دليل المعلم 2020 2021 تربية أخلاقية منهج إنجليزي صف ثالث 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 Inspired by the Sheikh Zayed Grand Mosque, Abu Dhabi
The intersections represent the complexity of the relations between the different entities living in an interdependent world as global citizens
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 communitie
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
Game, Set, and Match for Bader
Bader was playing a game of tennis outside his house with his friend Salem. They were taking it in turns to serve the ball to each other. With every serve, Bader imagined he was the number one player at Wimbledon. "Game, Set, and Match to Bader from the UAE," said the sports commentator in his imagination. "The hopes of a nation rest on this final set. And there is no better player that deserves to be here. Bader is one of the best tennis players in the world." Bader swung his racket and whacked the ball. It hit off the fence. Smash! "Oh no!" cried Bader and Salem in unison. The ball had crashed through the window of a neighbour's house. "Quick, run!" said Salem, who sprinted off
Bader watched as Salem disappeared around the corner. Although he was tempted, he knew that he couldn't run away. "What happened here?" a cross voice asked. Bader turned and saw his neighbour. "I'm sorry Mr Sharif," said Bader. "It was my fault. I wasn't paying attention. Let me clean it up... and maybe I can save up to help pay for a new pane of glass. I'm really very sorry
Bader's Morning
Bader was almost at school. He had run all the way but as he turned the final corner, his heart sank. "Not again," he groaned. There, standing beside his friend Salem, were Saeed and Fadia. "Him Bader!" they crowed in unison. "We hear you lost a tennis ball. Hahaha!" laughed Saeed. "What do you want?" Bader asked flatly. "Oooh, look, Bader managed to say a whole sentence, all by himself, without any help!" teased Fadia. "it's a miracle!" agreed Saeed. "Shut up!" said Bader. He could feel his face turning red. Salem just looked at the ground. "Bader," began Fadia," saw your new pen yesterday. It's very nice." "Much too nice for you," continued Saeed. "You should give it to Fadia". "Leave me alone" mumbled Bader, the familiar sinking feeling in his stomach. "Give the pen to Fadia," repeated Saeed. "No!" said Bader. Salem looked up. "What are you looking at?" sneered Fadia. Salem looked at Bader and ran off into the school. Fadia walked over to Bader and pulled his bag from his shoulder. "I'm taking that pen and there's nothing you can do about it," she said. "No!" Bader responded. Saeed pushed Bader onto the ground and laughed. Fadia opened the bag, found the pen and took it. "See you later," she called as she and Saeed sauntered into school. Bader hung his head. His parents were going to kill him for losing his new pen. He picked up his bag and slowly trudged into school
Home Time
After Bader and Salem talk to their teacher, they both feel much better. On their way home, Salem feels very proud that he had the courage to stand up in front of all his classmates. "You won't be bullied again." he tells his friend. "Fadia and her friend Saeed? They'll think twice before they're mean to you again. The teacher's going to keep a close eye on that pair from now on
Bader too feels a weight off his shoulders. "I might even enjoy going to school again." he says. "Do you want to come around and play some games online on the computer later? After homework?" "Sure, see you later." Salem replies before racing home
Later, while Bader is waiting for Salem, he plays some games online. While he is playing, a message appears from another player he doesn't know. He clicks the 'Red X' but the message won't go away. "That's strange!" he wonders. "I don't know anyone called 'N_ Khaled. 7". Why would they be sending me messages? Let's see what this is about