Islamic Studies Curriculum Plan
Islamic Studies Curriculum Plan
Islamic Studies Curriculum Plan
Curriculum Plan
I welcome you to our school (A.I.C) and feel greatly privileged to share some information with regards to
some of the activities and ways of integration that is carried out within the Islamic Studies Department and
the types of outcomes that we focus on.
An important part of the department, especially in our type of colleges/ schools is the opportunity of
applying Islamic studies across the curriculum i.e. integration.
The main aim is to inculcate within the students the love for religion, zeal for acquiring knowledge the love
for Allah and the Prophet PBUH. The eagerness to learn, understands, practice and share.
Through the learning content, our aim is to equip our students with the necessary and essential Islamic
knowledge to be able to contribute to their country without compromising their faith. At the same time,
we emphasize the importance engaging with their Non Muslim neighbours and friends as per the advice
and practice of the Prophet Muhammad PBUH.
I thank you for your time and request your sincere prayers.
1
ISLAMIC STUDIES
Religious Education
The Department aims to ensure that students develop understandings, skills and attitudes relevant
to both individual and vocational needs, personal life and how to work in society thereby enabling
them to fulfil their potential and contribute positively to society. Students develop relevant skills
and understandings in a wide range of areas relating to business, comparative religion, modern day
contemporary technical issues etc.
Religion and Religious Educational subjects provide students with the underlying skills for further
study and development in Senior School. These fundamental skills are even more important now
that students are able to study Senior School courses in this area which lead to tertiary entrance
like Religion and Life. The ability to apply learning from a number of areas will be an advantage in
gaining university entry for many students.
1
Lower School Years 7 to 10
Religious Learning area offers the following disciplines for year 7 to 9 Students.
2
Upper School Years 11 to 12
Choice of Religion and Life Courses
NOTE: Religion and Life students enjoy 5 lessons per week. Each lesson is 50 min.
The lessons are divided into class work, research, group activity and IT integration.
All teachers should distribute a copy of teaching program, assessment policy. All year 7-12
programs must be strictly followed. Any part of the program must not be changed without prior
permission or consultation with the HOLA. All assessment tasks mentioned in this program must be
administered all the time unless otherwise discussed with the HOLA. Any modification /change in
the program/ assessments tasks must be discussed in the general departmental meeting.
2. Assessments:
a) All formal assessments must be carried out on the same week for respective year levels.
Teachers are given responsibility for writing some part of the tests; answer keys for marking and
the final test are compiled by HOLA or as agreed upon as a department. Feedback must be
given to students as soon as possible and students should do the correction in their own time
and must understand their mistakes for that particular test.
b) The school policy is to evaluate students twice a term on the term test and the assessment task.
3
3. Reporting and Marks Analysis:
Reports for every year group need to be submitted electronically on the AIC / Iwise system. Names
of all the students at risk from year 12 should be given to the HOLA as well as the Deputy Principal
(Sr. Islam).
Once the marks are entered by the teachers, teachers send their analysis to the HOLA.
The HOLA then analyses the results and send the report to the principal and to the Deputy Principal
with the board report as and when required.
All teachers must keep a resource file for each Year group containing:
a) Programs/syllabuses
b) Assessment tasks with marking keys
c) Worksheets and any other classroom handouts
5. Students' portfolios/files:
6. File inspections:
With prior notification, the HOLA will be checking student' files. All teachers will be given a checklist
prior to the file inspection date.
The programs, tasks and exams for the year 11 and 12 courses are managed by the teacher
teaching that course. The teachers have to follow all the programs designed by curriculum council
and follow the guidelines mentioned by Curriculum council.
All teachers teaching Year 12 subjects must provide students sufficient study materials and past
WACE examination papers and must ensure that students practice. Fortnightly feedback about the
students’ performance should be given to HOLA and Deputy Principal.
Internal moderation is done once a semester where teachers from Kewdale, Thornlie and Dianella
come to Kewdale and moderate student work. Religious subjects could be moderated monthly.
All the teachers should encourage their students to participate in computer skills competitions. IT
and Computer integration is an important component of religious studies and Religion and Life
Teachers must give Head of learning area the work samples of their students every term.
Teachers must provide relief work in the central office if they are not coming to school. Our
department has a relief file that the HOLA keeps and used when needed.
Teachers must get their P.D approved from the HOLA before they register for the P.D. The HOLA
has to get the approval from the Principal.
Teachers teaching year 12 must attend consensus moderation meetings. The information will be
sent to the teachers by Deputy Principal.
All the teachers must attend dept. meetings organised by HOLA from time to time.
5
This are to be arranged in advance with the HOLA and approval of the School Principal and should
be relevant to learning outcomes and objectives.
Teachers need to book this equipment if need be but also get written consent.
Teachers need to ask HOLA to assist with their resource requests that will be submitted to the
Admin/ Principal.
6
Religion and Life
In Religion and Life, students explore how and why individuals and communities relate to, and
understand religion. As they develop the knowledge, understandings, values and skills of this
course they learn ways to interact and communicate with people about religious beliefs and
practices. Students explore particular religious worldviews and investigate characteristics of
religions, their origins, foundations, cultural influences and development over time. They also
analyse the role religion has played in human affairs and consider the challenges and opportunities
religions face in the future.
Unit 1AREL
The focus for this unit is why religion? Students explore experiences that lead people to look for
meaning and purpose in their life and the types of questions people ask about life, its meaning and
purpose. They explore some of the reasons people give for why religion is important to them and
what guidance and support it provides to people during their lives.
In developing this focus, students define spirituality and its place in people’s lives, and understand
what religion offers. Students are introduced to how religions are organised, the beliefs of religions,
how religions develop values and beliefs in their followers and how the structures and practices of a
religion can support a person in their life. They gather, use and communicate information about
what they learn from a variety of reliable sources about religion.
Unit 1BREL
The focus for this unit is people and religion. This unit explores the relationship between people
and religion. It considers the solutions or responses offered by religion to problems that exist in
society be these moral, ethical or social issues. The unit explores important issues that all people
experience in their lives. It seeks to describe these experiences, their causes and assess how
religion addresses these issues. Students research and analyse how religions express a concern for
justice and social justice in the world.
Students recognise that there is an ethical dimension to research. They demonstrate important
elements of planning, conducting and communicating when processing information and conducting
inquiries about people and religion.
Unit 2AREL
7
The focus for this unit is the place of religion in society. In this unit students study the place of
religion in both past and present societies. Students explore the impact and influences of religion
on a contemporary society such as Australia. The unit examines the response of people to religion,
in particular how people understand the response of religion to their concerns, needs and
questions.
Unit 2BREL
The focus for this unit is religious identity and purpose. This unit looks in more detail at the
influence of religion on the search for personal identity and purpose in life. It explores how people
understand experiences of spirituality and how their spirituality is affected at significant times and
by events in their lives. The unit investigates how religious identity is shaped and how religion
forms the identity of followers. The unit examines how religious identity has impacted on religious
groups throughout history.
Students develop understandings of how the religious identity of a group and their values interact
with society. The consequences of this interaction are examined. Students develop their
understandings by gathering meaningful data that is processed critically and communicated using
well-reasoned arguments.
Unit 3AREL
The focus for this unit is connection and challenge in religion. This unit examines the historical
context of religion over time and explores opportunities and challenges that exist in the future for
religion. The purpose of this unit is to make connections between past, present and future
experiences of religion and understandings of the interplay between religion and life.
The unit explores the connections and challenges that arise for individuals and societies from the
interplay over time between religion and life. Using a variety of sources to analyse the questions
and challenges that arise from the interplay between religion and life, the unit examines the role of
religion in societies and in particular, Australian society.
8
The unit analyses the impact of changes on society and how these changes shape ways that
individuals and groups interact with religion, and how religion responds and adapts to change.
Students develop research questions about how society, individuals and religion interact. They
create, expand or modify their understandings of religion and how religion responds to current
questions and concerns.
Unit 3BREL
The focus for this unit is freedom and religion. This unit explores the human desire to become
responsible and free. It also examines religious understandings of freedom and how religion
responds to issues that arise from the human desire for freedom. The range of ideas, values and
attitudes that exist in society concerning freedom are examined by exploring possible sources of
influence on people and how they live within societies, particularly in Australian society. The unit
also analyses and assesses the development and consequences of trends in society and the effects
these trends may have on people and their desire to be free.
Schools report student achievement in a completed unit at Stage 1, 2 or 3 in terms of grades. The
following grades are used:
Grade Interpretation
A Excellent achievement
B High achievement
C Satisfactory achievement
D Limited achievement
E Inadequate achievement
Schools report student achievement in Preliminary Stage units as either completed or not
completed.
Each grade is based on the student’s overall performance for the unit as judged by reference to a
set of pre-determined standards. These standards are defined by grade descriptions and annotated
work samples.
9
The grade descriptions for this course are provided in Appendix 1. They can also be accessed,
together with annotated work samples, through the Guide to Grades link on the course page of the
Authority website at www.scsa.wa.edu.au
Please refer to the WACE Manual for further information regarding grades.
10