Department of Islamic Studies (Non-Arabic Speakers) ACTION PLAN 2015-16 1
Generating new Prologue The Action Plan is based on the purview of four guiding principles 1. Vision Framework 2. Bloom's Revised Taxonomy things. 3. School Evaluation Report/Recommendations by the inspection team of the MoE's Accreditation Dept. 4. HOD's inputs & analysis of the teaching learning process. - 2
Generating new VISION FRAMEWORK The Vision Framework represents Al Amana School's Vision and Mission, its desired outcomes in the classroom, its success indicators, and the broad areas of policy and practice that the School advocates for and promotes. It includes authentic Islamic principles and guidance on Personality Development. - 3
GUIDANCE FROM THE QUR AN, THE AHADEETH & THE SUNNAH VISION Every Child is a God-given Amana to be educated and developed into balanced individuals with well-rounded personality. ACTION PLAN MISSION To discover the student s potential, nurture and transform them into responsible world citizens. 4
KEY STRENGTH 1. Attainment, progress and teaching of Islamic Studies were very good. 2. Students had mature attitudes and showed keenness in learning. Presence of many Haafidhul Qur'an is indeed an added Barakah, alhamdulillah. 3. Understanding of Islamic values and awareness of the Islamic and Emaraati culture were excellent. 4. The Principal and senior leaders had a clear focus on improving educational outcomes. 5. Proactive nature and involvement of the department members were outstanding. Improve student outcomes in 1. Tajweed 2. Understanding of basic Suwar and Adhkaar recited in daily Salah. KEY PRIORITIES 1. Improve attainment and progress in writing skills of the students by enhancing writing work and concentrating in giving extra work to the middle and lower achievers by monitoring learning more accurately. 2. Ensure leaders compare school assessment data with international benchmark data to improve the accuracy of assessment and levels of students attainment in relation to these standards. 3. Prioritize the embedding of modified learning opportunities for students with weak listening & retention skills in Hifdh arena. Ensure that all students are fully aware of the importance of hifdh in Islam. Monitoring of the attainment is important. 4. Enhance the utility of learning opportunities through the use of blogs, audio visuals and ICT including the needs of SEN students. INTEGRATED PRIORITIES Expand the activities of the Emphasis on refined behaviour Book Club with elders, and avoiding bad language must be taken up on war footing. Initiate a Writers' Club by the name "Write Right, Write Now" so some students can connect with the community through Newspapers etc. 5
PERSONAL CHANGE PROCESS - Walk the Chair UNDERSTANDING DECISION CHANGE Concept Commitment Culture Head Heart Hand Acceptance Attachment Activation Interest Involvement Initiative Read Reflect Reform THREE STEP TRAINING PROCESS = Tarbiyah و ي ع ل م ه م ال ك ت اب و ال ح ك م ة و ي ز ك يه م Ilm, Knowledge Tarbiyah ISLAMIC PERSONALITY DEVELOPMENT MODEL Hikmah, Application THREE STEP ACHIEVEMENT MODEL (شآءهللا / بإذن هللا ( Allah Blessings from Niyyah, Clear Intention STEPS TO LASTING LEGACY و ال ذ ين آم ن وا أ ش د ح ب ا هلل Qalb, Heart Love و م ا ي ع ق ل ه ا إ ل ال ع ال م و ن Aql, Mind Learn و ز اد ه ب س ط ة ف ال ع ل م و ا ل س م Jism, Body Live Tazkiyah, Purification الن ف س ال م ط م ئ ن ة Nafs, Soul Legacy ي ا أ ي ت ه ا و م ا ت و ف يق ي إ ا ل ب اللا ه = SUCCESS FORMULA FOR Success = Right Intention + Effort + Du aa + Help from Allah Amal, Sincere Effort Tarbiyah, Upbringing 6
Design to Empower Innovation! Generating new ideas, products, processes, or ways of viewing things. The Revised Bloom s Taxonomy Create Evaluate Analyze Apply Understand Remember Higher-Level Thinking Lower-level Thinking 7
T a b l e o f t h e R e v i s e d B l o o m s T a x o n o m y w i t h s p e c i a l r e f e r e n c e Category 1. Remembering: Recall or retrieve previous learned information. 2. Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. 3. Applying: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. t o e x a m p l e s t o b e u s e d a s p e r s t u d e n t s l e v e l a n d n e e d Examples, key words (verbs), and technologies for learning (activities) Examples: *Recite a Surah. Quote the number of this Surah in the Chronological order. *Tell the background of the Surah revelation. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states Technologies: book marking, flash cards, learning based on repetition, reading. Examples: *Rewrite the principles of learning Islam. That is, tell in your own words why you want to learn Islam. *Explain in one's own words what is Jihad and what are its different types and how can you perform Jihad being a student of Islam. *Give the interpretation of the Surah you recite very often in your daily prayers. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrit es, summarizes, translates Technologies: create an analogy, participating in cooperative learning, taking notes, storytelling, Internet search Examples: * Use a manual to calculate amount of Zakah your family has to give out this year. * Apply examples of Prophetic wisdom and apply to the situation wherein you are caught between Adhaan and witnessing a road accident. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces,relates, shows,solves,uses Technologies: collaborative learning, create a process, blog, practice, implement in salah and day to day activities in school & at home 8
4. Analysing: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. 5. Evaluating: Make judgments about the value of ideas or materials. 6. Creating: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples: * Differentiate between Gheebah and Nameemah. * How would you distinguish between fact (HAQQ) and inferences (NABA) about Islam in the media. Key Words: analyses, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates Technologies: Debating, Questioning what happened, run a test Examples: * Describe one most effective way to stop bullying in school. * Explain and justify the idea of organising PEACE conference. * When you encounter Charlie hepdo type of situation, explain how you would give your healthy criticism. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports Technologies: survey, blogging Examples: * Connect the five pillars of Islam into an evolving Islamic personality *Compile a report on studying and games and explain how it helps to develop your overall personality. * Relate how your Islamic studies class facilitate you to behave with your parents at home. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explai ns, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes Technologies: Create a new model, write an essay, network with others 9
ACTION PLAN FOCUS AREA 1: Leadership of the School What needs to be done? (Strategic Actions) A. Improve the use of data in school selfevaluation, development planning and monitoring B. Improve the involvement of parents in school development By whom and when? What resources? What evidence indicates progress? HOD and all department members in coordination with the respective supervisors at the end of every Class Test/Term Exams Supervisors/HOD/Grade Advisors once per month FOCUS AREA 2: School as a Community What needs to be done? (Strategic Actions) Lesson Observation Result Analysis Self-Assessment Record Personal contact Feedback form Improvement in attainment of students Feedback Positive inputs Healthy criticism By whom and when? What resources? What evidence indicates progress? How and when the evidence be gathered? Progress chart, Continuous Assessment data and end of term results Checking of lesson plans on weekly basis Lesson observations - twice per term Getting the self-assessment sheet signed by parents End of every month Suggestions from parents How and when the evidence be gathered? 10
A. Improve the involvement of parents about awareness of Parent Council B. Organise programmes for parents to promote relationship and understanding of curriculum C. Involve the local community more in the life of the school HOD/Supervisors/Grade Advisors once per term Arabic Supervisor/HODs Once in third Term HOD/Supervisors/Grade Advisors once per term School website, Blog, Student Diary Workshop, once in first term Qur an Competition, once in a year Visit to Autism Centre once, in first term Visit to Noor Masjid once, in 2 nd Term Environmental Awareness through Gulf News / Khaleej Times / The National once in 3 rd Term Sharjah Charity resource persons, 1 st Term Parents willingness to involve Participation/Response Participation Interaction Observation Delegation Visit Students writings Lecture/Counselling Interaction and communication Once per term/thrice in a year Analysis/Feedback/Suggestions Response/Result Feedback Observation November Impressions, February Publication, May Feedback, Impressions by the visiting officials 11
FOCUS AREA 3: The school s approach to student learning What needs to be done? (Strategic Actions) A. Improve the delivery of the curriculum in the primary and secondary departments B. Improve the curriculum in the EYFS C. Promote healthy reading habit in the secondary department. D. Improve and facilitate writing skills in the primary and secondary departments. By whom and when? What resources? What evidence indicates progress? HOD/Team Members Once in a year Supervisor/HOD/Grade Advisors Once every week HOD/Team Members Every week HOD/Team Members Twice in a week FOCUS AREA 4: The classroom climate What needs to be done? How and when the evidence be gathered? Library Updating of resources Purchase of audio material, Books Oral curriculum Library Books, online learning resources Books, online writing resources Teaching of new Surahs, Duaas Book Reviews Publication Observation, Result, Feedback from parents Participation through Book Reviews, Feedback, Attendance, Report Participation through contributing articles, reviews, opinions, formal and nonformal, fiction and non-fiction writings. By whom and when? What resources? What evidence How and when the evidence 12
(Strategic Actions) indicates progress? be gathered? A. Improve the quality of questioning and ongoing assessment B. Improve the environment for learning C. Improve the methods of instruction D. Improve practical activities E. Improve the way in which the lesson plans are followed Team Members Supervisors, HOD, Grade Advisors, Team Members Team Members Classroom questioning, test & exams, Quiz Reorganising classroom set up Display of students work Display of key words thro WORD BANK: CHART Response, Involvement, Improved thinking and analytical skills. The classroom outlook Charts and Interest among students Display Team Members Classroom activity Paired work, both in writing & hifdh Team Members Audio clippings, Power point, Slide projector Practical application in classroom HOD, Team Members Lesson plans Delivery of the content effectively Work matches student Through plenary, quiz, approach and response to question patterns Frequent check on the setup and organisation of classroom atmosphere Continuous involvement and update on the work Response and Result Participation level, the effects of audio-visual media Time frame, review of the lesson and response to plenary Students ability to adapt and 13
F. Improve on the quality of teaching by switching over from traditional classroom to flipped classroom. Team Members FOCUS AREA 5: Students personal development What needs to be done? (Strategic Actions) A. Improve on the consistency to carry out the Self-Assessment Activity from Year 4 to 11 B. Performance enhancement of the hifdh students See the appendix, Approach and Movement of team leader ability Effect of change By whom and when? What resources? What evidence indicates progress? Students Self-Assessment Form & Parent Feeback Personality Development Model Submission of the forms at frequent intervals Interaction with parents during PTMs Students Quran Understanding of the content memorised Consistency level improve on the intake and understanding Result analysis, Response to questions, ability to answer in an effective way, development in recitation skills. How and when the evidence be gathered? Response from parents Development in daily activity Refinement of character Regularity in prayers Interaction with students Counselling Frequent follow up Parents feedback 14
C. Quality development in writing and reading arenas. Students FOCUS AREA 6: Students attainment and progress A. Improve students attainment and progress B. Improve on the ability to express thoughts more clearly through their writings. Team Members, students Students, on daily basis Books, Internet, Blogs Books, Internet resources Books, internet, ICT, self-learning Involvement in Book Club, Writers Club Quality of result, interaction with teachers Improved grade in tests and exams Quality of work presented Meetings, Interest and involvement level, improvement in attainment and output level Result Analysis Feedback from parents Consistent progress Publications, write ups, contribution to school magazine 15
Rethink Classroom Learning! FLIPPED CLASSROOM 16
ح EPILOGUE ر ب ن ا ر ب ن ا ل ت ؤ اخ ذ ن ا إ ن ن س ين ا أ و أ خ ط أ ن ا ر ب ن ا و ل ت ح م ل ع ل ي ن ا إ ص ر ا ك م ا ح م ل ت ه ع ل ى ال ذ ين م ن ق ب ل ن ا ر ب ن ا و ل ت ح م ل ن ا م ا ل ط اق ة ل ن ا ب ه و اع ف ع ن ا و اغ ف ر ل ن ا و ار ح م ن ا أ نت م و ل ن ا ف انص ر ن ا ع ل ى ال ق و م ال ك اف ر ي ن ال ع ل ي م الس م ي ع أ ن ت إ ن ك م ن ا ت ق ب ل May Allah help us to achieve our goals. May He make our intentions pure and sincere. مقيت مجتبى علي / Ally Muqith Mujtaba Head of the Department ب ال ح ع ال م ي ه ر ا ل ح مد ل ل 17