District Teacher

Induction Program

TIP Phase 1
Rosario Ocampo Elementary School
February 1, 2019
10:00-11:00 A.M.
Session 7
STUDENT INCLUSIVE
PROGRAM-MUSLIM
EDUCATION
Writer of SG and Slides: ANABEL DM. PABELLO
Session Facilitator:
 Terminal objective :
.
Understand special programs for
Filipino Muslim learners that are
responsive and sensitive to the
learner’s linguistic, cultural, socio-
economic and religious background.
Enabling objectives:

 Describe the salient features of

the Madrasah Education in the K
to 12 Basic Education Program,
adapt various teaching strategies
and activities that are
appropriate to the needs of the
Filipino Muslim learners; and
 Demonstrate familiarity and
appreciation of the language,
cultural practices, beliefs,
social nature and attitudes of
Muslim children and youth
towards learning.
PRE-TEST
Below are the listed practices. Write down in
column A those practices that are
important to Muslim learners, column B
those which are less important, column C
that must be avoided.

1. Attending Madrasah
2. Going to Mosque
3. Learning Arabic Language
4. Watching movies
5. Going to Karaoke Bar
6. Love and respect to parents and elderly
7. Fasting in the holy month of Ramadhan
8. Going on Pilgrimage to Makka
9. Reading Qur’an
10. Gossiping
11. Attending Eid al-Adha prayer
12. Gambling
13. Charity
14. Modesty
15. Eating Haram
Answer key
Column A Column B Column C
Attending Madrasah Watching movies Going to Karaoke Bar

Going to Mosque Gossiping

Learning Arabic Language Gambling

Love and respect to parents Eating Haram

and elderly
Fasting in the holy month of
Ramadhan
Going on Pilgrimage to
Makka
Reading Qur’an
Attending Eid al-Adha prayer
Charity
Group Activity
Working in groups of 10, brainstorm to put
together your responses to the first two
columns of the table below:

What do you What do you What have you

already KNOW WANT to know LEARNED in the
Session? (to be filled
about DepEd’s about DepEd’s
up at the end of the
MEP? MEP? session)
 Terms
Madrasah
 an Arabic word for school.
 a system of education with core emphasis on Arabic
literacy, Islamic values, and Islamic Religion.
Madaris
 is the plural form of the Arabic word”madrasah”
which means school.
Eid Al-Fitr (eed’al fi’ter)
 the “Festival of the Fast-Breaking” one of the two
major Muslim holidays, celebrates the completion
of the fasting in the month of Ramadhan.
Eid Al-Adha (eed’ al ad’-ha)
 the “Festival of Sacrifice” It falls on the
tenth day of Dhul Hijja - the 12thmonth
of the Islamic Calendar.
 It is the conclusion of the pilgrimage and
is celebrated by all Muslims with special
prayers, feasts, gifts, and the sacrifice of
an animal (usually a lamb or goat).
Haram- things, events, activities and practices
that are prohibited or not permissible for a
Muslim
Halal -things, events, activities and practices that
are allowed or permissible for a Muslim
Shahada – refers to the declaration of faith
Salat - refers to the five times daily prayer
Zakat – is the giving of obligatory Charity
Hajj – going on Pilgrimage to the holy land (
Masjid al-Aqsa, Masjid Al-Haram and Madina)
SPECIAL PROGRAMS
FOR FILIPINO
MUSLIM LEARNERS
1. Madrasah Education
Program(MEP)
 a comprehensive program for
Muslim learners in public
schools and private madaris which
provides appropriate and relevant
educational opportunities within
the context of their cultures,
customs, traditions and interests.
 Three Types of Madrasah in the Philippines.

1. Traditional or weekend madrasah.

 Instruction is basically religious.
 It is considered as non-formal education due to its characteristics:
(a) classes are held on Saturdays and Sundays only or days agreed
upon by the teacher and the students/pupils;
(b) it does not have a formal curriculum;
(c) it is non-graded and may have multi-age grouping; and
(d) it only requires its teachers to be graduates of a madrasah or
to be an imam (Muslim religious leader).
2. Developmental or formal madrasah.
 This type offers hierarchically structured education and
sequential learning generally attuned with the formal
education system.
 It operates like a regular school where the students go
through madrasah edadi (pre-school), to
madrasah sanawi (high school).
 The teachings concentrate on Islamic religious and
cultural subjects and include some Mathematics and
Sciences courses with Arabic as a medium of instruction.
3. Standard private madrasah.
This type of madrasah has been harmonized, upgraded and
modified to become a component of the Philippine
education system through the issuance of DepED Order No.
51, s. 2004, prescribing the Standard Curriculum for
Elementary Public Schools and Private Madaris.
 D.O.No. 40,s 2011 Refinement of Standard Curriculum for
Elementary Public Schools and Private Madaris to Refined
Elementary Madrasah Curriculum (REMC)
Two Models of REMC
1. The REMC for Public Schools coined as Arabic Language and
Islamic Values Education (ALIVE); and
2. The Refined Standard Madrasah (RSMC) for Private Madaris
Subcomponents of the program for Muslim
learners include the following:
i. Kindergarten Madrasah
ii. ALIVE for Grades 1 to 6
iii. ALIVE in ALS
iv. Special Program in Foreign Language
(SPFL)
v. Arabic Support to Private Madaris
i. Kindergarten Madrasah
The Kindergarten Madrasah (DO. No. 47, s 2016) was
developed for schools with five-year old Muslim learners
or in Muslim communities.

Objective:
 aims to ensure that five-year old Muslim children
achieve the standards and competencies expected of
them. It seeks to promote the holistic way by which
young children grow and develop, and aims to
recognize the role of families and communities in
supporting the child’s development.
 Curriculum:
The curriculum integrates Islamic values and Arabic
language into the Kindergarten curriculum with domains
that cover (1) language, literacy, and communication;
(2) Socio-emotional development;(3)values
development;(4) physical health and motor
development; (5) creative development; (6)
mathematics; and (7) understanding of the physical and
natural environment.
ii. ALIVE for Grades 1 to 6
The ALIVE for Grades 1 to 6 (DO No. 40,s.2011) consists
of two components, namely: Arabic Language, and Islamic
Values, which is in addition to their regular subjects.
Objectives:
Arabic language aims to develop the learner’s functional
literacy in Arabic that will enable them to read and
understand the Holy Qur’an.
Islamic Values-aims to help learners acquire the desired
Islamic values that would guide them to Core Values of the
Department: to be maka-Diyos,makatao,makakalikasanat
makabansa; thereby making them agents in advocating
and promoting brotherhood, peace, unity, and justice and
equality.
 Curriculum:
The ALIVE Curriculum shall be contextualized by the
implementing regions and schools divisions in
accordance with the K to 12 Curriculum.

iii. ALIVE in the Alternative Learning System (ALS)

This program implements the ALIVE component in the
Alternative Learning System (ALS) program. The ALS
provides basic literacy and continuing education
interventions to illiterates and drop-outs, as well as ALIVE
concepts for its Muslim learners
 Objectives:
Per DO No. 57,s.2010, ALIVE in ALS provide opportunities
for adult learners to develop basic and functional literacy
skills and equivalent pathways to complete basic
education.

Curriculum
ALIVE in ALS integrates the Basic Literacy Program (BPL)
and Accreditation and Equivalency (A & E) for Elementary
and Junior High School and the ALIVE program. The
ALS/Asatidz adjust the content and competencies
according to the age and experiences of the learners.
iv. Special Program in Foreign Language (SPFL) Arabic
Arabic may be included as one of the options for SPFL
in Junior High School starting in SY 2019-2020. The Bureau
of Curriculum Development will lead this program through
its Special Curricular Programs Division.

v. Program Support to Private Madaris

Government subsidy is given to provide support for
private madaris to: (a) improve operational capabilities in
implementing the DepEd-mandated curriculum, (b) raise
the quality of instruction in private madaris in compliance
with the standards provided by the Department and (c)
augment the recurrent cost of operation in their adoption
or implementation of the DepEd K to 12 program.
2. Alive Program
(Arabic Language And Islamic Values Education)
 a program which is integrated in
public school system
 is one of the avenues for peace
building in the Philippines and
intercultural solidarity is the main
objective.
 The inclusion of ALIVE program in
the public system started in 2005
(Juliet Sannad, 2015), through
DepEd Order No. 51,s.2004
3. Philippine Response for Indigenous And
Muslim Education (PRIME)
 This program was implemented in nine regions in
the country—regions I, II, IV-B, IX, X, XI, XII, XIII,
and Cordillera Administrative Region (CAR).
 It covered 725 schools providing access to indigenous
and Muslim learners.
 It provides interventions to address the issues on
dropouts, absenteeism, poor participation of learners
in schools and engaged them in communities to take
part in preserving their culture.
4. BEST and BEAM Program
Basic Education Sector
Transformation (BEST) and Basic
Education Assistance for Mindanao
(BEAM) in the Autonomous Region
in Muslim Mindanao are some of
the programs of Australia to aid
Philippine educational system.
 The Basic Education Assistance for Muslim Mindanao
( BEAM-ARMM) program was a major education and
peace program of the Australian Government in the
Autonomous Region of Muslim Mindanao (ARMM) in
partnership with the Department of Education (DepEd).

BEAM –ARMM comprised four components that were

distinct but integral parts of the program. Components
included: (i) Early Childhood and Basic Education,
(ii)School Health and Water, Sanitation and Hygiene
(WASH) (iii) Technical Vocational and Training (TVET) and
(iv) Alternative Delivery model (ADM).
BEST (Basic Education Sector
Transformation)
- Supports the Government of the
Philippines to improve its education
system, with the long-term goal of
producing a workforce that will allow the
Philippines to compete more effectively in
the regional and global economies
DISTINCTION BETWEEN ISLAMIC
VALUES AND MUSLIM VALUES
Islamic Values Muslim Values
based on Islamic Laws those which “are created as
which is called as part of the culture of the
Muslim communities.
“Sharia’ah”- anchored
on the Qur’an, Hadith,  this includes the day-to-
day interaction between
Ijma’ and Qiyas Atiq the Muslims and their
outlook on Islam’s rule and
regulations”
HALAL LABEL CERTIFICATES
 The Islamic Da’wa Council of the Philippines (IDCP) is
the agency responsible for issuing the Halal
Certificates label.
 It works hand in hand with the National Commission
on Muslim Filipinos (NCMF),which was created by
virtue of Republic Act No. 9997- to ensure the rights
and well-being of Muslim Filipinos with due regard to
their beliefs, customs, traditions and institutions, as
well as to further ensure their contribution to national
goals and aspirations and to make them active
participant in nation-building.
IMPORTANT THINGS TO
REMEMBER WHEN
HANDLING
MUSLIM LEARNERS
a. Muslim Universal Greetings
 A Muslim greets by saying
“assalamu Alaikum (May peace be
upon you), and the response is,
wa’alaikumussalaam ( which
means peace be with you also).
 English Arabic Text English
Transliteration
Wish you all the best ‫ار َك هللاُ فيِْ َك‬ َ َ‫ب‬ Bārakallahu fīka
Congratulations ‫َهن ِيئا ً لَ َك‬ Hanī-an laka
May you have a ‫ان َك ِري م‬ ُ ‫ض‬ َ ‫َر َم‬ Ramadān Karīm
blessed Ramadhan
Good Morning ‫صبا َ ُح ال َخي ِر‬ َ Sabāhul Khair
Good Afternoon ‫سا ُء الخَي ِر‬ َ ‫َم‬ Masā-ul Khair
Good Night َ ‫س ِعيدة‬ َ ‫لي َْلَة‬ Laylatun Sa-‘īda
Thank You ‫شك ًرا‬ُ Shukran
Be careful ‫َحذ ًرا! َحذ ًرا‬ Hadhran Hadhran
Good ‫ َجي ِ ِّد‬، ‫ي ب‬ َ
ِِّ ‫ط‬ Tayyib/Jayyid
Excellent ‫ُممتا َ ز‬ Mumtāz
b. Expressions of
Personal Modesty
 Men and boys are always
to be covered from the
navel to the knee in public.
 Muslim females are
required to wear loose-
fitting and non-revealing
clothing which includes a
head covering.
c. Fasting, Schools, and Students
Fasting students may ask to use the library instead of the
cafeteria during lunchtime on the period of Ramadhan.

d. Prayer, School, and Students

Some of the five prayers may fall within regular school
hours. It takes less than 15 minutes to accomplish the
prayer. It includes: Wudu – means washing before the
prayer.
e. Physical Education
Muslim boys and girls may not take same-sex
communal areas (example comfort rooms).

f. Family Life and Sex Education

Islam puts great emphasis on modesty, chastity, and
morality and there is a specific set of teachings with
regard to human development and its related
issues.
g. Friday Prayer
In Islam, Friday is the day for the congregational
worship, called Jum’ah. It is an obligation that must be
fulfilled, and it lasts about one hour and takes a place
at the mosque during midday prayer.

h. Gender Relations
For Muslims who have reached puberty, Islam
prescribes certain parameters for relations between
the sexes.
i. Dietary Consideration
Consumption of alcohol, pork, and any pork-by-
products or derivatives are prohibited.

j. Islamic Calendar
Hijjra or Hijjri is the Islamic Calendar. Like the
Gregorian Calendar, it has 12 months in a year:
Muharram, Safar, Rabi al-Ula, Rabi al-Thani, Jumada
alUla, Jumada al-Thani, Rajab, Sha’ban, Ramadhan,
Shawwal, Dhul Qa’da and Dhul Hijja.
 RELEVANT ISSUANCE
RESPONSIVE TO THE NEEDS OF
MUSLIM LEARNERS
a. DO 32, s. 2013 – Reiterating DECS Order No. 53, s.
2001 (Strengthening the Protection of Religious Rights
of Students)

b. The National Commission on Muslim Filipinos has

called for strict implementation of the policy on the right
of Muslim Filipino women to wear hijab/veil. Hence, the
Department of Education (DepEd) reiterates its policy on
the protection of religious rights of students as contained
in DECS Order No. 53, s. 2001 entitled Strengthening the
Protection of Religious Rights of Students, to wit:
c. In specific case of the Muslim students, the following
policies shall be adopted:

d. Female Muslim school children should be allowed to

use their veil or headdress (hijab) inside the school
campus;

e. In Physical Education (PE) classes, Muslim girls shall

be allowed to wear appropriate clothing in
accordance with their religious beliefs; and
f. Muslim students shall not be required to
participate in Non-Muslim religious sites.
g. D.O. No. 41, s. 2017 – Policy Guidelines on
Madrasah Education in The K To 12 Basic
Education
h. D.O. No. 40, s. 2011 – Refinement of Standard
Madrasah Curriculum (SMC) To Refined
Elementary Madrasah Curriculum (REMC)
i. D.O.No. 51, s. 2009 – Institutionalization of The
Standard Madrasah Curriculum
Choose a partner. From the list
of Muslim expressions, select
two or more and use it as a
conversation between you
and your peer in a desired
situation.
 Working with your Group, complete the
third column of the KWL chart.
What do you What do you What have you
already KNOW WANT to know LEARNED in the
about DepEd’s about DepEd’s Session? (to be
MEP? MEP? filled up at the
end of the
session)
-Quran( 17/70)