(i)                  Visits of the Prophet (SAW) to Cave

Hira

(ii)                His reaction to the first revelation             and its importance

(iii)              Different modes of revelation               (Q.42:51): inspiration behind the               veil, through an angel, etc.

(iv)               Piecemeal revelation (Q.17:106)

(Q.25:32)

1b.  Preservation of the Glorious Qur’an

(i)                  Complete arrangement

(ii)                Differences between Makkah and

Madinan suwar

(iii)              Recording, compilation and

(i)                  analyse the Prophet’s (SAW) visits        to Cave Hira and the purpose;

(ii)                describe the Prophet’s reaction          to the first revelation and its          importance;

(iii)              differentiate between the modes of         revelation;

(iv)               explain why the Glorious Qur’an                  was revealed piecemeal.

(i)                  identify the personalities involved in the            arrangement of the Glorious Qur’an;

(ii)                differentiate between Makkan and Madinan          suwar

(iv)       The role played by the

Companions of the Prophet (SAW)

1c.   Importance of the Glorious Qur’an          as a source of guidance in spiritual,         moral, economic, political and          socio-cultural matters.

1d.   Proof of the Divine authenticity of the

        Glorious Qur’an (Q.4:82) (Q.41:42)

(i)    Uniqueness of the Glorious

Qur’an (Q.39:27) (Q.17:88)               (Q.75:16-19)

(ii)  Divine preservation of the Glorious Qur’an (Q.15:9)

2.          Tafsir

(i)                  Historical development of Tafsir

(ii)                Importance of Tafsir

(iii)              Types of Tafsir

3.          Introduction to Tajwid (Theory and      

     Practice

4.          Study of the Arabic text of the following suwar/ayats with tajwid

(a)       al-Fatihah (Q.1)

(b)       al -Adiyat (Q.100)

(c)       al -Qari’ah (Q.101)

(d)       at -Takathur (Q.102)

(e)       al -Asr ((Q.103)

(f)        al -Humazah (Q.104)

(g)       al -Maun ((Q.107

(h)       al -Kawthar (Q.108)

(i)        al – Kafirun (Q. 109)

(j)        al- Nasr (Q. 110)

(k)       al -Masad ((Q.111)

(l)        al -Ikhlas (Q.112)

(m)     al -Falaq ((Q.113)

(n)       an-Nas (Q.114)

(iv)               evaluate the role played by the companions of          the Prophet (SAW)

(i)    examine the importance of the Glorious Qur’an.

(i)                evaluate the proof of the divine authenticity of         the Glorious Qur’an;

(ii)              evaluate the uniqueness of the Glorious Qur’an; (iii)  examine the ways by which the Glorious         Qur’an was preserved.

Candidates should be able to:

(i)        trace the origin and sources of Tafsir; (ii)       evaluate the importance of Tafsir   (iii)      compare the types of Tafsir.

Candidates should be able to:

(i)       examine the meaning and importance of   Tajwid

Candidates should be able to:

(i)             recite with correct tajwid the Arabic texts of the suwar;

(ii)           translate the verses;

(iii)         deduce lessons from them;

(iv)          evaluate the teachings of the verses.

(a)       al-A’ala (Q.87)

(b)      ad-Duha (Q.93)

(c)       al-Inshirah (Q.94)

(d)      at-Tin (Q.95)

(e)       al-Alaq (Q.96)

(f)        al-Qadr (Q.97)

(g)      al-Bayyinah (Q.98)

(h)      al-Zilzal (Q.99)

(i)        Ayatul-Kursiy (Q.2:255)

(j)        Amanar-Rasul (Q.2:285-6)

(k)      Laqad jaakun (Q.9:128-129)

6.    Hadith 

(a)       History of Hadith literature –

Collection of Hadith from the time of  the Prophet(SAW) to the period of the six authentic collectors of Hadith

(b)      Authentication of Hadith

(i)        Isnad (Asma’ur-rijal)

(ii)      Matn

(iii)    Classification of Hadith into Sahih

Hassan and Da’if

(c)       The relationship between Hadith and the

Glorious Qur’an

(i)        The importance of Hadith

(ii)      The similarities and differences between Hadith and the Glorious Qur’an

Candidates should be able to:

(i)        recite with correct tajwid the Arabic texts of the suwar;

(ii)      deduce lessons from them;

(iii)    evaluate their teachings;

Candidates should be able to:

(i)       evaluate the history of Hadith from the time of the Prophet (SAW) to the period of six authentic collectors.

(ii)      analyse the Isnad;

(iii)    analyse the Matn;

(iv)    distinguish between Hadith Sahih, Hassan and da’if.

Candidates should be able to:

(i)       examine the importance of Hadith;

(ii)     distinguish between Hadith and the Glorious Qur’an.

(e)       Muwatta and its author – The  biography of Imam Malik and the

study of his book

(f)        The study of the Arabic texts of the following ahadith from an-Nawawi’s collection: 1,3,5,6,7,9,10,11,12,13,15,16, 18,19,21, 22,25,27,34, and 41

7.  Moral lessons in the Glorious Qur’an and Hadith  

(a)     General moral lessons contained in the admonition of Sage Luqman to his son (Q.31:18-20).

(b)    Goodness to parents (Q.17:23-24)

(c)     Honesty (Q.2:42)(Q.61:2-3)

(d)    Prohibition of bribery and corruption (Q:2:188), alcohol and gambling (Q.2:219) (Q.5:93-94), stealing and fraud (Q.5:41) (83:1-5), smoking, drug abuse and other intoxicants (Q.2:172173, 195 and 219) (Q.4:43) (Q.5:3) (Q.6:118-121) arrogance (Q.31:18-19) and extravagance (Q.17:26-27)

(Q.31:18-19)

(e)     Dignity of labour (Q.62:10) (Q.78:11) Hadith from Bukhari and Ibn Majah: “that one of you takes his rope…….” “never has anyone of you eaten……”.

(f)      Behaviour and modesty in dressing (Q.24:27-31) (Q.33:59)

(g)    Adultery and fornication (Q.17:32) (Q.24:2), homosexuality (Q.11:77-78) and obscenity (Q:4:14-15) Hadith – “No

(i) evaluate his biography;  (ii) analyse his work.

(i) interpret the ahadith in Arabic  (ii) apply them in their daily lives.

Candidates should be able to:

(i) use the teachings of the verses in their daily lives;

(i)   apply the teachings of the verses to their daily lives;

(i)   demonstrate the teachings of the verses in their daily lives.

(i)     use the teachings of the verses in their daily lives

(i)    apply the teachings of the verses in their daily lives.

(i)    demonstrate the teachings of the verses in their daily lives.

(i)   apply the teachings of the verses in their daily lives.

(h)    Leadership (Q.2:124) and justice (Q.4:58 and 135) (Q.5:9) Hadith – ‘take care everyone of you is a governor ….. concerning his subjects” (al-Bukhari and others)

(i)      Trust and obligations (Q:4:58) (Q.5:1) and promises (Q.16:91) Hadith ‘he has (really) no faith …. Not fulfilled his promise” (Baihaqi)

(j)      Piety (Taqwa) (Q:2:177) (Q.3:102) (Q.49:13) Hadith 18 and 35 of an Nawawi

(k)    Tolerance, perseverance and patience (Q.2:153-157) (Q.3:200) (Q.103:3) Hadith 16 of an-Nawawi

(l)      Unity    and         brotherhood               (Q.3:103)

(Q.8:46) (Q.49:10) Hadith 35 of anNawawi

(m)   Enjoining what is good and forbidding what is wrong (Q.3:104 and 110) (Q.16:90) Hadith 25 and 34 of an Nawawi

8.   PART II: TAWHID AND FIQH

(a) Faith 

(i)  Tawhid

Its importance and lessons (b) Kalimatush-Shahadah

(i)      Its meaning and importance

(ii)    The Oneness of Allah as contained in the following verses: (Q.3:19) Q.2:255)

(Q.112:1-4)

(i) apply the teachings of the verses and the al-Hadith to their daily lives.

(i) demonstrate the teachings of the verses and the Hadith in their daily lives.

(i) apply the teachings of the verses and the ahadith in their daily lives.

(i) Interpret the teachings of the verses and the Hadith in their daily lives.

(i) demonstrate the teachings of the verses and the Hadith in their daily lives.

(i) apply the teachings of the verses and the ahadith in their daily lives.

Candidates should be able to:

(i)    analyse the concepts of Tawhid

(i)      evaluate the significance of kalimatushshahadah;

(ii)    identify the verses dealing with the Oneness of Allah.

(Q.3:144) (Q.18:110) (Q.48:29) and (Q.34:28)

(iv)      Universality of his message (Q.7:158) (Q.34:28)

(v)       Finality of his Prophethood (Q.33:40)

(c)         Shirk

(i) Beliefs which are incompatible with the Islamic principles of Tawhid:

–          Worship                 of            Idols         (Q.4:48)

(Q.22:31)

–          Ancestral worship (Q.4:48          and 116) (Q.21:66-67)

–          Trinity    (Q.4:171)         (Q.5:76)

(Q.112:1-4)

–          Atheism                 (Q.45:24)         (Q.72:6)

(Q.79:17-22)

(d)        General practices which are incompatible with Islamic principles of Tawhid:

–                      Superstition (Q.25:43) (Q.72:6) – Fortune-telling (Q.15:16-18)

(Q.37:6-10)

–                      Magic and witchcraft

(Q.2:102) (Q.20:69) and 73)

(Q.26:46)

–                      Cult worship (Q.17:23)

(Q.4:48)

–                      Innovation (Bid’ah) (Q.4:116)                          and Hadith 5 and 28 of an-

Nawawi

(i) determine the significance of the servanthood of the Prophet Muhammad

(SAW);

(i)     evaluate the significance of the universality of Prophet Muhammad’s message;

(i)  examine the significance of the finality of the Prophethood of Muhammad (SAW).

Candidates should be able to:

(i)        determine             what       actions   and                beliefs

constitute shirk;

(ii)       Determine the implications beliefs and actions of shirk;

(iii)     avoid such actions.

Candidates should be able to:

(i)        identify those practices that are incompatible with the Islamic principles of Tawhid;

(ii)      determine those practice that are incompatible with Tawhid;

(iii)    shun off those actions;

(iv)     demonstrate the teachings of the verses and the ahadith in their daily lives.

(a)  Belief in Allah

(i)       Existence of Allah (Q.2:255)

(Q.52:35-36)

(ii)      Attributes of Allah (Q.59:22-24)

(iii)    The works of Allah (Q.27:59:64)

(b)       Belief in Allah’s angels (Q.2:177 and 285)

(Q.8:50) (Q.16:2)

(c)       His books (Q.2:253) and 285) (Q.3:3)

(d)       His Prophets: Ulul-azmi (Q.4:163-164)

(e)       The Last Day: Yawm-al-Ba’th

(Q.23:15-16) (Q.70:4)

(f)        Destiny: distinction between Qada and Qadar (Q.2:117) (Q.16:40) (Q.36:82)

10.  Ibadat and their types

(a)       Good deeds (Q.3:134) (Q.6:160) (Q.2:177) (Q.31:8) (Q.103:1-3) 26^th Hadith of  an-Nawawi

(b)      Taharah, its types and importance (alistinja’/istijmar, alwudu’, at-tayammum and al-ghusl (Q.2:222) (Q.5:7) Hadith 10 and 23 of an-Nawawi.

(c)       Salah

(i)        Importance: (Q.2:45) (Q.20:132) (Q.29:45) and Hadith 23^rd of  an-Nawawi

(ii)      Description and types of salah (iii) Things that vitiate salah

(d)      Zakah

(i)        Its types and importance (zakatul-fitr, zakatul mal, al-an-am and al-harth (Q.2:267) (Q.9:103) 3^rd Hadith of

Candidates should be able to:

(i)        examine the significance of the article of

faith;

(ii)       examine the attributes of Allah;

(iii)     examine the works of Allah;

(iv)     examine the belief in Allah’s books;

(v)       identify the verses on Allah’s books;

(vi)     identify the belief in the Prophets of Allah and its significance;

(vii)   analyse the belief in the Last Day and its significance;

(viii) evaluate the belief in destiny and its significance.

Candidates should be able to:

(i)           determine what constitutes acts of ibadah;

(ii)          distinguish between the different types of taharah;

(i)           assess the importance of salah to a

Muslim’s life;

(ii)          analyse different types of salah;

(iii)        identify things that vitiate salah.

(i)           differentiate between the various types of zakkah and the time of giving them out;

(ii)          determine how to collect and distribute

(ii)       Collection and disbursement (Q.9:60)

(iii)     Difference    between Zakah     and sadaqah

(e)       Sawm

(i)        Its types and importance (fard, sunnah, qada and kaffarah) (Q.2:183-185) 3^rd Hadith of an-Nawawi

(ii)       People exempted from sawm  

(iii)     Things that vitiate sawm

(f)        Hajj

(i)        Its importance (Q.2:158 and 197)

(Q.3:97) (Q.22:27-28)

(ii)       Type (Ifrad, Qiran and Tamattu)

(iii)     Essentials of Hajj (Arkan al Hajj)

(v) Conditions for the performance of Hajj

(iv)     Differences between Hajj and Umrah

(g)       Jihad: Concept, kinds, manner and

Lessons (Q.2:190-193) (Q.22:39-40)

11. Family Matters

(a)  Marriage

(i)            Importance (Q.16:72) (Q.24:32)

(Q.30:20-21)

(ii)          Prohibited categories      (Q.2:221)

(Q.4:22-24)

(iii)        Conditions for its validity (Q.4:4) (Q.4:24-25)

(iv)         Rights and duties of husbands and wives           (Q.4:34-35)      (Q.20:132)

(Q.65:6-7)

(v)          Polygamy (Q.4:3 and 129)

(b)  Idrar ill-treatment of wife (Q. 65:1-3)

(i)

(ii)

(iii)

(i)

(ii)

(iii) (iv)

(v)

(i)

(ii)

(i)

(i)

(i)

(i)

(i)

(i)

determine things that vitiate fasting.

examine the importance of Hajj; differentiate between the types of Hajj; determine the essentials of Hajj;

evaluate the conditions for performance of

Hajj; differentiate between Hajj and Umrah.

examine the concepts of jihad and its type; evaluate the manner of carrying out jihad and its lessons.

Candidates should be able to: analyse the importance of marriage;

determine the category of women prohibited to a man to marry;

examine the conditions for validity of marriage;

determine the rights and duties of the spouse; evaluate polygamy and its significance.

examine the ill-treatment of wife in

marriage

(i)        Attitude of Islamic to divorce (Q.2:228) (Q.4:34-35) Hadith “of all things lawful … most hateful to Allah..” (Abu Daud 15:3)

(ii)       Kinds (Talaq, Khul;, Faskh, Mubara’ah and Lian) (Q.2:229-230) (Q.24:6-9)

(iii)     Iddah, kinds, duration and importance (Q.2:228 and 234)

(iv)     Prohibited forms of dissolution of marriage.  (Ila and Zihar) (Q.2:226-

227) (Q.58:2-4)

(v)       Custody of children (Hadanah)

(d)  Inheritance

(i)        Its importance

(ii)       Heirs and their shares (Q.4:7-8, 11-12 and 176)

12.    Sources and Schools of Law

(i)                  The four major sources (the Qur’an,

Sunnah, Ijma and Qiyas)

(ii)                The four Sunni Schools of law

13.    Islamic Economic System

(i)                  Islamic attitude to Riba (Q.2:275280) (Q.3:130) (Q.4:161) Hadith 6^th of an-Nawawi

(ii)                At-tatfif (Q.83:1-6)

(i) analyse the attitude of Islam to divorce.

(i)      examine the different types of divorce;

(ii)     differentiate between the various kinds of iddah;

(i) analyse its duration and significance.

(i)   determine the prohibited forms of ending marriage.

(i) determine who has the right to custody of children.

(i) evaluate the significance of inheritance.

(i) identify the categories of the Qur’anic heirs; (ii) determine the share of each heir;

Candidates should be able to:

(i)        analyse the four major sources of Islamic law;

(ii)      examine the biography of the sunni schools of law;

(iii)    examine their contributions.

Candidates should be able to:

(i) analyse Islamic attitude to Riba;

(i) relate         at-tatfif       and        its       negative

consequences;

(iv)               Islamic sources of revenue: Zakah,

Jizyah, Kharaj and Ghanimah

(v)                Baitul-mal as an institution of socioeconomic welfare

(vi)               Difference     between the         Islamic

economic system and the Western economic system

14.    Islamic Political System

(i)                    Allah as the Sovereign (Q.3:26-27)

(ii)                   The concept of Shurah (consultation) (Q.3:159( (Q.42:38)

(iii)                 The concept of Adalah (justice) (Q.5.9) (Q.17:13-14 and 36) and Mas’uliyah (accountability) (Q.4:58) (Q..102:8)

(iv)                 The rights of non-Muslims in an

Islamic state (Q.2:256) (Q.6:108)

(v)                   Differences between the Islamic political system and the Western political system.

PART III: ISLAMIC HISTORY AND

CIVILIZATION             

15.    Pre-Islamic Arabia (Jahiliyyah)

(i)                    Jahiliyyah practices: idol worship, infancticide,                 polyandry,        gambling, usury, etc.

(ii)                   Islamic reforms

16.    The Life of Prophet Muhammad (SAW)

(i)                    His birth and early life

(ii)                   His call to Prophethood

(iii)                 Da’wah in Makkah and Madinah

(i)      identify the sources of revenue in Islam;

(ii)    evaluate the disbursement of the revenue.

(i) determine the uses of baitul-mal in the Ummah.

(i) differentiate between the Islamic and Western economic systems.

Candidates should be able to:

(i) analyse the concept of Allah’s sovereignity; (ii) examine the concept of shurah in Islam;

(iii)  evaluate the          concept of            justice                 and

accountability;

(iv)   examine the rights of non-Muslims in an Islamic state;

(v)    differentiate between the Islamic and Western political systems.

Candidates should be able to:

(i)       distinguish the different types of practices common to the Arabs of al-Jahiliyyah;

(ii)      trace the reforms brought about by Islam to the Jahiliyyah practices.

Candidates should be able to:

(i)      account for the birth and early life of the Prophet Muhammad (SAW);

(ii)     provide evidence for the call of Muhammad (SAW) of Prophethood;

(iii)   analyse the Da’awah activities of the

Prophet Muhammad (SAW) to Madinah;

(v)                Administration of the Ummah and the

role of the mosque (Q.3:159) (Q.4:58 and 135)

(vi)               The Battles of Badr, Uhud and

Khandaq: causes and effects

(vii)             The Treaty of al-Hudaibiyyah and the conquest of Makkah

(viii)           Hijjatul-wada               (the         farewell pilgrimage) sermon, and lessons.

(ix)               Qualities of Muhammad (SAW) and lessons learnt from them

17.                The Rightly Guided Caliphs (al-Khulafa’u rashidun) – the lives and contributions of the four Rightly Guided Caliphs

18.                Early contact of Islam with Africa

(i)                     Hijrah to Abyssinia

(ii)                    The spread of Islam to Egypt

(iii)                  The role of traders, teachers, preachers,

Murabitun,       Sufi        orders       and

Mujaddidun to the spread of Islam in West Africa.

19.                The Impact of Islam in West Africa

(i)                     The influence of Islam on the sociopolitical life of some West African Empires: Ghana, Mali, Songhai and

Borno

(i)  account for the Hijrah of the Prophet

Muhammad     (SAW)     in     Makkah     and

Madinah.

(i) analyse the administration of the Muslim Ummah in Madinah.

(i) account for the causes and effects of the

Battles of Badr, Uhud and Khandaq;

(i)      trace the circumstances leading to the formulation of the Treaty of Hudaibiyya;

(ii)    account for the Conquest of Makkah;

(i) examine for the farewell pilgrimage and its lessons;

(i) analyse the qualities of Muhammad (SAW) their relevance to the life of a Muslim.

Candidates should be able to:

(i)      trace the biographies of the four Rightly Guided Caliphs;

(ii)     evaluate their contributions to the development of Islam.

Candidates should be able to:

(i) evaluate their circumstances leading to the Hijrah to Abyssinia;

(i) give reasons for the spread of Islamic in Egypt;

(i) account for the roles of traders, teachers, preachers, Murabitun, Sufi orders and Mujaddidun in the spread of Islam in West Africa.

Candidates should be able to:

(i) analyse the influence of Islam on the sociopolitical system of some West African

States;

20.  Contributions of Islam to Education 

(i)                         The aims and objectives of Islamic Education

(ii)                        The Glorious Qur’an and Hadith on Education (Q.96:1-5) (Q.39:9)

(a)             “The search for knowledge is

obligatory on every Muslim” (Ibn Majah)

(b)            “Seek knowledge from the cradle to the grave”

(c)             “The words of wisdom are a lost          property of the believer … a better          right to it…. “ (Tirmidhi)

(iii)                      Intellectual activities of Islam in West Africa (development of written history        in            Arabic    and      the

establishment of Sankore University)

(iv)                      Intellectual activities of Ahmad Baba of Timbuktu, Sheikh al-Maghili, sheikh Usman Danfodio, Sultan Muhammad Bello and Ibn Battuta

(v)                        Islamic Education Institutions: House of Wisdom in Baghdad, al-Azhar University in Cairo and Nizamiyyah University in Baghdad.

(vi)                      The lives and contributions of Ibn

Sina, Al-Ghazali, Ibn Rushdi, arRazio and Ibn Khaldun to education.

(i)  evaluate the impact of Islam on the economic life of Timbuktu, Kano and Borno.

Candidates should be able to:

(i) classify the aims and objectives of Islamic Education;

(i)      assess the position of the Glorious Qur’an and Hadith in education;

(ii)    examine                 the          importance                 of            seeking

knowledge in Islam;

(i)  analyse the intellectual activities of Islam         in West Africa.

(i)   assess the contributions of Sheikh alMaghili, Sheikh Uthman Dan Fodio, Sultan Muhammad Bello and Ibn Battuta;

(i)  account for the development of intellectual centres in Baghdad and Cairo;

(i)      examine the contributions of Ibn Sina to the development of Medicine;

(ii)     assess al-Ghazali’s contribution to Islamic education;

(iii)   analyse Ibn Rushd’s contribution to philosophy and fiqh;

(iv)   assess ar-Razi’s contribution to philosophy;