This was evident through:
1-Students’ internal exam results:
The school has developed two exam criteria: including all the standards in the exams and counting 40% of high level questions (according to Bloom’s Taxonomy) in the exam paper.
2-Students’ progress and attainment in all the Islamic Education standards:
a. The Holy Qur’an and Hadeeth (Prophet’s sayings): The students are following the Holy Qur’an recitation rules in addition to the explanation and interpretation of the holy verses.
b. Islamic values and principles:
The students show high level of commitment to the Islamic rituals and rules such as the group prayer in the mosque and the Islamic dress code. This level of commitment is due to the fact that the Islamic rules are rooted in the students’ spirits since the early foundational years. Moreover, the curriculum includes:
- Teaching the Islamic ethics, principles and pillars.
- Specifying one period for teaching Holy Qur’an recitation and learning by heart some of its verses.
- Applying the Islamic worship such as prayers and pilgrimage.
- Celebrating the Islamic events such as the New Hijri year and Al-Israa’ & Al Mi’raj.
- Reciting the popular Islamic poems (Anasheed).
- Catering the talented and gifted students by providing them with training about rhetorical recitation and allowing them to participate in Dubai’s competition for the Holy Qur’an Recitation ( 2 of our students won in this competition).
- Including comprehensive planning of the curriculum without excluding any topic assigned by the Ministry of Education.
- Increasing the number of the Islamic and Holy Qur’an periods.
- Focusing on the practical side of the Islam through designing booklets to follow up the students commitments in the five prayers a day for example and involving the parents in the follow up program.
- Enhancing the research skills to the students through assigning related topics to write about with well-designed rubrics.
- Specifying a special period/class called “Skills” to help the students applying the Islamic ethics and principles.
- Interpreting some of the Islamic terminologies into English.
c. Islamic law and etiquettes:
The students are taught how to behave as true Muslims. Some of the above mentioned procedures are followed to track the students’ commitment.
d. Seerah (Life of the Prophet):
Stories about Prophet Mohammed (PBUH) are shared with the students in addition to the practical side of His life. A great emphasis on Prophet Mohammed’s (PBUH) characteristics and merits is added to the curriculum.
The School of Modern Skills highlights the importance of rooting the Islamic Education since early ages. Students are raised on loving Allah and praising His prophet.
One of the basic rules that the SMS is focusing on is the loyalty and love to the country you belong to. This is achieved through the topics taught through the curriculum along with celebrating the national events.
g. Humanity and the universe:
Belonging to the humanity and universe is another core topic taught in the SMS through the “Skills” period/class where the students learn how to be an effective and useful membership. Students are provided with the opportunities to take part in social activities and community services such as cleaning the neighbourhood and fund-raising for local agencies which provide help to the needy people.
The curriculum is based on the Common core State Standards for the four English skills: reading, writing, speaking and listening. The scope and sequence and the progression allow the students to acquire the skills and meet the grade level expectations.
The students are challenged, motivated, triggered and stimulated through the curriculum and extra curriculum activities which enhance their critical thinking and problem solving skills along with the inquiry based and research skills.
The students in the High school are having the opportunity to learn about the American and English Literature through carefully chosen selections which are aligned with the UAE culture and the Islamic values. They are also prepared to set for international exams and language attested tests such as TOEFL.
The Arabic department in the SMS adapts a rigorous policy in teaching and learning Arabic depending on the UAE National Agenda criteria. It is keen to follow up and develop this criteria for our beloved students. Consequently, the department is aiming for distinguished results and focusing on developing the language skills especially the writing and speaking skills which enhance and shape the students’ personalities. The Arabic department is preparing the students to be ambassadors of the SMS to the universities and make sure that they compete the other UAE students by having rooted belonging of their culture and religion.
The Arabic department is risingthrough years and still has a lot to be achieved. The achievement will be through the evolving of the curriculum in accordance with the KHDA requirements and the school’s vision bearing in mind to emerge the students’ culture with the international ones.
The mathematics curriculum is designed to meet the needs of students who have varying backgrounds, knowledge and skills, as well as diverse interests and career goals. The three main goals of the mathematics program are to develop mathematical skills, to encourage an attitude toward mathematics that encourages subsequent learning and application of mathematical concepts and skills, and to foster an understanding of the role of mathematics in society to provide an innovative approach on helping the world. Grade 8 – Algebra 1
Grade 9 – Geometry
Grade 10 – Algebra 2 / Trigonometry
Non – Scientific Track College Bound Scientific Track
|Grade 11||SAT Math||Pre-Calculus|
|Grade 12||SAT Math 2||AP Calculus (AB)|
The typical sequence of courses is listed above. Other sequences are occasionally recommended by the department to meet the needs of students’ skills and backgrounds.
College bound students who plan to enter fields which do not necessarily require an extensive mathematics background can take a sequence of courses that may include Algebra II; Functions, Statistics and Trigonometry; and AP Statistics. Students who plan to enter fields requiring a strong foundation in higher mathematics (engineering, pure sciences) can take a sequence of courses that could include Algebra II/Trig, Pre-Calculus, AP Calculus, and AP Calculus BC with Multivariable Calculus (Class of 2018). All students must earn two mathematics credits in high school, one of which must be at the level of geometry or higher. Students are encouraged to take math all four years.
A variety of technology applications are incorporated in all courses. Students will investigate mathematical ideas using Autograph, Geometer’s Sketchpad, Excel, and a graphing calculator. All courses require students to own and use a TI Nspire CX CAS graphing calculator (students must ensure that they purchase the CAS model). The TI84 graphing calculators can no longer be used.
To qualify for enrollment in a mathematics course, students are expected to successfully complete the prerequisite courses listed in this booklet and to obtain the recommendation of their current teachers. Students who transfer to School of Modern Skills from schools which do not offer these courses or who come from an integrated math program will be interviewed and/or tested by a mathematics department member to determine the appropriate class placement.
Grade 10 – Chemistry or AP Chemistry
Grade 11 – Physics or AP Physics
Grade 12 – Elective Science Course (If majoring in a mathematical or scientific field) The typical sequence of courses is listed above. Other sequences are occasionally recommended by the department to meet the needs of students’ skills and backgrounds.
A variety of technology applications are incorporated in all courses. Students will investigate scientific ideas using Autograph, Geometer’s Sketchpad, Excel, and a graphing calculator. All courses after grade 10 require students to own and use a TI Nspire CX CAS graphing calculator (students must ensure that they purchase the CAS model). The TI84 graphing calculators can no longer be used.
To qualify for enrollment in a science course, students are expected to successfully complete the prerequisite courses listed in this booklet and to obtain the recommendation of their current teachers. Students who transfer to School of Modern Skills from schools which do not offer these courses or who come from an integrated science program will be interviewed and/or tested by a mathematics department member to determine the appropriate class placement.
Scientifically literate individuals possess both a knowledge of facts and an understanding of concepts from a wide range of scientific disciplines. They should also have the opportunity to develop, through experimentation, the process skills that encourage and enable continuous learning and critical thinking. The goal is to develop scientifically literate individuals who understand and appreciate the interrelationships of science, technology, and society. All courses incorporate technology based laboratories (including graphical analysis software) and interactive online resources.
The science curriculum is comprehensive, allowing students choices of courses to fit individual abilities, interests, needs, and goals. As a student’s base of knowledge and experience expands, so also do the course offerings available.
An Introduction to the SEN Department
Since School of Modern Skills believes that each student has the right to learn, then the school has established An Integrated and Professional SEN Department for the SEN Students in order to assure & confirm that each SEN student achieves all the desired objectives. The new School SEN team is trusted by the principal to deal with all the SEN various cases including the gifted and talented students.
We are committed to providing anappropriate and high quality education to all the pupils. We believe that all pupils, including those identified as having special educationalneeds have a common entitlement to a broad and balanced academic and social curriculum,which is accessible to them. They have the right to be fully included in all aspects of schoollife enabling them to meet their full potential.
We are working more closely with parents and pupils to ensure that we take intoaccount the child’s own views and aspirations and the parents’ experience of, andhopes for, their child. On the other side, the teachers expect toassess, plan and teach all pupils at the level which allows them to make progresswith their learning. ‘Every teacher is a teacher of every child including those withSEN.’ in addition, we implement some focused interventions to target particularneeds and skills.We have high expectations of all our pupils. Pupils on our SEN register makeprogress which compares well with the progress made by other pupils in school.
Special Educational Needs are defined as “Educational needs that are different from those of the majority of students, and which arise from the impact of a disability or recognized disorder” [KHDA, School Inspection Framework, 2015-2016].
A student has SEN if he/shehas a learning difficulty or disability which calls for special educationalprovision to be made for him or her. Because of his/her disability/learning difficulty, He/ She can’t achieve the educational objectives that might be achieved by their peers in the normal conditions. If a student has significant problems (physical, emotional, psychological, medical, etc.) that hinder orprevent him / her from benefiting from the normal education provided for the majority of his / her peers so we have to offer him special education through special teacher, modifying curriculum & special activities.
School of Modern Skills provision that is made recently is suited to the individual’s age, stage of development, and educational, social and emotional needs. The starting point in makingdecisions about educational placement is consideration of mainstream provision in the individual’s own area. The overriding concern must be to ensure that the educational provision takes account of all-round needs and that the individual is not socially isolated.
Developing a curriculum to meet the individual needs of the national Community
Every Child Is Physically Fit
AIM OF PHYSICAL EDUCATION
To achieve the vision of a physically educated student, the PE syllabus aims to:
Develop students’ motor and games skills and equip them with the knowledge, skills and attitudes to pursue and enjoy a physically active and healthy lifestyle. OBJECTIVES OF PHYSICAL EDUCATION Perform and enjoy a variety of physical activities with understanding .
Develop and maintain physical health and fitness through regular Participation in physical activities.
Demonstrate positive self-esteem through body awareness and – Understand and apply thinking skills to PE.
Demonstrate the spirit of fair play, teamwork and sportsmanship.
Acquire safe practices during physical activities.
• Students learn the essentials of MS word such as word basics, formatting, proofreading, spelling and grammar tools, and complete activities such as poem creation, and advanced report writing. Student can also play word processing games and take quizzes to test check their knowledge of these essential skills
• Students learn about computer systems, including hardware, software, and mobile devices. The items below can be displayed by grade level and language using the sorting options below, and are searchable by standard using the “Find by Standard” button. Comprehensive EasyTech planning guides are available in our Resources section.
• Students learn basic presentation skills and use of common presentation software titles
Student understands how a network functions and the benefits of using a network and they can identify and use basic network components Students learn to code and develop basic webpages using HTML in these fun lessons and activities. Students learn basic HTML tags, text and page formatting,
- Adobe Dreamweaver CS5.
Student will design websites. It uses what is known as a “WYSIWYG” interface (where “WYSIWYG” stands for “What You See Is What You Get”), meaning that you can create your website visually and see the results on your computer monitor as you work.
- Adobe Photoshop CS5.
Student will begin to use different tools and apply various methods to different applications for graphic design purposes. Some objectives include learning how to apply image enhancements to a photograph or learning a step-by-step process to making a movie poster.