VALIDATION and INTEGRATION of the NCBTS-BASED TOS for L.E.T.

Legenda Hotel, Subic, Olongapo City

February 9-11, 2009
ISLAMIC STUDIES
NCBTS
Curriculum
4.1. Mastery of the
subject matter (content)
4.1.2. Integrates
language, literacy and
quantitative skill
development and values
in the subject area.
4.7.1.Utilizes ICT to
enhance teaching and
learning

SUBJECT
1. Arabic Language

COMPETENCY
A. General Competency:
A. 1. Manifest familiarity with the historical
overview of Arabic language and the purpose of
studying and developing mastery of the
language.
B. Specific Competencies:
B.1. Demonstrate proficiency in reciting the
Arabic alphabets, letters, numbers, vowels and
sounds.
B.2. Manifest familiarity of the Arabic Language :
Ism( noun), its forms, cases, genders,
numbers;
Fiil (verbs),its forms, tenses, usages;
Harf (preposition), grammatical
structure
B.2. Halatul I Arab ( Case Markers) its usages
and application such as:
Al-Marfoat Minal Asma (noun in the
nominative case)
Al-Mansobat il-Asma ( nouns in the
accusative cases)
Al-Makhfofat Minal Asma (noun in the
genitive case)
B.3. Develop skills in constructing sentences using
the Arabic Language.

%
5

15

B.3. Apply techniques in teaching Arabic

communication skills such as
listening, reading (qeraa, mutala-a) and
writing (khat, kitaba)
B.4. Identify the reading and writing strengths and
weaknesses of students.
B.5 Apply the knowledge of Arabic language to
the teaching of ATEP
(Accelerated Teacher Education Program) for
ALIVE teachers.
B.6. Demonstrate skill in reading the Quran.
B.7. Apply skills in Arabic language in
constructing lessons that will develop critical
thinking.
20
TOTAL
4.1.2. Integrates
language, literacy and
quantitative skill
development and values
in the subject area.

2. Quranic Studies

4.7.1.Utilizes ICT to
enhance teaching and
learning

Quranic Studies ( 10%)

a. Manifest familiarity with the historical evolution of
the revelation of the Quran.
b. Describe the Quranic transmission process.
c. Illustrate linguistic, structural, content, meaning
and contextual analysis of the words in the Quran.
d. Demonstrate proficiency in reading the Quran.
e. Demonstrate understanding of the meaning and
significance of each surah (chapters).
TOTAL

4.1.4. Links the current

content with past and
future lessons.
4.1.6. creates situations
that encourage learners
to use high order

3. Seerah and Hadith

Seerah and Hadith (10%)

a. Manifest understanding of the life, story of the
Prophet, his family, friends and community.
b. Trace the historical events of the prophet hood of
Prophet Muhammad SAW in Makkah and
Madinah.

2
2
2
2
2
10
2
2

thinking skills.
4.1.8. Integrates relevant
scholarly works and
ideas to enrich the
lesson as needed

4.1.4. Links the

current content
with past and
future lessons.
4.1.6. creates
situations that
encourage
learners to use
high order
thinking skills.
4.1.8. Integrates
relevant
scholarly works
and ideas to
enrich the lesson
as needed.

3. Tarikh

c. Apply values demonstrated by the teaching of the

Prophet Muhammad, SAW in the Ahadith and
Sunnah (Books of ways and practices of the
Prophet).
d. Describe characteristic traits of the Prophet.
e. Use appropriate strategies to integrate values
derived from the teachings of the Hadith and
Sunnah .
f. Recognize the meaning of Hadith, Al-Khabar, AlAthar and Hadith Al-Qudshi.
g. Gain familiarity with the classifications of Hadith.
TOTAL
Tarikh subject cluster (10%)
a. Trace the development and expansion of Islam in
the world, in Southeast Asia, specifically in the
Philippines.
b. Manifest familiarity with the history, geography
and culture of Makkah.
c. Discuss the story of the caliphs, their contributions
to the expansion of the teachings of Islam.
d. Discuss the influences of colonial powers in
shaping the history of the Muslims in the
Philippines.
e. Analyze various programs initiated by the
government in the attempt to address the Muslim
problems.
f. Trace the historical overview of the Muslim
educational system.
g. Discuss the salient features of Muslim education
(Madrasah)in the Philippines.
h. Describe and compare the significant similarities
and dissimilarities between the Madrasah and
Philippine educational system.

1
1
10
2
2
2
1
1
1

4.4.6. Provides activities 4. Tarbiyah

and uses materials which
involve student in
meaningful learning.
4.1.2. Integrates
language, literacy and
quantitative skill
development and values
in the subject area.
4.7.1.Utilizes ICT to
enhance teaching and
learning

5. Aqidah
4.1.2. Integrates
language, literacy and
quantitative skill
development and values
in the subject area.
4.4.6. Provides activities
and uses materials which
involve student in
meaningful learning.
4.7.1. Utilizes ICT to
enhance teaching and

TOTAL
Tarbiyah (Islamic Values/Character Building) (10%)

10

a.
b.

Identify the sources of Islamic Values.

Describe values derived from the Quran
and Hadith.
c.
Organize list of Islamic Values derived from
the Quran and Hadith.
d.
Apply Islamic values to foster peace and
harmony among peoples of diverse cultures.
e.
Integrate Islamic Values across learning
areas in basic education.
f.
Relate Islamic Values to Values Education
Programs of the Philippines schools.
g.
Formulate Islamic Values framework
consistent with Values Education Program
of Philippine schools.
TOTAL
Aqidah subject cluster (15%)
a. Manifest familiarity with the framework
and philosophy of Tawheed or Aqidah.
b. Describe the Six Articles of Faith.
c. Apply divine principles, concepts and
qualities in the development of Iman (faith).
d. Demonstrate mastery of the Six Articles of
Faith through actual practice.
e. Manifest internalization of the teaching of
Aqidah through actual practice.

TOTAL

2
4
4

10
3
3
4
2
3

15

learning.
4.1.7. Utilizes ICT to
enhance teaching and
learning

6. Fiqh

Fiqh subject cluster ( 15%)

a. Discuss the history of the compilations of Fiqh.
b. Demonstrate mastery of the fundamental principles
of fiqh (USUL AL-FIQH).
c. Define the Islamic way of worship based on the
teachings of Quran and Hadith and Sunnah
d. Describe the Five Pillars of Islam.
e. Practice the Five Pillars of Islam.
f. Use strategies to internalize the teachings of the
Five Pillars of Islam.
TOTAL

5
2
2
2
4
15

Recommendations:
1. Test questions for Arabic Language should be written in Arabic text.
2. Islamic Studies be offered as specialization for BEEd, in addition to Content Areas, SPED and Pre-school
Education.
3. Final draft of competencies be further subjected to refinement, if time warrants.
Prepared by:
Aleem Salic Manggis Sharief
Dr. Aida Hafiza M. Macada-ag
Legenda Hotel
Subic Freeport Zone
Feb. 11, 2009

Consultant: USEC Manaros B. Boransing