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Vision for the Delivery of Islamic Education Defining what we do: Changing the way our children learn and how we teach Islamic Education
Life
Aims of Islamic Values:
1- Worship 2- Kindness 3- Morals
Revelation:
1- Quran
2 - Sunnah
Rational Faith:
1- Faith 2- Common Sense
1- Shariah
2-Ethics
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)
Body
Mind
Soul/Heart
Islamic Education
Empowerment
Acting
Skills
Thinking
Empathy
Feeling
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
The Flipped Ladder: How much time do we spend on each skill at the moment?
create Can they
evaluate it?
Can they analyse it?
it?
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?
Can they
evaluate it?
explain it?
Remember
Evaluation
Synthesis
Term 1a
Faith
Term 1b
Biographies
Term 2a
Ritual worship
Term 2b
Social Studies / Citizenship
Term 3a
Personal Ethics
Term 3b
Quranic Reading Development
Understanding Create
Evaluation Analysis Application Explanation Remembering
Transfer
Thinking
Emotional Intelligence
Consistent Values Altering Behaviour Valuing
Seyar
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?
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 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
Progress
Baseline tests
Descriptors
Track progress
Internal Assessments
Improved Criteria
Data Collection