Conceptual Framework

In the light of Kalemaat Nooraniyah:-

هر ككهر ما ايك تو هوئي جه نسس ثثورا قران مجيد حفظ هوئي

Hifz ul Quran il Kareem (Tehfeez) is an integral and core aspect of the curriculum. Attalimiyah has designed an engaging and student-friendly system for memorisation and learning in alignment with the Mahad al Zahra policies, our strategic partner and collaborator in this endeavour. 

The Tehfeez syllabus cultivates unconditional love for Hifz ul Quran il Kareem. The school endeavours to achieve the following key objectives through the curriculum:-

1. Ensure every student achieves the Nisab (grade-level outcomes) and is prepared and supported for Mukammal-Hifz ul-Quran il Kareem.
2. Recite with appropriate Makharij (pronunciation) and Ahkaam (rules of recitation).
3. Develop a Lifetime Habit of doing Tilawat & Hifz ul Quran il Kareem.
4. Enable students to use some Arabic Vocabulary from Al Quran al Kareem.

Inculcate an Islamic Perspective in Education and Life (to learn, live, and see everything in the Light of Al Quran al Kareem).

CCE

Toolkit

Purpose 

In alignment with the ATPS, Attalim aims to make assessments inclusive, uniform, student-centric, and simple to execute, which- 

• Supports children through continuous and meaningful feedback and partners them in the learning process.
• Making assessments meaningful and a positive learning experience for students is an integral part of the learning cycle.
• Facilitates data-driven decisions for the next steps in teaching and learning.
• Balances the need for standardization and individualization. As well as Summative Assessment and Formative Assessments

Training Programs_TLCP & ELCP

The Teaching & Learning (TLCP) and the Educational Leadership Certification Programme (ELCP) are two in-service programs designed in-house for the Teachers, Instructional Leaders, and Principals of Attalim schools across India. This continuous professional learning program allows educators and leaders to improve their practice through learning educational theory, participating in professional learning circles, critical reflection, documenting success, enhancing classroom practices, and receiving ongoing feedback and support from the leadership team.

This program has two levels. 

1. The Foundation Level—Every new teacher and leader in the system must complete the foundational level (Teacher—TLCP Foundational and the leader_ELCP_Foundational).  
2. The Advanced level—Every year, training programs are designed centrally according to the needs and data from the annual performance review and Mizaan. TLCP_Advanced is approximately 2 to 3 days, and ELCP_Advanced is 2 to 3 days. All teachers and leaders must attend this training.

TLCP- Foundational Course. (ANTIP)

TLCP_Foundational Course (ANTIP)—This course creates buy-in and excitement around Aqa Maula’s (TUS) vision and values of Attalim Schools. It familiarises teachers with the right prior knowledge and language they need to participate fully in the school. It further equips them with a foundational pedagogical toolkit at Attalim School. It sets the right expectations for work ethic, deliverables, and mindset. It also allows teachers to feel empowered rather than overwhelmed at an Attalim school, as it may differ significantly from their prior experiences as educators. Duration:- 5 days across the year + Assignments.

Key Outcomes and Learnings.

By the end of this course, the teachers are successfully able to:- 

1. Discuss AQA MAULA (TUS) Vision and Values of Imani Schools.
2. Explain the Principles of Learning (POL).
3. Discuss Piaget’s Theory of Cognitive Development.
4. Identify the characteristics of a student-centred classroom.
5. Create long- and short-term plans and lesson plans that are academically rigorous, skills-based, comprehensive, and meaningful to students and successfully integrate ICT  tools and resources.

a.  Develop long-term and short-term academic plans.

b.  Design learning experiences that are meaningful and relevant to students’ lives, interests, Islamic Perspective, and Fatemi Culture.

6. Define Project-based Learning (PBL) and plan projects that actively develop business-mindedness competencies and 21st-century skills.
7. Design various meaningful and authentic assessments and use data to support and improve student learning. 

a.   Design summative assessments that are rigorous and aligned to established goals/learning outcomes.

b.  Demonstrate knowledge of formative assessment strategies. 

c. Use formative assessment data to support student learning.

8. Create a safe classroom culture that maximises student engagement with the school.

a.  Define “classroom culture” and reflect on your own classroom culture.

9. Social-Emotional Learning.

a.  Define Social-emotional Learning

b. Identify and describe its components.

c.  Articulate the importance of SEL for students. 

d. List and describe ways to engage students in SEL.

e. Understand the structure and implement Morning Meetings.

10. Self-Assess using the professional standards, the rubrics, and the evidence to identify strengths and areas of growth and improvement.

ELCP- Foundational Course (ASLI). 

ELCP_Foundational course (ASLI) outlines the expectations and criteria for those outstanding teachers who assume leadership responsibilities in school. It helps them deeply understand the vision and core values and enhances their ability to collaborate, establish and improve school systems, and support teachers. It allows leaders to set up sustainable systems that push for greater accountability, rigour of thinking, excellence in teaching, collaboration, and transparency in their schools. This program runs in parallel with TLCP. Through the ELCP journey, leaders become more knowledgeable, confident, and competent in supporting their teachers in delivering high-quality lessons and implementing the best practices that teachers are introduced to through the Teaching and Learning Certification program.

The entire program is designed in alignment with Aqa Maula’s (TUS) vision, values, Mizaan (School Review and Strategic Planning), and professional standards established by Attalim. 

To sum up, through this program, Attalim supports and equips faculty members to align themselves with the profession’s requirements, be proficient and distinguished in their journey, and impact student learning efficiently and effectively. Duration: 2-3 days + assignments.

Key Outcomes and Learnings.

By the end of this course, the instructional leaders and principals will be successfully able to:-

1. Mentor and coach teachers to improve teaching and learning in their subjects to move toward the vision.

a. Give constructive and continuous Feedback on the Planning (LTP & BWP) to the faculty members tagged to them.

b. Observe and give feedback on the classroom teaching.

2. Design and Facilitate Professional Learning Community (PLC) Meetings and tasks.
3. Review, evaluate, and support teachers’ performance according to their standards. 
4. Actively participate in the Mizaan process.
5. Self-assess using professional standards, rubrics, and evidence to identify strengths and areas for growth and improvement.

ELCP & TLCP Advanced 

As mentioned, the TLCP & ELCP Advanced program is meticulously designed and executed yearly and centrally based on data-driven insights and educators’ collective but specific needs. It aligns with the broader vision and growth potential for all teachers. Moreover, it provides a valuable opportunity for educators to come together and deeply reflect on how this vision translates into the classrooms. Additionally, the program fosters team building among schools within the group, reinforcing a collective commitment to delivering high-quality education. Significantly, this commitment directly influences student learning outcomes, ensuring every student receives a quality education. TLCP_Advanced is approximately 2 to 3 days, and ELCP_Advanced is 4 to 5 days. All teachers and leaders must attend this training.

Attalimiyah Schools_Rehlat Ilmiyah

Introduction:- 

The Attalimiyah Schools curriculum transforms children through building skills, attitudes, and conceptual understanding, not merely transferring knowledge. Attalimiyah Schools actively creates platforms and processes to align and integrate the four centres of learning in a child’s life – manzil (home), masjid, madrasa (school), and mujtama (society) – As we believe that for education to be compelling, it must be actively supported by all four of these centres seamlessly and consistently. 

• The criteria to which Rehlat Ilmiyah is directly aligned to the Mizaan Rubrics:- 1.1.4, 1.2.1, 1.3.3, 1.3.4, 1.5.1, 2.8.1, 3.2.1.
• The criteria to which Rehlat Ilmiyah is directly aligned to the Professional standards:- 1.3, 1.4, 4.1, 4.2, 7.3.

In alignment with our vision and values, Attalimiyah profoundly believes that Rehlat Ilmiyah is a powerful pedagogy and learning experience in its different formats and kinds. To make this process and experience meaningful, aligned, and impactful, we share a detailed toolkit for five formats of Rehlat Ilmiyah in Attalimiyah schools.