Contents

ALS mission statement 3

IB mission statement 3

The IB Learner Profile 4

The IB Middle Years Programme (MYP) 5

MYP Assessment 8

MYP Subjects – Aims and Course Objectives

1. Personal Project 10
2. Language and Literature (English) 11
3. Language and Literature (Arabic) 13
4. Mathematics 15
5. Chemistry 17
6. Physics 20
7. Individual and Societies 23
8. Individual and Societies (Social Studies of the Arab World) 25
9. Individual and Societies (Islamic Studies) 27
10. Language Acquisition (French) 29
11. Physical and Health Education 32
12. Arts (Visual) 35
13. Design 37
ALS mission statement
Advanced Learning Schools provides students with an opportunity to acquire and demonstrate
knowledge, appreciation and respect for their own cultural heritage, integrated with an understanding
of, curiosity about, compassion and tolerance toward other cultures of the world.

It provides an environment that encourages moral development, active and independent learning,
analytical thinking, life-long learning, and respect for individual differences and sensitivity to the moral,
social and environmental requirements of the global community.

IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.
The IB Middle Years Programme (MYP)
The information that follows in this section has been obtained from the International Baccalaureate
Organization. For additional information on the middle years programme please visit the IBO website at
www.ibo.org.

The MYP is designed for students aged 11 to 16. The MYP has been devised to guide students in their
search for a sense of belonging in the world around them. It also aims to help students to develop the
knowledge, attitudes and skills they need to participate actively and responsibly in a changing and
increasingly interrelated world. This means teaching them to become more independent learners who
can recognize relationships between school subjects and the world outside, and learn to combine
relevant knowledge, experience and critical thinking to solve authentic problems.

Figure 1
The programme

In the programme model for the MYP, the first ring around the student at the centre describes the
features of the programme that help students develop disciplinary (and interdisciplinary) understanding.
Approaches to Learning (ATL)
Approaches to Learning is central to the programme, as it is concerned with developing the intellectual
discipline, attitudes, strategies and skills which will result in critical, coherent and independent thought
and the capacity for problem solving and decision making. It goes far beyond study skills, having to do
with “learning how to learn” and with developing an awareness of thought processes and their strategic
use. ATL skills show that true learning is more than the acquisition of knowledge: it involves its
thoughtful application, as well as critical thinking and problem solving, both individually and
collaboratively.
IB programmes identify five ATL skill categories, expanded into developmentally appropriate skill
clusters.

Conceptual Understanding
The MYP programme follows the concept-driven curriculum framework which allows students to
demonstrate levels of thinking that reach beyond facts or topics. Concepts are used to formulate the
understandings that students should retain in the future; they become principles and generalizations
that students can use to understand the world and to succeed in further study and in life beyond school.
There are two kinds of concepts. ​Key​ concepts are ideas which provide interdisciplinary breadth to the
programme. ​Related ​concepts which are grounded in each subject disciplines and explore the key
concepts in greater detail providing depth to the programme.

MYP Global Contexts

The six Global contexts shown in ​figure 2 ​give the MYP its common language for powerful contextual
learning so that students will become increasingly aware of the connections between subject content
and the real world, rather than considering subjects as isolated areas unrelated to each other and to the
world. The MYP presents knowledge as an integrated whole, emphasizing the acquisition of skills and
self-awareness of broader and more complex global issues.

Figure 2
Global Contexts
How do we assess?
For all summative assessment, students have criteria with which they will be assessed. It provides
guidelines on what teachers will be looking for when assessing the students’ knowledge and deeper
understanding of the unit statement of inquiry. It also helps the students know what is expected of
them so that they can prepare and the best they can.

MYP Assessment Criteria

The MYP assessment criteria across subject groups can be summarized as follows. Each criterion has 8
possible levels that can be achieved. You can find more details in the subject section of this guide.
MYP General Grade Descriptors
To arrive at a criterion levels total for each student, teachers add together the student’s final
achievement levels in all criteria of the subject group.
ALS uses the following MYP provided grade boundary guidelines table that follows to determine final
grades in each year of the MYP. The table provides a means of converting the criterion levels total into a
grade based on a scale of 1-7.

Personal Project – Grade 10

The Personal Project is a summative assignment designed as a formal expression of what students
learned during their years in the MYP. The project should be based on one of the Global Contexts and
reflect a topic of real interest to the individual student. All students in the MYP must complete a
Personal Project.

The MYP personal project consists of three components.

Personal project component How it is assessed

Focus on topic leading towards a product/ Evident in the presentation/report
outcome
Process journal A selection of extracts in appendices of the report
Report The content of the report assessed using all four
criteria

Assessment for the MYP personal project is criterion-related, based on four equally weighted assessment
criteria.

Criterion A Investigating Maximum 8

Criterion B Planning Maximum 8
Criterion C Taking action Maximum 8
Criterion D Reflecting Maximum 8

MYP Objectives for Grade 10 Personal Project

Objective C:
Objective A: Investigating Objective B: Planning Objective D: Reflecting
Taking action
i. Define a clear goal and i. Develop criteria for the i. Develop criteria for the i. Evaluate the quality of
context for the project, product/outcome product/outcome the product/outcome
based on personal against their criteria
interests Ii. Plan and record the ii. Plan and record the
development process of ii. Reflect on how
development process of
the project completing the project has
ii. Identify prior the project
extended their knowledge
learning and and understanding of the
iii. Demonstrate
subject-specific monstrate self-management self-management skills topic and the global
knowledge relevant to skills context
the project
iii. Reflect on their
development as IB
iii. Demonstrate research learners through the
skills and within genres project
and texts.

MYP 5 Language and Literature English

Course Description
This course is designed to enhance students’ critical literacy and improve students’ articulation of ideas.
During the course, students will encounter and create various text types. This course aims at preparing
students for the Language and Literature course offered in the IB DP. Students will develop skills in
textual analysis and interpretation.

Aims and Objectives

● use language as a vehicle for thought, creativity, reflection, learning, self-expression and social
interaction
● develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a
variety of contexts
● develop critical, creative and personal approaches to studying and analysing literary and
non-literary works
● engage in literature from a variety of cultures and representing different historical periods
● explore and analyse aspects of personal, host and other cultures through literary and non-literary
works
● engage with information and communication technology in order to explore language
● develop a lifelong interest in reading widely
● apply language A skills and knowledge in a variety of real-life contexts.

MYP Objectives for Grade 10 Language and Literature

Objective C: Producing Objective D: Using
Objective A: Analysing Objective B: Organizing
Text Language
At the end of year 5, At the end of year 5, At the end of year 5, At the end of year 5,
students should be able students should be able students should be able students should be able
to: to: to: to:
i. analyse the content, i. employ organizational i. produce texts that i. use appropriate and
context, language, structures that serve the demonstrate insight, varied vocabulary,
structure, technique and context and intention imagination and sentence structures and
style of text(s) and the ii. organize opinions and sensitivity while forms of expression
relationship among texts ideas in a sustained, exploring and ii. write and speak in a
ii. analyse the effects of coherent and logical reflecting critically on register and style that
the creator’s choices on manner new perspectives and serve the context and
an audience iii. use referencing and ideas arising from intention
iii. justify opinions and formatting tools to create personal engagement iii. use correct grammar,
ideas, using examples, a presentation style with the creative process syntax and punctuation
explanations and suitable to the context ii. make stylistic choices iv. spell (alphabetic
terminology and intention. in terms of linguistic, languages), write
iv. evaluate similarities literary and visual (character languages) and
and differences by devices, demonstrating pronounce with accuracy
connecting features across awareness of impact on v. use appropriate
and within genres and an audience non-verbal
texts. iii. select relevant details communication
and examples to develop techniques.
ideas.

Materials and Resources

Students will need to provide the following:
1. Pens or pencils for daily use
 2. A binder to keep their notes and handouts in
3. Paper for taking notes
4. Miscellaneous, other supplies to be announced as needed
5. Daily planner to keep track of assignments and due dates
Units of Study
● Informational Text Unit, various resources of realia/non-fiction
● Short Stories Unit, various short stories from the class anthology and teacher’s resources
● Lord of the Flies​-Golding
● Pay It Forward, various fiction and non-fiction texts from anthology and teacher’s resources
● Persuasion Unit, ​Julius Caesar-​Shakespeare

MYP Criteria for Assessment

Students will be assessed against the following Criteria/Objectives in a variety of ways.
Criterion A Analysing Maximum 8
Criterion B Organizing Maximum 8
Criterion C Producing Text Maximum 8
Criterion D Using Language Maximum 8

These are some of the ways the Criteria will be assessed:

● Written Tasks
● Research Projects
● Oral Presentations
● Group Projects
● Reading
● Note taking
● Quizzes
● Tests

Classroom Expectations
1. We will be punctual and arrive to class before the second bell.
2. We will bring all materials including: journal, binder, pen or pencil, and text.
3. We will complete work on time.
4. We will take notes and organize classroom material daily.
5. We will participate and ask questions.
6. We will treat everyone with respect.
7. We will always try to do our personal best.
8. We will have an open mind.

Contact Information
Najlaa Tarabein Maher Qanbaz
atarabein@alsschools.com mqanbaz@alsschools.com

( ‫ اﻟﺴﻨﺔ اﻟﺨﺎﻣﺴﺔ )اﻟﺼﻒ اﻟﻌﺎﺷﺮ‬/ ‫ﺑﺮﻧﺎﻣﺞ اﻟﺼﻔﻮف اﻟﻤﺘﻮﺳﻄﺔ ﻣﺎدة اﻟﻠّﻐﺔ واﻷدب‬
 ‫وﺻﻒ اﻟﻤﺤﺘﻮى ‪:‬‬

‫وﺗﺮﻛﺰ ﻋﻠﻰ اﻟﻤﻔﺎﻫﯿﻢ اﻷﺳﺎﺳﯿّﺔ اﻷرﺑﻌﺔ ﻟﻤﺎدة اﻟﻠّﻐﺔ واﻷدب وﻫﻲ )اﻟﺘﻮاﺻﻞ‬ ‫ّ‬ ‫ﺗﻌﺞ ﺑﺎﻟﻤﻮﺿﻮﻋﺎت اﻟﻤﺸﻮّﻗﺔ اﻟﺰاﺧﺮة واﻟﻤﺘﺠﺪدة ‪،‬‬ ‫ﻣﺎدة اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﱡ‬
‫–اﻹﺑﺪاع – اﻟﻤﻨﻈﻮر‪ -‬اﻟﺮواﺑﻂ( و ﺗﺘﺒﻨﻰ ﻫﺬه اﻟﻤﺎدة – ﻛﺒﻘﯿﺔ اﻟﻤﻮاد ‪ -‬اﻟﻤﻔﺎﻫﯿﻢ اﻷﺳﺎﺳﯿﺔ ﻟﻤﻨﻈﻤﺔ اﻟﺒﻜﺎﻟﻮرﯾﺎ اﻟﺜﻼﺛﺔ ‪ :‬اﻟﺘﻌﻠﻢ اﻟﺸﺎﻣﻞ ‪ ،‬اﻟﻮﻋﻲ‬
‫ﺑﺎﻟﺜﻘﺎﻓﺎت اﻟﻤﺨﺘﻠﻔﺔ ‪ ،‬وأﺧﯿﺮاً اﻟﺘﻮاﺻﻞ ‪ ،‬واﻷﺧﺬ ﺑﻌﯿﻦ اﻻﻋﺘﺒﺎر ﻣﻼﻣﺢ ﻣﺘﻌﻠﻢ اﻟﺒﻜﺎﻟﻮرﯾﺎ اﻟﻌﺸﺮة وﻫﻲ ‪ :‬ﻣﺘﺄﻣﻠﻮن‪،‬ﻣﺘﺴﺎﺋﻠﻮن‪،‬ﻣﻬﺘﻤﻮن‪ ،‬ﻣﻄﻠّﻌﻮن‬
‫‪،‬ﻣﺘﺰﻧﻮن‪،‬ﻣﻔﻜﺮون‪،‬ﻣﺘﻮاﺻﻠﻮن‪،‬ﻣﺠﺎزﻓﻮن‪،‬ﻣﺘﻔﺘّﺤﻮن ﻋﻘﻠﯿﺎً‪،‬ذوو ﻣﺒﺪأ ‪ ،‬واﻟﺘﻲ ﺗﻌﺪ راﻓﺪاً ﻣﻦ رواﻓﺪ ﺻﻘﻞ ﺷﺨﺼﯿﺔ أﺑﻨﺎﺋﻨﺎ اﻟﻄﻼب‪ ،‬واﻟﺘﻲ ﺗﺘﻤﺸﻰ‬
‫أن اﻟﻤﺎ ّدة ﺗﺤﻔّﺰ ّ‬
‫اﻟﺬﻫﻨﯿﺔ اﻟﻌﺎﻟﻤﯿّﺔ ﻟﺪى اﻟﻄﻠﺒﺔ‪.‬‬ ‫ﻣﻊ ﺑﺮﻧﺎﻣﺞ اﻟﺒﻜﺎﻟﻮرﯾﺎ اﻟﻌﺎﻟﻤﯿﺔ وﺗﺤﻀﯿﺮاً ﻟﻠﺪﺑﻠﻮﻣﺎ اﻟﺪوﻟﯿﺔ ﻛﻤﺎ ّ‬

‫‪ :‬اﻟﻐﺎﯾﺎت واﻷﻫﺪاف‬

‫أﻫﺪاف ﺗﺪرﯾﺲ ﻣﺎدة اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﻓﻲ ﺑﺮﻧﺎﻣﺞ اﻟﺴﻨﻮات اﻟﻤﺘﻮﺳﻄﺔ ‪:‬‬

‫‪ -1‬اﺳﺘﺨﺪام اﻟﻠﻐﺔ ﻛﺄداة ﻟﻠﺘﻔﻜﯿﺮ واﻹﺑﺪاع واﻟﺘﺄﻣﻞ واﻟﺘﻌﻠﻢ واﻟﺘﻌﺒﯿﺮ ﻋﻦ اﻟﺬات واﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ‪.‬‬

‫‪ -2‬ﺗﻄﻮﯾﺮ اﻟﻤﻬﺎرات اﻟﺘﻲ ﺗﺘﻌﻠﻖ ﺑﻔﻌﺎﻟﯿﺎت اﻻﺳﺘﻤﺎع واﻟﺘﺤﺪث واﻟﻘﺮاءة واﻟﻜﺘﺎﺑﺔ واﻟﻤﺸﺎﻫﺪة واﻟﺘﻘﺪﯾﻢ ﻓﻲ اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﺴﯿﺎﻗﺎت‪.‬‬

‫‪ -3‬ﺗﻄﻮﯾﺮ ﻃﺮق ﻧﻘﺪﯾﺔ ﻣﺒﺘﻜﺮة وﺷﺨﺼﯿﺔ ﻟﺘﺤﻠﯿﻞ ودراﺳﺔ اﻷﻋﻤﺎل اﻷدﺑﯿﺔ‪.‬‬

‫‪-4‬اﻻﻧﺨﺮاط ﻓﻲ أدب اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﺜﻘﺎﻓﺎت واﻟﺬي ﯾﻤﺜﻞ ﺣﻘﺐ ﺗﺎرﯾﺨﯿﺔ ﻣﺨﺘﻠﻔﺔ‪.‬‬

‫‪-5‬اﺳﺘﻜﺸﺎف وﺗﺤﻠﯿﻞ اﻟﺠﻮاﻧﺐ اﻟﺸﺨﺼﯿﺔ وﻣﻈﺎﻫﺮ اﻟﺒﻠﺪ اﻟﻤﻀﯿﻒ واﻟﺜﻘﺎﻓﺎت اﻷﺧﺮى ﻣﻦ ﺧﻼل اﻷﻋﻤﺎل اﻷدﺑﯿﺔ وﻏﯿﺮ اﻷدﺑﯿﺔ‪.‬‬

‫‪ -6‬اﻻﻧﺨﺮاط ﻓﻲ اﻟﻤﻌﻠﻮﻣﺎت وﺗﻜﻨﻮﻟﻮﺟﯿﺎ اﻻﺗﺼﺎﻻت ﻻﺳﺘﻜﺸﺎف اﻟﻠﻐﺔ‪.‬‬

‫‪ -7‬ﺗﻄﻮﯾﺮ اﻻﻫﺘﻤﺎم ﺑﺎﻟﻘﺮاءة ﻓﻲ ﻣﺠﺎﻻت ﻋﺪة ﯾﺪوم ﻣﺪى اﻟﺤﯿﺎة‪.‬‬

‫‪ -8‬ﺗﻄﻮﯾﺮ اﻟﻤﻬﺎرات واﻟﻤﻌﺮﻓﺔ اﻟﺨﺎﺻﺔ ﺑﻤﺎدة اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﻓﻲ اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﺴﯿﺎﻗﺎت اﻟﺤﯿﺎﺗﯿﺔ اﻟﻮاﻗﻌﯿﺔ‪.‬‬

‫أﻫﺪاف ﺑﺮﻧﺎﻣﺞ اﻟﺼﻔﻮف اﻟﻮﺳﻄﻰ ﻟﻠﺒﻜﺎﻟﻮرﯾﺎ اﻟﺪوﻟﯿﺔ –اﻟﺴﻨﺔ اﻟﺨﺎﻣﺴﺔ ) اﻟﺼﻒ اﻟﻌﺎﺷﺮ( ‪ -‬ﻋﺮﺑﻲ‬
‫ّ‬
‫)اﻟﻬﺪف د)اﺳﺘﺨﺪام اﻟﻠﻐﺔ‬ ‫)اﻟﻬﺪف ج)إﻧﺘﺎج اﻟﻨّﺺ‬ ‫)اﻟﻬﺪف ب)اﻟﺘﻨﻈﯿﻢ‬ ‫)اﻟﻬﺪف أ)اﻟﺘﺤﻠﯿﻞ‬
‫‪ -‬اﺳﺘﺨﺪام اﻟﻤﻔﺮدات اﻟﻤﻨﺎﺳﺒﺔ‬ ‫‪ -‬إﻧﺘﺎج اﻟﻨﺼﻮص اﻟﺘﻲ ﺗﺜﺒﺖ‬ ‫‪ -‬ﺗﻮﻇﯿﻒ اﻟﻬﯿﺎﻛﻞ اﻟﺘﻨﻈﯿﻤﯿﺔ‬ ‫‪ -‬ﺗﺤﺪﯾﺪ اﻟﺠﻮاﻧﺐ اﻟﻤﻬﻤﺔ‬
‫واﻟﻤﺘﻨﻮﻋﺔ‪،‬وﻫﯿﺎﻛﻞ اﻟﺤﻜﻢ‬ ‫اﻟﺒﺼﯿﺮة واﻟﺨﯿﺎل واﻟﺤﺴﺎﺳﯿﺔ أﺛﻨﺎء‬ ‫اﻟﺴﯿﺎق واﻟﻘﺼﺪ‪.‬‬
‫اﻟﺘﻲ ﺗﺨﺪم ّ‬ ‫ﻋﻠﯿﻬﺎ‬ ‫ﻟﻠﻨﺼﻮص واﻟﺘﻌﻠﯿﻖ‬
‫وأﺷﻜﺎل اﻟﺘﻌﺒﯿﺮ‪.‬‬ ‫اﻻﺳﺘﻜﺸﺎف وﺗﻌﻜﺲ اﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ‬ ‫‪-‬ﺗﺤﺪﯾﺪ اﺧﺘﯿﺎرات اﻟﻤُﺒﺪع واﻟﺘﻌﻠﯿﻖ ‪-‬ﺗﻨﻈﯿﻢ اﻵراء واﻷﻓﻜﺎر‬
‫ﻋﻠﯿﻬﺎ‬
‫‪-‬اﻟﻜﺘﺎﺑﺔ واﻟﺘﻜﻠﻢ ﻓﻲ اﻷﺳﻠﻮب‬ ‫آﻓﺎق ﺟﺪﯾﺪة وأﻓﻜﺎر ﻧﺎﺷﺌﺔ ﻋﻦ‬ ‫ﺑﻄﺮﯾﻘﺔ ﻣﺴﺘﻤﺮة وﻣﺘﻤﺎﺳﻜﺔ‬
‫‪ -‬ﺗﺒﺮﯾﺮ اﻵراء واﻷﻓﻜﺎر ﺑﺎﺳﺘﺨﺪام‬
‫اﻟﻤﻨﺎﺳﺐ واﻟﻨﻤﻂ اﻟﺬي ﯾﺨﺪم‬ ‫اﻻﻟﺘﺰام اﻟﺸﺨﺼﻲ ﻣﻊ اﻟﻌﻤﻠﯿﺔ‬ ‫اﻷﻣﺜﻠﺔ واﻟﺸﺮوح واﻟﻤﺼﻄﻠﺤﺎت‪ .‬وﻣﻨﻄﻘﯿﺔ‪.‬‬
‫اﻟﺴﯿﺎق واﻟﻨﺺ‪.‬‬ ‫اﻹﺑﺪاﻋﯿﺔ‪.‬‬ ‫‪-‬اﺳﺘﺨﺪام اﻟﻤﺮاﺟﻊ وأدوات‬ ‫‪ -‬ﺗﺤﺪﯾﺪ أوﺟﻪ اﻟﺸﺒﻪ واﻻﺧﺘﻼف‬
‫‪-‬اﺳﺘﺨﺪام ﻗﻮاﻋﺪ اﻟﻠﻐﺔ اﻟﺼﺤﯿﺤﺔ‬ ‫‪ -‬ﯾﻘﻮم اﻟﻄﺎﻟﺐ ﺑﺎﺧﺘﯿﺎرات أﺳﻠﻮﺑﯿﺔ‬ ‫ﻓﻲ اﻟﻤﺰاﯾﺎ داﺧﻞ اﻟﻨﺼﻮص وﻓﯿﻤﺎ اﻟﺘﻨﺴﯿﻖ ﻹﻧﺸﺎء ﻧﻤﻂ ﻋﺮض‬
‫ﻣﻦ ﺣﯿﺚ اﻷﺟﻬﺰة اﻟﻠﻐﻮﯾﺔ واﻷدﺑﯿﺔ وﺑﻨﺎء اﻟﺠﻤﻠﺔ وﻋﻼﻣﺎت اﻟﺘﺮﻗﯿﻢ‪.‬‬ ‫ﻣﻨﺎﺳﺐ ﻟﻠﺴﯿﺎق واﻟﻘﺼﺪ‪.‬‬ ‫ﺑﯿﻨﻬﺎ‬
‫‪ -‬ﺗﻬﺠﺌﺔ‪،‬وﻛﺘﺎﺑﺔ )أﺣﺮف‬ ‫واﻟﺒﺼﺮﯾﺔ ‪،‬ﻣﻤﺎ ﯾﺪل ﻋﻠﻰ اﻟﻮﻋﻲ‬
‫اﻟﻠﻐﺎت( ﺣﺘﻰ ﺗﻨﻄﻖ ﺑﺪﻗﺔ ﻣﻦ‬ ‫ﺑﺄﺛﺮه ﻋﻠﻰ اﻟﺠﻤﻬﻮر‬
‫ﺗﺤﺪﯾﺪ اﻟﺘﻔﺎﺻﯿﻞ ذات اﻟﺼﻠﺔ وأﻣﺜﻠﺔ ﺧﻼل اﺳﺘﺨﺪام ﺗﻘﻨﯿﺎت اﻻﺗﺼﺎل‬
‫ﻏﯿﺮ اﻟﻠﻔﻈﯿﺔ اﻟﻤﻨﺎﺳﺒﺔ‬ ‫ﺗﻄﻮﯾﺮ اﻷﻓﻜﺎر‪.‬‬

‫‪:‬اﻟﻤﻮارد واﻟﻤﺼﺎدر‬

‫‪ -1‬اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ‪ / 2- 1‬وزارة اﻟﺘﺮﺑﯿﺔ واﻟﺘﻌﻠﯿﻢ ﻓﻲ اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﯿﺔ اﻟﺴﻌﻮدﯾﺔ‪.‬‬

 ‫‪ -2‬ﻛﺘﺐ ﻣﺘﻨﻮﻋﺔ ﻓﻲ اﻷدب‪.‬‬

‫​ﺗﺒﻨﻰ اﻟﻮﺣﺪات اﻟ ّﺪراﺳﯿّﺔ ﻟﺘﺨﺪم اﻟﺴﯿﺎﻗﺎت اﻟﻌﺎﻟﻤﯿﺔ اﻵﺗﯿﺔ‪:‬‬

‫‪-‬اﻟﺘﻌﺒﯿﺮ اﻟﺸﺨﺼﻲ ّ‬
‫واﻟﺜﻘﺎﻓﻲ‬

‫‪-‬اﻟﻬﻮﯾﺎت واﻟﻌﻼﻗﺎت‪.‬‬

‫‪-‬اﻻﺗﺠﺎه ﻓﻲ اﻟﻔﺮاغ واﻟﺰﻣﺎن‬

‫‪-‬اﻟﻌﻮﻟﻤﺔ واﻻﺳﺘﺪاﻣﺔ‬

‫‪-‬اﻹﻧﺼﺎف واﻟﺘﻄﻮﯾﺮ‬

‫‪-‬اﻻﺑﺘﻜﺎر اﻟﻌﻠﻤﻲ واﻟﺘﻘﻨﻲ‬

‫‪:‬ﻣﻌﺎﯾﯿﺮ اﻟﺘﻘﯿﯿﻢ‬

‫‪ :‬ﺳﻮف ﯾﺘﻢ ﺗﻘﯿﯿﻢ اﻟﻄﻼب ﺑﺤﺴﺐ اﻟﻤﻌﺎﯾﯿﺮ اﻟﺘﺎﻟﯿﺔ وﺑﻄﺮق ﻣﺘﻌﺪدة‬

‫‪ -1‬ﻛﺘﺎﺑﺔ اﻟﻤﻘﺎﻟﺔ وﻓﻖ ﻣﻌﯿﺎري "أ" اﻟﺘﺤﻠﯿﻞ و "د" اﺳﺘﺨﺪام ّ‬
‫اﻟﻠﻐﺔ‬
‫‪ -2‬اﻻﺳﺘﺠﺎﺑﺔ اﻷدﺑﯿّﺔ وﻓﻖ ﻣﻌﯿﺎري"ب" اﻟّﺘﻨﻈﯿﻢ و "د" اﺳﺘﺨﺪام ّ‬
‫اﻟﻠﻐﺔ‬
‫‪ -3‬اﻟﻜﺘﺎﺑﺔ اﻹﺑﺪاﻋﯿﺔ)ﻗﺼﺔ ‪ ،‬ﻣﺴﺮﺣﯿﺔ ‪ ،‬ﺗﻘﺮﯾﺮ‪ ،‬ﺣﻮار‪ ،‬رﺳﺎﻟﺔ‪ ،‬ﺳﯿﺮة‪ ،‬ﺧﻄﺒﺔ‪ (..‬وﻓﻖ ﻣﻌﯿﺎري "ج" إﻧﺘﺎج ﻧﺺ و"د" اﺳﺘﺨﺪام ّ‬
‫اﻟﻠﻐﺔ‬

‫‪ :‬ﻣﺒﺎدئ وﻗﻮاﻧﯿﻦ اﻟﺼﻒ‬

‫اﻟﻘﻮاﻋﺪ اﻟﺼﻔﯿﺔ )‪(Class Rules‬‬

‫‪ -1‬أﺣﻀﺮ أﻧﺎ وﻃﻼﺑﻲ اﻟﺼﻒ ﻓﻲ اﻟﻮﻗﺖ اﻟﻤﻨﺎﺳﺐ‪.‬‬

‫‪ -2‬ﯾﺨﺮج اﻟﻄﻼب ﺑﻌﺪ ﻗﺮع اﻟﺠﺮس ﻣﻦ اﻟﺼﻒ ﻛﻲ ﻻ ﯾﺘﺄﺧﺮوا ﻋﻠﻰ اﻟﺪرس اﻟﻘﺎدم‪.‬‬

‫‪ -3‬ﯾﺘﺮك اﻟﻄﻼب أﻣﺎﻛﻨﻬﻢ ﻧﻈﯿﻔﺔ وﻣﺮﺗﺒﺔ ﻛﻤﺎ ﻛﺎﻧﺖ‪.‬‬

‫‪ -4‬ﯾﺤﻀﺮ اﻟﻄﻼب ﻛﺘﺒﻬﻢ ﻛﺎﻣﻠﺔ وأدواﺗﻬﻢ إﻟﻰ اﻟﺼﻒ‪.‬‬

‫‪ -5‬ﯾﻘﻮم اﻟﻄﻼب ﺑﻮاﺟﺒﺎﺗﻬﻢ اﻟﻤﻨﺰﻟﯿﺔ وﯾﺴﻠﻤﻮﻧﻬﺎ ﻓﻲ اﻟﻮﻗﺖ اﻟﻤﺤﺪد‪.‬‬

‫‪ -6‬ﻻ ﯾﺴﻤﺢ ﻟﻠﻄﺎﻟﺐ ﺑﻤﻀﻎ اﻟﻌﻠﻚ أو اﻷﻛﻞ داﺧﻞ ﻏﺮﻓﺔ اﻟﺼﻒ‪.‬‬

‫‪ -7‬ﻻ ﯾﺴﻤﺢ ﻟﻠﻄﺎﻟﺐ ﺑﺎﻟﻨﻮم أو اﻟﺴﻬﻮ أﺛﻨﺎء اﻟﺸﺮح ﻓﻲ اﻟﺼﻒ‪.‬‬

‫‪ -8‬اﻻﺣﺘﺮام اﻟﻤﺘﺒﺎدل ﺑﯿﻦ اﻟﻄﺎﻟﺐ وﻣﻌﻠﻤﻪ ‪ ،‬وﺑﯿﻦ اﻟﻄﺎﻟﺐ وزﻣﻼﺋﻪ واﻟﻌﺎﻣﻠﯿﻦ ﻓﻲ اﻟﻤﺪرﺳﺔ‪.‬‬

‫‪ -9‬ﻋﻨﺪ ﻣﻼﺣﻈﺔ ﻧﻘﻞ اﻟﻄﺎﻟﺐ ﻟﻠﻮاﺟﺐ ﻣﻦ زﻣﻼﺋﻪ ﻓﺈﻧﻪ ﻟﻦ ﯾﺤﺼﻞ ﻋﻠﻰ درﺟﺔ اﻟﻮاﺟﺐ‪.‬‬
‫‪ّ -10‬‬
‫ﻟﻠﻄﺎﻟﺐ ّ‬
‫اﻟﺤﻖ ﻓﻲ اﻻﺳﺘﻔﺴﺎر ﻋﻦ أي ﻣﻌﻠﻮﻣﺔ ﻟﻢ ﯾﻔﻬﻤﻬﺎ ‪.‬‬

‫‪:‬ﻟﻠﺘﻮاﺻﻞ‬

‫‪-‬اﻷﺳﺘﺎذة ﻓﺎﻃﻤﺔ ﻋﻤﻮري ﻋﻠﻰ اﻟﺒﺮﯾﺪ اﻹﻟﻜﺘﺮوﻧﻲ‪fammouri@alsschools.com:‬‬

‫‪-‬اﻷﺳﺘﺎذ ﻣﺤﻤﺪ أﺑﻮﻋﯿﺎد ‪ :‬اﻟﺒﺮﯾﺪ اﻹﻟﻜﺘﺮوﻧﻲ ‪mabuayyad@alsschools.com‬‬
 MYP 5 Mathematics
Course Description: The study of mathematics is a fundamental part of a balanced education. It promotes a
powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of
logical, abstract and critical thinking. Mathematics can help make sense of the world and allows phenomena to be
described in precise terms. It also promotes careful analysis and the search for patterns and relationships, skills
necessary for success both inside and outside the classroom.

Aims and Objectives

The aims of MYP mathematics are to encourage and enable students to:
● enjoy mathematics, develop curiosity and begin to appreciate its elegance and power
● develop an understanding of the principles and nature of mathematics
● communicate clearly and confidently in a variety of contexts
● develop logical, critical and creative thinking
● develop confidence, perseverance, and independence in mathematical thinking and problem-solving
● develop powers of generalization and abstraction
● apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future
developments
● appreciate how developments in technology and mathematics have influenced each other
● appreciate the moral, social and ethical implications arising from the work of mathematicians and
the applications of mathematics
● appreciate the international dimension in mathematics through an awareness of the universality of
mathematics and its multicultural and historical perspectives
● appreciate the contribution of mathematics to other areas of knowledge
● develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
● develop the ability to reflect critically upon their own work and the work of others.
MYP Objectives for Grade 10 Math
Objective D: Applying
Objective A: Knowing and Objective B: Investigating Objective C:
mathematics in real life
understanding Patterns Communicating
context
i. select appropriate i. select and apply i. use appropriate i. identify relevant elements
mathematics when solving mathematical mathematical language of authentic real-life
problems in both familiar problem-solving techniques (notation, symbols and situations
and unfamiliar situations to discover complex terminology) in both oral ii. select appropriate
ii. apply the selected patterns and written explanations mathematical strategies
mathematics successfully ii. describe patterns as ii. use appropriate forms of when solving authentic
when solving problems general rules consistent with mathematical real-life situations
iii. solve problems correctly findings representation to present iii. apply the selected
in a variety of contexts. iii. prove, or verify and information mathematical strategies
justify, general rules. iii. move between different successfully to reach a
forms of mathematical solution
representation iv. justify the degree of
iv. communicate complete, accuracy of a solution
coherent and concise v. justify whether a solution
mathematical lines of makes sense in the context
reasoning of the authentic real-life
v. organize information situation.
using a logical structure.

Materials
Students should bring to class the following materials at all times:
▪ Binding folder (for 2 punched holes)
▪ A4 size notepad with punched holes
▪ A4 graph paper
▪ Graphing Calculator (TI-84 Silver plus)
▪ Geometry set ( Ruler - Protractor - Compass - Set Squares)
Resources
▪ Textbook: Geometry Common Core – Pearson Education 2012
▪ Geometry Common Core Student Companion – Pearson Education 2012
▪ Tools of Geometry - Pearson Education 2012
▪ Textbook: Algebra 2 Common Core - Pearson Education 2012
▪ Foundations for Algebra 2 - Pearson Education 2012
▪ www.mathletics.com
▪ www.geogebra.com

Units of Study
1. Pre-Algebra
2. Quadratic Functions and Equations
3. Polynomials and Polynomial Functions
4. Radical Functions and Rational Exponents
5. Exponential and Logarithmic Functions
6. Rational Functions
7. Trigonometric Identities and Equations
8. Geometry

MYP Criteria for Assessment

Students will be assessed against the following Criteria/Objectives in a variety of ways.
Criterion A – Knowing and understanding Maximum points: 8
Criterion B – Investigating Patterns Maximum points: 8
Criterion C – Communicating Maximum points: 8
Criterion D – Applying mathematics in real life context Maximum points: 8

Classroom Expectations
1. Arrive on time.
2. Raise your hand before speaking.
3. Respect all property. (School property, personal property, and other's property)
4. Stay on task.
5. Do your assignments.
6. Be organized and prepared for class.
7. Do your very best!

Contact Information
Mohamad Abdul Raouf ​Lamis El Dakrouny
mabdulraouf@alsschools.com ​leldakrouny@alsschools.com
 MYP 5 Sciences (Chemistry)
Course Description:
This course is designed to be an introductory course in Chemistry. It is a yearlong course and the
curriculum is designed to meet the needs of students with varying abilities and proficiency in chemistry.
The aim of the course is to provide MYP 5 students with an introduction to the major topics in Modern
Chemistry. It is inquiry-based and students write laboratory reports that follow the IB MYP science
criteria and objectives. The students are expected to stay current with the curriculum by reading
scientific articles during their leisure time and their formative assessments. This class will introduce
students to the common methods, measurements, and nomenclature used in Chemistry. The following
themes will be explored in Chemistry: scientific investigations, the physical and chemical properties of a
compound, understanding the types of chemical reactions, knowing the structure of atoms, the
arrangement of elements in the periodic table, and using scientific terminology to articulate their
understanding of scientific concepts.

Aims and Objectives

The aims of MYP sciences are to encourage and enable students to:
• Understand and appreciate science and its implications
• Consider science as a human endeavour with benefits and limitations
• Cultivate analytical, inquiring and flexible minds that pose questions, solve problems,
construct explanations and judge arguments.
• Develop skills to design and perform investigations, evaluate data-based evidence and reach
conclusions.
• Build an awareness of the need to effectively collaborate and communicate.
• Apply their communication skills effectively and knowledge, in a variety of real-life contexts
• Develop sensitivity and perspective towards the living and non-living environments in which they live.
• Reflect on their learning experiences and make informed choices.

MYP Objectives for Grade 10 Science

Objective A: Objective B: Objective C: Objective D:

i. Explain scientific i. Explain a problem or i. Present collected and i. Explain the ways in which
knowledge question to be tested by a transformed data science is applied and used
scientific investigation to address a specific
ii. Apply scientific knowledge ii. Interpret data and problem or issue
and understanding to solve ii. Formulate a testable explain results using
problems set in familiar and hypothesis and explain it scientific reasoning ii. Discuss and evaluate the
unfamiliar situations using scientific reasoning various implications of the
iii. Evaluate the validity of a use of science and its
iii. Analyse and evaluate iii. Explain how to hypothesis based on the application in solving a
information to make manipulate the variables, outcome of the scientific specific problem or issue
scientifically supported and explain how data will investigation
judgments. be collected iii. Apply communication
iv. Evaluate the validity of modes effectively
iv. Design scientific the method
investigations. iv. Document the work of
v. Explain improvements or others and sources of
extensions to the method. information used.
Materials and Resources:
● One hardback A4 notebook
● Ring binder with dividers
● Colored Pencils
● Pens and Pencils
● Ruler
● Graph Paper
● Lab Coat
● Highlighter
● Calculator

RESOURCES:
Pearson Chemistry (2012) and companion Reading and Studying Workbook,as a reference.

Units of Study:
Unit 1: Introduction to Chemistry
Students will cover these topics:
● The scope of chemistry
● Chemistry and you , think like a scientist
● Problem solving in chemistry

Unit 2: Matter and Change

Students will cover these topics:
● Properties of matter
● Mixtures
● Elements and Compounds
● Chemical reactions

Unit 3: Atomic Structure

Students will cover these topics:
● Defining the atom
● Structure of an atom
● Distinguishing among atoms
● the Electronic arrangement of atoms

Unit 4: The Periodic Table

Students will cover these topics in unit four:
● Organizing the elements of the Periodic Table
● Classifying the elements of the Periodic Table

Unit 5: Chemical Bonding

Students will cover these topics in unit five:
● Ionic and metallic bonding
● Covalent bonding

Unit 6: Chemical Names and Formula

Students will cover these topics in unit six:
● Naming Ions
 ● Naming and writing formulas for Ionic compounds and molecular compounds
● Naming and writing formulas for simple acids and bases

Unit 7: Chemical Reactions

Students will cover these topics in unit seven:
● Describe a chemical reaction
● Types of chemical reactions
● Reactions in aqueous solution

Unit 8: The Mole

Students will cover these topics in unit eight:
● The Mole, Mole-Mass and Mole-volume
● Percent composition and chemical formula

MYP Criteria for Assessment:

Criterion A: Knowing and understanding Maximum: 8

Criterion B: Inquiring and designing Maximum: 8
Criterion C: Processing and evaluating Maximum: 8
Criterion D: Reflecting on the impacts of science Maximum: 8

Classroom Expectations:
WHAT IS EXPECTED OF STUDENTS
I follow R.E.S.P.E.C.T
● Respect for others, the teacher, lab and classroom equipment, and most importantly YOURSELF!
● Excellence in effort in all assignments, homework and everything you do.
● Safety rules must be followed at all times.
● Prepared for class, all materials needed for class must be brought with you.
● Eating and drinking is not allowed in the Science Lab.
● Cooperation between students as well as teachers is a must.
● Timeliness is a virtue! You must be on time for class and homework and assignments must be
handed in on-time to avoid penalties.

CLASS ATTENDANCE AND LATE WORK

If you are absent, you must consult the assignment calendar to find out what work needs to be done
during your absence. All work must be turned in on time. The work listed on the calendar is due when
you return from your absence. You have one day to make up missed quizzes and class work, and two
days to make up missed tests and labs. Please see your teacher, if you have unusual circumstances such
as a long illness. If you do not attempt to make up the work during the time allowed, a zero will be given
for that work.

Contact Information:

Farouq Hamdan Sherina Mohammed

fhamdan@alsschools.com smohammed@alsschools.com
 MYP 5 Physics
Course Description
This course is a standards-based study of fundamental physics concepts, such as measurement, calculation, and
graphing, propagation and conservation of energy, gravity, and electricity. Emphasis is placed on the utilization of
mathematical, analytical, data acquisition, graphical, and communication skills. Concepts and skills are reinforced
by a strong emphasis on hands-on activities. Applications to society, individuals, and the utilization of technology
are integrated in this course of study. Students will enhance their scientific investigation skills as they test laws of
physics and they will analyze the interrelationships between physics and technology and consider the impact of
technological applications of physics on society and the environment​.

Aims and Objectives

● Develop curiosity, interest and enjoyment towards science and its methods of inquiry.
● Acquire scientific knowledge and understanding.
● Communicate scientific ideas, arguments and practical experiences effectively in a variety of ways.
● Develop experimental and investigative skills to design and carry out scientific investigations and evaluate
evidence to draw a plausible conclusion.
● Develop critical, creative and inquiring minds that pose questions, solve problems, construct explanations,
judge arguments and make informed decisions in scientific and other contexts.
● Develop awareness of the possibilities and limitations of science and appreciate that scientific knowledge
is evolving through collaborative activity locally and internationally.
● Appreciate the relationship between science and technology and their role in society.
● Develop awareness of the moral, ethical, social, economic, political, cultural and environmental
implications of the practice and use of science and technology.
● Observe safety rules and practices to ensure a safe working environment during scientific activities.
● Create an awareness of the need for and the value of effective collaboration during scientific activities.

MYP Objectives for Grade 10 Science

Objective B: Objective C: Objective D:
Objective A:
Inquiring and Processing and Reflecting on the
Knowing and
Designing evaluating impact of science
Understanding
i. explain scientific i. explain a problem or i. present collected and i. explain the ways in
knowledge question to be tested by a transformed data which science is applied
ii. apply scientific scientific investigation interpret data and and used to address a
knowledge and ii. formulate a testable explain results using specific problem or issue
understanding to solve hypothesis and explain it scientific reasoning ii. discuss and evaluate the
problems set in familiar using scientific reasoning ii. evaluate the validity of various implications of the
and unfamiliar situations iii. explain how to a hypothesis based on use of science and its
iii. analyse and evaluate manipulate the variables, the outcome of the application in solving a
information to make and explain how data will scientific investigation specific problem or issue
scientifically supported be collected iii. apply scientific
judgments. iv. design scientific iii. evaluate the validity language effectively
investigations of the method explain iv. document the work of
improvements or others and sources of
extensions to the information used.
method.
Materials and Resources
1. Physics textbook : Hodder Education, 2015
2. Physics copy book
3. Ruler
4. Scientific Calculator (Casio fx-991ES PLUS)

Units of Study
1. Mechanics
● Speed
● Velocity & Acceleration
● Vectors and Scalars Quantities
● Graphs of Motion

2. Forces
● Newton’s laws of motion
● Impulse & Momentum
● Conservation of Momentum

3. Energy
● Work
● Power
● Efficiency
● Kinetic Energy
● Gravitational Potential Energy
● Other Different Forms of Energy

4. States of Matter
● Ways of transferring heat
● Specific Heat Capacity
● Latent Heat of Fusion
● Latent Heat of Vaporization

5. Waves
● Hooke’s Law
● Types of Waves
● Properties of Waves

6. Electricity
● Electric Current
● Electric Resistance
● Ohm’s Law
● Electric Circuits
● Series Connection
● Parallel Connection

MYP Criteria for Assessment

Students will be assessed against the following Criteria:
 ● Criterion A​: Knowing and understanding
Students will be assessed on this criterion through: tests and research.
● Criterion B​: Inquiring and designing
Students will be assessed on this criterion through: lab experiments- designing.
● Criterion C​: Processing and evaluating
Students will be assessed on this criterion through: lab experiments- designing.
● Criterion D​: Reflecting on the impacts of science
Students will be assessed on this criterion through: lab experiments- designing-research.

Classroom Expectations
Students must:
● Be fully prepared.
● Arrive on time.
● Raise his/her hand before speaking.
● Listen to others and participate in class discussions.
● Stay on task.
● Do his/her assignments.
● Not have missing or incomplete homework will lead to lunch detention.
● Cooperate with his/her group.
● Take note of exam dates and come fully prepared.
● Follow the class rules and to abide by the essential agreement.
● Never stay in the class after the bell rings so as not to be late for the next class.
● Never leave handouts behind.
● Leave the place as clean and organized as it was.
● Must not copy or plagiarize on homework, quizzes, or tests otherwise he/she will receive a zero
on that formative/summative assessments.
● Chewing gum is forbidden at any time and for any reason.
● Not use any devices at any time and for any reason during lessons/class without teacher
permission.

Contact Information

May Atieh Mohamad Abdul Raouf

matieh@alsschools.com mabdulraouf@alsschools.com
 MYP 5 Individuals and Societies
Course Description:
This course is designed to help students gain a holistic view of the world and equip them with the skills
necessary to inquire into historical, contemporary, geographical, political, social, economic, religious,
technological and cultural factors that have an impact on individuals, societies and environments.

Aims and Objectives

● appreciate human and environmental commonalities and diversity
● understand the interactions and interdependence of individuals, societies and the environment
● understand how both environmental and human systems operate and evolve
● identify and develop concern for the well-being of human communities and the natural
environment
● act as responsible citizens of local and global communities
● develop inquiry skills that lead towards conceptual understandings of the relationships between
individuals, societies and the environments in which they live.

MYP Objectives for Grade 10 Individuals and Societies

Objective A: Knowing & Objective B: Objective C: Objective D: Thinking
Understanding Investigating Communicating Critically
i. use a wide range of i. formulate a clear and i. communicate i. discuss concepts, issues,
terminology in context focused research information and ideas models, visual
ii. demonstrate knowledge question and justify its effectively using an representation and
and understanding of relevance appropriate style for the theories
subject-specific content ii. formulate and follow audience and purpose ii. synthesize information
and concepts through an action plan to ii. structure information to make valid,
developed descriptions, investigate a research and ideas in a way that is well-supported arguments
explanations and question appropriate to the iii. analyse and evaluate a
examples. iii. use research methods specified format wide range of
to collect and record iii. document sources of sources/data in terms of
appropriate, varied and information using a origin and purpose,
relevant information recognized convention. examining values and
iv. evaluate the process limitations
and results of the iv. interpret different
investigation. perspectives and their
implications.

Materials and Resources:

Student will need to provide the following
● Pens or pencils for daily use
● A binder to keep their notes.
● A Composition notebook to be used as a daily journal and for note taking
● Colored pencils
● A ruler
● Miscellaneous, other supplies to be announced as needed
● Daily planner to keep track of assignments and due dates
● Laptop

Units of Study
 ● Q:1 “ The Power Of Communication : WW1
● Q:2 “Interdisciplinary Political Systems & Dictators
● Q:3 “WW2 and it Global Ramifications.”
● Q:4 “Cold war: A Bipolar War”.

MYP Criteria for Assessment

Students will be assessed against the following Criteria/Objectives in a variety of ways.

Criterion A Knowing and understanding Maximum 8

Criterion B Investigating Maximum 8
Criterion C Communicating Maximum 8
Criterion D Thinking critically Maximum 8

These are some of the ways the Criteria will be assessed:

● Written Tasks
● Research Projects
● Drawing and mapping
● Presentations
● Group projects
● Reading
● Note taking
● Quizzes

Classroom Expectations

1. Students will be prepared each day with their journal, binder, pen or pencil, any needed
project materials and their text.
2. Students will show respect for themselves and others by waiting to be called on to speak,
keeping their hands to themselves, not speaking out of turn or using any disparaging
comments.
3. Students will be seated in their assigned seat when the bell rings or will be considered
tardy.
4. Students will take care of their personal needs (bathroom, water, calling home) during
break time or lunch.
5. Students will come to class ready and willing to participate in the lesson or activity.

Contact Information:

Huthaifa Ismail Sandra Bouhamdan

hismail@alsschools.com sbouhamdan@alsschools.com
 ‫) ﺑﺮﻧﺎﻣﺞ اﻟﺼﻔﻮف اﻟﻤﺘﻮﺳﻄﺔ ‪ -‬اﻟﺴﻨﺔ اﻟﺨﺎﻣﺴﺔ ‪ ) -‬اﻟﺼﻒ اﻟﻌﺎﺷﺮ‬
‫اﻟﻤﺎدة ‪ /‬اﻟﺪراﺳﺎت اﻻﺟﺘﻤﺎﻋﯿﺔ‬
‫ﻟﻠﻌﺎم اﻟﺪراﺳﻲ ‪ 2019 / 2020‬م‬

‫وﺻﻒ اﻟﻤﺤﺘﻮى ‪:‬‬

‫ﺗﻌﺞ ﺑﺎﻟﻤﻮﺿﻮﻋﺎت اﻟﻤﺸﻮﻗﺔ اﻟﺰاﺧﺮة واﻟﻤﺘﺠﺪدة ‪ ،‬ﺣﯿﺚ ﺗﺘﺒﻨﻰ ﻫﺬه اﻟﻤﺎدة – ﻛﺒﻘﯿﺔ اﻟﻤﻮاد ‪ -‬اﻟﻤﻔﺎﻫﯿﻢ اﻷﺳﺎﺳﯿﺔ‬
‫ﻣﺎدة اﻻﺟﺘﻤﺎﻋﯿﺎت ﱡ‬
‫ً‬
‫ﻟﻤﻨﻈﻤﺔ اﻟﺒﻜﺎﻟﻮرﯾﺎ اﻟﺜﻼﺛﺔ ‪ :‬اﻟﺘﻌﻠﻢ اﻟﺸﺎﻣﻞ ‪ ،‬اﻟﻮﻋﻲ ﺑﺎﻟﺜﻘﺎﻓﺎت اﻟﻤﺨﺘﻠﻔﺔ ‪ ،‬وأﺧﯿﺮا اﻟﺘﻮاﺻﻞ ‪ ،‬واﻷﺧﺬ ﺑﻌﯿﻦ اﻻﻋﺘﺒﺎر ﻣﻼﻣﺢ ﻣﺘﻌﻠﻢ‬
‫اﻟﺒﻜﺎﻟﻮرﯾﺎ اﻟﻌﺸﺮة وﻫﻲ ‪ :‬ﻣﺘﺄﻣﻠﻮن‪،‬ﻣﺘﺴﺎﺋﻠﻮن‪،‬ﻣﻬﺘﻤﻮن‪،‬ذوو ﻣﻌﺮﻓﺔ‪،‬ﻣﺘﺰﻧﻮن‪،‬ﻣﻔﻜﺮون‪،‬ﻣﺘﻮاﺻﻠﻮن‪،‬ﻣﺠﺎزﻓﻮن‪،‬ﻣﺘﻔﺘّﺤﻮن ﻋﻘﻠﯿﺎً‪،‬ذوو‬
‫ﻣﺒﺪأ ‪ ،‬واﻟﺘﻲ ﺗﻌﺪ راﻓﺪاً ﻣﻦ رواﻓﺪ ﺻﻘﻞ ﺷﺨﺼﯿﺔ أﺑﻨﺎﺋﻨﺎ اﻟﻄﻼب‪ ،‬واﻟﺘﻲ ﺗﺘﻤﺸﻰ ﻣﻊ ﺑﺮﻧﺎﻣﺞ اﻟﺒﻜﺎﻟﻮرﯾﺎ اﻟﻌﺎﻟﻤﯿﺔ وﺗﺤﻀﯿﺮاً ﻟﻠﺪﺑﻠﻮﻣﺎ‬
‫اﻟﺪوﻟﯿﺔ‪.‬‬

‫‪ :‬أﻫﺪاف ﺗﺪرﯾﺲ ﻣﺎدة اﻻﺟﺘﻤﺎﻋﯿﺎت ﻓﻲ ﺑﺮﻧﺎﻣﺞ اﻟﺴﻨﻮات اﻟﻤﺘﻮﺳﻄﺔ‬

‫ﺗﺨﻀﻊ أﻫﺪاف اﻟﻤﺮﺣﻠﺔ اﻟﻤﺘﻮﺳﻄﺔ ﺑﺸﻜﻞ ﻋﺎم ﻓﻲ أي دوﻟﺔ ﻟﻤﺎ ﻗﺪ ﯾﺘﻮﻗﻊ ﻣﻦ اﻟﻤﻌﻠﻢ ﺗﺪرﯾﺴﻪ أو اﻟﻘﺎﺋﻢ ﺑﻪ ‪ .‬وﻣﺎ ﯾﺘﻮﻗﻊ أن ﯾﻌﺮﻓﻪ‬
‫‪ .‬اﻟﻄﺎﻟﺐ وﯾﺠﺮﺑﻪ ﻓﻬﻲ ﺗﻮﺣﻲ ﻟﻠﻄﺎﻟﺐ ﻛﯿﻔﯿﺔ إﺣﺪاث اﻟﺘﻐﯿﯿﺮ ﻣﻦ ﺗﺮﺑﺔ اﻟﺘﻌﻠﯿﻢ‬
‫‪ :‬ﺗﻬﺪف دراﺳﺔ اﻻﺟﺘﻤﺎﻋﯿﺎت ﺑﺘﺸﺠﯿﻊ وﺗﻤﻜﯿﻦ اﻟﻄﻼب ﻣﻦ ﺗﻄﻮﯾﺮ‬
‫‪ .‬اﻟﻌﻘﻞ اﻟﻤﺘﺴﺎﺋﻞ ‪1-‬‬
‫‪ .‬اﻟﻤﻬﺎرات اﻟﻼزﻣﺔ ﻟﺪراﺳﺔ ﻣﻘﺎﻟﺔ ﻣﻦ اﻻﺟﺘﻤﺎﻋﯿﺎت ‪2-‬‬
‫‪ .‬ﺗﻘﺪﯾﺮ وﺗﻔﻬﻢ اﻟﺜﻘﺎﻓﺎت واﻷﺷﺨﺎص واﻷﺣﺪاث ﻓﻲ اﻷﻣﺎﻛﻦ اﻟﻤﺨﺘﻠﻔﺔ واﻟﻌﺼﻮر اﻟﻤﺨﺘﻠﻔﺔ ‪3-‬‬
‫‪ .‬اﻟﻔﻬﻢ واﻟﺘﻔﺎﻋﻞ اﻟﻤﺘﺒﺎدل ﺑﯿﻦ اﻷﻓﺮاد واﻟﻤﺠﺘﻤﻌﺎت واﻟﺒﯿﺌﺎت اﻟﻤﺨﺘﻠﻔﺔ ‪4-‬‬
‫‪ .‬ﻓﻬﻢ أﺳﺒﺎب وﻋﻮاﻗﺐ اﻟﺘﻐﯿﯿﺮ ﻣﻦ ﺧﻼل اﻟﻌﻤﻠﯿﺎت واﻹﺟﺮاءات اﻟﻤﺎدﯾﺔ واﻟﺒﺸﺮﯾﺔ ‪5-‬‬
‫‪ .‬ﻓﻬﻢ اﻟﻘﻀﺎﯾﺎ اﻹﻧﺴﺎﻧﯿﺔ اﻟﻤﻌﺎﺻﺮة ‪6-‬‬
‫‪ .‬اﻟﻮﻋﻲ ﻣﻦ ﺟﺪوى اﻟﺘﻮاﺻﻞ ﻣﻊ ﻋﻠﻮم أﺧﺮى ‪7-‬‬
‫‪ .‬أن ﯾﺴﺘﻤﺘﻊ ﺑﺪراﺳﺔ اﻻﺟﺘﻤﺎﻋﯿﺎت ﻓﻲ ﻣﺴﺘﻘﺒﻠﻪ ‪8-‬‬

‫أﻫﺪاف ﺑﺮﻧﺎﻣﺞ اﻟﺼﻔﻮف اﻟﻮﺳﻄﻰ ﻟﻠﺒﻜﺎﻟﻮرﯾﺎ اﻟﺪوﻟﯿﺔ – اﻟﺼﻒ اﻟﻌﺎﺷﺮ –اﺟﺘﻤﺎﻋﯿﺎت‬

‫د‪ -‬اﻟﺘﻔﻜﯿﺮ ﺗﻔﻜﯿﺮا ﻧﺎﻗﺪا‬ ‫ج – اﻟﺘﻮاﺻﻞ‬ ‫ب ‪ -‬اﻻﺳﺘﻘﺼﺎء‬ ‫أ‪ -‬اﻟﻤﻌﺮﻓﺔ واﻟﻔﻬﻢ‬

‫وﻓﻲ ﻧﻬﺎﯾﺔ اﻟﻤﺴﺎق اﻟﺪراﺳﻲ‪،‬‬

‫ﯾﺠﺐ أن ﯾﻜﻮن ﺑﻮﺳﻊ اﻟﻄﻼب ‪:‬‬
‫•ﺗﺤﻠﯿﻞ اﻟﻤﻔﺎﻫﯿﻢ واﻷﺣﺪاث‬ ‫ﯾﺠﺐ أن ﯾﻜﻮن ﺑﻮﺳﻊ اﻟﻄﻼب ‪:‬‬
‫وﻓﻲ ﻧﻬﺎﯾﺔ اﻟﻤﺴﺎق اﻟﺪراﺳﻲ‪،‬‬ ‫ﯾﺠﺐ أن ﯾﻜﻮن ﺑﻮﺳﻊ اﻟﻄﻼب ‪:‬‬
‫واﻟﺤﺠﺞ‬‫واﻟﻘﻀﺎﯾﺎ واﻟﻨﻤﺎذج ُ‬ ‫•ﺻﯿﺎﻏﺔ ﺳﺆال ﺑﺤﺚ واﺿﺢ‬
‫ﯾﺠﺐ أن ﯾﻜﻮن ﺑﻮﺳﻊ اﻟﻄﻼب ‪:‬‬ ‫وﻣ ﱠ‬ ‫•اﺳﺘﺨﺪام ﻣﺼﻄﻠﺤﺎت اﻟ ّﺪراﺳﺎت‬
‫•ﺗﺤﻠﯿﻞ وﺗﻘﯿﯿﻢ ﻣﺠﻤﻮﻋﺔ ﻣﻦ‬ ‫ُﺮﻛﺰ‬
‫•إﯾﺼﺎل اﻟﻤﻌﻠﻮﻣﺎت واﻷﻓﻜﺎر‬ ‫اﻹﻧﺴﺎﻧﯿّﺔ ﻓﻲ ﺳﯿﺎق‬
‫اﻟﻤﺼﺎدر ﻣﻦ ﺣﯿﺚ أﺻﻠﻬﺎ‬ ‫•وﺿﻊ ﺧﻄﺔ ﻋﻤﻞ واﻟﺴﯿﺮ‬
‫ﺑﺎﺳﺘﺨﺪام اﻷﺳﻠﻮب اﻟﺬي ﯾُﻨﺎﺳﺐ‬ ‫•ﻋﺮض اﻟﻤﻌﺮﻓﺔ واﻟﻔﻬﻢ ﻟﻤﺤﺘﻮى‬
‫واﻟﻐﺮض ﻣﻨﻬﺎ‪ ،‬ﻣﻊ إدراك اﻟ ِﻘﯿَﻢ‬ ‫واﻟﺘﻘﺼﻲ ﻓﻲ‬
‫ّ‬ ‫ﻋﻠﯿﻬﺎ ﻟﻠﺒﺤﺚ‬
‫اﻟﺠﻤﻬﻮر واﻟﻐﺮض‬ ‫وﻣﻔﺎﻫﯿﻢ اﻟﻤﻮاد اﻟﺪراﺳﯿﺔ ﻣﻦ‬
‫واﻟﺤﺪود واﻟﻘﯿﻮد‬ ‫ﺳﺆال اﻟﺒﺤﺚ‬
‫•ﺗﺮﺗﯿﺐ اﻟﻤﻌﻠﻮﻣﺎت واﻷﻓﻜﺎر‬ ‫•اﺳﺘﺨﺪام اﻟﻄﺮق اﺳﺘﺨﺪاﻣﺎً‬ ‫ﺧﻼل ﺗﻘﺪﯾﻢ اﻟﻮﺻﻒ واﻟﺘﻔﺴﯿﺮات‬
‫•ﺗﻔﺴﯿﺮ وﺟﻬﺎت اﻟﻨﻈﺮ اﻟﻤُﺨﺘﻠﻔﺔ‬
‫ﺑﻄﺮﯾﻘﺔ ﺗﻨﺎﺳﺐ اﻟﺸﻜﻞ اﻟﻤُﺤ ﱠﺪد‬ ‫واﻷﻣﺜﻠﺔ اﻟﻤُﺘﻄﻮّرﻣﻌﺮﻓﺔ واﻟﻔﻬﻢ‬
‫واﻧﻌﻜﺎﺳﺎﺗﻬﺎ‬ ‫دﻗﯿﻘﺎً ﻟﺠﻤﻊ وﺗﺴﺠﯿﻞ اﻟﻤﻌﻠﻮﻣﺎت‬
‫•ﺗﻮﺛﯿﻖ ﻣﺼﺎدر اﻟﻤﻌﻠﻮﻣﺎت‬
‫•ﺗﺮﻛﯿﺐ اﻟﻤﻌﻠﻮﻣﺎت ﻟﻠﺘﻮﺻﻞ‬ ‫اﻟﻤﺘﻨﺎﻏﻤﺔ ﻣﻊ ﺳﺆال اﻟﺒﺤﺚ‬
‫ﺑﺎﺳﺘﺨﺪام ﻧﻈﺎم ﺗﻮﺛﯿﻖ ﻣﻌﺮوف‬ ‫إﻟﻰ ُﺣﺠﺞ ﺳﻠﯿﻤﺔ ﻣﺪﻋﻮﻣﺔ ﺟﯿﺪاً‬ ‫•ﺗﻨﺎول ﺳﺆال اﻟﺒﺤﺚ ﺑﻔﻌﺎﻟﯿﺔ‬
 ‫‪:‬اﻟﻤﻮارد واﻟﻤﺼﺎدر‬
‫‪ -1‬ﻛﺘﺎب اﻟﺪراﺳﺎت اﻻﺟﺘﻤﺎﻋﯿﺔ واﻟﻮﻃﻨﯿﺔ ‪ /‬ﻟﻠﺼﻒ اﻷول اﻟﺜﺎﻧﻮي ‪.‬ﻟﻠﻤﺪارس اﻟﺴﻌﻮدﯾﺔ ﻓﻲ اﻟﺨﺎرج‬

‫‪ -5‬اﻟﺸﺒﻜﺔ اﻟﻌﻨﻜﺒﻮﺗﯿﺔ ‪.‬‬

‫‪:‬ﻋﻨﺎوﯾﻦ وﺣﺪات اﻟﺪراﺳﺔ‬

‫اﻟﻮﺣﺪة اﻷوﻟﻰ ‪:‬ﺗﺎرﯾﺦ ﺑﻌﺾ اﻷﻧﺒﯿﺎء و اﻟﺮﺳﻞ ﻋﻠﯿﻬﻢ اﻟﺴﻼم‬

‫‪.‬اﻟﻮﺣﺪة اﻟﺜﺎﻧﯿﺔ ‪ :‬اﻟﺴﯿﺮة اﻟﻨﺒﻮﯾﺔ‬
‫اﻟﻮﺣﺪة اﻟﺜﺎﻟﺜﺔ ‪ :‬اﻷﺣﺪاث اﻟﻌﺎﻟﻤﯿﺔ اﻟﻤﺆﺛﺮة ﻓﻲ اﻟﻌﺎﻟﻢ‬
‫اﻟﻮﺣﺪة اﻟﺮاﺑﻌﺔ ‪ :‬اﻟﻮﻃﻦ اﻟﻌﺮﺑﻲ‬
‫اﻟﻮﺣﺪة اﻟﺨﺎﻣﺴﺔ ‪ :‬ﻗﻀﯿﺔ ﻓﻠﺴﻄﯿﻦ‬
‫اﻟﻮﺣﺪة اﻟﺴﺎدﺳﺔ اﻷﻗﻠﯿﺎت اﻹﺳﻼﻣﯿﺔ‬
‫اﻟﻮﺣﺪة اﻟﺴﺎﺑﻌﺔ ‪ :‬اﻟﻘﻮى اﻟﻤﺆﺛﺮة ﻓﻲ اﻟﻌﺎﻟﻢ‬
‫اﻟﻮﺣﺪة اﻟﺜﺎﻣﻨﺔ ‪ :‬ﺑﻌﺾ اﻟﻤﻨﻈﻤﺎت اﻹﺳﻼﻣﯿﺔ و اﻟﻌﺮﺑﯿﺔ و اﻟﺪوﻟﯿﺔ‬

‫‪:‬ﻣﻌﺎﯾﯿﺮ اﻟﺘﻘﯿﯿﻢ‬
‫ﯾﻜﻮن اﻟﺘﻘﯿﯿﻢ وﻓﻘﺎ ﻟﻠﻤﻌﺎﯾﯿﺮ اﻟﺘﺎﻟﯿﺔ ‪ /‬وﺑﻄﺮق ﻣﺘﻌﺪدة ﺗﺸﻤﻞ اﻻﺧﺘﺒﺎرات ﺗﺎرة و اﻷﻋﻤﺎل اﻟﺼﻔﯿﺔ و اﻟﻤﻨﺰﻟﯿﺔ ﺗﺎرة أﺧﺮى أو اﻷﺳﺌﻠﺔ اﻟﺸﻔﻬﯿﺔ و اﻷﺑﺤﺎث اﻟﻌﻠﻤﯿﺔ‬

‫اﻟﺤﺪ اﻷﻋﻠﻰ ﻟﻠﺪرﺟﺔ‬ ‫ﻧﻮع اﻟﻤﻌﯿﺎر‬ ‫اﻟﺮﻣﺰ‬

‫‪8‬‬ ‫اﻟﻤﻌﺮﻓﺔ واﻟﻔﻬﻢ‬ ‫‪A‬‬
‫‪8‬‬ ‫اﻻﺳﺘﻘﺼﺎء‬ ‫‪B‬‬
‫‪8‬‬ ‫اﻟﺘﻮاﺻﻞ‬ ‫‪C‬‬
‫‪8‬‬ ‫اﻟﺘﻔﻜﯿﺮ اﻟﻨﺎﻗﺪ‬ ‫‪D‬‬

‫‪ :‬ﻣﺒﺎدئ وﻗﻮاﻧﯿﻦ اﻟﺼﻒ‬

‫اﻟﻘﻮاﻋﺪ اﻟﺼﻔﯿﺔ )‪(Class Rules‬‬
‫‪ -1‬أﺣﻀﺮ أﻧﺎ وﻃﻼﺑﻲ اﻟﺼﻒ ﻓﻲ اﻟﻮﻗﺖ اﻟﻤﻨﺎﺳﺐ‪.‬‬
‫‪ -2‬ﯾﺨﺮج اﻟﻄﻼب ﺑﻌﺪ ﻗﺮع اﻟﺠﺮس ﻣﻦ اﻟﺼﻒ ﻛﻲ ﻻ ﯾﺘﺄﺧﺮوا ﻋﻦ اﻟﺪرس اﻟﻘﺎدم‪.‬‬
‫‪ -3‬ﯾﺘﺮك اﻟﻄﻼب أﻣﺎﻛﻨﻬﻢ ﻧﻈﯿﻔﺔ وﻣﺮﺗﺒﺔ ﻛﻤﺎ ﻛﺎﻧﺖ‪.‬‬
‫‪ -4‬ﯾﺤﻀﺮ اﻟﻄﻼب ﻛﺘﺒﻬﻢ ﻛﺎﻣﻠﺔ وأدواﺗﻬﻢ إﻟﻰ اﻟﺼﻒ‪ ,‬ﺣﯿﺚ ﯾﺤﺎﺳﺐ ﻛﻞ ﻃﺎﻟﺐ ﯾﺄﺗﻲ إﻟﻰ اﻟﺼﻒ ﺧﺎﻟﻲ اﻟﻮﻓﺎض أو ﯾﻨﻘﺼﻪ ﺷﻲء‬
‫ﻣﻦ أدواﺗﻪ‪.‬‬
‫‪ -5‬ﯾﻘﻮم اﻟﻄﻼب ﺑﻮاﺟﺒﺎﺗﻬﻢ اﻟﻤﻨﺰﻟﯿﺔ وﺗﺴﻠﯿﻤﻬﺎ ﻓﻲ اﻟﻮﻗﺖ اﻟﻤﺤﺪد ﻟﺘﺴﻠﯿﻤﻬﺎ‪.‬‬
‫‪ -6‬ﻻ ﯾﺴﻤﺢ ﻟﻠﻄﺎﻟﺐ ﺑﻤﻀﻎ اﻟﻌﻠﻚ أو اﻷﻛﻞ داﺧﻞ ﻏﺮﻓﺔ اﻟﺼﻒ‪.‬‬
‫‪ -7‬ﻻ ﯾﺴﻤﺢ ﻟﻠﻄﺎﻟﺐ ﺑﺎﻟﻨﻮم أو اﻟﺴﻬﻮ أﺛﻨﺎء اﻟﺸﺮح ﻓﻲ اﻟﺼﻒ‪.‬‬
‫‪ -8‬اﻻﺣﺘﺮام اﻟﻤﺘﺒﺎدل ﺑﯿﻦ اﻟﻄﺎﻟﺐ وﻣﻌﻠﻤﻪ ‪ ,‬وﺑﯿﻦ اﻟﻄﺎﻟﺐ وزﻣﻼﺋﻪ واﻟﻌﺎﻣﻠﯿﻦ ﻓﻲ اﻟﻤﺪرﺳﺔ‪.‬‬
‫‪ -9‬ﻋﻨﺪ ﻣﻼﺣﻈﺔ ﻧﻘﻞ اﻟﻄﺎﻟﺐ ﻟﻠﻮاﺟﺐ ﻣﻦ زﻣﻼﺋﻪ ﻓﺈﻧﻪ ﻟﻦ ﯾﺤﺼﻞ ﻋﻠﻰ درﺟﺔ اﻟﻮاﺟﺐ‪.‬‬
‫‪ -10‬ﻟﻠﻄﺎﻟﺐ اﻟﺤﻖ ﻓﻲ اﻻﺳﺘﻔﺴﺎر ﻋﻦ أي ﻣﻌﻠﻮﻣﺔ ﻟﻢ ﯾﻔﻬﻤﻬﺎ ﺑﻄﺮﯾﻘﺔ ﻣﺆدﺑﺔ وﻫﺎدﺋﺔ‪.‬‬

‫‪:‬ﻟﻠﺘﻮاﺻﻞ‬

‫اﻟﺒﺮﯾﺪ اﻹﻟﻜﺘﺮوﻧﻲ‬
‫‪haldas​i@ alsschools.com‬‬ ‫اﻷﺳﺘﺎذة ‪ /‬ﻫﯿﻔﺎء اﻟﺪﻋﺴﻲ‬ ‫‪-‬‬
‫اﻟﺒﺮﯾﺪ اﻹﻟﻜﺘﺮوﻧﻲ‪talbalawi@alsschools.com‬‬ ‫اﻷﺳﺘﺎذ ﺗﺮﻛﻲ اﻟﺒﻠﻮي ‪:‬‬ ‫‪-‬‬

‫وﻓﻖ اﷲ اﻟﺠﻤﯿﻊ ﻟﻤﺎ ﯾﺤﺐ و ﯾﺮﺿﻰ‬

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 ‫) ﺑﺮﻧﺎﻣﺞ اﻟﺼﻔﻮف اﻟﻤﺘﻮﺳﻄﺔ ‪ -‬اﻟﺴﻨﺔ اﻟﺨﺎﻣﺴﺔ ‪ ) -‬اﻟﺼﻒ اﻟﻌﺎﺷﺮ‬
‫اﻟﻤﺎدة ‪ /‬اﻟﺪراﺳﺎت اﻹﺳﻼﻣﯿﺔ‬
‫ﻟﻠﻌﺎم اﻟﺪراﺳﻲ ‪2018/2019‬م‬
‫وﺻﻒ اﻟﻤﺤﺘﻮى ‪:‬‬
‫ﻣﺎدة اﻟﺘﺮﺑﯿﺔ اﻹﺳﻼﻣﯿﺔ ﺗﺤﻔﻞ ﺑﺎﻟﻤﻮﺿﻮﻋﺎت اﻟﺸﯿﻘﺔ اﻟﺰاﺧﺮة واﻟﻤﺘﺠﺪدة ‪ ،‬ﺣﯿﺚ ﺗﺤﺘﻮي ﻓﻲ ﺟﻨﺒﺎﺗﻬﺎ – ﻛﺒﻘﯿﺔ اﻟﻤﻮاد ‪ -‬اﻟﻤﻔﺎﻫﯿﻢ‬
‫اﻷﺳﺎﺳﯿﺔ ﻟﻤﻨﻈﻤﺔ اﻟﺒﻜﺎﻟﻮرﯾﺎ اﻟﺜﻼﺛﺔ ‪ :‬اﻟﺘﻌﻠﻢ اﻟﺸﺎﻣﻞ ‪ ،‬اﻟﻮﻋﻲ ﺑﺎﻟﺜﻘﺎﻓﺎت اﻟﻤﺨﺘﻠﻔﺔ ‪ ،‬وأﺧﯿﺮاً اﻟﺘﻮاﺻﻞ ‪ ،‬واﻷﺧﺬ ﺑﻌﯿﻦ اﻻﻋﺘﺒﺎر ﻣﻼﻣﺢ‬
‫ﻣﺘﻌﻠﻢ اﻟﺒﻜﺎﻟﻮرﯾﺎ اﻟﺪوﻟﯿﺔ اﻟﻌﺸﺮة وﻫﻲ ‪ :‬ﻣﺘﺄﻣﻠﻮن‪،‬ﻣﺘﺴﺎﺋﻠﻮن‪،‬ﻣﻬﺘﻤﻮن‪،‬ذوو‬
‫ﻣﻌﺮﻓﺔ‪،‬ﻣﺘﺰﻧﻮن‪،‬ﻣﻔﻜﺮون‪،‬ﻣﺘﻮاﺻﻠﻮن‪،‬ﻣﺠﺎزﻓﻮن‪،‬ﻣﺘﻔﺘّﺤﻮن ﻋﻘﻠﯿﺎً‪ ،‬و ذوو ﻣﺒﺪأ ‪ ،‬واﻟﺘﻲ ﺗﻌﺪ ﻋﺎﻣﻼ ﻣﻬﻤﺎ ﻣﻦ ﻋﻮاﻣﻞ ﺻﻘﻞ ﺷﺨﺼﯿﺔ‬
‫أﺑﻨﺎﺋﻨﺎ اﻟﻄﻼب‪ ،‬و ﺗﺘﻤﺸﻰ ﻣﻊ ﺑﺮﻧﺎﻣﺞ اﻟﺒﻜﺎﻟﻮرﯾﺎ اﻟﻌﺎﻟﻤﯿﺔ وﺗﺤﻀﯿﺮاً ﻟﻠﺪﺑﻠﻮﻣﺎ اﻟﺪوﻟﯿﺔ‪.‬‬

‫‪ :‬اﻟﻐﺎﯾﺎت واﻷﻫﺪاف‬
‫ﺗﺨﻀﻊ أﻫﺪاف اﻟﻤﺮﺣﻠﺔ اﻟﻤﺘﻮﺳﻄﺔ ﺑﺸﻜﻞ ﻋﺎم ﻓﻲ أي دوﻟﺔ ﻟﻤﺎ ﻗﺪ ﯾﺘﻮﻗﻊ ﻣﻦ اﻟﻤﻌﻠﻢ ﺗﺪرﯾﺴﻪ أو اﻟﻘﺎﺋﻢ ﺑﻪ ‪ .‬وﻣﺎ ﯾﺘﻮﻗﻊ أن ﯾﻌﺮﻓﻪ‬
‫‪ .‬اﻟﻄﺎﻟﺐ وﯾﺠﺮﺑﻪ ﻓﻬﻲ ﺗﻮﺣﻲ ﻟﻠﻄﺎﻟﺐ ﻛﯿﻔﯿﺔ إﺣﺪاث اﻟﺘﻐﯿﯿﺮ ﻣﻦ ﺗﺮﺑﺔ اﻟﺘﻌﻠﯿﻢ‬
‫‪ :‬ﻛﻤﺎ ﺗﻬﺪف دراﺳﺔ ﻫﺬه اﻟﻤﺎدة إﻟﻰ ﺗﺸﺠﯿﻊ وﺗﻤﻜﯿﻦ اﻟﻄﻼب ﻣﻦ‬
‫‪ .‬ﺗﻘﺪﯾﺮ اﻟﻘﻮاﺳﻢ اﻟﻤﺸﺘﺮﻛﺔ ﺑﯿﻦ اﻻﻧﺴﺎن و اﻟﺒﯿﺌﺎت اﻟﻤﺘﻨﻮﻋﺔ ‪1-‬‬
‫‪ .‬ﺗﻘﺪﯾﺮ و ﺗﻔﻬﻢ اﻟﺜﻘﺎﻓﺎت واﻷﺷﺨﺎص و اﻷﺣﺪاث ﻓﻲ اﻷﻣﺎﻛﻦ و اﻟﻌﺼﻮر اﻟﻤﺨﺘﻠﻔﺔ ‪2-‬‬
‫‪ .‬ﺗﻔﻬﻢ ﻋﻤﻞ و ﺗﺘﻄﻮر اﻟﻨﻈﻢ اﻟﺒﯿﺌﯿﺔ و اﻟﺒﺸﺮﯾﺔ ‪3-‬‬
‫‪ .‬ﺗﺤﺪﯾﺪ و ﺗﻄﻮﯾﺮ ﻣﺎ ﻣﻦ ﺷﺄﻧﻪ رﻓﻊ ﻣﺴﺘﻮى اﻟﻤﺠﺘﻤﻌﺎت اﻟﺒﺸﺮﯾﺔ و اﻟﺒﯿﺌﺎت اﻟﻄﺒﯿﻌﯿﺔ ‪4-‬‬
‫‪ .‬اﻟﺘﺼﺮف ﻛﻤﻮاﻃﻨﯿﻦ ﻣﺴﺆوﻟﯿﻦ ﻓﻲ اﻟﻤﺠﺘﻤﻌﺎت اﻟﻤﺤﻠﯿﺔ و اﻟﻌﺎﻟﻤﯿﺔ ‪5-‬‬
‫‪.‬ﺗﻄﻮﯾﺮ ﻣﻬﺎرات اﻟﺒﺤﺚ اﻟﺘﻲ ﺗﺆدي إﻟﻰ اﻟﻮﻋﻲ ﺑﻤﻔﺎﻫﯿﻢ اﻟﻌﻼﻗﺎت ﺑﯿﻦ اﻷﻓﺮاد و اﻟﻤﺠﺘﻤﻌﺎت و اﻟﺒﯿﺌﺎت اﻟﺘﻲ ﯾﻌﯿﺸﻮن ﻓﯿﻬﺎ ‪6-‬‬

‫اﻷﻫﺪاف اﻟﻤﺮﺣﻠﯿﺔ ﻟﻠﺴﻨﺔ اﻟﺨﺎﻣﺴﺔ‬

‫د‪ -‬اﻟﺘﻔﻜﯿﺮ ﺗﻔﻜﯿﺮا ﻧﺎﻗﺪا‬ ‫ج – اﻟﺘﻮاﺻﻞ‬ ‫ب ‪ -‬اﻻﺳﺘﻘﺼﺎء‬ ‫أ‪ -‬اﻟﻤﻌﺮﻓﺔ واﻟﻔﻬﻢ‬

‫ﯾﺠﺐ أن ﯾﻜﻮن ﺑﻮﺳﻊ اﻟﻄﻼب ‪:‬‬

‫ﯾﺠﺐ أن ﯾﻜﻮن ﺑﻮﺳﻊ اﻟﻄﻼب ‪:‬‬ ‫ﯾﺠﺐ أن ﯾﻜﻮن ﺑﻮﺳﻊ‬
‫ﯾﺠﺐ أن ﯾﻜﻮن ﺑﻮﺳﻊ اﻟﻄﻼب ‪:‬‬ ‫•إﯾﺼﺎل اﻟﻤﻌﻠﻮﻣﺎت و اﻷﻓﻜﺎر‬
‫•ﺻﯿﺎﻏﺔ ‪/‬اﺧﺘﯿﺎر ﺳﺆال واﺿﺢ‬ ‫اﻟﻄﻼب ‪:‬‬
‫•ﺗﺤﻠﯿﻞ اﻟﻘﻀﺎﯾﺎ ‪،‬اﻟﻤﻔﺎﻫﯿﻢ ‪،‬ﻧﻤﺎذج‬ ‫ﺑﻄﺮﯾﻘﺔ ﻣﻨﺎﺳﺒﺔ ﻟﻠﺠﻤﻬﻮر و‬
‫‪،‬ﻣﻮﺿﺤﺎ‬
‫ً‬ ‫‪/‬أﺑﺤﺎث ﻣﺮﻛﺰة‬ ‫•اﺳﺘﺨﺪام ﻣﺼﻄﻠﺤﺎت‬
‫اﻟﺘﻤﺜﯿﻞ اﻟﻨﻈﺮي و ‪/‬أو اﻟﻨﻈﺮﯾﺎت‬ ‫اﻟﻐﺮض ‪.‬‬
‫•ﻫﯿﻜﻠﺔ اﻟﻤﻌﻠﻮﻣﺎت و اﻷﻓﻜﺎر وﻓﻘﺎً‬ ‫أﻫﻤﯿﺘﻬﺎ ‪.‬‬ ‫اﻟ ّﺪراﺳﺎت اﻹﻧﺴﺎﻧﯿّﺔ ﻓﻲ ﺳﯿﺎق‬
‫•ﺗﻠﺨﯿﺺ اﻟﻤﻌﻠﻮﻣﺎت ﻟﺠﻌﻞ‬
‫•وﺿﻊ و ﻣﺘﺎﺑﻌﺔ ﺧﻄﺔ ﻋﻤﻞ‬ ‫•إﻃﻬﺎر اﻟﻤﻌﺮﻓﺔ و اﻟﻔﻬﻢ ﻣﻦ‬
‫اﻟﺤﺠﺞ اﻟﺘﻲ ﺗﺪﻋﻤﻬﺎ ﺟﯿ ًﺪا واﻓﯿﺔ ‪.‬‬ ‫ﻟﻠﺘﻌﻠﯿﻤﺎت اﻟﻤﻬﻤﺔ ‪.‬‬
‫ﻟﻠﺘﺤﻘﯿﻖ ﻓﻲ ﻣﺴﺄﻟﺔ ﺑﺤﺜﯿﺔ‬ ‫اﻟﻤﺤﺘﻮى و اﻟﻤﻔﺎﻫﯿﻢ‬
‫•ﺗﺤﻠﯿﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻤﺼﺎدر‬ ‫•ﺗﻔﺴﯿﺮ وﺟﻬﺎت اﻟﻨﻈﺮ اﻟﻤُﺨﺘﻠﻔﺔ‬
‫•اﺳﺘﺨﺪام أﺳﺎﻟﯿﺐ ﻟﺠﻤﻊ و‬ ‫‪،‬اﻟﻤﻮاﺿﯿﻊ اﻟﻤﺤﺪدة ‪،‬وذﻟﻚ‬
‫‪/‬اﻟﺒﯿﺎﻧﺎت ﻣﻦ ﺣﯿﺚ اﻟﻤﻨﺸﺄ و‬ ‫واﻧﻌﻜﺎﺳﺎﺗﻬﺎ‬
‫ﺗﺴﺠﯿﻞ اﻟﻤﻌﻠﻮﻣﺎت ذات اﻟﺼﻠﺔ‬ ‫ﺑﺎﺳﺘﺨﺪام أوﺻﺎف و‬
‫‪ .‬اﻟﻐﺮض ‪ ،‬اﻻﻋﺘﺮاف ﺑﺎﻟﻘﯿﻢ‬ ‫•إﻧﺸﺎء ﻗﺎﺋﻤﺔ اﻟﻤﺮﺟﻌﯿﺔ و‬
‫‪.‬‬ ‫‪ .‬ﺗﻔﺴﯿﺮات وأﻣﺜﻠﺔ‬
‫اﻻﻋﺘﺮاف ﺑﻮﺟﻬﺎت اﻟﻨﻈﺮ _‬ ‫‪ .‬اﻻﺳﺘﺸﻬﺎد ﺑﻤﺼﺎدر اﻟﻤﻌﻠﻮﻣﺎت‬
‫•ﺗﻘﯿﯿﻢ ﻋﻤﻠﯿﺔ و ﻧﺘﺎﺋﺞ اﻟﺘﺤﻘﯿﻖ‬
‫‪ .‬اﻟﻤﺨﺘﻠﻔﺔ و ﺷﺮح آﺛﺎرﻫﺎ‬
‫‪ .‬ﻣﻊ اﻟﺘﻮﺟﯿﻪ‬

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 ‫‪:‬اﻟﻤﻮارد واﻟﻤﺼﺎدر‬
‫ـ اﻟﻘﺮآن اﻟﻜﺮﯾﻢ‬
‫ـ ﻛﺘﺎب اﻟﺘﺮﺑﯿﺔ اﻹﺳﻼﻣﯿﺔ ﻟﻠﺼﻒ اﻷول اﻟﺜﺎﻧﻮي ﻟﻠﻤﺪارس اﻟﺴﻌﻮدﯾﺔ ﻓﻲ اﻟﺨﺎرج‬
‫ﻛﺘﺐ اﻟﺤﺪﯾﺚ اﻟﺴﺘﺔ ‪ ,‬ﺻﺤﯿﺤﻲ اﻟﺒﺨﺎرﯾﻮ ﻣﺴﻠﻢ وﺳﻨﻦ أﺑﻲ داوود و اﻟﺘﺮﻣﺬي و اﻟﻨﺴﺎﺋﻲ و اﺑﻦ ﻣﺎﺟﻪ و ﻣﺴﻨﺪ اﻹﻣﺎم أﺣﻤﺪ ‪-‬‬
‫اﻟﺴﯿﺮة اﻟﻨﺒﻮﯾﺔ ﻻﺑﻦ ﻫﺸﺎم ‪-‬‬
‫ﻓﻘﻪ اﻟﺴﯿﺮة اﻟﻨﺒﻮﯾﺔ ﻟﻠﺪﻛﺘﻮر ﻣﺤﻤﺪ ﺳﻌﯿﺪ رﻣﻀﺎن اﻟﺒﻮﻃﻲ ‪-‬‬
‫ﺣﯿﺎة اﻟﺼﺤﺎﺑﺔ ﻟﻤﺤﻤﺪ ﯾﻮﺳﻒ اﻟﻜﺎﻧﺪﻫﻠﻮي ‪-‬‬
‫أﺳﺪ اﻟﻐﺎﺑﺔ ﻓﻲ ﻣﻌﺮﻓﺔ اﻟﺼﺤﺎﺑﺔ ‪-‬‬
‫ﺗﻔﺴﯿﺮ اﺑﻦ ﻛﺜﯿﺮ ‪-‬‬
‫) ﺷﺒﻜﺔ اﻟﻤﻌﻠﻮﻣﺎت ] اﻹﻧﺘﺮﻧﺖ [ ) اﻟﻤﻮﺳﻮﻋﺔ اﻟﺤﺮة وﯾﻜﯿﺒﯿﺪﯾﺎ ‪-‬‬

‫‪:‬ﻋﻨﺎوﯾﻦ وﺣﺪات اﻟﺪراﺳﺔ‬

‫اﻟﻮﺣﺪة اﻷوﻟﻰ ‪:‬ﻛﯿﻒ ﻧﻔﻬﻢ اﻟﻘﺮآن اﻟﻜﺮﯾﻢ‬

‫اﻟﻮﺣﺪة اﻟﺜﺎﻧﯿﺔ ‪ :‬أﺣﺎﺳﻨﻜﻢ أﺧﻼﻗﺎً‬
‫‪ .‬اﻟﻮﺣﺪة اﻟﺜﺎﻟﺜﺔ ‪:‬ﻛﻦ ﺣﺮﯾﺼﺎ ﻋﻠﻰ ﺳﻼﻣﺔ اﻟﻤﻨﻬﺞ ﻻ ﻣﻨﻬﺞ اﻟﺴﻼﻣﺔ‬
‫‪ .‬اﻟﻮﺣﺪة اﻟﺮاﺑﻌﺔ ‪:‬اﻟﺤﺪود اﻹﺳﻼﻣﯿﺔ‬

‫‪:‬ﻣﻌﺎﯾﯿﺮ اﻟﺘﻘﯿﯿﻢ‬

‫ﯾﻜﻮن اﻟﺘﻘﯿﯿﻢ وﻓﻘﺎ ﻟﻠﻤﻌﺎﯾﯿﺮ اﻟﺘﺎﻟﯿﺔ ‪ /‬وﺑﻄﺮق ﻣﺘﻌﺪدة ﺗﺸﻤﻞ اﻻﺧﺘﺒﺎرات ﺗﺎرة و اﻷﻋﻤﺎل اﻟﺼﻔﯿﺔ و اﻟﻤﻨﺰﻟﯿﺔ ﺗﺎرة أﺧﺮى أو اﻷﺳﺌﻠﺔ اﻟﺸﻔﻬﯿﺔ و اﻷﺑﺤﺎث اﻟﻌﻠﻤﯿﺔ‬

‫اﻟﺤﺪ اﻷﻋﻠﻰ ﻟﻠﺪرﺟﺔ‬ ‫ﻧﻮع اﻟﻤﻌﯿﺎر‬ ‫اﻟﺮﻣﺰ‬

‫‪8‬‬ ‫اﻟﻤﻌﺮﻓﺔ و اﻟﻔﻬﻢ‬ ‫‪A‬‬
‫‪8‬‬ ‫اﻻﺳﺘﻘﺼﺎء‬ ‫‪B‬‬
‫‪8‬‬ ‫اﻟﺘﻮاﺻﻞ‬ ‫‪C‬‬
‫‪8‬‬ ‫اﻟﺘﻔﻜﯿﺮ اﻟﻨﺎﻗﺪ‬ ‫‪D‬‬

‫‪ :‬ﻣﺒﺎدئ وﻗﻮاﻧﯿﻦ اﻟﺼﻒ‬

‫اﻟﻘﻮاﻋﺪ اﻟﺼﻔﯿﺔ )‪(Class Rules‬‬
‫‪ -1‬أﺣﻀﺮ أﻧﺎ وﻃﻼﺑﻲ ﻓﻲ اﻟﻮﻗﺖ اﻟﻤﻨﺎﺳﺐ‪.‬‬
‫‪ -2‬ﯾﺨﺮج اﻟﻄﻼب ﺑﻌﺪ ﻗﺮع اﻟﺠﺮس ﻣﻦ اﻟﺼﻒ ﻛﻲ ﻻ ﯾﺘﺄﺧﺮوا ﻋﻠﻰ اﻟﺪرس اﻟﻘﺎدم‪.‬‬
‫‪ -3‬ﯾﺘﺮك اﻟﻄﻼب أﻣﺎﻛﻨﻬﻢ ﻧﻈﯿﻔﺔ وﻣﺮﺗﺒﺔ ﻛﻤﺎ ﻛﺎﻧﺖ‪.‬‬
‫‪ -4‬ﯾﺤﻀﺮ اﻟﻄﻼب ﻛﺘﺒﻬﻢ ﻛﺎﻣﻠﺔ وأدواﺗﻬﻢ إﻟﻰ اﻟﺼﻒ‪ ,‬ﺣﯿﺚ ﯾﺤﺎﺳﺐ ﻛﻞ ﻃﺎﻟﺐ ﯾﺄﺗﻲ إﻟﻰ اﻟﺼﻒ ﺧﺎﻟﻲ اﻟﻮﻓﺎض أو ﯾﻨﻘﺼﻪ ﺷﻲء‬
‫ﻣﻦ أدواﺗﻪ‪.‬‬
‫‪ -5‬ﯾﻘﻮم اﻟﻄﻼب ﺑﻮاﺟﺒﺎﺗﻬﻢ اﻟﻤﻨﺰﻟﯿﺔ وﯾﺴﻠﻤﻮﻧﻬﺎ ﻓﻲ اﻟﻮﻗﺖ اﻟﻤﺤﺪد ﻟﺘﺴﻠﯿﻤﻬﺎ‪.‬‬
‫‪ -6‬ﻻ ﯾﺴﻤﺢ ﻟﻠﻄﺎﻟﺐ ﺑﻤﻀﻎ اﻟﻌﻠﻚ أو اﻷﻛﻞ داﺧﻞ ﻏﺮﻓﺔ اﻟﺼﻒ‪.‬‬
‫‪ -7‬ﻻ ﯾﺴﻤﺢ ﻟﻠﻄﺎﻟﺐ ﺑﺎﻟﻨﻮم أو اﻟﺴﻬﻮ أﺛﻨﺎء اﻟﺸﺮح ﻓﻲ اﻟﺼﻒ‪.‬‬

‫‪28‬‬
 .‫ وﺑﯿﻦ اﻟﻄﺎﻟﺐ وزﻣﻼﺋﻪ واﻟﻌﺎﻣﻠﯿﻦ ﻓﻲ اﻟﻤﺪرﺳﺔ‬, ‫ اﻻﺣﺘﺮام اﻟﻤﺘﺒﺎدل ﺑﯿﻦ اﻟﻄﺎﻟﺐ وﻣﻌﻠﻤﻪ‬-8
.‫ ﻋﻨﺪ ﻣﻼﺣﻈﺔ ﻧﻘﻞ اﻟﻄﺎﻟﺐ ﻟﻠﻮاﺟﺐ أو اﻟﺒﺤﺚ ﻣﻦ زﻣﻼﺋﻪ ﻓﺈﻧﻪ ﻟﻦ ﯾﺤﺼﻞ ﻋﻠﻰ درﺟﺔ اﻟﻮاﺟﺐ‬-9
.‫ ﻟﻠﻄﺎﻟﺐ اﻟﺤﻖ ﻓﻲ اﻻﺳﺘﻔﺴﺎر ﻋﻦ أي ﻣﻌﻠﻮﻣﺔ ﻟﻢ ﯾﻔﻬﻤﻬﺎ ﺑﻄﺮﯾﻘﺔ ﻣﺆدﺑﺔ وﻫﺎدﺋﺔ‬-10

‫ﻟﻠﺘﻮاﺻﻞ‬:

salhadamah@alsschools.com ‫اﻟﺒﺮﯾﺪ اﻹﻟﻜﺘﺮوﻧﻲ‬ : ‫ ﺳﺎرة اﻟﻬﺪاﻣﺔ‬/ ‫اﻷﺳﺘﺎذة‬ -

halhajji@alsschools.com ‫اﻟﺒﺮﯾﺪ اﻹﻟﻜﺘﺮوﻧﻲ‬ : ‫ﻫﺸﺎم ﺑﻦ ﻋﺒﺪاﷲ اﻟﺤﺠﻲ‬: ‫اﻷﺳﺘﺎذ‬ -

MYP 5 Language Acquisition French

Course Description
This course is a language acquisition course, and a third language course. They will be able to
communicate in familiar context. Grammar will be introduced to help them developing their
autonomy and creativity. Students are expected to participate in lessons to help them acquire
French language. They are expected to make the effort to understand French using their
previous knowledge of French or other languages, the intonation of the voice, the context, and
the non-verbal communication.
Aims and Objectives
An overarching aim of teaching and learning languages is to enable the student to become a
critical and competent communicator.

The aims of the teaching and learning of MYP Language Acquisition French are to:
▪ gain proficiency in a third language while supporting maintenance of their mother
tongue and cultural heritage
▪ develop a respect for, and understanding of, diverse linguistic and cultural heritages
▪ develop the student’s communication skills necessary for further language learning, and
for study, work and leisure in a range of authentic contexts and for a variety of
audiences and purposes
▪ enable the student to develop multiliteracy skills through the use of a range of learning
tools, such as multimedia, in the various modes of communication
▪ enable the student to develop an appreciation of a variety of non-literary texts and to
develop critical and creative techniques for comprehension and construction of
meaning
▪ enable the student to recognize and use language as a vehicle of thought, reflection,
self-expression and learning in other subjects, and as a tool for enhancing literacy
▪ offer insight into the cultural characteristics of the communities where French is spoken
▪ encourage an awareness and understanding of the perspectives of people from own and
French cultures, leading to involvement and action in own and other communities
▪ foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

In order to reach the aims of language acquisition course, students should be able to:
MYP Objectives for Language Acquisition Phase 3
Objective C:
Objective B: Objective D:
Objective A: Comprehending Communicating in
Comprehending written Using language in spoken
spoken and visual text response to spoken,
and visual text and written form
written and visual text
29
▪ show under-standing of ▪ show under-standing of ▪ respond appropriately ▪ write and speak using a
information, main ideas information, main ideas to spoken, written and range of vocabulary,
and supporting details, and supporting details, visual text in a range of grammatical structures
and draw conclusions in and draw conclusions familiar and some and conventions; when
familiar and some ▪ understand basic unfamiliar situations speaking, use clear
unfamiliar situations conventions including ▪ interact in rehearsed pronunciation and
▪ understand conventions aspects of format and and unrehearsed intonation
▪ engage with the spoken style, and author’s exchanges on a limited ▪ organize information and
and visual text by purpose for writing variety of aspects ideas and use a range of
identifying ideas, ▪ engage with the written within familiar and basic cohesive devices
opinions and attitudes and visual text by some unfamiliar ▪ use language to suit the
and by making a identifying ideas, situations context.
response to the text opinions and attitudes ▪ express ideas and
based on personal and by making a feelings, and
experiences and response to the text communicate
opinions. based on personal information in familiar
experiences and and some unfamiliar
opinions. situations
▪ communicate with a
sense of audience and
purpose.
MYP Objectives for Language Acquisition Phase 4
Objective C:
Objective B: Objective D:
Objective A: Comprehending Communicating in
Comprehending written Using language in spoken
spoken and visual text response to spoken,
and visual text and written form
written and visual text
▪ construct meaning and ▪ construct meaning by ▪ respond appropriately ▪ write and speak using a
draw conclusions from identifying stated and to spoken, written and range of vocabulary,
information, main ideas implied information, visual text in a range of grammatical structures
and supporting details in main ideas and familiar and unfamiliar and conventions; when
familiar and unfamiliar supporting details, and situations speaking, use clear
situations draw conclusions ▪ engage in rehearsed pronunciation and
▪ interpret conventions ▪ interpret basic and unrehearsed intonation
▪ engage with the spoken conventions including exchanges to share ▪ organize information and
and visual text by aspects of format and ideas on topics of ideas into a structured
identifying ideas, style, and author’s personal and global text; use a wide range of
opinions and attitudes purpose for writing significance cohesive devices
and by making a ▪ engage with the written ▪ express ideas and ▪ use language to suit the
response to the text and visual text by feelings, and context.
based on personal identifying ideas, communicate
experiences and opinions and attitudes information in simple
opinions. and by making a and complex texts in
response to the text familiar and unfamiliar
based on personal situations
experiences and ▪ communicate with a
opinions. sense of audience and
purpose.

30
Materials and Resources
A French folder containing:
Reading and writing book
Notebook A4
Zipper file

Units of Study
Unit 1 D’ou je viens?
Unit 2 Je fais des achats
Unit 3 Je mange bien

MYP Criteria for Assessment

Objective A:​ Comprehending spoken and visual text Maximum point: 8

Objective B​: Comprehending written and visual text Maximum point: 8
Objective C:​ ​Communicating in response to spoken, written and visual text Maximum point: 8
Objective D:​ Using language in spoken and written form Maximum point: 8

Students will be assessed against the following Criteria/Objectives in a variety of ways.

● requesting and providing information
● giving and receiving ideas and opinions
● creating and sharing a suggestion, a solution or a story
● understanding and responding to a message or an idea
● listening to, and discussing, a problem
● viewing and interpreting an idea or issue presented.

Classroom Expectations
• Students will be in class on time (ready to work ​before​ the second bell)
• Students will always bring their French equipment to class.
• Students will never leave handouts behind. They should be stored in the French folder.
• Students will always leave their place as clean and organized as it was.
• Students will always have all homework completed on time.
• My students and I will respect ourselves, each other and the school and other people’s property and
feelings.
• If a student is absent it is his/her responsibility to catch up on any missed work before the next class.
• If a student is absent for a quiz or test, the quiz or test will be taken during the next class.
• Students will ask for help if they don’t understand.
• Students will never stay in the classroom after the bell has rung to avoid being late for the next class.
• Students will perform their best!

Contact Information

Diana Tabib Mustapha Belkacemi

dtabib@alsschools.com mbelkacemi@alsschools.com

31
 MYP 5 Physical and Health Education
Course Description
MYP physical and health education aims to empower students to understand and appreciate
the value of being physically active and develop the motivation for making healthy life choices.
To this end, physical and health education courses foster the development of knowledge, skills
and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through
opportunities for active learning, courses in this subject group embody and promote the holistic
nature of well-being. Students engaged in physical and health education will explore a variety
of concepts that help foster an awareness of physical development and health perspectives,
empowering them to make informed decisions and promoting positive social interaction.

Aims and Objectives

Use inquiry to explore physical and health education concepts
Participate effectively in a variety of contexts
Understand the value of physical activity
Achieve and maintain a healthy lifestyle
Collaborate and communicate effectively
Build positive relationships and demonstrate social responsibility
Reflect on their learning experiences.

MYP Objectives for Grade 10 Physical and Health Education

Objective A: Objective B: Objective C: Objective D:
Knowing and Planning for Applying and Reflecting and
understanding performance performing improving performance
i. ​Explain physical health i. ​Design, explain and i. ​Demonstrate and i. ​Explain and
education factual, justify plans to improve apply a range of skills demonstrate strategies
procedural and physical performance and techniques to enhance
conceptual knowledge and health effectively interpersonal skills

ii. ​Apply physical and ii. ​Analyse and evaluate ii. ​Demonstrate and ii. ​Develop goals and
health education the effectiveness of a apply a range of apply strategies to
knowledge to analyse plan based on the strategies and enhance performance
issues and solve outcome. movement concepts
problems set in familiar iii. ​Analyse and evaluate
and unfamiliar iii. ​Analyse and apply performance.
situations information to perform
effectively.
iii. ​Apply physical and
health terminology
effectively to
communicate
understanding.

32
Materials and Resources
All students need the following items for each PE lesson:
● Appropriate sports shoes that provide cushioning & support (no Converse shoes or football
boots with studs, unless it is the unit of football).
● A4 ring binder file
● Lined paper
● Plastic pockets
● *Any bracelets not removed must be covered with a “sweatband”.

Units of Study
1. Volleyball: ​Rules of Volleyball, serving, digging, setting, spiking, passing, include some of
the skills that will be covered during this unit. Although students will improve their
Volleyball skills, they will also be given the opportunity to improve on presentation
skills, teamwork, and social skills during this unit.
2. Soccer and sports nutrition: ​Being one of the popular units, it is also one that the
students enjoy the most. We work on improving soccer skills like trapping, shooting,
dribbling, etc, we do however use soccer as a vehicle to improve teamwork, encourage
leadership, and develop other skills.
3. Team games: ​During this unit students often work together as teams, playing games,
solving problems etc. It therefore offers us the perfect opportunity to develop their
ability to solve problems, and teach them the value of teamwork.
4. Basketball: ​Rules of Basketball, dribbling, shooting and passing include some of the skills
that will be covered during this unit. Although students will improve their Basketball
skills, they will also be given the opportunity to improve on presentation skills,
teamwork, and social skills during this unit.
5. Dance: ​For this unit we allow students to be as creative as they want to be. We explore
traditional dances like the Ardah, modern dances, as well as reasons why people dance.

MYP Criteria for Assessment

Students will be assessed against the following Criteria/Objectives in a variety of ways.
Maximum: 8

Criterion A: Knowing and understanding

•​Criterion A must be assessed in non-performance/non-playing situations.
•​Criterion A can be assessed only through written or oral tasks.

Criterion B: Planning for performance

•​Criterion B can be assessed through units that require students to inquire and plan.
Examples include: composition of aesthetic movement routines (such as gymnastics,
dance, sport aerobics, martial arts), fitness training programmes, coaching programmes,
game creation and laboratory investigations (such as fitness, skill acquisition, energy
systems).
• ​Planning for the execution of skills is not appropriate for assessment against this
criterion. (For example, criterion B is not used to assess a student’s plan of how to
execute a skill such as tackling in rugby or performing a lay-up in basketball.)
• ​In order to meet the requirements of criterion B, students must carry out their plan to
evaluate it.

33
Criterion C: Applying and performing
•​Criterion C must be assessed in performance/playing situations.
•​A student’s ability to recall and apply skills and techniques effectively could include:
accuracy, efficiency, control, coordination, timing, fluency, speed and power.
•​A student’s ability to recall and apply strategies and movement concepts effectively
could include: the use of space, force and flow of movement and adaptation to various
situations.

Criterion D: Reflecting and improving performance

● Criterion D is appropriate for assessing personal and social development in
sports/performance leadership and officiating.

Classroom Expectations
● Students are expected to show up on time
● Students are expected to come to all classes prepared and ready to participate

Contact Information
Randa shananir Ioan Pisoc
rshnaneer@alsschools.com ipisoc@alsschools.com

MYP 5 Visual Arts

Course Description
Every person has the ability to be creative. In a rapidly changing world, it cannot be assumed
that the knowledge and understanding that students develop during their formal education will
be sufficient. Learning to think critically and creatively enables us to analyse situations, revisit
challenges, create possible solutions, and innovate our way into a better future. MYP Visual Art
provides students with the tools for generating creative thought and encouraging creative
behaviors will allow students to develop their creativity across all subject groups and foster
lifelong learning.

Aims and Objectives

The aims of MYP arts are to encourage and enable students to:
● create and present art
● develop skills specific to the discipline
● engage in a process of creative exploration and (self-)discovery
● make purposeful connections between investigation and practice
● understand the relationship between art and its contexts
● respond to and reflect on art
● deepen their understanding of the world

34
 MYP Objectives for Grade 10 Visual Art
Objective A: Knowing Objective B: Objective C: Objective D:
and Understanding Developing Skills Thinking Creatively Responding
i. ​demonstrate i. ​demonstrate the i. ​develop a feasible, i. ​construct meaning
knowledge and acquisition and clear, imaginative and and transfer learning
understanding of the art development of the coherent artistic to new settings
form studied, including skills and techniques of intention ii. ​create an artistic
concepts, processes, the art form studied ii. ​demonstrate a range response that intends
and the use of ii. ​demonstrate the and depth of to reflect or impact on
subject-specific application of skills and creative-thinking the world around
terminology techniques to create, behaviours them
ii. ​demonstrate an perform and/or present iii. ​demonstrate the iii. ​critique the artwork
understanding of the art. exploration of ideas to of self and others.
role of the art form in shape artistic intention
original or displaced through to a point of
contexts realization.
iii. ​use acquired
knowledge to
purposefully inform
artistic decisions in the
process of creating
artwork.

Materials and Resources

● The Visual Art Journal - 9 x 12” hard-cover sketchbook with at least 50 blank pages
● Drawing pencils, eraser, ruler and pencil sharpener
● Pencil crayons
● Coloured and black markers

Units of Study
1. Drawing: Art History Series
2. Techniques of Sculpture

MYP Criteria for Assessment

A: Knowing and Understanding Maximum 8

B: Developing Skills Maximum 8
C: Thinking Creatively Maximum 8
D: Responding Maximum 8

Students will be assessed against the following Criteria/Objectives in a variety of ways

Criterion A​: Knowing and understanding:

It will be class assignments in order of students' understanding of the art form has studied
during the unit.
Criterion B​: Developing Skills:

35
Final summative assessment. Create an artwork and it should depict the acquisition and
development of the skills they have taught in the unit.
Criterion C​: Thinking Creatively:
It will be assessed while the student shows his ability to use his imagination to make some
changes to the original artwork. The artwork must depict creative-thinking in using the
materials.
Criterion D​: Responding:
This will be assessed using the method of art criticism, where the student will critique his art
using the four methods of criticism.

Classroom Expectations
● Students are expected to come to class prepared to work, create and collaborate.
● Students are expected to be engaged and on task,
● Clean up after themselves as well as help organize and maintain classroom supplies,
● Bring art materials and visual arts journal to each class.

Contact Information

Mohammed Fattouh Maryam Safi Harb

mfattouh@alsschools.com mharb@alsschools.com

MYP 5 Design
Course Description
Design, and the resultant development of new technologies, has given rise to profound changes
in society: transforming how we access and process information; how we adapt our
environment; how we communicate with others; how we are able to solve problems; how we
work and live. Design is the link between innovation and creativity, taking thoughts and
exploring the possibilities and constraints associated with products or systems, allowing them
to redefine and manage the generation of further thought through prototyping,
experimentation and adaptation. It is human-centered and focuses on the needs, wants and
limitations of the end user.

Aims and Objectives

The aims of MYP design are to encourage and enable students to:
Enjoy the design process, develop an appreciation of its elegance and power
Develop knowledge, understanding and skills from different disciplines to design and
create solutions to problems using the design cycle
Use and apply technology effectively as a means to access, process and communicate
information, model and create solutions, and to solve problems
Develop an appreciation of the impact of design innovations for life, global society and
environments
Appreciate past, present and emerging design within cultural, political, social, historical
and environmental contexts
Develop respect for others’ viewpoints and appreciate alternative solutions to problems
36
 Act with integrity and honesty, and take responsibility for their own actions developing
effective working practices.

MYP Objectives for Grade 10 Design

Objective A: Objective B: Objective C: Objective D:
Inquiring and analyzing Developing ideas Creating the solution Evaluating
I. Explain and justify the I. Develop a design I. Construct a logical I. Design detailed and
need for a solution to a specification, which plan, which describes relevant testing
problem for a specified clearly states the the efficient use of methods, which
client/target audience success criteria for the time and resources, generate data, to
design of a solution sufficient for peers to measure the success of
II. Identify and prioritize be able to follow to the solution
the primary and II. Develop a range of create the solution
secondary research feasible design ideas, II. Critically evaluate the
needed to develop a which can be correctly II. Demonstrate success of the solution
solution to the problem interpreted by others excellent technical against the design
Iii. Present the chosen skills when making the specification
III. Analyze a range of design and justify its solution
existing products that selection III. Explain how the
inspire a solution to the III. Follow the plan to solution could be
problem IV. Develop accurate create the solution, improved
and detailed planning which functions as
IV. Develop a detailed drawings/diagrams and intended IV. Explain the impact of
design brief, which outline the the solution on the
summarizes the analysis requirements for the IV. Fully justify changes client/ target audience.
of relevant research. creation of the chosen made to the chosen
solution. design and plan when
making the solution

V. Present the solution

as a whole.

Materials and Resources

Reference book: “Information Systems for you”
Reference book: “101 Red hot ICT Starter”
www.dropbox.com
Internet resources
School computers or student laptops
School application software
Handouts

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 Units of Study
Unit Title Inquiry Question
Database
What are the advantages and disadvantages of each method for
automatically capture data?
Advertising campaign Students will inquire into how the form of an advertisement
changes audience’s perspective about a product.
Spreadsheet How does spreadsheet organize and manipulate our data?
Company website How can we use Technology to Change people and/or
communities opinion of technology through technology
experiences?

MYP Criteria for Assessment

Students will be assessed against the following Criteria/Objectives in a variety of ways.

Criterion A Inquiring and analysing Maximum 8

Criterion B Developing ideas Maximum 8
Criterion C Creating the solution Maximum 8
Criterion D Evaluating Maximum 8

The criteria will be assessed by creating a project in each quarter and is a compulsory
component of all MYP design courses.
The project must be assessed using all four criteria. It must be presented as a design folder that
is clearly divided into four sections: one per criterion. It must begin with the student’s inquiry
into the problem and end with the evaluation of the product/solution. Students are presented
with a design situation by the teacher.

Classroom Expectations
● Students will never stay in the class after the bell rings to avoid being late for the next
class.
● Students will never leave handouts behind.
● Students will always leave their place as clean and organized as it was.
● Students will always bring all required materials to class.
● Students will always have all homework completed on time. Incomplete homework will
result in lunch detention and grade deduction.
● Students will not chew gum, drink, or eat in class.
● My students and I will respect the schools and other people’s property and feelings.
● Students copying or cheating on homework, quizzes, or tests will receive a zero on that
quiz or test.
● If a student is absent for a quiz or test, the quiz or test will be taken the next class, if the
school permits.
● Students will ask for help if they don’t understand.

Contact Information

Javier Carrasco May Binshaiq

Javier.carrasco.dominguez@gmail.com mbinshaiq@alsschools.com
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