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ISLAMIC INTEGRATED CURRICULUM

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ASCEND presents workshops and trainings on 'How to integrate Islam into your regular school curriculum'.
Give children a holistic and purposeful education.

Published in: Education

ISLAMIC INTEGRATED CURRICULUM

  1. 1. BY MOQHEETA MEHBOOB Ascend Education
  2. 2. CONTENTS  ABOUT US  WHAT IS OUR VISION  WHAT IS OUR MISSION  PROCEDURE OF LESSON PLAN  SAMPLE LESSON PLAN  WHAT WILL WE PROVIDE
  3. 3. ABOUT ASCEND  ASCEND IS AN ORGANISATION COMPRISING OF DEDICATED AND QUALIFIED MUSLIM INDIVIDUALS.  THE TEAM IS HEADED BY MOQHEETA MEHBOOB, AN EDUCATIONIST, TRAINED IN THE AREA OF ISLAMISING THE CURRICULUM.
  4. 4. OUR VISION  TO CONNECT THE LEARNER TO HIS CREATOR BY TEACHING ABOUT THE CREATION.
  5. 5. OUR MISSION  TO TURN THE NORMAL ACADEMIC TEACHING INTO A FORM OF IBADAH BY CREATING A CAREFUL BALANCE  TO TRANSFORM THE TEACHERS INTO FACILITATORS OF HOLISTIC KNOWLEDGE.  TO PROVIDE DETAILED DAY TO DAY LESSON PLANS TO ISLAMIC SCHOOLS  TO TRAIN THE TEACHERS IN THE NECESSARY TEACHING SKILLS AS WELL THE INTEGRATION AREA.
  6. 6. 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.
  7. 7. ISLAMISATION IS NOT JUST THIS ISLAMIC AADAB ISLAMIC VALUES UNIFORM QURAN & DUAS ARABIC LANGUAGE ISLAMIC STUDIES PERIOD NASHEED NAMAZ Islamisation is much more than this.
  8. 8.  Recasting the available human knowledge to conform with the basic tenets of Aqeedat ut Tauheed  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. What is Islamisation of Education?
  9. 9. The manual which ASCEND recommends to all stake holders of Islamic Schools.
  10. 10. The comparison of secular and Islamic education?
  11. 11. 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
  12. 12. 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.
  13. 13. 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.
  14. 14. A talk about integration by Mirza Yawar Baig https://www.youtube.com/watch?v=wnALpJ9QeBo
  15. 15. 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
  16. 16. 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.
  17. 17. What to Islamise?
  18. 18. The following is the order of priority for discipline-reform: natural sciences, social sciences, humanities, applied sciences and technology,
  19. 19. 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
  20. 20. WHILE MAKING THE LESSON PLANS, ASCEND KEEPS IN MIND THE FOLLOWING GUIDELINES  Principles suggested by Shk Bilal Philips  Howard Gardner's theory of multiple intelligences  Benjamin Bloom’s Taxonomy of Educational Objectives  Continuous & Comprehensive Evaluation (CCE) recommended by the Education Board
  21. 21. FIVE MAIN LESSON PLANNING PRINCIPLES, ACCORDING TO DR. BILAL PHILIPS
  22. 22. Principles of Bloom’s Taxonomy
  23. 23. MULTIPLE INTELLIGENCE LESSON OBJECTIVE LOGICAL – How can a child bring in logic, classifications or critical thinking skills? SPATIAL – How can I use visual aids, visualisation, colour, art, or metaphor? NATURALIST – Ho w can I incorporate living things, natural phenomena, or ecological awareness? LINGUISTIC – How can I use the spoken or written word? INTRAPERSONAL – How can I evoke personal feelings or memories or give students choices? INTERPERSONAL – How can I engage students in peer sharing, cooperative learning, or large – group simulation? MUSICAL – How can I bring in environment sounds or set key points in a rhythmic or melodic framework? BODILY KINESTHETIC – How can I involve the whole body or use hands – on experiences?
  24. 24. CCE REQUIREMENTS
  25. 25. 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.
  26. 26. Our main source of Islamic Integration Quran Sunnah Integrate into lessons relevant references from the Qur’an and Sunnah.
  27. 27. SAM PLE
  28. 28. 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? Lesson plan template that we follow.
  29. 29. What else needs Islamisation? Displays Assessments Activities Presentations Projects Tours and trips
  30. 30. How do 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.
  31. 31. FAQs  From what age should schools starts Islamising their curriculum?  What help is available for pre primary?  What help is for secondary schools?  What sources do we use in our lesson plans?  Does the textbook syllabus get effected?  How much time does Islamisation take of the teaching period? Our teachers are not trained in the field of integration.  I have non muslim teachers at my school.
  32. 32.  Is this the first time you will be doing this?  What other subjects integration will be provided?  What else comes with lesson plans?  Is there any training for the teachers?  What type of training will the teachers receive?  How many training sessions will be provided?  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?
  33. 33. WHAT WILL WE PROVIDE  DETAILED LESSON PLANS  EXTRA TEACHERS’ READING MATERIAL  VIDEO LINKS  POWERPOINT PRESENTATIONS  HOMEWORK IDEAS  ASSIGNMENT PAPER  PROJECT IDEAS  UNIT TEST PAPER  STUDENTS’ PERFORMANCE CHECKLIST  TRAINING ON HOW TO EXECUTE THE LESSON PLANS
  34. 34. Jazak Allahu khair Ascend Education Excellence (Ihsan) in Living and Learning Moqheeta Mehboob edutopm@gmail.com

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