﻿<?xml version="1.0" encoding="utf-8"?><Search><pages Count="40"><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 Curriculum 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, curriculum 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[A framework 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 framework Guide for the field 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 curriculum 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 framework and/or instruction as warranted
by assessment results.]]></page><page Index="6"><![CDATA[This framework overview provides a general understanding of major
curricular areas and gives insight into the general instructional focus at grade
one level. The guide does not reflect how the framework is differentiated.
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
framework at 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
framework 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 3 courses 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. Curriculum 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
      Activities              2
                              2
         ICT                  2
  World Studies               2
                              2
          PE                  2
         Art                  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 2 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 3.
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%           3

Absences
Student’s ability to achieve his/her potential is diminished in case of absence from
the 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.

Listening   Student listens when    Student         Student does not      Student does not
Skills      others talk, both in    listens when    listen when others    listen when others
            groups and in class.    others talk,    talk, both in groups  talk, both in groups
            Student incorporates    both in         and in class.         and in class.
            or builds off from the  groups and in                         Student often
            ideas of others.        class.                                interrupts when
                                                                          others speak.

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
Delivery students in the class of terms. Makes eye
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

Cooperation       Student is       Student is       Student is rarely   Student is almost
                    always           usually         cooperative &      never cooperative
  Neatness
               cooperative &     cooperative &    helpful with his/her     & helpful with
     Self-       helpful with     helpful with            friends         his/her friends
 Properties   his/her friends   his/her friends
              Student always   Student usually       Student rarely       Student almost
    Other-    keeps the place  keeps the place      keeps the place      never keeps the
 Properties    where she/he     where she/he       where she/he sits
                 sits neat &      sits neat &        neat & proper          place where
 Class rules                                                            she/he sits neat &
                    proper           proper          Student rarely
              Student always   Student usually       brings her/his             proper
               brings her/his   brings her/his      belongings and        Student almost
              belongings and   belongings and      books to class in
               books to class  books to class in    good conditions         never brings
                               good conditions                          her/his belongings
                   in good                           Student rarely     and books to class
                 conditions    Student usually      cares about the     in good conditions
                               cares about the    others’ belongings.
              Student always                        Some disrupting       Student almost
              cares about the        others’                            never cares about
                                  belongings          incidents are
                   others’                              detected.            the others’
                 belongings    Student usually                          belongings. Many
                                 follows class       Student rarely
              Student always         rules &      follows class rules        disrupting
                follows class       teacher’s                              incidents are
                   rules &        instructions         & teacher’s
                  teacher’s                            instructions           detected.
                instructions                                              Student almost
                                                                        never follows class
                                                                         rules & teacher’s

                                                                            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

Language is the basis for thinking, communicating and learning. Students
need language skills in order to comprehend ideas and information, to interact
socially, to inquire into areas of interest and study and to express themselves
clearly and demonstrate their learning.
Language skills are developed across the framework and cumulatively,
through the grades. As the students move through the grades, they are
required to use language with even greater accuracy and fluency in an ever-
expanding range of situations. They are expected to assume responsibility for
their own learning and to apply their language skills in more challenging and
complex ways.
Our school’s framework identifies the expectations for each grade and
describes the knowledge and skills that students are expected to acquire,
demonstrate and apply in their class work, homework, tests, exams, and in
various other activities on which their achievement is assessed and evaluated.
The framework document has been designed specifically for teachers and
students in the international context. This framework should facilitate the
development of courses that are stimulating both for the students and the
teachers. The knowledge and skills developed should ensure a smooth
transition from primary to secondary schooling.
 Main strands of the program offered are:
 * Reading
 * Comprehension
 * Spelling
 * Grammar
 * Vocabulary
 * Writing
The following are the main topics which will be covered in grade 3.

READING
The school’s framework focuses on developing the knowledge and skills that will
enable students to become effective readers. The reader must be able to think
clearly, creatively and critically about the ideas and information encountered in
texts in order to understand, analyze and absorb them and to recognize their
relevance in other contexts. The reading program includes a wide variety of
literary, informational and graphic texts.]]></page><page Index="22"><![CDATA[ENGLISH LANGUAGE ARTS Cont.

COMPREHENSION
Comprehension strategies include predicting, visualizing, questioning,
inferences, identifying main ideas, summarizing, and monitoring and revising
comprehension.
VOCABULARY
As students read a variety of inclusive texts, they build and develop a command
on their vocabulary and learn to vary and adapt their sentence structure,
organizational approach and voice to suit their purpose.
WRITING
Writing competence develops hand in hand with skills in other areas of
language, especially reading. We believe that writing helps students to better
understand their own thoughts and feelings and events in their own lives.
Students are taught how to organize their thoughts, remember important
information, solve problems, reflect on a widening range of perspectives, and
learn how to communicate effectively for specific purposes and audiences.
SPELLING
The students identify and spell words with long and short vowel sounds, four-
letter and five-letter words, words with digraphs (e.g. ee, ea, ai, ay, ch, tch, sh,
e.t.c), words with letter patterns (e.g. str, scr, spr, e.t.c), words with CVC, VCCV,
VCCCV, V/CV and VC/V patterns.
GRAMMAR
The students identify and write types of sentences, complete and simple
subjects and predicates, compound subjects and predicates, compound
sentences, common and proper nouns, abbreviations, singular and plural nouns,
possessive nouns, pronouns, subject and object pronouns, pronoun-antecedent
agreements, prepositions, articles, adjectives, punctuation, verbs, irregular
verbs, action and linking verbs, main and helping verbs and contractions.]]></page><page Index="23"><![CDATA[Academic Framework

 Teaching Strategies /                Resources                    Co-curricular
Instructional Practices                                               Activities
                             Harcourt Student Reading
Review previous lesson       books, support books,           Field trips
before starting a new topic  advanced reading books
                             Phonics Practice book,          Library Time, literacy circles
Direct instructions/small    Spelling Book, Writer’s
group instructions/          Companion, Grammar              Project work related to
individual explanations/     Practice Book, Practice Book    themes
pairing students             Teacher Manuals                 Educational Movies
Brainstorming
                                                             Oral activities related to topic
Explanation, introduce new Word Walls, reading logs          of the week

vocabulary                                                   Book Week

Discussion and review of Assessment Guides                   Take home activities

the lesson by oral                                           Spelling Bee

questions                                                    Weekly activities like Brain
                                                             Quest
Illustrations on board       Phoneme frames, graphic
                                                             Speech Competitions,
                             organizer for creative writing  spelling competitions, story
                                                             retelling competitions
Reading the lesson           ELL Support Kit, Advanced
                             Kit, pocket charts

Conduct an activity to       Library Books, On level
teach a concept              Reading Kits
Questions and answers        Chart and posters, Big Book
done in note copy/           of rhymes
worksheets
Extra support for            Smartboard, Computers,
challenged students and      projectors for interactive
challenging work for gifted  presentations
students]]></page><page Index="24"><![CDATA[MATHEMATICS Subject Overview

   This subject provides a comprehensive set of progressive learning objectives
   for mathematics. The objectives detail what the learner should know or what
   they should be able to do in this year of primary education.
   This 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 curriculum
   focuses on principles, patterns, systems, functions and relationships so that
   learners can apply their mathematical knowledge and develop a holistic
   understanding of the subject.
   Main strands of the program offered are:
   * Number and number system.
   * Measurements.
   * Organize and use of data.
   * Shapes.
   * Problem solving skills.
 The following are the main topics which will be covered in grade 3.
 We divided the main topics in sections.
 * In this section student should learn, how to read and write numbers and
 numerals, recognize even and odd numbers, compare different numbers using <,
 >, or =.
 Understand place value of digits in given number and also the place value of
 decimal notations up to hundredths. Fundamental operations ( +, -, x, ÷) on
 number they will also learn the rounding of numbers.
 * In this section student will learn the units of measurement “metric units” for
 mass, volume and length. With the conversion within the system.
 i.e. m to cm; cm to mm; kg to g; g to mg; l to ml and vice versa.
• In this section student will learn how to name different shapes according

    to their sides.

Types of quadrilateral. Regular and irregular shapes with their symmetrical
properties, they should also learn how to find the perimeter and area of
square and rectangle. 3D shapes with the reference of their faces, edges, and
vertices.]]></page><page Index="25"><![CDATA[MATHEMATICS Overview Cont.

* In this section they will learn how to solve word problems, they will
understand the concept of choosing the operations ( +, -, x, ÷). How to
convert the word problem into mathematical sentence.

Academic Framework

   Teaching Strategies/               Resources                  Co-curricular
 Instructional Practices                                            Activities
                              Fusion Math unit work
Review previous lesson        books                         Model addition and
before starting a new topic                                 subtraction sentences,
                              Fusion Math unit work         metal math
Direct instructions/small     books,                        Games, group tasks
group instructions/           Teacher generated material
individual explanations/
pairing students

Brainstorming                 Fusion Math Teachers’         Videos
                              Edition
Explanation, introduce new                                  Domino Addition, Projects
vocabulary                    Math unit books and
Discussion and review of the  Practice books                Practical's like use of scale,
lesson by oral questions                                    mental Maths
                              Assessment Guide

Illustrations on board        Cubes, counters and other     Projects
                              manipulative, Smart board
Mental math                   activities, online games and  Take home activities
Conduct an activity to teach  Math smart board tools        Bake sales and Math week
a concept.                    Smart Board, projector
                              Computers, Math kits,
Group discussions for         Blocks, counters, shapes
problem solving.              and other manipulatives
Extra support for challenged  Chart and posters, visual
students and challenging
work for gifted students.     Models, 3D shapes,
                              manipulatives]]></page><page Index="26"><![CDATA[Science Subject Overview

During the twentieth century, science played an increasingly important role in
our lives. Science underpin much of what we take for granted, including clean
water, the places in which we live and work, and the ways in which we
communicate with others. The impact of science on our lives will continue to
grow. Consequently, scientific literacy for all has become the overarching
objective of education throughout the world.
Achievement of both excellence and equity underlies the three major goals of
the science curriculum offered to the elementary grades in the school. Outlines
the skills and knowledge that students will develop, as well as the attitudes
that they need to develop in order to use their knowledge and skills
responsibly. The three goals are the following:
- To relate science to society and the environment.
- To develop the skills, strategies, and habits of mind required for scientific
inquiry and
- Technological problem solving.
- To understand the basic concepts of science.
Science is a way of knowing that seeks to describe and explain the natural
and physical World. Occasionally, theories and concepts undergo change but,
for the most part, the basic ideas of science – ideas such as the cellular basis
of life, the laws of energy, and the particle theory of matter – have proven to
be stable. Using a variety of instructional, assessment, and evaluation
strategies, numerous hands-on opportunities are provided to students to
develop and refine their inquiry skills, Problem-solving skills, critical and
creative thinking skills, and communication skills, while discovering
fundamental concepts through investigation, exploration, observation, and
experimentation.]]></page><page Index="27"><![CDATA[Science Overview Cont.

Course book followed is Harcourt school publishers for grade 3 science.
There are four units of the book. Each unit has at least three chapters. Each
lesson has instant lab work at the end.
Unit A: How Living Things Function
Unit B: Living Things in Their Environment
Unit C: Earth's Surface
Unit D: The Earth in Space
Unit E: Matter
Unit F: Energy and Change

                     Academic Framework

Teaching strategies /        Resources required        Activities
instructional practices
                                                       *lab work on each
*syllabus divided into 3     *Fusion text book, lab    lesson
terms.                       manual, reading support   *model making
                             homework.
*explanation and discussion                            *audio visual activity.
of each lesson.              *projectors, laptop,
                             videos on the topic.      * excursion on certain
*concept on the lesson to                              topics like ecosystems
be discussed through         *smart board activity on  *science week
videos, worksheets, model    the topic                 *science exhibitions
making and lab works.                                  and field trips.
*vocabulary words to be
discussed.]]></page><page Index="28"><![CDATA[Information & Communication Technology 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 curriculum, ICT is regarded as a new
‘literacy’, alongside reading, writing and numeracy.
ICT Curriculum is designed to introduce learners, to the key ICT applications
they need to acquire that literacy and to understand the impact of
technology on our daily lives.
The syllabus provides a curriculum 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 curriculum or as a separate course of study.
The Curriculum Framework consists of a progression of key concepts and skills
broken down into the following Strands:
• Communicate
• Handle information
• Model
• Measure and control
Research & e-Awareness
- Students learn to use ICT equipment and software confidently and
purposefully to communicate and handle information, and to support their
problem-solving, recording and expressive work.
- They develop key ICT skills in a range of applications including: word
processing, computer graphics, databases, spreadsheets, e-mail, internet,
presentations, video/animation and web authoring. Throughout the curriculum,
students learn ICT practical skills;
- Also they learn to consider wider issues such as adapting their work according
to the audience and internet safety.]]></page><page Index="29"><![CDATA[Information & Communication Technology Cont.

Students should learn to use ICT equipment and software confidently and
purposefully to communicate and handle information, and to support their
problem-solving, recording and expressive work. By following the ICT
Curriculum Students should learn to:
1. Use equipment and develop knowledge of ICT
• use a variety of ICT equipment and software, which may include various
kinds of computers and keyboards, as well as TV, DVD and video devices, as
well as music players and personal organisers, to carry out a variety of
functions in a range of contexts
• explore the use of computer systems and control technology in everyday
life
• examine and discuss their experiences of ICT and look at the use of ICT in
the outside world
2. Communicate using ICT
• begin to assemble text and pictures to communicate ideas in different
forms using words, tables, pictures and sound
• create, redraft and present ideas using text manipulation, laying out text,
checking for errors and correcting them
• utilise a paint or graphics package to present ideas
3. Handle Information using ICT
• explore and use a variety of methods to enter and store information onto a
computer
• classify information using ICT
• store, retrieve and process information that has been stored in a pre-
prepared database or spread sheet.
4. Measure and Control using ICT
• recognise that control is part of many everyday activities and devices
• give simple commands to control a device or virtual device
5. Model using ICT
• understand that computers can be used to represent real or fantasy
situations and that there is a difference between the representation and the
reality
• explore real or imaginary situations in computer simulations by making
decisions within a computer simulation which affect it
• give commands to an input device within a computer simulation
• investigate options within a simulation or game, posing questions or making
decisions.]]></page><page Index="30"><![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="31"><![CDATA[WORLD STUDIES Subject Overview

A basic goal of the social studies program is to provide students with the
foundational knowledge, skills, and attitudes they will need to continue to learn
effectively in secondary school. Thus, the goals of the curriculum are to enable
students to:
• understand the basic concepts of social 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 social
studies, to a variety of learning tasks;
• relate and apply the knowledge acquired through social studies and to the
world outside the classroom.
These goals are equally important. They can be achieved simultaneously in a
concrete, practical context through learning activities that combine the
acquisition of knowledge with the application of various skills, including
inquiry/research, communication, and map, globe, and graphic representation
skills.

 In Grade 3, the children will learn about:
 TOPIC: World Geography
Objectives
What is a community? How can your community be located on a map?
What are the main physical features of Egypt?
How many continents and Oceans are in the world?
What are the major physical features of Africa and North Africa and South
America?
TOPIC: History

Objectives
How governments and communities change over time
How did civilizations start in Mexico and South America?
What can be learned about Ancient Egypt, pharos, hieroglyphs and pyramids

TOPIC: Civics
Objectives
How does a market operate in the community?
How do exchages take place in the market?]]></page><page Index="32"><![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 3 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="33"><![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     Critical               Music in
Imagination     and Processes    Responses in           Context
                                 Music
1. create /     1. sing in       1. describe and        1. describe the
improvise       unison and two   analyse music          ways the voice
music with      parts with       of simple              / instrument is
structure and   technical        structures.            used in
organisation.   accuracy.        2. apply               different
                2. play pitched  predetermined          contexts.
                and non-         criteria to
                pitched          appraise
                instruments      compositions
                with technical   and
                accuracy.        performances
                3. read and      using
                notate music     appropriate
                using staff and  music terms.
                other
                notations.
                4. record music
                through the
                application of
                IT.]]></page><page Index="34"><![CDATA[Physical Education Subject 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="35"><![CDATA[‫‪Arabic Subject Overview‬‬

‫الأهداف العامة لتدريس مواد اللغة العربية حسب منهج وزارة التربية والتعليم‬
                                                              ‫ج‪.‬م‪.‬ع‪:.‬‬

     ‫أن يعتز بها الطالب اعتزازا بحبه إليه و ترغيبه فيما حفظته لنا من أمجاد‬      ‫•‬
         ‫الإسلام و مثله العليا في الصدق ‪ ،‬و الوفاء ‪ ،‬و الشجاعة ‪ ،‬و الكرم ‪.‬‬
                                                                                ‫•‬
   ‫أن يكتسب الطالب القدرة على التعبير الصحيح في التخاطب ‪ ،‬و التحدث‪ ،‬و‬
                                                                   ‫الكتابة ‪.‬‬    ‫•‬
                                                                                ‫•‬
  ‫أن يتدرب الطالب على القراءة الصحيحة ‪ ،‬و النطق السليم ‪ ،‬و فهم الأفكار ‪،‬‬        ‫•‬
‫أن يتدرب الطالب على أنواع القراءات المختلفة بعد تنمية مهارة القراءة لديه ‪.‬‬
                                                                                ‫•‬
   ‫أن يتربى الذوق الأدبي الرفيع لدى الطالب حتى يدرك به جمال الأسلوب ‪ ،‬و‬
                                              ‫روعته ‪ ،‬أو ضعفه ‪ ،‬و ركاكته‬        ‫•‬

 ‫تنمية القدرة لدى الطالب على الفهم ‪ ،‬و الاستماع ‪ ،‬و استخلاص المعاني ‪ ،‬و‬         ‫•‬
                                                                   ‫الأفكار ‪.‬‬    ‫•‬
                                                                                ‫•‬
    ‫أن يتمكن الطالب من الإطلاع على ما في المكتبة العربية من المؤلفات ‪ ،‬و‬
‫الكشف عما يعرض له من ألفاظ صعبة في المعاجم العربية المناسبة لمستواه ‪.‬‬           ‫•‬

         ‫أن يلم الطالب بالقواعد الأساسية لفروع اللغة العربية ‪ ،‬و ينتفع بها ‪.‬‬    ‫•‬
  ‫أن يجعل الطالب دراسته للغة وسيلة لفهم القرآن الكريم ‪ ،‬و السنة النبوية ‪.‬‬
  ‫أن يظفر الطالب بحفظ قدر كا ٍف من النصوص الأدبية ‪ ،‬و أن يستمتع بها ‪ ،‬و‬

                                                ‫يتذوق مظاهر الجمال فيها ‪.‬‬
 ‫أن يحسن الطالب التعبير عما في نفسه ‪ ،‬وما تقتضيه المواقف سواء كان هذا‬

                                    ‫التعبير شفهياً ‪ ،‬أو كتابياً بلغة مستقيمة ‪.‬‬
       ‫أن يعرف الطالب من أساسيات الإملاء ما يمكنه من رسم الكلمات رسماً‬

                                                                  ‫صحيحاً ‪.‬‬]]></page><page Index="36"><![CDATA[‫‪Arabic Subject Overview Cont.‬‬

‫الأهداف الخاصة لتدريس اللغة العربية‬

                                                     ‫تأصيل أسس العقيدة الإسلامية السمحة ‪.‬‬     ‫•‬
                                                  ‫غرس الأخلاق الكريمة في نفوس الطلاب ‪.‬‬        ‫•‬
              ‫ترسيخ المثل العليا ‪ ،‬و المبادئ الفكرية و الروحية و الوطنية في نفوس الطلاب ‪.‬‬     ‫•‬
                    ‫تنمية عواطف الإيثار و الخير و التضحية و حب العمل في نفوس الأبناء ‪.‬‬        ‫•‬
                                                                                              ‫•‬
                                                          ‫تنمية الثروة اللغوية عند الطلاب ‪.‬‬   ‫•‬
                    ‫المحافظة على الفصحى و الابتعاد عن العامية و معالجة الأخطاء الشائعة ‪.‬‬      ‫•‬
                                                                                              ‫•‬
                                                ‫الارتقاء بأسلوب الطلاب في جميع المهارات ‪.‬‬     ‫•‬
                                             ‫تنمية ملكة تركيب الجمل العربية تحدثاً و كتابة ‪.‬‬  ‫•‬
               ‫الارتقاء بمهارة الإعراب لدى الطلاب و معرفة أهميته لفهم قواعد اللغة العربية ‪.‬‬   ‫•‬
                                                                                              ‫•‬
                                                             ‫تنمية ملكة الحفظ عند الطلاب ‪.‬‬    ‫•‬
             ‫المحافظة على اللغة الفصحى و الابتعاد عن العامية بحفظ أكبر قدر من النصوص ‪.‬‬        ‫•‬
                                                                                              ‫•‬
                                ‫الارتقاء بأسلوب الإنشاء ‪ ،‬و الشرح ‪ ،‬و التفسير عند الطلاب ‪.‬‬    ‫•‬
              ‫تنمية الذوق الجمالي في الكتابة ‪،‬و دقة الموازنة ‪ ،‬و قوة الانتباه لرسم الحروف ‪.‬‬   ‫•‬
                                                                                              ‫•‬
                                   ‫مساعدة الطالب على الكتابة الخالية من الأخطاء الإملائية ‪.‬‬   ‫•‬
                                    ‫الرغبة في القراءة الذاتية و التوسع ألقرائي عند الطلاب ‪.‬‬
                    ‫معالجة بعض المفاهيم الخطأ ‪ ،‬و المحافظة على سلامة اللغة عند الطلاب ‪.‬‬       ‫•‬

                                                         ‫زيادة الحصيلة اللغوية لدى الطلاب ‪.‬‬
                  ‫أن تنمو قدرة الطالب على التعبير السليم عن مشاعره ‪ ،‬و أفكاره ‪ ،‬وحاجاته ‪.‬‬

  ‫أن يكتسب الطالب القدرة على التفكير المنظم من حيث تسلسل العناصر ‪ ،‬و حسن عرضها ‪ ،‬و‬
                                                                        ‫ربطها بعضها ببعض‬

‫أن يكتب الطالب بعض الفنون التعبيرية‪ ،‬الوظيفي منا و الإبداعي‪ ،‬مراعياً الأسس الفنية لكل منها‬]]></page><page Index="37"><![CDATA[‫‪Academic Framework‬‬

       ‫‪Teaching Strategies /‬‬                ‫‪Resources‬‬                           ‫‪Activities‬‬
      ‫‪Instructional Practices‬‬
                                                       ‫الاستماع إلى القصة ووضع المصادر ‪:‬‬                     ‫‪-‬‬
                         ‫التعلم التعاوني ‪:‬‬                                                                   ‫‪-‬‬
‫التعلم التعاوني هو ‪ :‬تفاعـل منظـم‬                               ‫الكتب الوزارية‬          ‫أسئلة عليها ‪.‬‬        ‫‪-‬‬
 ‫بين مجمـوعـة مقننة العـددوالمهام‬                                    ‫الوسائل ‪:‬‬  ‫إلقاء الأناشيد بطريقة‬        ‫‪-‬‬
‫من المتعلمين للوصـول إلى أهـداف‬
                                            ‫‪ -‬عرض الدروس عن طريق‬                                             ‫‪-‬‬
             ‫محددة فـي زمـن معلوم ‪.‬‬
 ‫ويتم من خلال هذه الاستراتيجية ‪:‬‬            ‫البوربوينت لتشويق الطلاب‬            ‫صحيحة ‪.‬‬                      ‫‪-‬‬
                                                                                                             ‫‪-‬‬
   ‫‪ -‬تطبيق المهارات اللغوية من‬                  ‫والشعور بمتعة التعلم ‪.‬‬   ‫‪-‬‬         ‫مسرحة الدروس ‪.‬‬
‫منظومة فهم النص والمفردات‬                   ‫استخدام السبورة الذكية ‪.‬‬     ‫‪-‬‬      ‫اتاحة الفرصة للطلاب‬

                ‫والقواعد والإملاء ‪.‬‬                 ‫اللوحات التعليمية ‪.‬‬
      ‫‪ -‬العمل الجماعي من خلال‬
  ‫المجموعات الصفية وتحقيق‬                   ‫بالتحدث أمام زملائهم في ‪ -‬قصص لتنمية القراءة لدى‬
‫المنافسة التعليمية المنظمة ‪.‬‬
                                                               ‫الطلاب ‪.‬‬       ‫موضوع مهم يرتبط بحياتهم‬
        ‫‪ -‬اكتساب أسلوب التحليل‬              ‫أوراق عمل لتطبيق بعض‬
  ‫والاستقساء عن طريق جمع‬                                                 ‫‪-‬‬
                                                             ‫المهارات ‪.‬‬                        ‫الاجتماعية ‪.‬‬
       ‫المعلومات والصور وعمل‬
         ‫مشاريع تخص الدروس‬                  ‫‪ -‬زيارة معمل العلوم لربط‬            ‫تقسيم الطلاب إلى‬
                             ‫المقررة ‪.‬‬
                                            ‫الدروس العلمية النظرية‬              ‫مجموعات لتنفيذ ورقة عمل‬
    ‫‪ -‬اكتساب مهارة التطبيق من‬                               ‫بالتطبيق ‪.‬‬                 ‫في جو من المنافسة‬
        ‫خلال التدريبات الشفهية‬
                                                                                ‫بحياتهم الاجتماعية ‪.‬‬
    ‫والكتابية والأنشطة الصفية‬
                                 ‫منها ‪:‬‬                                         ‫تقسيم الطلاب إلى‬

    ‫‪ .1‬إلقاء النشيد بطريقة جيدة ‪.‬‬                                               ‫مجموعات لتنفيذ ورقة عمل‬
    ‫‪ .2‬مسابقة بين الطلاب لأفضل‬
                                                                                ‫في جو من المنافسة ‪.‬‬
                                  ‫خط ‪.‬‬
‫‪ .3‬إنجاز ورقة العمل دون أخطاء ‪.‬‬

‫‪ .4‬تمثيل ومسرحة الدرس‬]]></page><page Index="38"><![CDATA[‫‪Islamic Education Subject Overview‬‬

   ‫الأهداف العامة لتدريس مادة التربية الاسلامية حسب منهج وزارة التربية‬
                                                      ‫والتعليم ج‪.‬م‪.‬ع‪:.‬‬

                                                  ‫‪ -1‬يؤمن التلميذ بالله الواحد القادر‪.‬‬
                           ‫‪ - 2‬يتعرف أن الغاية من خلقه هي عبادته سبحانه وتعالى‪.‬‬

                                                     ‫‪ - 3‬يتدبر آيات القرآن الكريم‪.‬‬
                                                 ‫‪ - 4‬يحفظ بعض سورالقرآن الكريم‪.‬‬
                                        ‫‪ - 5‬يتعرف بعض أحكام تلاوة القرآن الكريم‪.‬‬
                                      ‫‪ - 6‬يتعرف سنة الرسول صلى الله عليه وسلم‪.‬‬
                           ‫‪ - 7‬يحفظ بعض الأحاديث النبوية الشريفة وما ترشد إليه‪.‬‬
                                             ‫‪ - 8‬يؤمن بالله وملائكته وكتبه ورسله‪.‬‬

                                                         ‫‪ - 9‬يحترم عقائد الآخرين‪.‬‬
 ‫‪ - 10‬يتعرف التسامح وحسن معاملة المسلم للآخرين على اختلاف أديانهم وأجناسهم‪.‬‬

                                             ‫‪ - 11‬يعمل من أجل رفعه وطنه تقدمه‪.‬‬
                           ‫‪ - 12‬يتعرف أن وطنه جزء من الأمة العربية والإسلامية‪.‬‬
             ‫‪ - 13‬يتحلى بمكارم الأخلاق من صدق ‪ ،‬وأمانة ‪ ،‬وكرم ‪ ،‬وبر‪ ،‬ورحمة‪.‬‬

                                            ‫‪ - 14‬ينمو لدية الوعي الديني الصحيح‪.‬‬
                       ‫‪ - 15‬يتحرر من الخرافات والتقاليد التي تجافى روح الإسلام‪.‬‬
  ‫‪ - 16‬ينشأ على البر بأسرته وأقاربه ومجتمعه وعلى التراحم والتعاون وتوثيق علاقته‬

                                                                         ‫بالآخرين‪.‬‬
                         ‫‪ - 17‬يؤمن بالشورى وحرية الرأي واحترام آراء الآخرين ‪.‬‬

                               ‫‪ - 18‬أن يحب الرسول صلى الله عليه وسلم ويعظمه‪.‬‬
                           ‫‪ - 19‬يتعرف سيرة الرسول صلى الله عليه وسلم الطاهرة ‪.‬‬
          ‫‪ - 20‬يتعود على الاهتمام بالنواحي الصحية ‪ ،‬كالنظافة والتغذية والرياضة ‪.‬‬

                            ‫‪ - 21‬يتعرف قيمة العمل وأثره في حياة الفرد والجماعة‪.‬‬
                    ‫‪ - 22‬يتمسك التلميذ بآداب السلوك ويشارك في أعمال البر والخير‬

                                 ‫‪ --23‬يتعرف العبادات التي فرضها الله على المسلم‪.‬‬]]></page><page Index="39"><![CDATA[‫‪Academic Framework‬‬

‫‪Assessment Methods /‬‬                     ‫‪Resources‬‬                    ‫‪Activities‬‬
              ‫‪Use‬‬

      ‫ـ في نهاية كل فصل يجري‬                               ‫المصادر ‪:‬‬     ‫أنشطة إضافيه لدعم المنهاج‬
    ‫تحضير إمتحان نهائي يشمل‬                                               ‫ـ قراءة قصة من سيرة النبي‬
                                                     ‫الكتب الوزارية‬   ‫عليه السلام كقدوة للمسلمين‬
                        ‫جميع المادة ‪.‬‬    ‫بعض المصادر الالكترونية‬
    ‫ـ تفاعل الطالب داخل الغرفة‬                                                                             ‫‪.‬‬
‫الصفية مع شرح المعلم للدرس‬                      ‫المدعمة للدروس‪.‬‬        ‫ـ إفساح المجال للطلبة للتعبير‬
                                          ‫عروض باوربوينت لشرح‬         ‫عن آرائهم فيما يتعلق بالدروس‬
         ‫يشكل تقييم مهم للمعلم‬                                         ‫وتطبيقاتها في الحياة العملية ‪.‬‬
       ‫والمشاركة الفعالة وداخل‬                             ‫الدروس‪.‬‬     ‫ـ لوحات جدارية تتعلق بالمادة ‪.‬‬
                                                                      ‫ـ مسابقات تنمي روح المنافسة‬
                     ‫الغرفة الصفية ‪.‬‬
                                                                                               ‫بين الطلاب‬
        ‫ـ متابعة الطالب للواجبات‬

   ‫المعطاة هي أيضاً تقييم لآداء‬

 ‫الطالب وانعكاس لفهمة للمادة‬

                               ‫المعطاة‬

         ‫نتائج التقييم والإختبارات‬
      ‫تعطي دلالات واضحة على‬
  ‫مستوى الطلبة وتعين المعلم‬
‫على تحديد نقاط الضعف والقوة‬
  ‫لدى الطالب من أجل النهوض‬

             ‫بمستوى الطالب إلى‬
              ‫المستوى المطلوب ‪.‬‬
‫ـ كما يعطي هذا التقييم للطلبة‬
       ‫المؤشرات اللازمة للمعلم‬
       ‫لتطوير أسلوبه في إيصال‬
 ‫المعلومات وتحسين الأساليب‬

                            ‫التعليمية ‪.‬‬]]></page><page Index="40"><![CDATA[Library Subject Overview

The Library program for Grade 3 focuses on instilling and enhancing an
appreciation of literature. We make sure that both fiction and nonfiction
literature, including stories, poetry, and audiovisual media, are explored. The
students’ ability to research independently becomes important for success in
other curricular areas. With this in mind the library program works systematically
to instill the skills that students need to be successful researchers in their other
academic areas. The students explore the fiction section of the library as they
study age- appropriate authors and broaden their exposure to quality children's
literature.
It also focuses on developing the knowledge and skills that will enable students
to become effective readers.]]></page></pages></Search>