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Published by madihahmior, 2019-12-19 19:59:44

AL AMIN 2.0

AL AMIN TROPICANA (AATS)
AN INTRODUCTION

12TH – 13TH DECEMBER 2019
8.00 – 5.00PM

DEWAN AL ZANURJI, AL AMIN EDUOASIS

AATS : OVERVIEW

 Curriculum Standard for AATS provides an opportunity for students
to achieve PERSONAL, SUBJECT and UNIVERSAL/UMMATIC goals.

 PERSONAL goals aim at inculcating the attitude of Mardhatillah
(seeking the pleasure of Allah SWT), Ihsan (striving for excellence),
Ithar (giving preference to others above oneself), Islah
(embracing transformation) and FAST {Fatanah (exercising
wisdom), Amanah (trustworthiness), Siddiq (being truthful), Tabligh
(conveying to others),

 SUBJECT goals aim at equipping students with knowledge, skills
and understanding

 UNIVERSAL/UMMATIC goals aim at creating an awareness of
international perspective of the themes.

AATS : OVERVIEW

SUBJECT goals aim at equipping students
with knowledge, skills and understanding

UNIVERSAL/UMMATIC goals aim at creating
an awareness of international perspective
of the themes.

FEATURES OF AL-AMIN 2.0

Integrated curriculum
Continuous Holistic assessment
Additional language: Arabic and Mandarin
Co-curriculum: Robotics, Archery, Go Green, Swimming,

Horse Riding etc
Extra Curriculum: Huffaz, Adab, Khalifah and Halaqah

program
Minimum homework (P4-6)
Minimum textbook
ICT learning environment

AL-AMIN 2.0 GOALS

obtain appropriate and sufficient academic
standards to pursue tertiary education (Subject
Goals, International/Ummatic Goals)

perform obligatory ibadah correctly and have
aqidah sahihah (Personal Goals: Mardhatillah,
Ihsan)

exhibit and internalize their understanding of Islam
as a complete way of life (Personal Goals: Ihsan
and Islah

AL-AMIN 2.0 GOALS

sufficiently carry out their roles as ‘abid and
khalifah benefiting themselves and others
(Personal Goals: FAST - FATANAH, AMANAH,
SIDDIQ, TABLIGH)

display leadership qualities in team and are
able to communicate ideas effectively among
their peers and adults (Subject Goals, Personal
goals: Ithar)

AATS : PERSONAL GOALS

Mardatillah : seeking Allah’s pleasure

Ihsan : striving for excellence

Ithar : preferring others above oneself

Islah : embracing transformation

AATS : FAST

Fatanah : wisdom
Amanah : trustworthy
Siddiq : truthful
Tabligh : convey

AL AMIN

LEARNING PROCESS

AATS : AL AMIN LEARNING PROCESS

ON YOUR MARK

Half a day or one-day event in the form of a trip, a
program or activity.

An event that represents a theme chosen
An event that relates the theme to all subjects
An event that is able to prepare the students and get

them excited about and engaged with theme
An event that calls for parents’ involvement
A length of time that colours the school setting or

environment



Theme : OCCUPATION

HOOKING

A slot whereby students’ existing knowledge is
assessed using variety of approaches such as
mind mapping, treasure box, parking lot et
cetera

A slot whereby students are informed of the
objectives of the topic to be taught

A slot whereby students are encouraged to
enlarge their inquisitive mind regarding the
topic

HOOKING

BIRD’S EYE VIEW

A slot whereby the objectives of all subjects
which related to the theme selected are
shared

Brief, sharp and clear information

Step 3 : BIRD’S EYE VIEW

IMMERSION

A period whereby learning collaboratively takes
place in the form of researching all the relevant
materials to the topic via various means which
can take place anywhere under the guidance
of an expert

Learning approaches adopted maybe in the
form of gallery walk, 3 stray 1 stay, role play,
peer tutoring et cetera

IMMERSION

Teaching and Learning incorporates 21st century
approaches and methods

A period whereby students collaboratively
record, process, and prepare for presentation of
their findings

Step 4 : IMMERSION

SHARPEN THE POTENTIAL

The students are assessed by the teacher
and/or they are free to do self-assessment by
employing various methods such as :

traffic light, name cards, worksheets and quizzes
et cetera

The students are also assessed for learning

STEP 5 : SHARPEN THE POTENTIAL

MASTERY

A project work presentation by groups
of students using variety of media and

techniques whereby all if not most of

the subjects are linked and bound
together under the same theme.

STEP 6 : MASTERY

AATS : TAUHID ACROSS CURRICULUM

AATS is not only concerned about the
importance of applying the approach of
21st Century Education, but at the same

time, emphasizes on the religious
fundamental concepts (tauhid) in the
environment of teaching and learning.

AATS : TAUHID ACROSS CURRICULUM

Points and facts of ilm aqli are presented
within the Islamic framework or according
to Islamic perspective.

Points and facts of ilm naqli are to be
discussed in relation to fiqh mu’assirah.

THEMATIC
APPROACH

AATS : THEMATIC APPROACH

Thematic approach involves a way of teaching and
learning, whereby many areas of the curriculum are
connected together and integrated within a theme.
Thematic approach provides:

A bigger picture
Inter-relatedness between subjects
Connectivity between students’ lives and curriculum
More interesting and make sense due to

interdisciplinary and multidisciplinary approach

AATS : THEMATIC APPROACH

Dealing with universal human topic
Critical thinking binder
A holistic method and is inclusive – involvement of

community of scholars
Compacting curriculum
Collaborative and cooperative learning: problem

solving & creative thinking
Mastery of subjects: a continuous process, emphasis

not on product but the process of learning.

THEMES OF THE YEAR - 2019

Theme Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Theme 6

Lower Earthquake Farming: Young and Cocoa Habitat Archaeol
and ogy
Volcanoes Animals and Old and

Plants Chocolate

Upper Climate Diseases : Time Tunnel Broadcast Settlements Arts of
Change Virus and and news the
Bacteria Muslim
World

AATS :
SUBJECTS

No SUBJECTS TIME ALLOCATION IN A WEEK (MINUTES)

1. B. MELAYU 180
2. ENGLISH 180
3. MATHEMATICS 180
4. SCIENCE L1 (60), L2 (120)
5. TASAWWUR ISLAMI 150
6. ARABIC 180
7. PE/HE 60
8. VA&PA 90
9. TAJWEED (P4-P6 ONLY) 60
10. JAWI (P1-P3 ONLY) 90
11. ICT 60
12. ISLAH 90
13. KHALIFAH 30
14. AL-QURAN & AL-HADITH 60
15. ADAB 120
16. MANDARIN 60
17. HUFFAZ 150
18. TILAWAH 180
19. CO CURRICULUM (CLUBS & SUNNAH ACTIVITIES) 120

WEIGHTAGE DISTRIBUTION

FOR

EACH ASSESSMENT METHOD

SUBJECTS MAPPING WITH ASSESSMENT
STRATEGIES

In each subject, the evaluations are
made of five parts and all together,
students will get 100% marks. The parts
are writing cumulative (30%), and the
other 70% are for presentation/oral,
project (individual/group), practical and
problem based as shown in Table below

METHODS
WEIGHTAGE DISTRIBUTION

SUBJECT 30% 70%

B.MELAYU WRITING PRESENTATION/ PROJECT PRACTICAL PROBLEM-BASED
ENGLISH CUMULATIVE ORAL (INDIVIDUAL
MATHEMATICS ✔
SCIENCE ✔ /GROUP) ✔
TASAWWUR ✔
ARABIC ✔ ✔✔ ✔
PE/HE ✔
VA&PA ✔ ✔✔
TAJWEED (P4-P6 ONLY) ✔
JAWI (P1-P3 ONLY) -
ICT -
ISLAH - ✔✔
KHALIFAH
QURAN & HADITH ✔ ✔ ✔✔
ADAB ✔
MANDARIN ✔✔
-
- -✔
-
✔ ✔✔
-
✔ -✔

✔✔

✔✔

✔✔

✔✔

✔ ✔✔

-✔

✔✔

MAPPING SOFT SKILLS
WITH SUBJECTS

SUBJECTS MAPPING WITH SOFT SKILLS

Soft skills are important in order to develop each
student into an excellent young Muslim. Therefore,

by learning all subjects offered, it also shapes
students internally and prepares them mentally,
physically and spiritually. Furthermore, students are

assessed on ten components : Tauhidi
(Mardhatillah), Collaboration, Communication,

Creativity (Fatanah), Critical, Effort (Ihsan),
Leadership (Tabligh), Trust (Siddiq & Amanah),

Altruism (Ithar) and Social Skill (Islah) .

AATS SUBJECTS MAPPING WITH SOFTSKILLS

MAPPING SOFT SKILLS WITH SUBJECTS

SUBJECTS/SOFTSKILL TAUHIDI COLLAB COMM CREATIVITY CRITICAL EFFORT LEADERSHIP TRUST ALTRUISM SOCIAL
(FATHONAH) (IHSAN) SKILL
(MARDHATIL (TABLIGH) (SIDDIQ (ITHAR) (ISLAH)
LAH)
& AMANAH)

B.MELAYU * * ** *
ENGLISH * * **
MATHEMATICS * * *
SCIENCE * * *
TASAWWUR * * ** ** *
ARABIC * *
* * * **
PE/HE * * **
VA&PA * *
TAJWEED * * *
JAWI * *
* * *
ICT * *
ISLAH * * * **
KHALIFAH * * *
QURAN & HADITH * * ** **
ADAB *
MANDARIN **

* ***

*

SELF-ASSESSMENT
RUBRICS

I’m getting used to it I’m getting better I’m really getting it

 I needed some help from  I worked on my own to  I completed my map by

my teacher to put them in draw my map. myself.

the right places on the  I used some pictures and  I used symbols to show the
map. some symbols to show the different places and a key to

 I made a map using different places and show what the symbols

pictures to show different features. mean.

places and objects.  I know that I drew some of  I drew most of them in the

them in the correct place. correct place.

EDUCATOR’S ASSESSMENT
RUBRIC

BEGINNING DEVELOPING MASTERING

 The child uses more than  The child chooses more  The child uses a variety of
one type of material and than one type of material materials and processes in
and his/her work with success.
process to produce a piece and process

of art with teacher help. successfully produces a  The child understands that

 He/she may need help to piece of art. materials are suitable for

choose the materials and  The child understands that different processes and
processes for his/her materials are suited to chooses accordingly.

work, e.g. suitable different processes and  The child needs little or no
materials to make a chooses accordingly, with direction from the teacher.

collage, etc. some help from the  The child independently

 The child can make a teacher. produces a map with most

simple map or plan with  The child independently features in the correct
position relative to one
some identifiable features produces a map with three another.
in pictorial form. or more identifiable
 They use symbols rather
 The features are not in features in correct relative than pictures to identify
their correct relative positions. features and may include a
positions.  simple key.
Features may be shown as
pictures or symbols.

AATS
STUDENT’S RUBRIC

CATEGORY MASTERING DEVELOPING DEVELOPING BEGINNING
(SOFT SKILLS) (4) (3) (2) (1)

1. IBADAH Student demonstrates most of the Student demonstrates often with Student demonstrates Student demonstrates

(SOLAT) time with consistent and consistent generalization of skill periodically with inconsistent infrequently, late in time or not

independent generalization of across days and novel tasks; generalization of skill across at all; teacher prompting does

skill across days and novel tasks. occasional teacher prompting is days and novel tasks; teacher not always result in

The student fulfill it in necessary for skill to be prompting is often necessary demonstration of skill. Student

congregation and call others to generalized. The student fulfill it for skill to be generalized. ‘s concentration is very week

join. Student’s concerntration is in congregation. Student’s Student’s concentration is (<40%)

perfect (80% <x </= 100%) Concentration is good medium (40 %>x<60%)

(60<x<80%)

2. Students always successfully Students almost always Students sometimes Students rarely successfully

COLLABORATION completes assign task in a team successfully completes assign successfully completes assign completes assign task in a

or group. task in a team or group. task in a team or group. team or group.

2. Always listens to, shares with, and Almost always listens to, shares Sometimes listens to, shares Rarely listens to, shares with,

COMMUNICATION supports the efforts of others. Tries with, and supports the efforts of with, and supports the efforts of and supports the efforts of

to keep people working well others. Tries to keep people others, but sometimes is not a others. Often is not a good

together. working well together. good team member team player.

3. CREATIVITY Students can think and Students can think of many Sometimes, students can think Students rarely can think of

produce new ideas and ways ideas. With help, students can of some ideas. With assistant, ideas and cannot tell which of

of deciding which of my tell which of the ideas are students can’t tell which of the the ideas are worth working

ideas are worth working on. worth working on. ideas are worth working on. on.

4. CRITICAL THINKING Student consistently identifies Student sometimes identifies Student seldom identifies and Student rarely identifies and

and seeks information to and seeks information to seeks information to seeks information to

understand the problem and understand the problem and understand the problem and understand the problem.

consistently uses a selected sometimes reflects to improve sometimes reflects to improve Student rarely reflects to

task their task. their task. improve their task.

5. EFFORT Work reflects this student's Work reflects a strong effort Work reflects some effort from Work reflects very little effort
5. LEADERSHIP best efforts. from this student.
this student. on the part of this student.

Routinely monitors the Monitors the effectiveness Occasionally monitors the Rarely monitors the

effectiveness of the of the group/class and effectiveness of the effectiveness of the

group/class, and makes works to make the group group/class and works to group/class and does not

suggestions to make it more effective to the best of make the group more work to make it more

more effective. his/her ability. effective. effective.

6. TRUST Student can always be trusted Student can be trusted to Student has difficulty completely Student has not established trust
7. ALTRUISM
8. SOCIAL SKILLS to complete all assignments complete most tasks on time. tasks on time because he/she is with the teacher, nor has he/she

and tasks in a timely manner. Student can sometimes be easily distracted. Student cannot demonstrated a desire to do so.

Student can be trusted to run trusted to run errands for be trusted all the time. Attempts He/she has often displayed

errands in building or during teacher. have been made to reestablish disrespectful behavior when

class. trust between teacher and confronted by teacher about

student. issue of trust.

Student leader assists teacher in Student leader assists teacher Student leader rarely assists Student leader does not assist

moving desks into groups, sometimes in moving desks into teacher in moving desks into teacher in moving desks into

turning on LCD projector (if groups, turning on LCD projector groups, turning on LCD projector groups, turning on LCD projector

needed) and distributing (if needed) and distributing (if needed) and distributing (if needed) and distributing

materials to class. materials to class. materials to class. Student materials to class.

leader needs to be asked

several times to help.

Always treats teachers, Consistently treats teacher, Sometimes treats teacher, Frequently has difficulty treating

classmates, equipment and classmates, equipment and classmates, equipment and teacher, classmates, equipment

environment with respect. environment with respect. environment with respect. and environment with respect.

Always follows class Consistently follows class Consistently follows class Frequently has difficulty

procedures. procedure procedure following class procedures

DAILY LESSON PLAN

CONCLUSION


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