January 22, 2017
Darul Uloom Imam-e-Rabbani (DUIR)


DARUL ULOOM IMAM E RABBANI


The Islamic perspective of educational synthesis unites the temporal & the sacred. 


OUR EDUCATIONAL VISION

We aspire to raise a generation of highly accomplished, rational, righteous, compassionate & courageous Ulama & professionals who will be able to wisely & practically represent Islam as a balanced, sustainable & functional alternative for the beleaguered humanity.


OUR EDUCATIONAL MISSION

It is our earnest endeavor tore-ignite the latent intellectual potential of the Ummah which is reeling under the onslaught of misrepresentation, sectarian conflicts, materialistic orientation, scholastic mediocrity, stagnation of creativity, commodification of knowledge, compartmentalization of education, ignorance of traditional wisdom, insignificance of value education, alienation from Divine Guidance & a collective amnesia of our intellectual legacy.


OUR EDUCATIONAL OBJECTIVES


      • Pioneering a comprehensive educational renaissance for temporal a well as spiritual success.
      • Cultivating insight, critical thinking, scientific temper & creative ideation among the students.
      • Promoting a coherent paradigm of all-round intellectual, moral, spiritual & physical education.
      • Reviving the spectacular ethical,spiritual, educational & civilization legacy of our glorious past.
      • Establishing an Islamic educational paradigm fundamentally oriented towards human welfare.
      • Resolving the absurd dichotomy of the worldly and the religious, entrenched in our community.
      • Inculcating a spirit of tolerance in the next generation to unite Muslims of different affiliations.
      • Re-instating the authentic Ulama as genuine guides & leaders of society in every sphere of life.
      • Rearing tomorrow’s statesmen who will be the architects of the impending global transformations.
      • Nurturing intellectuals who will disseminate & demonstrate practical solutions for social problems.
      • Developing a profound curriculum integrating empirical knowledge with divinely revealed guidance.
      • Training young minds to clear misconceptions about Islam & cordially invite others to it with wisdom.


INTRODUCTION


Outstanding Educational Legacy

As representatives of the Prophet of mercy (saw), Muslims are the inheritors of a remarkable legacy in which the world witnessed the unprecedented epitome of civilization itself. Acivilization which established an equitable, egalitarian, prosperous, tolerant and educated society basedon divinely ordained principles of spirituality, morality & justice in halfof the known world. Weare the torch-bearers of a spectacular educational heritage - from thecrucibles of innovation in the universities of Toledo to the vast & variedlibraries of Baghdad.


We are the successors of a rich scholasticlegacy of scholars, theorists & philosophers like Imam Gazzali, Ibn Sina,Ibn Rushd, Ibn Hazm, Ibn Khaldun and the like. We are the inheritors of aglorious past which produced researchers, explorers, professionals,intellectuals & scientist like Ibn Al-Haytham, Taqi Al-Din, Al-Kindi,Al-Biruni, Al-Muqaddisi, Al-Jazari, Al-Khawarizmi, Al-Bitruji, Sinan,Al-Dimashqi, Al-Razi, Ibn Al-Nafis, Ibn Batuta, Al-Idrisi & many more. Weare the heirs of an enlightening legacy of brilliant administrators, economists,physicists, astronomers, mathematicians, geologists, mineralogists, alchemists,pharmacologists, botanists, surgeons, physicians, ophthalmologists,dermatologists, etc. Our young minds should ideally be inspired by the splendidaccomplishments of our ancestors in diverse fields – from hydraulic technologyto mechanical automation, from rocket technology to ship building, fromobservatories/astrolabs to architectural/acoustic expertise, from farmingmanuals & agricultural revolutions to cartography & climatology.


Factors & Impact of Educational Decline


It is a grave misfortune of the human civilization that we have come a long way from such a glorious past. We have lost the spirit of rationalenquiry which illuminated the world as well as abandoned the spiritual essenceof our faith which for several centuries enlightened all of humanity. The Ummah today is reeling under the onslaught of confusion, misrepresentation, ideological indoctrination, materialistic orientation, scholastic mediocrity, stagnation of creativity, rote learning,lack of critical research, commodification of knowledge, industrialization of education, skewed evaluation, educational apartheid & red-tape, ambiguity of vision, vague educational framework, lack of reflective thinking, incoherence of educational activities, institutional mismanagement, clerical mindsets, compartmentalization of secular & religious education, ignorance of traditional wisdom, “instant noodles” research, egotism, lack of adab, insignificance of value education, ubiquitous immorality, cultural degradation, widespread destitution, social discrimination, pervasive unrest, alienation from the Quran and a collective amnesia of our intellectual legacy.

Moreover due to sectarian conflicts as well as the archaic methodology of traditionalseminaries, which despite being vast reservoirs of knowledge& experience gained over several centuries, are unable to connect with thepeculiar circumstances of the modern world & are far from being thetrend-setters for the society that they are supposed to be.


Educational Renaissance


Theexemplary Ulama in the recent past have for more than a century kept alive thepurity of faith in face of the raging fires of ideological colonization bymaintaining the integrity of spirituality & scholarship. However, unlike inthe past, today the circumstances are ripe for the Ummah of the Prophet, whowas sent as a guide for the whole of humanity, to shun isolationist orconfrontational mindsets as well as prudently & effectively communicate andillustrate the divine message of peace, compassion and justice to all. It isimperative that the Ulama & Muslim professionals arecognizant of the realities of the present age and arecapable of cogently expounding & implementingapposite Islamic solutions as antidotes to the predicaments of the society.


Therefore,it is the need of the hour to develop authentic Islamic scholars & experts of every field from an impressionable age, so that they can turn back the pages of history and reclaim their position as deserving inheritors of the administrative, spiritual & intellectual legacy of our beloved prophet (saw). Nurture a generation of dynamic leaders, who will display exemplarybehavior, shed the bogey of an alien value system & effectively counter the nefarious designs & concerted efforts of a fewglobal mercenary elites. Develop the torch bearers of the future who will bemen of constructive action imbued with a spirit of collective welfare, usheringa new dawn that will free mankind from economic, intellectual & culturalslavery. Train such intellectuals who can comprehend the signs of nature andproclaim –


رَبَّنَا مَا خَلَقْتَ هَذا بَاطِلاً سُبْحَانَكَ فَقِنَا عَذَابَ النَّارِ


Our Lord! Not fornaught Hast Thou created (all) this! Glory to Thee! Give us salvation from thepenalty of the Fire. [Quran 3:191]


Thereis a palpable universal sentiment of integrating the two streams of knowledgethereby maintaining the sanctity of traditional learning while being in syncwith contemporary subjects. Such an educational paradigm will combine empiricalmaterial knowledge obtained from sense perceptions & analysis, with therevealed knowledge obtained from divine revelation & prophetic traditionsexpounded by the wisdom & insight of esteemed scholars and our piouspredecessors. To realize this goal of resolving the educational duality byintegrating the book of guidance with the book of universe, a uniqueinstitution – Darul Uloom Imam-e-Rabbani has been established with theblessings of Allah, guidance of esteemed scholars & under the supervisionof respected elders. We ardently beseech Allah’s acceptance, mercy & helpto reconstruct the educational & moral fabric of our civilization. Aameen.


  COURSE – I
Aalimiyat Along With Hifz-e-Quran & HSC
   Particulars of the Academic Paradigm

Year

Standard

Madrasa

Curriculum

Contemporary

Curriculum

1st

Hifz

Quran-e-Majid

Urdu, English, Maths

2nd

Hifz

Quran-e-Majid

Urdu, English, Maths

3rd

Hifz

Quran-e-Majid

Urdu, English, Maths & Science

4th

Recapitulation of Hifz

Quran-e-Majid

Urdu, English, Maths, Science & Social Studies

5th

Al-Sanawiyatul
Ula

Arabic,

Ahkam-v-Masayal

English, Maths, Science & Social Studies

6th

Al-Sanawiyatul
Saniyah

Arabic, Fiqh, Uloom ul Quran & Hadith

Curriculum of NIOS

7th

Al-Sanawiyatul
Salisah

Arabic, Fiqh, Uloom ul Quran & Hadith

Curriculum of NIOS

8th

Al-Aliyatul
Ula

Insha-e-Arabi, Fiqh, Usool-e-Fiqh, Uloom ul Quran & Hadith

Institute’s Syllabus

(Elective Subjects)

9th

Al-Aliyatul
Saniyah

Arabi Adab, Fiqh, Usool-e-Fiqh, Uloom ul Quran & Hadith

Curriculum of NIOS

(Elective Subjects)

10th

Al-Aliyatul
Salisah

Arabi Adab, Fiqh, Usool-e-Fiqh, Uloom ul Quran & Hadith

Curriculum of NIOS

(Elective Subjects)


COURSE – II
    Aalimiyat Along With HSC
    Particulars of the Academic Paradigm

Year

Standard

Madrasa

Curriculum

Contemporary

Curriculum

1st

Al-Sanawiyatul
Ula

Arabic,

Ahkam-v-Masayal

Urdu, English, Maths & Science

2nd

Al-Sanawiyatul
Saniyah

Arabic,

Ahkam-v-Masayal

Urdu, English, Maths, Science & Social Studies

3rd

Al-Sanawiyatul
Salisah

Arabic, Tajweed, Fiqh, Uloom ul Quran & Hadith

English, Maths, Science & Social Studies

4th

Al-Sanawiyatul
Rabiah

Arabic, Tajweed, Fiqh, Uloom ul Quran & Hadith

Curriculum of NIOS

5th

Al-Aliyatul
Ula

Arabic, Tajweed, Fiqh, Uloom ul Quran & Hadith

Curriculum of NIOS

6th

Al-Aliyatul
Saniyah

Insha-e-Arabi, Fiqh, Usool-e-Fiqh, Uloom ul Quran & Hadith

Institute’s Syllabus

(Elective Subjects)

7th

Al-Aliyatul
Salisah

Arabi Adab, Fiqh, Usool-e-Fiqh, Uloom ul Quran & Hadith

Curriculum of NIOS

(Elective Subjects)

8th

Al-Aliyatul
Rabiah

Arabi Adab, Fiqh, Usool-e-Fiqh, Uloom ul Quran & Hadith

Curriculum of NIOS

(Elective Subjects)



TERMS & CONDITIONS


Course-I

  •      The total duration of Course-I will be 10 years.
  •      The candidate who has passed 4th or 5th standard will be eligible to get admission.
  •      The candidate’s age must not be more than 11 years.
  •      The 6-year Aalimiyat training will commence in the 5th year & will be completed in the 10th year of the course.
  •      The candidate will appear in the 10th board exam in the 7th year of the course through NIOS (National Institute of Open Schooling). 
  •      The candidate will appear in the 12th board exam in the 10th year of the course through NIOS.
  •      The candidate will be eligible to appear in the 10th board exam only after completion of Hifz-e-Quran.

Course-II

  •  The total duration of Course-II will be 8 years.
  •  The candidate who has passed 6th or 7th standard will be eligible to get admission.
  •  The candidate’s age must not be more than 13 years.
  •  For the candidate who has already completed Hifz-e-Quran, and atleast passed 6th standard, the age limit will  be 14 years.
  •  The candidate will appear in the 10th board exam in the 5th year of the course through NIOS (National Institute of  Open Schooling).
  •  The candidate will appear in the 12th board exam in the 8th year of the course through NIOS.



PARTICULARS OF THE EDUCATIONAL PROGRAMME


  • Darul Uloom Imam-e-Rabbani is an Islamic madrasa in its essence & will strictly maintain its traditional ethos.
  • In all the standards, except in the 10th & the 12th standards, the institute’s own self-designed, in-house syllabus will be taught along with some NCERT textbooks as per the need. The management has noobligation to follow any regular school syllabus.
  • The academic year is divided in 3 Trimesters of equal weightage.
  • The medium of instruction of Islamic subjects will primarily be Arabic, whereas the contemporary subjects shall be taught in English.
  • Darul Uloom will have its own curriculum in both the Deeniyat as well as contemporary subjects. It reserves the right to make alterations in its syllabi at any point of time as per the requirements.
  • SSC& HSC examinations will be conducted for both the courses through NIOS (National Institute of Open Schooling).
  • After the 10th board exam, the students shall be duly counselled along with the parents/guardians to choose elective subjects in contemporary education, in accordance with his aptitude & inclination. The elective subjects will be from the Science, Commerce & Arts streams.
  • Pertinent academic guidance & encouragement, along with periodic remedial classes shall be provided for students who are weak in any specific subject.
  • Apposite psychosomatic counselling shall be imparted to develop morally upright, spiritually pure, socially active, & balanced individuals.
  • In an attempt to bring about a genuine educational integration between the 2 streams of knowledge, the scholastic pedagogy of contemporary subjects will be revamped to inculcate a value based approach which will inspire the students to recognise their benevolent Creator & Sustainer.
  • A unique consolidation of abstract, theoretical & traditional learning styles along with empirical, illustrative & applied training methodology forms the bed-rock of our teaching & learning process.
  • Efficient academic planning & scheduling with synchronised& balanced division of contact hours for different subjects and activities according to their scope & level of difficulty is followed.
  • The co-curricular & extra-curricular activities are conducted in all the 3 languages of instruction – Arabic, Urdu & English.


PEDAGOGY OF TRADITIONAL ISLAMIC CURRICULUM


Unique methodology of teaching traditional Islamic subjects

Ø   A pedagogic system  that inculcates a spirit of all-round human welfare

Ø   An academic approach based on strict adherence to the traditional chain

Ø   A scholastic model designed to resolve contemporary social predicaments

Ø   A methodology that seeks to overcome sectarian differences & unite the society

Ø   A reflective orientation that disseminates the real essence of the Quran & Sunnah

Ø   An educational pattern having Arabic & English as principal mediums of instruction

Ø   An instructive method which illustrates divine guidance in context of the modern age

Ø   An insightful approach to recognize Allah’s Sunnah & the spirit of the Prophetic mission

Ø   A paradigm which utilizes technology facilitated learning (Ex.- Arabic Learning Programs)

Ø   An integrated pedagogy that interprets divine texts in light of contemporary empirical knowledgež



AN OVERVIEW OF THE EDUCATIONAL PARADIGM OF THE AALIMIYAT CURRICULUM


Darul Uloom Imam-e-Rabbani is basically a humble attempt to return towards the unity of education. The integration of religious and physical empirical knowledge is without a doubt an enchanting& captivating idea. However, those with insight know, that developing a comprehensive integrated syllabus of the 2 fields with their vast & varied topics, is certainly not an easy task. It becomes even more difficult when there are no practical precedents or established academic experiences to follow.


Acquiring knowledge & education is no longer a kind of ibadat or worship. Instead, it has today become a commodity to be sold in the market & at best a commercial occupation. The hectic schedules & challenging modern-day life-styles have left little time for academic pursuits of acquiring knowledge. So much so, that after a specific age, sparing time to gain knowledge has become next to impossible.


To resolve this quandary, there seems to be no other option, but to develop a skills-based scholastic paradigm instead of a purely theoretical books-based educational methodology. We aim to develop a dynamic educational model which will cultivate the various skills, aptitudes and academic inclinations of the students which can be enhanced through specific practical assignments and activities. Effectively, such an educational process which goes beyond the dreary & mundane atmosphere of a classroom shall promote a spirit of research, discovery & creative ideation as well as cultivate a culture of healthy competition among the students.


The educational course that has been designed in the Darul Uloom will ensure that from the age of 12 to 21 years, a student shall be able to complete both Aalimiyat as well as HSC. However, the process of acquiring contemporary as well as sacred knowledge does not end here. Hence,the graduating students, depending upon their aptitudes & inclinations,will either be encouraged to continue their religious education in the 2-year Master’s Programme (Fazeelat) in the Darul Uloom itself or be counselled to continue their contemporary education elsewhere in the various vocational &professional streams of Commerce, Engineering, Medical, Arts, etc.


Therefore, the Aalimiyat course has been concluded with the last book of Hadees - Muatta Imam Maalik and the other books of Hadees present in the traditional syllabus like - Siha Sitta shall be covered in the advanced post graduate course of Fazeelat. Furthermore, keeping in mind the regional preference, along with the Hanafi Fiqh (Islamic Jurisprudence), the Shafae Fiqh has also been included in the syllabus.Moreover, with valued inputs from authentic scholars, improvements in the syllabus shall be gradually incorporated.



THE EDUCATIONAL CURRICULUM OF AALIMIYAT (PDF)



OUR ENVISIONED EDUCATIONAL PARADIGM


Language – A Linguistic & Didactic Approach

  • The instruction process will entail natural, participative & active linguistic comprehension utilizing audio-visual aids.
  • Thought provoking exercises are included in the tutoring process to build critical thinking ability, perceptive & inferential skills along with vocabulary.
  • Islamic &value-based stories & poems will reinforce our belief, culture, tradition,history, a spirit of social service & a quest for salvation.
  • Composing skills along with syntactical accuracy & appropriate usage of various forms of expression shall be developed, thereby enabling the student to lucidly articulate the divine message in a relevant & proficient manner.
  • In higher standards, insightful literature, on rationality, spirituality, ethics,culture, eschatology, epistemology, etymology, psychology, sociology &philosophy etc. shall develop linguistic skills as well as intellectual depth.

 

Journalism – A Reliable & Responsible Approach

  • The principles of constructive, productive & inspirational journalism shall be instilled as an alternative to inane sensationalism, misrepresentation & partisan yellow journalism.
  • The values of holistic observation,absolute authenticity, ethics & responsibility of the fourth estate shall be inculcated.
  • Journalism will be taught as a vehicle of creating genuine awareness & promoting social welfare instead of prejudiced irreligious doctrines.


Mathematics – A Fundamental & Reflective Methodology

  • Extra-textual examples will be cited to subliminally reinforce our belief, culture &values along with enhancing the numerical ability.
  • Applied Mathematics is a functional extrapolation of Allah’s creative magnificence. Likewise, abstract geometric configurations, theorems & algebraic formulae are proof of Allah’s majesty. Hence, principles of Mathematics will be taught as anunfolding process of discovery of Allah’s creative perfection.
  • Theremarkable contributions of medieval Muslim mathematicians will be highlighted.
  • In higher standards, differentiated mathematics shall be taught depending upon students’interest & aptitude.


Reasoning – A Logical & Cognitive Approach

  • Reasoning ability is essential for developing the skills to succeed in mainstream competitive aptitude tests. Therefore, exercises are planned to enhance rational, visual, interpretative & cognitive skills of students, according to their level of reasoning ability & linguistic comprehension.
  • Quantitative Cognition, Data Interpretation, Visual & Logical Reasoning are some of the broad topics that shall be covered.


History – An Analytical & Constructive Pedagogy

  • The unique paradigm of teaching History will inculcate the ability to keenly discern the cause & effect relationships in the flow of history and derive insights from the factors of the rise & fall of civilizations from the lens of the Quran, the Ahadith & the insight of genuine Islamic scholars.
  • It will be taught as a critical &dynamic tool to understand the development of human society instead of a mere record of military conquests, political movements & chronological timelines.
  • An interpretative approach shall enable the students to comprehensively understand the religious, cultural, economic,technological, military & political factors of history in an unprejudiced& non-controversial manner.
  • The life of Prophet Muhammad (s.a.w.)shall be the decisive central axis of historical periodization. Besides, the social, religious, political &demographic impact of great Islamic personalities shall be expounded as well.
  • The Indian freedom struggle including the Muslim contributions as well as an analytical study of Indian as well as world history - ancient, medieval & modern, shall be taught in an unbiased way.
  • Comparative analysis of major ideological movements & socio-political revolutions shall develop in the students an insightful perspective on ideological confusion, radicalism,materialism & historical distortions.
  • A brief history of Muslim dynasties as well as the civilizational contributions of the Muslim era along with the decline of Muslims, the European renaissance, neo-colonization &intellectual slavery shall be expounded.
  • A pragmatic approach shall be inculcated in times of trials & tribulations as a precursor to the end of history, thereby enabling the application of the lessons learnt from history tolay the foundations of a bright future.


Civics – An Informative & Diagnostic Approach

  • The balanced Theo-Democratic administrative structure of Islam based on absolute divine sovereignty shall be emphasized with examples of its exceptional application for human welfare.
  • The shortcomings of democracy, autocracy, plutocracy, aristocracy, oligarchy, etc. shall be studied in context of Historical illustrations as well as the prevailing circumstances.
  • A brief study of the federal, legislative & parliamentary system of the Indian Republic shall develop an understanding of the existing political framework of our beloved country.
  • Civil participation& social welfare will be encouraged as a pragmatic & prudent approach for all citizens especially the Muslims of India.
  • Pitfalls of the irreligious version of secularism based on the flawed division of the temporal& the sacred shall be highlighted along with a comparative study of the legal& the social justice model of Islam vis-a-vis existing imbalanced judicial systems.


Economics – A Comparative & Balanced Methodology

  • An insightful approach of Economics will enable the understanding of the oppression of Riba, the inhuman strategies of trade boycotts/ sanctions, enslavement through economic aid, corporate exploitation, monopolized globalization, the phenomenon of fractional reserve banking, orchestrated recessions/inflations, cartels of money-changers, the economics of conflict, deceptions of insurance schemes, the fraudulence of the modern monitory instruments, the reality of the petro-dollar & the widening economic disparity due to the neo-classical economics which is organized& run by shadow governments.
  • The basic fundamentals of the functional alternative of the Islamic economic system which entails a balanced fiscal system, Islamic currency with inherent value, ethics of trade/commerce, the prohibition of monopolized hoarding, an interest-free banking system, the wisdom of inheritance in Islam, redundancy of price/wage control, the shields against economic meltdowns, the financial miracle of organized zakat, checks & balances against malpractices, the value of voluntary charity (sadaqa) and the balanced consumer behavior in Islam shall be expounded in comparison with the effectively defunct communist/socialist philosophy as well as the crony capitalist system which is on the verge of global collapse.
  • The pedagogy of learning Economics shall also include the contemporary concepts of demand& supply, business cycles & market equilibrium along with environmentally viable, financially sustainable, inclusive, resourceful & balanced development of the different sectors of the economy.


Science & Geography – A Practical & Welfare Oriented Pedagogy

  • The paradigm of teaching science shall entail the understanding of the need & philosophy of science in Islam as well as the glorious scientific history of the Islamic Civilization. We aspire to reclaim our enlightening scientific heritage of brilliant researchers, explorers, geographers, professionals & scientists by reconstructing our intellectual citadel.
  • The contemporary scientific method explains the ``how'' & the “what”, but miserably fails to answer the “who”& the ``why'', which is the more fundamental aspect of reality. However, in our institute, inshAllah, science shall be used as a tool to recognize the grandeur and intricacies of Allah’s creation and the mechanisms that he has put in place for the smooth functioning of life and the universe. Emphasis shall be laid on recognizing & appreciating the signs of our Lord’s creative magnificence in light of the miracles of the Quran, thereby increasing our faith.
  • Our scientific pedagogy shall attempt to transform the prejudiced & unethical application of modern science to reflect a social welfare oriented approach. This will enable the students to not only effectively counter the pseudo-scientific myths of evolution & the deceptions of cloning, genetic engineering etc., but it will also develop in them a profound sense of social responsibility as well as make them environmentally conscious citizens.
  • The hands-on empirical approach of teaching science with periodic scientific presentations, projects & practical experiments, shall instill in the students an innovative spirit of discovery & invention.


THE CONTEMPORARY ELECTIVE SUBJECTS AFTER X ARE


Science & Vocational Subjects:

  • Physics
  • Biology
  • Chemistry
  • Geography
  • Mathematics
  • Computer Science
  • Environmental Science


Commerce & Management Subjects:

  • Accounts
  • Economics
  • Business Administration


Arts & Social Science Subjects:

  • History
  • Literature
  • Sociology
  • Psychology
  • Political Science
  • Educational Management
  • Journalism & Mass Communication

 


PARAMETERS OF ASSESSMENT


  • In keeping with our philosophy of education, the assessment techniques implemented in the Darul Uloom develops theoretical knowledge & practical skills along with reasoning ability as well as a sound heart with social, spiritual & emotional stability.
  • The total marks in each subject (except Hifz & Tajweed), in every trimester is divided into 3 sections –


Sr. No.

Categories of Evaluation

Percentage of Marks

1.

Theory

60%

2.

Orals / Practicals

20%

3.

Continuous Evaluation

20%

  

  • Theory(60%), Orals/Practicals (20%) & Continuous Evaluation (20%).
  • Our theoretical examinations entail a dynamic assessment pattern based on descriptive, concise as well as multiple choice questions which seeks to enhance the cognitive ability, ideation and linguistic skills of the students.
  • In oral examinations, standardised rating scales are followed which evaluate the students’ understanding, sharpness, fluency, diction, articulation,vocabulary, grammatical accuracy & non-verbal communication.
  • In keeping with our hands-on learning paradigm, the students are regularly given individual & group-based projects & assignments.
  • The academic & co-curricular skills of the students are continuously evaluated & graded throughout the year on carefully calibrated scholastic charts.
  • The educational periodic evaluation criteria includes skills such as:-


consistency

ideation

comprehension

logical reasoning

reading

teamwork

spontaneity

data  analysis

presentation skill

speaking

initiative

creativity

numerical ability

aesthetic sense

vocabulary

confidence

applicability

practical skill

general knowledge

composing


  • Overall, 50% total annual marks are mandatory in each subject for the candidate to be promoted to the next standard.
  • Comprehensive moral evaluation is a critical part of a balanced educational appraisal &not just an ancillary subordinate aspect. Therefore, every student’s behaviour is measured subjectively as well as objectively on the basis of a judiciously devised rubric.
  • Some of the behavioural criteria assessed are as follows:–


Honesty

Discipline

Sensitivity

Organisational Skills

Tidiness

Salah

Patience

Leadership

Forgiveness

Generosity

Tilawat

Humility

Obedience

Determination

Punctuality

Dhikr

Wisdom

Initiative

Participation

Activeness

Haya

Humour

Responsibility

Co-Operation

Confidence

Respect

Courage

Appearance

Dining Etiquettes

Simplicity



INTEGRATED CO-CURRICULAR ACTIVITIES


Recitation & Composition Skills

  • Tajweed-e-Quran
  • Essay, Letter, Report, Story & Summary Writing


Personality Development

  • Poetry, Elocution, Presentations & Extempore Speech
  • Debates, Role-Plays & Group Discussions
  • Quiz on Various Subjects
  • Educational Excursions
  • Social Service


Creativity & Practical Skills

  • Islamic, Scientific & Social Projects
  • Art & Craft Assignments
  • Prototype Development
  • Science Practicals


Information Technology Skills

  • Basics of Multimedia Content Development
  • Basics of Computing, Hardware & Networking
  • Basics of Operating Systems, MS-Office & Graphics
  • Basics of Programming & Database Management System


Physical Education

  • Football, Table Tennis, Lawn Tennis, Volleyball & Other Games
  • Physical Exercise & Drills
  • Martial Arts


 
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