Moral values programme

AlphaPlus led the development of the curriculum and associated teaching units, deploying a team of international experts in moral and citizenship education. We worked closely with CPC and local regulators to ensure all materials were culturally appropriate for Emirate schools. We also ran training courses and supported the schools piloting the programme, which is now being rolled out across all schools in the United Arab Emirates.

In addition, AlphaPlus was responsible for all aspects of the design and delivery of pilot assessments for grades 3, 5, 7 and 9 earlier this year. The curriculum recognises the critical importance of promoting respect and responsibility across cultures, and ensuring educational curricula are more relevant to modern life.

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It focuses on values — peace, rights, respect for diversity, empowerment and intolerance of inequality — and supports education leaders in these politically and culturally sensitive areas. We aim for a calm, reflective atmosphere which facilitates contemplation. Then the children get to know themselves better and develop a sense of responsibility for their own lives and happiness. At the start of the year class rules are decided with the children: the rules are then real and meaningful for the children. Opportunities are taken to discuss values throughout the curriculum. As teachers, we try to live the values: we teach best by being role models.

Appendix 2.

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Spiritual, social, moral and cultural values are taught in assemblies and in discreet lessons but also permeate the whole of the curriculum. Literature, including story and poetry that explores human experience and response to life and death. Use of stillness and imagination in drama and other subjects to develop inner awareness. Expressing feeling and emotions through verbal and written communication, knowing that words can influence feelings. Enjoyment of and fascination by numbers, including the idea of infinity.

Exploring the relationship of numbers, shape and objects and the possibility of inter-connectedness. Sense of achievement and self-worth at appropriate levels of understanding. Scientific links with a spiritual interpretation about the universe and life. Using the school grounds for reflection on relationships between people and their environment. Reflecting on the mystery of the natural world and physical worth, life cycles and growth.

Moral Values Development Programme at Bhavnagar, Gujarat

Awareness of physical self as wonderful. Design Technology. Sense of worth in human potential and achievement. Designing cards for religious festivals. Art in design: taking. Information Communications Technology. Connectedness with people all over the world through the internet. Using programmes to create poems and pictures. Becoming independent and developing self-reliance.

Ideas of change and development and re-creation. Understanding the importance of tradition to a community. Sense of time and awareness of personal place within it. Developing self-awareness and relationships with other cultures and environments.

drama inculcating moral values

Appreciation of natural features e. Idea of beauty in art. Appreciation of colour, shape and texture. Religious and spiritual ideas expressed in, e. Art as a means of expressing feelings, imagination and expressive thought. Making music by singing together, songs and hymns with instruments. Listening to specific chosen pieces, and why people write music, e. Hallelujah chorus. Identifying feelings and emotions associated with different types of music.

Using music as a background to times of quiet and reflection to develop awareness of the inner self. Religious Education. Knowledge of religious reflection, humanist ideas and spiritual practices, e. Providing opportunities for experiencing space and silence to allow skills in reflection and awareness to develop. Meeting others who belong to other traditions. Providing opportunities for experiencing awe, wonder and transcendence. Physical Education.

Spiritual awareness of body, its beauty and potential through activity and observation. Movement to express feelings and emotions including dancing for joy. Modern Foreign Languages.

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Awareness of the beauty inherent in another language. The use of a different language to express thoughts slightly differently. Circle time skills in speaking and listening. Social interaction through play. Writing for and communicating with an audience.

Group drama work, reading and discussion of social issues in literature. Stories to create awareness of a variety of life experiences, e. Maths games for social interaction, taking turns and sharing. Working in pairs and groups to gather information and solve problems.

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Recognising maths skills as a tool for society. Investigation in groups, sharing skills and expertise. Science as a cooperative activity requiring communication and interaction. Science related to issues in society, e. Designing with others. Using technology to benefit others, e.

Information and Communications Technology. Working co-operatively. Using data-handling skills to promote understanding of social issues. Poster design for safety. Exploring structures of society, including institutions, e. Looking at children past and present. Understanding the influence of the past on the development of society today.

Local studies to raise awareness of different homes, communities and family groupings.