My Identity Curriculum

Curriculum Framework

My Identity Program

Curriculum Framework

Table of Contents 1.0 Introduction................................................................................................................................................................6 1.1 Purpose....................................................................................................................................................................7 2.0 Program Description.................................................................................................................................................8 2.1 Philosophy...............................................................................................................................................................8 2.2 Mission....................................................................................................................................................................8 2.3 Objectives...............................................................................................................................................................8 2.4 Definition................................................................................................................................................................9 2.5 Themes...................................................................................................................................................................9 3.0 Program Requirements.............................................................................................................................................11 3.1 Structural Requirements........................................................................................................................................11 3.2 Content Requirements..........................................................................................................................................11 3.3 Implementation Requirements.............................................................................................................................12 3.4 Assessment Requirements....................................................................................................................................12 4.0 My Identity Framework Components......................................................................................................................14 4.1 Framework Overarching Element.........................................................................................................................14 4.2 Framework International Pillars............................................................................................................................14 4.3 Framework Foundations.......................................................................................................................................15 4.4 Implementation Characteristics and Pedagogies................................................................................................15 4.5 Organizational Themes and Areas of Interaction................................................................................................19 5.0 Learning Outcomes...................................................................................................................................................20 5.1 Theme 1: Arabic Language.....................................................................................................................................20 5.2 Theme 2: Culture....................................................................................................................................................22 5.3 Theme 3: History....................................................................................................................................................27 5.4 Theme 4: Citizenship..............................................................................................................................................32 5.5 Theme 5: Community.............................................................................................................................................34 5.6 Theme 6: Values.....................................................................................................................................................39 6.0 Program Components for Future Phases................................................................................................................45 6.1 “My Identity” Portal..............................................................................................................................................45 6.2 “My Identity” Festival...........................................................................................................................................45 6.3 “My Identity” Club.................................................................................................................................................45 6.4 “My Identity” School Partnerships.......................................................................................................................45 7.0 Conclusion..................................................................................................................................................................46 8.0 References.................................................................................................................................................................46

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1.0 Introduction

1.1 Purpose

The context of the UAE is rapidly changing. The UAE is a society that has traditionally been open and welcoming to other cultures while simultaneously holding close to its own values and traditions. Rapid economic development and internationalization, however, has posed a profound impact on preserving and effectively fostering national identity among nationals and non-national students in K-12 schools.

Private schools particularly in need of reinforcing national identity given the international demographics of students and teachers, multiple international curricula, and primary reliance on English as the lingua franca.

Fostering UAE national identity consistently and deeply requires a structured approach. The Situational Analysis conducted for the My Identity Program revealed the necessity of a curriculum framework that will provide private schools with the guidance required to establish well-designed school wide programs. The report concluded that a flexible framework that allows schools to maintain their ingenuity in approach and adapt to their school context, curriculum and student population is needed.

This document outlines how the My Identity Curriculum Framework is designed to equip private schools with a relevant and flexible framework that guides schools on a robust implementation of national identity. Essential to the framework are scaffolded learning outcomes that provide suggested direction on what to teach across levels of understanding to establish and consolidate the national identity for all students.

The purpose of this document is to instill a deep sense of identity, create sustainability over time within schools, and transform and foster tangible change in students over time related to their appreciation of national identity.

This document outlines a curriculum framework that captures the structure, requirements, philosophy, model, and a learning continuum that will define the My Identity Program. It focuses on the gaps and needs in the local context as revealed by the research process. This was set as a priority so that the program objectives emerge from local needs and are fully customized to the context of private schools with their multi-faceted audience and multiple layers of content complexity.

These gaps were triangulated with the conceptions of identity derived from literature and matched with the best practices elicited from local and international benchmarking. The process of developing the requirements is also informed by the vision and voices of stakeholders.

2.0 Program Description The program description includes the program philosophy, mission, objectives, challenges, considerations, themes, and program learning outcomes.

2.1 Philosophy The “My Identity” Program is designed according to a research-based foundation, which is tailored to the local context, aligned with international best practices, and guided by the conceptions of identity literature. It provides inquiry-based learning experiences that foster students’ active participation and demonstration of citizenship within a dynamic engaging structure. The gradual effect of the program themes ensures a transformative impact of the program and an enduring understanding of the themes over age groups and not grade levels. This will decrease the school’s burden and grant them the opportunity to select their implementation approach according to their context.

The “My Identity” Program specifies academic learning outcomes that are measurable for stages of development and that are differentiated to enable schools for instilling national identity elements and values at a deep level to diverse student audiences.

2.2 Mission To deepen the national identity of Emirati students and to increase appreciation and respect of national identity of international resident students through a differentiated approach that meets the needs of the diverse private school system in order to contribute to the formation of a cohesive society bonded to its identity.

2.3 Objectives • Deepen national identity of Emirati students, and foster appreciation, value and respect of UAE identity among expatriate students.

• Strengthen and consolidate loyalty and belonging to the UAE. 1 A detailed situational analysis was conducted between May - July 2014 about teaching national identity in Abu Dhabi K-12 private schools. The objective was to understand how and to what extent national identity is being fostered in private schools. To understand the impact and implications of such root causes a situational analysis consisting of four primary data sets was conducted. The study includes findings from a review of academic literature on identity, benchmarking best practices in local, regional, and international organizations, school visits, and interviews with PSQA key stakeholders.

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• Link national identity with local, Arabic, and Islamic roots.

• Reinforce national identity among all students through an active, inquiry-based, and experiential supplementary curriculum that deepens student understanding of Emirati history, culture, and values over time.

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• Provide students with varying levels of depth about national identity at each grade level to facilitate students’ engagement.

• Promote national identity consistently and effectively at a school wide level and within the mandatory curriculum.

• Students to achieve Abu Dhabi 2030 Vision of being confident local and global citizens.

2.4 Definition

4. My Culture Is My Identity Culture is often defined by food, dress, and art. However, each of these is grounded in customs and traditions.

The way we dress, how we eat, and what defines beauty in art are all rooted in cultural values. Connecting values to cultural forms deepens our understanding of how cultural practices evolve, what makes something culturally aligned or not aligned, and how cultures adapt through cross-cultural interactions. In this theme, students will gain an appreciation for Emirati culture past and present.

5. My Citizenship Is My Identity

National identity is a: “System of social and moral values associated with the lifestyle of the people in the past, present and future…this system is founded on invoking the essence of the people’s existence and analyzes the factors behind its survival, in order to preserve its existence in the face of all challenges. This can be achieved through strengthening the fundamental concepts of belonging, citizenship, work and productive initiatives.”

The Ministry of Culture, Youth, and Community Development defines an ideal citizen of the UAE as being loyal, religious, educated, fluent in Arabic, connected to the Arab world, open and interactive to the whole world, is positive and takes initiative, productive, ethical, aware of one’s history, endowed with a strategic vision, family-

Citizenship is a foundational pillar of UAE identity fostering belonging and loyalty to the country, and a connection with the GCC region through a shared history. Citizenship also is intended to foster an appreciation for being a global citizen thinking about global issues within a local lens.

6. My History Is My Identity The UAE has a long and rich history in the region. It is essential that students learn how history informs the future of the UAE and how the history of this country interacted with the histories of the region.

oriented, and hospitable.

- Ministry of Culture, Youth, and Community Development (2009)

2.5 Themes The themes listed below are drawn out from the Situational Analysis, social, national, civil, and Islamic studies of the Ministry of Education (MOE), including best practices, to articulate the key areas that the My Identity Program will address. Learning outcomes are mapped across age groups using these themes.

The following are the six program organizational themes followed by a brief conceptualization of each:

1. My Values Are My Identity Values are the root of identity. Values teach us how to be in the world, how interact with others, and determine what we emphasize as aspects of our shared identity. Emirati values are rooted in moderate Islamic principles and practices. These values inform national aspirations, the social fabric of Emirati society, and the norms that define Emirati culture. Through this theme, students will learn about Islam, Islamic values, and applicability of how Islam influences life in the United Arab Emirates.

2. My Language Is My Identity Arabic is a living language that is vibrant in meaning, rich in dialects, and dynamic in how it has informed cultural nuances across the Middle East. Language is an essential aspect of Emirati identity. It shapes the way we think and how we interact with people. Through this theme, students will gain an appreciation for why Arabic is such an important language locally and globally, and will work on tasks that develop their language skills as a language of life.

3. My Community Is My Identity The UAE society is rich in history and heritage, which affect the formation of its future. The extended social relations among its members demonstrate the importance of maintaining unity and cohesion. Students will realize through this value the holistic fabric of UAE society. They will learn about their country, not only through the essential facts, but also through other aspects that preserve the uniformity of the community and promote loyalty and belonging.

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3.0 Program Requirements

3.3 Implementation Requirements

The following program level requirements describe the basis upon which the My Identity Program must adhere to rely on the findings of the Situational Analysis.

Requirements are divided into four sections: Structural, Content, Implementation, and Assessment Requirements.

3.1 Structural Requirements 1. My Identity” program must be complimentary to MoE National Curriculum subjects (not a replacement).

2. The program should have a flexible design to allow for differentiated implementation in schools in terms of time and place of delivery while achieving objectives.

3. The program must be structured in a way that minimizes the burden on schools’ teachers and administrators.

1. Program implementation should employ feasible and effective professional development for teachers and administrators.

2. The training program should focus on building capacity through a cascading, cost - effective model that facilitates collaboration within schools and between schools.

3. Implementation has to maximize efforts of the community and foster collaboration and commitment through partnerships (e.g. between private schools of different populations, between private and public schools, with parents, and / or with local companies and organizations).

4. Schools should work on infusing the program into their curriculum mapping and adapting to their curricula type.

5. An Emirati team should lead the Implementation process as they understand and embody national identity.

6. Schools need to create an implementation team to design the flexible implementation plan according to their own school context.

4. The program should have an integrative curriculum approach.

5. The program should stand on an overarching supporting framework that schools’ leaders are responsible to implement.

3.4 Assessment Requirements 1. Ensure assessment tools and protocol at three distinct levels:

3.2 Content Requirements 1. Content of the program has to promote the elements of Emirati national identity: deep values rooted in Arabic language, religious education, culture, civilization, values, community, history, and Emirati traditions.

2. The focus of the program will be mainly Emirati culture and values rather than diversity and cross cultural values.

3. Program content should be relevant to students in the fact that it includes current local events and reflects the contemporary developments in the local context.

4. Program content should focus on providing experiential learning opportunities that are hands-on, meaningful, and engaging for students.

5. Program content should achieve a high level of engagement, should be interesting, and should motivate students.

a) assessment of student learning, b) assessment of program implementation at a classroom/teacher level, c) assessment of program at a school-wide/administrator implementation level.

2. Provide schools with program-specific assessment tools and comprehensive tools for all school aspects.

3. Incorporate the My Identity Program into the ADEC School Inspection Framework to ensure effective and consistent implementation.

4. Schools should demonstrate Evidence of Impact (EOI) of the program through the assessment process.

5. Teachers will formatively assess students’ growth.

6. Program content should enable students to engage with different levels of complexity and depth to meet the needs of particular school communities.

7. The program should identify and locate existing resources (electronic and print) to allow for effective implementation.

8. Program content should reinforce parent’s involvement in their children’s education process.

9. Program content should foster collaboration between schools and local community organization.

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4.0 My Identity Framework Components Table 1

My Identity Components

Themes Areas of Interaction

Culture

Community

Values

Arabic Language

Citizenship

History

Heritage and

Relationship,

Taking Initiative,

Language of

Good

UAE

Interaction

Sustainability

Respect,

Communication

Citizenship

Civilization,

with Others

Health and

Empathy,

and Thinking

and Loyalty

Modern

Safety and

Caring, Honesty,

Environment

Integrity, and

Emirates

Tolerance

Implementation Characteristics/ Pedagogy

Interdisciplinary, Inquiry Based-Learning, Assessment for Learning, 21st Century Skills, Flipped

Alignment

The program has been aligned with regional and international best practices of other countries that

Classrooms, Differentiated Instruction, Multiple Intelligences, Thinking Skills Integration, and Connection to Students’ Lives.

have developed similar frameworks. This framework has been aligned with other ADEC projects such as: Student Competency Framework , Curriculum Compliance Framework, School Development Plan, and Irtiqa’a Inspection Program.

4.1 Framework Overarching Element This document will offer a detailed description of the framework elements starting from outside until we reach the foci of the framework.

• School Development Plan (SDP): The SDP is the overarching element of the My Identity Framework, as it will enhance a school’s steps to implement the program as an integral part of it.

4.2 Framework International Pillars The pillars of the framework are derived from UNESCO education principles: “Learning the Treasure within UNESCO Publishing.”

A. Learning to Know: The relationship between social and economic activity fostered through a wide range of educational approaches and combining education pedagogies such as interdisciplinary learning through deep planning.

B. Learning to Do: Emphasizes on not only learning tasks but also the acquisition of the required competence that enables students to deal with a variety of situations practically.

C. Learning to Be: Encourages students to practice greater independence and judgment combined with solid sense of liability for the attainment of common goals.

D. Learning to Live with Others: Emphasizes living with others, together, and as collaborative members of the global village, thinking in organizing the future of the next generations, using their knowledge, skills, values, and attitudes to survive and develop their capacities to work respectfully.

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My Identity Framework

4.3 Framework Foundations • Abu Dhabi Vision 2030: Abu Dhabi 2030 Vision is to create a confident, secure society and to build a sustainable, open and globally competitive economy, which will enable the Emirates to capture socio-economic transformation, and represent the road-map of achieving Abu Dhabi’s aspiration for a secure and sustainable future. This framework will underpin the private schools to have young people educated about their identity according to the best international standards including knowledge, attitudes, values and the required skills to enable them to be practical workers who can offer their maximum contribution to making the economy internationally competitive.

Abu Dhabi Economic Vision 2030

SDP

Ci

Areas of Interaction Themes Citizenship

st

te

rd

isc

ip

lin

ar

y

Local and Expat Students

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io he n w ith rs

ct

Ot

ra te In Relationships, Sustainability, Health and Safety

Ba c de kwa sig rd n

ltu

Community

re

UAE Identity

ry ntu t Ce ls Skil

21s

In

Heritage

y

or

n

La

Assessment for Learning

ge

a gu

s lue t, Va ec esp ty & s ,R ive one H iat e nit are, ranc gI & C ole kin Ta athy ity, T p gr Em Inte

Connection to Students Lives

le es tip nc l of u e e ion g M llig a at te gu nic ing n In La mu ink m Th Co nd a

d Ol n E tio UA liza vi

Good Citizenship & Loyalty

Hi

Relevant to the New School Model and Student Competencies Framework schools will run the program based on the following structure of pedagogies to facilitate students learning of identity themes and areas of interaction:

Th i Int nking eg rat Skill ion gy lo n n no tio er ch ra od Te teg M UAE In

• Irtiqa’a: The program should be linked to the Irtiqa’a Inspection Program and can be used as a tool and guide for school development.

4.4 Implementation Characteristics and Pedagogies:

Implementation Characteristics / Pedagogy

d ase b y g uir nin Inq Lear

Cu

• Local and Expat Students: Alignment with diverse types of locals and expats students is foundational as this program has been designed to allow for teachers to adapt to the learning needs of any group of students local or non-local. Based on individual school contexts, diverse student populations, and general transitory nature of private school students, this program allows for flexibility for the starting point of where learning outcomes begin.

• International Curriculum: This program is a school-wide program that does not limit itself to specific subjects or curriculum types. Much like a character education program, this framework allows flexibility and adaptability in its implementation.

Irtiqa’a Inspection Framework

ed iat n t n re tio ffe truc i D Ins

Flipped Classroom

Diverse International Curriculum

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Table 2

Implementation Characteristics

Implementation Characteristics / Pedagogy

Implementation Characteristics / Pedagogy Definition

Flipped Classroom

Definition Flipped learning is a pedagogical approach, which transfers the instructions from group focus to an individual focus in which direct instruction moves from the group

Inquiry-Based Learning

learning space to the individual learning space, and a result the teacher will create

It is a specific learning process that people engage in that includes questioning,

a new learning environment where students interact, engage, and enhance their

responding with evidence, investigating, justifying, and modifying ideas based on

learning through different types of activities (http://flippedlearning.org/).

its real context (Bell, 2010).

21st Century Skills

Backward Design

21st century skills include the 4Cs:

It is a method of designing educational lessons based on: identifying results, levels of evidence that support the desired results, and finally, design activities that make the desired results happen (Wiggins, 2008).

• Communication (communicating with others clearly for buy-in).

• Collaboration (ability to work with teams, pose and evaluate scientific arguments with others, and reasoning with diverse concepts).

Connection to Students’ Lives

This pedagogy depends on moving from the theoretical side of education into the practical side by creating links between students learning and real life to make

• Critical Thinking (reasoning effectively, using systematic thinking styles, making

learning tangible.

judgments and decisions, and solving problems).

• Creativity (thinking creatively, working creatively with others, and implementing innovation).

Multiple Intelligences

This theory groups dominant general intelligences into different specific modalities.

These modalities are Musical–Rhythmic, Visual–Spatial, Verbal–Linguistic, Logical– Mathematical, Bodily–Kinesthetic, Interpersonal, Intrapersonal, Naturalistic, and

The skills definitions derived from the partnership for 21st Century Skills

Existential (Gardner, H.1995).

Framework. (http://www.p21.org/our-work/p21-framework).

Technology Integration

Infuses technology into the learning contexts through rich and wide activities to enhance students learning.

Interdisciplinary

Linking diverse ideas through modern discourse - to create uniformity of these ideas, knowledge, and synthesis through wide integration elements from other fields of knowledge to understand their own material (Klein, 1990).

Differentiated instruction

An approach of meeting student’s needs, interest, and learning styles in terms of: learning objectives, presentation, content; activities, assessment, and homework, through well-developed teaching resources and material to ensure that we secure equal and equitable opportunity of learning for all students (Allan, S. D., & Tomlinson, C. A., 2000).

Assessment for Learning

4.5 Organizational Themes and Areas of Interaction These themes have been extracted from the scope and sequence of the Ministry of Education in U.A.E. in addition to the international best practices in this area:

1. Culture: • Heritage: Refers to UAE national heritage and culture.

• Interaction with Others: Refers to nurturing student understanding of their own culture to be able to interact with others in other parts of the world to achieve the 2030 Vision of being global citizens.

Different types of activities led by teachers and their students to provide useful information that they use to adjust and modify the teaching and learning activities in a continuous process (Black, 1998).

2. Language: • Language of Communication: Students will gain an appreciation for the Arabic language being a living global language.

3. History: Thinking Skills Integration

Process of integrating and infusion thinking skills into the context. These skills

• UAE Civilization: Refers to UAE’s different historical stages including the past nations who lived on this land and their life styles and histories.

include decision-making, problem solving, comparing, contrasting, and predicting.

• Modern UAE: Includes the establishment of the UAE, Sheikh Zayed Bin Sultan, and the leadership of Sheikh Khalifa Bin Zayed and his brothers the Rulers of Emirates to lead UAE towards the global level of performance in all fields.

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4. Values: • Taking Initiative: The voluntary spirit will be cultivated among students towards their community and the people who are living in this community in addition to external communities.

5.0 Learning Outcomes 5.1 Theme 1: Arabic Language

• Respect: Students will learn how to respect themselves, others, and the community they are living in.

General Expectations

• Empathy and Care: Students will be capable to demonstrate empathy and care towards themselves, others and the local environment.

Students will be able to identify and engage with “the central ideas and keywords of their national identity”.

They will be able to use questioning to make links between their curriculum areas and the guiding concepts of inquiry - based learning. They will understand that the active use of Arabic medium is a key pillar to strengthen their national identity.

• Honesty and Integrity: Students will learn about Emirati ethics and values that are rooted in Islamic values.

• Tolerance: Students will be able to accept others and live with them overcoming differences.

Theme: Arabic Language

5. Citizenship:

• Relationships: Students will learn about relationships with others and their local environment and the influence of good relationships with other communities.

Strand Language of Communication and Thoughts

• Use simple

• Sustainability: Students will learn the concept of sustainability according to the UAE context.

spoken language in

show their

different ways with

understanding

more confidence

and to

to express their

communicate

culture and national

their culture and

identity.

By the end of Grade 12

• Perceive the strength of the spoken language in communicating their culture and national identity through the ability to use the language and understand the meanings of the words.

• Realize the

• Utilize school

• Show more

importance of using spoken language to communicate their culture and national identity through the ability to express their ideas and concepts clearly and fluently.

• Learn about the

characteristics

characteristics

announcements

responsibility in

of their national

of their national

and activities to

expressing their

identity to use

identity to use

articulate their

national identity

their thoughts to

their thoughts in

ideas and describe

and Interpersonal

describe these

describing these

the characteristics

communication

characteristics in

characteristics

of their national

through utilizing

a simple way.

with more space to

identity.

group debates

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offer their personal

and school

views.

announcements.

• Tell heritage tales

• Impersonate

• Perform plays

and national

and national events

meaningful roles in

and sketches of

events in a

sequentially,

heritage tales and

heritage tales and

simple sequence.

recognizing the

national events as

national events

characters and

part of their work in

in collaboration

the when and the

meaningful acting

with the local

where.

teams.

community.

• Listen to the

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By the end of Grade 9

• Learn about the

• Tell heritage tales

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• Engage with

language to

national identity.

• Health, Safety, and Environment: Students will learn all the necessary factors that relate to this subject gradually according to their age groups.

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By the end of Grade 5

The Students will:

• Good Citizenship and Loyalty: Students will learn about what it means to be good citizens who reside in the UAE.

6. Community:

By the end of KG

• Realize the

• Perform heritage

• Perform heritage

instructions of

importance of

tales and national

tales and national

national events

listening to heritage

events through

events by building

and heritage

tales and national

simulating

characters and

tales and follow

events through

characters and role-

analyzing any of

it through

school activities and

playing.

their potential

simulation.

practices.

roles.

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Theme: Arabic Language

By the end of KG

By the end of Grade 5

• Show interest

• Read about their

• Engage with their

in reading

social lives and

readings about

their preparation to

social-related

create photo stories

national identity

debate topics with

simple words by

utilizing technology

based on research,

more rigorous and

creating photo

tools to simulate it.

inquiry, critical

detailed analysis

thinking.

and meaningful

stories.

By the end of Grade 9

By the end of Grade 12

5.2 Theme 2: Culture General Expectations

• Utilize language in

presentations.

Students will be able to identify and engage with “the central ideas and keywords of UAE culture”. They will be able to use questioning to make links between their curriculum areas and the guiding concepts of the enquiry - based learning. They will learn that the active usage of the keywords, ideas, structures and practices of UAE culture when engaging and communicating with others is a key pillar to strengthen their national identity.

Theme: Culture

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

The Students will: • Strengthen, with

• Review, with

• Evaluate their

• Evaluate their

support from

support from the

understanding

understanding

the teaching

teaching staff, their

of the meaning

of the meaning

staff, their

understanding of

of local words in

of local words

understanding

some local words

practice during

by putting it into

of some local

and its indications

tasks designed by

different contexts

words and its

and then creatively

teaching staff.

utilizing search,

indications in a

describe it and put

inquiry and the

simple way.

it into practice.

internet.

• Cooperate with

• Understand

• Reflect, within

• Work with their

each other

the visual and

their collaborative

colleagues to

and with a

multimedia

small groups,

design visual

member of the

materials and

what they have

and multimedia

teaching staff to

information

learnt from visual

materials using

understand the

associated

and multimedia

their IT skills.

visual material

with their local

materials related

and information

community, with

to their local

associated

description that

community.

with their local

is more detailed,

community.

comparison and appreciation.

• Understand

• Write a group of

• Understand the

• Apply the criteria

the meaning of

progressive words

meaning of writing

required to write

writing letters

and ideas related

for a variety of

articles and stories

associated with

to their national

purposes related

that proficiently

concepts and

identity, including

to national identity

describe their

meanings of

virtualization/

in a more in-depth

national identity

the culture and

simulation of

analysis and

by using advanced

heritage of the

expressive heritage

creativity.

linguistic

UAE.

stories associated

combinations.

Strand UAE heritage

• Recognize UAE customs and traditions through simplified concepts that link them to their national heritage and identity.

• Deepen their learning and understanding of UAE customs and traditions within more diversified concepts and applications.

• Show distinction knowledge of customs and traditions of the UAE through diversity and trust when expressing it during their practices of school activities.

• Form committees to publicize their national heritage and identity through communicating with each other in school and with others in the local community.

• Understand some simple vocabulary that describe local heritage.

• Widen their understanding of the vocabulary and ideas that describe local heritage through grade-based various activities.

• Widen their engagement with local heritage customs within their classrooms and school events and activities.

• Form teams to work on integrating local heritage customs into the school community, through designing an action plan to circulate and share with the school community.

• Engage to enhance their understanding of simple heritage vocabulary and ideas through meaningful activities designed by teaching staff.

• Apply their understanding of heritage vocabulary and ideas in more expanded seminars/ debates and within a motivating environment.

• Apply their understanding of heritage stories and national events in seminars/ debates that take into account the sequence of events and within analytical focus groups.

• Rephrase heritage stories and national events using their own language within groups that depend on technology in designing meaningful paintings.

• Re-introduce heritage stories and events of the Emirate smoothly reflecting their understanding.

• Deepen their understanding of heritage stories and national events through small teams that take into account the sequence of the events, virtualization and simulation.

• Evaluate their understanding of heritage stories and national events through debates, taking into account the elements of the story and using critical thinking.

• Creatively evaluate their understanding of heritage stories and national events, through acting and role-playing on the school theatre.

with their real life.

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Theme: Culture

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

Theme: Culture

The Students will: • Learn their heritage customs and traditions on a larger scale through presentations and plays within the classrooms and across the school.

• Show interest in reading letters and gradual words associated with simple national traditions and heritage.

• Read words and ideas related to their national heritage, customs and traditions to simulate and reflect what they have learnt.

• Describe heritage and media posters suitable to their ages in a summarized and simple way.

• Distinguish some of their heritage

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

The Students will:

• Imitate and simulate part of their heritage in a simple dramatic approach within the classroom through integrated lesson plans across subjects.

• Focus on linking the meaning of heritage and national terms with the reality of their modern lives through drawings and collecting images.

By the end of KG

• Create the link between national heritage concepts and their real life through curricular and extra-curricular activities.

• Learn classification, comparison and contrasting skills through describing heritage information in media posters and publications.

• Express their heritage customs

• Analyze their heritage customs and traditions on a large scale by using critical thinking and decision making to enhance these habits to preserve the unity of the UAE community.

• Throughly communicating heritage customs and traditions of the Emirate through cooperative projects within and outside the school.

• Utilize technology to implement what they have learnt about their heritage using research and inquiry and link heritage ideas with their real life.

• Design heritage stories and magazines that qualify them to serve as an example to others.

• Form a note that includes linking the concept with the reality, supported by electronic linkages and pictures.

• Design heritage information materials through practical application within the classroom and across the school using technology.

• Write a set of

Strand Interaction with Others

• Communicate

• Engage with their

• Reflect what

• Set out plans to

with their

colleagues to

they have learnt

organize special

colleagues

express what they

about their

cultural events to

through school

have learnt about

culture, through

share and exchange

broadcasting to

their local culture

dialogs with

ideas with their

express what

through curricular

their colleagues

colleagues.

they have learnt

and extra-curricular

and parents in

about their local

activities.

the national

culture.

Identity days* and house league competitions**.

• Cooperate

thoughts and views

workshops to

stimulate others

about their national

deliver and share

express their

to learn about

culture through

their thoughts and

understanding of

their ideas by

curricular and extra-

views about their

the vocabulary

designing posters

curricular activities.

national culture.

related UAE

electronically and

culture.

manually.

• Realize the

• Reflect their

in an analytical

a set of ideas and

connecting it to

related to photo

critical description

concepts linked to

simple letters

stories that have a

to reflect their

visual and media

and words

direct relationship

personal views.

skills.

related to its

to the meanings of

visual meanings.

the visual heritage

• Design and apply

understanding of

cultural projects

action plans and

concepts of

culture through

that reflect their

projects to reflect

the Emirate

innovation in telling

understanding of

their understanding

and confidently

more detailed

the culture of the

of the culture of the

describe it to

stories of the UAE

Emirate, through a

UAE through school

others.

culture that reflect

sequence of events.

events.

their understanding of UAE culture.

• Prepare action

through ideas

• Design innovative

simple cultural

• Imitate part of

customs through

• Organize special

debates to

• Establish a club devoted to produce heritage materials through practical application within the school and local community.

plans to establish

• Discuss their

seminars to

• Establish teams to create graphics to introduce the heritage of the UAE to others.

articles and ideas

• Participate in

in simplified

• Implement part

• Create special

• Design a special

their heritage,

of their heritage

teams to reactivate

booklet of best

customs and

customs and

their heritage

practices and

traditions, in the

traditions through

customs and

customs of the

classroom in a

classroom activities

traditions within

local heritage and

simple manner.

and across the

the school.

organize seminars

school.

to communicate to others.

materials.

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Theme: Culture

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

The Students will: • Get enough

• Evaluate their

• Design projects

• Form teams to

opportunities to

understanding

for cultural

design brochures

enhance their

of local culture

competitions

and web blogs to

understanding

through central

reflecting what

enhance others’

of local culture

dialog that reflect

they have learned

awareness of

through dialog

what they have

and sharing it with

national identity.

and simplified

learned within

their colleagues

discussion with

group discussion.

in the school

each other.

• Show interest in

announcements.

• Link the meaning

• Set organized

• Build student

reading simple

of the cultural and

action plans to

leadership teams

letters and words

national related

popularize and

to promote and

related to local

words with their

publish the local

publish local culture

heritage.

real lives through

culture across the

across the school.

photos and videos.

school utilizing photos and videos.

• Understand

• Widely describe

• Design posters and

• Create a sequential

some of the

local cultural

publications to

action plan to

meanings

related posters

promote national

design posters

associated with

and publications

culture applications

and publications

cultural and

utilizing

across the school

using the “Sparkol”

national words

classification,

and through

software, and work

to re-activate it in

comparison and

curricular and extra-

on strengthening it

their daily life.

contrasting skills.

curricular activities.

within the school.

• Express some of

• Engage with

• Design heritage

• Establish an

their customs

others in order to

magazines to

electronic heritage

and cultural

communicate their

communicate

newsletter to

heritage through

own customs and

their customs

introduce customs

simply linking

culture through

and cultural

and cultural

images with

well-articulated

heritage with more

heritage with more

written letters

written concepts

details, including

details including

and words.

and ideas.

clear analytical

visual skills related

description.

description.

*National Identity Days: The school will identify 2-3 days per year to support implementing part of the learning outcomes through collaborative activities between students from different grades. **House League: Suggested names for houses in schools where students can be grouped according to their age groups. They will implement national identity activities as part of the extra-curricular activities.

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5.3 Theme 3: History

Theme: History

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

General Expectations The Students will: Students will be able to identify and engage with “the central ideas and keywords related to the History and Civilization of UAE community”. They will be able to use questioning to make links between their curriculum areas and the guiding concepts of inquiry-based learning. They will be aware of the link between these concepts and ideas and all what they learn. They will learn that the active usage of the concepts of UAE modern and ancient history and civilization when engaging and communicating with others is a key pillar to strengthen their national identity.

Theme: History

By the end of KG

By the end of Grade 5

By the end of Grade 9

• Show their

By the end of Grade 12

• Promote their

• Analyze their

• Design an action

familiarity with

ideas about local,

understanding

plan to analyze

some historical

Arab and Islamic

and deep

their ideas about

vocabulary

civilization and

thoughts about

local, Arab and

through referring

history of UAE

local, Arab and

Islamic civilization

to posters and

through curricular

Islamic civilization

and history of UAE.

graphic books.

and extra-curricular

and history of

activities.

UAE, through comparison

The Students will: Strand: UAE Old Civilization

• Learn about

and contrasting • Understand the

• Build special teams

processes.

• Carry out special

local, Arab and

characteristics of

to publicize the

projects relevant

Islamic identity

local, Arab and

local, Arab and

to local, Arab and

of the UAE in a

Islamic identity of

Islamic history and

Islamic identity of

simple manner.

the UAE.

identity of the UAE

the UAE through

within organized

classroom activities.

• Show interest

• Show interest

in reading and

in reading and

plans to publicize

clubs related

understanding

understanding

the importance of

to civilization

storybooks

storybooks and

reading storybooks

and history of

letters and

videos related to

and non-storybooks

Abu-Dhabi in

words related to

the civilization

related to the

collaboration with

the civilization

and history of

civilization and

stakeholders.

and history of

Abu-Dhabi.

the history of

debating groups.

Abu-Dhabi in a

• Design action

• Establish reading

Abu-Dhabi.

simple way.

• Describe a

• Realize the

• Reflect what they

• Establish a theatre

small part of

bigger part of

have learned of

for the history

the historical

the historical and

cultural ideas

and civilization to

and civilization

civilization concepts

from their

and concepts

introduce concepts

connections

Authenticity

the connection

concepts and

and ideas of UAE

teachers to make

through plays and

and ideas of history

between historical

and Modernity

between the past

ideas of UAE

that reflect their

connections

role-playing of

and civilization.

and cultural

magazine to

and the present,

that reflect their

understanding.

between simple

influential figures.

events and their

authenticate

through acting,

historical

real lives through

the connections

role-playing and

and cultural

some Inquiry

between historical

communication

denomination

skills and guided

and cultural events

with local

and their real

investigation.

and their practical

community

lives.

organizations.

• Receive support

understanding.

• Realize the

lives.

• Present part of

• Cooperate to

• Reflect their

• Use inquiry to make

• Implement

their civilization

have a common

understanding of

educational

and historical

understanding and

UAE civilization and

projects to

vocabulary

to deliver part of

history through

popularize and

through photos

their civilizational

clear action plan

publish the history

and simple

and historical ideas

that include shows

and civilization

shows.

through school

and presentations.

of the UAE in the

announcements.

• Design the

• Express a small

school media.

• Realize wide range

• Reflect their deep

part of their

of their history and

understanding of

in designing

history and

civilization through

their history and

meaningful action

civilization

gradually written

heritage through

plans to make

through simply

ideas related to the

writing pictured

connections

written letters

meanings of the

descriptive

between the past

and words

visual materials of

reports about UAE

and the present

related to visual

UAE history and

civilization and its

within school

materials of

civilization.

old and modern

activities.

UAE history and

• Participate

history.

civilization.

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Theme: History

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

The Students will: Strand: Modern UAE

• Learn about the

Theme: History

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

• Design operetta

• Design monthly

The Students will: • Learn in small

• Grant adequate

• Get the necessary

forums and web

opportunity

time to interpret

entitled “ Ummy Al

action plans that

blogs to highlight

to express

their love,

Emarat” to embody

include “In love of

Sultan al-Nahyan

the life of his

their love and

appreciation and

their love and

UAE” competitions

through posters

Highness Sheikh

appreciation for

pride to UAE in

affiliation to their

in classrooms and

Zayed bin Sultan

their country

small discussion

country, through

across the school.

Al Nahyan.

through dialog

groups.

role-playing and

• Reflect what they

identity card of

groups additional

have learned about

Sheikh Zayed bin

ideas about Sheikh

Sheikh Zayed bin

Sultan al-Nahyan

Zayed Bin Sultan Al

in a simple way.

Nahyan, founder of the modern UAE.

and presentations.

• Establish cultural

with a member

soundtracks.

of the teaching staff.

• Discover a

• Engage with wide

• Introduce what they

• Articulate the life,

small part of

range of the

have learned about

characteristics and

the qualities of

characteristics

the life and the

achievements of

• Show interest in

• Realize in depth the

Sheikh Zayed bin

in the life of

character of Sheikh

Sheikh Zayed bin

reading words

texts, pictures and

Sultan through

Sheikh Zayed bin

UAE images

and non-

Zayed bin Sultan

Sultan through

supported by

videos associated

photos videos,

Sultan through

through their

storybooks, related

through creating

establishing

photos and

with the modern

and posters.

storybooks and

knowledge of

the modern UAE

relevant sketches

monthly newspaper

related to the

UAE and creatively

non-storybooks.

the history and

through analysis

and educational

that include the

modern UAE.

describe it in their

the development

and comparison

magazines.

biography of father

classroom.

reflected in these

skills.

Zayed.

• Tell simple stories

• Reflect their

• Authenticate stories

understanding of

of the foundation

that use activities

to Sheikh Zayed’s

these stories with

of the Modern UAE

and pictures, and

foundation of

clear sequence in

by Sheikh Zayed,

highlight Sheikh

the Modern UAE.

small discussion

through web blogs

Zayed’s role in

and focus groups.

images.

• Compare the

founding the modern UAE.

• Recognize,

• Show interest in

• Authenticate the

• Evaluate storybooks

• Carry out projects

that are related

groups.

• Approach Modern

• Design and

through photos

identifying the

major role of Sheikh

implement action

and videos, the

major role of Sheikh

Khalifa Bin Zayed

plans to raise the

major role of

Khalifa Bin Zayed

and his brothers,

role of Sheikh

Sheikh Khalifa

and the rulers of

the rulers of the

Khalifa Bin Zayed

Bin Zayed, the

the Emirates, in

Emirates, in making

and his brothers,

President of UAE,

making UAE among

UAE among the

and his brothers,

the most developed

most developed

the rulers of

countries around

the Emirates,

the world, through

in providing a

photos and videos.

• Make the

• Establish teams

• Communicate with

reality of UAE in

connections

with various action

local community

the past and the

between the reality

plans to analyze the

organizations to

present, through

of the UAE in the

difference between

learn more about

pictures, posters

past and present,

the past and

the qualitative

and videos in a

utilizing comparison

present of the UAE,

development of

simple style.

and contrasting.

and publish in the

UAE between the

school newspaper.

past and present.

• Express their

• Express their

• Participate in

• Build a vision for

the rulers of the

aspirations and

expectations about

practical projects

the future of UAE

Emirates, in making

ambition for the

the future of UAE,

that shall determine

utilizing visual and

countries (e.g. by

UAE among the

bright future of

and how will they

their expected

media skills.

using Photo Story

most developed

their country.

be part of this

roles in building the

and Pinacle).

countries.

future in the years

future of UAE.

better life for

to come.

UAE citizens.

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5.4 Theme 4: Citizenship

Theme: Citizenship

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

General Expectations Students will be able to identify and engage with “the central ideas and keywords of citizenship and affiliation”.

They will be able to use questioning to make links between their curriculum areas and the guiding concepts of inquiry - based learning. They will understand that the active use citizenship and affiliation is a key pillar to strengthen their national identity.

Theme: Citizenship

By the end of KG

By the end of Grade 5

By the end of Grade 9

The Students will: • Show interest

By the end of Grade 12

The Students will: Strand: Good Citizenship and Loyalty

• Simply identify

• Learn more about

• Reflect what they

• Design sketches

the concept of

the concept of

have learned

to highlight the

good citizenship

good citizenship

through a variety of

characteristics of

and affiliation/

and affiliation/

projects to enhance

good citizenship

statehood to

statehood to UAE

this concept in

in the school

UAE.

within the House

school context

announcements

League across the

through national

and House League.

school.

identity days.

• Understand

• Engage with texts

• Evaluate the ideas

related to citizenship

of citizenship and

citizenship and

related to

and affiliation

affiliation through

affiliation through

citizenship and

that reflect their

group discussions

media teams that

affiliation to UAE

understanding

that use critical

shall translate these

through pictures

through practical

thinking and

ideas into posters

and posters.

examples of their

analysis.

and paintings.

• Apply the texts they

related to good

read about good

cultural forums for

storybooks

citizenship and

citizenship and

good citizenship in

letters and

creatively put it into

creatively put it into

cooperation with

words related to

practice, through

practice through

the stakeholders of

good citizenship,

acting and role-play.

simulations during

the UAE nationals.

through visual

school curricular

publications

and extra-curricular

screens.

activities.

• Express their

• Evaluate ideas of

some vocabulary

• Read storybooks

in reading

• Describe an

• Realize their role

• Establish online

• Design cultural

affiliation and

important part of

in drawing the

corners concerned

loyalty to their

their citizenship and

attention of others

with publishing

country through

affiliation to their

to their citizenship

their productions

activities linked

country through

and affiliation to

of visual and media

to simple and

written ideas

their homeland

skills that reflect

visible letters and

related to the visual

through poetry,

their understanding

words.

materials of this

articles, and

of loyalty and

concept.

photos.

affiliation.

lives.

• Tell simple stories

• Reflect their

• Transfer fictional

• Establish

of their lives

understanding of

texts to theatrical

implementation

reflecting their

the concept of

works that reflects

programs to apply

understanding of

good citizenship

their analysis of the

stories concerning

the concept of

and affiliation,

concept of good

good citizenship

good citizenship

through re-

citizenship and loyal

within the national

and affiliation.

narrating local

affiliation.

identity days.

meaningful stories.

• Design their

30

• Design their

• Realize their role

• Deliver school

own portfolio of

own portfolio of

in implementing

projects from their

good citizenship

good citizenship

the content of

own portfolio of

through their

supported with

their own good

good citizenship

simple concepts

images through

citizenship portfolio

during national

and ideas

small teams.

through their

identity days and

enhanced by

behaviors during

school activities.

pictures.

school activities.

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5.5 Theme 5: Community

Theme: Community

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

• Reflect the texts

• Establish online

General Expectations Students will be able to identify and engage with “the central ideas and keywords of their Community”. They will be able to use questioning to make links between their curriculum areas and the guiding concepts of the inquiry - based learning. They will understand that community is a key pillar to strengthen their national identity.

Theme: Community

By the end of KG

By the end of Grade 5

By the end of Grade 9

The Students will: • Show interest

By the end of Grade 12

The Students will: Strand: Social Relations

• Simply identify

• Realize their

• Reflect their

• Form committees to

the concept of

understanding of

understanding of

raise the awareness

social relations.

social relations in

social relations

of social relations in

the UAE community

in the school

school community,

through utilizing

community through

through

description, making

the school theatre

educational posters

confections and

team.

and display boards.

• Reflect their

in reading

and creatively put

they read and

cultural forums for

storybooks

it into practice

creatively put it into

social relations in

letters and

through acting and

practice through

cooperation with

words related to

role-play.

simulations during

the stakeholders of

social relations

school curricular

UAE nationals in the

through visual

and extra-curricular

local community.

publications

activities.

screens.

• Make simple

contrasting skills.

• Tell stories

• Read storybooks,

• Engage with the

• Strengthen others’

concept of social

inherit in their peers

understanding of

between some

relations in their

the awareness of

the concept of

of social relations

lives with a role

the importance

social relations

terms and their

model.

of social relations

through operational

through practical

action plans based

activities linked to

on best practices

their lives.

and deliberate

lives.

• Establish theatrical

• Form committees to

connections

• Evaluate the

of their lives

understanding of the

work teams to

work delivered by

reflecting

concept through re-

convert fictional

acting teams on

their simple

narrating real stories

texts into a reality

school theatre to

• Express their

understanding of

from Abu-Dhabi

that reflects their

offer constructive

awareness of

important part of

the concept of

that reflect their

orientation

corners concerned

understanding of

feedback.

some elements

their social relations

social relations.

understanding of

committees to

with publishing

the concept of

of social relations

through written

these stories.

reflect the reality of

their productions

social relations.

through activities

ideas related to the

social relations in

of visual and media

linked to written

visual materials.

Abu-Dhabi.

skills that reflect

• Cooperate to

• Apply terms

apply part of

and ideas of

understanding of

relations magazines

the terms of

social relations

social relations

through technology

social relations

networks through

through meaningful

and visual effects to

networks

communication

projects of

enrich the topics.

through simple

between individuals

specific topics to

shows.

and groups

encourage others

within the school

engagement.

• Reflect their

behaviors.

• Design social

• Describe an

• Create special

• Design cultural

letters and words

their understanding

strengthened by

of social relations.

pictures.

community.

• Design their

32

• Work on

• Realize their role in

• Deliver school

own portfolio of

establishing their

implementing the

projects from their

social relations

own social relations

content of their

own portfolio of

through their

portfolio through

own social relations

social relations

simple concepts

small teams in

portfolio through

during national

and ideas

order to reflect

their behaviors

identity days and

enhanced by

their concepts and

during school

school activities.

pictures.

ideas.

activities.

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Theme: Community

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

Theme: Community

The Students will: Strand: Sustainability

• Simply identify

By the end of KG

By the end of Grade 5

By the end of Grade 9

The Students will: • Learn a set of

• Reflect what they

the concept of

vocabulary and

have learned

sustainability in

ideas related to

about related

UAE.

sustainability through curricular

• Show interest in

• Design projects to

• Link their lives

• Design action

show the concepts

with the meaning

plans to share with

leadership teams

and ideas they

picture books,

of words and

others the ideas

to spread the

to sustainability

have learned about

characters, and

ideas related to

and topics related

awareness of

through dialogue

sustainability in

words related to

sustainability in

to sustainability

some ideas and

order to tackle

in Abu-Dhabi and

topics related

them through

linking it to their

to sustainability

pictures and videos.

lives.

and alternative

and extra-curricular

and meetings with

the UAE with

sustainability in a

activities.

their colleagues

participation

simple way.

and parents in the

from local society

national identity

organizations.

sustainability in Abu-Dhabi.

League.

• Express their

• Make individual

• Enjoy watching

• Participate in

some terms

understanding

and group projects

designing and

associated with

of the concepts

to share their

implementing

sustainability

and ideas related

understanding of

action plans to

and its sources

to sustainability

the ideas related

introduce the

through display

through curricular

to sustainability in

concepts of

screens and

and extra-curricular

Abu-Dhabi.

sustainability in

images.

activities.

• Tell news and

• Describe posters

• Design information

• Set sequential

presentations

and publications

posters and

action plans to

about energy

relating to energy

publications related

design cultural

resources as one

topics as one

to energy as one

publications about

of sustainability

of sustainability

of sustainability

energy as one

aspects and its

aspects using

aspects through

of sustainability

simple use.

classification,

technology

aspects, using

comparison and

programs.

for example

contrasting skills.

“Powtoon.”

Abu-Dhabi.

Theme: Community • Cooperate to

• Establish student

looking at simple

days and House

• Simply describe

By the end of Grade 12

• Design projects

• Design action plans

show their

stories about

related to

for sustainability

understanding

sustainability stages

sustainability

within groups with

some terms

in the UAE before

to reflect their

related to

and now to reflect

understanding

specific goals.

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

The Students will: Strand: Health, Safety and Environment

• Simply identify

• Learn more about

the concepts

the concepts of

plan that includes

workshops about

of health,

health, safety, and

proposals to

the concept

the environment

improve current

of health and

through curricular

practices in the

environment to

and extra-curricular

school and local

provide solutions to

activities.

community.

the real and virtual

sustainability

their understanding

inside and outside

safety, and

through simple

about it.

the classroom.

environment.

acting scenes.

• Present an action

• Organize special

issues within the • Show an

• Understand the

• Set action plans

understanding

concepts related

for competitions

to communicate

of some

to sustainability

programs related

with other students

sustainability

through dialogue

to sustainability

to promote

aspects through

and ideas within

in school

the culture of

simple practices

the classroom and

announcements

preservation of

within the

across the school.

and curricular and

sustainability

extra-curricular

sources using

activities.

brochures.

classroom.

school.

• Form special teams • Describe terms

• Use meaningful

• Reflect their

• Build teams to raise

of health and

presentations to

understanding

awareness of health

environment

accommodate

of health and

and environment

according

health and

environment

throughout the

to their

environment topics.

concepts through

school.

understanding

designing education

using simple

magazines.

pictures and posters.

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Theme: Community

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

5.6 Theme 6: Values General Expectations

The Students will: • Listen to simple

• Reflect their

• Form committees

• Establish health and

and real stories

understanding of

to monitor notes

environment clubs

about the

events and stories

and publications

to make decisions

concept of health

linked to health

on health, safety,

and solve problems

and environment

and environment

and environment

within the school

in order to

through

to analyze it

context.

understand the

simulations,

according to their

purpose of these

acting scenes, and

understanding.

stories.

retelling the story.

• Get help and

Strand: Initiative and Volunteering

• Learn about health

• Practice creating

and environment

collective files

design and maintain

their teacher to

to use their ideas in

through their deep

the school health

create their own

creating their own

thoughts and ideas

and environment

files on health

personal files.

reflecting what they

portfolio to support

and environment

have learned in the

the SIP (School

that shall include

classroom.

improvement Plan)

pictures and

• Form one team to

in practice.

graphics cards.

• Realize the concept

• Realize the nature

through linking

of their role in

media committees

through simply

them to their lives

communicating the

to promote others

written letters

and practices

concept to others

understanding of

and words that

using research,

through writing

the concept using

link to visual

classification and

articles and design

role modeling.

materials.

evaluation skills.

education paintings

MY IDENTITY PROGRAM - CURRICULUM FRAMEWORK

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

• Learn about the value of taking initiative and volunteerism in UAE through simple acting scenes.

• Learn about the value of initiative and volunteerism in UAE through shared activities between classrooms and national identity days.

• Reflect what they have learned about initiative and volunteerism in UAE through delivering workshops on the specific topics using technology.

• Set action plans to organize special events related to initiative and volunteerism to communicate with their school and local community foundations.

• Describe terms related to initiative and volunteerism through simple visual drawings.

• Realize this value according to their understanding by using meaningful pictures and movies.

• Recognize what they have learnt about initiative and volunteerism in UAE through collective initiatives to serve local community.

• Innovate initiative opportunities to serve the school and local community through volunteer work.

• Strengthen their understanding of initiative and volunteerism, through simple practices.

• Explore the quality of volunteer work in UAE in order to encourage them to simulate it.

• Design education magazines to balance their understanding of the initiative and volunteerism by critical and focused ideas.

• Establish cultural forums to raise awareness on this value among students in the school community.

• Cooperate through simple acting presentations to apply part of the concepts associated with the initiative and volunteering.

• Cooperate through acting, role playing and communicating with parents to apply their initiative and volunteering ideas.

• Establish school theatre teams to implement their ideas through communication with others in school and local community.

• Carry out voluntary initiatives through communication between school media, visuals, and written national newspapers.

• Establish special

of the concept

across the school.

36

Theme: Values

The Students will:

support from

• Understand part

Students will be able to identify and engage with “the central ideas and keywords related to the values theme”.

They will be able to use questioning to make links between their curriculum areas and the guiding concepts of the inquiry - based learning. They will be aware of the link between these concepts and all what they learn. They will understand that the values theme is a key pillar to strengthen their national identity.

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Theme: Values

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

Theme: Values

The Students will: • Get enough

• Get the opportunity

• Think about classifying

• Analyze their ideas

to think about their

positive and non-

about initiatives

simple ideas

understanding

positive initiatives

about initiatives

of initiatives and

and volunteering

volunteering work

work to their

to reflect on what

identity days and

lives.

they have learned in

house leagues in

small groups.

school.

By the end of Grade 9

By the end of Grade 12

Strand: Respect

• Identify the

• Learn more about

have learned about

committees to

and volunteering

through practice

through shared

this value through

establish this

for volunteering

work through

and watching

activities between

theatrical shows.

value in the school

work within national

debates.

simple scenes.

classes and within

• Form committees

• Express the

• Establish “My

of volunteering

Initiative” program

displays

real lives and the

work to practice

of volunteerism by

and visual

meanings of words,

its functions on the

searching for the

classification

through practice

ground.

most important

of letters and

and simple reports

initiatives in

words.

associated with

cooperation with

pictures.

• Realize the value

their understanding

and articles that

newspaper that

understanding of

of values through

indicate the

addresses values to

values through

written ideas linked

importance of

publish articles and

letters and words

to their daily life.

values in promoting

topics supported

linked to pictures

national identity in

by visual and media

and videos.

Abu-Dhabi.

skills.

• Design planned

of respect through

to put respect

initiatives to

and concepts

simulation, role

concepts into

organize workshops

associated with

modeling and

practice within the

for students

respect through

meaningful movies.

school community

to raise their

in sequence.

awareness about the importance of this value to the coherence and unity of our community.

• Enhance their

• Establish a

part of their

• Design action plans

terminology

visuals.

stakeholders.

• Write stories

community.

national identity days.

between their

• Describe part of

• Form special

the value of respect

meaningful • Make connections

• Reflect what they

value of respect

understanding

• Express

By the end of Grade 5

The Students will:

time to link their

• Show interest in

By the end of KG

• Implement their

• Organize theatrical

• Carry out

understanding of

ideas creatively

shows to

workshops in

the terminology

through acting

implement their

collaboration with

associated

shows and

deep ideas related

local community

with respect

simulation within

to respect and

organizations and

through their

the classroom and

its impact on the

personalities, to

behaviors within

across the school.

school and local

raise students’

community.

awareness of the

the classroom and across the

value.

school.

• Get enough

• Grant the

• Utilize national

• Analyze their

time to link their

opportunity to

identity days and

understanding of

simple ideas

reflect on their

house leagues in

respect through

to their lives

understanding

school to put the

open discussions

smoothly.

of this value to

value of respect

committees during

show what they

into practice.

school activities.

have learned within the school environment.

• Show visual and

• Link their lives with

• Form committees to

• Design a magazine

classification

the meaning of

monitor and review

to enhance the best

skills of letters

words and ideas to

the behaviors

behavioral practices

and words

reflect it across the

incompatible with

across the school.

associated with

school.

respect to prepare

this value.

action plans to address them.

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Theme: Values

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

Theme: Values

The Students will: Strand: Care and Compassion

40

• Learn about the value of care and compassion towards others.

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

The Students will: • Learn more about care and compassion within classrooms and during national identity days.

• Reflect what they have learned in a more diversified and confident way to show their awareness of this value through meaningful theatrical shows.

• Form special committees to establish this value in the school community through organizing activities and meaningful scenery and hosting speakers from the local community.

• Balance their understanding of this value by designing special education magazines that introduce analytical, critical and focused ideas.

• Evaluate their understanding of this value through establishing special cultural forums to raise awareness within the school community.

• Link their understanding of this value through practice and simple conversations within the classroom and across the school.

• Strengthen their understanding of this value by exploring practical scenarios to encourage them to emulate it.

• Tell simple real stories from UAE to reflect their understanding of the fundamentals of this value.

• Learn about the importance of this value through relevant stories within their classrooms and across the school.

• Sharing what they have learned from these stories through critical, analytical and focused groups.

• Establish sympathetic committees to support students of the school and other schools in cooperation with local community foundations.

• Cooperate to apply part of the “care and compassion” terms and ideas through simple shows.

• Implement ideas relevant to care and compassion within their groups and house leagues.

• Activate the role of school theatre to implement deep insights relevant to the value of care and compassion with parents’ attendance.

• Design collective projects for the school media group to communicate with local community.

• Create their own “Care and Compassion” profile.

• Enrich their profile to reflect what they have learned in small discussion groups.

• Form special teams to activate their collective role in raising the awareness of the value of “Care and Compassion” with others.

• Design special brochures containing local best practices in relation to “Care and Compassion.”

MY IDENTITY PROGRAM - CURRICULUM FRAMEWORK

By the end of KG

ABU DHABI EDUCATION COUNCIL

• Show interest in reading picture books through simple letters and words.

• Link the meaning of words and ideas related to this with their lives through videos and pictures.

• Set systematic action plans to share their ideas within the school through posters and theatrical shows.

• Share ideas related this value within the school through students’ leadership teams with support from stakeholders.

• Reflect their understanding of this value through writing simple letters and words associated visual materials.

• Describe their understanding of this value through key words and written ideas linked to their daily life.

• Write stories and articles that demonstrate the importance of this value in enhancing the national identity and the cohesion of the local community.

• Establish a newspaper that contains analysis of media and visual skills to highlight the importance of this value in the school and local community.

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

Theme: Values

The Students will: Strand: Honesty and Integrity

• Identify the value of honesty and integrity as Islamic and human values using meaningful pictures and acting shows.

• Learn more about the honesty and integrity theme within classrooms and during the national identity days.

• Reflect what they have learned from this value through meaningful theatrical shows and acting scenes within the classroom and across the school.

• Establish “Honesty” as an Islamic and human value through the school “role models” and media groups.

• Tell simple and real stories that reflect their understanding of this value in picture and storybooks.

• Comprehend this value through stories that reflect their understanding of its moral.

• Realize their ability to analyze and critically think through deep and real stories.

• Analyze novels, stories and articles related to this value within critic groups.

• Create a profile for an honest personality they wish to imitate, with support from their teacher, utilizing drawings and graphics cards.

• Create a profile for an honest personality that reflect what they have learned in small discussion groups.

• Use technology to design cover sheets of magazines and newspapers that reflect the honest personality they wish to imitate.

• Utilize technology to draft “Honesty and Integrity newspaper” and embody this concept into practice within the school.

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Theme: Values

By the end of KG

By the end of Grade 5

By the end of Grade 9

By the end of Grade 12

The Students will: Strand: Tolerance

• Identify the

• Learn more about

• Reflect what they

• Set action plans to

concept of

the value of

have learned

organize seminars

tolerance as

tolerance through

about this value

on tolerance

Islamic and

school activities

through delivering

and acceptance

human attribute.

and within national

workshops using

of others in

identity days.

technology.

collaboration with local community.

6.0 Program Components for Future Phases The following list captures 4 key program level elements that the Situational Analysis has pointed to as highly recommended program components for future phases.

6.1 “My Identity” Portal “My Identity” portal is an electronic platform that utilizes technology to offer students and teachers with a variety of resources and information that support the implementation of the program. The portal will also act as a means for communicating news and events related to national identity, demonstrating the works of schools, marketing the program, and reaching out to the wider community.

6.2 “My Identity” Festival • Identify tolerance

• Focus on more

• Design education

• Create teams to

through movies

understanding

magazines for

raise the awareness

and posters.

about tolerance

tolerance and

of this value

utilizing meaningful

openness to others

through meetings

presentations and

to reflect their

and shared

videos.

ideas.

activities.

• Deepen their

• Apply their

• Execute application

• Analyze their

understanding

understanding of

projects about the

thoughts through

of the meaning

tolerance through

value of tolerance

working in different

of tolerance,

communication

within the school.

groups and

utilizing simple

between individuals

topics with varied

pictures and

and groups

objectives.

acting shows.

within the school community.

• Listen to simple

• Reflect their

• Show interest

• Establish a

stories about

understanding

in reading and

tolerance or equity

their lives

of stories about

understanding

club to prevent

addressing

tolerance through

storybooks and

and resolve issues

the value of

simulations and

short stories with

that arise over

tolerance and

discussions.

more precision,

differences.

showing the

criticism and

morale of these

analysis.

stories.

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All Abu Dhabi private schools could participate and would be invited to an annual “My Identity” Festival. This festival could bring together students of all grade levels, parents, teachers, and administrators in a forum that includes competitions, presentations, workshops, curriculum connections, and an exhibition of projects. This festival could be the medium for celebrating the accumulative works related to the “My Identity” program in schools.

6.3 “My Identity” Club “My Identity” Club could allow for forming productive groups of teachers and students in every school who lead the implementation of national identity related tasks and activities throughout the year. The clubs will have a predetermined framework and approach that nurture students’ leadership, collaboration, communication, and creativity skills. These clubs could participate with their work and projects related to promoting the elements of national identity in an annual competition along with the “My Identity” Festival.

6.4 “My Identity” School Partnerships The program should be of a dynamic interactive nature and could invite contributions and partnerships from the community. These partnerships can include public-private schools partnerships, private-private schools partnerships, partnerships with local organizations, and linking existing events to national identity. PublicPrivate Schools Partnerships include structured activities that will allow a win-win collaborative partnership to enhance the elements of national identity in both schools. Private-Private Schools Partnerships can be established between schools that have significant Emirati populations with schools that have significant international student populations so that they can learn from each other and build bridges in relation to national identity. Partnerships with local organizations will support and enhance the implementation of the program. Examples of organizations are National Archives, Emirates Heritage Club, Family Development Foundation, Sheikh Zayed Preserve, UAE Red Crescent, Special Care Center (center for physically and intellectually challenged children), retirement homes, organizations that support the efficient use of petroleum, and veterinary clinics. These organizations will enable students to perform authentic tasks related to national identity and will offer great opportunities for experiential learning. Finally, existing events linked to the national identity will include events like the annual science fair in which innovations would be geared towards finding solutions to Emirati challenges (such as diabetes, carbon footprint, traffic congestion, etc.).

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7.0 Conclusion This document has captured the framework requirements to strengthen identity: Values linked to the Arabic language, national values, history, culture & traditions. The framework focused on providing practical knowledge to students, through high levels of enjoyment and integration, encouraging their motivation to learn. It will allow engagement in distinct levels of complexity and depth to meet the different needs of private schools.

8.0 References Allan, S. D., & Tomlinson, C. A. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Bell, T., Urhahne, D., Schanze, S., and Ploetzner, R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education. 3(1), 349-377.

Black, P.J. &Wiliam, D. (1998). Inside the Black Box: Raising standards through classroom assessment. King’s College, London.

Delorse, Jacques, (1996). Learning the treasure within. United Nation Educational, Scientific, and Cultural Organization, Paris.

Klein, Julie Thompson (1996) Crossing Boundaries: Knowledge, Disciplinarities, and Interdisciplinarities. University Press of Virginia.

Wiggins, G. & McTighe, J. (2008). Put understanding first. Educational Leadership, 65(8), 36-41.

Flipped classrooms, retrieved from (http://flippedlearning.org/). Date retrieved January 12, 2015.

21st century skills, retrieved from (http://www.p21.org/our-work/p21-framework) . Date retrieved January 12, 2015.

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