“If your plan is for a year, plant rice. If your plan is for a decade, plant trees. If your plan is for a lifetime, educate children.” -Confucius
As the motto for teaching Islam is Brain + Heart = Happy and Smart, the main objectives of Islamic teaching are for children to love Islam, be very grateful to be Muslims and observe it wholeheartedly. Therefore, we internalize the Islamic teachings in all school activities and divide Islam subject into sub-subjects. They are:
a. Shalat Dhuhur and Dhuha berjamaah
b. Al Qur’an memorization (Tahfizh)
c. Al Qur’an Reading (Tahsin)
d. Shalat Curriculum and Practice
e. “I Love Islam” subject
We decided to aim at Cambridge Standard because it is used all over the world as it is stated in its website that more than 9000 schools offer Cambridge programmes and qualifications. They operate in 160 countries across 6 regions: Americas, Asia Pacific, Europe, the Middle East and North Africa, South Asia, and Southern Africa. It is also flexible and can be combined with Indonesian national curriculum. Subjects that are set to target Cambridge curriculum are:
To those who later on will continue studying in National schools, we give options and prepare them to study intensively the following subjects:
a. Bahasa Indonesia
c. Ilmu Pengetahuan Alam
Currently we teach three languages: Bahasa Indonesia, English and Arabic.
a. Bahasa Indonesia
Bahasa Indonesia is taught in Bahasa. Apart from the regular objectives: to use the language correctly and prepare children for the Ujian Nasional later in Grade 6, Bahasa Indonesia teaching is also aimed at strengthening the national identity and being proud of their own language.
English is used as the language of instruction in most subjects and social language among children on the school premises.
Arabic is done in Arabic. By mastering Arabic, it is hoped that children will understand the meaning of The Islamic Holy Book – Al Qur’an more easily. We are trying to introduce the 21st century learning in both the process and subjects. The subjects that are currently done to train children’ 21st Century Skills are:
a. Reading Comprehension
b. Public Speaking
c. Creative Writing
d. Information and Communications Technology
The main subjects mostly develop the left brain. To balance the right and left brain, children are exposed to activities that develop the right brain in Specialist Subjects. They are:
a. Arts and Crafts
b. Painting and Drawing
e. Movie Review
f. Live and recorded Performances
a. Homegrown fun, systematic and challenging methodology of teaching where each subject is approached differently.
b. Inspiring Activity Rotation
c. An adaptation of 21st Century Learning Methods
|Kurikulum Diknas, Cambridge CIPP and International Competitions and Assessments for Schools (ICAS) and The Leader in Me Character Building|
|All the lessons are age-appropriate and designed for children growing up in the 21st century. The lessons in the first and second grades begin with a coloring page. This provides children a pleasing time to compose themselves before the lesson begins. The length of the text is appropriate to fully utilize a child’s attention span. In the lower level books, short classwork is designed to reinforce learning. They will enjoy completing a variety of classwork or homework.Students in all grade levels will enjoy the simple, child-friendly language in the books. The sentences in the lessons and the treatment of the subjects are provided from a child’s perspective. The materials do not simply disseminate knowledge, but make it relevant to students’ lives and their world. The lessons are tailored for 50 to 60-minute classes.|
|Apart from the required lessons, we introduce such Indonesian folktales as Sangkuriang, Timun Mas, Batu Menangis from West Kalimantan, Jaka Tingkir and Asal Usul Telaga Biru from Maluku|
|Visual Arts subject covers arts and crafts, step by step DRAWING and step by step ORIGAMI|
|5b.||Drama and Dance|
|Drama and Dance subjects are carried out using simple chants and Indonesian folktales to be performed in public and to improve students’ natural English accents.|
|6.||Physical Education (PE)|
|The special thing about KHALIFA IMS PE curriculum is that it also transfers our traditional games to the next generations. There are 18 games taught from Primary 1 to Primary 6 such as Gobag Sodor, Petak Umpet and Bakyak.|
|In Music subject, students are exposed to learning about music theories, playing musical instruments and singing both national and popular songs to perform in public.|
|Numbers and symbols can be confusing when you don’t have a
grasp of what they actually mean. We teach concepts
using a concrete–pictorial–abstract (CPA) learning progression to anchor
learning in real-world, hands-on experiences.
|Concepts (C) are introduced through hands-on experiences with manipulatives. Students visualize the concept and represent it pictorially (P) through models like number bonds and bar models. Students only use abstract (A) numbers and symbols when they have enough context to understand what they mean.|
|We adopt “The 5E instructional model”|
|What are the 5Es?|
|The 5Es represent five stages of a sequence for teaching and learning: Engage, Explore, Explain, Extend (or Elaborate), and Evaluate.|
|ENGAGE: The purpose for the ENGAGE stage is to pique student interest and get them personally involved in the lesson, while pre-assessing prior understanding.|
|EXPLORE: The purpose for the EXPLORE stage is to get students involved in the topic; providing them with a chance to build their own understanding|
|b.||EXTEND: The purpose for the EXTEND stage is to allow students to use their new knowledge and continue to explore its implications.|
|EXPLAIN: The purpose for the EXPLAIN stage is to provide students with an opportunity to communicate what they have learned so far and figure out what it means.|
|EVALUATE: The purpose for the EVALUATION stage is for both students and teachers to determine how much learning and understanding has taken place. Evaluation and assessment can occur at all points along the continuum of the instructional process. Some of the tools that assist in this diagnostic process are: rubrics, teacher observation, student interviews, portfolios, project and problem-based learning products. Video segments can be used to determine students’ depth of understanding.|
|Who developed the 5E model?|
|The Biological Science Curriculum Study (BSCS), a team led by Principal Investigator Roger Bybee, developed the instructional model for constructivism, called the “Five Es”. Other models have been adapted from this model including the 6E and 7E models.|
|What is constructivism?|
|Constructivism is a philosophy about learning that proposes learners need to build their own understanding of new ideas. Two of the most prominent constructivist researchers are: Jean Piaget (stages of cognitive development) and Howard Gardner (multiple intelligences).|
|As Cambridge Tests score grammatical aspects in a very strict manner, grammar is taught really step by step using PPP (Present, Practice and Produce / PPP) Methodology.|
|Literacy Programme is a reading programme using audio and video materials. There are 15 videotapes per grade.On the first viewing of each videotape, students watch the videotape, copy, repeat and practice the intonation of the dialogue or text in the videotape.On the second viewing, students participate in follow up activities and produce a story based on the videotape in written and spoken forms|
|Creative writing teaches students to finally produce various forms of text types focusing on cross-curricular topics such as a shopping list, a lunch plan, a menu, a school prospectus, an email, a report and a magazine ornewspaper article. It is done step by step as follows:First, write the words correctly.Second, write sentences correctly.
Third, write a piece of text type with guidance.
Fourth, write independently.
|Phonic subjects progress from giving sounds to symbols, reading aloud and comprehension and writing connected letters|
|For students who start in Grade 1 and follow a moderate training system, they are expected to memorize Juz 30 of the Holy Al Qur’an by the end of grade 6. Each student progresses at a different pace.|
|Shalat curriculum is a 3 year programme. It covers all aspects of shalat from the movements, types of shalat to recitations. The recitations are done gradually in the morning meetings and before Shalat Berjamaah.|
|Al Qur’anTajwidGhoribBaligho 5
Baligho 1The Baligho Book series were developed by Hj. Ummi Rif’ah binti KH. Ishaq Khatib. Her sanad from Rasulullah Muhammad SAW is 32.
|In grade 1 – 3 students will learn Hija’iyyah letters from (أ) to (ي ) in easy and interesting short sentences. Then they will learn how to make sentences with the Hija’iyyah letters. Exercises on listening and writing are provided so that students can pronounce and write words properly.In grade 4 – 6, students will learn determiners (Ism Isyarah) in the form of Mudzakar (Masculine) and Muanats (Feminine) and Asmaul Istifham (question words) connected to gestures and places. They will also learn pronouns (Dhomir).|
|The creative and fun cross curricular materials will inspire students’ interest and help them to become comfortable speaking in front of an audience and delivering good speeches that inform and capture their listeners’ attention. It also aims at brushing up students’ natural English accents by copying the speakers from the audiotape.|
|16.||ICT/ Computer Skills|
|ICT/Computer Skills teaches and assesses skills and knowledge in the areas of:
|Health Education aims to instill in every pupil the importance of cultivating lifelong health habits while they are young.
Lessons are presented in a lively and interesting manner through use of appealing stories and colourful illustrations about day-to-day situations in fun and imaginative ways.