GRADE 6 / YEAR 7 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 (CM11): Equality, justice, fairness

Approximate length: 6 weeks

Unit description

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

Learning outcomes

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

  1. Give an account of some of the problems that can arise when considering equality (for example, the tension between equality of opportunity and equality in outcomes)
  2. Explain that distributive justice is about how scarce resources – such as wealth, work or positions (e.g. leadership positions) – are allocated fairly within a group or wider community
  3. Understand the importance and contested nature of how one might go about deciding what is fair
  4. Demonstrate a personal commitment to fostering just or fair distributions of scarce resources (initially among classmates, family and friends).

Unit 1b- Individual and Community (IC11): Physical health and diet

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 that of the cycle 1 and other cycle 2 units. Progression focuses on students’ development of interpersonal and intrapersonal skills. The unit moves from a focus on taking responsibility for their own physical health to an understanding of wider public health in relation to disease and the ethical issues surrounding public health. Students are introduced to global health concerns by looking at the two specific examples of malaria and malnutrition.

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

Learning Outcomes

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

  1. Recognise their responsibility for caring for themselves, including the importance of healthy eating, sufficient sleep and regular exercise, and explain how choices about these factors affect their lives in the short and longer term
  2. Understand and explain the different ways in which diseases are spread and how to avoid infection and contamination at the individual and community levels, including the importance of sanitation and clean water
  3. Analyse and consider the concepts of individual and collective responsibility in relation to health within the context of a community based project or resource, such as sports facilities or health centres
  4. Talk about examples of global health concerns, such as malaria and malnutrition, the factors that increase the spread of diseases (including the impact of poverty) and how health concerns are tackled.

Term 2

Unit 2a- Civic Studies CIS2: How the UAE grew into the diverse, inclusive society that it is today

Unit Description

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

Learning Outcomes

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

  1. Explain and give examples of what is meant by terms such as ‘multiculturalism’, ‘diversity’, ‘cultural heritage’ and ‘inclusivity’
  2. Research and analyse how and why Emirati culture has changed over time and the ways in which museums, art galleries, archives and other bodies maintain the cultural heritage
  3. Discuss with their peers the concept of what should be valued and maintained, and what can be learned from our past to inform the future
  4. Evidence their ‘cultural competence’ by participating in a school or community-based activity or event

Unit 2b- Civic Studies CIS2: How the UAE grew into the diverse, inclusive society that it is today

Unit Description

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

Learning Outcomes

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

  1. Explain and give examples of what is meant by terms such as ‘multiculturalism’, ‘diversity’, ‘cultural heritage’ and ‘inclusivity’
  2. Research and analyse how and why Emirati culture has changed over time and the ways in which museums, art galleries, archives and other bodies maintain the cultural heritage
  3. Discuss with their peers the concept of what should be valued and maintained, and what can be learned from our past to inform the future
  4. Evidence their ‘cultural competence’ by participating in a school or community-based activity or event

Term 3

Unit 3a- Character and Morality CM12: Respect and tolerance in a diverse society

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

Learning outcomes

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

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

Unit 3b- Individual and the community IC12: Mental health

Unit description

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

Learning outcomes

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

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

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.

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