Grade 3 covers a variety of topics, including the call to prayer; lying, gossiping, and backbiting; fasting; some of the prophets; cleanliness; and more. This book also contains fun activities and review sections.

Given the dire need for English Islamic studies material in schools, Darussalam has endeavored to publish an Islamic Studies series covering all grades from grades 1 through 12. This series covers all areas of Islamic studies: tafsir, ahaddith, tawheed, fiqh, sirah, and general etiquette relating to different areas and situations. Given the importance of Islamic knowledge, every effort has been made to ensure that the material presented in the series is authentic. Also, given the importance of Arabic Islamic terms, most are presented in their original Arabic script, transliteration, and translation. This also applies to supplications which must be memorized in their Arabic version. The aim is to help the students read the original text and understand its meaning. Each lesson is followed by exercises with questions about the lesson.
One striking feature of this series is the use of colorful artwork. It is appealing to students and teachers. This is certainly bound to attract young readers' attention, stimulate them, amuse them, and most importantly to educate them.
This series aims to acquaint the student with the teachings of Islam in every aspect: beliefs, practices, and moral conduct. Its unique features fill a gap in the area of English Islamic curriculums, which has long been neglected.
The present breathtaking work was initiated by an expert in the field of education, Molvi Abdul Aziz, who held different posts in the field, including that of senior administrative officer in the Department of Private Education, Ministry of Education, Dubai from 1982 to 2002.

The beliefs section focuses on the wisdom behind the creation of humankind and jinn. The five pillars are included in this section and presented along with related proof from the Qur'an and the Sunnah. Learners are required to recite the entire 29th Juzu' and memorize Soorat Al-Mursalaat and Soorat Al-Insaan. The biography of the Prophet (s) focusing on the events leading up to the Hijrah constitutes the Seerah section. The biography of Abu-Bakr (ra) is discussed in this section as well. Salah and its prerequisites, pillars, obligatory acts, and all other relevant aspects represent the learning content for the Religious Observances learning area. The Morals and Manners section deals with the remembrances said when entering and leaving the masjid as well as those uttered after Salah. The material is presented, using a spiral approach, where students revisit each area and study it in greater depth each year. The Student's Textbook contains the subject text of the lessons, exercises as well as activities.

The ICO project is a distinguished one because:

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.

The Features and Characteristics of the Textbooks:

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

First: The Technical Features:

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.

Second: The Instructional and Linguistic Features:

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.

Third: The Educational Content Features:

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.

Play and Learn with Letters is a newly-developed series to help children in kindergarten learn how to join Arabic letters. This series uses fun exercises and eye-catching images to engage children. It series consists of two levels and presents an easy way to learn to write.

A curriculum has been developed and designed for teaching Arabic as second language for our children in the west or who are willing to study Arabic language (non- Arabic speakers). This curriculum has a special character as it not depending on the other curriculums that been developed for Arabic language speakers as first language, so this curriculum is in line with all what the child needs of Attracting and interesting techniques in addition coloring and drawings.

Taking into consideration the simplest pedagogic model to filter the right information for the child Teachers and educators should consider the following key points in using this curriculum:

• Teaching Arabic Alphabets by its voices not by its names
• Not Committing with alphabetical order of Arabic Alphabets
• Teacher should put efforts for giving the child a great oral and auditory outcome of vocabulary in addition he must correct them for getting correct pronouncing and get the child out of first language controlling zone.
• Being commitment for teaching the Classical Arabic all the time and not reacting with the first language that child speaks.
• Linking between Arabic language and Islamic law (Al-Shara') For Example: beginning of each letter has Islamic meaning
  1. alif (أ) ALLAH
  2. bā (ب) BISMILLAH

This book is divided into two levels, the first level is for ages from (4-5) years and it demanded to make the child familiar with pronunciation and forming the alphabet of some words that starts with Labial consonant.

The book is the companion book of the Grammar in Stories series, in which the child discovers grammatical rules and concludes it simply through a realistic story. The applicable exercises help the child to understand it simply and in a likable way. They also use a variety of ways to enforce the rules in his mind and train him to use it, along with delightful and interesting drawings.

Play and Learn with Letters is a newly-developed series to help children in kindergarten learn how to join Arabic letters. This series uses fun exercises and eye-catching images to engage children. It consists of two levels and presents an easy way to learn to write.

Kalimah Tayibah's main objective is planting the seed of the blessed phrase "La ilaha illa Allah, Muhammad Rasulullah" in the hearts of our children. It is a comprehensive curriculum in Islamic education that consists of age-related books targeting children of all school levels (Kindergarten to Grade 12).
The curriculum aims at teaching: the love of Allah and his Prophet (pbuh), the feeling that Allah is always watching them and watching over them, and knowledge of the three pillars of religion (Islam, Iman, and Ihsan).
The curriculum has been praised by renowned figures of the Islamic ummah, including Shaykh Shurki Lahafi, Shaykh al-Buti, Habib Abu Bakr al-Mashhur, Shaykh Hamza Yusuf, and others.

Upon completion of all the lessons of this book, the students are expected to have achieved the following educational goals:

1. The Cognitive Goals: (thinking)
2. The Affective Goals (emotion/feeling)
3. The Psychomotor Goals (physical/kinesthetic)

Muslims In Our Community and Around the World, aims to cultivate an understanding that Muslims everywhere practice Islam in similar ways, and that they need communities to help them follow Islam. Corollary to this understanding is the concept that Muslims bear the responsibility to develop their community. It’s How did Islamic science help Europe? What do the great Muslim cities of Timbuktu, Samarkand and Baghdad have in common? How is Eid celebrated in different parts of the world? Now young people have a chance to learn the answers to these questions, thanks to this exceptional learning program. This complete grade K to 6 instructional guides are suitable for teaching Social and Islamic studies in Muslim schools (including home schools), and for presenting Islamic history in public schools. Areas of education covered are: values education, community studies, multicultural history, and geography and world history.

These books cover a variety of topics such as:

1. Grade K: I Am a Muslim: A Modern Storybook.
2. Grade 1: Eid Mubarak, Islamic Celebrations around the World.
3. Grade 2: Muslims in Our Community and Around the World.
4. Grade 3: Muslim Cities Then and Now.
5. Grade 4: Where in the World Do Muslims Live.
6. Grade 5: Traders and Explorers in Wooden Ships.
7. Grade 6: Islam and Muslim Civilization.

This course has been designed to present the young students comprehensive Islamic education, comprising general Islamic knowledge based on the Quran and Haddith. Instead of teaching moral principles directly, they are taught through themes chosen from the Quran and other Islamic sources. A major portion of the course comprises the text of the Quran, which is followed by exercises to test the depth of understanding of the students. Though basically intended for use as a school text book, it is also an ideal tool for home schooling involving both the parents and the children. In this way the children will not only learn the ethical values conveyed by the message of Islam but will also be stimulated to want to know more about Islamic teachings when they grow up. About the author: Best selling author, Saniyasnain Khan, has written numerous books for children, of which over a million copies have been sold worldwide. His books reflect his own love of story telling and deep respect for the eternal message of the Quran. He hopes that his books will make the stories from the Quran memorable for young children and will act as a foundation on which they may build a growing knowledge of Islam.

Objectives of the book:

• Deepening the love of the family in their lessons.
• Introducing body parts.
• Introducing transportation.
• Introducing the surrounding means for the student.
• Introducing family members.
• Introducing traffic lights.

Grammatical structures:

• Demonstrative pronouns.
• Introducing question formula.

The linguistic resources:

• Students memorize Sourat AlFateha.
• A group of lessons about family.
• Students memorize Sourat AlEkhlas.
• Lesson (my Allah).
• Lesson (dress).
• Lesson (Hand).
• Lesson (For me and you).

This series seeks to teach children and enhance the linguistic skills for non-Arabic speakers Here are some of the highlighted objectives:

1. Endearing Arabic language to students and enable them to understand its meanings when listening.
2. Allow students to read Arabic language a correct loud reading while getting through what they are reading.
3. Enrich students with great linguistic resources so they would be able to format correct Arabic sentences.
4. Educate students with the features of Arabic and Islamic culture.
5. Allow students to learn other subjects in Arabic.
6. And all this would help students to recite The Holy Quran, understand its meanings and perform Islamic rituals in Arabic.

This series relays on five main fundamentals are:

1. Psychological bases.
2. Linguistic bases.
3. Cultural bases.
4. Educational bases.
5. Social bases.

From here students will learn the linguistic skills in the following order:

1. Listening skill
2. Speaking skill.
3. Reading skill.
4. Writing skill.

We would like to point out the recommended teaching methods for teaching these different linguistic skills:

• Listening and speaking skills: teaching listening and speaking skills aims to:
  1. Accustom students to Arabic sounds.
  2. To aware students to the changing meanings by changing tones in one sentence.
  3. Allow students to mimic the teacher in speech.
  4. Allow students to understand what is heard.
  5. The ability to continue listening to Arabic conversations.
  6. The ability to speak Arabic language a regular speech similar to our children.
• Reading skill: the method of teaching the reading skill will progress according to what education scientists call (the Synthesis method) which is based on benefiting the following methods:
  1. The total method.
  2. The partial method.
  3. The combination method.
  4. The analysis method.
  5. The vocal method.
• The writing skill: the method which is used for this skill in this series books is the direct dictation which benefit from the different dictation methods and they are:
  1. Imparted dictation..
  2. Visual dictation..
  3. Audible dictation..
  4. Experimental dictation.

Time plan:
The books of this series are school books so the time that is acted for is measured by the time of a class which is 45 minutes and we call each class an hour study that means the days specified to study this book may increase or decrease according to the hours specified for a day of studying.

Language used in teaching:
The teacher is obligated to speak, explain, analyze and discuss in formal fluent Arabic language, and he is not allowed to use an intermediary language whatever that language was.