GRADE 7 / YEAR 8 MORAL EDUCATION COURSE SYLLABUS 2020-2021

Course Outline

Overview

The Moral Education Program (MEP) covers four pillars of teaching and learning: character and morality; the individual and the community; civic studies; and cultural studies. The program blends academic content with an exploration of character and ethics.

The Moral Education Syllabus at GEMS Wesgreen International School aims to instill a set of universal values in students, which enables them to interact and work with people from different social and cultural groups. We seek to empower them to inspire to be responsible and active citizens. We provide them with opportunities to develop opinions and discuss differing opinions with colleagues.

Learning Outcomes

The Moral Education Course will be experienced by students as they work their way through four key pillars of learning as they progress through the course. Each of the four pillars is constructed around a series of Learning Outcomes.

Character and Morality (CM)

Teaching universal ethical values, such as fairness, caring, honesty, resilience, tolerance and respect.

The Individual and Community (IC)

The development of moral thinking for individuals as active members of their families, social environment and communities at large.

Civic Studies (CIS)

Concentrating on Emirati history, trade, travel, governance, as well as global citizenship.

Cultural Studies (CUS)

Focusing on local Emirati heritage, archaeology, and the importance of preserving culture.

Unit Overviews

Term 1

Unit 1a- Character and Morality (CM13): Individual moral responsibilities, duties and obligations

Approximate length: 6 weeks

Unit Description

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

Learning outcomes

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

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

Unit 1b- Individual and Community (IC13): Making good decisions

Approximate length: 6 weeks

Unit Description

The unit has been divided into the two specific areas of self-worth and identity and community awareness; this continues the same theme as the cycle 1 and other cycle 2 units. Progression focuses on students’ development of interpersonal and intrapersonal skills. The unit aims to develop a greater understanding of risks and consequences, and how these can be avoided and managed in the home and the wider community. It aims to equip students to act responsibly and effectively when situations do arise, to protect themselves and others. Finally, it

explores irresponsible behaviour and how it can shade into criminal action, and encourages students to think about how these sorts of action are responded to in school and in society. This unit builds on IC6 (Being brave and staying safe) and IC8 (Helping and making a difference). It also builds on concepts introduced in earlier units relating to empathy – for example CM9 (Cognitive and emotional empathy) – and to taking responsibility: IC9 (Taking responsibility for oneself and others). The concept of risk is a thread running through cycle 1. The unit also builds on concepts from the Character and morality pillar, such as thinking and reasoning about the right course of action, and what it means to be a good person.

Learning Outcomes

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

  1. Explain and understand what is meant by ‘risk’ and ‘consequences’ 2. Recognise and understand possible risks and dangers in the home and local environment and be able to explain how to keep themselves and others safe
  2. Know how to respond when harmful or dangerous situations arise, including knowing how to protect themselves so they are not harmed and how to get help, for example by contacting emergency services
  3. Understand the value of and demonstrate some basic first aid skills appropriate to their age
  4. Understand the dangers of crime and how they can protect themselves and others from the risk of being victims of crime
  5. Discuss the risks and possible consequences of irresponsible behaviour for perpetrators and victims, including how it may lead to criminal action
  6. Consider how irresponsible and criminal behaviour is treated in school and in society.

Term 2

Unit 2a- Civic Studies CIS3: Trade, travel and communications: the UAE in an increasingly globalized and interconnected world; cultural exchange

Unit Description

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

Learning Outcomes

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

  1. Understand and discuss the concept of ‘globalisation’, what it means, some of the issues it raises and how it affects the UAE
  2. Understand and discuss the idea of a sustainable global economy, the challenges it faces, and how these might be addressed
  3. Understand and work with some economic concepts
  4. Make an informed evaluation of the impact of advances in means of communication on the individual, society and inter-societal relations

Unit 2b- Civic Studies CIS3: Trade, travel and communications: the UAE in an increasingly globalized and interconnected world; cultural exchange

Unit Description

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

Learning Outcomes

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

  1. Understand and discuss the concept of ‘globalisation’, what it means, some of the issues it raises and how it affects the UAE
  2. Understand and discuss the idea of a sustainable global economy, the challenges it faces, and how these might be addressed
  3. Understand and work with some economic concepts
  4. Make an informed evaluation of the impact of advances in means of communication on the individual, society and inter-societal relations

Term 3

Unit 3a- Character and Morality CM14: Human needs

Unit description

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

Learning outcomes

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

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

Unit 3b- Individual and the community IC14: Digital challenge

Unit description

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

Learning outcomes

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

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

Remote Learning

Throughout this year we are using multiple teaching methods in order to help our students learn more effectively. All students whether face to face or learning remotely, will have the opportunity access all the lessons and resources. Students will use Phoenix classroom to access the lesson and course materials. Students will complete an online behaviour assessment at the start and end of each term to show progress and changes within themselves.

Next Steps

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