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