For schools, academies and home-school programs
Presenter-ready slide decks for Wellness, Mathematics, Science, Social Studies and Reading and Writing with Purpose — a standard academic curriculum, written for Islamic educators and taught through the lens of Islam from the first slide of every chapter.
Presenting this? Press P, or use the Present button. Touch the lattice.
The problem
Teachers build their own decks on a Sunday evening, or teach from a textbook written for somebody else's classroom and patch the values back in as they go. Both cost hours nobody has.
RISE is the deck already built. A teacher opens a chapter and presents it — the teaching script is on the slides, the practice is on the slides, and so is the reflection at the end.
Before you decide
Four slides from four published decks — a problem set, an independent task, a real-world application, and a month of reading. Exactly as a class sees them.
Ten mental-maths questions over two slides — no pencil, answered in the head — with the teacher’s answers on the two after.
Inside the portal
What a teacher opens
Their own progress, the whole library, on the classroom panel from the first sign-in. It opens on an ayah, a hadith or a duʿāʼ — a different one every teaching day of the year — then straight back into whatever they were reading.
19,955
slides, every one written for an Islamic classroom
14
cumulative exam papers, marked in the database so the answer key never reaches a browser
190
daily readings — none repeated in a school year
The method, on every slide
Responsibility moves from the teacher, to the class together, to the child. Skipping a stage is the commonest way a good lesson goes wrong — children sent to practise something they have only watched will practise it wrongly, and then that is what they have learned.
You work the example in front of the class and say the thinking out loud — including the false starts and the repairs. They are watching, not answering yet.
The same work again, with the class supplying the steps and agreeing what counts as a good answer. This is where misunderstandings surface, while they are still cheap to fix.
Independent practice, with its requirement stated on the slide. By now they have seen it done and done it with help, so what you get back is what they can genuinely do alone.
Who it is for
Your head of department verifies your own teachers, and sees how far each class has actually got — without asking us for anything.
If you have a curriculum and people teaching it, you get what a school gets — the same verification, the same oversight.
Request a proposalTeaching alone, or teaching your own children. You do not need a school behind you to read every course.
Make an accountAccount classes
Principals, vice-principals, deans and heads of department. Verify your own teachers, invite new ones by email, and see how far each class has read.
Reads every course, presents every deck, and is assigned the students they teach. This is the account that opens the answer keys and the marking guides — the sample full-mark answer and the band descriptors a student account is simply not served.
It is also the account that marks. A chapter assessment arrives with its ten multiple-choice questions already scored; the teacher reads the two written answers, records a mark against the rubric and writes the comment that goes back with it. And it sets the pace: a teacher chooses how far ahead their class may read, and a chapter closed here is refused by the database — not hidden from a menu a curious student can type past.
Works through the same material at their own pace. Their teacher sees how far they have read and the papers they hand in — and nothing else: not their practice answers, not their exam attempts, not their profile.
Getting started
The form below. It takes a minute.
Written for your school — the grades, the subjects, or the whole catalogue.
And are verified by your own head of department.
Licensed to your institution by grade, by subject, or the whole catalogue — your staff and students enrol in whatever it covers, and nothing inside a course is timed: a teacher who pauses in November picks up in January exactly where they left off.
Request a proposal
Would rather just write? info@resourcesforislamicschools.com
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