This is a selection of hadeeth for young and new Muslims. This selection of hadeeth is taken from authentic collections in Arabic and presented in simple modern English translation which makes the book easy to read and understand. A thematically arranged anthology of hadeeth of Prophet Muhammad (s), with fully illustrated color pictures of flowers and nature. This books spans 29 short chapters to cover essential Islamic teachings on faith, religious practices, morals and manners and character and conduct. Produced for young Muslims ages 10 years and over, it also forms a suitable general introduction to the teachings of Muhammad (s) for non-Muslims and those new to Islam. Inspirational hadeeth awakens our faith and reminds us how to truly behave as Muslims by following the sayings of our beloved Prophet (s). Beautifully produced and makes a lovely gift. Great for home, schools and classroom use (grades 2 & 3).

Written for grades 1-6, this curriculum is broken down into four essential sections: 'Aqidah, Fiqh and Akhlaq, Qur'anic Studies, Sirah and Haddith of Rasulullah (s), and Islamic History and Geography (Social Studies). Each section contains Focal Points, Behavioral objectives, and suggested activities for each topic included in the curriculum. A detailed bibliography of books for children and resource books for teachers is given at the end of the scope for every grade level. It also provides scope & sequence charts detailing the nature of information to be given to students based on their level and cognition. It’s the level one of these comprehensive courses of study spanning the six years of elementary schooling. This Curriculum covers four areas of Islamic knowledge:
• Qur’anic Studies
• Sirah and Haddith of Rasulullah
• Fiqh and Ibadah (Islamic Akhlaq and Adab)
• Islamic Social Studies: Geography and History of the Muslim people.
• Islamic system of government and laws of economics for Muslims.

The aim of the program is to develop a child's Islamic personality through the inculcation of Islamic values and nurturing of Islamic behavior. Keeping in mind the cognitive, social, motor, emotional and physical characteristics of school-aged children (6-12 years), emphasis should be on the acquisition and development of Islamic behavior. In the upper elementary Levels, goals will be extended to include the study and critical understanding of carious fields of Islamic behavior and practice for school-aged children, who learn and adopt new behavior easily and quickly from those they idealize.

Features:
1. English language
2. Modern methodology
3. Appropriate for all Islamic and home schools
4. Qur'anic Studies
5. Sirah and Haddith of Prophet Muhammad
6. Fiqh and Ibadah (Islamic Akhlaq and Adab)
7. Islamic Social Studies: Geography and History of Muslim people, Islamic system of government and laws and economics for Muslims.

Dr. Khalid Mahmud's work entitled A Study of Haddith: 'Ilm al- Haddith, Methodology, Literature and Anthology deals with important points of Principles and Methodology of Haddith and the role of the Prophet as Chief Interpreter of the Message of Islam. This publication also contains a selected anthology of 'Ahadith on some important topics relevant to everyday life. Each Haddith is produced in Arabic, transliteration, translation and explanation. The author provides biographical information about each narrator. Its glossary offers useful reference for both difficult words and technical terms. This well-liked book is written especially for upper elementary and Junior High students. It is divided into two parts: the first deals with the science of Haddith, such as meaning, significance, authenticity, and various Haddith collections, etc.; the second consists of actual texts of the Ahadith on selected topics. Exercises for students are included at the end of each chapter. A detailed glossary of Arabic terms used in the book is included at the end of the book.

Teachings of the Qur'an (textbooks and workbooks), Volumes I, II, III, represent the first systematic attempt to present the teachings of the Qur'an for elementary level children at their own level of understanding. The first in a series of straightforward, yet attractive books, this textbook brings the Qur'an and its teachings in to focus for young readers. Each lesson starts with a selected 'Ayah which gives the basic message of the Qur'an as covered in that lesson. It follows with transliteration, translation, and explanation. The first eight lessons discuss the external meaning of Bismillah, the importance of reading the Qur'an, and ways to recite the Qur'an properly and delightfully. The succeeding seven chapters deal with the Five 'Arkan (Pillars) of Islam in an explicit and straightforward manner. Each lesson is concluded with a summary of important points and a list of difficult words. The lesson is concluded with an appropriate selection of an 'Ayah or Haddith, which further explains the message of the lesson. A glossary of Arabic words provides the vocabulary of the Qur’anic text word for word, while a standard glossary is provided to define the difficult words. This volume covers in three sections the teachings of the Qur'an on

1. Foundations of Islamic 'Akhlaq
2. Right Actions and Wrong Actions

This series is written especially for children, but we are sure the adults will find it equally informative and beneficial.

Teachings of the Qur'an (textbooks and workbooks), Volumes I, II, III, represent the first systematic attempt to present the teachings of the Qur'an for elementary level children at their own level of understanding. The first in a series of straightforward, yet attractive books, this textbook brings the Qur'an and its teachings in to focus for young readers. Each lesson starts with a selected 'Ayah which gives the basic message of the Qur'an as covered in that lesson. It follows with transliteration, translation, and explanation. The first eight lessons discuss the external meaning of Bismillah, the importance of reading the Qur'an, and ways to recite the Qur'an properly and delightfully. The succeeding seven chapters deal with the Five 'Arkan (Pillars) of Islam in an explicit and straightforward manner. Each lesson is concluded with a summary of important points and a list of difficult words. The lesson is concluded with an appropriate selection of an 'Ayah or Haddith, which further explains the message of the lesson. A glossary of Arabic words provides the vocabulary of the Qur’anic text word for word, while a standard glossary is provided to define the difficult words. This workbook has been developed to provide meaningful and interesting activities for the students who are studying the companion textbook. These innovative activities reinforce the key Qur'anic concepts as they are presented in the textbook, with the goal of enhancing the students' abilities at problem solving, sequencing, evaluating, drawing conclusions and comprehension. The exercises provided in the workbook are developed with an understanding of the abilities and interests of children 7-9 years old. This series is written especially fir children, but we are sure the adults will find it equally informative and beneficial.

At this level, students are introduced to Islam through the Shahaadah (testimony of faith). They learn appropriate care of the Qur'an and engage in memorization and recitation of soorahs from Soorat At-Teen to Soorat Al-Humazah. The life of Prophet Muhammad (s) is introduced. The children are taught the basics of cleanliness and ablution along with the proper performance of prayer. The course ends with lessons on personal hygiene, respect for parents, and respect for the property of others. 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.

At this level, students are introduced to Islam through the Shahaadah (testimony of faith). They learn appropriate care of the Qur'an and engage in memorization and recitation of soorahs from Soorat At-Teen to Soorat Al-Humazah. The life of Prophet Muhammad (s) is introduced. The children are taught the basics of cleanliness and ablution along with the proper performance of prayer. The course ends with lessons on personal hygiene, respect for parents, and respect for the property of others. 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.

At this level, students are introduced to Islam through the Shahaadah (testimony of faith). They learn appropriate care of the Qur'an and engage in memorization and recitation of soorahs from Soorat At-Teen to Soorat Al-Humazah. The life of Prophet Muhammad (s) is introduced. The children are taught the basics of cleanliness and ablution along with the proper performance of prayer. The course ends with lessons on personal hygiene, respect for parents, and respect for the property of others. 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 Activity Book, however, engages the student in additional activities on the same lessons dealt with in the Student's Textbook. The difference is that the activities in the Activity Book are more analysis and synthesis based, instead of simple recall-type activities. There is also a more practical aspect aligned to activities in the Activity Book.

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.

At this level, students are introduced to Islam through the Shahaadah (testimony of faith). They learn appropriate care of the Qur'an and engage in memorization and recitation of soorahs from Soorat At-Teen to Soorat Al-Humazah. The life of Prophet Muhammad (s) is introduced. The children are taught the basics of cleanliness and ablution along with the proper performance of prayer. The course ends with lessons on personal hygiene, respect for parents, and respect for the property of others. 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 Activity Book, however, engages the student in additional activities on the same lessons dealt with in the Student's Textbook. The difference is that the activities in the Activity Book are more analysis and synthesis based, instead of simple recall-type activities. There is also a more practical aspect aligned to activities in the Activity Book.

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.