Develop a Project Based Learning Islamic Education Syllabus for your school in 8 Easy Steps

Malick Elias

Welcome to the Future... Flipped Classrooms

The Future is Now!

http://www.knewtton.com/flipped-classroom/

Step 1: Search for a Model - What exists?

Searching for a model Islamic Ed. Syllabus or level descriptors, which reflect the aims of an Islamic Curriculum for your school is not an easy task. However, some guidance of where to start can be found in the range of certified Religious Education syllabi that already exists in both Muslim state and independent schools around the world. Whatever you find has to be adapted to your NC aims and your learners. Your local Ministry of Education would have provided your school with a teaching curriculum or recommended resources for study. Here is a model level descriptor developed by the United Kingdom government for Religious Education in its schools:
http://dera.ioe.ac.uk/10747/1/1849623848.pdf

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 skills I want my learners to develop? (Skills)

What I want them to be able to do which is essential for their lives as Muslims? (Abilities)

Step 4: Cooking up the Syllabus

Important things to think about when structuring your syllabus: 1. Use the Blooms Learning Ladder to Spiral your KUSA
learning aims up through the Key Stages

2. Develop Rubrics for your Syllabus Learning Aims to

scaffold pupils' learning.

3. And plan backwards setting Project Based Learning

goals or PBL first and then other activities aimed at achieving your general learning aims.

Step 5: Plan from Outcomes to Aims

Blooms Ladder: Past, Present and Future (Now)

http://plpnetwork.com/2012/05/15/flippingblooms-taxonomy/

Step 6: Putting it all together New Approach based upon PBL (y7,Ls1-3)
Code T3a

Ritual Prayer Learning Aims

To know the types, times and conditions for the 5 daily Fard prayers

Blooms Ladder
Remember

Learning Outcomes Rubrics

I can recall the names of the 5 daily prayers in sequence by reading and writing them in Arabic I know that the names of the 5 daily prayers are related to the times of their performances and I can define those times by describing the movements of the sun I can identify what conditions I must meet before I pray from a prepared list I have identified 2 reasons, one textual and one logical which explain why prayer is compulsory I have interviewed others about the way they pray to compare it with my prayer in a report I have constructed a mind map dissecting information about prayer and its rules

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

Apply Analyse Evaluate Create

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

Tools to guide your planning of PBLs

Study the following diagram and use it when planning your activities

http://www.mmiweb.org.uk/downloads/bloom2.html.

Step 7: Decide the main Assessment Format

Rubric Grading Peer Assessment

Data Analysis & Interpretation

E-Portfolios

Use a variety assessment methods led by a main approach - Rubrics

Note 70% is awarded for completion of portfolio. This can remain unchanged. The other 30% can be divided up between other qualitative factors such as: 10%: (SPG) Spelling , Punctuation and Grammar 10%: Presentation of data 10%: For successfully meeting level descriptor criterias.

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-

Use available models and adapt them to your knowledge map

Model: Religious Education Level Descriptors for Religious Education in the United Kingdom
Level 1 Pupils use some religious words and phrases to recognise and name features of religious life and practice. They can recall religious stories and recognise symbols, and other verbal and visual forms of religious expression. 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 religions. Pupils retell religious stories and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways. 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 sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers lives. They describe some forms of religious expression.

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

Ritual Prayer Learning Aims

To know the types, times and conditions for the 5 daily Fard prayers

IRM
Recall Facts Define

Learning Outcomes Rubrics

I can recall the names of the 5 daily prayers in sequence by reading and writing them in Arabic I know that the names of the 5 daily prayers are related to the times of their performances and I can define those times by describing the movements of the sun I can identify what conditions I must meet before I pray from a prepared list I have identified 2 reasons, one textual and one logical which explain why prayer is compulsory (Qualitative research metd.) I have interviewed others about the way they pray to compare it with my prayer in a report (Quantitative research methodology)

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

Demonstrate Deconstruct Interpret

I have constructed a mind map dissecting information about prayer and its rules

Create Synthesis Criticise

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

The End (cc)