Our Journey
The Story of the Islamiyah Series
A Vision Born from a Commitment to Excellence
For over half a century, Madrasah Islamiyah has remained committed to providing children with a strong foundation in Islamic knowledge, faith and character. Throughout this time, our teachers have worked tirelessly to nurture generations of young Muslims with the timeless teachings of the Qur’an and the Sunnah.
However, education is constantly evolving.
Children today learn differently from previous generations. Their educational experiences, language abilities, learning styles and the challenges they face have all changed significantly. Whilst the message of Islam remains timeless, the way in which we teach that message must continually evolve to ensure it is understood, appreciated and implemented by every child.
At Madrasah Islamiyah, we believe that every child deserves access to an Islamic education that is engaging, structured, academically rigorous and relevant to the world in which they live.
This conviction became the driving force behind one of the most significant educational projects undertaken by the Madrasah—the development of the Islamiyah Series.
Recognising the Need
In 2014, the Executive Committee of Madrasah Islamiyah began asking a simple but important question:
“Are the current resources truly meeting the educational needs of children growing up today?”
Although many existing Islamic syllabi had served Madrasahs for many years, our experience in the classroom highlighted several recurring challenges.
Many resources had been written for different educational environments and different generations of learners. Some relied heavily on memorisation with little opportunity for reflection or practical application. Others presented complex Islamic concepts using language beyond the reading ability of many children. Important acts of worship, such as Ṣalāh, were often introduced later in the curriculum than we believed appropriate, while contemporary issues facing young Muslims were not always addressed.
Teachers also faced their own challenges. Many books provided only brief bullet points, requiring considerable lesson preparation before effective teaching could take place. This often resulted in inconsistency between classrooms and varying learning experiences for students.
After extensive discussion, one conclusion became increasingly clear:
Rather than making small adjustments to existing resources, there was a need to develop a completely new curriculum—one that combined authentic Islamic scholarship with modern educational practice.
Beginning the Journey
The curriculum development project officially commenced in January 2014.
A dedicated curriculum development team was formed under the guidance of the Executive Committee. The team’s mission was not simply to write textbooks, but to reimagine how Islamic education could be delivered to children growing up in the twenty-first century.
The first stage of the project focused entirely on research.
Before writing a single lesson, the team wanted to understand what was already available, what worked well, and—perhaps more importantly—where improvements could be made.
Existing curricula from across the United Kingdom and overseas were gathered and analysed in detail. These included programmes developed by respected institutions in London, Preston, Walsall, South Africa, Australia and the United States.
Each curriculum was carefully evaluated using a structured assessment framework that examined:
- Curriculum progression
- Scope and sequence
- Teaching methodology
- Lesson structure
- Language level
- Student engagement
- Classroom delivery
- Visual presentation
- Educational outcomes
Alongside this research, consultations were held with experienced scholars, teachers and education professionals who had spent many years working within the field of supplementary Islamic education.
Every discussion, observation and recommendation helped shape the vision for what would eventually become the Islamiyah Series.
Learning Before Writing
One of the most important decisions made by the curriculum team was that no books would be written until the entire curriculum had first been designed.
Rather than producing one book at a time, every subject was mapped from the beginning of a child’s Madrasah education through to completion.
Each subject—including Fiqh, ʿAqāʾid, Akhlāq, Sīrah and Basic Essentials—was broken down into individual topics. Every topic was then divided into smaller learning outcomes and carefully placed within the year group most appropriate for the child’s age, maturity and prior knowledge.
This process ensured that every lesson had a clear purpose within a much larger educational journey.
Instead of asking,
“What should Year 4 learn?”
the team asked,
“What should a child know by the time they leave Madrasah, and what is the best journey to help them get there?”
This curriculum mapping became the foundation upon which every lesson in the Islamiyah Series was later built.
More Than Writing Books
From the very beginning, the objective was never simply to produce attractive textbooks.
The vision was to develop a complete educational system that would support students, teachers, parents and Madrasahs alike.
Every decision was made with one question in mind:
“Will this help children understand Islam better and bring them closer to Allah?”
This philosophy influenced every aspect of the curriculum—from the order in which topics are taught, to the language used, the lesson structure, classroom activities, assessment methods and opportunities for parental involvement.
The result is a curriculum that seeks not only to teach knowledge, but also to nurture faith, develop character and inspire a lifelong love of learning.
Today, the Islamiyah Series stands as the product of years of research, planning, classroom experience, consultation and refinement. It reflects our unwavering commitment to raising the standard of Islamic education and serving the needs of future generations of young Muslims.
As we continue to review, improve and expand the curriculum, our vision remains unchanged: to provide every child with an authentic, engaging and inspiring Islamic education that prepares them for success in both this world and the Hereafter.
Building the Curriculum Structure
After identifying the subjects and topics required for each year group, the team began the detailed process of developing individual lessons.
Every subject from Year 1 to Year 9 was carefully mapped. Topics were broken down into smaller learning objectives and arranged according to:
- The age and ability of students.
- The level of understanding required.
- The importance of each topic in a child’s Islamic development.
- The knowledge needed before progressing to more advanced concepts.
This ensured that students were not overwhelmed with information beyond their level of understanding, while also ensuring that important concepts were revisited and reinforced throughout their journey.
The curriculum was therefore designed as a gradual progression, allowing students to develop confidence step by step.
A Different Approach to Islamic Learning
One of the fundamental principles behind the Islamiyah Series was the belief that children should not simply memorise information—they should understand it, appreciate its importance and learn how to apply it.
Traditional approaches often introduce technical terminology at the beginning of a topic. While this may provide students with definitions, it does not always create a deeper understanding.
The Islamiyah Series adopts a different approach.
Students are first introduced to the practical concept, allowing them to develop familiarity and confidence. Once the foundation has been established, more detailed terminology and classifications are introduced.
For example, when teaching Wuḍūʼ, students are first taught the complete method of performing Wuḍūʼ correctly through practical learning.
Instead of beginning with:
- Farḍ of Wuḍūʼ
- Sunnah of Wuḍūʼ
- Mustaḥabb actions
students first learn the complete process and develop confidence in performing Wuḍūʼ.
As they progress through the years, they revisit Wuḍūʼ and begin to understand:
- Which actions are Farḍ.
- Which actions are Sunnah.
- Which actions complete and enhance their worship.
- What actions invalidate Wuḍūʼ.
This approach reflects how children naturally learn: first understanding the whole concept, then developing deeper knowledge and analysis.