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Islam and Citizenship Education Project

Islam and Citizenship Education Project . Intended outcomes of this presentation. The purpose of this presentation is to: Provide the background and the rationale of the ICE project. Outline its essential components both in terms of the final product and the processes undertaken.

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Islam and Citizenship Education Project

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  1. Islam and Citizenship Education Project

  2. Intended outcomes of this presentation The purpose of this presentation is to: Provide the background and the rationale of the ICE project. Outline its essential components both in terms of the final product and the processes undertaken

  3. Intended outcomes of this Presentation 4.Demonstrate that essential Islamic values are broadly compatible with citizenship values 5. Offer guidance about lesson delivery

  4. Exercise - 1 • Why do you think it is important to teach citizenship in madrasahs? • Take feedback if working in groups

  5. The rationale The ICE project is designed to: Teach Islamic studies using citizenship as a vehicle to understand the concept of Islamic Tahdhib and Akhlaq (Moral Education) Emphasise the link between the citizenship national curriculum programmes of study and the madrasah curriculum, so that pupils enjoy a holistic experience Help young people navigate some of the more difficult issues that they might face as British Muslims in the UK

  6. Demonstrate that young Muslims as active citizens can become positive role models for the whole British Community.

  7. The process • 44 lessons trialled in 30 madrasahs in 6 areas of the country – A further six lesson were developed later • Feedback from teachers, parents and pupils –overwhelmingly positive • Lessons written by core team members and critically commented on by the area leads, advisory and validation board • Advisory board • Validation board • Publication and website

  8. Views of some scholars involved in the project

  9. Shaykh Ibrahim Mogra - video link Syed YousifAlkhoei – video link Dr Musharraf Hussain – video link

  10. Conceptual Overview Citizenship Education – 25 Lessons at KS 2 (9-11) and KS3 (11-14) Quranic Guidance Key Attitudes, Values Citizenship, Moral Education Akhlaq and Tahdib Key Skills of Citizenship and Islamic Learning Hadith, Seerah and stories Key Citizenship Concept The ICE BIRR

  11. ICE Definition - B.I.R.R. Belonging to our country, city town, community, religion, sharing our country’s values in things like respect, tolerance and freedom. Interacting taking part in the life of our country and communities so that we can help each other to make it a better place for all to live in. Rights your rights to live and worship in the country freely, give your views on political issues, take part in democratic elections. The rights of others to the same freedoms that you enjoy. Government rights over you, for example in making sure you obey the law and pay your taxes. Responsibilities: your responsibilities towards each other, caring for other people, not interfering with the rights of others, obeying the law, and going to school. Government responsibilities like spending your taxes in an appropriate way on such things as health, schools and security, protecting rights as a citizen like ensuring you can live, speak freely and worship peacefully.

  12. The Programme of Study and teaching clusters

  13. Teaching Clusters Exercise 2 : The Clusters

  14. Cluster - 1 The Lesson Titles for Key Stage 3 Guidelines for holding a dialogue Critical enquiry and research Dealing with Conflict Resolving conflict Informed decisions and responsible actions Dealing with media

  15. Cluster - 1 The Lesson Titles for Key Stage 2 Guidelines for holding a dialogue Enquiry and research Conflict in society Dealing with Conflict Resolving conflict Informed decisions and responsible actions Dealing with media

  16. Cluster - 2 The Lesson Titles for Key Stage 3 School councils and Shura Active citizenship Volunteering and giving charity Rights and responsibilities Islam and the environment

  17. Cluster - 2 The Lesson Titles for Key Stage 2 The Masjid, The Madrasah, The Community Active citizenship Volunteering and giving charity Rights and responsibilities Islam and the environment

  18. Cluster - 3 The Lesson Titles for Key Stage 3 Equality Issues: Roles of Men and Women Tolerance, Respect and Love for Humanity Community Cohesion Living and Working with Others Diversity within Islam Muslim women as positive role models Muslim Heritage

  19. Cluster - 3 The Lesson Titles for Key Stage 2 Equality Issues: Roles of Men and Women Tolerance, Respect and Love for Humanity Community Cohesion Living in a Multifaith society Being a British Muslim Diversity within Islam Muslim women as positive role models Muslim Heritage

  20. Cluster - 4 The Lesson Titles for Key Stage 3 Dealing with racism The Constitution of Medina – A Multifaith society Law and order Understanding democracy

  21. Cluster - 4 The Lesson Titles for Key Stage 2 Dealing with racism and Bullying The Constitution of Medina – A Multifaith society Law and order

  22. The Structure of ICE Lessons

  23. The Lessons layout

  24. LEARNING OBJECTIVES: The aims of your lesson; what you hope to achieve in the time you have allocated. The lesson objectives include both citizenship and Islamic values. KEY WORDS: The key words that you want pupils to learn and understand. Sometimes English, sometimes Qur’anic. VALUES: Islamic and citizenship values are summarised in each lesson so that you as the teacher are clear about both sets and the relationship between them. Simply comparing will show you that there is great compatibility between the two.

  25. STARTER ACTIVITY: RECAP (go back over) on the previous lesson asking what your pupils learnt. The simplest form isQUICK FIRE QUESTIONS e.g. give me 5 things you leant about dialogue last week. Or an OPEN ENDED QUESTION like, ‘DOES ISLAM ENCOURAGE DIALOGUE.’ That will give you an idea as to how successful you have been in your teaching and their learning. Ask if any of them did any FOLLOW UP WORK and what they found. THE STARTER ITSELF: This is designed to be quick and to capture the imagination.

  26. THE DEVELOPMENT: • This is designed to get the students to explore in more depth the issue of the day. These are interactive, aiming to grab the attention and lead to a better understanding of the skills/concepts/ attitudes. Development exercises can be: • Individual • Small group • Large group • Whole class • You will decide on the nature of the activities given your class, their age and ability, their ability to work together (or not!) and your physical classroom.

  27. THE ISLAMIC GUIDANCE: The choice of Qur’anic text, ahadith and sirah are designed to demonstrate the Islamic perspectives. Use the Arabic and the English. The questions suggested will help your students gain an understanding of the meaning(s). THE PLENARY The final plenary provides the opportunity to sum up, to repeat the major points you hope the students will take away. Resources; Activity Sheets A range of activity sheets are provided with various lesson plans.

  28. THE PUPIL EVALUATION SHEET

  29. PUPILS FOLLOW UP WORKSHEET

  30. Views from pupils’ involved in trials

  31. Pupils’ views - video link 1 Pupils’ views – video link 2

  32. Views of madrasah teachers involved in trials

  33. Sheikh M Ismail Sister Sadiya Sheikh

  34. LESSON EVALUATION PRFORMA As an organisation, we encourage you to evaluate each lesson delivered in your classrooms. This will help you to build capacity to deliver lessons more effectively. You can use the following template to evaluate the lessons:

  35. LESSON EVALUATION PRFORMA Continued... 2. The students: (Y = Yes, N=No, P=Partial)

  36. Some responses to the ICE web based question; how do you intend to use ICE materials? Adapt it to teach Sikh children. Surinder Bakhshi, Birmingham Very much interested in developing our youth as positive role models for British Society. In this regard our institutions like Masjids and voluntary organisations tackling youth need to play a broader and more engaging role to engage young minds with reasoned and Islamically fashioned ideas. MajedIqbal, Rochdale

  37. To compare madrasah curricula in South Africa with this project as we also have moved towards integrating citizenship education in madaaris. Najma Mohamed, South Africa To look at using the materials with Muslim Prisoners within their Islamic classes. ZahidaKhan,Bradford To develop my own thinking in the area of applied Islamic values. Lat Blaylock, Birmingham

  38. Conclusion Most of Madrasahs are already teaching these materials in various forms but this gives a structured approach and offers teaching guidance. There is a broad compatibility between Islam teachings and Citizenship values

  39. Sdsa contact details Maurice Irfan Coles - 07533 094 851 Khalid Mahmood – 07533 849 869 Rukhsana Rana – 01162 995 977 SDSA, Alliance House 6 Bishop Street, Leicester, LE1 6AF Tel: 0116 299 5939 maurice.coles@sdsa.net Khalid.mahmood@sdsa.net Rukhsana.rana@sdsa.net

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