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Islam and Islam and Citizenship Citizenship Education : When Education : When hope and history hope and history rhymerhyme

AMSUK Annual AMSUK Annual Conference 17.04.10Conference 17.04.10

Maurice Irfan Coles and Maurice Irfan Coles and Khalid MahmoodKhalid Mahmood

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The hajjThe hajj

How many plastic bottles How many plastic bottles had to be cleared up at the had to be cleared up at the end of the most recent end of the most recent Hajj?Hajj?

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Intended outcomes of Intended outcomes of this workshopthis workshop

By the end of the workshop we hope that we By the end of the workshop we hope that we will have:-will have:-

1.1.Provided the background and the rationale of Provided the background and the rationale of the ICE project.the ICE project.

2.2.Outlined its essential components both in Outlined its essential components both in terms of the final products and the processes terms of the final products and the processes we undertook to get therewe undertook to get there

3.3.Discussed the nature of citizenship within an Discussed the nature of citizenship within an Islamic frameworkIslamic framework

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Intended outcomes of this Intended outcomes of this workshop-continuedworkshop-continued

4. Demonstrated that essential Islamic 4. Demonstrated that essential Islamic values are broadly compatible with values are broadly compatible with citizenship valuescitizenship values

5.Demonstrated that some of the key 5.Demonstrated that some of the key national curriculum citizenship national curriculum citizenship requirements are metrequirements are met

6. Discussed how you might use ICE in your 6. Discussed how you might use ICE in your schoolschool

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With your neighbour discuss why you With your neighbour discuss why you think it is important to teach citizenship think it is important to teach citizenship from an Islamic perspective in your from an Islamic perspective in your schoolsschools

We will take some quick feedback during We will take some quick feedback during which time we will also ask you TO GIVE which time we will also ask you TO GIVE US TWO EXAMPLES OF WHAT YOUR US TWO EXAMPLES OF WHAT YOUR SCHOOL IS DOING WELL IN SCHOOL IS DOING WELL IN CITIZENSHIPCITIZENSHIP

Workshop Exercise OneWorkshop Exercise One

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The The rationale :rationale :

Help young people navigate some of the more difficult issues that they might face as British Muslims in the UK

ICE is designed to:

Teach Islamic studies using citizenship as a vehicle to understand the concept of Islamic Tahdhib and Akhlaq (Moral Education)-the road to Akhlaq

Emphasise the link between the citizenship national curriculum programmes of study and an Islamic curriculum, so that pupils enjoy a holistic experience

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Demonstrate that young Muslims as active citizens can become positive role models for the whole British Community : when hope and history rhyme

The The rationale :continuerationale :continuedd

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The processThe process

44 lessons trialled in 30 madrasahs in 6 areas of the 44 lessons trialled in 30 madrasahs in 6 areas of the country. 6 extra lessons also on linecountry. 6 extra lessons also on line

Feedback from teachers, parents and pupils –Feedback from teachers, parents and pupils –overwhelmingly positiveoverwhelmingly positive

Lessons written by core team members and critically Lessons written by core team members and critically commented on by the area leads, advisory and commented on by the area leads, advisory and validation boardvalidation board

Advisory board Advisory board Validation boardValidation board Publication and websitePublication and website DVD and complete training packageDVD and complete training package

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Citizenship Education – 25 Lessons at KS 2 (9-11) and KS3 (11-14)

Conceptual Overview

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WORKSHOP EXERCISE TWO : ACTIVE CITIZENS

BY THE END OF THEIR TIME IN OUR SCHOOL I WOULD LIKE THE STUDENTS TO:-

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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.

ICE Citizenship Definition - ICE Citizenship Definition - B.I.R.R.B.I.R.R.

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The Programme of The Programme of Study and teaching Study and teaching

clustersclusters

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What is Citizenship?Cluster – 1

The skills of citizenship and Islamic enquiry

Cluster - 2Rights and

responsibilities

Cluster – 3Identity and

diversity

Cluster - 4 Democracy and

justice

Good Muslim Good Citizen

Teaching ClustersTeaching Clusters

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WORKSHOP EXERCISE THREE

With your neighbour: examine the clusters and look at the programmes of study?

Spend a few minutes clustering the lessons and then we will take some feedback

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1) 1) DIALOGUEDIALOGUE

IQRA :IQRA : RECITE / READ; READ DISCUSS/ DIALOGUERECITE / READ; READ DISCUSS/ DIALOGUE

2) 2) ENQUIRY AND RESEARCHENQUIRY AND RESEARCH::

‘‘This is how we explain the signs to people who This is how we explain the signs to people who reflect.’ (10:24)reflect.’ (10:24)

‘ ‘ the cure for ignorance is to question’the cure for ignorance is to question’

‘‘Ask those who know when you do not know’Ask those who know when you do not know’

Cluster - 1 Cluster - 1 The skills of citizenship and Islamic enquiryThe skills of citizenship and Islamic enquiry

3) CONFLICT RESOLUTION) CONFLICT RESOLUTION‘Those who overcome anger and forgive people, God loves such righteous people’ (4:134). Jihad: the greater and the lesser

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Cluster two: rights and Cluster two: rights and responsibilitiesresponsibilities your rights –to worship, to speak, to take part in your rights –to worship, to speak, to take part in

democratic electionsdemocratic elections

your responsibilitiesyour responsibilities‘‘each of you is like a shepherd and each of you each of you is like a shepherd and each of you will be asked about what is under his charge’will be asked about what is under his charge’

other people’s rights and responsibilitiesother people’s rights and responsibilities

rights of Muslims in a non Muslim staterights of Muslims in a non Muslim state

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3) 3) ADVOCACY AND REPRESENTATIONADVOCACY AND REPRESENTATION: :

‘‘If you see evil –change it with your hand if you can, if If you see evil –change it with your hand if you can, if notnot

with your tongue, if not then with your heart’ (Muslim)with your tongue, if not then with your heart’ (Muslim)

4) 4) CONFLICT RESOLUTIONCONFLICT RESOLUTION

‘‘Those who overcome anger and forgive people, God Those who overcome anger and forgive people, God loves such righteous people’ (4:134). loves such righteous people’ (4:134).

Jihad: the greater and the lesserJihad: the greater and the lesser

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Cluster – 3Cluster – 3Identity and diversityIdentity and diversity

British, Muslim or British Muslim ?British, Muslim or British Muslim ? Cohesive societyCohesive society Protecting the environmentProtecting the environment Volunteering and giving charityVolunteering and giving charity Active citizenshipActive citizenship Diversity in IslamDiversity in Islam

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Cluster - 3 Cluster - 3 The Lesson Titles for Key Stage 2The 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

2020

Issues of equality and raceIssues of equality and race Issues of the shura and ShariaIssues of the shura and Sharia Issues of law and orderIssues of law and order Issues of tolerance, love and respectIssues of tolerance, love and respect Issues of democracy :not simply a western Issues of democracy :not simply a western

concept concept Advocacy and representation: Advocacy and representation:

‘‘If you see evil –change it with your hand if you If you see evil –change it with your hand if you can, if not with your tongue, if not then with your can, if not with your tongue, if not then with your heart’ (Muslim)heart’ (Muslim)

Cluster - 4 Cluster - 4 Democracy and justiceDemocracy and justice

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Cluster - 4 Cluster - 4 The Lesson Titles for Key Stage 3The Lesson Titles for Key Stage 3

Dealing with racism

The Constitution of Medina – A Multifaith society

Law and order

Understanding democracy

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The Structure of ICE The Structure of ICE Lessons Lessons

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The Lessons layoutLesson Title: Suggested Duration

Lesson Objectives: Keywords:

Islamic Values: Citizenship Values:

Activities Resources

Recap last lessons

A.Starter Activity

B.Development

C.Plenary

Suggested follow up work

Activity and information sheets

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THE PUPIL EVALUATION SHEET

Lesson Title:

Today I have learnt about: Name:- ---------------------------------------------

Madrasah/Organisation:

-----------------------------------------------------------------

As a result of this lesson I have learnt that a good Muslim should:

I am going to follow up this topic at home/school/community by :

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Lesson Title:

Tasks: Name:- ---------------------------------------------------------------------------

-------------------------------------------------------------------------------------------

Answers:

PUPILS FOLLOW UP WORKSHEET

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1. Materials Effectiveness and Pupils’ Participation; The materials: (Y = Yes, N=No, P=Partial)

provided effective

introduction to the lesson

gave clear direction

used questioning effectively

used appropriate examples

and references for Islamic resources

maintained pupils’ interest

directed pupils to

next phase of learning

LESSON EVALUATION PROFORMA

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 following template to evaluate the lessons:

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paid attention/were interested in the

topiccompleted tasks met objectives

were able to relate this lesson to their mainstream school

learning

3. Lesson strengths, weakness and general suggestion

3 Strengths 3 Weaknesses Any Suggestion

2. The students: (Y = Yes, N=No, P=Partial)

LESSON EVALUATION PROFORMA Continued...

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FINAL WORKSHOP EXERCISE

HOW MIGHT YOU USE THE ICE LESSONS IN YOUR SCHOOL ?

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THE ELEPHANT CLOCK

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CONCLUSIONCONCLUSION HOW MANY BOTTLES ?HOW MANY BOTTLES ?

TO BE A GOOD MUSLIM IS TO BE A TO BE A GOOD MUSLIM IS TO BE A GOOD CITIZENGOOD CITIZEN

ISLAM AND CITIZENSHIP BROADLY ISLAM AND CITIZENSHIP BROADLY COMPATIBLECOMPATIBLE

WHEN HOPE AND HISTORY RHYMEWHEN HOPE AND HISTORY RHYME

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Maurice Irfan Coles - Maurice Irfan Coles - 07533 094 851Khalid Mahmood – Khalid Mahmood – 07533 849 869Rukhsana Rana – Rukhsana Rana – 01162 995 977

SDSA, Alliance HouseSDSA, Alliance House6 Bishop Street, Leicester, LE1 6AF6 Bishop Street, Leicester, LE1 6AF

Tel: 0116 299 5939Tel: 0116 299 5939maurice.coles@sdsa.net

Khalid.mahmood@sdsa.netRukhsana.rana@sdsa.net