MORAL EDUCATION

MORAL EDUCATION –SECONDARY SCHOOL

INDEX 1. LTP – GRADE 6 TO 8 2. LTP – GRADE 9 – 12 3. LESSON PLANS 4. NOTEBOOKS 5. BOARDS 6. ASSESSMENT PAPERS 7. POSTERS 8. CCL



Moral Education 2019-2020 – Grade 6 to 8 Term Grade 6 Grade 7 Grade 8 TERM 1 1. Introduction Unit-Moral Introduction Unit- Introduction Unit- Moral Rules and Rules and Assuming Assuming 1. Responsibility April Responsibility.  Respect Is the Basis of Good Treatment May  Charity, Sympathy and Generosity  Respect Is the Basis of Good  Respect Is the Basis of Good  Recognizing Other's Points of View Treatment June Treatment  Building Positive Relationships  Assuming Responsibility and Self-  Aspects of Equality Among People  Aspects of Equality Among  Moral Rules People Esteem  Establishing Positive Relationships  Diseases and Community Responsibility  Assuming Responsibility and Self-  Moral Rules  Our Duty towards Community 1. Unit 1- Individual Responsibilities Esteem and Duties and Moral Obligations  Diseases and Community we belong  Establishing Positive  What Is Meant by Duties and Responsibility Responsibilities? Relationships 2. Unit 1- Ethics in the Context of  Assuming Responsibility and  Duties and Responsibilities of Communities Parents towards their Children Self-Esteem  Definition of Community  Duties and Responsibilities of Sons  The Role of Our Communities 2. Unit 1- Introduction to and Daughters  The Form of our Communities Global Ethics  Guaranteeing the Safety of  Moral Rules  Global Ethics in the Context of Communities Global Issues  International Relations of the UAE

September  Global Ethical Challenges  The Moral Imperative Rules  Guaranteeing the Safety of October  World Moral Challenges Governing Behavior Communities  Dealing With Global Ethical 2. Unit 2-Making Better Decisions 3.Unit 2 Respecting Diversity Challenges  Staying Safe at Home and Abroad  Diverse Community 3. Unit 2- Financial Awareness  The Risk of Strangers  The Concept of Equality in Society  Ways to Act Upon Exposure to Chase  Diversity and the Media  Identifying the Value of the  First Aid  Fighting Prejudice and Money  Studying Crimes Discrimination  The Dangers of Wealth and Greed  How Could a Fortune to be a Force to Achieve Good  The Development of Entrepreneurship Skills 1  The Development of Entrepreneurship Skills 2 .

Moral Education 2019-2020 – Grade 9 to 12 Term Grade 9 Grade 10 Grade Grade 12 11 TERM 1 3. Introduction Unit-Moral 1. Unit 1- Ethics 1. Unit 1- Managing Rules and Assuming and the 1. Unit 1- Peace Real-World April Responsibility. Global and Conflict Finances May Economy Studies  Respect Is the Basis of 2. Unit 2- Ethics in Good Treatment Real Life  Aspects of Equality Among People  Moral Rules  Our Duty towards Community we belong  Establishing Positive Relationships  Assuming Responsibility and Self-Esteem June 4. Unit 1- Introduction to Global Ethics

 Global Ethics in the 2. Unit 2- -Living 2. Unit 2- Context of Global Issues a Moderate Reflection and Life Transition  International Relations of September the UAE 3. Unit 3-- 3. Unit 3- 3. Unit 3- Project – October Intercultural Universal Living a Moral Life  Global Ethical Challenges Relationships Culture and Morality in  World Moral Challenges Practice  Dealing With Global Ethical Challenges 3. Unit 2- Financial Awareness  Identifying the Value of the Money  The Dangers of Wealth and Greed  How Could a Fortune to be a Force to Achieve Good  The Development of Entrepreneurship Skills 1  The Development of Entrepreneurship Skills 2

SAMPLE - LESSON PLANS Teacher: Siji Raju Inclusion: Date:14th Oct Subject: ME Who in this class has SEND/AGT/EAL/Exceptionality? Period:4th Grade: 12 A Roll: 24 Topic: Corruption Identified need(s): What are their challenges? Duration: 40 min WALT (LO’s): Interventions: What are their IEP/ALP/IBT goals? WILF (‘stepped’): Include what you consider to Pair/Group tasks: Group Task I can Discuss the be LOs but you can allow these different types of to ‘emerge’ from student Include starter, differentiated tasks and student IDs in the quadrant below corruption in education brainstorming the Essential field. Question (EQ) C Assimilation/Analysis D Adaptation/Creation I can Create my world with no corruption and  What sort of Annotate, examine, report, criticize, evaluate, validate, justify, rate, infer, express the steps you unethical take to eliminate behavior paraphrase, expand, summarize, diagram rank, argue, conclude corruption. exists in education? Express what measures you Create your world with no Home learning: can take to eliminate corruption Starter: corruption in education Completion, consolidation practice, I have the right to HIFATs (HOTS assessment tools) extension (flipped class prep); education HIFATs (HOTS assessment tools) collaborative and independent because…….. BLOOMS TAXONOMY learning A Acquisition B Application Probing Q&A: Name, label, define, select, identify, list, Apply, sequence, demonstrate, Review learning, memorize, recite, locate, record construct, solve, calculate, interpret, misconceptions, refining LOs, illustrate conceptual links LOFATs (LOTS assessment tools) LOTS Types of corruption in • Write a situation HOTS HOTS HOTSeducation either where Exam irregularities witnessed someone doing corruption in the field of education Shared web links: LOFATs (LOTS assessment tools)

Knowledge/skills Apply Apply Apply Apply knowledge in one area Knowledge/skills in knowledge/skills in knowledge/skills in skills in one area different areas predictable real- unpredictable world situations situations RIGOUR Plenary/Mini plenaries: Possible misconceptions:  List the take away Opportunities for collaborative learning: learning from today’s class Opportunities for independent learning: UAE National Agenda, culture and heritage links: Year of Cross-curricular content, skills and real-world/I-M links: Tolerance SSt Moral Education values and Wellbeing links: to be tolerant Innovation and enterprise links: Create your world with Resources/Web links: no corruption and express the steps you take to eliminate corruption. Lesson reflections to feed forward: Teacher signature: Ms.Siji Team Leader: Ms. Ghazala. For additional guidance see: http://www.leadered.com/pdf/Rigor%20Relevance%20Framework%20White%20Paper%202016.pdf

Teacher: Pooja Khanna Inclusion: Bhuvneshwari , Lakshay Date: 14th October, 2019 Subject: Moral Education Period: 2nd Grade: 6 Who in this class has SEND/AGT/EAL/Exceptionality? Roll: 15 Topic/EQ – Anti - Bullying Duration: 40 min Identified need(s): Short span of concentration level. WALT (LO’s): What are their challenges? Include what you consider to be LOs but you can allow these Interventions: Learns best through Visuals. to ‘emerge’ from student brainstorming the Essential What are their IEP/ALP/IBT goals? Question (EQ) Pair/Group tasks: How can I make the Include starter, differentiated tasks and student IDs in the quadrant below world a better place? BLOOMS TAXONOMY C Assimilation/Analysis D Adaptation/Creation WILF (‘stepped’): Starter: Annotate, examine, report, criticize, evaluate, validate, justify, rate, infer, Include ‘Can Do’ skills looked for as paraphrase, expand, summarize, diagram rank, argue, conclude evidence of progress. Link to IBT data • How do you know when someone is • I can define and being bullied? identify the causes of • Does bullying • Write a situation bullying. negatively affect the I can comprehend the bullies or just the either where • key words: Bully, victims? Explain. Activist, Campaign. • What would a world witnessed someone I can design an Anti- with no bullies look bullying Campaign to like? Draw or describe getting bullied or you create awareness below. about the same. experienced getting • HIFATs (HOTS assessment tools) bullied LOTS • HOTS HOTS HOTS HIFATs (HOTS assessment tools) A Acquisition B Application Home learning: Name, label, define, select, identify, list, Apply, sequence, demonstrate, Completion, consolidation practice, memorize, recite, locate, record construct, solve, calculate, interpret, extension (flipped class prep); illustrate

Students will be Dsicuss types of bullying. Lets Discuss: collaborative and independent shown some visuals. learning They will be asked • You will now see a • Jaylen says bullying what do you think is story of a boy who is like being a • Create a poster to shown in it. was bullied and how crumpled up piece address bullying. Probing Q&A: he had come over it of paper. Describe Think about what your own metaphor your challenge will Review learning, Watch the video and for how you feel be to other misconceptions, refining LOs, contribute to the discussion. about bullying. classmates to stop conceptual links bullying. Include LOFATs (LOTS assessment tools) why your Plenary/Mini plenaries: campaign is  Discussion important.  Poster making LOFATs (LOTS assessment tools) Shared web links: Knowledge/skills Apply Apply Apply Apply knowledge Possible misconceptions: in one area Knowledge/skills in knowledge/skills in knowledge/skills in skills in Differentiat one area different areas predictable real- unpredictable world situations situations RIGOUR Opportunities for collaborative learning: Discussion Opportunities for independent learning: Making Posters UAE National Agenda, culture and heritage links: UAE Cross-curricular content, skills and real-world/I-M links: National Agenda is Bully free environment. Bully’s can be found in offices, politics, schools or homes. Moral Education values and Wellbeing links: Innovation and enterprise link: Resources/Web links: Nearpod Lesson reflections to feed forward: To be reviewed every Teacher signature: month, as antibullying campaign Team Leader: Ms Ghazala For additional guidance see: http://www.leadered.com/pdf/Rigor%20Relevance%20Framework%20White%20Paper%202016.pdf

DISPLAY BOARDS

NOTEBOOK

SAMPLE - PERIODIC ASSESSMENT

POSTERS

CROSS CURRICULAR LINK – CCL