Curriculum

Unit Description

This unit introduces students to vocabulary related to feelings, which will provide a foundation for other Character and morality and The individual and the community units.

Learning outcomes

Students will be able to do the following by the end of this unit:
1. Give a simple explanation of what is meant by fairness and unfairness
2. Recognise a fair and an unfair situation
3. Suggest how to make an unfair situation fair
4. Recognise that an apology is required if they have acted unfairly
5. Know that affection can be given and received in different ways
6. Talk about themselves in positive terms

Unit Description

This unit explores feelings in the context of the child as an individual, developing self-awareness and helping students to understand their feelings, whether positive or negative, with a focus on worry and anxiety. It aims to equip students with the vocabulary to express their feelings and an understanding of what can cause certain feelings.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Use an expanded vocabulary to describe and express their feelings, recognising whether a feeling is positive or negative and knowing what can cause certain feelings, particularly worry and anxiety

2. Talk about the things they are good at and those things they find more difficult, knowing that different people have different strengths and weaknesses, but that there are instances when they should try to improve

3. Explain what they like and dislike, giving reasons for their preferences and acknowledging that they can learn to like things and that not everyone likes the same things

4. Identify the people who are important to them and the relationships that exist between them, along with the roles that family and friends have when caring for each other

5. Explore their feelings in the context of their important relationships, including family and friends

The individual and the community Me and my family

Unit description

This unit introduces students to various forms of storytelling as a means of transmitting a community’s history. This is a first step in furthering their knowledge and understanding of the UAE’s heritage. The unit contributes to the development of students’ self-confidence, creative imagination and self-expression, and to their ability to connect their own world with the ‘world of the other’.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Distinguish some different forms of traditional storytelling

2. Talk about the various entertainment and functional purposes of storytelling

3. Evidence some understanding of the significance of the way in which the stories that are handed down from generation to generation inform our knowledge of the past

Unit description

This unit aims to introduce Grade 1 students to the values of caring and honesty, requiring them to reflect on their own behaviour towards, and appreciation of, their friends, family and school environment.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Understand what caring means and that it can take many different forms

2. Describe how they care for themselves and are independent

3. Demonstrate the ways in which they care for others, focusing on friends and family

4. Explain how they can care for the school environment

5. Explain the difference between honesty and dishonesty

6. Use a wide range of vocabulary to express their feelings objectively, without blaming others and without hurting someone else’s feelings.

Unit description

This unit deals with friendships from a cognitive perspective so that students may understand what being a friend entails, why it is important, how friendships can develop between different types of people, and that good friendships can last a lifetime.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Explain what friendship is and why maintaining good friendships is important, knowing that friends can have different backgrounds, opinions and interests
2. Confidently make new friends and treat their friends well and with respect through behaviour that shows care, empathy, acceptance and support in different situations, including the use of problem solving to resolve conflict and deal with difficult situations
3. Identify in what ways people in the local community might be different from each other, accepting these differences, adapting behaviour to interact effectively, and being willing to discover new people and cultures

Show respect for a range of people and roles and understand that certain situations and objects also require respectful behaviour

Unit description

In this unit students will be helped to understand that traditional culture is transmitted in more than one way. They will move from considering the ways in which heritage and culture are passed down orally via storytelling, to working with examples of traditional activities, skills and customs which transmit the ‘intangible’/‘non-touchable’ heritage.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Explain the distinction between ‘tangible’ and ‘intangible’ heritages
2. Discuss and/or write about examples of intangible heritage in the UAE

Unit Description

This unit introduces the students to the values of tolerance and respect, focusing on respect for themselves and others in their family, school and community. Students will have the opportunity to discuss exactly what it means to have, give and show respect, using the vocabulary and skills of self-reflection introduced in previous units. There will be a focus on how students can show their respect in the school environment, with teachers modelling expected behaviour and vocabulary.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Recognise that we are all different and why this is to be welcomed and respected

2. Praise and celebrate special features in others

3. Know who and what they should respect

4. Understand they must treat others as they wish to be treated themselves

5. Identify ways to be more understanding towards others

Unit Description

This unit builds on the work already completed and asks students who they are when at school, and whether they are different from who they are at home or with others outside school. They look at how school works, how they interact with staff and students and how they learn independently and with others. As the children are still young and may find some of the concepts difficult to grasp, the main teaching activities will be through discussion, modelling, scaffolding, practical activities and games.By the end of the unit students will have a greater understanding of their school and how they fit in to the structure and the expectations school places on them. They will also have looked at how their actions can affect others, practised working as a team and explored some strategies for helping and supporting their fellow students.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Behave in a way that ensures they learn effectively and benefit fully from being at school, demonstrating that they know what their place in school is, what school expects of them and how their behaviour should be adapted in
different situations (at school, playing with friends, and at home)

2. Recognise how their actions as an individual affect others and apply appropriate levels of self‐awareness and responsibility to interact correctly with other members of the school community and in role‐play activities

3. Work confidently as a member of a team, applying communication skills and problem solving to effectively contribute to the achievement of goals, while avoiding attitudes and behaviour that are detrimental to successful
teamwork

4. Provide help and support to other students, using appropriate techniques in a range of straightforward scenarios presented to them, demonstrating respect for a range of views and empathy for other people’s feelings

Unit Description

As with CUS2, in this unit students will be helped to understand that our knowledge and understanding of heritage and traditional culture come from more than one source – in this instance from studying artifacts. Progression may also be achieved by moving from the familiar to the unfamiliar when considering historical artifacts.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Describe the distinguishing features of a variety of artifacts (objects and symbols) from the past (or reproductions/pictures)

2. Make a simple interpretation about, for example, the provenance and usage of an artefact

3. Describe in simple terms the work that archaeologists do

4. Appreciate that, although people in the past may have lacked modern technology
and resources, they were as creative and inventive as people today

Unit Description

This unit introduces the students to the complementary values of resilience and perseverance. The focus of this unit is on resilience and perseverance, related to students’ general behaviour and relationships, as well as on their attitude to learning. This focus requires students to show qualities of determination and self-evaluation and to be totally honest about the motives which influence their behaviour and decisions.

In this unit students are supported to develop a metalanguage to describe what they are learning and feeling and to evaluate what they have done. The students are encouraged to identify and discuss what they like doing and what they find difficult. Students are encouraged to take risks within the safe environment of their school, to be prepared to get things wrong and to learn from their mistakes.

Learning Outcomes

Students will be able to do the following by the end of this unit:
1. Discuss what is meant by resilience and perseverance and give examples of individuals and groups of people who have demonstrated these qualities
2. Identify and talk about their own strengths and use them to overcome difficulties
3. Undertake a challenging project-based activity and pursue it without giving up
4. Take part in giving and receiving constructive feedback with their peers
5. Recognise the importance of making every effort to achieve the best they can in the activities they undertake both in their school work and daily lives

Unit description

The four topics covered in this unit – healthy living, change, feelings and looking after others – are designed to be the foundations of learning that will continue through cycles 2 and 3. The unit further develops the topic of feelings, introduced in IC1 (Me and my family), to consider how change can affect feelings and to look at techniques for managing these feelings. These two topics form the foundation for cycle 2’s IC12 (Mental health), which looks at how to manage stress and mood changes and how these are linked to mental health.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Understand why it is important to be healthy and what they can do to maintain a healthy lifestyle to ensure emotional and physical well-being
2. Participate enthusiastically in school activities to promote healthy living – including diet, exercise and fitness – showing determination and commitment to achieve their goals
3. Recognise that they, and others, have a range of feelings, both positive and negative, and know how to identify what they and other people are feeling
4. Recognise, and react appropriately to, other people’s feelings, knowing when and how to care for and support others
5. Use an appropriate vocabulary to express how they feel when things change and apply basic coping strategies to deal with change, having confidence to ask for help, as necessary

Unit description

This unit builds on the work done previously by enabling students to consider similarities and differences between objects from different time periods, how and why some historical objects are similar to those of today while others are very different, and what this might tell us about the society which produced them. Some utensils used for cooking, eating and drinking, for example, have changed little over time, whereas other artefacts – for instance, those we use for lighting our houses or for communicating with each other – would be unrecognisable to people of a previous era.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Describe ways in which selected artefacts (e.g. cooking and eating utensils, coinage, items of furniture) have changed or remained the same over time, and how they relate to their present-day counterparts
2. Use some of the vocabulary and concepts that are helpful when considering change over time and when discussing how the heritage might be reflected in the present day (e.g. similarity and difference, change and continuity)
3. Identify and explain the meaning of national and other symbols currently found in the UAE and compare them with symbols in the past

Unit Description

The first part of the unit builds on the introduction to fairness in CM1 and addresses issues of equality and inequality in interpersonal relationships. From recognising when something is fair or unfair, this unit focuses on enabling students to evaluate situations they face in school or in the wider community and to decide whether or not individuals are being regarded on an equal basis. The emphasis is on how we all have a responsibility to act when we meet with inequality, even in situations where we are not directly affected. Looking ahead, this links with unit CM11, which considers discrimination in greater depth. The second part of the unit on appreciation links with CM2 and CM3, which looked at caring and respect. It focuses on showing appreciation for what one receives from other people and not taking them for granted.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Describe what treating people equally means

2. Distinguish between cases of treating people equally and treating people fairly

3. Recognise how to respond when confronted with examples of inequality of treatment

4. Explain what is meant by appreciation and how to express it in ways that are appropriate

Unit Desription

This unit develops topics introduced in Grade 2 IC3 (Self-identity and working with others) and broadens students’ perspectives of their world and their environment, asking them to consider where they fit within the world at all levels (school, community and global), what they value and how they can protect what matters to them, including the environment. These are designed to be the foundations of learning that will continue through cycles 2 and 3.

The topic of community awareness and the ability to make a positive contribution to their community is developed in unit IC8 (Helping and making a difference) and developed further in cycles 2 and 3. This unit introduces the topic of how students can look after the environment. This topic is returned to in the first year of cycle 2, when IC9 (Taking responsibility for oneself and others) looks at responsibility; it is also part of the final unit of the secondary stage, which asks students to reflect on the challenges in the 21st century (IC19 – Reflection and transition).
There are opportunities for applied learning, with students undertaking projects to protect their local environment, and also for links to the Grade 3 learning from Cultural studies, in which students consider what is important to them.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Demonstrate an awareness of their world and where they fit within it, ranging from their immediate experience of the world through to the wider world at community and country levels, and be curious to find out more about the wider world and the people in it

2. Explain which people and things matter to them (including traditions, places, heritage, nature, values, etc.) and give reasons why these things are important, and show care, value and respect for things that matter to them

3. Understand why it is important to protect the environment (school, community and global), the things that can damage these environments; and know how to minimise or prevent environmental damage

4. Take action to protect their environment (using communication skills to work with others and engage them in this action), use problem-solving skills to overcome challenges and show commitment and persistence to complete the task

Unit Description

This is the first of four units (CUS5, CUS6, CIS2 and CUS10) which consider – in increasing depth – issues of culture, cultural diversity, cultural heritage and cultural relationships within the UAE and more widely. This unit introduces students to what is meant by ‘culture’ and focuses on what is unique about modern‐day Emirati culture

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Explain and give a range of examples of ‘culture’

2. Describe their own cultural identity and talk about what has influenced it

3. Conduct simple cultural mapping

4. Explain how an individual’s cultural identity has many aspects and is influenced in a variety of
ways

5. Identify and explain aspects of Emirati culture in general, and their own individual cultural
identity in particular, to their peers and the teacher

Unit Description

This unit brings together the skills and knowledge acquired from previous units and looks at how students need to be put these into practice if they are to work as thoughtful and co-operative members of a group, both in school and in the wider community. Without showing empathy, kindness, care, respect, trust, fairness and tolerance of others, it would not be possible to work jointly towards the same end. The learning in this unit is reinforced in units CM7 and CM8, which focus, among other things, on tolerance, compassion and responsibility.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Act in ways that demonstrate they know what it means to be thoughtful and show consideration for others

2. Show a greater understanding of how their actions affect the feelings of others around them

3. Understand why co-operative working is important and how group activities should be conducted

4. Work effectively as a member of a group Character and morality Thoughtfulness, co-operation

Unit description

This unit aims to develop and revisit some of the key social and emotional competencies covered in previous years – such as self-awareness, social skills and managing feelings -through a focus on bullying: what it is, how it feels, why people bully, and how students can use their personal and social skills to tackle this problem, both in person and online. It introduces what can go wrong with the friendships and relationships covered in the first two IC units of cycle 1.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Understand what it means to take responsibility for their own behaviour and identify when and how their behaviour may be upsetting others and how being honest about their own actions can benefit others
2. Understand what bullying is, and be able to describe the main elements: why people bully others, the characteristics of bullying behaviour, different forms of bullying, the power imbalance, how bullying can be stopped
3. Understand how it might feel to be a target of, or a witness to, bullying
4. Recognise when and how to tell someone about bullying and have the courage to speak out
5. Understand how to keep themselves safe online, using basic IT skills to manage their safety and using caution to assess interactions and situations that may be unsafe

Unit description

This is the second of four units which consider – in increasing depth – issues of culture, cultural diversity, cultural heritage and cultural relationships within the UAE and more widely. It expands in particular on the work of session 6 in CUS5. This unit focuses on cultural diversity within the UAE and on comparing Emirati culture with cultures elsewhere in the world.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Explain in simple terms how exploring cultural diversity helps both to define their own culture and also to appreciate that of others
2. Identify a range of cultural diversity within the UAE
3. Describe and make a simple analysis of ways in which Emirati culture is similar to/different from cultures elsewhere in the world
4. Talk about some of the challenges and benefits of living in a culturally diverse society

Unit Description

This unit builds on the Tolerance and respect for difference unit in Grade 2 (CM3), in which students will have focused on themselves and their school. In this Grade 4 unit students (i) expand their understanding of what the various qualities mean and how they are expressed and (ii) are required not only to think about themselves and their school, but also to widen their discussions to consider different communities, both national and global.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Explain, and give examples of, the key qualities of compassion, empathy, respect and tolerance

2. Discuss occasions on which they have shown, or failed to show, compassion and tolerance towards others

3. Consider the wider world and identify groups of people who are intolerant of others or who are themselves the victims of intolerance

4. Understand why self-respect is a necessary part of respecting others

Unitt Description

The unit covers a series of topics: growing up, wellbeing, and dealing with change and loss. These topics are designed to be the foundations of learning through cycles 2 and 3.

The topic of growing up, specifically what enables students to ensure wellbeing, continues the concepts introduced in IC4 (Being healthy and staying well). The coverage of this unit builds on the knowledge from IC4 and begins to equip students with more advanced techniques and tools to help them grow and develop in a positive way. Changes and challenges they may face are covered, along with methods for dealing with these situations. The topic then splits into more detailed content coverage in cycle 2, when students delve in more detail into physical and mental health issues (IC11 and IC12).
Caring for themselves and others is woven through a number of units in this cycle, broadening in the following unit (IC8 – Helping and making a difference) to deal with how students can support each other.

Learning Outcomes

Students will be able to do the following by the end of this unit:
1. Know how they can grow and develop in a positive way, co-operating and collaborating with others to maintain wellbeing
2. Understand that they will face challenges and changing situations as they grow and can learn to manage these changes by identifying when they occur and communicating their concerns to others, while realising that change can be positive
3. Understand what wellbeing means and the tools, techniques and help available to promote and maintain wellbeing, both physical and emotional, without striving to meet unrealistic notions of ‘happiness’ that may be portrayed in the media
4. Identify who to ask for help to deal with change and loss, for themselves and others, drawing on support from the community

Unit Description

This unit is the first of three (CUS7, CUS8 and CIS2) which consider – in increasing depth – issues of trade and communication. This unit is concerned with the early

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Identify where and how land and sea trade routes and cities developed in the region

2. Explain about the various goods that were traded along these routes

3. Describe other ways in which the trade routes were important beyond the movement of goods

4. Discuss and/or write about what life was like along the trade routes and in the cities

5. Explain, at a simple level, the benefits and potential problems of interconnectivity between different peoples

Unit Description

This unit focuses on values that require students to be proactive in their relationships at home, at school and in the community – peace (conflict resolution) and responsibility. It involves a deeper understanding of values covered in previous units in cycle 1 (such as respect, care, appreciation and thoughtfulness) and links to the unit IC6 about being brave and staying safe, particularly with regard to bullying. This is the final unit in cycle 1 based around the values needed to be able to tackle the more complex moral subjects taught in Grade 5 and in cycles 2 and 3.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Show a greater understanding of how to solve conflicts at home and at school
2. Understand and explain that communication is the key to conflict resolution
3. Demonstrate, independently, a compromise
4. Notice when a conflict could happen and do what they can to prevent it
5. Make and act upon appropriate and sensible decisions
6. Recognise the consequences of their actions
7. Describe how they show social responsibility
8. Take care of themselves and their property

Unit description

This unit builds on the concepts introduced in IC2 (Friendship) and IC3 (Self-identity and working with others) from the first two grades of cycle 1. It develops ideas around respect and enables students to develop skills to enhance the relationships they have with others.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Understand their style of learning and the benefits of accepting help from other people to improve their learning, working collaboratively with others to achieve goals, being responsible for their input, and using problem solving to complete individual or group activities
2. Understand how they can make a difference by helping others and building relationships based on trust and respect, applying communication skills to maintain supportive relationships
3. Identify and confidently participate in activities in the school and wider community and make a positive contribution in relation to learning, supporting others and community activities, communicating effectively with others and being enthusiastic

Unit description

This unit is the first of three (CUS7, CUS8 and CIS2) which consider – in increasing depth – issues of trade and communication. This unit is concerned with the early growth of trade in the region; CUS8 looks at modern-day trade and communication, and also introduces students to some simple economic concepts; and CIS2 addresses issues of globalisation and sustainability.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Identify where and how land and sea trade routes and cities developed in the region
2. Explain about the various goods that were traded along these routes
3. Describe other ways in which the trade routes were important beyond the movement of goods
4. Discuss and/or write about what life was like along the trade routes and in the cities
5. Explain, at a simple level, the benefits and potential problems of interconnectivity between different peoples

Unit Description

This unit revisits the value of care covered earlier in cycle 1 and introduces empathy and the values of kindness and generosity as key components of an ethical life. The unit seeks to help students internalise the idea that at the heart of morality is a concern about something or someone other than themselves, their own desires and interests. This concern is expressed through care for and empathy with other people, including putting empathy into practice in students’ everyday lives. The underlying premise in this unit is that nurturing empathy is likely to increase a
person’s capacity for care and increase their motivation to act kindly and generously towards others. Students undertake learning activities to practise cognitive empathy or perspective taking to develop their understanding of how other people perceive a given situation, and how other people’s perceptions might differ from their own. They also
engage in learning activities to grow their capacity for emotional empathy – the ability to ‘feel with’ others and to understand what might trigger other people to feel, for example, happiness or sadness.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Explain the meaning of the moral values of care, kindness and generosity to other students and the teacher, giving examples of situations in which they (or people they know) have demonstrated these values in everyday life

2. Tell other students how they perceive an ethical dilemma (e.g. in a story the students read) with a fair degree of clarity

3. Restate succinctly the key points of a fellow student’s perception of an ethical dilemma, check for accuracy and give the original speaker an opportunity to clarify

4. Make guesses about the feelings of different people (or characters in a story) who find themselves in an ethical dilemma

Unit Description

The unit helps students to develop their awareness of themselves, their community and their environment. It explores how their actions can affect each of these and the importance of taking responsibility for their own actions. The unit follows two broad themes: self-worth and identity, encompassing intrapersonal skills (the ability to know, understand and manage one’s own emotions) and community and environmental awareness, encompassing interpersonal skills, which includes communication and listening skills, as well as attitude and deportment.

These two broad themes run vertically through cycle 1 into cycle 2. As the themes develop over the years, students build on earlier topics and develop increasingly demanding concepts and skills. The key topic of this unit is that of responsibility. The topic builds on the primary themes of knowing yourself, respecting others, helping and supporting one another and looking after the environment. It also builds on the concept of cognitive and emotional empathy, covered in CM9 (Cognitive and emotional empathy) and CM7 (Compassion, empathy). The unit also revisits the theme of resilience from Grade 2 (CM4: Resilience, perseverance).

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Recognise the factors that affect their confidence and self-esteem, and how they can develop their resilience

2. Present and discuss ideas about identity and how the attitudes and actions of others can affect individuals’ sense of self-worth either positively or negatively

3. Demonstrate an awareness of the needs of others, including vulnerable groups (such as the elderly) and provide practical support and consideration and support

4. Demonstrate an awareness of environmental issues locally to their homes and school and at a national and global level

5. Understand how they affect and influence environmental issues, including how they can take practical action on issues such as recycling, litter and noise

Unit Description

This is the first of four units which will use heritage and archaeological sites, the intangible heritage, museums and artefacts, to explore a key issue relating to civic education. The unit will also build on ways of thinking about the individual and community introduced in the Character and morality pillar.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1.       Describe and explain the main changes that have taken place with:
•        people coming to and settling in the UAE
•        families and family groupings

2.       Explain and discuss relevant concepts and terminology

3.       Appreciate the importance and value to the individual of family and kinship bonds

Unit Description

This is the first of four units which will use heritage and archaeological sites, the intangible heritage, museums and artefacts, to explore a key issue relating to civic education. The unit will also build on ways of thinking about the individual and community introduced in the Character and morality pillar.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1.       Describe and explain the main changes that have taken place with:
•        people coming to and settling in the UAE
•        families and family groupings

2.       Explain and discuss relevant concepts and terminology

3.       Appreciate the importance and value to the individual of family and kinship bonds

Unit description

Building on the value-based approach taken up to the end of Grade 4, and the initial steps to develop students’ cognitive and emotional empathy in unit CM9, this unit continues to encourage students to think about what it might mean to be a good or moral person.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Recognise that it is possible for humans to change for the better – that is, to develop their moral character – and that nobody is inherently a good or bad person
2. Engage in a discussion about what it might mean to be a good person (while being aware that there are different ways of defining a ‘good person’)
3. Give an account of how they would like to develop themselves to be a better person
4. Behave virtuously – for example by demonstrating a capacity for patience or courage – in their dealings with other people (perhaps in the first place their classmates and family members)

Unit description

This unit revisits the value of actively participating in the local community, covered earlier in IC8, while also building on the topic of self-responsibility explored in IC9. The focus on the ethical issues surrounding sport is also reflected in the Character and morality pillar (CM9), in which the consideration of ‘doing the right thing’ can be reinforced, particularly through an examination of the broad Olympic values (determination, honesty, respect, passion, teamwork and self-belief).

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Analyse and evaluate how the Olympic values can be used as an inspiration and motivational tool for their own self-growth, drawing on examples of inspirational Olympians and Paralympians
2. Make informed decisions on how to use their leisure time most effectively by providing evidence of research students have conducted on local sports and leisure activities
3. Confidently debate with others some of the ethical questions surrounding sport, particularly the reasons for foul play, doping and cheating, and whether tolerance or forgiveness should be applied

Unit description

Equality was covered in cycle 1 as one of the values that might guide people’s thinking and action. This unit first explores the notion of equality by asking the question: in what ways, if any, are people ‘equal’? It then introduces students to questions about justice at the level of small and large groups. The unit focuses on distributive justice,
considering what it might mean to treat other people in an equal and fair manner in a school class, a town or a city.
Students learn that there are a number of different approaches to justice that a group could adopt to guide it in distributing scarce resources. Students are introduced to equality, power, need and merit as possible criteria in reasoning about, and deciding on, the allocation of some scarce resources in class. Students are also taught about the purpose and possible applications of John Rawls’s idea of the ‘veil of ignorance’ and experience how it could be a useful tool for deciding what is fair or just.

Learning outcomes

Students will be able to do the following by the end of this unit:
1. Give an account of some of the problems that can arise when considering equality (for example, the tension between equality of opportunity and equality in outcomes)

2. Explain that distributive justice is about how scarce resources – such as wealth, work or positions (e.g. leadership positions) – are allocated fairly within a group or wider community

3. Understand the importance and contested nature of how one might go about deciding what is fair

4. Demonstrate a personal commitment to fostering just or fair distributions of scarce resources (initially among classmates, family and friends).

Unit Description

The unit has been divided into the two specific areas of self-worth and identity and community awareness; this continues the same theme as that of the cycle 1 and other cycle 2 units. Progression focuses on students’ development of interpersonal and intrapersonal skills.
The unit moves from a focus on taking responsibility for their own physical health to an understanding of wider public health in relation to disease and the ethical issues surrounding public health. Students are introduced to global health concerns by looking at the two specific examples of malaria and malnutrition.

Students will consider how and why they should be responsible for caring for themselves. This includes the importance of healthy eating, sufficient sleep and regular exercise, and how choices about these factors affect their lives in the short and longer term. The unit also supports students to explore the concepts of individual and collective responsibility in relation to their own health and wider public health.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Recognise their responsibility for caring for themselves, including the importance of healthy eating, sufficient sleep and regular exercise, and explain how choices about these factors affect their lives in the short and longer term

2. Understand and explain the different ways in which diseases are spread and how to avoid infection and contamination at the individual and community levels, including the importance of sanitation and clean water

3. Analyse and consider the concepts of individual and collective responsibility in relation to health within the context of a community based project or resource, such as sports facilities or health centres

4. Talk about examples of global health concerns, such as malaria and malnutrition, the factors that increase the spread of diseases (including the impact of poverty) and how health concerns are tackled.

Unit Description

This is the third of four units (CUS5, CUS6, CIS2 and CUS10) which consider – in increasing depth issues of culture, cultural diversity, cultural heritage and cultural relationships within the UAE and more widely. Unit CIS2 focuses on how and why Emirati culture has changed over time.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Explain and give examples of what is meant by terms such as ‘multiculturalism’, ‘diversity’, ‘cultural heritage’ and ‘inclusivity’

2. Research and analyse how and why Emirati culture has changed over time and the ways in which museums, art galleries, archives and other bodies maintain the cultural heritage

3. Discuss with their peers the concept of what should be valued and maintained, and what can be learned from our past to inform the future

4. Evidence their ‘cultural competence’ by participating in a school or community-based activity or event

Unit Description

This is the third of four units (CUS5, CUS6, CIS2 and CUS10) which consider – in increasing depth issues of culture, cultural diversity, cultural heritage and cultural relationships within the UAE and more widely. Unit CIS2 focuses on how and why Emirati culture has changed over time.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Explain and give examples of what is meant by terms such as ‘multiculturalism’, ‘diversity’, ‘cultural heritage’ and ‘inclusivity’

2. Research and analyse how and why Emirati culture has changed over time and the ways in which museums, art galleries, archives and other bodies maintain the cultural heritage

3. Discuss with their peers the concept of what should be valued and maintained, and what can be learned from our past to inform the future

4. Evidence their ‘cultural competence’ by participating in a school or community-based activity or event

Unit description

This unit builds on learning that concerns the values of tolerance and respect in cycle 1 as well as equality in cycle 2’s CM11. It deepens students’ appreciation of the importance of tolerating the differences they observe between themselves and other people, and of treating others with respect, regardless of their beliefs, ethnicity, religion or social status.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Explain how social background (such as social status, school, town, ethnicity and religion) plays a role in fostering (or undermining) tolerance and respect between people
2. Give reasons why it is important to respect the beliefs, values and traditions of other people
3. Articulate some of their own prejudices and provide strategies to overcome them
4. Demonstrate tolerance of differences and treat peers with respect in interactions in the classroom and around school

Unit description

The unit has been divided into the two specific areas of self-worth and identity and community awareness; this continues the same theme as that of the cycle 1 and other cycle 2 units. Progression focuses on students’ development of interpersonal and intrapersonal skills.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Explain that health is not just a physical condition but also a mental one and that they have a responsibility to care for their mental as well as their physical health and understand the links between them
2. Understand how to be mentally healthy and resilient and the way they can support their resilience – through organising and managing their learning, support from family and friends, participation in arts, sport and music – as well as the risk factors, such as isolation and risky behaviour
3. Explain how and whom to ask for help and advice for themselves and others when they are concerned about mental health issues
4. Be reflective of what causes them to be stressed or have mood changes, have strategies to manage those conditions, and understand how others may behave when stressed and how to be supportive in their responses
5. Understand that mental ill health can affect anyone; it is not something to stigmatise

Unit Description

Virtue-based ethics were covered in Grade 5 (CM10); this unit introduces students to duty-based ethics. The unit draws to students’ attention the responsibilities and duties they have in relation to people in their daily lives. An introduction to duty- or rule-based ethics provides a basis for the next unit on human needs (CM14). This unit highlights the ethical requirement that equal concern and respect ought to be given to each individual human being, even when doing this might be at odds with the interests of the actor or of the group.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Tell others what key responsibilities and duties they have towards the students’ own school class

2. Demonstrate awareness of, and ability to discuss, their responsibilities and duties as daughters and sons in the context of daily family life

3. Name and justify some basic moral rules, such as: it is wrong to steal, it is wrong to tell lies, it is right to keep promises

4. Reason about ‘the right thing to do’, applying one or more of the moral rules discussed during the unit, for example as a response to the question: when might a student have a moral duty to disobey a command given by a teacher? (Here one possible response would be that the teacher required the student to do something that discriminated against another student.)

Unit Description

The unit has been divided into the two specific areas of self-worth and identity and community awareness; this continues the same theme as the cycle 1 and other cycle 2 units. Progression focuses on students’ development of interpersonal and intrapersonal skills.
The unit aims to develop a greater understanding of risks and consequences, and how these can be avoided and managed in the home and the wider community. It aims to equip students to act responsibly and effectively when situations do arise, to protect themselves and others. Finally, it explores irresponsible behaviour and how it can shade into criminal action, and encourages students to think about how these sorts of action are responded to in school and in society.
This unit builds on IC6 (Being brave and staying safe) and IC8 (Helping and making a difference). It also builds on concepts introduced in earlier units relating to empathy – for example CM9 (Cognitive and emotional empathy) – and to taking responsibility: IC9 (Taking responsibility for oneself and others). The concept of risk is a thread running through cycle 1. The unit also builds on concepts from the Character and morality pillar, such as thinking and reasoning about the right course of action, and what it means to be a good person.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Explain and understand what is meant by ‘risk’ and ‘consequences’
2. Recognise and understand possible risks and dangers in the home and local environment and be able to explain how to keep themselves and others safe

3. Know how to respond when harmful or dangerous situations arise, including knowing how to protect themselves so they are not harmed and how to get help, for example by contacting emergency services

4. Understand the value of and demonstrate some basic first aid skills appropriate to their age

5. Understand the dangers of crime and how they can protect themselves and others from the risk of being victims of crime

6. Discuss the risks and possible consequences of irresponsible behaviour for perpetrators and victims, including how it may lead to criminal action

7. Consider how irresponsible and criminal behaviour is treated in school and in society.

Unit Description

This unit is the third of three (CUS7, CUS8 and CIS3) to consider trade and communications. CUS7 considered the early growth of trade in the region; CUS8 looked at modern-day trade and communications, and also introduced students to some simple economic concepts. This unit builds on the knowledge and understanding acquired in the previous two to address issues of globalisation and sustainability. At the secondary stage this unit links with CM18 (Ethics and the global economy) and CIS11 and CIS12 (Global citizenship). It also builds on moral ways of thinking developed in earlier units from the Character and morality pillar.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Understand and discuss the concept of ‘globalisation’, what it means, some of the issues it raises and how it affects the UAE

2. Understand and discuss the idea of a sustainable global economy, the challenges it faces, and how these might be addressed

3. Understand and work with some economic concepts

4. Make an informed evaluation of the impact of advances in means of communication on the individual, society and inter-societal relations

Unit Description

This unit is the third of three (CUS7, CUS8 and CIS3) to consider trade and communications. CUS7 considered the early growth of trade in the region; CUS8 looked at modern-day trade and communications, and also introduced students to some simple economic concepts. This unit builds on the knowledge and understanding acquired in the previous two to address issues of globalisation and sustainability. At the secondary stage this unit links with CM18 (Ethics and the global economy) and CIS11 and CIS12 (Global citizenship). It also builds on moral ways of thinking developed in earlier units from the Character and morality pillar.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Understand and discuss the concept of ‘globalisation’, what it means, some of the issues it raises and how it affects the UAE

2. Understand and discuss the idea of a sustainable global economy, the challenges it faces, and how these might be addressed

3. Understand and work with some economic concepts

4. Make an informed evaluation of the impact of advances in means of communication on the individual, society and inter-societal relations

Unit description

Virtue-based ethics were covered in Grade 5 (CM10); this unit introduces students to duty-based ethics. The unit draws to students’ attention the responsibilities and duties they have in relation to people in their daily lives. An introduction to duty- or rule-based ethics provides a basis for the next unit on human needs (CM14). This unit highlights the ethical requirement that equal concern and respect ought to be given to each individual human being, even when doing this might be at odds with the interests of the actor or of the group.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Tell others what key responsibilities and duties they have towards the students’ own school class
2. Demonstrate awareness of, and ability to discuss, their responsibilities and duties as daughters and sons in the context of daily family life
3. Name and justify some basic moral rules, such as: it is wrong to steal, it is wrong to tell lies, it is right to keep promises
4. Reason about ‘the right thing to do’, applying one or more of the moral rules discussed during the unit, for example as a response to the question: when might a student have a moral duty to disobey a command given by a teacher? (Here one possible response would be that the teacher required the student to do something that discriminated against another student.)

Unit description

The unit has been divided into the two specific areas of self-worth and identity and community awareness; this continues the same theme as the cycle 1 and other cycle 2 units. Progression focuses on students’ development of interpersonal and intrapersonal skills.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Explain how they protect themselves on social media and what the short- and longer-term risks are, including potential criminal use of information such as identity theft
2. Understand how digital media is used maliciously for grooming, bullying and stalking – be aware of the different forms this malicious use can take, how it hurts individuals and what action they should take if they think they or their peers are at risk
3. Talk about the range of digital sources and sites they engage with and how these reflect the context, purposes, culture, values and views of the providers
4. Talk about examples of factual reporting, opinion, propaganda, campaigning and advertising in the media, the risks of accepting things at face value and how they can check information selectively for factors such as accuracy and bias
5. Understand how images and text can be modified and selected to present different messages – undertake a project to present the same information in a negative and a positive way
6. Explore how individuals and groups react to information and how the way it is presented can elicit emotional as well as rational responses – undertake a simple project using a range of media to persuade their peers about an idea

Unit Description

In cycle 2, students will have previously considered the duties and responsibilities they have in their families, their classes and the local community. This unit expands the circle of ethical concern to the wider UAE society.

Learning Outcomes

By the end of this unit students will be able to:

1. Explain in their own words what a community is and why being a member of at least one community or social group is important to most people.

2. Name the main types of communities and social groups in UAE.

3. Give an account of (at least) one community or social group to which they, as individuals, belong and specify some of the shared values and duties of the participants in that community or group.

4. Explain the meaning of social cohesion and indicate why it might be an important value for the communities and groups that the students belong to.

5. Discuss with other students why it might be valuable to promote social cohesion both in the groups to which the students belong and more generally in the wider society of the UAE.

Unit Description

The unit has been divided into the two specific areas of self-worth and identity and community awareness; this continues the same theme as the cycle 1 and other cycle 2 units. Progression focuses on students’ development of interpersonal and intrapersonal skills.
The topic of valuing diversity builds on the cycle 1 topics of respecting and understanding difference, friendships and helping others (IC2 and IC3) and tolerance, respect, compassion, equality and empathy introduced in the Character and morality units (CM3, CM5 and CM7). It aims to develop students’ respect, tolerance and acceptance of other cultural and social groups and individuals who are in some way different from them, as well as helping students to be honest about their own prejudices.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Evaluate their understanding of diversity and equality within their community and across the UAE and the challenges that emerge (including how the media handle issues), and articulate what equality means in practice and the benefits that diversity can bring to communities

2. Have an appreciation of personal tolerance, and an understanding of the causes and issues surrounding intolerance, discrimination and prejudice

3. Recognise that they too may have individual prejudices which can be explored and overcome

4. Explain (at a basic level) about the cycle of bias and discrimination and identify how these attitudes are destructive and how they can be overcome

5. Demonstrate respect and empathy for, and sensitivity to, individuals who are different or who come from different backgrounds, and explore how they can be included in communities and societies

6. Talk about examples of how individuals and movements have fought discrimination, prejudice and intolerance and discuss what they have learned from these examples.

Unit Description

This unit includes:

• The traditions of consensus and consultation that existed within the Bedouin tradition and how these traditions were realised in practice
• The past and present relevance of traditional mechanisms for consultation (e.g. the Majlis, Shura)
• Consultative governance as reflected in the UAE Constitution and the key goals of the Federation
• The development, nature and current function of the Federal National Council and local consultative councils

Learning Outcomes

By the end of this unit students will be able to:

1. Identify the key developments in the growth of consultative government at local and national levels within the UAE

2. Discuss the ways and the extent to which the UAE’s traditional political heritage based on consensus continues to be part of the modern state

3. Engage in debate in ways which demonstrate an understanding of and willingness to participate in processes of consultation aimed at achieving consensus

Unit Description

This unit includes:

• The traditions of consensus and consultation that existed within the Bedouin tradition and how these traditions were realised in practice
• The past and present relevance of traditional mechanisms for consultation (e.g. the Majlis, Shura)
• Consultative governance as reflected in the UAE Constitution and the key goals of the Federation
• The development, nature and current function of the Federal National Council and local consultative councils

Learning Outcomes

By the end of this unit students will be able to:

1. Identify the key developments in the growth of consultative government at local and national levels within the UAE

2. Discuss the ways and the extent to which the UAE’s traditional political heritage based on consensus continues to be part of the modern state

3. Engage in debate in ways which demonstrate an understanding of and willingness to participate in processes of consultation aimed at achieving consensus

Unit description

Students have recently completed a unit on the growth of consultative governance in the UAE (in Civic studies) and another unit on morality in the context of communities. This unit builds on these earlier units by introducing the concepts of state and government. It communicates to the students that there have been, and are, different forms of government in the world. It also encourages students to begin considering what counts as an ethical form of government, and it requires students to provide a rational and coherent justification for their stance. In doing so, the unit forms a foundation for the first Civic studies unit in cycle 3, in which students develop their understanding of how the UAE is governed, its political and judiciary system and how citizens participate in the system of government.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Define ‘state’ and ‘government’
2. Name different, historical forms of government and main forms of government in contemporary states around the world
3. Put forward a reasonably well-justified argument for the key characteristics of a good government
4. Discuss the role of government in increasing/decreasing the level of social equality and cohesion in a country such as the UAE

Unit description

This unit builds on work already undertaken in IC12 (Mental health) and IC15 (Valuing diversity) while also having links with the Character and morality pillar, namely CM10 (Moral character, virtue ethics) and CM12 (Respect and tolerance in a diverse society).

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Communicate their thoughts and feelings on the type of internal conflict they find challenging
2. Understand how to recognise the warning signs of internal conflict within the family and friendship groups
3. Use a range of strategies to manage conflict within their family and peer groups
4. Improve their self-esteem and act in an assertive and confident manner when dealing with conflict
5. Develop a greater understanding of the reasons for global conflict

Unit Description

In cycle 2 so far, students have been introduced to a number of approaches to morality and ethics, including virtue ethics, duty-based ethics and communitarian ethics. The scope of students’ moral concern has been extended from the interpersonal to communities and to the level of the state. This unit deepens students’ understanding of ethics and introduces them to key current issues in international and global ethics. The purpose of the unit is to trigger students’ interest in reading and thinking about, and discussing, global ethical challenges and to prepare them for advanced study of two areas: ethics and the global economy in Grade 10, and peace and conflict studies in Grade 11.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Explain what is meant by ‘ethics’ and ethical enquiry in the context of international relations

2. Discuss the UAE’s relations with other states and its role in international organisations and other global forums

3. Name the key ethical challenges for humanity and know how to find out more about them (using reliable sources on the Internet and elsewhere)

4. Outline ways in which people and collective actors (such as states, regional and international organisations) might go about alleviating a specific global ethical challenge.

Unit Description

The unit aims to prepare students for the complex financial decisions that they will make in the short, medium and long term, as well as developing an appreciation of the value of money. Students will develop intrapersonal skills through making connections between saving, budgeting, borrowing and spending. This will enable students to have greater confidence when making financial decisions in the future, to avoid debt and to make sensible decisions when investing and spending. In addition, students will be able to develop their entrepreneurial and decision-making skills through role play in which they will be asked to decide on how to invest, borrow, take risks and manage the costs of a ‘business’.
Students will also develop interpersonal skills through exploring the value of money and how irresponsible money management by businesses, banks and consumers can have serious consequences, particularly for vulnerable groups. There will also be the opportunity to develop empathy for those who have financial hardship and to appreciate how philanthropy plays an important role in supporting good causes – how wealth can be a force for good.

Learning Outcomes

Students will be able to do the following by the end of this unit:

1. Make informed decisions about how to responsibly budget, save, invest and borrow, which can be evidenced through students being asked to budget responsibly over the course of a week in response to a range of scenarios

2. Develop their entrepreneurial skills through being asked to invest in a ‘business’ – produce a business plan and take financial decisions based on how the company is coping with economic and global pressures

3. Confidently discuss how to avoid financial complications through providing examples of financial mismanagement, greed, poor governance (banking crises, third world countries and corrupt leaders)

4. Demonstrate an appreciation of the value of money by articulating how less-fortunate groups and communities can be financially supported through improved financial management and philanthropy

5. Provide evidence that they have acted responsibly when using money, for example opening a bank account and using a budget that has a combination of necessities and luxuries.

Unit Description

The aim of this unit is to encourage schools and their students to participate in awareness and conservation programmes designed to safeguard: heritage sites and places (the tangible heritage); traditional literature, art and dance and other aspects of the intangible heritage; and the natural environment (the natural heritage).1
The unit includes:
. concepts in the cultural and natural heritage, and why heritage is important;
. The interrelationship between culture and nature. understanding a historic place, artifact or intangible element; visiting a heritage site; surveying and monitoring; formulating hypotheses. causes of decay; natural and human threats facing the cultural heritage
. conservation and site management
. socio‐economic and tourism development; how cultural heritage contributes to economic development; interest groups
. awareness and outreach; saving the endangered heritage; ‘What can I do to preserve my heritage?’

Learning Outcomes

Students will be able to do the following by the end of this unit:
1. Understand and describe the links between historical and natural environments and the necessity of preserving them for future generations

2. Describe a selected site or aspect of the intangible heritage in terms of its historical, cultural and socio‐economic value

3. Recognize the various threats to the cultural heritage

4. Understand and explain the various alternatives available for heritage conservation and its management, and the potential benefits and dangers of tourism

5. Evaluate the role they can play in preserving their heritage and how they cancontribute in a variety of ways

Unit Description

This is a double unit (12 weeks). It builds upon the work done in CIS4 (The growth of consultative governance in the UAE) by considering in greater detail the current organs of federal and local government in the UAE. Given the nature of the topic, there is a relatively high cognitive element in this unit.

It includes the following:
• The main principles embodied in the Constitution of the UAE
• The federal system of government: the role and work of the Supreme Council, the President, the Vice-President, the Council of Ministers (Cabinet), the Federal National Council, the Federal Judiciary, federal ministries
• Patterns of local government and legal codes
• The relationship between federal and local government
• Main political developments in the system of governance since the establishment of the Federation

Learning Outcomes

By the end of this unit, students will be able to:

1. Describe the main features, principal bodies, and activities of government and the judiciary within the UAE
2. Identify significant changes in the political system since the establishment of the Federation
3. Understand how the work of government seeks to implement the principles expressed in the Constitution
4. Discuss the relationship between the federal government of the UAE and the local system of government with which they are most familiar

Unit Description

This is a double unit (12 weeks). It builds upon the work done in CIS4 (The growth of consultative governance in the UAE) by considering in greater detail the current organs of federal and local government in the UAE. Given the nature of the topic, there is a relatively high cognitive element in this unit.

It includes the following:
• The main principles embodied in the Constitution of the UAE
• The federal system of government: the role and work of the Supreme Council, the President, the Vice-President, the Council of Ministers (Cabinet), the Federal National Council, the Federal Judiciary, federal ministries
• Patterns of local government and legal codes
• The relationship between federal and local government
• Main political developments in the system of governance since the establishment of the Federation

Learning Outcomes

By the end of this unit, students will be able to:

1. Describe the main features, principal bodies, and activities of government and the judiciary within the UAE
2. Identify significant changes in the political system since the establishment of the Federation
3. Understand how the work of government seeks to implement the principles expressed in the Constitution
4. Discuss the relationship between the federal government of the UAE and the local system of government with which they are most familiar

Unit description

‘A citizen is a person furnished with knowledge of public affairs, instilled with attitudes of civic virtue and equipped with skills to participate in the public arena.’

Heater, D. (2004) Citizenship: The Civic Ideal in World History, Politics and Education. Manchester University Press.

Learning outcomes

Students will be able to do the following by the end of this unit:

1. Demonstrate a willingness to develop and apply the competencies necessary for effective civic engagement
2. Identify how they can make a positive difference to the local community and wider society in which they live
3. Demonstrate personal skills such as leadership and good teamwork