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Namaaz Guidelines

Explanation/parents/teachers’ guide of how to use parts of the wuzu and namaaz module

As you follow the brief guiding tips below make sure you take responses from the children in a positively encouraging way. Be disciplined with balance and kindness and do not scold the child if they get it wrong. Try and understand why they made the mistake and solve it compassionately. Allow and encourage them to ask questions and to feel at ease about it. Praise any attempts to achieve targets, even if they are not perfect. This not only facilitates a learning environment with good outcomes, but provides vital feedback towards developing the child’s learning and creates motivated learners.


Arabic Audio:

This resource includes a full audio of the Arabi wuzu and namaaz of how it should be prayed. Use this at the early stages when children are young and just beginning to learn the wuzu and namaaz.

By using the audio flexibly by stopping it at any stage, in the middle of a particular action part, or at the end of each, it can be used in a number of ways:

  1. To demonstrate and acquaint:

    1. Introduce the child to the wuzu and namaaz without putting too much pressure of memorization, play the audio and demonstrate the wuzu and namaaz with actions (the teacher/parent) can also recite. Allow the child to copy you as much as possible. The child will begin to pick things up, and when you feel they are ready, move to memorization as described below.

    2. Use water for wuzu if you like.

    3. This is also a useful way to revise after memorization (see below)

    4. The child is not required at this stage to repeat the actions to great accuracy.

  2. For Memorization:

    1. Ask the learner to recite after the audio loudly and with care of pronunciation.

    2. Break the ‘immediate learning portion’ into a digestible bit, i.e. a short phrase or chunk of language. It could be as short as 2-3 words, as a language chunk.

    3. Repeat this language chunk with the child 5 times, and see if they can now repeat it without error. If not get them to repeat it 5 more times.

    4. Move to the next language chunk and repeat.

    5. Assimilate 2-3 language chunks as learnt, to see if the child can remember the whole, in the correct sequence.

    6. Once the whole section of a particular action is learnt in this way, see if the child can repeat it. If not, it might be advisable to target the specific area within it which is causing a problem and revise it in the manner described above.

    7. Make sure the child doesn’t get too strained or tired if there is an area where they are getting stuck. It is better to stop before this. Reflect on the problem and try to find solutions.

  3. Revision:

    1. Each time you sit for learning, it is extremely important to revise previous portions as significant part of the time spent.

    2. This can be done by the method described above, and checking for accuracy

    3. Or it can be done by an overall teacher/audio lead follow and recite (together). This sometimes takes the pressure of always having to reproduce accurately, but also achieves revision.

  4. Revision for children who are proficient.

    1. This resource can also be used for quick revision for children who know the wuzu to a high degree of accuracy in both its words and actions.

    2. This can be parent/teacher guided

    3. The child can also self revise in this instance

  5.  Children at this level should be at level 1 of concepts and meanings.



This resource can be used for in-depth teaching of the actions and words of the wuzu. Children being taught through this resource should be at a stage that they can give heed to the actions and their precise fulfillment. Use the video flexibly by stopping it at any stage, in the middle of a particular action part, or at the end of each. Use the video everyday during maghrib namaz so that the child can follow and pray with the video until he/she is able to pray by themselves.

  • It can be used as a demonstration

    • In a ‘dry’ environment, but parents/teachers should then also check the performance of children with water.

    • Stop and start the audio/video as necessary at the end of clips or in the middle as required to make learners’ actions and words precise.

    • Children can use the resource independently if the parent/teacher feels they can. Usually this is at the revision stage.

    • Children at this level should be at level 2 of concepts and meanings.


Dawat ni zaban/English meaning:

This resource can be used with older children who are ready to learn the overall meaning of the wuzu, and after they have memorized and can reproduce its recitation.

  • Discuss the meanings and create an awareness in the learner of the meaning of their words and actions.

  • Whilst Dawat ni zaban translations and English translations are provided, we encourage use of only the Dawat ni zaban translation where possible, but if the child needs English, to support the understanding, we encourage reflection on the corresponding Dawat ni zaban translation and focusing on salient points and words, to build Dawat ni zaban understanding.

  • This resource can be used in conjunction with the audio and video of the wuzu and namaaz recordings for reference and for revision and consolidation of the already learnt parts.

  • It is desirable for children to have this ability before they progress to level 3, which includes further concepts and meanings.