دليل المعلم 2020 2021 تربية أخلاقية منهج إنجليزي صف أول فصل ثالث
هدا الملف ل منهج انجليزي لمادة تربية أخلاقية منهج إنجليزي
دليل المعلم 2020 2021 تربية أخلاقية منهج إنجليزي صف أول 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 text books 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 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
The Big Match
“Come on, Mansour!” called his father, “It’s time to leave. We’ll be late for the big match
It was the day of the cup final… and Mansour’s local team was in it! It was the biggest day in the town’s history, excitement had been building for weeks and all Mansour’s friends were going
Mansour sat up in his bed. He felt ill – he had a really bad stomach ache. Just then his father appeared in the doorway. “Mansour, are you coming ?” he asked. “What’s wrong, Mansour ? You don’t look well,” he said with a worried look. “No, Dad… I don’t feel well, I’ve got a stomach ache.” said Mansour
Later, after the doctor had been and Mansour was feeling a little bit better, he sat glumly on the sofa. He wasn’t well enough to go out. “At least I can watch it on TV…,” he thought. Just then, there was a knock on the door. His father went to open it. “Who could that be ?” he wondered, “I thought the whole town would be at the match
He could hardly believe it. It was Omar and Shaima’, his two best friends. “What are you doing here?” asked Mansour. “We came to watch the game with our friend,” said Shaima’ smiling. “Here… we brought you a flag!” said Omar
Mansour’s New Bicycle
Mansour was thrilled with his new bicycle. It was the bluest blue he had ever seen, with yellow stripes on either side. It had big chunky wheels that made it glide smoothly over even the bumpiest ground. When he got to the end of his street, he saw Khalid. He knew Khalid from school, but they weren’t friends. Sometimes Khalid was mean
He didn’t like that Mansour got good results in school, while Khaled didn’t “Why are you riding a little kid’s bike ?” asked Khalid Before Mansour could answer, Khalid pulled roughly on the handlebars. Mansour fell one way and his bicycle the other. Khalid laughed and walked away. Mansour carefully lifted his bicycle from the ground. The stripes on one side were scratched. He was so sad. The next day at school, Khalid was even meaner. He called Mansour nasty names in front of the other students. “And he rides a baby’s tricycle,” said Khalid. Some people laughed. Then he took his lunch, “if you tell anyone, I’ll really hurt you,” he said. Mansour was scared. He felt he was on his own