al amana private school - · pdf filedepartment of islamic studies (non-arabic speakers)...

Department of Islamic Studies (Non-Arabic Speakers)

ACTION PLAN 2015-16

Prepared by Mr. MuQeetDept. of Islamic Studies, Al Amana Private School, Sharjah

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AL AMANA PRIVATE SCHOOL

PrologueThe Action Plan is based on the purview of four guiding principles -Generating new

things.

2. Bloom's Revised Taxonomy

3. School Evaluation Report/Recommendations bythe inspection team of the MoE's Accreditation Dept.

1. Vision Framework

4. HOD's inputs & analysis of the teaching‐learningprocess.


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http://creativecommons.org/licenses/by-nc-sa/3.0/

http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

VISION FRAMEWORK

The Vision Framework represents Al Amana School'sVision and Mission, its desired outcomes in the classroom, its success indicators, and the broad areasof policy and practice that the School advocates for and promotes. It includes authentic Islamic principlesand guidance on Personality Development.

-Generating new


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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.

MISSION To discover the

student’s potential,

nurture and transform

them into responsible

world citizens.

ACTION PLAN


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KEY STRENGTH KEY PRIORITIES

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.

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

Improve student outcomes in 1.

Tajweed 2. Understanding of

basic Suwar and Adhkaar

recited in daily Salah.

Expand the activities of the

Book Club

Emphasis on refined behaviour

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.


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PERSONAL CHANGE PROCESS - Walk the Chair THREE STEP ACHIEVEMENT MODEL

UNDERSTANDING → DECISION → CHANGE

Concept → Commitment → Culture

↓ ↓ ↓

Head → Heart → Hand

↓ ↓ ↓

Acceptance → Attachment → Activation

↓ ↓ ↓

Interest → Involvement → Initiative

↓ ↓ ↓

Read → Reflect → Reform

Blessings from Allah ( هللا بإذن/ شآءهللا )

Niyyah, Clear Intention ‘Amal, Sincere Effort

Tarbiyah, Upbringing

THREE STEP TRAINING PROCESS STEPS TO LASTING LEGACY

يهموالحكمةالكتابوي علمهم وي زك = Tarbiyah

‘Ilm, Knowledge Hikmah, Application

Tarbiyah Tazkiyah, Purification

Qalb, Heart → Love هلل حبا أشد والذين آمنوا

↓

‘Aql, Mind → Learn إل العالمون ي عقلها وما

↓

Jism, Body → Live والسم وزاده بسطة ف العلم

↓

Nafs, Soul → Legacy المطمئنة الن فس يا أي ت ها

FORMULA FOR SUCCESS = باللا هو مات وفيقيإلا

Success = Right Intention + Effort + Du’aa + Help from Allah

ISLAMIC PERSONALITY DEVELOPMENT MODEL


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Design to Empower Innovation!

The Revised Bloom’s TaxonomyHigher-Level

Thinking

Evaluate

Create

Analyze

Apply

Understand

Remember

Generating new

ideas, products,

processes, or

ways of viewing

things.

Lower-level

Thinking


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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

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

Category Examples, key words (verbs), and technologies for learning (activities)

1. Remembering: Recall

or retrieve previous

learned information.

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.

2. Understanding:

Comprehending the

meaning, translation,

interpolation, and

interpretation of

instructions and problems.

State a problem in one's

own words.

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

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.

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


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4. Analysing: Separates

material or concepts into

component parts so that

its organizational

structure may be

understood. Distinguishes

between facts and

inferences.

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

5. Evaluating: Make

judgments about the value

of ideas or materials.

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

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: * 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


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ACTION PLAN

FOCUS AREA 1: Leadership of the School

What needs to be

done?

(Strategic Actions)

By whom and when? What resources? What evidence

indicates progress?

How and when the evidence

be gathered?

A. Improve the use of

data in school self-

evaluation,

development planning

and monitoring

HOD and all department

members in

coordination with the

respective supervisors –

at the end of every Class

Test/Term Exams

Lesson Observation

Result Analysis

Improvement in

attainment of students

Progress chart, Continuous

Assessment data and end of

term results

Checking of lesson plans on

weekly basis

Lesson observations - twice per

term

B. Improve the

involvement of parents

in school development

Supervisors/HOD/Grade

Advisors – once per

month

Self-Assessment

Record

Personal contact

Feedback form

Feedback

Positive inputs

Healthy criticism

Getting the self-assessment

sheet signed by parents

End of every month

Suggestions from parents

FOCUS AREA 2: School as a Community

What needs to be

done?

(Strategic Actions)


indicates progress?


be gathered?


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A. Improve the

involvement of parents

about awareness of

Parent Council

B. Organise

programmes for parents

to promote relationship

and understanding of

curriculum

HOD/Supervisors/Grade


term

Arabic

Supervisor/HODs

Once in third Term

School website,

Blog, Student Diary

Workshop, once in

first term

Qur’an Competition,

once in a year

Parents willingness to

involve

Participation/Response

Participation

Interaction and communication

Once per term/thrice in a year

Analysis/Feedback/Suggestions

Response/Result

C. Involve the local

community more in the

life of the school

HOD/Supervisors/Grade


term

Visit to Autism

Centre – once, in

first term

Visit to Noor Masjid

– once, in 2nd

Term

Environmental

Awareness through

Gulf News / Khaleej

Times / The National

– once in 3rd

Term

Sharjah Charity

resource persons, 1st

Term

Interaction –

Observation

Delegation Visit

Students writings

Lecture/Counselling

Feedback – Observation

November

Impressions, February

Publication, May

Feedback, Impressions by the

visiting officials


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FOCUS AREA 3: The school’s approach to student learning

What needs to be

done?

(Strategic Actions)


indicates progress?


be gathered?

A. Improve the delivery

of the curriculum in the

primary and secondary

departments

HOD/Team Members

Once in a year

Library Updating of resources Purchase of audio material,

Books

B. Improve the

curriculum in the EYFS

Supervisor/HOD/Grade

Advisors

Once every week

Oral curriculum Teaching of new

Surahs, Duaas

Observation, Result, Feedback

from parents

C. Promote healthy

reading habit in the

secondary department.

HOD/Team Members

Every week

Library Books,

online learning

resources

Book Reviews Participation through Book

Reviews, Feedback,

Attendance, Report

D. Improve and

facilitate writing skills

in the primary and

secondary departments.

HOD/Team Members

Twice in a week

Books, online

writing resources

Publication Participation through

contributing articles, reviews,

opinions, formal and non-

formal, fiction and non-fiction

writings.

FOCUS AREA 4: The classroom climate

What needs to be

done?

By whom and when? What resources? What evidence How and when the evidence


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(Strategic Actions) indicates progress? be gathered?

A. Improve the quality

of questioning and

ongoing assessment

Team Members Classroom

questioning, test &

exams, Quiz

Response,

Involvement,

Improved thinking and

analytical skills.

Through plenary, quiz,

approach and response to

question patterns

B. Improve the

environment for

learning

Supervisors, HOD,

Grade Advisors, Team

Members

Team Members

Reorganising

classroom set up

Display of students’

work

Display of key words

thro’ WORD

BANK: CHART

The classroom outlook

Charts and Interest

among students

Display

Frequent check on the setup

and organisation of classroom

atmosphere

Continuous involvement and

update on the work

C. Improve the methods

of instruction

Team Members Classroom activity Paired work, both in

writing & hifdh

Response and Result

D. Improve practical

activities

Team Members Audio clippings,

Power point, Slide

projector

Practical application in

classroom

Participation level, the effects

of audio-visual media

E. Improve the way in

which the lesson plans

are followed

HOD, Team Members Lesson plans Delivery of the content

effectively

Work matches student

Time frame, review of the

lesson and response to plenary

Students ability to adapt and


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ability improve on the intake and

understanding

F. Improve on the

quality of teaching by

switching over from

traditional classroom to

flipped classroom.

Team Members See the appendix,

Approach and

Movement of team

leader

Effect of change Result analysis, Response to

questions, ability to answer in

an effective way, development

in recitation skills.

FOCUS AREA 5: Students’ personal development

What needs to be

done?

(Strategic Actions)


indicates progress?


be gathered?

A. Improve on the

consistency to carry out

the Self-Assessment

Activity from Year 4 to

11

Students Self-Assessment

Form & Parent

Feeback

Personality

Development Model

Submission of the

forms at frequent

intervals

Interaction with

parents during PTMs

Response from parents

Development in daily activity

Refinement of character

Regularity in prayers

B. Performance

enhancement of the

hifdh students

Students Quran Understanding of the

content memorised

Consistency level

Interaction with students

Counselling

Frequent follow up

Parents feedback


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C. Quality development

in writing and reading

arenas.

Students Books, Internet,

Blogs

Involvement in Book

Club, Writers’ Club

Meetings, Interest and

involvement level,

improvement in attainment and

output level

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

resources

Books, internet, ICT,

self-learning

Quality of result,

interaction with

teachers

Improved grade in

tests and exams

Quality of work

presented

Result Analysis

Feedback from parents

Consistent progress

Publications, write ups,

contribution to school

magazine


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Rethink Classroom Learning!

FLIPPED CLASSROOM


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

http://youtu.be/26pxh_qMppE

EPILOGUE

نا نا أخطأنا أو نسينا إن تؤاخذنا ل رب على حملته كما إصرا علينا تحمل ول رب

نا قبلنا من الذين لنا ول رب ا واعف به لنا طاقة ل ما تحم لنا واغفر عن

الكافرين القوم على فانصرنا مولنا أنت وارحمنا

نا ا تقبل رب ميع أنت إنك من العليم الس

May Allah help us to achieve our goals.

May He make our intentions pure and sincere.

Muqith Mujtaba Ally / مقيت مجتبى علي

Head of the Department

ه رب الحعالمي د للـ مح الح


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