We found that most other Qāʿidahs do not have any chaptering or breakdown of learning objectives. The students, and sometimes teachers, progress from one exercise to another without realising what the goals behind them were. This lack of breakdown of objective is also unhealthy for the student’s morale as they have no short-term targets to work towards and can lose motivation. Therefore, the Safar Qāʿidah has been divided into several sections with each being called a level. In each level, a new skill or topic will be introduced and covered. The level system has proved to be very effective in motivating students.
The words in the Qur’an are Allah’s (swt) words. This not only makes their recitation more rewarding in the hereafter, but we also believe they have a positive impact on the student’s learning and progress; Allah (Swt) has said, We have made the Qur’an easy to remember… (54:40) In most other Qāʿidahs, we found that many words had crept in which were not found in the Qur’an. This is by no means incorrect, but the words of the Qur’an will always hold superiority.
Some Qāʿidahs have tried to use examples only from the Qur’an but have either not found enough examples for the students to master the level, or they have had to make slight alterations to the writing to make it fit the level. For example, sometimes people have written a standing kasrah instead of a Yā, or taken a word written together in the Qur’an and omitted part of it.
We were not content with all of the above-mentioned, so we carried out a comprehensive survey of the Qur’an, to the best of our abilities, combining direct human efforts and modern technological aids, to find ample examples from the Qur’an for each level.
Occasionally, we have removed the Wāw of from the beginning of some individual words, but have not made any other changes to the text.
The recitation of the Qur’an is a spiritual matter. A person cannot and should not be encouraged by material gains. This is not to say that incentives and rewards should not be offered to children, but the actual motivating factor should be a drive to please Allah(Swt) by following the footsteps of His Messenger (saw). An effort to build Muslim’s consciousness of this should be made from the outset. Therefore, we have included a hadith from the Messenger after each checklist. Each hadith was chosen based on its authenticity and its relevance to Qur’an-learning. The translation of ahadith have been kept simple to cater for younger students. All ahadith have been verified before being included.
Reciting the Qur’an correctly involves many elements that are beyond the remit of a Qāʿidah: students require much practice to build their fluency, as well as time to learn and implement the complex rules of Tajweed. At Safar, we have kept the Qāʿidah as an independent publication at the same time as integrating it into to a comprehensive syllabus that takes a student from his introduction to the sounds of Arabic letters, all the way through to expert recitation. By doing this, teachers, parents and students are able to keep a holistic view of progress and ensure no aspect is neglected.
The ability to recite the Qur’an is dependent on several individual skills; for example, the ability to recognise joined letters, the ability to regulate the length of each vowel, and so on. In our analysis of other available Qāʿidahs, we noticed that most of them contain gaps where certain key elements have not been covered formally and students are expected to guess or understand themselves. Sometimes, the logical sequence of this learning has also been ignored with some elements being presented in inappropriate places. Sometimes, examples contain concepts and elements which have not yet introduced to the students causing confusion and obstacles for the students.
To solve this, each level in the Safar Qāʿidah is a gradual and logical progression from the previous one. An effort has been made to fill any gaps in that exist in other Qāʿidahs, as well as trying to not allow any elements not yet formally covered into the examples. To add to this, students are given mixed exercises at the end of each level, to revise and recap everything they have learned previously.
As the Qur’anic script is hand-written, the same letter has been written in many different ways for style and variation. Many teachers have observed that children often find it difficult to recognise these various forms and styles when they eventually read the Qur’an, if not in the Qāʿidah itself. To tackle this, we have added a level, Advanced Letter Recognition, in which each method of writing is introduced separately with Qur’anic examples. Graphics, where necessary, have been used to break down the writing; for letters learners find difficult to read, is broken down and explained using graphics. This is one of the unique and effective additions to the Safar Qāʿidah.