﻿<?xml version="1.0" encoding="utf-8"?><Search><pages Count="45"><page Index="1"><![CDATA[Academic Guide]]></page><page Index="2"><![CDATA[Dear Parents,

The Royal College International School prepares students to be lifelong
learners, critical thinkers, effective communicators and wise decision makers.
This can be accomplished through our Core framework Content Standards at
all grade levels. The school maintains an environment that promotes

  Intellectual challenge, creativity, social & emotional growth
                and the healthy physical development
                              of each student

In this booklet, you will find our vision & mission, academic overview,
assessment grading & reporting, how to support learning at home and an
outline of the topics we will be covering through the year in each subject.
We hope this information will be useful for you to support your child at home.]]></page><page Index="3"><![CDATA[Our Vision

       Leaders of Excellence in International Education

            Our Mission

    The Royal College International School provide high
     quality education through a safe, stimulating, and

multicultural environment to prepare leaders for a global
                                      society

          Our Philosophy

 The philosophy of this document has been derived from
the broad philosophy of the school system, taking care of

    the fact that every individual is unique, belonging to
different cultural backgrounds and has to be prepared for

           the challenging environment at university.]]></page><page Index="4"><![CDATA[At The Royal College International School, we believe:

1. All students can learn and realize their full potential.
2. A safe and stimulating environment promotes quality education.
3. In respecting cultural and individual differences.
4. All stakeholders share the responsibility for advancing our mission.
5. In preparing students to pursue further educational goals.
6. Commitment to continuous improvement is imperative.]]></page><page Index="5"><![CDATA[An Academic guide may be general or specific and is a way of determining
what to teach, how to teach it, and in what ways to teach material to diverse
groups of students. A guide is specific to a subject or to one aspect of a
subject. When students study a particular discipline, they often are preparing
for qualifying examinations they must take. The school recommends reading
the Academic Guide for the grade they will enter, as it makes good sense,
and can make studies more complete.
Curriculum in RCIS is defined as the knowledge, skills, attitudes and
the processes to be taught and learned at the appropriate grades or
in courses in our schools. The word curriculum refers to what is taught,
written and tested. Written framework includes framework guides, schemes
of work, lesson plans and grade records. Also, teachers have access to hard
copies of course/grade level objectives, and other framework resource
materials. Teachers follow the courses of study and instructional materials
provided by the School, incorporating the essential knowledge and skills for
each subject that are mandatory. Teacher-made assessments and exams and
the external examinations are congruent with what is written and taught.
Teachers and administrators use test results to assess the status of individual
student achievement, to identify general achievement trends of various
groups of students, and to modify planning and/or instruction as warranted
by assessment results.]]></page><page Index="6"><![CDATA[This academic overview provides a general understanding of subject areas
and gives insight into the general instructional focus at grade one level. Each
building and classroom teacher has its own unique style of teaching and
learning opportunities that may not be reflected in this document. Our
framework is designed to spiral across grade levels. Similar topics are
encountered at various grade levels, increasing in complexity and level of
mastery each year. Teachers strive to help students make connections across
curricular areas to provide experiences that stimulate learning in all
developmental areas - physical, social, emotional and intellectual - through
an integrated approach to learning .
This guidebook is intended to provide parents with information about the
academic overview for their child’s grade. In general, the Royal College
International School offers a comprehensive framework rich in content in
Mathematics, English, Science, World Studies, Physical Education, Art,
Library, Computer Technology, Second Languages, Arabic and Islamic
Education. The Academic Guide outlines the goals and objectives in each
subject area and describes the course of study at each grade level. RCIS
offers many learning opportunities for students both in and outside the
classroom. Our goal is to engage each student each day in meaningful
activities that trigger intellectual curiosity and inspire creativity.]]></page><page Index="7"><![CDATA[Grade 1 outcomes are from CPC (Cambridge Primary Checkpoint) issued
by CIE (Cambridge International Examinations) for English, Math, Science
and ICT. All other programs have been developed in house and are
vertically and horizontally aligned. Framework resources include American
publications for English, Math and Science. The objectives and content of
such course materials are in alignment with the subject curricula for the
respective grades.

    Subject        No. Of Periods

      English                 11
        Math                  6
                              4
      Science                 2
         ICT                  2
                              2
  World Studies               2
          PE                  2
         Arts                 2
                              5
Foreign Language              2
Islamic Education

       Arabic

        Music]]></page><page Index="8"><![CDATA[Assessments give us objective and meaningful information about the
academic knowledge and abilities of students. Accordingly the setting and
marking of assessment is controlled by Heads of Departments/Subject
Coordinators and the Academic Coordinator. Teachers are expected to read,
understand and follow the procedures for designing and marking
assessments.
Purpose

The school puts great emphasis on assessment for the following reasons:
For every course, the aims are clearly laid out by the Administration. Breaking
the course down like this makes it meaningful, teachable, and most essentially
measurable. It is an aim of the school to teach and to measure what is being
taught, since only then can one assess the extent to which learning has
occurred, and to re-teach what has not been learnt.

  - Assessments give the students a means of knowing how they
       stand with what they should have learnt.

  - Written tests and examinations provide motivation for the
       students.

  - Written tests and examinations provide the most objective
       way of obtaining feedback from the students.

  - Projects, orals, practical and presentations are also necessary
       forms of continuous assessment that must be used.

Continuous Assessments

Our students are tested frequently on each subject throughout each term.
Testing trains students in sustained mental effort for long periods of time, a
training that is essential for future success. Frequent testing allows the teachers
to monitor students’ performance and identify gaps that need re-teaching.
Classwork and homework performances are also weighted in the final
assessment marks. Continuous Assessments grades account for 100% of the
total grade that is reflected on the report card. Continuous Assessment requires
that students must become aware that they have to work on all aspects of their
work and behavior everyday in order to achieve successful results]]></page><page Index="9"><![CDATA[Final Exams
The students of Grade 1 do no sit for final exams. Students are assessed
based on continuous formative assessments. The final grade accounts for
100% of the total grade that is reflected on the report card.

Report Cards
Report Cards for all students are issued at the end of each term. The report
cards may be withheld in cases where tuition fees have not been paid.

Honor Roll/ Best Behavior/ Highest Achievers:
The Royal College International School Honor Roll Begins from Grade 1.
To be eligible, a student needs a specified minimum term cumulative average.

                                 Below is the Honor Roll Level of entry:

Student Must Achieve  Grade

          95%         1

Absences

Student’s ability to achieve his/her potential is diminished in the case of
absence from class. Extended periods of absence will result in lower levels of
achievement. Absence may results in a student not fulfilling the requirements
of a subject and thus will be deemed as unable to be assessed.

Absence from scheduled assessments (e.g. tests/ exams/
assessments):

- Students are required to sit tests and examinations at the appointed time.
- In general, no provisions will be made for those who miss a test, to sit that

    test at any other time. The determination of this is made by the Academic
    Coordinator/School Head.
- Those who do not sit a test will have no result recorded for the test.]]></page><page Index="10"><![CDATA[In the case of those who can provide:
               * A medical certificate OR
               * Another explanation acceptable to the Academic Coordinator /

School Head (a family holiday is not generally accepted as a valid reason), an
adjusted assessment which does not penalize the student will be made in the
determination of the final results for the course concerned.
- Prolonged absence where a student is unable to attend school for a lengthy
period due to injury or illness, the school will endeavor, where possible, to provide
support to the student’s learning program.

                               Classwork Rubric

     Criteria           2                1.5                    1                   0.5

Preparation    Student is      Student is         Student is rarely     Student is almost
               almost always   usually prepared   prepared for class    never prepared for
Level Of       prepared for    for class with     with assignments      class with
Engagement     class with      assignments and    and required class    assignments and
In Class       assignments     required class     materials.            required class
               and required    materials.                               materials.
               class                              Student rarely
               materials.      Student            contributes to class  Student never
               Student         proactively        by offering ideas     contributes to class
               proactively     contributes to     and asking            by offering ideas
               contributes to  class by offering  questions.            and asking
               class by        ideas and asking                         questions.
               offering ideas  questions once
               and asking      per class.
               questions
               more than
               once per
               class.]]></page><page Index="11"><![CDATA[Classwork Rubric cont.

            Student listens when    Student                               Student does not
            others talk, both in                                          listen when others
            groups and in class.    listens when Student does not         talk, both in groups
            Student incorporates                                          and in class.
Listening   or builds off from the  others talk, listen when others       Student often
Skills      ideas of others.                                              interrupts when
                                    both in         talk, both in groups  others speak.

                                    groups and in and in class.

                                    class.

Complete    All work is completed   More than       Only half of the      Less than half the
-ness       on time.                half work is
of work                             completed.      work is completed. work is completed.

Behavior    Student almost never    Student rarely  Student occasionally  Student almost
            displays disruptive     displays        displays disruptive   always displays
            behavior during class.  disruptive      behavior during       disruptive behavior
                                    behavior        class.                during class.
                                    during class.

                                                                 Total    /10

               Homework Rubric

Criteria

            4                                3               2                    1
                                                        Student
Independ-    Student answered           Student        answered              Student
    ency    independently & can     answered few       most of            answered all
                                    questions with  questions with
               explain all steps                                            with help
                      done                help            help

Legibility  Legible handwriting        Writing is
             typing or printing       marginally

                                        legible.]]></page><page Index="12"><![CDATA[Homework Rubric Cont.

Assignment       All items      Most items          At least half of the  Less than half
Completene      attempted       attempted            items attempted.      of all items
                                                                            attempted.
       ss      Homework
              submitted is          Homework             Homework           Homework
  Neatness     neat & well      submitted is neat       submitted is       submitted is
                                but answers are      neither neat nor     torn/ wrapped
Promptness      organized       not organized in    properly organized    or not proper
                                the proper order
               Homework
              submitted on           Homework             Homework             Homework
                                submitted one day   submitted two days     submitted more
                   time         late without valid                        than two days late
                                                     late without valid
                                       reason               reason           without valid
                                                                                 reason

                                                    Total                 /10

                              Presentation Rubric

Criteria      1                           2                3               4

              Audience cannot   Student presents     _________       _________    2
                                  information in                                  4
              understand                            Student is at     Student     2
                                logical, sequence     ease with    demonstrates
Organization    presentation     which audience
              because there is                      content, but          full
                                    can follow          fails to    knowledge,
              no sequence of
                                                     elaborate.          with
              information.                                         explanations
                                                     _________
              Student does not      Student is                           and
                                 uncomfortable                      elaboration.
              have grasp of     with information
                                 and is able to                      _________
Content       information;
                                  answer only
Knowledge student cannot          rudimentary
                                    questions.
              answer questions

              about subject.

                                Student used

Visuals       Student used no visuals to reinforce

              visuals.          text and

                                presentation.]]></page><page Index="13"><![CDATA[Presentation Rubric Cont.

          Student mumbles,

          incorrectly

          pronounces terms, Student used a clear                             2
          and speaks too
                            voice and correct,
          quietly for all precise pronunciation
          students in the class of terms. Makes eye
Delivery  to hear.                                      _________ _________

                                      contact with all

          Does not make     members of audience
           adequate eye            frequently.

          contact with the

          audience.

                            Project Rubric

            Process                   Below Avg.        Satisfactory  Excellent
                                            (1)              (1.5)        (2)
1. Has clear vision of final product
2. Properly organized to complete     Below Avg.        Satisfactory  Excellent
project                                     (1)              (1.5)        (2)
3. Managed time wisely
4. Acquired needed knowledge base
5. Communicated efforts with teacher

           Product (Project)

1. Format
2. Mechanics of speaking/writing
3. Organization and structure
4. Creativity
5. Demonstrates knowledge]]></page><page Index="14"><![CDATA[Participation Rubric

Criteria      2                1.5              1                     0.5

              Student is       Student is         Student is rarely   Student is almost
                                                   cooperative &      never cooperative
              always           usually
                                                helpful with his/her     & helpful with
Cooperation   cooperative & cooperative &               friends         his/her friends

  Neatness    helpful with     helpful with        Student rarely       Student almost
                                                  keeps the place      never keeps the
     Self-    his/her friends his/her friends    where she/he sits
 Properties                                        neat & proper          place where
              Student always Student usually                          she/he sits neat &
    Other-                                         Student rarely
 Properties   keeps the place keeps the place      brings her/his             proper
                                                  belongings and        Student almost
 Class rules  where she/he where she/he          books to class in
                                                  good conditions         never brings
              sits neat &      sits neat &                            her/his belongings
                                                   Student rarely     and books to class
              proper           proper             cares about the     in good conditions
                                                others’ belongings.
              Student always Student usually      Some disrupting       Student almost
                                                                      never cares about
              brings her/his brings her/his         incidents are
                                                      detected.            the others’
              belongings and belongings and                           belongings. Many
                                                   Student rarely
              books to class books to class in  follows class rules        disrupting
                                                                          incidents are
              in good          good conditions       & teacher’s
                                                     instructions           detected.
              conditions                                                Student almost
                                                                      never follows class
              Student always   Student usually                         rules & teacher’s
              cares about the  cares about the
                                                                          instructions
                   others’          others’
                 belongings       belongings

              Student always   Student usually
               follows class    follows class
                   rules &          rules &
                  teacher’s        teacher’s
                instructions     instructions]]></page><page Index="15"><![CDATA[Lab Rubric

Criteria   2                   1.5                 1                      0.5

           Student is almost Student is            Student is rarely      Student is almost
                                                   prepared for lab       never prepared for
           always prepared usually prepared        with assignments
                                                   and required lab              lab with
Preparatio for lab with        for lab with                                assignments and
                                                        materials.
n assignments and assignments and                                             required lab
                                                                                materials.
           required lab        required lab

           materials.          materials.

Level Of         Student            Student            Student rarely       Student never
Engage-        proactively        proactively      contributes to lab by  contributes to lab
ment in    contributes to lab   contributes to                            by offering ideas
           by offering ideas    lab by offering     offering ideas and
   Lab         and asking      ideas and asking      asking questions.        and asking
            questions more      questions once                                questions.
             than once per        per session.

                 session.

Tools       Student uses        Student uses       Student uses tools &        Student in
Usage           tools &             tools &              equipment        deliberately causes
                                                                          damage for tools &
           equipment with      equipment with          carelessly and
             care, never       care in a messy         usually causes          equipment
              causes any
               damage.            way, rarely              damage.
                                  causes any

                                   damage.

Complete-    All work is       More than half        Only half of the Less than half the
    ness   completed on             work is        work is completed. work is completed.

  of work       time.            completed.

Behavior    Student almost       Student rarely    Student occasionally      Student almost
             never displays          displays       displays disruptive      always displays
                                    disruptive     behavior during lab    disruptive behavior
                disruptive                         & follows lab safety   during lab & Almost
            behavior during     behavior during                            never follows lab
                                 lab & usually           instruction       safety instruction
              lab & Always
           follows lab safety  follows lab safety
                                   instruction
               instruction]]></page><page Index="16"><![CDATA[Work Habits

Work habits are important learning behaviors which should be developed
fully at an early stage. All students should strive to give maximum effort to
achieve the best work habits.
a) Group Work: Group work is an integral part of our teaching and learning
process. Listening to the ideas of others with respect, staying focused during
group work and being a positive and hard working group member are
characteristics that we encourage in the profile of our learner. Our aim is to
have them understand and express ideas and information confidently and
creatively. They should work effectively and willingly in collaboration with
others. They should show empathy, compassion and respect towards the
needs and feelings of others. They should listen to other’s points of views and
consider all possibilities.
b) Individual Work: Our expectation from our learners is to be
organized with all materials for class, staying on task and completing work
on time. The student should do the class work independently and to the
best of his/her ability, and check their work before submitting it to the
teacher.

c) Participation: Our students should know the rules of school and follow
them to the best of their ability. They should come to the class on time, fully
prepared and ready to learn. They should think and communicate their ideas
in a respectful manner, participate in discussions, stay focused and listen to
and respect other’s opinions. We encourage them to think creatively and
critically.]]></page><page Index="17"><![CDATA[Work Habits Cont.

d) Effort: Effort is the most important indicator of your child’s assessment as
it shows that your child is working up to his/her potential. We want every child
to give their best effort in all subject areas. Each child is an individual with
different strengths, talents and abilities. Not all students can achieve a top
grade in all subjects but all can give their best effort. It is of utmost
importance that we celebrate our children for their effort and not for the
overall grade; for their areas of strength, their talents and their achievements.
e) Homework: At RCIS we believe the teacher should be the first academic
instructor and educator. Therefore homework is given only to reinforce and
supplement the knowledge imparted in the class. Homework is an indicator of
the student’s level of understanding. For concepts still unclear, the student can
refer back to the teacher. The homework should be beneficial to students
‘educational development, it should be of reasonable length and expectations
so that the student has time to pursue other interests and activities at home.
Tasks are set within the student’s ability to enable them to work independently
at home. That is why for the lower grades (Pre-K to grade 5), there is a
timetable given to the teachers so that the homework allocated to the students
is not excessive and is equally distributed over the course of the week. Our
expectation from our student is that the assignments should be neat; they
should be his/her own effort and must be punctually submitted. It is important
that they put in their best effort. Home Work is part of our continuous
assessment and is assessed not just on accuracy but a student’s work habit
also.]]></page><page Index="18"><![CDATA[Work Habits Cont.

Parents should be supportive and use the homework task as a means of
positive involvement in their child’s learning and participation in school
activities. If your child has been unable to do the homework, has not
understood the work or spent too much time on it, a note of explanation
should be written to the teacher involved.
f) Code of Conduct: The intention of Code of Conduct is to establish
expectations and to provide guidance regarding behavior in the RCIS
community. Our students are expected to act and behave in a manner that is
suitable for an international school environment and in accordance with
certain basic principles of conduct and community rights.
The main aim is to provide a safe environment that is conducive to learning in
order that students are able to best benefit from their education at RCIS. In
instances when a student’s behavior is inappropriate or a significant lack of
responsibility is demonstrated, it is key that guidance is given so that
expectations, boundaries and consequences are reinforced.

    At RCIS students respect themselves, are expected to
       show respectful and considerate behavior to staff,

    students and parents. They are kind, considerate and
                                      helpful.]]></page><page Index="19"><![CDATA[Work Habits Cont.

• The School promotes honesty and expects the students to act honorably.
• Students are expected to exercise courtesy, to refrain from using

     inappropriate language and to demonstrate good manners.
• Students respect property. They take care of their school, their own and

     other people’s belongings.
• Students are aware of their own safety and the safety of others.
g) Health and Hygiene: We promote good health habits at RCIS and expect
parents to do the same. The core habits to develop in your children are:
* Plenty of sleep
* Nutritious and well balanced meals so that students can develop a healthy life
style from the beginning. That is why we discourage unhealthy snacks like crisps,
chocolate, candy and soda at school.
* Good personal hygiene like washing hands with soap, taking a bath regularly,
brushing teeth and being generally well groomed.

h) Responsibility: One of our aims at RCIS is to nurture individuals who are
responsible. A parent’s part in developing such individuals is critical. Parents can
help be responsible in the following ways:
* Reinforce RCIS code of conduct at home.
* Let them take responsibility for their actions and resolve their own conflicts. Be
a guide to them, to know the difference between right and wrong.
* Teach them to be kind and caring towards others.
* Teach them to be responsible for their books, stationery and other school
materials. Please label lunchboxes, jackets, school bags and all other school
items.
* Teach them to be punctual.]]></page><page Index="20"><![CDATA[Communication

We believe a good parent teacher relationship is vital for maximum school
success. Throughout the year we will communicate with you through:
1. Parent Teacher meetings which are held at the beginning of the school year
for orientation and soon after issuing term report cards. There is an opportunity
to discuss your child’s progress during these consultations.
2. Individual Parent Teacher meetings: as per the request of the teacher or the
parent
3. Notes in diaries
4. Report cards
5. Telephone calls, SMS, email and our website.

   We encourage you to contact the school if you have any queries or
                                            concerns.

Tips for effective relationship:
 * Be a partner with the teacher.
 * Feel free to make the first contact with the teacher; communicate early.
 * Communicate often.]]></page><page Index="21"><![CDATA[ENGLISH LANGUAGE ARTS
               Subject Overview

Grade 1 framework is designed to motivate students and encourage
emerging literacy while promoting critical thinking. They are engaged in an
active learning environment.
We believe that parents are partners with the school in improving student’s
learning. The Primary Years Program Grade 1 and 2 focuses on the
understanding that students from Pre K to Grade 2 are developing the
knowledge, skills and attitudes that will help them succeed in the rest of
their lives. During this time, we recognize that students are becoming
increasingly aware of the wider world and its influence on their lives. The
Grade 1 framework at RCIS strives to make the most of this time of growth
to help students develop the capacity to become increasingly independent.
It ensures that each subject builds on prior understandings and skills.

At RCIS we are committed to providing students with a program that
enhances their literacy skills and encourages curiosity and develops higher
order thinking. Language art development is ongoing and frequently occurs
within the context of learning taking place in other subject areas. The
expectations for Grades 1 to 2 focus on the core knowledge and skills that
students need in order to establish a strong basis for language
development. These include students’ oral language, prior knowledge and
experience, understanding of concepts about print, phonemic awareness,
understanding of letter-sound relationships, vocabulary knowledge and
higher-order thinking skills.
The Cambridge Primary English framework is presented in five content areas.
The framework promotes an enquiry-based approach to learning to develop
thinking skills and encourage intellectual engagement. Phonics, Spelling
and Vocabulary and Grammar and Punctuation are about use of English.
Reading, Writing, and Speaking and Listening are about developing thinking
skills and encouraging intellectual engagement. This framework aims to enable
learners to communicate confidently and effectively and to develop critical
skills in order to respond to a range of information, media and texts with
enjoyment and understanding. Learners who follow this framework will
develop a first language competency in English based on a framework
designed to be successful in any culture and to promote cross-cultural
understanding. The Cambridge Primary English framework provides a solid
foundation on which the later stages of education can be built.]]></page><page Index="22"><![CDATA[ENGLISH LANGUAGE ARTS -Cont.

PHONICS, SPELLING AND VOCABULARY
• Learn the different common spellings of long and short vowel sounds.
• Learn the different ways in which vowels can be pronounced, e.g. how, low;
apple, apron.
• Apply knowledge of phonemes and spelling patterns in writing
independently.
• Secure the spelling of high frequency words and common irregular words.
• Identify syllables.
• Build and use collections of interesting and significant words. Develop a
word bank of 184 sight words and vocabulary words
Phonograms (eg: ap, at, ink)
Contractions (e.g. ‘s )
Inflections (e.g. ing, ed)
GRAMMAR AND PUNCTUATION
Reading
• Begin to read with fluency and expression, taking some notice of
punctuation, including speech marks.
• Read and respond to question words, e.g. what, where, when, who, why.
• Extend the range of common words recognized on sight and vocabulary
words.
• Use phonics as the main method of tackling unfamiliar words.
• Read aloud with increased accuracy, fluency and expression.
• Identify and describe story settings and characters, story sequence, predict
endings and make inferences.
• Begin to develop likes and dislikes in reading.
• Read poems and comment on words and sounds, rhyme and rhythm.
• Find answers to questions by reading a section of text.
• Find factual information from different formats, e.g. charts, labeled
diagrams.
• Show some awareness that texts have different purposes.]]></page><page Index="23"><![CDATA[ENGLISH LANGUAGE ARTS -Cont.

Writing: letter writing, invitation, story writing
fiction and nonfiction
• Write in clear sentences using capital letters, full stops and question marks,
using past and present tenses accurately but not always consistently, by the
end of the year.
• Use mainly simple and compound sentences.

 Use common, proper and possessive nouns; singular and plural nouns
,adjectives and pronouns.

 Capitalize dates and names of people.
• Develop stories with a setting, characters and a sequence of events.
• Write with a variety of sentence types.
• Begin to use dialogue in stories.
• Use simple non-fiction texts as a model for writing.
Presentation
• Form letters correctly and consistently.
• Practice handwriting patterns.
Speaking and listening
• Recount experiences and explain plans and ideas.
• Articulate clearly so that others can hear.
• Listen carefully and respond appropriately, asking questions of others.
• Extend experiences and ideas through role-play.]]></page><page Index="24"><![CDATA[Academic Framework

 Teaching Strategies/                Resources                     Co-curricular
Instructional Practices                                               Activities
                             Harcourt Student reading
Review previous lesson       books, ELL support books,       Field trips
before starting a new topic  advanced reading books

Direct instructions/small    Phonics Practice book,          Library time, literacy circles
group instructions/          Spelling Book, Writer’s
individual explanations/     Companion, Grammar              Project work related to
pairing students             Practice Book, Practice Book    themes
                             Teacher Manuals                 Educational Movies
Brainstorming
                             Word Walls, reading logs
Explanation, introduce
new vocabulary               Assessment Guides               Oral activities related to
Discussion and review of                                     topic of the week
the lesson by oral
questions                    Phoneme frames, graphic         Book week
Illustrations on board

                             organizer for creative writing

Reading the lesson           ELL Support Kit, Advanced       Take home activities
                             Kit, pocket charts

Conduct an activity to       Library books, on level         Spelling Bee

teach a concept              Reading Kits                    Weekly activities like Brain
                                                             Quest
Questions and answers        Chart and posters, Big Book
                                                             Speech Competitions,
done in note                 of rhymes                       spelling competitions, story
                                                             retelling competitions
copy/worksheets

Extra support for            Smartboard, Computers,

challenged students and projectors for interactive

challenging work for gifted presentations

students]]></page><page Index="25"><![CDATA[MATHEMATICS Subject Overview

The Math program at RCIS aims to help children become capable The Math
program at RCIS aims to help children become capable mathematical thinkers
and problem solvers to prepare them for their success in the world. It
encourages their innate curiosity. This program engages children with a wide
range of mathematical manipulative and hands on experience to develop and
strengthen mathematical concepts and understanding. It is based on the belief
that all students can learn mathematics and deserve the opportunity to do so. It
recognizes that all students do not necessarily learn mathematics in the same
way. It also recognizes different learning styles and sets expectations that call
for the use of a variety of instructional strategies. It aims to challenge all
students by including expectations that require them to use higher-order
thinking skills and to make connections between related mathematical concepts
and between mathematics, other disciplines, and the real world.
Our framework is based on Primary Cambridge by CIE. The Cambridge
Primary Mathematics framework is presented in five content areas: Number,
Geometry, Measure, Handling data and Problem solving. The first four
content areas are all underpinned by Problem solving, which describes using
techniques and skills and the application of understanding and strategies in
solving problems. Mental strategies are also a key part of the Number content.
This framework focuses on principles, patterns, systems, functions and
relationships so that learners can apply their mathematical knowledge and
develop a holistic understanding of the subject. The Cambridge Primary
Mathematics framework provides a solid foundation upon which the later
stages of education can be built.]]></page><page Index="26"><![CDATA[MATHEMATICS Cont.

Main strands of the program offered are:
Numbers and the number system
• Count, read and write numbers to at least 100 and back again.
• Count on in ones and tens, in twos and fives.
• Recognize and use ordinal numbers up to at least the 10th number and
beyond.
• Order numbers to 100; compare two numbers using the > and < signs.
• Understand even and odd numbers and recognize these up to at least 20.
• Sort numbers, e.g. odd/even.
• Recognize which shapes are divided in halves or quarters.
CALCULATION
Mental strategies
• Find and learn by heart all numbers pairs to 10 and pairs with a total of 20.
• Find all pairs of multiples of 10 with a total of 100.
• Learn and recognize multiples of 2, 5 and 10
• Find and learn doubles for all numbers up to 10 and also 15, 20, 25 and 50.
Addition and subtraction
Teach addition and subtraction concepts of 2-digit numbers and fact to 100 and
enable problem solving strategies. We teach addition by counting on and
subtraction by counting back on a number line.
Recognize the use of a symbol such as Δ to represent an unknown and use =
sign.
• Understand that addition can be done in any order, but subtraction cannot.
• Understand subtraction as both difference and take away.
Multiplication and Division
• Understand multiplication as repeated addition and use the × sign.
• Introduce division.]]></page><page Index="27"><![CDATA[MATHEMATICS Cont.

MEASUREMENT
Money
• Recognize local coins and notes, addition and subtraction with money.
• Recognize that different countries have different currencies.
Length, mass and capacity
• Estimate, measure and compare lengths, weights and capacities, choosing
and using suitable uniform non-standard and standard units and appropriate
measuring instruments.
Time
• Know the units of time and read the time to the half hour on digital and
analogue clocks.
• Measure activities using seconds and minutes.
• Know and order the days of the week and the months of the year.
HANDLING DATA
Organizing, categorizing and representing data
• Answer a question by collecting and recording data in lists and tables, and
representing it as block graphs and pictograms to show results.
PROBLEM SOLVING
Using techniques and skills in solving mathematical problems]]></page><page Index="28"><![CDATA[Academic Framework

Teaching Strategies/               Resources                 Co-curricular
      Instructional                                             Activities
         Practices         Harcourt Math unit work
                           books                       Model addition and
Review previous lesson                                 subtraction sentences, metal
before starting a new      Harcourt Math unit work     math
topic                      books,                      Games, group tasks
Direct instructions/small  Teacher generated material
group instructions/                                    Videos
individual explanations/   Harcourt Math Teachers’     Projects
pairing students           Edition                     Domino addition, metal math
Brainstorming              Practice work book
                                                       Practical's like use of scale
Explanation, introduce     Assessment Guide
new vocabulary                                         Take home activities
Discussion and review of   Smart board activities,
lesson through oral        online games and Math       Bake sales and Math week
questions                  smart board tools
Illustrations on board     Smart Board, Intervention
                           book and Enrichment book
Extra support for          materials.
challenged students and
challenging work for       Computers, Math kits,
gifted students            Blocks, counters, shapes
Conduct an activity to     and other manipulatives
teach a concept

Questions and answers      Chart and posters,
done in note copy/         copybooks
worksheets]]></page><page Index="29"><![CDATA[SCIENCE Overview

Our goal is to provide scientific literacy to students, emphasizing on scientific
enquiry, which is appropriate to their grade level. The outcome is based on
Cambridge Primary Science Frame work.
From an early age, we interact with our environment, asking questions and
seeking answers. This question-and-answer process lies at the heart of
knowing and doing science. It engages our learners at many levels, linking
practical experience with scientific ideas; therefore the children are immersed
in hands on experience. It is a way of knowing and thinking about parts of
the world in which we live. The program capitalizes on the innate curiosity of
young minds

Our aim is to teach Science by:
- Developing knowledge and understanding of important scientific ideas,
processes and skills and relate these to everyday experiences
- Using scientific ideas and models to explain phenomena and events
- Carry out scientific enquiry by:
* collecting evidence or testing ideas
* planning investigative work
* obtaining and presenting evidence
* drawing conclusions and begin to use scientific knowledge to suggest
explanations
* make generalizations/arguments
* evaluating their work
* developing critical thinking and ideas]]></page><page Index="30"><![CDATA[SCIENCE Overview Cont.

Ready, Set, Science!
* Different inquiry skills
* Various scientific tools and their application
* The process of conducting scientific experiments
BIOLOGY
Living things in their environment
- Classify living and non-living things by identifying physical characteristics,
environment and functions.
- Observe the parts of a plant. Describe the purpose of each plant part and how
plants grow and meet their needs to live.
- Understand ways to care for the environment.
- Observe plant and animals adaptations, their functions and how they are part
of a food chain.
- Observe characteristics of different habitats and how plants and animals in
these habitats meet their needs.
- Observe weather and record changes.
CHEMISTRY
Natural Resources, Material/matter properties and changes
- Understand that everything around us is matter. Matter can be solid, liquid or
gas. Materials can be changed by heating, cooling or dissolving in water.
- Material properties, both natural and manmade. Natural resources are used in
different ways. Recognize different types of rocks.
- Know how the shapes of some materials can be changed.
PHYSICS
Light and dark
- Identify different light sources including the sun.
- Investigate how the sun supplies heat and light to Earth.
Find out the sources of light, know how shadows are formed.
Electricity
- Recognize the components of simple circuits involving cells.
- Know how a switch can be used to break a circuit.
Earth and beyond
- Explore how the sun appears to move during the day and how shadows
change.
- Model how the spin of the Earth leads to day and night.]]></page><page Index="31"><![CDATA[Academic Framework

Teaching Strategies/       Resources                   Co-curricular
Instructional                                          activities
Practices                  Fusion Science Text book
                                                       Field trip
Review previous lesson     Teacher generated material
before starting a new                                  Field trip to parks to
topic                      Fusion Science Teachers’    observe nature
                           Edition                     Science Fair, science week
Direct instructions/small  Fusion Lab Manual
group instructions/        Assessment Guide            Experiments done in
individual explanations/                               laboratory
pairing students           Fusion Science workbook
                           Smart Board                 Projects
Brainstorming                                          Take home activities
                           Chart and posters           Earth Day, Environment
Explanation, introduce                                 week, recycling week
new vocabulary             Lab equipment               Weekly activities and
                                                       science related topics of
Discussion and review of                               discussions
the lesson by oral                                     Earth day, recycling day,
questions                                              environment week

Illustrations on board
Reading the lesson
Conduct an activity to
teach a concept

Questions and answers
done in note copy/
worksheets

Extra support for
challenged students and
challenging work for
gifted students]]></page><page Index="32"><![CDATA[WORLD STUDIES Overview

The World Studies program for grade 1 and 2 is designed to provide students with
the fundamental knowledge, skills, and attitudes to develop a greater understanding
of the world and the people around them. The goals of the framework enable
students to:
• Understand the basic concepts of World Studies, history, and geography;
•Develop the skills, strategies, and habits of mind required for effective inquiry and
communication, and for the application of the basic concepts of World Studies, to a
variety of learning tasks;
• Relate and apply the knowledge acquired.
The knowledge component of World Studies is arranged into broad thematic units.
Students learn about different cultures, countries and people and celebrate the
differences. They become aware of the environment around them. They also explore
family structures and their community. They become familiar with continuity and
change through time. These units are concept driven and linked to each other as
well as providing links to other subject areas e.g. Language Arts, Science. The World
Studies component of the framework also provides opportunities for students to
develop a range of skills and processes specific to World Studies; formulate and ask
questions about the past, the future, places and society. Parents, being an important
stakeholder, are encouraged to engage their children in shared cultural
experiences.
In Grade 1, the children will learn about
People, Places, and Environment

Objectives
Define city, town, country, content, ocean and Earth.
Differentiate by using geography concepts and skills between villages, cities,
countries, continents and oceans in terms of size and description.
Locate different places while using maps, globes, and other geographic tools.
Express concerns about the physical environment. (Explain how people are
misusing the environment and how to protect it)
Power, Authority, and Governance

Objectives
 Express the understanding of fairness and order with people.
 Define rights and responsibilities and distinguish between both by using certain
examples.]]></page><page Index="33"><![CDATA[WORLD STUDIES Cont.

Culture: My little World
Objectives:
Introduce himself in relation to people and the groups he belongs to.

Express thoughts and feelings fluently through knowing the similarities and differences
between people in terms of names, physical features, and traits.
Distinguish between immediate family and extended family.

Differentiate between "wants" and "needs".

Identify what a community is and why school rules are important.

  About Me

 Objectives:
 How do we show respect.
 How do we show that we care for ourselves and others?
 How can you show that you are honest?
 How can I be a responsible and good citizen?
 Production, Distribution, and Consumption:

 Objectives
 Differentiate between cheap and expensive.
 Identify the concept of stealing.
 Compare and contrast between a bank and a safe.
 Prioritize the use of their pocket money between What they want and what they need.

 The World around Me

Objectives
Explain how we have employed technology such as telephones, ships, automobiles, and
airplanes to modify our physical environment.
Describe how technology contributes to changes in global health.
List examples of the effects of technologies such as smart devices (phones, tablets, and T.V)
on people.]]></page><page Index="34"><![CDATA[ICT Subject Overview

Information and Communications Technology (ICT) is now part of the educational
experience of learners in most parts of the world. Taught as either a discrete
subject or embedded within the framework, ICT is regarded as a new ‘literacy’,
alongside reading, writing and numeracy.
ICT framework is designed to introduce learners to the key ICT applications they
need to acquire to understand the impact of technology on our daily lives.
The syllabus provides a framework in which ICT competence and practical skills
can be developed within an environment that is appropriate for the age of the
students together with a structured scheme of assessment. Modules can be
delivered according to the needs of each learning situation – across the
framework or as a separate course of study.
Main strands of the program offered are:
- Demonstrate a sound understanding of technology concepts, systems, and
operations.
- Demonstrate creative thinking, construct knowledge and develop innovative
products and processes using technology.
- Work collaboratively, to support individual learning and to contribute to the
learning of others.
- Use appropriate technology to gather, evaluate and use data and/or information
in order to plan and conduct research or inquiry.
- Think critically to manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources.
- Understand human, cultural, and social issues related to technology.]]></page><page Index="35"><![CDATA[‫‪Islamic Education - Subject Overview‬‬

      ‫الأهداف التعليمية لمادة التربية الاسلامية حسب منهج وزارة التربية‬
                                                                           ‫والتعليم ج‪.‬م‪.‬ع‪:.‬‬

                                                             ‫‪-1‬يدرك أن الله سبحانه وتعالى هو ربه‪.‬‬
                                                           ‫‪ -2‬يميز أن سيدنا محم ًدا رسوله ويسميه‪.‬‬
                                      ‫‪ -3‬يتعرف أنه كمسلم عليه الاقتداء بالرسول‪ ،‬والالتزام بتعاليمه‪.‬‬

                                                             ‫‪ -4‬يدرك أن الإسلام هو دينه‪ ،‬ويسميه‪.‬‬
                                                      ‫‪-5‬يميز أن القرآن هو كلام الله سبحانه وتعالى‪.‬‬

                                                                                  ‫‪ -6‬يع ِّرف نفسه‪.‬‬
                                      ‫‪ -7‬يتعرف أنه كمسلم عليه الاقتداء بالرسول‪ ،‬والالتزام بتعاليمه‪.‬‬

                                        ‫‪ -8‬يتعرف أن الشهادتين هما الركن الأول من أركان الإسلام‪.‬‬
                                                               ‫‪ -9‬يدرك معنى الشهادتين‪ ،‬ويرددها‪.‬‬
                                                               ‫‪ -10‬يدرك أن الله واحد لا شريك له‪.‬‬

                                                 ‫‪ -11‬يتعرف المعنى العام المبسط لسورة الإخلاص‪.‬‬
                                                     ‫‪ -12‬يفهم بعض معاني كلمات سورة الإخلاص‪.‬‬
                                                                        ‫‪ -13‬يتلو سورة الإخلاص‪.‬‬

                                             ‫‪-14‬يميز لفظ تحية الإسلام ويتعرف معناها ويستخدمها‪.‬‬
                                  ‫‪ -15‬يدرك الهدف من إفشاء السلام وأثر ذلك عليه وعلى من حوله‪.‬‬

                                                              ‫‪-16‬يستخدم الشخصيات لسرد القصة‪.‬‬
                                               ‫‪-17‬يعبر رس ًما عن مواقف استخدم فيها تحية الإسلام‪.‬‬

                                                        ‫‪ -18‬يحكي قصة سيدنا إبراهيم وبناء الكعبة‪.‬‬
                                                                   ‫‪ -19‬يتعرف بعض معالم الكعبة‪.‬‬

                                                                 ‫‪ -20‬يدرك أهمية الكعبة للمسلمين‪.‬‬
                                           ‫‪-21‬يتعرف ويحكي أجزاء من قصة مولد الرسول ونشأته‪.‬‬

                                                              ‫‪ -22‬يتعرف إلى أفراد عائلة الرسول‪.‬‬
                                                           ‫‪-23‬يدرك أفراد عائلة الرسول في حياته‪.‬‬
                                              ‫‪ -24‬يميز بعض الصفات التي كان يتحلى بها الرسول ‪.‬‬

                                                                 ‫‪-25‬يتعرف معنى الصدق والأمانة‪.‬‬
                               ‫‪ -26‬يدرك الأثر الطيب للالتزام بالصدق والأمانة عليه وعلى المجتمع‪.‬‬
                     ‫‪ -27‬يختار التصرف الأمثل في مواقف مختلفة وفقًا لفهمه مفهوم الصدق والأمانة‪.‬‬

                                                       ‫‪ -28‬يدرك أن الوضوء شرط لصحة الصلاة‪.‬‬]]></page><page Index="36"><![CDATA[‫‪Islamic Education - Cont.‬‬

                                                     ‫‪ – 30‬يحاكي حركات الوضوء‪.‬‬
                                                 ‫‪ -31‬يحدد ويسمي أعضاء الوضوء‪.‬‬

                                                       ‫‪ -32‬يرتب خطوات الوضوء‪.‬‬
                                    ‫‪ -33‬يدرك أن الصلاة لا تصح إلا بسورة الفاتحة‪.‬‬

                                            ‫‪ -34‬يتعرف بعض معاني سورة الفاتحة‪.‬‬
                           ‫‪ -35‬يدرك أن الصلاة هي الركن الثاني من أركان الإسلام‪.‬‬

                                               ‫‪ -36‬يحاكي حركات الصلاة ويرتبها‪.‬‬
                                          ‫‪ -37‬يتعرف أن هناك خمس صلوات يوميًا‪.‬‬

                                               ‫‪ -38‬يتعرف آداب الاستئذان ويطبقها‪.‬‬
                                                  ‫‪ -39‬يتعرف آداب الطعام ويطبقها‪.‬‬

                               ‫‪ -40‬يدرك أن الله تعالى هو خالق الكون ومدبر شئونه‪.‬‬
                                       ‫‪ -41‬يتعرف بعض مظاهر خلق الله في الكون‪.‬‬
                                                    ‫‪ -42‬يميز نعم الله ويشكره عليها‪.‬‬
                                            ‫‪ -43‬يتعرف أم سيدنا آدام هو أول الخلق‪.‬‬
                                              ‫‪ -44‬يدرك أن الله تعالى يسمعنا ويرانا‪.‬‬
                                            ‫‪ -45‬يميز بين العمل المتقن والغير متقن‪.‬‬
                                          ‫‪-46‬يدرك أثر العمل عليه وعلى من حوله‪.‬‬

              ‫‪ -47‬يتعرف إلى ( أبي بكر‪ ،‬خديجة‪ ،‬علي بن أبي طالب) في حياة النبي ‪.‬‬
                                                 ‫‪ -48‬يفهم معنى الأخوة والمشاركة‪.‬‬

                      ‫‪ -49‬يردد أدعية الصلاة ( الركوع‪ ،‬السجود‪ ،‬القيام من الركوع )‬
                                      ‫‪-50‬يردد التشهد ويتعرف مواضعه في الصلاة‪.‬‬
                                        ‫‪ -51‬يتعرف عدد الركعات الصلوات الخمس‪.‬‬

                                 ‫‪ -52‬يتعرف آداب المسجد ويدرك أهمية الالتزام بها‪.‬‬
                           ‫‪ -53‬يدرك أهمية الاعتدال في استخدام الماء أثناء الوضوء‪.‬‬

                                                         ‫‪ -54‬يتعرف آداب النظافة‪.‬‬]]></page><page Index="37"><![CDATA[‫‪Academic Framework‬‬

‫‪Teaching Strategies /‬‬          ‫‪Resources‬‬                     ‫‪Co-curricular‬‬
‫‪Instructional Practices‬‬                                        ‫‪Activities‬‬

         ‫التعليم التعاوني ‪:‬‬        ‫المصادر التعليمية لهذه‬     ‫نهاية كل فصل يجري‬
                                           ‫المرحلة ‪:‬‬          ‫تحضير امتحان نهائي‬
 ‫وهو تفاعل منظم بين مجموعة‬                                     ‫يشمل جميع المادة‬
     ‫مقننه العدد والمهام من‬        ‫الكتب الوزارية الوسائل ‪:‬‬
                                  ‫استخدام السبورة الذكية‬              ‫المعطاه‬
 ‫المتعلمين للوصول إلى أهداف‬       ‫لتشويق الطالب والشعور‬
     ‫محددة في زمن معلوم ‪.‬‬                                    ‫بالإضافة إلى الإمتحانات‬
                                         ‫بمتعة التعلم ‪.‬‬        ‫القصيرة خلال الترم‬
‫ويتم من خلال هذه الإستراتيجية‬         ‫اللوحات التعليمية ‪.‬‬      ‫والتي تشتمل على‬
                               ‫قصص إسلامية من سنة النبي‬
     ‫ــ إجادة إلقاء تحية‬                                     ‫سؤال أو سؤالين على‬
           ‫الإسلام‪.‬‬                      ‫عليه السلام ‪.‬‬           ‫محتوى الدرس ‪.‬‬
                                  ‫أوراق عمل لتطبيق بعض‬
  ‫ــ العمل الجماعي من‬                                          ‫ــ الأسئلة الشفهية‬
‫خلال المجموعات الصفية‬                 ‫الدروس والعبادات ‪.‬‬     ‫وتسميع السور المقرره‬
                                                              ‫هي بمثابة أداة إختبار‬
     ‫لتحقيق المنافسة‬
    ‫التعليمية المنظمة ‪.‬‬                                               ‫للطلاب ‪.‬‬
‫ــ إكتساب مهارة التطبيق‬
    ‫من خلال التدريبات‬
     ‫الشفهية والكتابية‬
‫والأنشطة الصفية ومنها ‪:‬‬
   ‫‪1‬ــ تلاوة الآيات تلاوة‬

          ‫صحيحة ‪.‬‬
 ‫‪2‬ــ قراءة الأحاديث قراءة‬

       ‫صحيحة ومعبرة‬
‫‪3‬ــ إنجاز ورقة العمل دون‬

            ‫أخطاء ‪.‬‬

‫ــ عمل مشروعات مثل‬
  ‫تجميع صور لمراحل‬
          ‫الوضوء ‪.‬‬]]></page><page Index="38"><![CDATA[ART Subject Overview

Art education is an integral part educational growth of all students,
and therefore an essential part of our framework. The arts are
important to our understanding of society, culture, and history, and
are essential to the development of individual potential, social
responsibility, and cultural awareness. They also contribute
significantly to the intellectual, aesthetic, emotional, social, and
physical development of the individual.
It is a process of learning through visual, spatial and kinesthetic
approaches through a variety of mediums. The art framework
provides an opportunity for all children to express their emotions
and talents through their art work. It allows for the students to
explore their creativity and individualism.
The framework of Grade 1 continues to develop and control fine
motor skills in various ways. Additionally the framework allows
them to distinguish different mediums, colours and the use of those
colours and do arts and crafts. Furthermore the framework allows:
* Creative art.
* Art in cultural contexts.
* Make connections between art, personal experience and the
world.

                Arts and crafts activities stimulate a child's
        imagination and creativity, helping with physical and
        mental development. A wide variety of activities that

             include painting, drawing and construction are
                                           taught.]]></page><page Index="39"><![CDATA[Music Overview

Music is an important medium for expression and communication among
human beings. In the process of music learning, students use creativity,
performing and listening skills to express the qualities of music and the
emotions embedded in it. Students gain rich and comprehensive music
learning experiences through the integrated activities of creating,
performing and listening, and achieve the four Learning Targets of the
Music curriculum. The four Learning Targets are inextricably intertwined
and form the core of the Music curriculum.
The four Learning Targets of the Music curriculum are:

Developing         Developing        Cultivating     Understanding
Creativity and     Music Skills and  Critical        Music in
Imagination        Processes         Responses in    Context
                                     Music
                                                     1. Describe the
1. Create /        1. Sing and play 1. Express       functions of
                                                     music in daily
improvise          instruments to personal           life

music using        develop basic feelings to

basic music        performing        music.

skills, simple skills through 2. identify the

music ideas and memorising or characteristics

different          reading music. of sound /

sounds.                              music and

2. create /                          describe its

improvise                            features using

movements to                         simple music

reflect different                    terms.

qualities of

music]]></page><page Index="40"><![CDATA[Physical Education Overview

PHILOSOPHY OF PHYSICAL EDUCATION:
Daily physical activity is critical to the development and maintenance of good
health. The goal of Physical Education is to develop physically educated
individuals who have the knowledge, skills and confidence to enjoy a lifetime
of healthful physical activity.
A physically educated student:
- Demonstrates competency in motor skills and movement patterns needed to
perform a variety of physical activities.
- Demonstrates understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning and performance of physical activities.
- Participates regularly in physical activity.
- Achieves and maintains a health-enhancing level of physical fitness.
- Exhibits responsible personal and social behavior that respects self and others
in physical activity settings.
- Values physical activity for health, enjoyment, challenge, self-expression and
/or social interaction.
ASSESSMENT METHODS
Assessment is taken after the completion of each movement, skill and pattern
Weekly/ Term wise Assessment. These Assessments are used to improve areas
of weakness keeping the child’s natural ability in mind.]]></page><page Index="41"><![CDATA[‫‪Arabic Subject Overview‬‬

‫تتبع مدرسة رويال كولدج منهج اللغة العربية الخاص بوزارة‬
   ‫التربية والتعليم ج‪.‬م‪.‬ع‪ .‬والذي يقوم علي تدريس الأهداف‬
                                                          ‫التعليمية التالية‪:‬‬
                           ‫‪-‬وعي صوتي وبصري‪ :‬يقرأ الكلمات الشائعة المتكررة‪.‬‬
                                      ‫‪-2‬وعي بصري‪ :‬يميز المهام التي يقوم بها‪.‬‬
                                        ‫‪-3‬وعي بصري‪ :‬يرسم ما يحب أن يتعلمه‪.‬‬
                         ‫‪ -4‬وعي بصري‪ :‬يميز بين العناصر المختلفة والمتشابهة‪.‬‬
                         ‫‪ -5‬وعي بصري‪ :‬يميز ويحدد الأشكال والتفاصيل المهمة‪.‬‬
                                        ‫‪ -6‬وعي بصري‪ :‬يميز الصور المتشابهة‪.‬‬
                      ‫‪ -7‬كتابة‪ :‬يكتب من أعلى إلى أسفل‪ ،‬ومن اليمين إلى اليسار‪.‬‬
                          ‫‪ -8‬وعي صوتي‪ :‬يحدد العلاقة بين شكل الحرف وصوته‪.‬‬
                    ‫‪ -9‬وعي صوتي‪ :‬يميز شكل الحرف بين مجموعة من الحروف‪.‬‬
                               ‫‪ -10‬وعي صوتي‪ :‬ينطق ويميز الحركات القصيرة‪.‬‬
        ‫‪-11‬وعي صوتي‪ :‬يحلل الأصوات ( أول – وسط – آخر ) الكلمات المنطوقة‪.‬‬
                   ‫‪ -12‬وعي صوتي‪ :‬يميز أصوات الحروف في الكلمات المنطوقة‪.‬‬
               ‫‪ -13‬تحدث‪ :‬يتحدث عن نفسه بتفاصيل ذات صلة بموضوع الحرف‪.‬‬
                   ‫‪ -14‬وعي صوتي وكتابة‪ :‬يدمج أصوات الحروف ليُك ِّون كلمات‪.‬‬
                   ‫‪ -15‬كتابة‪ :‬يكتب حروفًا عربية ( تتبع‪ ،‬تقليد ) بصورة مستقلة‪.‬‬
                                       ‫‪-16‬قراءة‪ :‬يقرأ الكلمات الشائعة المتكررة‪.‬‬
               ‫‪ -17‬وعي صوتي وبصري‪ :‬أن يستخدم ُجملاً شفهية ملائمة للمهمة‪.‬‬
                   ‫‪ -18‬وعي بصري‪ :‬يحدد شكل الحرف في مجموعة من الكلمات‪.‬‬
                          ‫‪-19‬وعي بصري‪ :‬يعبر بالرسم عن الأصوات والحروف‪.‬‬
                                             ‫‪ -20‬تحدث‪ :‬يعبر عن الفكر بوضوح‪.‬‬]]></page><page Index="42"><![CDATA[‫‪Arabic Cont.‬‬

  ‫باقي الأهداف التعليمية الخاصة بالمرحلة الأولى من المرحلة‬
                       ‫الابتدائية‪ -‬منهج وزارة التربية والتعليم ج‪.‬م‪.‬ع‪:.‬‬

                   ‫‪ -21‬وعي بصري‪ :‬يتعرف مختلف أشكال الحرف ( متصلاً‪ -‬منفصلاً )‬
                                   ‫‪ -22‬قراءة‪ :‬يطابق الكلمات بالصور التي تعبر عنها‪.‬‬
                                            ‫‪ -23‬تحدث‪ :‬ينطق حروف الكلمات ويحللها‪.‬‬

                               ‫‪ -24‬وعي بصري‪ :‬يحدد الأشياء التي بها صوت الحرف‪.‬‬
‫‪-25‬وعي صوتي ودمج‪ :‬يدمج أصوات الحروف ليكون كلمة‪ ،‬ويحلل حروفها‪ ،‬ويتعرف أن‬

                                ‫الكلمات المنطوقة يتم تمثيلها بلغة مكتوبة تتبع القواعد‪.‬‬
                                ‫‪-26‬وعي بصري وكتابة‪ :‬يكتب كلمات تعبر عن الصور‪.‬‬
                        ‫‪ -27‬وعي بصري‪ :‬يحدد شكل الحرف في مجموعة من الكلمات‪.‬‬

                                   ‫‪ -28‬قراءة وكتابة‪ :‬يستنبط ويفهم المعنى من النص‪.‬‬
                                        ‫‪ -29‬قراءة وكتابة‪ :‬يرتب الكلمات لتكوين جملة‪.‬‬

         ‫‪ -30‬استماع وتحدث ‪-‬كتابة ‪ :‬يصف الأشخاص‪ ،‬والأشياء‪ ،‬والأحداث بالتفصيل‪.‬‬
   ‫‪ :-31‬استماع وتحدث ‪-‬كتابة ‪ :‬يتذكر المواقف لتكوين قصة‪ ،‬وإضافة رسومات لإيصال‬

                                                                               ‫المعنى‪.‬‬
                                    ‫‪ -32‬وعي صوتي‪ :‬يحلل الفكر والأحداث في القصة‪.‬‬

                                            ‫‪ -33‬تحدث‪ :‬يناقش الاختلافات بين الصور‪.‬‬
                                        ‫‪ -34‬تحدث‪ :‬يحلل سبب المشكلة في بيئة وطنه‪.‬‬

                                               ‫‪ -35‬كتابة‪ :‬كتابة الكلمات بشكل صحيح‪.‬‬]]></page><page Index="43"><![CDATA[‫‪Academic Framework‬‬

‫‪Teaching Strategies /‬‬            ‫‪Resources‬‬                      ‫‪Co-curricular‬‬
      ‫‪Instructional‬‬                                               ‫‪Activities‬‬
         ‫‪Practices‬‬

‫التعلم التعاوني هو ‪ :‬تفاعـل‬                          ‫المصادر ‪:‬‬                  ‫الاستماع إلى‬
‫منظـم بين مجمـوعـة مقننـة‬                    ‫الكتب الوزارية ‪.‬‬             ‫القصةوتوضيح ماهو‬
‫العـددوالمهام من المتعلمين‬
‫للوصـول إلى أهـداف محددة‬                             ‫الوسائل ‪:‬‬                 ‫مستفاد منها ‪.‬‬
                                 ‫استخدام السبورة الذكية ‪.‬‬              ‫إلقاء الأناشيد بطريقة‬
             ‫فـي زمـن معلوم ‪.‬‬
                                         ‫اللوحات التعليمية ‪.‬‬                          ‫صحيحة ‪.‬‬
‫ويتم من خلال تطبيق‬                ‫قصص لتنمية القراءة لدى‬                 ‫تقسيم الطلاب إلى‬
‫المهارات اللغويـة مـن‬                                           ‫مجموعات لتنفيذ ورقة عمل‬
                                                      ‫الطلاب ‪.‬‬         ‫في جو من المنافسة‬
    ‫منظومـة فهـم الـن‬              ‫أوراق عمل لتطبيق بعض‬
‫والمفــردات والقواعــد‬
                                                    ‫المهارات ‪.‬‬
                 ‫والإملاء ‪.‬‬
‫‪-‬اكتساب مهارة التطبيق‬

       ‫من خلال التدريبات‬
                    ‫الشفهية‪.‬‬

   ‫والكتابية والأنشطة‬
           ‫الصفية منها ‪:‬‬

      ‫إلقاء النشيد بطريقة‬
                         ‫جيدة ‪.‬‬

      ‫مسابقة بين الطلاب‬
                 ‫لأفضل خط ‪.‬‬

    ‫إنجاز ورقة العمل دون‬
                        ‫أخطاء ‪.‬‬]]></page><page Index="44"><![CDATA[Foreign Language Overview

RCIS recognizes the importance of language learning and believe
that all students should become proficient in at least one
language in addition to English by the time they graduate.
Learning to communicate in another language is vital to
participation in our global economy. Skills learned in the context
of second language acquisition have been shown to contribute to
increased cognitive development and to stronger academic
performance overall.
Students have the opportunity to select between German or
French.
The language curricula is diversified, balanced and designed to
assist students in reaching articulated levels of performance in all
foreign language skills. Instructional strategies are consistent
with the school’s mission statement and reflect current research
in teaching and learning. These strategies and practices are
varied and appropriate, engaging students in progressively higher
order thinking activities. The use of appropriate technology is
incorporated into all areas of instruction.
The framework is built on the five major skills:
- Listening
- Reading and viewing
- Spoken Interaction
- Spoken Production
- Handwriting]]></page><page Index="45"><![CDATA[Library Subject Overview

The Grade 1 Library Program focuses on instilling a love of books
and encouraging independent reading. Both fiction and nonfiction
literature, including stories and audiovisual media, are explored.
They also learn various library skills such as taking care of library
materials, book selection and library procedures. This is
supplemented by some related activities and competitions from
time to time.]]></page></pages></Search>