārah.
5. Al-Wudū’ Students will be able to:
(Water/Wet i. describe the process of
Ablution) performing Wudū’.
ii. outline what necessitate the
performance of Wudū’.
iii. state what spoils/vitiates
Wudū’.
6. Arabia Students will be able to:
before Islam i. explain the word ‘Jahiliyyah’ as
a name given to the period before
Islam in Arabian Peninsula.
ii. describe some of the vices that
made the period be named as such.
iii. mention some changes brought
about by Islam into the Arab.
Class Activities Skill -Flashcards
Hadīth 3rd of An-Nawāwī’s tradition to be
broken down into the three components of -Visit: http://www.u-
Hadīth ’ smart.com.ng
Post-Class Activities:
Project:
Write any Hadīth in your note and break it
down into the components of Hadīth
Pre-Class Activities Personal -A chart showing the list of
Research and self study: development and kinds of At-Tahārah.
Ask or browse and write short note on how Social life skill.
Ghuslu, Istinjau, Istijmar is performed. -A chart showing the list of
Class Introduction Activity: Najasah and Hadath.
Entry Behavior Assessment:
The sudents will begin the learning by defining
the word cleanliness/purification. -Visit: http://www.u-
Class Activities: smart.com.ng
Demonstration:
Practical demonstration of tayammum and al-
wudu.
Class Introduction Activity: Personal -A kettle or bowl fills with
Entry Behavior Assessment: development and water for practical
Students to define “At-Tahārah ” and say the Technology demonstration.
classification of Tahārah . literacy
Class Activities: -Visit: http://www.u-
Demonstration: smart.com.ng
Practical demonstration of how Ablution is
performed.
Recitation:
Students to read Q5:6 and recognize the
compulsory part of ablution from sunnah.
Post-Class Activities:
A self-recording of oneself performing ablution.
Pre-Class Activities: Collaboration and -Geographical picture of
Research and self-study: Digital literacy Arab before Islam.
Find out the continent under which Saudi- -Pictures of a half-naked
Arabia falls. woman.
Print or copy out the speech of Ja’far before the
king of Negus to recognize the true picture of -Visit: http://www.u-
the Arab before Islam. smart.com.ng
Class Introduction Activity:
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

Entry Behavior Assessment:

Students to mention the language of the Qur’ān
and the Prophet of Islam.
Mention some countries that speak Arabic.
Class Activities:
Case study:
Students to state some bad practices of the
modern day Jahiliyyah and compare it to the
jahiliyyah period of the Arabia before Islam and
suggest Islamic solutions.
7 MID TERM TESTS/OPEN DAY/MID TERM HOLIDAY
8. a. Articles of Students will be able to: Class Introduction Activity: Critical Thinking -The text of kalimatush-
The Islamic i. explain the meaning and Entry Behavior Assessment: and shahadah in a chart and the
Faith significance of faith in relation to The students will begin the learning by communication English meaning.
other pillars of Islam (i.e no faith mentioning the five pillars of Islam. Skill
b. Faith (as no Salāt and others) Class Activities: -Chart showing the
the First ii. explain the meaning of Student Teaching: Articles of the Islamic
Pillar of Kalimatush-Shahādah in relation The teacher divides the class into six groups faith listed
Islam) with to faith. given each group a name of the articles of faith
emphasis on iii. examine its purpose in Islam. to study printed materials and allow each group -A picture of a person
Kalimatush- iv. pronounce and write the words pick a leader to narrate to the whole groups the testifying to Iman (Faith).
Shahādah correctly. portion that is assigned to them.
v. discuss what articles of faith Post-Class Activities:
mean Project: -Visit: http://www.u-
v. mention and arrange the six Inscribe the word of Kalimatu-sh-Shahādah and smart.com.ng
articles of faith in Islam. articles of faith boldly on cardboard paper or
using a graphic design.
9. Study of Students will be able to: Pre-Class Activities: Personal -Copy of the Glorious
Sūratun-Nās i. recite the Sūrah in Arabic (or Planning: development and Qur’ān, Arabic text,
(Q. ch. 114) transliteration) correctly with Students will come to class with a copy of the Collaboration. English and Yoruba
Reading and Tajwid and translate the Sūrah Glorious Qur’ān. Version
meaning. into English (and memorize). Class introduction Activity -A chart showing Sūratun-
ii. state the cause of its revelation Entry Behavior Assessment: Nas.
and its subject matter. The learners will begin the learning by reciting - Flashcards of the
iii. mention the lessons contain Sūratul-Fatihah vocabulary words
therein and interpret the Classroom Activities -Visit: http://www.u-
application of the lessons into Recitation: smart.com.ng
daily life. Students read the Arabic text, the English
iii. recognize the need to learn the translation and the Yoruba Translation
Sūrah by heart. concurrently.
iv. cite the spiritual benefits of the Post-Classroom Activities:
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

Sūrah. Self-study:
v. explain how the lessons learnt Write the Arabic text of Sūratul-n-Nas in your
can be applied in daily life. note book.
10 Sūratul- Students will be able to: Pre-Class Activities: Personal -Copy of the Glorious
Falaq (Q.ch. i. recite the Sūrah in Arabic (or Planning: development and Qur’ān, Arabic text,
113) Reading transliteration) correctly with Students will come to class with a copy of the Collaboration. English and Yoruba
and meaning. Tajwid and translate the Sūrah Glorious Qur’ān. Version
into English (and memorize). Class introduction Activity -A chart showing Sūratul-
ii. state the cause of its revelation Entry Behavior Assessment: Falaq.
and its subject matter. The learners will begin the learning by reciting - Flashcards of the
iii. mention the lessons contain Sūratul-fatihah and Nas. vocabulary words
therein and explain how the Classroom Activities -Visit: http://www.u-
lessons learnt can be applied in Recitation: smart.com.ng
daily life. Students read the Arabic text, the English
iv. recognize the need to learn the translation and the Yoruba Translation
Sūrah by heart. concurrently.
v. cite the spiritual benefits of the Post-Classroom Activities:
Sūrah. Self-study:
vi. say the relationship between Write the Arabic text of Sūratul falaq in your
Sūratul-Falaq and Sūratun-Nās as note book.
‘MUAWIDHATAYN’
11 Revision
12/13 Revision and
Examination
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
ISLAMIC STUDIES JSS 1 SECOND TERM
WK TOPICS LEARNING OBJECTIVES
S CORE SKILLS
1 Resumption Students will be able to:
Test /Sūratul- i. recite the Sūrah in Arabic (or
Ikhlās (Q.ch. transliteration) correctly with
112) Reading Tajwid and translate the Sūrah
and meaning. into English (and memorize).
ii. state the cause of its revelation
and its subject matter.
iii. mention the lessons contain
therein.
iv. recognize the need to learn the
Sūrah by heart.
v. cite the spiritual benefits of the
Sūrah.
vi explain how the lessons learnt
can be applied in daily life.
2 The Year of Students will be able to:
Elephant i. narrate the circumstances that
(‘Amul-Fil) led to the attack of Ka’abah by
Abraha.
ii. narrate how Abraha and his
soldiers were stopped from
demolishing Ka’abah.
iii. describe the aftermath of the
incident
iv. identify the year as the year
the Prophet (SAW) was born.
3 The Students will be able to:
Collection of i. discuss how Ahadīth were
Hadīth preserved and collected.
ii. identify names of the six
famous collectors of Hadīth
LEARNING ACTIVITIES EMBEDDED LEARNING
RESOURCES
Pre-Class Activities: Personal -Copy of the Glorious
Planning: development Qur’ān, Arabic text, -
Students will come to class with a copy of the and English and Yoruba
Glorious Qur’ān. Collaboration. Version
Class introduction Activity -A chart showing Sūratul-
Entry Behavior Assessment: Ikhlās.
The learners will begin the learning by reciting Flashcards of the
Sūratul-fathia, Nas and falaq vocabulary words
Classroom Activities -Visit: http://www.u-
Recitation: smart.com.ng
Students read the Arabic text, the English
translation and the Yoruba Translation
concurrently.
Post-Classroom Activities:
Self-study:
Write the Arabic text of Sūratul-Ikhlās in your note
book.
Pre-Class Activities: Creativity and -A chart showing the
Project: Technology picture of Ka’abah.
Design carrier album of Ka’abah. literacy -Chat of army with
Class introduction Activity elephant among them
Entry Behavior Assessment: or/and a short
The students will begin the learning by mentioning clips/animation of how
where the place birth of Prophet Muhammad. Allah protect His House
Classroom Activities (browse internet for that)
Recitation:
recitation of the Sūratul feel verse-by verse with -Visit: http://www.u-
the meaning side by side. smart.com.ng
Post-Classroom Activities:
Self-study:
Write the Arabic text of Sūratul-feel in your note
book.
Class introduction Activity Collaboration -A chart with the list of
Entry Behavior Assessment: and names of the six famous
The students will begin the learning by mentioning communication. collectors of Ahadīth
the difference between Qur’ān and Hadīth .
Classroom Activities -Visit: http://www.u-
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
iii. outline the brief account of
each of the famous collectors of
Ahadīth.
4 Hadīth 1 of Students will be able to:
An- i. read the Hadīth correctly in
Nawāwī’s either Arabic text or
Collections transliteration with correct
pronunciation.
ii. ii. translate into English, and
identify difficult words and
examine the key word(s) in the
Hadīth .
iii. identify the subject matter of
the Hadīth.
iv. mention the lessons in the
Hadīth .
v. explain how the lessons learnt
can be applied in daily life.
5 Attributes of Students will be able to:
Allah. i. discuss the essence and
The first 15 importance of the Attributes of
attributes of Allah.
Allah. ii. quote at least a reference from
the Qur’ān and Hadīth.
iii. recite the first 15 names of
Allah in Arabic text and its
meaning in English side by side.
iv. recognize the significance of
each of the attributes.
6 The History Students will be able to:
of the i. narrate the story of the
Prophet’s Prophet’s birth.
birth ii. describe his childhood up to
Collaborative learning: smart.com.ng
Dividing the students into six group and name each
of the group with the names of each of the six
famous collectors of Hadīth and then give brief
account of themselves
Pre-Class Activities : Collaboration -A chart containing the
Planning: and Arabic text of the Hadīth
Students will come to class with a copy of forty Personal .
tradition of An-Nawāwī’s collection and study Development - A copy/copies of An-
Hadīth 1. Nawāwī’s collection.
Class Introduction Activity:
Entry Behavior Assessment: - Flashcards of the
The students will begin the learning by examining vocabulary words
importance of Hadīth and itemize the components
of Hadīth i.e. Isnād, Matn & Rāwī. -Visit: http://www.u-
Class Activities smart.com.ng
Classroom Discussion:
i. Examine and identify the subject matter of the
Hadīth
ii. State the lessons contained in Hadīth .
Post-Class Activities:
Writing:
Students write content of the Hadīth in Arabic
text in the notebook .
Class Introduction Activity: Creativity/ -A chart showing the
Entry Behavior Assessment: Technology Attributes of Allah and
The students will begin the learning by mentioning Literacy their meaning in English.
names of Allah they know.
Class Activities -Visit: http://www.u-
Reading and pick a winner: smart.com.ng
Students will recite the names with the meaning
side-by-side repeatedly and teacher
awards/commends who can recite it off hand
Post-Class Activities:
Project:
Design the first 15 Attributes of Allah on a
cardboard or use a graphic design.
Class Introduction Activity Flexibility and -A chart showing the
Entry Behavior Assessment: Communication picture of the city of
The students will begin the learning by recalling Makkah, the birth place
the year of elephant as the year the Prophet (SAW) of the Prophet.
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

guardianship of Abu Talib. was born. -Chart showing dates of

iii. outline the lessons learnt in
the early life of the Prophet.
7 MID TERM TESTS/OPEN DAY/MID TERM HOLIDAY.
8 The Prophet Students will be able to:
‘(S.A.W.)’: i. recall the story of the Prophet’s Entry Behavior Assessment:
Youth-age birth up to guardianship Abu-
and Marriage Talib.
to Khadijah. ii. describe the Prophet’s
character in his youth.
iii. discuss the Prophet contact
with Khadijah.
9 Hadīth 5 of Students will be able to:
An- i. read the Hadīth correctly in
Nawāwī’s either Arabic text or
collections transliteration with correct
pronunciation.
ii. ii. translate into English, and
identify difficult words and
examine the key word(s) in the
Hadīth .
iii. identify the subject matter of
the Hadīth.
iv. mention the lessons in the
Hadīth .
v. explain how the lessons learnt
can be applied in daily life.
10 At- Students will be able to:
Tayammum i. explain what At-Tayammum is Entry Behavior Assessment:
ii. identify what necessitate the
performance of Tayammum.
Class Activities key events e.g. birth,
Story telling class: death of his father,
Allow one or two of the students to tell others mother, grandfather.
about his early life, i.e. childhood. Visit: http://www.u-
smart.com.ng
Class Introduction Activity Collaboration -A chart showing the
and picture of the city of
The students will begin the learning by narrating communication. Makkah, the birth place
the story of the Prophet’s birth up to guardianship of the Prophet (SAW).
Abu-Talib. -Chart showing dates of
Class Activities key events e.g. birth,
Story telling class: death of his father,
Allow one or two of the students to tell others mother, grandfather
about his early life, i.e. childhood. and marriage .
Class discussion:
The reward of honesty in words and actions as -Visit: http://www.u-
learnt from Prophet with Khadijah. smart.com.ng
Pre-Class Activities : Collaboration -A chart containing the
Planning: and Arabic text of the Hadīth
Students will come to class with a copy of forty Personal - A copy/copies of An-
tradition of An-Nawāwī’s collection and study Development Nawāwī’s collection.
Hadīth 5 of An-Nawāwī’s collections. -A chart containing the
Class Introduction Activity: theme of Hadīth 1st and
Entry Behavior Assessment: 3rd and 5th of An-
The students will begin the learning by mention the Nawāwī’s collections.
theme of Hadīth 1 of An-Nawāwī’s collections .
Class Activities
Classroom Discussion: -Visit: http://www.u-
i. Examine and identify the subject matter of the smart.com.ng
Hadīth
ii. State the lessons contained in Hadīth .
Post-Class Activities:
Writing:
Students write content of the Hadīth in Arabic
text in the notebook .
Class Introduction Activity: Personal -Sand spread on a
development, plank/handkerchief,
Students to mention what spoils /vitiates Al- and technology stones.
Wudu’.. literacy -Pictures showing a
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

iii. describe the processof Class Activities: person performing

performing Tayammum Demonstration: Tayammum. Practical
iv. state what spoils /vitiates Practical demonstration of how Tayammum n is demonstration.
Tayammum. performed.
Post-Class Activities: -Visit: http://www.u-
A self-recording of oneself performing smart.com.ng
Tayammum.
11 Relationship Students will be able to: Class Introduction Activity: Collaboration -A chart showing the
between i. describe who a Muslim and Entry Behavior Assessment: and Social skills pictures of a Muslim
Muslims and non-Muslim is. Students to mention what they know about who is a greeting or associating
non-Muslims ii. discuss what is expected of Muslim with non-Muslims.
Muslims to non-Muslims (i.e Class Activities: - Flashcards of the
kindness, tolerance, forgiveness Collaborative learning: vocabulary words
etc). Students to read and study of Q60 vs 8-9 and www.natais.edublogs.org
iii. interpret Q 60 vs 8-9 to enumerate what is expected of a Muslim to a non- -Visit: http://www.u-
recognize the peace preached in Muslim. smart.com.ng
Islam.
iv. examine Q9 vs 6 and 9 to
apply the quality of good
relationship preached in Islam.
v. cite an example from Hadīth
and Sirah.
12 Revision
13 & Revision and
14 Examination.
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

ISLAMIC STUDIES JSS 1 THIRD TERM

WK TOPICS LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED LEARNING

S CORE SKILLS
1 Revision of Students will be able to:
last term’s i. recite the Sūrah in Arabic (or
work/Sūratul transliteration) correctly with
-Masad (Q. Tajwid and translate the Sūrah
ch. 111) into English (and memorize)
Reading and ii. state the cause of its revelation
meaning. and its subject matter.
iii. mention the lessons contain
therein.
iv. recognize the need to learn the
Sūrah by heart.
v. cite the spiritual benefits of the
Sūrah.
vi. interpret the application of the
lessons into daily life.
2 The Five Students will be able to:
Daily Prayer i. discuss the Five Daily Prayers
(The Second (Salāh).
Pillar of ii. demonstrate how a Raka’h is
Islam) performed
iii. explain joining of a
congregational Salāh.
iv. identify those things that
vitiate Salāh.
3 Hadīth 6th of Students will be able to:
An- i. read the Hadīth correctly in
Nawāwī’s either Arabic text or
collections transliteration with correct
pronunciation.
ii. ii. translate into English, and
identify difficult words and
examine the key word(s) in the
Hadīth .
iii. identify the subject matter of
the Hadīth.
RESOURCES
Pre-Class Activities: Personal -Copy of the Glorious
Planning: development Qur’ān, Arabic text,
Students will come to class with a copy of the and English and Yoruba
Glorious Qur’ān. Collaboration. Version
Class introduction Activity -A chart showing
Entry Behavior Assessment: Sūratul-Masad.
The learners to recite Sūratul-fathia,Nas, falaq and - Flashcards of the
Ikhlās. vocabulary words
Classroom Activities -Visit: http://www.u-
Recitation: smart.com.ng
Students read the Arabic text, the English
translation and the Yoruba Translation
concurrently.
Post-Classroom Activities:
Self-study:
Write the Arabic text of Sūratul-Masad in your
note book.
Class introduction Activity Collaboration -Use of a virtual devise
Entry Behavior Assessment: and leadership showing/chart depicting
The learners will begin the learning by mentioning skills practical demonstration
the five daily prayers. of Salāh
Classroom Activities
Practical demonstration: -Visit: http://www.u-
Demonstration of how a Raka’h is performed, how smart.com.ng
prayer is performed, how to join prayer.
Pre-Class Activities : Collaboration -A chart containing the
Planning: and Arabic text of the Hadīth
Students will come to class with a copy of forty Personal - A copy/copies of An-
tradition of An-Nawāwī’s collection and study Development Nawāwī’s collection.
Hadīth 6th of An-Nawāwī’s collections. - Flashcards of the
Class Introduction Activity: vocabulary words
Entry Behavior Assessment: -A chart containing the
The students will begin the learning by mentioning theme of Hadīth 6th of
the theme of Hadīth 1st , 3rd and 5th of An- An-Nawāwī’s collections.
Nawāwī’s collections .
Class Activities
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
iv. mention the lessons in the
Hadīth .
v. explain how the lessons learnt
can be applied in daily life.
4 Child’s Students will be able to:
Responsibilit i. describe what responsibility
y to parents means
and ii. identify the position of parents
Relations. in Islam.
iii. recognize gratitude and
obedience to parents as the key
factors that underline their
responsibility to parents and
relations.
iv. outline examples of some of
their responsibilities to parents
and their relations.
v. state how these responsibilities
affect their lives and society.
5 Human Students will be able to:
Relations in i. discuss the term human
Islam. relations
- Greetings. ii. explain mutual understanding
- Response. as a way of achieving human
relations.
iii. describe greetings as one of
the ways of demonstrating good
human relations.
iv. describe how greeting is
expressed in Islam (i.e. by the use
of word).
v. state the forms of greeting and
responding (short and long form).
vi. mention the meaning of the
statement of greeting and
response in Islam.
vii. interpret the application of
Classroom Discussion: -Visit: http://www.u-
i. Examine and identify the subject matter of the smart.com.ng
Hadīth
ii. State the lessons contained in Hadīth .
Post-Class Activities:
Writing:
Students write content of the Hadīth in Arabic
text in the notebook .
Class Introduction Activity: Comunication, - A chart showing a
Entry Behavior Assessment: Social Life and father, mother and
The students will begin the learning by mentioning collaboration children.
some of the things they appreciate most in their skills
parents
Class Activities -Visit: http://www.u-
Classroom Discussion: smart.com.ng
Ways of showing gratitude and obedience to their
parents.
Reading:
Reading of the meaning of Q17:23 and 24 and
enumeration of the lessons therein.
Class Introduction Activity: Comunication, -A chart showing the
Entry Behavior Assessment: Social Life and words of greeting in
The students will begin the learning by mentioning collaboration Islam in Arabic and its
ways of greeting in various tribes. skills meaning in English
Class Activities - Chart of Muslim
Reading: shaking hands/hugging
Reading of Q4:86 each others in greeting
Students demonstrating: - Islamic words of
Students greet one another with the use of word of greeting in Arabic and the
greeting in Islam English translation
The teacher will guides them to identity who -Visit: http://www.u-
suppose to initiate greeting (etiquette) in Islam i.e a smart.com.ng
youngster greets an old person first, single greets
multiple, rider greet pedestrian etc
Greeting and respose of yawning person in Islam
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

Q4:86 in daily activities.

6 Adhān and Students will be able to: Class Introduction Activity: Personal -Recorded call to prayer
Iqāmah i. explain the term “Adhān” and Entry Behavior Assessment: development, (Adhān) and Iqāmah on
“Iqāmah” The students will begin the learning by asking and Social skills technology devices
ii. recognise the words of Adhān someone to call to prayer.
and Iqāmah. Class Activities
iii. identify the differences Students demonstrating: students making call to -Visit: http://www.u-
between Adhān and Iqāmah. prayer and Iqamah. smart.com.ng
iv. state the importance of call to Post-Class Activities:
prayer and Iqāmah. Students making Self voice recording of Adhān
and Iqāmah on a device.
7 MID TERM TESTS/OPEN DAY/MID TERM HOLIDAY.
8 The Students will be able to: Class Introduction Activity: Critical thinking -A picture of the cave
Muhammad’s i. narrate how Prophet Entry Behavior Assessment: and Hira
(SAW) call Muhammad was call to The students will begin the learning by narrating Technology -Use of Information
to prophethood. the circumstances that led to the Prophet’s Literacy Technology Devices to
Prophethood ii. State the circumstances that led marriage with khadijah. display the cave Hira.
to his retreat into Cave Hira. Class Activities
iii. narrate his first contact with Reading: -Visit: http://www.u-
Angel Jibrīl Students read the first five verses of revelation to smart.com.ng
iii. discuss the implication of his the Prophet (S.A.W) with the meaning.
contact with Jibrīl (AS).
iv. recognize the first revelation.
v. mention the role played by
Khadijah (AS)
vii. outline the lessons derived
from the story.
9. Sūratun-Nāsr Students will be able to: Pre-Class Activities: Personal -Copy of the Glorious
(Q. ch. 110) i. recite the Sūrah in Arabic (or Planning: development Qur’ān, Arabic text,
Reading and transliteration) correctly with Students will come to class with a copy of the and English and Yoruba
meaning. Tajwid and translate the Sūrah Glorious Qur’ān. Collaboration. Version
into English (and memorize). Class introduction Activity -A chart showing
ii. state the cause of its revelation Entry Behavior Assessment: Sūratul-Masad.
and its subject matter. The learners to recite Sūratul-fathia,Nas, -Flashcards of the
iii. mention the lessons contain falaq,Ikhlās and Masad. vocabulary words
therein. Classroom Activities -Visit: http://www.u-
iv. recognize the need to learn the Recitation: smart.com.ng
Sūrah by heart. Students read the Arabic text, the English
v. cite the spiritual benefits of the translation and the Yoruba Translation
Sūrah. concurrently.
vi. explain how the lessons learnt Post-Classroom Activities:
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

can be applied in daily life. Self-study:

Write the Arabic text of Sūratul- Nasr in your note
book.
10. Attributes of Students will be able to: Class Introduction Activity: Creativity/ -A chart showing the
Allah. i. appreciate the essence and Entry Behavior Assessment: Technology Attributes of Allah and
The attributes importance of the Attributes of The students will begin the learning by mentioning Literacy their meaning in English.
of Allah 16- Allah and quote at least a names of Allah they know.
30. reference from the Qur’ān and Class Activities
Hadīth. Reading and pick a winner: -Visit: http://www.u-
iii. mention the attributes of Allah Students will recite the names with the meaning smart.com.ng
in Arabic and their English side-by-side repeatedly and award who can recite
meaning concurrently. off hand
iv. recognize the significance of Post-Class Activities:
each of the attributes. Project:
Design the Attributes of Allah from 16-30 on a
cardboard or use a graphic design.
11 General
revision on
Qur’ānic
chapters.
12- Revision and
13 Examination.
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
ISLAMIC STUDIES JSS 2 FIRST TERM
WK TOPICS LEARNING OBJECTIVES
S CORE SKILLS
1 Resumption Students will be able to:
test/ i. state the meaning of Qur’ān.
Revelation of ii. mention the meaning of
the Qur’ān revelation.
iii. explain the modes of
revelation of the Qur’ān in
relation to Q42: 51.
iv. relate the third modes of
Revelation as the highest mode.
v. recognize the third modes as
the mode through which Qur’ān
was revealed.
vi. mention the year of the
commencement of the revelation
of the Qur’ān.
vii. discuss the benefits of
revealing the Qur’ān in piece
meal.
2 Content of Students will be able to:
the Qur’ān i. state the numbers of Sūrah
contained in the holy Qur’ān.
ii. classify the Suwar (Chapters)
into groups ie Makkah and
Madinah
iii. mention the numbers of Suwar
that were revealed in Makkah and
in Medinah.
iv. identify the features ofMakkah
and Medinah Sūrahs.
3 Preservation Students will be able to:
of the Qur’ān i. mention the need for the
preservation of the Qur’ān i.e.
why the need for the preservation
in reference to the past heavenly
revealed books?
LEARNING ACTIVITIES EMBEDDED LEARNING
RESOURCES
Class Introduction Activity Collaboration -Copies of the
Entry Behavior Assessment: Holy Qur’ān.
Students begin the learning by mentioning the -A chart showing the
heavenly revealed books and the prophets they picture of Mountain Nur
were sent to. and the cave of Hirah.
Classroom Activities -Recorded text/ chart of
Critical thinking: the Glorious Qur’ān Q42:
Students say what they understand about the word 51.
revelation and revelation of the Qur’ān before it -Flashcards of the
is treated vocabulary words
Recitation: -Visit: http://www.u-
Students to recite the meaning of Q42:51 and then smart.com.ng
outline the modes of revelation from the verse and
state the mode of revelation of the Qur’ān.
Pre-Class Activities: Personal -A copy of the Holy
Planning: Development Qur’ān.
Students should come to class with a copy of the and Technology
Glorious Qur’ān. literacy skill -A chart showing features
Class introduction Activity if Makkah and Medinan
Entry Behavior Assessment: Sūrahs in tabular form.
Students begin the learning by mentioning three
chapters each from the Qur’ān. -Recorded CD of the holy
Classroom Activities Qur’ān in different tones.
Group work:
The teacher divides students into two groups and
assigns each group to list out the suwar (chapters) -Visit: http://www.u-
that belong to either Makkah or Madinah. smart.com.ng
Pre-Class Activities: Technology -Copy of the holy Qur’ān.
Planning: literacy and
Students should come to class with a copy of the personal -Visit: http://www.u-
Glorious Qur’ān. development. smart.com.ng
Class introduction Activity
Entry Behavior Assessment:
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
ii. mention the four methods of
preservation of the Qur’ān
(memorization, recording,
recitation and private recording).
iii. explain the four methods of
preservation of the Qur’ān.
4 Attributes of Students will be able to:
Allah Nos i. appreciate the essence and
31- 50 importance of the Attributes of
Allah and quote at least a
reference from the Qur’ān and
Hadīth.
iii. mention the attributes of Allah
in Arabic and their English
meaning concurrently.
iv. recognize the significance of
each of the attributes.
5 Belief in Students will be able to:
Allah (SWT) i. recognize who Allah is Q112.
ii. state what a Muslim believes in
Allah (SWT)
iii. explain the indication and
implication of belief in Allah.
iv. mention the heavenly
consequence of belief in Allah.
6 Hadīth 2nd of Students will be able to:
An- i. read the Hadīth correctly in
Nawāwi’s either Arabic text or
Students begin the learning by mentioning the
features ofMakkah and Medinah Sūrahs..
Classroom Activities
Student Teaching:
The teacher divides the class into four groups to
study printed materials shared by him and allow
each group pick a leader to narrate to the whole
groups the methods of preservation of the Qur’ān.
Post-Class Activities:
Group project:
Type, design and laminate on A4 size paper card
“Qur’ān is the only Book with no mistake”
Class Introduction Activity: Creativity/ -A chart showing the
Entry Behavior Assessment: Technology Attributes of Allah and
The students will begin the learning by mentioning Literacy their meaning in English.
names of Allah they know.
Class Activities
Reading and pick a winner: -Visit: http://www.u-
Students will recite the names with the meaning smart.com.ng
side-by-side repeatedly and teacher
awards/commends who can recite it off hand
Post-Class Activities:
Project:
Design the Attributes of Allah from 16-30 on a
cardboard or use a graphic design.
Class Introduction Activity: Creativity and -A chart showing the
Entry Behavior Assessment: collaboration Kalimatush-Shahādahand
The students will begin the learning by mentioning meaning in English.
the Articles of the Islamic Faith. -A Chart of the Six
Class Activities Articles of the Islamic
Coolaborative learning: Faith (in Arabic text and
Students will mention what a Muslim believes in their English Translation)
Allah with the guide of the teacher, i.e. we belief - A Chart of the five
that Allah is One, the Most Powerful, the Most pillars of Islam
Knowledgeable, He has no partner nor a son, -A picture of a person
family etc testifying to Imān (Faith).
-Visit: http://www.u-
smart.com.ng
Pre-Class Activities : Collaboration -Chart showing the text
Planning: and of the Hadīth and its
Students will come to class with a copy of forty Personal meaning in English.
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

collections transliteration with correct
pronunciation.
ii. translate into English, and
identify difficult words and
examine the key word (s) in the
Hadīth .
iii. identify the subject matter of Nawāwī’s collections .
the Hadīth.
iv. mention the lessons in the
Hadīth .
v. explain how the lessons learnt
can be applied in daily life.
7 MID TERM TESTS/OPEN DAY/MID TERM HOLIDAY.
8 Belief in Students will be able to:
Angels of i. describe who an angel is
Allah ii. describe the nature of the
angels.
iii. mention the general roles of
the Angels (eg recording of
human deeds, supporting the
believers, conveying of revelation
from Allah (SWT) etc)
iv. state examples (names) of
some of the Angels.
v. mention the specific functions
of some of the Angels.
9 Hijrah Students will be able to:
i. explain the meaning of Hijrah.
ii. narrate briefly how the Prophet “The Message”
and Muslims were persecuted for Class Introduction Activity
the thirteen years of his
Prophethood in Makkah.
iii. state how the persecution of
the Muslims by the Makkans led
to the Hijrah.
iv. outline the significance of
Hijrah.
tradition of An-Nawāwī’s collection and study Development
Hadīth 2 of An-Nawāwī’s collections.
th
-A chart containing the
Class Introduction Activity: theme of Hadīth 2nd of
Entry Behavior Assessment: Nawāwī’s collections.
The students will begin the learning by mentioning
the theme of Hadīth 1st , 3rd ,5th and 6th of An- -Flashcards of the
vocabulary words
Class Activities
Classroom Discussion: -Visit: http://www.u-
i. Examine and identify the subject matter of the smart.com.ng
Hadīth
ii. State the lessons contained in Hadīth .
Post-Class Activities:
Writing:
Students write content of the Hadīth in Arabic
text in the notebook .
Class Introduction Activity: Collaboration -Chart showing the
Entry Behavior Assessment: and Social Life Articles of the Islamic
The students will begin the learning by mentioning Skill faith
Articles of faith.
Class Activities -Visit: http://www.u-
Reading: smart.com.ng
Students will read Sūratl-fatir, Q 35:1.
Pre- Class Activity: Communication -The chart showing the
Students will download and watch the movie titled and Social life city of Makkah and
skills Madinah
Entry Behavior Assessment: -A picture of Mountain
The learners will begin the learning by stating the Nur and cave Hira
reason why the Makkans gave a title of Al-Ameen
and As-Sadiq to the Prophet (SAW) before his -Visit: http://www.u-
prophethood. smart.com.ng
Class Activities
Story telling class:
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

Allow one or two of the students to narrate the

birth of the Prpphet up to his Prophethood.
10 Hadīth 7th Students will be able to: Pre-Class Activities : Collaboration -Chart showing the text
and 9th of An- i. read the Hadīth correctly in Planning: and of the Hadīth and its
Nawāwi’s either Arabic text or Students will come to class with a copy of forty Personal meaning in English.
collections transliteration with correct tradition of An-Nawāwī’s collection and study Development -A chart containing the
pronunciation. Hadīth 7th and 9th of An-Nawāwī’s collections. theme of Hadīth 7th and
ii. translate into English, and Class Introduction Activity: 9th of An-Nawāwi’s
identify difficult words and Entry Behavior Assessment: collections.
examine the key word (s) in the The students will begin the learning by mention the
Hadīth . theme of Hadīth 1st, 5th and 6th of An-Nawāwī’s
iii. identify the subject matter of collections . -Visit: http://www.u-
the Hadīth. Class Activities smart.com.ng
iv. outline the lessons/importance Classroom Discussion:
of the Hadīth . i. Examine and identify the subject matter of the
v. explain how the lessons learnt AHadīth
can be applied in daily life. ii. State the lessons contained in Hadīth .
Post-Class Activities:
Writing:
Students write content of the Hadīth in Arabic
text in the notebook .
11 Revision
12 & Revision &
13 Examination

ISLAMIC STUDIES JSS 2 SECOND TERM

 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

WK TOPICS LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED LEARNING

S CORE SKILLS
1 Resumption Students will be able to:
Test/ i. recite the Sūrah in Arabic (or
Sūratul- transliteration) correctly with
Kāfirūn (Q. Tajwid and translate the Sūrah
ch. 109) into English (and memorize).
ii. state the cause of its revelation
and its subject matter.
iii. mention the lessons contain
therein.
iv. recognize the need to learn the
Sūrah by heart.
v. cite the spiritual benefits of the
Sūrah.
vi. explain how the lessons learnt
can be applied in daily life.
2 The Prophet Students will be able to:
(SAW) in i. discuss
Madinah a- the Building of the mosque and
its roles as a center of Islamic
Knowledge, Legal
pronouncement, Political system
etc
b- Formation of the Ummah in
Madinah,
c- formation of Madinah
constitution and its significance.
ii. discuss the leadership qualities
of the Prophet- Equity, Justice
and fair play.
3 Salātul- Students will be able to:
Jama’ah i. state the meaning of Salātul-
(Congregatio Jama’ah (congregational prayer)
nal Prayer). means.
ii. mention the number of people
that forms the congregation in a
Salāh.
RESOURCES
Pre-Class Activities: Personal -Copy of the Glorious
Planning: development Qur’ān/Juz’-Amma.
Students will come to class with a copy of the and - A chart showing the
Glorious Qur’ān. Collaboration. Arabic text and English
Class introduction Activity translation of the Sūratul-
Entry Behavior Assessment: Kāfirūn
Students to recite Sūratul-fathia, Nas, falaq,Ikhlās, -Flashcards of the
Masad and Nasr. vocabulary words
Classroom Activities
Recitation: -Visit: http://www.u-
Students read the Arabic text, the English smart.com.ng
translation and the Yoruba Translation
concurrently.
Post-Classroom Activities:
Self-study:
Write the Arabic text of Sūratul- Kāfirūn in your
note book.
Pre- Class Activity: Social life and -A Chart of Prophet’s
Students will download and watch the movie titled Communication mosque in Madinah
“The Message” skills -Flashcards of the
Class Introduction Activity vocabulary words like
Entry Behavior Assessment: Hijrah, Muhajirun, Ansar,
Students to narrate the circumstances that led to Masjid, Ummah,
Hijrah.
Class Activities -Visit: http://www.u-
Case study: smart.com.ng
The need to apply the leadership qualities of the
Prophet in the school and in the family.
Class Introduction Activity Collaboration -A chart showing the
Entry Behavior Assessment: and leadership group of worshippers/clip
Students to mention the importance of Salāh. skill videos of how to join
Class Activities congregational prayer
Practical demonstration: -Flashcards of the
Practical demonstration of Salātul-Jama’ah vocabulary words
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
iii. describe how to stand in
Salātul-Jama’ah
iv. describe how to join a
congregational prayer.
v. outline the importance of
saying the prayer in Jama’ah.
4 Belief in the Students will be able to:
Prophets of i. identify who the prophets and
Allah and its messengers are
significance. ii. describe the relationship
between Prophet and Messenger.
iii. identify the Prophets
mentioned in the Qur’ān.
iv. state the roles and qualities of
the Prophets
v. state the names of the Ulul-
Azm among the Prophets .
vi. recognise Prophet Muhammad
(SAW) as the seal of all the
prophets.
5 The Battles Students will be able to:
between the i. state the battles the Prophet
Prophets (SAW) fought with the Makkans
(SAW) and (i.e. Badr, Uhud and Khandaq).
the Makkans ii. explain the causes and defeats
and lesson of Battle of Badr as the prelude to
they taught battle of Uhud and khandaq.
the Ummah. ii. describe the battles and their
outcomes.
iii. outline the lessons and
significance of the battles and the
years.
6 Times of Students will be able to:
Obligatory i. state the means by what
Salawāt Salawah’s time are determined
i.e. Sun and weather
ii. describe the time of each of the
five daily prayers.
iii. identify the beginning and end
-Visit: http://www.u-
smart.com.ng
Class Introduction Activity Creativity and - A Chart showing the
Entry Behavior Assessment: Collaboration six articles of the Islamic
Students to mention heavenly revealed books and faith
their prophets. - Chat of Names of the
Class Activities Prophets mentioned in the
Brainstorming: Qur’ān and their English
Students to mention five prophets whose their coloration
fathers were also prophet- Yusuf to Ya’qub, Ismail - Chat of Names of ‘Ulul-
to Ibrahim, Ya’qub to Ibarahim, Yahya to Azm among the prophets
Zakāriyyah and Sulayman to Daud -Visit: http://www.u-
Post-Classroom Activities: smart.com.ng
Self-study project:
Write short note on the life history of the following
Prophets: Adam(AS),Nūh (AS),
Ibrahim(AS), Isa(AS), Musa(AS).
Pre- Class Activity Life skill and -A chart/a clips showing
Self study: Technology the scene of battle of
Students will download and watch the movie titled literacy Badr, Uhud and Khandaq
“The Message” and/or video/ clips of the
Class Introduction Activity battles.
Entry Behavior Assessment:
Students to narrate the circumstances that led to -A chart showing the
Hijrah. years of the battle of
Badr, Uud and Khandaq
-Visit: http://www.u-
smart.com.ng
Pre- Class Activity Information -A Chart showing details
Self study: literacy and of times of each of the
Students will download and bring to class Salāt Technology five daily prayers.
time chart for Lagos. Literacy
Class Introduction Activity -Visit: http://www.u-
Entry Behavior Assessment: smart.com.ng
Students to mention the daily prayers and their
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
of the time of each Salāt.
iv. recognise the need to observe
prayers at their prescribed time.
v. recognise the value of time.
vi. memorize and Qur’ān 4:103
7 Mid Term Tests/Open Day/Mid Term Holiday.
8 The Students will be able to:
Conquest of i. recall the incident that led to
Makkah Hijrah.
ii. state the circumstances that led
to the treaty of Al-Hudaybiyyah.
iii. mention some content of the
treaty
iv. describe how the treaty served
as the testimony to the Prophet
genuine desire for peace.
iv. explain how the Quraysh
violated the treaty
v. relate how the treaty facilitated
the conquest of Makkah.
9 At-Tahārah II Students will be able to:
(Purification i. explain the term “At-Tahārah”
in Islam II) and its position in Islam and
worship.
ii. mention the segments of
cleanliness in Islam i.e. body,
cloth, place and mind.
iii. identify the various methods
in Islam through which
cleanliness of the body could be
attained i.e Istinjau, Istijmar, Al-
Wudu’, At-Tayammum, Al-
Ghusl, As-Siwak.
iv. recognize the importance of
cleaning of the body, hair, nails
and use of the toilets, etc.
10 Attributes of Students will be able to:
Allah from i. appreciate the essence and
51-70 importance of the Attributes of
Allah and quote at least a
times.
Class Activities
Brainstorming:
Students to describe the following periods –Dawn,
Sunrise, Morning, Noon, Afternoon, Mid-
Afternoon, Sunset, Evening, Night, Mid-Night.
Class Introduction Activity Critcal and -A chart on which is
Entry Behavior Assessment: Communication written the terms of the
Students to mention the cause of battle of Badr and skill treaty.
aftermath of the battles.
Class Activities -Picture of Ka’abah.
Reading:
Students will read the terms of the Treaty of -Visit: http://www.u-
Hudaybiyyah and narrate how the Quraysh violated smart.com.ng
the treaty and the reactions of the Muslims to the
violation.
Class Introduction Activity Collaboration -A chart showing the list
Entry Behavior Assessment: and Social Life of kinds of At-Tahārah .
Students to mention the kinds of At- Tahārah. skills
Class Activities -Visit: http://www.u-
Practical demonstration: smart.com.ng
Students will demonstrate how Istinjau, Istijmar,
Al-Wudu’, At-Tayammum, Al-Ghusl, As-Siwak are
performed in the class.
Class Introduction Activity: Creativity/ -A chart showing the
Entry Behavior Assessment: Technology Attributes of Allah and
The students will begin the learning by mentioning Literacy their meaning in English.
names of Allah they know.
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

reference from the Qur’ān and Class Activities

Hadīth.
iii. mention the attributes of Allah
in Arabic and their English
meaning concurrently.
iv. recognize the significance of
each of the attributes.
11. Significance Students will be able to:
of i. describe the term environmental
Environment sanitation
al Sanitation ii. mention the importance of
in Islam. clean environment to worship.
iii. outline the importance Islam
attached to environmental
sanitation. (eg condemnation of
open defecation, urination on/in
pulic place like under tree etc)
iv. mention an Hadīth to
highlight some anti-social habits
with regards to sanitation.
12 Revision
13 Revision and
&14 Examination
Reading and pick a winner: -Visit: http://www.u-
Students will recite the names with the meaning smart.com.ng
side-by-side repeatedly and award who can recite
off hand
Post-Class Activities:
Project:
Design the Attributes of Allah from 16-30 on a
cardboard or use a graphic design.
Post-Class Activities: Social, -Posters on sanitation
Self study: leadership and exercise.
What is environmental sanitation Initiative skills
Class Introduction Activity: -Visit: http://www.u-
Entry Behavior Assessment: smart.com.ng
The students will begin the learning by mentioning
importance Islam attached to clealiness.
Class Activities
A visitation to any Central Mosque for mosque
cleaning.

ISLAMIC STUDIES JSS 2 THIRD TERM

 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
WK TOPICS LEARNING OBJECTIVES
S CORE SKILLS
1 Resumption Students will be able to:
Test/ Sūratul- i. recite the Sūrah in Arabic (or
Kawthar (Q. transliteration) correctly with
ch. 108) Tajwid and translate the Sūrah
into English (and memorize) .
ii. state the cause of its revelation
and its subject matter (describe
the cause(s) of its revelation.
iii. mention the lessons contain
therein.
iv. recognize the need to learn the
Sūrah by heart.
v. cite the spiritual benefits of the
Sūrah.
vi. explain how the lessons learnt
can be applied in daily life.
2 Belief in the Students will be able to:
Qur’ān and i. state the meaning of Al-Qur’ān.
other Books ii. mention some other heavenly
revealed books.
iii. recognise the Divine nature of
Al-Qur’ān.
iv. differentiate between Al-
Qur’ān and other holy books.
v. explain the implication of
believing in the Books in
reference to Q2:285
iv. identify the status of the
Qur’ān among the other Books in
reference to Q3: 3- 4.
3 Hadīth 10 & Students will be able to:
11 of An- i. read the Hadīth correctly in
Nawāwi’s either Arabic text or
collections transliteration with correct
pronunciation.
ii. translate into English, identify
difficult words and examine the
LEARNING ACTIVITIES EMBEDDED LEARNING
RESOURCES
Pre-Class Activities: Personal -Copy of the Glorious
Planning: development Qur’ān/Juz’-Amma.
Students will come to class with a copy of the and -A chart showing the
Glorious Qur’ān. Collaboration. Arabic text and English
Class introduction Activity translation of the Sūratul-
Entry Behavior Assessment: Kawthar
Students to recite Sūratul-fathia, Nas, falaq,Ikhlās, -Visit: http://www.u-
Masad, Nasr and kafirun. smart.com.ng
Classroom Activities
Recitation: (NB: The ‘popular’ cause
Students read the Arabic text, the English attached to the revelation
translation and the Yoruba Translation of this chapter that one of
concurrently. the Prophet’s (S.A.W)
Post-Classroom Activities: son died on the Id day is
Self-study: not authentic, so let’s
Write the Arabic text of Sūratul- Kawthar in your shun controversial matter
note book. while preparing the
lesson.)
Class Introduction Activity Critical thinking -Chart showing the
Entry Behavior Assessment: and Technology Names of the revealed
Students to mention heavenly revealed books and Literacy Books mentioned in the
their prophets. Qur’ān and their English
Classroom Activities colouration
Recitation:
Individual/ group recitation of Q2:285 and Q3: 3 -Visit: http://www.u-
and 4. smart.com.ng
Post-Classroom Activities:
Group project:
Colour design of the ‘The Qur’ān is the only
book with no mistakes” on a A4 paper card and
laminate
Pre-Class Activities : Collaboration -A Chart showing the text
Planning: and of the Hadīth and its
Students will come to class with a copy of forty Personal meaning in English.
tradition of An-Nawāwī’s collection and study Development
Hadīth 10th and 11th of An-Nawāwī’s collections. -A chart containing the
Class Introduction Activity: theme of the Hadīth
Entry Behavior Assessment:
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
key word (s) in the Hadīth .
iii. identify the subject matter of
the Hadīth.
iv. mention the lessons in the
Hadīth .
v. explain how the lessons learnt
can be applied in daily life.
4 Sūratul- Students will be able to:
Maūn (Q. ch. i. recite the Sūrah in either Arabic
107) text or transliteration correctly
with Tajwid and translate the
Sūrah into English (and
memorize) .
ii. state the subject matter and
mention the lessons contain
therein.
iii. recognize the need to learn the
Sūrah by heart.
iv. cite the spiritual benefits of the
Sūrah.
v. explain how the lessons learnt
can be applied in daily life.
6 Hadīth 12 & Students will be able to:
13 of An- i. read the Hadīth correctly in
Nawāwi’s either Arabic text or
collection. transliteration with correct
pronunciation.
ii. translate into English, and
identify difficult words and
examine the key word (s) in the
Hadīth .
iii. identify the subject matter of
the Hadīth.
iv. mention the lessons in the
Hadīth .
The students will begin the learning by mention the -Visit: http://www.u-
theme of the Hadīth of An-Nawāwī’s collections . smart.com.ng
Class Activities
Classroom Discussion:
i. Examine and identify the subject matter of the
Hadīth
ii. State the lessons contained in Hadīth .
Post-Class Activities:
Writing:
Students write content of the Hadīth in Arabic
text in the notebook .
Pre-Class Activities: Personal -Copy of the Glorious
Planning: development Qur’ān/Juz’-Amma.
Students will come to class with a copy of the and -A chart showing the
Glorious Qur’ān. Collaboration. Arabic text and English
Class introduction Activity translation of the Sūratul-
Entry Behavior Assessment: Maūn
Students to recite Sūratul-fathia, Nas, falaq,Ikhlās,
Masad, Nasr kafirun and kawthar. -Visit: http://www.u-
Classroom Activities smart.com.ng
Recitation:
Students read the Arabic text, the English
translation and the Yoruba Translation
concurrently.
Post-Classroom Activities:
Self-study:
Write the Arabic text of Sūratul-Maun in your note
book.
Pre-Class Activities : Collaboration -A Chart showing the text
Planning: and of the Hadīth and its
Students will come to class with a copy of forty Personal meaning in English.
tradition of An-Nawāwī’s collection and study Development
Hadīth 12th and 13th of An-Nawāwī’s collections. -A chart containing the
Class Introduction Activity: theme of Hadīth 12th and
Entry Behavior Assessment: 13th of An-Nawāwī’s
The students will begin the learning by mention the collections.
theme of Hadīth 12 and 13 of An-Nawāwī’s
collections . -Visit: http://www.u-
Class Activities smart.com.ng
Classroom Discussion:
i. Examine and identify the subject matter of the
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

v. explain how the lessons learnt Hadīth

can be applied in daily life. ii. State the lessons contained in Hadīth .
Post-Class Activities:
Writing:
Students write the content of the Hadīth in Arabic
text in the notebook .
7 MID TERM TESTS/OPEN DAY/MID TERM HOLIDAY.
8 Kinds of Students will be able to: Class Introduction Activity: Collaboration -A Chat of the process of
Salāt i. categorize Salāt into obligatory, Entry Behavior Assessment: observing the Salātul-
non-obligatory and special / The students will begin the learning by mentioning Janāzah on a deceased
occasional prayer. the five daily prayers. Muslim e.g. Late
ii. distinguish and give examples Class Activities President Umar Yar-
of Obligatory eg Salāt -Subh, Practical demonstration: Adua
Zuhr etc, Non-Nbligatory eg two Practical demonstration of Salātul Janāzah with the
or four Nawafil before or after help of the teacher. -Visit: http://www.u-
Salātul Zuhr and Maghrib etc and smart.com.ng
special prayer eg Salātul Janāzah,
Salātul-‘Idayn etc)
9 Sūratun- Students will be able to: Pre-Class Activities: Personal -Copy of the Glorious
Nabāi’ i. recite the Sūrah in either Arabic Planning: development Qur’ān, Arabic text,
(Q. ch. 78) text or transliteration correctly Students will come to class with a copy of the and English and Yoruba
with Tajwid and its translation Glorious Qur’ān. Collaboration. Version/Juz’-Amma.
into English (and memorize). Class introduction Activity -Flashcards of some
ii. State the subject matter of the Entry Behavior Assessment: vocabulary words from
Sūrah. Students to recite Sūratul-fathia, Nas, falaq, Ikhlās, the chapter and their
iii. sectionalize the verses of the Masad, Nasr and Maun. English translation
Sūrah and summarize the Classroom Activities
message(s) in each section. Recitation: -Visit: http://www.u-
iv. explain how the lessons learnt Students read the Arabic text, the English smart.com.ng
can be applied in daily life. translation and the Yoruba Translation
concurrently.
Post-Classroom Activities:
Self-study:
Write the Arabic text of Sūratun-Nabāi’ in your
note book.
10 Child’s Right Students will be able to: Class introduction Activity Life skill and -A Chart containing the
in Islam i. define Child’s Right from Entry Behavior Assessment: Personal text of Q. 17v31 and its
Islamic perspective Students to mention some child basic rights they development English translation.
ii. recognise child’s basic right in know.
Islam as follows: Classroom Activities -Visit: http://www.u-
- Rights to survival (The Right to Recitation: smart.com.ng
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

Life, Right to Health and Health
Services, Right to a Respectable
Life e.g having a good mother)
- Rights to protection (against all
forms of exploitation, indecent
treatment including child labour,
abuse and torture, sexual
exploitation, sale, slavery,
abduction and drug abuse)
- Developmental Right (The
Right to education, Right to
leisure and recreation, Right to
parental care)
- Participatory Right (Right to
identity, right to communicate).
11 Revision
12 & Revision &
13 Examination
Recitation of the following verses with their
meanings:
Q. 17v31,
Q. 31v13
Q. 2v 233
Q. 6v151
The students will memtion some of the rights
expected from their parents, familty and society in
general.
They also discuss how they enjoy some ot the
rights and how they believe the situations can be
improved with guide of the teacher

ISLAMIC STUDIES JSS 3 FIRST TERM

WK TOPICS LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED LEARNING

S CORE SKILLS RESOURCES
1 Resumption Students will be able to: Pre-Class Activities: Personal -Copy of the Glorious
test/ Sūratu i. recite the Sūrah in either Arabic Planning: development, Qur’ān, Arabic text,
Quraysh and text or transliteration correctly Students will come to class with a copy of the Critical English and Yoruba
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

Fil with Tajwid and translate the Glorious Qur’ān. Thinking and Version
Sūrah into English (and Class introduction Activity Collaboration. -A chart showing Sūratu-
memorize) . Entry Behavior Assessment: Quraysh and feel.
ii. state the cause of its revelation Students to recite some Suwar like Sūratul- - Flashcards
and its subject matter. Fatihah, Nas, Falaq, Ikhlās, Masad, Nasr, Kafirun, -Visit: http://www.u-
iii. mention the lessons contain Kawthar or Maun. smart.com.ng
therein. Classroom Activities
iv. recognize the need to learn the Recitation:
Sūrah by heart and the spiritual Students read the Arabic text, the English
benefits of the Sūrah. translation and the Yoruba Translation
v. explain how the lessons learnt concurrently.
can be applied in daily life. Post-Classroom Activities:
Self-study:
Write the Arabic text of Sūratu Quraysh and Fil in
your note book.
2 The farewell Students will be able to: Pre-Class Activities: Technology A chart showing the plain
Pilgrimage i. explain the term Hajjatul-Widā’ Planning: Literacy of Arafah
and the death and Khutbatul-Widā’ Students to download the farewell message and -A chart showing the
of Prophet ii. describe the farewell sermon. laminate. Farewell sermon.
iii. state the significance of Class introduction Activity A clips of pilgrim in
Farewell message. Entry Behavior Assessment: Arafat.
iv. examine the death of the Students to narrate the circumstances that led to
Prophet. conquest of Makkah -Visit: http://www.u-
Classroom Activities smart.com.ng
Recitation:
Students to recite the Farewell sermon.
Post-Classroom Activities:
Project:
Students to download the farewell message and
laminate.
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
3 Zakāh Students will be able to:
i. define Zakāt
ii. say items on which Zakāt are
payable.
iii. explain the Nisab of Zakāt
iv. mention the categories of
people entitled to Zakāt ( Q9:60).
v. identify the importance of
Zakāt.
vi. examine the difference
between Zakāt and Sadaqah.
4 Belief in the Students will be able to:
Last Day and i. explain what belief in the last
its effect day means
ii. discuss the effect of the belief
in the last day.
iii. cite Qura’nic reference and
Hadīth .
iv. list other names of the last Day
5 Sūratul-Jinn Students will be able to:
(Q. ch. 73) i. recite the Sūrah in Arabic text
(or transliteration) correctly with
Tajwid.
ii. translate the Sūrah into English
iii. state the subject matter of the
Sūrah.
Class introduction Activity Social skills and -A chart showing the
Entry Behavior Assessment: collaboration beneficiaries of Zakāt.
Students to mention the Pillars of Islam and beneficiaries of Zakāt.A
reading of Hadīth No. 3 An-Nawāwī’s’s chart showing the Qur’ān
collection 9:103
Classroom Activities
Recitation: -A chart showing Hadīth
Students to recite and study Qur’ān 9:103, Qur’ān No. 3 An-Nawāwī’s’s
2:267,Qur’ān 73:20 collection; and its
Qur’ān 2:183-185 with their meaning. translation.
Post-Classroom Activities: - Visit
Demonstration of an act kindness. www.natais.edublog.org
-Visit: http://www.u-
smart.com.ng
Class introduction Activity Technology -A Chart of the Six
Entry Behavior Assessment: Literacy Articles of the Islamic
Students to mention the Articles of faith. Faith (in Arabic text and
Classroom Activities their English Translation)
Recitation:
Students to recite and study Qur’ānic verse on - A Chart of the five
Belief in the last day and its effect pillars of Islam.
with their meaning Qur’ān 58:22, Qur’ān 9: 18,
Qur’ān 9:45-46, Qur’ān 2:264, Qur’ān 2:8, Qur’ān -Visit: http://www.u-
3:59, . smart.com.ng
Post-Classroom Activities:
Design and laminate the Articles of faith.
Pre-Class Activities: Personal -Copies of the Glorious
Planning: development Qur’ān, Arabic text,
Students will come to class with a copy of the and English and Yoruba –
Glorious Qur’ān and write the translation of the collaboration Version
Sūrah into their note books.
Class introduction Activity -Flashcards of some
Entry Behavior Assessment: vocabulary words from
Students to recite some Surahs like Sūratul- the chapter and their
Fatihah, Nas, Falaq, Ikhlās, Masad, Nasr, kafirun, English translation
Maun, kawthar, Quraysh and fil..
Classroom Activities -A chart showing
Recitation: SūratulJinn
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

Students read the Arabic text, the English

6 Sūratul-Jinn Students will be able to:
(Q. ch. 73) i. State the subject matter of the
Sūrah.
ii. sectionalize the verses of the
Sūrah.
iii. relate Q72:8 to divine
preservation of Qur’ān.
iv. summarize the message(s) in
each section.
v. explain how the lessons learnt
can be applied in daily life.
7 MID TERM TESTS/OPEN DAY/MID TERM HOLIDAY.
8 Hadīth 15 & 16 Students will be able to:
of An-Nawāwi’s i. read the Hadīth correctly in
Collection either Arabic text or
transliteration with correct
pronunciation.
ii. translate into English, and
identify difficult words and
examine the key word (s) in the
Hadīth .
iii. identify the subject matter of mention the theme of Hadīth 12th and 13th of
the Hadīth.
iv. mention the lessons in the
Hadīth .
v. explain how the lessons learnt i. Examine and identify the subject matter of
can be applied in daily life.
9 Sujūdus-Sahwi Students will be able to:
translation and the Yoruba Translation -Visit: http://www.u-
concurrently. smart.com.ng
Post-Classroom Activities:
Self-study:
Write the Arabic text of Sūratul-Jinn in your note
book
Class introduction Activity Personal -Copy of the Glorious
Entry Behavior Assessment: development Qur’ān, Arabic text,
Students to recite Sūratul-Jinn and English and Yoruba
Classroom Activities collaboration Version
Recitation: -Flashcards of some
Students read the Arabic text, the English vocabulary words from
translation and the Yoruba Translation the chapter and their
concurrently. English translation
Post-Classroom Activities: -A chart showing Sūratul
Self-study: Jinn
Write the Arabic text of Sūratul-Nabai in your note -Visit: http://www.u-
book. smart.com.ng
Pre-Class Activities : Collaboration -A Chart showing the text
Planning: and of the Hadīth and its
Students will come to class with a copy of Personal meaning in English.
forty tradition of An-Nawāwī’s collection and Development
study Hadīth 15 and 16 of An-Nawāwī’s
th th
-A chart containing the
collections. theme of Hadīth 1st ,2nd
Class Introduction Activity: 3rd ,5th , 6th , 7th, 9th 10th ,
Entry Behavior Assessment: 11th 12th and 13th of An-
The students will begin the learning by Nawāwī’s collections .
An-Nawāwī’s collections .
Class Activities -Visit: http://www.u-
Classroom Discussion: smart.com.ng
the Hadīth
ii. State the lessons contained in Hadīth .
Post-Class Activities:
Writing:
Students write content of the Hadīth in Arabic
text in the notebook .
Class Introduction Activity: Collaboration -A chart showing a
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
i. define Sujūdus-Sahwi.
ii. mention the types of Sujūdus-
Sahwi: e.g Qabli and Ba’di
iii. explain the need for its
observance.
iv. state the types of
errors/mistakes in Salāh
v. describe how to correct these
mistakes.
10 As-Sawm (Fasting Students will be able to:
in Islam) i. define ’Sawm’
ii. state the importance of sawn.
iii. enumerate the types of
fasting in Islam.
iv. enumerate what vitiate
Sawm.
v. highlight categories of people
exempted from Sawm and state
the reason for their exemption.
11 Human Relation Students will be able to:
In Islam- i. describe who a neighbour is
i. Neighborliness ii. list examples of how to be a
ii. Patience and good neighbour
Endurance iii. state Islamic injunctions on
good neighbourliness.
iv. define the twin words of
patience and endurance.
v. appreciate the Qur’ānic
injunction in support of patience
and endurance.
vi. translate the lesson of patient
and having endurance into their
daily activities.
12 Revision
13 Examination
ISLAMIC STUDIES JSS 3 SECOND TERM
Entry Behavior Assessment: congregational prayer in
The students will begin the learning by session.
mentioning things that spoil Salāt..
Class Activities -A mat or mats.
Practical demonstration:
Students to demonstrate Sujūdus-Sahwi with -Visit: http://www.u-
guidance of the teacher smart.com.ng
Pre-Class Activities: Social skills -A chart showing the
Self-evaluation: pillars of Islam.
Monday or Thursday fasting to be encouraged - A chart depicting acts of
by the teacher. Fasting
Class introduction Activity -A chart containing the
Entry Behavior Assessment: Qur’ānic text of Q2:183
Students to mention the five pillars of Islam
and cite Hadīth 3 of An-Nawāwī’s -Visit: http://www.u-
Classroom Activities smart.com.ng
Memorization:
Individual/ group memorization of Q2:183.
Pre-Class Activities: Social and -Chart showing Q4:36, Q
Self-evaluation: collaboration 107 : 47.
Monday or Thursday fasting to be encouraged skills
by the teacher. -Chart of an Hadīth
Class introduction Activity related to the topic
Entry Behavior Assessment:
Students to mention the five pillars of Islam -Visit: http://www.u-
and cite Hadīth 3 of An-Nawāwī’s smart.com.ng
Classroom Activities
Classroom discussion:
Students to discuss on how apply good
neighbourliness in the school.
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
WK TOPICS LEARNING OBJECTIVES
S CORE SKILLS
1 Resumption Text/ Students will be able to:
Sūratul-Mulk (Q. i. recite the Sūrah in Arabic text
ch. 67) (Reading) (or transliteration) correctly with
Tajwid.
ii. translate the Sūrah into
English
iii. state the subject matter of the
Sūrah.
2 Sūratul-Mulk Students will be able to:
(Q. ch. 67) i. state the subject matter of the
(Explanation) Sūrah.
ii. sectionalize the verses of the
Sūrah.
iii. relate Q72:8 to divine
preservation of Qur’ān.
iv. summarize the message(s) in
each section.
v. explain how the lessons learnt
can be applied in daily life.
3 Belief in Al-Qadāc Students will be able to:
and Al-Qadar i. state what Al-Qadā’ and Al-
Qadar means.
ii. identify the Islamic Concepts
of Al-Qada and Al-Qadar.
iii. Highlight the need to belief
LEARNING ACTIVITIES EMBEDDED LEARNING
RESOURCES
Pre-Class Activities: Personal -Copies of the Glorious
Planning: development Qur’ān, Arabic text,
Students will come to class with a copy of the and English and Yoruba
Glorious Qur’ān and write the translation of collaboration Version
the Sūrah into their note books.
Class introduction Activity -A chart showing Sūratul
Entry Behavior Assessment: Mulk.
Students to recite Sūratul-fathia, Nas,
falaq,Ikhlās, Masad, Nasr kafirun,Maun, -Visit: http://www.u-
kawthar, Quraysh and feel.. smart.com.ng
Classroom Activities
Recitation:
Students read the Arabic text, the English
translation and the Yoruba Translation
concurrently.
Post-Classroom Activities:
Self-study:
Write the Arabic text of Sūratul-Nabai in your
note book.
Class introduction Activity Personal -Copies of the Glorious
Entry Behavior Assessment: development Qur’ān, Arabic text,
Students to recite Sūratun-Nas, falaq,Ikhlās, and English and Yoruba
Masad, Nasr kafirun,Maun, kawthar, Quraysh collaboration Version
and feel..
Classroom Activities -A chart showing Sūratul
Recitation: Mulk.
Students read the Arabic text, the English
translation and the Yoruba Translation -Visit: http://www.u-
concurrently. smart.com.ng
Post-Classroom Activities:
Self-study:
Write the Arabic text of Sūratul-Nabai in your
note book.
Class introduction Activity Productivity and -A chart showing the six
Entry Behavior Assessment: social skills articles of faith.
Students to mention the Articles of faith.
Classroom Activities -Visit: http://www.u-
Recitation: smart.com.ng
Students to recite and study Qur’ānic verse on
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
in them.
iv. deduce the lessons from the
history and explain it application
into daily life.
4 Khulafāur- Students will be able to:
Rashidun: Abu- i. explain the concept of
bakr and Umar khulafaur-Rashidun.
(R.A.) ii. mention the names of
khulafaur-Rashidun.
iii. narrate briefly the life history
of Abubakar As-sidiq and Umar
b. khatab.
iv. state their contributions/
achievement before and after
becoming Khalifah.
v. deduce the lessons from the
history and explain it application
into daily life.
5 Shirk (Associating Students will be able to:
partners with i. define shirk.
Allah SWT) ii. state the types of shirk.
iii. Itemize forms/manifestation
of shirk- atheist, trinity,
humanism, fortune telling/Oracle
consultation, magic/ witchcraft,
festivities and cult-worship,
hero/ancestor worship,
iv. discuss the position of Islam
on Shirk.
v. recognize the effects of Shirk
vi. give relevant quotations from
the Qur’ān and Hadīth on shirk.
6 ‘Uthmān and Alī Students will be able to:
(R.A.) i. narrate brieffly the life history
of ‘Uthmān and Ali.
ii. state their contributions /
achievement before and after
belief in the Qadar and Qadau with their
English translation and Yoruba Translation of
the verses concurrently
Pre-Class Activities : Leadership and -A chart showing the
Research: communication names of the four Rightly
Write 20 names of men and women around the skills Guided Caliphs with the
Prophet. years of thier reign
Class Introduction Activity:
Entry Behavior Assessment: -Visit: http://www.u-
The learners will begin the learning by smart.com.ng
describing the death of the Prophet.
Class Activities
Student Teaching:
The teacher divides the class into two groups to
study printed materials on Abubakar As-Sidiq
and Umar b. Khattab allow each group pick a
leader to narrate to the whole groups the
portion that is assigned to them.
Pre-Class Activities: Technology -A chart showing various
Research: Literacy idols.
Students to find out the list of Major sins in -Pictures of men and
Islam. women worshiping idols
Class introduction Activity and pictures of
Entry Behavior Assessment: worshippers in the
Learners to mention at least 20 deeds that are mosque observing Salāt.
destructive before Allah.
Classroom Activities -Visit: http://www.u-
Reflection: smart.com.ng
Students to contribute and comment on the
forms and manifestation of shirk.
Post-Classroom Activities
Self-study:
Students to study of method of observing
“Istikharah” as against going to fortune-teller
etc
Class Introduction Activity: Leadership and -A chart showing the
Entry Behavior Assessment: collaboration names of the Four
The learners will begin the learning by skill Rightly Guided Caliphs
defining khulafaur-rashidun and their roles. with the years of thier
Class Activities reign.
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

becoming Khalifah. Student Teaching:

iii. deduce the lessons from the The teacher divides the class into two groups to -Visit: http://www.u-
history and and interpret how to study printed materials on ‘Uthmān bin Affan smart.com.ng
apply to daily life. and Ali bin Abi Talib allow each group pick a
leader to narrate to the whole groups the
portion that is assigned to them.
7 MID TERM TESTS/OPEN DAY/MID TERM HOLIDAY.
8 Hajj Students will be able to: Pre-Class Activities : Social and personal -Chart of Ka’abah, ‘Arafat,
(Pilgrimage) i. define Hajj Self study: development Pilgrims in ‘Ihram, Pilgrims
ii. state the conditions for Hajj Students to rehearse the Talbiyah from during tawaf etc
iii. enumerate the duties/rites of home (Labayka-Allahuma labayka...).
Hajj Search for Zamzam water and Ihram cloth
iv. state the kinds of Hajj. to the class. -Visit: http://www.u-
v. point out the difference in the Class Introduction Activity: smart.com.ng
kind of Hajj Entry Behavior Assessment:
vi. list the importance of Hajj Students to mention the pillars of Islam.
vii. differentiate between Hajj and Class Activities
‘Umrah Demonstration:
Students to chant Talbiyah in the class.
9 Brief history Students will be able to: Class introduction Activity Collaboration and -The pictures of Shitta Bay
of: i. narrate brief history of Shaykh Entry Behavior Assessment: Technology literacy mosque in Lagos and Jihad
i. Shitta Bay ‘Uthmān B. Fodio, Shitta Bay of The students will begin the learning by of ‘Uthmān B. Fodio
of Lagos Lagos and Al-Amin El-Kanemi. mention some past famous Muslims
ii. Shaykh ii. highlight the qualities/lessons scholars they know -Visit: http://www.u-
‘Uthmān ibn. from the history Classroom Activities smart.com.ng
Fodio iii. mention how to apply lessons Class discussion
iii. and Al- to daily life activities. In what way Muslims’ students can
Amin El- contribute to the world civilization.
Kanemi. Pre-Class Activities :
Research and self study:
Group the learners into three and name
each group with the name of each of the
scholars. Each group should download the
full story of life history of the name of the
scholar of their group
10 Hadīth No 18 Students will be able to: Pre-Class Activities : Critical thinking and -Chart showing the text of
& 21 of An- i. read the Hadīth correctly in Planning: Personal Development the Hadīth and its meaning
nawaaawi either Arabic text or Students will come to class with a copy of in English.
transliteration with correct forty tradition of An-Nawāwī’s collection
pronunciation. and study Hadīth 18th and 21st of An- -A chart containing the
ii. translate into English, and Nawāwī’s collections. theme of Hadīth 18th and
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

identify difficult words and Class Introduction Activity: 20st of An-Nawāwī’s

examine the key word (s) in the Entry Behavior Assessment: collections.
Hadīth . The students will begin the learning by
iii. identify the subject matter of mention the theme of Hadīth 12th , 13th 15th -Visit: http://www.u-
the Hadīth. and 16th of An-Nawāwī’s collections . smart.com.ng
iv. mention the lessons in the Class Activities
Hadīth . Classroom Discussion:
v. explain how the lessons learnt i. Examine and identify the subject matter
can be applied in daily life. of the Hadīth
ii. State the lessons contained in Hadīth .
Post-Class Activities:
Writing:
Students write content of the Hadīth in
Arabic text in the notebook .
11 Sūratud- Students will be able to: Pre-Class Activities: Personal development -Copies of the Glorious
Duha and i. recite the Sūrah in either Arabic Planning: and collaboration Qur’ān, Arabic text,
Inshirah text or transliteration correctly Students will come to class with a copy of English and Yoruba
(Q. ch. 93 with Tajwid and translate the the Glorious Qur’ān. Version
and 94) Sūrah into English (and Class introduction Activity -A chart showing Sūratud-
memorize) . Entry Behavior Assessment: Duha and Inshirah
ii. mention their cause of Students to recite some Suwar like Sūratul-
revelation and their subject Masad, Nasr, Kafirun, Kawthar and Maun. -Visit: http://www.u-
matter. Classroom Activities smart.com.ng
iii. mention the lessons contain Recitation:
therein. Students read the Arabic text, the English
iv. recognize the need to learn the translation and the Yoruba Translation
Sūrah by heart. concurrently.
v. cite the spiritual benefits of the Post-Classroom Activities:
Sūrah. Self-study:
vi. explain how the lessons learnt Write the Arabic text of Sūratud-Duha and
can be applied in daily life. Sūratul-Inshirah in your note book.
12 Revision
13 & Examination
14