دليل المعلم 2020 2021 تربية أخلاقية منهج إنجليزي صف سابع فصل ثالث
Values
Values are at the heart of moral education. They are essential to a person's sense of self; they operate as the personal benchmarks that guide our thoughts and actions. The Moral Education aims to support students in identifying their personal goals and the motivation behind them. Moral education explores many multi-faceted issues, including trade, mental health and the distribution of resources. It also enables teachers and learners to explore the ethical implications behind complex global issues, enabling them to engage as members of the UAE and international community
It is hoped that in working through the Moral Education curriculum, teachers and students will become inspired and motivated by a commitment to the values of social justice, human rights, care for the environment, empathy, respect for diversity and global solidarity. The lessons of Moral Education course are founded on the principles of solidarity, equality and inclusion, and support a process for teaching and learning which explores how personal values are shaped and directed. This Moral Education course does not impose values, but rather encourages students to explore ethical issues, and develop an awareness on their individual values
Teaching and Learning - A Pedagogical Approach Group is important in encouraging students to be proactive and autonomous learners. Throughout this moral education curriculum, there is a focus on inclusive group work, and a student driven approach to teaching and learning in the classroom. Students are encouraged to have open discussions, guided conversations, activities, and philosophical debates. This is intended to take students through a process of awareness-raising and critical thinking, which will allow them to consciously enact moral reasoning in their everyday lives.
Action Projects In the upper grades of the course students are encouraged and enabled to undertake Action Projects, where students are actively involved in developing an issue or topic, which arises in class, beyond the usual limits of textbooks and course materials. These Action Projects encourage active and co-operative learning and the development and acquisition of skills. They are part of the 'Hands' (pragmatic) domain of skills development
The Moral Education Course Cover and What It Symbolises
A design that evokes local culture, contemporary society and global citizenship
The cover draws inspiration from the flower with five petals, which is prevalent throughout the Sheikh Zayed Mosque, in Abu Dhabi
The intersecting circles are a key element in the pattern's design. They serve to symbolise union and connection, both at the national and international levels and within the community
The intersections represent the complexity of the relations between the different entities living in an interdependent world as global citizens
Inspired by the Sheikh Zayed Grand Mosque, Abu Dhabi
At the centre of the cover is a star. This guiding star is created out of infinite circles, and represents the moral compass that we should all aspire to follow, just as the North Star has guided travellers through the ages. At the same time the star symbolises the individual in the middle of the complex structure that is society
As the grades progress, the number of circles increases, symbolizing how, as students progress, they develop more connections with contemporary society and international communities
The gradation of colour portrays the complexity of the 21st century living
Books and their covers vary in size. Keeping to the concept of interconnected ideas influencing one's moral behaviour, the circular pattern derived from the mosque matures into a more complex design reflecting how morality and character grow in complexity as we age
Activity 3 (10 minutes)
Explain to the students that not only humans get sick from time to time. Computers are controlled by an operation code. This is a set of directions written by a human telling the computer what to do when you play a video game, type a document, or perform any other computer function. These codes are helpful, but sometimes they can actually be harmful and make your computer sick
Write the word virus on the board. Ask students to share their definitions and examples of what a virus is. Explain that a computer virus comes from a code that's written specifically to harm a computer
Ask them if they can think of ways to keep their computer safe and healthy
Put students into pairs. Decide how many attempts you will give the students to guess a password. Discuss ways that students can make their password more secure
Suggested Answers
Students who are choosing a password should make it hard to guess
The main points in private policies are how this website will use your information and what information it will give you. You should read the policy well, then decide if you want this site to share your data (name, gender, address, email address, phone number, etc...). It might also use the information you write on your page like photos, places you have been, or things you have done
So, you need to read and analyse carefully before joining this site. You can ask for help if you get stuck
Activity 4 (10 minutes)
Remind students that although social media brings many benefits, it also poses risks. Be sure to reinforce with students that if they do come across something inappropriate on the internet, or if someone contacts them and makes them feel uncomfortable, they should contact a trusted adult immediately. Explain to them that there is no reason to feel fearful. They will not be in trouble. Many students fail to report incidents like this, as they fear that their access to social media will be curtailed
Explain to the students that we have to protect ourselves online like we do when we walk under the rain or when we ride bicycles
Put the students into groups of five. Explain that each group has to come up with two ways that people can protect themselves online
Allow students five minutes to complete this part of the activity. Then ask them to share their answers. If students are struggling, suggest some answers: accept friends wisely, use privacy settings, don't give personal information; use virus protection software; turn off your GPS; don't use auto log; use parental controls, understand that people can be misleading or untruthful
Next, have a short discussion about the On the other hand' question. Possible answers might include
Enable people to let others know they're safe during an emergency
Raising awareness of issues
Fundraising
Information sharing