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Malick Elias
http://www.knewtton.com/flipped-classroom/
Here is an example of how one school in the UK has adapted those NCLs:
//www.ashtonmiddleschool.co.uk/uploads/8/0/9/3/8093466/religious_education.pdf
http:
Step 2:
Deciding the Structure for your Programme of Study
This has to be done on the basis of your interpretation of the National Curriculum. If the NC recommended resource is, for example, the 'I Love Islam or Learning Islam' book series, then the range of teaching elements will resemble the following: Knowledge Elements for Islamic Education
Term 1a Beliefs Term 1b Biographies Term 2a Ritual worship Term 2b Social Studies / Citizenship Term 3a Personal Ethics Term 3b Quranic Reading Development
The shaded box is not implicit in the books mentioned above, but is being recommended as a unit of study by the author of this document.
Step 3:
Laying down General Learning Aims
This has to be done on the basis of what will be taught at each Key stage: What I want my learners to know? (Knowledge) What I want my learners to understand? (Understanding)
To develop arguments to prove God is one To know details from the Prophets' lives To know the types, times and conditions for the 5 daily Fard prayers To understand what the Shahadah means To understand the Prophet Muhammad's life as a child until becoming a Prophet To understand why prayer is compulsory and how other Muslims fulfil that duty To define key concepts (vocabulary) used when discussing beliefs To develop a chronological timeline for the life of Prophet Muhammad To use a mind map to show the fiqh of prayer To be able to read the Holy Quran, Hadith and daily supplications in Arabic To be able to demonstrate the use of Tajweed when reading the Holy Quran call a range of
What I want them to be able to do which is essential for their lives as Muslims? (Abilities)
http://plpnetwork.com/2012/05/15/flippingblooms-taxonomy/
Step 6: Putting it all together New Approach based upon PBL (y7,Ls1-3)
Code T3a
Blooms Ladder
Remember
To understand why prayer is compulsory and how other Muslims fulfil that duty
Understand
S A
To use a mind map to the rules pertaining to the fiqh of prayer Able to sequence the postures of prayer correctly, recall key supplications of the prayer and demonstrate learning of the conditions for prayer in an information leaflet
I have combined all of the information I have collected into an information leaflet about Prayer in Islam (all) (Lower ability learners) I have demonstrated that I can perform all of the ritual functions and supplications of prayer (Gifted and Talented) I have collaborated with others on producing a seasonal magazine on Prayer in Islam
http://www.mmiweb.org.uk/downloads/bloom2.html.
E-Portfolios
pic
Step 8:
Adapt your 'Knowledge Map' to Level Descriptors
Level descriptors should reflect the knowledge map for each element of Islamic Education as well as an Islamic Research Methodology. Blooms Taxonomy has it limitations because an Islamic Theory of Knowledge (TOK) is not implicit in it.
] 12 [1 1 23]
rs [Y
Y ][ 7 -
] r8
9 Yr
[1
0-
[1 1]
1-
Sample Islamic Education Level 1 criteria for Fiqh Element only - after deciding level criteria for other elements: Beliefs, Biographies, Citizenship and Ethics, level 1 descriptor would be completed.
Level 1 Pupils use some religious words and phrases to recognise and name features of religious life and practice. They can recall the names of the 5 daily Fard prayers and recognise the times for the daily prayers. Level 2 Pupils use religious words and phrases to identify some features of religion and its importance for some people. They begin to show awareness of similarities in religious practices. Pupils retell the names and times of the 5 daily prayers and can describe the shuroot and ahkaan of prayer.
Level 3 Pupils use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences. They make links between beliefs and religious sources: Quran, Hadith, Scholarly Consensus and Analogy. They begin to identify the impact religion has on believers lives. They describe some forms of religious expression.
Example of Year 7 module on Prayer, working at levels 1 to 2 with the possibility that few pupils are at level 3
Updated PBL approach with Islamic Research Methodology (IRM)
Code T3a
IRM
Recall Facts Define
To understand why prayer is compulsory and how other Muslims fulfil that duty
Justify
S A
To use a mind map to the rules pertaining to the fiqh of prayer Able to sequence the postures of prayer correctly, recall key supplications of the prayer and demonstrate learning of the conditions for prayer in an information leaflet
I have constructed a mind map dissecting information about prayer and its rules
I have combined all of the information I have collected into an information leaflet about Prayer in Islam (all) (Lower ability learners) I have demonstrated that I can perform all of the ritual functions and supplications of prayer (Gifted and Talented) I have collaborated with others on producing a seasonal magazine on Prayer in Islam