Student Name

Australian International Academy Teacher’s Name

Islamic Studies Imam F Khalil
Year 9
Semester 1, 2019

Nature of Task: Topic: Manners in Islam Date Given: Week 2, Date Due: Week 4,
Essay Writing Term 2 Term 2

TASK DESCRIPTION
Students understand of the importance of good manners and the ability to act appropriately in a School
environment.

Essential Questions:
Essential questions probe for deeper meaning and understanding while fostering the development of critical
thinking and problem-solving skills.

Example:
 Why is life-long learning of Manners important in the School and other aspects of life?
 Why are manners important?
 How might having poor manners negatively impact a person position in the School?
 Which actions convey good manners and give a good impression?

Knowledge from this Unit:

 Factual information.
 Students will relate manners to success in school and personal life.
 Students will describe examples of good and bad manners.

Skills from this Unit:

Students will demonstrate good manners.

Question:
The students will be preparing a Discipline Policy of the school which will be implemented all over the
school. This policy will define the ethics and code of conduct for both Teachers, Students and daily running of
the school activities i.e. Salah etc.

Student will support their answer by examples from the Quran and Sunnah, you are also allowed to look at
secular studies for the designing of the school policy.

Policy should have title page, typed on A4 paper and should not be less than 850-900 words.

Assignments have to be both handed in ‘Physically and Electronically’ failing to do so will result in deduction
of marks

Use your own words; do not copy and paste as plagiarized work will be given an ‘N” award

Marker: _____________________ Signature: _______________________ Date: _______________

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Mark: _______ / ______

Comment:

STUDENT CONFIRMATION

 This is all my own work. I have referenced any work used from other sources and
have not plagiarised the work of others.

 I have kept a copy of the task for my own records

(N.B. In placing a tick in the space provided you are indicating, as you would sign your name,
that this is all your own work and that you have a copy of the task being submitted)

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TASK RUBRIC
Students will be assessed on their ability to:
Demonstrate their ability to select and apply appropriate information.
Demonstrate their ability to develop ideas.
Demonstrate their ability to present their information well and in a clear and logical manner.
Demonstrate their ability to communicate information clearly and effectively.
Demonstrate their ability to use and create a list of different resources.

LATENESS OR ABSENCE:
Any student who is absent on the day of the task must:
i) Contact and notify their teacher of their absence.
ii) Provide a medical certificate to explain their absence.
iii) Do a make up task.

CHECKLISTS

 Does the essay answer the question that was set?

 Does it cover all the main aspects and in sufficient depth?

 Is the content accurate and relevant?

 Is everything in the essay relevant to the question?

 Is the material logically arranged?

 Is each main point well supported by examples and argument?

 Have you acknowledged all the sources you have used?

 Is the length of the essay right for its purpose?

 Is it written plainly and simply, without clumsy or obscure phrasing?

 Is the grammar, punctuation and spelling acceptable?

 Is it neat and legibly written?

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 Australian International Academy
Islamic Studies Year 9

Ach. CRITERION B
Level Investigating
0 The student does not reach a standard described by any of the descriptors below.
1-2  formulates a research question that is clear or focused and describes its relevance
 formulates a limited action plan to investigate a research question or does not follow a
plan
 collects and records limited information, not always consistent with the research
question
 makes a limited evaluation of the process and results of the investigation.
3–4  formulates a research question that is clear and focused and describes its relevance in
detail
 formulates and somewhat follows a partial action plan to investigate a research question
 uses a research method(s) to collect and record mostly relevant information
 evaluates some aspects of the process and results of the investigation.
 formulates a clear and focused research question and explains its relevance
5-6  formulates and follows a substantial action plan to investigate a research question
 uses research method(s) to collect and record appropriate, relevant information
 evaluates the process and results of the investigation.
 formulates a clear and focused research question, thoroughly justifying its relevance with
7-8 appropriate evidence
 iformulates and effectively follows a comprehensive action plan to investigate a research
question
 uses research methods to collect and record appropriate, varied and relevant information
 thoroughly evaluates the investigation process and results.

Ach. CRITERION D
Level Thinking Critically
0 The student does not reach a standard described by any of the descriptors below.
 analyses concepts, issues, models, visual representation and theories to a limited extent
1-2  summarizes information to a limited extent to make arguments
 describes a limited number of sources/data in terms of origin and purpose and
recognizes nominal value and limitations
 identifies different perspectives and minimal implications.
 analyses concepts, issues, models, visual representation and theories
3-4  summarizes information to make arguments
 analyses and/or evaluates sources/data in terms of origin and purpose, recognizing some
value and limitations
 interprets different perspectives and some of their implications.
5-6  discusses concepts, issues, models, visual representation and theories
 synthesizes information to make valid arguments
 effectively analyses and evaluates a range of sources/data in terms of origin and purpose,
usually recognizing value and limitations
 interprets different perspectives and their implications.
 completes a detailed discussion of concepts, issues, models, visual representation and
7-8 theories
 synthesizes information to make valid, well-supported arguments
 effectively analyses and evaluates a range of sources/data in terms of origin and purpose,
consistently recognizing value and limitations
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 thoroughly interprets a range of different perspectives and their implications.