Turning the key competencies into reality: A practical guide for teachers

National Institute of Education 1

Turning the key competencies into reality: A practical guide for teachers

Developed by
Fathimath Shaheema
Shirumeen Ahmed
Mariyam Laiza
Ali Riza
Yaugooob Hussain
Abdulla Zubair

National Institute of Education

Ghaazee Building
Ameer Ahmed Magu
Male’ 20125
Maldives
+960 3323242
http://www.nie.edu.mv

Copyright © 2015 by National Institute of Education

All rights reserved.

ISBN: 978-99915-0-714-9

National Institute of Education I

Turning the key competencies into reality: A practical guide for teachers

Table of Contents:
Purpose of this guide 1
1. Introduction to the key competencies 2
1.1 How are the key competencies developed in students 3
1.2 How do the key competencies contribute to achieve the vision 4
2. Practising Islam 5
2.1 Progression of Practising Islam across key stages 6
2.2 Weaving Practising Islam into teaching and learning 11
3. Understanding and Managing Self 17
3.1 Progression of Understanding and Managing Self across key stages 18
3.2 Weaving Understanding and Managing Self into teaching and learning 21
4. Living a Healthy Life 27
4.1 Progression of Living a Healthy Life across key stages 28
4.2 Weaving Living a Healthy Life into teaching and learning 32
5. Relating to People 38
5.1 Progression of Relating to People across key stages 39
5.2 Weaving Relating to People into teaching and learning 42
6 Thinking Critically and Creatively 48
6.1 Progression of Thinking Critically and Creatively across key stages 49
6.2 Weaving Thinking Critically and Creatively into teaching and learning 53
7. Making Meaning 59
7.1 Progression of Making Meaning across key stages 60
7.2 Weaving Making Meaning into teaching and learning 63
8. Using Technology & the Media 67
8.1 Progression of Using Technology & the Media across key stages 68
8.2 Weaving Using Technology & the Media into teaching and learning 71
9. Using Sustainable Practices 76
9.1 Progression of Using Sustainable Practices across key stages 77
9.2 Weaving Sustainable Practices into teaching and learning 81
10. Developing KCs through school-wide activities 86
11. Monitoring and keeping record of students’ progress 94
11.1 Involving the students 95
11.2 Involving the parents 95
12. Sample strategies to assess the key competencies 96

Bibliography 102
Appendices 104

National Institute of Education II

Turning the key competencies into reality: A practical guide for teachers

Purpose of this guide

The purpose of this guide is to contribute to the development of a common understanding of the
eight key competencies specified in the National Curriculum Framework. The success in
incorporating the key competencies into the curriculum depends on the development of a shared
understanding and therefore this guide aims to:

• provide a brief definition of the key competencies.

• unpack the key competencies and demonstrate ways to implement the key
competencies, in practical classroom applications, to emphasise their holistic nature.
• propose suggestions on how the key competencies could be developed through school-
wide activities.
• suggest different ways to monitor and assess how the students develop the key
competencies.

The suggestions and ideas in this guide is not an exhaustive list of activities but they provide
guidance to schools and teachers. Schools are recommended to provide a wide range of experiences
to the students that are relevant to their local community.

National Institute of Education 1

Turning the key competencies into reality: A practical guide for teachers

1. Introduction to the Key Competencies

The National Curriculum specifies eight key competencies which are essential for individuals to live,
learn and contribute as active members of our nation and the world. These key competencies
provide the basis for lifelong learning and employability in a progressive and challenging world. Each
key competency is built on a combination of cognitive and practical skills, knowledge, values,
attitudes, dispositions and other social and behavioural components.

Using Sustainable
Practices

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Turning the key competencies into reality: A practical guide for teachers

1.1 How are the Key Competencies developed in students?

Developing the key competencies need a whole school approach which involves all the aspects of
planning and teaching. The key competencies are relevant to all the key learning areas and they are
developed simultaneously with the content areas of the curriculum.

Teachers need to support students in identifying the key competencies in use, its value and purpose
in real life. Students also need to know how effectively they personally are using the key
competencies and identify how the key competencies can be used more effectively.

Furthermore, students need to be presented with various opportunities throughout their whole
learning experience, which challenge them to acquire and strengthen these eight interrelated key
competencies. Schools need to encourage an active and creative attitude to learning, and a
collaborative effort between students and teachers. Key competencies require teachers to notice
not just what students are learning, but how they are learning and their capacity to continue
learning. Co-operative and collaborative activities are a great platform for teachers to build students
personal and team key competencies. Students should be capable of using these key competencies
in diverse contexts- at school, in the community, at home and in all learning areas.

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Turning the key competencies into reality: A practical guide for teachers

1.2 How do the Key Competencies contribute to achieve the vision?

The integration of key competencies in teaching and learning change the teachers’ and students’
roles in the classroom and the learning activities have a more student centered approach to
teaching. For instance, classrooms where key competencies are applied, students have an active role
in decision making related to their learning and they are given choices in learning. Teachers in such
classrooms respond to learner needs, provide quality feedback to students and show themselves as
learners. Additionally, the learning activities employed would make learning meaningful by taking
students to authentic contexts. These types of learning experiences ultimately lead to have
individuals who are motivated to learn, think critically, manage themselves, build and maintain
positive relationships.

Practicing Islam Thinking critically

& creatively
Understanding & Making meaning
managing self

Living a healthy Using technology

life & media

Relating to people Using sustainable

practices

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‫‪Turning the key competencies into reality: A practical guide for teachers‬‬

‫‪ .2‬އިސްލާމްދީނަށް ޢަމަލުކުރުން‬
‫އިސްލާމްދީނަށް ޢަމަލުކުރުން މި މައިގަނޑު ޤާބިލިއްޔަތަކީ (ކީކޮމްޕެޓެންސީއަކީ) ކީރިތި ޤުރްއާނާއި‬
‫ސުންނަތަށް ތަބާވެ‪ ،‬އިންސާނާ ކުރާ ޢަމަލުތަށް އޭގެ މައްޗަށް ބިނާކުރުމަށް ބާރުއަޅާ ގާބިލިއްޔަތެކެވެ‪.‬‬
‫މި ޤާބިލިއްޔަތުގެ ބޭނުމަކީ އިސްލާމްދީނުގެ ރިވެތި އުޞޫލުގެމަތީގައި ދިރިއުޅުން ހަރުދަނާ ކުރުމަށް‬
‫ހުނަރުތަކާއި‪،‬‬ ‫މަގުފަހިކޮށްދޭ‬ ‫ހިންގުމަށް‬ ‫ރާވައި‬ ‫ދިރިއުޅުން‬ ‫އާދަތަކާއި‪،‬‬ ‫ރިވެތި‬ ‫ބޭނުންވާ‬
‫ހެޔޮވިސްނުމުގެ ޤާބިލުކަން ދަރިވަރުންގެ ކިބައިގައި ހަރުލެއްވުމެވެ‪ .‬އަދި ދުނިޔެއާއި އާޚިރަތުގެ‬
‫ބާއްޖަވެރިކަންލިބޭނޭ މަންހަޖަކީ ޤުރްއާނާއި ސުންނަތްކަމުގައި ދަރިވަރުން ބަލައިގަނެ އެގޮތުގެ މަތީގައި‬
‫ސާބިތުވެ ތިބުމަށް ބާރުއެޅުމެވެ‪.‬‬

‫މި ޤާބިލިއްޔަތުގެ ތެރޭގައި ހިމެނެނީ‪-:‬‬

‫ތަޖްވީދުގެ ޙުކުމްތަކަށް ރިޢާޔަތްކޮށްގެން ކީރިތި ޤުރްއާން ކިޔެވުން‪.‬‬ ‫‪‬‬

‫ކީރިތި ޤުރްއާނުގެ ބައެއް ސޫރަތްތަކާއި އާޔަތްތަކުން ލިބޭ ފައިދާ އާއި ރައްކާތެރިކަން އެނގުން‪.‬‬ ‫‪‬‬

‫ޤުރްއާނުގެ މާނަ އާއި އޭގެ ޢިލްމާމެދު ވިސްނައި ޢިބްރަތް ލިބިގަނެ ޢަމަލުކުރުން‪.‬‬ ‫‪‬‬

‫ކީރިތި ރަސޫލާ‪‬ގެ ބައެއް ހަދީޘްތައް މާނައާއެކު ދަސްކުރުމާއެކު ދިރިއުޅުމުގައި ބޭނުންހިފުން‪.‬‬ ‫‪‬‬

‫އީމާންކަމުގެ ރުކުންތައް ދެނެގަނެ އިސްލާމީ ޢަޤީދާ ހަރުދަނާކުރުން‪.‬‬ ‫‪‬‬

‫އިންސާނީ ޙަޔާތުގައި ދިމާވާ މައްސަލަތައް ހައްލުކުރަން އެނގި ޞައްޙަ މަގުން ދިރިއުޅުން‪.‬‬ ‫‪‬‬

‫ކީރިތި ރަސޫލާ‪‬ގެ ސީރަތާއި‪ ،‬އިސްލާމީ ތާރީޚާއި ޙަޟާރަތުން ޢިބުރަތް ލިބިގަނެ އެއާއި އެއްގޮތަށް ދިރިއުޅުން‬ ‫‪‬‬

‫ބައްޓަން ކުރުން‪.‬‬

‫މާތްﷲ އާއި އެކަލާނގެ ހެއްދެވި އެންމެހައި ޚަލްޤުތަކުންނަށް އޯގާތެރިވެ ހެޔޮގޮތުގައި މުޢާމަލާތްކުރުން‪.‬‬ ‫‪‬‬

‫‪National Institute of Education‬‬ ‫‪5‬‬

‫‪Turning the key competencies into reality: A practical guide for teachers‬‬

‫‪2.1 Progression of Practising Islam across key stages‬‬

‫ކީސްޓޭޖް ‪)12 – 11 ( 5‬‬ ‫ކީ ސްޓޭޖް ‪) 10 – 9( 4‬‬ ‫ކީސްޓޭޖް ‪) 8 – 7 ( 3‬‬ ‫ކީސްޓޭޖް ‪)6 – 4( 2‬‬ ‫ކީސްޓޭޖް ‪) 3-1( 1‬‬ ‫ފައުންޑޭޝަން‬

‫‪ ‬ސޫރަތުލް ބަޤަރާއިން ސޫރަތުލް‬ ‫‪ ‬ސޫރަތުއް ރަޢުދުން ސޫރަތުލް‬ ‫‪ ‬ސޫރަތުލް މުއުމިނޫން އިން‬ ‫‪ ‬ސޫރަތުއް ސަޖިދައިން ސޫރަތުލް‬ ‫‪ ‬ސޫރަތުލް މުޖާދަލާ އިން ތިރީގެ‬ ‫‪ ‬ސޫރަތުލް ފާތިޙާ އާއި ސޫރަތުލް‬
‫ޔޫސުފްގެ ނިޔަލަށް ތަޖްވީދުގެ‬ ‫ޙައްޖުގެ ނިޔަލަށް ތަޖްވީދުގެ‬ ‫ސޫރަތުއް ލުޤްމާންގެ ނިޔަލަށް‬ ‫ޙަދީދްގެ ނިޔަލަށް ތަޖްވީދުގެ‬ ‫ސޫރަތްތައް ތަޖްވީދުގެ ޙުކުމްތަކަށް‬ ‫އިޚްލާޞްއާއި ސޫރަތުލް ފަލަޤި‬
‫ޙުކުމްތަކަށް ރިޢާޔަތްކޮށް‬ ‫ޙުކުމްތަކަށް ރިޢާޔަތްކޮށް‬ ‫ތަޖްވީދުގެ ޙުކުމްތަކަށް‬ ‫ޙުކުމްތަކަށް ރިޢާޔަތްކޮށް ބަލައިގެން‬ ‫ރިޢާޔަތްކޮށް ބަލައިގެން ކިޔެވުން‬ ‫އާއި ސޫރަތުއް ނާސް އަދި‬
‫ބަލައިގެން ކިޔެވުން‬ ‫ބަލައިގެން ކިޔެވުން‬ ‫ރިޢާޔަތްކޮށް ބަލައިގެން ކިޔެވުން‬ ‫ކިޔެވުން‬ ‫އާޔަތުލް ކުރުސި ޞައްޙަމަގުން‬
‫ކިޔުން‬
‫‪ ‬ބަލިމަޑުކަމުން ރައްކާތެރިވުމުގެ‬ ‫‪ ‬ބަލިމަޑުކަމުން ރައްކާތެރިވުމުގެ‬ ‫‪ ‬ހެދުނާއި ހަވީރު‪ ،‬ވިރުދުގެ‬ ‫‪ ‬މެދުވެރިވާ ތަފާތު ޙާލަތްތަކާ‪،‬‬ ‫‪ ‬މެދުވެރިވާ ތަފާތު ޙާލަތްތަކާ‪،‬‬ ‫‪ ‬މެދުވެރިވާ ތަފާތު ޙާލަތްތަކާ‪،‬‬
‫ގޮތުން ކިޔުމަށް ހަދީޘްގައި‬ ‫ގޮތުން ކިޔުމަށް ހަދީޘްގައި‬ ‫ގޮތުގައި ކިޔުމަށް ޙަދީޘްގައި‬ ‫ކުރާކަންތަކާ ގުޅިގެން ކިޔުމަށް‬ ‫ކުރާކަންތަކާ ގުޅިގެން ކިޔުމަށް‬ ‫ކުރާކަންތަކާ ގުޅިގެން ކިޔުމަށް‬
‫ވާރިދުވެފައިވާ ދުޢާ އެޙާލަތުގައި‬ ‫ވާރިދުވެފައިވާ ދުޢާ އެޙާލަތުގައި‬ ‫ވާރިދުވެފައިވާ ދުޢާ ކިޔުން‬ ‫ޙަދީޘްގައި ވާރިދުވެފައިވާ ދުޢާ‬ ‫ޙަދީޘްގައި އައިސްފައިވާ ދުޢާ‬ ‫ޙަދީޘްގައި އައިސްފައިވާ ދުޢާ‬
‫ކިޔުން‬ ‫ކިޔުން‬ ‫އެޙާލަތްތަކުގައި ކިއުން (މިސާލު‪:‬‬ ‫ކިއުން (މިސާލު‪ :‬ގުގުރީގެ‬ ‫ކިއުން (މިސާލު‪ :‬ކިނބިހި‬
‫ހުވަފެންފެނުމުން‪ ،‬ބޮޑެތި ޢައިބުހުރި‬ ‫އަޑުއިވުމުން‪ ،‬ދެރަވުމުން)‬ ‫އެޅުމުން‪ ،‬އާފުރުމުން‪ ،‬ކިޔާދުޢާ‬
‫އިންސާނަކު ފެނުމުން‪ ،‬ދެރަވާކަމެއް‬ ‫ޓީޗަރު ކިޔައިދީ އެޙާލަތްތަކުގައި‬
‫ދިމާވުމުން‪ ،‬މިސްކިތަށް ވަންނަމުން‬ ‫ދުޢާކިޔުމަށް އާދަކުރުވުން‬
‫ނިކުންނަމުން‪ ،‬ބަލިމީހާގެގާތުގައި)‬
‫‪ ‬ހިނައިގަންނަންޖެހޭ ޙާލަތުގައި‬ ‫‪ ‬ހިނައިގަންނަންޖެހޭ ޙާލަތުގައި‬ ‫‪ ‬ހިނައިގަންނަންޖެހޭ ޙާލަތުގައި‬ ‫‪ ‬ހިނައިގަންނަންޖެހޭ ޙާލަތުގައި‬ ‫‪ ‬ދަރިވަރުގެ ހަށިގަނޑާއި ފޭރާމާއި‬ ‫‪ ‬ދަރިވަރުގެ ހަށިގަނޑާއި‬
‫ޝަރުޢީ ހަމަތަކުގެމަތީން‬ ‫ޝަރުޢީ ހަމަތަކުގެމަތީން‬ ‫ޝަރުޢީ ހަމަތަކުގެ މަތީން‬ ‫ޝަރުޢީ ހަމަތަކުގެ މަތީން‬ ‫އަދި ގެންގުޅޭ ތަކެތި ސާފުކޮށް‬ ‫ފޭރާމާއި އަދި ގެންގުޅޭ ތަކެތި‬
‫ހިނައިގަތުން‬ ‫ހިނައިގަތުން‬ ‫ހިނައިގަތުން‬ ‫ހިނައިގަތުން‬ ‫ބެލެހެއްޓުން‬ ‫ސާފުކޮށް ބެލެހެއްޓުން‬
‫(މިސާލު‪ :‬ފައިވާން‪ ،‬ފޮތް‪،‬‬
‫ޔުނިފޯމް)‬
‫އިސްލާމީ‬ ‫ކުރުމުގައި‬ ‫‪ ‬ޤަޟާޙާޖާ‬ ‫އިސްލާމީ‬ ‫ކުރުމުގައި‬ ‫‪ ‬ޤަޟާޙާޖާ‬ ‫‪ ‬ވަޅުކޮޓަރީގައި‪ /‬ފާޚާނާގައި‬ ‫‪ ‬ޤަޟާޙާޖާ ކުރުމުގައި އިސްލާމީ‬ ‫‪ ‬ޤަޟާޙާޖާ ކުރުމުގައި އިސްލާމީ‬ ‫‪ ‬ޤަޟާޙާޖާ ކުރުމުގައި އިސްލާމީ‬
‫އަދަބުތަކާ އެއްގޮތަށް ޢަމަލުކުރުން‬ ‫އަދަބުތަކާ އެއްގޮތަށް ޢަމަލުކުރުން‬ ‫އިސްލާމީ އަދަބުތަކާ އެއްގޮތަށް‬ ‫އަދަބުތަކާ އެއްގޮތަށް ޢަމަލުކުރުން‬ ‫އަދަބުތަކާ އެއްގޮތަށް‬ ‫އަދަބުތަކާ އެއްގޮތަށް‬
‫ޢަމަލުކުރުން (މިސާލު‪:‬‬ ‫(މިސާލު‪ :‬ފާޚާނާއަށް ވަނުމުގެ‬ ‫ޢަމަލުކުރުން (މިސާލު‪:‬‬ ‫ޢަމަލުކުރުން (މިސާލު‪ :‬ފާޚާނާ‬
‫ފެންވަރާއިރު އަޑުގަދަކޮށް‪،‬‬ ‫ކުރިން ދުޢާކިޔައި ވަނުމުގައި‬ ‫ފާޚާނައިގައި ފޮތްނުކިޔުން‪،‬‬ ‫އަށް ވަނުމަށް ވާތުފައި‬
‫ފާޚާނާތަށިމަތީ އިނދެ‬ ‫ވާތުފައި އިސްކުރުން‪ ،‬ނިކުތުމަށް‬ ‫ފާޚާނާއިން ނުކުމެ ދުޢާކުރުން)‬ ‫އިސްކުރުން‪ ،‬ވަނުމުގެ ކުރިން‬
‫ވާހަކަކިޔައި ނުހެދުން‪ ،‬ﷲގެ‬ ‫ކަނާތުފައި އިސްކުރުން)‬ ‫އެޙާލަތުގައިކިޔާ ދުޢާކިޔުން)‬
‫އިސްމުފުޅު ލިޔެފައި ނުވަތަ‬
‫އާޔަތާއި ޙަދީޘް ލިޔެފައިވާ‬

‫‪National Institute of Education‬‬ ‫‪6‬‬

‫‪Turning the key competencies into reality: A practical guide for teachers‬‬

‫އެއްޗެއް ހިފައިގެން ނުވަނުން)‬

‫ކީސްޓޭޖް ‪)12 – 11 ( 5‬‬ ‫ކީ ސްޓޭޖް ‪) 10 – 9( 4‬‬ ‫ކީސްޓޭޖް ‪) 8 – 7 ( 3‬‬ ‫ކީސްޓޭޖް ‪)6 – 4( 2‬‬ ‫ކީސްޓޭޖް ‪) 3-1( 1‬‬ ‫ފައުންޑޭޝަން‬

‫‪ ‬ފެންބޭނުންކުރުމަށް‬ ‫‪ ‬ފެން ބޭނުންކުރުމަށް‬ ‫‪ ‬ފެން ބޭނުންކުރުމަށް އުޛުރު‬ ‫‪ ‬ވުޟޫކުރުމުގެ މާތްކަމާއި‬ ‫‪ ‬ޝަރުޢީ ހަމަތަކުގެމަތީން‬ ‫‪ ‬ވުޟޫގެ ޙަރަކާތްތައް ތަރުތީބުން‬
‫އުޛުރުވެރިވެއްޖެ ނަމަ ޝަރުޢީ‬ ‫އުޛުރުވެރިވެއްޖެނަމަ ޝަރުޢީ‬ ‫ވެރިވެއްޖެނަމަ ޝަރުޢީ‬ ‫މަތިވެރިކަންދެނެ‪ ،‬ވުޟޫކުރަންޖެހޭ‬ ‫ނަމާދަށް ތައްޔާރުވުމަށް‬ ‫ކުރުން‬
‫ހަމަތަކުން ތަޔައްމަމުކުރުން‬ ‫ހަމަތަކުން ތަޔައްމަމުކުރުން‬ ‫ހަމަތަކުން ތަޔައްމަމުކުރުން‬ ‫ޙާލަތްތަކުގައި ޝަރުޢީ‬ ‫ކުރާނެކަންތައް ދެނެގަތުން‬
‫ހަމަތަކުގެމަތީން ވުޟޫކުރުން‬ ‫(މިސާލު‪ :‬ވުޟޫކުރުން‪،‬‬
‫ތަޔައްމަމްކުރުން)‬

‫‪ ‬ޙާލަތަށް ރިޢާޔަތްކޮށް ފަރުޟު‬ ‫‪ ‬ޙާލަތަށް ރިޢާޔަތްކޮށް ފަރުޟު‬ ‫‪ ‬ޖަމާޢަތުގައި ކުރެވޭ ފަރުޟު‬ ‫ޖަމާޢަތުގައި ކުރާ ފަރުޟު‬ ‫‪‬‬ ‫‪ ‬ޝަރުޢީ ހަމަތަކުގެ މަތީން‬ ‫‪ ‬ނަމާދުގެ ޙަރަކާތްތަކާއި‬
‫ނަމާދުކުރުން (މިސާލު‪:‬‬ ‫ނަމާދު‪ ،‬އަދި ސުންނަތް‬ ‫ނަމާދުތައް ޝަރުޢީ ހަމަތަކުގެ‬ ‫ނަމާދާއި އަދި ފަރުޟު ނަމާދުގެ‬ ‫ފަރުޟު ފަސްނަމާދު ކުރުން‬ ‫އެއްގޮތަށް ތަރުތީބުން ނަމާދުގެ‬
‫ދަތުރުމަތީ ނަމާދު‬ ‫ނަމާދުކުރުން (މިސާލު‪:‬‬ ‫މަތިން ކުރުން (މިސާލު‪:‬‬ ‫ކުރިންނާއި ފަހުންކުރާ ރަވާތިބު‬ ‫މައިގަނޑު ޙަރަކާތްތައް ކުރުން‬
‫ޖަމްޢުކުރުމާއި ޤަޞްރުކުރުން‪،‬‬ ‫ދަތުރުގެ ޙާލަތުގައި‪ ،‬ވާރޭފެން‬ ‫ފަރުޟު ފަސްނަމާދު ހުކުރު‬ ‫ސުންނަތް ޝަރުޢީ ހަމަތަކުގެ‬
‫ހަނގުރާމައިގެ ޙާލަތުގައި ޚަވްފު‬ ‫ދަތިވުމުން‪ ،‬ހަނގުރާމައިގެ‬ ‫ނަމާދު‪ ،‬ޢީދު ނަމާދު‪ ،‬ކަށު‬ ‫މަތިން ކުރުން‬
‫ނަމާދުކުރުން)‬ ‫ޙާލަތުގައި)‬ ‫ނަމާދު)‬

‫‪ ‬ރޯދަ ހިފަންޖެހޭ ހިނދު އަދި‬ ‫‪ ‬ރޯދަ ހިފަންޖެހޭ ހިނދު އަދި‬ ‫‪ ‬ރޯދަ ހިފަންޖެހޭ ހިނދު އަދި‬ ‫ރޯދަ ހިފަންޖެހޭ ހިނދު އަދި‬ ‫‪‬‬ ‫‪ ‬ރޯދަހިފުމަށް ފަރިތަކުރުން‬ ‫‪--------- ‬‬
‫ޙައްޖުވާހިނދު ޝަރުޢީ ހަމައިން‬ ‫ޙައްޖުވާ ހިނދު ޝަރުޢީ‬ ‫ޙައްޖުވާހިނދު ޝަރުޢީ‬ ‫ޙައްޖުވާހިނދު ޝަރުޢީ ހަމައިން‬
‫އެދެ އަޅުކަން އަދާކުރުން‬ ‫ހަމައިން އެދެ އަޅުކަން‬ ‫ހަމައިން އެދެ އަޅުކަން‬ ‫އެދެ ފަރުޟު އަދާކުރުން‬
‫އަދާކުރުން‬ ‫އަދާކުރުން‬

‫‪ ‬ކެއިންބުއިމުގައި އިސްލާމީ‬ ‫‪ ‬ކެއިންބުއިމުގައި އިސްލާމީ‬ ‫‪ ‬ކެއިންބުއިމުގައި އިސްލާމީ‬ ‫ކެއިންބުއިމުގައި އިސްލާމީ‬ ‫‪‬‬ ‫‪ ‬ކެއިންބުއިމުގައި އިސްލާމީ‬ ‫‪ ‬ކެއިންބުއިމުގައި އިސްލާމީ‬
‫އަދަބުތަކަށް ތަބާވުން (މިސާލު‪:‬‬ ‫އަދަބުތަކަށް ތަބާވުން (މިސާލު‪:‬‬ ‫އަދަބުތަކަށް ތަބާވުން‬ ‫އަދަބުތަކަށް ތަބާވުން (މިސާލު‪:‬‬ ‫އަދަބުތަކަށް ތަބާވުން (މިސާލު‪:‬‬ ‫އަދަބުތަކަށް ތަބާވުން (މިސާލު‪:‬‬
‫ބަޑުގެ ‪ 1/3‬ބަޔަށް ކެއުން‪،‬‬ ‫ބަޑުގެ ‪ 1/3‬ބަޔަށް ކެއުން‪،‬‬ ‫(މިސާލު‪ :‬ބަޑުގެ ‪ 1/3‬ބަޔަށް‬ ‫ބަޑުގެ ‪ 1/3‬ބަޔަށް ކެއުން‪،‬‬ ‫ތަށީގެ ތިމާއާގާތްފަރާތުން‬ ‫ކަނާތުންކެއުން‪ ،‬އިށީދެގެން‬
‫ބަރަކާތަށް އެދި ދުޢާކޮށްފައި‬ ‫ބަރަކާތަށް އެދި ދުޢާކޮށްފައި‬ ‫ކެއުން‪ ،‬ބަރަކާތަށް އެދި‬ ‫ބަރަކާތަށް އެދި ދުޢާކޮށްފައި‬ ‫ކެއުން‪ ،‬ކެއުމުގެ ކުރިންނާ‬ ‫ކެއުން‪ ،‬އެއްނޭވާއިން ފެންތަށި‬
‫ކެއުން‪ ،‬ކައިނިމިގެން ﷲ އަށް‬ ‫ކެއުން‪ ،‬ކައިނިމިގެން ﷲ އަށް‬ ‫ދުޢާކޮށްފައި ކެއުން‪،‬‬ ‫ކެއުން‪ ،‬ކައިނިމިގެން ﷲ އަށް‬ ‫ފަހުން އަތްދޮވުން‪ ،‬ފެށުމުގައި‬ ‫ބޮއިނުލުން)‬
‫ޙަމްދުކޮށް ކާންދިނުމުގެ‬ ‫ޙަމްދުކޮށް ކާންދިނުމުގެ‬ ‫ކައިނިމިގެން ﷲ އަށް‬ ‫ޙަމްދުކޮށް ކާންދިނުމުގެ‬ ‫ދުޢާކޮށް ނިންމާފައި ޙަމްދުކޮށް‬
‫ސަބަބަކަށް މެދުވެރިވި ފަރާތަށް‬ ‫ސަބަބަކަށް މެދުވެރިވި ފަރާތަށް‬ ‫ޙަމްދުކޮށް ކާންދިނުމުގެ‬ ‫ސަބަބަކަށް މެދުވެރިވި ފަރާތަށް‬ ‫ޝުކުރުވެރިވުން)‬
‫ރަޙުމަތްލެއްވުމަށް ދުޢާކުރުން)‬ ‫ރަޙުމަތްލެއްވުމަށް ދުޢާކުރުން)‬ ‫ސަބަބަކަށް މެދުވެރިވި‬ ‫ރަޙުމަތްލެއްވުމަށް ދުޢާކުރުން)‬
‫ފަރާތަށް ރަޙުމަތްލެއްވުމަށް‬

‫‪National Institute of Education‬‬ ‫‪7‬‬

‫‪Turning the key competencies into reality: A practical guide for teachers‬‬

‫ދުޢާކުރުން)‬

‫ކީސްޓޭޖް ‪)12 – 11 ( 5‬‬ ‫ކީ ސްޓޭޖް ‪) 10 – 9( 4‬‬ ‫ކީސްޓޭޖް ‪) 8 – 7 ( 3‬‬ ‫ކީސްޓޭޖް ‪)6 – 4( 2‬‬ ‫ކީސްޓޭޖް ‪) 3-1( 1‬‬ ‫ފައުންޑޭޝަން‬

‫‪ ‬ނިދަން އޮށޯތުމަށް‬ ‫‪ ‬ނިދަން އޮށޯތުމަށް‬ ‫‪ ‬ނިދަން އޮށޯތުމަށް‬ ‫ނިދަން އޮށޯތުމަށް ތައްޔާރުވުމުގެ‬ ‫‪‬‬ ‫‪ ‬ނިދަން އޮށޯތުމަށް‬ ‫‪ ‬ނިދަން އޮށޯތުމަށް‬
‫ތައްޔާރުވުމުގެ ގޮތުންނާއި އަދި‬ ‫ތައްޔާރުވުމުގެ ގޮތުންނާއި އަދި‬ ‫ތައްޔާރުވުމުގެ ގޮތުންނާއި އަދި‬ ‫ގޮތުންނާއި އަދި ނިދުމުގައި‬ ‫ތައްޔާރުވުމުގެ ގޮތުންނާއި އަދި‬ ‫ތައްޔާރުވުމުގެ ގޮތުންނާއި އަދި‬
‫ނިދުމުގައި ބަހަންޓަންވީ ޝަރުޢީ‬ ‫ނިދުމުގައި ބަހަންޓަންވީ ޝަރުޢީ‬ ‫ނިދުމުގައި ބަހަންޓަންވީ‬ ‫ބަހަންޓަންވީ ޝަރުޢީ އަދަބުތަކަށް‬ ‫ނިދުމުގައި ބަހަންޓަންވީ ޝަރުޢީ‬ ‫ނިދުމުގައި ބަހަންޓަންވީ ޝަރުޢީ‬
‫އަދަބުތަކަށް ޢަމަލުކުރުން‬ ‫އަދަބުތަކަށް ޢަމަލުކުރުން‬ ‫ޝަރުޢީ އަދަބުތަކަށް‬ ‫ޢަމަލުކުރުން (މިސާލު‪ :‬ނިދިން‬ ‫އަދަބުތަކަށް ޢަމަލުކުރުން‬ ‫އަދަބުތަކަށް ޢަމަލުކުރުން‬
‫(މިސާލު‪ :‬ނިދިން ހޭލެވުމާއެކު‪،‬‬ ‫(މިސާލު‪ :‬ނިދިން ހޭލެވުމާއެކު‪،‬‬ ‫ޢަމަލުކުރުން (މިސާލު‪ :‬ނިދިން‬ ‫ތެދުވެވުމުން ފުރާނަ އަނބުރާ‬ ‫(މިސާލު‪ :‬ދަތްއުނގުޅުން‬ ‫(މިސާލު‪ :‬ދަތް އުނގުޅުން‬
‫ފުރާނަ އަނބުރާ ދެއްވީތީ ﷲ‬ ‫ފުރާނަ އަނބުރާ ދެއްވީތީ ﷲ‬ ‫ހޭލެވުމާއެކު‪ ،‬ފުރާނަ އަނބުރާ‬ ‫ދެއްވިތީ ﷲ އަށް ޙަމްދުކުރުން)‬ ‫ވުޟޫކުރުން ކަނާތް ފަރާތައް‬ ‫ކަނާތް ފަރާތައް އޮތުން‪،‬‬
‫އަށް ޙަމްދުކުރުން)‬ ‫އަށް ޙަމްދުކުރުން)‬ ‫ދެއްވީތީ ﷲ އަށް‬ ‫އޮތުން އޮށޯތުމަށް ކިޔައިދުޢާ‬ ‫އޮށޯތުމަށް ކިޔައިދުޢާ އާއި‬
‫ޙަމްދުކުރުން)‬ ‫އާއި ޛިކުރުތައް ކިޔުން)‬ ‫ޛިކުރުތައް ކިޔުން)‬

‫‪ ‬ސަލާން ގޮވަންޖެހޭ‬ ‫‪ ‬ސަލާން ގޮވަންޖެހޭ‬ ‫‪ ‬ސަލާން ގޮވަންޖެހޭ‬ ‫‪ ‬ސަލާން ގޮވަންޖެހޭ ޙާލަތްތަކުގައި‬ ‫‪ ‬ސަލާން ގޮވަންޖެހޭ‬ ‫‪ ‬ސަލާން ގޮވަންޖެހޭ‬
‫ޙާލަތްތަކުގައި ސަލާން ގޮވުމާއި‬ ‫ޙާލަތްތަކުގައި ސަލާން ގޮވުމާއި‬ ‫ޙާލަތްތަކުގައި ސަލާން‬ ‫ޝަރުޢީ ހަމަތަކުގެމަތިން ސަލާން‬ ‫ޙާލަތްތަކުގައި ޝަރުޢީ‬ ‫ޙާލަތްތަކުގައި ސަލާން ގޮވުން‬
‫އަދި ސަލާމުގެ ޖަވާބު ދޭންޖެހޭ‬ ‫އަދި ސަލާމުގެ ޖަވާބު ދޭންޖެހޭ‬ ‫ގޮވުމާއި އަދި ސަލާމުގެ ޖަވާބު‬ ‫ގޮވުމާއި ސަލާންކުރުން (މިސާލު‪:‬‬ ‫ހަމަތަކުގެމަތިން ސަލާން‬ ‫(މިސާލު‪ :‬މައިންބަފައިންނާ‬
‫ޙާލަތުގައި ޝަރުޢީ މަގުން‬ ‫ޙާލަތުގައި ޝަރުޢީ މަގުން‬ ‫ދޭންޖެހޭ ޙާލަތުގައި ޝަރުޢީ‬ ‫ހިނގާމީހުން އިށޭދެ‬ ‫ގޮވުމާއި ސަލާން ބަލައިގަތުން‬ ‫ބައްދަލުވާ ހިނދު السالم عليكم‬
‫ސަލާމުގެ ޖަވާބުދިނުން‬ ‫ސަލާމުގެ ޖަވާބުދިނުން‬ ‫މަގުން ސަލާމުގެ ޖަވާބުދިނުން‬ ‫ތިބިމީހުންނަށް‪ ،‬މަދުމީހުން‬ ‫(ގެއަށްވަންނަ ހިނދު‪،‬‬ ‫ގޮވުން)‬
‫ގިނަމީހުންނަށް‪)...‬‬ ‫ކުލާހަށްވަންނަ ހިނދު‪ ،‬السالم‬
‫عليكم ގޮވުން‪ ،‬މީހަކު‬
‫ތިމާއަށް السالم عليكم‬
‫ގޮވައިފިނަމަ و عليكم السالم‬
‫މިގޮތަށް ޖަވާބުދިނުން)‬

‫‪ ‬ތިމާއަށް ލިބޭއެއްޗަކުން ފަހަށް‬ ‫‪ ‬ތިމާއަށް ލިބޭއެއްޗަކުން ފަހަށް‬ ‫ތިމާއަށް ލިބޭއެއްޗަކުން‬ ‫‪‬‬ ‫‪ ‬ކުރާކަންކަމާއި‪ ،‬ބޭނުންވާތަކެތި‬ ‫‪ ‬ތިމާއަށް ލިބޭއެއްޗަކުން ފަހަށް‬ ‫‪ ‬ތިމާއަށް ލިބޭ އެއްޗަކުން ފަހަށް‬
‫ރައްކާކުރުމާއި ޚަރަދުކުރުމުގައި‬ ‫ރައްކާކުރުމާއި ޚަރަދުކުރުމުގައި‬ ‫ފަހަށް ރައްކާކުރުމާއި‬ ‫ހޯދުމާއި ކުލާހަށް ގެންނަތަކެތި‬ ‫ރައްކާކުރުމާއި ޚަރަދުކުރުމުގައި‬ ‫ރައްކާކުރުމާއި ޚަރަދުކުރުމުގައި‬
‫އިސްރާފު ނުކުރުން‬ ‫އިސްރާފު ނުކުރުން‬ ‫ޚަރަދުކުރުމުގައި އިސްރާފު‬ ‫ގެނައުމުގައި މެދުމިން‬ ‫އިސްރާފު ނުކުރުން (މިސާލު‪:‬‬ ‫އިސްރާފު ނުކުރުން (މިސާލު‪:‬‬
‫ނުކުރުން (އިންޓަވަލަށްދޭ‬ ‫އިޚްތިޔާރުކުރުން އަދި ލިބޭމިންވަރަށް‬ ‫ލިޔެ ހުސްނުވެ ހުންނަ ފޮތް‬ ‫ލިޔެ ހުސްނުވެ ހުންނަ ފޮތް‬
‫ފައިސާ އިން ބޭނުންޖެހޭ‬ ‫ފުއްދުން‬ ‫ފަންސުރު ފަހުން ބޭނުންކުރަން‬ ‫ފަންސުރު ފަހުން ބޭނުންކުރަން‬
‫ތަކެތި ގަތުމަށް ބާކީކުރުން)‬ ‫ބެހެއްޓުން‪ ،‬ބޭބެ‪/‬ދައްތަ‬ ‫ބެހެއްޓުން)‬

‫‪National Institute of Education‬‬ ‫‪8‬‬

‫‪Turning the key competencies into reality: A practical guide for teachers‬‬

‫ބޭނުންކުރި ހަލާކުނުވެ ހުންނަ‬

‫ޓެކްސްޓް ފޮތް ބޭނުންކުރުން)‬

‫ކީސްޓޭޖް ‪)12 – 11 ( 5‬‬ ‫ކީ ސްޓޭޖް ‪) 10 – 9( 4‬‬ ‫ކީސްޓޭޖް ‪) 8 – 7 ( 3‬‬ ‫ކީސްޓޭޖް ‪)6 – 4( 2‬‬ ‫ކީސްޓޭޖް ‪) 3-1( 1‬‬ ‫ފައުންޑޭޝަން‬

‫‪ ‬ﷲ ހެއްދެވި ދިރުންހުރި‬ ‫‪ ‬ﷲ ހެއްދެވި ދިރުންހުރި‬ ‫‪ ‬ﷲ ހެއްދެވި ދިރުންހުރި‬ ‫‪ ‬ﷲ ހެއްދެވި ދިރުންހުރި ތަކެއްޗަށް‬ ‫‪ ‬ﷲ ހެއްދެވި ދިރުންހުރި‬ ‫‪ ‬ﷲ ހެއްދެވި ދިރުންހުރި‬
‫ތަކެއްޗަށް އިޙުތިރާމުކުރުމާއި‬ ‫ތަކެއްޗަށް އިޙުތިރާމުކުރުމާއި‬ ‫ތަކެއްޗަށް އިޙުތިރާމުކުރުމާއި‬ ‫އިޙުތިރާމުކުރުމާއި އެފަދަ‬ ‫ތަކެއްޗަށް އިޙުތިރާމުކުރުމާއި‬ ‫ތަކެއްޗަށް އިޙުތިރާމުކުރުމާއި‬
‫އެފަދަ ފަރާތްތައް‬ ‫އެފަދަ ފަރާތްތައް‬ ‫އެފަދަ ފަރާތްތައް‬ ‫ފަރާތްތައް ރައްކާތެރިކުރުން‬ ‫އެފަދަ ފަރާތްތައް‬ ‫އެފަދަ ފަރާތްތަކުގެ ހައްޤުތައް‬
‫ރައްކާތެރިކުރުން (މިސާލު‪:‬‬ ‫ރައްކާތެރިކުރުން (މިސާލު‪:‬‬ ‫ރައްކާތެރިކުރުން (މިސާލު‪:‬‬ ‫(މިސާލު ޢުމުރުން ދުވަސްވީ‬ ‫ރައްކާތެރިކުރުން (މިސާލު‪:‬‬ ‫ރައްކާތެރިކުރުމަށް އެހީތެރިވުން‬
‫ތިމާގެ ރަށް‪ ،‬ރަށަށް އައިސްއުޅޭ‬ ‫ތިމާގެ ރަށް‪ ،‬ރަށަށް އައިސްއުޅޭ‬ ‫ތިމާގެ ރަށް‪ ،‬ރަށަށް‬ ‫މީހުން‪ ،‬ނުކުޅެދޭމީހުން‪ ،‬ތިމާވެށި‬ ‫މައިންބަފައިން‪ ،‬ޓީޗަރުން‪ ،‬ދޫނި‬ ‫(މިސާލު‪ :‬މައިންބަފައިން‪،‬‬
‫އެހެން ދީންތަކުގެ މީހުންނާ‬ ‫އެހެން ދީންތަކުގެ މީހުންނާ‬ ‫އައިސްއުޅޭ އެހެން ދީންތަކުގެ‬ ‫ޙިމާޔަތްކުރުން‪ ،‬އެފަރާތްތަކުގެ‬ ‫ސޫފާސޫފި‪ ،‬ގަސްގަހާގެހި)‬ ‫ޓީޗަރުން‪ ،‬ދޫނި ސޫފާސޫފި‪،‬‬
‫ޝަރުޢީ ހަމަތަކުގެ މަތީން‬ ‫ޝަރުޢީ ހަމަތަކުގެ މަތީން‬ ‫މީހުންނާ ޝަރުޢީ ހަމަތަކުގެ‬ ‫ޙައްޤުތައް ރައްކާތެރިކުރުން)‬ ‫ގަސްގަހާގެހި)‬
‫ހެޔޮގޮތުގައި މުޢާމަލާތް‬ ‫ހެޔޮގޮތުގައި މުޢާމަލާތް‬ ‫މަތީން ހެޔޮގޮތުގައި މުޢާމަލާތް‬
‫ކުރުމާއި‪ ،‬މިސްކީނުންގެ‬ ‫ކުރުމާއި‪ ،‬މިސްކީނުންގެ‬ ‫ކުރުމާއި‪ ،‬މިސްކީނުންގެ‬
‫ޙައްޤުތައް ރައްކާކުރުން)‬ ‫ޙައްޤުތައް ރައްކާކުރުން)‬ ‫ޙައްޤުތައް ރައްކާކުރުން)‬

‫‪ ‬ރުޅިއައުމުން ރުޅި ކޮންޓްރޯލް‬ ‫‪ ‬ރުޅިއައުމުން ރުޅި ކޮންޓްރޯލް‬ ‫‪ ‬ރުޅިއައުމުން ރުޅި ކޮންޓްރޯލް‬ ‫‪ ‬ރުޅިއައުމުން ރުޅި ކޮންޓްރޯލް‬ ‫‪ ‬ރުޅިއައުމުން ރުޅި ކޮންޓްރޯލް‬ ‫‪ ‬ދިމާވާ ކަންކަމުގައި‬
‫ކުރުމަށް ދީނުގައި އައިސްފައިވާ‬ ‫ކުރުމަށް ދީނުގައި އައިސްފައިވާ‬ ‫ކުރުމަށް ދީނުގައި‬ ‫ކުރުމަށް ދީނުގައި އައިސްފައިވާ‬ ‫ކުރުމަށް ދީނުގައި އައިސްފައިވާ‬ ‫ރުޅިމަޑުކޮށް‪ ،‬އެހެން ކުދިންނަށް‬
‫ގޮތަށް ޢަމަލުކުރުން‬ ‫ގޮތަށް ޢަމަލުކުރުން‬ ‫އައިސްފައިވާ ގޮތަށް‬ ‫ގޮތަށް ޢަމަލުކުރުން‬ ‫ގޮތަށް ޢަމަލުކުރުން (މިސާލު‪:‬‬ ‫މާފުކޮށް‪ ،‬ކެތްތެރިވުން‬
‫ޢަމަލުކުރުން‬ ‫ވުޟޫކުރުން‪ ،‬އިށީނުން‪ ،‬އިށީދެ‬
‫ޅ ް‬
‫ށ‬ ‫އިންނަމަ ތެދުވުން‪ޮ ،‬ކ ަ‬
‫ނ‪ޮ ،‬އށތުން‪،‬‬
‫ނ ް‬
‫ށ ު‬
‫ނ ަމ ިއ ީ‬
‫ރ ަ‬
‫ުހ ި‬
‫މާހައުލު ބަދަލުކޮށްލުން)‬

‫ބާވާލެއްވި ފޮތްތަކުގެ ތެރެއިން‬ ‫‪‬‬ ‫‪ ‬ކީރިތި ޤުރްއާނުގެ‬ ‫جتويد ގެ حكم ތަކަށް رعاية‬ ‫‪‬‬ ‫‪ ‬ތަޖްވީދުގެ ޙުކުމްތަކަށް ރިޢާޔަތްކޮށް‬ ‫‪ ‬تجويد ގެ ޙުކުމްތަކަށް ރިޢާޔަތް‬ ‫ރޭގަނޑު ނިދުމުގެކުރިން سورة‬ ‫‪‬‬
‫ޤުރްއާނުގެ މަތިވެރިކަން‬ ‫ޞައްޙަކަމާމެދު އިތުބާރުބޮޑުވެ‬ ‫ކޮށް ކީރިތި قرآن ކިޔަވަން‬ ‫ކީރިތި ޤުރްއާން ކިޔަވަން‬ ‫ކޮށް ކީރިތި ޤުރްއާން ކިޔަވަން‬ ‫الفاحتة އާއި إخالص‪ ،‬فلق‪،‬‬
‫އިޙްސާސްކުރެވި ޤުރްއާނަށް‬ ‫އެއީ ހަމަ ﷲގެ ކަލާމްފުޅުކަން‬ ‫މަސައްކަތްކުރުން‪.‬‬ ‫މަސައްކަތްކުރުން‬ ‫މަސައްކަތް ކުރުން‬ ‫ناسއާއި آية الكرسي ކިޔެވުމުގެ‬
‫ލޯބިޖެހުން‬ ‫ކަށަވަރުވުން‬ ‫އާދަ ހަރުލުން‬

‫‪--------------‬‬ ‫‪‬‬ ‫‪-------------- ‬‬ ‫ރޯދަމަހުގެ މާތްކަން ޤަބޫލު‬ ‫‪‬‬ ‫މާތް ﷲގެ ކުޅަދުންވަންތަކަމުގެ‬ ‫‪‬‬ ‫‪ ‬ކީރިތި ރަސޫލާ (ޞ)ގެ‬ ‫‪ ‬ކީރިތި ޤުރްއާން ކިޔެވުމުގެ‬
‫ކުރެވި ޚާއްޞަކޮށް‬ ‫ބޮޑުކަން އިޙުސާސްކުރެވުން‬ ‫މާތްކަމާއި މަތިވެރިކަން‬ ‫ޝައުޤުއުފެދުން‬

‫‪National Institute of Education‬‬ ‫‪9‬‬

‫‪Turning the key competencies into reality: A practical guide for teachers‬‬

‫އެމަހުގައި އަޅުކަމުގައި‬ ‫އިޙްސާސްކުރެވުން‬

‫ދެމިހުރުމުގެ ޝައުޤުވެރިކަން‬
‫އުފެދުން‬
‫ކީސްޓޭޖް ‪)12 – 11 ( 5‬‬ ‫ކީ ސްޓޭޖް ‪) 10 – 9( 4‬‬ ‫ކީސްޓޭޖް ‪) 8 – 7 ( 3‬‬ ‫ކީސްޓޭޖް ‪)6 – 4( 2‬‬ ‫ކީސްޓޭޖް ‪) 3-1( 1‬‬ ‫ފައުންޑޭޝަން‬

‫‪ ‬ސުންނަތުގެ މަޤާމު ހިތަށްގެނެވި‬ ‫ސުންނަތުގެ މަޤާމު‬ ‫‪‬‬ ‫ސުންނަތާނުލައި ޤުރްއާން‬ ‫‪‬‬ ‫ސުންނަތުގެ މަޤާމު ހިތަށްގެނެވި‬ ‫‪‬‬ ‫‪ ‬ސުންނަތުގެ މަޤާމު ހިތަށް‬ ‫‪ ‬ރަސޫލާ (ޞ) ބަސްފުޅު‬
‫އެއާ އެއްގޮތަށް ޢަމަލުކުރުމުގެ‬ ‫ހިތަށްގެނެވި އެއާ އެއްގޮތަށް‬ ‫ދެނެނުގަނެވޭނެކަން‬ ‫އެއާ އެއްގޮތަށް ޢަމަލުކުރުމުގެ‬ ‫ގެނެވި އެއާ އެއްގޮތަށް‬ ‫ދެނެގަތުމުގެ ޝައުޤުއުފެދުން‬
‫އާދަ ހަރުލުން‬ ‫ޢަމަލުކުރުމުގެ އާދަ ހަރުލުން‬ ‫ޤަބޫލުކުރެވި ޤުރްއާނާއި‬ ‫އާދަ ހަރުލުން‬ ‫ޢަމަލުކުރުމުގެ އާދަ ހަރުލުން‬
‫ސުންނަތުގެ އަލީގައި‬
‫އިސްލާމްދީން ދެނެގަތުމުގެ‬
‫އާދަ ހަރުލުން‬

‫‪ ‬އަޅުކަމުގެ މުހިންމުކަން‬ ‫‪ ‬އަޅުކަމުގެ މުހިންމުކަން‬ ‫‪ ‬އަޅުކަމުގެ މުހިންމުކަން‬ ‫‪ ‬އަޅުކަމުގެ މުހިންމުކަން‬ ‫‪ ‬އަޅުކަން ކުރުމުގެ ޝައުޤުވެރިކަން‬ ‫‪ ‬އަޅުކަން ކުރުމުގެ ޝައުޤުވެރިކަން‬
‫އިޙްސާސްކުރެވި ހުރިހާ‬ ‫އިޙްސާސްކުރެވި ހުރިހާ‬ ‫އިޙްސާސްކުރެވި ހުރިހާ‬ ‫އިޙްސާސްކުރެވި ހުރިހާ ޙާލަތެއްގައި‬ ‫އުފެދުން‬ ‫އުފެދުން‬
‫ޙާލަތެއްގައި މާތް ﷲ އަށް‬ ‫ޙާލަތެއްގައި މާތް ﷲ އަށް‬ ‫ޙާލަތެއްގައި މާތް ﷲ އަށް‬ ‫މާތް ﷲ އަށް ކިޔަމަންތެރިކަން‬
‫ކިޔަމަންތެރިކަން އަދާކުރުމުގެ‬ ‫ކިޔަމަންތެރިކަން އަދާކުރުމުގެ‬ ‫ކިޔަމަންތެރިކަން އަދާކުރުމުގެ‬ ‫އަދާކުރުމުގެ އާދަ ހަރުލުން‬
‫އާދަ ހަރުލުން‬ ‫އާދަ ހަރުލުން‬ ‫އާދަ ހަރުލުން‬

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‫‪Turning the key competencies into reality: A practical guide for teachers‬‬

‫‪2.2 Weaving Practicing Islam into teaching and learning‬‬

‫ފައުންޑޭޝަން ސްޓޭޖް (ޕްރީ ސްކޫލް)‬

‫ހަރަކާތްތައް‬ ‫އިންޑިކޭޓަރ‬
‫ހެލްތު އެންޑް ވެލްބީންގ‬ ‫ކުރިއޭޓިވް އާޓުސް‬ ‫ލެންގުވޭޖް އެންޑު ކޮމިއުނިކޭޝަން‬ ‫ތިމާގެ ހަށިގަނޑާއި‬
‫‪ ‬ސާފުތާހިރުވުމަށް ދަރިވަރުން ކުރާ ކަންތައްތަކުގެ ޓޭބަލެއް ހަދައި ކޮންމެ ދުވަހަކު‬ ‫ވާހަކައިގައި އެބުނާ ހަޑިގިއްލާ‬ ‫‪‬‬ ‫"ހަޑިގިއްލާވާހަކަ" އަޑުއަހައި ހަޑިކުއްޖާގެ ސިފަތައް‬ ‫‪‬‬ ‫ފޭރާމާއި އުޅޭތަން އަދި‬
‫ކުރާކަންތައް ފާހަގަކުރުން‬ ‫ހުންނާނެގޮތް ކުރެހުން‬ ‫ކިޔައިދިނުން‪ .‬ހަޑިގިއްލާ ފަދައިން ނުތާހިރުކޮން އުޅުމުން‬ ‫ސްކޫލު ސާފްކޮށް‬
‫ބުރާސްފަތި‬ ‫ބުދަ‬ ‫އަންގާރަ‬ ‫ހޯމަ‬ ‫އާދިއްތަ‬ ‫އެވާހަކައިގައި ސިފަކުރާފަދަ‬ ‫‪‬‬ ‫ލިބޭނެ ޞިއްޙީ ގެއްލުމާ މެދު އެކުދިންގެ މެދުގައި ޚިޔާލު‬ ‫ބެހެއްޓުމުގެ‬
‫ކުދިންނަށް ކުލާހުގައި ދިމާވެދާނެ‬ ‫ބަދަލުކުރުން‬ ‫ޒިންމާނެގުން‬
‫ކަންތައް ތަމްސީލުކޮށް ދެއްކުން‬
‫ދަތްއުގުޅުން‬
‫އަދި ސާފުތާހިރުކޮށް ހުރުމުގެ‬
‫މުހިއްމުކަމާމެދު މަޝްވަރާކުރުން‬

‫ފެންވެރުން‬

‫އަތްދޮވުން‬
‫ނިޔަފަތިކެޑުން‬
‫އަންނައުނުދޮވުން‬

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‫‪Turning the key competencies into reality: A practical guide for teachers‬‬

‫ކީސްޓޭޖް ‪( 1‬ގްރޭޑް ‪)3-1‬‬

‫ހަރަކާތްތައް‬ ‫އިންޑިކޭޓަރ‬
‫ލެންގުވޭޖް އެންޑު ކޮމިއުނިކޭޝަން‬ ‫އިޖްތިމާޢީ ޢިލްމު‬ ‫ކުރިއޭޓިވް އާޓުސް‬ ‫މުސްލިމުން‬
‫ޙަބަޝްކަރައަށް‬
‫މުސްލިމުން ކުޅަ ދެ ހިޖްރައިގެ މަޢުލޫމާތު އެއްކޮށް ކޮންމެވެސް‬ ‫‪‬‬ ‫ދުނިޔޭގެ ޗާޓުން ޙަބަޝާ އޮންނަތައް ފާހަގަކުރުން‪.‬‬ ‫‪‬‬ ‫މައްކާދޫކޮށް މުސްލިމުން އެފްރިކާ ބައްރުގެ‬ ‫‪‬‬
‫ހިޖްރަކުރުން‬
‫ޞަޙާބީއެއްގެ ހިޖްރައާ ބެހޭގޮތުން ވާހަކައެއް‪ /‬މަޒުމޫނެއްލިޔުން‬ ‫އަދި ޢަރަބި ޖަޒީރާގެ ރަށަކަށް ނުގޮސް‬ ‫ރަށަކަށް ހިޖްރަކުރަން ޖެހުނު އިޖްތަމާޢީ‬
‫މުޅިންއެހެން ބައްރެއްގައި އޮތް ރަށަކަށް‬ ‫ސަބަބު ހާމަވާ ޑްރާމާއެއް އުފެއްދުން‬
‫ހިޖުރަކުމަށް ނިންމެވި ސަބަބާމެދު ޓީޗަރުގެ‬
‫އެހީގައި މަޝްވަރާކުރެވިދާނެވެ‪.‬‬

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‫‪Turning the key competencies into reality: A practical guide for teachers‬‬

‫ކީސްޓޭޖް ‪( 2‬ގްރޭޑް ‪)6-4‬‬

‫ހަރަކާތްތައް‬ ‫އިންޑިކޭޓަރ‬
‫އިސްލާމް އެންޑު ސްޕިރިޗުއަލިޓީ‬ ‫ލެންގުވޭޖް އެންޑު ކޮމިއުނިކޭޝަން‬ ‫ކުރިއޭޓިވް އާޓުސް‬ ‫ޖިހާދު ފަރުޟުވުމާއި‬
‫ރަސޫލާގެ ޒަމާނުގައި‬
‫ދެވިފައިވާ ހަނގުރާމަތައް ހިނގާފައިވާ ގޮތް އަޑުއަހައިފައި އެއިން‬ ‫‪‬‬ ‫ބަލައިގެން‬ ‫ކުރެހުމެއް‬ ‫ޙާލަތު‪،‬‬ ‫ހަނގުރާމައިގެ‬ ‫‪‬‬ ‫އުޙުދު‬ ‫ތާރީޚުގައި‬ ‫އިސްލާމި‬ ‫‪‬‬
‫ހިނގާފައިވާ ބައެއް‬
‫ކޮންމެވެސް އެއް ހަނގުރާމައަކުން ލިބިގަންނަންވީ ފިލާވަޅުތައް‬ ‫ދަރިވަރަކު ބަޔާންކޮށްދިނުން‬ ‫ހަނގުރާމައިގެ ޙާދިޘާ ހިނގާދިޔަގޮތް އަޑު‬
‫ހަނގުރާމަތައް (ބަދުރު‪،‬‬
‫ނޯޓުކުރުން‬ ‫އެދަރިވަރުގެ ވާހަކަ އެހުމަށްފަހު އެހެންދަރިވަރުން‬ ‫‪‬‬ ‫ކުޑަ‬ ‫އެކަމާގުޅޭ‬ ‫ނުވަތަ‬ ‫އަހާފައި‬
‫އުޙުދު‪ ،‬ޚަންދަޤު‪،‬‬
‫ލިޔުމުން ބަޔާންކޮށް ހުށަހެޅުން‬ ‫ހަނގުރާމަ‬ ‫ބަލައި‬ ‫ޑްރާމާއެއް‬
‫މައްކާފަތަޙަ އަދި ތަބޫކު)‬
‫ހިނގާދިޔަގޮތް ކުރެހުމަކުން ދެއްކުން‬

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‫‪Turning the key competencies into reality: A practical guide for teachers‬‬

‫ކީސްޓޭޖް ‪( 3‬ގްރޭޑް ‪)8-7‬‬

‫ހަރަކާތްތައް‬ ‫އިންޑިކޭޓަރ‬
‫ހެލްތު އެންޑް ވެލްބީންގ‬ ‫އެންވާރު މެންޓް ސައިންސް އެންޑް ޓެކްނޮލޮޖީ‬ ‫ލެންގުވޭޖް އެންޑު ކޮމިއުނިކޭޝަން‬ ‫އުމުރުފުރައާގުޅޭގޮތުން‬
‫ބޭނުންވާމިންވަރަށް‬
‫ސާފުތާހިރުވުމަށް އިސްލާމްދީނުގައި ބާރުއަޅުއްވާފައިވާ‬ ‫‪‬‬ ‫އިސްލާމްދީނުގައި ނުތާހިރު އެއްޗެހީގެ ގޮތުގައި ހިމެނޭ ތަކެތީގައި‬ ‫‪‬‬ ‫ނަޖިސްތަކެތީގެ ނަންތަކާއި އެކަންކަމުން‬ ‫‪‬‬
‫ނަޖިސްތަކެތި އެނގި‬
‫މިންވަރާއި ތިމާގެ ހަށިގަނޑާއި ފޭރާމާއި ދިރިއުޅޭތަން‬ ‫ޖަރާސީމް ހުންނަކަން ސައިންސްގެ އާލާތްތަކުން ތަޖްރިބާކުރުވުން‬ ‫ރައްކާތެރި ވުމަށް އިސްލާމްދީނުގައި‬
‫އެތަކެތިން‬
‫ސާފުތާހިރުކޮށް ބެހެއްޓުމުގެ ސިއްޙީ ފައިދާތައް‬ ‫އަދި ނަޖިސްތަކެއްޗާއި ނުތާހިރުކަމުން ތިމާ ދިރިއުޅޭ މާހައުލު‬ ‫ބާރުއަޅުއްވާފައިވާ މިންވަރާއި ރައްކާތެރި‬
‫ރައްކާތެރިވާނެގޮތް‬
‫ދަރިވަރުންލަވާ (އެކުދިންގެ ފެންވަރުގައި)‬ ‫ރައްކާތެރިނުކޮށްފިނަމަ ތިމާވެއްޓަށް ކޮއްފާނެ ނޭދެވޭ އަސަރުތައް‬
‫ނުވެއްޖެނަމަ ލިބިދާނެ ގެއްލުންތައް‬ ‫ދެނެގަތުން‬
‫ދިރާސާކުރުން‬ ‫ދަރިވަރުން ލައްވާ ފާހަގަކުރުން‬
‫އަންގައިދޭ ލިޔުމެއް ކިޔުމަށްފަހު ޚުލާޞާ‬
‫ކުލާހަށް ހުށަހެޅުން‬

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‫‪Turning the key competencies into reality: A practical guide for teachers‬‬

‫ކީސްޓޭޖް ‪( 4‬ގްރޭޑް ‪)10-9‬‬

‫ހަރަކާތްތައް‬ ‫އިންޑިކޭޓަރ‬
‫ހެލްތު އެންޑް ވެލްބީންގ‬ ‫އެންވާރުމެންޓް ސައިންސް އެންޑް ޓެކްނޮލޮޖީ‬ ‫ލެންގުވޭޖް އެންޑު ކޮމިއުނިކޭޝަން‬ ‫ވިޔަފާރީގެ ތެރޭގައި‬
‫ހިމެނޭ ހުއްދަ‬
‫ވިޔަފާރީގައި ޢާއްމުކޮށް ދިވެހި މުޖްތަމަޢުގައި ބޭނުންކުރެވޭ‬ ‫‪‬‬ ‫ވިޔަފާރީގައި ތަކެތީގެ ސިފަދެނެގަތުމާއި އޭގެ‬ ‫‪‬‬ ‫ކުރީޒަމާނުގައި ވިޔަފާރިކުރުމުގައި‬ ‫‪‬‬
‫މުޢާމަލާތްތަކާއި ހުއްދަ‬
‫ތަކެތީގެ ތެރެއިން އެއަށް ރައްކާތެރި ނުވެއްޖެނަމަ‬ ‫އެއްބަސްވުންތައް އިންޓަރނެޓް މެދުވެރިކޮށް ކުރިޔަށް‬ ‫ގެންގުޅުނު އުޞޫލުތަކާއި މިހާރުގެ‬
‫ނޫން މުޢާމަލާތްތައް‪،‬‬
‫ޞިއްޙީގޮތުން ގެއްލުން ލިބިދާނެފަދަ ތަކެއްޗަކީ ކޮބައިކަމާ‬ ‫ގެންދެވިދާނެ ގޮތްތައް ދަރިވަރުންގެ މެދުގައި މަޝްވަރާކޮށް‬ ‫އުޞޫލުތަކާހުރި ތަފާތު (މިޒަމާނުގައި‬
‫ސަބަބާއި އޭގެ‬
‫އެއިންލިބޭ ގެއްލުންތައް ކުޑަކުރެވިދާނެ ގޮތްތަކަކީ‬ ‫ފާހަގަކުރުވުން‬ ‫މިރޮގުން ކުރިއަރައިފައިވާ މިންވަރު)‬ ‫ޙިކުމަތާއެކު ދެނެގަތުން‬
‫ކޮބައިކަން ފާހަގަކުރުން‬ ‫ހާމަކޮށް މަޒްމޫނެއް ލިއުން‬

‫‪National Institute of Education‬‬ ‫‪15‬‬

‫‪Turning the key competencies into reality: A practical guide for teachers‬‬

‫ކީސްޓޭޖް ‪( 5‬ގްރޭޑް ‪)12-11‬‬

‫ހަރަކާތްތައް‬ ‫އިންޑިކޭޓަރ‬
‫ހެލްތު އެންޑް ވެލްބީންގ‬ ‫އެންވާރު މެންޓް ސައިންސް އެންޑް ޓެކްނޮލޮޖީ‬ ‫ލެންގުވޭޖް އެންޑު ކޮމިއުނިކޭޝަން‬ ‫އުމުރުފުރައާ ގުޅޭގޮތުން‬
‫ބޭނުންވާ މިންވަރަށް‬
‫އިންސާނުންނާއި އެހެނިހެން ދިރޭ ތަކެތި ހެއްދެވީ މާތް ﷲ‬ ‫‪‬‬ ‫އެންމެހާ ތަކެތި ހެއްދެވީ މާތްﷲ ކަންއަންގައިދޭ ޤުރްއާނުގެ‬ ‫‪‬‬ ‫އިސްލާމްދީނުގައި ދިރުން އުފެދުމާމެދު‬ ‫‪‬‬
‫ނަޖިސްތަކެތި އެނގި‬
‫އިންސާނުންނަށް ރަޙްމަތެއްގެ ގޮތުންކަން ވީމާ‬ ‫ތަފާތު ދަލީލުތައް ހުށައެޅުމަށް ދަރިވަރުންނަށް އަންގައި‬ ‫އަންގަވާފައިވާގޮތާ އިސްލާމްދީން ނޫން‬
‫އެތަކެތިން‬
‫އިންސާނުންގެ ސިއްޙަތަށް މިތަކެތިން ލިބޭފައިދާތަކާއި‬ ‫ސައިންސްގެ އަލީގައި ދިރޭތަކެތި އުފެދުނުގޮތާމެދު‬ ‫އެހެންދީންތަކުގެ އަހުލުވެރިން ގެންގުޅޭ‬
‫ރައްކާތެރިވާނެގޮތް‬
‫ރަނގަޅު ގޮތުގައި ބޭނުން ނުކުރެވިއްޖެނަމަ ލިބިދާނެ‬ ‫ދަރިވަރުންގެ މެދުގައި މަޝްވަރާކޮށް މިކަމާގުޅުވައި އިސްލާމީ‬ ‫ފަލްސަފާއާއި މުލްހިދުންގެންގުޅޭ ފިކުރާ‬
‫ދެނެގަތުން‬
‫ޞިއްޙީ ގެއްލުންތައް ދަރިވަރުންލައްވާ ލިސްޓުކުރުވުން‬ ‫ޢަޤީދާ ހަރުދަނާވާނެ ގޮތުގެ ނުކުތާތަކެއް ފާހަގަކުރުވުން އަދި‬ ‫މެދު ލިޔެފައިވާ މަޒްމޫނެއް ދޭހައެއްގެ‬
‫އެތަކެތި ޙިމާޔަތްކުރުމަށް ކުރެވިދާނެ ކަންތައްތަކާމެދު‬ ‫ގޮތުގައި ދަރިވަރުންނަށް ދިނުން އަދި‬
‫ދަރިވަރުންގެ މެދުގައި ޚިޔާލުބަދަލުކުރުން‬ ‫ދަރިވަރުންނަށް އެއިންދޭހަވި މިންވަރާމެދު‬
‫ދަރިވަރުންގެ މެދުގައި މަޝްވަރާކޮށް‬
‫ޚިޔާލުބަދަލުކުރުން‬

‫‪National Institute of Education‬‬ ‫‪16‬‬

Turning the key competencies into reality: A practical guide for teachers

3 Understanding and managing self

This key competency helps young people become more self-directed,
so they can manage their learning in the long term. To do this they
become more aware of themselves, identify their personal strengths
and weakness, their interests and their limitations. It also develops
students ability to set goals, implement plans, organise their time
and evaluate their performance. Through this key competency young
people learn to see themselves as capable, responsible and
independent learners.

Through the key competency young people learn to:

 understand oneself
 maintain a positive self-image
 manage their behaviour in a range of situations
 set goals and review them
 organise and plan how to go about a task
 locate information from a range of sources
 manage time
 take responsibility for their learning
 ask for help

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Turning the key competencies into reality: A practical guide for teachers

3.1 Progression of Understanding and Managing Self across key stages

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

------------------------- ------------------------- ------------------------- UMS.KS3.04 UMS.KS4.04 UMS.KS5.04

Identify how character Analyse why certain Evaluate on given scenarios
traits, interests, abilities, goals are achievable and think of ways on how to
and achievement relate while others are not. overcome obstacles to make
to attaining personal goals achievable.
goals and identify ways
on how to overcome the
obstacles to make goals
achievable.

UMS.FS.04 UMS.KS1.04 UMS.KS2.04 UMS.KS3.05 UMS.KS4.05 UMS.KS5.05

Set simple goals and Set realistic short-term Set realistic short-term Set realistic short-term Set short and long-term Set a goal with action steps,
work towards achieving goals and demonstrate goals and demonstrate goals, make plans for goals, make plans for timeframes, and criteria for
it with support (eg: put skills related to achieve skills related to achieve achieving it and monitor achieving it and monitor evaluating achievement.
away toys after play). them with support. them. (e.g., follow the its progress regularly in its progress regularly in
steps involved in goal order to make continued order to make continued
setting) improvement. improvement.

UMS.FS.05 UMS.KS1.05 UMS.KS2.05 UMS.KS3.06 UMS.KS4.06 UMS.KS5.06

Focus, sustain attention Focus and maintain Understand the Focus, sustain attention, Demonstrates interest Demonstrates interest and
and persist with tasks concentration over a importance of individual and work with and enthusiasm towards enthusiasm towards
reasonable amount of effort, hard work, and persistence to complete achieving personal and achieving personal and life
time with tasks, despite persistence. a task. life goals. goals.
distractions and
interruptions.

UMS.FS.06 UMS.KS1.06 UMS.KS2.06 UMS.KS3.07 UMS.KS4.07 UMS.KS5.07

Organise work area (e.g., Organise and plan their Demonstrate good Organise and plan on Demonstrate the ability Plan and organise events/
keeping their belongings school and homework organizational skills (eg how to go about a task. to plan and organise a activities effectively.
neatly in place) effectively. organizing books, given task.
coming to class
prepared)

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Turning the key competencies into reality: A practical guide for teachers

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

UMS.FS.07 UMS.KS1.07 UMS.KS2.07 UMS.KS3.08 UMS.KS4.08 UMS.KS5.08

Use a variety of Use their own and Use a variety of Locate information from Locate information from Locate information from a
resources available others’ ideas to locate resources including a range of sources and a range of sources and range of sources to complete
within the home and sources of information books, internet, peers, identify which type is the identify which type is the a task and adapt to new
school to complete a available within the tutors and people in the most appropriate to most appropriate to technologies and situations
given task. school and home. wider community to complete a task and use complete a task and use when needed
locate information. them effectively them effectively

UMS.FS.08 UMS.KS1.08 UMS.KS2.08 UMS.KS3.09 UMS.KS4.09 UMS.KS5.09

Follow daily routines Follow daily routines Describe the importance Identify and discuss the Evaluate how effective Explore and express ways
effectively. effectively. of making daily schedule strategies for using time time management how to manage time more
and following them for efficiently. affects their daily life. effectively.
time management.

UMS.FS. 09 UMS.KS1.09 UMS.KS2.09 UMS.KS3.10 UMS.KS4.10 UMS.KS5.10

Complete a simple task Complete a task on time. Follow a sequence of Plan and organise a Plan and organise Plan and organise different
on time. activities and complete a sequence of activities, different tasks, tasks, prioritising and
task on time managing resources if prioritising and reallocating resources in
necessary. reallocating resources in order to meet competing
order to meet competing deadlines.
deadlines.

UMS.FS.10 UMS.KS1.10 UMS.KS2.10 UMS.KS3.11 UMS.KS4.11 UMS.KS5. 11

Take responsibility for Take responsibility for Take responsibility for Demonstrate Take responsibility for Use resilience in all areas of
own learning and own learning and own learning and responsibility for actions continuing academic life (e.g., reflect on learning/
behaviour within a behaviour within a behaviour within a to ensure a successful development and behaviour and identify areas
supervised environment. supervised environment. supervised environment. transition from lower behaviour of improvement and work
secondary to secondary out their next learning goal).
level.

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Turning the key competencies into reality: A practical guide for teachers

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

UMS.FS.11 UMS.KS1.11 UMS.KS2.11 UMS.KS3.12 UMS.KS4.12 UMS.KS5.12

Ask for help when Seek help when needed. Identify situations Identify situations Identify situations Identify situations requiring
needed. requiring adult/ requiring adult/ requiring adult/ adult/ professional (e.g.,
professional help and professional help and professional (e.g., counsellor/ psychologist)
seek advice when counsellor/ psychologist) help and seek advice when
seek advice when
necessary. help and seek advice necessary.
necessary. when necessary.

UMS.FS.12 UMS.KS1.12 UMS.KS2.12 UMS.KS3.13 UMS.KS4.13 UMS.KS5.13

Accepts change, Accepts change, Accepts change, Accepts change, Accepts change, Accepts change, difficulties,
difficulties, and responds difficulties, and responds difficulties, and responds difficulties, ups and difficulties, ups and ups and downs as part of life
to them positively. to them positively. to them positively. downs as part of life and downs as part of life and and responds to them
responds to them responds to them positively.
positively. positively.

UMS.FS.13 UMS.KS1.13 UMS.KS2.13 UMS.KS3.14 UMS.KS4.14 UMS.KS5.14

Understand the value of Demonstrate good Demonstrate good Demonstrate self- Demonstrate self- Demonstrate self-discipline
good manners and apply manners and respectful manners and respectful discipline and respectful discipline and respectful and respectful behavior
skills in real life behavior towards self behavior towards self behavior towards self behavior towards self towards self and others and
and others. and others and become and others and become become a role model for
situations. and others.
a role model for others. a role model for others. others.

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Turning the key competencies into reality: A practical guide for teachers

3.2 Weaving Understanding and managing self into teaching and learning
Foundation Stage (Kindergarten)
INDICATOR SOME SUGGESTED LEARNING ACTIVITIES
UMS.FS.01 HEALTH & WELLBEING CREATIVE ARTS SOCIAL SCIENCES
Identify and talk
about own likes,  Say things about self:  Make a self-portrait (face) using a paper plate.  Write their name on a strip of paper.
dislikes, needs, Eg: I am__________ And say something special about
wants, strength and (name)  Make life-size self-portraits: oneself or make an “I am special” book
weaknesses I can _____________
 Sing simple songs and rhymes related to self and personal
I'm happy to be me!
uniqueness. E.g: Sing Everybody Says and I am different
List (orally) and draw 5 things they
can do.
(eg: I can draw me.
I can build with blocks.
I can play with my friends.
I can sing songs.)
ISLAM & SPIRITUALITY ENVIRONMENT, SCIENCE & TECHNOLOGY MATHEMATICS

 Sing “Allah made me” song*  Looks at one-self in a full-length mirror. Discuss their total  Measuring body parts using non-
1

appearance and how they are alike or different from their standard units. Make hand and foot
 Talks about and appreciates Allah’s parents and/or other children. Observe and compare their prints and compare them with the
creations (uniqueness of body features, colour, hair texture etc.) with the help of others in the classroom.
individuals) and know that teacher
individual abilities and skills given  In pairs, blindfold and one at a time feel the face and hair of  Compare their height with their
to them are gifts of Allah (SWT) classmates and then feel their own face and hair. They will classmates and stand according to the
and we have to be thankful to find that people feel different. (links with Visual art) height order.
Allah (SWT) and use them in
appropriate ways.

1
Refer to appendix

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Turning the key competencies into reality: A practical guide for teachers

Key Stage 1 (grade 1-3)

INDICATOR LEARNING ACTIVITIES
UMS.KS1.02 HEALTH & CREATIVE ARTS LANGUAGE & SOCIAL SCIENCES ISLAM & SPIRITUALITY
Describe a range of WELLBEING COMMUNICATION
emotions and
discuss the  Perform role-play  Express different emotions  Create word cards to show  Label emotions and  Create scenarios where
situations that and storytelling through role plays, positive and negative talk about some students have to describe
cause them using puppets storytelling, gestures, facial emotions. things that have a range of emotions, and
 Pretend that expressions and miming.  Make emotion graphics happened to the discuss the situations and
something sad  Create a dance using student/s which make coping strategies (e.g.,
had happened to different emotions to them feel happy, sad practise saying special
a friend and tell a express how students feel.  Read, tell, listens to stories or angry. dua’s in different
story about how (Refer to appendixes) related to emotions/mood situations such as loss of a
it happened and  Create movements that and behaviour.  Discuss when and why family member, when one
what you did to represent feelings/  Express different emotions students have felt gets angry, lonely, sad etc)
show you cared. emotions. through simple activities these emotions and if  Listens to Islamic moral
 Create artworks to show (e.g., creative movement, their feelings changed stories related to these
emotions (draw sleepy line, facial expressions, at some point, discuss topics.
angry line, a surprised line, gestures, role plays, why it changed.  Talk about the importance
happy line). storytelling, choral of helping a person in
 Create an art work using speaking, show and tell, need (when someone is
colours to convey rhymes, poems and songs) sad) and sharing
emotions/ mood (e.g., red- happiness or success of
anger) another (from an Islamic
perspective).

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Turning the key competencies into reality: A practical guide for teachers

Key Stage 2 (grade 4-6)

INDICATOR LEARNING ACTIVITIES
UMS.KS2.10 HEALTH & WELLBEING CREATIVE ARTS LANGUAGE & SOCIAL SCIENCES
Take COMMUNICATION
responsibility
for own  Make choices about food,  Make own decision about  Choose a controversial  Brainstorm a list of decisions they have made during
learning and clothes and other objects. the selection of materials/ topic related to “Choices the day or week. Who made each decision? How was
behaviour Write the reason for their equipments to create a in our lives” Debate/ the decision made (i.e., made by one person, by voting,
within a choices. Make slogans: particular music. discuss the reasons for by several people agreeing to it, by being told to by
supervised
the choices they have another person, because of a rule or law)? The teacher
environment. e.g., “Always make valid made. may choose to introduce words like autocratic,
choices”. democratic, and consensus. Discuss, and give additional
 Create an artwork using
examples of the various types of decision-making
“Think before you materials, subject matter,
processes. Divide the class into groups, give them each
choose” colour etc of their own
some relevant situations, and ask them to determine
choice and discuss why a
what kinds of decision-making processes might be used
particular choice has been
in each. Give reasons for choices. Report to class.
made.

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Turning the key competencies into reality: A practical guide for teachers

Key Stage 3 (grade 7-8)

INDICATOR LEARNING ACTIVITIES
UMS.KS3.04 HEALTH & WELLBEING SOCIAL SCIENCES SCIENCE
Identify how
character traits,  Take a self- evaluation and decide whether he/she is a  Take a self-evaluation on a social science  Take a self-evaluation on a
interests, abilities, responsible person. project (eg: booklet/ PowerPoint science project completed.
and achievement presentation) done on a relevant topic.
relate to attaining Eg: personal responsibilities:  Rate on a scale of 1 to 5 (1=Not
personal goals o I do what needs to be done  Rate on a scale of 1 to 5 (1=Not achieved, achieved, 3= developing and
and identify ways o I am reliable and dependable 3= developing and 5= Outstanding) 5= Outstanding)
on how to o I never make excuses or blame others for my actions
overcome the
o I always follow through on my commitment. o For knowledge gained on the topic  Content accuracy (1= no
obstacles to make (1=not achieved and 5= can knowledge of the facts and its
o Social responsibilities:
goals achievable.
o I do my part for the common good accurately portray all related facts). consequences and 5= All the
o I volunteer in my school or community Information search (1= limited facts are correct. Can
o I participate in community service interesting/ important information accurately portray all related
o I do what I can to help take care of the environment and 5= Information interesting and facts and its consequences.
o I think I am/am not a responsible person important. Relevancy of information
evident. Visual presentation (1=  Oral presentation (1= No effort
because………………………………………………
formatting and organization of shown in presentation and 5=
o For each question, rate yourself on a scale of one to five
materials are confusing and 5= Excellent effort shown in
(1=awful, and 5=terrific). For each of these behaviors
Exceptionally attractive formatting presentation.
give an example of how you are either responsible or
not, and what you could do to improve. and well organized information.

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Turning the key competencies into reality: A practical guide for teachers

Key Stage 4 (grade 9-10)

INDICATOR LEARNING ACTIVITIES
UMS.KS4.08 MATHEMATICS CREATIVE ARTS LANGUAGE & COMMUNICATION
Locate information
 Gathers and organize data  Gathers information about types of  Finds and reads online (e.g., CD-ROM, internet, intranet,
from a range of
sources and identify to create and interpret calligraphic art in different cultures. newsgroups) and traditional sources (e.g., encyclopedia, books,
which type is the tables and graphs.  Search the internet and make a poster periodicals) to answer an inquiry arising from class or personal
most appropriate to on art related careers. activities.
complete a task and  Questions a visiting artist about the  Use various forms—direct quotation, paraphrase, summary—to
use them effectively lifestyles and the roles of art in the incorporate information from research into own writing.
society.  Use a variety of sources to confirm spelling of commonly misspelled
words (e.g., lists, editing activities, word walls, reference materials,
computers).
SOCIAL SCIENCES ENVIRONMENT, SCIENCE & HEALTH & WELLBEING
TECHNOLOGY
 Selects sources useful for  Interviews a historian or elderly  Make Student Newsletters: Work in small groups to create a weekly
finding information on the person from the community to find or monthly newsletter for classmates and their families. Include
past (eg: oral, written and additional information on the health information, Q and A interviews, a “Dear -------”, illustrations,
verbal sources, including environmental issues of Maldives 20 and related resources and websites. Consult and work with the
maps, graphs and tables, years back. school language and technology teachers for an integrated project.
objects, buildings,  Gathers information about the impact  Gathers information on various health topics assigned. Cite at least
monuments, museums) of technology on society and science. three valid sources for health information.

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Turning the key competencies into reality: A practical guide for teachers

Key Stage 5 (grade 11-12)

INDICATOR LEARNING ACTIVITIES
UMS.KS5.05 HEALTH & WELLBEING LANGUAGE & COMMUNICATION ENTREPRENEURSHIP
Set a goal with
action steps,  Write letters of advice for your future children to read  Think of three things you’d like to achieve in  Use simple goal setting strategies to
timeframes, and when they reach the age you are right now. Tell them the next several months. These have to be identify areas for improvement (e.g.,
criteria for about the goals you had at this age, and what those things that are really important to you and Primary Planning Sheet: Three
evaluating goals did for you. Tell them about taking risks, what within your power to make it happen. For strengths; two things I’d like to get
achievement. kind of risks are good/ bad. And tell them about how each one describe in detail what you will better at; my goal[s] for the next
to deal with failure and disappointment so they won’t need to do in order to succeed and lay out a quarter; things I’ll do to work on my
be discouraged when things don’t work out the way plan for doing it, including deadlines. Make goal[s]).
they want. criteria for evaluating your achievement.
 Writes about a time when you succeeded at  Establishes personal and learning goals
 Practice some goal setting exercises. Eg: Stop violence something because you made it a goal and related to career and life interests
on the school grounds, Raise money to help kids with committed to it. Describe what happened,
disabilities etc. how that made you feel and what did you
learn from the experience.

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Turning the key competencies into reality: A practical guide for teachers

4 Living a Healthy Life

This key competency helps students to acquire the knowledge and understanding, skills, capabilities
and attributes they need in order to maintain their mental, emotional, social and physical wellbeing
now and in the future. Participation in a wide range of health related activities at school enable
students to better understand the factors that contribute to the wellbeing of themselves, others and
the community.

Through this key competency young people learn to:

 identify factors that affect their safety

 maintain a healthy life style
 maintain personal hygiene
 use plans to manage time and priorities
 use effective strategies to maintain positive relationships
 make decisions that enhance their physical, social and mental
wellbeing.

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Turning the key competencies into reality: A practical guide for teachers

4.1 Progression of Living a Healthy Life across key stages

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

LHL.FS.01 LHL.KS1. 01 LHL.KS2.01 LHL.KS3.01 LHL.KS4.01 LHL.KS5.01

Identify safe and unsafe Recognise the purpose Explain what an Reflect on the Analyse situations that are Evaluate the effectiveness of
situations at school, of safety rules and emergency is and who effectiveness of dangerous to personal laws and policies that lead to
home, and community describe actions to can provide help during strategies and language safety and recognise how personal and community safety
and recognise some promote personal these situations (e.g., used in responding to to deal with such situations (e.g. driving age).
local, national and safety (e.g., follow road accident requiring first an emergency. (e.g., gang violence,
international signs and safety rules while aid, emergency phone violence in relationships).
symbols associated with crossing the road). numbers).
safety (e.g., Stop signs,
danger).

LHL.FS.02 LHL.KS1. 02 LHL.KS2. 02 LHL.KS3. 02 LHL.KS4. 02 LHL.KS5. 02

Demonstrate Follow safety Practise some safe Use appropriate Apply safe practice, rules, Apply strategies to improve or
appropriate use of rules procedures in the behaviours associated strategies to prevent procedures in all activity maintain personal, family and
and routines (e.g., use home, school, and with roads for bicycles and reduce risks and settings, and take initiative community health by examining
equipment safely). community (e.g., and pedestrians (e.g. promote well-being. to encourage others to do influences, rules and legal
electrical safety, walk on the pavement). the same. responsibilities that affect
schoolyard rules. decisions.

LHL.FS1.03 LHL.KS1.03 LHL.KS2.03 LHL.KS3.03 LHL.KS4.03 LHL.KS5.03

Identify factors that Recognise that people Describe the physical Explain some major Analyse how body systems Describe and analyse the
affect growth process go through similar life changes at puberty physical, social and work and can be enhanced physical, mental, emotional and
and describe simple life stages and develop at (e.g., growth of body emotional changes that through health knowledge, sexual changes that occur over a
cycles of plants and different rates. hair, changes in body have occurred in their nutrition and training. lifetime, from birth to death.
animals. shape). life.

LHL.FS. 04 LHL.KS1. 04 LHL.KS2. 04 LHL.KS3. 04 LHL.KS4. 04 LHL.KS5. 04

Show positive attitudes Show positive attitude Avoid behaviours that Follow appropriate Show awareness of risk Show awareness of risk
toward own and others toward keeping are harmful and risky to behaviours and actions management measures management measures
safety. themselves and others self and others. to enhance health in established in the established in the community
safe. social environments. community (e.g., safe (e.g., safe practices while
practices while travelling). travelling)

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Turning the key competencies into reality: A practical guide for teachers

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

LHL.FS. 05 LHL.KS1. 05 LHL.KS2. 05 LHL.KS3. 05 LHL.KS4. 05 LHL.KS5. 05

Identify some Identify medicines and Identify some of the Analyse the effects of Evaluate the effects of use Outline the possible and
substances around the household products harm associated with addictive drugs on body and abuse of tobacco and negative consequences of
home that may be that are harmful to the certain substances (e.g., systems (e.g., alcohol, addictive drugs (e.g., substance use and abuse (e.g.,
harmful (e.g., body (e.g., from their tobacco) tobacco, and illegal interpersonal, legal, alcohol syndrome, effects of
detergent). symbols and labels) drugs economic). steroid use).

LHL.FS.06 LHL.KS1. 06 LHL.KS2. 06 LHL.KS3. 06 LHL.KS4. 06 LHL.KS5. 06

Describe a personal Describe types of verbal Identify people and Describe harassment Explore causes and Explore how the law and legal
problem and identify and physical violence resources available in and identify ways to consequences of violence procedures prevent or protect
who could provide help. (e.g., name calling, the community that can dealing with it (e.g., by in the community and how people who experience
kicking, hitting). help someone expressing the feelings to minimise them (e.g., harassment.
experiencing and reporting incidents sexual harassment)
harassment. of harassment).

LHL.FS.07 LHL.KS1. 07 LHL.KS2. 07 LHL.KS3. 07 LHL.KS4. 07 LHL.KS5. 07

Make healthy food Make connections Set a personal healthy Analyse factors Analyse personal eating Compare and contrast
choices (e.g., choose to between particular eating goal. affecting healthy body habits in a variety of nutritional needs across a life
eat healthy food during foods and their health weight (e.g., food situations (e.g., at home, in span.
recess time). benefits. intake, growth spurts, school, in restaurants).
and physical activity).

LHL.FS.08 LHL.KS1.08 LHL.KS2. 08 LHL.KS3. 08 LHL.KS4. 08 LHL.KS5. 08

Be aware that health Identify examples of Access health services Locate valid health Demonstrate ways to Evaluate the effects of media,
information and health information and in the local community. information, products obtain medically accurate technology and other factors on
services are available in services available in the and services. information (e.g., from personal, family and community
the school and the community. family members, school health.
community. personnel, health
professionals and other
responsible adults).

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Turning the key competencies into reality: A practical guide for teachers

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

LHL.FS.09 LHL.KS1. 09 LHL.KS2. 09 LHL.KS3. 09 LHL.KS4. 09 LHL.KS5. 09

Try to maintain personal Follow good hygiene Follow good hygiene Follow good hygiene Follow good hygiene Follow good hygiene practices to
hygiene and maintain practices to improve practices to improve practices to improve practices to improve and improve and maintain personal
the neatness of and maintain personal and maintain personal and maintain personal maintain personal health. health.
personal belongings health. health. health.
(e.g., washing hands,
brushing teeth).

LHL.KS3. 10 LHL.KS4. 10 LHL.KS5. 10

Participate in moderate Participate in a wide Participate in a variety of
to vigorous physical variety of activities, appropriate physical activities
activity regularly and set including games, sports with personal goals, during and
personal goals to and lifetime physical outside of school that develop
improve fitness and activities. physical fitness level.
well-being.

LHL.FS1.11 LHL.KS1. 11 LHL.KS2. 11 LHL.KS3. 11 LHL.KS4. 11 LHL.KS5. 11

Participate in small and Practise cooperation in Practise actions that Demonstrate skills to Analyse how specific Apply positive characteristics of
large group activities, group tasks. promote positive maintain positive behaviours, attitudes and relationships and skills, attitudes
interacting relationships. relationships. values can influence and values needed to maintain
cooperatively with one adolescent relationships. or modify them (e.g.,
or more children. communicating, listening,
valuing, respecting and
empathising)

LHL.FS.12 LHL.KS1.12 LHL.KS2.12 LHL.KS3.12 LHL.KS4.12 LHL.KS5.12

Practise simple Use decision-making Use decision-making Apply a decision-making Apply the steps of a Make informed decisions and
decision- making skills skills in familiar and self-management process to address decision-making process to accept responsibility for
with teacher guidance. situations (e.g., decide skills (e.g., identify all issues related to friends deal with different consequences (e.g.,
(e.g., use the decision on a date and place to options in a situation and family situations related to consequences of smoking).
making process to have a class party). before making a relationships. personal health and well-
decide on an activity the decision). being (e.g., substance use
class can do). or abuse).

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Turning the key competencies into reality: A practical guide for teachers

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

LHL.FS.13 LHL.KS1.13 LHL.KS2.13 LHL.KS3.13 LHL.KS4.13 LHL.KS5.13

Use effective Use effective Use effective Use effective Use effective Use effective communication in
communication skills communication skills communication skills communication skills communication skills (e.g., a variety of situations.
(e.g., interact with (e.g., express own (e.g., active listening, (e.g., refusal skills, refusal skills and active
people, express needs feelings by using understand non-verbal active listening to deal listening skills) to deal with
and opinions, and assertive communication) with various situations) various relationships and
interrupt appropriately). communication skills) situations.

LHL.FS.14 LHL.KS1.14 LHL.KS2.14 LHL.KS3.14 LHL.KS4.14 LHL.KS5.14

Use age-appropriate Use age-appropriate Use assertive Use assertive Use assertive Use assertive communication
strategies to prevent conflict resolution communication skills to communication skills to communication skills to skills to manage conflict (e.g.,
and manage conflict strategies and engage in manage conflict (e.g., manage conflict(e.g., manage conflict (e.g., use a use a five step process for
(e.g., how to react when developing solutions express personal needs state the effects of the five step process for assertive behavior).
friends have different and work to resolve and let the other person other person’s assertive behaviour).
opinions). conflicts (e.g., seek help to do the same). behaviour with
from adults) appropriate verbal &
non-verbal cues using
“I” messages)

LHL.FS.15 LHL.KS1.15 LHL.KS2.15 LHL.KS3.15 LHL.KS4.15 LHL.KS5.15

Believe that rest, food, Value the importance of Have a positive attitude Value the importance of Value the importance of a Value the importance of a
and exercise affect food, exercise and towards healthy active a balanced life. balanced life. balanced life.
the body. physical activity for a living.
healthy body.

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Turning the key competencies into reality: A practical guide for teachers

4.2 Weaving Living a Healthy Life into teaching and learning

Foundation Stage
INDICATOR LEARNING ACTIVITIES
LHL.FS.07 HEALTH & ISLAM & SPIRITUALITY ENVIRONMENT, SCIENCE LANGUAGE & CREATIVE ARTS
Make healthy food WELLBEING & TECHNOLOGY COMMUNICATION
choices (e.g., choose
to eat healthy food  Sort out food  Teacher reads a story  Make a poster of fruits  Read the story of  Make a food print
during recess time). according to ‘healthy from the life of Prophet and vegetables. ‘Maakumbe’ as a shared using different fruits
food’ and ‘junk food’. SAW which tells about experience, draw and and vegetables.
diet and healthy food. Fruits vegetables label pictures of food
‘Maakumbe’ should eat.

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Turning the key competencies into reality: A practical guide for teachers

Key Stage 1 (grade 1-3)

INDICATOR LEARNING ACTIVITIES
LHL.KS1.03 LANGUAGE & COMMUNICATION MATHEMATICS ENVIRONMENT, SCIENCE & TECHNOLOGY
 Use one’s own photographs and write a  Measure the height/weight of  Talk about different stages of the growth and
Recognise that
biography. different students in the class to development of humans.
people go through
or be aware that people grow at E.g., babyhood, childhood, adolescence,
similar life stages different rates. adulthood.
and develop at  Take different animal roles and
different rates. interview animals to find out about their  Use pictures to understand the growth and
growth and development. development of humans while focusing on the
E.g. following points:
o the relative length of each stage
o What were you called when you o differences in capabilities at different
were a baby? stages
o dependence on parents
o What did you eat when you were a o eating habits
baby?

o When did you start to search for

food on your own?

or

 Use life cycle sequence cards and explain life

cycles of different living things.

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Turning the key competencies into reality: A practical guide for teachers

Key Stage 2 (grade 4-6)

INDICATOR LEARNING ACTIVITIES
LHL.KS2.12 HEALTH & ENVIRONMENT, ISLAM & LANGUAGE & SOCIAL SCIENCES
Use decision-making WELLBEING SCIENCE & SPIRITUALITY COMMUNICATION
and self-management
TECHNOLOGY
skills (e.g., identify all
 Use a decision  Apply a decision making  Use a decision  Work in groups and use a  Use a decision making
options in a situation
making process to process in case scenarios making process to decision making process to process to develop an
before making a
choose one item for making informed choose a healthy decide one of the following action plan to promote
decision). from a given list of decisions regarding meal according to activities students would health and wellbeing in the
products (e.g., food/ healthy diet, safety the teachings of choose to take part. community.
toiletries). measures, engaging in Islam.
physical activity, disease
Reflect what you prevention etc.
feel about the items

Gather information or
& research
 Read a story in which a
character makes a number of
Evaluate the decisions. Then identify
consequences whether the influence to
make the decisions come
from within the person
(internal) or outside (external)
Make a decision
sources.

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Turning the key competencies into reality: A practical guide for teachers

Key Stage 3 (grade 7-8)

INDICATOR LEARNING ACTIVITIES
LHL.KS3. 08 HEALTH & WELLBEING SOCIAL SCIENCES ISLAM & SPIRITUALITY LANGUAGE & COMMUNICATION
Locate valid health
information, products
and services.
 Use strategies of first-  Prepare brochures to create  Learn prayers to recite  Take part in a role-play for an
aid in teacher created public awareness on during natural disasters. accident-related scenario.
scenarios. emergencies and how to E.g.,
E.g., behave during emergencies.
o You discover a fire in your
o insect sting, burns, neighbour’s house.
broken bones, Note: students can include
bleeding the following information in o You see a man with a head
their brochure: injury on the road

o Describe some or
common emergencies
that occur in the  Write a description of an accident
community.
o Safety precautions.
o Important emergency
numbers

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Turning the key competencies into reality: A practical guide for teachers

Key Stage 4 (grade 9-10)

INDICATOR LEARNING ACTIVITIES
LHL.KS4. 08 HEALTH & WELLBEING SOCIAL SCIENCES LANGUAGE & COMMUNICATION
Demonstrate ways to
obtain medically
 Research various sources and do a  Use reliable sources of nutrition and health information to  Locate and compare information about
accurate information
presentation on the causes, learn about health related issues. health related issues from various sources
(e.g., from family
prevention and treatment for certain and write a report or give an oral
members, school
diseases. (e.g., diabetes, cancer). presentation.
personnel, health
Or Note: Students can use set criteria to determine reliable
professionals and
other responsible sources of information.
 Interview a health professional to get
adults).
information about a disease and E.g., use information based on sound research.
share the information with the class.

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Turning the key competencies into reality: A practical guide for teachers

Key Stage 5 (grade 11-12)

INDICATOR LEARNING ACTIVITIES
LHL.KS5. 05 HEALTH & WELLBEING ENVIRONMENT, SCIENCE & ISLAM & SPIRITUALITY LANGUAGE & COMMUNICATION
Outline the possible
and negative
TECHNOLOGY
consequences of
substance use and  Evaluate the short  Examine past epidemics  Identify the role of Islam in the  Work in groups and research selected
abuse (e.g., alcohol term and long term such as cholera and make prevention of diseases. diseases focusing on symptoms,
syndrome, effects of effects of the use of predictions about future transmission, and prevention. Then
steroid use). tobacco, alcohol and epidemics. write a grant proposal to help
drugs. Then plan and eliminate a disease in the community.
implement a school
wide campaign to
create awareness on
the threats involved
in these behaviours.

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Turning the key competencies into reality: A practical guide for teachers

5 Relating to people
This key competency is about working, interacting and living in harmony with a diverse range of
people. To do this, young people need to develop the ability to listen actively, take turns, share
ideas, show empathy, negotiate and find ways to resolve conflicts. By relating to people, young
people learn to take different roles in different
situations, they are aware of how their behaviour
impacts others and they can come up with new ideas
to improve their learning.

Through the key competency young people learn to:

 work collaboratively
 communicate effectively with a diverse range of people
 listen actively, take turns and share ideas
 respect different points of view
 be aware of how their actions affect others
 adapt their behavior and language to suit different people and
situations
 negotiate and resolve conflict
 be fair
 give and respond to feedback from others

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Turning the key competencies into reality: A practical guide for teachers

5.1 Progression of Relating to People across key stages

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

RP.FS.01 RP.KS1.01 RP.KS2.01 RP.KS3.01 RP.KS4.01 RP.KS5.01

Be willing to join in, Participate in paired, Engage with others, be Demonstrate Take responsibility for Analyse group dynamics in a
learn to work and play group activities and willing to interact and independence in work assigned in teams variety of situations.
co-operatively. discussions and become help others with their working collaboratively and suggest ways of
more adept at turn learning. using a team approach. improving their
taking, sharing and co- approach to working
operating. collaboratively.

RP.FS.02 RP.KS1.02 RP.KS2.02 RP.KS3.02 RP.KS4.02 RP.KS5.02

Give and take within a Recognise their personal Takes on different roles Vary their roles in order Undertake a range of Adopt the roles within the
group situation. strengths and at different times (e.g., to play to their strengths roles within group work group and identify and
weaknesses in terms of contributing as a and address those which and carry out these agree on working towards a
the various roles within a member or as a leader could be improved upon. efficiently and with collective goal.
group. when needed). increasing
independence.

RP.FS.03 RP.FS.03 RP.KS1.03 RP.KS3.03 RP.KS4.03 RP.KS5.03

Learn from Show the ability to learn Understand and learn to Give and respond Give and respond Give and respond
demonstrations and from shared and respond to feedback appropriately to appropriately to appropriately to feedback
modeling. modeled activities. from others. feedback from others. feedback from peers from peers and adults and
and adults and understand its importance
understand its for learning.
importance for learning.

RP.FS.04 RP.FS.04 RP.KS1.04 RP.KS3.04 RP.KS4.04 RP.KS5.04

Identify some verbal and Identify a few purposes Identify and develop the Examine the barriers to Identifies strengths and Identify verbal and
nonverbal ways of for communicating (e.g., skills required for effective communication areas of improvement in nonverbal ways to present
communication (e.g., to express needs/wants, effective and identify ways to one’s own ideas and information to an
smile, nod, eye contact, to share ideas and communication. improve (e.g., poor communication using a audience, accurately,
facial expression, talking, information, to build a listening skills, criteria. coherently and clearly.
writing, and reading). positive relationship interference,
with peers/ adults). assumptions, improper
use of questions etc).

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Turning the key competencies into reality: A practical guide for teachers

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

RP. FS.05 RP.KS1.05 RP.KS2.05 RP.KS3.05 RP.KS4.05 RP.KS5.05

Use verbal and non- Use verbal and Communicates Communicates Transfer skills of Use effective
verbal communication in nonverbal appropriately with adults appropriately with adults effective communication communication skills
social interactions (e.g., communication in social and peers in their and peers who are according to audience, according to audience,
sharing their needs/ interaction (eg: sharing environment. unfamiliar. purpose, and setting. purpose, and setting to
wants, ideas, feelings ideas, feelings and enhance interpersonal
and experiences verbally experiences through relationships.
or by using pictures/ miming/role-play,
signs, miming/ role- movement &
play). discussion).

RP.FS.06 RP.KS1.06 RP.KS2.06 RP.KS3.06 RP.KS4.06 RP.KS5.06

Recognise the Identify purposes for Identify the Observe and describe Identify, analyse and Distinguish between
importance of listening listening in different characteristics of active the importance of evaluate the impact of listening and hearing and
(e.g., to interact with situations (e.g., to listening (e.g., paying listening skills in building active listening skills. explain the difference
others, to enjoy, to interact, to enjoy, to attention on the & maintaining between empathetic and
follow simple follow simple speaker, maintain eye relationships. objective listening.
instructions etc). instructions to exchange contact, show
ideas etc) acceptance, smile etc).

RP.FS.07 RP.KS1.07 RP.KS2.07 RP.KS3.07 RP.KS4.07 RP.KS5.07

Listen attentively (e.g., Use active listening Listen attentively (e.g., Use active listening skills Listens attentively and Use different types of
follow instructions, make strategies with peers and give other members an (e.g., concentrate on the restate, reflect and listening appropriate to the
eye contact), take turns adults (e.g., listens opportunity to speak, topic, show interest, summarize major ideas listening situation
and share ideas patiently without respond positively to verbal and non-verbal and feelings (interpretive, empathic and
interrupting and wait for others, stay on topic and reactions, make own critical listening).
their turn to speak, show speak to the point) notes) and respond
interest by maintaining appropriately
eye contact with the Use active listening skills
speaker, nodding, or to identify the feelings
asking relevant and perspective of
questions). others.

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Turning the key competencies into reality: A practical guide for teachers

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

RP.FS.08 RP.KS1.08 RP.KS2.08 RP.KS3.08 RP.KS4.08 RP.KS5.08

Show respect by Show fairness to others Listens and respect to Demonstrate how to Demonstrate tolerance, Demonstrate tolerance,
listening to the views and respect other’s ideas others’ different view- express understanding respect diversity of respect diversity of others
and opinions of others. and feelings even if they points and express their of those who hold others and respect the and respect the rights and
are different from their opinion using different opinions. rights and feelings of feelings of others.
own. appropriate language. others.

RP.FS.09 RP.KS1.09 RP.KS2.09 RP.KS3.09 RP.KS4.09 RP.KS5.09

Identify appropriate and Use appropriate words Recognise inappropriate Analyse how one’s Adapts their behaviour Examine and evaluate how
inappropriate words and or actions and think behaviour and adapt behaviour may affect and actions to suit the actions of one person
actions (eg: screaming, about how they affect their behaviour as others and adapts their different people and affect the behaviours of
fighting etc) and use others. appropriate. behaviour as situations. others and adapt those with
appropriate behaviour appropriate. appropriate behaviour.
and words in different
situations.

RP. FS.10 RP.KS1.10 RP.KS2.10 RP.KS3.10 RP.KS4.10 RP.KS5.10

Show by action that they Exhibit the principles of Exhibit the principles of Demonstrate core Demonstrate core Demonstrate core ethical
are trustworthy (e.g., character (e.g.: character (e.g.: ethical values (e.g.: ethical values (eg: values (e.g.: compassion,
respect for the rights compassion, compassion, compassion, compassion, trustworthiness,
and property of others, trustworthiness, trustworthiness, trustworthiness, trustworthiness, responsibility, respect,
taking responsibility for responsibility, respect, responsibility, respect, responsibility, respect, responsibility, respect, caring, honesty, justice,
one’s own actions, caring, honesty, justice, caring, honesty, justice, caring, honesty, justice, caring, honesty, justice, fairness, etc. when dealing
fairness, caring, etc.) fairness, etc. when fairness, etc. when fairness, etc. when fairness, etc. when with others.)
dealing with others.) dealing with others.) dealing with others.) dealing with others.)

RP. FS.11 RP.KS1.11 RP.KS2.11 RP.KS3.11 RP.KS4.11 RP.KS5.11

Identify a problem, Work with peers to Identify and use Demonstrate Demonstrate Identify and uses ways to
suggest a solution with reach agreements and strategies for handling compromise and compromise and resolve conflicts using
guidance. begin to manage conflict in a peaceful negotiation skills to negotiation skills to negotiation skills and
disagreements. way. resolve interpersonal resolve interpersonal evaluate the effects of using
conflicts. conflicts. these skills to reach win-win
solutions.

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Turning the key competencies into reality: A practical guide for teachers

5.2 Weaving Relating to people into teaching and learning

Foundation Stage (Kindergarten)
INDICATOR LEARNING ACTIVITIES
RP.FS.01 HEALTH & CREATIVE ARTS LANGUAGE & MATHEMATICS ENVIRONMENT, SCIENCE
Be willing to join in, WELLBEING COMMUNICATION & TECHNOLOGY
learn to work and play
co-operatively.  Play constructively  Role-play collaboratively  Use an object/ toy  Shares, play and  In pairs and in groups
together with peers. and share stories about during circle time work well with engage in play activities
experiences. activities to indicate others using in the sand/water tray,
 Learn to share who’s turn it is. building blocks playing alongside one
equipment/  Show willingness to engage Support the learners to another. (e.g., making
resources and take in group music take turns in a game,  In groups sort out water wheels)
turns when playing/ performances/ composing communicating and shapes according to
working with others. activities (e.g., One group waiting in colour, shapes, and
claps, one whistles, one conversation, or size.
 Play games to build taps on their seats, one sharing an object or
friendship with peers group makes shushing toy.
and allow others to sounds with their mouths.
join (e.g., Spin a web Each group makes the  Read as in pairs, small
as a group”). sound when the teacher/ groups and as a whole
leader points at them) class and welcome
 Allow others to join others to join in.
play activities.  Talks and share personal
stories about their own  Share resources such
artworks. as story books with
others.
 Create group murals,
collage, printmaking and 3-
D art works.

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Key Stage 1 (grade 1-3)

INDICATOR LEARNING ACTIVITIES
RP.KS1.07 HEALTH & CREATIVE ARTS LANGUAGE & COMMUNICATION ENVIRONMENT, SCIENCE &
Use active listening
strategies with peers
WELLBEING TECHNOLOGY
and adults (e.g., listens
patiently without  Develop active  Tell/ dramatise a fairy  Listens to another student while he/ she  Interview another students/ person
interrupting and wait listening through tale story such as describes a favourite activity and after about a related topic and complete a
for their turn to speak, games and play Goldilock and the three two or three minutes restate what was task/ assignment.
show interest by (e.g., “what’s the bears, The three little said by saying, “I heard you say that...”
maintaining eye time Mr Wolf?”, Pigs, or Little Red Riding Have your peer tell you ways that you
contact with the
“Ali says”) Hood in a different showed you were a good listener.
speaker, nodding, or
asking relevant
version where they  In a group create a story. One student
questions).  With eyes closed, listen starts the story and after sometime the
to the sounds they hear next student continues the story. This
and tell if they are goes from one student to another till the
sounds heard either story ends.
indoors or out.  Interview another student/ person
 Draws an animal, about a topic such as family experiences,
building or scene by foods, movies, TV programs, etc.
listening to the teacher/ Students who are reporters write down
peer giving step-by-step the answers given. Discuss to find out if
instruction. the reporters accurately listened and
reported what they were told. Discuss
how listening skills were helpful in
completing the assignment.

Key Stage 2 (grade 4-6)

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INDICATOR LEARNING ACTIVITIES

RP.KS2.11 HEALTH & WELLBEING LANGUAGE & COMMUNICATION ISLAM & SPIRITUALITY
Identify and use
strategies for handling
 Brainstorm on questions such as “Have you ever  List down several conflict situations that  Gather knowledge about the
conflict in a peaceful
way. started working on a project with a friend and gotten occur between students. Divide a sheet principles and values in the Qur'an,
into a disagreement? What caused the of paper in half and on one side write Hadith, and Islamic tradition that
support the application of
disagreement?”, “How did you feel and what did you “blaming” messages for the situation
nonviolence and peace building
say or do?” and on the other side write “why” strategies in resolving conflicts eg:
messages that could be used instead. ‘Hudhaibiyyah ge sulha
 Read a story or create a situation where a conflict
arises, discuss what caused the conflict, and how the  Write a short story about a conflict.
characters solved them. Make up two endings. In one ending the
conflict is resolved peacefully and fairly,
 Write out steps for working out conflicts. Discuss each and in the other the conflict is not
step. resolved properly.

 Describe a variety of conflicts that commonly occur at

school. List these. Select one and discuss in pairs the
how the steps for working out conflicts could be
applied to the situation.

 Apply the concept of using words to express feelings

instead of blaming someone else or using physical
force.

 (Use “I” message to state what’s bothering him/her

and why e.g., “It really bothers me that you aren’t
willing to work this out together instead of arguing all
the time.”)

Key Stage 3 (grade 7-8)

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INDICATOR LEARNING ACTIVITIES

RP.KS3.09 HEALTH & WELLBEING LANGUAGE & COMMUNICATION ISLAM & SPIRITUALITY
Analyse how one’s
behaviour may affect  Defines the term ‘appropriate behavior/ actions’.  Create scenario and role play various  Discuss considering Islamic
others and adapts their perspective of the importance of
Students list some of the benefits of it. Talk about appropriate and inappropriate behaviour
behaviour as behaving appropriately
how one’s behaviour/ action can affect others. and words. After the presentation discuss
appropriate.
with others on the skills used to deal with
 Students brainstorm and list down characteristics of inappropriate actions/ words.
‘appropriate behaviour and ‘Inappropriate behaviour’
 Suggest other ways they could handle the
Appropriate: Inappropriate: situation.

 Smiling  Shouting
 Being fair  Screaming
 

Key Stage 4 (grade 9-10)

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INDICATOR LEARNING ACTIVITIES

RP.KS4.01 HEALTH & WELLBEING SCIENCE
Take responsibility
for work assigned in  Observe and listen to one group’s discussion  Demonstrate and share expertise with a genuine desire to help others
teams and suggest
and use for whole class feedback to learn.
ways of improving
 Mix up groups so they will be less prone to  Respond constructively and sensitively to others.
their approach to
working
consensus.  Give and receive feedback within a group taking into account feelings
collaboratively.  Have groups agree their own ways of working. and past experiences of other group members
 Have groups self-assess their performance.  Engage in peer assessment
 Ask individuals to assess their contribution to  Lead a group, ensure all tasks are covered, monitoring progress in a
the group. practical activity of group project.
 Enable peer coaching and mentoring  Be aware of the structure and function of the group when determining
how to proceed.

Key Stage 5 (grade 11-12)

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INDICATOR LEARNING ACTIVITIES

RP.KS5.11 HEALTH & WELLBEING LANGUAGE & COMMUNICATION
Identify and uses
ways to resolve  Students role-play a situation in which a group of people must work  Students find a newspaper write-up reporting on labour negotiations
conflicts using together to solve a problem (or problems) in the workplace using a that have occurred recently in the atoll or community. Conduct
negotiation skills and win-win solution where both parties are satisfies with the agreement, research regarding events which led to the need for negotiation (on
evaluate the effects
of using these skills
secondly, a win-lose situation where one party has to compromise both sides), and details about the points of negotiation.
to reach win-win and the other wins, and thirdly a lose-lose situation where both  Students make a chart in which they draw three columns. In each of
solutions. parties lose. Discuss the advantages of the win-win solution. the two outside columns, list the demands of the employees and the
 Students select an issue and role play negotiations, ensuring that all demands of the employers respectively. In the centre column, list the
parties who would be involved in the particular negotiations are areas in which compromise either could occur or has occurred (if there
represented. Other students might play the role of mediator or has been a settlement).
arbitrator. Include plenty of time for research and the preparation of  If a settlement has been reached, students should summarize what
each interest group's case. the settlement meant for each side in terms of gains and
compromises. Note how long the negotiations took, and what other
The following are examples of negotiations students might explore: people were involved, if any.
 Invite a guest to class who deals with negotiations in his or job. The
 negotiations regarding a change in minimum wage person could be a union negotiator, a management representative in
 civic issue (such as smoking regulations) contract negotiations, a land claims negotiator, a marriage counsellor,
 school issue (such as rules regarding spares) a mediator, etc. Prepare questions ahead of time.
 union contract negotiations.

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Turning the key competencies into reality: A practical guide for teachers

6 Thinking critically and creatively

This key competency encourages young people to develop personal

responses, exploration, experimentation and invention. The critical and
creative process involves asking questions, interrogating and solving
problems as well as exploring different possibilities and alternative
solutions. It will also allow them to make reasoned judgments and
decisions rather than jumping to immediate conclusions. it will allow
them to learn from their mistakes and perceived failures.

Through this key competency young people learn to:

 experiment with ideas

 take risks and face challenges
 generate questions
 make assumptions and judgment
 make decisions and solving problems
 seek opportunities from mistakes and failures
 monitor and evaluating their progress
 analyse multiple perspectives
 understand relationships and patterns

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Turning the key competencies into reality: A practical guide for teachers

6.1 Progression of Thinking Critically and Creatively across key stages

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

TCC.FS.01 TCC.KS1.01 TCC.KS2.01 TCC.KS3.01 TCC.KS4.01 TCC.KS5.01

Classify sequence and Separate the whole Hypothesise, Compare, discriminate Examine parts of a Clearly define and use a
compare simple into logical parts and forecast and find and contrast on a given whole, and their set of criteria for
objects. ( E.g. Placing study its parts. cause and effect of a situation. relationships. studying ideas and
given pictures into given situation. critique on the studied
two groups) areas.

TCC.FS.02 TCC.KS1.02 TCC.KS2.02 TCC.KS3.02 TCC.KS4.02 TCC.KS5.02

State an idea or State an idea or Construct and Assess information Create a logical Reflectively create and
hypothesis; give hypothesis, give develop logical reasonableness, find argument that defends, critique multi-faceted
reasons and opinions reasons to support it arguments for a relevance, uncover promotes or challenges arguments to support or
to support it. and state its common situation. assumptions, and draw a point of view. challenge a point of
limitations. inference articulate view.
reasoned judgments.

TCC.FS.03 TCC.KS1.03 TCC.KS2.03 TCC.KS3.03 TCC.KS4.03 TCC.KS5.03

Find pattern, Explore and Identify Explore and imagine Critically analyse a Experiment with Elaborate, transform
similarities and different perspectives possibilities in situation to imagine innovative possibilities and create innovative
differences to of looking into a task discovering the possibilities in within the parameters ideas and possibilities.
generate ideas. to form new ideas and originality and discovering originality of a task.
concepts. alternatives. and alternatives
Elaborate, transform
and create innovative
ideas and possibilities.

TCC.FS.04 TCC.KS1 04 TCC.KS2.04 TCC.KS3.04 TCC.KS4.04 TCC.KS5.04

Look into the positive Look into the positive Look into the Look into the positive Look into the positive Look into the positive
consequence and the consequence and the positive consequence, values consequence and the consequence and the
benefits of a given benefits of a given consequence, values benefits of a given benefits of a given benefits of a given
situation through situation through benefits of a given situation and think of situation while situation while
guided activities. guided activities. situation and think possible ways to make considering the considering the
of possible ways to the task work. strengths and strengths and
make the task work. weakness. weakness.

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Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

TCC.FS.05 TCC.KS1.05 TCC.KS2.05 TCC.KS3.05 TCC.KS4.05 TCC.KS5.05

Identify some actions Identify and think of Identify and state Analyze the words of Look in to the insight of Look in to the insight of
that have to be possible actions to a the importance of wisdom that comes a situation and analyze a situation and analyze
cautious and careful risks and being cautious when from certain actions or the difficulties and the difficulties and
about. consequences of a taking certain risks. possible consequences. possible consequences.
certain action. actions.

TCC.FS.06 TCC.KS1.06 TCC.KS2.06 TCC.KS3.06 TCC.KS4.06 TCC.KS5.06

Ask simple close- Ask simple close- Apply a range of Ask probing, leading Ask probing and Ask probing and leading
ended and open- ended and open- questions in order to questions to apply, leading questions questions including
ended questions. ended questions to use acquired analyze and evaluate including intellectually intellectually
compare and contrast knowledge in a the acquired challenging questions challenging questions to
a situation. novel situation. knowledge. to make judgment make judgment about
about the acquired the acquired knowledge
knowledge in making in making the right
the right decision (E.g. decision (E.g. How we
How we could apply could apply this
this technique in this technique in this
particular situation? particular situation?
What priorities do you What priorities do you
foresee---?) foresee---?)

TCC.FS.07 TCC.KS1.07 TCC.KS2.07 TCC.KS3.07 TCC.KS4.07 TCC.KS5.07

Examine a situation Identify the ideas or Describe and Describe and redefine Independently provide Independently provide
closely to identify the facts from the redefine a problem a problem using own workable solutions to a workable solutions with
problems or available information using own words words and conduct a given situation or an appropriate
challenges present. to locate possible and use an fair test to generate problem. explanation of the
solutions. appropriate problem possible solutions. process.
solving strategy to
generate possible
solutions.

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Turning the key competencies into reality: A practical guide for teachers

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

TCC.FS.08 TCC.KS1.08 TCC.KS2.08 TCC.KS3.08 TCC.KS4.08 TCC.KS5.08

Use a given tool Select and use Select and use Organise acquired Organise acquired Organize acquired
(graphic organizer, appropriate tools appropriate tools knowledge and knowledge and knowledge and
metaphor, analogies) (from a given set of (from a given set of understanding using an understanding using an understanding using an
to organize thinking. graphic organizers, graphic organizers, appropriate graphic appropriate graphic appropriate graphic
(Teacher Guided) use analogies and use metaphors and organizer, metaphor organizer, metaphor organizer, metaphor
metaphors) to break analogies) to break and analogy to and analogy to and analogy to organize
information into parts information into organize thinking. organize thinking. thinking.
to and understand parts to explore and
relationships. understand
(Teacher guided) relationships.
(Without Teachers
Guidance)

TCC.FS.09 TCC.KS1. 09 TCC.KS2.09 TCC.KS3.09 TCC.KS4.09 TCC.KS5.09

Create something Create an original Critically analyze a Critically analyze a Create an origin piece Create an origin piece of
after finding patterns piece of work after situation and situation and imagine of work l after work l after elaborating,
and similarities. exploring and imagine the the possibilities and elaborating, ideas and ideas and possibilities.
Identifying different possibilities and create an original piece possibilities.
perspectives of create an original of work.
looking into a task. piece of work.

TCC.FS.10 TCC.KS1.10 TCC.KS2.10 TCC.KS3.10 TCC.KS4.10 TCC.KS5.10

Accept that there are Accept that there are Show willingness to Accept different Compare and contrast Compare and contrast
different viewpoints different viewpoints listen to others’ viewpoints and give different viewpoints to different viewpoints to
and that people think and that people think ideas and accept constructive criticism. adjust accordingly to adjust and value
differently. differently. different viewpoints. one’s own belief accordingly to one’s
system when taking own the belief system
actions. and respect that of the
others when taking
actions.

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Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

TCC.FS.11 TCC.KS1.11 TCC.KS2.11 TCC.KS3.11 TCC.KS4.11 TCC.KS5.11

Show curiosity Show curiosity Show curiosity Show willingness Show willingness Show fluency and
towards new ideas towards generating towards generating towards risk taking towards risk taking flexibility in producing
and accept change new ideas and new ideas and through fair test and by through fair test and by original creations.
and newness. creation by viewing creation by viewing looking into new ways looking into new ways
situation outside the situation outside the to improve. to improve.
boundaries. boundaries.

TCC.FS.12 TCC.KS1.12 TCC.KS2.12 TCC.KS3.12 TCC.KS4.12 TCC.KS5.12

Respond with Appreciate existing Show the ability of Show the ability of Show enthusiasm in Show enthusiasm in
wonderment and practice while imagination through imagination through exploring ideas in exploring ideas in
discuss new ways of observing new word- and deed. word- and deed. different viewpoints in different viewpoints in
looking into things. perspectives to find producing innovative producing innovative
patterns and see creations. creations.
relationship.
TCC.FS.13 TCC.KS1.13 TCC.KS2.13 TCC.KS3.13 TCC.KS4.13 TCC.KS5.13
Show trust and Show trust and Respond to new and Show enthusiasm to Appreciate and value Accept and use critics as
confidence over one’s confidence over one’s challenging tasks use knowledge and different ideas and ingredient for
ability. ability even when the confidently. ability to highest viewpoints. developing one’s
answer to a solution is through intensive potential.
not immediate or engagement in tasks.
apparent.
TCC.FS.14 TCC.KS1.14 TCC.KS2.14 TCC.KS3.14 TCC.KS4.14 TCC.KS5.14
Recognize that they Recognize that one Recognise that Recognise that Recognise that Recognise that mistakes
can learn from can learn from failure/ mistakes are mistakes are essential mistakes are essential are essential to the
mistakes. mistakes. essential to the to the learning process. to the learning process. learning process.
learning process.

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6.2 Weaving thinking critically and creatively into teaching and learning
Foundation Stage (Kindergarten)
INDICATOR LEARNING ACTIVITIES
TCC.FS.08 ISLAM & SPIRITUALITY MATHEMATICS LANGUAGE & COMMUNICATION SOCIAL SCIENCES
Use a given tool
(graphic organizer,  Compare things made by  Use number grid to do simple  Read a story to students and ask  What if you are from another
metaphor, analogies) to people with things Created by operation. them to draw a story map to show country? Choose a country of your
organize thinking. Allah. Use a Venn diagram to the main events of the story. choice and make a concept map.
record the similarities and  Colour all the squares that are
(Teacher Guided)
differences. multiples of two. Story Name:
Fair

Event I am a
Event 1 Event

Speak
Venn Diagram
Outcome

ENVIRONMENT, SCIENCE & CREATIVE ARTS HEALTH & WELLBEING ENTREPRENEURSHIP

TECHNOLOGY
 Use of recycled water for  Create a Y-Chart for a concert.  Make metaphors to identify the  Make a clay model of a phone.
drinking. benefits of healthy food. Talk about the qualities of it.
Looks like
P – pluses, M – minuses, I – Feels like Eg: Apple is a doctor; Metaphor
interesting, Sounds like sense: Apple cures diseases.
Looks like
Facts, thoughts, opinion
Sounds
P M I Feels

like like

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Key Stage 1 (grade 1-3)

INDICATOR LEARNING ACTIVITIES
TCC.KS1 04 ISLAM & SPIRITUALITY MATHEMATICS LANGUAGE & COMMUNICATION SOCIAL SCIENCES
Look into the positive
consequence and the  Explain the meaning of  Explain the benefits of taking  Explore words that can be used when  Name 5 things that you would never
benefits of a given “thedhuverikan” and the measurements when arranging comparing two things (eg. Cos and do in the school. Talk about the
situation through benefits of the act. given objects in a box or a prons of a watching T,V) and explain consequences.
guided activities. container. how those words fit its purpose
comparing.

ENVIRONMENT, SCIENCE CREATIVE ARTS HEALTH & WELLBEING ENTREPRENEURSHIP

& TECHNOLOGY
 What if you lived in a  Explore the effects that would  Record the benefits of the food below:  You are the teacher of your class.
jungle, North Pole or bring to on an art work when Food: Like Think of the qualities that you need to
desert? Record the specific colour groups are used. Don’t Like have and the positive consequences of
changes to your life, how Feelings having those qualities.
you would feel, benefits of benefits
living in that place and what
it would be like.

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Key Stage 2 (grade 4-6)

INDICATOR LEARNING ACTIVITIES
TCC.KS2.05 ISLAM & SPIRITUALITY MATHEMATICS LANGUAGE & SOCIAL SCIENCES
Identify and state the COMMUNICATION
importance of being  Valuable class time is wasted.  Solve a given problem. Discuss  Read a book and let the students  Plan an interview to find about rituals
cautious when taking Think of the consequences of on the following. have a discussion on the following and ceremonies celebrated in some
certain actions. wasting time? o What went well? questions. families of Maldives.
 Let the students find out the o What were the difficulties?
Islamic perspective of wasting o What are other alternative o What are the dangers involved  In your plan list down the things that
time and make a brochure to ways the same problem can in visiting … (the setting of the you have to be cautious of when
grade one children to advice on be solved? book)? visiting homes and asking personal
use the time in a useful way. o What did not work well? questions to people.
o What are the disadvantages in
trying to solve problems that
way?

o When ____ did _______, what

problems did they encounter?
ENVIRONMENT, SCIENCE & CREATIVE ARTS HEALTH & WELLBEING ENTREPRENEURSHIP
TECHNOLOGY
 You came across a littered  Design a poster to make the  You saw a new brand of breakfast  Discuss in groups, the disadvantage of
place. What can be the community aware of the cereal called ‘Bubble Flakes’ on a TV carrying all the money you have saved
consequences of the act? List consequences of global commercial advertisement. The to a fun fair held for only kids.
warming on small island nation.
down the disadvantages of ingredients and the nutrition facts
littering and state ways to keep are not mentioned in the product.
the environment clean.
 List down the consequences of
using this new product?

 Discuss about the risk of using such

an unknown food?

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Key Stage 3 (grade 7-8)

INDICATOR LEARNING ACTIVITIES
TCC.KS3.02 ISLAM & SPIRITUALITY MATHEMATICS LANGUAGE & SOCIAL SCIENCES
Assess information COMMUNICATION
reasonableness, find  Research on the divisive issues  Give a problem and ask the  Make a word puzzle using names  What if your school has no rules?
relevance, uncover in Islam and create a logical students to solve. of different states with guideline Write down 8 consequences. Think of
assumptions, and draw argument on the right way of of the answers. a better system to make sure the
inference articulate practicing the studied issue. (E.g.: If 1 red marble equals 3 established rules are followed. Give
reasoned judgments. purple marbles, and 1 purple reasons to support your point of view.
marble
equals 4 black marbles, how many
red marbles are in 24
marbles? ) Ask students to think of
possible solutions and challenge
their point of view.

ENVIRONMENT, SCIENCE & CREATIVE ARTS HEALTH & WELLBEING ENTREPRENEURSHIP

TECHNOLOGY
 Look at the figure and think of  Design and construct a working  Give three possible explanations  Grandfather had to monitor his salt
three possible ways to save the model Ferris wheel using 20 for why millions of lemons intake. What changes would you bring
fish from the contaminated plastic straws, 1 egg carton, 2 suddenly begin falling out of the to the salt bottle in order to check his
water. Justify your answers to items of your choice and only 1
sky. salt intake?
show how realistic each small roll of sticky tape. Take a
suggested way is. photograph of your completed
design. Check the gadget for it
appropriateness.

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INDICATOR LEARNING ACTIVITIES

TCC.KS4.02 ISLAM & SPIRITUALITY MATHEMATICS LANGUAGE & SOCIAL SCIENCES
Create a logical COMMUNICATION
argument that defends,  The word “taqwa”  Evaluate a given expression after  Give a persuasive speech arguing  Make a booklet about five school rules
promotes or challenges in Quran is used in various changing the order of operations. for/against on the use of media you see as important. Convince
a point of view. senses. Go through all the as a way for education. others.
meanings and come to a  Justify your reason for choosing
conclusion what it means as a the strategy selected in solving a
whole. What inference could problem.
you make from all the different
meanings given in Quran
verses regarding “tagwa”? (Pg
76, Sociology and Islam )

ENVIRONMENT, SCIENCE & CREATIVE ARTS HEALTH & WELLBEING ENTREPRENEURSHIP

TECHNOLOGY
 Prepare a list of criteria to  Design a public bill board advising  Prepare a case to present your  Carry out a panel discussion to find
judge environment friendly on changes needed in people to view about the unhealthy food different viewpoints on how to
ways of using fertilizers when provide a better environment. sold in local restaurants. manage home economy in a beneficial
farming. way.

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Key Stage 5 (grade 11-12)

INDICATOR LEARNING ACTIVITIES
TCC.KS5.03 ISLAM & SPIRITUALITY MATHEMATICS LANGUAGE & COMMUNICATION SOCIAL SCIENCES
Elaborate, transform and  Review the chapter on “drug  Describe some patterns that you  Make up a new language and use  Design new type of money, while
create innovative ideas abuse in Islamic Law” and recognized in the construction of it in an example. Ask others for keeping all the characteristic of money
and possibilities. create a “madhaha” or a song Pascal’s Triangle. meaning and translate what is in mind.
to make the youth of the  What kind of table can you create communicated.
country aware on the that represents change in
consequences on using drug. temperature?

ENVIRONMENT, SCIENCE & CREATIVE ARTS HEALTH & WELLBEING ENTREPRENEURSHIP

TECHNOLOGY
 Write a TV show play, puppet  Design a record, book or magazine  Write a TV show play, puppet  Create a new product. Give it a name
show, role play, song or cover for education. show, role play, song or and plan a marketing campaign.
pantomime about proper pantomime about the importance
waste management of regular exercise for a better
techniques. mind and body.

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7 Making Meaning
This key competency is about discovering in-depth meaning from different forms of representations and ideas.
Through making meaning students develop the ability to understand and use language, symbols, and text
effectively for various purposes such as communicating information, experiences, feelings and ideas. Students,
who are competent in making meaning, are able to use language, adapt to new ideas and situations, and
interpret symbolic representations and visual texts to make meaning in various contexts.

Through this key competency young people learn to:

 communicate with different audiences.

 organise information and ideas in order of priority
 use a variety of skills to access information and ideas from a
variety of sources.
 justify own interpretation of ideas, information and events
 analyse and explain how features of text types are arranged
to construct and communicate meaning in various contexts.
 explore point of view and opinions presented in different
information sources.
 interpret communication in various forms and audiences.
 demonstrate critical listening and viewing skills and
strategies.

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Turning the key competencies into reality: A practical guide for teachers

7.1 Progression of Making Meaning across key stages

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

MM.FS.01 MM.KS1.01 MM.KS2.01 MM.KS3.01 MM.KS4.01 MM.KS5.01

Identify and explain Identify some symbols Use symbols to create Evaluate the way Evaluate the way Create own symbols that
meaning from print, used in different subjects text and form messages. symbols are used in symbols are used in could be used for various
symbols and images. (e.g., recycle symbols for specific contexts and specific contexts and purposes to communicate
science, addition sign for suggest ways to improve suggest ways to improve certain messages. (e.g., Logo,
mathematics) and the used symbols. the used symbols.( e.g., Symbols. icons, billboards)
contexts and explain think of a new road sign)
what they mean.

MM.FS.02 MM.KS1.02 MM.KS2.02 MM.KS3.02 MM.KS4.02 MM.KS5.02

Explain what they Interpret meaning from Interpret meaning from Interpret meaning from Interpret and analyse Justify own interpretation of
understand from variety of visual texts various sources of visual different sources of meaning from different ideas, information and
environmental text. such as advertisements, texts and relate to visual texts and choose sources of visual texts events from a range of texts.
photographs, videos and appropriate context. appropriate source and communicate its
music scores. relevant to intended understanding.
purpose.

MM.FS.03 MM.KS1.03 MM.KS2.03 MM.KS3.03 MM.KS4.03 MM.KS5.03

Indicate whether or not Examine gathered Determine whether Recognise gaps in the Evaluate the Assess the appropriateness
information is useful for information to decide collected information is information gathered appropriateness of of the amount and quality of
answering questions. what information to sufficient or inadequate and locate additional information for a information collected
share or omit. for established purpose information needed for a particular form,
particular form, audience, and purpose
audience and purpose.

MM.FS.04 MM.KS1.04 MM.KS2.04 MM.KS3.04 MM.KS4.04 MM.KS5.04

Categorise objects and Identify and categorise Organize information Organise information Organise information Organize information and
pictures according to information according to and ideas into categories using graphic organizers and ideas by selecting or ideas in order of priority
visual similarities and similarities, differences (e.g., who, what, where (e.g., comparing and developing categories according to topic and task
differences. and sequences. when, why, how) using a contrasting) appropriate to a requirements.
variety of strategies particular topic and
purpose.

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Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

MM.FS.05 MM.KS1.05 MM.KS2.05 MM.KS3.05 MM.KS4.05 MM.KS5.05

Ask questions to satisfy Ask questions to clarify Formulate a variety of Appraise ideas for clarity Ask specific and focused Reflect initial understanding
personal curiosity and information and develop relevant questions on a and ask extending questions for in light of new information,
information needs. new understandings. topic to establish a questions; select from elaboration and formulate relevant main and
purpose for seeking other’s experiences and clarification; engage in subordinate questions; listen
information. ideas to extend ways of dialogue about to diverse opinions and
knowing the world. experiences and recognise ambiguity.
understanding.

MM.FS.06 MM.KS1.07 MM.KS2.07 MM.KS3.07 MM.KS4.07 MM.KS5.07

Share experiences, Use a variety of forms Experiment with Experiment with Communicate fluently Talk coherently and
feelings, and thoughts (gestures, expression…) alternative forms of self- language to convey and be discerning of effectively in any given
with a familiar audience. to organize and give expression to share and personal perceptions, information from a situation.
meaning to familiar convey messages. feelings, experiences, variety of sources.
experiences, ideas, and thoughts, and ideas in
information. various forms.

MM.FS.08 MM.KS1.08 MM.KS2.08 MM.KS3.08 MM.KS4.08 MM

Retell and represent Revise illustrations and Revise to create an Revise to eliminate Revise to create
ideas to clarify meaning. representations by interesting impression unnecessary information effective sentences that
adding or deleting words and check for sequence and be concise with convey content clearly
and details to make of ideas. information. and generate reader .KS5.08
sense. interest. Revise to enhance meaning
and effect according to
audience and purpose.

MM.FS.09 MM.KS1.09 MM.KS2.09 MM.KS3.09 MM.KS4.09 MM.KS5.09

Share information and Report briefly using clear Select, monitor, and use Use gestures and facial Deliver short oral Present information after
ideas in a group using voice, gestures, facial appropriate volume, expressions to enhance presentations, debates revising to enhance meaning
gestures and facial expressions and expression, and non oral presentations (e.g., and reports using verbal and effect according to
expressions. appropriate phrasing and verbal cues in use and monitor and non-verbal cues audience and purpose.
intonation. presentation, Use emphasis and (e.g., diction, pacing,
physical stance and appropriate pacing, presence, project
gestures to enhance arrange presentation, emotion appropriate to
communication. space to focus audience the subject and point of
attention). view).

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Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

MM.FS.10 MM.KS1.10 MM.KS2.10 MM.KS3.10 MM.KS4.10 MM.KS5.10

Use illustrations, Use specific library Use visual and auditory Use a variety of tools to Expand and use a Recall, expand, and use a
photographs, video organsational system to cues to identify identify relevant repertoire of auditory variety of skills to access
programs, objects and locate information and important information information including and visual skills to access information and ideas from a
auditory cues to ideas; use visual and such as indices, maps, bibliographies, thesauri, information and ideas variety of sources including
understand ideas and auditory cues to make atlases, charts, and technology to access from a variety of sources subtitles, marginal notes and
information. meaning. glossaries, typographical information and ideas; including visual and key words, electronic
features, card or use visual and auditory auditory. (e.g., formal searches, previews and
electronic catalogues, cues such as captions, interviews, surveys, reviews, visual effects, and
and dictionaries. intonation, and staging. documentaries, and sound effects.
broadcasts).

MM.FS.11 MM.KS1.11 MM.KS2.11 MM.KS3.11 MM.KS4.11 MM.KS5.11

Listen to spoken texts Actively listen to spoken Actively listen to Actively listen to spoken Actively listen to spoken Actively listen to spoken and
that are personally texts such as personal conversations and other and electronic texts such and electronic texts to electronic texts to broaden
significant (e.g., songs, experiences, action songs spoken texts (e.g., as narratives, poems, identify and select knowledge for a given
stories poems). and rhymes using rhymes, simple recounts, instructions, specify information. purpose.
appropriate listening narratives, recounts, and procedures and reports.
behaviours (e.g., asking instructions).
questions, looking at the
person who is speaking)

MM.FS.12 MMKS1.12 MM.KS2.12 MM.KS3.12 MM.KS4.12 MM.KS5.12

Demonstrate active Demonstrate active Show respect for Demonstrate critical Demonstrate critical Demonstrate critical listening
listening skills and listening and viewing presenter(s) through listening and viewing listening and viewing and viewing skills and
strategies (e.g., showing skills and strategies (e.g., active listening skills and skills and strategies (e.g., skills (e.g., evaluating, strategies (e.g., activating
attentive facial as giving non-verbal other appropriate recognising main ideas content, quality, prior knowledge, integrating
expression, keeping encouragement, asking audience behaviours and details, identifying presentation delivery) to new information, evaluating
respectful silence). questions). (e.g. giving polite inferences) and show focus audience the effectiveness of the
feedback, responding to respect for presenter(s) attention; project introduction and conclusion)
the speakers gestures, through appropriate emotions appropriate to and show respect for
showing attentive body audience behaviours the subject and point of presenter(s).
language…) (e.g., giving non-verbal view.
encouragement,
responding to emotional
aspect of the
presentation).

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7.2 Weaving Making Meaning into teaching and learning

Foundation Stage (Kindergarten)
INDICATOR LEARNING ACTIVITIES
MM.FS.01 MATHEMATICS CREATIVE ARTS LANGUAGE & ENVIRONMENT, SCIENCE & HEALTH & WELLBEING
Identify and explain
COMMUNICATION TECHNOLOGY
meaning from print,
symbols and images.
 Matching  Move paint brush  Talk about certain  Sort and match things that are  Think of a colours that make them
numbers with on the paper images that appear in the same or different; arrange feel :
pictures and according to the their mind while things in simple patterns, -very comfortable
based on their characteristics - peaceful, and relaxed.
objects. tune of a music teacher reads the
and communicate meaning of Then practice -- with closed eyes --
been played. poem. words and phrases like breathing in that colour and
"more," "less," "a lot," and "sending" it (blowing it) throughout
- Colours can be
“the same as." the body.
selected For example, if the colour “blue," is
according to the chosen, visualise the blue going
mood of the down the throat, into the neck and
song. - Ask the chest, down to the stomach, and so
student to on until you are filled with the
beautiful, peaceful, wonderful
explain what the
turquoise . . . and is relaxed and in
painting means control.
to them.

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Key Stage 1 (grade 1-3)

INDICATOR LEARNING ACTIVITIES
MM.KS1.07 MATHEMATICS LANGUAGE & ENVIRONMENT, SCIENCE & ENTRENEURSHIP
Use a variety of forms
COMMUNICATION TECHNOLOGY
(gestures,
expression…) to
 Discuss the steps followed when  Listen to different  Identify the audience and  Role play a scenario of a
organize and give
solving a given problem and explain video clips and identify purpose in order to convey a shopkeeper carrying out a question
meaning to familiar
to peers and others clearly and the audience and message to make the public and answer session to promote his
experiences, ideas,
aware of soil erosion. products to public.
and information. coherently the reasons for choosing purpose of each of the
those particular steps. clip.

Key Stage 2 (grade 4-6)

INDICATOR LEARNING ACTIVITIES
MM.KS2.02 ISLAM & SPIRITUALITY MATHEMATICS ENVIRONMENT, SCIENCE & TECHNOLOGY
Interpret meaning
from various sources
 Watch movies, read stories from  Read aloud, reformulate, draw  Watch a movie (documentary film on planets) and relate what is
of visual texts and
relate to appropriate Quran and read various text books pictures of a given problem to seen in the movie to what they have already learnt from the
context. to find about the life of some understand the problem and lessons. Carry out a discussion of the important points explored.
prophets. think of the various ways to
solve the problem. (multi
representation).

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Key Stage 3 (grade 7-8)

INDICATOR LEARNING ACTIVITIES
MM.KS3.05 HEALTH & WELLBEING ENVIRONMENT, SCIENCE & TECHNOLOGY
Appraise ideas for
clarity and ask  Students extend their understanding of dairy nutrients and bone health  Read information from a given document to find about the some
extending questions;
by reading a variety of texts. Students may then share/communicate global issues. Do share-pair. Discuss with the partner about
select from other’s
their collective findings in a school paper article. what you understood from and the ideas that you think are
experiences and ideas
important in the document.
to extend ways of
knowing the world.

Key Stage 4 (grade 9-10)

INDICATOR LEARNING ACTIVITIES
MM.KS4.02 SOCIAL SCIENCES CREATIVE ARTS
Interpret and analyse
meaning from
 Show a part of a movie which shows a gathering of people from diverse  Create a role play emphasizing on the expression, voice and
different sources of
visual texts and cultures. Record important points which are features and characters that sound effects used to create mood and atmosphere.
communicate its belong to a certain culture.
understanding.

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Key Stage 5 (grade 11-12)

INDICATOR LEARNING ACTIVITIES
MM.KS5.04 ISLAM & SPIRITUALITY ENVIRONMENT, SCIENCE & TECHNOLOGY
Organize information
and ideas in order of  Compile a booklet on a given topic after researching and gathering  Carry out a research to acquire information on an emerging
priority according to technology.
relevant information. Relate prior information and experiences to the
topic and task
new information and research for relevancy of its information.
requirements.

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8 Using Technology and the Media

Using technology and the media as a key competency enables students to
gain the knowledge, skills, values and attitudes which are necessary to
engage with technology and the media. This helps students to use technology
and the media productively, safely and confidently.

Through this key competency young people learn to:

1. become familiar with commonly used technologies and understand visual

and technological means of communication .
2. citically analyse messages presented through different forms of media for
accuracy and coverage.
3. evaluate information collected to determine its accuracy, authority,
validity, objectivity and coverage.
4. use appropriate tools and technology resources to complete tasks and
solve problems
5. communicate with others using appropriate technology (e.g. chats, instant
messaging, blogs)
6. demonstrate ergonomically safe use of equipment.
7. value the intellectual property associated with technologies and
demonstrate ethical principles.

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8.1 Progression of Using Technology and the Media across key stages

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

UTM.FS.01 UTM.KS1.01 UTM.KS2.01 UTM.KS3.01 UTM.KS4.01 UTM.KS5.01

Recognise that different Recognise that media Analyse media messages Explore point of view Explore point of view Explore point of view and
media messages give messages have multiple to identify different and opinions presented and opinions presented opinions presented in different
different information perspectives and points of view. in different information in different information information sources.
and ideas. different opinion. sources. sources.

UTM.FS.02 UTM.KS1.02 UTM.KS2.02 UTM.KS3.02 UTM.KS4.02 UTM.KS5.02

Describe details and Recognise choices that Compare and contrast Recognise various Recognise the subjective Analyse the values and lifestyles
feelings portrayed by photographers make news photographs for techniques of persuasion values inherent in media promoted in mass media.
illustrations. when taking pictures. appropriateness and used in advertising and messages.
balance. be aware of the
importance of making
the right choices.

UTM.FS.02 UTM.KS1.02 UTM.KS2.02 UTM.KS3.02 UTM.KS4.02 UTM.KS5.02

Recognise that online Recognise safety rules to Identify cyber bullying Explore case studies of Explore how bullying Explore how to take action
learning materials are be followed while using (e.g., password theft, cyber bullying (e.g., behaviour on social when confronted with online
useful but they should the internet (e.g., should using photos, sending someone using a false networking sites and situations that make them
be explored with the not disclose personal viruses, phishing scams) online identity) and mobile phones can uncomfortable.
help of an adult. information to anyone and ways to deal with identify ways to resolve affect young people.
without permission from such a situation. the situation.
a parent or a teacher).

UTM.FS.03 UTM.KS1.03 UTM.KS2.04 UTM.KS3.04 UTM.KS4.04 UTM.KS5.04

View and interpret Locate and retrieve Explore a variety of print Recognise when and Identify sources most Determine the best resources
information in an information from a or multi-media sources how to use print, non- likely to have the needed or sources of information to
information source specified source (e.g., to meet information print and electronic information (e.g., search accomplish a given task
selected by themselves classroom display, needs of a particular resources (e.g., online databases and other considering readability,
or the teacher (e.g., computer folder, book, task. catalogues, specialised electronic reference timeliness, bias, point of view,
viewing books in the Web site, DVD, video). databases, search resources). authority, reliability, relevance.
reading corner). engines, website).

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Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

UTM.FS.05 UTM.KS1.05 UTM.KS2.05 UTM.KS3.05 UTM.KS4.05 UTM.KS5.05

Sort, organise, and Use different strategies Use a systematic plan for Use mind maps or some Organise and analyse Synthesise search results
represent specific to sort or organise organising information kind of graphical information, finding retrieved from a variety of
information. information (e.g., (e.g., use a basic conceptualisation of connections that lead to resources to create an
graphic organisers). organising concept information to organise a final product. information product for a target
map). information from a audience.
variety of primary &
secondary sources.

UTM.FS.06 UTM.KS1.06 UTM.KS2.06 UTM.KS3.06 UTM.KS4.06 UTM.KS5.06

State where information State where information Credit information used Credit information used Provide proper citation Provide proper citation of
used in a work came used to complete a task to complete a task or a to complete a task or a of sources of sources of information used to
from (e.g., books from came from (e.g., name of product with teacher product with teacher information used to complete a task.
the classroom, wall Websites, software). guidance. guidance. complete a task.
charts).

UTM.FS.07 UTM.KS1.07 UTM.KS2.07 UTM.KS3.07 UTM.KS4.07 UTM.KS5.07

Explore age-appropriate Use technologies for Produce a slide show Use appropriate tools Demonstrate Assimilate productivity and
technologies and particular content areas from storyboard, using and technology understanding and use technological tools into all
different types of media (e.g., calculators for text, graphics and sound resources to complete of media formats and aspects of solving problems and
formats used to math, and books on CD- with appropriate tasks and solve collections (for example managing personal information
communicate ROM for language arts). transitions and effect. problems. reference, periodicals, and communications.
information (e.g., TV, and databases).
WebPages, and phones).

UTM.FS.08 UTM.KS1.09 UTM.KS2.09 UTM.KS3.09 UTM.KS4.09 UTM.KS5.09

Engage in teacher- Communicate in a Investigate technology Participate in different Communicate with Use all available online
directed online learning monitored, online resources for types of online learning others using appropriate communication capabilities to
activities (e.g., online discussion (e.g., discuss communication (e.g., environments (e.g., technology (e.g. chats, make inquiries, do research and
field trips). books being read). online discussions, e- online classes, distance instant messaging, disseminate results.
mails). learning, video blogs).
conferencing and
productions).

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Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

UTM.FS.10 UTM.KS1.10 UTM.KS2.10 UTM.KS3.10 UTM.KS4.10 UTM.KS5.10

Use computer and Use input and output Investigate technology Use advanced software Use equipment related Apply the rules & conventions
multimedia technology devices to operate and tools used to research, features to publish to computer and of formal presentations,
with teacher assistance interact with computers acquire information and information in printed multimedia technology including speeches, news
(e.g., use computer, DVD and multimedia data. form (e.g., card, imaging (e.g., reporting, and dramatic
player, review teacher- technology resources calendar, one-page digitalization, scanning,). monologues.
selected internet (e.g., digital cameras). report, flyer,
resources). newsletter).

UTM.FS.11 UTM.KS1.11 UTM.KS2.11 UTM.KS3.11 UTM.KS4.11 UTM.KS5.11

Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate ergonomically
understanding of understanding of ergonomically safe use ergonomically safe use ergonomically safe use safe use of equipment.
ergonomics and ergonomics and of equipment. of equipment. of equipment.
electrical safety when electrical safety when
using computers. using computers.

UTM.FS.12 UTM.KS1.12 UTM.KS2.12 UTM.KS3.12 UTM.KS4.12 UTM.KS5.12

Follow classroom rules Protect one’s own safety Protect one’s own safety Protect one’s own safety Protect one’s own safety Advocate for safe, secure and
for safe and responsible and respect the privacy and respect the privacy and respect the privacy and respect the privacy responsible use of technology
use of technology (e.g., and safety of others at and safety of others at and safety of others at and safety of others at and the internet.
Do not use the internet school or at home. different levels (e.g., different levels (e.g., different levels (e.g.,
without the presence of home, school, global home, school, global home, school, global
an adult). contexts). contexts). contexts).

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8.2 Weaving Using Technology and the Media into teaching and learning
Foundation Stage
INDICATOR LEARNING ACTIVITIES
UTM.FS.05 ENVIRONMENT, SCIENCE SOCIAL SCIENCES MATHEMATICS LANGUAGE & CREATIVE ARTS
Sort, organise, and & TECHNOLOGY COMMUNICATION
represent specific
information.  Observe and record daily  Children create  Do simple surveys such  Draw pictures to show  Draw pictures to
weather in a chart structures with blocks as finding about what the main events of a show personal
provided by the teacher. that represent what they fruits their friends like story that was read in hygiene practices.
Children can also be know of their community and represent the data
class.
asked to predict the and neighborhood. in a pictograph.
natural phenomena.
5
Sunday
4

Monday 2

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Key Stage 1 (grade 1-3)

INDICATOR LEARNING ACTIVITIES
UTM.KS1.05 ENVIRONMENT, SCIENCE & MATHEMATICS LANGUAGE & COMMUNICATION
Use different TECHNOLOGY
strategies to sort or
organise information  Use a graphic organizer to show the life cycle  Use a table to show different types of transport  Read an information text (about birds) and
(e.g., graphic of a butterfly. used in the community. represent the information using a graphic organizer.
organisers).
Land Air Water

MATHEMATICS ISLAM & SPIRITUALITY HEALTH & WELLBEING

 Solve problems by using tables or charts to  Use a biography diagram to make notes on the  Use a clock graphic organiser to record what
sort or classify information. important events that took place in Prophet students did the previous day and evaluate whether
(SAWs) childhood. they had enough food, physical activity and rest.

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Key Stage 2 (grade 4-6)

INDICATOR LEARNING ACTIVITIES
UTM.KS2.04 SOCIAL SCIENCES HEALTH & WELLBEING LANGUAGE & ENVIRONMENT, SCIENCE & TECHNOLOGY
Explore a variety of
print or multi-media
COMMUNICATION
sources to meet
information needs of a  Students research  Research internet websites  Collect information about  Work in a group and research about an animal using
particular task. information about three to find out about various plants that grow in the print or multi-media resource and do an oral
different countries and diseases that are caused by Maldives and prepare a presentation about the animal.
create charts that include tobacco. booklet.
the following information
about the countries.

o Location
o Population .
o Type of government
o Currency
o GDP
o Any other information
relevant to the group
of students

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Key Stage 3 (grade 7-8)

INDICATOR LEARNING ACTIVITIES

UTM.KS3.09 SOCIAL SCIENCES LANGUAGE & COMMUNICATION
Participate in different
types of online learning
 Create a class blog and get students to post news about  Chat with a student who is on another island and find out about the island/ write a guide
environments (e.g.,
current events and take part in online discussions. book entry of the island.
online classes, distance
learning, video
.
conferencing and
productions).

Key Stage 4 (grade 9-10)

INDICATOR LEARNING ACTIVITIES
UTM.KS4.02 LANGUAGE & COMMUNICATION HEALTH & WELLBEING
Recognise the
subjective values  Watch video clips of advertisements on TV and analyse them  Analyse different media messages related to health and wellbeing, using the following
inherent in media
: questions as a guide.
messages.
o Who is behind this message?
o Who the target audience is o What is the message?
o Effects used o How is the person trying to convince me?
o The message conveyed o Is the person qualified to tell me what to do?
o Why is this person sending me a message?
.

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Key Stage 5 (grade 11-12)

INDICATOR LEARNING ACTIVITIES
UTM.KS5.05 ISLAM & SPIRITUALITY LANGUAGE & COMMUNICATION
Synthesise search
results retrieved from a  Examine the different views of women’s roles in Islam and do a  Research various information sources and write an article to answer the following
variety of resources to PowerPoint presentation to the class. question: Should our society permit human cloning?
create an information
product for a target
audience.

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9 Using Sustainable Practices

Through this key competency young people learn to:

1. understand the importance of taking ones responsibility.

2. make decisions that reflect social responsibility
3. value the importance of natural and cultural diversity to the wellbeing of
the community.
4. value and respect the participation of people in the development of the
community.
5. appreciate the interconnectedness of people and nature.
6. recognise that our actions may have implications for current and future
generations.
7. accept and use critics as ingredient for developing one’s potential.
8. analyse their individual consumption of resources and identify ways to
reduce, reuse and recycle.

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9.1 Progression of Using Sustainable Practices across key stages

Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

USP.FS.1 USP.KS1.1 USP.KS2.1 USP.KS3.1 USP.KS4.1 USP.KS5.1

Identify basic needs Recognise that people all Differentiate between Analyse how supply and Analyse the potential Analyse how the imports
(e.g., food, shelter). over the world have the human needs and demand create stress on costs and benefits of and exports have been
same basic needs (e.g., human wants (e.g., food particular resources. dependence on growing and identify the
food, shelter). is a need/ having a car is imported goods. overall trend.
a want).

USP.FS.02 USP.KS1.02 USP.KS2.02 USP.KS3.02 USP.KS4.02 USP.KS5.02

Recognise that human Recognise the Define the roles and Describe how energy is Explain how plants used Explain the importance of
beings get their food consequences of being interactions of transferred in a food by humans are conserving natural
from plants and other unable to replace plants producers, consumers, chain and the effects of replenished and the resources.
living things. used by humans. and decomposers within decline in any part of the consequences if plants
an ecosystem. chain. are not replenished.

USP.FS.03 USP.KS1.03 USP.KS2.03 USP.KS3.03 USP.KS4.03 USP.KS5.03

Identify safety Explain unsafe situations Differentiate between Develop a family disaster Explore different ways of Develop an evacuation
precautions related to related to the natural (e.g., Tsunami, plan for a situation that protecting ones plan for a natural disaster.
daily weather (e.g., carry environment (e.g., coastal erosion, the Maldives experience properties and the
umbrellas on sunny floods, lightening) and earthquakes) and human (e.g., thunder, lightning, community from
days, walk carefully safety rules to be made hazards (e.g., fires, floods). disasters (e.g., insurance
when the road is followed in these road accidents, sea coverage).
slippery). situations. accidents).

USP.FS.04 USP.KS1.04 USP.KS2.04 USP.KS3.04 USP.KS4.04 USP.KS5.04

Identify different jobs Classify jobs according to Explore different aspects Explore different Analyse and explain how Research and find out
people in the community the nature of work and of careers available in careers, the skills, work contributes to the careers in the community
do. skills required for the community and their interests and school wellbeing of individuals, that are expected to grow
different jobs (e.g., requirements. subjects helpful for the community and the and have a future.
outdoor, indoor). success. world.

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Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

USP.FS.05 USP.KS1. 05 USP.KS2. 05 USP.KS3. 05 USP.KS4. 05 USP.KS5. 05

Identify the kinds of Identify the kinds of Identify and classify Analyse positive and Investigate how 3R’s are Investigate economically
waste produced in the waste produced in the types of waste produced negative environmental being followed in the viable and environmentally
classroom (e.g., food and classroom (e.g., paper, by their school (e.g., e- impacts related to the community. convenient ways of
kitchen waste, plastics, food wrappings). waste, metals, paper, disposal of pure recycling and waste
glass). and plastics). substances and disposal.
mixtures.

USP.FS. 06 USP.KS1. 06 USP.KS2. 06 USP.KS3. 06 USP.KS4. 06 USP.KS5. 06

Reduce, reuse, and Reduce, reuse, and Plan and carry out a Reduce, reuse and Organise and establish a Organise and establish a
recycle materials during recycle materials during classroom course of recycle materials and recycling programme at recycling programme at
classroom learning classroom learning action for minimising encourage others to home and school (e.g., home, school and in the
experiences (e.g., reuse experiences (e.g., reuse waste (e.g., place a minimise societal waste collect and sell community.
books, paper). books, use both sides of garbage bin in class and problems. recyclables from home
the paper). weigh the contents and school).
regularly).

USP.FS.07 USP.KS1. 07 USP.KS2. 07 USP.KS3.07 USP.KS4.07 USP.KS5.07

Analyse their individual Assess personal and Conduct a survey to Organise school wide Develop action plans Establish sustainability
consumption of family uses of water as estimate how much campaigns to advocate that reflect the guidelines for school and
resources with teacher responsible/efficient or water is used in the responsible consumption principles of sustainable participate in community
support (e.g., water, wasteful, and create a school and come up with of water. development. sustainability projects.
paper, food, electricity). plan to reduce the ideas for minimizing
amount of water used, school’s use of water.
where possible.

USP.FS.08 USP.KS1. 08 USP.KS2. 08 USP.KS3. 08 USP.KS4. 08 USP.KS5. 08

Reduce personal use of Reduce personal use of Reduce personal use of Use energy from Conduct an energy audit Evaluate energy efficiency
energy (e.g., turn off energy (e.g., turn off energy (e.g., turn off alternative ways where of the school and at home and make
lights and fans when lights and fans when lights and fans when possible. (e.g., energy develop an action plan suggestions for
leaving a room, don’t leaving a room, don’t leaving a room, don’t from the sun). to reduce energy improvement (e.g., using
leave water running leave water running leave water running consumption. energy efficient appliances
when brushing teeth). when brushing teeth). when brushing teeth). - light bulbs).

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Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

USP.FS. 09 USP.KS1. 09 USP.KS2. 09 USP.KS3. 09 USP.KS4. 09 USP.KS5. 09

Identify and perform Identify and perform Participate and Participate in activities Develop, implement, Plan, implement, and
roles that contribute to roles that contribute to contribute to the that promote a sense of and evaluate personal evaluate their
their classroom and their school community. community. (e.g., take community. (e.g., take and group action plans participation in activities
family (e.g., help the part in cleaning the part in activities carried that contribute to a and organisations that
teacher in keeping the island). out in the school). healthy environment for improve school climate.
classroom clean). themselves and for other
living things.

USP.FS.10 USP.KS1.10 USP.KS2.10 USP.KS3.10 USP.KS4.10 USP.KS5.10

Make decisions that Make decisions that Make decisions that Make decisions that Make decisions that Make decisions that reflect
reflect care, concern, reflect care, concern, reflect social reflect social reflect social social responsibility for the
and responsibility for the and responsibility for the responsibility (e.g., avoid responsibility for the responsibility for the environment.
environment (e.g., avoid environment (e.g., avoid purchasing disposable environment. environment.
wasting food, use school buying products made items).
supplies wisely). from endangered plants
and animals).

USP.FS.11 USP.KS1. 11 USP.KS2. 11 USP.KS3. 11 USP.KS4. 11 USP.KS5. 11

Appreciate and respect Appreciate the natural Appreciate the Demonstrate behaviours Demonstrate behaviours Demonstrate behaviours
the natural environment beauty of the Maldives significance of the land that contribute to the that contribute to the that contribute to the well-
while participating in (e.g., beaches, coral and natural resources in well-being of the well-being of the being of the environment,
outdoor physical reef). the development of the environment, at home, environment, locally, locally, nationally, and
activities. Maldives. (e.g., fish, sea, school, and in the nationally, and globally globally.
beaches). community (e.g., use (show preference to use
resources wisely). a sustainable form of
transport).

USP.FS. 12 USP.KS1. 12 USP.KS2. 12 USP.KS3.12 USP.KS4.12 USP.KS5.12

Show care and kindness Show care and kindness Show care and kindness Show care and kindness Show care and kindness Show care and kindness to
to living things (e.g., do to living things (e.g., feed to living things (e.g., do to living things. (e.g., to living things (e.g., living things (e.g., follow
not kill living things). animals in the not destroy animal make sure that the living avoid behaviours like the conditions of
environment). habitats). conditions of their pets animal sporting). slaughtering in Islam).
are comfortable).

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Foundation Stage Key stage 1 (grade 1-3) Key stage 2 (grade 4-6) Key stage 3 (grade 7-8) Key stage 4 (grade 9-10) Key stage 5 (grade 11-12)

USP.FS.13 USP.FS.13 USP.KS2.13 USP.KS3.13 USP.KS4.13 USP.KS5.13

Believe that their Believe that their Believe that their Believe that their Believe that their Be willing to consider
personal choices personal choices personal choices personal choices have personal choices have ethical questions related
regarding natural regarding natural regarding natural economic implications. economic implications. to sharing wealth and
resources have certain resources have certain resources have certain resources.
implications. implications. implications.

USP.FS.14 USP.KS1.14 USP.KS2.14 USP.KS3.14 USP.KS4.14 USP.KS5.14

Avoid wasting food (e.g., Believe that Islam calls Believe that the natural Believe the importance Believe that eating less is Believe that Islam
When they are in a party for moderation in the resources are the of sharing food with a method of sickness and encourages people to live
do not take more than use of resources (e.g., do provision of Allah for relatives, neighbours and disease. a balanced life.
what they could eat). not waste water while survival and for those who are in need.
performing ablution). maintaining good health.

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9.2 Weaving Sustainable Practices into teaching and learning

Foundation Stage
INDICATOR LEARNING ACTIVITIES
USP.FS.04 HEALTH & WELLBEING LANGUAGE & COMMUNICATION CREATIVE ARTS
Identify different jobs
people in the  Use doctor/ nurse play set and role  Mime and sing nursery rhymes related to  Draw pictures of family members and what they
community do. play doctor and nurse activities. jobs. do for work and say some of the skills/attributes
E.g., I am a police officer. they need in order to do the jobs.(Note: children
would not be able to write these ideas, therefore
it is a good idea for an adult to ask probing
questions and to get them to speak)

helpful

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Key Stage 1 (grade 1-3)

INDICATOR LEARNING ACTIVITIES
USP.KS1. 12 ENVIRONMENT, SCIENCE & TECHNOLOGY LANGUAGE & COMMUNICATION ISLAM & SPIRITUALITY
Show care and
kindness to living  Use pictures of different animals and  Write an information report about a living  Share some incidents from Prophet
things (e.g., feed classify them into different groups thing. SAW’s life which reveal how Muslims
animals in the or should treat animals.
environment). or
 Work in a group and investigate the  Make a KWL chart for a group of living
characteristics of a specific animal or group thing.
of animals. E.g.,
What What What we
we know we want learned
to know

CREATIVE ARTS HEALTH & WELLBEING SOCIAL SCIENCES

 Make animal masks and act out stories.  Determine whether foods come from  Talk about different types of homes
plants or animals. people live (e.g., igloo) and describe the
habitats of some living things in the
community.

Animal Habitat

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Key Stage 2 (grade 4-6)

INDICATOR LEARNING ACTIVITIES
USP.KS2.04 LANGUAGE & COMMUNICATION ISLAM & SPIRITUALITY
Explore different
aspects of careers  Visit different workplaces in the community and do a presentation on different jobs available,  List some lawful and unlawful ways of
available in the trends and requirements of jobs. earning that occur in the community.
community and their
requirements.

CREATIVE ARTS HEALTH & WELLBEING SOCIAL SCIENCES

 Make ‘appreciation cards’ for people who  List down safety measures required for  Identify jobs of people they know (e.g.,
have jobs that help students in different different jobs. E.g., wearing appropriate family member and people in the school)
ways. clothes  Conduct interview with some of these
people and find out about their jobs.
HAPPY
TEACHERS’
DAY

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Key Stage 3 (grade 7-8)

INDICATOR LEARNING ACTIVITIES
USP.KS3. 06 MATHEMATICS LANGUAGE & COMMUNICATION
Reduce, reuse and
recycle materials and  Weigh a typical classroom waste (e.g., paper, food packaging) at the end of each day for a  Develop a brochure to encourage others to
encourage others to week (5 days). minimise societal waste problems.
minimise societal o Find the average of the weight.
waste problems. o Multiply the answer to 2 by 20 to estimate the amount of waste produced per month.
o Do the same for other places in the school.
E.g., office/ canteen.

ISLAM & SPIRITUALITY ENVIRONMENT, SCIENCE & TECHNOLOGY CREATIVE ARTS

 Work in groups and analyse how the  Develop and implement an action plan to  Make crafts from recycled containers or
principles of conservation are addressed in reduce waste in the school. boxes and donate them to other students
Islam. of the school.

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Key Stage 4 (grade 9-10)

INDICATOR LEARNING ACTIVITIES
USP.KS4.13 Social Sciences LANGUAGE & COMMUNICATION ENVIRONMENT, SCIENCE & TECHNOLOGY
Believe that their
personal choices
 Compare data from different  Write a cause and effect essay about  Compare facts from different countries and describe the
have economic
implications.
countries to determine population growth. trends in energy use and population growth in different
population dynamics and countries.
project population size into
the future.

Key Stage 5 (grade 11-12)

INDICATOR LEARNING ACTIVITIES
Evaluate the HEALTH & WELLBEING LANGUAGE & COMMUNICATION SOCIAL SCIENCE
effectiveness of
laws and policies  Analyse policies related to  Conduct a debate on whether to  Conduct a survey in the community to find their views about
that promote personal and community increase the driving age of the Maldives some of the laws and policies related to safety and how much
safety and identify if the or not. people follow these guidelines.
personal and
policies need to be changed or
community safety strengthened.
(e.g. driving age,
domestic violence,
and vandalism).

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‫‪10. Developing key competencies through school wide‬‬

‫‪activities‬‬
‫‪Practising Islam‬‬

‫މަޤުޞަދަކީ ﷲ ސުބްޙާނަހޫ ވަތަޢާލާގެ ރުއްސެވުން ހޯދުންކަމުގައި ދެކޭނެ ޞާލިޙު ދިވެހި މުވާޠިނުންތަކެއް‬ ‫ތިމާމެންގެ ދިރިއުޅުމުގައި ކުރާ ކޮންމެ ކަމެއްގެ‬

‫ބިނާކުރުމަށްޓަކައި‪ ،‬ދަރިވަރުންނާއި‪ ،‬ސްކޫލުގެ ވެރިންނާއި‪ ،‬އަދި ހުރިހާ މުއައްޒަފުންނަށް ‪ ،‬ސްކޫލުގެ ޙަރާތްތަކުގެ ތެރެއިން ކުރެވިދާނެ ގިނަކަންތައްތަކެއް‬

‫ފާހަގަކުރެވެއެވެ‪ .‬އެކަންތައް ތަކުގެ ތެރޭގައި‪:‬‬

‫ސްކޫލުގެ ޓައިމްޓޭބަލް ރޭވުމުގައި އަދި އިތުރު ހަރަކާތްތައް ހިންގުމުގައި ނަމާދުވަގުތަކަށް ރައްކާތެރިވުން‪.‬‬ ‫‪‬‬

‫ނަސޭޙަތުގެ ބަސްތަކާއި ޢިބްރަތްތެރި ޢިބާރާތްތައް ބަޔާންކޮށް‪ ،‬ޤުރްއާނުގެ އާޔަތްތައް‪ ،‬ޙަދީޘް‪ ،‬އަދި ބައެއް މަޝްހޫރު މީހުންގެ ބަސް‪ ،‬ޅެން ފަދަ‬ ‫‪‬‬

‫ތަކެތީގެ ލިޔުންތައް ސްކޫލުގެ ގޯތިތެރޭގައި ހަރުކުރުން‪.‬‬

‫ޕްރިންސިޕަލުން‪ ،‬ލީޑިންގޓީޗަރުން‪ ،‬ޓީޗަރުން އަދި އެހެން މުއައްޒަފުންވެސް އިސްލާމްދީނުގެ ނަމޫނާދެއްކުން (މިސާލަކަށް‪ :‬ނަމާދުވަގުތުޖެހުމުން‬ ‫‪‬‬

‫ނަމާދަށް ދިއުން‪ ،‬ބައްދަލުވާ ހިނދު‪ ،‬ވަކިވާހިނދު السالم عليكم ކިޔުމުގެ އާދަހިފުން)‪.‬‬

‫ތަފާތު މުނާސަބާތަކާ ގުޅިގެން އެކިއެކި މަވްޟޫޢުގެ ދަށުން ސެމިނާތައް އިންތިޒާމުކުރުމާއި‪ ،‬ދަރިވަރުންނަށް ހެޔޮނަމޫނާ ކަމުގައި ބެލެވޭ މަތިވެރި‬ ‫‪‬‬

‫ޝަޚުޞިއްޔަތުންނާ ބެހޭ ފޯރަމްތައް ބޭއްވުން‪.‬‬

‫ދީނީ ހޭލުންތެރިކަމުގެ ޕްރޮގުރާމްތައް ބެލެނިވެރިންނަށާއި ޓީޗަރުންނަށާއި އަދި ދަރިވަރުންނަށް ބޭއްވުން‪.‬‬ ‫‪‬‬

‫ނަމާދުކުރާނެ ތަނެއް އެކަމަށް ބޭނުންވާ ތަކެއްޗާއި ފަސޭހަތަކާއެކު ތައްޔާރުވެފައިހުރުން‪.‬‬ ‫‪‬‬

‫ދަރިވަރުން‪ ،‬އާއިލީގުޅުން ބަހައްޓާވަރާއި ނަމާދަށް ފަރުވާތެރިވާ މިންވަރާއި‪ ،‬ކުލާހުގެ ޑިސިޕްލިން ދަމަހައްޓާ މިންވަރު ބަލައި އެކަން‬ ‫‪‬‬

‫ފާހަގަކުރުން‪.‬‬

‫އަޚްލާޤީ ކަންކަމަށް ހިތްވަރުދިނުމަށް ފާރުނޫސްނެރުން‪.‬‬ ‫‪‬‬

‫‪ ‬ހަފްތާގެ ކޮންމެވެސް އެއްދުވަހަކު ދަންފަޅި ފެށުމުގެ ގޮތުން ހުރިހާކުދިން ‪ 10‬މިނެޓް ޤުރްއާންކިޔެވުން‪.‬‬

‫‪ ‬މަދުވެގެން ހަފްތާއަކު އެއްދުވަހު‪ ،‬އެސެމްބްލީގައި ދީނީ ނަޞޭޙަތްދިނުން‪.‬‬

‫‪ ‬އެސެމްބްލީއޮންނަ ކޮންމެ ދުވަހަކު‪ ،‬އެސެމްބްލީގައި ކިޔަވާ އާޔަތްތަކުގެ މާނައިއްވުން‬

‫‪ ‬ކުދިން އެކިއެކި އަޚްލާޤީ ސިފަތަކަށް ތަރުބިޔަތުކުރުމަށްޓަކައި ކަނޑައެޅިފައިވާ މުއްދަތެއްގައި ޢަމަލުކުރާނެ ތީމުތައް ކަނޑައަޅައި އެމުއްދަތުގައި‬

‫އެކަން ހިންގުން‪( .‬މިސާލް‪ :‬ތެލްސިޔާމިޔާކުދިންނަށް އަޅާލުން‪ -‬ހާލުގައި ޖެހިފައިވާ މީހުންނަށް އެހީވުން‪ -‬ބަލިމީހުންނަށް ގޮވާލަން ދިއުން‪).‬‬

‫‪ ‬އިސްލާމް މާއްދާއާގުޅޭ ވާހަކަ ފޮތްތަކާއި‪ ،‬މަޖައްލާ‪ ،‬ސީޑީ ފަދަ ތަކެތި (ޤުރްއާނުގެ ވާހަކަތަކާ ކީރިތި ރަސޫލާގެ ސީރަތާ ގުޅިފައިވާ ވާހަކަތައް)‬

‫ލައިބްރަރީން ލިބެންހުރުން‬

‫‪ ‬ހުރިހާ މާއްދާއެއް ކިޔަވައިދޭއިރުވެސް އިސްލާމް މާއްދާއާ ފުށުނާރާގޮތަށް ކިޔަވައިދިނުން‪.‬‬

‫‪ ‬ދަރިވަރުންނަށް އިސްލާމް މާއްދާއިން ކިޔެވި އެއްޗަކާ އެއްގޮތަށް ޢަމަލުކުރުމުގެ ފުރުޞަތުތައް ފަހިކުރުން‪.‬‬

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Understanding and Managing Self

Understanding and managing self is a fundamental area of students’ development that needs to be
emphasised in schools in order to help students to plan their learning and achieve personal goals. Following
are some of the activities that schools could carry out to develop students’ ability to manage themselves.

 Help students to understand their strengths, and give them

opportunities to develop these through various activities in
the school.
 Use portfolios to keep record of student’s progress.
 Give opportunities for students to organise different events
in the school.
 Give students, leading roles in managing various clubs in the
school (co-curricular activities).
 Create parental awareness on aspects of self-management.
 Involve students in decision making and leadership.
 Get students to set learning goals.
 Give time to reflect on their learning/ work / achievement
and behaviour.
 Conduct teacher –student conferences termly to discuss
student achievement and to help them plan for future
learning (involve parents).
 Provide opportunities for students to share their
achievements/ work. (E.g., school assembly)
 Provide opportunities for students to organise, plan and
manage school wide activities.
 Have students’ reflective journals or running logs.

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Living a Healthy Life

Schools have great potential to influence students’ behaviour and beliefs about health and wellbeing by
providing explicit opportunities to practise healthy life skills through an integrative learning approach.
The following are some of the activities the schools could carry out in order to promote healthy life
styles.

 Have initiatives including physical education, food education

and skills development.
 Include physical activity as part of everyday learning.
 Create opportunities for students with common interests to
participate in physical activities in non-competitive settings.
 Enable all students to participate in sports and physical
activities.
 Provide emotional support to students and help them build
healthy relationships and social interactions through various
recreational activities.
 Conduct routine check-ups.
 Encourage students to bring healthy meals and snacks to
school.
 Model healthy eating behaviours and conduct programmes
to develop food preparation skills.
 Engage students in cooking and growing food in the school.
 Allow younger children (F-K2) to choose healthy meals from
a variety of foods provided and older students to prepare
healthy meals from a given choice.
 Create safe play areas in the school and ensure that the play
space is accessible for students of all ages to play.
 Include a regular section in class or school magazines
about healthy life styles.
 Use a bulletin board to inform parents and students
about proper nutrition, information about fitness
activities and upcoming sports activities and events in the
community.

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Relating to People
Schools have the potential to develop students’ social and interpersonal skills by engaging them in a
wide range of collaborative activities within and after school. Following are some of the activities
schools could carry out to promote relating to people.

 Encourage open exchange of ideas.

 Students must be encouraged and given the opportunity to
build commitment, pride, team spirit, and strong
relationships.
 Help students to learn how to choose good friends to
develop healthy relationships.
 Provide opportunities for a wide range of club activities
including singing (choir), band, Arts, athletics, football,
netball, drama, science, computer, cookery, sewing, drama
festivals and concerts
 Provide opportunities for peer – teaching/ and peer
assessment.
 Provide opportunities to interact and socialise with children
among different age groups, culture and nationality.
 Involve students in conflict resolution and decision making
and relate these practices to Islam.
 Encourage sharing and caring for others.
 Identify roles of different people in school (teachers /
principal / students / others / parents) in trying to maximise
this competency.
 Foster an environment that supports diverse individuals and
perspectives, fairness, dignity, compassion, and creativity in
the school.

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Thinking Critically and Creatively

Schools could play a critical role in the development of thinking abilities of young people by providing
opportunities to explore and discover unlimited creative potential through teamwork, cooperation, and
mutual respect. The following are some of the activities that could be carried out in order to develop
critical and creative thinking skills.

 Create a rich environment that invites children to discuss,

ask questions, find their own learning journey and share
their discoveries in different ways to different audiences.
 Have outdoor lessons to enhance students’ creativity.
 Use displays that stimulate memory and enhance thinking.
 Give student time to think during different activities.
 Use questions as a process to develop thinking.
 Offer a variety of age- appropriate and challenging activities
inside and outside the classroom.
 Provide stimulating resources.
 Provide leadership roles with specific roles and
responsibilities.
 Create opportunity for the students to interact and socialise
through different activities.
 Provide opportunities to discover, experiment and
experience new things and places.
 Relate lessons to daily problem solving.

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Making Meaning
The ability to make meaning in different contexts is the key to success in all the learning areas.
Therefore, it is crucial for schools to create opportunities for students to interact with others, express
their ideas and feeling, and interpret messages in authentic settings. The following are some of the
activities that could be carried out in order to develop students’ ability to make meaning for different
purposes and in different contexts.

 Display posters with variety of text types,

symbols and imagery.
 Provide comfy reading corners with frequent
rotation of books.
 Provide variety of reading materials.
 Display signs and symbols used in science,
mathematics and other subjects with its
meanings.
 Use variety of tools and strategies to make sense
of and convey meaning.
 Use multi- representation for each lesson and
activity.
 Allow sharing of ideas and understanding during
the lesson.
 Make sure what is taught is understood by
reviewing and asking questions.
 Offer opportunities to express feelings through
different means.

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Using Technology and the Media

The ability to use technology and the media is essential for young people who are living in a rapidly
changing world. For optimum-result, technology and the media need to be an integral part of the
learning process. The following are some of the activities the schools could carry out in order to
promote the use of technology and create media awareness.

 Have school based policies that encourage teachers to

integrate technology into everyday teaching and
learning.
 Help students to develop digital literacy and information
literacy skills through hands-on activities.
 Design interdisciplinary projects that combine multiple
technologies to assist and encourage technological skill.
 Provide opportunities to investigate issues, solve
problems, to communicate, share and work
collaboratively in local and global environments.
 Establish networks with other schools.
 Encourage students to share opinions, ideas and research
using the internet.
 Use ICT as a teaching and learning tool integrated into all
learning areas.
 Allow students to publish class magazines and create
opportunities to gather meaning from information
presented in different formats.
 Organise events where students can share information
with different audiences.
 Allow students to access, analyse, evaluate and
communicate information.

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Learning sustainable practices

Developing sustainable practices require schools to employ a holistic and participatory approach. The
following are some strategies schools could use to help students connect to the world beyond the
classroom and to the community.

 Ensure that school policies, programmes and operations

are based on the principles of sustainable development.
 Design school buildings (where possible) in ways that
visibly demonstrate sustainable development (e.g., have
windows to give light).
 Schools could be good models of using renewable energy
(e.g., wing, solar) and water conservation.
 Promote sustainable development across all the learning
areas.
 Form proactive groups or clubs to encourage students to
involve in sustainability issues throughout the school’s
operations (e.g., coordinating waste minimisation).
 Develop students’ confidence and self-esteem by getting
them to plan and manage school-wide activities.
 Organise nature trips to inspire students to enjoy the
natural environment and to promote a caring and
responsible approach towards it.
 Maintain gardens in the school and help students to take
care of the plants.
 Encourage students to take part in community activities.
 Encourage students to reuse text books, and other
materials (e.g., costumes used for concerts. etc).
 Involve students in keeping the whole school clean.
 Invite senior citizens to school and share their stories to
the students.
 Rear animals in the school (where possible) and allow
students to take responsibility of taking care of the
animals.
 Organise events such as ‘food days’ that promote
healthy, local and sustainable food/drink.
 Plan learning activities to develop cooperation and team
work skills.

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11. Monitoring and keeping records

Monitoring and keeping records of students’ progression at each key stage is important. Monitoring of
the key competencies could be done formatively through classroom activities and other school-wide
activities. Key competencies within the students have to be observed and monitored while students are
involved in:

 assigned classroom activities and tasks.

 informal social gatherings and formal activities.
 interactions with others, group works and group discussions.
 performing different tasks in real situations.
 applying the key competencies in day- to -day life at school.

Teachers need to provide sufficient opportunities to develop the key competencies as well as keep the
records of students’ development in each of the key areas. This can be done by:

 Keeping anecdotal/ portfolio notes of students (qualitative and quantitative information).

 Creating an e- portfolio to be communicated with parents.
 Making students do self and peer assessment in the form of learner logs or journals.
 Evaluating lessons /units for both content and key competencies.

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11.1 Involving the students

Successful development of the key competencies takes place when students are aware of the key
competencies they are expected to develop during a lesson or during the course of a school term.
Student’s involvement could take place through a range of activities such as reflection, self and peer
evaluation. These methodologies help students to celebrate their achievements, gain an understanding
of the skills, and knowledge they are to acquire and build a common understanding and a language to
describe the key competencies and the next steps. This enables students to take responsibility of
developing themselves and assist others too.

11.2 Involving the parents

It is imperative to take the parents on board if the students are to develop the key competencies.
Therefore, it is crucial to create a common understanding of the key competencies so that parents are
able to support and contribute in developing the key competencies.

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12. Sample strategies to assess the key competencies

Peer Assessment Check List (Relating to people: key stage 2)

Take personal responsibility for

working with others.

Help team to work towards a goal

Respect others’ view points

Use verbal cues to express ideas.

Can handle conflict.

peacefully

Know when to refuse.

Know when and how to be assertive.

Listen to others with respect

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Key:
1- Very Good
2- Good
3- Needs improvement
4- Self-Management (Understanding and managing self: key stage 1)

Instruction: Use the following sheet to see how you are improving.

Performance Criteria:
- Plan and organise the work.
- Finish tasks on time.
- Organise tools and learning materials.

When my work is When my work is My next steps

compared against compared against toward
Date Performance task: the criteria these the criteria these improvement and
are my strengths: are my weaknesses: achieving the
targets:

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Thinking Rating Scale (Thinking Critically and Creatively: key stage 5)

Thinking Skill Constantly Usually Sometimes Rarely

Recall and adapt information to be used in
a given situation
Translate and communicate information in
own words.
Apply knowledge in the most
appropriate novel situation.
Critique on the studied areas using a set
criteria.
Critique multi-faceted arguments to
support or challenge a point of view.
Elaborate, transform and create
innovative ideas and possibilities.
Adjust feelings into the best way based
on emotions and perceptions while
Knowledge

considering the prejudices that are

present
Gather and assess relevant information
(using abstract ideas to interpret it) and
carry out research work

Look into the positive consequences and

the benefits of a given situation while
considering the strengths and
weaknesses.

Make an action plan based on the big

idea while considering all the
consequences of each plan.
Analyse the difficulties and possible
consequences.

Ask probing and leading questions

including intellectually challenging
questions
Provide workable solutions with an
appropriate explanation of the process.
Skills

Organise knowledge and understanding

using an appropriate graphic organiser,
metaphor and analogy.
Create an original piece of work after
brainstorming ideas and possibilities.

Adjust and value one’s own belief system

after comparing and contrasting other’s
viewpoints.
Show fluency and flexibility in producing
Values

original creations.
Show enthusiasm in exploring new ideas
and viewpoints.
Appreciate and value different ideas and
viewpoints.

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Student Anecdotal Notes (Making Meaning: key stage 3)

Name: Amira Class: 6B D.o.B: 12. 10 1998

12.02. Interpretation of visuals Eg: Amira is able to examine visuals that are used to add meaning to
2Learning Contract
in media text.
(Learning for sustainable
multimediadevelopment: foundation
texts. She can interpret stage)
meanings of drawings and
communicate her understanding with others.

Date Identify organisational Details

patterns and features of
spoken texts.

Date Convey personal Details

perceptions, feelings,
and experiences.

Learning contract

My Topic for this contract is living things

To learn about living things:

I will read about living things.

I will draw living things.

I will share what I know with my friends.

I will look and listen to living things.

I will make clay models of living things.

I will finish my tasks by

Date:

Signature:

Note: Teachers and children could have one-to-one meetings to complete this contract.

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Student Assessment Check List (Using Technology and the Media: key stage 4)

Student Self-Assessment

Using Technology and the Media

Name: ____________ Grade:_________________

Read the descriptions of tasks that you can do.

Check the appropriate areas that indicate how you rate yourself.

Description Yes No Comment What I need to

improve
I can do the following:
 Generate questions that foster
investigations & explorations relevant
to the task assigned.
 Explore point of view and opinions
presented in different information
sources.

 Identify sources most likely to have the

needed information (e.g., search
databases and other electronic
reference resources).
 Compare and contrast the accuracy of a
message or a communication product
presented in different sources.
 Uncover and identify values and
lifestyles embedded in media messages
and the target audience intended for
different media texts.
 Recognise the subjective values
inherent in photographs.
 Provide proper citation of sources of
information used to complete a task.
 Select the appropriate device to store
needed information, save and access
stored information from portable
devices.
Describe other tasks that you can perform.

Which of the above descriptions are you willing to demonstrate? List in priority order.

_____________________ _____________________ ______________________

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My reflective health journal (Living a healthy life: key stage 4)

My Details

My Name is:

My Height is:

My Weight is:

My favourite food is:

My favourite sport is:

My overall health is:

Caring for My Body

I understand to keep my body, mind and soul healthy I need to:

 eat the right choice of food

 understand how physical, social and emotional changes affect my
identity and self esteem
 follow good hygienic practices
 participate in varieties of activities.
 apply safe practice, rules, and procedures in all activities.

From the above I was able to accomplish:

My thoughts towards my achievement are:
My feelings towards my achievement are:
What I learnt is:
The progress I made includes:
My experiences are:
What I found best was:
My next plan is:
Things I need to do differently next time:

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Curriculum Corporation, (2005) Statement of Learning for English Australia. Retrieved from
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Hipkins, R. (2006) The Nature of the Key Competencies ( A background paper) New Zealand for
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Alberta Health Services (2010)–Building Healthy Relationships. Retrieved from
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Sustainable Employee Motivation, ( ) An Exercise in Reflective Listening and Empathy
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Carney, S (2007) Top Ten Refusal Skills for Teens. Retrieved from http://www.suite101.com/content/top-
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Anonymous, (2010) How Could We Monitor Key Competencies? Retrieved from
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Appendices

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‫‪Appendix: 1‬‬

‫ދަސްކޮށް އުނގެނުމަށް ހޮވާލެވިފައިވާ ޙަދީޘްތައް‬

‫މިއީ އިސްލާމީ ތަރުބިޔަތުގެ މަތީގައި ދަރިވަރުން ހާނުވައި ތަރުބިޔަތުކުރުމަށްޓަކައި‪ ،‬ރޭވިފައިވާ ޤައުމީ މަންހަޖުގެ ތެރެއިން ދިރިއުޅުމުގައި‬
‫އިސްލާމްދީނަށް ޢަމަލުކުރުމުގެ އާދަ ދަރިވަރުންގެ ކިބައިގައި ހަރުލެއްވުމަށް ކުރެވޭ މަސައްކަތުގައި އެހީތެރިވުމުގެގޮތުން‪ ،‬ކީސްޓޭޖްތަކަށް‬
‫ބަހާލައިގެން ހިތުދަސްކޮށްދީ‪ ،‬މާނައިން ޢިބްރަތް ލިބިގަތުމަށް ހޮވާލެވިފައިވާ ނަބަވީ އިރުޝާދުތަކެކެވެ‪.‬‬

‫َّار َِولَ ْوبش ِّقَِتََْرٍةِِِ(البخارىِوِمسلم)‬

‫إِتَّ ُقواِالن َ‬ ‫‪-1‬‬

‫"ކަދުރުފަޅިއެއްގެ މިންވަރުން (ޞަދަޤާތް ކޮށްގެންނަމަވެސް) ނަރަކައިން ސަލާމަތްވާށެވެ‪".‬‬

‫ِص َدقَةٌِِِ(الرتمذي)‬
‫ك َ‬ ‫‪ -2‬تَبَ ُّس ُم َ‬
‫كِِف َِو ْجهِأَخْي َ‬

‫"ތިބާގެ އަޚާގެ ކުރިމަތީގައި ހިނިތުންވުމަކީ ޞަދަޤާތެކެވެ‪".‬‬

‫ٍ‬
‫‪ُ -3‬ك ُّل َِم ْع ُرْوف َ‬
‫ِص َدقَةٌِِِ(البخارىِومسلم) ِ‬

‫"ކޮންމެ ހެޔޮކަމަކީ ޞަދަޤާތެކެވެ‪".‬‬

‫‪ -4‬اَلطَّ ُه ْوُر َ‬
‫ِشطُْر ْاْل ْْياَنِِِِِِ(مسلم) ِ‬

‫"ސާފުޠާހިރުކަމަކީ އީމާންކަމުގެ ދެބައިކުޅަ އެއްބައެވެ‪".‬‬

‫‪َّ -5‬‬
‫الصالَةُِنُ ْوٌرِِِِِِِِِِِِِِِ(مسلم) ِ‬

‫"ނަމާދަކީ ނޫރެކެވެ‪".‬‬

‫كِِ(مسلم) ِ‬
‫كِأ َْو َعلَْي َ‬ ‫‪ -6‬اَِلْ ُق ْرآ ُن ُ‬
‫ِح َّجةٌِلَ َ‬

‫"ޤުރްއާނަކީ ތިބާއަށްޓަކައި ނުވަތަ ތިބާގެ މައްޗަށް ހެކިވާނެ އެއްޗެކެވެ‪".‬‬

‫‪َّ -7‬‬
‫الص َدقَةُِبُْرَها ٌنِِِِِِِِِِِِ(مسلم) ِ‬

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‫"(އެމީހަކުކުރާ) ޞަދަޤާތަކީ (އެމީހެއްގެ އީމާންކަން ރަނގަޅުކަމުގެ މައްޗަށްހުރި ދަލީލެކެވެ‪).‬‬

‫ހެއްކެކެވެ‪".‬‬

‫‪َ -8‬وإ َّنِم ْنِخيَارُك ْمِِاَ َحاسنُ ُك ْمِأ ْ‬

‫َخ َالقًاِِِِ(البخارىِوِمسلم)‬

‫"ތިޔަބައިމީހުންގެ ތެރެއިން އެންމެ ހެޔޮބަޔަކީ‪ ،‬ހަމަކަށަވަރުންވެސް ތިޔަބައިމީހުންގެ ތެރެއިން‬

‫އެންމެ އަޚްލާޤު ރަނގަޅުމީހުންނެވެ‪".‬‬

‫ِاْل َْمرُكلِّهِِِِ(البخارىِوِمسلم)‬
‫ِالرفْ َقِِف ْ‬
‫ب ِّ‬ ‫‪ -9‬إ َّنِاللّهَ ُ‬
‫ُِي ُّ‬

‫"ކޮންމެ ކަމެއްގައިވެސް އޯގާތެރިވުމީ ކީރިތި ވަންތަ ﷲ ލޯބިވެވޮޑިގެންވާ ކަމެއްކަން‬

‫ކަށަވަރެވެ‪".‬‬

‫ِاْلُْلقِ(مسلم)‬
‫اَلْ ُِّب ُح ْس ُن ْ‬ ‫‪-10‬‬

‫"އިޙުސާންތެރިވުމަކީ ރިވެތި އަޚުލާޤެކެވެ‪".‬‬

‫َّاسِالَيَ ْرَحَْهُِاللّهُِِِِِِ(البخارىِومسلم)‬
‫َم ْنِالَِيَ ْر َح ْمِالن َ‬ ‫‪-11‬‬

‫"މީސްތަކުންނަށް އޯގާތެރިނުވާމީހަކަށް ކީރިތިވަންތަ ﷲ އޯގާތެރިވެ ވޮޑިގެނެއްނުވެއެވެ‪".‬‬

‫كِبهِالْ َق ْوَم َِويْ ٌلِلَهُ َِويْ ٌلِلَهُِِِِ(أَحد)‬

‫ضح َِ‬
‫بِليُ ْ‬
‫ِّثِفَيَكْذ ُ‬
‫ُِيَد ُ‬
‫َويْ ٌلِل َم ْن ُ‬ ‫‪-12‬‬

‫"އެމީހެއްގެ ވާހަކައިން ބަޔަކުމީހުން ހީނ މަޖާވުމަށްޓަކައި ދޮގުހަދައިގެންވާހަކަ ދައްކާ‬

‫މީހާއަށް ހަލާކުހުށްޓެވެ‪ .‬އޭނާއަށް ހަލާކުހުށްޓެވެ‪ .‬އޭނާއަށް ހަލާކުހުށްޓެވެ‪".‬‬

‫ُِيَال ْلِِِِِ(أَحد)‬
‫َحُِد ُك ْم َِم ْن ُ‬
‫اَلْ َمِْرِءُِ َعلىِديْنِِ َخلْيلهِفَ ْليَ ْن ِظُْرِأ َ‬ ‫‪-13‬‬

‫" ކޮންމެ މީހަކުވެސްވަނީ އޭނާގެ އެކުވެރިޔާގެ ދީންމަތީގައެވެ‪ .‬ފަހެ‪ ،‬ތިޔަބައިމީހުންގެ‬

‫ތެރެއިން ކޮންމެ މީހަކުވެސް އެމީހަކު އެކުގައި އުޅޭ މީހާ އުޅޭގޮތަކީކޮބައިތޯ ބަލާހުށިކަމެވެ‪".‬‬

‫اِوََلِْيُ َوقِّ ْرِ َكبْي َرنَاِِِِِ(الرتمذى)‬

‫صغْي َرنَ َ‬
‫َّاِم ْنِ ََلِْيَ ْر َح ْمِ َ‬
‫سِمن َ‬‫لَْي َ‬ ‫‪-14‬‬

‫މީހުންނަށް‬ ‫ބޮޑެތި‬ ‫އަހަރެމެންގެ‬ ‫އަދި‬ ‫ރަހުމުނުކުރާ‬ ‫ކުޑަކުދިންނަށް‬ ‫"އަހަރެމެންގެ‬

‫ގަދަރުނުކުރާ މީހާއީ އަހަރެމެންގެ ތެރެއިންވާ މީހެއްނޫނެވެ‪ِ ".‬‬

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‫ِعْنهُِِِِِِِِِِِِِِِِِِ‬
‫ِه َجَرماَنَ َهى ِاللّهُ َ‬
‫ِسل َم ِالْ ُم ْسل ُم ْو َن ِم ْن ِل َسانه ِ َويَده ِ َِوالْ ُم َهاج ُر َِم ْن َ‬
‫اَلْ ُم ْسل ُم َِم ْن َ‬ ‫‪-15‬‬
‫(البخارىِومسلم) ِ‬

‫"ފުރިހަމަ މުސްލިމަކީ‪ِ،‬އޭނާގެ ދުލާއި އަތުގެ ނުބައިކަމުން (އެހެން) މުސްލިމުން ސަލާމަތްވެފައިވާ‬

‫މީހާއެވެ‪ .‬އަދި ޙަޤީޤީ މުހާޖިރަކީ ﷲ ނަހީކުރެއްވި އެންމެހައި ކަންކަމުން ދުރުހެލިވެފައިވާ‬
‫މީހާއެވެ‪ِ ".‬‬

‫الس َماءِِِ(أبوداود)‬
‫ِاْل َْرضِيَ ْر ََحُ ُك ْم َِم ْنِفِِ َّ‬
‫اِم ْنِِف ْ‬
‫ا ْر ََحُو َ‬ ‫‪-16‬‬

‫"ބިންމަތީގައިވާ ފަރާތްތަކަށް ތިޔަބައިމީހުން އޯގާތެރިވާށެވެ! (އޭރުން) ﷲ ތިޔަބައިމީހުންނަށް ِ‬

‫އޯގާތެރިވެ ވޮޑިގަންނަވާނެއެވެ‪".‬‬

‫ىِخ ٍْْيفَلَهُِمثْ ُلِأ ْ‬

‫َجرفَاعلهِِِِ(مسلم) ِ‬ ‫ِد َّل َ‬
‫ِعلَ َ‬ ‫َم ْن َ‬ ‫‪-17‬‬

‫"ހެޔޮކަމަކަށް މަގުދައްކައިފިމީހަކަށް އެކަން ކުރާމީހާއަށް ލިބޭސަވާބާ އެއްފަދަ ސަވާބުހުއްޓެވެ‪".‬‬

‫بِلنَ ْفسهِِ(البخارىِومسلم) ِ‬
‫بِْلَخْيه َِم ُاُي ُّ‬
‫ُِي َّ‬
‫ِح ََّّت ُ‬
‫َح ُد ُك ْم َ‬
‫ِالَِيُ ْؤم ُنِأ َ‬ ‫‪-18‬‬

‫" ކޮންމެ މުސްލިމަކުވެސް ތިމާގެ ނަފްސަށް އެދޭ ހެޔޮކަންތައްތައް ތިމާގެ މުސްލިމު އަޚާއަށް‬
‫އީމާނަކުން)‬ ‫(ފުރިހަމަ‬ ‫އެކަކުވެސް‬ ‫ِތިޔަބައިމީހުންކުރެ‬ ‫ހިނދަކު‪،‬‬ ‫ނޭދޭހާ‬ ‫ޓަކައި‬
‫އީމާންވީކަމުގައިނުވެއެވެ‪".‬‬

‫َخوالْ ُم ْسل ُمِِ(مسلم) ِ‬

‫اَلْ ُم ْسل ُمِأ ُ‬ ‫‪-19‬‬

‫" ކޮންމެ މުސްލިމަކީ އަނެއްމުސްލިމާގެ އެއްބަޑު އެއްބަފާ އަޚެކެވެ‪".‬‬

‫ضهُِِِِِ(مسلم) ِ‬
‫‪ِ،‬وع ْر ُ‬
‫‪ِ،‬د ُمهُ َِوَمالُهُ َ‬
‫ِحَر ٌام َ‬
‫ِعلَىِالْ ُم ْسلم َ‬
‫ُك ُّلِالْ ُم ْسلم َ‬ ‫‪-20‬‬

‫"ކޮންމެ މުސްލިމެއްގެ މައްޗަށް އަނެއްމުސްލިމާގެ ލެޔާއި‪ِ ،‬މުދަލާއި‪ِ ،‬އަދި އޭނާގެ އަބުރު‬

‫ޙަރާމްވެގެންވެއެވެ‪".‬‬

‫ِاْلَنَّةَِِقَاط ُع َِرح ٍمِِِِِِِِِِِِِِِِِِِِ(أبوداود)‬

‫الَيَ ْد ُخ ُل ْ‬ ‫‪-21‬‬

‫"ރަޙިމުގެ ގުޅުން ކަޑާ މީހާ ސުވަރުގެ ނުވަންނަ ހުއްޓެވެ‪".‬‬

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‫ِاْلَنَّةَ َِم ْنِالَيَأْ َم ُن َ‬

‫ِج ُارهُِبَ َوائ َقهُِِِِِِ(مسلم) ِ‬ ‫الَيَ ْد ُخ ُل ْ‬ ‫‪-22‬‬

‫"އެމީހެއްގެ އަނިޔާވެރިކަމުން (ގެއްލުންދިނުމާއި‪ِ ،‬އުދަގޫކުރުމާއި‪ِ ،‬ޖެއްސުންކުރުމާއި‪ِ ،‬މަލާމާތްކޮށް‬

‫ފުރައްސާރަކުރުން ފަދަ ކަންކަން) އޭނާގެ އަވަށްޓެރިން މިންޖުނުވާ މީހާ ސުވަރުގެ‬
‫ނުވަންނަހުއްޓެވެ‪".‬‬

‫ِشْي ٍئِِِِ(مسلم) ِ‬
‫ِعلىِ ُك ِّل َ‬
‫ِاْل ْح َسا َن َ‬
‫ب ْ‬ ‫إ َّنِاللّهَِ َكتَ َ‬ ‫‪-23‬‬

‫"ހަމަކަށަވަރުން ކޮންމެ އެއްޗަކަށްވެސް އިޙުސާންތެރިވުންވަނީ މާތް ﷲ ފަރުޟުކުރައްވާފައެވެ‪".‬‬

‫ِجائ ٍرِِِِِِِِ(أبوداود) ِ‬ ‫ٍ‬ ‫أَفْ َ‬ ‫‪-24‬‬

‫ِس ْلطَان َ‬
‫الِ َكل َم َِةِ َِحقِِعْن َد ُ‬
‫ِاْل َهاد َِم ْنِقَ َ‬
‫ض ُل ْ‬

‫"އަނިޔާވެރި ވެރިއެއްގެ ގާތުގައި ޙައްޤު ބަސްބުނުމަކީ އެންމެ މާތް ޖިހާދެވެ‪".‬‬

‫ح ٍر َِمَّرتَ ْْيِ(البخاريِومسلم) ِ‬
‫الَِيُِِْلَِدغُِِالْ ُم ْؤم ُنِم ْنِ ُج ِْ‬ ‫‪-25‬‬

‫"މުއުމިނެއްގެ ގައިގައި އެއްހަރަކުން ދެފަހަރަކު ކަށްޓެއް ނުޖެހޭނެއެވެ‪".‬‬

‫اِراحلَِةٌِ(البخاريِومسلم) ِ‬
‫ِجت ُدِفْي َه َ‬
‫اد َ‬
‫َّاسِ َكاْلبلِِِالْمئَةِِالَِتَ َك ُ‬ ‫َّ‬
‫إ ِّنَاِالن ُ‬ ‫‪-26‬‬

‫"މީސްތަކުން ޖަމަލުފަދަ ބައެއްކަމުގައި ވާކަން ކަށަވަރެވެ‪ .‬ސަތޭކަޖަމަލުގެ ތެރެއިން ސަވާރީއަކަށް‬

‫ކަމުދާ ޖަމަލެއް ފެންނަނީ މަދުންނެވެ‪ِ ".‬‬

‫ِح ْسنِِإ ْسالَمِالْ َم ْرءِتَ ْرُكهُ َِماالَِيَ ْعنْيهِ(الرتمذي) ِ‬

‫م ْن ُ‬ ‫‪-27‬‬

‫ދޫކޮށްލުމީ އެމީހެއްގެ އިސްލާމްކަން‬ ‫"ދުނިޔެއާއި އާޚިރަތަށް ފައިދާއެއް ނެތްކަންތައް‬

‫ފުރިހަމަކަމުގެ ތެރެއިން ހިމެނޭކަމެކެވެ‪".‬‬

‫ِالص َّحةُ َِوالْ َِفَراغُِ(البخاري) ِ‬

‫ن ْع َمتَان َِم ْغبُ ْو ٌنِفْيه َماِ َكثْي ٌرِم َنِالنَّاس ِّ‬ ‫‪-28‬‬

‫"މީސްތަކުންގެ ތެރެއިން ގިނަބަޔަކު އަޅާނުލައި ދޫކޮށްލާ ދެނިޢުމަތެއްވެއެވެ‪ .‬އެއީ ޞިއްޙަތާއި‬

‫ހުސްވަގުތެވެ‪ِ ".‬‬

‫كِِبثْ ٍلِ(مسلم) ِ‬ ‫ِم ْسل ٍمِيَ ْدعُ ِْوِْلَخْيهِِبظَ ْهرِالْغَْيبِإالَِّقَ َ‬ ‫ماِمن ٍ‬ ‫‪-29‬‬
‫ك َِولَ َ‬
‫الِالْ َملَ ُ‬ ‫ِعْبد ُ‬
‫َ ْ َ‬

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‫"އެއްވެސް މުސްލިމަކު‪ ،‬އޭނާގެ އަޚާ ނެތްތަނެއްގައި އޭނާއަށްޓަކައި ހެޔޮދުޢާ ކުރާ (ނަމަ) އެކަމާ‬
‫ޙަވާލުވެގެންވާ މަލާއިކަތާ (އާމީންކިޔުއްވައި) ތިޔަފަދަ ހެޔޮކަން ތިބާއަށްވެސް ހުއްޓޭ ދަންނަވައެވެ‪.‬‬
‫(އެބަހީ މަލާއިކަތާ އޭނާއަށް ހެޔޮދުޢާ ކުރައްވައެވެ‪".‬‬

‫يَ ْغفرِاهللُِللشَّهْيدِ ُك َّلِ َذنْ ٍ‬

‫بِإالَِّالدَّيْ َنِ(مسلم) ِ‬ ‫ُ‬ ‫‪-30‬‬

‫"ﷲގެ މަގުގައި ޝަހީދުވާ މީހާގެ ހުރިހާ ފާފައެއް ﷲ ފުއްސަވައެވެ‪( .‬ނަމަވެސް) ދަރަނީގެ ފާފަ‬
‫ފިޔަވައެވެ‪".‬‬

‫اَلدِّيْ ُنِالنَّصْي َحةِ(مسلم) ِ‬ ‫‪-31‬‬

‫"ދީނަކީ ނަސޭހަތެކެވެ‪( " .‬އެބަހީ‪ ،‬ﷲއަށް ކިޔަމަންތެރިވެ‪ ،‬މުޙައްމަދުގެފާނަށް ތަބާވުމަށް‬

‫ނަޞޭހަތްދީ ދަޢުވަތު ފެތުރުމެވެ‪).‬‬

‫فِ‬
‫َض َع ُ‬
‫ك ِأ ْ‬ ‫َم ْن َِرِأَى ِمْن ُك ْم ُ‬
‫ِمْن َكًراِفَ ْليُغَيِِّْرِهُِبيَده ِفَإ ْن ِ ََلِْيَ ْستَط ْع ِفَبل َسانه ِفَإ ْن ِ ََلِْيَ ْستَط ْع ِفَب َق ْلبه َِو َذل َ‬ ‫‪-32‬‬
‫اْل ْْيَانِ(مسلم) ِ‬

‫"ތިޔަބައިމީހުންގެ ތެރެއިން މީހަކަށް މުންކަރާތެއް ފެނިއްޖެނަމަ އެކަން އޭނާގެ އަތުން ހުއްޓުވާށެވެ!‬

‫ފަހެ‪ِ ،‬އެކަމަށް އޭނާ ކުޅަދާނަވެގެން ނުވާނަމަ‪ ،‬އޭނާގެ ދުލުން އެކަން މަނާކުރާށެވެ! އަދި ދުލުން‬
‫މަނާކުރުމަށްވެސް އޭނާ ކުޅަދާނަވެގެން ނުވާނަމަ‪ِ ،‬އޭނާގެ ހިތުން އެކަން މަނާކުރާށެވެ! އަދި‬
‫އީމާންކަމުގެ އެންމެ ނިކަމެތި މިންވަރަކީ އެއީއެވެ‪".‬‬

‫ِاْلَنَّةَِ(مسلم) ِ‬
‫ِعلَْيه ْ‬ ‫ىء ُ ٍ‬ ‫منِاقْ تطَعِح َّقِامر ٍ‬ ‫‪-33‬‬
‫َّار َِو َحَّرَم َ‬
‫بِاهللُِلَهُِالن َ‬
‫ِم ْسلمِبيَمْينهِفَ َق ْدِأ َْو َج َ‬ ‫َ َ َ َ ْ‬
‫"އެމީހަކު ކޮށްފައިވާ ހުވާއިން މުސްލިމެއްގެ ޙައްޤު ނިގުޅައިގެންފިމާހަކަށް ހަމަކަށަވަރުންވެސް‬
‫ﷲ ނަރަކަވާޖިބުކުރެއްވިއެވެ‪ .‬އަދި އެކަލާނގެ އޭނާގެ މައްޗަށް ސުވަރުގެ ޙަރާމްކުރެއްވިއެވެ‪".‬‬

‫ضاِ(متفقِعليه) ِ‬
‫ضهُِبَ ْع ً‬
‫اَلْ ُم ْؤم ُنِل ْل ُم ِْؤمنِ َكالْبُ ْن يَانِيَ ُشدُِّبَ ْع ُ‬ ‫‪-34‬‬

‫"އެއްމުއުމިނަކު އަނެއް މުއުމިނަކާ ދެމެދުގައިވާ ގުޅުމުގެ މިސާލަކީ އެއް ޢިމާރާތެއްގެ މިސާލެވެ‪.‬‬

‫އެޢިމާރާތުގެ އެއްގާގަޑު އަނެއްގާގަޑާ ގުޅި ބާރުލިބިގަންނަފަދައިން މުއުމިނުންގެ މެދުގައިވާ ގުޅުމުގެ‬
‫ބާރުގަދަވެއެވެ‪".‬‬

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‫اِآخَرِ(مسلم) ِ‬
‫ضيِمْن َه َ‬
‫اِر َ‬
‫ِخلًُق َ‬
‫ِم ْؤمنَةًِإ ْنِ َكرَه ُ‬
‫ِم ْؤم ٌن ُ‬
‫الَِيَ ْفَرْك ُ‬ ‫‪-35‬‬

‫"އެއްވެސް މުއުމިނު އަންހެނެއްގެ އަޚުލާޤީ ހުރިހާ ސިފަތަކަކީ ނުރުހޭ ސިފަތަކެއްކަމުގައި‬

‫މުއުމިނު ފިރިހެނަކަށް ނުބުނެވޭނެއެވެ‪ .‬ނުރުހޭ ސިފައެއް އޭނާގެކިބައިގައި ވީނަމަވެސް ރުހެވޭ‬
‫އެހެންސިފަ އޭނާގެ ކިބައިގައި ހުންނާނެވެ‪ِ ".‬‬

‫ْيِالْغَ ُّم ْوسِ(البخاري)‬ ‫ِ‪ِ،‬وقَ ْت ُلِالنَّ ْفس َ‬

‫‪ِ،‬والْيَمِ ْ ِ‬ ‫‪ِ،‬وعُ ُق ْو ُقِالْ َوال َديْن َ‬
‫اَلْ َكبَائ ُر‪ِ:‬اَْل ْشَر ُاكِباهلل َ‬ ‫‪-36‬‬

‫"ﷲއަށް ޝަރީކުކުރުމާއި‪ِ ،‬މައިންބަފައިންނަށް އިޙުސާންތެރި ނުވުމާއި‪ِ ،‬ޙައްޤަކާއި ނުލާ މީހަކު‬

‫މެރުމާއި އަދި ދޮގުހުވާކުރުމަކީ ބޮޑެތި ފާފަތަކެވެ‪".‬‬

‫اِسلَّ َم َ‬
‫ِعلَْي ُك ْمِِأَ ْه ُلِالْكتَابِفَ ُق ْولُو َ‬
‫ا‪ِ:‬و َعلَْي ُك ْمِ(البخاري‪/‬مسلم)‬ ‫إ َذ َ‬ ‫‪-37‬‬

‫المِ َعلَْي ُك ِْمކިޔައި‬

‫لس ُ‬‫ގ މީހަކު (އެބަހީ؛ ކާފިރަކު) اَ َّ‬ ‫ށ އަހުލުކިތާބީން ެ‬‫"ތިޔަބައިމީހުންނަ ް‬
‫މ ތިޔަބައިމީހުން އޭގެ ޖަވާބުގައި َو َعلَْي ُك ِْم މިހެންބުނާށެވެ!" ِ‬‫ސަލާމްގޮވައިފިނަ ަ‬

‫الرائِشِ ِِِِِِِِِ(ِأَحدِوالطِباين)‬
‫الراشِ ِْيَِِواِلْ ُم ْرِتَش ْيَِِو َِّ‬
‫اهللُِ َِّ‬
‫ِلََِع َِنِ ِ‬ ‫‪-33‬‬

‫"ރިޝްވަތުދޭ މީހާއަށާއި‪ ،‬ރިޝްވަތު ހިފާމީހާއަށާއި‪ ،‬އަދި އެކަންފަހިކޮށްދޭ މެދުވެރިޔާއަށްވެސް‬

‫ﷲ ލަޢުނަތްލެއްވިއެވެ‪".‬‬

‫ِاْلّنَّةَِِ(البخاري)‬
‫َض َم ُنِلَهُ ْ‬
‫ْيِر ْجلَْيهِأ ْ‬
‫ْيِ ََلْيَ ْيه َِوماَِبَ ْ َ‬
‫ِِل َِماِبَ ْ َ‬
‫ض َم ْن ْ‬
‫َم ْنِيَ ْ‬ ‫‪-33‬‬

‫އަދާކޮށްފިމީހަކަށް‪،‬‬ ‫ފުރިހަމައަށް‬ ‫ހައްޤު‬ ‫ގުނަވަންތަކުގެ‬ ‫ލަދުވެތި‬ ‫"ދުލާއި‪،‬‬

‫ސުވަރުގެލިބޭނެކަމަށް ތިމަންކަލޭގެފާނު ޖާމިނުވަމެވެ‪ِ ".‬‬

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‫އެކިޙާލަތްތަކުގައި ކިޔަން ވާރިދުވެފައިވާ ދުޢާ‬

‫މިއީ އިސްލާމީ ތަރުބިޔަތުގެ މަތީގައި ދަރިވަރުން ތަރުބިޔަތުކުރުމަށްޓަކައި‪ ،‬ރޭވިފައިވާ ޤައުމީ މަންހަޖުގެ ތެރެއިން‬
‫ދިރިއުޅުމުގައި އިސްލާމްދީނަށް ޢަމަލުކުރުމުގެ އާދަ ދަރިވަރުންގެ ކިބައިގައި ހަރުލެއްވުމަށް ކުރެވޭ މަސައްކަތުގައި‬
‫އެހީތެރިވުމުގެގޮތުން ތަފާތު ޙާލަތްތަކުގައްޔާއި ހެދުނާއި ހަވީރު ކިޔާނެ ދުޢާގެ ގޮތުގައި ހޮވާލެވިފައިވާ ޙަދީޘްތަކެކެވެ‪.‬‬

‫ނިދަން އޮށޯންނަމުން ކިޔާދުޢާ‬

‫َحيَا (البخارى ‪/‬مسلم)‬

‫ت َوأ ْ‬ ‫‪ -1‬بِ ْس ِم َ‬
‫ك اللَّ ُه َّم أ َُم ْو ُ‬

‫"ހައްދަވައި ގެންގުޅުއްވާ އިލާހު! އިބައިލާހުގެ މަތިވެރި އިސްމުފުޅުން ވާގިލިބިގެން މިއަޅާ‬

‫ނިދަމެވެ‪ .‬އަދި ހޭލަމެވެ‪".‬‬

‫ނިދިން ހޭލާފައި ކިޔާދުޢާ‬

‫ِِ ِ‬
‫ش ْور (البخاري)‬ ‫ْح ْم ُد للّه الَّذى أ ْ‬
‫َحيَانَا بَ ْع َدماَ أ ََماتَنَا َوإِلَْيهِ النُّ ُ‬ ‫‪ -2‬اَل َ‬
‫"އެންމެހާ ޙަމްދާއި ތަޢުރީފާއި ޘަނާވަނީ އަޅަމެން މަރުގެންނެވުމަށްފަހު‪ ،‬އަޅަމެން ދިރުއްވި ﷲ‬
‫އަށެވެ‪ .‬އަދި އެނބުރި ދިއުންވަނީ އެކަލާނގެ ޙަޟުރަތަށެވެ‪".‬‬

‫ހެދުންލާއިރު ކިޔާދުޢާ‬

‫ِّي َوالَ قُ َّوةٍ (البخارى ‪/‬مسلم)‬ ‫ٍ ِ‬ ‫ِِِ‬ ‫‪ -3‬الْحم ُد لِل ِّه الَّ ِذي َك ِ‬
‫ب) َوَرَزقَن ْيه م ْن غَْي ِر َح ْول من ْ‬
‫ساني َه َذا(الث َّْو َ‬
‫َ‬ ‫َْ‬
‫"އެންމެހާ ޙަމްދާއި ތާރީފާއި ސަނާވަނީﷲ އަށެވެ‪ .‬އެކަލާނގެއީ މިފޭރާމުން މިއަޅާ ނިވާކޮށްދެއްވައި‪ِ،‬‬
‫މިއަޅާގެ އެއްވެސް އާރެއްބާރެއްނެތި މިއަޅާއަށް (އެ) ހެދުން މިންވަރުކޮށްދެއްވި އިލާހެވެ‪ِ ".‬‬

‫އައުހެދުމެއް ލާހިނދުކިޔާދުޢާ‬
‫ِ‬ ‫ك ِمن َخي ِرِه و َخي ِر ما صنِع لَه‪ ،‬وأَعوذُ بِ َ ِ‬ ‫ِ‬
‫صنِ َع لَهُ‬
‫ك م ْن َش ِّره َو َش ِّرَما ُ‬ ‫َسأَلُ َ ْ ْ َ ْ َ ُ َ ُ َ ُ ْ‬ ‫س ْوتَنِْيه‪ ،‬أ ْ‬ ‫ْح ْم ُد أَنْ َ‬
‫ت َك َ‬ ‫‪ -4‬اَللَّ ُه َّم لَ َ‬
‫ك ال َ‬
‫(أبوداود)‬

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‫"ހައްދވާގެންގުޅުއްވާ އިލާހު! އެންމެހާ ޙަމްދާއި ތަޢުރީފާއި ސަނާވަނީ އިބަރަސްކަލާނގެއަށެވެ‪ .‬މި‬

‫އެ‬ ‫ހެޔޮކަމެއްވާނަމަ‬ ‫ހެދުމުގައި‬ ‫މި‬ ‫އިބަރަސްކަލާނގެއެވެ‪.‬‬ ‫މިއަޅާނިވާކޮށްދެއްވީ‬ ‫ފޭރާމުން‬
‫ހެޔޮކަމަށްއެދި މިއަޅާ އިބަ ރަސްކަލާނގެ ޙަޟުރަތުގައި ދަންނަވަމެވެ‪ .‬އަދި މި ހެދުމުގައި‬
‫އިބަރަސްކަލާނގެ‬ ‫ކޮށްދެއްވުންއެދި‬ ‫މިއަޅާރައްކާތެރި‬ ‫ނުބައިކަމުން‬ ‫އޭގެ‬ ‫ނުބައިކަމެއްވާނަމަ‬
‫ޙަޟުރަތުގައި މިއަޅާ ދަންނަވަމެވެ‪".‬‬

‫ހެދުން ބާލާއިރު ކިޔާދުޢާ‬

‫(الترمذي)‬ ‫‪ -5‬بِ ْس ِم الل ِّه‬

‫"ﷲގެ ނަންފުޅުން ފަށަމެވެ‪".‬‬

‫ފާޚާނާއަށް ވަނުމުގެ ކުރިން ކިޔާދުޢާ‬

‫ث والْ َخبائِ ِ‬
‫ث (البخارى ‪/‬مسلم)‬ ‫ِ‬ ‫اهلل) اَللّه َّم إِنِّى أَعوذُبِ َ ِ‬
‫‪( -6‬بِس ِم ِ‬
‫ك م َن الْ ُخبُ َ َ‬ ‫ُْ‬ ‫ُ‬ ‫ْ‬
‫"ﷲގެ އިސްމުފުޅުން ވާގިއެދި ފަށަމެވެ‪ .‬ހައްދަވާ ގެންގުޅުއްވާ އިލާހު! ޖިންނި ޝައިޠާނުންގެ‬
‫ނުބައިކަމުން މިއަޅާ ރައްކާތެރިކޮށްދެއްވުން އެދި އިބަ އިލާހުގެ ޙަޟުރަތުން އެދެމެވެ‪".‬‬

‫ފާޚާނާއިން ނުކުމެފައި ކިޔާދުޢާ‬

‫اب السنن إِال النسائي)‬

‫َص َح ُ‬
‫(أ ْ‬ ‫‪ -7‬غُ ْف َرانَ َ‬
‫ك‬

‫"އިބައިލާހުގެ ޙަޟްރަތުން ފާފަ ފުއްސެވުމަށް މިއަޅާ އެދެމެވެ‪".‬‬

‫ގެއިން ނުކުންނަމުން ކިޔާދުޢާ‬

‫اهلل‪ ،‬والَ حو َل والَ قُ َّوةَ إِالَّ بِ ِ‬
‫ااهلل (أبوداود‪/‬الترمذي)‬ ‫ْت َعلَى ِ‬ ‫‪ -8‬بِس ِم ِ‬
‫اهلل تَ َوَّكل ُ‬
‫َ َْ َ‬ ‫ْ‬
‫ﷲއަށްވަކީލުކޮށްފީމެވެ‪.‬‬ ‫މިއަޅާ‬ ‫އަދި‬ ‫ގެއިންނުކުންނަމެވެ‪.‬‬ ‫ވާގިއެދި‬ ‫"ﷲގެއިސްމުފުޅުން‬
‫ބާރުވެރިކަމާއި ކުޅަދާނަކަން ﷲގެ ޙަޟުރަތުންމެނުވީ ނުވެއެވެ‪".‬‬

‫ގެއަށް ވަންނަމުންކިޔާ ދުޢާ‬

‫اهلل ولَ ْجناَ‪ ،‬وبِس ِم ِ‬

‫اهلل َخ َر ْجنَا‪َ ،‬و َعلَى َربِّنَا تَ َوَّكلْنَا (مسلم وأبوداود)‬ ‫ِ‬ ‫ِ‬
‫َ ْ‬ ‫‪ -9‬ب ْس ِم َ‬
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‫"ﷲގެއިސްމުފުޅުން ވާގިއެދި މިއަޅާ (ގެއަށް) ވަންނަމެވެ‪ .‬އަދި ﷲގެއިސްމުފުޅުން ވާގިއެދި މިއަޅާ‬

‫(ގެއިން) ނުކުންނަމެވެ‪ .‬އަޅަމެން ވަކީލުކުރަނީ ހައްދަވައި ގެންގުޅުއްވާ‪ ،‬އަޅަމެންގެ ވެރި އިލާހަށެވެ‪".‬‬

‫މިސްކިތަށްވަންނަމުން ކިޔާދުޢާ‬

‫اب َر ْح َمتِ َ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬

‫ك (أبوداود‪،‬مسلم)‬ ‫والسالَ ُم َعلَى َر ُس ْو ِل اهلل اللَّ ُه َّم افْ تَ ْح ل ْي أَبْ َو َ‬
‫الصالَةُ َّ‬
‫‪،‬و َّ‬ ‫ِ‬
‫‪ -10‬ب ْس ِم اهلل َ‬
‫"ﷲ ގެއިސްމުފުޅުން ވާގިއެދި ފަށަމެވެ‪ .‬އަދި ﷲގެ ރަސޫލާއަށް ޞަލަވާތާއި ސަލާމް ހުއްޓެވެ‪ .‬އޭ‬
‫މިއަޅާއަށްޓަކައި‬ ‫ދޮރުކޮޅުތައް‬ ‫ރަޙުމަތުގެ‬ ‫އިލާހުގެ‬ ‫އިބަ‬ ‫އިލާހު‬ ‫ގެންގުޅުއްވާ‬ ‫ހައްދަވާ‬
‫ހުޅުއްވާފާނދޭވެ!"‬

‫މިސްކިތުން ނުކުންނަމުންކިޔާދުޢާ‬

‫ص ْمنِ ْي ِم َن‬
‫ك‪ ،‬اَللَّ ُه َّم ا ْع ِ‬ ‫ك ِم ْن فَ ْ‬
‫ض ِل َ‬ ‫والسالَم َعلَى رسو ِل ِ‬
‫اهلل اَللَّ ُه َّم إِنِّ ْي أ ْ‬
‫َسئَ لُ َ‬ ‫َ ُْ‬ ‫الصالَةُ َّ ُ‬
‫‪ -11‬بس ِم ِ‬
‫اهلل ‪َ ،‬و َّ‬ ‫ْ‬
‫الرِج ْي ِم (ابن ماجة)‬ ‫الش ْيطَ ِ‬
‫ان َّ‬ ‫َّ‬
‫"ﷲގެއިސްމުފުޅުން ވާގިއެދި ފަށަމެވެ‪ .‬އަދި ﷲގެ ރަސޫލާއަށް (ޞަލަވާތާއި) ސަލާމް ހުއްޓެވެ‪.‬‬
‫އޭ ހައްދަވާ ގެންގުޅުއްވާ އިލާހު! ތިޔަ އިލާހުގެ ދީލަތި ދެއްވުންތަކަށްއެދި ތިޔަ އިލާހުގެ‬
‫ޙަޟުރަތުގައި މިއަޅާ ދަންނަވަމެވެ‪ .‬އަދި (ﷲގެ) ރަހުމަތުން ބޭރުކުރެވިފައިވާ ޝައިޠާނާގެކިބައިން‬
‫އިބަރަސްކަލާނގެ މިއަޅާ ރައްކާތެރިކުރައްވާފާނދޭވެ!"‬

‫ޢިލްމާއި ރިޒްޤު ދެއްވުން އެދި ކިޔާދުޢާ‬

‫ك ِعل ًْما نَافِ ًعا َوِرْزقًاطَيِّباً َو َع َمالً ُمتَ َقبَّالً (ابن ماجه)‬ ‫‪ -12‬اَلل ُّه َّم إِنِّى أ ْ‬
‫ًسئَ لُ َ‬

‫ރިޒްޤަކާއި‪،‬‬ ‫ރަނގަޅު‬ ‫ޢިލްމަކާއި‪،‬‬ ‫ފައިދާލިބޭ‬ ‫މިއަޅާއަށް‬ ‫އިލާހު!‬ ‫"ހައްދަވާ ބޮޑުކުރެއްވި‬

‫ޤަބޫލުކުރެއްވިގެންވާ ޢަމަލެއް ދެއްވުމަށް އިބަރަސްކަލާނގެއަށް ދަންނަވަމެވެ‪".‬‬

‫ހެނދުނާއި ހަވީރު ކިޔާދުޢާ‬

‫ش ال َْع ِظ ْي ِم (أبوداود)‬
‫ب ال َْع ْر ِ‬ ‫‪َ -13‬ح ْسبِ َي اهللُ الَإِلَهَ إِالَّ ُه َو َعلَْي ِه تَ َوَّكل ُ‬
‫ْت َو ُه َوَر ُّ‬

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‫" މިއަޅާއަށް ﷲ ފުދިގެންވެއެވެ‪ .‬އެކަލާނގެ ފިޔަވައި އެހެން އިލާހަކު ނުވެއެވެ‪ .‬މިއަޅާ އެކަލާނގެއަށް‬
‫ވަކީލުކޮށްފީމެވެ‪ .‬އެކަލާނގެއީ މަތިވެރި ޢަރްޝީގެ ވެރި ރަސްކަލާނގެއެވެ‪".‬‬

‫اهلل َرباًّ َوبِا ِإل ْسالَِم ِديْناً وبِ ُم َح َّم ٍد نَبِياًّ (أبوداود)‬
‫ت بِ ِ‬ ‫‪ -14‬ر ِ‬
‫ض ْي ُ‬ ‫َ‬
‫"ﷲއީ ހައްދަވާ ގެންގުޅުއްވާ އިލާހުކަމުގައި މިއަޅާ ރުހިޤަބޫލުކޮށް އީމާންވެއްޖައީމެވެ‪ .‬އަދި‬
‫ކަމުގައި‬ ‫މަގު‬ ‫ދިރިއުޅުމުގެ‬ ‫އޮތް‬ ‫ކިޔަމަންތެރިވުމަށް‬ ‫ﷲއަށް)‬ ‫(އިބަ‬ ‫އިސްލާމްދީންއެއީ‬
‫ރުހިޤަބޫލުކޮށް އީމާންވެއްޖައީމެވެ‪ .‬އަދި މުޙައްމުދުގެފާނީ (ﷲފޮނުއްވި) ރަސޫލެއްކަމަށް މިއަޅާ‬
‫ރުހިޤަބޫލުކޮށް އީމާންވެއްޖައީމެވެ‪".‬‬

‫اهلل َوبِ َح ْم ِد ِه (مسلِم)‬

‫‪ -15‬س ْبحا َن ِ‬
‫ُ َ‬
‫"ﷲގެ ހުސްޠޯހިރުވަންތަ ކަމާއެވެ! އެންމެހައި ރިވެތި ސަނާއާއި ތަޢުރީފުގެ ބަސްތަކުން ﷲއަށް‬
‫މިއަޅާ ޙަމްދުކުރަމެވެ‪".‬‬

‫ބަލިމީހުންނަށް ގޮވައިލަންގޮސް ކިޔާދުޢާ‬

‫ور إِ ْن شاَ َءاهللُ‬ ‫‪ -16‬الَبَأ َ‬

‫ْس طَ ُه ٌ‬
‫"ދެރަނުވާށެވެ‪ .‬މާތްﷲގެ އިރާދަފުޅުން ތިޔައީ ތިބާއަށް ދެއްވި ޠާހިރުކަމެކެވެ‪( .‬ފާފަފުއްސެވުމެކެވެ‪").‬‬

‫ش ال َْع ِظ ْي ِم أَ ْن يَ ْش ِفيَ َ‬
‫ك (الترمذى وأبوداود)‬ ‫َسئَ ُل اهللَ ال َْع ِظ ْي َم َر َّ‬
‫ب ال َْع ْر ِ‬ ‫‪ -17‬أ ْ‬

‫" މަތިވެރި ޢަރުޝިކޮޅުގެވެރި‪ ،‬ކީރިތިވަންތަ ﷲގެ ޙަޟުރަތުގައި ތިބާއަށް ޝިފާދެއްވުމަށްއެދި‬

‫މިއަޅާ ދަންނަވަމެވެ‪".‬‬

‫ވައިގަދަވުމުން ކިޔާދުޢާ‬

‫ك ِم ْن َش ِّرَها (أبوداود)‬
‫َع ْوذُبِ َ‬
‫ك َخ ْي َرَها َوأ ُ‬ ‫‪ -18‬اَلل ُّه َّم إِنِّي أ ْ‬
‫َسئَ لُ َ‬

‫"ހައްދަވައި ގެންގުޅުއްވާ އިލާހު! އެ (ވައި) ގެ ހެޔޮކަމަށް އެދި ﷲގެ ޙަޟުރަތުގައި މިއަޅާދަންނަވަމެވެ‪.‬‬

‫އަދި އެ (ވައި)ގެ ނުބައިކަމުން ރަށްކާތެރިކޮށްދެއްވުން އެދި މިއަޅާ ﷲގެ ޙަޟުރަތުގައި ދަންނަވަމެވެ‪".‬‬

‫ވާރޭފެނަށްއެދިކިޔާދުޢާ‬

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‫اجالً غَْي ر ِ‬
‫آج ٍل (أبوداود)‬ ‫َ‬ ‫اس ِقنَا غَْيثًا ُم ِغ ْيثًا َم ِريْئاً ُم ِريْ ًعا ‪ ،‬نَافِ ًعا غَْي َر َ‬
‫ض ٍّار ‪َ ،‬ع ِ‬ ‫‪ -19‬الل ُّه َّم ْ‬

‫"ހައްދަވާ ގެންގުޅުއްވާ އިލާހު! އަޅަމެންނަށް ފައިދާހުރި ގެއްލުމެއްނެތް ވާރޭ ލަސްނުކުރައްވަވާ ބޯކޮށް‬

‫ވެއްސަވާނދޭވެ!"‬

‫صيِّبًا نَافِ ًعا (البخاري)‬

‫‪ -20‬اللَّ ُه َّم َ‬
‫"ހައްދަވާ ގެންގުޅުއްވާ އިލާހު! ފައިދާހުރި ބޯވާރޭ (ގިނަވާރޭފެން) ވެއްސަވާފާނދޭވެ!"‬

‫ވިއްސާރައިގެ ޠޫފާނުގެ ޙާލަތުގައި ކިޔާދުޢާ‬

‫اب‪ ،‬وبطُو ِن األَو ِدي ِة‪ ،‬ومنَابِ ِ‬
‫ت األَ ْش َجا ِر (البخاري‪/‬‬ ‫ْ َ ََ‬ ‫‪ -21‬اللَّ ُه َّم َح َوالَْي نَا َوالَ َعلَْي نَا‪ ،‬اللَّ ُه َّم َعلَى األ َْرَك ِام والظََّر ِ َ ُ ْ‬
‫سلم)‬ ‫م ِ‬
‫ُ‬
‫"ހައްދަވާ ގެންގުޅުއްވާ އިލާހު! އަހަރެމެންގެ މައްޗަށް ވިއްސާރޭގެ ޠޫފާނުގެވާރޭ ނުވެއްސަވައި‪،‬‬
‫އަހަރެމެންގެ ވަށައިގެންވާ ކަނޑުތަކާއި ފަޅުތަކަށް އަދި ގަސްތަކަށް ވެއްސަވާފާދޭނވެ!"‬

‫ގުގުރީގެ އަޑުއިވޭހިނދު ކިޔާދުޢާ ِ‬

‫الر ْع ُد بِ َح ْم ِدهِ َوال َْمالَئِ َكةُ ِم ْن ِخ ْي َفتِ ِه (الموطأ)‬ ‫َّ ِ‬

‫‪ُ -22‬س ْب َحا َن الذ ْي يُ َ‬
‫سبِّ ُح َّ‬

‫"އެފަރާތެއްގެ ހައިބަތަށްޓަކައި ބިރުވެތިވާ ޙާލު‪ ،‬މަލާއިކަތުންނާއި އެހެން މަޚުލޫޤުން އެކަލާނގެއަށް‬

‫ޙަމްދާއި ތަޢުރީފުކޮށް އެކަލާނގެ ހުސްޠޯހިރުވަންތަކަން ބަޔާންކުރެއެވެ‪".‬‬

‫ފުރުވަންދާ މީހުން‪ ،‬ފުރާމީހުންނަށްޓަކައި ކުރާ ދުޢާ‬

‫ك‪َ ،‬و َخ َواتِْي َم َع َم ِل َ‬

‫ك (أحمد‪ /‬الترمذي)‬ ‫‪ -23‬أ ََ ْستَ ْو ِدعُ اهللَ ِديْ نَ َ‬
‫ك‪َ ،‬و أ ََمانَتَ َ‬

‫"ތިބާގެ ދީނާއި‪ ،‬ތިބާގެ އާމާނާތް އަދި ތިބާގެ ޢަމަލުތަކުގެ ނިމުން‪ ،‬ﷲއާ މިއަޅާ ހަވާލުކުރަމެވެ‪".‬‬

‫ފުރާމީހުން‪ ،‬ފުރުވަންދާމީހުންނަށްޓަކައި ކުރާ ދުޢާ‬

‫ض ْي ُع َو َدائِعُهُ (أحمد‪ /‬ابن ماجة)‬ ‫ِ‬

‫ّذي الَ تَ ِ‬ ‫‪ -24‬أ ِ‬
‫َستَ ْودعُ ُكم اهللَ ال ْ‬
‫ْ‬

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‫‪Turning the key competencies into reality: A practical guide for teachers‬‬

‫ތަކެތި‬ ‫ޙަވާލުކުރެވޭ‬ ‫އެފަރާތާ‬ ‫އެއީ‬ ‫ޙަވާލުކުރަމެވެ‪.‬‬ ‫ތިޔަބައިމީހުން‬ ‫ހަޟުރަތަށް‬ ‫"ﷲގެ‬

‫ގެއްލިގެންނުދާނެފަރާތެވެ‪".‬‬

‫އެއްޗަކަށްސަވާރުވާއިރުކިޔާ ދުޢާ ِ‬

‫(القرآن)‬ ‫َّرلَنَاه َذا َوَما ُكنَّالَهُ ُم ْق ِرنِْي َن َوإِنَّاإِلَى َربِّنَالَ ُم ْن َقلِبُ ْو َن‬ ‫َّ ِ‬
‫‪ُ -25‬س ْبحاَ َن الذى َسخ َ‬
‫"މި ސަވާރީ އަޅަމެންގެ ޚިދުމަތުގައި ލެއްވި ﷲގެ ހުސްޠާހިރުވަންތަކަމާއެވެ! އަޅަމެން އެކަމަށް‬
‫ކުޅަދާނަވެގެން ނުވަމުއެވެ‪ .‬ހަމަކަށަވަރުން އަޅަމެންނަކީ އަޅަމެންގެ ވެރިރަސްކަލާނގެ ޙަޟްރަތަށް‬
‫އެބުރިދާންޖެހިފައިވާ ބަޔަކުކަމުގައިވަމުއެވެ‪".‬‬

‫ތަނެއްގައި މަޑުކޮށްލާއިރު ކިޔާދުޢާ‬

‫(أبوداود والترمذى)‬ ‫ات ِم ْن َش ِّرَم َ‬

‫اخلَ َق‬ ‫اهلل التَّام ِ‬
‫َ‬
‫ات ِ‬ ‫‪ -26‬أَعُوذُ بِ َكلِم ِ‬
‫َ‬ ‫ْ‬
‫ބަސްފުޅުތަކުން‬ ‫އެކަލާނގެ‬ ‫ރައްކާތެރިކޮށްދެއްވުމަށް‬ ‫ނުބައިކަމުން‬ ‫އެއްޗެހީގެ‬ ‫"ﷲހެއްދެވި‬
‫(އެކަލާނގެއަށް) ދަންނަވަމެވެ‪".‬‬

‫ޢަޖައިބުވަނިވި ކަމެއް ފެނުމުން ކިޔާ ތަސްބީޙަ‬

‫‪ -27‬س ْبحا َن ِ‬
‫اهلل (البخاري‪/‬مسلم)‬ ‫ُ َ‬
‫" ﷲގެ ހުޞްޠާހިރުވަންތަކަމާއެވެ!"‬

‫އުފާވެރިކަމެއް މެދުވެރިވުމުން ކިޔާދުޢާ‬

‫‪ -28‬اهلل أَ ْكبَ ُر (البخاري ‪/‬الترمذي‪ /‬مسند أحمد)‬

‫" ހުރިހާއެއްޗަކާއި ފަރާތަކަށްވުރެ ﷲބޮޑެވެ‪".‬‬

‫ގައިގެ ތަނެއްގައި ރިއްސާނަމަ ކިޔާދުޢާ‬

‫َج ُد وأُح ِ‬
‫ِ‬ ‫ِِ ِ‬ ‫ِ‬
‫(مسلم)‬ ‫اذ ُر‬ ‫‪ -29‬أَعُ ْوذُ بِاهلل َوقُ ْد َرته م ْن َش ِّر َماأ َ َ‬

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‫‪Turning the key competencies into reality: A practical guide for teachers‬‬

‫"މިއަޅާއަށް ފެންނަ ކަންތައްތަކުގެ ނުބައިކަމުންނާއި މިއަޅާ ބިރުގަންނަ ކަންތައްތަކުގެ ނުބައިކަމުން‬

‫ރައްކާތެރިކޮށްދެއްވުން އެދެނީ ކުޅަދުންވަންތަ ﷲގެ ހަޟުރަތުންނެވެ‪".‬‬

‫ބިރުގަންނަކަމެއް ފެނިއްޖެ ނަމަ ކިޔާޛިކުރު ِ‬

‫(البخارى)‬ ‫‪ -30‬الَإِلَهَ إِالَّ اهللُ‬

‫"ﷲ ފިޔަވައި އަޅުކަންކުރުން ޙައްޤު އެހެންއިލާހަކު ނުވެއެވެ‪".‬‬

‫ފާފަ ފުއްސެވުމަށާއި ތަވްބާވުމަށް އެދި ކުރާދުޢާ‬

‫(أبوداود)‬ ‫ب إِلَْي ِه‬

‫وم َوأَتُ ْو ُ‬
‫ْح ُّي الْ َقيُّ ُ‬
‫ِ‬ ‫‪ -31‬أ ِ‬
‫َستَ ْغف ُراهلل الَّذي الَإِلَهَ إِالَّ ُه َوال َ‬
‫ْ‬

‫"އެކަލާނގެ ފިޔަވައި ހައްޤުވެގެން އަޅުކަންވެވޭ އެހެން އިލާހަކުނުވާ‪ ،‬ދިރިދެމިވޮޑިގެންވާ ހުރިހާކަމެއް‬

‫ހިންގަވާ މަތިވެރި ﷲގެ ޙަޟްރަތުން ފާފަފުއްސަވައި ދެއްވުމަށް މިއަޅާ އެދެމެވެ‪ .‬އަދި އެ ކަލާނގެ‬
‫ޙަޟްރަތަށް މިއަޅާ ތައުބާވަމެވެ‪".‬‬

‫ކެއުމުމާއި ބުއިމުގެ ކުރިން ކިޔާދުޢާ‬

‫‪ -32‬بِ ْس ِم اهلل (أبو داود‪ /‬الترمذى)‬

‫"ﷲގެ އިސްމުފުޅުން ވާގިއެދި ފަށަމެވެ‪".‬‬

‫‪ -33‬اَللَّ ُه َّم بَا ِر ْك لَناَ فِ ْي ِه َوأَطْ ِع ْمناَ َخ ْيراً ِم ْنهُ (الترمذي)‬

‫"ހައްދަވާގެންގުޅުއްވާ އިލާހު! އަހަރެމެންނަށްޓަކައި އޭގައި (އެކެއުމުގައި) ބަރަކާތްލައްވާނދޭވެ!‬

‫އަދި އަހަރެމެންނަށް އެއަށްވުރެ ހެޔޮކެއުމެއް ދެއްވާނދޭވެ!" ِ‬

‫‪ -34‬اَللَّ ُه َّم بَا ِر ْك لَناَ فِ ْي ِه َوِز ْد ِنا ِم ْنهُ (الترمذي)‬

‫"ހައްދަވާގެންގުޅުއްވާ އިލާހު! އަހަރެމެންނަށްޓަކައި އޭގައި (އެއެބުއިމުގައި) ބަރަކާތްލައްވާ ދޭނވެ!‬

‫އަދި އަހަރެމެންނަށް އެއަށްވުރެ ހެޔޮ ބުއިމެއް ދެއްވާދޭނވެ!" ِ‬

‫ކާންފެށުމަށްފަހު ދުޢާނުކިޔޭކަން ހަދާންވުމުން ކިޔާދުޢާ‬

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‫اهلل فِي أ ََّولِ ِه و ِ‬

‫آخ ِرهِ (أبو داود‪ /‬الترمذى)‬ ‫‪ -35‬بِس ِم ِ‬
‫َ‬ ‫ْ‬
‫"ﷲގެ އިސްމުފުޅުގެ ބަރަކާތުން ކާންފަށަމެވެ‪ .‬އަދި ކެއުންނިންމަމެވެ‪".‬‬

‫ކެއުމުގެ ފަހުން ކިޔާދުޢާ ِ‬

‫(أبوداود والترمذى)‬ ‫‪ -36‬اَلْحم ُد لِل ِّه الَّ ِذى أَطْعمنِي ه َذاورَزقَنِي ِمن غَي ِرحو ٍل ِمنِّي والَقُ َّوةٍ‬
‫ْ َ‬ ‫ْ ْ َْ‬ ‫ََ ْ َ ََ‬ ‫َْ‬
‫"ހުރިހާ ޙަމްދަކާއި ތަޢުރީފާއި ސަނާއެއްވަނީ ﷲއަށެވެ‪ .‬އެކަލާނގެއީ މިކެއުން މިއަޅާއަށްދެއްވި‬
‫ރަސްކަލާނގެއެވެ‪ .‬އަދި މިއަޅާގެ އެއްވެސް ބާރެއް އާރެއް ނެތި (މި) ކެއުން އެކަލާނގެ މިއަޅާއަށް‬
‫ދެއްވިއެވެ‪".‬‬

‫ތިބާއަށް ހެޔޮކަމެއް ކޮށްދީފިމީހަކަށްޓަކައި ކުރާދުޢާ‬

‫( الترمذى)‬ ‫‪َ -37‬ج َز َ‬

‫اك اهللُ َخ ْي ًرا‬

‫"ﷲ ތިބާއަށް ހެޔޮޖަޒާދެއްވާށިއެވެ!"‬

‫މަޖިލިހުންތެދުވުމުގެ ކުރިން ކިޔާދުޢާ‬

‫‪ -38‬ر ِّ ِ ِ‬
‫(الترمذى‪ /‬ابن ماجة )‬ ‫اب الْغَ ُف ْوُر‬
‫َّو ُ‬
‫ت الت َّ‬ ‫ب َعلَ َّي إِنَّ َ‬
‫ك أَنْ َ‬ ‫ب ا ْغف ْرل ْي َوتُ ْ‬‫َ‬
‫"ހައްދަވާ ގެންގުޅުއްވާ އިލާހު! މިއަޅާގެ ފާފަ ފުއްސަވައި‪ ،‬މިއަޅާއަށް ތައުބާލައްވާފާނދޭވެ!‬
‫ހަމަކަށަވަރުން އިބަރަސްކަލާނގެއީ ގިނަގިނައިން ތައުބާލައްވާ ފާފަފުއްސަވާ މަތިވެރި އިލާހެވެ‪".‬‬
‫ت‪ ،‬أ ِ‬ ‫ِ‬
‫ب إِلَْي َ‬
‫ك (الترمذي)‬ ‫ك الل ُّه َّم َوبِ َح ْمد َك ‪،‬أَ ْش َه ُد أَ ْن الَإِ َله إِالَّ أَنْ َ ْ‬
‫َستَ ْغف ُر َك َوأَتُ ْو ُ‬ ‫‪ُ -39‬س ْب َحانَ َ‬

‫ހަމްދުކުރަމެވެ‪.‬‬ ‫އިބަރަސްކަލާނގެއަށް‬ ‫ކަމާއެވެ‪.‬‬ ‫ހުސްޠާހިރުވަންތަ‬ ‫"އިބަރަސްކަލާނގެ‬

‫އިބަރަސްކަލާނގެ ފިޔަވައި ޙައްޤުވެގެން އަޅުކަމެއްވެވޭ އިލާހަކުނުވެއެވެ‪ .‬އިބަﷲގެ ޙަޟުރަތަށް‬
‫މިއަޅާ ތައުބާވެ އަސްތަޣުފާރުކުރަމެވެ‪".‬‬

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Appendix: 2

a) Thinking Hats

 Red Hat: - This hat allows students to reflect on the emotions, intuitions and gut reactions
when taking certain decisions and actions. This helps others to understand your reasons and
emotions related to your decisions and actions.
 Black Hat: Students learn to think about things that they have to be cautious of when taking
an action. Through this they see why ideas and approaches might not work well which in return helps
them to highlight the weak points in a plan or course of action. It helps the students to find
alternatives and to be prepared for the consequence of the action.
 Yellow Hat. This hat helps students to think positively while considering all the benefits and
opportunities available. This thinking acts as a motivating factor to go ahead when things look
gloomy.
 Green Hat: The Green Hat enhances creative solutions to a problem. This hat helps to reflect
on the ideas and possibilities when creating something new.
 Blue Hat: The Blue Hat stands for process control. This hat helps one to think about own
thinking
 White Hat: Helps in when calling for information known or needed

Adapted from: http://www.thinkingschool.co.uk/resource/six_thinking_hats

b) Blooms Taxonomy (Cognition)

Remember: Recalling information

Understand: Explaining ideas and concepts

Apply: Using information in another familiar or concrete situation

Analyze: Breaking into parts to explore and reveal the relationships among them.

Evaluate: Justify or make judgments of a decision or course of action.

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Create: Generate new ideas, products or ways of viewing things from many disorganised elements or parts.

Adapted from http://www.tedi.uq.edu.au/downloads/bloom.pdf

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Appendix: 3 Graphic Organizers

Graphic organizers are visual ways of organizing ideas. This helps the students to exhibit complex information
in a simple easy-to-understand manner. Example:

Star: This can be used to identify all the related ideas of a single topic Example:
Finding how the body functions. E.g., listing the organs, systems, and functions.

Spider: Can be used to obtain more details of a central idea. E.g., Investigating
factors affecting the global warming.

Fishbone: Used to investigate the cause and effect of a complex topic and how
they inter-relate with each other. E.g., Examining the cause and effect of cancer

Cloud/Cluster: Can be used when brainstorming to show a cluster of ideas.

Tree: Used if the topic ends with multiple outcomes or results. E.g., Displaying
the probabilistic results of tossing coins.

Continuum/Timeline: Used to show a number of events in between where a

definite beginning and end is identified. E.g., Showing how a child develops.

Venn Diagram: Used to find similarities and differences of two or three items.
E.g., when comparing the similarities and differences between two civilizations.

Y-Chart Diagram: Can be used when comparing three qualities. E.g., Take a
character and identify how he/she looks like, what positive and negative qualities
he/she has.
T-Chart Diagram: Used when analysing two aspects of a topic or an idea. E.g.,
Identify the pros and cons of the internet.

PMI Diagram: Used to analyse a concept and identify a Positive, Negative and
something Interesting about a topic. E.g., evaluate the positive, negative and
interesting points associated with a new job.
KWHL Diagram: K stands for what you already KNOW about the subject. W
stands for what you WANT to learn. H stands for figuring out HOW you can learn
more about the topic. L stands for what you LEARN as you read. E.g., Fill out a
KWHL chart before, during, and after reading about a topic.

Adapted from http:// www.enchantedlearning.com

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Appendix: 4

Goal Setting (steps)

1. Define a goal

8.Develop an action 2. State why the goal is

plan. important (write down the

benefits).

7.Identify a starting 3. List down the

and ending date. constrains/ obstacles you
might face.

6.Monitor the 4. Identify inforamtion and

skill that you might need to
progress.
reach the goal.

5.Identify people
whom you get can
help from

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Appendix: 5

Decision making process /Conflict resolution

Define the
problem

Select the best Identify possible

solution solutions

Consider the
consequences

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Appendix: 6

Songs
Everybody says
Everybody says
I look just like my mother.
Everybody says
I'm the image of Aunt Zeena
Everybody says
My nose is like my father's,
But I want to look like ME!)

I am different
I am different from my head to my toes
(point to self then to head and toes)
I am different from my eyes to my nose
(point to self then eyes and nose)
I come from a place that is far and wide
(point to self then spread arms wide open)
A place where we all smile instead of cry
(act like you are tracing your lips into a smile and bring hands down eyes as if you were crying)
I am very different as you can see
(point to self then at a friend)
But I still have a lot of love in me!
(point to self place hand over the heart then hug yourself)

Allah made me: (Tune: "The Farmer in the Dell") Slap your thighs and clap your hands as you sing it.
Allah made me, Allah made me,
Allah made everything and Allah made me.
(Go around the room and use each child's name.) Allah made ____, Allah made _____,
Allah made everything and Allah made ____.

“I am special” (Tune: "Are You Sleeping")

I am special, I am special (close fist and hold up little finger and bring to chest-- this is the sign for I)
Allah made me, Allah made me. (raise outstretched arms to the sky)
I am special, I am special.
So are you, so are you.

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