Process of Development
Table of contents:
- Classroom Trialling and Feedback
- Internal and External Review Process
- Publication and National Adoption
- A Continuing Journey
- Quality Assurance and Review Process
- Stage One: Curriculum Planning and Research
- Stage Two: Draft Development
- Stage Three: Classroom Trialling
- Stage Four: Internal Review
- Stage Five: External Scholarly and Educational Review
- Stage Six: Final Approval and Printing
- Maintaining Quality Beyond Publication
- A Balance of Tradition and Innovation
- Initial Development for Madrasah Islamiyah
- Growing Interest from Other Madrasahs
- Publication and Printing Journey
Classroom Trialling and Feedback
Before any book was published, lessons were tested within the classroom environment.
Draft versions were taught to students at Madrasah Islamiyah, allowing teachers to provide practical feedback based on real teaching experience.
This process helped identify:
- Areas where explanations needed improvement.
- Topics requiring additional examples.
- Activities that needed modification.
- Language that required simplification.
The feedback received from teachers and students was then used to refine the final versions of the books.
This ensured that the Islamiyah Series was not created purely from theory, but developed through actual classroom practice.
Internal and External Review Process
Maintaining authenticity and educational quality was a priority throughout the development process.
Each subject was carefully reviewed internally before being sent for external proofreading and evaluation.
The external review process involved respected scholars, teachers and education professionals who examined the material for:
- Islamic accuracy.
- Clarity of explanation.
- Suitability for students.
- Educational effectiveness.
Only after completing this extensive review process were the books approved for printing.
This rigorous approach reflects our commitment to producing resources that are both educationally effective and firmly grounded in authentic Islamic teachings.
Publication and National Adoption
Initially, the Islamiyah Series was developed exclusively for students of Madrasah Islamiyah.
However, as awareness grew of the new curriculum being developed, other Madrasahs across the United Kingdom expressed interest in adopting the books.
The response demonstrated a wider need for a structured, child-friendly and professionally designed Islamic curriculum.
To meet this growing demand, Madrasah Islamiyah worked with professional printing partners to ensure that the books could be produced to the highest standards.
After evaluating various printing organisations, Mega Basim Turkish Printing Company was selected due to its quality, service and competitive pricing.
The first major print run took place in 2016, followed by further printing in 2017 as demand continued to increase.
What began as a project to improve learning within one Madrasah gradually developed into a curriculum benefiting students and teachers across multiple institutions.
A Continuing Journey
The development of the Islamiyah Series was never viewed as a finished project.
Education continues to evolve, and therefore curriculum development must remain ongoing.
The team continues to review feedback from teachers, students and Madrasahs to ensure that the resources continue to meet the needs of future generations.
Our goal remains:
To provide children with an authentic, engaging and structured Islamic education that strengthens their faith, develops their character and inspires them to become positive contributors to society.
The Educational Philosophy Behind the Islamiyah Series
Teaching Islam for Understanding, Reflection and Practice
At the heart of the Islamiyah Series is a simple but powerful principle:
Islamic education should not only inform the mind; it should transform the heart and guide actions.
The purpose of Islamic education is not merely for students to remember facts, definitions and rulings. True learning occurs when students understand what they are learning, appreciate its importance, and are able to apply that knowledge in their daily lives.
With this philosophy in mind, the Islamiyah Series was designed to move beyond traditional information-based learning and create an educational journey that develops students intellectually, spiritually, emotionally and practically.
The curriculum aims to nurture young Muslims who:
- Understand their faith.
- Develop a strong relationship with Allah ﷻ.
- Appreciate the wisdom behind Islamic teachings.
- Demonstrate excellent character.
- Apply Islamic values in their everyday lives.
- Become confident, responsible and positive members of society.
Quality Assurance and Review Process
A Commitment to Excellence and Authenticity
Developing a curriculum that teaches Islamic knowledge to children carries a great responsibility.
The Islamiyah Series was not created simply by writing lessons and preparing books for publication. Every stage of development was approached with care, consultation and a commitment to ensuring that the final resources were accurate, beneficial and suitable for the students they were designed to serve.
The curriculum team recognised that a successful Islamic curriculum requires two essential elements:
- Authentic Islamic content based upon sound scholarship.
- Effective educational methods that enable children to understand and retain knowledge.
The Islamiyah Series therefore underwent a detailed process of research, classroom testing, review and refinement before publication.
Stage One: Curriculum Planning and Research
Before any lesson was written, extensive planning took place to establish:
- What knowledge students should acquire from Reception to Year 8.
- The appropriate order in which topics should be introduced.
- How concepts should develop year by year.
- Which areas required greater emphasis.
- How learning could be made relevant to children growing up in today’s society.
Each subject was carefully mapped, ensuring that students progressed through a structured learning journey.
This prevented repetition without purpose and ensured that each year built naturally upon the previous one.
Stage Two: Draft Development
Once the curriculum framework had been established, individual lessons were developed.
Each topic was written with consideration for:
- Age suitability.
- Student understanding.
- Language level.
- Classroom delivery.
- Practical application.
- Learning outcomes.
The team focused on ensuring that lessons were not merely collections of information, but complete learning experiences.
Each lesson was designed to answer:
- What should the student know?
- What should the student understand?
- How should the student apply this knowledge?
Stage Three: Classroom Trialling
A key part of the development process was testing the material in real classrooms.
Draft versions of lessons were taught to students at Madrasah Islamiyah before being finalised.
This allowed teachers to evaluate:
- Whether explanations were clear.
- Whether students understood the concepts.
- Whether activities were effective.
- Whether the lesson timing was appropriate.
- Whether any areas required further improvement.
Feedback from teachers and students played an important role in refining the final books.
This practical testing ensured that the curriculum was developed based on classroom reality rather than theory alone.
Stage Four: Internal Review
Following classroom trials, each subject underwent detailed internal review.
The curriculum team examined:
- Accuracy of information.
- Flow of topics.
- Clarity of explanations.
- Suitability of activities.
- Consistency across year groups.
Teachers provided feedback on how effectively the resources supported lesson delivery and student engagement.
Only after completing this stage were materials prepared for external review.
Stage Five: External Scholarly and Educational Review
Recognising the importance of maintaining the highest standards of Islamic accuracy, draft materials were sent to respected scholars and experienced educators for further review.
The purpose of this process was to seek guidance and feedback on:
- Islamic authenticity.
- Correct presentation of rulings.
- Clarity of explanations.
- Educational suitability.
The following scholars, teachers and education professionals contributed to the review process:
- Mufti Yusuf Sacha Sahib
- Mufti Mangera Sahib
- Mawlana Abdur Rahman Mangera
- Mawlana Imran Mogra
- Mawlana Amin Daji
- Mawlana Abid ur Rahman
- Mawlana Afif Sahib
- Mawlana Azad Valimullah Sahib
- Mawlana Asjad Mamaniat
- Mawlana Siddiq Sahib
- Mawlana Amjad Sahib
- Mawlana Faisal Sahib
- Mawlana Ismail Khatrada
- Mawlana Dilawar Sahib
- Mawlana Ubaidur Rahman Sahib (Scotland)
- Mawlana Ubaidullah (Leicester)
- Haji Bilal Sahib
- Hafiz Zubair Sahib
- M. Zubair (Masjid Saliheen / Bilal)
- Sister Chaus
- Mrs Chaus
- Additional experienced teachers and reviewers
Their valuable feedback helped improve the accuracy, clarity and effectiveness of the resources.
Stage Six: Final Approval and Printing
Only after completing:
- Curriculum planning.
- Lesson writing.
- Classroom trials.
- Internal review.
- External scholarly review.
- Final amendments.
were the books approved for printing.
This detailed process reflects the importance placed on producing a curriculum that Madrasahs could trust and students could benefit from.
Maintaining Quality Beyond Publication
The development of the Islamiyah Series did not end with printing.
A strong curriculum must continue to evolve.
Feedback from:
- Teachers.
- Students.
- Parents.
- Madrasah leaders.
continues to inform future improvements.
The curriculum team remains committed to reviewing resources, responding to educational needs and ensuring that the Islamiyah Series remains relevant for future generations.
A Balance of Tradition and Innovation
The strength of the Islamiyah Series lies in bringing together two important elements:
The authenticity of traditional Islamic scholarship.
and
The effectiveness of modern educational practice.
Through consultation with scholars and collaboration with educators, the curriculum aims to preserve the beauty and accuracy of Islamic teachings while presenting them in a way that children can understand, appreciate and implement.
Our hope is that this effort becomes a means of benefiting generations of young Muslims and contributes towards raising the standard of Islamic education.
May Allah ﷻ accept this humble effort, grant it sincerity and make it a source of benefit for students, teachers and communities around the world. Āmīn.
The Growth and Impact of the Islamiyah Series
From a Local Initiative to a National Curriculum
The Islamiyah Series began with a simple intention: to improve the quality of Islamic education for the students of Madrasah Islamiyah.
The original vision was never to create a resource for wider distribution. The priority was to address the educational needs of our own students and provide them with a curriculum that was structured, engaging and suitable for children growing up in the United Kingdom.
However, as the project developed and news spread about the work being undertaken, other Madrasahs began expressing interest in the curriculum.
Teachers and institutions recognised the benefits of a syllabus that combined:
- Authentic Islamic knowledge.
- A structured learning journey.
- Child-friendly language.
- Modern educational methods.
- Practical classroom support.
What began as a project for one Madrasah gradually developed into a resource benefiting students and teachers across the country.
Initial Development for Madrasah Islamiyah
During the early stages of development, the curriculum was designed specifically for the students of Madrasah Islamiyah.
The team focused on ensuring that:
- Lessons were suitable for the children in our classrooms.
- Teachers could deliver lessons effectively.
- Topics were organised in a logical progression.
- Learning outcomes were clear.
- Students developed both knowledge and understanding.
The books were trialled, refined and improved through classroom experience before being introduced more widely.
This ensured that the curriculum was not simply based on theory, but had been tested in a real teaching environment.
Growing Interest from Other Madrasahs
As teachers from other institutions became aware of the Islamiyah Series, interest began to grow.
Many Madrasahs identified similar challenges:
- The need for a structured curriculum.
- The difficulty of maintaining consistency between classes.
- Limited preparation time for teachers.
- The need for engaging resources suitable for children in the UK.
- The importance of developing understanding rather than only memorisation.
The Islamiyah Series provided a solution to these challenges by offering a complete curriculum framework rather than individual textbooks.
Publication and Printing Journey
As demand increased, Madrasah Islamiyah explored different options to ensure that the books could be produced to the highest quality standards.
Several printing organisations were considered, with careful attention given to:
- Print quality.
- Durability.
- Cost effectiveness.
- Reliability.
- Ability to meet increasing demand.
After extensive evaluation, Mega Basim Turkish Printing Company was selected due to its quality of production, competitive pricing and excellent service.
The first major print run took place in 2016, followed by a second print run in 2017 as demand continued to increase.
These print runs allowed the curriculum to reach a wider number of students and Madrasahs.