Summary

Due to the spread of many wrong and unacceptable behaviors in the community in general, and in schools in specific, such as knives, fight, sexual harassment, negative and laziness, underachievement and others. These issues were identified mostly by schools, parents and the wider community. As we don’t want to reach to the state of addiction, criminality, terrorism and fraud, many leading, ambitious, successful, leading and effective initiatives where launched in the UAE by different parties, but they are limited in scope and does not speak the language of the young people. Minister of Interior Office (MIO) has coordinated with different stakeholders and the community to strength national identity, instill loyalty, build a conscious generation and stable family and self-immune generation. The vision is to build "youthful and student generations" that have an inclusive awareness, self-empowerment, meeting the challenges of the present and future, and hence the importance of this program in working to enhance the role of youth and enable them to create and innovation in this field to serve the

UAE community. MOI launched Khalifa empowerment program (Aqdar) to achieve this vision and to cover the whole UAE.

The program is using different means, which are To Do, To Show and To Tell. Twenty mechanisms and means are used to deliver awareness massages and learning topics to students, including: Military Training, Awareness Exhibitions, Virtual atmosphere (model villages),

Field visits, Toys, gifts, School theater, Traffic Scout, Karate training for girls, student researches, Touch Screens, Brochures and flyers, Awareness messages, website, Cartoon characters, magazine, Awareness movies, lectures, Forums and symposiums, training courses,

Free Atelier, competitions, animated videos and short movie clips, interactive magazine, social media campaign and educational video games. The program covered all schools in the UAE and the results were effective. More than 25.5 million benefited from the program. Questions

MIO vision is to be pioneers in building patriotic, conscious student generations who are proud of their country and their country is proud of them. The mission is to have an awareness-raising program seeking to unify the national efforts, build highly-aware students who are self-fortified, empowered and able to face the challenges of the present and the future.

Aqdar established a Supreme Committee that have the following functions:

• Placing the basic system of the program

• Set the strategic goals, policies and strategic plans of the program in line with the

government strategy

• Approve the proposed program budget according to the program's statute

• To develop the vision, mission and values of the program and to update its objectives

according to developments

• Determine the role and responsibilities of each organization or program entity

• Adopting the regulations and decisions necessary to implement the program in

accordance with the program's statute.

• To develop, apply and update work systems and manuals by developing the

appropriate organizational structure to implement strategic objectives, and to ensure

the implementation of effective operational management systems

• Work on reviewing and developing key performance results, enhancing continuous

improvement processes, and adopting effective measurement systems

Aqdar have 13 subcommittee responsible for environmental, social and governance issues and to report to the organization's leadership and higher committee. Its membership included 167 members from some (50) federal and local institutions and held more than (400) meetings and workshops.

Aqdar established a council consist of consists of members from the police, members of the public, residents, businesses, youth groups, educational institutions, government departments and non-profit organizations. It aims at solving neighborhood problems by identifying the expectations and aspirations of the community in an attempt to respond to them within the limits of available resources. The Council is considered an important link with the community where detailed reports of the issues, problems, with the opinion and recommendations are prepared to issue the necessary executive decisions. The council study public security problems and issues that concern the people of the neighborhood, such as the problems of young people, drugs, traffic and others. It also search proposed solutions from the point of public view and plans directly related to the community. In addition, identifying the views of the people of the neighborhood on the projects and programs that the leadership intends to put forward to the public, in addition to receiving their proposals and ideas. Aqdar use different social networking sites such as Facebook, twitter, Instagram, and the different electronic means to receive information and feedback from the community.

Initiative Questions

According to the international statistics, at present the population growth in UAE is one of the fastest and the country is one of the international leaders in the rate of the population growth path. The population size reached 9 million individuals and around 202 nationalities are living in the UAE. Due to these facts, it is important for the government to play an important role in providing safety and a safe community environment for all nationalities.

Due to the spread of many wrong and unacceptable behaviors in the community in general, and in schools in specific, such as fight, clannish, robbery, obesity, white arm, dropouts, accidents at home, sexual harassment, negative and laziness, underachievement. As we don’t want to reach to the state of addiction, criminality, terrorism, devastation, destruction and fraud, many leading, ambitious, and effective initiatives where launched in the UAE by different parties, but they are limited in scope and does not speak the language of the young people. In addition, these initiatives do not reach large group of the community, including the poorest and most vulnerable.

The results of field studies and analysis of statistical data and the exchange of functional expertise with educational specialists through conferences, seminars, visits and translations, which reached 65 diverse activity, that there are many problems and risks and dire is expected to have a negative impact on young people reach their peak during adolescence.

Furthermore, a field study conducted by Police & Ministry of Education about the phenomenon of "violence in the UAE schools' revealed the need for concerted efforts of police and school departments to address this growing phenomenon. A "Juvenile delinquency of a policeman's perspective” study report prepared by an expert from Dubai Police showed that the number of juvenile offenders in Dubai are growing at a rate of up to 3.10% on average annually. It is a very high rate and foreshadowing the problems in the future.

Conferences and seminars held by the government indicated that the threats to the young and the accompanying technical innovations are increasing and are difficult to control. The community development authority provided a report about the details of juvenile crime and the high rate of crime, corruption, and behaviors that are incompatible with the values, customs and traditions of the United Arab Emirates. The Ministry of Education presented ratios of school drop rates, and other common negative behaviors among students.

Therefore, it is important to have an initiative which aims to use an innovative and engaging delivery methods for learning material, content and messages to the community and reach all disadvantages people. The initiative should ensure inclusive and equitable quality education , promote lifelong learning opportunities for all and to help to make cities and human settlements inclusive, safe, resilient and sustainable.

The objectives of the program was identified after studying the school environment as the following:

• Educational goals:

o Reduce school dropout .

o Reduce behavioural deviation rates .

o Promote the spirit of discipline through behavioural sense .

o Raising the increase in the average academic success rate to double the average

rate

• Security goals:

o Creating a generation of young people involved w the police crime prevention.

o Promote the spirit of discipline behaviour.

o Raise the sense of security among the youth.

o Training young people on crisis management .

• Community Awareness Goals: o Sending awareness messages, concepts and lessons to all sectors of the society

using all available traditional and electronic means.

Quantitative criteria and numerical foundations for these objectives have been identified based on the rules and logical principles. The program aims, beside e-learning and education, to promote of World Summit on the Information Society (WSIS) values in the Society. The outcomes expected from the implementation of Khalifa Empowerment Program (Aqdar) concerns the following:

1. Personal Skills: life skills are behavioral patterns that enables students to take

more responsibility, in relation to their lives, by doing healthy life choices, or to

acquire a greater ability to resist negative pressure, also include personal and

social skills that young people need in order to deal with confidence and

efficiency with themselves or with people others

2. Health & Safety: This theme aims to educate students about public health and a

equip them with the skills to have a balanced diet, and the formation of a positive

attitudes towards compliance with the traffic safety and laws, and the environment

in its entirety, Additionally to teach him the commitment to the rules of prevention

and safety in the home and school and on the road, and how to deal with

emergencies and crises and disasters.

3. Crime Prevention: The student has during this theme the ability to think properly,

and make the right decisions, and how to deal with intellectual influences, also

improves handling with modern means of communication, and to raise awareness

of the seriousness of drugs and psychotropic substances usage risks, and various

crimes and ways to avoid them, and deprives the State laws and adhere to their

application, inline with the exercise of good citizenship. 4. National Awareness: This theme aims to educate students to the historical roots of

the United Arab Emirates, and biographies of the founding fathers and their

achievements, and enhances their love for the homeland, and their adherence to

their Arabic and Islamic identity, and push them to the service of their homeland,

and increase the sense of belonging and loyalty the preservation of it, by

defending it with self, money and effort and time

Different community partners collaborated in the initiative and played a role in planning and implementing. The following demonstrates examples of the rule of each partner:

• Dubai Police: Implementation of the lectures and the establishment of activities and

awareness events & Developing electronic awareness games

• Dubai Educational Zone: Facilitating the work of the lecturers and the establishment

of activities and awareness events in public schools in the Emirate of Dubai

• Knowledge and Human Development Authority (DHA): Facilitating the work of the

lecturers and the establishment of activities and awareness events in private schools

and adult education

• Roads and Transport Authority: Participating in the security of Education Week and

in the traffic village Fair

• Civil Defence Department: Preparing scientific materials on “my safety” and

“emergency situations”, providing field training courses for students in the

evacuation - home security program, providing lecturers in civil defence and

participate in the security of Education Week and providing field presentations

• Emirates Transport - Dubai Branch: Preparation of scientific material "in the safety of

school transportation."

• Centre of Ambulance Services: Providing ambulance activities • Women's Association: Prepare scientific materials on "successful marriage"

• Dubai Foundation for Women and Children: Preparation scientific materials on "my

right to my community".

• Parents of Handicapped Society: Preparation of scientific material, "a disabled

friend". Participate in the security of Education Week

• The National Human Resource Development Authority: Prepare scientific materials

"future industry substance."

• The Ministry of Youth, Culture and Community Development: The participation of

cultural convoys

• Student Counselling Department within the Ministry of Education: Preparation of

scientific material, "behavioural Student Guide"

• Land House Charity: Contributing to print brochures and booklets issued by the

program

The program aims to use an innovative and engaging delivery methods for awareness messages to the community through developing using latest technologies through games to communicate messages, concepts and different awareness lessons and strengthen national identity to different sectors of the community that runs on smart devices and PCs. Electronic games are considered one of the best ways and means to contribute in spreading awareness because of the widespread of games on various devices and systems. These games contains awareness and learning messages in an interesting, enjoying and funny form for both kids and adults. It is significant to use the latest techniques in the implementation of the program. The use of an innovative and engaging delivery methods is a key to success. Video games mean is considered an innovative and engaging delivery method that speak the language of the young people for education purposes to the community. Another reason of using videos games is the widespread of games on various devices and systems. Most young people have smart and mobile devices these days.

Providing devices for all students is a key reason for success. Statistics shows that 81.2% of children from the age of 6-11 used the internet to play video games (Mediamark Research &

Intelligence). Moreover 97% of children play video games, and 53% of Adults play video games (The Pew Internet & American Life Project). Therefore, video games are considered one of the important means for awareness.

Developing and dealing with electronic games was a new area of investigation. An important step in developing any game is to understand how learning occurs while playing games and more crucially how the game can be based on sound learning and instructional principles. This is needed to ensure that learning is integrated in the gameplay. To achieve this a multidisciplinary solution is required which can involve instructional designers, game designers, and subject matter experts. Research and comparison is done between the different games engines, and one of the important requirements is the ability to develop one version that can run on different operating system and smart devices. The games development cycle started with focus groups on students. We had 40 focus groups with more than 1200 students from different cities in the UAE. We distributed questionnaires on students to know their favorite games. We tested different games prototypes on students and used Psychologist and Scenario writers in order to design the games, determine the targeted ages, awareness and educational content and to know the affects. We tested the games before release to evaluate them. Our games are developed in-house using specialized team experienced in developing serious games. In the beginning, we developed games that have a target learning material or messages.

However, we found that it is not acceptable by students and they may not play them. Therefore, we redeveloped the games, and provided them with indirect learning and awareness materials.

By using this way, students liked playing our games and played them continuously.

Initiative Evaluation

A third-party specialist certified by the UAE government evaluates the program in accordance with the following mechanisms:

• 360-degree evaluation on students, parents, lectures, teaching staff, schools administrators and partners. All feedback collected either in schools or online through the games or social media sites.

• Kirkpatrick model to evaluate training: consists of 4 levels, level 1 (Participants

Reaction) by measuring the level of satisfaction, level 2 (Learning Assessment) by measuring the extend of reaching awareness messages by students, level 3 (Behavior Evaluation) by measuring the extent of the application of learning through everyday life, level 4 (Return on

Investment) by measuring targeted indicators.

The following are some of the results:

• The evaluation results of 2nd cycle students about knowledge about different subjects was: Drugs (97.2%), smoking (91%), Security service (87.3%), coordination with police

(87.2%), Academic excellence (91.5%), Successful personal (93.9%) and time management

(85.6%).

• The number of juveniles that have registered cases against them before implementing the program (415) cases. The number reached during the last three cycles of the program, (379,

288, 232) in a row

• The program contributed in the sense of security. This led to an increase in the number of calls from students and their parents to the security service to report everything that threatens their security and security of others as the number of callers reached 13514.

• Program results associated with the strategic objectives of stakeholders. For example,

Police have a strategic goal which is Prevention and reduction of crime. Four topics within the program are related. The topics and the results of these topics are: smoking (91.7%), drugs

(98.1%), Student's knowledge of the concept of sexual harassment (84.7%) and extent of

Student Discipline (70%). Another example, Educational Zone strategic objective is Reduction of students dropping out of the educational system. The program has six associated topics. The topics and the results of these topics are: child knowledge about the importance of school

(94.9%), time management (84.5%), Successful personal (92.5%), planning to choose the right specialization (88.2%), Academic excellence (91.6%) and preparation for university life

(87.4%)

• Number of fire incidents decreased from 595 incidents on the 4th cycle to 475 incidents on the 6th cycle to 393 incidents on the 8th cycle of the program.

We evaluated the results of the workshops on electronic means that students deal with, so we evaluated students’ knowledge before and after the workshops. The results are:

For primary school (grade 1-5):

• Know the dangers of electronic games: Before (60%), after (64.95%)

• Recognizes the health and safety basics: Before (79%), after (84.44%)

• Recognizes smart devices: Before (82%), after (91.62%)

• Recognizes electronic harassment: Before (72%), after (86.87%)

• Recognizes cyberbullying: Before (70%), after (86.97%)

• General Average: Before (72.00%), after (82.97%)

For middle school (grade 6-9):

• Digital Footprint: Before (50.70%), after (70.90%)

• Know the dangers of electronic games: Before (48.22%), after (64.57%) • Recognizes electronic harassment: Before (76.67%), after (87.28%)

• Recognizes cyberbullying: Before (85.57%), after (90.75%)

• Recognize the concept of privacy: Before (38.90%), after (62.51%)

• Known the concept cybercrime and its penalties: Before (64.40%), after (82.03%)

• General Average: Before (60.74%), after (77.17%)

For Hight school (grade 10-12):

• Identify the security risks of technology: Before (83.33%), after (95.43%)

• Recognize the acceptable use of social media: Before (66.67%), after (87.28%)

• Recognizes electronic harassment: Before (83.33%), after (90.74%)

• Recognizes cyberbullying: Before (50.00%), after (94.32%)

• Recognize the concept of privacy: Before (75.00%), after (86.17%)

• Known the concept cybercrime and its penalties: Before (68.75%), after (83.55%)

• General Average: Before (71.18%), after (89.58%)

Workshops were held to target all schools in the country in all sectors and institutions and to cover the concepts of information security, cybercrime and e-education in general based on the

National document. Aqdar held 979 lectures in 612 schools that covers 77,950 students, 12091 teachers and 152 parents.

Aqdar has used many tools to spread awareness in the community. One of the most successful tools are smart video games. Our games are now available in PCs in most public and private schools in the UAE. Downloads of games reached 24.5 million globally and ranked no. 1 in 74 countries worldwide in the educational category. Downloads of games reached (1 million in

UAE, 1,619,443 in USA, 3,081,795 in Saudi Arabia, 1,333,876 in Russia, 1,031,379 in Brazil,

588,051 in Thailand, and 85,100 in Australia). Our games provide learning content that target the different ages. It provides a free learning opportunity and its inline with Sustainable

Development Goal that ensures inclusive and equitable quality education and promote lifelong learning opportunities for all. Smart games complement other ways of awareness and education such as lectures, books, website, kiosk, social media, awareness movies, booklets, brochures and training courses. The main advantage of smart games over other means, that it speak the preferred language of the current generation. It maintain the components of the

National Unity, and that we are all equal.

Aqdar designed a digital magazine called Aqdar Magazine. It is an interactive digital magazine designed with the latest technologies. The magazine includes information designed for all members of the community to help them understand and overcome the dangers posed by technology. The magazine is available on Apple and Google Play stores.

Aqdar succeed in reaching the following:

• Increased awareness among students and the program's outreach to more than 70,000

students and 15,000 teachers during one academic year, constituting 22% of the total

number of students in the country and approximately 50% of the total teachers are a

clear success compared to similar initiatives around the world.

• The international success of the program was represented by winning the World

Summit on the Information Society (WSIS) as a global benchmark for the success of

the experiment and their desire to apply it in other countries

Lessons Learned

Aqdar plays its part in sustainable development through social and community programs aimed at creating a real impact for a better tomorrow. The initiative enabled effective engagement with local communities, contributing towards the development of safe and sustainable societies. Launching such initiative represents a step towards promoting the concepts of mutual institutional work between all ministries, local and federal entities, private institutions and civil society organizations. The strategic approach adopted by the program to unify student-related national efforts designed to address social, moral and security problems that they may face in their lives. The approach includes presenting a number of initiatives and projects across all educational levels, in a bid to empower, train and enable students to deal positively with these challenges through institutional partnerships with other relevant agencies. It also includes working on ensuring the sustainability of prevention efforts among student groups and their communities, such as families and youth institutions. The students of today will be the lawmakers and the government officials of tomorrow, meaning the time is right to educate the youth and help them to feel that they are an important part of our futures.

The initiative cover all schools and universities in the UAE and available worldwide. This initiative can be used and replicated from other organizations worldwide.

Human is the main resource and the most important element in achieving comprehensive development. On the effect of its construction, communities are developed, and one the raise of his abilities and ideas, civilization is built. The development of this resource topped the list of concerns and the development plans of the wise leadership in the UAE. Everyone claimed responsibility to participate in the care of completing the educational role played by the

Ministry of Education through what was adopted by these institutions of awareness, training and development programs. They have one goal in common which is to achieve a leading construction of UAE community by taking care of children and build themselves and their abilities. With the large number of these programs, there was an urgent need for a major initiative to combine the scattered efforts in one program that fill the gaps and achieve integration, balance and the sought inclusiveness. Khalifa Empowerment Program (Aqdar) took the lead and launched electronic awareness games initiative in the UAE . This program reflects the main theme of empowering young people to face challenges in the real world. The main approach in this programme, the so-called 360-degree scale, reflects the comprehensive collaboration of multiple entities stretching from government to academia, students, private sector, and others. The main partners on which the program relies are students who have absolute freedom to design the content and suggest ideas that will raise awareness about the different topics and issues. The government is there just to realise and support these ideas. The philosophy of this programme is one of teamwork, diversity, professionalism, and sustainability. It is designed around personal skills, national safety, and crime prevention.

Other lessons learned are:

• It is important to have strategic partnerships and involve all stakeholders in the initiative

in order to have a successful program that is accepted by all parties. One of the main

reasons being the program successful is to have a broad range of partners.

• It is significant to use the latest techniques in the implementation of the program. The

use of an innovative and engaging delivery method is a key to success. For example,

the program used an innovative and engaging delivery method for awareness messages

to the community through developing games to communicate messages, concepts and

different awareness lessons to different sectors of the community, particularly students,

through video games that runs on smart devices on IOS & Android devices. Electronic games are considered one of the best ways and means to contribute in spreading

awareness because of the widespread of games on various devices and systems.

Statistics shows that 81.2% of children from the age of 6-11 used the internet to play

video games (Mediamark Research & Intelligence). Moreover 97% of children play

video games, and 53% of Adults play video games (The Pew Internet & American Life

Project). Therefore, video games are considered one of the important means for

awareness.

• It is important to identify the needs of the community and take the necessary steps to

address recurring problems, instead of waiting for the arrival of complaints to the

police.

• It is proved that building the capacity of police on the principle of community policing

is very important to start working with these initiatives. It has also proved that a

constant and continuous interaction between the police and the community effective in

addressing the issues in the initial stage it, and so to anticipate situations that may

develop into the existence of problems and complications

Agency and Officer Information

Agency: Dubai Police

Key Project Team Members : Virtual Team

Project Contact Person. Include:

Name Mansoor Alrazooqi

Position/Rank Colonel

Address Sheikh Zayed Road

City/State/Postal code Dubai, UAE

Phone 971506514143

Email [email protected]

Electronic Awareness Games The General Situation in Schools

Clannish Fight & Quarrel

Obesity Robbery Negative and White Arm laziness Underachievement Sexual Harassment

Dropouts Run-over accidents Immorality & Accidents at homes Imitation … We don’t want to reach We need more than Awareness, we need ..

Entrepreneur and effective

Safe Achieving Community excellence

Sustainable Environment

Through Influential Stable Generation Family Self- immune Conscious Generation Generation Initiatives

Armed Forces: Ministry of Supreme Council of Albayariq Family Affairs: Interior: Sharjah Ladies Security culture & Club Education Ministry of National Media Culture, Youth & Council: National Community Identity Some Development Organizations Ministry of Ministry of Health: Initiatives Education: Student Health Education counselling, Life Skills

Family Abu Dhabi Development Education Council: Foundation: Youth Self Learning National Security: Program National Identity Initiatives

Leading Effective Successful Ambitious initiatives … But

Extra burden Fragmented Limited scope Independent efforts Situation

Public Schools

Organization 1 Private Organization Schools 2

Public universities

Ministry Ministry 2 Private 1 Universities

Organizations & Ministries Schools, Universities & Achieve Youth Centers goals National Program of Student Awareness

Public Schools Org. Org 1 A Org. Private B Schools Ministry 1 Org. 2

Public Ministry Universities Ministry Ministry 2 A B Private Universities Organizations & National Program of Ministries Student Awareness

Schools, Universities & Achieve Youth Centers goals Learning Means

To Tell To Show To Do

Remote Awareness Awareness Exhibitions Virtual atmosphere Lectures Kiosks (model villages) Variety of events Brochures and leaflets Competitions Awareness messages Field visits (mobile) Forums and Video Games Web site symposiums School theater Cartoon characters Military Training

Magazine TRAFFIC SCOUTS Karate training for girls Awareness movies Training Courses Anti-obesity Training Booklets Student research Awareness Games Objectives Development Cycle

Sending awareness Preparation a Questionnaires for messages, concepts conscious students and lessons to all generation that can sectors of the manage itself and society using all its relationships Testing different available electronic games and with others. prototypes on means. students

Introducing a range of smart interactive Designing games based on awareness games Game Design the community and that include the Adding Psychologists & Scenario writers the historical National culture of the Educational United Arab Implications. Emirates. Testing games on students Participation

Sponsors

Public Sector Partners

Private Sector Partners

* For example, but not limited to Participants

More than 1,200 students Awareness Games (examples)

Knowledge City

Theme Park Camel Racing Knowledge city (awareness topics)

The player ente rs a virtual city, where he will get information through various means , from Coins of Knowledge, the treasures of knowledge, lec tures). Then the players ente rs a competitive atmosphere to tes t the amount of knowledg e collec ted throughout his progres s in the game . • National Identity Awareness • Crime Prevention: • Cybercrime: recognize the positive uses of new technologies • sexual harassment. • Dangerous of Drugs • Fireworks Risks • Traffic Awareness

• Personal Skills: • Healthy skills First Aid Self-development • Social interaction and communication skills Example Results

Badayer Racing Games Results (Badayer Racing Results – Example as of 01/09/2018)

Total Installs 1,840,178

Number #1 in UAE In Less than 24hrs

Number #1 in iPad Educational 74 Countries

Number #1 in iPhone Educational 66 Countries Results

Projects: Results (Kirkpatrick’s Model & the tools used)

• Total downloads of the • Satisfaction Level games • Store Reviews • Students Games Profiles • Social networking sites • Sessions at schools

Level 1 Level 4 Results Users Reaction

Level 3 Level 2 Behavior Learning

• Behavior in Schools • Questionnaires • Parents Feedback • Games Profiles News Headlines

Knowledge city (example of a games) (awareness topics)

• National Identity Awareness • Crime Prevention: • Cybercrime: recognize the positive uses of new technologies • sexual harassment. • Dangerous of Drugs • Fireworks Risks • Traffic Awareness

• Personal Skills: • Healthy skills First Aid Self-development • Social interaction and communication skills 10 Khalifa Empowerment Program for Students

Non-Negotiable Copy

1 2 Index

Serial Subject Page Number

1 Introduction 5

2 Vision: Mission: Values: 7

3 General Objectives: 8

4 Objectives of the Empowerment Program Document: 8

5 Concerns of Khalifa Empowerment Program for Students’ Document 11

6 General Standards of the Program’s Concerns 15

7 Standards and Learning Outcomes of the Program’s Concerns 19

8 Matrix of the Program’s Concerns Topics and Items 109

3 4 Introduction The launch of this national project included forming several Man is the main resource and the most crucial factor in the committees to contribute to the development of the project, process of achieving comprehensive development. People build including a scientific committee entrusted with putting the their communities at their will and their culture according to overall referential frame for the program covering all educational their ideas and capacities. Developing this resource has always grades starting from the first grade and to the end of university been the top priority for the enlightened leaders of the United education. Arab Emirates in putting the development plans of the country. The patriotic members of the Scientific Committee have persisted With time, this came to represent the concern of every official in with holding periodic meetings in order to find out the current the government. The entire body of government has publically needs of the students in terms of skills and awareness, and announced their responsibility in nurturing young blossoms and have succeeded in summarizing them in four main concerns: complementing the educational responsibility of the Ministry of Education. These institutions have adopted educational, personal skills, national awareness, safety and security and training and developmental programs that fall under the same crime prevention. These four concerns were developed into purpose of building a pioneering Emirati community concerned main topics which in turn branched out into secondary topics. with building its sons and daughters and their characters and The secondary topics were then divided in a balanced and capabilities. comprehensive manner upon the different grades according to Despite the large number of programs offered and their noble the perspective students’ age. cause, there was a dire need for a grand initiative to gather all The expected learning outcomes for each school grade these efforts within one frame, fill all the gaps in between and (including college years) were put according to these main affirm the desired balanced integration and comprehensiveness. concerns and topics while matrices of the topics were developed HH Sheikh Saif Bin Zayed Al Nahyan, Deputy Prime Minister, and distributed to the different grades and school stages. Minister of Interior, offered a sincere and enlightened call and This Document is a referential frame of a program that we are vision in a genuine attempt to unify these venues, energies and efforts under one program that bears the name of the president of proud to belong to, and to contribute in establishing and laying the UAE, HH Sheikh Khalifa Bin Zayed Al Nahyan. The proposed its foundations to build generations of students who have the program is developed under the supervision of faithful leaders power and the ability to face self-challenges, and the challenges who have devoted their efforts to the service of this country and posed by the community and the age they live in, in order to the safety and comfort of its people with special attention to the be the pioneers we aspire to be, as everyone is capable, God children of the UAE, today’s students and tomorrow’s leaders. willing! 5 6 Vision: Values: To be pioneers in building patriotic, conscious • Belonging and Loyalty student generations who are proud of their • Commitment and responsibility country and their country is proud of them. • Good Morals • Creativity and innovation Mission: • Originality and renovation An awareness-raising program seeking to • Credibility and transparency unify the national efforts, build highly-aware • Cooperation in a team spirit students who are self-fortified, empowered • Quality and precision and able to face the challenges of the present and the future.

7 General Objectives: Objectives of the Empowerment Program Document: • Developing effective integration between the institutions involved in the healthy upbringing 1. Promoting the values of taking initiatives, of students. giving and contributing to the building of • Reinforcing patriotism and the sense of the country in a conscious manner and in belonging to the homeland in the hearts of accordance with the government’s vision and students. mission • Raising the students positive awareness of 2. Building a generation of students devoted to the national, cultural, religious and health- their homeland and proud of belonging to it related issues 3. Promoting good citizenship and exercising its • Developing the students’ personal and principles correctly leadership skills 4. Empowering the students with the skills • Developing the students’ sense of social required to react positively with the givens responsibility of modern age and the challenges and requirements of practical life 5. Qualifying students capable of developing

8 themselves constantly using the strategies of 11. Educating students with the laws enforced self-learning and sustainable development in the United Arab Emirates to prevent and 6. Empowering the students with thinking skills, restrain crime, and punish criminals and familial and social communication skills 12. Enabling students of the UAE to safely interact 7. Developing the learners’ positive attitudes with modern technology and follow the rules to adhere to the rules of general and traffic and regulations enforced within the nation safeguarding, safety and security 8. Enabling students to build healthy lives, physically and psychologically 9. Helping students to manage themselves and reach a high level of emotional intelligence and adaptation to strains 10. Helping learners master general economic skills in the disciplines of bank dealings, investment, financial planning and establishing private businesses

9 10 Concerns of Khalifa Empowerment Program

for Students’ Document

11 12 Main Concerns of the Program

Personal Skills National Awareness Health and Safety Crime Prevention

Self-Development Knowing the Homeland Traffic Culture Intellectual Security

Thinking Skills Love of the Homeland Prevention and Safety Electronic Crimes

Knowledge Skills Serving the Homeland Health Awareness Narcotics’ Crimes

Social Interaction and Protecting the Communication Skills Homeland Environmental Culture Juvenile Crimes

Economic Awareness

13 14 General Standards of the Program’s Concerns

15 16 First: Standards of Personal Skills Emirati identity, learning about the lives and 1. Capable of self-management and achieving achievements of the leaders of the nation high levels of emotional intelligence and coping and their contribution to the national success with strains locally and within the scope of the region, the 2. Employs intellect in processing information Arab World and the entire world. and solving school and life problems 2. Maintains their national identity and shows 3. Masters positive communication skills, which is their love for their country and its symbols the road to social and familial harmony 3. Takes the initiative to serve their country in any 4. Gains the skills of continuous self-education position with consideration to work values and and positive usage of the sources of knowledge ethics while seeking to carry out volunteer work out of their sense of social responsibility Second: Standards of National 4. Showing loyalty and sense of belonging to the Awareness homeland, and seeks to maintain the essence of the 1. Learning the historical roots of the United Union and the fundamentals of the national unity Arab Emirates since its establishment and the 5. Being aware of the necessity of giving all they steps and factors for establishing the Union, could in order to protect their homeland and demonstrating the main components of the answer its call in time of hardships and crises 17 Third: Standards of Health and Fourth: Standards of Crime Prevention Safety 1. Possesses the skills of sound thinking, making the 1. Masters the skills of attending to their general right decisions according to established methods health and maintaining a balanced diet in order and dealing with the intellectual influences to build a healthy life 2. Knows how to positively handle the technology 2. Forms a positive attitude towards adhering to revolution and benefit from its tools and applications the rules of traffic safety and security in a manner that reflects positively on his behavioral 3. Capable of performing a positive role in the and intellectual growth local environment with all its resources 3. Demonstrates awareness of the dangers of narcotics 4. Forms a positive attitude towards adhering and mind-altering substances and how to protect oneself to the rules of safety and protection at home, against them and deal with their effects, while knowing school or on the road, and during the times of the legal consequences of using or selling them emergencies or national crises 4. Learns the different types of juvenile crimes, how to avoid them and the Emirati laws legislated for the purpose of dealing with them 5. Respects the laws of the country, in its entirety and adheres to them as a mark of good citizenship

18 Standards and Learning Outcomes of the

Program’s Concerns

19 20 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- First Grade (Stage 1) Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸ Describes himself and lists his favorite activities ŸŸ Shows positive compassion towards ŸŸ A training program teaching the Self- domesticated animals child about himself, his favorite Development ŸŸ Articulates what he wants to be in the activities and his future dreams future ŸŸ Demonstrates positive attitude towards perception of time Higher ŸŸ Identifies a problem within a story and Personal Thinking ŸŸ Picture stories Skills points out its main elements Skills Knowledge Skills ŸŸ Expresses the elements of a told story ŸŸ Picture stories

ŸŸ Uses simple methods to remember names ŸŸ A training program in

Social and faces communication and memory skills Interaction and ŸŸ Takes part in some social interactions in a ŸŸ My Newspaper (Sahefati) program Communication Skills balanced manner for the family to follow the ŸŸ Applies simple communication skills implementation of communication through phrases of common courtesy and social participation skills 21 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Second Grade (Stage 1) Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Describes the skills that distinguished him from everybody else Self- ŸŸ Shows positive practice of time ŸŸ A training program about time Development management management skills, problem ŸŸ Shows courage in apologizing and solving, whom would the child admitting fault consult to solve a problem and reinforcing the courage of ŸŸ Identifies to whom he would turn in case of Higher apologizing and admitting fault Personal Thinking a problem ŸŸ Skills Skills Uses simple skills in a problem-solving strategy Knowledge ŸŸ Practices the skills of concentration and ŸŸ An electronic game about the skills Skills attentiveness of concentration and attentiveness

ŸŸ ŸŸ Social Applies the skills of cooperation within a A training program about the skills Interaction and team of cooperation Communication Skills ŸŸ Communicates with his family to present ŸŸ My Newspaper (Sahefati) program his ideas and questions to develop family communication

22 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Third Grade (Stage 1) Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸ Expresses his feelings and emotions in a ŸŸ A training program about time healthy way management and positive ŸŸ Performs activities reflecting his interests communication with others and ŸŸ Shows positive empathy with the staff and with oneself employees Self- ŸŸ Puts a list of specific activities and things Development to do during the weekend with an estimate of how long it would take Personal Skills

ŸŸ Uses the skill of fluency in creating the ŸŸ An educational game about biggest number possible of creative ideas fluency and generating creative (verbal, intellectual, and shapes fluency) ideas Higher Thinking Skills

23 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Third Grade (Stage 1) Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Included in the Arabic language Knowledge ŸŸ Classifies the children’s programs he and Islamic Studies curriculums Skills watches on television ŸŸ An awareness program

Personal Social Skills Interaction and ŸŸ Uses listening skills with his teacher and ŸŸ A training program in Communication Skills classmates communication skills

ŸŸ Communicating with the national banks sponsoring children’s saving Economic ŸŸ Applies saving behavior by using a projects (Sharjah Islamic Bank, Abu Awareness personal money box Dhabi Islamic Bank, Al Hilal Bank… etc.) 24 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Fourth Grade (Stage 1) Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Defines his own needs and relates them Self- to his abilities Development ŸŸ Shows self-confidence when speaking to others Personal ŸŸ A training program to enhance the child’s self-confidence and train Skills him on decision-making skills

Higher Thinking ŸŸ Uses simple decision-making skills Skills

25 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Fourth Grade (Stage 1) Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ ŸŸ Knowledge Implements question-posing skills A training program about Skills ŸŸ Shows respect to his classmates’ listening and question-posing questions in the classroom skills

Social Personal Interaction and ŸŸ Designs a ties-of-kinship schedule with ŸŸ My Newspaper (Sahefati) program Communication the participation of his family Skills Skills

ŸŸ An interactive awareness-raising Economic ŸŸ Specifies aspects of savings’ program on school level about Awareness disbursement aspects of savings’ disbursement

26 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Fifth Grade (Stage 1) Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Uses two time management tools Self- effectively Development ŸŸ Sets three personal goals with simple ŸŸ A training program in goal-setting, steps towards achieving them time management and problem- solving skills ŸŸ Higher Shows flexibility in putting alternative Thinking Skills solutions to a problem related to his Personal life and interests him Skills Knowledge ŸŸ Criticizes a program that he watches ŸŸ A training program Skills according to simple standards

ŸŸ Shows sense of humor in Social communicating with others Interaction and ŸŸ Chooses his friends well ŸŸ A training program in leadership and Communication ŸŸ Skills Implements leadership skills within communication skills his team ŸŸ Uses conversational skills with others 27 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Sixth Grade (Stage 2) Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Expresses himself positively and ŸŸ Public contests (the Red Crescent has a sense of self-esteem competition) Self- ŸŸ Shows affirmative empathy and ŸŸ Preparing projects within classroom Development understanding for others activities ŸŸ Draws an ambitious picture for his ŸŸ A training program future ŸŸ Having notable persons as guests Personal Skills Higher ŸŸ ŸŸ Thinking Uses the skill of fluency in creating Designing electronic games Skills various innovative ideas ŸŸ Intelligence games

ŸŸ Knowledge A workshop about mind mapping and Skills ŸŸ Uses mental mapping when studying using relevant modern technology and software

28 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Sixth Grade (Stage 2) Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Shows sufficient skill in building human relationships Social ŸŸ Distinguishes good family ŸŸ An open day (parent-teacher meeting, Interaction and communication channels from bad self-management and contests) Communication ones ŸŸ A training program about family and Skills ŸŸ Implements the skills of leading team management skills and organizing the team in his Personal class group Skills

Economic Awareness ŸŸ Learns about banking products ŸŸ Visiting a bank

29 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Seventh Grade (Stage 2) Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Shows pride in his own skills and abilities ŸŸ Workshops Self- ŸŸ Demonstrates skill controlling ŸŸ A training program Development his emotions in contradictory ŸŸ Having notable persons as guests situations that require making a ŸŸ Awareness-raising seminars decision ŸŸ Uses the skill of elaborateness in offering more details for the Personal introduced ideas ŸŸ A training program about drawing up Higher ŸŸ Skills Thinking Distinguishes relevant from social policies Skills irrelevant information in certain ŸŸ A training program in relevant thinking topics skills ŸŸ Takes steps towards making a decision in a real life situation ŸŸ A workshop about drawing up a study ŸŸ Plans a study program Knowledge plan ŸŸ Defines methods of positive Skills ŸŸ An awareness-raising program in interaction with audio means positive interactions with audio means 30 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Seventh Grade (Stage 2) Main Secondary Learning Outcomes Suggested Means Concern Concern

Social ŸŸ Practices mnemonics to Interaction and remember names and faces ŸŸ A training program on speech skills and Communication ŸŸ Practices the skills of successful mnemonics Skills speaking

Personal Skills

ŸŸ Implements the principles of saving by estimating the needs ŸŸ Economic of a certain project Workshops about money saving and Awareness ŸŸ Defines the different ways of economizing saving ŸŸ Visiting a bank or hosting a banker ŸŸ Demonstrates how to open a savings account in a bank

31 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Eighth Grade (Stage 2) Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Implements the steps of reinforcing Self- self-confidence ŸŸ Workshops on reinforcing self- Development ŸŸ Practices the skills of setting confidence and the skills or prioritizing priorities

ŸŸ Uses originality skills in generating intelligent ideas and unique responses Personal Higher ŸŸ Training programs in thinking and ŸŸ Defines the contradictions between Thinking problem solving skills Skills Skills things and ideas based on logical ŸŸ Intelligence games reasons ŸŸ Applies problem-solving strategies to solve a certain problem

Knowledge ŸŸ Adheres to interacting positively ŸŸ Awareness-raising programs in positive Skills with visual means interactions with visual means

32 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Eighth Grade (Stage 2) Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Demonstrates a positive character with a sense of humor ŸŸ Changes negative behaviors ŸŸ Training workshops about the skills of Social as a result of observing other positive interaction within a team Interaction and people’s behavior ŸŸ Open Day events Communication ŸŸ Masters the skills of nonverbal Skills ŸŸ Visual programs about the skills of communication (facial communication and behavior change Personal expressions) ŸŸ Skills Practices positive interaction within a work group

ŸŸ ŸŸ Economic Define the functions of stock A visit to the stock market or showing a Awareness markets through an introductory illustrative program made by specialists visit about the stock market

33 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Ninth Grade (Stage 2) Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Forms a positive self-image Self- ŸŸ Training programs on self-esteem and ŸŸ Applies the healthy methods of Development positive adaptation to stress adapting with psychological stress

ŸŸ Distinguishes between facts and ŸŸ Training programs in relevant thinking Personal Higher opinions based on the standards skills Thinking ŸŸ Skills of each Intelligence games Skills ŸŸ Uses the skills for generating ŸŸ Workshops possible solutions for life problems ŸŸ Case study

ŸŸ Extracurricular activities in the Arabic ŸŸ Uses the skill of summarization curriculum Knowledge ŸŸ Practices speed reading ŸŸ A training program about the techniques Skills ŸŸ Adheres to effective positive of speed reading interaction with visual means ŸŸ Awareness-raising programs in positive interaction with visual means 34 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Ninth Grade (Stage 2) Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Shows acceptance of and pride Social ŸŸ An open day in school for students and in his family Interaction and their parents ŸŸ Practices posture and Communication ŸŸ A training program in communication Skills movement skills in skills communicating with other Personal Skills

ŸŸ Explains, measures and compares between some of the common economic phenomena Economic ŸŸ An introductory program on recession such as recession and inflation Awareness and inflation ŸŸ Defines inflation and demonstrates the risks and reasons behind it

35 Secondary Education (Tenth Grade)

Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸ Has confidence in himself and his abilities ŸŸ Visiting recruitment fairs and skills ŸŸ Guided trips ŸŸ ŸŸ Self- Controls or restrains himself in different Meeting influential and prominent Development social situations people ŸŸ Controls his emotions towards those ŸŸ Videos around him ŸŸ Specially designed practical guiding ŸŸ Defines his own vision, mission and future goals exercises ŸŸ Predicts the results in light of the presented data Personal ŸŸ Practical guiding exercises in the ŸŸ Discovers contradiction in situations, Higher skills of prediction, problem solving Skills circumstances, standards, other people’s Thinking and discovering contradictions Skills thinking, actions, sayings… etc. ŸŸ Displaying a documentary about ŸŸ Finds creative solutions to the problems decision making facing himself or other people ŸŸ Applies positive decision-making strategies ŸŸ Adopts positive thoughts of the ŸŸ The student’s personal portfolio Knowledge importance of education to himself (Achievements portfolio) Skills ŸŸ Takes initiative in educational or school activities ŸŸ Writing various reports ŸŸ Implements the skills of Survey reading ŸŸ Practical exercises on Survey reading 36 Continued/ Secondary Education (Tenth Grade)

Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Builds positive relationships with others Social ŸŸ Interacts with problems facing ŸŸ Psychodrama activities Interaction and his family ŸŸ Taking part in family projects Communication ŸŸ Feels comfortable ŸŸ Taking part in a group project with his Skills communicating with others classmates ŸŸ Assumes responsibility within a Personal team setting Skills ŸŸ Lists his needs and his monthly and annual expenses and practically implements money- ŸŸ Economic saving within the school year A training program about economizing Awareness ŸŸ Visits a bank to learn about the and money saving simple bank dealings such as ŸŸ Visiting banks opening an account, having a card issued, writing a check, and making a deposit or a withdrawal 37 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Secondary Education (Eleventh Grade) Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Shows a positive conception of ŸŸ Practical guiding training programs, Self- himself designed on positive conceptions of Development ŸŸ Has positive expectations of himself oneself ŸŸ Feels happy during leisure time

ŸŸ Logically concludes results from ŸŸ Practical exercises in the stages of Personal Higher introductions and previously decision making and making logical Skills Thinking available information Skills deductions ŸŸ Masters advanced decision-making ŸŸ Implementing psychodrama method skills

ŸŸ Actively benefits from the teachers within the classroom Knowledge ŸŸ A guiding program within the student ŸŸ Actively participates in classes Skills guidance curriculum ŸŸ Asks his teachers about what he doesn’t understand in class 38 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Secondary Education (Eleventh Grade) Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ School camp Social ŸŸ Reacts positively in difficult ŸŸ A training program about positive Interaction and situations interaction with difficult situations, and Communication ŸŸ Uses humor in communicating Skills using humor in communicating with with others others Personal Skills

ŸŸ Learns how to use banking cards safely and successfully ŸŸ A practical guiding training program ŸŸ Economic Puts a plan for his personal about safe and successful use of Awareness expenses banking cards ŸŸ Differentiates between taxes ŸŸ An illustrative film about the difference and fees, as found in the State between taxes and fees Budget

39 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Secondary Education (Twelfth Grade) Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸ Proves himself Successfully and ŸŸ A guiding training program on self- effectively esteem and adaptation to strains Self- ŸŸ Adapts to the multiple pressures ŸŸ Training work papers, videos and Development surrounding him role play ŸŸ Realizes and applies the concept of ŸŸ Applied workshop about strategic strategic planning planning ŸŸ Employs flexibility skill in real life situations ŸŸ Easily changes his opinions when Personal convinced with other points of view Skills Higher ŸŸ Moves from judging minor situation to ŸŸ A guiding training program about Thinking judging the whole picture Skills relevant thinking skills ŸŸ Uses proof and precise factual evidence to issue his judgment on a raised problem ŸŸ Prioritizes (the most important to the important)

Knowledge ŸŸ Uses positive skills during exams ŸŸ Awareness-raising program about Skills ŸŸ Positively analyzes what he reads positive skills during exams 40 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Secondary Education (Twelfth Grade) Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸ Appreciates the importance of knowing the speaker’s state of mind during the conversation ŸŸ Realizes the importance of his Social ŸŸ Interaction and effective role in increasing happy A guiding training program of social and Communication feelings within the family leadership skills Skills ŸŸ Employs pronunciation in ŸŸ Taking part in group events in his school social communication out of his Personal knowledge of the voice’s intensity and tone Skills ŸŸ Applies advanced leadership skills ŸŸ A short awareness-raising film about ŸŸ Demonstrates how to protect the protecting one’s bank account’s personal personal information of his bank information and the risks of divulging accounts Economic them ŸŸ Exhibits smart shopping skills and a Awareness ŸŸ A guiding program about smart shopping wise consumer behavior skills and a wise consumer behavior ŸŸ Points out ways of investment in ŸŸ An introductory program of stocks and stocks and bonds bonds 41 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students University Education Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ A guiding training program on Self- strategies of adjusting to the stresses Development ŸŸ Adapt well with the stresses of life of life ŸŸ Training work papers, videos and role play

ŸŸ Applies advanced creative thinking skills Personal ŸŸ An advanced training program in the in real life situations skills of creative and critical thinking Skills Higher ŸŸ Applies critical thinking skills (clarity, ŸŸ A guiding training program on the Thinking accuracy, credibility, precision and depth) Skills basics of choosing a life partner in real life situations according to decision-making and risk- ŸŸ Uses decision-making and risk-study study skills strategies in choosing their life partner

Knowledge ŸŸ A training program on analytical ŸŸ Implements analytical reading skills Skills reading skills

42 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ University Education Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Uses positive communication skills in communicating with his Social ŸŸ A guiding training program on conflict family Interaction and management and family disputes ŸŸ Communicates using body Communication ŸŸ An advanced training program in positive Skills language skills communication skills ŸŸ Uses positive interaction skills in group work Personal Skills ŸŸ Learns about methods of financing projects ŸŸ A visit to bodies supportive of youths’ ŸŸ Distinguishes between portfolios projects ŸŸ Economic and investment funds and the A guiding training program about Awareness purposes of each investment funds and portfolios, ŸŸ Shows the indexes of the methods of funding projects and the national income and the national indexes of the national product and the product and distinguishes their national income general significance 43 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- First Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸShows a general understanding of the features of ŸŸCartoons, and a series of short stories about the historical the country’s historical sites sites ŸŸTells a simple story of the declaration of the ŸŸ establishment of the Union A picture story about the establishment of the Union Knowing the ŸŸDiscerns the map of the UAE ŸŸA coloring book and an electronic puzzle of the map Homeland ŸŸExplains some aspects of the lives of the President ŸŸ and the Vice-President A documentary appropriate for the age group ŸŸA touch screen to pinpoint and name the Emirati islands ŸŸNames the occupied Emirati islands ŸŸAn electronic game teaching the students the names of the occupied islands ŸŸShows altruism in dealing with his family ŸŸA cartoon character in a series of stories teaching values National ŸŸShows respect and pride in the flag of the United ŸŸ Awareness Arab Emirates A coloring book, a construction toy and patriotic songs ŸŸTakes pride in the elements of his national identity ŸŸDitties from the Emirati heritage, composed, filmed and ŸŸKnows a ditty from the Emirati heritage copied on CDs Love of the Homeland ŸŸExpresses joy of the National Day and celebrates it ŸŸ with his classmates Organizing programs in celebration of the National Day ŸŸField visits to the tourist attractions ŸŸPosters and CDs with pictures of Emirati tourist attractions ŸŸPoints out the most notable tourist attractions in the ŸŸ country Printing pictures of the tourist attractions on school bags ŸŸ and stationary Names and respects several old nautical ŸŸVisits to museums and heritage villages professions ŸŸAction figures of maritime professions ŸŸDocumentaries 44 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- First Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Practical programs to take part in cleaning Serving the the school and its surroundings ŸŸ Keeps the environment clean Homeland ŸŸ Coloring books about keeping the environment clean

National ŸŸ Printed or electronic coloring projects for Awareness ŸŸ Expresses loyalty to the Union all the symbols of the union ŸŸ Emirati patriotic songs Loyalty to the United Arab Emirates

ŸŸ Shows pride in his Emirati national ŸŸ A picture book identity

45 Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Second Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸShows a general understanding of the ŸŸCartoons, and series of short stories of the country’s historical sites historical sites ŸŸExpresses the meaning of the union between the ŸŸA picture story about the establishment of the different emirates of the UAE, in his own way Union ŸŸ Knowing Pinpoint the location of the nation’s emirates ŸŸAn electronic map of the emirates the on a map Homeland ŸŸExplains some aspects of the lives of the ŸŸDocumentaries about the leaders of the country at current leaders of the UAE different times of their lives

ŸŸNames the emirates which the occupied ŸŸAn electronic game referring the occupied islands islands belong to to the emirates they originally belong to National ŸŸShows altruism in playgrounds and places of ŸŸA cartoon character in a series of stories teaching Awareness leisure values ŸŸ ŸŸA daily program at the school morning broadcasts Shows respect to the national anthem of the (An Emirati Morning- Sabah Al Emarat) with UAE and stands up to its music martial music ŸŸ ŸŸDramatic scenes about patriotic themes in the Love of the Takes pride in the Emirati accent Emirati accent Homeland ŸŸCelebrates the National Day with his ŸŸHolding programs in celebration of the National classmates Day ŸŸField visits to tourist attractions ŸŸ ŸŸPosters and CDs with pictures of Emirati tourist Points out the most notable tourist attractions attractions in the country ŸŸPrinting pictures of the tourist attractions on school bags and stationary 46 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Second Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

••A visit to heritage villages and museums ••Appreciates the farming profession ••Starting agricultural school programs Serving the Homeland ••Practical programs for the service of the needy ••Takes part in serving the needy in the designed in coordination with social care and school area charitable institution (aiding the poor, for an example)

National ••Learns the story of the Union—seven ••A picture story about the establishment of the Awareness emirates, one state Union between the state’s emirates

Loyalty to the ••Shows his love for the UAE in his ••An electronic or printed children’s magazine, United Arab Emirates behavior produced by students

••Interprets his loyalty to the UAE in his ••Art exhibitions for the students’ works of art literary and artistic creations

47 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Third Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸ ŸŸCartoons, and series of short stories about the Explains the main aspects of the country’s historical sites historical sites ŸŸScientific visits to a number of historical sites ŸŸ Tells the story of the declaration of the ŸŸA picture short story about the establishment of the establishment of the Union (the leaders’ Union meeting and announcing the establishment ŸŸ of the Union) in his own words A visit to the Union House ŸŸPoints out some of the most important advantages of Abu Dhabi, the capital of the ŸŸDocumentaries about Abu Dhabi UAE ŸŸExplains several aspects of the biographies ŸŸShort documentaries about founders of the United National Knowing the of founders of the United Arab Emirates Arab Emirates Awareness Homeland ŸŸLists some of the country’s achievements in ŸŸPicture leaflets about the educational achievements education of the Union

ŸŸExplains the natural aspects of the UAE’s ŸŸA 3D film explaining the nature of the UAE’s occupied islands occupied islands

ŸŸ ŸŸA school program promoting altruism amongst Shows altruism with his schoolmates peers

ŸŸ ŸŸA daily program at the school morning broadcasts Shows respect to the emblem of the UAE (An Emirati Morning- Sabah Al Emarat) 48 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Third Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸAdopts good manners in communicating with ŸŸAl Senaa’ program , implemented at the Ministry of his parents and his family’s guests Culture, Youth and Community Development

ŸŸCelebrates the National Day with his family ŸŸOrganizing programs to celebrate the National Love of the and classmates Day Homeland ŸŸField visits to tourist attractions ŸŸ ŸŸ Posters and CDs with pictures of Emirati tourist Points out the most notable tourist attractions attractions in the country ŸŸUploading videos of tourist attractions to the National program’s website Awareness ŸŸIllustrates Emirati women’s contributions in ŸŸDocumentaries Serving the working side by side with Emirati men ŸŸData and statistics Homeland ŸŸProceeds to helping people with special ŸŸ needs Programs serving those with special needs

ŸŸUnderstands the meaning of loyalty to the Loyalty to ŸŸShort stories the United Union Arab Emirates ŸŸRecites a poem showing his pride in the ŸŸChants in classical Arabic (fusha) about the beauty Arabic language; the language of his country of the language 49 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Fourth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸPoints out features of some of the ŸŸField visits to historical sites country’s historical sites ŸŸExplains how the founders of ŸŸA documentary the Union came to consider its ŸŸA presentation establishment in the first place and ŸŸA visit to the Union House their efforts to develop the idea ŸŸDraws the geographic borders of UAE ŸŸElectronic and on paper activity on the map National Knowing the Awareness Homeland ŸŸDemonstrates the biographies of the ŸŸDocumentaries current leaders of the United Arab ŸŸPicture stories Emirates ŸŸDescribes the economic activities of ŸŸDocumentaries the population of the UAE’s occupied ŸŸPicture stories islands ŸŸStates number of the cultural ŸŸLectures achievements of the UAE ŸŸPicture booklets

50 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Fourth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸ ŸŸApplied programs about road etiquette Shows altruism to others in the road ŸŸDrama scenes ŸŸApplied activities ŸŸShows respect and appreciation for the ŸŸ leaders of the state Raising pictures of the nation leaders at Love of the schools in the morning alongside the flag Homeland ŸŸMasters several folk games ŸŸFestivals and open sporting days ŸŸActively participates in the celebrations ŸŸ of the National Day resembling good Participating in the celebrations of the UAE’s citizenship National Day ŸŸMaintains the marine environment of his ŸŸTaking part in environmental programs and National country activities ŸŸ ŸŸHolding heritage activities and festivals in Awareness Illustrates several traditional Emirati schools handcrafts ŸŸ Serving the Field visits Homeland ŸŸOrganizing cleaning campaigns in the schools ŸŸTakes part in several official volunteer and neighboring suburbs, meeting travelers at programs airports and handing out introductory leaflets on the National Day ŸŸLearns what is takes to maintain the ŸŸStories Loyalty to the structure of the Union ŸŸDramatic scenes United Arab Emirates ŸŸLists several authentic Emirati customs ŸŸ and traditions A televised school contests program 51 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Fifth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸVisiting historical sites and tourist ŸŸPoints out features of some of the attractions in every emirate of the UAE country’s historical sites ŸŸAntiquarian exhibitions and scale models in schools ŸŸLists the most important cities ŸŸFilms in his country and describes the ŸŸBooklets advantages of each ŸŸVisits

National Knowing the ŸŸ Homeland Describes the role the current leaders Awareness of the UAE play in supporting the ŸŸLeaflets and comic books Union ŸŸDescribes the social life of the population of the occupied Emirati ŸŸDocumentaries islands

ŸŸStates a number of UAE’s local and ŸŸFilms international achievements in sports ŸŸVisiting sports’ clubs 52 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Fifth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸDistinguishes between common and ŸŸArticles personal interests ŸŸAutobiographies ŸŸShows love for and pride in the leaders ŸŸWriting thoughts and phrases expressive of which of the nation ŸŸLearning poems and poetry verses on the subject Love of the Homeland ŸŸMemorizes a number of proverbs and ŸŸBooks of proverbs folk stories and uses them in his speech ŸŸStories from the heritage and writings ŸŸAl Senaa’ program

ŸŸMaintains the terrestrial environment of ŸŸA program about maintaining the environment National his country ŸŸVisiting national museums and landmarks Awareness ŸŸWorkshops ŸŸShows appreciation to handwork ŸŸVisiting factories enjoying the national element; Dubal Serving the and other factories Homeland ŸŸLinks between serving his country and ŸŸVisiting Takatof, Sanid and other charitable societies joining positive volunteer programs ŸŸFilmed programs ŸŸPoints out his own role in maintaining ŸŸDramatic scenes Loyalty to the different aspects of the Union ŸŸStories the United ŸŸAwareness raising lectures about adhering to the Arab ŸŸ Emirates Practices good citizenship in his own national identity (dress, customs, tradition and attending community social sittings) ŸŸStories and theatrical pieces 53 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Sixth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸPoints out features of some of the ŸŸ country’s historical sites A series of short stories about Jebel Hafeet and Tawam ŸŸAn educational documentary about the establishment of the Union ŸŸ ŸŸAn annual exhibition about the Union and its leaders Explains how the Union was established ŸŸYear round television ads about the Union under the slogan “Our country is not a day, our country is everyday” ŸŸPoints out the Islamic identity of ŸŸ the United Arab Emirates and its A leaflet about the number of mosques in the country and the manifestations religious contests, listing the most important of both ŸŸTells, in detail, the biography of HH Sheikh Zayed bin Sultan Al Nahyan—may ŸŸA film about the human, political, cultural and economic National Knowing he rest in peace; Builder of the Union aspects of Sheikh Zayed’s character the state Awareness Homeland ŸŸA presentation prepared by the students (self-education) about ŸŸ the strategic importance of the islands States the strategic importance of the ŸŸA program at the school morning broadcasts (An Emirati UAE’s occupied islands Morning- Sabah Al Emarat) about the strategic importance of the islands ŸŸ ŸŸA documentary about the most notable humanitarian efforts in Points out several aspects of the UAE’s the UAE humanitarian work in Arab, Islamic and ŸŸField visits to official charitable bodies and societies in the UAE friendly states ŸŸStatistics about humanitarian efforts in the UAE ŸŸ ŸŸMaking a leaflet about the most notable environmental Lists several environmental accomplishments accomplishments of the UAE ŸŸA documentary 54 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Sixth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸTakes pride in all of the elements of the ŸŸA picture booklet about the elements of the national United Arab Emirates’ national identity identity of the UAE with a brief about each element ŸŸAwareness-raising posters about active participation in ŸŸTakes part in national celebrations in national celebrations a civilized manner displaying good ŸŸThe school morning broadcasts (An Emirati Morning- citizenship Sabah Al Emarat) about taking part in national celebrations (My behavior makes my country proud)

Love of the ŸŸDemonstrates methods of organizing ŸŸA presentation about domestic tourism in the UAE (Learn Homeland programs for domestic family tourism how to organize a family tourism program) National Awareness ŸŸShows knowledge of the boundaries of ŸŸ personal interest, with examples A lecture ŸŸA school seminar by experts in the Emirati heritage, under the title “My heritage, My Identity” ŸŸShows respect to the Emirati folk heritage ŸŸDesigning a drawing booklet with beautiful themes from the Emirati heritage: dress, customs, professions, ditties, and games ŸŸDemonstrates the value and importance of work ŸŸA lecture under the title “You Make Us Strong” Serving the ŸŸ Homeland Students show their volunteer work for the service of ŸŸLists fields where he can volunteer their nation on the “aqdar” website 55 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Sixth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸA love letter to the leader ŸŸA film about the role Sheikh Khalifa plays in leading the Union and taking it forward ŸŸIs proud of his leader Sheikh Khalifa ŸŸA play under the title “Loyalty to the Bin Zayed Al Nahyan National Emirates” performed by the students ŸŸ Awareness Patriotic-themed murals on the outer walls of state schools National ŸŸA radio program under the title Ana Emarati Awareness ŸŸAdopts the behavior entailed by his (I Am an Emirati) about responsible Emirati Emirati Arab identity citizens who adopt nationalism in their everyday behavior

Protecting ŸŸTakes pride in the Arabic language the ŸŸA theatrical piece in the Arabic language Homeland and uses it in everyday life

56 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Seventh Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸExplains some aspects of the history of ŸŸA documentary about the birth of human the human settlements in the UAE’s region settlements around the UAE ŸŸA discussion group about the social and cultural ŸŸLists the social and cultural factors factors involved in the establishment of the involved in the establishment of the Union Union ŸŸExplains the elements of the Arab identity ŸŸA lecture of the United Arab Emirates ŸŸ ŸŸ Knowing Explains, in detail, the biography of Sheikh A booklet by the title “Rashid, the Builder of the National Rashid bin Saeed Al Maktoum—may he Union” the rest in peace; Builder of the Union state ŸŸA documentary Awareness Homeland ŸŸRecites detailed information about the ŸŸA documentary about the occupied island of Abu occupied island of Abu Musa Musa ŸŸLists several health projects established ŸŸA documentary about the health-oriented by the UAE in Arab, Islamic and friendly projects established by the UAE states ŸŸThe school morning broadcast program (An Emirati Morning- Sabah Al Emarat) and the ŸŸLists several Emirati accomplishments in Emirati accomplishments in medicine: Noor, the medicine eyesight restoration program; Dubai Cares; and the Red Crescent 57 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Seventh Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸPublications of the Emirati heritage institutions and other bodies concerned with the country’s ŸŸTakes pride in all the social and cultural cultural heritage heritage of the United Arab Emirates ŸŸElectronic applications about the country’s social and cultural heritage, uploaded on the program’s website ŸŸTakes part in religious, cultural and ŸŸA simplified lecture with a clear purpose and Love of the sports events in a civilized manner message about the “social fabric” Homeland ŸŸMaintains the touristic and ŸŸParticipation in environment protection National environmental landmarks programs ŸŸDemonstrates the boundaries of public ŸŸ Awareness interest Awareness-raising religious lectures ŸŸ ŸŸAl Senaa’ program Takes pride in the proper customs, ŸŸA leaflet about the proper customs, traditions traditions and social conventions and social conventions in the UAE

ŸŸ Explains how every honorable work, ŸŸAwareness-raising religious lectures Serving the however small, serves the country Homeland ŸŸLists the basics and conditions for ŸŸ participating in volunteer programs Participating in volunteer programs 58 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Seventh Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸShows loyalty to the united Arab Emirates by word and deed ŸŸ Loyalty to the Values and Behavior; a program promoting United Arab loyalty and the values that guarantee the Emirates survival of the Union ŸŸIllustrates how to guarantee the National survival of the Union Awareness

Protecting ŸŸ ŸŸ the Learns the culture of the Emirates in An awareness-raising lecture about the Homeland maintaining the social fabric country’s social fabric

59 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Eighth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸExplains the outlines of the civilized unity of the Emirates’ region from the ŸŸA historical documentary 3rd century BC to the 7th century AD ŸŸLists the economic factors involved in ŸŸA lecture the establishment of the Union ŸŸA documentary ŸŸ ŸŸ Electronic applications Explains the elements of the cultural ŸŸ identity of the United Arab Emirates A documentary ŸŸField visits to heritage centers National Knowing the ŸŸRecites, in detail, the biography of ŸŸA documentary ŸŸ Awareness Homeland Sheikh Khalifa Bin Zayed Al Nahyan, A presentation of the biography of Sheikh President of the UAE; may Allah save Khalifa Bin Zayed Al Nahyan, President of him the UAE; may Allah save him ŸŸRecites detailed information about the occupied islands of the Greater ŸŸHistoric documents and filmed reports and Lesser Tunbs ŸŸLists some of the Emirati relief efforts ŸŸPamphlets and leaflets in the Arab World ŸŸDocumentaries ŸŸLists a number of the Emirati ŸŸPamphlets and leaflets accomplishments in science ŸŸDocumentaries 60 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Eighth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸ Shows respect of the traditional ŸŸ industries and professions Visits to museums and heritage villages ŸŸTakes part in official events ŸŸPrograms for the participation in official promoting the dignity of the nation events ŸŸ Love of the Designs a promotional program for ŸŸA specialized workshop Homeland domestic tourism ŸŸPuts public interest before personal ŸŸAwareness-raising lectures and examples National interest in times of contradiction from the past Awareness ŸŸAppreciates the nation leaders’ ŸŸWriting short articles, and letters of thanks stands towards different local issues and gratitude

ŸŸ Puts the nation’s interests before his ŸŸ own when choosing his future career A workshop Serving the Homeland ŸŸRealizes the connection between volunteering in different fields and ŸŸVolunteer humanitarian programs serving his country 61 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Eighth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸLearns how to follow the instructions ŸŸA workshop of leaders of the nation

ŸŸPuts public interests before ethnic ŸŸDramatic scenes Loyalty to the and sectarian associations United Arab Emirates ŸŸIllustrates the importance of ŸŸCommunicating with the official security National maintaining security and stability in channels (Al Ameen, Aman and Najeed) Awareness the UAE ŸŸRespects others to promote the ŸŸA workshop national identity

Protecting ŸŸAppreciates his responsibility ŸŸVarious training programs in national the towards his nation in finishing his Homeland responsibility education

62 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Ninth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸTells the story of the spreading of ŸŸA presentation Islam around the UAE ŸŸLists the historic factors behind the ŸŸLectures and a documentary film establishment of the Union ŸŸDescribes the political outlines of the ŸŸLectures and a documentary film United Arab Emirates ŸŸRecites, in detail, the biography of Knowing Sheikh Mohammed Bin Rashid Al National ŸŸLectures and a documentary film the Maktoum, Vice-President, Prime ŸŸ Awareness My Vision Homeland Minister of the UAE and Ruler of Dubai—may Allah save him ŸŸDescribes the political circumstances that led to the occupation of the ŸŸLectures Emirati islands ŸŸLists some of the Emirati relief efforts ŸŸLectures and a documentary film on the global level ŸŸLists a number of the UAE’s economic ŸŸPictures and a documentary film accomplishments 63 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Ninth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸ Practices a number of the traditional ŸŸ sports Traditional sports’ events ŸŸ Promotes the dignity of the nation by ŸŸ taking part in various events Lectures ŸŸ Organizes family domestic tourism ŸŸ programs Training workshops Love of the ŸŸA case study (evaluating different Homeland ŸŸ situations in stories) Puts public interest before personal ŸŸ interest in times of contradiction Decision-making and problem-solving National exercises ŸŸA theatrical show Awareness ŸŸ Appreciates the nation leaders’ ŸŸLectures and workshops stands towards different global ŸŸ issues Documentaries ŸŸ Realizes the connection between ŸŸ skillful work and serving the country Lectures and workshops Serving the Homeland ŸŸ Makes sure to do volunteer work as a ŸŸ part of his daily schedule A social service volunteer program 64 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Ninth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸFollows the instructions and ŸŸLectures and workshops directions of the nation’s leaders ŸŸDemonstrates that the decisions of ŸŸA workshop and awareness-raising the nation’s leadership in all domains Loyalty to the national and religious lectures United Arab are for the nation’s best interest Emirates ŸŸRespects the symbols of the nation ŸŸA workshop and awareness-raising and observes them national and religious lectures National Awareness ŸŸRespects the general rules and ŸŸA workshop and awareness-raising systems within the country national and religious lectures

Protecting ŸŸUnderstands his responsibility ŸŸA student forum where he can steer the in learning for the service of his his colleagues towards fulfilling their Homeland homeland responsibilities towards their country

65 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students The Tenth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸ Lists the names of the Arab tribes ŸŸA story around the area of the UAE, ŸŸ historically Lectures ŸŸExplains the political factors that contributed to the establishment of ŸŸLectures the United Arab Emirates ŸŸDescribes the outlines of the political ŸŸStudying the articles of the constitution that identity of the United Arab Emirates define the political identity of the country National ŸŸ Knowing the Explains the biographies of the ŸŸThe ruling scheme of each emirate Awareness Homeland Crown Princes of the emirates and ŸŸ their achievements A documentary ŸŸ Describes the historical rights and the ŸŸA documentary about the islands Emirati arguments in the issue of the ŸŸ occupied Emirati islands Lectures about the Emirati arguments ŸŸLists some of the Emirati housing ŸŸStudent contests projects in other countries ŸŸA documentary ŸŸ Describes the UAE’s achievements in ŸŸ the field of human development A presentation 66 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ the Tenth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸ ŸŸ Competition in maxims and proverbs from Uses folk maxims and proverbs in the heritage communicating with others ŸŸAl Senaa’ program ŸŸDemonstrates civilized behavior ŸŸVisiting heritage villages ŸŸ Love of the when participating in social events Participating in social events Homeland ŸŸ Introduces the environmental tourist ŸŸ attractions of the country to others Picture booklets National ŸŸCelebrating the national occasions, ŸŸ Awareness Shows feelings of love towards his such as: the National Day, Armed Forces homeland and its symbols Unification Day, Accession Day, and celebrations of other achievements ŸŸObserves quality and skillfulness in his work considering this a mark of ŸŸLectures and workshops good citizenship Serving the ŸŸExplains the different rights ŸŸStudying selected texts form the Homeland guaranteed by the constitution constitution ŸŸ ŸŸ Contemporary Emirati examples and role Explains the concept of social models responsibility ŸŸReligious texts 67 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ the Tenth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ ŸŸStudying the speech of Sheikh Mohammed Shows full loyalty to the undivided nation of bin Zayed during the opening of the National the UAE Consultative Council in Abu Dhabi ŸŸMakes the connection between putting the nation’s best interest first and the reflection ŸŸA story, a drama scene of which on the country’s political stability ŸŸ Loyalty to the Explains his own role in maintaining the ŸŸA story, a dramatic scene United Arab unity of the Union Emirates ŸŸ ŸŸReligious texts National Demonstrates the values of forgiveness and ŸŸEvidence of the national policy in this matter acceptance of others (before the establishment of the Union and after) Awareness

ŸŸ ŸŸReligious texts Respects the cultures of others without ŸŸEvidence of the national policy in this matter melting into them (before the establishment of the Union and after)

ŸŸ Adheres to national, religious and ŸŸA school program Protecting intellectual axioms in the face of religious ŸŸPatriotic and religious lectures the and intellectual extremism Homeland ŸŸAnswers his country’s call in times of crisis ŸŸDocumentaries about the role of the army in this and disasters aspect 68 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students The Eleventh Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸDescribes the economic activities and ŸŸA documentary of the period and its activities trade movement in the area of the UAE ŸŸAn Interview with Emiratis whom have during the 19th century and all through documented that period mid-20th century ŸŸExplains the outlines of the structure of ŸŸA chart and a presentation the Union state ŸŸA visit to the Union Monument ŸŸDefines the country’s religious and Arab identity as written in the constitution of ŸŸReading selected texts from the constitution National the United Arab Emirates Knowing the ŸŸExplains the accomplishments of the ŸŸA documentary Awareness Homeland leaders of the nation in promoting the ŸŸVisits to selected sites of these development of the country accomplishments ŸŸDemonstrates Emirati people’s sacrifice and redemption in resisting the ŸŸA novel and a story about Salim Suhail occupation of the Emirati islands ŸŸDescribes the policy of the UAE in supporting the Arab and Islamic issues ŸŸA documentary (the Palestinian issue, for example) ŸŸShows the UAE’s achievements in the ŸŸA documentary film – visits infrastructure field 69 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ the Eleventh Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸAdheres to hospitality etiquette and ŸŸAl Senaa’ camp visitation good manners in his daily life

ŸŸDemonstrates civilized behavior ŸŸA lecture ŸŸ Love of the when participating in sports events A program of sports events Homeland ŸŸIntroduces the historical and ŸŸAn electronic program explaining these archaeological tourist attractions of sites and pinpoints their locations ŸŸ National the country to others Visits to these locations ŸŸShows feelings of love towards his ŸŸA poetry matinee –a competition about Awareness homeland and its symbols, by word the best article concerning the love of the and by deed homeland ŸŸMakes the connection between committing to his job or profession’s ŸŸA lecture

Serving the code of honor and good citizenship Homeland ŸŸExplains the citizen’s duties as cited ŸŸReading selected texts form the in the Emirati constitution constitution ŸŸGives examples of individual social ŸŸA documented meeting with exceptional responsibility Emiratis in the field of social responsibility 70 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ the Eleventh Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸRefuses taking instructions or directions ŸŸ from any outside bodies Security-related Lectures ŸŸ Respects the constitution of the UAE, ŸŸ and the international conventions and Reading selected texts form the constitution – Loyalty to the a Lecture United Arab agreements which the country had signed Emirates ŸŸTakes pride in the religious values and the deep-rootedness of the Emirati ŸŸA Lecture – stories community National ŸŸ Understands that defending the Union ŸŸA patriotic and religious Lecture Awareness state is a sacred duty ŸŸUnderstands that adhering to the religious and intellectual axioms of the ŸŸA patriotic and religious Lecture UAE is a patriotic duty Protecting ŸŸPractices good citizenship by refusing ŸŸA documented meetings with national role the outsider behaviors that are against the models Homeland law, religion and traditions ŸŸA piece of theater ŸŸParticipates in the state-organized training programs about facing crises ŸŸTraining workshops and disasters 71 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students The Twelfth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸDemonstrates the historical facts related to the Portuguese occupation, liberation movements, ŸŸ rise of alliances, the British occupation and the A documentary independence of the United Arab Emirates ŸŸExplains the aspects of political empowerment ŸŸA Lecture about political empowerment in the UAE and the participation of women therein ŸŸDefines outlines of the cultural identity as set ŸŸA reading of the constitution and a in the constitution discussion about the cultural identity ŸŸDraws a tree chart of the rulers of the UAE ŸŸPresentation of the tree chart National Knowing the Homeland Awareness ŸŸForms a complete view about the issue of the ŸŸ occupied Emirati islands A Lecture ŸŸ ŸŸA presentation of the Emirati solutions Describes official efforts to resolve the issue of for resolving the issue of the occupied the occupied islands islands ŸŸDescribes the UAE developmental contributions (Abu Dhabi Fund for ŸŸA presentation – a leaflet Development) ŸŸLearns about the UAE’s achievements in the field of renewable energy, Masdar City and the ŸŸField visits Emirati satellite 72 نواجت التعلم املتوقعة من تطبيق برنامج خليفة لتمكني الطالب تابع/ال� فص الثاين ع�شر Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Adheres to good manners in dealing ŸŸ with neighbors and relatives Al Senaa’ program

ŸŸ Uses every occasion to enhance the ŸŸAwareness-raising lectures Love of the country’s status Homeland ŸŸTells others about the cosmopolitan ŸŸA training program about the fundamentals landmarks of the country of tourist guiding National ŸŸ Abides by articulation etiquette when ŸŸA training program in speech and delivery Awareness expressing his love for the country’s symbols etiquettes ŸŸDemonstrates dedication and sacrifice in working for the benefit of ŸŸA volunteer program his country ŸŸ Serving the Respects the constitution and takes ŸŸ Homeland pride in the benefits that it has Studying selected texts form the caused for the Emirati citizen constitution ŸŸGives examples of corporate social ŸŸA lecture and meetings with exceptional responsibility Emiratis in this field 73 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ the Twelfth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸ Knows that the only binding patriotic ŸŸA lecture point of reference is his nation ŸŸ represented in its federal bodies A presentation ŸŸ Knows the UAE’s foreign policy and ŸŸ the challenges it faces A lecture Loyalty to the ŸŸ United Arab Commits to the UAE’s policies in ŸŸA lecture (Adopting the UAE’s policies in Emirates resolving the issue of the occupied islands resolving the issue of the occupied islands) National ŸŸDevelops his own sense of ŸŸ Awareness patriotism putting it above all other Awareness-raising lectures partisanships or ethnic affiliations ŸŸ Defends the Union against all sorts ŸŸ of aggression Lectures, booklets and leaflets ŸŸ Effectively contributes to the ŸŸAwareness-raising lectures Protecting Emiratization of jobs and professions the Homeland ŸŸBe always prepared to join the formal groups formed by the state to ŸŸA specialized training workshops encounter disasters 74 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- First Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Health Learns about the importance of a Awareness full health check-up and deduces the ŸŸAwareness-raising films benefits of it

ŸŸImplements the rules of safe usage of ŸŸCartoon films the school bus ŸŸScale models (the Traffic Village) Traffic ŸŸCriticizes the negative behaviors of Culture ŸŸField visits Health and playing inside the house or in the ŸŸExhibitions streets and parking lots Safety ŸŸTouchscreens ŸŸImplements safe road crossing rules ŸŸPractical applications Environmental ŸŸRecycles, by several means, for the Culture ŸŸPosters and instructions benefit of his environment ŸŸCompetitions ŸŸLearns the rules of kitchen safety and Prevention security ŸŸAwareness-raising cartoon films and Safety ŸŸTakes care not to fall from high ŸŸPractical applications places 75 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Second Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸLists the specifications of a proper place to sleep as well as healthy Health sleeping positions ŸŸAwareness-raising films Awareness ŸŸDefines proper sleeping times ŸŸPosters, leaflets and pamphlets ŸŸShows courage in his assertive behavior ŸŸCartoon films ŸŸIdentifies the meaning of the different Health and ŸŸScale models (the Traffic Village) traffic lights Safety Traffic Culture ŸŸField visits ŸŸImplements the traffic safety ŸŸExhibitions procedures related to traffic lights ŸŸTouchscreens Environmental Culture ŸŸ— ŸŸ— ŸŸLearns the rules of safety and Prevention security in using vehicles ŸŸAwareness-raising cartoon films and Safety ŸŸStays cautious against vehicle- ŸŸPractical applications related risk factors 76 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Third Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Health Demonstrates proper practices of Awareness maintaining the health of his mouth, ŸŸAwareness-raising films teeth, eyes and ears

ŸŸCartoon films ŸŸScale Models (the Traffic Village) ŸŸDemonstrates safety procedures in Traffic Culture ŸŸField visits using bicycles Health and ŸŸExhibitions Safety ŸŸTouchscreens ŸŸPractical applications Environmental ŸŸSeeks to ration the usage of water Culture ŸŸPosters and instructions and electricity in his home and school ŸŸCompetitions

Prevention and ŸŸLearns the rules of safety inside ŸŸAwareness-raising cartoon films Safety buildings ŸŸPractical applications

77 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Fourth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸIdentifies macro and micro nutrients ŸŸExplains the items of the food pyramid ŸŸAwareness-raising films Health ŸŸIdentifies balanced nutritional Awareness ŸŸPosters, leaflets, pamphlets and portions installations ŸŸBecomes an example for adopting healthy nutrition habits ŸŸAdheres to a balanced healthy diet Health and Safety Traffic Culture ŸŸ— ŸŸ—

ŸŸPractical applications Environmental ŸŸLearns the methods of environmental Culture ŸŸPosters and instructions cleanliness at school and at home ŸŸCompetitions ŸŸExplains the procedures to be taken Prevention at the sound of a warning siren ŸŸAwareness-raising cartoon films and Safety ŸŸExplains the procedures for reporting ŸŸPractical applications accidents 78 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Fifth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ Health Lists the benefits of physical activity Awareness ŸŸActively participates in organized ŸŸAwareness-raising films sports activities

Traffic Culture ŸŸ— ŸŸ— Health and Safety Environmental ŸŸLearns safe and hygienic methods of ŸŸPractical applications Culture caring for animals ŸŸPosters and instructions

ŸŸIdentifies types of manual fire extinguishers Prevention ŸŸAwareness-raising cartoon films and Safety ŸŸLists types of fire extinguishers ŸŸPractical applications ŸŸExplains proper safety and security procedures during fires 79 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Sixth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸDefines physical activity and explains its health benefits ŸŸIdentifies the duration and intensity required for every physical activity ŸŸActively participates in organized ŸŸAwareness-raising films Health sports activities Awareness ŸŸPosters, leaflets, pamphlets and films ŸŸLearns the connection between ŸŸLectures Health and physical activity and cardiovascular diseases, bronchial asthma, obesity Safety and diabetes ŸŸLearns how to take care of his appearance and keep his body clean

ŸŸPractical applications Traffic ŸŸLearns the principles of using public ŸŸElectronic applications Culture transportation ŸŸPosters, and leaflets ŸŸField visits

80 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Sixth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸApplied campaigns Environmental Culture ŸŸLearns different methods of recycling ŸŸPosters and instructions ŸŸCompetitions

Health and ŸŸIllustrates how to avoid the risks of Safety cooking ŸŸExplains the safety procedures when ŸŸAwareness-raising films Prevention and dealing with sharp objects and toxic ŸŸPosters Safety substances ŸŸSeminars ŸŸImplements the procedures of ŸŸPractical applications evacuating danger zones upon hearing a warning siren 81 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Seventh Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸLists the benefits and positive aspects of comprehensive medical check-ups ŸŸDiscovers the connection between ŸŸAwareness-raising films Health periodic check-up and disease Awareness ŸŸPosters, leaflets, pamphlets and films prevention ŸŸLectures ŸŸCriticizes situations that demonstrate Health and lack of assertive behavior ŸŸTrains to strengthen his assertive Safety behavior

ŸŸExplains the rules of riding the school bus ŸŸPractical applications Traffic ŸŸLists the safety rules when riding the ŸŸElectronic applications Culture vehicle ŸŸPosters, and leaflets ŸŸImplements safe usage of bicycles ŸŸField visits and motorbikes 82 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Seventh Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸLearns about air, water and soil ŸŸ Environmental pollution aspects Applied campaigns Culture ŸŸ Takes part in protecting the ŸŸPosters and instructions environment from all kinds of ŸŸCompetitions pollutants

Health and Safety ŸŸExplains the safety requirements in school labs ŸŸAwareness-raising films Prevention and ŸŸLearns the rules of safety in school ŸŸPosters Safety facilities ŸŸLectures ŸŸLists the rules of personal safety ŸŸPractical applications within school buildings

83 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Eighth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸ ŸŸ Health Discovers the importance of sleep Awareness-raising films Awareness in realizing good physical and ŸŸPosters, leaflets, pamphlets and films psychological health ŸŸLectures

Traffic Culture ŸŸ— ŸŸ— ŸŸLearns the methods of keeping the common environment clean ŸŸ ŸŸ Environmental Takes part in cleaning the deserts, Applied campaigns Health and Culture public gardens and beaches ŸŸPosters and instructions ŸŸ ŸŸ Safety Learns preventative measures Competitions against diseases caused by household pets ŸŸDemonstrates preventative measures against vehicle risk factors ŸŸ ŸŸDemonstrates the proper methods for Awareness-raising films Prevention and ŸŸPosters Safety dealing with vehicle fires and other ŸŸLectures risk factors ŸŸ ŸŸExplains how to help others in the Practical applications face of vehicle risk factors 84 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Ninth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸDistinguishes between different nutritional elements ŸŸLists the food groups and what they include ŸŸDiscovers nutrition-related illnesses ŸŸImplements healthy nutrition habits ŸŸAwareness-raising films Health ŸŸLearns what is meant by Awareness ŸŸPosters, leaflets, pamphlets and films psychological stress and defines its ŸŸLectures Health and sources and types ŸŸDeduces the economic, social, Safety psychological and health-related effects of stress ŸŸUses different methods of managing stress ŸŸPractical applications ŸŸIdentifies types of traffic accidents Traffic ŸŸElectronic applications Culture ŸŸDiscovers the reasons of traffic ŸŸPosters, and leaflets accidents and their consequences ŸŸField visits 85 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Ninth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸDemonstrates methods of using clean renewable energy ŸŸApplied campaigns Environmental ŸŸLearns how to benefit from the Culture ŸŸPosters and instructions international standard, “ Energy ŸŸCompetitions Star”, in improving products’ energy efficiency

Health and Safety ŸŸIdentifies the different types of fire extinguishers ŸŸAwareness-raising films ŸŸApplies pre-usage procedures for fire Prevention and ŸŸPosters Safety extinguishers ŸŸLectures ŸŸDemonstrates safety and security ŸŸPractical applications procedures at times of fire ŸŸNames the contents of the first aid kit

86 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Tenth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸExplains the importance of physical activities in preventing diseases ŸŸPractices different types of physical activity in order to improve his level of fitness ŸŸSports competitions ŸŸAdheres to choosing the right ŸŸForums and seminars Health nutrition for each physical activity Awareness ŸŸLeaflets, booklets and posters ŸŸDemonstrates healthy sleeping ŸŸUsing electronic networks and social habits and methods of dealing with Health and networking websites insomnia Safety ŸŸCriticizes situations that shows lack of assertive behavior ŸŸTrains himself to strengthen his assertive behavior ŸŸExplains traffic-related policies and ŸŸParticipating in exhibitions ŸŸ Traffic strategies Local and international traffic-related Culture ŸŸDeduce the types of traffic accidents events ŸŸLists the reasons and consequences ŸŸBooklets and leaflets of traffic accidents ŸŸSeminars and forums 87 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Tenth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸExplains the manifestations of environmental depletion ŸŸDiscovers the dangers of fish stock depletion ŸŸLists the reasons of underground water depletion ŸŸ ŸŸ Environmental Deduces the effects of overhunting of wild Lectures Culture animals and over-collection of wild plants ŸŸApplication (participating in ŸŸLists methods of recycling and their effects environment campaigns) on keeping a clean environment Health and ŸŸExplains methods of recycling waste water ŸŸ Safety Explains safe methods of caring for animals ŸŸLearns the preventative measures against diseases caused by household pets ŸŸPosters and leaflets ŸŸApplies the pre-operating procedures for fire ŸŸLectures ŸŸ Prevention and extinguishers Awareness-raising messages via Safety ŸŸLists the type of fire extinguishers modern communication methods ŸŸTrains how to use fire extinguishers when ŸŸPractical applications (workshops) fires occur ŸŸBooklets ŸŸInstruction panels 88 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Eleventh Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸCompares between clinical and laboratory examinations ŸŸLearns to read his laboratory tests ŸŸForums and seminars ŸŸLearns self-examination techniques Health ŸŸLeaflets, booklets and posters Awareness and uses them ŸŸUsing electronic networks and social ŸŸExplains food safety and networking websites preservation techniques Health and ŸŸLearns how to read the label of food Safety items

ŸŸExplains passenger safety ŸŸParticipating in exhibitions ŸŸ Traffic procedures Local and international traffic-related Culture ŸŸExplains safe usage of motorcycles events ŸŸDemonstrates safe driving techniques ŸŸBooklets and leaflets ŸŸCriticizes wrong driving practices ŸŸSeminars and forums

89 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Eleventh Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

Environmental Culture ŸŸ— ŸŸ—

ŸŸLists the construction safety requirements of school buildings ŸŸPropagates the conditions for Health and personal safety inside buildings ŸŸPosters and leaflets Safety ŸŸDemonstrates proper methods for ŸŸLectures ŸŸ Prevention and dealing with vehicle risk factors Awareness-raising messages via Safety ŸŸExplains how to help others who have modern communication methods been subjected to vehicle-related ŸŸPractical applications (workshops) dangers ŸŸBooklets ŸŸApplies the procedures for ŸŸInstruction panels evacuating a danger zone ŸŸExplains what should be done when finding or giving shelter 90 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Twelfth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸLists methods of maintaining the health of pregnant women, infants and children (female students only) ŸŸExplains ways of improving teenagers’ health ŸŸ ŸŸ Sports competitions Learns about reproductive health and how ŸŸ Health Forums and seminars to improve it ŸŸ Awareness ŸŸ Leaflets, booklets and posters Learns about psychological stress and ŸŸUsing electronic networks and Health and avoids its causes ŸŸManages stress through different methods social networking websites Safety ŸŸExplains ways of dealing with psychological disorders ŸŸDefines the causes of psychological disorders

ŸŸIdentifies traffic signals and their meanings ŸŸParticipating in exhibitions ŸŸ ŸŸ Traffic Applies the procedures followed at traffic Local and international traffic- Culture signals related events ŸŸExplains the penalty of violating traffic ŸŸBooklets and leaflets signals ŸŸSeminars and forums 91 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Twelfth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

Environmental Culture ŸŸ— ŸŸ—

Health and ŸŸPosters and leaflets ŸŸExplains the procedures of reporting Safety ŸŸLectures accidents ŸŸAwareness-raising messages via Prevention and ŸŸReenacts how to transport an injured Safety modern communication methods person away from danger ŸŸPractical applications (workshops) ŸŸHandles minor injuries using the ŸŸBooklets fundamentals of first aid ŸŸInstruction panels

92 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students University Education Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸActively participates in organized sports activities to improve his fitness ŸŸChooses the suitable nutrition for each physical activity ŸŸKnows the difference between full clinical and laboratory examinations ŸŸLearns to read laboratory test results ŸŸApplies self-examination techniques ŸŸDistinguishes between different nutritional elements and their health benefits ŸŸSeminars and forums ŸŸDefines the proper portions of the different food groups Health and Health ŸŸField visits ŸŸLearns nutrition-related illnesses and their prevention methods Safety Awareness ŸŸResearch ŸŸAdopts healthy nutrition habits ŸŸElectronic applications ŸŸLists methods of maintaining the health of pregnant women, infants and children (female university students only) ŸŸExplains ways of improving teenagers’ health ŸŸLearns methods of improving reproductive health ŸŸAvoids causes of stress ŸŸManages stress through different methods ŸŸDefines the causes of psychological disorders and ways of dealing with them ŸŸStrengthens his own assertive behavior 93 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ University Education Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸExplains passenger safety procedures ŸŸ ŸŸ Traffic Culture Explains safe usage of motorcycles Participating in exhibitions ŸŸDemonstrates safe driving techniques ŸŸTraining applications ŸŸCriticizes wrong driving practices

Health and ŸŸExplains the manifestations of Safety environmental depletion ŸŸDiscovers the dangers of fish stock depletion Environmental ŸŸSeminars and forums Culture ŸŸLists the reasons of underground water ŸŸ depletion Researches ŸŸDeduces the effects of overhunting of wild animals and over-collection of wild plants 94 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ University Education Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸApplies pre-usage procedures for fire extinguishers and lists their types ŸŸTrains how to use fire extinguishers ŸŸExplains the sounds of warning sirens and lists the types of warning ŸŸExplains the procedures to be taken at the sound of a warning siren ŸŸParticipating in exhibitions ŸŸLists the types of evacuation from Health and Prevention ŸŸTraining applications and Safety danger zones and its procedures Safety ŸŸUsing electronic networks and social ŸŸApplies the rules of finding or giving networking websites shelter ŸŸExplains the procedures of reporting accidents ŸŸReenacts how to transport an injured person away from danger ŸŸHandles minor injuries using the fundamentals of first aid 95 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students First Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸIllustrates that there are practices and topics that are considered Intellectual ŸŸAwareness-raising films, pictures and Security dangerous and threatening to him drawings ŸŸLearns methods of reporting any danger or threat he might face

Electronic Crimes ŸŸ— ŸŸ— Crime Prevention

Protection against ŸŸ— ŸŸ— Drugs

Juvenile Crimes ŸŸ— ŸŸ—

96 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Second Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

Intellectual Security ŸŸ— ŸŸ—

Electronic ŸŸLearns the good uses of modern Crimes ŸŸElectronic games technology

Crime Prevention Protection ŸŸExplains the dangers of Passive ŸŸAwareness-raising film against Smoking Drugs ŸŸDramatic scenes ŸŸExplains how to deal with smokers

ŸŸAvoids verbal offence to others Juvenile ŸŸCartoon film Crimes ŸŸExplains the importance of ŸŸElectronic games respecting the law 97 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Third Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

Intellectual Security ŸŸ— ŸŸ—

Electronic Crimes ŸŸ— ŸŸ—

Crime Prevention Protection against ŸŸ— ŸŸ— Drugs

ŸŸ Juvenile Identifies the types of abuse (verbal, Crimes physical and sexual), negligence and ŸŸDrawings and electronic touchscreens maltreatment

98 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Fourth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

Intellectual ŸŸDifferentiates between sound and Security ŸŸDrawings and picture leaflets faulty thinking

ŸŸ Electronic Identifies the dangers resulting Crimes from modern technology and how to ŸŸAwareness-raising film benefit from this technology Crime Protection Prevention ŸŸExplains the dangers of smoking and against ŸŸAwareness-raising film Drugs the resulting illnesses

ŸŸRespects other people’s property Juvenile ŸŸGuide leaflets Crimes ŸŸExplains why one should stay away ŸŸPictures and films from bad companions

99 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Fifth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸIdentifies the dangers that might come from strangers or bad companions, and how to face them ŸŸ Intellectual ŸŸExplains the importance of reporting Competitions and touchscreens Security ŸŸAwareness-raising film threats and dangers coming from ŸŸ strangers Visiting cultural festivals and events ŸŸLearns about other cultures and shows respect to them Electronic ŸŸ ŸŸ Crime Crimes — — Prevention Protection against ŸŸ— ŸŸ— Drugs ŸŸExplains the consequences of all forms of abuse and how to avoid them Juvenile ŸŸ Explains the seriousness of ŸŸ Crimes withholding information concerning Awareness-raising film anything that threatens his and other people’s security and its consequences 100 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Sixth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸExplains the importance of freedom of expression without submission or ŸŸ Intellectual A piece of theater hostility ŸŸ Security ŸŸRealizes the importance of positive Picture leaflets and awareness-raising usage of free time, and learns films several methods of such ŸŸ Electronic Discovers health and behavioral Crimes damages resulting from addicting ŸŸReports and films modern technology Crime Protection Prevention against ŸŸ— ŸŸ— Drugs ŸŸDistinguishes anomalous sexual practices and lists their serious consequences Juvenile ŸŸ Explains how to fight against sexual ŸŸ Crimes abuse Lecture ŸŸIdentifies the laws and punishments of minor offenders in matters of abuse and sexual relations 101 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Seventh Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸExplains the importance of reporting anything that threatens himself, Intellectual properties, or others ŸŸLectures Security ŸŸIdentifies anomalous alien-to-the- ŸŸLectures and picture leaflets community ideas (emo, metal, rock, tattoos)

Electronic ŸŸExplains how to handle the risks of Crimes ŸŸElectronic games Crime modern technology Prevention Protection ŸŸIdentifies the dangers of smoking and against ŸŸAwareness-raising films Drugs how to overcome it ŸŸLearns about the concept of imitating ŸŸ Juvenile the opposite sex Guiding leaflets and a religious lecture Crimes ŸŸRejects practices inconsistent with ŸŸReligious and Psychological awareness- religion, customs and traditions in raising lectures imitating the opposite sex 102 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Eighth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

Intellectual ŸŸIdentifies the steps of proper scientific Security ŸŸLectures thinking Electronic Crimes ŸŸ— ŸŸ— ŸŸLearns the dangers of narcotics and Protection Psychotropic Substances ŸŸAwareness-raising films against ŸŸLearns about the drug-related laws in the Drugs ŸŸGuidance lectures in law Crime UAE and the legal protection provided to those who ask for treatment Prevention ŸŸDemonstrates an understanding of the obligation not to pester others ŸŸMaintains public property and does not ŸŸ Juvenile transgress other people’s private property Lecture Crimes ŸŸLearns the preconditions for choosing ŸŸPicture leaflets friends and how to face bad companions ŸŸAwareness-raising film and their pressure ŸŸDescribes the risks of joining bad companions 103 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Ninth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸ Intellectual Demonstrates the importance of forgiving Security others, accepting them, and respecting their ŸŸLeaflets and films opinions ŸŸLearns the dangers of handling controlled Electronic substances and the punishment of such Crimes ŸŸExplains the seriousness of deception, fraud, ŸŸLeaflets and electronic games threatening others, blackmailing and the punishments of such Crime Protection against ŸŸ— ŸŸ— Prevention Drugs ŸŸExplains the seriousness of using white arms and the legal consequences of such ŸŸDescribes the consequences of Juvenile psychological abuse and emotional neglect ŸŸLectures Crimes ŸŸDemonstrates the importance of adhering to ŸŸAwareness-raising films the traffic law ŸŸExplains the consequences of covering up crimes and violations 104 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Tenth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸAccepts others and reacts in a forgiving spirit ŸŸAwareness-raising films Intellectual ŸŸExplains best practices of investing time ŸŸAwareness-raising films and Security ŸŸEvaluates anomalous young ideas, and leaflets avoids them ŸŸLectures and leaflets ŸŸIdentifies methods of hacking and the dangers of such Electronic ŸŸExplains the punishment for spreading rumors, ŸŸLectures and films Crimes espionage and divulging secrets ŸŸLectures and leaflets Crime ŸŸExplains the proper usage of internet cafés Prevention and other entertainment spots ŸŸExplains the different dangers resulting from Protection smoking against ŸŸFilms Drugs ŸŸExplains methods of protection against smoking, and methods of overcoming it ŸŸ Juvenile Explains the importance of keeping away from Crimes indecent acts, homosexuality, and imitating ŸŸLectures the opposite sex 105 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Eleventh Grade Main Secondary Learning Outcomes Suggested Means Concern Concern

ŸŸIdentifies the tools of intellectual influence Intellectual ŸŸDescribes the consequences of intellectual influence on ŸŸLectures Security the individual and the entire community ŸŸLectures and leaflets ŸŸDescribes how to stand up to intellectual influence

Electronic Crimes ŸŸ— ŸŸ—

ŸŸExplains the danger of drugs on the entire community Protection ŸŸFilms Crime and the individual against ŸŸLectures Prevention Drugs ŸŸExplains the drug-related laws and the legal protection provided to those who ask for treatment voluntarily ŸŸHighlights the damages resulting from sexual, physical and verbal abuse ŸŸStudent seminar ŸŸLists the minors-related laws applied in the UAE ŸŸLecture Juvenile ŸŸExplains the importance of respecting laws of all kinds Crimes ŸŸPresentation ŸŸLearns about the importance of the Certificate of Good ŸŸLeaflet Conduct ŸŸGives examples of the consequences of covering up crimes 106 Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Twelfth Grade Main Secondary Learning Outcomes Suggested Means Concern Concern ŸŸDistinguishes factors influencing Intellectual mental integrity (fanaticism and ŸŸLectures Security extremism, temperance and moderation )

Electronic ŸŸLearns about the rules of safe online Crimes ŸŸLeaflets shopping Crime Prevention Protection ŸŸ ŸŸ against Illustrates the role of the community Lectures Drugs in post-treatment care for addicts

Juvenile ŸŸRespects others and avoids pestering ŸŸStudent seminar Crimes them ŸŸLecture

107 108 Matrix of the Program’s Concerns

Topics and Items

109 110 Scope and Sequence Matrix of Personal Skills’ Topics and Items

Secondary First Stage classes Topics Fourth Concerns First Grade Second Grade Third Grade Fifth Grade Grade ŸŸSelf-respect ŸŸ ŸŸ ŸŸ ŸŸ Self-esteem Understanding Improving self Understanding Improving ŸŸ one’s self confidence one’s self self — confidence Self-Devel- Emotional Intelligence ŸŸEmpathy skills ŸŸ— ŸŸEmpathy skills ŸŸ— ŸŸ— opment ŸŸIdentifying dream ŸŸPersonal goals ŸŸ ŸŸ ŸŸ Planning and vision Time A daily plan ŸŸ Practical ŸŸUnderstanding management program — steps in time the value of time management Creative ŸŸ ŸŸ ŸŸThe skill of ŸŸ ŸŸThe skill of Thinking Skills — — fluency — flexibility Critical Higher Thinking Skills ŸŸ— ŸŸDeduction ŸŸ— ŸŸ— ŸŸ— Thinking ŸŸSimple ŸŸAssessment Problem- ŸŸ ŸŸ ŸŸ Skills solving Analysis problem- — — of possible solving skills solution ŸŸ Decision- Simple making ŸŸ— ŸŸ— ŸŸ— decision- ŸŸ— making skills 111 Continued/ Scope and Sequence Matrix of Personal Skills’ Topics and Items

Secondary First Stage classes Topics Concerns First Grade Second Grade Third Grade Fourth Grade Fifth Grade ŸŸThe skills of ŸŸ Learning The skill ŸŸFocusing and ŸŸThe skill of posing questions Strategies of verbal and respecting ŸŸ— summarization paying attention listening other people’s Knowledge questions Skills Reading ŸŸ ŸŸ ŸŸDealing with ŸŸ ŸŸ Strategies — — visual media — — Handling ŸŸ Sources of ŸŸ— ŸŸ— ŸŸ— ŸŸ— Criticizing visual Knowledge programs Social ŸŸRemembering ŸŸ ŸŸ ŸŸ ŸŸSense of humor Intelligence names and faces — — — and fun ŸŸ ŸŸMethods of The skills of increasing the Social Inter- Family turning to the ŸŸ ŸŸ ŸŸ Interaction family in the time — — motivation to — action and participate in family- of need related events Communica- ŸŸUsing jokes ŸŸVerbal ŸŸFamily Communication ŸŸ ŸŸ and humor in tion Skills communication communication Listening skills — communicating skills (courteous) skills with others ŸŸ Group Work ŸŸTeam building Simple Skills ŸŸ— ŸŸ— ŸŸ— leadership skills skills ŸŸSpeech skills 112 Continued/ Scope and Sequence Matrix of Personal Skills’ Topics and Items

Secondary First Stage Classes Topics Concerns First Grade Second Grade Third Grade Fourth Grade Fifth Grade

Handling Banking — — — — — Products

Investment Skills — — — — —

Economic Awareness Financial aspects of savings’ — — Saving Economizing Planning disbursement

General Economic Skills — — — — —

113 Scope and Sequence Matrix of Personal Skills’ Topics and Items

Secondary Second Stage Classes Topics Concerns Sixth Grade Seventh Grade Eighth Grade Ninth Grade

ŸŸUnderstanding one’s ŸŸImproving self ŸŸThe concept of Self-esteem ŸŸSelf-respect self confidence the self Emotional ŸŸAdjusting to Self- ŸŸEmpathy skills ŸŸControlling emotions — Development Intelligence strains

Planning ŸŸIdentifying vision ŸŸSetting priorities —

Creative Thinking ŸŸElaborateness ŸŸFluency ŸŸAuthenticity — Skills (expansion) ŸŸDistinguishing ŸŸDistinguishing Critical Thinking between relevant ŸŸDiscovering — facts from Higher Skills and irrelevant contradictions opinions Thinking information Skills ŸŸProblem-solving Problem-solving — — — strategies ŸŸDecision-making ŸŸGenerating Decision-making — — strategies possible solutions 114 Continued/ Scope and Sequence Matrix of Personal Skills’ Topics and Items

Secondary Second Stage Classes Topics Concerns Sixth Grade Seventh Grade Eighth Grade Ninth Grade ŸŸPutting studying ŸŸThe skill of Learning Strategies ŸŸMind mapping — plans summarization Knowledge Reading Strategies — — — ŸŸSpeed reading Skills Handling Sources of ŸŸDealing with ŸŸDealing with visual ŸŸDealing with visual — Knowledge audio means means means ŸŸThe skill ŸŸSense of humor ŸŸRemembering Social Intelligence of building ŸŸNoticing the human — names and faces relationships behavior ŸŸStrategies ŸŸThe skills of of positive accepting the Family Interaction — — Social communication with family with its Interaction and family members current features ŸŸThe skills of posture Communication ŸŸThe skills of ŸŸThe skills of Communication and movement in — a successful communication via Skills communicating with speaker facial expressions others ŸŸThe skills of ŸŸThe skills of positive Group Work Skills organizing and — interaction with the — leading a team team 115 Continued/ Scope and Sequence Matrix of Personal Skills’ Topics and Items

Secondary Second Stage Classes Topics Concerns Sixth Grade Seventh Grade Eighth Grade Ninth Grade

Handling ŸŸOpening bank Banking ŸŸBank products — — Products accounts

Investment ŸŸDeveloping — ŸŸStock markets — Skills projects Economic Awareness Financial ŸŸ Planning — Saving — —

General Economic — — — ŸŸInflation Skills

116 Scope and Sequence Matrix of Personal Skills’ Topics and Items

Secondary Secondary School Topics Concerns Tenth Grade Eleventh Grade Twelfth Grade

Self-esteem ŸŸImproving self-confidence ŸŸThe concept of the self ŸŸSelf-actualization

Emotional Self- ŸŸControlling emotions ŸŸLeisure and happiness ŸŸAdjusting to strains Development Intelligence

ŸŸIdentifying the vision, Planning — ŸŸStrategic planning message and goals

Creative Thinking ŸŸPredicting in light of the — ŸŸFlexibility Skills provided data Critical Thinking ŸŸThe skills of deductive ŸŸThe skills of inductive ŸŸDiscovering contradictions Higher Skills thinking thinking Thinking ŸŸCreative problem-solving ŸŸAssessment of problem- Skills Problem-solving — skills solving ŸŸDecision-making ŸŸAdvanced decision- Decision-making ŸŸThe skills of prioritizing strategies making skills 117 Continued/ Scope and Sequence Matrix of Personal Skills’ Topics and Items

Secondary Secondary School Topics Concerns Tenth Grade Eleventh Grade Twelfth Grade

Learning ŸŸThe skills of increasing the ŸŸThe skills of positive reaction — Strategies motivation to learn to exams Knowledge Reading ŸŸ ŸŸ Skills Strategies Survey reading skills — Analytical reading skills Handling Sources of — — — Knowledge ŸŸThe skill of building Social ŸŸReacting to difficult ŸŸIdentifying the speaker’s relationships with others Intelligence situations state of mind ŸŸNoticing the human behavior ŸŸThe skills of realizing his role Family ŸŸThe skills of reacting to any Social — in increasing happy feelings Interaction problems facing the family Interaction and within the family Communication ŸŸThe skills of feeling ŸŸThe skills of Communication ŸŸThe skills of using the voice comfortable communicating using humor in Skills in communication with others communication Group Work ŸŸThe skills of taking — ŸŸAdvanced leadership skills Skills responsibility within the team 118 Continued/ Scope and Sequence Matrix of Personal Skills’ Topics and Items

Secondary Secondary School Topics Concerns Tenth Grade Eleventh Grade Twelfth Grade

Handling ŸŸProtecting personal Banking ŸŸBank dealings ŸŸBank cards Products identity and information

Investment ŸŸ Skills — Stocks and bonds —

Economic Awareness Financial ŸŸSkills of planning ŸŸSmart shopping — Planning expenditure ŸŸWise consumer

General Economic — ŸŸThe State Budget — Skills

119 Scope and Sequence Matrix of Personal Skills’ Topics and Items (University)

Secondary Topics Items Concerns

Self-esteem — Self- Emotional ŸŸ Development Intelligence Adjusting to strains Planning ŸŸInstitutional planning Creative ŸŸ Thinking Skills Methods of creative thinking Critical Thinking ŸŸ Higher Skills Strategies of critical thinking Thinking Skills Problem-solving —

Decision-making ŸŸStrategies of decision-making and risk study Learning Strategies — Reading Knowledge ŸŸ Strategies Analytical reading skills Skills Handling Sources of — Knowledge

120 Continued/ Scope and Sequence Matrix of Personal Skills’ Topics and Items (University)

Secondary Concerns Topics Items

Social Intelligence —

Family Interaction ŸŸ Social Interaction and Methods of positive communication with the family Communication Communication Skills ŸŸSkills of communicating using body language

Group Work Skills ŸŸPositive group work interaction skills

Handling Banking ŸŸ Products Funding small to medium businesses

ŸŸ Investment Skills Investment funds ŸŸInvestment portfolios Economic Awareness

Financial Planning —

General Economic ŸŸNational income Skills ŸŸNational product

121 Scope and Sequence Matrix of National Awareness’ Topics and Items

Secondary First Stage Topics Concerns First Grade Second Grade Third Grade Fourth Grade Fifth Grade Historical Roots ŸŸ Primary ŸŸ ŸŸ ŸŸ ŸŸ of the United Arab historical sites/ Primary Primary Primary Primary Emirates since the Umm Al Nar (the historical sites/ historical sites/ historical sites/ historical sites/ origination whole story) Hili - Al Qusais Shaml - Abraq Maliha – Al Door Dibba – Galfar Factors and ŸŸ ŸŸ Announcing the ŸŸ ŸŸ The efforts Steps of the establishment Announcing the Announcing the ŸŸThe Union (the behind Establishment of of the Union (a establishment of establishment of initial idea) establishing the the Union simplified story) the Union the Union Union The National ŸŸ ŸŸ ŸŸ Identity of the Location of the Abu Dhabi, the UAE’s ŸŸ ŸŸ UAE’s most United Arab Map of the UAE UAE’s emirates capital of the Geographical important cities Knowing Emirates on the map UAE borders the ŸŸThe role of Homeland Autobiographies ŸŸ and Current leaders ŸŸ ŸŸ the leaders of ŸŸ The founding Autobiographies Accomplishments (the President Current Rulers leaders of the of current the nation in of the UAE’s and the Vice- of the UAE UAE leaders promoting the Leaders President) future of the Union ŸŸ ŸŸ ŸŸ ŸŸ Social and The Issue of The location of The location of The location of ŸŸNatural demographic occupying the the occupied the occupied the occupied elements of outline of the Three Emirati Emirati islands Emirati islands Emirati islands the occupied population of Islands on the map, and on the map, and on the map, and islands the occupied their names their names their names islands 122 Continued/ Scope and Sequence Matrix of National Awareness’ Topics and Items

Secondary First Stage Topics Concerns First Grade Second Grade Third Grade Fourth Grade Fifth Grade National Contribution in Arab and — — — — — Humanitarian Knowing Issues the Local, Homeland International, Official and ŸŸEducational ŸŸCultural ŸŸSports Non-Official — — achievements achievements achievements Accomplishments of the UAE ŸŸ ŸŸElements of the ŸŸ Elements of the ŸŸ ŸŸ Elements of the Maintaining the national identity Elements of the national identity Elements of the national identity National Identity national identity (communication national identity (dress, food, (accent, ditties) manners with (folk games) (proverbs and ditties) guests and parents) folk tales) Active ŸŸCelebrating ŸŸ Love Active ŸŸ Participation ŸŸCelebrating the ŸŸCelebrating the the National participation Active of the in National Day, and participation in Homeland National Day National Day other national in the National national holidays Occasions holidays Day ŸŸ ŸŸ ŸŸ Tourist ŸŸ ŸŸ Promoting Tourist Tourist attractions in Marine Terrestrial Domestic attractions in attractions in Ras Al-Khaimah, environment environment Tourism Dubai and Abu Sharjah and Umm Al Quwain landmarks in landmarks in the Dhabi Ajman and Fujairah the UAE UAE 123 Continued/ Scope and Sequence Matrix of National Awareness’ Topics and Items

Secondary First Stage Topics Concerns First Grade Second Grade Third Grade Fourth Grade Fifth Grade ŸŸShowing Putting Public ŸŸ ŸŸ ŸŸ ŸŸ Interest Ahead Showing altruism in Showing Showing The concepts of Personal altruism at playgrounds altruism at altruism on the of private and Interests home and places of school road public interest Love leisure of the ŸŸRespecting ŸŸRespecting the ŸŸShowing ŸŸShowing Homeland Love and ŸŸRespecting the the national emblem of the love and love and Appreciation for nation’s flag anthem and country and appreciation appreciation the Symbols of and showing standing up the Nation showing pride for the nation’s for the nation’s pride in it when it is in it leaders leaders played Serving the ŸŸEmirati women ŸŸRespecting ŸŸOld maritime ŸŸOld agricultural ŸŸOld Emirati Country in contributions in manual crafts professions professions handcrafts Different Fields work in the past and professions Constitutional Serving Rights and — — — — — the Duties Homeland ŸŸParticipating ŸŸServing ŸŸVolunteering ŸŸServing the ŸŸServing the in official Volunteer Work persons with for the service environment needy volunteer special needs of the nation programs 124 Continued/ Scope and Sequence Matrix of National Awareness’ Topics and Items

Secondary Second Stage Topics Concerns Sixth Grade Seventh Grade Eighth Grade Ninth Grade Historical Roots ŸŸ of the United ŸŸPrimary historical ŸŸOrigination of Civilizational unity Arab Emirates of the UAE area form ŸŸThe spread of Islam sites/ Jebel Hafeet - human settlements rd since the the 3 century BC to in the UAE area Tawam in the UAE area th origination the 7 century AD ŸŸ Factors and ŸŸThe establishment The social and ŸŸThe economic ŸŸThe historic Steps of the of the Union of cultural factors factors behind the factors behind the Establishment the United Arab behind the establishment of the establishment of the of the Union establishment of the Emirates Union Union Union The National Identity of the ŸŸUAE’s religious ŸŸUAE’s Arab ŸŸUAE’s cultural ŸŸUAE’s political Knowing the United Arab identity and its identity and its identity and its identity and its Homeland Emirates manifestations manifestations manifestations manifestations ŸŸ ŸŸThe biography of The biography of Autobiographies ŸŸ ŸŸ Sheikh Mohammed and The biography of The biography of Shaikh Khalifa Bin Bin Rashid bin Accomplishments Sheikh Zayed bin Sheikh Rashid bin Zayed bin Sultan Al Saeed Al Maktoum, of the UAE’s Sultan Al Nahyan— Saeed Al Maktoum— Nahyan, President of Vice-President of Leaders may he rest in peace may he rest in peace the UAE; may Allah the UAE—may Allah save him save him The Issue of ŸŸ ŸŸ ŸŸ The strategic ŸŸ Detailed information Introduction to the occupying the importance of the Detailed information about the islands of issue of occupying Three Emirati occupied Emirati about Abu Musa Greater and Lesser the three Emirati Islands islands Island Tunbs islands 125 Continued/ Scope and Sequence Matrix of National Awareness’ Topics and Items

Secondary Second Stage Topics Concerns Sixth Grade Seventh Grade Eighth Grade Ninth Grade National ŸŸThe United ŸŸThe United Arab ŸŸ ŸŸ Contribution Arab Emirates’ Emirates’ health- The United Arab The United Arab in Arab and philanthropic work related projects in Emirates’ relief efforts Emirates’ relief efforts Humanitarian and projects in the and projects on the in Arab, Islamic and Arab, Islamic and Arab World global level Knowing the Issues friendly states friendly states Homeland Local, International, Official and ŸŸUAE’s Environmental ŸŸUAE’s Medical ŸŸUAE’s Scientific ŸŸUAE’s Economic Non-Official accomplishments accomplishments accomplishments accomplishments Accomplishments of the UAE Maintaining ŸŸTaking pride in the ŸŸTaking pride in the ŸŸ ŸŸ the National elements of the country’s cultural and Respecting old crafts Playing heritage Identity national identity most and professions sports distinctive to the UAE social heritage Active ŸŸ ŸŸReinforcing the ŸŸInvesting different Participation ŸŸCivilized participation Civilized participation stature of the State by occasions in Love of the in National in national occasions in religious, cultural participating in official reinforcing the stature Homeland Occasions and sporting events events of the State ŸŸMechanisms of organizing ŸŸThe skills of organizing ŸŸ Promoting domestic tourism ŸŸMaintaining tourist Putting marketing domestic tourism Domestic programs for families and environmental programs to stimulate programs (booking Tourism (gathering information, organizing domestic accommodation and setting priorities and landmarks tourism programs transport and organizing benefiting from offers) the visit’s schedule) 126 Continued/ Scope and Sequence Matrix of National Awareness’ Topics and Items

Secondary Second Stage Topics Concerns Sixth Grade Seventh Grade Eighth Grade Ninth Grade ŸŸPutting public ŸŸPutting public Putting Public interest ahead interest ahead Interest Ahead ŸŸLimits of private ŸŸLimits of public of personal of personal of Personal interest interest interest in times of interest in times of Love of the Interests contradiction (real contradiction (real Homeland life examples) life examples) Love and Appreciation ŸŸAppreciating the ŸŸAppreciating the ŸŸ ŸŸRespecting proper for the Respecting the folk customs, traditions nation’s leaders’ nation’s leaders’ Symbols of the heritage and social norms stands in different stands in different Nation issues issues ŸŸConnecting the Serving the choice of the future ŸŸ ŸŸ Country in ŸŸThe value of work Every honorable job career with serving How to serve the Different Fields serves the nation the nation (putting country through work the good of the nation first) ŸŸAppreciating the Serving the Constitutional Rights and ŸŸRights, as stated in ŸŸDuties, as stated in acquired rights ŸŸRespecting the Homeland Duties the constitution the constitution according to the constitution constitution

Volunteer Work ŸŸ ŸŸThe conditions and ŸŸ ŸŸVolunteering as a and Social Fields of volunteer fundamentals of Volunteering and part of the daily work Responsibility work volunteering serving the homeland schedule

127 Continued/ Scope and Sequence Matrix of National Awareness’ Topics and Items

Secondary Secondary School Topics Concerns Tenth Grade Eleventh Grade Twelfth Grade ŸŸThe Portuguese occupation Historical Roots ŸŸ of the United The economic activity, the and the liberation ŸŸ Arab Emirates The Arab tribes in the UAE’s trade movement and major movements since the area ports (Galfar, Dibba, Khor ŸŸEmergence of alliances origination Fakkan) ŸŸThe British occupation ŸŸIndependence Factors and ŸŸ Steps of the The political factors behind ŸŸThe structure of the Union ŸŸPolitical empowerment in the Establishment the establishment of the state United Arab Emirates of the Union Union state The National Knowing the ŸŸ Identity of the UAE’s religious and Arab Homeland ŸŸUAE’s political identity as ŸŸUAE’s cultural identity as United Arab stated in the constitution identity as stated in the stated in the constitution Emirates constitution Autobiographies ŸŸ ŸŸ The achievements of and Autobiographies and ŸŸ Accomplishments accomplishments of the the nation’s leaders in The tree chart of the UAE of the UAE’s UAE’s Crown Princes promoting the country’s rulers Leaders development The Issue of ŸŸA complete picture of the occupying the ŸŸThe historical rights and the ŸŸResisting the occupation of Emirati islands’ occupation Three Emirati Emirati arguments the Emirati Islands issue and the official efforts Islands to resolve it

128 Continued/ Scope and Sequence Matrix of National Awareness’ Topics and Items

Secondary Secondary School Topics Concerns Tenth Grade Eleventh Grade Twelfth Grade

National ŸŸUAE’s policy in supporting Contribution ŸŸEmirati housing projects in ŸŸEmirati developmental Arab and Islamic issues in Arab and Arab, Islamic and friendly contributions (Abu Dhabi (the Palestinian issue, for Humanitarian states Fund for Development) Issues example) Knowing the Homeland Local, International, ŸŸRenewable energy Official and ŸŸUAE’s achievements in ŸŸUAE’s achievements in the Non-Official ŸŸMasdar City human development field infrastructure domain Accomplishments ŸŸThe Emirati satellite of the UAE

Maintaining ŸŸInteracting with neighbors ŸŸHospitality Etiquette, and the National ŸŸFolk proverbs and maxims and relatives and Etiquettes rules of visitation Identity of speaking Active ŸŸ ŸŸ ŸŸ Love of the Participation Showing a civilized behavior Showing a civilized behavior Showing a civilized behavior Homeland in National when participating in social when participating in sports when participating in Occasions events events religious events Promoting ŸŸSpreading information about ŸŸSpreading information about ŸŸSpreading information about Domestic the Emirati environmental the Emirati monuments and the Emirati urban tourist Tourism tourist attractions historical tourist attractions attractions 129 Continued/ Scope and Sequence Matrix of National Awareness’ Topics and Items

Secondary Secondary School Topics Concerns Tenth Grade Eleventh Grade Twelfth Grade

Putting Public ŸŸPutting public interest Interest Ahead ahead of personal interest ŸŸLimits of private interest ŸŸLimits of public interest of Personal in times of contradiction Interests Love of the (real life examples) Homeland ŸŸAdhering to manners and Love and ŸŸExpressing one’s love Appreciation ŸŸShowing love for the nation rules of expression when for the homeland and its for the Symbols and its symbols expressing their feelings of the Nation symbols artistically and literarily ŸŸCommitting to the jobs’ and Serving the ŸŸPerfecting the work is one ŸŸSacrifice and dedication in professions’ code of honor Country in of the fundamentals of work for the service of the Different Fields is one of the fundamentals citizenship nation of citizenship

Serving the Constitutional ŸŸTaking pride in the gains ŸŸTaking pride in the gains ŸŸTaking pride in the gains Homeland Rights and achieved under the achieved under the achieved under the Duties constitution constitution constitution

Social ŸŸThe concept of social ŸŸSocial responsibility on the ŸŸSocial responsibility on the Responsibility responsibility individuals’ level institutions’ level 130 Continued/ Scope and Sequence Matrix of National Awareness’ Topics and Items

Secondary First Stage Topics Concerns First Grade Second Grade Third Grade Fourth Grade Fifth Grade

Loyalty to the Nation and the — — — — — Leadership

Adhering to the Country’s — — — — — Interests

Loyalty to Conserving the The concept of How do I the United I Maintain my Loyalty to the Structure of the Our Union maintaining the maintain my Arab Union Union Union Emirates Union’s structure Union

Promoting and My Identity is I am an Emirati, Maintaining the I am an Emirati I am an Emirati Emirati, and I am Proud of Components and Islam is My and Arabic is my I am an Emirati Emirates is My my Customs and of the National Religion Language Unity Identity Traditions

131 Continued/ Scope and Sequence Matrix of National Awareness’ Topics and Items

Secondary Second Stage Topics Concerns Sixth Grade Seventh Grade Eighth Grade Ninth Grade

Loyalty to Complete and Complete Obedience the Nation My Loyalty is to my Total Adherence to Khalifa Is Our Leader to the Leaders of the and the Emirates the Leaders of the Leadership Nation Nation

Adhering to The Union is my My Homeland Comes The Leaders of My the Country’s — Interests approach First Nation Loyalty to the United Arab Conserving The Stability of a My Flag is the Emirates the Structure — — of the Union Nation Symbol of My Union Promoting and Maintaining Highlighting the the Respecting Others Is We Are All Equal National, Arab and Our Emirati Culture Components My Duty Before the Law of the Islamic Identity National Unity 132 Continued/ Scope and Sequence Matrix of National Awareness’ Topics and Items

Secondary Secondary School Topics Concerns Tenth Grade Eleventh Grade Twelfth Grade

Loyalty to the Nation My Country is the source of Loyalty is Indivisible One Homeland and the my legislation Leadership

Adhering to the Country’s The Stability of My Country is I respect the Constitution of We all are the United Arab Interests Safety and Security my Country Emirates Loyalty to the United Arab Conserving Emirates the Structure Protecting the Union Protecting the Union Protecting the Union of the Union Promoting and Maintaining the The United Arab Emirates is No Intolerance “Citizenship Emirates is Authenticity Components everyone’s Home is Responsibility” of the National Unity 133 Continued/ Scope and Sequence Matrix of National Awareness’ Topics and Items

Secondary Second Stage Topics Concerns Sixth Grade Seventh Grade Eighth Grade Ninth Grade

Standing up to My Country Teaches It Is My Contemporary — — Challenges Me Responsibility

Protecting the Facing Homeland Negative My Beautiful Population- — — — Related Language Effects

Answering the Nation’s Call in Times — — — For Our Country of Crises and Disasters 134 Continued/ Scope and Sequence Matrix of National Awareness’ Topics and Items

Secondary Secondary School Topics Concerns Tenth Grade Eleventh Grade Twelfth Grade

Standing up to Contemporary No Extremism Clinging to my Principles — Challenges

Facing Negative Protecting My Country is My the Population- — Emiratization of Jobs Homeland Related Responsibility Effects

Answering the Nation’s Instantly joining the formal Participating in training Call in Times At My Country’s Service groups that the state forms programs for facing crises of Crises and in the face of crises Disasters

135 Scope and Sequence Matrix of Health and Safety Topics and Items Items of the Items of the First Items of the Secondary Secondary School University Topics Stage (Grades 1 Second Stage Concerns stage (Grades 10 Education to 5) (Grades 6 to 9) to 12) ŸŸPracticing different kinds of physical activity (home-suitable sports, school-suitable sports and outdoor ŸŸPracticing different sports) ŸŸThe importance of kinds of physical activities the relation between ŸŸ physical activity and Practicing physical ŸŸThe relation between some diseases activities to improve ŸŸThe benefits of physical activity ŸŸThe role of physical fitness and increase Health Physical physical activity and some diseases activity in preventing the body’s muscle ŸŸ Awareness Activity Participating in (obesity, diabetes, such diseases mass organized sporting cardiovascular ŸŸPracticing physical ŸŸChoosing the right activities diseases and activities in order to nutrition for every bronchial asthma) improve fitness and physical activity increase the body’s (nutritional programs, muscle mass food supplements, ŸŸChoosing the right nutrition for every sports supplements physical activity and sports drinks) (nutritional programs, food supplements, sports supplements and sports drinks) 136 Scope and Sequence Matrix of Health and Safety Topics and Items

Items for the First Items for the Items for Secondary University Topics Stage (Grades 1 Second Stage Secondary School Concerns Education to 5) (Grades 6 to 9) (Grades 10 to 12)

ŸŸBenefits of the full ŸŸThe difference health check-up ŸŸClinical and between full clinical Full Physical and several related laboratory and laboratory Check-Up ŸŸBenefits of the full positive experiences examinations examinations and Periodic health check-up ŸŸThe importance of ŸŸReading laboratory Examination ŸŸReading laboratory periodic examination tests tests in preventing ŸŸSelf-examination ŸŸSelf-examination Continued diseases Health Awareness

ŸŸDealing with ŸŸDealing with ŸŸThe right sleeping Healthy ŸŸThe importance of insomnia insomnia time, place and Sleep sleep ŸŸHealthy sleeping ŸŸHealthy sleeping position habits habits

137 Scope and Sequence Matrix of Health and Safety Topics and Items

Items for the First Items for the Items for Secondary University Topics Stage (Grades 1 Second Stage Secondary School Concerns Education to 5) (Grades 6 to 9) (Grades 10 to 12) ŸŸThe different ŸŸThe different nutrients and their nutrients and their importance to health ŸŸ importance to health Nutrition-related ŸŸFood groups ŸŸFood groups illnesses (obesity, ŸŸThe proper intake of ŸŸThe proper intake of emaciation, each food group each food group ŸŸ ŸŸNutrition-related Nutrients cardiovascular ŸŸNutrition-related illnesses and (macroelements, diseases, diabetes, illnesses and preventing them microelements and anorexia nervosa, preventing them ŸŸHealthy nutrition Continued water) food allergies, ŸŸHealthy nutrition Healthy according to age Health ŸŸFood groups (food food poisoning according to age Nutrition group and physical Awareness group and physical guide pyramid, and noninfectious activity activity food intakes and diseases) ŸŸHealthy eating habits ŸŸHealthy eating habits examples of healthy ŸŸHealthy eating habits (Recommendations: (Recommendations: foods) (Recommendations: using less salt, using less salt, saturated fat and fast using less salt, saturated fat and fast food) saturated fat and fast food) ŸŸFood safety and food) ŸŸFood safety and preservation preservation ŸŸThe food label, and ŸŸHow to read the label how to read it 138 Scope and Sequence Matrix of Health and Safety Topics and Items

Items for the First Items for the Items for Secondary University Topics Stage (Grades 1 Second Stage Secondary School Concerns Education to 5) (Grades 6 to 9) (Grades 10 to 12) ŸŸPregnant women ŸŸPregnant women ŸŸInfants ŸŸInfants ŸŸChildren ŸŸChildren Health ŸŸAdolescents (youths ŸŸAdolescents (youths According and teenagers- and teenagers- — — to the Age general and general and Group reproductive health) reproductive health) ŸŸSenior citizens ŸŸSenior citizens Continued ŸŸPersons with special ŸŸPersons with special Health Awareness needs needs

ŸŸBody care and ŸŸOral health Personal hygiene ŸŸEye health — — Hygiene ŸŸCaring for one’s ŸŸEar health appearance

139 Scope and Sequence Matrix of Health and Safety Topics and Items

Items for the First Items for the Items for Secondary University Topics Stage (Grades 1 Second Stage Secondary School Concerns Education to 5) (Grades 6 to 9) (Grades 10 to 12) ŸŸPsychological ŸŸPsychological ŸŸPsychological strains strains strains ŸŸIdentifying sources ŸŸAvoiding sources ŸŸAvoiding sources of psychological of psychological of psychological strains and strains of all kinds strains of all kinds classifying them ŸŸIdentifying ŸŸIdentifying ŸŸIdentifying the effects of the effects of the effects of psychological psychological psychological strains strains Psychological strains Continued (psychologically, (psychologically, Strains and (psychologically, Health — socially, socially, How to Handle socially, Awareness economically and economically and Them economically and heath wise) heath wise) heath wise) ŸŸApplying methods ŸŸApplying methods ŸŸApplying methods of managing of managing of managing psychological psychological psychological strains (realization, strains (realization, strains (realization, relaxation, and relaxation, and relaxation, and adopting a positive adopting a positive adopting a positive attitude and a attitude and a attitude and a healthy lifestyle) healthy lifestyle) healthy lifestyle) 140 Scope and Sequence Matrix of Health and Safety Topics and Items

Items for the First Items for the Items for Secondary University Topics Stage (Grades 1 Second Stage Secondary School Concerns Education to 5) (Grades 6 to 9) (Grades 10 to 12) ŸŸPsychological disorders and methods of ŸŸPsychological ŸŸPsychological handling them disorders and disorders and Psychological ŸŸApplying methods Disorders methods of methods of of dealing with and Methods — handling them handling them psychological of Handling ŸŸIdentifying sources ŸŸIdentifying sources Them disorders of psychological of psychological ŸŸIdentifying sources disorders disorders Continued of psychological Health disorders and how Awareness to handle them

Psychosocial ŸŸDeveloping ŸŸDeveloping ŸŸDeveloping ŸŸDeveloping Problems assertive behavior assertive behavior assertive behavior assertive behavior

141 Scope and Sequence Matrix of Health and Safety Topics and Items

Items for the First Items for the Items for Secondary University Topics Stage (Grades 1 Second Stage Secondary School Concerns Education to 5) (Grades 6 to 9) (Grades 10 to 12) ŸŸThe rules of using the school bus ŸŸChildren’s play at home, in the streets ŸŸPassenger safety and parking lots ŸŸPassenger safety ŸŸRiding bicycles and ŸŸThe rules of using ŸŸCrossing the road ŸŸRiding bicycles and motorcycles the school bus ŸŸPassenger safety motorcycles ŸŸDriving vehicles ŸŸChildren’s play at ŸŸRiding bicycles and ŸŸDriving vehicles ŸŸVehicle safety home, in the streets motorcycles ŸŸVehicle safety ŸŸWrong practices ŸŸ ŸŸ Traffic Traffic and parking lots Driving vehicles Wrong practices while driving ŸŸ ŸŸ Culture Safety Crossing the road Vehicle safety while driving (using the phone, ŸŸPassenger safety ŸŸWrong practices (using the phone, eating, smoking, ŸŸRiding bicycles and while driving eating, smoking, overtaking on motorcycles (using the phone, overtaking on the right, racing, ŸŸRules of using eating, smoking, the right, racing, quarreling, not public transport overtaking on quarreling, not paying attention) the right, racing, paying attention) ŸŸRules of using quarreling, not public transport paying attention) ŸŸRules of using public transport

142 Scope and Sequence Matrix of Health and Safety Topics and Items

Items for the First Items for the Items for Secondary University Topics Stage (Grades 1 Second Stage Secondary School Concerns Education to 5) (Grades 6 to 9) (Grades 10 to 12) ŸŸTypes of traffic ŸŸTypes of traffic signals and their signals and their meanings meanings Traffic ŸŸCommon ŸŸCommon Signs and procedures at — procedures at — Signals traffic signals traffic signals ŸŸPunishment of ŸŸPunishment of violating traffic violating traffic signals signals Continued Traffic Traffic and ŸŸPedestrians Culture Pedestrian ŸŸCyclists and — — — Rules motorcyclists

ŸŸTraffic policies and ŸŸTraffic policies and strategies strategies ŸŸ ŸŸ Traffic Types of traffic Types of traffic Accidents — accidents accidents — ŸŸReasons and ŸŸReasons and consequences of consequences of traffic accidents traffic accidents 143 Scope and Sequence Matrix of Health and Safety Topics and Items

Items for the First Items for the Items for Secondary University Topics Stage (Grades 1 Second Stage Secondary School Concerns Education to 5) (Grades 6 to 9) (Grades 10 to 12) ŸŸDepletion of ŸŸDepletion of Environmental Environmental resources resources ŸŸ ŸŸ Hazards of Depletion of Fish Depletion of Fish Environmental stocks stocks ŸŸ ŸŸ Resources’ — Depletion of Depletion of Depletion underground water underground water ŸŸOverhunting of ŸŸOverhunting of wild wild animals and animals and over- over-collection of collection of wild wild plants plants Environmental Culture ŸŸ Rationalizing ŸŸRationalization of Using clean ŸŸUsing clean and the use of water and renewable renewable energy Environmental ŸŸ energy ŸŸ — Rationalization of ŸŸ Using the Energy Resources Using the Energy energy Star standard Star standard

ŸŸWays of recycling ŸŸWays of recycling ŸŸWays of recycling (household, (household, (household, Recycling technology…etc.) technology …etc.) technology …etc.) ŸŸMethods of ŸŸMethods of ŸŸMethods of — recycling waste recycling waste recycling waste water water water 144 Scope and Sequence Matrix of Health and Safety Topics and Items

Items for the First Items for the Items for Secondary University Topics Stage (Grades 1 Second Stage Secondary School Concerns Education to 5) (Grades 6 to 9) (Grades 10 to 12) ŸŸCleanliness of the ŸŸCleanliness of the household household ŸŸCleanliness of the ŸŸCleanliness of the ŸŸCleanliness of the Cleanliness school wider environment school of My — Environment ŸŸCleanliness of the (deserts, gardens ŸŸCleanliness of the wider environment and beaches) wider environment (deserts, gardens (deserts, gardens and beaches) and beaches) Continued Environmental ŸŸ ŸŸ Environmental Air pollution Air pollution Culture ŸŸ ŸŸ Pollution — Pollution of seas Pollution of seas — and bodies of water and bodies of water

Owning All ŸŸCaring for animals ŸŸCaring for animals ŸŸCaring for animals Kinds of ŸŸProtection from ŸŸProtection from ŸŸProtection from — Animals animal diseases animal diseases animal diseases

145 Scope and Sequence Matrix of Health and Safety Topics and Items

Items for the First Items for the Items for Secondary University Topics Stage (Grades 1 Second Stage Secondary School Concerns Education to 5) (Grades 6 to 9) (Grades 10 to 12) ŸŸSafety requirements in ŸŸSafety schools labs requirements in ŸŸSafety rules in school labs ŸŸIntroducing safety school facilities School ŸŸSafety rules in requirements inside ŸŸConstruction safety — Safety school facilities buildings requirements in ŸŸIntroducing safety school buildings requirements inside ŸŸIntroducing safety buildings Prevention requirements inside and Safety buildings ŸŸHow to avoid kitchen risks ŸŸThe risks of falling ŸŸHow to avoid from high places Household kitchen risks ŸŸHow to avoid — — Safety ŸŸThe risks of falling electricity risks from high places ŸŸHazards of sharp objects and toxic substances 146 Scope and Sequence Matrix of Health and Safety Topics and Items Items for Items for the First Items for the Secondary Secondary University Topics Stage (Grades 1 Second Stage Concerns School (Grades Education to 5) (Grades 6 to 9) 10 to 12)

ŸŸProtection against vehicle risk ŸŸHandling fires and ŸŸProtection against factors Road Safety other vehicle risks — vehicle risk factors ŸŸHandling fires and ŸŸHow to help others other vehicle risks ŸŸHow to help others Continued Prevention and Safety ŸŸPre-operation ŸŸAdvantages ŸŸPre-operation ŸŸTypes of procedures of manual fire procedures extinguishers ŸŸTypes of extinguishers ŸŸTypes of Manual Fire ŸŸPre-operation extinguishers ŸŸTypes of extinguishers Extinguishers procedures ŸŸHow to use extinguishers ŸŸHow to use ŸŸWhat do we do ŸŸWhat do we ŸŸWhat do we do ŸŸWhat do we do when a fire occurs? do when a fire when a fire occurs? when a fire occurs? occurs?

147 Scope and Sequence Matrix of Health and Safety Topics and Items

Items for the First Items for the Items for Secondary University Topics Stage (Grades 1 Second Stage Secondary School Concerns Education to 5) (Grades 6 to 9) (Grades 10 to 12) ŸŸThe meaning of ŸŸThe meaning of different siren different siren sounds sounds ŸŸTypes of warnings ŸŸ ŸŸ ŸŸ What to do at the What to do at the What to do at the sound of a siren sound of a siren sound of a siren ŸŸ ŸŸ Crises and ŸŸ ŸŸ Types of warnings What are the What to do at the What are the ŸŸ Disasters What are the proper procedures sound of a siren proper procedures proper procedures for evacuating a for evacuating a for evacuating a danger zone danger zone danger zone ŸŸTypes of Continued ŸŸWhat to do when evacuations ŸŸ Prevention finding or giving What to do when and Safety shelter finding or giving shelter ŸŸHow to report an ŸŸHow to report an ŸŸ accident accident How to report an ŸŸ ŸŸ accident How to carry an How to carry an ŸŸHow to carry an injured person and injured person and ŸŸ transport him away transport him away First Aid How to report an injured person from danger from danger accident and transport him ŸŸ ŸŸ away from danger The contents of a The contents of a ŸŸ first aid kit first aid kit The contents of a ŸŸFundamentals of ŸŸFundamentals of first aid kit first aid for minor first aid for minor injuries and severe injuries 148 Scope and Sequence Matrix of Crime Prevention Topics and Items

Secondary First Stage Topics Second Third Concerns First Grade Fourth Grade Fifth Grade Grade Grade ŸŸHow to say no ŸŸHow to say no Assertive ŸŸReporting any ŸŸReporting any Attitude threats made — — — threats made against one’s against one’s self self or others or others Intellectual ŸŸThe culture of Sound ŸŸRequirements Security forgiveness, Thinking — — — of sound acceptance and thinking respecting the other Intellectual Influences and How to Deal — — — — — with Them ŸŸ Knowing ŸŸ Positive about Exploitation ŸŸWays of achieving Electronic Interaction modern of minors maximum benefit Crimes with Modern — technology — (sexual, from modern Technology and its financial or in technology advantages crime) Using and Protection Trading ŸŸPassive smoking, against Narcotics and — — — — its dangers and Narcotics Mind-Altering how to deal with Substances smokers

149 Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items

Secondary Second Stage Topics Concerns Sixth Grade Seventh Grade Eighth Grade Ninth Grade

ŸŸExpressing ŸŸExpressing ŸŸReporting any ideas and ideas and Assertive threats made feelings without feelings without — Attitude against property, submissiveness or submissiveness or one’s self or others aggressiveness aggressiveness

ŸŸThe culture of ŸŸPositive forgiveness, Sound ŸŸRequirements of Intellectual investment of free — acceptance and Security Thinking sound thinking time respecting the other

Intellectual ŸŸImitating Influences anomalous young and How to — trends (emo, metal, — — Deal with rock, tattoos, Them piercing)

150 Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items

Secondary Second Stage Topics Concerns Sixth Grade Seventh Grade Eighth Grade Ninth Grade

ŸŸAddiction to ŸŸTrading prohibited Positive ŸŸExploitation of modern technology materials Electronic Interaction minors (sexual, ŸŸBest methods — ŸŸDeception, fraud, Crimes with Modern financial or in Technology of dealing with making threats crime) modern technology and blackmail

ŸŸAll kinds of narcotics and Using and intoxicating and Trading mind-altering Protection ŸŸ Narcotics Smoking, its against substances and Mind- — dangers and how — Narcotics ŸŸRaising Altering to quit Substances awareness about drug-related laws and legal protection

151 Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items

Secondary Second Stage Topics Concerns Sixth Grade Seventh Grade Eighth Grade Ninth Grade

Sex ŸŸDoing indecent ŸŸImitating the Education acts opposite sex — — ŸŸPhysical abuse: ŸŸSexual abuse: ŸŸVerbal abuse physical violence and Abuse ŸŸ using white arms rape and sexual — Pestering others: ŸŸPsychological abuse molestation harassment and emotional neglect Infringing ŸŸVandalizing on Other public and private Juvenile People’s — — property — ŸŸ Crimes Rights Writing on walls ŸŸTheft ŸŸCliquing Choosing ŸŸKeeping away Friends — — from bad company — ŸŸStanding up to peer pressure ŸŸ ŸŸ Respecting traffic Respecting Raising awareness laws the Law concerning — — ŸŸConsequences of juvenile laws concealment 152 Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items

Secondary Secondary School Topics Concerns Tenth Grade Eleventh Grade Twelfth Grade ŸŸExpressing ideas and feelings without Assertive submissiveness or Attitude aggressiveness — — ŸŸReporting any threats made against property, one’s self or others Intellectual ŸŸPositive investment of free time ŸŸFactors influencing mental Sound ŸŸ ŸŸ Security The culture of forgiveness, Requirements of sound integrity (fanaticism and Thinking acceptance and respecting thinking extremism, balance and the other moderation ) Intellectual ŸŸTools of intellectual Influences ŸŸ influence Imitating anomalous young ŸŸ and How to Consequences of trends (emo, metal, rock, intellectual influence — Deal with tattoos, piercing) ŸŸ Them Standing up to intellectual influence ŸŸHacking Positive ŸŸSpreading rumors and Electronic Interaction divulging secrets ŸŸ ŸŸ Crimes with Modern Spying and invasion of — Online buying and selling Technology privacy ŸŸPositive usage of internet cafés and places of leisure 153 Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items

Secondary Secondary School Topics Concerns Tenth Grade Eleventh Grade Twelfth Grade ŸŸAll kinds of narcotics, and mind-altering substances Using and ŸŸDrug abuse, addiction Trading ŸŸTreatment and post- Protection Narcotics ŸŸ psychology and addiction as against Smoking, its dangers and treatment care; a mission and Mind- a disease Narcotics how to quit for everyone Altering ŸŸRecognizing addicts ŸŸHow society sees addicts Substances ŸŸRaising awareness about drug-related laws and legal protection ŸŸDoing indecent acts Sex ŸŸHomosexuality — — Education ŸŸImitating the opposite sex ŸŸSexual abuse: rape and Juvenile Crimes sexual molestation ŸŸPhysical abuse: physical ŸŸPestering others: Abuse — violence and using white arms harassment ŸŸVerbal abuse ŸŸPsychological abuse and emotional neglect 154 Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items

Secondary Secondary School Topics Concerns Tenth Grade Eleventh Grade Twelfth Grade

Infringing on Other People’s — — — Rights

ŸŸCliquing Juvenile ŸŸ Choosing Keeping away from bad Crimes Friends company — — ŸŸStanding up to peer pressure ŸŸRaising awareness concerning juvenile laws Respecting ŸŸRespecting the law — — the Law ŸŸGood conduct ŸŸConsequences of concealment

155 Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items (University)

Secondary Concerns Topics Items

Assertive Attitude —

ŸŸRequirements of sound thinking ŸŸ Sound Thinking The culture of forgiveness, acceptance and respecting the other ŸŸ Intellectual Security Factors influencing mental integrity (fanaticism and extremism, balance and moderation )

Intellectual Influences ŸŸTools of intellectual influence and How to Deal with ŸŸConsequences of intellectual influence Them ŸŸStanding up to intellectual influence

ŸŸHacking ŸŸTrading prohibited materials Positive Interaction ŸŸSpreading rumors and divulging secrets Electronic Crimes with Modern ŸŸSpying and invasion of privacy Technology ŸŸDeception, fraud, making threats and blackmail ŸŸExploitation of minors (sexual, financial or in crime) ŸŸOnline buying and selling

156 Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items (University)

Secondary Concerns Topics Items

ŸŸSmoking, its dangers and how to quit ŸŸAll kinds of narcotics, and mind-altering substances Using and Trading ŸŸ Protection against Drug abuse, addiction psychology and addiction as a disease Narcotics and Mind- ŸŸ Narcotics Recognizing addicts Altering Substances ŸŸTreatment and post-treatment care; a mission for everyone ŸŸHow society sees addicts ŸŸRaising awareness about drug-related laws and legal protection

ŸŸDoing indecent acts Sex Education ŸŸHomosexuality ŸŸImitating the opposite sex

ŸŸSexual abuse: rape and sexual molestation Juvenile Crimes ŸŸPhysical abuse: physical violence and using white arms Abuse ŸŸVerbal abuse ŸŸPsychological abuse and emotional neglect ŸŸPestering others: harassment

Infringing on Other People’s Rights —

157 Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items (University)

Secondary Concerns Topics Items

Choosing Friends ŸŸStanding up to peer pressure

Juvenile Crimes

ŸŸRaising awareness concerning anti-terrorism laws ŸŸ Respecting the Law Respecting the law ŸŸIntellectual property ŸŸEconomic crimes

158 159 The End With The Grace of Allah

160 مبادرة اقــــــــدر لأللعــــاب الـذكـية برنامج سيف بن زايد للمبادرات المجتمعية

مقدمــــــة بناء على توجيهات الفريق �سمو ال�شيخ �سيف بن زايد �آل نهيان نائب رئي�س جمل�س الوزراء وزير الداخلية، ب�ش�أن ت�شكيل جلنة �إعداد الربنامج الوطني للتوعية الطالبية )برنامج خليفة لتمكني الطالب( والتي ت�ضمنت �إعداد برنامج متك ملا للتوعية الإلكرتونية عرب خمتلف الو�سائل والتقنيات، املوجهة إىل� ال�شرائح الطالبية وال�شبابية، وذلك دعما ًومتكيناً لهم على التو�صل �إىل �أف�ضل املعارف واملعلومات وال�سلوكي تا التي جتعلهم قادرين على مواجهة حتديات امل�ستقبل ومتغرياته، وذلك من خالل تركيز التوعية واملعرفة وذلك ارتكازا ًعلى ثالثة جوانب رئي�سية: •معرفة و�صف وظروف هذا ال�شيء. •فهم ومعرفة طبيعة حركته وهل هي مفيدة �أو �ضارة، ايجابية �أم �سلبية، خري �أم �شر. •التو�صل �إىل �أ�سلم الطرق املمكنة للتعامل مع هذا ال�شيء. فالتوعية تعنى بتح�صني الفرد �ضد �أية �أخطار حمتملة، مبعنى �أننا نحاول عن طريق التوعية �أن ن�شيد �أ�سواراً حلماية الفرد من املخاطر قبل وقوعها، والتحوط ملا ميكن �أن يقع من �أخطار، والعمل على ت�أمني املحيط الذي يعي�ش فيه الفرد ب�شكل ي�سمح له بالتكيف مع كل ما هو �آمن والبعد بالتايل عن كل ما هو خطر.

2 مب�ادرة اقـــــدر لأللعــ�اب الـذكـية

نبــذه عـــن املبــــادرة:

تدعم هذه املبادرة العملية التعليمية عن طريق �ألعاب الفيديو والتي تعد �أف�ضل ال�سبل والو�سائل للم�ساهمة يف ن�شر التوعية ب�سبب االنت�شار الوا�سع للألعاب على خمتلف االأجهزة واالنظمة ) ,Apple Android,،) windows مبا حتتويه هذه االألعاب من ر�سائل تعليمية يف قالب ممتع لل�صغار والكبار، وفيها ا�ستثمار للوقت فيما ينفع ، وحتتوي االألعاب الذكية على حماور توعوية وم�ضامني تربوية . كما �أنها �إحدى و�سائل التوعية والتي ت�ستخدم فيها كافة تقنيات املعلومات واالت�صاالت من خلل عدة قنوات �إلكرتونية.

3 برنامج سيف بن زايد للمبادرات المجتمعية

الر�ؤيــــــة �إعداد �أجيال وطنية واعية تفخر بها الدولة ويفخرون بها .

الر�ســــــــالة ا�ستحداث جمموعة من االألعاب الذكية التفاعلية املرتكزة على الثقافة املجتمعية والتاريخية لدولة االإمارات العربية املتحدة ذات م�ضامني تربوية وقيمية و�أخلقية ون�شرها بني الفئات الطلبية.

4 مب�ادرة اقـــــدر لأللعــ�اب الـذكـية

الأهـــداف:

1 اعداد جيل واعي يح�سن �إدارة نف�سه وعلقته مع االآخرين

اي�صال الر�سائل واملفاهيم والدرو�س التوعوية املختلفة �إىل قطاعات املجتمع يف �أي مكان 2 وبكل ال�سبل االإلكرتونية املتاحة التي ت�ساهم يف الو�صول �إىل �أفراد املجتمع الذين قد ي�صعب التوا�صل معهم مبا�شرة

5 برنامج سيف بن زايد للمبادرات المجتمعية

الفئات امل�ستهدفة:

ت�ستهدف املبادرة ثلث فئات رئي�سية وهي:

1 الفئة االأوىل: كافة الطلبة ًابتداء من الرو�ضة حتى املراحل العليا. 2 الفئة الثانية: �أولياء �أمور الطلبة . 3 الفئة الثالثة: فئة ال�شباب.

6 مب�ادرة اقـــــدر لأللعــ�اب الـذكـية

الطرق والو�سائل امل�ستخدمة:

ا�ستخدام �أف�ضل املحركات امل�ستخدمة عامليا يف تطوير االلعاب وعن طريق كادر داخلي متخ�ص�ص، بالتعاون مع ال�شركات املتخ�ص�صة .

تطوير العاب توعوية تعمل على االأجهزة الذكية خمتلفة االأنظمة

ا�ستخدام �شخ�صيات كرتونية وطنية، و�إبراز اجلهات امل�ساهمة.

التطوير بناء على ال�سيناريوهات املو�ضوعة بالتعاون مع اللجنة الوطنية و املتوافقة مع �أهداف الدولة والربنامج الوطني.

تعدد اللغات )العربية، االجنليزية، الفرن�سية، االأوردو(.

ال�شــــــركاء: اجلهات ذات العلقة املبا�شرة وغري املبا�شرة مع الطالب .

7 برنامج سيف بن زايد للمبادرات المجتمعية

التوعية با�ستخدام �ألعاب الفيديو وهناك عدة طرق وو�سائل لن�شر الوعي من خالل الإعالم املرئي واملقروء منها الكتيبات، املطويات، املل�صقات، الأفالم، البو�سرتات، املحا�ضرات والندوات، الزيارات امليدانية، احلمالت التوعوية....، وتعد التوعية الإلكرتونية من �أبرز و�سائل التوعية. وتعد �ألعاب الفيديو من �أف�ضل ال�سبل والو�سائل للم�ساهمة يف ن�شر التوعية ب�سبب النت�شار الوا�سع لالألعاب، فت�شري الإح�صائيات �أن 72% من الأ�سر يف �أمريكا يقومون بلعب �ألعاب الفيديو))Entertainment Software Association، و أن �املراهقني يق�ضون معدل 25 دقيقة يوميا للعب �ألعاب الفيديو مقابل 3 �ساعات و 20دقيقة مل�شاهدة التلفاز و 6 دقائق للمكاملات و 23 دقيقة على النرتنت و 6 دقائق مل�شاهدة فيديو على النرتنت )Nielson(، وت�شري �إح�صائية �أخرى �أجريت على �أطفال من �سن 6-11 �أن 81.2% ا�ستخدموا النرتنت للعب �ألعاب الفيديو )& Mediamark Research Intelligence(، و�إح�صائية �أخرى ت�شري �أن 97% من الأطفال يلعبون العاب الفيديو و 53% من الكبار يقومون بلعب �ألعاب الفيديو )The Pew Internet & American Life (Project، وت�سبق �ألعاب الفيديو و�سائل �أخرى مثل المييل والإذاعة والفيديو عرب النرتنت والتوا�صل املجتمعي واملجالت كما يف اجلدول التايل: نوع الو�سيلة الن�سبة النرتنت %45 التلفاز %32 �ألعاب الفيديو %29 المييل %26 الإذاعة %22 الفيديو عرب النرتنت %18 التوا�صل املجتمعي %17 املجالت %9 احلفالت املبا�شرة %7

8 مب�ادرة اقـــــدر لأللعــ�اب الـذكـية

التوعية الإلكرتونية )E-Awareness(

التوعية اللكرتونية هي �إحدى و�سائل التوعية وذلك االأجهزة الذكية والنقالة مثل: عن طريق ا�ستخدام كافة تقني تا املعلومات والت�االت )XOOM, GALAXY TAB، Android devices,Galaxy S2( يف جمال التوعية، ويتم ذلك عن طريق عدة قنوات االإنرتنت واملواقع املجتمعية )Facebook(

الكرتونية، منها: الربامج والتطبيقات على احلا�سب االآيل )Macintosh,Windows(

وتهدف التوعية الإلكرتونية �إىل �إعداد جيل واعي يح�سن �إدارة نف�سه وعالقته مع الآخرين، و�إي�صال الر�سائل واملفاهيم والدرو�س التوعوية املختلفة �إىل قطاعات املجتمع يف �أي مكان وبكل ال�سبل الإلكرتونية املتاحة التي ت�ساهم يف الو�صول �إىل �أفراد املجتمع الذين قد ي�صعب التوا�صل معهم على �أر�ض الواقع، وزيادة �سبل احل�صول على املعلومات املفيدة يف �أي وقت ومن �أي مكان.

9 برنامج سيف بن زايد للمبادرات المجتمعية

لعـبة ســـباق البداير

10 مب�ادرة اقـــــدر لأللعــ�اب الـذكـية

الفريق �سمو ال�شيخ/ �سيف بن زايد �آل نهيان، ن ئب ا رئي�س جمل�س الوزراء وزير الداخلية، يطلق لعبة البداير بح�ضور، اللواء/ نا� رص خلريباين النعيمي، رئي�س ديوان �سمو نائب رئي�س جمل�س الوزراء وزير الداخلية، رئي�س اللجنة العلي الربنامج خليفة لتمكني الطالب، واللواء الركن / خليفة ح ربا اخلييلي، وكيل وزارة الداخلية امل�ساعد للموارد واخلدمات امل�ساندة، واللواء / اخلبري. خمي�س مطر املزينة، القائد الع ما ل�شرطة دبي رئي�س اللجنة التنفيذية لربنامج خليفة لتمكني الطالب، وعدد من امل�س�ؤولني .

11 برنامج سيف بن زايد للمبادرات المجتمعية

لعبة البداير )ريا�ضة �سباق الدراجات وال�سيارات(

فكرة اللعبة: يقوم الالعب بالتناف�س مع الآخرين يف جو من املرح والتناف�س، حيث يتعلم من خاللها �أهمية اللتزام ب�إجراءات ال�سالمة والقيادة والتناف�س يف احللبات املخ�ص�صة.

االأهداف الرتبوية: تعمل اللعبة على تعزيز الوعي الوطني، والتعرف على خريطة الدولة، و�إمارات الدولة وقوانينه ااملرورية. وثقافة ال�سالمة املرورية، كما يتعرف على �أنواع الإ�شارات املرورية ومعانيها. واحل�صول على رخ�صة قيادة باجتياز �إختبار الإ�شارات واختبار عملي. وار�شادات القيادة بحذر �أثناء تكاثف ال�ضباب وهطول الأمطار. كما تعمل اللعبة على تعزيز املهارات ال�شخ�صية، ومهارات املعرفة من خالل ممار�سة الطالب مهارتي الإنتباه والرتكيز، وتنمية الذات من خالل ما ي�ؤديه الطالب من �أن�شطة تعك�س ميوله، مما ي�شعره بال�سعادة �أثن ءا الرتويح عن النف�س. وكذلك تنمية مهارات التفاعل والتوا�صل الجتماعي.

12 مب�ادرة اقـــــدر لأللعــ�اب الـذكـية

املعلومات واملعارف: القوانني املرورية، �أ�سا�سيات ال�سالمة املرورية، الإ�شارات املرورية.

امل�ضامني الرتبوية: ترتكز لعبة ريا�ضة الدراجات وال�سيارات على تطوير الرتكيز الذهني للطالب من خالل تدريبه على الت�آزر احلركي الب�صري، وال�ستدل املكاين، والدقة وال�سرعة يف الأداء، �إ�ضافة �إىل دافعية الجناز، وتوكيد الذات والثقة بالنف�س، والتحكم والتمكن، والتناف�س اليجابي، والعمل اجلماعي، والعمل �ضمن فريق، وتكوين اجتاه �سلبي نحو اجلرمية ونبذ ال�سلوك الجرامي، وتكوين اجتاهات �إيجابية نحو العمل ال�شرطي، وتعزيز مفاهيم الولء والنتماء.

13 برنامج سيف بن زايد للمبادرات المجتمعية

لعـبة ســـباق الهجـن

14 مب�ادرة اقـــــدر لأللعــ�اب الـذكـية

الفريق سمو الشيخ / سيف بن زايد آل نهيان نائب رئي�س جمل�س الوزراء - وزير الداخلية يطلق لعبة �سباق الهجن بح�ضور اللواء/ نا�صر خلريباين رئي�س اللجنة العليا لربنامج خليفة لتمكني الطلب

15 برنامج سيف بن زايد للمبادرات المجتمعية

لعبـــة �ســــباق الهجــــن

تعد لعبة �سباق الهجن �أحد خمرجات الربنامج املتكامل للتوعية االإلكرتونية، وهي لعبة خم�ص� ة صللأطفال يف املرحلة االأوىل ومن خ ل هذه اللعبة يتم تعليمهم املفاهيم واملفردات الثقافية باال�ضافة �إىل الثقافة الغذائية ال�صحية.

16 مب�ادرة اقـــــدر لأللعــ�اب الـذكـية

17 برنامج سيف بن زايد للمبادرات المجتمعية

الهدف العام من اللعبة:

تعزيز الوعي الوطني من خالل الرتب ط ااملعريف باملفردات الثقافية الرتاثية والتاريخية، والتي تعد �سباق الهجن �أحد �أهم �أركانها، وتعمل لعبة �سباق الهجن على حتقيق التايل:

�أو ًل: الوعي الوطني: •التعريف برتاث �سباقات الهجن واحلث على احلفاظ عليه. •لوحات توعوية عن حب الوطن.

ثانياً: الثقافة ال�صحية: •الأغذية ال�صحية. •الأغذية غري ال�صحية.

ثالثا:ً املهارات ال�شخ�صية: •مهارات املعرفة: )ممار�سة مهارتي النتباه والرتكيز(. •تنمية الذات )من خالل ممار�سة �أن�شطة تعك�س ميوله، والتي ت�شعره بال�سعادة �أثن ءا الرتويح عن النف�س(. •مهارات التفاعل والتوا�صل الجتماعي.

18 مب�ادرة اقـــــدر لأللعــ�اب الـذكـية

رابعا:ً امل�ضامني الرتبوية: تت�ضمن لعبة �سباق الهجن عدداًمن القيم واملهارات الرتبوية وال�سلوكية التي تتلخ�ص يف: •الت�آزر احلركي الب�صري. •ال�ستد ل املكاين. •الدقة وال�سرعة يف الأداء. •دافعية الجناز. •تنمية الذات والثقة بالنف�س. •التحكم والتمكن. •التناف�س االيجابي. •تعزيز مفاهيم الوالء واالنتماء. •التوعية والثقيف ال�صحي.

19 برنامج سيف بن زايد للمبادرات المجتمعية

لعبة مدينة �أقدر الذكية

فكرة اللعبة: يقوم الالعب بالدخول �إىل مدينة افرتا�ضية ت�سمى مدينة �أقدر الذكية، وفيها يح�صل الالعب على املعلومات من خالل عدة و�سائل )التجميع ، كنوز املعرفة، املحا�ضرات(، ومن ثم يدخل يف �أجواء تناف�سية لختب را مقدار املعرفة التي قام بجمعها.

االأهداف الرتبوية: ت�ستهدف هذه اللعبة تعزيز الوعي الوطني من خالل جمموعة من الفال�شات التوعوية ومعلومات متنوعة عن دولة الإمارات العربية املتحدة. والوقاية من اجلرمية، مثل اجلرائم الإلكرتونية حيث يتعرف على ال�ستخدامات الإيجابية للتقنيات احلديثة. والتحر�ش اجلن�سي. و�أ�ضرار املخدرات. وخماطر الألعاب النارية. �أ�ضافة �إىل تنمية املهارات ال�شخ�صية، واملعارف ال�صحية، مثل �أهمية النظافة، ومعلومات عن H1N1 ، ال�سرط نا وغريها. والإ�سعافات الأولية: احلماية يف املنزل. كما تعزز اللعبة مهارات املعرفة، حيث ميار�س الطالب مهارتي النتب ها والرتكيز، ويحر�ص على التعامل الإيجابي الفاعل مع الو�سائل املرئية. وتنمية الذات حيث ي�ؤدي الطالب �أن�شطة تعك�س ميوله، وي�شعر بال�سعادة �أثناء الرتويح عن النف�س. والتدريب على مهارات التفاعل والتوا�صل الجتماعي. والتفوق الدرا�سي والبيئة وفن ادارة الوقت.

املعلومات واملعارف: تت�ضمن اللعبة عدداًمن املعلومات واملعارف ت�شمل مواد مثل، مادة الأحياء، واجلغرافيا، والتاريخ، والريا�ضيات، والأدب، والرتبية الإ�سالمية، والعلوم. �إ�ضافة �إىل معلومات �أخالقية ودينية: كالأمانة ، وفنون التعامل يف ظل ال�سرية النبوية، وف�ضل �شهر رم�ضان، و�أهمية الوقف، والبيت العتيق.

20 مب�ادرة اقـــــدر لأللعــ�اب الـذكـية

امل�ضامني الرتبوية:

تقدم مدينة �أقدر الذكية جمموعة متنوعة و موثوقة من املعلومات العامة والثقافية والعلمية التي ت�ؤدي اىل الإثراء املعريف والتنوع املهاري لدى الطلبة الذين يتجولون يف �أنحائها. كم احتقق مدينة �أقدر الذكية مبد أ� تربوياً هام اًيف النتقال من التعليم بالتلقني اىل التعلم بالبحث الذاتي واملمار�سة الفعلية الن�شطة من جانب املتعلمني مما ي�ؤدي إىل� تثبيت املعلومات ويجعلها �أكرث قابلية للتطبيق يف احلياة العملية. وتعمل مدينة �أقدر الذكية على تقدمي املعلومات العلمية يف �إطار من الت�شويق واجلاذبية التي حتد من �شعور املتعلمني بامللل وجتعلهم �أكرث رغبة يف ا�ستقاء مزيد من املعلومات. وتعترب مدينة �أقدر الذكية نقلة نوعية يف تقدمي املادة العلمية والتثقيفية للطلبة ب�صورة �إلكرتونية تفاعلية مدرو�سة ومبتكرة مم ايعترب متهيدا ًلالنتقال اىل التعلم الذكي الذي نطمح لتحقيقه على �صعيد املناهج الدرا�سية.

21 برنامج سيف بن زايد للمبادرات المجتمعية

لعبة مدينة املالهي:

فكرة اللعبة: يذهب الطالب فيها �إىل رحلة إىل� مدينة مالهي للت�سلية، ويف هذه الرحلة يواجه عدد من املواقف واملغامرات التي �سيتم من خاللها غر�س قيم برن مجا خليفة لتمكني الطالب.

االأهداف الرتبوية: تعمل لعبة مدينة املالهي على تعزيز الوعي الوطني، من خالل عرو�ض ولوحات من الرتاث يف حب الوطن، وعدد من الأمثال ال�شعبية. كم اتعمل اللعبة على تعزيز املهارات ال�شخ�صية، ومهارات املعرفة من خالل ما ميار�سه الطالب من مهارتي الإنتباه والرتكيز، وم اميار�سه من �ألعاب ذكاء. وتنمية الذات حيث ي�ؤدي الطالب �أن�شطة تعك�س ميوله، ي�شعر بال�سعادة �أثناء الرتويح عن النف�س، �إ�ضافة �إىل مهارات التفاعل والتوا�صل الجتماعي.

امل�ضامني الرتبوية: مت �إعداد لعبة مدينة املالهي لتدريب الطالب على مهارات الكت�شاف والبحث عن احلقائق، وتتبع الأدلة للو�صول اىل ا�ستنتاج ت، اوالربط املنطقي بني املقدمات بالنتائج املرتتبة عليها، والتخطيط للو�صول اىل الهدف، والدقة وال�سرعة، والتحكم والتمكن، وتكوين اجتاهات ايجابية نحو الدخار وال�ستخدام املنا�سب للمدخرات، ومعلومات تثقيفية حول الرتاث و الثقافة الإماراتية، وتعزيز م�شاعر الولء والنتماء.

22 مب�ادرة اقـــــدر لأللعــ�اب الـذكـية

23 برنامج سيف بن زايد للمبادرات المجتمعية

P.O.Box: 96222, Dubai - U.A.E. Tel.: +971 4 6096866 , Fax: +971 4 2171726 E-mail: [email protected] webside: www.aqdar.ae 24

DAY ONE 26 November 2018

Opening Ceremony Agenda Country Code From To National Anthem 10:00 10:02

Recitation of the Holy Quran 10:02 10:05

Operetta - Year of Zayed 10:05 10:15 Main Speech United Arab H.H. Sheikh Nahyan bin Mubarak Al Nahyan Emirates V001 10:15 10:30 Cabinet Member – Minister of Tolerance Aqdar World Summit 2018 Video 10:30 10:35 United Main Speech - United Nations Nations V002 10:35 10:40

Main Speech - UNESCO UNESCO V003 10:40 10:45 Patron Speach Lt. General H.H. Sheikh Saif bin Zayed Al Nahyan V004 10:45 11:00 Deputy Prime Minister and Minister of Interior Exhibition Inauguration 11:00

Conference Program Main Sessions Country Code From To

First Session: Sheikh Zayed Strategies on Empowering P001 11:30 12:40 People Chairperson: United Arab Dr. Hawaa Saeed Almansoori Emirates M001 Deputy Medical Director at the Imperial College of London Sheikh Zayed empowered his nation to build the UAE. United Arab H.E. Zaki Anwar Nusseibeh Emirates S001 11:30 11:50 Minister of State Zayed A Unique Approach to Nation Building and Human Empowerment United Arab S002 11:50 12:10 Dr. Jayanti Robin Maitra Emirates Research Advisor – National Archives Zayed Approach in Human Development United Arab H.E. Afra Rashed Al Basti S003 12:10 12:30 Director General of Dubai Foundation for Woman and Children Emirates and Member of the Federal National Council

Panel Discussion - End of Session 1 D001 12:30 12:40 Conference Program Main Sessions Country Code From To

Second Session: Human Development for Economy Growth P002 12:40 14:50

Chairperson: United Arab Dr. Najwa Mohmed Alhosani Emirates M002 Vice Dean - College of Education at UAE University The Role of Human Resources in Sustainable Development United Arab H.E. Nasser Juma Al Hamli Emirates S004 12:40 13:00 Cabinet Member and Minister of Human Resources and Emiratisation Human Capital Development for the Future of Work – through the lenses of Singapore’s Skills Development Effort Singapore S005 13:00 13:20 Guo Xiangcen Principal Manager at SkillsFuture Singapore Social Engagement: LRT2 - Learn, Reflect, Transfer, Transform Dr. Alexander Herzner Germany S006 13:20 13:40 Assistant Professor and Researcher at Applied Science University, Amberg - Weiden

Panel Discussion - End of Session 2 D002 13:40 13:50

Lunch Break 13:50 15:00

Third Session: Gender Parity for a Better Society P003 15:00 16:10

Chairperson: United Arab Mostafa Ismail Al Zarooni Emirates M003 Editor in Chief - Khaleej Times

Gender Parity the Mean for a Balanced Society United Arab H.E. Hessa bint Essa Buhumaid Emirates S007 15:00 15:20 Cabinet Member and Minster of Community Development

Gender Parity: a Fundamental Right and a The Developmental Necessity Hashemite H.E. Asma Hanna Khader Kingdom of S008 15:20 15:40 Former Minitser - CEO at SIGI and a Member of the Jordanian Jordan Senate Gender Parity in Education, Employment and Leadership: Mapping Gulf Countries in to the Globe Dr. Tatiana Karabchuk Russia S009 15:40 16:00 Assistant Professor of Sociology, Humanity and Social Science College - UAE University

Panel Discussion - End of Session 3 D003 16:00 16:10

END OF DAY ONE DAY TWO 27 November 2018

Conference Program Main Sessions Country Code From To

Fourth Session: Sustainable Education for Flourishing P004 10:00 11:10 Countries Chairperson: United Arab Dr. Robert R. Buckley Emirates M004 Technical Advisor - National Archives Education as one of the Sustainable Development Goals of 2030 Kuwait S011 10:00 10:20 Dr. Ahmad Mohammad Alkandari Consultant Doctor and a Specialist in Sustainable Development The 4th Goal of SDG (Education): the Main Pillar for Developing Stable Societies United Arab S012 10:20 10:40 Dr. Faisal Mohammed Al Bakeri Emirates Advisor to His Excellency Minister of Education How to develop a world-class educational system in 8 years? Pavel Kuzmin Russia S013 10:40 11:00 Director of Moscow Center for Quality Education *This session will not be delivered in Arabic

Panel Discussion - End of Session 4 D004 11:00 11:10

Break 11:10 11:50

Fifth Session: Sustainable Goals and Successful Partnerships P005 11:50 13:00

Chairperson: H.E. Dr. Hatem Aly UN M005 Representative of the UNODC Office for GCC Countries Maritime National Industries United Arab H.E. Khamis Juma Buamim Emirates S014 11:50 12:05 Chairman of Dubai Council for Marine and Maritime Industries Telehealth Failures and Secrets to Success: A Blueprint for UAE and the World United Sates of S015 12:05 12:20 Dr. Milton Chen America CEO at Vsee Sustainability: A Call to Action for Socially Conscious Businesses United Arab Adel Ahmed Alzarouni S016 12:20 12:35 General Manager/ Real Estate & Administration Emirates Chairman, Corporate Social Responsibility Council at Abu Dhabi Islamic Bank UAE and China-Partners for Sustainable Development Jiang Xiheng China S017 12:35 12:50 Vice President at China Center for International Knowledge and Development Panel Discussion - End of Session 5 D005 12:50 13:00

Lunch Break 13:00 14:00 Conference Program Main Sessions Country Code From To

Sixth Session: Smart Infrastructure for Sustainable Nations P006 14:00 15:10

Chairperson: United Arab Dr. Farhi Marir Emirates M006 Professor at College of Technological Innovation - Zayed University Telecommunication sector: the strategic partner and the pivotal enabler for the smart United Arab infrastructures Emirates S018 14:00 14:20 H.E. Ahmed bin Ali Alhammadi Senior Vice President - Etisalat Group Smart Cities: Roles, Responsibilities and Opportunities Dr. Ayman Yehia Zeineldin Egypt S019 14:20 14:40 Director of Strategic Marketing at the Arab Academy for Science, Technology and Maritime Transport Challenges and Solutions of the Digital ID in United Arab Future Cities S020 14:40 15:00 Dr. Obaid Saleh Almukhattin Emirates Academic Researcher

Panel Discussion - End of Session 6 D006 15:00 15:10

Seventh Session: Building Countries on the Foundation P007 15:10 16:50 of Justice and Peace Chairperson: United Arab H.E. Dr. Faisal Obeid Alayyan Emirates M007 Vice President at Rabdan Academy The Role of Justice in Establishing a Healthy Nation Sheikh Aboobacker Ahmad India S021 15:10 15:30 Chairman of the Executive Committee for the Sheikh Zayed International Peace Conference Speckhard Breaking the ISIS Brand Counter Narrative Project United Sates of Dr. Anne Catherine Speckhard America S022 15:30 15:50 Director, International Center for the Study of Violent Extremism (ICSVE) Programmes and initiatives of the United Nations Office on Drugs and Crime to empower communities for crime prevention UN S023 15:50 16:10 Marine Mayer Crime Prevention and Criminal Justice Coordinator Panel Discussion - End of Session 7 D07 16:10 16:20 End of Day Two and the Announcement of Aqdar 16:20 16:50 World Summit 2018 Recommendations

END OF DAY TWO The e-safe school initiave in UAE , a nationwide online safeguarding framework

Dr. Ibrahim Aldabal ceo of AQDAR U.A.E … UAE, 45 years ago.... Background

The UAE is a centrally located regional hub with world class infrastructure. • More than 206 nationalities reside in the UAE which means the influx of digital information • into the country can come from anywhere around the world. Internet Stats

Global Middle East UAE Internet users 4.021 billion 53% 164 million 65% 9.38 Million 99% Active social media users 3.196 billion 42% 130 million 52% 9.38 Million 99% Unique mobile users 5.135 billion 68% 323 million 128% 77% Internet annual growth % +7% +11% +2% Active social media growth % +13% +39% +2% Unique mobile users growth % +4% +3% - Current situation

Parents

Youth and students

Public Targets Government

senders Then what we should do??? from where we should start?? Our aim

Parents a c Youth and students هيئة 2 a 2 Public 3 c 3

senders AQDAR How did UAE provide a Safe Online life for it’s children?

Legislations Local and Policies Partnerships

Global Initiatives and presence and Programs partnerships Legislations and Policies

Child Protection Law • Cyber Crimes Law • Online Safety Policies in Schools • Local Partnerships

Khalifa Empowerment Program (AQDAR) • Child Protection Center • Telecommunications Regulatory Authority (TRA) • General Women Union • Sharjah Supreme Family Council • Ministry of Interior • Initiatives and Programs

The contributors of the Child Online Safety initiatives have created several program. Each • designed to tackle a certain area. An example of those initiatives is: • 360 Degrees of Students Awareness – Global presence and partnerships

UAE is a member (Currently leading) the VGT • UAE is a member of the ITU-COP (Currently leading) • The contributors of the Child Online Safety in UAE have collectively world wide parnterships • with organizations the varies from governmental all the way to NGOs and Charities such as: UKSaferInternetCenter – SWGFL – UNESCO – Safer Internet Day –

The first copy of the National Document for Student Awareness was handed to H.H. Shiekh Mohamed Bin Zayed AQDAR Pillars National Health and Crime Personal Skills Awareness Safety Prevention

Self development Patriotism Traffic awareness Intellectual security

Prevention and Critical thinking skills Nation Service Cyber Crimes safety

Knowledge skills Nation Protection Health awareness Drugs

Environmental Collaboration and social Nation Love Juvenile crimes communication skills awareness

Financial awareness Learning Styles

To Tell To Show To Do

Videos Events Lectures kiosk

flyers Competitions

Social media Parenting skills Activities websites

Cartoon characters School theatre

films Workshops Students Books researches Partnerships

Academic Law enforcement Family and Youth • UAE Ministry of Education • UAE Ministry of Interior Programs • UAE Ministry of Higher • Civil Defense GHQ • Family Development Education • Drugs Prevention GHQ Foundation • Knowledge and Human • National Anti-Terrorism • General Authority of Youth & Development Authority Committee Sports Welfare Signing MOUs with partners AQDAR’s Links to the SUSTAINABLE DEVELOPMENT GOALS The Link between AQDAR and SDG

AQDAR is committed to several SDG goals through the implementation of the National • Students Awareness Document and through it’s multiple programs and initiatives. AQDAR covers the following SDGs: • SUSTAINABLE DEVELOPMENT GOALS (SDGS)

The UAE is regional leader in Sustainable development through it’s UAE 2020 vision.• Peace, Equality, Quality education, health and safety are major pillars in UAE’s vision and planc• UAE helps and supports developing countries in achieving their SDGs (e.g . Somalia, Palestine, • Syria..etc) Ensure Healthy Lives And Promote Well-being For All

AQDAR is committed to the following goals target: • Reduce the number of global deaths and injuries from road traffic accidents – through it’s “AQDAR (I can) Drive Safely” awareness Program Strengthen the prevention and treatment of substance abuse, including – narcotic drug abuse and harmful use of alcohol through it’s Drugs Prevention awareness programs Ensure Inclusive And Equitable Quality Education And Promote Lifelong Learning Opportunities For All

AQDAR is committed to the following goals target: • ensure that all learners acquire the knowledge and skills needed to promote – sustainable development through it’s eAwareness program The UAE Ministry of Education (AQDAR’s Key Partner) have achieved all of • the SDG goal target! Achieve Gender Equality And Empower All Women And Girls

AQDAR is committed to the following goal targets: • End all forms of discrimination against all women and girls everywhere – through raising awareness and eliminating cyber bullying and discrimination against women AQDAR works closely with the UAE Women General Union to ensure • gender equality and empower all girls Build Resilient Infrastructure, Promote Sustainable Industrialization And Foster Innovation

AQDAR is committed to the following goal targets: • Support domestic technology development, research and innovation in – developing countries. Through it’s AQDAR Competition and AQDAR International Summit Research papers Develop quality, reliable, sustainable and resilient infrastructure by protecting – the country’s education ICT infrastrucre through it’s AQDAR eSafe school program Make Cities Inclusive, Safe, Resilient And Sustainable

AQDAR is committed to the following goal targets: • Strengthen efforts to protect and safeguard the world’s cultural and natural heritage – through several AQDAR programs and initiatives Reduce the adverse per capita environmental impact of cities through AQDAR’s – Environmental awareness program Support least developed countries, including through financial and technical – assistance AQDAR is willing to spread their awareness programs to all and any developed country • Promote Just, Peaceful And Inclusive Societies

AQDAR is committed to the following goal targets: • Significantly reduce all forms of violence and related death rates everywhere – through AQDAR’s Crime prevention awareness program Strengthen relevant national institutions, including through international – cooperation, for building capacity at all levels by countering terrorism and extremism at a school level through programs like eSafe school and Cyber C3 . 360 Degrees of Students Awareness

Enforces: confidence Interactive , Personal Magazines, skills, Self Live Has Comprehe developme videos, covered nsive nt, Critical Cartoons, the entire program thinking Has won Competitio UAE focuses on: skills, several ns, Events Nation internation education Students, and Protection, al awards system Teachers, Activities. Prevention Parents and safety, and etc… community

360 Degree Program 360 Degrees of Student Awareness

Social Media School campaign Workshop Curriculu s for m parents

Education Events al Video and Games festivals Stude nt Animated Workshop videos and s for short students movie clips Contest Interactive and Magazine Teachers Competiti and ons Educators workshops AQDAR Stats

Total numbers of conducted classes is 1,710 • Total numbers of visited schools is 1,154 • Total number of what has been trained (students, Teachers and parents) is 240,692 • AQDAR Interactive Magazines AQDAR E-Awareness Videos

34 Download ☺ Download ☺ Now Now

Download ☺ Now Aqdar e-awareness program

Cyber C3 Certificate Other Initiatives

Child Safety Campaign • By Sharjah Supreme Family Council – Don’t be Tricked • By TRA – Digital Kid and Mothers Awareness Campaign • By GWU – E-safe School - Software

“A child’s Online Safety is Nation’s Responsibility” Develop school safeguarding policy • Encourage safe use in school and beyond • Outstanding online safety education for all • AQDAR’s E-Safe School

• The E-Safe School is designed to be a school evaluation and assessment platform/matrix to measure the school’s online safeguarding level. • It prevents all of the aforementioned risks by providing the schools, the governing bodies and other governmental organizations with a full bird-eye view of the current standings • It measure through a 21 check points system that are categorized into 4 categories: – Policies and Leadership – Infrastructure – Education – Monitoring and impact

Parents

Target Teachers Students Audience

Community

Expectation

SWGfL experience in policy and 15 standards development years NATIONAL ONLINE SAFETY POLICY FOR SCHOOLS STANDARDS FOR ONLINE SAFETY

adaptation UAE EDUCATION SYSTEM CULTURE LANGUAGE LEGISLATION

Education system • Empowerment

360 degree safe system empowers schools to assess and track performance against online • safety standards. Prioritized improvement actions and reports • Schools rewarded with accreditation standard • National training programme • Education

Age appropriate classroom and curriculum resources • Staff Professional Development • Parental support materials • Child Protection reporting measures • National online safety specialists trained • Evaluation

• Individual school progression data and report • Accreditation levels • National school performance and tracking data • Inform national strategy Evaluation Performance

Top 5 Strengths Top 5 Weaknesses • 1. Reporting (2.38) • 1. Impact (1.00) • 2. Acceptable Use Policies (2.25) • 2. Online Safety Policy (1.13) • 3. Managing Digital Content (2.25) • 3. Monitoring (1.25) • 4. Filtering Systems (2.14) • 4. Protecting Personal Information (1.29) • 5. Managing Acceptable Use (2.14) • 5. Digital Citizenship (1.50) Case Study 1 Case Study 1 Case Study 2 Case Study 2 Transformation

Expectation • National digital safety policy and standards for schools Empowerment • Universal system to equip all schools to implement the system and empower staff Education • Educate all children to manage online risks to benefit from technology • Prevent harm online Evaluation • How well equipped are schools and teachers to recognise, respond and resolve issues • How do you know? Group Responsibilities Responsibility Governors Acceptable Use Policy Development Policy scope Policies Reporting Policy and Leadership Strategies Self Evaluation Whole School Digital images and video Social Media Communications Mobile technology Professional standards Public communications Passwords Security Infrastructure Filtering / monitoring Services Technical security Data Protection Digital Literacy Children Education Contribution Staff Training Education Governors Training Parents Engagement Community Engagement Recording of incidents Monitoring Standards Impact of policy

Annual Assessment Report

2016 2015 2014 2013 2012 2011 2010

Policy Scope

Filtering and monitoring

Digital and Video Images

Acceptable Use Agreement

Mobile Technology

Policy development

Social Media

Professional Standards

Online Safety Responsibilities

Online Safety Education

Public Online Communications

Strategies for managing unacceptable use

Whole School

Reporting

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

1 2 3 4 5 Parental Engagement

Digital Literacy

Governors

The Contribution of Young People

Technical Security

Password Security

Online Safety Group

Self Evaluation

Monitoring and recording of online safety incidents

Governor Training

Data Protection

Staff Training

Impact of the online safety policy and practice

Community Engagement

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

1 2 3 4 5 0,7

0,6

0,5

0,4

0,3

0,2

0,1

0

-0,1

-0,2

Figure 6-2 - Difference in average ratings between primary and secondary schools 3,8

3,6

3,4

3,2

3

2,8

2,6

2,4

2,2

2

2009 Starter Mean 2017 Mean

Figure 8-3 - Comparison of 2009 starters with overall averages 0,25

0,2

0,15

0,1

0,05

0

-0,05

2016-2017 Differnece 2015-2016 Difference 2014-2015 Difference

Recommendations

2017 Annual assessment report concludes the following are areas that schools require urgent improvement Staff Training • Data Protection • Evaluation • Evaluation of the program

Kirkpatrick Model 360 degree evaluation

KPI’s • Level of • Achievement Satisfaction Students

ROI Reaction

partners Parents Behavior Learning

Life Application • Message • Delivery teachers Lecturers Thank you