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Session 1:

Vision for the Delivery of Islamic Education Defining what we do: Changing the way our children learn and how we teach Islamic Education

Expectations of the KHDA towards a viable


Islamic Education Syllabus

Themes in the Current KHDA document

Life
Aims of Islamic Values:
1- Worship 2- Kindness 3- Morals

Revelation:

1- Quran
2 - Sunnah

Islamic Rules and Manners:

Rational Faith:
1- Faith 2- Common Sense

of the Holy Prophet:


1-Prophets example
2- Extended
Biographies

1- Shariah
2-Ethics

Expectations of KHDA towards Islamic Citizenship Education in the Syllabus


Civic Education
Culture & Language Circles of Influence

Humans and Creation


Humanity Cooperation & Coexistence Care for the Environment

Defining Islamic Education


Body Mind Soul
Islamic Education

Hadith Jibraeel speaks about: (a) Enabling the individual to engage in practical Islam through knowledge of how to achieve the following in their lives: (1) Shahaadah, (2) Salaat (3) Zakaat (4) Sawm and (5) Hajj in some other traditions there is a (6) Jihaad (a) Developing understanding of the significance of the following belief s to their lives: (1) Allah (2) Angels (3) Books (4) Messengers and Prophets (5) the Last Day and (6) Fate (a) Moulding their hearts, conscience, consciousness and souls through developing Emotional Intelligence skills (Al-Ihsaan)

Islamic Education is:


That process of enabling and empowering individuals with the knowledge to practice Islam on their own as well as in their communities; develop their understanding of their beliefs and how that relates to the world around them and mould their hearts and minds to empathise with the plight of others.

Islamic Education is:


That process of enabling and empowering individuals with the knowledge to practice Islam on their own as well as in their communities; develop their understanding of their beliefs and how that relates to the world around them and equip them a set of social and life skills to interact with others.

Body

Mind

Soul/Heart

The Whole Person

Knowledge & Action

Understanding & Skills

Attitude & Aptitude

Islamic Education

Empower instead of giving rules

Articulate & Rationalise not just recall

Empathise & Engage not just Sympathise

Aims of Islamic Education

Outcomes of Islamic Education


Knowledge, Kinaesthetic, Spiritual Intelligence

Empowerment

Acting

Communicative, Logical, Rational Intelligence

Skills

Thinking

Emotional, Inter/Intrapersonal Character Intelligence

Empathy

Feeling

Everything our children do we must ask


Can they create a model of it? Can they evaluate each part and its connections? Can they break it down into its various parts

Criticise and formulate new knowledge and information Discuss and examine evidence and arguments Research and discuss a range of opinion Compare and contrast points of view Source and reference information Facts and Definitions

Can they apply the knowledge?

Do they understand it?

Can they remember it?

The Flipped Ladder: How much time do we spend on each skill at the moment?
create Can they

evaluate it?
Can they analyse it?

Can they apply

it?

Can they explain it?

Can they remember it?

Example from the Islamic (A) Syllabus


( )
- : ( ) 15 : : . . . . . . . . . ( ) . . . .

How well does the NC target skills?


Example from the Islamic (B) Syllabus

These are the types of questions found at the end of Unit A, Chapter 1, Book 4 I love Islam: (Faith in Prophets and Messengers), Page: A7 Lesson Review: 1) Why did Allah send Prophets? 2) How many Prophets names are mentioned in the Quran? 3) Name ten Prophet. And name three messengers. 4) What is the Arabic word for Prophet? 5) What is the Arabic word for Messenger? Activity Time: Choose a Prophet and Summarise his story. Who was he sent to? Why was he sent?

The Flipped Ladder: Where we should be aiming at?


Can they create it?

Can they

evaluate it?

Can they analyse it?

Can they apply? Can they

explain it?
Remember

Teaching & Learning Methodology


Definitions Sourcing concept or practice Explanation of concept or practice Application

Evaluation

Synthesis

KS 1 (Infants & Pre-Prep: yrs1-4)


Match, List Recognise
Listening to and reading Nusoos Who, When, Where, Why, What & How Art, Role-play, Storytelling & Nasheed Discuss right and wrong scenarios Record and or demonstrate achievement :

KS 2 (Prep: yrs 5-6)


Describe, Explain

Reading & Identifying themes from Nusoos

Separating fact from opinion, Interprets

Arabic Recitation, Illustrations and Outlines

Introduction to Theory of Knowledge in Islam

Develop a plan of action or discuss an aspect of the learning process

KS 3 (Junior Sch: yrs 7-9)


Describe, Explain, Apply
Extracting , describing & explaining themes from Nusoos Describe, analyse practices and explain concepts Teaches, RolePlays, Organises Developing use of al-Ahkaam alKhams Role play and demonstrate right from wrong processes

KS 4 (Senior Sch: yrs 10-11)


Apply, Analyse, Evaluate Sourcing , analysing and applying evidence from texts Analyse, justify & apply concepts or practices Debates, Problem Solves, Defends, Translates Interpretation of other peoples written work and ideas Report, give verdict & make recomations

Breaking down the National Curriculum into a working syllabus

Term 1a
Faith

Term 1b
Biographies

Term 2a
Ritual worship

Term 2b
Social Studies / Citizenship

Term 3a
Personal Ethics

Term 3b
Quranic Reading Development

What should we be Assessing at this stage?


Skills Knowledge
Imaan

Understanding Create
Evaluation Analysis Application Explanation Remembering

Transfer

Thinking

Emotional Intelligence
Consistent Values Altering Behaviour Valuing

Seyar

Reflection Information literacy Communication

Fiqh

Al-Muwaatanah

Akhlaaq

Collaboration

Responding

Quran

Organisation

Receiving

Tick-Box Aid to cover Key Skills when Setting Questions (with Arabic)

Tick-Box Aid to cover Key Skills when Setting Questions (with English)

Changing the ways our children learn and how we teach them
Passive Teacher reads Teacher solves problems Teacher is at the centre of learning The resource book then becomes a means to an end and not the end in itself ... Active and Interactive
Children reads and researches, their peers and teachers give support Children are guided to ways of solving the problems they face The resources available to them is at the centre of their learning and they set about problem solving and creating. Teacher discusses what they learnt, correct misunderstandings; deepen learning and emphasise values

Session 2:
Monitoring and Recording Progress and Attainment
How is Progress and Attainment defined by the KDHA? What can we do as teachers to make sure we are tracking pupils progress and attainment?

The KHDA asks us to consider the following when we look at Attainment:

students knowledge, skills and understanding in all key subjects; the suitability of the criteria we use for measuring attainment; the gaps, if any, that exist in students knowledge, understanding and skills; how well do our internal assessments compare with international expectations such as TIMSS, PIRLS and PISA; the proportion of students in each grade and/or phase that attain levels that are below, in-line, above and well above expectations; emerging trends regarding students overall attainment; attainment of Emirati students.
Source: Self Evaluation: A Resource for Schools in Dubai

The KHDA asks us to consider the following when we look at Progress:

the accuracy of our view of all students starting points; the gains made by individuals and groups in their knowledge, skills and understanding across all aspects of each subject, for example, the four aspects of language; the proportion of students in each grade/phase that make unsatisfactory, acceptable, good or outstanding progress from their starting points; the measurement used to quantify this progress; progress of Emirati students; progress of students with Special Educational Needs (SEN) using the DSIB definition (Handbook 2011-2012.)
Source: Self Evaluation: A Resource for Schools in Dubai

What can we do to meet the KHDA expectations


Attainment
KUSA

Progress
Baseline tests

Descriptors

Track progress

Internal Assessments

Improved Criteria

Data Collection

Collect Data on SEN