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Maurice Irfan Coles
Director ICE Project
CEO CE4CE
Author Every Mulsim Child Matters
( Trentham)

By the end of the session I hope that we will have:-
1.Provided the background and the rationale of the ICE project
2.Outlined its essential components both in terms of the final product and the processes we undertook to get there
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4. Demonstrated that essential Islamic values are broadly compatible with citizenship values
5. Offered guidance about lesson delivery
6.
Encouraged you to become part of the ICE roll out in your schools.
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When Hope and History Rhyme : from the
Cure at Troy-trans. Seamus Heaney
‘History says, Don't hope on this side of the grave.
But then, once in a lifetime the longed for tidal wave of justice can rise up, and hope and history rhyme.
So hope for a great sea-change on the far side of revenge.
Believe that a further shore is reachable from here.’

 With your neighbour discuss why you think it might be important to teach citizenship from an Islamic point of view
 After a few minutes I will take some quick feedback
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The ICE project is designed to:
 Teach Islamic studies using citizenship as a vehicle to understand the concept of Tahdhib
(moral education ) and Akhlaq (good manners, good temperament and noble character)
 Emphasise the link between the citizenship
National Curriculum programmes of study and
Islam
 Help young people navigate some of the more difficult issues that they might face as
British Muslims in the UK
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 Help you promote your own community cohesion agenda and please OFSTED
 Support you in raising academic standards
 Demonstrate that young Muslims as active citizens can become positive role models for the whole British Community.
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• 44 lessons trialled in 30 madrasahs in 6 areas of the country (plus 6 extras in preparation)
• Feedback from teachers, parents and pupils – overwhelmingly positive
• Lessons written by core team members and critically commented on by the area leads, advisory and validation board
• Advisory board
• Validation board
• Publication and website
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Advisory Board
Yusuf Al-Khohei – Al-Khoei Foundation, London
Mustafa Field – Al-Khoei Foundation, London
Lina Akbar
–
Independent Equality & Diversity Advisor
Don Rowe – Citizenship Foundation, London
Adeeba Malik/Naseer Baig – Muslim Women Advisory Group & Q.E.D
Bradford
Batool Atooma – National Muslim Women Advisory Group
Kamal Hanif – Headteacher, Waverly Secondary School, Birmingham
Alyas Khan – EMICA Consulting, Manchester
Tom White EMICA Consulting, Manchester
Sayed Fadhil Baher-Alulom Alulbayt Foundation
Rauf Bashir - Building Bridges, Nelson
Dr Musharraf Hussain – Karimia Institute, Nottingham
Allama Shahid Raza – Muslim College, London
Bill Malley – Director, ContinYou, Coventry
Tahir Alam – Muslim Council of Britain
Nargis Rashid – Birmingham City Council
Sajid Hussain Nasiha Citizenship Foundation, Bradford
Shazim Husayn Mehdi Institute, Birmingham
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Validation Board
Sayed Fadhil Baher-Alulom Alulbayt Foundation
Sajad Jiyad Alulbayt Foundation
Jawad Baraka – Alulbayt Foundation
Allama Shahid Raza – British Muslim Forum and Muslim College
Ibrahim Hewitt – Ex- Headteacher , Primary School, Leicester
Ibrahim Mogra – Muslim Council of Britain
Dr. Atta Ullah Siddiqi – Markfield Institute
Muhammmad Tajri – Alulbayt Foundation
Batool Atooma – Markfield Institute and the National Women
Advisory Group
Shazim Hussain – Mehdi Institute
Dr Musharraf Hussain – Karimia Institute
Aisha Ali – Area Lead
Yusuf Atamono – Area Lead
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Conceptual Overview
Citizenship Education – 25 Lessons at KS 2 (9-11) and KS3 (11-14)
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ICE Citizenship Definition - B.I.R.R.
B
Interacting
R elonging ights to our country, city town, community, religion, sharing our country ’ s values in things like respect, tolerance and freedom.
taking part in the life of our country and communities so that we can help each other to make it a better place for all to live in.
your rights to live and worship in the country freely, give your views on political issues, take part in democratic elections. The rights of others to the same freedoms that you enjoy. Government rights over you, for example in making sure you obey the law and pay your taxes.
R esponsibilities : your responsibilities towards each other, caring for other people, not interfering with the rights of others, obeying the law, and going to school. Government responsibilities like spending your taxes in an appropriate way on such things as health, schools and security. Protecting your rights as a citizen like ensuring
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What is Citizenship?
Cluster – 1
The skills of citizenship and
Islamic enquiry
Cluster – 3
Identity and diversity
Cluster - 2
Rights and responsibilities
Cluster - 4
Democracy and justice
Good Muslim Good Citizen
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Cluster - 1
The skills of citizenship and Islamic enquiry
1) DIALOGUE
IQRA : RECITE / READ; READ DISCUSS/ DIALOGUE
2) ENQUIRY AND RESEARCH:
‘This is how we explain the signs to people who reflect.’ (10:24)
‘ the cure for ignorance is to question’
‘Ask those who know when you do not know’
3) CONFLICT RESOLUTION
‘ Those who overcome anger and forgive people, God loves such righteous people’ (4:134).
Jihad: the greater and the lesser
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Cluster - 2 rights and responsibilities
• your rights –to worship, to speak, to take part in democratic elections
• your responsibilities
‘each of you is like a shepherd and each of you will be asked about what is under his charge’
• other people’s rights and responsibilities
• rights of Muslims in a non Muslim state
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Cluster – 3
Identity and diversity
• British, Muslim or British Muslim ?
• Cohesive society
• Protecting the environment
• Volunteering and giving charity
• Active citizenship
• Diversity in Islam
• Muslim Heritage -1001 inventions-Curriculum
Enrichment for the Common Era (CE4CE)
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Cluster - 4
Democracy and justice
• Issues of equality and race
• Issues of the shura and Sharia
• Issues of law and order
• Issues of tolerance, love and respect
• Issues of democracy :not simply a western concept
• Advocacy and representation:
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• Syria-Mesopotamia-
• Mecca-’its inclusion within the history of democracy seems preposterous, but to ignore the supporting evidence is to pander to the prejudice that democracy is purely a western-ultimately Greekinvention.’
• ( p128: The life and death of democracy)
• Professor John Keane –a seminal and radical book
• Keane cites : universalism and inclusivity of islam, rules of justice and law, social institutions, business partnerships, consultation

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The Lessons’ layout
Lesson Title:
Lesson Objectives:
Suggested Duration
Keywords:
Islamic Values:
Activities
Recap last lessons
A. Starter Activity
B. Development
C. Plenary
Suggested follow up work
Citizenship Values:
Resources
Activity and information sheets
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THE PUPIL EVALUATION SHEET
Lesson Title:
Today I have learnt about: Name:-
---------------------------------------------
Madrasah/Organisation:
-----------------------------------------------------------------
As a result of this lesson I have learnt that a good Muslim should:
I am going to follow up this topic at home/school/community by :
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• Use the materials-download www.theiceproject.com
• Adapt amend be creative
• AMSUK are now part of the rollout of the project
• Your School Improvement Partner (SIP) will be trained and will be your link (Feb.
2010)
• The ICE project team will support

• HOW MANY BOTTLES ?
• TO BE A GOOD MUSLIM IS TO BE A
GOOD CITIZEN
• ISLAM AND CITIZENSHIP BROADLY
COMPATIBLE
• WHEN HOPE AND HISTORY RHYME
• GET INVOLVED IN PHASE 2
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Maurice Irfan Coles - 07533 094 851
Khalid Mahmood – 07533 849 869
Rukhsana Rana – 01162 995 977
SDSA, Alliance House
6 Bishop Street, Leicester, LE1 6AF
Tel: 0116 299 5939 maurice.coles@sdsa.net
Khalid.mahmood@sdsa.net
Rukhsana.rana@sdsa.net
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