This document outlines the objectives and content of a session on Islamizing the curriculum. It defines Islamization of education as integrating an Islamic perspective into all subject areas. It provides examples of revising lesson objectives to include Islamic references and perspectives. It discusses Islamizing different parts of the curriculum like displays, assessments, and activities. It also addresses potential difficulties in Islamizing and ways to overcome them, such as providing guidance and resources. The session aims to help educators understand and apply the methodology of Islamizing the curriculum.

3. LET’S KNOW EACH OTHER

4. SESSION OBJECTIVES
1. Know about Islamisation.
2. Reasons to Islamise the curriculum
3. Methodology of Islamising the
curriculum.
4. Common difficulties faced by schools.
5. Ways to overcome the difficulties.

5. IS
ISLAMISATION
?
ISLAMIC
AADAB
ISLAMIC
VALUES
UNIFORM
QURAN &
DUAS
ARABIC
LANGUAG
E
ISLAMIC
STUDIES
PERIOD
NASHEED
NAMAZ
What is Islamisation of Education?

6.  Integrated curriculum which provides an
Islamic perspective to all disciplines and
subject matter fields
 The Islamisation of Education is scientific
knowledge – the knowledge that originates
from Divine norms and ideals.
 Recasting the available human knowledge to
conform with the basic tennets of Aqeedat ut
Tauheed

7. Regular lesson objectives Islamic integrated lesson objectives
 To be able to differentiate between a plant and
an animal
 To be able to name different parts of a plant
 To be able to differentiate between a plant and an animal
 To be able to name different parts of a plant
 To be able to conclude that plants and animals are creations
of Allah swt.
 To be able to identify and name different types
of roots
 To be able to explain the functions of a root
 To be able to identify and name different types of roots
 To be able to explain the functions of a root
 A muslim’s faith is rooted deeply .( Sura Ibrahim)
 To be able to list the functions of a stem
 To be able to describe parts of a leaf
 To be able to explain the functions of a leaf
 To be able to list the functions of a stem
 To be able to describe parts of a leaf
 A muslim’s good deeds branch out to the sky.( Sura Ibrahim)
 To be able to elucidate how flowers grow into
fruits
 To be able to explain the functions of a leaf
 To be able to elucidate how flowers grow into fruits
 To learn about the flowers and fruits of jannah.
 To be able to illustrate how seeds grow into
new plants
 To be able to illustrate how seeds grow into new plants
 To be able to talk about what the Quran says about the
splitting of seed.

9. What else needs Islamisation?
Displays
Assessments
Activities
Presentations
Projects
Tours and trips

10. History of Islamisation
 The recent Islamisation movement had its
earliest beginnings in the 14th century
 The First World Conference on Islamic
Education held in Makka in 1397 AH/1977
AD was a major event in the Islamisation
movement.
 Thereafter, IBERR (International Board of
Research and Resources) came up with a
complete manual for Islamic schools.

12. The comparison of
secular and Islamic
education?

13. Secular curriculum
The purpose of secular curriculum is based on five core
principles:
1. The sovereignty of man, as though supreme.
2. Basing all knowledge on human reasoning and
experience
3. Unrestricted freedom of thought and expression
4. Unwillingness to accept 'spiritual' truths
(naturalism)
5. Individualism, relativism and materialism

14. Islamic curriculum
By contrast, the purpose of an Islamic curriculum is:
1. To include an Islamic perspective in the curriculum,
which reflects the contribution of Islam and Muslims
to civilization
2. To ensure that all students gain knowledge and
understanding of the Islamic legacy
3. To unify the educational system by removing "the
dualism of sacred and secular from education"
4. To prevent Muslims being influenced by "Godless
ideologies".
5. To emphasize that Islamic teaching is relevant to
every aspect of life and every ‘subject’ of the
curriculum.

15. Benefits of Islamisation
 Prepares the future generation to work as agents of Allah.
 Inculcates in the child the sense of; humility, equity, integrity,
justice and other values based on Islamic ethics.
 Develops in the child a spirit of enquiry and creativity through
the exploration of nature.
 Makes him conscious of his responsibility to develop himself and
his environment for the benefit of human race and his
consequent accountability in the next world.
 Produces a conducive Islamic environment for the proper
upbringing of the child and the development of his faculties
 All round development of the child, spiritual, moral, physical,
mental, cultural in preparation for the adult life.

17. SWOT Analysis
AS A SCHOOL
 What are your strengths which you can use to bring a
change in the style of education
 What are your weaknesses that you need to over come
in order to change in the style of education
 What opportunities does your school enjoy which can
be utilised to change in the style of education
 What threats do you foresee that might hinder the
change you want to bring in the style of education

19. The Muslim school in many parts of the country is like a butterfly in its cocoon phase.
The cocoon is dark and warm and its wrapping gives it a sense of security. Now the
phase of early development has ended and the beautiful multi coloured butterfly must
arise and show its intricate patterns to the world.

20. What to Islamise?

21. PRE PRIMARY CURRICULUM?
RHYMES
STORIES
GAMES
ROLE
PLAYS
LANGUAGE
SKILLS
NUMER
ACY
SKILLS

22. CLASSICAL RHYMES
ABC song
Rain Rain go away
Goosey Goosey Gander
Humpty Dumpty
Jack n Jill
Row , Row
Clap your hands
Mary had a little lamb
London bridge is falling down
The wheels on the bus.
Teddy bear teddy bear.
Mulberry bush
Little miss muffet
If you’re happy and you know.
Where is thumbkin.
Little Bo Beep.
Baa baa black sheep
Hickory Dickory dock
One little flower
5 little monkeys
5 fat peas
5 little fish
One two three
One, two, buckle my shoe.
Once I caught a fish alive.
30 days has September

23. CLASSICAL STORIES
Cinderella
Emperor's New Clothes
Frog Prince
Gingerbread Man
Goldilocks and the Three
bears
Hansel and Gretel
Jack and the Beanstalk
Little Red Ridinghood
Little Mermaid
Puss in Boots
Rapunzle
Rumpelstiltskin
Sleeping Beauty
Snow White and
the Dwarves
Stone Soup
Thumbelina
Ugly Duckling

25. The following is the order of
priority for discipline-reform:
natural sciences,
social sciences,
humanities,
applied sciences and technology,

26. Integration
Quran Sunnah
Integrate into lessons relevant references from the
Qur’an and Sunnah.

27. WHILE MAKING THE LESSON PLANS,
ASCEND KEEPS IN MIND THE FOLLOWING
GUIDELINES RECOMMENDED BY;
 Principles suggested by Shk Bilal Philips
 Howard Gardner's theory of multiple intelligences
 Benjamin Bloom’s Taxonomy of Educational
Objectives
 CCE Guidelines recommended by CBSE

28. Curriculum planning includes
 Annual planning
 Term planning
 Unit planning
 Integration
 Lesson planning

29. How to Islamise a unit?
HUMAN
BODY
Human Body -
Insaan ‫جسم‬
Every living
creature is made
from water
Purpose of
creating humans
Muslims should
eat only halal
Muslims should
eat only halal food
Sunnah style of
eating – 1/3rd food,
1/3rdwater 1/3rd air
When a Muslim
commits a sin, a
black spot appears
on his heart until
he repents

30. The importance of converting a
unit plan into a detailed
daily lesson plan.

31. Lesson - 1 Date - Duration – 40 minutes
Teacher – Number of students –
Objective
Resources
Warm up
2 mins
Main Teaching
17 mins
Activity
15 mins
Conclusion
4 mins
Home Work
2 mins
Evaluation
Objective met Warm up done Followed time Prior preparation done Happy with the lesson?

32. How to Islamise
our lesson plans?

33. Five Principles – by Bilal Philips

34. Regular lesson objectives
 To be able to differentiate between a plant
and an animal
 To be able to name different parts of a plant
Islamic integrated lesson objectives
 To be able to differentiate between a plant
and an animal
 To be able to name different parts of a plant
 To be able to conclude that plants and
animals are creations of Allah swt.

35. Regular lesson objectives
 To be able to identify and name different
types of roots
 To be able to explain the functions of a root
Islamic integrated lesson objectives
 To be able to identify and name different
types of roots
 To be able to explain the functions of a root
 A muslim’s faith is rooted deeply .( Sura
Ibrahim)

36. Comparing Lesson objectives
Regular lesson objectives Islamic integrated lesson objectives
 To be able to differentiate between a plant and
an animal
 To be able to name different parts of a plant
 To be able to differentiate between a plant and an animal
 To be able to name different parts of a plant
 To be able to conclude that plants and animals are creations
of Allah swt.
 To be able to identify and name different types
of roots
 To be able to explain the functions of a root
 To be able to identify and name different types of roots
 To be able to explain the functions of a root
 A muslim’s faith is rooted deeply .( Sura Ibrahim)
 To be able to list the functions of a stem
 To be able to describe parts of a leaf
 To be able to explain the functions of a leaf
 To be able to list the functions of a stem
 To be able to describe parts of a leaf
 A muslim’s good deeds branch out to the sky.( Sura Ibrahim)
 To be able to elucidate how flowers grow into
fruits
 To be able to explain the functions of a leaf
 To be able to elucidate how flowers grow into fruits
 To learn about the flowers and fruits of jannah.
 To be able to illustrate how seeds grow into
new plants
 To be able to illustrate how seeds grow into new plants
 To be able to talk about what the Quran says about the
splitting of seed.

37. Importance of age appropriate integration

38. SECONDARY CLASSES

39. ACTIVITY TIME
 Group Activity
 Topic – BIRDS
 Part 1 - Think of 5-6 Islamic points from Quran and
Sunnah that can be used for Islamic integration.(5mins )
 Part 2 -

40. WHO CAN WORK ON INTEGRATION?

41. Wrong practices in integrating
 Teachers put too much of Islamic content
 Teachers put too little of Islamic content
 Teachers don’t use reliable resources.

42. Difficulties in integrating
 No particular book or website.

43. How readymade lps help?
 Sets a standard in the school
 Helps school which are still unclear about the Islamisation
concept.
 Helps the muslim school teachers who are not proficient
in Islamic traditional sciences and the Arabic Language,
both of which are crucial for effective lesson planning.
 Reduces teachers planning time and gives more time to
focus on students performance.
 Helps reduce the Principal’s lesson plan checking time.
 Helps in inspection, evaluation and suggestion of further
improvements.

44. Danger of readymade lps
 Limits the creativity
 Produces laid back teachers.

45. 1. From what age should schools starts Islamising
their curriculum?
2. What help is available for pre primary?
3. What help is for secondary schools?
4. What sources do we use in our lesson plans?
5. Does the textbook syllabus get effected?
6. How much time does Islamisation take of the
teaching period?

46. 1. Our teachers are not trained in the field of
integration.
2. I have non muslim teachers at my school.
3. Is this the first time you will be doing this?
4. What other subjects integration will be
provided?
5. What else comes with lesson plans?
6. Is there any training for the teachers?
7. What type of training will the teachers receive?
8. How many training sessions will be provided?

47.  What is the follow up procedure?
 What if we need help?
 Is anyone else providing this solution to schools?
 Can you not provide us topic based integration?

48. Q & A

49. SESSION OUTCOMES
1. Discussed Islamisation.
2. Need to Islamise the curriculum
3. Methodology of Islamising the
curriculum.
4. Common difficulties faced by schools.
5. Ways to overcome the difficulties.

50.  Knowledge of Islam is the key to success in this world and
especially in the Hereafter. Abu Hurairah (may Allah be
pleased with him) related that the Prophet (PBUH) said,
“After the death of a person, his actions stop, except three
things that he leaves behind: first continuous charity,
second knowledge from which some benefit may be
obtained, and then a virtuous son who prays for him.”
(Muslim) The best gift parents and teachers can leave
behind after they pass away is the knowledge of Islam they
have taught to their children. When these children grow
up, they can repeat the tradition of their parents and
teachers. This way the link of Islamic knowledge becomes
perpetual and continues until the Last Day.