National Curriculum: Achieving Knowledge, Values, and Attitudes

1. Map of the National Curriculum 31 August 2014

2. Introduction to the National Curriculum Framework (NCF)

3. V.E • Economics • Entrepreneurship • ICT • B. St • T.Tourism • Acc • The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes. • Environment, science & technology • Dhi. Lit • Science • Biology • Marine Science • Islamic Tharbiyah • Arabic • Eng. Lit • Health & PE • Health & • Wellbeing • Language & Communication • Dhi • Mathematics • Math • Eng • Physics • Chemistry • Islam & • spirituality • Quran • Social St • Social Sciences • Creative Arts • Geography • History • F. Lang • Creative Arts What are we trying to achieve? Map of the National Curriculum Successful individuals who are motivated to explore and create knowledge Confident and competent individuals who have a firm belief in Islam, a strong sense of self and national identity Responsible and productive contributors to their own family, local community and the global society • Vision What are we trying to achieve? • Islam • Identity & • Culture • Human Rights, • Democracy & Justice • Holistic • Development • Personal Excellence • Inclusivity • Preparation • for Life • Relevance • Principles • values relating to Self • values relating to Family • & Others • values relating to Local & Global community • values relating to the • Environment • Shared Values • Focus for Learning • Knowledge and Understanding • Skills • Values and Attitudes How do we organise learning? • Making • Meaning • Living a • Healthy Life • Using Technology • & the Media • Using Sustainable Practices • Practising • Islam • Understanding & Managing Self • Thinking Critically & Creatively • Relating to • People How do we organise learning? • Key Competencies • Key Learning Areas • Subjects • Effective Pedagogy • Creating a positive learning • environment • Connecting prior learning to new learning • Fostering reflective practice • Making learning • meaningful • Catering to individual differences How well are we achieving this? How well are we achieving this? How well are we achieving this? Measuring learning across all dimensions Using multiple methods Involving the whole school community Using feedback Reflecting on learning and creating a continuous improvement cycle • Ways to Evaluate Impact • Accountability Measures • National standards • Positive behaviour • Contribution to the • society • Better choices in life • Further education and • employment

4. Vision Every Child is prepared for life

5. The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes. What are we trying to achieve? Map of the National Curriculum Successful individuals who are motivated to explore and create knowledge Responsible and productive contributors to their own family, local community and the global society Confident and competent individuals who have a firm belief in Islam, a strong sense of self and national identity • Vision • Vision How do we organise learning? Confident and competent individuals who have a firm belief in Islam, a strong sense of self and national identity Successful individuals who are motivated to explore and create knowledge Responsible and productive contributors to their own family, local community and the global society How well are we achieving this? • To make learning and teaching more effective so that learners understand quality and how to improve

6. Our image of a successful future learner……..

7. Principles Islam Personal Excellence Human Rights, Democracy & Justice Holistic Development Relevance Preparation for Life Identity & Culture Inclusivity

8. How can we address the principles through our teaching/school system?

9. Group Activity • After going through the specific principles, come out with suggested activities that could be carried out in the school

10. Map of the National Curriculum • The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes. What are we trying to achieve? Successful individuals who are motivated to explore and create knowledge Responsible and productive contributors to their own family, local community and the global society Confident and competent individuals who have a firm belief in Islam, a strong sense of self and national identity • Vision • Islam • Identity & • culture • Human Rights, • Democracy & Justice • Holistic • development • Personal Excellence • Inclusivity • Preparation • for Life • Relevance • Principles • values relating to Self • values relating to Family • & Others • values relating to Local and Global Community • values relating to the • Environment • Shared Values • Focus for Learning • Knowledge and Understanding • Skills • Values and Attitudes How do we organise learning? How well are we achieving this? • To make learning and teaching more effective so that learners understand quality and how to improve

11. Shared Values

12. Pair work • Sorting activity

13. Values & • Attitudes • Focus on learning • Knowledge & Understanding • Skills

14. Map of the National Curriculum • The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes. What are we trying to achieve? Successful individuals who are motivated to explore and create knowledge Responsible and productive contributors to their own family, local community and the global society Confident and competent individuals who have a firm belief in Islam, a strong sense of self and national identity • Vision • Islam • Identity & • culture • Human Rights, • Democracy & Justice • Holistic • development • Personal Excellence • Inclusivity • Preparation • for Life • Relevance • Principles • values relating to Self • values relating to Family • & Others • values relating to Local and Global Community • values relating to the • Environment • Shared Values • Focus for Learning • Knowledge and Understanding • Skills • Values and Attitudes How do we organise learning? How well are we achieving this? • To make learning and teaching more effective so that learners understand quality and how to improve

15. Key Competencies

16. The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes. What are we trying to achieve? Map of the National Curriculum Successful individuals who are motivated to explore and create knowledge Responsible and productive contributors to their own family, local community and the global society Confident and competent individuals who have a firm belief in Islam, a strong sense of self and national identity • Vision • Islam • Identity & • culture • Human Rights, • Democracy & Justice • Holistic • development • Personal Excellence • Inclusivity • Prepare for Life • Relevance Principles • Shared values • values relating to Self • values relating to Family • & Others • values relating to Local and global community • values relating to the • Environment • Focus for learning • Knowledge and Understanding • Skills • Values and Attitudes How do we organize learning? • Practising • Islam • Understanding & Managing Self • Thinking Critically & Creatively • Relating to • people • Making • Meaning • Living a • Healthy Life • Using Sustainable Practices • Using Technology • & the Media • Key competencies How well are we achieving this? How well are we achieving this? • Accountability measures • National Standards • Positive Behaviour • Contribution to the • Society • Better Choices in Life • Further Education and • Employment

17. Creative Arts • Science • Econ • Physics • Chemistry • T. Tour • VE • Entrepreneurship • Environment, Science & Technology • Mathematics • Creative Arts • Health & Wellbeing • Social Sciences • Language &Communication • Islam & Spirituality • Eng Lit • ICT • Biology • Acc • Bu. St • Hist • Soc. St • Health & PE • Geo • Dhivehi • Islamic Tharbiyah • English • Mathematics • Key learning areas and subjects Arabic F. Lang • Dhi. Lit • Quran • Marine Science

18. Map of the National Curriculum • T.Tourism • V.E • Entrepreneurship • Econ • Acc • B. St • ICT • The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes. • Environment, science & technology • Dhi. Lit • Science • Biology • Marine Science • Islamic Tharbiyah • Eng. Lit • Arabic • Health & PE • Health & • Wellbeing • Mathematics • Math • Language & Communication • Eng • Dhi • Physics • Chemistry • Quran • Islam & • spirituality • Social St • Social Sciences • Creative Arts • History • Geography • Creative Arts • F. Lang What are we trying to achieve? • Successful individuals who are motivated to learn and explore; who are inquisitive and eager to seek, use and create knowledge Confident and competent individuals who have a firm belief in Islam, a strong sense of self, and cultural identity and believe in their own capabilities • Responsible and productive contributors to their own family, their local community and the global society • Vision • Islam • Identity & • culture • Human Rights, • Democracy & Justice • Holistic • development • Personal Excellence • Inclusivity • Prepare for Life • Relevance Principles • Shared Values • values relating to Self • values relating to Family • & Others • values relating to Local and global community • values relating to the • Environment • Focus for Learning • Knowledge and understanding • Skills • Values and attitudes How do we organize learning? • Making • Meaning • Living a • Healthy Life • Using Technology • & the Media • Using Sustainable Practices • Practising • Islam • Understanding & Managing Self • Thinking Critically & Creatively • Relating to • People • Key Competencies • Key Learning Areas How well are we achieving this? • To make learning and teaching more effective so that learners understand quality and how to improve How well are we achieving this? • Accountability measures • National Standards • Positive Behaviour • Contribution to the • Society • Better Choices in Life • Further Education and • Employment

19. Effective Pedagogy

20. Map of the National Curriculum Framework • T.Tourism • V.E • Entrepreneurship • Econ • B. St • ICT • Acc • The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes. • Environment, science & technology • Dhi. Lit • Science • Biology • Marine Science • Islamic Tharbiyah • Arabic • Eng. Lit • Health & PE • Health & • Wellbeing • Language & Communication • Math • Dhi • Eng • Mathematics • Physics • Chemistry • Islam & • spirituality • Quran • Social Sciences • Creative Arts • Social St • History • Geography • Creative Arts • F. Lang What are we trying to achieve? • Successful individuals who are motivated to learn and explore; who are inquisitive and eager to seek, use and create knowledge Confident and competent individuals who have a firm belief in Islam, a strong sense of self, and cultural identity and believe in their own capabilities • Responsible and productive contributors to their own family, their local community and the global society • Vision • Islam • Identity & • culture • Human Rights, • Democracy & Justice • Holistic • development • Personal Excellence • Inclusivity • Prepare for Life • Relevance Principles • Shared values • values relating to Self • values relating to Family • & Others • values relating to Local and global community • values relating to the • Environment • Focus for learning • Knowledge and understanding • Skills • Values and attitudes How do we organize learning? • Making • Meaning • Living a • Healthy Life • Using Technology • & the Media • Using Sustainable Practices • Practising • Islam • Understanding & Managing Self • Thinking Critically & Creatively • Relating to • People • Key Competencies • Key Learning Areas • Effective Pedagogy • Creating a positive learning • environment • Connecting prior learning to new learning • Fostering reflective practice • Making learning • meaningful • Catering to individual differences How well are we achieving this? • To make learning and teaching more effective so that learners understand quality and how to improve How well are we achieving this? • Accountability measures • National Standards • Positive Behaviour • Contribution to the • Society • Better Choices in Life • Further Education and • Employment

21. Ways to evaluate impact

22. V.E • Economics • Entrepreneurship • B. St • T.Tourism • Acc • ICT • Environment, science & technology • Dhi. Lit • Science • Biology • Marine Science • Islamic Tharbiyah • Eng. Lit • Arabic • Health & PE • Health & • Wellbeing • Math • Language & Communication • Dhi • Eng • Mathematics • Physics • Chemistry • Islam & • spirituality • Quran • Social St • Social Sciences • Creative Arts • Geography • History • F. Lang • The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes. • Creative Arts What are we trying to achieve? Map of the National Curriculum Successful individuals who are motivated to explore and create knowledge Responsible and productive contributors to their own family, local community and the global society Confident and competent individuals who have a firm belief in Islam, a strong sense of self and national identity • Vision • Islam • Identity & • Culture • Human Rights, • Democracy & Justice • Holistic • Development • Personal Excellence • Inclusivity • Preparation • for Life • Relevance • Principles • values relating to Self • values relating to Family • & Others • values relating to Local & Global community • values relating to the • Environment • Shared Values • Focus for Learning • Knowledge and Understanding • Skills • Values and Attitudes How do we organise learning? • Making • Meaning • Living a • Healthy Life • Using Technology • & the Media • Using Sustainable Practices • Practising • Islam • Understanding & Managing Self • Thinking Critically & Creatively • Relating to • People • Key Competencies • Key Learning Areas • Subjects • Effective Pedagogy • Creating a positive learning • environment • Connecting prior learning to new learning • Fostering reflective practice • Making learning • meaningful • Catering to individual differences How well are we achieving this? Measuring learning across all dimensions Using multiple methods Involving the whole school community Using feedback Reflecting on learning and creating a continuous improvement cycle • Ways to Evaluate Impact

23. National Standards • Positive Behaviour • Accountability measures • Contribution to the Society • Better Choices in Life • Further Education and Employment

24. Map of the National Curriculum • V.E • Economics • Entrepreneurship • T.Tourism • Acc • ICT • B. St • Environment, science & technology • Dhi. Lit • Science • Biology • Marine Science • Islamic Tharbiyah • Arabic • Eng. Lit • Health & • Wellbeing • Health & PE • Mathematics • Dhi • Eng • Language & Communication • Math • Physics • Chemistry • Quran • Islam & • spirituality • Social St • Social Sciences • Creative Arts • Geography • History • F. Lang • The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes. • Creative Arts What are we trying to achieve? Successful individuals who are motivated to explore and create knowledge Responsible and productive contributors to their own family, local community and the global society Confident and competent individuals who have a firm belief in Islam, a strong sense of self and national identity • Vision • Islam • Identity & • Culture • Human Rights, • Democracy & Justice • Holistic • Development • Personal Excellence • Inclusivity • Preparation • for Life • Relevance • Principles • values relating to Self • values relating to Family • & Others • values relating to Local & Global community • values relating to the • Environment • Shared Values • Focus for Learning • Knowledge and Understanding • Skills • Values and Attitudes How do we organise learning? • Making • Meaning • Living a • Healthy Life • Using Technology • & the Media • Using Sustainable Practices • Practising • Islam • Understanding & Managing Self • Thinking Critically & Creatively • Relating to • People • Key Competencies • Key Learning Areas • Subjects • Effective Pedagogy • Creating a positive learning • environment • Connecting prior learning to new learning • Fostering reflective practice • Making learning • meaningful • Catering to individual differences How well are we achieving this? How well are we achieving this? Measuring learning across all dimensions Using multiple methods Involving the whole school community Using feedback Reflecting on learning and creating a continuous improvement cycle • Ways to Evaluate Impact • Accountability Measures • National standards • Positive behaviour • Contribution to the • society • Better choices in life • Further education and • employment

25. Organisation Structure Foundation Practising Islam Islam & spirituality Language & communication Mathematics Health & Wellbeing Social Science Environment, Science & Technology Creative Arts Entrepreneurship F LKG, UKG Primary Optional subject Optional subject Entrepreneurship Social Science Islam & spirituality Language & communication Mathematics Health & Wellbeing Environment, Science & Technology Creative Arts Understanding & Managing Self Islamic Tharbiyah Key stage 1 Gr: 1, 2 & 3 English Dhivehi Quran Health & PE Social Studies Science Creative Arts ICT Arabic Maths Islamic Tharbiyah Key stage 2 Gr: 4, 5 & 6 English Dhivehi Quran Health & PE Social Studies Science Creative Arts ICT Arabic Maths Thinking Critically & Creatively Lower Secondary Entrepreneurship Social Science Islam & spirituality Language & communication Mathematics Health & Wellbeing Environment, Science & Technology Creative Arts Key stage 3 Gr: 7 & 8 Islamic Tharbiyah Science (Physics, E. S, Chem & Bio) Arabic Business Studies (Acc, Econ, Bus. St) Creative Arts ICT English Dhivehi Health & PE Social Studies (Hist, Geo, Civics & Citizenship) Maths Quran Relating to People Social Science Electives (choose any 4 subjects selected from at least two KLAs. A minimum of one subject should be selected from the KLA Environment, Science & Technology.) Language & communication Health & Wellbeing Islam & spirituality Mathematics Living a Healthy Life Core Subjects Core Subjects Art • Business St • Accounting • Economics • Travel & Tour • Design & Tech • Computer Studies • Vocational Studies • History • Geo • Physics • Chemistry • Biology • Marine. Science • Env. Science • Combined Science • Eng Lit • Dhi Lit • Foreign Language (Arabic, French, Mandarin) Islamic Tharbiyah Key stage 4 Gr: 9 & 10 Quran Social Studies Health & PE English Dhivehi Maths Quran Making Meaning Using Technology & the Media Higher Secondary Islam & spirituality Lang & comm Electives (choose any 3 subjects ) Core Subjects Key stage 5 Gr: 11 & 12 Islamic Tharbiyah Dhivehi • Business Studies • Principles of Accounts • Economics • Economics & • Business Studies • History • Geography • English • Eng Lit • Dhiv Lit • Physics • Chemistry • Biology • Marine Science • Mathematics with Statistics • Mathematics & Mechanics Using Sustainable Practices Quran & Sunnah Art

26. The following behaviours are visible in the child while the new curriculum is implemented Confident and competent • adhere to the teachings of Qur’an and Sunnah. • take Islam as a complete way of life • have a strong identity of self • uphold national values and culture • communicate successfully • recognize own strengths • are resilient • take initiative • distinguish right from wrong • are equipped for life and work

27. The following behaviours are visible in the child while the new curriculum is implemented Motivated to learn and explore • identify own learning styles • employ a variety of learning strategies • expand own circle of knowledge and repertoire of skills • are critical and creative thinkers • are able to think, reason, question and evaluate • are literate and numerate • take pleasure in learning

28. The following behaviours are visible in the child while the new curriculum is implemented Responsible and productive • contribute to the wellbeing of own family, local community and global society • are resourceful and reliable • make informed decisions • respect others • follow sustainable practices • are enterprising and entrepreneurial • contest violence and injustice • are keen to make a difference

29. Way forward………………