MYP

CURRICULUM
BOOKLET
2024-2025
Grade 6
 Grade 6 Curriculum Handout
English Language and Literature

Head of English - Mr Conor Martin Scanlon, conor.s@aiadubai.com

AIMS OF THE SUBJECT - The aims of MYP English are to encourage and enable students to:

• Use language as a vehicle for thought, creativity, reflection, learning, self-expression,

analysis, and social interaction.

• Develop skills involved in listening, speaking, reading, writing, viewing, and presenting in
various contexts.

• Develop critical, creative, and personal approaches to studying and analyzing literary and
non-literary texts.

• Engage with text from different historical periods and a variety of cultures.

• Explore and analyze aspects of personal, host and other cultures through literary and non-
literary texts.

• Explore language through a variety of media and modes.

• Develop a lifelong interest in reading.

• Apply linguistic and literary concepts and skills in a variety of authentic contexts.
CURRICULUM OVERVIEW

Unit Title Content

Unit 1: Creative • Understand how to approach a basic creative writing prompt with
Writing confidence.
• Explore a range of literary devices that can be used to enhance a creative
story. The students will explore how a narrative can be developed into an
interesting story. The students will explore and write descriptions that
appeal to the senses.
• Identify narrative craft, focusing on elements such as character
development, narrative, and plot, infusing its structure with imagination,
invention and story.
• Demonstrate creativity skills and understanding of using different
stylistic devices in writing.

Unit 2: Myths • Understand what myths and legends are, their conventions, their
and Legends purpose, what they reveal about human behavior, how they help us
make sense of our surroundings and how they help us preserve our
individual and cultural identities.
• Explore the connections between comics and myths and legends.
• Consider whether legends are based on reality; we can create new
myths; the same myths exist in all cultures; there is a place for them in
the modern world; there are modern myths.
• Use technology to further investigate ideas related to myths and legends;
use descriptive language and make use of stylistic devices in their
writing; the conventions of different types of comics.
• Identify different points of view and understand when and why they are
used.
• Summarize, synthesize, and annotate text.
• Demonstrate collaborative skills, an understanding of different points of
view in writing.
Unit 3: Is seeing • Understand what a documentary is and how it began; how
always believing? documentaries differ from other types of films; the parts of a sentence;
the purposes of different types of texts.
• Identify the conventions of a documentary; the different types of
documentaries; the different types of TV genres; the conventions used in
documentaries.
• Consider ethical issues related to documentaries; whether language is
changing in film and TV; whether only Standard English should be used
on TV and in film.
• Reflect on the future of documentaries.
• Use technology to further investigate ideas related to communication in
documentaries.
• Skim text to find answers to questions.
• Demonstrate understanding of how to organize a paragraph.

Unit 4: Do • Understand what an advertisement is; different types of adverts;

advertisements different types of stylistic choices.
run the world? • Explore the purpose of advertising; how language is used to appeal to
certain audiences; what we can learn about people and society through
adverts; how advertising has changed over time; the impact of
advertising on us.
• Consider whether advertising can be dangerous & whether advertising
influences the way we think.
• Use technology to further investigate ideas related to advertising.
• Act to raise awareness about the dangerous consequences of
irresponsible advertising by writing letters to TV networks or celebrities
or creating posters for their school.

Unit 5: Is this for • Understand what realistic fiction is; modes of humour and how they are
real? used in literature.
• Explore a realistic fiction novel and consider how the characters’
language and behavior reflect the social and cultural aspects of the
setting of the story; how various points of view affect the story;
strategies for becoming a better speller.
• Infer meaning from clues in a text.
• Write their own realistic fiction story.
• Use technology to further investigate ideas related to realistic fiction.
• Act to foster a more open-minded attitude towards the issues explored
in realistic fiction and to offer support to those experiencing them.
 Unit 6: Is all the • Understand who William Shakespeare was; what a play is; what a sonnet
world a stage? is; the conventions of drama; strategies used in effective speeches.
• Explore how Shakespeare’s plays teach us about people and society; how
women are represented in Shakespeare’s plays; why there are so many
speeches in Shakespeare’s plays.
• Consider whether the themes in Shakespeare plays are as relevant today
as they were then; whether something is lost in translation when we
perform Shakespeare in other languages.
• Use technology to further investigate ideas and topics related to
Shakespeare and drama.
• Act to learn more about Shakespeare or to help others enjoy
Shakespeare.

RESOURCES
• Language and Literature – MYP by Concept 1 – Ana de Castro, Zara Kaiserimam,
• Wonder by RJ Palacio
• Other resources will be posted on ManageBac and Teams

ASSESSMENT
Based on the IBMYP English Assessment Criteria, student’s growth in Grade 6 English will be
continually assessed utilizing a variety of methods. These methods Include:
• Lecture and Discussion.
• Close Reading.
• Grammar and Language Exercises.
• Multimodal Approaches.
• Socratic Seminars.
• Organizing and depicting information logically.
• Using appropriate forms of writing for different purposes and audiences.
• Group and individual projects
• Using brainstorming and visual diagrams to generate new ideas and inquiries.
• Locating, organizing, analyzing, evaluating, synthesizing, and ethically using information from a
variety of sources and media (including digital social media and online networks)
• Applying existing knowledge to generate new ideas, products, or processes.
• Presentations
• Class Assessments
• Self-assessments/Peer Assessments
IB-MYP CRITERIA FOR ASSESSMENT
• Criterion A – Analyzing / maximum of 8
• Criterion B – Organizing / maximum of 8
• Criterion C – Producing text / maximum of 8
• Criterion D – Using Language / maximum of 8

COURSE EXPECTATIONS
Students should:
• Have their books and device ready for all classes.
• Do their homework.
• Submit their work on time.
• Be punctual to class.
• Come to class with an open mind and a positive attitude.
• Revise the topics discussed in class.
 Grade 6 Curriculum Handout

Spanish

Head of MFL- Ms. Rihene Kochkar Ep Bouchalkia, rihene.e@aiadubai.com

AIMS OF THE SUBJECT - 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 are to:
• gain proficiency in an additional 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 using 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 literary and 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.
• enable the student to understand the nature of language and the process of language learning,
which comprises the integration of linguistic, cultural and social components.
• offer insight into the cultural characteristics of the communities where the language is spoken.
• encourage an awareness and understanding of the perspectives of people from their own and
other cultures, leading to involvement and action in their own and other communities.
• foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

CURRICULUM OVERVIEW
Unit Title Content

Unit 1: • Introducing yourself

Introductions • Getting used to Spanish pronunciation
and Family • Numbers
 • Spanish alphabet
• Family members
• Descriptions of appearance and character
• Pets
• Colours
Unit 2: School • Subjects
life • What you do in lessons
• Talking about teachers
• Giving opinions and reasons
• Talking about snacks
• Timetable
• School bag and classroom essentials
• School rules
Unit 3: Home life • Where you live
• Types of houses
• Rooms of the house
• Furniture
• Prepositions to describe your room
• What you do in your bedroom
• Saying what you do in your free time
• Telling the time
• Talking about sports and what you like to do
• Saying what you are going to do

RESOURCES
- Studio 1. Resources will be updated on ManageBac.
IB-MYP CRITERIA FOR ASSESSMENT
Criterion A: Listening –Maximum 8
Criterion B: Reading -Maximum 8
Criterion C: Speaking -Maximum 8
Criterion D: Writing -Maximum 8
COURSE EXPECTATIONS
Students should -
• Get their books and stationery needed to class
• Do their homework.
• Submit their work in time.
• Be punctual to class.
 Grade 6 Curriculum Handout

French

Head of MFL- Ms. Rihene Kochkar Ep Bouchalkia rihene.e@aiadubai.com

AIMS OF THE SUBJECT - 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 are to:
• gain proficiency in an additional 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 literary and 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
• enable the student to understand the nature of language and the process of
language learning, which comprises the integration of linguistic, cultural and
social components
• offer insight into the cultural characteristics of the communities where the
language is spoken
• encourage an awareness and understanding of the perspectives of people from
their own and other cultures, leading to involvement and action in their own and
other communities
• foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language
learning.

CURRICULUM OVERVIEW
Unit Title Content
Unit 1: My Family • Greetings
• Family members
• Descriptions of appearance and character
• Pets
• Numbers
• Colours
• Dates/
• Days of the week
• Likes and dislikes for opinions

Unit 2: School life • Subjects

• Time with numbers
• Timetable and when they have which subjects.
• School bag
• Classroom essentials
• Favourite subjects
• School rules
Unit 3: Home life • Where we live
• Types of houses
• Rooms of the house
• Furniture
• Prepositions to describe our room.
• What we do at home, i.e. ‘I sleep in the bedroom’

RESOURCES
Studio 1.
Resources will be updated on ManageBac.

IB-MYP CRITERIA FOR ASSESSMENT

Criterion A: Listening –Maximum 8
Criterion B: Reading -Maximum 8
Criterion C: Speaking -Maximum 8
Criterion D: Writing -Maximum 8

COURSE EXPECTATIONS
Students should-
• Get their books, calculator and stationery needed to class
• Do their homework.
• Submit their work in time.
• Be punctual to class.
• Come to class with an open mind and positive thinking.
• Revise the topics discussed in class

discussed in cl

o class with an open mind an

d positive thinking.
Grade 6 Curriculum Handout
Individuals and Societies

Head of INS - Mr. Alistair Edward Hamilton, hohsecondary@aiadubai.com

AIMS OF THE SUBJECT (taken from the IB MYP subject guide)-

The aims of MYP Individuals and Societies are to encourage and enable students to:
● 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.
CURRICULUM OVERVIEW

Unit Title Content

Unit 1: What ● Human Achievement

does it mean to ● What are some of the issues facing the world today?
be a global ● How have environments been damaged by human action?
citizen? ● What are the consequences of plastic in the oceans?
● What are the solutions to plastic in the oceans?
● Deforestation
● What are the consequences of deforestation?
● What are some of the solutions to deforestation?
● What are human rights?
● What are some of the human rights issues facing children?
● United Nations SDG’s
Unit 2: How can ● What are maps?
maps provide us ● What are the different types of maps?
with a sense of ● How do we use maps?
time, place and ● How is height represented on a map?
space? ● How can maps help us to understand time, place and space?
● Can we always trust maps?
Unit 3: How can ● How can we find out about the past?
we learn from ● What is a civilization?
different ● What were the achievements of the Sumerian Civilizations?
civilizations? ● What other civilizations flourished in Mesopotamia?
● What were the achievements of the Egyptian Civilization?
● What were the major contributions of the Ancient Greek
civilization?
● How did Roman civilization change over time?
● What has been the legacy of Roman civilization?
● What were the features of the Maya and Inca civilizations?

Unit 4: Where do • What are the different types of settlement?

we live? • What makes a good location for a settlement?
• How do settlements change over time?
• What is urban growth?
• Why are some settlements abandoned?
• How can settlements be more sustainable?
Unit 5: What do • What are the beliefs of the major world religions?
people believe • Buddhism
in? • Islam
• Christianity
• Judaism
• Hinduism
• What is indigenous belief?
• What examples are there of non-religious belief?
 Unit 6: What • What do we need?
factors • What is poverty?
contribute to the • Poverty in the USA
fairness and • What is development and how do we measure it?
development of • Measuring development
societies? • What factors influence the development of a country?
• Is a connection between health and wealth
• How can resources help to reduce extreme poverty?
• Fairtrade
• What is aid?

RESOURCES
MYP by Concept 1 – Individuals and Societies. Resources will be updated on ManageBac

ASSESSMENT
Based on the IBMYP Individuals and Societies Assessment Criteria, student’s growth in Grade
6 INS will be continually assessed utilizing a variety of methods. These methods
include –
• Observations
• Group and individual projects
• Presentations
• Tests
• Self-assessments/Peer Assessments

IB-MYP CRITERIA FOR ASSESSMENT ARE

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

COURSE EXPECTATIONS
Students should-
• Get their books, calculator and stationery needed to class
• Do their homework.
• Submit their work in time.
• Be punctual to class.
• Come to class with an open mind and positive thinking.
• Revise the topics discussed in class

discussed in cl
 Grade 6 Curriculum Handout
Science

Head of Science- Manjiri Sreekrishna Patankar hossecondary@aiadubai.com

AIMS OF THE SUBJECT: (taken from the IB MYP subject guide)-

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 evidence and reach conclusions
• build an awareness of the need to effectively collaborate and communicate
• apply language skills and knowledge in a variety of real-life contexts
• develop sensitivity towards the living and non-living environments
• reflect on learning experiences and make informed choices.
CURRICULUM OVERVIEW

Unit Title Content

Unit 1: Being a • Discuss how to think and work scientifically

scientist in the • Formulate inquiry questions that can lead to scientific investigation
MYP • Identify variables
• Classify variables as independent or dependent for a given experimental
investigation
• Design a method to conduct the experiment.
• Present data collected in a graph.
• Analyze the data & explain patterns.
• List the main features of a scientific laboratory
• Formulate rules for safe laboratory practice
• Evaluate the hypothesis and the method.
• Infer based on the results of the experiment.

Unit 2: Living in a • Outline and give examples of the characteristics of all living things MRS
Mangrove GREN
Swamp • State the characteristics of all ecosystems
• Describe differences between various ecosystems
• Define ‘ecosystem’
• Define and give examples of populations
• Define and give examples of habitats
• Define and give examples of abiotic and biotic factors in ecosystems
• Define ‘biome’
• State the main biomes of the world
• Outline a food web and a food chain
• Outline the different parts of a food chain

Unit 3: Solids, • Describe solid, liquid and gas states of matter in terms of structure,
Liquids and gases intermolecular forces.
• Change of phase due to addition or removal of thermal energy
Unit 4: Forces • Define Force can be balanced and imbalanced.
and safety • State that imbalance in forces leads to movement.
• State different types of forces: gravitational, frictional, electrostatic,
magnetic, buoyancy, drag (air resistance, liquid resistance and friction).
• Illustrate those forces by using arrows.
• Determine the resultant force.
• Outline how the effects of forces are measured by various techniques.
• Calculate Speed as distance/time
• Interpret distance-time graphs as a rich source of information on the
movement of an object.
• Demonstrate how the use of safety features in cars reduces impact of
force in a collision.

Unit 5: Acid and • State the properties of an acid ·

bases • Outline the formation and consequences of acid rain.
• State key properties of a base.
• Define an alkali and an alkaline solution.
• State safety precautions when handling acids and bases.
• Outline the use of pH scale to measure the acidity of substances.
• Identify commonly used indicators, including their colours.
• State examples of common acids, bases and neutral substances.
• Outline the difference between concentrated and dilute acids.
• Outline meaning of ‘neutralised’ means and how acids are neutralised
• State Safely precautions while handling appropriate acids and bases in
the school lab.
• Use indicators to identify the pH of a variety of substances.
• Use the pH scale to measure the acidity of substances.
• Classify substances as acidic, basic or neutral based on their properties
and pH
• Reflect on the effect of acid rain on living organisms and the
environment.
 Unit 6: The • Organize objects in the Solar System as planets, natural satellites,
dynamic Earth comets, asteroids
• Describe the amazing and unique natural features on the Earth
• Describe the main regions of the Earth system: geosphere (and
lithosphere), hydrosphere (and Cryosphere), atmosphere, biosphere
(androsphere)
• Identify and describe the main regions of the Earth’s interior: inner core,
outer core, mantle, crust
• Evaluate geological and paleontological evidence for the formation and
development of the Earth, different periods and important events.
• Identify and describe the main regions of the atmosphere: Troposphere,
Stratosphere, Mesosphere, Thermosphere, Exosphere
• Identify and describe the types of boundaries and movement of tectonic
plates.
• Evaluate the impact of space exploration on our understanding of the
Solar System
• Summarize theories of formation of volcanoes, Earthquakes and
Tsunamis.
• Explain the rock cycles.

RESOURCES
Science 1 for the international student. Resources will be updated on ManageBac

ASSESSMENT
Based on the IBMYP Science Assessment Criteria, student’s growth in Grade
6 Science will be continually assessed utilizing a variety of methods. These methods
include –
• Observations
• virtual lab experiments
• Practical investigations
• Lab write-ups
• Group and individual projects
• Presentations
• Concept maps
• Tests
• Self-assessments/Peer Assessments

IB-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

COURSE EXPECTATIONS
Students should-
• Get their books, calculator and stationery needed to class
• Do their homework.
• Submit their work in time.
• Be punctual to class.
• Come to class with an open mind and positive thinking.
• Revise the topics discussed in class
 Grade 6 Curriculum Handout
Mathematics

Head of Mathematics - Mr Girish Kumar Mishra, homsecondary@aiadubai.com

AIMS OF THE SUBJECT: taken from the IB MYP subject guide

MYP Mathematics aims to:
● Equip all students with the knowledge, understanding and intellectual capabilities to address
further courses in mathematics;
● Prepare students to use mathematics in their workplace and life in general;
● Develop an understanding of the principles and nature of mathematics;
● Develop logical, critical and creative thinking;
● Advance confidence, perseverance, and independence in mathematical thinking and problem-
solving;
● Develop the ability to reflect critically upon their own work and the work of others.

CURRICULUM OVERVIEW

Unit Title Content

Unit 1: Travelling with numbers Number system
Natural numbers and Integers
Addition and Subtraction of Integers
Multiplication and Division of Integers
Comparing Integers and ordering them.
Absolut Values of Integers.
BEDMAS - simple questions
Application questions on Integers and Mixed
operations.
 Fractions
Review of concepts of fractions - their
terminologies
Addition and subtraction of 1/4, 1/2, 3/4 and 1.
Review of comparison of fractions with different
denominators
Conversion of mixed fractions to improper
fractions
Conversion of improper fractions to mixed
fractions
Add and subtract fractions with different
denominators
Multiply and divide the fractions with different
denominators
Simplification of fractions to lowest form
Decimals
Recall of Place value chart
Representing decimal numbers on number line
Compare and order decimals
Converting fractions to decimals
Converting decimals to fractions
Multiplication with 10,100 and 1000
Percentages
Introduction to percentages (Visual
representation of percentages)
Convert fraction to percentage and vice versa
Converting decimal to percentages and vice versa
Factors and Multiples
Tests of divisibility for 2, 3, 5, 6 and 10
Finding factors and multiples
HCF and LCM
Prime and Composite Numbers
Finding prime factors of numbers.
Ratio and Proportion
Ratio
Proportion
Unit 2: Algebraic patterns around us Algebraic Expressions and Expansions
Pattern – writing a general rule for number
sequences.
Introduction to variables and notations
 Algebraic Forms and keywords
Algebraic products - product notation (2xy = 2y)
and index notation (mxm=m^2)
Recognition of like and unlike terms
Addition and subtraction of algebraic expressions
(Horizontally without brackets)
Product of algebraic expressions - distributive
property - monomial with binomial
Finding the value of an expression (substituting
value of x to find y).
Substitution into a formula
Application questions on algebraic expressions -
perimeter, area etc. with algebraic expressions.
Simple Equations in one-variable
Solving simple linear equations –one step
solution
E.g.: x+3 =5
Solving simple equations with 2 step solutions
E.g.: 2x+3 = 5
Solving simple equations with repeated
unknowns
E.g.: 2x+3 = 5-x
Constructing simple equations by translating
words to represent mathematical equations.
Application problems on equations
Unit 3: How can data help us save the world? Algebraic Expressions and Expansions
Pattern – writing a general rule for number
sequences.
Introduction to variables and notations
Algebraic Forms and keywords
Algebraic products - product notation (2xy = 2y)
and index notation (mxm=m^2)
Recognition of like and unlike terms
Addition and subtraction of algebraic expressions
(Horizontally without brackets)
Product of algebraic expressions - distributive
property - monomial with binomial
Finding the value of an expression (substituting
value of x to find y).
Substitution into a formula
Application questions on algebraic expressions -
perimeter, area etc. with algebraic expressions.
Simple Equations in one-variable
Solving simple linear equations –one step
solution
E.g.: x+3 =5
Solving simple equations with 2 step solutions
 E.g.: 2x+3 = 5
Solving simple equations with repeated
unknowns
E.g.: 2x+3 = 5-x
Constructing simple equations by translating
words to represent mathematical equations.
Application problems on equations
Unit 4: Key to healthy lifestyle Statistics
Samples and populations
Types of data - categorical data and
numerical data
Collecting data through survey and
constructing frequency table using tally
marks
Bar graph-drawing and interpreting
Pictograph-drawing and interpreting
Pie chart drawing and interpretations
Stem and Leaf plot
Ungrouped data - range, mean, median,
mode
Probability
Investigation on Experimental Probability of
tossing a coin

RESOURCES

• MYP Mathematics Year 1 Oxford Publication (Textbook)

• Myimaths.com, Drfrostmaths.com

• Resources will be updated on Manage Bac and MS Teams

ASSESSMENT

Assessment for mathematics courses in all years of the program is criterion-related, based on four equally
weighted assessment criteria.

These may be assessed using any or all of the following:

• Group and individual projects

• Presentations
• Concept maps

• Tests

• Self-assessments/Peer Assessments

COURSE EXPECTATIONS

Students should-

• Get their books, calculator and stationery needed to class

• Do their homework.
• Submit their work in time.
• Be punctual to class.
• Come to class with an open mind and positive thinking.
• Revise the topics discussed in class
 Grade 6 Curriculum Handout
Digital Design

Head of Design – Ms Rizwana Niaz Ahmed, rizwana.a@aiadubai.com

AIMS OF THE SUBJECT

CURRICULUM OVERVIEW

Unit Title Technical Content

Unit 1: Designing a • Digital storytelling
comic book • Drawing/sketches
(MS WORD) • Shapes / callouts
• Dialog boxes
• Inserting text
• Picture formats
• Color scheme
• Background colors
• Text with font editing and colors
• Page layouts
• Save file in a Folder
 Unit 2: PAINT YOUR ● Digital storytelling
CANVAS ● Paint software
DIGITAL ART ● Use of brushes
(Google drawings/ ● Drawing shapes
Procreate/ AI Models ) ● Colors schemes
● Save the artwork
● Art Gallery walk

Unit 3: Evolution of ● Input and Output devices with the basics of computers
Input Output and systems.
Storage devices ● Type of input and output devices, storage media and
units, primary and secondary sources.
● History of computers.
● Power Point,
● Master slide
● Transitions
● Animations
● Videos and audio in slides
● Automated presentation.
● Movie Maker- How to edit and create a movie using
Movie Maker/ iMovie, adding text, video clips, music and
captions to make an interesting movie.

UNIT 4 – DATA Analysis ● Spreadsheets

(MS EXCEL)- PLAN ● Working with basic layouts
YOUR PARTY BUDGET/ ● Columns and Rows
PET SURVEY/ FOOD ● Functions- Sum(), MAX(), MIN(), AVG()
● Formulae
SURVEY ● Charts/graphs

RESOURCES

Resources will be updated on ManageBac.

ASSESSMENT

Based on the IBMYP Design Assessment Criteria, student’s growth in Grade

6 Design will be continually assessed utilizing a variety of methods. These methods
Include:
• Inquiring about the software with practice and acquiring new skills
• Practical skills in using technology in general.
• Use of various techniques and tools in different software
• Ability to inquire into advanced skills based on the skills learnt in class.
• Group and individual projects
• Presentations
• Sketching ideas and layouts
• Formative tasks
• Summative tasks
• Self-assessments/Peer Assessments

IB-MYP CRITERIA FOR ASSESSMENT

Criterion A - Inquiring and analyzing Maximum 8

Criterion B - Developing Ideas Maximum 8
Criterion C - Creating the Solution Maximum 8
Criterion D - Evaluating Maximum 8

COURSE EXPECTATIONS

Students should-
• Get their laptops and stationery needed to class
• Do their homework.
• Submit their work in time.
• Be punctual to class.
• Come to class with an open mind and positive thinking.
• Revise the topics learnt or discussed in class
 Grade 6 Curriculum Handout

Product Design

Head of Design – Ms Rizwana Niaz Ahmed, rizwana.a@aiadubai.com

AIMS OF THE SUBJECT

The aims of MYP design are to encourage and enable students to:

1. enjoy the design process, develop an appreciation of its elegance and power
2. develop knowledge, understanding and skills from different disciplines to design and create
solutions to problems using the design cycle
3. use and apply technology effectively to access, process and communicate information,
model, and create solutions, and to solve problems
4. develop an appreciation of the impact of design innovations for life, global society, and
environments
5. appreciate past, present, and emerging design within cultural, political, social, historical,
and environmental contexts
6. develop respect for others’ viewpoints and appreciate alternative solutions to problems
act with integrity and honesty and take responsibility for their own actions developing effective
working practices.

CURRICULUM OVERVIEW
Unit Title Content
Unit 1: Framing Memories: Crafting Technical Learning
Personalized Photo Frames (Designing and 1. Understanding Design Basics
developing a Photo Frame) 2. Design Process
3. Materials and Tools
4. Construction Techniques
5. Aesthetic Considerations
6. Functional Aspects
7. Reflection and Evaluation
8. Project Presentation
9. Sustainability and Recycling
10. Cultural and Historical Perspectives
 Mini Project: TRINKET BOX
• What is a Trinket box?
• What can be the possible material to
make?
• What could the possible application or
areas of uses?
• Who can be the end users?

RESOURCES

Uploaded in Managebac for Assessment and Communications in

Microsoft team.

ASSESSMENT

Criteria A - Inquiry and Analyzing

1. Explaining and justifying the need for solution
2. Identifying and prioritize the research
3. Analyzing existing product
4. Developing design brief

Criteria B - Developing Ideas

1. Developing design specification
2. Developing design ideas
3. Presenting the chosen design
4. Developing design drawing and planning

Criteria C - Creating the solution

1. Constructing a logical plan to create the solution
2. Demonstrating technical skills
3. Creating the solution by following the logical plan
4. Justify changes made to the plan

Criteria D - Evaluation
1. Develop design testing methods
2. Evaluating the success of the solution
 3. Explaining how to improve the product
4. Explaining the impact on the target audience

COURSE EXPECTATIONS

• Bring your own device, notebook, and stationery

• Follow classroom and workshop ethics
• Respect others and their work
• Be open minded
• Complete assignment on time

ATL (APPROACHES TO LEARNING) SKILLS LEARNED

• Research skill
• Thinking skill (critical and creative)
• Communication
• Collaboration

ACHIEVABLE IB LEARNER PROFILE

• Inquirers
• Thinkers
• Caring
• Principle
 Grade 6 Curriculum Handout

Arts
(Visual Arts, Theatre, Music)

Head of Arts - Ms. Louise Mary Farrelly hoart@aiadubai.com

AIMS OF THE SUBJECT - The aims of MYP arts are to encourage and enable students to:
• enjoy lifelong engagement with the arts
• explore the arts across time, cultures and contexts
• understand the relationship between art and its contexts
• develop the skills necessary to create and to perform art
• express ideas creatively
• reflect on their own development as young artists.

CURRICULUM OVERVIEW
Unit Title Content
VISUAL ARTS
Unit 1: Visual • An introduction to drawing and mark-making.
Arts-Art and • Discussion on the Elements of Art - Literacy focus and visual
Emotion, examples of the elements of art.
Kandinsky • Application of the Elements of Art – Personal experimentation
and expression on student understanding of each element of
art.
• Artist focused lessons - Visual, auditory and kinesthetics
exploration on the work of Wassily Kandinsky – preliminary
practice work.
• Working time for final 2D outcome, with mid-lesson self and
peer reflection.
• Working time for final 2D outcome, with end-of-unit self and
peer reflection.
• Working time for final 2D outcome, with end-of-unit self and
peer reflection.
Unit 2: Visual • Observation and Composition Skills using a Viewfinder.
Arts: • Identify Georgia O'Keefe and her style of
Abstract Expressionism.
Composition and • Apply element of colour (colour theory) and principle of
Observation: Geor harmony in a painting piece
gia O’Keefe

Unit 3: Visual • Simplifying real-world objects into simple forms and figures –
Arts: clay sculpture exercises.
Natural Forms in • Research and identify Henry Moore and his style of Semi-
Sculpture: Henry Abstract Sculpture.
Moore • Apply element of form and principle of balance in a sculpture

MUSIC
Unit 1: Music: • Identify the different part of the Ukulele
Ukulele • Learn the different proper posture in playing ukulele
Instrument • Proper way in taking care of the ukulele
• Learn the different strumming patterns
• Identify different chords through hand positioning
• Apply different chords in playing ukulele
• Listening sensitively to the sound of the group
• Group and individual performances.
Unit 2: Music: • Identify the different orchestral instruments
Orchestra family • Learn the diverse groups in the orchestra
and melody • Apply the different melodic line using a virtual orchestra
making instrument
• Listen to the different melodic structures using orchestra
instruments.
Unit 3: Music: • Identify the different kinds of notes and rest
Music History and • Know the value of each note and rest and use it in different
literacy performances.
• To analyze the different historical meaning of each genre of
music
• To perform different music using the different elements of
music
• To establish a clear path and literacy in note reading.
THEATRE
Unit 1: Theatre • Explore physicality and how it can convey character
Mime and • Non-verbal communication and mime skills
Movement • Learn and develop clowning techniques
• The elements of slapstick comedy and silent movie scenarios
• Reflect on their own work and that of others
 • Work collaboratively to create a piece of drama
• Communication skills
Unit 2: Theatre • Creating still images to focus the narrative
The Magical • Using voice and movement to develop characterisation
World of Harry • Soundscapes
Potter • Duologues
• Creating tension in dramatic scenes
• Devising from a narrative
• Physical theatre
• Improvisation
• Rhyme and movement
• Monologues
Unit 3: Theatre • Understanding elements of a script
Introduction to • Page to stage process
Script • Script interpretation
• Subtext
• Learn about effective staging and understand blocking and its
importance in the page to stage process
• Characterization
• Use of voice – pitch, pace, pause, tone to convey character
• Use of movement – gesture, body language, facial expression,
to convey character
• Giving and receiving constructive feedback
• Group collaboration within the rehearsal process
• Polishing a performance

RESOURCES
Task specific resources will be uploaded to Managebac.

ASSESSMENTS
Based on the IBMYP Arts Assessment Criteria, student’s growth will be continually assessed
utilizing variety of strategies:
• Observations
• Media explorations
• Practical investigations
• Group and individual projects
• Presentations
• Concept maps / graphic organizers
• Quizzes / Puzzles
• Self-assessment/Peer Assessment/ Peer critique.

IB - MYP ARTS OBJECTIVES

MYP Arts objectives Learning and assessment Score
objectives bandwidth
Learning about the arts- Investigating Maximum 8
Objective A
Learning through the arts- Developing Maximum 8
Objective B

Creating and/or performing Creating/Performing Maximum 8

art-Objective C
Evaluating one’s own art and Evaluating Maximum 8
one’s development as an
artist-Objective D

COURSE EXPECTATIONS
Students should:
• Bring the basic art stationery.
• Attempt home learning tasks & follow the timelines.
• Be punctual to class.
• Be open minded and a positive thinker.
 Grade 6 Curriculum Handout
Physical and Health Education

Head of Physical Education - Mr. Kunal Singh, kunal.s@aiadubai.com

AIMS OF THE SUBJECT

The aims of all MYP subjects state what a teacher may expect to teach and what a student may
expect to experience and learn. These aims suggest how the student may be changed by the
learning experience.
The aims of MYP physical and health education are to encourage and enable students to:
• 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.
CURRICULUM OVERVIEW

Unit Title Content

Unit 1: Swimming Explore 3 core swimming techniques. Develop an ability to perform each
stroke without assistance

• Freestyle Breathing technique, hand movements, stroke drills,

movement frequency, power in the stroke, sprints.
• Breaststroke kicking movement, kicking with kick board, breathing
technique, hand movements, stroke drills and sprints.

• Back stroke Breathing, kick board paddling, and hand movements

Unit 2: Net and Students will learn and develop a range of skills through net and wall
wall games sports. The aim will be to develop and progress hand eye coordination,
communication and teamwork through small sides games and sport
specific skill acquisition. This unit looks to develop fluency in performance
whilst working with peers and as individuals.

Activities
• Volleyball
• Badminton
• Spike ball

Unit 3: Athletics Students are to use inquiry and reasonable inference, with assistance to
deduce the correct form and technique of a specific athletic event. This is
to be performed with the underlying intention of developing
plans/methods of thinking to improve and develop a specific skill.

Activities
• Short distance sprints
• Middle distance running
• Standing long jump
• Medicine ball throw
• Shot putt

Unit 4: Invasion Students will develop fundamental skills related to invasion games and the
games development of sports specific skill acquisition. Each student will develop
critical thinking skills as they find new approaches to sport through semi
structured inquiry.

Activities
• Football
• Basketball
• Netball
• Rugby

Unit 5: Health and The unit demonstrates and teaches learners the key themes which must be
fitness integrated within every warmup activity. Furthermore, it highlights
anatomical and physiological features of the body that up to this point have
not been explicitly highlighted within curriculum.

Developing learners' ability to effectively use specific technology to further

enhance role and function that it can play in extending their understanding
of physical health and fitness.
 Unit 6: The unit focus is on developing and progressing movement, transition,
Gymnastics balance and coordination skills through self and peer lead activities. The
aim is to not only develop student understanding physically but cognitively
as they seek to understand how their own body performs, moves and
develops.

Students will develop through,

• rolls
• jumps
• Balances
• Flexibility
• control
• coordination

RESOURCES

• MYP PHE guide

• OCR Cambridge nationals sports studies (2023)
• NCFE level 1 in sport (2023)
• BTEC level 1 in sport (2023)

ASSESSMENT

Based on the IBMYP Physical and Health Education Assessment Criteria, student’s growth in Grade 6 will be
continually assessed using various methods. These methods include –

• Individual/group assessment

• Posters

• Practical performance assessment

• Leadership

• Individual/group reflection

• Officiating

• Written

• Project based assessments

• Presentation
IB-MYP CRITERIA FOR ASSESSMENT ARE

1. Criterion A – Knowing and Understanding - Maximum 8

2. Criterion B – Planning for Performance - Maximum 8

3. Criterion C – Applying and Performing - Maximum 8

4. Criterion D – Reflecting and Improving Performance - Maximum 8

COURSE EXPECTATIONS

Students should-

• Get their textbooks, notebooks and stationery needed, to class.

• Do their homework.

• Submit their work on time.

• Be punctual to class.

• Come to class with an open mind and positive thinking.

• Revise the topics discussed in class.

 ‫‪Grade 6 Curriculum Handout‬‬

‫‪Arabic A‬‬
‫‪Head of Arabic – Mr Islam Ahmed Awaad Afify, Islam.A@aiadubai.com‬‬

‫أهداف اللغة العربية في برنامج ما قبل الجامعة لمنهاج السنوات الوسطى للمدرسة الدولية )‪ (IB MYP‬تشمل‪:‬‬
‫التعبي بفعالية والتفاعل بنجاح يف‬
‫ر‬ ‫تطوير مهارات اللغة ‪:‬تعزيز مهارات االستماع والتحدث والقراءة والكتابة باللغة العربية لدى الطالب‪ ،‬مما يمكنهم من‬
‫مجموعة متنوعة من السياقات‪.‬‬
‫التأثيات االجتماعية والثقافية للغة‬
‫ر‬ ‫فهم‬ ‫عليهم‬ ‫يتعي‬
‫ر‬ ‫‪.‬‬‫العربية‬ ‫والثقافات‬ ‫النصوص‬ ‫حيال‬ ‫نقدي‬ ‫بشكل‬ ‫التفكي‬
‫ر‬ ‫عىل‬ ‫الطالب‬ ‫قدرة‬ ‫التفكي النقدي والثقاف ‪:‬تعزيز‬
‫العربية واستخدامها بشكل مناسب‪.‬‬
‫الفعال ‪:‬تشجيع الطالب عىل التفاعل والتواصل مع اآلخرين باللغة العربية بكل ثقة وفعالية‪ ،‬سواء كان ذلك يف المناقشات الصفية أو خالل مشاركتهم‬ ‫التواصل ّ‬
‫مشوعات وأنشطة متعددة‪.‬‬ ‫ف ر‬
‫ي‬
‫الثقاف معها‪ .‬يجب عىل الطالب فهم التشابهات واالختالفات ربي ثقافاتهم الخاصة وثقافة اللغة‬‫ي‬ ‫والتفاعل‬ ‫العربية‬ ‫للثقافة‬ ‫العميق‬ ‫الفهم‬ ‫تعزيز‬ ‫‪:‬‬ ‫الثقاف‬ ‫التفاعل‬
‫العربية‪.‬‬
‫والتعبي عن آرائهم بشكل‬ ‫معايي محددة‪ ،‬مما يمكنهم من فهم النصوص بعمق‬ ‫ً‬
‫التقييم والتحليل ‪:‬تطوير مهارات الطالب يف تقييم النصوص وتحليلها بناء عىل‬
‫ر‬ ‫ر‬
‫مناسب‪.‬‬
‫التواصل اللغوي ‪:‬تعزيز القدرة عىل استخدام اللغة العربية بشكل صحيح والئق يف مختلف السياقات‪ ،‬سواء الرسمية أو االجتماعية‪.‬‬
‫االستدامة والمسؤولية االجتماعية ‪:‬تشجيع الطالب عىل استخدام مهاراتهم اللغوية والثقافية للمساهمة يف المجتمع وفهم مسؤولياتهم االجتماعية والثقافية‪.‬‬
‫‪CURRICULUM OVERVIEW‬‬
‫المحتوى‬ ‫عنوان الوحدة‬
‫المختلفة ‪.‬‬ ‫‪ -‬يتعرف تصنيفات النصوص القرائية ُ‬ ‫الوحدة األوىل‬
‫ً‬ ‫ُ‬ ‫َّ ْ ُ ُ ُ‬
‫مي النصوص وفقا ألنواعها وأغراضها وتنسيقها وقالبها ‪.‬‬ ‫‪-‬ي ر‬ ‫( الرحمة المهداة)‬
‫‪ -‬يحول بعض النصوص من تصنيف إىل تصنيف آخر ‪.‬‬
‫ستثمرا معرفته يف أنواعها وأغراضها وتنسيقها ‪.‬‬ ‫ً‬ ‫نصوصا جديدة ُم‬ ‫ً‬ ‫‪ُ -‬ي ر ُ‬
‫نش‬
‫َّ‬ ‫ي‬
‫األدن ‪.‬‬
‫ي‬ ‫والمعان الداللية للكلمات والعبارات المستخدمة يف النص‬ ‫ي‬ ‫‪ُ -‬يفش اللغة المجازية‬
‫موضحا الفكر الرئيسة والجزئية فيه ‪.‬‬ ‫ً‬ ‫َّ‬
‫اإلجماىل للنص الشعري‬ ‫ي‬ ‫‪ -‬يحدد المعن‬
‫‪ -‬يحلل النصوص يف سياقها المختلفة ‪.‬‬
‫ً‬ ‫ستخدما السياق ُ‬
‫ً‬ ‫‪ُ -‬يحدد المعن ُ‬
‫ستعينا بجذرها اللغوي ‪.‬‬ ‫وم‬ ‫المعان ُم‬
‫ي‬ ‫المناسب للكلمات ُمتعددة‬
‫ُ‬
‫‪ -‬يستخدم الكلمات الجديدة يف سياقات تفش معناها ‪.‬‬
‫عشة أبيات أو سطور ‪.‬‬ ‫ر‬
‫نصوص شعرية تتألف من ثمانية إىل ُ‬ ‫ً‬ ‫ً‬
‫‪ -‬يحفظ ستة‬
‫‪ -‬يحلل ً‬
‫نصا ادبيا مبينا الفكرة العامة وعنارصه الفنية األخرى ‪.‬‬
‫َّ‬
‫للنص من خالل التفاصيل واألدلة الداعمة والمعلومات الرصيحة والضمنية ‪.‬‬ ‫‪ُ -‬يحدد الفكر الرئيسة‬
‫ُ‬ ‫ُ‬
‫‪-‬يصمم خريطة مفاهيمية يفرغ فيها ما قرأه من معلومات متشعبة ‪.‬‬
‫ُ‬
‫ومعان العبارات الواردة فيها ‪ ،‬والرسائل المضمنة ‪.‬‬ ‫‪ -‬يفهم مضمون المادة المسموعة ‪،‬‬
‫ي‬ ‫ً‬
‫المتضمنة ضبط التنغيم‬‫إسياتيجيات الشد القصص ‪ ،‬وآليات الكالم ُ‬
‫ي‬
‫اعيا ر‬
‫ملخصا عن قصة قرأها ُمر ً‬ ‫ً‬ ‫‪ُ -‬يقدم عرضا‬
‫ووضوع الصوت ‪.‬‬
‫ُ‬ ‫ُ‬ ‫ر‬
‫تفسيية قائمة عىل الوصف أو الشح أو المقارنة والمقابلة ‪.‬‬ ‫ً‬
‫نصوصا‬ ‫‪ -‬أن يكتب‬
‫ر‬

‫ً‬
‫وضحا الفكر الرئيسة والجزئية فيه‬ ‫اإلجماىل للنص الشعري ُم‬
‫ي‬ ‫‪ُ -‬يحدد المعن‬ ‫الوحدة الثانية‬
 ‫َّ‬
‫وضحا الفكر الرئيسة واإليحائية فيه ‪.‬‬ ‫ً‬ ‫‪ُ -‬يفش كلمات النص الشعري ُم‬ ‫وطن‬
‫ً‬ ‫‪ُ -‬يحدد المعن ُ‬
‫ستعينا بجذرها اللغوي ‪.‬‬ ‫ستخدما السياق ‪ُ ،‬م‬‫ً‬ ‫المعان ُم‬
‫ي‬ ‫المناسب للكلمات ُمتعددة‬
‫‪ُ -‬يفش الكلمات ُمستعينا بسياقها ومرادفاتها وأضدادها ومحيطها اللغوي ‪.‬‬ ‫ً‬
‫عشة أبيات أو سطور ‪.‬‬ ‫‪ -‬يحفظ ستة نصوص شعرية تتألف من ثمانية إىل ر‬
‫موضحا الفكر الرئيسة والجزئية فيه ‪.‬‬ ‫ً‬ ‫َّ‬
‫اإلجماىل للنص الشعري‬ ‫ي‬ ‫‪ -‬يحدد المعن‬
‫َّ‬
‫التعبيية واإليحائية فيه ‪.‬‬ ‫ر‬ ‫‪ُ -‬يفش كلمات النص الشعري مستنتجا الدالالت‬
‫ً‬ ‫ُ‬
‫واليادف ربي الكلمات ‪.‬‬ ‫‪ُ -‬يحدد عالقات التضاد ر‬
‫ر‬
‫‪-‬يحفظ ستة نصوص شعرية تتألف من ثمانية إىل عشة أبيات أو سطور‪.‬‬
‫ً‬ ‫ُ‬
‫الغيية والذاتية ُمقارنا بينهما ‪.‬‬ ‫السية ر‬ ‫‪ -‬يحدد الخصائص العامة لكل من ر‬
‫‪ -‬يحلل النصوص يف سياقها المختلفة ‪.‬‬
‫ً‬ ‫َّ‬ ‫‪ُ -‬يفش اللغة المجازية ‪ ،‬والمعان الداللية للكلمات والعبارات ُ‬
‫األدن ُمعلًل استخدام الكاتب‬ ‫ي‬ ‫ص‬ ‫الن‬ ‫ف‬ ‫ي‬ ‫ستخدمة‬ ‫الم‬ ‫ي‬
‫هذه اللغة ‪.‬‬
‫‪ُ -‬يحدد الفكر الرئيسة للنص من خالل التفاصيل واألدلة الداعمة والمعلومات الرصيحة والضمنية ‪.‬‬ ‫َّ‬
‫والمصطللحات الواردة يف النصوص المعلوماتية ‪.‬‬ ‫‪ُ -‬يفش الكلمات ُ‬
‫‪-‬يصمم خريطة مفاهيمية يفرغ فيها ما قرأه من معلومات ُمتشعبة ‪.‬‬ ‫ُ‬
‫ً‬ ‫ُ‬ ‫ً‬ ‫ً‬ ‫ً‬ ‫ُ‬ ‫ً‬
‫واضحا للكتابة مطورا الموضوع بتفاصيل داعمة وفقرة‬ ‫لن اهتمامات القراء ُمحددا غرضا‬ ‫نصوصا ًرسدية ت ي‬ ‫‪ -‬يكتب‬
‫ختامية ‪ُ ،‬مستخدما األفعال واألسماء والصفات من خالل المعجم ‪.‬‬
‫ُ‬
‫واليادف ربي الكلمات ‪.‬‬ ‫‪ُ -‬يحدد عالقات التضاد ر‬ ‫ُالوحدة الثالثة‬
‫ُ‬ ‫ُ‬
‫معان الكلمات من خالل جذورها واشتقاقاتها ‪.‬‬ ‫ي‬ ‫‪-‬ي ر‬
‫مي‬ ‫قوة اآلن‬
‫ُ‬
‫‪ -‬يستخدم الكلمات الجديدة يف سياقات تفش معناها ‪.‬‬
‫ُ ً‬
‫‪ -‬يحفظ مجموعة من اآليات الكريمة أو األحاديث النبوية ‪ ،‬ويحلل معانيها ضمن سياقاتها ملتفتا إىل خصائص‬
‫آن والحديث النبوي فيها ‪.‬‬ ‫َّ‬
‫ً‬ ‫لن ُص القر ي‬
‫اإلجماىل للنص الشعري ُموضحا الفكر الرئيسة والجزئية فيه‬ ‫ي‬ ‫‪--‬يحدد المعن‬
‫عشة أبيات أو سطور‪.‬‬ ‫‪ -‬يحفظ ستة نصوص شعرية تتألف من ثمانية إىل ر‬
‫ُ‬ ‫ً‬ ‫نصا ً‬ ‫‪ -‬يحلل ً‬
‫مبينا الفكرة العامة وعنارصه الفنية األخرى ‪.‬‬ ‫ادبيا‬
‫ً‬ ‫نصا ً‬ ‫َّ‬
‫‪ُ -‬يفش اللغة المجازية ‪ ،‬والمعان الداللية للكلمات والعبارات المستخدمة ف النص األدن يحلل ً‬
‫ادبيا مبينا‬ ‫ي‬ ‫ي‬ ‫يُ‬
‫الفكرة العامة وعنارصه الفنية األخرى ‪.‬‬
‫َّ‬
‫للنص من خالل التفاصيل واألدلة الداعمة والمعلومات الرصيحة والضمنية ‪.‬‬ ‫‪ُ --‬يحدد الفكر الرئيسة‬
‫‪ -‬يصمم خريطة مفاهيمية ُيفرغ فيها ما قرأه من معلومات ُمتشعبة ‪.‬‬
‫ُ‬
‫ومعان العبارات الواردة فيها ‪ ،‬والرسائل المضمنة ‪.‬‬ ‫‪ -‬يفهم مضمون المادة المسموعة ‪،‬‬
‫ً‬ ‫ي‬ ‫‪ُ -‬يعرض ً‬
‫معلوماتيا بأشكال مرئية أو باستخدام الوسائط المتعددة شارحا كيف تسهم تلك المعينات يف‬ ‫ً‬ ‫نصا‬
‫توضيح الموضوع ‪.‬‬
‫المشكلة والحل ‪ ،‬ليعرض‬ ‫والمقابلة ‪ ،‬أو ُ‬ ‫المقارنة ُ‬ ‫الشح ‪ ،‬أو ُ‬ ‫تفسيية قائمة عىل الوصف ‪ ،‬أو ر‬ ‫نصوصا‬ ‫ً‬ ‫‪ -‬يكتب‬
‫ر‬
‫قدما ‪.‬‬ ‫الن تناولها ُم ً‬ ‫وجهة نظره ر‬
‫َّ‬ ‫ُ ً‬ ‫ي‬
‫آن والحديث‬ ‫‪ -‬يحفظ مجموعة من اآليات الكريمة ‪ ،‬ويحلل معانيها ضمن سياقاتها ملتفتا إىل خصائص لنص القر ي‬ ‫الوحدة الرابعة‬
‫النبوي فيها ‪.‬‬ ‫أخالق حميدة‬
‫ر‬
‫والرقم ‪.‬‬
‫الورف ً ي‬ ‫ُي‬ ‫‪ُ -‬يفش الكلمات مستخدما المعجم‬
‫ُ‬ ‫ً‬ ‫ُ‬
‫اإلجماىل للنص الشعري موضحا الفكر الرئيسة والجزئية فيه ‪.‬‬ ‫ي‬ ‫‪ُ -‬يحدد المعن‬
‫َّ‬
‫التعبيية واإليحائية فيه‪.‬‬ ‫ر‬ ‫‪ُ -‬يفش كلمات النص الشعري مستنتجا الدالالت‬
‫ً‬ ‫ُ‬
‫عشة أبيات أو سطور‪.‬‬ ‫‪ -‬يحفظ ستة نصوص شعرية تتألف من ثمانية إىل ر‬
‫واليادف ربي الكلمات ‪.‬‬ ‫‪ُ -‬يحدد عالقات التضاد ر‬
‫ُ‬
‫‪ -‬يحدد أركان التشبيه يف جمل مختارة ‪.‬‬
‫الحبكة والحل‪ِّ.‬‬ ‫كه سمات الشخصيات كالشجاعة والصدق والوفاء عىل سي خط ُ‬ ‫‪ -‬يحلل األثر الذي رتي‬
‫ر‬ ‫ُ‬
‫‪ -‬يستخدم الكلمات الجديدة يف سياقات تفش معناها ‪.‬‬
‫ُ‬ ‫ً‬ ‫نصا ً‬ ‫‪ -‬يحلل ً‬
‫مبينا الفكرة العامة وعنارصه الفنية األخرى ‪.‬‬ ‫ادبيا‬
‫ً‬ ‫َّ‬
‫نصا ً‬
‫ادبيا مبينا‬ ‫النص األدن يحلل ً‬
‫ي‬ ‫والمعان الداللية للكلمات والعبارات المستخدمة يف‬ ‫يُ‬ ‫‪ُ -‬يفش اللغة المجازية ‪،‬‬
‫الفكرة العامة وعنارصه الفنية األخرى ‪.‬‬
‫والمصطللحات الواردة يف النصوص المعلوماتية ‪.‬‬ ‫‪ُ -‬يفش الكلمات ُ‬
 ‫‪ -‬يصمم خريطة مفاهيمية ُيفرغ فيها ما قرأه من معلومات ُمتشعبة ‪.‬‬
‫ً‬ ‫ً ُ ً‬ ‫ً‬ ‫ً‬
‫نظر ُمناسبة للقصة ُمضمنا نصه‬ ‫ً‬
‫‪ -‬يكتب نصوصا رسدية تتضمن حبكة ‪ ،‬وإطارا زمانيا ومكانيا ‪ ،‬مختارا وجهة ٍ‬
‫تفاصيل حسية باستخدام تقنيات الحوار ‪ ،‬أو الشد ‪ ،‬أو الوصف ‪.‬‬
‫تلن‬ ‫ً‬
‫ً‬ ‫‪ ُ -‬يكتب نصوصا رسدية ي‬
‫ُ‬
‫اإلجماىل للنص الشعري موضحا الفكر الرئيسة والجزئية فيه ‪.‬‬ ‫‪-‬يحدد المعن‬ ‫الوحدة الخامسة‬
‫ي‬ ‫َّ‬ ‫ُكن ً‬
‫التعبيية واإليحائية فيه‪.‬‬ ‫ر‬ ‫‪ُ -‬يفش كلمات النص الشعري مستنتجا الدالالت‬
‫ً‬ ‫ُ‬ ‫عالما أو ُمتعلماً‬
‫عشة أبيات أو سطور‪.‬‬ ‫‪ -‬يحفظ ستة نصوص شعرية تتألف من ثمانية إىل ر‬
‫‪ -‬يحلل النصوص يف سياقها المختلفة ‪.‬‬
‫ً‬ ‫ً‬ ‫ً‬
‫حددا عنارصه‪.‬‬ ‫تشبيها ُم‬ ‫‪ -‬ينتج ُجمًل تتضمن‬
‫ً‬
‫طباق‪.‬‬ ‫ٍ‬ ‫‪-‬ينتج ُجمًل تشتمل عىل‬
‫ً‬ ‫ُ‬
‫الغيية والذاتية ُمقارنا بينهما ‪.‬‬ ‫السية ر‬ ‫‪ -‬يحدد الخصائص العامة لكل من ر‬
‫المؤلفي‬
‫ر‬ ‫ذاكرا أوجه التشابه واالختالف ربي وجهات نظر‬ ‫السي ً‬
‫أدبيي من القصص ‪ ،‬أو لبقصائد أو ر‬ ‫ر‬ ‫نصي‬
‫‪ -‬يحلل ر‬
‫يف عرضها ‪.‬‬
‫ُ ً‬ ‫َّ‬
‫األدن معلًل استخدام الكاتب‬
‫ي‬
‫ُ‬
‫والمعان الداللية للكلمات والعبارات المستخدمة يف النص‬ ‫ي‬ ‫‪ُ -‬يفش اللغة المجازية ‪،‬‬
‫هذه اللغة ‪.‬‬
‫قيما مدى دقتها ‪.‬‬ ‫َّ‬
‫النص ُم ً‬ ‫وبي االآراء ر‬ ‫ر‬ ‫ُ‬
‫الن قد تبدو ذاتية يف‬ ‫ي‬ ‫ر‬ ‫‪،‬‬ ‫اهي‬
‫ر‬ ‫والي‬ ‫الحجج‬ ‫تعتمد‬ ‫الن‬
‫ي‬ ‫الحقائق‬ ‫‪-‬ي ر‬
‫مي ربي‬
‫‪ُ -‬يحدد عالقات التضاد واليادف ربي الكلمات ‪.‬‬
‫ر‬
‫المشكلة والحل ‪ ،‬ليعرض‬ ‫والمقابلة ‪ ،‬أو ُ‬‫المقارنة ُ‬ ‫الشح ‪ ،‬أو ُ‬ ‫تفسيية قائمة عىل الوصف ‪ ،‬أو ر‬ ‫نصوصا‬‫ً‬ ‫‪ -‬يكتب‬
‫ر‬
‫ً‬ ‫ُ‬
‫الن تناولها مقدما ‪.‬‬ ‫وجهة نظره ر‬
‫ي‬
‫تفسي مما ُيناسب غرض الكتابة ‪.‬‬ ‫ر‬ ‫‪ -‬يختار شكل الكتابة ‪:‬ـ رسالة ‪ ،‬تقرير‪ ،‬رسد ‪،‬‬
‫مقياسا للكتابة ‪.‬‬ ‫ً‬ ‫ً‬
‫ستخدما‬ ‫المراجعو والتقويم عىل ما ينتجه من نصوص ُم‬ ‫‪ُ -‬يطبق آليات ُ‬
‫ً‬
‫‪ُ -‬ينتج كلمات ُمتجانسة لفظا ‪.‬‬

‫‪ُ -‬يحدد المعن اإلجماىل للنص الشعري ُمو ً‬

‫ضحا الفكر الرئيسة والجزئية فيه ‪.‬‬ ‫الوحدة السادسة‬
‫ي‬ ‫َّ‬ ‫ُ‬
‫التعبيية واإليحائية فيه‪.‬‬
‫ر‬
‫ً‬
‫ستنتجا الدالالت‬ ‫‪ُ -‬يفش كلمات النص الشعري ُم‬ ‫تراث وترفيه‬
‫عشة أبيات أو سطور‪.‬‬ ‫‪ -‬يحفظ ستة نصوص شعرية تتألف من ثمانية إىل ر‬
‫ً‬
‫ستعينا بسياقها ومرادفاتها وأضدادها ومحيطها اللغوي ‪.‬‬ ‫‪ُ -‬يفش الكلمات ُم‬
‫ً‬ ‫ً‬ ‫ً‬
‫‪-‬ينتج ُجمًل تتضمن تشبيها محددأ عنارصه ‪.‬‬
‫المعان المعجمية واالصطالحية للكلمات ‪.‬‬ ‫ي‬ ‫‪ -‬يحدد‬
‫والزمان يف بنية القصة ‪ ،‬وطبيعة الرصاع وتطور الحبكة فيقصص ُمختلفة فيها اإلطار‬
‫ي‬ ‫المكان‬
‫ي‬ ‫اإلطار‬ ‫أثر‬ ‫‪ -‬ر‬
‫يبي‬
‫والمكان ‪.‬‬
‫ي‬ ‫الزمان‬
‫ي‬
‫عالقات التضاد ر‬
‫واليادف ربي الكلمات ‪.‬‬ ‫‪ُ -‬يحدد‬

‫المدرس – البوربوينت – أوراق عمل ) سوف يتم رفعها عىل برنامج ال ‪Mange bac‬‬
‫ي‬ ‫المصادر ‪:‬ـ ( الكتاب‬
‫معايي البكالوريا للمرحلة الثانوية ‪ ،‬نمو الطالب يف الصف السادس‬ ‫بناء عىل معايي تقييم اللغة العربية للناطقي بها ف َّ‬
‫الصف السادس مع‬ ‫التقييم‪ً :‬‬
‫ر‬ ‫ي‬ ‫ر‬ ‫ر‬
‫ه ‪:‬ـ‬
‫سيتم تقييم اللغة العربية بشكل مستمر باستخدام مجموعة متنوعة من األساليب‪ .‬هذه األساليب ي‬
‫االمناقشة الصفية ‪.‬‬‫• ُ‬
‫• الكتابة ‪.‬‬
‫• المشاري ــع الجماعية والفردية‬
‫• العروض التقديمية‬
‫• خرائط المفاهيم‬
‫• االختبارات‬
‫‪/‬‬
‫• التقييمات الذاتية تقييمات األقران‬
 ‫معايي التقييم الخاصة بطالب َّ‬
‫الصف السادس الناطقي باللغة العربية ً‬
‫تبعا لمنهج ‪IB‬ه‪:‬‬
‫المعيار (‪ )1‬مهارة االستماع الحد األقص ‪8‬‬
‫ّ‬
‫المعيار (‪ )2‬مهارة التحدث الحد األقص ‪8‬‬
‫المعيار (‪ )3‬مهارة فهم المقروء الحد األقص ‪8‬‬
‫المعيار (‪ )4‬مهارة الكتابة الحد األقص ‪8‬‬
‫التوقعات المطلوبة من الطالب ف نهاية العام الدراس ‪-‬‬
‫•احصل عىل الكتب واآللة الحاسبة والقرطاسية الالزمة للفصل‬
‫•القيام بواجباتهم المدرسية‪.‬‬
‫•تقديم أعمالهم يف الوقت المناسب‪.‬‬
‫•كن دقيقا يف الفصل‪.‬‬
‫إيجان‪.‬‬
‫ي‬ ‫وتفكي‬
‫ر‬ ‫•الحضور إىل الفصل بعقل متفتح‬
‫ر‬
‫الن تمت مناقشتها يف الصف‬ ‫•مراجعة المواضيع ي‬
 Grade 6 Curriculum Handout

Arabic B

Head of Arabic – Mr Islam Ahmed Awaad Afify, Islam.A@aiadubai.com

AIMS OF THE SUBJECT (taken from the KHDA framework)

The aims of KHDA framework are to encourage and enable students to:
This framework focuses on enabling non-Arabic speakers who are learning Arabic to communicate
in real life situations inside and outside school. This framework is based on the standards set by
the American Council on the Teaching of Foreign Languages (ACTFL) and based on international
principles and expectations applied in the teaching of foreign languages to non-native speakers.
The framework is also adapted to meet the UAE's aspirations in the teaching and learning of Arabic
in a manner that suits the learners’ capabilities and their learning environment. All private schools
that do not adopt the Ministry of Education curriculum are expected to apply this framework.

CURRICULUM OVERVIEW
Unit Title Content
Unit 1: • Identify the alphabetical letters in their different shapes.
Introduction • use greetings expressions.
• greet each other.
• introduce themselves by using common Arabic language.
• use Arabic pronouns for second and third person.
• make simple sentences using present tense.

Unit 2: • Understand narrative and descriptive texts about transportation.

Transportation • Use many linguistic structures including different tenses about transportation.
• Engage in conversations with appropriate level of
fluency talking about transportation.

• Students will successfully communicate in uncomplicated social situations that

require simple exchange of information related to transportation.
• write narrative and descriptive texts in the present, past and future tenses when
writing about transportation.
 • writings revert to vocabulary and structures from oral discourse about
transportation.

Unit 3: The UAE • define the seven Emirates.

• define the capital city, Geographical location and currency.
• recognize famous kinds of food and drinks in UAE.
• describe the traditional clothes for both men and women in UAE.
• describe the traditional food in UAE.

Unit 4: Travel • differentiate between the types of holidays.

and Tourism • designs a plan for the holiday.
• create a text about holidays.
• describes a day with his family on vacation.
• write a message /letter about their Trip to a friend.
• Advertisement For travel and trips.
• Advantage and disadvantage for the travel.
Unit 5: Needs • Recognize between needs and desires.
and Desires • Discuss about needs and desires.
• Define the meaning of my needs.
• Define the meaning of my desires.
• Compare between needs and desires.
• Understand the importance of needs.
• Employing new vocabulary, I want to, and I need to.
• Draw a blueprint for the most important priorities of his life.
• Use many linguistic structures including different tenses.
• Engage in conversations with appropriate level of
fluency talking about needs and desires.
Unit 6: Business • Understand businesses, jobs, and professions.
and professions • Identify different professional.
• Demonstrate understanding of classroom command and speak about professional.
• Prepare a role play to do Interview and introduce themselves (names, age, how are
you doing ...). Ask and answer questions.
• Write about their family members jobs.
• Speak about their future professions.
• Speaking communicating in response to spoken, written and visual text about
professions.

RESOURCES
Resources will be updated on ManageBac

ASSESSMENT
Based on the IBMYP Arabic Assessment Criteria, student’s growth in Grade
6 Arabic will be continually assessed utilizing a variety of methods. These methods
include –
• Observations
• writing and speaking
• Group and individual activities
• Peer Assessments
• Mind Maps
• Tests
• Self-assessments

IB-MYP CRITERIA FOR ASSESSMENT

Criterion A - Listening Maximum 8

Criterion B - Reading Maximum 8
Criterion C - Writing Maximum 8
Criterion D - Speaking Maximum 8

COURSE EXPECTATIONS:
Students should-
• Get their books, notebook and stationery needed to class
• Do their homework.
• Submit their work in time.
• Be punctual to class.
• Come to class with an open mind and positive thinking.
•Revise the topics discussed in class
 ‫‪Grade 6 Curriculum Handout‬‬

‫‪Islamic A‬‬

‫‪Head of Islamic - Inass Ibrahim Ali, inass.a@aiadubai.com‬‬

‫أهداف التربية اإلسالمية ( مأخوذة من اطار هيئة المعرفة والتنمية البشرية )‬

‫إن الطبيعة المتجددة للفكر البشري تتطلب مراجعة مستمرة للوسائل التي يتم تكوينه وتشكيله من خاللها‪ ،‬وال س ََيما الوسائل واألساليب التي تؤثر في العقل‪ ،‬وتتربى عليها النفس‪ ،‬وأهمها على‬
‫اإلطالق مناهج التعليم التي تعد المدخل األساسي لبناء العقل وتزكية النفس عند اإلنسان‬
‫منذ مراحله األولى حتى نهاية حياته‪ .‬وقد شهد التعليم مع نهاية القرن العشرين تطو َرا وتعد َدا وتنو َاع في الوسائل واألدوات المستخدمة‬
‫للتأثير في النفس‪ ،‬أو لتشكيل العقل‪ ،‬أو اكتساب المهارات‪ ،‬أو غرس القيم؛ لذلك كان من الضروري أن تكون هناك عملية مستمرة لتطوير‬
‫مناهج التعليم لمواكبة التقدم والتطور والتجديد‪.‬‬
‫وقد وضعت وزارة التربية والتعليم خطة لتطوير مناهج التعليم العام‪ ،‬ومن ضمنها مناهج التربية اإلسالمية لجميع المراحل؛ بهدف‪ * :‬إعداد الطالب لمواجهة تحديات‬
‫المستقبل‪ ،‬وتزويده بالمعارف والمهارات والقيم واالتجاهات االلزمة‪ .‬ولما كان للتربية اإلسالمية الدور‬
‫الفعال والبارز في بناء الشخصية المؤمنة بعقيدتها‪ ،‬والملتزمة بقيمها‪ ،‬والمنفتحة بإيجابية على غيرها‪،‬‬
‫*إعداد جيل مخلص لوطنه‪ ،‬يحافظ عليه‪ ،‬ويصونه‪ ،‬ويشارك في بنائه ونهضته‪ ،‬كان لزا َما عليها هذا التو َجه لتطوير مناهجها تطويرا‬
‫شامال‪.‬‬

‫*التربية اإلسالمية تهدف إلى تأكيد الهوية الوطنية للمتعلمين‪.‬‬

‫* وتقوية أواصر المحبة واألخوة والتعاون بينهم‪ * .‬كما تهدف‬
‫إلعداد الطالب للمشاركة الفاعلة في بناء المجتمع‪ ،‬ولمواكبة التغيرات العالمية‪ ،‬واالنفتاح بوعي على الثقافات األخرى‬
‫*مقررات التربية اإلسالمية تشتمل على كل ما يرتبط بحياة الطالب ووجوده وقيمه وتراثه اإلسالمي العظيم ‪.‬‬

‫* توفَر مقررات التربية للطالب في مرحلة ما قبل الجامعة خبرات تعليمية تعلم َية تس َهل عليه اكتساب معارف ومهارات واتجاهات وقيم‬
‫تساعده في أن يصبح مواط َنا صال َاح مشار َكَا في تطوير مجتمعه‪.‬‬

‫نظرة عامة على المنهج ‪:‬‬

‫األهداف والمحتوى‬ ‫عنوان الوحدة‬

‫يظهر الطالب حفظا وفهما لثالثة أحزاب من القرآن‪ ،‬ومعرفة بمعانيها الشرعية‪ ،‬وتطبيقا‬ ‫الوحدة األولى‬
‫ألحكام تالوتها ‪.‬‬ ‫الوحي اإللهي‬

‫ي ́س َََمع سورتي ال َسجدة وال مل ̊ك‬ ‫•‬

‫يف َََسر المعنى اإلجمالي لسورتي ال َسجدة والملك‬ ‫•‬
‫يستخلص التوجيهات واألحكام الواردة في سورتي ال َسجدة والملك‪.‬‬ ‫•‬
‫يتلو ال ََسور اآلتية‪ :‬القلم‪ ،‬والحاقة‪ ،‬والمعارج‪ ،‬ونوح‪ ،‬وذلك وفق أحكام التجويد‪.‬‬ ‫•‬
‫يطبق أحكام التجويد (النون الساكنة والتنوين)‪.‬‬ ‫•‬
 ‫يظهر الطالب حفظا أللحاديث الن َبوية الشريفة‪ ،‬وفهما لمعانيها‪ ،‬وتطبيقا ألحكامها‪.‬‬

‫• ي ́س َََمع ثمانية من األحاديث النبوية الشريفة‪:‬‬

‫‪ o‬ال تزول ق´ ´دما ́ع̊بَد يوم القيامة حتى يسأل‪.‬‬
‫‪ o‬عج َبا ألمر المؤمن‪.‬‬
‫‪ o‬يا غالم إ َني أعلمك كلمات احفظ هلال يحفظك‪.‬‬
‫‪ o‬مثل الجليس الصالح والجليس‪.‬‬
‫‪ o‬آية المنافق ثالث‪.‬‬
‫َ‬
‫‪ o‬ما نقصت صدقة من مال وما زاد هلال عب َدا بعفو إال ع زا‪.‬‬
‫• كان رسول هلال صىل هلال عليه وسلم في سفر فصام بعض وأفطر بعض‪.‬‬
‫• سباب المسلم ف سوق وقتاله كفر‪.‬‬
‫يظهر الطالب وع َيا وإيمانا بأسس اإليمان باهلل تعالى وصفاته ومالئكته وكتبه ورسله‪.‬‬ ‫الوحدة الثانية‬
‫العقيدة اإلسالمية‬
‫يستقصي أشراط الساعة الكبرى مصنفا لها إلى أحداث ومظاهر كونية‪.‬‬ ‫•‬
‫يشرح مفهوم المسؤولية في اإلسالم‬ ‫•‬
‫يربط بين مفهوم المسؤولية وبين مفهوم المحاسبة عن األفعال في اليوم اآلخر‬ ‫•‬
‫يطبق مبادئ المسؤولية في مواقف حياتية‪.‬‬ ‫•‬

‫يظهر الطالب وع َيا بقيمة العقل‪ ،‬وأهمية التفكير‪ ،‬وممارسة أدواته في الوصول إلى الحق‪.‬‬
‫• يستخلص قيمة البحث الحسي التجريبي في اإلسالم‬
‫• يشرح أثر أساليب البحث الحسي في الوصول إلى الحقائق‪.‬‬

‫يظهر الطالب فهما وتمث اَل لقيم اإلسالم الفردية والجماعية في سلوكه‪.‬‬ ‫الوحدة الثالثة القيم‬
‫• يربط بين قيمة العمل التطوعي وتطور المجتمع‪.‬‬ ‫واألخالق اإلسالمية‬
‫• يدلل على قيمة الدعاء في حياة المسلم‬
‫• يصمم نشرة تعزز قيمة علَََو الهمة‪.‬‬

‫يظهر الطالب فهما وتطبيقا آلداب اإلسالم ‪.‬‬

‫• يحفظ أذكار الصباح والمساء‬
‫ض حول آداب الدعاء وآداب المسجد‪.‬‬ ‫• يصمم عر َ ا‬

‫يظهر الطالب معرفة بفقه العبادات ويؤديها بطريقة صحيحة‪.‬‬ ‫الوحدة الرابعة أحكام‬
‫• يصنف أعمال الصالة إلى أركان و سنن ومكروهات‬ ‫ومقاصد الشريعة‬
‫• يبين أنواع السجود وأحكامها ومقاصدها الشرعية‪.‬‬
‫• يستنتج أنواع صيام التطوع من أدلتها الشرعية‪.‬‬

‫يستخلص الطالب أهم المبادئ والع َبر من سيرة النبي صلى هلال عليه وسلم من هجرته وحتى‬ ‫الوحدة الخامسة‬
‫وفاته‪.‬‬ ‫السيرة النبوية والشخصيات‬

‫• يستخلص أهم األعمال التي قام بها الر ََسول صلى هلال عليه وسلم في المدينة‪،‬‬
‫وأسلوبه في معامله أهلها‬
‫يقارن بين الحياة في يثرب قبل هجرة النبي صلى هلال عليه وسلم وبعدها‬ ‫•‬
‫يستخلص مواقف التسامح والرحمة واإلنسانية من أهم األحداث والغزوات التي‬ ‫•‬
‫خاضها الر ََسول صلى هلال عليه وسلم من السنة الثانية وحتى السنة الثالثة للهجرة‬
‫(غزوة بدر وأحد)‪.‬‬
‫يدلل على قدرة النبي صلى هلال عليه وسلم على التخطيط الجيد‬ ‫•‬
‫يكتب مواقف من حياته تظهر تأسيه بالنبي صلى هلال عليه وسلم في صلته بأفراد‬ ‫•‬
‫المجتمع من حوله‪.‬‬
 ‫يظهر الطالب معرفة واقتداءَ بشخصيات إسالمية بارزة لها دورها في خدمة اإلسالم‬
‫والمسلمين‪.‬‬

‫• يستخلص أهم معالم سيرة مالك بن أنس رضي هلال عنه‪ ،‬ورحلته في طلب العلم‬
‫• يعلل تسمية السيدة عائشة رضي هلال عنها بأول عالمة في اإلسالم‪.‬‬
‫• يدلل على اقتدائه بالسيدة عائشة رضي هلال عنها ومالك بن أنس رضي هلال عنه في‬
‫طلب العلم‪.‬‬
‫يظهر ال َطالب اعتزازه بشخصيته وهويته ووطنه‪ ،‬وتقديره لتراثه وثقافته‪ ،‬والتزامه بثوابته‬ ‫الوحدة السادسة‬
‫وعاداته وتقاليده‪.‬‬ ‫الهوية والقضايا المعاصرة‬

‫• يحدد مكانة دولة اإلمارات العربية المتحدة ودورها عربيا بدقة‪ ،‬ويعلل مكانتها‬
‫وإسهاماتها‪ ،‬ويصمم مشرو َعا متكامال عن دورها‪ ،‬ويربطه بواجب‬
‫• يصمم عر َضا عن دور اإلمارات في وحدة األمة والحفاظ عليها انطالقا من دينها‪.‬‬

‫يظهر الطالب فهما للقضايا والتحديات المعاصرة‪ ،‬وقدرة على تحليلها‪ ،‬وإيجاد حلول لها‪،‬‬
‫معتمدا على المبادئ واألحكام اإلسالمية‬
‫• يطبق مبادئ اإلسالم في التعامل مع البيئة‬
‫ض يظهر األخطار المهددة للبيئة وطرائق مواجهتها (التلوث‪ ،‬الهدر)‬ ‫• يصمم عر َ ا‬
‫وفق مبادئ اإلسالم‪.‬‬

‫الموارد والمصادر ‪ /ManagePac :‬كتاب المدرسة ‪ /‬تفاسير القرآن الكريم المعتمدة ‪ /‬المصحف المعلم ‪ (.‬سيتم تحديث المصادر حسب‬
‫تقدم الطالب ) ‪.‬‬
‫التقييم ‪ :‬سيكون بناء على معايير هيئة المعرفة والتنمية البشرية ‪،‬وستتم عمليات التقييم باستمرار باستخدام أساليب متنوعة وتشمل األتي ‪:‬‬

‫اختبارات منتظمة ومناقشات صفية وواجبات منزلية لقياس فهم الموضوع ‪.‬‬ ‫•‬
‫• تغذية راجعة ومتابعة مستمرة أثناء العمل على االنشطة الصفية ‪.‬‬
‫اختبارات نهاية الوحدة أو نهاية الفصل لقياس الفهم العام لموارد الوحدة ‪.‬‬ ‫•‬
‫• المشاريع الفردية والجماعية التي تتطلب البحث والتفكير النقدي ومهارات العرض ‪.‬‬
‫العروض الشفهية لتقييم قدرات اإلتصال والتحدث أمام الجمهور ‪.‬‬ ‫•‬
‫• جمع أعمال الطالب الصفية وااللصفية مع ابراز تقدمهم وتطورهم في مختلف المواد ‪.‬‬
‫• التقيييم المستمر من قبل المعلم لتتبع التقدم الفردي لكل طالب وتحديد نقاط القوة ومجالت التحسين ‪.‬‬
‫معايير التقييم في المرحلة المتوسطة حسب توجيهات هيئة المعرفة ‪:‬‬
‫المعيار أ ‪ :‬المعرفة والفهم واإلستعاب ‪.‬‬
‫المعيار ب ‪ :‬اإلستفسار والتصميم ‪.‬‬
‫المعيار ج ‪ :‬تطبيق احكام الشريعة في حياته الواقعية ‪.‬‬
‫المعيار د ‪ :‬اإلتصال واإلبداع واإلبتكار‪.‬‬

‫التوقعات الدورة ‪:‬‬

‫• يجب على الطالب الغلتزام بإحضار كتبهم ودفاتر الصف والقرطاسية اللزمة للعمل واالنشطة الصفية ‪.‬‬
‫يجب على الطالب القيام بواجباتهم المدرسة المكلفون بها وتسليمها في الموعد المحدد ‪.‬‬ ‫•‬
 ‫اإللتزام بقوانين الصف واحترام المعلم والزمالء ‪.‬‬ ‫•‬
‫• عدم التأخر عن الدرس واإللتزام بمواعيد الدروس ‪.‬‬
‫الحضور إلى الصف بععقل مرن ومتفتح وتفكير ايجابي ‪.‬‬ ‫•‬
‫المشاركة في األنشطة الصفية والمناقشات بشكل فعال ‪.‬‬ ‫•‬
 Grade 6 Curriculum Handout
Islamic B

Head of Islamic - Inass Ibrahim Ali, inass.a@aiadubai.com

AIMS OF THE SUBJECT (Taken from General Standards for Islamic Education)

1. Improving the student connection to the Holy Quran, as being the first source of knowledge,
behaviour, values, tasting and beauty, to build Qur'anic mentality and psyche.

2. Establishing the value of worship - in the broad sense that includes all human activities and
behaviors - as a higher destination for human existence in this world, and as an end around which thelife
of the individual and society is cantered.

3. Improving the student connection to Prophet Sunnah, as being the second source of legislation and as
it explains and interprets the rules, knowledge, value and behaviours set out in the Holy Quran.

4. Enhancing the awareness with the issues of faith built on certain relationship between the Muslim and
the Unseen World with all its components and elements.

5. Developing the critical mentality that looks always for the truth, looks forward to the certainty, trained
on recognizing the universe ordinary practices, and works pursuant to them, and that recognizes that the
structured systematic thinking is the only way to get certain knowledge in all matters relating to the
matters of religion.

6. Establishing the individual and group values organization as a centre that the whole Islam message
and directions centre around.

7. Instilling the concept of morals in the student mind and training them on practicing those morals in
daily life, whether with themselves or with the surrounding society.

8. Achieving the whole awareness of the Sharia, with the necessity of permanent connection between
the provisions and purposes of the Sharia, the legislator purpose in them, then directing them towards
building a Muslim moderate in his/her thinking, appearance, and behaviour to be an ideal for others in
his/her behaviours and dealings.

9. Instilling the love of prophet in the student heart by living with the Prophet Syrah in its comprehensive
daily incidents with its various human life aspects, so that the Prophet life is presented as a good ideal
that should be followed, and his approach that should be followed in all fields of life that the studentmay
practice in the modern society.

10. Introducing human ideals over the Islamic history from the age of the Prophet companions to date,
 who provide ideals in which the students an embodiment of the Islam values and ideals.

11. Deepening the sense of loyalty to the nation (United Arab Emirates) as part of the Arab and Islamic
world by building effective mentality and psych able to make a positive effect in building and developing
their society to keep its identity, activate its role and secure its future.

12. Create a Muslim able to recognize the human variety and necessity, able to deal with the people with
different creeds, colours, language or gender, and believes that all humans are either brothers in religion,
or a peer in the creation and has human sanctity that Allah, glory be to him, has given to every human
soul, whether believer or not.

13. Strengthening the student relationship to the universe and the surrounding environment to build a
positive relationship with its, that is based on the Islam bases and principles in dealing with the things
that Allah has subjugated in the universe, and to keep and not to waste or destroy them, and to
recognize its material and aesthetic value for humanity in general.

CURRICULUM OVERVIEW
Unit Title Content
Unit 1: Divine • Shows recitation, memorisation and understanding of the surah Al Mulk.
revelation • Interprets the total meaning of the surah Al Mulk.
(Qur’an and
Hadith) • Concludes the directions and rules set out in the surah Al Mulk.
• Applies the rules of Tajweed (Al Noon Al Saknah and Tanween).
• Shows recitation and memorization of the selected Hadiths and proper
understanding of their meanings.
• Concludes the most important Prophetic guidance included in the
Hadiths.
Unit 2:Islamic • Discovers the signs of the Doomsday, classifying them as events and
beliefs(Creed) universal incidents.
• Explains the concept of responsibility in Islam.
• Connects the concept of responsibility and the concept of accountability
for acts in the Hereafter.
• Applies the principles of responsibility in the life situations.
• Concludes the value of trial sensual research in Islam.
• Explains the ways of trial sensual research in reaching facts.
Unit 3: Islamic • Connects the value of the voluntary work and the society development.
values and • Provides evidence for the value of prayer in the Muslim life.
morals
• Designs a bulletin enhancing the value of high Vigor.
• Explains the aspects of tolerance in Islam.
• Memorizes the morning and evening supplications.
• Designs a presentation on the prayer morals and mosque morals.
Unit 4: Islamic • Describes the prayer works into pillars, traditional practices and disliked
rulings andits things.
purposes. • Explains the types of prostrations and their Sharia rules and purposes.
• Concludes the types of voluntary fasting from the Sharia evidence.
 Unit 5: Syrah • Concludes the most important actions made by the prophet in Madinah
and biographies and his way in dealing with its people.
ofMuslim
personalities • Compares between the life in Yathrib before and after the prophet Hijra.
• Concludes the positions of tolerance, mercy and humanity in the most
important events and forays of the prophet in the second and third yearsof Hijra
(Battle of Badr and Battle of Uhud).
• Provides evidence on the prophet ability of good planning.

• Writes situations in his/her life showing that he/she follows the steps of
the prophet in terms of his relationship with the society members
around him.
• Concludes the most important features of the biography of Malek Ibn
Anas and his journey in seeking for attaining knowledge.
• Provides reasons for calling Lady Aisha as the first female scholar in
Islam.
• Provides evidence of following the steps of Lady Aisha and Malek Ibn
Anas in seeking to knowledge.
Unit 6: • Identifies the position and role of UAE at the Arab level accurately,
Identity and explains its position and contributions and designs a comprehensive
contemporary
project on its role.
issues.
• Designs a presentation on the UAE role in the nation unity and keeping it
based on its religion.
• Applies the principles of Islam in dealing with the environment.
• Designs a presentation that shows the risks on the environment and the
ways to face them (pollution, wastage) as per the principles of Islam.
RESOURCES

• MOE Islamic Education Textbook, Qur’an, Hadith Books, Teachers’ assistance and Internet.
• Resources will be uploaded and available on ManageBac.

ASSESSMENT

Based on the KHDA Assessment Criteria, student’s growth and level. The

students will be continually assessed utilizing a variety of methods. These

methods include:

• Formative Assessments including:

- Regular quizzes, class discussions, and homework assignments to gauge
understanding and retention of subject matter.
- Ongoing teacher observations and feedback during classroom activities.

• Summative Assessments including:

- End-of-unit or end-of-term exams to measure the overall comprehension of course material.

- Individual or group projects that require research, critical thinking, and presentation skills.

- Oral presentations to evaluate communication and public speaking abilities.

- Compilation of students' work overtime, showcasing their progress and development.

- Portfolios may include written assignments, artwork, or other creative projects.

• Ongoing assessment by teachers to track individual student progress, strengths, and

areas forimprovement.

MYP CRITERIA FOR ASSESSMENTMYP CRITERIA FOR ASSESSMENT

Criterion A Knowing and Understanding

Maximum B

Criterion B Inquiring and creativity Maximum

Criterion C Applying the teachings in real life

Maximum 8

Criterion D Communicating and sharing

Maximum 8

1
COURSE EXPECTATIONS:
Students should-
• Take responsibility for their learning.
• Get their books, devices and stationery needed.
• Submit their work on time.
• Participate in school and class activities.