01 Introduction(ABU)

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THE MODEL SCHOOL, ABUDHABI

Curriculum2016-2017

VOLUME - 1

Classes I-VIII


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Preface

Education plays the most important role in acquiring professional and social skills and a

positive attitude to face the challenges of life. A curriculum is what constitutes a total teaching-

learning program comprising overall aims, syllabus, materials, methods and assessment. In

short it provides a framework of knowledge and capabilities, seen as appropriate to a particular

level. It is also one of the means of bringing about qualitative improvement in an educational

system.

The Curriculum designed by the NIMS Group of Schools in line with the specications of

the CBSE signies the emergence of a fresh thought process in imparting a curriculum which

would restore the independence of the learner to pursue the learning process in harmony with

the existing personal, social and cultural ethos.

The objective of the curriculum is to scaffold the learning experiences and to relate tacit

knowledge with formal knowledge. This involves trans-disciplinary linkages that would form

the core of the learning process.

The success of this curriculum depends upon its effective implementation and it is expected

that the teachers will make efforts to create better facilities, develop linkages with the world

of work and foster conducive environment for the learning community.

Regular systematic reviews of the curriculum shall be conducted to maintain continuity at

all stages with respect to concepts, objectives, activities, evaluative procedures and results to

make recommendations for improvement


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Overarching Learning Outcomes

1.Students use languageto understand, develop andcommunicate ideas andinformation and interactwith others

3.Students recognise whenand what information isneeded, locate and obtain itfrom a range of sources andevaluate, use and share it withothers.

4.Students select, useand adapt technologies.

2.Students select,integrate and applynumerical and spatialconcepts and techniques.

6. Students visualiseconsequences, think laterally,recognise opportunity andpotential and are prepared totest options.

7.Students understand andappreciate the physical,biological and technologicalworld and have the knowledgeand skills to make decisions in

relation to it.

5.Students describe andreason about patterns,structures and relationships inorder to understand, interpret,

justify and make predictions.


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8.Students understand theircultural, geographic andhistorical contexts and havethe knowledge, skills and

values necessary for active

participation in life.

10.Students participate increative activity of their ownand understand and engagewith the artistic, cultural andintellectual work of others.

11.Students value andimplement practices thatpromote personal growth andwill being.

9.Students interact withpeople and cultures other thantheir own and are equipped tocontribute to the globalcommunity.

13. Students recognisethat everyone has the rightto feel valued and be safe,and in this regard,understand their rights andobligations and behave

responsibly.

14.Students respect andappreciate regional cultureslanguage and religion.

12. Students areselfmotivated and confident intheir approach to learning andare able to work individuallyand collaboratively.


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Content

Sl No. Topic Page No.

1 About NIMS Group 6-7

2 School Curriculum Overview 8-9

3 Salient Features of the School Curriculum 10-13

4 English 14-163

5 Maths 164-267

6 Understanding the world 268-291

7 Environmental Studies 292-325

8 Science 326-349

9 Social Science 350-393

10 UAE Social Science 394-415

10 Arabic 416-493


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NIMS Group of Schools, U.A.E., is truly a group of new generation schools committed

to impart quality education for all without any discrimination and keep it affordable.

The schools are guided by eminent educationists and experienced teachers who are

fully devoted to the betterment of the institution bringing in positive changes in the

schools from time to time and creating a congenial atmosphere aptly suitable for an

all round development of the students.

The amenities like well stocked libraries, well equipped science laboratories,

computer labs, multi-media centre, math lab, language lab, sports complex etc. help

the schools fulll their curriculum goals.

We make the students good human beings and worthy citizens of their own country

and the worthy residents of U.A.E. by respecting the culture and ethos. The schools

provide a gateway for students to excel in their professional life.

We identify purpose, dene activity and rationalize decision making while dening

the curriculum. We believe that curriculum has its potential impacts on students. We

ensure that students receive integrated, coherent learning experiences that contribute

towards their personal, academic and professional learning and development.

Children learn in a variety of ways through experience, learning and doing things,

experimentation, reading, discussion, asking, listening, thinking and reecting andexpressing themselves in speech or writing both individually and collectively.

They require opportunities of all these kinds in the course of development. Keeping

in line with the guidelines of the Central Board of Secondary Education (CBSE), we

design a diverse and exible curriculum for Primary and Middle Schools. The Senior

and the Senior Secondary Sections strictly adhere to the curriculum prescribed by

the respective Board.

About NIMS Group of Schools


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Our Vision

Civilized new generation with 21st century skills

Our Mission

Providing value based education for all at affordable fees

Our Core ValuesCommitment, Consistency, Consideration & Compassion

Our Goals

Guidance to the right pathImproving quality of lifeCreating a disciplined society

Our Guiding Philosophy

Education that makes a difference

Our Strength

Visionary leadership & Team work


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Overview

The School curriculum elaborates the Content, Learning Objectives and Learning Outcomes

of the educational programme. Through the curriculum we focus on a broad and balanced

range of programmes and activities with special reference to intellectual, physical, spiritual,

moral and social development an action plan that prepares young people for the ever

changing global situations.

The learning experiences we offer pave the way for growth & development of knowledge and

foster creativity so that learning becomes a source of joy, not stress. Hence stress is laid on

hands on experiences, experiential learning and research and project based learning.

The curriculum planned is diverse and exible which enable the learners:

To enhance self-awareness and explore innate potential;

To develop creativity and the ability to appreciate and showcase ones own talents;

To promote capabilities related to goal setting, decision making and lifelong learning;

To nurture assertive communication and interpersonal skills;

To be empathetic towards others, display dignity and respect to the opposite gender, love

and respect for the community, and focus on preserving environment;

To foster international understanding in an interdependent society;

To acquire the knowledge and attitude related to professional growth and development.

To acquire the ability to utilize knowledge gained for the betterment of humankind;

To develop the attitude of functional and participatory learning; and

To develop thinking skills and problem solving abilities.

Attitudes, emotions and values are the integral part of cognitive development, and are linked

to the development of language abilities, numerical abilities, understanding of concepts and

reasoning.

Hence, in addition to the learning of Scholastic subjects like English, Mathematics, Science,

Social Studies and Islamic Studies/Moral Science stress is laid on the development of the lifeSkills, social and cultural values and health and physical education as Scholastic subjects.

Introduction to the School Curriculum


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Rationale

One of the basic aims of education is to nurture in the learner a sound mind and strong values

driven character. Learners should be educated to uphold the democratic values, respect the

Rules of Law, and support humanitarian ideals; they should engage in healthy practices to

be able to develop robust and healthy physiques, learn how to think for themselves and be

creative.

Keeping this in mind we need to have a rationale with core components as follows:

Nurturing Life-skills includes developing an improved self-esteem, building empathy

towards others and different cultures, etc. Improving on their critical and creative

thinking and making them better at problem solving with a balanced approach towardsdecision-making. The core life-skills must be integral to the whole process of education.

Integration includes creating harmony of sense with sensibility, a connection

between knowledge and application, and integrating human sciences with technological

innovations.

A global perspective keeping pace with the 21st century and the global trends, enhance

learners ability to understand her/his status and position in the community and the

world. Develop understanding how we all are interconnected and how we can bring

about transformations as well as the individuals responsibility in this change process.

Lifelong learning to see education as a liberating process, leading to active exploration,

problem solving, and the utilization of information and languages leading to socially

transformative practices.

Appreciating Individual Differences to promote and nourish wide range of capacities

and skills in learners. As intelligence is diverse in its dimension, pedagogy and evaluation

should aim at making it possible for this diversity to bloom. Excellence in diverse areas

should be accepted and rewarded.

Future Vision

The aim of education is not just to let learners obtain basic knowledge but to make them

life-long learners. It is to nurture future citizens who are mentally and physically robust,

assertive, condent, empathetic and helpful to the community, intellectually inquisitive and

reective, tolerant and with creative vision and global perspective.


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Salient Features of the School Curriculum

The Primary Curriculum ( Grades 1-4 )

The Primary Curriculum at NIMS is driven by the natural curiosity amongst children as per

appropriate age group. At Primary level, we integrate the curriculum with NCERT (National

Council of Education, Research and Training). They share their experiences and ideas,

enhance their sense of discipline and varied existence of community through interactions with

different kinds of people and objects in their neighbourhood and environment. The curriculum

recognizes the importance of developing the full potential of the child. It seeks to develop

children spiritually and morally and to foster in each child an ethical sense that enables him/

her to acquire values on which they should base choices and form attitudes; it endeavours to

equip children with the knowledge and skills that will serve them not only in their lives as

children but later as adults; it is concerned to develop their capacity for creative expression

and response; and it promotes their emotional and physical development.

The Middle School Curriculum ( Grades 5-8 ).

At this stage, between childhood and teenage, a greater ability for abstract thinking emerge in

children. The focus on inquiry based learning continues, as do parallel in-depth explorations

of subjects Arabic , Islamic Studies, Biology, Physics and Chemistry; algebra, geometry and

arithmetic; history, civics, geography; language and literature appreciation; art and sports,

which often culminate into integrated projects.

The shift from a theme-based approach to a more specialized and focused understanding ofconcepts in varied disciplines helps students gain insights into their areas of interest. Teachers,

students and parents continue to be partners in the learning process as they explore and make

connections across subjects, develop critical thinking and apply their knowledge to real-life

situations. The acquisition of new knowledge is made more meaningful through opportunities

to apply it. Projects, exhibitions, presentations or eld trips ensure that the learner nds many

avenues to see the theory in practice.


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Primary and Middle School Curriculum is provided through

Age-specic learning targets.

A well- planned and carefully organized classroom and outdoor environment.

Effective system for planning, assessing and recording students progress.

Regular monitoring and evaluation of the curriculum provision being offered to

children.

Attention to the processes of students learning, e.g. by encouraging them to observe,

question and investigate.

Integrated teaching through themes and projects

Activities are done in collaborative ways

Differentiated learning: learning plans that cater to at least three levels of learners in a

class.

Presentation at the end of themes and projects

Daily/Weekly assemblies led by students.

Technology Integration: Use of technology allows growth for powerful differentiation

and gives every student the opportunity to work at his/her pace and level e.g. Flip

classes, PowerPoint presentations, assisting the teacher/ working independently in

class for IT skills.

e-Library/Library: a center for encouraging reading and opportunity to learn about

different kinds of information.

Field trips: Children visit places in their neighbourhood, interact with local communities

and has a glimpse at their cultural lifestyles. These trips provide loaded stimuli from the

immediate environment to allow observation, investigation, exploration, questioning

and documentation of the childrens unique discoveries in many ways.

v Students across grades work on activities together, enabling younger ones to learn from

their seniors and the older ones to learn soft skills like leadership, teaching etc.


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Community Connections: to facilitate regular interactions with the community through

different activities thus instilling in them the value of being a responsible citizen

through activities such as World Labour Day, Ramadan Charity, Bake Sale, Breast

Cancer awareness, Dubai Cares etc (Community Enrichment Programme).

Art and Craft: integral to the way children learn and how they give shape to their

imaginations of things around them and their experiences which makes a great way to

connect to the child.

Learning support: We believe in giving equal opportunities to all students and accept

students regardless of any specic learning difculty. Students with learning difcultiesreceive support either through direct contact with the counselling department on a regular

basis or indirectly with the counselling department liaising with subject teachers. Based

on formal and informal observations ILPs are drawn. The School Doctor, the Cousellors

and the SEN teachers work as a team providing essential care and support to them.

Teachers are trained to adopt differential teaching techniques in order to design learning

programmes to support the SEN students.

Gifted and Talented: Teachers routinely try to stretch and challenge the most able

students in every lesson rather than have dedicated lessons for them. Where possible,

and appropriate, setting by ability in certain subjects will aid the provision of subject

matter at a pace appropriate to the teaching group: e.g. Pupil Enrichment Programme,

Prociency in International Examination.

Remedial Teaching: helps accelerate the learning process. Support classes cater to the

slow learners with differentiated work plans and assignments.

Pupil Enrichment Programme: PEP helps to promote condence and communication

skills, higher order thinking, calculation skills and awareness about preserving nature,

creativity and physical development. Pupil enrichment enhances and makes the students

competent.

Physical education, games and mass PE: children are guided by trained professionals

to develop team work, coordination, independence and condence. Physical education


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Instructors have ready plans for the different levels of children and channelize them

into the area(s) which t them the best.

Extended learning opportunities in the form of workshops and guest lectures.

Subject specic week activities and celebrations e.g. Science week, English week,

Arabic week etc.

Parental involvement: parent and grandparent volunteers accompany children on eld

trips and help a theme come alive with their visit, inputs and experiences.

Subjects taught at Primary/ Middle school level are:

Core Subjects: Other Subjects: Activities and Games

English Arabic Life skills

Mathematics Islamic Education Science / Maths Club

Social Studies Hindi/ Malayalam/Urdu Badminton

EVS ICT Basketball

Science Value Education Physical Education

Art and Craft

Literary & Social Activities

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