دليل المعلم 2020 2021 تربية أخلاقية منهج إنجليزي صف رابع فصل ثالث

الصف منهج انجليزي
الفصل الصف الرابع منهج إنجليزي
المادة تربية أخلاقية منهج إنجليزي
حجم الملف 9.24 MB
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تاريخ الإضافة 2021-04-23, 04:37 صباحا

دليل المعلم 2020 2021 تربية أخلاقية منهج إنجليزي صف رابع 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

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 patter'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

 

Read Ghassan, the Show-off boy, and answer the questions that follow

Ghassan was a very wealthy boy. He lived in a huge house and had a lot of servants and a nanny to look after him. Each day he would go into school wearing the most fashionable designer clothes and with some new fantastic toys that had been given to him. He loved showing them to the class and he particularly liked showing them to the children who could not afford what he had. He would even make fun of other children for not possessing what he possessed. Ghassan had everything! There was only one problem. Despite all his wealth Ghassan was quite lonely. You see Ghassan had no real friends. One day, he was sitting in the school yard on his own and one of his classmates, Lama, asked him why he looked so sad. He confessed it was because he really didn't have any friends. She sat beside him and explained to him that he made the other children in the class feel quite bad about themselves because he boasted about his wealth and laughed at those who had less than him. Lama explained that he needed to be more empathetic. In other words, try to understand how they felt when he said things to them and laughed at them. He called people offensive and hurtful names and thought that it was OK because he felt he was superior to them. As a result, nobody wanted to be around someone who made them feel inferior. They didn't care about his wealth. They cared about his heart

 


Read Kim's Story about respect then answer the questions that follow

When I was 3 years old, I contracted polio and since then I have been using a wheelchair. People often ask me if my disability stops me from doing things and I say no. Thanks to the people in my community I have seen how sometimes just a little help from another person can make the impossible (or the very difficult) possible for me. For instance, take my daily commute to the university. When I started last year I realized that I would have to take the bus at rush hour every morning. With everyone rushing to get to work and school I wondered if I would be able to move around. Thanks to all the great people on my commute the answer was yes. Although it can be a little tricky getting on and off the bus everyone gives me space and is patient if I need more time than the other passengers. Then, there's a path beside a busy road without a ramp on the way from the bus stop to the university gates but there's a man who sells newspapers there and he always helps out. He's very nice and we often share a joke. Once inside the university gates, things get easier but if i do need help there's always someone on hand. In fact, I've made a lot of friends this way and I get invited to a lot of parties. My friends say that I know everyone in the university


 

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