+27 76 028 7063

In so far as the content of the daily lesson presentations is concerned, the vital issue that underpins this decision is:

What kind of learning do I want for the learners… focusing firmly on their all-round growth and development?

1. The Main Thrust
Every subject being taught at the maktab, should be effectively laying the foundation for the learner’s growth and development into a sound, healthy, responsible and practicing Muslim/ah. Viewed in this spirit, it is therefore important that all subjects prescribed for the different grades should receive equal attention.

However, wherever the subjects overlap, it might be possible to smartly correlate and integrate them, without really neglecting any one of the subjects.

2. The Indivisible Nature of the Curriculum
Since education answers to the WHOLE [GESTALT] of the learner, it too, has to be inherently holistic. Whatever the subject, the content or learning material has to respond to the learners’ different needs, viz.:
• physical;
• moral;
• social;
• aesthetic; general-overall-natural
• creative;
• intellectual;
• cultural;
• emotional; and
• spiritual.

This holistic combination, coupled with the influence of the Muallim/ahs’ role-model, contributes significantly and deliberately in the shaping and moulding of the learners’ mind. Most importantly, the entire curriculum ought to be targeting the purposeful colouring [dying] of the WHOLE learner, with a strong Islamic/Deeni colour [dye].

3. Value-based Content
The provision of information, knowledge or some special skill is not the ultimate of the maktab education programme. Sound Islamic values are an integral part of the educational process. These values form an inseparable part of the subject matter and should be graded in accordance with the different levels of development of the learners.

The subject material selected and included in the different syllabi, which effectively constitute the curriculum, reflect the more salient values that the Muallim/ah needs to highlight. Since the knowledge-base of each syllabus within the curriculum forms a key component of the teaching-learning-scenario, its ongoing review and re-arrangement is absolutely imperative. In order to make curriculum development meaningful and relevant, it is necessary for the Muallim/ahs to also participate in the research, planning and production of the revised curriculum.

Needless to state, that values like:
• an unshakable imaan [belief];
• taqwa [Allah-consciousness];
• ‘abdiyat [servitude];
• ikhlaas [pure sincerity]; and
• hayaa [morality].

should become the glittering stars that decorate and adorn the different syllabi of the curriculum. The curriculum should therefore be an all-embracing programme of study, vigorously striving to achieve the over-arching AIMS, GOALS, OBJECTIVES and VALUES of the maktab education programme.

4. Allah [Subhanahu wa Ta’ala] Recognition
Regardless of the details of the different syllabi constituting the curriculum, the content or subject matter, either singularly or holistically, must strive to kindle divine proximity in each learner. Both the Muallim/ah and the learner should gradually begin to understand their unique relationship with their Rabb, Allah [Subhanahu wa Ta’ala].

More seriously, they ought to be getting closer and closer to the Almighty Allah [Subhanahu wa Ta’ala] during each moment of each lesson on each day.