• identify all the letters of the Arabic alphabet in their isolate and joined forms
• know the difference between the long and short vowel sounds and how to read them, including the diphthongs ay and ow
• read the tanween word endings
• understand the roles of sukoon and shadda
• read words containing a hamza, no matter its position within a word
• recognise the alif al-maqsura
• identify the sun and moon letters and understand their effect on the pronunciation of words defined by al-
• read fully vowelised Arabic text

• Seerah and early Islamic history .
• Biographies of selected Companions of Prophet Muhammad (s), discussing the contributions of notable men and women in Islam.

• The permission to fight was given only after the Muslims arrived in Madinah. Why was permission not given during the Makkan period, when the Muslims were tortured and oppressed the most?
• In the Battle of Badr, the Muslims achieved a resounding victory. But in the Battle of Uhud, the story was quite different. What could be the divine wisdom in allowing the Muslims to suffer so much in the Battle of Uhud?
• The siege of Madinah during the Battle of The Trench lasted nearly 25 days. Eventually the enemies were defeated without the Muslims having to fight an actual battle. What could be the divine wisdom in making the siege last so long? What lesson do we learn from this battle?
• Abdullah Ibn Ubayy was a notorious hypocrite who worked his entire life to damage Islam. On several occasions, ‘Umar ibh Al-Khattab wanted to kill him. Even Ubayy’s son sought Rasulullah’s (S) permission to kill his own father. However, Rasulullah (S) did not give him permission. Why not?
• The slander against ‘A’ishah continued unabated for nearly a month, causing distress to Rasulullah (S) and his family. A divine revelation declaring ‘A’ishah’s innocence was finally sent after one month. What was the divine wisdom in delaying the revelation?
• The Expedition to Tabuk ended without a battle. Allah could have informed Rasulullah (S) that the Byzantines would not show up for the battle. This would have saved the Muslims from tremendous distress during their journey to Tabuk in the hot summer months. What was the divine wisdom behind this expedition?
• After the Battle of Badr, Rasulullah (S) released the prisoners of war prior to receiving divine permission for such an action. What could be the divine wisdom in not sending permission before Rasulullah’s (S) action?

1. Our curricula meet the needs of the target audience for integrated, coherent, and appropriate curricula.
2. They were prepared according to scientific bases, assimilating the most recent educational and psychological theories.
3. They were prepared by special educationists who are experienced in designing curricula and who are familiar with the needs of the target group.
4. They employed the most recent techniques and educational aids.
5. They went through many quality control processes, which were carried out by specialized committees, and they were enhanced by teachers who evaluated the curricula before releasing them.

These books were prepared by the International Curricula Organization (ICO) and have certain features, which distinguish them from any other textbooks:

1. The textbooks have been designed in accordance with the international quality standards in all aspects: colors, paper, size, illustration, and printing.
2. They have been furnished with the appropriate illustrations and pictures which match the students’ educational stage and environment.
3. The texts have been distributed and organized in a way that makes the text stand out, paying special attention to the font type and size, and the spaces; and colors were chosen carefully to appeal to the target audience.

1. Reinforce the proper linguistic basis of the non-Arabic speaking students.
2. They build the students’ linguistic dictionary according to their environmental needs.
3. Provide non-Arabic speaking students with a good deal of Islamic vocabulary.
4. Identify the correct articulation of the different sounds through the study of the Glorious Qur’an.
5. Enable the students to evade making mistakes when reciting the Glorious Qur’an through employing the rules of the Arabic language.
6. Provide an integrated curriculum with well-prepared scientific content and vocabulary.
7. Take into consideration the students’ individual mental differences and their diverse linguistic skills.
8. Consider the students’ different cultures.
9. Develop the students’ creativity and mental faculties.

1. Reinforce the principle of forgiveness and the etiquette of disagreement with others.
2. Develop the spirituality, morality, and values of the students.
3. Help students have good and balanced personalities.
4. Develop the students’ pride in their Muslim identity.
5. Help the caller to Islam to develop a balanced personality that reflects the moderation of Islam.

1. The Pillars of Faith
2. The Pillars of Islam
3. Aayat al-Birr
4. Luqman’s advice to his son
5. The Light Verses
6. Sujood at-Tilawah
7. Stories of the Prophets: Moosa
8. Life of the Prophet – 6 Parts
9. Stories of the Companions
10. Islam and Science
11. Drinks and Drugs
12. A great emphasis has been placed on values like Keeping Promises, Playing Fair, Patience, and Backbiting

• Arabic Language Syllabus.
• Student’s Book with CD (Parts 1&2).
• Activity Book (Parts 1&2).
• Teacher’s Guide CD (Parts 1&2).