DAP Prospectus

Prospectus DAP Unit (Ages 3-8) Colombo, Sri Lanka

Contents Congratulations 2 Education Philosophy 3 Our Founders 4 Strategies and Initiatives 5 Desired Outcomes 6 Our Aims and Initiatives 7 The Curriculum 9 Extra Curricular Activities 13 Developmentally Appropriate Practices exclusively at The 16 Iman Schools! How Parents Participate at The Iman Schools 17 Enrolment Policies and Procedures 18 DISCLAIMER The policies, regulations, procedures, and fees in this catalog are subject to change without prior notice. The Iman Schools reserves the right to change curricula, rules, fees, and other requirements, of whatever kind, affecting students. The provisions of this catalog do not constitute a contract, express or implied, between any applicant, student, of The Iman Schools.

Congratulations Colombo, Sri Lanka ... on selecting The Iman Schools! You are about to make a wise investment in your child's future. The Iman Schools is a full time private Islamic day school for Preschoolers and older children serving families in Colombo and Suburbs. The curriculum, system of discipline, and leisure activities at The Iman Schools combine knowledge and practice of Islam with the best training in the sciences and humanities, including the Arabic Language, so that our students can grow up to be practicing, conscientious Muslims following the straight path, who are proud of their Islamic heritage. The Iman Schools uses Developmentally Appropriate Practice guidelines to ensure that the children are working and playing in a loving and nurturing environment, with lots of opportunities to question and explore. A Child Centered Education within a nurturing Islamic environment! Success in meeting students' needs, requires the cooperation of home and school. Open communication must exist in order for us to develop the best educational program for all children. The more information we share, the better we can work together to create a positive and productive learning experience. It is our intention to provide you with the necessary information about the school through this prospectus. 2

Education Philosophy The mission and curriculum that we aspire at The Iman Schools is that which is founded on the understanding that Islam is a religion that enjoins goodness to humanity. Central to the success of this goal is the commitment to an outstanding program that teaches our students; • True Islamic value system, • To think critically, • To communicate clearly, • To collaborate effectively, and • To contribute meaningfully as students and citizens. While developing the self-awareness and self-confidence needed to engage with the intellectual, emotional, and social tasks before them, our students are challenged and supported by a talented faculty, that is dynamic, inspiring, well trained, creative, and committed to our mission and program. This however is not possible without dynamic knowledge and the internalization of Islamic values and moral teachings. It encourages learning and development, consistent with the teachings of Islam; as an education that is relevant to its time and era and integrates knowledge, life and social skills, so as to generate responsible members of the community, nation and the world. 3 Colombo, Sri Lanka

Our Founders Rukshana Hassen A lady with with a dream in her eyes and wears her heart on her sleeve. An educationist who strives for her community. Full of drama and enthusiasm in everything she touches in life. An inspiration, a shoulder to lean, a symbol of hope to so many. A product of Methodist College and now one of the founders of The Iman Schools, Rukshana Hassen, is currently reading her Masters in Education, University of Nottingham. She has received First class honours in Post Graduate in Education. She is an Associate of Trinity College London for Speech & Drama (2000). Rukshana Hassen was invited to join a panel at the Islamic Education conference in Adelaide, Australia conducted by University of South Australia’s Centre for Islamic Thought and Education (CITE). This brought together four educators from around the globe who are all alumni of the Islamic Teacher Education Program (ITEP). Rukshana in her own respective role as school leader has grappled with vision of Islamic schooling, internalized conceptions of Islamic Pedagogy from her ITEP studies, and enacted innovative ways of Islamic pedagogy in practice in her own unique schooling context. Through short pre-recorded videos, she along with three other educators around the world, shared practical case examples of how Islamic pedagogy was implemented along with reflections on impact on student learning. She also received the opportunity to co-write and co-edit a collection of books on Islamic Pedagogy by CITE. Azim Abdul Majeed Inspiring everyone around him to think “massive”, always approaching in a manner that is Not the norm, with his thoughts and dreams out of this world but his feet rooted and grounded with humility and never forgetting his true self. Full of passion towards what he has set his heart on and one of the founders of The Iman Schools - Azim Abdul Majeed. He has been working in the IT Networking industry for over 18 years. He was primarily a Network Design Architect and later moved into IT Project Management & IT Governance. He has obtained the coveted Project Management Professional (PMP) certification from the Project Management Institute (PMI). Azim Abdul Majeed was instrumental in the designing and migration of Saudi ARAMCO’s Pride and the most Mission Critical operation, OSPAS (Oil Supply Planning And Scheduling) Network. He always enjoys sharing his extensive knowledge and experience generously working in IT Governance and Service Management Projects. Having seen the social issues of the community, he identified education as the root cause of it all to be fixed. He left his IT Career, returned to Sri Lanka and together with his wife started The Iman Schools. 4 Colombo, Sri Lanka

Strategies and Initiatives The curriculum design and approach is one that is inspiring, exciting and attractive to the learners, and also relevant to the needs of the time. Spirit of Inquiry & Discovery Wonder | Plan | Investigate | Discover | Reflect | Share | Act The above seven attributes are characteristics of an active learner consistently looking for knowledge and information. Couple this with the learning of the Qur'an and the result would be the students viewing the Qur'an as a living, dynamic and relevant source of knowledge for them to consistently discover. Spiritual & Character Education Beliefs | Duties and Responsibilities | Virtues | Prohibitions Manners | Feelings | Attitudes | Life | Quranic Literacy The above elements are the daily ingredients to the making of a whole Muslim; One that is firm in his/her belief, consistent in practice and exemplary in character. Effective Teaching and Learning Meaningful | Integrative | Value based | Challenging | Active | Interactive These approaches in teaching are crucial in ensuring that Integrated Education is delivered to the young in the most effective, result oriented and engaging manner. 5 Colombo, Sri Lanka

Instruction Higher- Order Thinking | Deep Knowledge | Substantive Conversations | Real-World Connections By using the above instructional methods, quality of the discussions and topics could be ensured and maintained in order to find purpose. Assessment Fun | Flexible | Fair and Formidable By having a multiple assessment approach, the child's learning is assessed consistently and fairly – encompassing all the different elements of the experience the child goes through inside and outside of class, reflecting his/her abilities and knowledge more accurately. Desired Outcomes • Holds strongly to Islamic principles and is adaptable to creativity and change. • Acquire effective academic results pertaining to his/her learning styles. • Explore the best creative options to excel in the desired/chosen field of education. • Spiritually and morally strengthened to face the challenges. • Enlightened about Islamic history and civilization. • Believes that a good Muslim is also a good citizen. • Well-adjusted in living as full members of secular society. • Progressive, beyond rituals or form. • Enlightened and appreciates richness of other cultures and civilizations. • Inclusive and practices pluralism. • To be a blessing to other communities. • A model and inspiration for others. 6 Colombo, Sri Lanka

Our Aims Work closely with parents/care givers in partnership to meet the developmental needs of each child and support you with any difficulties that might arise. Provide high quality care and concern in attaining higher standards in behavior and academics. Identify child’s learning styles and strengths and offer best practices to explore in the chosen subjects and skills. Work in partnership with parents to help children to learn through play/projects and develop fully mentally, physically and socially. Add to the life and well-being of our local community. Offer young children the opportunity to make friends, maintain relationships, eradicate bullying and become independent, decision makers. Our Initiatives Provide a safe and stimulating environment and a happy, friendly and caring atmosphere. A specially tailored well planned curriculum leading to desired learning outcomes. Individual care and attention made possible by a low ratio of adults to children. Give your child the opportunity to join with other children and adults to live, play, work and learn together. Opportunities for you and your family to be directly involved in the education of your child and the activities. The support of an individually assigned key person who can cater to individual and family needs in order to make sure, learning time and efforts are maximized. 7 Colombo, Sri Lanka

Colombo, Sri Lanka

The Curriculum Children start to learn about the world around them from the moment they are born. The care and education offered at The Iman Schools helps children to continue to do this by providing all the children with interesting activities that are right for their age and stage of development. This guidance divides children’s learning and development into the following areas of learning: • Personal, Social and Emotional Development & Living Islam • Physical Development • Communication and Language • Literacy • Mathematics • Understanding the World and ICT • Art and Design • Scientific Inquiry 9 Colombo, Sri Lanka

Here are the three prime areas of The Iman curriculum; Personal, Social and Emotional Development & Living Islam Children are confident, show appropriate self-respect and are able to form good relationships with adults and children. They work as part of the group and independently and are able to concentrate and persevere in their learning and to seek help where needed. They are eager to explore new learning and show ability to initiate new ideas and to solve simple practical problems. They demonstrate independence in selecting an activity or resources and in dressing and personal hygiene. Children are sensitive to the needs and feelings of others. They take turns and share fairly. They express their feelings and behave in appropriate ways, developing an understanding of what is right, what is wrong and why. They treat living things, property and their environment with care and concern. They are developing respect for their own cultures and beliefs and those of other people. Learning to ‘live’ Islam gives the children opportunity to connect with Allah and dedicate every move they make towards pleasing Him only. Physical Development Children move confidently and imaginatively with increasing control and co-ordination and an awareness of space and others. They use a range of small and large equipment and balancing and climbing equipment with increasing skill. They handle appropriate tools, objects, construction and malleable materials safely and with increasing control. They are made aware of healthy living. They recognize changes that happen to their bodies when they are active. They are able to manage their own self-care independently. Communication and Language In small groups children listen attentively and talk about their experiences. They pay attention and are able to communicate with other children and adults. They use a growing vocabulary with increasing fluency. They gain confidence to express their thoughts and feelings to each other and gradually to an audience. They gain confidence in delivering the language in their own style, unique to each learner. 10 Colombo, Sri Lanka

These are the five specific areas of The Iman curriculum; Literacy Children enjoy books from our well stocked book corner and handle them carefully. They know that words and pictures carry meaning and that, in English, print is read from left to right and from top to bottom and in Arabic, it is right to left, and from top to bottom. They begin to associate sounds with syllables and with words and letters. They recognize their own names and familiar words. They recognize letters of the alphabet by shape and sound. They are able to use a pencil and hold it effectively to form recognizable letters, most of which are correctly formed. They can write their own name with appropriate upper and lower-case letters. They read words and use the words to form sentences. They learn to comprehend sentences and use the understanding to respond to questions. Mathematics Children use mathematical language, such as circle, in front of, bigger than and more to describe shape, position, size and quantity. They use language such as ‘greater’ or ‘smaller’, ‘heavier’ or ‘lighter’. They recognise and recreate patterns. They are familiar with number rhymes, songs, stories, counting games and activities. They compare, sort, match, order, sequence and count using everyday objects. They recognise and use numbers in their everyday lives. They begin to use their developing mathematical understanding to solve practical problems. They understand the passing of time. They solve every day word problems that use numbers, by adding and subtracting using objects and mental mathematics. Understanding the World and ICT Children talk about where they live, their environment, their families and past and present events in their own lives. They explore and recognise features of living things and look closely at similarities, differences, patterns and change. They talk about their observations. They explore and select materials and equipment and use skills such as cutting, joining, folding and building for a variety of purposes. They find out about and identify the uses of everyday technology and use information technology and programmable toys to support their learning. They begin to learn about their own cultures and beliefs and those of other people. They learn to use ICT equipment confidently. They also learn about other religions and cultures, they learn to respect different people and accept them for who they are. 11 Colombo, Sri Lanka

Art and Design Children explore sound and colour, texture, shape, form and space in two and three dimensions. They respond in a variety of ways to what they see, hear, smell, touch and feel. Through art, music, dance, stories and imaginative play they show an increasing ability to use their imagination, to listen and to observe. They use a wide range of materials, suitable tools, instruments and other resources to express ideas and to communicate their feelings. Scientific Inquiry The goal of science is to understand the natural world through a process known as scientific inquiry. Scientific knowledge helps explain the world around us, such as why water evaporates and plants grow in particular locations, what causes disease, and how electricity works. Scientific knowledge helps children predict what might happen: a hurricane may hit the coast; the flu will be severe this season. Scientific knowledge also helps solve problems such as unclean water or the spread of diseases. Science can guide technological development to serve our needs and interests, such as high-speed travel and talking on the telephone. Children enjoy fulfilling their curious minds through the exposure to scientific inquiry. Children’s progress will be at different rates and individual achievements will vary. However, all children will be encouraged to make maximum progress towards these early learning goals. 12 Colombo, Sri Lanka

Extra Colombo, Sri Lanka Curricular Activities 13

Swim Safe at The Iman Schools Swim Safe is a program of outdoor swimming and water safety lessons for children at The Iman Schools. This is an essential life skill to acquire for all ages and is most definitely never too late to start. At Al Iman we motivate students to choose to learn this skill so that it directly reflects on their positive vibes towards academics! Swimming keeps your child’s heart and lungs healthy, improves strength and flexibility, increases stamina and even improves balance and posture. Swimming provides challenges and rewards accomplishments, which helps children to become self-confident and believe in their abilities. Karate Kick at The Iman Schools Activities like Karate, tae kwon do, kung fu and aikido are a fun way for both boys and girls to achieve fitness and focus. Some parents may think they also promote violence, but that's a myth, according to experts. The martial arts actually help teach self-discipline and socialization skills. In fact, many parents whose children have attention-deficit/hyperactivity disorder (ADHD) report great success with these programs because self-control and concentration are exactly the skills underdeveloped in ADHD kids. At The Iman Schools, the Karate Kick program has exposed students to many local and international platforms and earned them the opportunity to win multiple awards. 14 Colombo, Sri Lanka

Fun Futsal at The Iman Schools The sport of futsal is suitable for boys and girls. Young children are able to develop early motor skills combined with important social skills in a fun and safe environment. Children are able to participate in modified versions of the sport that cater for the age and skill level of the child. Futsal is similar to soccer in that it is a low contact sport so the risk of serious injury is low. Children are able to participate and build fitness in an enjoyable and safe environment. Fun Futsal at The Iman Schools, inculcates a range of character building techniques, so that our students take ownership of excellent etiquette and positive attitude on and off the field. Natural Netball at The Iman Schools Netball requires players to run around the pitch, sprint, and change direction quickly. Therefore, it is a good cardiovascular workout, and will improve overall fitness. Their flexibility and strength will increase as well. The emphasis is on teamwork, skill, and communication, all of which makes the sport a great way to introduce such concepts to kids! Natural Netball at The Iman Schools, takes into consideration students’ natural style, skill and need for movement. Children are exposed to multiple playing platforms and playing teams from a variety of inter-school pool of players. 15 Colombo, Sri Lanka

Developmentally Appropriate Practices exclusively at The Iman Schools! Powered by the NAEYC – National Association for the Education of Young Children, Al Iman Schools delivers Developmentally appropriate practice (DAP) which is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development. DAP involves teachers meeting young children where they are, both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals. Developmentally appropriate practice is the foundation for all of NAEYC's work. “We know the way we teach, reading and writing is different from what you may expect and what you did as kids, but your child is on track to be a successful reader. There’s no rush; give him time to enjoy what he’s learning—which is actually a lot and right on schedule—and you will be pleased to see him love reading on his own in a year or two. Our most important job right now is to keep reading and learning about reading fun so that your child can make progress every day. That’s developmentally appropriate practice.” (Educator) “I know how you feel. When I first started learning about the best ways to teach reading, I was surprised too. I thought we would focus on repeating the alphabet and doing worksheets like I did when I was in school. But research actually shows that the way children learn when they are in preschool and kindergarten is simply different from the way they learn when they’re older. In terms of reading, our most important job right now is to make sure preschoolers love books. We do that by reading them great stories and letting them choose books that they find interesting.” (Parent) We understand why parents might be concerned when they don’t see teachers focusing on literacy in the way they expect by, say, tracing letters or memorizing sight words. In this era of academic anxiety, parents are sometimes looking for skills in preschool that usually come later. We are here to explain that children learn differently before age 8 than they do after age 8, and that early learners are at the younger side of even the early learning spectrum. Developmentally appropriate practice is about making sure children have fun so that they will learn. Preschoolers can’t learn on demand—they learn because they want to. Teachers take play really seriously. We use play intentionally to ensure each child makes progress toward specific learning goals. Teachers use documentation to show children’s progress (like drawings, photos, or notes comparing what a child did at the beginning of the year to work done later in the year). Our educators have access to the Teaching Young Children (TYC), the award-winning magazine for classroom educators, highlighting current thinking on best practices in early childhood education, innovations in the field, research and its implications, and interesting ideas for and from preschool teachers. Our faculty has the access to many resources and up to date guidelines on the best practices through the membership to the NAEYC. The KEY -Keep on Educating Yourself, program offered to the faculty of The Iman Schools each week consists of training that empowers their classroom activities and initiatives. 16 Colombo, Sri Lanka

How Parents Participate in The Iman Schools We recognise parents as the first and most important role models and educators of their children. All our staff see themselves as co-workers with you in providing a high quality of care and education for your child. There are many ways in which parents can take part in making the school a welcoming and stimulating place for children and parents; Exchanging knowledge about their child’s needs, activities, interests and progress with the staff; Helping at sessions; Sharing their own special interests with the children; Helping to provide, make and look after the equipment and materials used in the children’s play activities; Taking part in events and informal discussions about the activities and curriculum; Joining in the community activities in which the school takes part; Building friendships with other parents in the school; Parents who have a particular interest or skill they feel they can share with the children are encouraged to do so by taking part in the sessions. We maintain a ratio of adults to children as follows: 2-3 year olds 1:8 4-5 year olds 1:12 6 years upwards 1:16 17 Colombo, Sri Lanka

Enrolment Policies and Procedures I. APPLICATION & REGISTRATION Obtain a registration package by paying the registration fee and complete the application form and submit along with the following documents 1. Copy of the birth certificate. 2. Copy of parents National ID/Passport. 3. Three passport size photographs of the child. 4. Proof of income. - In the form of six months personal bank statements (For business accounts, provide business registration showing ownership) or last three salary statements. 5. Leaving certificate of previous school if applicable. II. REVIEW OF APPLICATIONS - A personal interview will be conducted with the student and parents as part of the admission process. - Admission committee will review each application and supporting documents before a decision is made. - School reserves the right to deny or revoke admission to students if records show false or misleading information on application forms. III. ENROLMENT PRIORITY Enrolment priority is according to the following guidelines: - Siblings of children of The Iman Schools on a first come, first served basis. - Staff member’s children on a first come, first served basis. Note : Admission to Grade 1, for children who complete the ELC program is not automatic. They will have to go through a new registration. IV. AGE GUIDELINES Guidelines for Toddler and Nursery levels: Child will be administered an age appropriate screening to determine readiness for appropriate grade placement. Child must be fully toilet trained before admittance to school. - Toddler child must have completed 3 years of age by December 31st. - Nursery child must have completed 4 years of age by December 31st. - Reception child must have completed 5 years of age by December 31st. - Grade 1 child must have completed 6 years of age by December 31st. 18 Colombo, Sri Lanka

The Iman Schools DAP Unit 145, Kawdana Road, Dehiwala 10350 0112 731 001 | [email protected] www.alimansc1hools.org/dap