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0 United Arab Emirates - National Education and Social Studies

UAE National Education and Social Studies

Learning outcomes for all domains and subjects

(from K1 to 12th Grade)


National Education and Social Studies

Preamble

In line with UAE national priorities and the Dubai strategic plan 2021, schools in Dubai

are required to incorporate the Ministry of Education UAE social studies curriculum

standards into their curricula. The rationale for this is to provide students with in-depth

knowledge, skills and understanding in history, geography and civics, which

emphasise the links and relationships between diverse groups, people, science and

society. Students will contribute, as responsible citizens and residents of the UAE, to

the building of a cohesive society that is inclusive of all, while preserving the UAE

culture, heritage and traditions .

As stated in the DSIB School Inspection Supplement 2016-17, all schools are

expected to have formal planning documents and timetabled provision for the

teaching of UAE social studies.

The supplement provided a link to National Curriculum standards which is in Arabic.

To facilitate your preparation, we have facilitated a translation of the relevant Ministry

of Education standards for UAE National Education and social studies. Please note

that these standards may be updated in due course.


Learning Outcomes of National Education and Social Studies:

Domain: 1. Knowledge of social studies Components

Grade Subject Standard Learning Outcomes

K1

(1.1): History

(1.1.1): Student shows knowledge of how significant figures, events, and developments have impact and play a role in constituting other communities in the region over different periods of time and in different places. He/she also shows understanding of patterns of stability and transition over time and relationships between people and events along with explanations of such relationships.

1.1.1.1 Student is able to learn about historical stories, personalities, and places (the Union's story in a simplified form).

1.1.1.2

Student is able to distinguish the pictures of Sheikh Zayed bin Sultan Al Nahyan and Sheikh Rashid bin Saeed Al Maktoum — May Allah have mercy upon them.

1.1.1.3

Student is able to learn about events, incidents, personalities, and places from the past (The role of Sheikh Zayed — May Allah have mercy upon him — in establishing the Union).

1.1.1.4 Student is able to classify pictures of Emiratis and citizens from other countries based on national dress.

(1.2): Geography

(1.2.1): Student shows knowledge of the earth, its properties, and how such properties are related to human interactions. He/she also shows understanding of interrelations between human societies and the physical surrounding environment.

1.2.1.1 Student is able to identify relative location of objects using spatial terms (near/ far/ behind/ in front of/ above/ under/ to the left/ to the right.

1.2.1.2

Student will be able to recognize geographical relationships of familiar locations in his/her environment (his/her house's rooms/ divisions of his/her kindergarten).

1.2.1.3 Student is able to deduce the importance of different professions in his/her life (trader, teacher, doctor, policeman, etc.).

1.2.1.4 Student will be able to identify cities of his/her country (Abu Dhabi, Dubai, Sharjah, Ajman, Umm al-Quwain, Ras al-Khaimah, Fujairah)

1.2.1.5 Student is able to explain the common professions in his/her city and other cities of the country.


K1

(1.3): National Education

(1.3.1): Student shows a sense of belonging and loyalty to his/her country and society, and adherence to his/her values and ethics through understanding the factors that have contributed to the formation of his/her national identity. He/she also learns the basis, different forms and duties of the government and the roles of society members.

1.3.1.1

Student is able to determine the sources and objectives of authority in different positions (a president of a country, school principal, teacher, parents, etc.)

1.3.1.2

Student is able to identify some of his/her rights and duties towards other individuals within a group (game arrangement, non-aggression towards others etc).

1.3.1.3 Student is able to recognize his/her national identity and some of its components (the flag, the State's President, the national anthem etc).

1.3.1.4 Student is able to distinguish himself/herself from others (height, shape, weight etc).

1.3.1.5 Student is able to realize that he/she is an important member in his/her core family.

1.3.1.6 Student is able to recognize the Union's history (photo of Sheikh Zayed and Sheikh Rashid — May Allah have mercy upon them)

1.3.1.7 Student is able to discuss values of participation, cooperation, and respect towards his/her family and kindergarten.

(1.4): Economics

(1.4.1): Student shows knowledge of economic principles and systems, how markets operate, and the role of the government in the development of the national and global economy.

1.4.1.1 Student is able to recognize the basic concepts and terms of economics (personal possessions, public possessions etc).

1.4.1.2 Student is able to participate in activities that demonstrate his/her role in maintaining personal and public possessions.

1.4.1.3 Student is able to identify the basic needs of people (food, clothing, accommodation etc).

1.4.1.4 Student is able to identify the ways that fulfill people's needs (work/ production, selling/buying etc)

Domain: 2. Literacy in Social Studies


K1

(2.1): Evaluation of Sources and Use of Evidence

(2.1.1): Student shows competence in collecting and evaluating sources and in using evidence that support his/her opinions and positions.

2.1.1.1 Student is able to access a single source of information (a teacher, a parent, illustrated stories etc).

2.1.1.2 Student is able to collect information using his/her different senses.

2.1.1.3

Student is able to present the information he/she has collected in different ways (design a graph with someone's help, draw a picture to illustrate a certain story etc).

2.1.1.4 Student is able to participate in a collective discussion to present experiences, and act roles and situations.


Domain: 3. Communication and presentation skills


K1

(3.1): Communication and Presentation of Results

(3.1.1): Student uses technology and other sources to collect data and information on different topics, and cooperates with others to know more about the content and concepts related to main topics. He/she prepares explanations and opinions for discussion, reaches conclusions and critiques them.

3.1.1.1 Student is able to make comparison and contrasts between his/her own feelings and others' feelings.

3.1.1.2 Student is able to anticipate others' feelings in a number of simple situations.

3.1.1.3 Student is able to express his/her opinion and support it with appropriate justification.

3.1.1.4 Student is able to effectively participate in discussions related to problem solving and class situations (with the teacher's help).



K2

(1.1): History

(1.1.1): Student shows knowledge of how significant figures, events, and developments have impact and play a role in constituting other communities in the region over different eras and in different places. He/she also shows understanding of patterns of stability and transition over time and relationships between people and events along with explanations of such relationships.

1.1.1.1 Student is able to recognize historical stories, personalities, and places (story of Sheikh Zayed — May Allah have mercy upon him).

1.1.1.2 Student is able to describe the role played by national personalities in his/her community (Sheikh Khalifa).

1.1.1.3 Student is able to associate personalities, places, and events (Sheikh Zayed – Sheikh Rashid — May Allah have mercy upon them).

1.1.1.4 Student is able to recognize stories about events, personalities, and places from the past (the story of Al-Muhallab bin Abi Sufrah).

1.1.1.5 Student is able to narrate events sequentially using words indicating time (today, yesterday, tomorrow etc).

1.1.1.6 Student is able to distinguish between different cultures (languages, food, costumes etc).

(1.2): Geography


1.2.1.1

Student is able to identify the geographical connection between familiar places in his/her society (from home to school, from school to home, from school to the market etc).

1.2.1.2 Student is able to deduce the importance of places in his/her neighborhood (mosque, market, garden etc).

1.2.1.3 Student is able to design simplified drawings (maps) of familiar places (classroom, playground of the kindergarten, house etc)

1.2.1.4

Student is able to explain relationships between natural local environments and how such relationships affect human activities in each of these environments (deserts, mountains, seas etc).

1.2.1.5 Student is able to discuss how humans affect the surrounding environment.

1.2.1.6 Student is able to distinguish between common human activities in different environments and his/her own local environment.


K2



1.3.1.1

Student is able to determine the sources and objectives of authority in different positions (a president of a country, school principal, teacher, parents, etc.)

1.3.1.2

Student is able to identify some of his/her rights and duties towards other individuals within a group (game arrangement, non-aggression towards others etc).

1.3.1.3

Student is able to recognize the national identity and its elements (the country’s President, Vice President, National Anthem, the costume, the currency etc).

1.3.1.4 Student is able to distinguish himself/herself from others (height, shape, weight etc).

1.3.1.5 Student is able to realize that he/she is an important part of his/her family and hold it dear.

1.3.1.6 Student is able to recognize the Union's history (photo of Sheikh Zayed and Sheikh Rashid — May Allah have mercy upon them)

1.3.1.7 Student is able to discuss values of participation, cooperation, and respect towards his/her family and kindergarten.

(1.4): Economics


1.4.1.1 Student is able to recognize the basic concepts and terms of economics (natural resources, available resources, limited resources).

1.4.1.2 Student is able to classify natural resources in his/her country (available – limited).

1.4.1.3 Student is able to show his/her role in natural resources conservation (rationalization of water and electricity consumption – preserving food).

1.4.1.4 Student is able to participate in awareness activities related to the importance of natural resources conservation).

1.4.1.5 Student is able to solve some problems related to limited resources (with the teacher's help).



K2


(2.1.1): Student shows competence in collecting and evaluating sources and in using evidence that supports his/her opinions and positions.

2.1.1.1 Student is able to access a single source of information (a teacher, a parent, illustrated stories etc).

2.1.1.2 Student is able to collect information using his/her different senses.

2.1.1.3

Student is able to present the information he/she has collected in different ways (design a graph with someone's help, draw a picture to illustrate a certain story).

2.1.1.4 Student is able to participate in a collective discussion to present experiences, and act roles and situations.


K2

(3.1): Communication and Presentation

of Results


3.1.1.1 Student is able to make comparison and contrasts between his/her own feelings and others' feelings.

3.1.1.2 Student is able to anticipate others' feelings in a number of simple situations.

3.1.1.3 Student is able to express his/her opinion and support it with appropriate reasons.

3.1.1.4

Student is able to effectively participate in discussions related to problem solving and class situations (with the teacher's help).



1

(1.1): History


1.1.1.1 Student is able to make comparison of events using words indicating time.

1.1.1.2

Student is able to associate places and events to help him/her understand the reasons for occurrence of such events in the past and their impact on the present (Union between the seven emirates).

1.1.1.3 Student is able to identify different ways to learn about his/her community's history (verbal history, pictures, old buildings, illustrated stories).

1.1.1.4 Student is able to distinguish social developments in the UAE community (family).

1.1.1.5 Student is able to make comparisons between events, occasions, and historical heritage in his/her community and other communities.

1.1.1.6 Student is able to recognize the biography of Sheikh Zayed (birth, childhood, adulthood).

(1.2): Geography


1.2.1.1 Student is able to recognize the elements of a map (directions, symbols, and map key).

1.2.1.2 Student is able to identify the distinct landmarks and places in his/her city on map (lake, island, mountain, valley etc).

1.2.1.3 Student is able to design a plan of a familiar place (school, compass, symbols, title, and key of a map).

1.2.1.4 Student is able to explain how a person moves from and to school and other places (boats, metro, cars etc).

1.2.1.5 Student is able to identify the factors that impact human activities in his/her country (natural and human).

1.2.1.6 Student is able to understand the founder's passion for promoting and supporting human activities in the United Arab Emirates.

1.2.1.7 Student is able to recognise changes made by humans in his/her city and the impact on the environment.

1.2.1.8 Student is able to discuss climatic change and its impact on human life over different seasons.


1



1.3.1.1 Student is able to explain his/her need for living within groups (families, communities).

1.3.1.2 Student is able to explain some components of heritage in his/her country (occasions, Haq al Leila Festival, costumes, and songs).

1.3.1.3 Student is able to discuss the Emirati Al Sina'a authentic traditions (respond with Yes, Labih, Houd, Hedha).

1.3.1.4 Student is able to identify the current ruler of his/her emirate.

1.3.1.5 Student is able to describe the basis of dealing with parents.

1.3.1.6 Student is able to explain the importance of maintaining the national identity.

1.3.1.7 Student is able to make comparisons of laws and rules applied at home and school.

1.3.1.8 Student is able to connect rules and laws and identify their impact on him/her and his/her community.

(1.4): Economics


1.4.1.1 Student is able to identify basic concepts and terms of economics (work, selling, buying, wants, and needs).

1.4.1.2 Student is able to describe the importance of work and its different forms.

1.4.1.3 Student is able to connect work with ability to buy things.

1.4.1.4 Student is able to explain the role played by the Founder in providing economic services for his people.

1.4.1.5 Student is able to play roles of different professions in service of his country.

1.4.1.6 Student is able to acquire the skills of smart purchase.

1.4.1.7 Student is able to identify the names, and shapes of money in his/her country.

1.4.1.8 Student is able to distinguish between needs and wants



2.1.1.1

Student is able to search for information related to a specific topic in the Domain of social studies among printed and non-printed sources (technology, illustrated books).

2.1.1.2 Student is able to collect information by listening to short videos, or guest speakers, or reading texts with the teacher's help.

2.1.1.3 Student is able to distinguish basic symbols on a map and determine directions and information.

2.1.1.4

Student is able to draw pictures and write comments on them to show his/her personal experience related to different topics in the Domain of Social Studies.

2.1.1.5 Student is able to participate in class discussions of events, personalities, or places from the past or in the present, providing facts on the topic discussed.




1

(3.1): Communication and Presentation of Results


3.1.1.1 Student is able to determine different strategies that help him/her to reach solutions to class problems (with an adult's help).

3.1.1.2 Student is able to provide examples for how others' feelings and opinions change over time.

3.1.1.3 Student is able to explain different opinions regarding a certain incident.

3.1.1.4 Student is able to identify contemporary social problems (recycling, security and safety, pollution etc).

3.1.1.5 Student is able to demonstrate his/her role in solving social problems.



2

(1.1): History


1.1.1.1 Student is able to use terms indicating time.

1.1.1.2 Student is able to show most important events in his/her life (birth, when he/she could walk, when he/she could talk, journeys, games etc).

1.1.1.3

Student is able to recognise the importance of historical figures and how they are connected with his/her community (Abdullah al-Maainah, Design of the UAE Flag, Ahmed bin Majid etc).

1.1.1.4

Student is be able to make connections between stories from the past in order to be able to understand the present (people's lifestyle in the past at the old UAE community and how it has developed over time).

1.1.1.5 Student is able to describe people's lifestyle and how it has developed over time.

(1.2): Geography


1.2.1.1 Student is able to grasp the concept of “location”

1.2.1.2 Student is able to identify the location of his/her county’s capital on map.

1.2.1.3 Student is able to distinguish between natural and man-made landmarks and the natural characteristics of his/her city (lakes, gardens, buildings, roads etc).

1.2.1.4 Student is able to design maps and different geographical figures for reading and showing geographical information.

1.2.1.5 Student is able to show the location of his city and other geographical landmarks (lakes, neighboring cities etc).

1.2.1.6 Student is able to analyze different ways used by people from different cultures to adapt with their physical environment.

1.2.1.7 Student is able to show the Founder's efforts to invest environmental resources.

1.2.1.8 Student is able to show how man depends on environment to fulfill his own needs.


2



1.3.1.1 Student is able to describe habits, traditions, and popular traditions and heritage, which shape his/her identity (popular games, old songs etc).

1.3.1.2 Student is able to play a popular game along with its song.

1.3.1.3 Student is able to explain the meaning of some slang words (Al-Khrroufa, Al-Rayih, Al-Miriyehana- Al Seefa etc)

1.3.1.4 Student is able to mention the names of the rulers of the seven emirates.

1.3.1.5 Student is able to discuss his/her role in cooperative teamwork.

1.3.1.6 Student is able to explain the elements of the Emirati national identity (national documents that specify his/her identity).

1.3.1.7 Student is able to make connection between the national anthem and different national occasions.

1.3.1.8 Student is able to describe leaders' roles and responsibilities (including father, mother, school principal, teacher, and the rulers etc).

1.3.1.9 Student is able to describe the role played by the Founder in conserving the popular heritage and traditions.

1.3.1.10 Student is able to explain the importance of values of honesty and truthfulness in dealing with others.

(1.4): Economics


1.4.1.1

Student is able to identify some basic concepts of economics (national industries, traditional industries, modern industries, scarcity of resources, choice, commodities, and services etc).

1.4.1.2 Student is able to make comparisons between concept of consumption and that of production.

1.4.1.3 Student is able to identify the factors that fueled the rise of national industries.

1.4.1.4 Student is able to explain the importance of achieving balance between sources of income and consumption.

1.4.1.5 Student is able to provide examples of commodities and services.

1.4.1.6 Student is able to classify national industries into traditional and modern industries.

1.4.1.7 Student is able to provide examples of Emirati national industries.



2



2.1.1.1 Student is able to collect information from the Internet and books under the teacher's guidance.

2.1.1.2

Student is able to design a poster, a chart, a graph, an illustration, a figure, or a drawing of an idea or a topic related to the domain of social studies (whether he/she uses technology or not).

2.1.1.3 Student determines the reasons raised by a certain author of a text to support the author's point of view.

2.1.1.4

Student is able to participate effectively in the collective discussions and class debates with teachers and pears regarding different topics related to the domain of social studies.




2

(3.1): Communication and Result Presentation


3.1.1.1 Student is able to develop views supported by reasons.

3.1.1.2 Student is able to show more than one view regarding the same even.

3.1.1.3 Student is able to present explanations based in relevant information.

3.1.1.4 Student is able to present a verbal summary of the aspects of the Founder's interest in industry.



3

(1.1): History


1.1.1.1 Student is able to chronologically arrange events (joining KG, School, etc.).

1.1.1.2 Student is able to present examples of figures having significant role in the history of the UAE (Sheikh Zayed and Sheikh Rashed).

1.1.1.3 Student is able to collect images exhibiting life in the UAE community both recently and in the past.

1.1.1.4

Student is able to explain the role of historical figures and relates them to holidays, national and formal celebrations (Birth day of the Prophet, national day etc).

1.1.1.5 Student is able to analyze the relations between persons and events in the UAE history (Founding ancestors).

(1.2): Geography


1.2.1.1 Student is able to identify and describe the natural features of the earth's surface (oceans - mountains - valleys - plains – plateaus etc).

1.2.1.2 Student is able to name different elements of a map (title, directions marker, symbols, map key, scale etc)

1.2.1.3 Student is able to design a plan, graphs and patterns showing geographical information.

1.2.1.4

Student is able to describe the effect of the most important human acts on the environment in different parts of the world (dams – mining – recycling

etc)

1.2.1.5

Student is able to compare cultural features with environmental features of populations in certain places and areas (utilization of environment and

resources – technology – customs and traditions etc)

1.2.1.6

Student is able to conclude geographical phenomena resulting from daily and annual movement of the earth (day and night – the four seasons – thermal areas.)


Contd./ Domain: 1. Knowledge of social studies Components


3

(1.3): National

Education


1.3.1.1 Student is able to make sound choices in order to successfully work cooperatively.

1.3.1.2 Student is able to discuss the importance of mutual respect and cooperation among neighbors.

1.3.1.3 Student is able to identify political authorities in the UAE (Union Supreme Council – The Cabinet.)

1.3.1.4 Student is able to discuss the problem of water in the UAE.

1.3.1.5 Student is able to explain the importance of services provided by the government (waste collection, road maintenance, street lighting, schools etc)

1.3.1.6 Student is able to analyze the roles of some institutions in a community (Schools, mosques, cultural centers etc)

1.3.1.7 Student is able to indicate the impact on the UAE in case people don't assume their responsibilities.

1.3.1.8 Student is able to conclude some names of popular foods and their components.

1.3.1.9 Student is able to gain information about hunting and horsemanship hobbies of the Founder.

(1.4): Economics


1.4.1.1 Student is able to recognize some economic concepts (supply and demand, consumption, saving, industry etc)

1.4.1.2 Student is able to identify ways to earn, spend and save money.

1.4.1.3 Student is able to explain the effect of natural, human and technological resources on economic activities in society.

1.4.1.4 Student is able to explain how commodities and services utilized are provided in communities.

1.4.1.5 Student is able to categorize commodities and services providing examples for each category.

1.4.1.6 Student is able to describe the interest of the Founder in the development of economic activities.



3



2.1.1.1 Student is able to independently gather information related to social studies from different sources

2.1.1.2 Student is able to compare between information he/she collects from several maps through reading map key.

2.1.1.3 Student is able to answer questions related to the information collected.

2.1.14 Student is able to clearly and fluently present information he/she collects before certain audience.

2.1.1.5 Student is able to create different written shapes showing the collected information (poem, illustrated stories, short story, presentation etc)




3



3.1.1.1 Student is able to develop his/her own view and attitude, employing evidence of different sources and present those views and attitudes to others.

3.1.1.2 Student is able to make a presentation justifying his/her view/attitude concerning a certain event.

3.1.1.3 Student is able to use evidence to analyze different views regarding a certain event.

3.1.1.4 Student suggests a plan to solve any cotemporary local issue.

3.1.1.5 Student is able to suggest a plan to solve an issue either at school or local level using evidence.



4

(1.1): History


1.1.1.1 Student is able to learn the origins of ancient civilizations in the UAE.

1.1.1.2 Student is able to identify the sites of the most important civilizations in the UAE (Magan, Mlokha etc.)

1.1.1.3 Student is able to recognize the importance of archeological sites in the UAE (Maliha, Umm Al Nar, Hailey etc.)

1.1.1.4 Student is able to analyze the importance of studying archeology in the UAE across ages.

1.1.1.5 Student is able to describe the tools used by ancestors during ancient times (hunting, accessories, cooking tools.)

1.1.1.6 Student is able to distinguish special features of the UAE society both before and after union.

1.1.1.7 Student is able to explain the origin of the name of each emirate in the UAE.

1.1.1.8 Student is able to recognize the events and figures that founded the unitary ideology in the UAE (Zayed the First, Zayed bin Sultan.)

(1.2): Geography


1.2.1.1 Student is able to recognize natural and human features of the country (location, natural phenomena, population, distribution etc.)

1.2.1.2 Student is able to explain the effect of natural factors on the life of people and on economic activities in the country.

1.2.1.3 Student is able to describe human effect on the earth in time in the country (man-made islands, dams, tunnels etc.)

1.2.1.4 Student is able to utilize the digital maps to recognize geographic phenomena in his/her country

1.2.1.5

Student is able to utilize technology to create interactive maps, marking them with additional information to be showed to others (touristic places, museums, landmarks etc.)

1.2.1.6 Student is able to recognize the interest of the founder about conservation of the environment.

1.2.1.7 Student is able to provide solutions for the problems suffered by the people in his/her country (traffic congestion, pollution etc.)


4


(1.3.1): The student shows a sense of belonging and loyalty to his/her country and society, and adherence to his/her values and ethics through understanding the factors that have contributed to the formation of his/her national identity. He/she also learns the basis, different forms and duties of the government and the roles of society members.

1.3.1.1 Student is able to acquire the required skills for dealing with others

1.3.1.2 Student is able to describe the nature of the ancient heritage landmarks in his/her country.

1.3.1.3 Student is able to discuss the government’s efforts towards catering for the rights of the whole population

1.3.1.4 Student is able to verbally express the role of Sheikh Zayed - may Allah have mercy on his soul - in establishing the Union

1.3.1.5 Student is able to clarify the role of the Federal National Council in the UAE

1.3.1.6 Student is able to learn the concept of the Constitution

1.3.1.7 Student is able to show respect to the Constitution and its principles

1.3.1.8 Student is able to compare the customs and traditions of the UAE society with other societies' (one of the arts of popular heritage)

1.3.1.9 Student is able to analyze the functional roles of some government institutions (Ministry of Education, Ministry of Interior etc.)

(1.4): Economics

(1.4.1): The student shows knowledge of economic principles and systems, how markets operate, and the role of the government in the development of the national and global economy.

1.4.1.1 Student is able to explain some economic principles (initiative, production, saving, entrepreneurship etc.)

1.4.1.2 Student is able to discuss the importance of innovation and initiative in performing faithfully and improving productivity

1.4.1.3 Student is able to explain the grounds for setting up a company or a business

1.4.1.4 Student is able to explain the impact of natural and human resources on the economic activity in his/her country

1.4.1.5 Student is able to design a mind map of the areas of investing the fees imposed in his/her country

1.4.1.6 Student is able to recognize the contributions of the founder to the establishment of a strong economic base for his/her country.

1.4.1.7 Student is able to gather information on the technological innovations linked to the economic growth in his/her country.

1.4.1.8

Student is able to explain how the geographical properties of his/her country help in setting up the economic base in the Gulf Cooperation Council (GCC) countries.



4



2.1.1.1 Student is able to collect information from primary and

secondary sources on the main topics contents.

2.1.1.2 Student is able to utilize of visual means and information sources to display the data he/she gathers about topics related to the social studies.

2.1.1.3 Student is able to offer answers for questions linked to the social studies, which are derived from print and non-print sources.

2.1.1.4 The student is able distinguish between causes and effects, between facts and views and between visions and supporting details.




4



3.1.1.1

Student is able to gather evidence, in cooperation with others, from one or two sources on a certain phenomenon (historical, geographical, economic or social one).

3.1.1.2 Student is able to evaluate, with others, different view on a certain event.

3.1.1.3 Student is able to examine the print and digital source that provides solutions for different social and local issues.

3.1.1.4 Student is able to provide a summary of views, stances and their interpretations by using various technological means (posters, charts and videos, etc.)



5

(1.1): History


1.1.1.1 Student is able to discuss the main event, situations and changes witnessed by the Arab Gulf region during the 16th century (Portuguese and British colonialism).

1.1.1.2 Student is able to identify the ties between people of the Gulf Cooperation Council (GCC) countries.

1.1.1.3 Student is able to explain the leadership role of Sheikh Zayed, May Allah have mercy upon him, in establishing the GCC).

1.1.1.4 Student is able to study causes and effects linked to a certain event (the establishment of the GCC).

1.1.1.5 Student is able to state the achievements of the GCC in all spheres.

1.1.1.6

Student is able to offer recommendations that would help in strengthening cooperation between the United Arab Emirates and the GCC countries.

(1.2): Geography


1.2.1.1 Student is able to learn about the physical and human characteristics of the GCC countries (location, natural phenomena, population, etc.).

1.2.1.2 Student is able to identify the impact of natural factors on people’s life in the GCC countries (movement of goods and services, etc.)

1.2.1.3 Student is able to identify at the most significant economic resources of the GCC countries.

1.2.1.4

Student is able to utilize different maps to determine the most important locations and economic centres (natural, industrial, commercial, tourist phenomena, etc.).

1.2.1.5

Student is able to provide information, from various sources, about the areas of cooperation between his/her country and the GCC countries (economic, environmental, commercial etc).


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1.3.1.1 Student is able to describe the role of the Founding Fathers in establishing the Union.

1.3.1.2 Student is able to discuss the components of the United Arab Emirates’ Constitution (social pillars).

1.3.1.3 Student is able to clarify an individual’s rights and responsibilities as a society member (public property).

1.3.1.4 Student is able to recognize the Founder's interest in children (UAE Child Law).

1.3.1.5 Student is able to illustrate the national identity components (religion, Arabic language, customs and traditions, etc)

1.3.1.6 Student is able to identify some styles of performing arts (Al- Yowla and Al- Razeef, traditional Bedouin dances etc).

1.3.1.7 Student is able to participate in handling some of the contemporary environmental issues in his/her society.

1.3.1.8 Student is able to practice dialogue as an approach for solving his/her problems.

1.3.1.9 Student is able to discuss the Founder’s view about the importance of the inter-civilizational dialogue between the peoples of the world.

(1.4): Economics


1.4.1.1 Student is able to clarify some of the essential economic concepts (prosperity, affluence, tourism, etc.)

1.4.1.2 Student is able to explain the role of labor and economization in achieving prosperity and affluence.

1.4.1.3 Student is able to give examples of developed transportation and communication networks and their impact on enhancing economic growth.

1.4.1.4 Student is able to highlight the most important features of the economic development of the United Arab Emirates society during the Founder’s era.

1.4.1.5 Student is aware of economic progress in his/her country.

1.4.1.6 Student is able to identify the attractive factors for tourism in the United Arab Emirates.

1.4.1.7 Student is able to determine the available economic incentives for Entrepreneurship.



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2.1.1.1 Student is able to locate and collect information from primary and secondary sources.

2.1.1.2 Student is able to sum up information he/she gathers from different sources.

2.1.1.3 Student is able to organize information in an organizational or illustrative chart (with or without technology).

2.1.1.4 Student is able to determine certain evidence from different sources to answer questions about important topics.

2.1.1.5 Student is able use primary sources (newspaper articles, plays, poems, etc.) to produce a written work (article)




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3.1.1.1 Student is able to make judgments substantiated by evidence.

3.1.1.2 Student is able to evaluate the results arrived at by others through team work, with regard to environmental issues.

3.1.1.3 Student is able to anticipate the impact of well-known current issues on the life of the population.

3.1.1.4 Student is able to evaluate solutions suggested for contemporary issues.

3.1.1.5 Student is able to make a presentation before a certain audience outside school, in order to gather opinions and interpretations.

3.1.1.6 Student is able to interpret the existence of different viewpoints on the same local issues.



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(1.1): History


1.1.1.1 Student is able to explain the basis for the development of civilization - Africa (civilization concept, factors of forming a civilization).

1.1.1.2

Student is able to explain the role and impact of important figures and their ideas and beliefs on the rise of ancient civilizations (Akhenaton, Ashoka the Great. and Minamoto).

1.1.1.3 Student is able to determine the locations of civilizations of countries neighbouring the UAE (Persian, Indian, and Arabian etc).

1.1.1.4

Student is able to give multiple examples of the achievements of ancient civilizations in the African and Asian continents (Egypt, the Levant, and Mesopotamia etc).

1.1.1.5 Student is able to discuss the effects resulting from communication between the Emirates and neighboring civilizations

1.1.1.6

Student is able to know the importance of safeguarding the cultural heritage of his/her country through various ways (museums - archaeological sites etc).

1.1.1.7 Student is able to identify the most important modern and contemporary historical events of the African and Asian continents.

(1.2): Geography


1.2.1.1 Student is able to recognize the geographical (physical and human) features of the ancient world's continents (specifically, Asia and Africa).

1.2.1.2

Student is able to interpret specialized maps, graphs and databases that represent the different aspects of ancient world's continents (facts relating to the population of Asia and Africa).

1.2.1.3 Student is able to identify aspects of economic activities of the population of Asia and Africa.

1.2.1.4

Student is able to analyze the physical features of different places on the earth and to what extent they affect the life of the population (specifically, South Korea and Egypt).


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1.2.1.5 Student is able to explain the interaction between population and environment (economic activities - population distribution - cities).

1.2.1.6

Student is able to prepare a report about the features of cooperation and the most important relationships between his/her country and the countries of the ancient world (commercial - political - cultural).

1.2.1.7

Student is able to utilize technology to search for the Founder's contributions in achieving sustainable development and wellbeing for his people.

1.2.1.8 Student is able to give practical examples that show the impact of technology on environment (Masdar City)

1.2.1.9 Student is able to show how the Founder is universally held in a high esteem as far as the domain of environment is concerned.



1.3.1.1 Student is able to explain the relationship between good citizenship and upholding virtuous values and principles.

1.3.1.2 Student is able to distinguish the types of heritage in the Emirates (material and moral).

1.3.1.3 Student is able to identify the traditional sports in his/her country.

1.3.1.4 Student is able to explain the role played by the country’s founding fathers in developing the UAE and securing the welfare of the people.

1.3.1.5 Student is able to identify the traditional medicine practices in his country

1.3.1.6 Student is able to explain the role played by UAE to serve the peoples and countries of the world (Development aid).

1.3.1.7

Student is able to know the biographies and distinctive achievements of the people who made the history of the Emirates (Zayed bin Khalifa I - may Allah have mercy on his soul).

1.3.1.8

Student is able to compare between the elements of material and immaterial heritage (diving profession - types of ships - names of pearls - poems - proverbs - some social customs).

1.3.1.9 Student is able to explain the biographies of the leading Sheikhs in the Emirate of Abu Dhabi and their roles in establishing the Union.

(1.4): Economics


1.4.1.1 Student is able to identify economic concepts necessary for development (investment - competition – economic activities).

1.4.1.2 Student is able to explain the importance of investment and its different forms, and provide examples.

1.4.1.3 Student is able to explain the characteristics (features) of competition and its impact on developing the national economy.

1.4.1.4 Student is able to describe how economic systems fulfill essential needs (production and the process of production).


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1.4.1.5 Student is able to discuss how economic decisions are made and how economic wealth is achieved.

1.4.1.6 Student is able to link natural features, availability of materials, and their distribution among world countries, to the rise of international trade.

1.4.1.7 Student is able to explain how commodities and services are produced.

1.4.1.8 Student is able to distinguish between commodities and services in varying the sources of income.

1.4.1.9

Student is able to employ sources to produce a report showing the efforts of his/her country in developing trade and tourism sectors and providing clean energy (Shams City 1).



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2.1.1.1 Student is able to participate effectively in purposeful group discussions about topics related to social studies.

2.1.1.2 Student is able to provide textual evidence to support his/her analysis of a primary or secondary source.

2.1.1.3 Student is able to provide an accurate briefing of a text that deals with one of social studies topics.

2.1.1.4 Student is able to discuss different viewpoints on a given historical event or issue and support his conclusions with evidence.

2.1.1.5 Student is able to compare information provided by primary and secondary sources.

2.1.1.6

Student is able to prepare and make a presentation on some issues related to social studies in front of a target audience while providing evidence from more than a one source.



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3.1.1.1 Student is able to bring views and stances up for discussion about a certain issue.

3.1.1.2 Student is able to analyze evidence that support certain views from different sources.

3.1.1.3 Student is able to evaluate any of the factors affecting a current local issue.

3.1.1.4 Student is able to explain strengths and weaknesses using relevant examples and information.

3.1.1.5 Student is able to critique others' views and attitudes with supporting evidence.




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(1.1): History


1.1.1.1 Student is able to discuss political, social and religious situations taking place in the Arabian Peninsula before Islam.

1.1.1.2 Student is able to describe political, social and religious changes in the Arabian Peninsula post Islam.

1.1.1.3 Student is able to link the letters of Prophet Muhammad (Peace be upon him) to the approach of the UAE people regarding the Islamic Da’wah.

1.1.1.4

Student is able to list the figures of the Rashidun Caliphate in a sound chronological order (Rashidun Caliphs, Early Muslim conquests, and the Islamic countries safeguarding.)

1.1.1.5 Student is able to explain the role and contributions of the UAE people in protecting the Islamic State (eradication of apostasy.)

1.1.1.6 Student is able to explain the most significant historical events during the Rashidun Caliphate era.

1.1.1.7 Student is able to recognize the most important conquest leaders during the Rashidun Caliphate era.

1.1.1.8 Student is able to explain the modern and contemporary history of the Arabian Gulf and Arabian Peninsula.

(1.2): Geography


1.2.1.1 Student is able to explain the physical and human characteristics of the Arabian Peninsula.

1.2.1.2 Student is able to learn about the economic activities of the Arabian Peninsula peoples.

1.2.1.3 Student is able to explain the interrelation between the different human societies and the physical surrounding environments.

1.2.1.4 Student is able to discuss how the peoples of the Arabian Peninsula developed their lifestyle, as to keep pace with the different environmental situations.

1.2.1.5 Student is able to recognize the physical and human characteristics of the UAE.

1.2.1.6 Student is able to explain the most important economic sources and activities of the UAE people.

1.2.1.7

Student is able to apply the critical thinking, problem-solving and decision-making skills, when examining environmental problems (climate change, environmental pollution, environmental change, etc...)

1.2.1.8 Student is able to discuss his/her country’s experience in resolving local and global environmental issues.

1.2.1.9 Student is able to explain the leadership role of the Founder in strengthening cooperation links between the Arabian Peninsula countries and the world.

1.2.1.10

Student is able to anticipate the global consequences if world countries do not respond to the international resolutions on environment protection.


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1.3.1.1 Student is able to explain the main features of the UAE’s foreign policy with the Arabian Peninsula countries during the era of the Founder.

1.3.1.2 Student is able to explain his/her role, as an individual, in supporting the global competitiveness of the UAE community.

1.3.1.3 Student is able to explain the features of good citizenship.

1.3.1.4 Student is able to explain the close cooperation relations among the GCC countries.

1.3.1.5 Student is able to describe the close cooperation relations between the UAE and the Arabian Peninsula countries during the era of the Founding Fathers.

1.3.1.6 Student is able to explain the biographies of the leading Sheikhs in the Emirate of Dubai and their roles in establishing the Union.

Contd. Domain: 1. Knowledge of social studies Components


7 (1.4): Economics


1.4.1.1 Student is able to recognize the currency types and their origin and development history in the Arabian Peninsula.

1.4.1.2 Student is able to distinguish between supply and demand, inferring the affecting factors.

1.4.1.3 Student is able to identify different bank categories and their distinctive features.

1.4.1.4 Student is able to explain the economic concepts relevant to income, expenditure and saving.

1.4.1.5 Student is able to describe the economic relations and bonds between his/her country and the neighboring countries.

1.4.1.6 Student is able to discuss the factors hindering the international trade operations.

1.4.1.7 Student is able to explain the factors contributing to economic growth in the UAE.



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2.1.1.1 Student is able to conduct research on topics related to the social studies, using various sources (texts, visual materials, charts, diagrams, maps, etc.)

2.1.1.2 Student is able to analyze different cases, situations and issues related to social studies topics. He/she is also able to put forward different viewpoints.

2.1.1.3 Student is able to cite textual evidence to support his/her analysis of primary and secondary sources.

2.1.1.4

Student is able to determine the main idea or information from a primary or secondary source. He/she is also able to make an accurate summary of the information he/she gathers.

2.1.1.5 Student is able to identify the writer’s viewpoint or objectives (multiple-meanings and implications, inclusion or deletion of certain facts, etc.)


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2.1.1.6 Student is able to describe how the information is exposed in the text (sequencing, comparison, etc.)

2.1.1.7 Student is able to evaluate the credibility of various sources (including multimedia.)

2.1.1.8 Student is able to define the meanings of terms and expressions stated and used in a text, including the terminology used in social studies.

2.1.1.9 Student is able to distinguish between a fact, an opinion and a sound judgment in a text.

2.1.1.10 Student is able to design different types of maps and display relevant data on them.



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3.1.1.1 Student is able to discuss issues of public concern with others.

3.1.1.2 Student is able to evaluate sources by distinguishing between facts, stances and views in a group discussion.

3.1.1.3 Student is able to collaboratively address public concerns and problems, in order to improve the society (pollution, safety, energy saving, etc.)

3.1.1.4 Student is able to evaluate effective and scientific solutions to contemporary issues, supported by evidence.

3.1.1.5 Student is able to explain the evidence supporting a certain viewpoint, from primary and secondary sources.



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(1.1): History


1.1.1.1 Student is able to explain the causes and effects of historical events in the Umayyad Caliphate (the rise of Umayyad Caliphate, conquests, etc.)

1.1.1.2

Student is able to explain the Umayyad Caliphs roles in spreading Islam and safeguarding the Islamic State (Abd al-Malik bin Marwan - Al-Walid bin Abd al-Malik)

1.1.1.3 Student is able to state examples of historical figures having a significant impact in the Abbasid history (Harun al-Rashid, Al-Mu'tasim and Al- Ma’mun).

1.1.1.4 Student is able to compare the first and second Abbasid era (Caliph’s authority, State borders, etc.)

1.1.1.5 Student is able to distinguish between the systems of governance and administration in the Umayyad and Abbasid eras, using tables.

1.1.1.6 Student is able to discuss the reasons for the rise of sub-states in the second Abbasid era (Ghaznavids, The Caliphate of Córdoba.)

1.1.1.7

Student is able to make connections between the Muslims’ weakness and the rise of Crusades invasions in the Levant (the Crusades invasion routes, their leaders, their outcomes, etc.)


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1.1.1.8 Student is able discuss the Mongol invasion of the Islamic countries and the Mamluk Sultanate’s role in combating against them.

1.1.1.9 Student is able to produce a report of the most important Emirati cities that flourished during the Umayyad era.

(1.2): Geography


1.2.1.1 Student is able to identify the sources and explain the importance of population studies (settlement geography).

1.2.1.2 Student is able to design mind maps of geographical regions of the world (political, economic, environmental, etc.)

1.2.1.3 Student is able to explain the patterns of migrations in the world and their impact on the human characteristics in a certain geographical region.

1.2.1.4 Student is able to identify the different patterns of settlement geography.

1.2.1.5

Student is able to discuss how populations modify their lifestyles, to keep pace with the different environmental circumstances and their positive and negative outcomes.

1.2.1.6 Student is able to explain different models of some Arab and Islamic countries.

1.2.1.7 Student is able to explain the cities growth and urbanization phenomena.

1.2.1.8 Student is able to discuss his/her country’s experience in resolving local and global population issues (Bedouin settlement, unemployment, etc.).

1.2.1.9 Student is able to discuss the Founder’s environmental practices for achieving sustainable development.

Contd. Domain: 1. Knowledge of social studies Components


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1.3.1.1

Student is able to recognize the issues and aspects related to individuals’ rights, responsibilities, and roles in promoting the common good of society (reporting on incidents, roads, drugs, etc.)

1.3.1.2 Student is able to discuss the efforts of the Ruler of the UAE in human development...

1.3.1.3 Student is able to discuss his/her positive role in supporting national security.

1.3.1.4 Student is able to explain how he/she will carry out

his/her duties with honesty and sincerity.

1.3.1.5 Student is able to discuss the women’s role in the development and progress during the Founder’s era.

1.3.1.6 Student is able to explain the efforts of the UAE authorities in the protection of the country.

1.3.1.7 Student is able to explain his/her social responsibility.

1.3.1.8 Student is able to explain his/her role in promoting social awareness.

1.3.1.9 Student is able to identity the contributions of the Founding Fathers in the development of social life.

1.3.1.10 Student is able to explain the biographies of the leading Sheikhs in the Emirate of Sharjah and their roles in establishing the Union.


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(1.4): Economics


1.4.1.1 Student is able to recognize innovation and creativity in

small and medium enterprises in his/her country.

1.4.1.2 Student is able to compare the various economic systems in different societies.

1.4.1.3 Student is able to explain the Founder’s efforts in economic devolvement.

1.4.1.4 Student is able to explain the role of technology in the success of small and medium enterprises.

1.4.1.5 Student is able to research how countries with different economic systems specialize in certain sectors. .

1.4.1.6 Student is able to explain how the UAE invests its different sources in the best way.

1.4.1.7 Student is able to conduct research on the importance of developing high-tech economic systems in his/her country.

1.4.1.8 Student is able to distinguish between risk-taking and ventures in business.



2.1.1.1 Student is able to raise questions which can be answered through an investigative study or historical research.

2.1.1.2 Student is able to distinguish between facts and opinions, relevant and irrelevant, and primary and secondary information.

2.1.1.3 Student is able to evaluate the credibility of primary and secondary sources.

2.1.1.4 Student is able to identify results from primary and secondary sources.

2.1.1.5 Student is able to produce an accurate summary of a print or digital source.

2.1.1.6 Student is able to identify sound scientific methods for producing supporting evidence from primary and secondary sources.

2.1.1.7 Student is able to cite certain textual evidence to support his/her analysis of primary and secondary sources.

2.1.1.8 Student is able to explain and analyze maps and charts to support conclusions about issues related to social studies.

2.1.1.9 Student is able to write and discuss articles on different topics related to social studies, citing relevant references.

2.1.1.10

Student is able to design different types of written materials, to express a personal view on various social studies issues, with supporting evidence (illustrative aids, booklet, cartoon illustrations, etc..)

2.1.1.11

Student is able to write an informative explanatory text about historical facts or any topic related to social studies.

2.1.1.12 Student is able to give a presentation of results, using visual aids, while providing supportive evidence.




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3.1.1.1

Student is able to analyze data on a contemporary issue, their different interpretations, implications, and possible solutions, while citing relevant information.

3.1.1.2 Student is able to express his/her view on the interpretations of others.

3.1.1.3 Student is able to cooperate with a group to interpret issues related to social studies.

3.1.1.4 Student is able to provide evidence when supporting or critiquing an author’s interpretations of a current historical event.

3.1.1.5 Student is able to carry out an action plan for resolving a local/national issue.

3.1.1.6

Student is able to provide interpretations of a contemporary issue or a topic related to social studies, using sound reasoning and relevant examples and details.



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(1.1): History


1.1.1.1

Student is able to make connections between Ottoman historical figures and their most remarkable achievements (Ottoman, Selim I, Mehmed the

Conqueror, Suleiman 1, Abdul Hamid II)

1.1.1.2

Student is able to explain the role of the European countries in weakening the Ottoman Empire (Issues with the Levant, internal and external factors of the Ottoman Empire’s weaknesses.)

1.1.1.3

Student is able to provide examples of the most important movements towards sub-states and their impact on the Ottoman Empire (the movement of Zahir al-Umar, Muhammad Ali.)

1.1.1.4 Student is able to explain the causes and effects related to historical events of the Arab world (the French Campaign.)

1.1.1.5 Student is able to analyze the European colonization of the Arab world countries (occupied areas, colonialist policy.)

1.1.1.6

Student is able to discuss the historical development of the Arab liberation and colonization resistance movements (Egypt, Iraq, Algeria, Yemen, Morocco, Jordan.)

1.1.1.7 Student is able to explain the historical role of the Founder in promoting the Arab causes.

1.1.1.8 Student is able to determine the most important Ottoman Empire events.

1.1.1.9 Student is able to explain the successes achieved by the Arab countries, as a result of Arab solidarity (League of Arab States.)

1.1.1.10

Student is able to arrange the events, figures and changes of the Palestinian cause in a correct chronological order.


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(1.2): Geography


1.2.1.1 Student is able to identify the characteristics and challenges of the Arab world due to its geographic nature.

1.2.1.2

Student is able to distinguish the physical and human characteristics of geographical regions (areas, population, terrain, climatic and botanical regions, wealth distribution)

1.2.1.3

Student is able to make connections between the physical characteristic of the region and the prevalent human activities of his/her country and the Arab world.

1.2.1.4

Student is able to identify the different aspects of his/her country and the Arab world countries (characteristics and the prevailing economic activities of the population.) using specialized maps, diagrams, charts, graphs and databases.

1.2.1.5 Student is able to explain the strategic significance of the region and the resulting issues and problems (boarders, territorial water, Emirates islands.)

1.2.1.6

Student is able to use relevant sources to resolve geographical problems of the Arab world (water and food safety, population issues, climate change, environmental pollution, environmental change.)

1.2.1.7 Student is able to produce mind maps of the geographical region in the Arab world.

1.2.1.8

Student is able to explain the efforts and measures carried out by the UAE during the Founder’s era to utilize the geographic information technology for environment protection, and achieve local and global sustainable development (environmental/ nuclear/ health security, space).



1.3.1.1 Student is able to discuss the homeland concept and the impact of patriotism on his/her society.

1.3.1.2 Student is able to compare between the different types of regimes in the world (monarchy- republican).

1.3.1.3

Student is able to recognize the importance of the constitution and law in society and the fundamental human rights in the UAE (some of the applicable laws: traffic and environmental laws).

1.3.1.4 Student is able to evaluate the laws addressing general affairs and issues (special needs laws - modern technologies usage).

1.3.1.5 Student is able to identify innovation and entrepreneurship skills.

1.3.1.6 Student is able to clarify the fundamental pillars of the UAE foreign policy.

1.3.1.7 Student is able to explain his/her role in promoting social awareness.

1.3.1.8 Student is able to explain the society members’ responsibilities to achieve national unity (responsibility concept - citizenship responsibilities)

1.3.1.9 Student is able to describe his/her role, as an individual, in preserving the national identity.

1.3.1.10 Student is able to explain the biographies of the leading Sheikhs in the Emirate of Ajman and their roles in establishing the Union.


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(1.4): Economics


1.4.1.1 Student is able to interpret the rise of international trade and privatization.

1.4.1.2 Student is able to discuss types of trading.

1.4.1.3 Student is able to provide examples of international trade devolvement in the UAE.

1.4.1.4 Student is able to explain the impact of continuing education and sustainable development on families’ future income.

1.4.1.5 Student is able to identify e-commerce characteristics and forms.

1.4.1.6 Student is able to clarify the role of economic blocs in addressing the global economic problems.

1.4.1.7 Student is able to explain the GATT’s negative effects on developing countries.

1.4.1.8 Student is able to clarify the relation between planning and economic development.

1.4.1.9 Student is able to clarify the economic policies’ impact on global trade during the Founder’s era.

1.4.1.10

Student is able to explain the sustainable development goals.



2.1.1.1 Student is able to develop a view on a topic using primary and secondary sources.

2.1.1.2 Student is able to raise relevant questions on technical issues to develop the national economy.

2.1.1.3 Student is able to design different visual illustrations to present information collected from different sources.



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3.1.1.1 Student is able to critique some of the views presented by his/her peers, supported by evidence.

3.1.1.2 Student is able to evaluate information from primary and secondary sources.

3.1.1.3 Student is able to research, analyze and raise a contemporary issue, clarifying all of its aspects.

3.1.1.4

Student is able to do a research on a contemporary issue and expect the research’s outcome, using geographical, economic, cultural and historical evidence.

3.1.1.5 Student is able devise a plan for addressing and resolving a current concern, specifying the requisite steps for its implementation.

3.1.1.6 Student is able to scrutinize opinions and viewpoints to establish their creditability.




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(1.1): History


1.1.1.1

Student is able to analyze the rise of the European Renaissance and its impact on individuals and societies (the church reform movement – internal and external factors of the rise of the European Renaissance).

1.1.1.2

Student is able to clarify the impact of the Islamic civilization on the rise of the European Renaissance (the scientific centers of Andalusia and North Africa – the European missions to the Islamic capitals).

1.1.1.3

Student is able to identify stories and information about pioneer figures of the European Renaissance (Niccolò Machiavelli, Leonardo da Vinci, Martin Luther).

1.1.1.4 Student is able to identify the causes of the European geographic explorations.

1.1.1.5 Student is able to explain the European explorers’ impact on the regions they reached (Vasco da Gama - Christopher Columbus - James Cook).

1.1.1.6 Student is able to explain the Muslim geographers’ achievements in geographic explorations.

1.1.1.7 Student is able to discuss the industrial revolution (causes – regions- impacts and results).

1.1.1.8 Student is able to explain the most significant inventions of the industrial revolution, which are still useful during the present time.

1.1.1.9

Student is able to identify the efforts of Sheikh Mohammed bin Rashid Al Maktoum to keep pace with the recent developments in inventions and innovation.

(1.2): Geography


1.2.1.1

Student is able to explain the importance of geography through its development stages, and the geographical knowledge sources (the source, the book, the encyclopedia, the reference, the E-Book).

1.2.1.2

Student is able to produce a mind map for geography domains, and how to benefit from the other sciences (the applied theory – the geographical, economic and environmental regions of the world).

1.2.1.3

Student is able to identify the most remarkable achievements and contributions of Muslim scientists in the development of geography (Ahmad bin Mājid, Al-Idrisi, Ibn Battuta).

1.2.1.4

Student is able to discuss the common and technical geographical sources, and how they can be employed, (the map - information systems - the aerial photographs GPS).

1.2.1.5 Student is able to explain how populations develop their lifestyle to keep pace with the different environmental circumstances.


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1.2.1.6

Student is able to identify the different geographical phenomena of his/her country and the world. Using specialized maps, diagrams, charts, graphs and databases.

1.2.1.7 Student is able to explain the physical and human characteristics of the European continent.

1.2.1.8

Student is able to explain efforts and measures carried out by his/her country to develop and utilize technological sources of geographical information to fulfill needs, protect the environment and achieve local and international sustainable development (environmental, nuclear, health security - space).

1.2.1.9 Student is able to discuss the components of the Earth's ecosystem (aquatic - aerial - biotic).

1.2.1.10

Student is able to explain the formation of natural phenomena and the resulting formations (internal and external factors).



1.3.1.1 Student is able to identify national figures that contributed to establishing the Union (Ahmed Khalifa Al-Suwaidi - Saif Saeed Ghobash).

1.3.1.2 Student is able to explain the role of morals and values in developing a productive citizenship.

1.3.1.3 Student is able to identify innovation and entrepreneurship skills.

1.3.1.4 Student is able to use modern technology devices moderately and within specific times.

1.3.1.5

Student is able to explain the role of different institutions in fulfilling the citizens’ needs and promoting the necessary social changes (Sheikh Zayed Housing Program - Mohammed Bin Rashid Housing Establishment).

1.3.1.6 Student is able to discuss differences among humans and avoid racial discrimination.

1.3.1.7 Student is able to discuss the significance of national unity and his/her role in preserving it.

1.3.1.8 Student is able to analyze the efforts of the UAE and other Arab and international countries and organizations in combating human trafficking.

1.3.1.9 Student is able to explain the biographies of the leading Sheikhs in the Emirate of Ras al-Khaimah and their roles in establishing the Union.

(1.4): Economics


1.4.1.1 Student is able to identify economic concepts (shares, bonds, stock exchange, and financial markets).

1.4.1.2 Student is able to distinguish the economic concerns facing individuals and societies in terms of concept, rise and outcomes.

1.4.1.3 Student is able to set a comprehensive personal budget plan (fixed and variable costs).

1.4.1.4 Student is able to explain the relationship between economic decisions and some economic phenomena in his/her country (the cost-benefit of alternatives).


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1.4.1.5 Student is able to describe the basic fundamentals on which the market is based.

1.4.1.6

Student is able to justify why UAE ranked first in Global Competitiveness Report (GCR) during the rule of Sheikh Khalifa bin Zayed’s, the ruler of the UAE(may Allah protect him).

1.4.1.7

Student is able to discuss the efforts of an Emirati figure who contributed to developing the national economy on the international level (Sheikha Lubna Al-Qasimi).

1.4.1.8 Student is able to compare three forms of business enterprises (individual ownership, partnership, company).

1.4.1.9 Student is able to infer features and characteristics of different economic systems.

1.4.1.10

Student is able to discuss the efforts of his/her government in finding practical suitable solutions for his/her society’s issues (Mohamed bin Rashid Establishment for the development of Small and Medium Enterprises).

Domain: 2. Proficiency in Social Studies


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2.1.1.1 Student is able to use scientific research methodology to resolve different public issues related to social studies.

2.1.1.2

Student is able to present information, collected from primary and secondary sources, and start a discussion or a debate with his/her colleagues to justify his/her viewpoint, providing supporting evidence.

2.1.1.3 Student is able to cite specific textual evidence to support interpretations or analyses.

2.1.1.4 Student is able to prepare an accurate summary of the main ideas or information in a primary or secondary source on how facts and ideas evolve.

2.1.1.5

Student is able to compare the viewpoints of two or more authors, a number of primary and secondary sources and how to deal with identical or similar topics, including the details the authors cite and focus on.

2.1.1.6 Student is able to evaluate the relevant sources that can be used to answer questions related to social studies.

2.1.1.7 Student is able to identify the meanings of political, social or economic terminology and expressions used in a social studies text.

2.1.1.8 Student is able to design various forms of written materials to verify a certain historical event, place or figure, using different print and digital sources.

2.1.1.9 Student is able to identify the evidence from multiple sources and identify their gaps or differences to review, change or support his/her opinion.

2.1.1.10

Student is able to participate in dialogues related to social studies, through presenting claims and results effectively and clearly.




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3.1.1.1 Student is able to evaluate the credibility of a source, depending on expert opinions.

3.1.1.2 Student is able to critique interpretations.

3.1.1.3 Student is able to devise a plan to address and resolve a current issue and determine the requisite steps for its implementation.

3.1.1.4 Student is able to conduct research on an issue with contemporary outcomes, using geographical, economic, cultural and historical evidence.



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(1.1): History


1.1.1.1 Student is able to explain the concept of Islamic civilization.

1.1.1.2 Student is able to identify the main features and characteristics of the Arab Islamic civilization (features, characteristics, achievements).

1.1.1.3 Student is able to explain how the UAE is considered a model of peaceful coexistence during the Founder’s era.

1.1.1.4 Student is able to discuss the future vision of the UAE government for the future of its economy in a globalizing world.

1.1.1.5 Student is able to accurately explain the term, "New World Order".

1.1.1.6 Student is able to compare the impact of the New World Order on the world and on the Arab and Islamic world.

1.1.1.7 Student is able to infer the importance of the information revolution (forms and positive and negative effects).

1.1.1.8 Student is able to explain peaceful coexistence in the UAE.

(1.2): Geography


1.2.1.1 Student is able to identify the population study sources and their significance (population geography - settlement geography).

1.2.1.2 Student is able to discuss contemporary geographical problems (water and food safety).

1.2.1.3 Student is able to explain the concept of political geography and its significance as a basis for the rise of the government.

1.2.1.4

Student is able to discuss contemporary population issues, explaining causes cause and consequences, and suggesting appropriate solutions (unemployment, population growth, pollution).


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1.2.1.5

Student is able to explain the efforts of his/her country to find suitable practical solutions for local and international environmental and population issues (water and food security).

1.2.1.6

Student is able to apply critical thinking, problem-solving and decision-making skills to study environmental problems (climate change, environmental pollution, deforestation).

1.2.1.7 Student is able to infer the relationship between technological development and its negative effects on the environment.

1.2.1.8

Student is able to recognize the importance of investment in science, technology, research and human resources to develop the country’s environmental resources.

1.2.1.9 Student is able to explain the Founder’s role in achieving sustainable development (green buildings - nature reserves).

1.2.1.10

Student is able to highlight the efforts and measures exerted by his/her country to safeguard the environment and establish nature reserves for achieving sustainable development.



1.3.1.1 Student is able to collect basic information from various sources for the different types of governance (monarchial - constitutional - republican).

1.3.1.2 Student is able to identify the fundamental human rights ensured by the UAE constitution.

1.3.1.3 Student is able to evaluate laws addressing public affairs and issues (special needs laws - modern technology usage).

1.3.1.4 Student is able to explain the impact of the UAE constitution on the life of Emirati people. .

1.3.1.5 Student is able to evaluate the impact of international pacts on societies.

1.3.1.6 Student is able to explain the relationship between good citizenship and upholding virtuous values and principles.

1.3.1.7

Student is able to identify the roles of the ministries (education - culture and social development – climate change and environment), in the light of global competitiveness.

1.3.1.8 Student is able to explain the importance of self-accountability in his/her life.

1.3.1.9 Student is able to explain the support for orphans, women and children care institutions.

1.3.1.10

Student is able to participate in applying the UAE’s laws and regulations (traffic laws - hygiene laws).

1.3.1.11

Student is able to compare the UAE governance and other types of governance in the world.

1.3.1.12

Student is able to explain the biographies of the leading Sheikhs in the Emirate of Umm al-Quwain and their roles in establishing the Union.


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(1.4): Economics


1.4.1.1 Student is able to infer similarities and differences between international economic systems.

1.4.1.2 Student is able to identify the most important principles and features of his/her country’s economic system.

1.4.1.3 Student is able to explain the factors that developed the UAE as a center for international investment.

1.4.1.4 Student is able to explain the relationship between trade and the rise of international economic blocs.

1.4.1.5 Student is able to identify economic concepts (relativity theory, absolute advantage theory, E-commerce).

1.4.1.6 Student is able to explain the UAE’s efforts in supporting Islamic banks all over the world.

1.4.1.7 Student is able to compare between small, medium and large enterprises in his/her country.

1.4.1.8

Student is able to explain the reason behind the limitations imposed on trade by some countries through imposing quotas, tariffs and other non-tariff barriers.

1.4.1.9 Student is able to provide evidence for his/her country’s flexibility, ability and success in overcoming international economic crises.

1.4.1.10

Student is able to evaluate opinions and stances pro and against free trade and E-commerce and his/her country’s stance in this regard.

1.4.1.11

Student is able to discuss balance of payment of his/her country and some other world countries.

(1.5): Sociology

(1.5.1): The student shows belonging to his country through understanding social relations between his society members, and learns about his society's issues, the real development of his country and the efforts made by the government to achieve social control.

1.5.1.1

Student is able to recognize the basic concepts and terminology (social relationships - social systems - social problems - social change - social phenomenon).

1.5.1.2 Student is able to discuss the challenges and dangers of globalization on our cultural heritage.

1.5.1.3 Student is able to present his/her viewpoint about the importance of culture and its role in changing the society.

1.5.1.4 Student is able to list the institutions providing socialization in his/her society.

1.5.1.5 Student is able to determine the social interaction elements and the relevant affecting factors.

1.5.1.6 Student is able to explain the status of development in his/her society.

1.5.1.7 Student is able to determine the factors and obstacles of social change.

1.5.1.8 Student is able to distinguish between the types of social systems.

1.5.1.9 Student is able to classify the methods of social control.




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2.1.1.1 Student is able to implement scientific research methodology to resolve different public problems related to social studies.

2.1.1.2

Student is able to present information, collected from primary and secondary sources, and start a discussion or a debate with his/her colleagues to justify his/her viewpoint, providing supporting evidence.

2.1.1.3 Student is able to cite specific evidence from a text to support interpretations or analyses.

2.1.1.4

Student is able to determine the basic ideas and information of a primary or secondary source, and prepare a summary of main ideas or information about how facts or main ideas evolve across the text.

2.1.1.5 Student is able to compare the methods of dealing with the same topic in a number of primary and secondary sources.

2.1.1.6 Student is able to compare the viewpoints of two or more authors, and how to approach similar topics, including the details the authors cite and focus on.

2.1.1.7 Student is able to evaluate the credibility of primary and secondary sources and derive from them sound results.

2.1.1.8 Student is able to identify the meanings of political, social or economic terminology and expressions used in a social studies text.

2.1.1.9 Student is able to identify sound sources that can be used to answer questions related to social studies

2.1.1.10

Student is able to design various forms of written materials to verify a certain historical event, place or figure, using different print and digital sources.

2.1.1.11

Student is able to identify the evidence from multiple sources and identify their gaps or differences to review, change or support his/her opinion.

2.1.1.12

Student is able to participate in dialogues related to social studies, through presenting claims and results effectively and clearly.



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3.1.1.1 Student is able to use technology in collecting information from different sources and evaluate different interpretations of an event.

3.1.1.2 Student is able to cooperate with others to investigate, study and present a contemporary issue.

3.1.1.3 Student is able to determine to what extent customs and traditions affect the decisions of individuals and community.

3.1.1.4 Student is able to develop criteria to evaluate past events.

3.1.1.5 Student is able to evaluate different viewpoints on a contemporary issue.




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(1.1): History


1.1.1.1 Student is able to discuss the effects of communication between the UAE and neighboring countries.

1.1.1.2 Student is able to explain the efforts of his/her country in keeping up with the recent developments in innovation.

1.1.1.3 Student is able to provide evidence of the UAE’s attention to and interest in the information revolution.

1.1.1.4 Student is able to explain the causes, results and consequences of world wars (I and II).

1.1.1.5 Student is able to explain how the United Nations was founded and its role.

1.1.1.6 Student is able to discuss the Founder’s efforts to help the international community in establishing international security and peace.

1.1.1.7 Student is able to arrange the events, figures and changes of the Palestinian cause in the correct chronological order.

1.1.1.8 Student is able to discuss how historical events contributed to the rise of societies with particular features (tribal allies of the UAE).

1.1.1.9 Student is able to design a timeline for the events leading to the constitution of the UAE, in the correct chronological order.

1.1.1.10 Student is able to link the civilizational renaissance witnessed by UAE and the Union establishment (the current Emirates rulers’ role).

1.1.1.11 Student is able to discuss the Iranian occupation of the Emirati islands.

1.1.1.12 Student is able to explain the UAE external policy’s features, at different levels (the role of Sheikh Abdullah bin Zayed).

1.1.1.13 Student is able to identify the features of the federal government's strategy and its 2021 vision.

(1.2): Geography


1.2.1.1

Student is able to interpret the attention his/her country pays to implementing advanced technology applications in sustainable development (Emirates Institution for Advanced Science and Technology (EIAST) - objectives - programs – initiatives).

1.2.1.2

Student is able to identify the features of cooperation and prominent relationships between his/her country and countries of the world continents (commercial - political - cultural).

1.2.1.3

Student is able to provide practical examples showing the impact of technology on environment in his/her country and the world to achieve sustainable development (Olmedilla Photovoltaic Park in Spain).

1.2.1.4 Student is able to explain the physical and human characteristics of the new world continents (North America - Latin America -Australia).

1.2.1.5 Student is able to analyze physical and human characteristics of different regions in the new world.

1.2.1.6

Student is able to design specialized maps, graphs, charts, shapes, diagrams and databases representing different aspects of the new world (climate - economical activities - population).


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1.2.1.7

Student is able to explain the physical and human factors of the region and their impact on the environment and the economic development of his/her country and the new world (United States).

1.2.1.8

Student is able to discuss the aspects of cooperation and most important relationships between his/her country and the new world

continents (commercial – political- cultural).

1.2.1.9 Student is able to explain the strategic prominence of the region and the resulting issues and problems (borders - territorial waters - Emirates islands).

1.2.1.10

Student is able to discuss what will happen on the international level in case the world countries do not comply with the international resolutions of environment protection.

1.2.1.11 Student is able to discuss the common features among the peoples of the world.

1.2.1.12

Student is able to discuss contemporary population issues in his/her country explaining their causes, implications and the steps for finding suitable solutions (population inflation - unemployment - minorities - pollution - global warming - nuclear radiation).

1.2.1.13 Student is able to implement an environmental project highlighting his/her role in achieving sustainable development (green buildings - nature reserves).

1.2.1.14

Student is able to explain the efforts and measures adopted by his/her country to utilize geographic information technology in protecting the environment and achieving local and international sustainable development (environmental safety - nuclear - health - space - water safety) during the reign of Sheikh Khalifa bin Zayed Al Nahyan - may Allah keep him safe.



1.3.1.1 Student is able to discuss the value of self-accountability and how to implement it.

1.3.1.2 Student is able to explain the Founder’s role, under the Union, in the unity of the Emirati people.

1.3.1.3 Student is able to explain the role of the founding fathers in developing the UAE and guaranteeing the people’s welfare.

1.3.1.4 Student is able to explain the role of the current rulers in developing the UAE and developing a happy society.

1.3.1.5 Student is able to evaluate the effectiveness of diplomacy and other external policies employed by the UAE (Expo - Arena – visa regulations).

1.3.1.6 Student is able to explain the biographies and achievements of figures who made the UAE history (Mohammed bin Zayed I).

1.3.1.7 Student is able to explain the role of an individual in the UAE political system (UAE political experience).

1.3.1.8 Student is able to explain the importance of keeping up with fast economic growth.

1.3.1.9 Student is able to investigate a social issue and suggest relevant solutions.

1.3.1.10 Student is able to identify the importance of self-development.

1.3.1.11 Student is able to explain the biographies of the leading Sheikhs in the Emirate of Fujairah and their roles in establishing the Union.


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(1.4): Economics


1.4.1.1 Student is able to explain the economic concepts necessary for developing national economy (invention, innovation).

1.4.1.2 Student is able to explain the role of local income and gross domestic product in the development of the economy.

1.4.1.3 Student is able to explain the relationship between public finance and public expenditure and their role in achieving economic objectives.

1.4.1.4 Student is able to employ economic indicators in analyzing the economic position of his/her country.

1.4.1.5 Student is able to explain the most important elements of environmental economy and the possible problems.

1.4.1.6 Student is able to compare comprehensive development and sustainable development, with regard to objectives, indicators, aspects and options.

1.4.1.7 Student is able to explain economic inflation, deflation and unemployment in countries suffering from them and the methods of addressing and limiting them.

1.4.1.8 Student is able to use various technology sources to explain the relationship between his/her country and Arab and international organizations.

1.4.1.9 Student is able to identify his/her country’s strategies to resolve economic crises.

1.4.1.10 Student is able to analyze globalization's role in and impact on the growth of national economy (manpower - resources distribution - environment).

1.4.1.11

Student is able to highlight the efforts exerted by his/her country in finding suitable practical solutions for economic issues in his/her country or the world (Khalifa

Fund for Supporting Small and Medium Enterprises – ‘Rowad’ [Pioneers]).

(1.5): Psychology

(1.5.1): The student shows knowledge of the rise of psychology, its Domains of study and its relationship to other sciences, prepares explanations about positive management of motives and emotions, and learns various thinking skills, characteristics of growth, and how to achieve psychological and social compatibility for an individual.

1.5.1.1 Student is able to explain the growth and development of psychology and its relationship to other disciplines.

1.5.1.2 Student is able to distinguish types of cognition and factors that affect it.

1.5.1.3 Student is able to discuss learning theories and their role in behavior modification.

1.5.1.4 Student is able to identify thinking skills (critical thinking - innovative thinking - problem solving – decision making).

1.5.1.5 Student is able to discuss the importance of studying human growth.

1.5.1.6 Student is able to explain the motives and characteristics of human behavior.

1.5.1.7 Student is able to explain emotion and its impact on mental processes and behavior.

1.5.1.8 Student is able to achieve the elements and requirements of successful adjustment, to be more harmonious with his/herself and with others.

1.5.1.9 Student is able to classify types of disability.




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2.1.1.1

Student is able to conduct scientific research about some topics of public interest and present it before a target audience, focusing on maintaining eye contact, body language, clarity of voice and articulation.

2.1.1.2 Student is able to design an electronic project related to social studies and use it in solving real-life issues and problems.

2.1.1.3 Student is able to collect accurate relevant information from various primary and secondary sources.

2.1.1.4 Student is able to make connections between the details of a text to reach conclusions about it as a whole.

2.1.1.5

Student is able to evaluate primary sources, while observing the role of the text structure in consolidating the meaning (identify the extent to which voice and manner of delivery affect the text).

2.1.1.6 Student is able to summarize ideas and details of a text, showing his/her understanding of its relations and coherence.



12



3.1.1.1 Student is able to produce a plan to solve a national local social problem and make recommendations for alternative methods to implement the plan.

3.1.1.2 Student is able to conduct a historical search and raise relevant questions and select a research methodology or procedures to answer such questions.

3.1.1.3 Student is able to critique the details and interpretations of certain situations or opinions.

3.1.1.4 Student is able to discuss the interpretations of a certain opinion.

3.1.1.5 Student is able to make a decision on the criteria necessary for analyzing different viewpoints on an issue.


Map of concepts for (History) subject for the grades (from kindergarten to fifth):

Grade KG1 KG2 First Second Third Fourth Fifth

Con

ce

pts

Union Places Time Timeline

National day Historic

resources

Colonization

Governor Community My larger family Knowledge Cooperation

council

State Time My small family Civilization The Founding

Fathers Map Interlinkages

President

Culture

Customs & traditions

Museum

Heritage Archaeological

sites Common destiny

National costume

Home country Community Relics Peninsula Shield

Constitution Secretary general

Map of concepts for (History) subject for the grades (from sixth to twelfth):

Grade Sixth Seventh Eighth Ninth Tenth Eleventh Twelfth

Co

nce

pts

Relics Pre-Islam Separatist micro-

states Ottomans Renaissance Islamic civilization World wars

Civilization Female infanticide Mamluks Eastern issue Indulgence Securitization United nations

Archaeological sites

Worship of idols Crusades Colonization Church reform Peaceful

coexistence Arabic solidarity

Tombs Darul- Nadwa

Papal authority

Janissaries Papal authority Cultural

communication Union

Pharos Diwans (cabinets) Main law Geographic discoveries

Globalization Tribal alliances

Migrations Dhimmis Mongols Commitment Catholic church Culture Strategy

Museums Apostasy movement

Shura French campaign Industrial revolution

New world order Localization

Fossils Prophethood Ministry Patriot resistance Heresy Electronic

government Empowerment


Amorites Islamic calling Al Albait Cooperation Invention Information revolution

Treaties

Canaanites Fight Fleet Colonial plots Middle ages Inventions Truce

Nabataeans Orthodox caliphs

Khawarej

Independence Humanists Dialogue of civilizations

National spirit

Cultural communication

Caliphate Manor soldiers Protestants

Future vision

Arms race

Inherited traditions Hijrah Wali (governor) Settlement Renaissance age Allies

Religious doctrines

Migrants Chief judge Protectorate Feudalism Axis powers

Modern history Supporters Capitation Mandate Bourgeoisie Central powers

Contemporary history

Starvation year Summer and

winter invasions Trusteeship Astrolabe Frontlines

Heritage

Islamic invasions Transoxiana Sick man of

Europe Gothic art Total war

Oath of allegiance Coastal towns Balfour

Declaration

Modern ages

League of nations

Battle Khawarej

Foreign capitations

Dictatorship

Arab League Economic crisis

Patriot resistance

Armed resistance

Intifada

Apartheid wall


Map of concepts for (Geography) subject for the grades (from kindergarten to fifth):


Co

nce

pts

Home State Globe Geo-location Terrain Astronomic

location Gulf Cooperation

Council

Neighborhood Location Map Human marks Plateau Geometric

borders Territorial waters

City Map Ordinal directions Gardens Permanent flow

valleys Natural borders Population density

School Cardinal direction Frame Buildings Dry valleys Population Climatic region

Market Environment Map legend Roads Surface water Age formula Plant region

Mosque Desert UAE Bridges Gulf Gender formula Annual plants

Crafts Mountain Natural phenomena Towers Ocean Human activities Perennial plants

Merchant Plains Oasis Squares Strait Manufacturing Economic resources

Teacher Coast Valley Digital map Aquifer Mining Natural wealth

Doctor Craft Sea Neighboring

countries Wells

Commercial grazing

Oil

Police man

Agriculture Lake Borders Springs Wide agriculture Natural gas

Grazing Island Nearby water Gorges Intensive

agriculture Petrochemicals

Commerce Peninsula Population Dam Mixed agriculture Gas liquidation

Industry Climate Area Human map Reserved houses Petroleum pipes

Hunting Weather Environment Natural man Re-export Oil reserve

Diving

Four seasons Environment

elements Map symbols Tourism Export harbors

Capital Forests Scale Museum Goods

City Grassland Coordinate system Artificial islands Services

Village Physical

environment Directions indicator Metro Production

Land transportation Adaptation Earth's daily movement

Pollution

Export Maritime

transportation Energy resources

Earth's annual movement

Traffic jam Air transportation Solar energy


Map of concepts for (Geography) subject for the grades (from sixth to twelfth):


Co

nce

pts

Ancient world Peninsula Demography Arab world Earth system Human geography Earthquake

Continent Island Population growth African wing Air system Population geography

Volcano

Canal Terrain General density Asian wing Rock system Settlement geography

Fractures

Fjords Climate General density African plateau Hydro system Population formula Inflexion

Temperature Natural

population growth Productive density Slavery Bio system Population growth Lava

Atmospheric pressure

Up normal population growth

Settlement geography

Harvest Underground

factors Population pyramid Canyon

Wind Astronomic

location Urbanization Race External factors Migration

Richter magnitude scale

Rain Relative location Migration Troughs Erosion factors Temporal migration

Hurricane

Humidity Geo-location Pollution Sand soil Weathering

factors Forced migration Tsunami

Forests

Traditional activities

Rural geography Volcanic soil Carving Permanent migration

Acidic rains

Savannah

Localizing nomads

Black soil Deposition International

relations Climate change

Unemployment

Coastal plains Deforestation Urban planning Climate reverse

Steppe Floodplains Urban sprawl Over population Environment

pollution

Renewable energy Unemployment Ascending rains Masked

unemployment Environment

change

Non-renewable energy

Productive density Hurricane rains Population minorities

Environment security

Hydropower Water security Terrain rains Politic geography Natural reserves

Wind power Food security Thermal regions Sustainable development

Green buildings

Tide Food gap Natural disasters Water security Sustainable development Source city Nuclear power Drought Food security


Population growth

Environment security

Remote sensing AIAST

Desertification

Geo-information systems

Resource Digital book

Global warming

Theoretic science

Applied science

aerial photos

Atlases

Map of concepts for (National Education) subject for the grades (from kindergarten to fifth):


Co

nce

pts

President President Before Historic figures Cooperative work Heritage marks Founding fathers

School principal Principal After Incidents Neighbors Rights Child law

Authority Teacher Union Timeline Supreme council Union National identity

Rights Parents Emirates Traditional games Cabinet National council Community

Responsibility Assault Large family Songs Public services Constitution Yola

National identity Flag Small family Colloquial Responsibility Government

agencies Razif

Flag National costume Customs Teamwork

Institutions Folklore

Paints

National anthem Official currency Traditions National

documents

Public property National costume Vice president Emirate National anthem

Currency National anthem Heritage

National events Family regimes


Map of concepts for (National Education) subject for the grades (from sixth to twelfth):


Co

nce

pts

Homeland Environment State bodies Social

responsibility Productive citizenship

Human rights Self-accounting

Citizenship Foreign policy Traditional sports Pioneering Innovation Disabled National solidarity

Inherited customs Arab peninsula National solidarity Innovation Pioneering Global

competitiveness Diplomacy

Heritage Global

competitiveness Modern

technologies Foreign policy Culture

Self-accounting

Foreign visas

Founding fathers Good citizenship Disabled National identity Apartheid Foreign policy

Founding builder

globalization

Founding fathers Homeland National unity Togetherness

Traditional medicine

Constitution Patriotism

Human trafficking Self-preparation

Traditional proverbs

Rights National

responsibility

Affiliation Human

development Monarchy

Loyalty

National security

Republican system

Social responsibility

Social security

Map of concepts for (Economics) subject for the grades (from kindergarten to fifth):


Co

nce

pts

Personal property Natural resources Needs National industry Economic activities

Initiative Prosperity

Public property Available resources

Wishes Traditional industries

Supply Saving Wealth

Work Limited resources Work Modern industry Demand Entrepreneurship Transportation

Production Consumption rationalization

Jobs Lack of resources Saving Production communication

Sale Awareness Smart purchase Selection Industry Company Tourism traffic


Purchase

Social service Goods Earning money Economic systems

Economic incentives

Market Money Services Expenditure Innovation Tourism

Home

Banknotes Consumption Human resources Economic growth

Communication network Coins

Income Natural resources Economic base

Income resources

Technology Productivity

Consumption Charges

Production Natural resources

Community Human resources Economic

activities

Map of concepts for (Economics) subject for the grades (from sixth to twelfth):


Co

nce

pts

Competitiveness

Economic systems

Economic partnership

Human capital Stock markets Economic

system Internal revenue

Public finance

Investment Markets Custom tariff Quality Stock economic

blocks domestic product

Public expenditure

National economy

Government role

Creation Sustainable development

Bonds Islamic

economic system

Gross domestic product

Charges

Lack of resources

Global economy

Innovation Informative

aspects Economic

issues Comparative advantage

Gross national product

Taxes

Decision making

Basic needs Cooperation

council Continuing education

Personal budget

absolute advantage

External production

elements net income

Investment expenditure

Migration Produced resources

Government policies

Future income Fixed

expenditure

e-commerce Public

revenues capital

expenditure

Global trade Economic

development Free trade

Livelihood conditions

Bank Production subsidies

Inflation


Map of concepts for (Economics) subject for the grades (from sixth to twelfth – Cont'd.):


Co

nce

pts

Knowledge resources

Economic relations

Regulated trade Economic

growth Variable

expenditure Enterprises

Environmental economics

Downturn

Trade sector Risk Global

technology Economic policies

Economic decisions

Small Comprehensive

development Unemployment

Clean energy Entrepreneursh

ip daring Free market Capital

Economic phenomena

Medium enterprises

Sustainable development

Equilibrium price

Development Global trade Trade

conventions Productivity

Alternate opportunities

Large projects Globalization Supply

Shams city 1 Production Bilateral

agreements Small

enterprises Global

competitiveness Custom

regulations Capital Demand

Economic systems

International trade

GAT

Medium enterprises

Intellectual property

Quota Interest Economic

crises

Markets

Economic abundance

European market partnership Economic

crisis Wages

Economic organization

Government Arab market Technology Free trade

Profit Coding

Work Gulf market Economic

system Balance of payments

Economic decision

Economic projects

Capitalist system

Revenues

Oil Socialist system Expenditures

Natural gas Mixed system Global

investments

Goods Islamic system Non-custom

barriers

Services Traditional

system

Islamic banks

Economic system

Economic crises

Economic project

Subject specialism

Government policy


Map of concepts for (Sociology and Psychology) subject for the grades (eleventh - twelfth):

Sub. Sociology Psychology

Grade Eleventh Twelfth

Con

ce

pts

Sociology Rumor Psychology Maturity

Social relations Social awareness Behavior Motivation

Social processes Social interaction Research approach Affection

Social problems Social development Feeling Psychological adaptation

Social phenomenon Social re-engineering theory Attention Disappointment

Human ekistics social change Realization Defensive mechanisms

Social statics social control Realization tricks Psychological disorders

Social dynamics Delinquency Learning Mental health

National identity Crime Thinking Disability

Globalization

Youngster

Critical thinking

People with special needs

Culture Problem solving

Cultural Decision making

Cultural communication Creative thinking

Cultural heritage Teenage

uae national education and social studies · united arab emirates - national education and social...

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