Islamic Baccalaureate

Co-creating Schools of Excellence and Harmony

iBacc - The Islamic Baccalaureate

A world-class Performance Indicator linked to GCSE or IGCSE (International General Certificate of Secondary Education) results

For Use in UK and British curriculum International Schools

Providing integrated Muslim religious education

Across Academics, Civics and Technics (ACT)

 

Co-creating Schools of Excellence and Harmony

The iBacc is both a qualification framework and quality mark that seeks to set the standard for international school curricula with an Islamic ethos. It is not a qualification itself but aims to recognise the nobility of teaching and the quest for beauty, truth and goodness in holistic learning.  We work in partnership with schools in England and abroad seeking to integrate a fully Islamic education with an English medium British curriculum linked to GCSE or IGCSE performance. Whether you are a start-up, established or historic school we invite you to use the Islamic Baccalaureate as a distinctive and inclusive framework for school development and self-evaluation. Our quality mark signifies the achievement of excellence and harmony in Academics, Civics and Technics demonstrating the Ihsan and Mizan of classical islamic civilisation in the 21C. The iBacc is backed up by a comprehensive range of support services in curriculum design, learner-centred profiling, teacher training and leadership development.

About the Islamic Baccalaureate

ABOUT

8 Principles of an Islamic Baccalaureate

1. Inclusion – expansive understanding of vocation to include the Academic, Civic and Technical –ACT– capacities of young people giving high status to vocational aptitude in each.

2. Breadth –broad mastery of multiple lifeskills in harmony with in-depth specialisation.

3. Balance – the quest for Mizan, promoting a dynamic harmony between Academics, Civics and Technics  for the benefit of balanced personal development as well as a balanced cohesive society.

4. Coherence –the quest for Ihsan, promoting excellence in the quest to become the best caring, critical and creative thinker one can be and achieving meaning and purpose in Worship, Scholarship, Leadership, Citizenship, Craftsmanship and Entrepreneurship across the curriculum

5. Sustainability – optimising adaptability, resilience and versatility by keeping options open in each of the three ACT strands to optimise harmonious lifestyles, flexible career opportunities and a sustainable economy.

6. Fusion – not inventing a new curriculum but promoting strategic co-curricular partnerships with other educational organisations in order to deliver the ACT programmes flexibly in line with global, national and local curricula, qualification frameworks and award systems.

7. Progression – a progressive curriculum structure with clear learning pathways from one level to another with defined outcomes/accreditation at each level leading to higher education, training and employment in each of the ACT strands

8. Internationalism – qualifications framework preparing young people for a glocal, bioregional, interdependent and globalised world in which Islam is appreciated as a positive source of ecological civilisation and planetary development

iBacc Quality Marks

Curriculum Design

IBACC CURRICULUM

ACT : integrating Academics, Civics and Technics

The 3fold structure of the iBacc curriculum framework provides a balanced architecture for curriculum design and rounded pedagogical development grounding and fulfilling Islamic values

An integrative add-on curriculum framework

Supporting

Adaptive Curriculum Design

British iGCSEs & A Levels

Co-curricular World Scouting

Transformative Islamic Spirituality

Curriculum Design for Upper Secondary in the UK

How the iBacc promotes strategic co-curricular partnerships for schools to deliver better Academics, Civics and Technics

Fusing the Cambridge University International Curriculum (iGSCEs), World Scouting and the Prince’s Foundation School for Traditional Arts.

Click on the links below to find out more.

Academics

Cambridge International Curriculum

Civics

World Scouting Skills for Life

Technics

Prince’s School of Traditional Arts

How the iBacc promotes an integrated pedagogy through its learner profile

Fusing the thinking skills of P4C (Philosophy for Children), the learning habits of Building Learning Power and the prophetic paideia of Rethinking Islam & the West.

Click on the links below to find out more.

P4C: Caring, Critical & Creative Thinking Skills

Inspired by Matthew Lipman

The Learning Power Approach

Inspired by Guy Claxton

Rethinking Islam and the West

Inspired by Ahmed Paul Keeler

Learning Excellence and Harmony

IBACC LEARNER PROFILE

The iBacc Learner Profile serves as a core pedagogy of balanced personal development applicable to all ages and subjects across the range of academics, civics and technics. It is comprised of three sets of thinking skills and six sets of vocational virtues. Thus our learners aim to achieve excellence and harmony through caring, critical and creative modes of thinking. And they strive for excellence and harmony through the vocational virtues of worship, scholarship, leadership, citizenship, craftsmanship and entrepreneurship.

Teaching Excellence and Harmony

IBACC TEACHER DEVELOPMENT

Integrating Academics in everyday lessons in any subject

The pedagogy of academics is inspired by the vocational virtues of Saint and Scholar exemplified and integrated in the life of the Prophet pbuh. These learning habits and thinking skills are at the heart of teaching worship and scholarship mediated by caring thinking but also serve to balance civics and technics.

Worship: the spiritual learning habits

  • Big Questions
  • Sense of Purpose
  • Meditating
  • Contemplating

Cultivating Caring Thinking Skills

  • Appreciating
  • Obliging
  • Loving
  • Minding

Scholarship: the cognitive learning habits

  • Inquiring
  • Knowing
  • Conceputualising
  • Dialoging

Integrating Civics in everyday lessons in any subject

The pedagogy of civics is inspired by the vocational virtues of Warrior and Statesman exemplified and integrated in the life of the Prophet pbuh. These learning habits and thinking skills are most applicable to teaching leadership and citizenship mediated by critical thinking but also serve to balance technics and academics.

Leadership: the strategic learning habits

  • Reflection (meta-learning)
  • Planning
  • Revising
  • Distilling

Cultivating Critical Thinking Skills

  • Judging / Balancing
  • Criteria-observing
  • Self-correcting
  • Sensitivity to Context

Citizenship: the social learning habits

  • Empathy & Listening
  • Imitating the best
  • Collaborating
  • Interdependence

Integrating Technics in everyday lessons in any subject

The pedagogy of technics is inspired by the vocational virtues of Merchant and Craftsman exemplified and integrated in the life of the Prophet pbuh. These learning habits and thinking skills are most applicable to teaching craftsmanship and entrepreneurship mediated by creative thinking but also serve to balance academics and civics.

Craftsmanship: the artistic learning habits

  • Apprenticing (skill sharing)
  • Making
  • Reworking
  • Displaying

Cultivating Creative Thinking Skills

  • Imagining
  • Inventing
  • Generating
  • Unifying

Entrepreneurship: the resourceful learning habits

  • Noticing
  • Immersion
  • Capitalising
  • Meeting challenge

Leading Excellence and Harmony

IBACC LEADERSHIP DEVELOPMENT

How to become an iBacc School : Enabling schools to achieve the iBacc Quality Mark

Bronze iBacc Quality Mark

Starting on the iBacc journey

  1. At this stage the school is actively seeking to experiment with the iBacc framework and teachers are beginning to utilise the iBcc Learner profile in how they teach
  2. The school includes Islamic Studies in its curriculum and all teachers appreciate its significance in relation to Academics: prioritising the teaching of Caring thinking skills and the learning habits of Worship and Scholarship
  3. Students understand how their own Learner profile development is affecting their learning positively
  4. There is some evidence that iBacc is having a positive impact on academic progress and attainment

Silver iBacc Quality Mark

Developing iBacc Pedagogy

  1. At this stage the school is developing the iBacc framework and most teachers are utilising the iBcc Learner profile in how they teach
  2. In addition to the focus on Academics (prioritising the teaching of Caring thinking skills and the learning habits of Worship and Scholarship) the school is now integrating either Civics or Technics according to its priorities
  3. Option A: Civics:(prioritising the teaching of Critical thinking skills and the learning habits of Leadership and Citizenship via a programme in Scouting, Duke of Edinburgh Award, Forest School, Learning Outside the Classroom etc)
  4. or Option B: Technics: prioritising the teaching of Creative thinking skills and the learning habits of Craftsmanship and Entrepreneurship via a traditional Islamic art and craft
  5. Students understand fully how their own Learner profile development is affecting their learning positively
  6. There is significant evidence that iBacc is having a positive impact on academic progress and attainment as well as progress in Civics or Technics

Gold iBacc Quality Mark

Establishing iBacc Performance

  1. At this stage the school is establishing the iBacc framework and all teachers are utilising the pedagogy of the iBcc Learner profile in how they teach
  2. In addition to the focus on Academics (teaching Caring thinking skills and the learning habits of Worship and Scholarship) the school is now integrating both Civics and Technics to achieve excellence and harmony in all three pathways
  3. Civics: teaching Critical thinking skills and the learning habits of Leadership and Citizenship via a programme in Scouting, Duke of Edinburgh Award, Forest School, Learning Outside the Classroom etc
  4. Technics: teaching Creative thinking skills and the learning habits of Craftsmanship and Entrepreneurship via a traditional Islamic art and craft
  5. Students understand fully how their own Learner profile development is affecting their learning positively in all three pathways
  6. There is substantial evidence that iBacc is having a positive impact on academic progress and attainment as well as progress in Civics and Technics

Senior Leadership Team Coaching and Whole School Development

To Support the School's iBacc journey from Bronze to Gold

Achieving Excellence and Balance through

Appreciative Teamworking

Professional Culture

Leadership Styles

Transformative Organisation

Spiritual Leadership

The Founder of iBacc

THE FOUNDER

Dr Tim Saunders 

PhD, MA, BA, PGCE, PGCert

Qualifications

Dr Tim has a BA Hons in Theology and Religious Studies (Manchester University),  MA in Educational Management (Open University), PhD in School Leadership (Liverpool University), PGCE Primary (Manchester University), PGCert ODE Online & Distance Education (Open University).

Educational Experience

Tim has a wealth of experience that includes Primary School teaching (7 years), Headteacher (14 years), University lecturing (5 years), Thinking Skills training in schools (10 years), Organisational Development Consultant (6 years). Research Fellow at Cambridge Muslim College (3 years).

Creation of iBacc

Tim currently lectures part time in Initial Teacher Education at Edge Hill University whilst writing a book on Transformative Teaching and Educative Leadership integrating the 4Ps of Personal, Pedagogical, Professional and Planetary development. He created iBacc as the culmination of his work as a consultant headteacher, lecturer and researcher at Cambridge Muslim College and in response to a commission to design a new international school with an Islamic ethos for colleagues and clients in the UK.

Please get in touch with us!

CONTACT

© 2015-2020 : Tim Saunders PhD : The Islamic Baccalaureate

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