MEd TG G01 EN Web PDF

Moral Education
Grade 1
Third Semester
Teacher’s Guide
Pilot Edition
2017 - 2018
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For Suggestions, Inquiries & Complaints
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Trial Edition
2017- 2018
Copyrights reserved -Ministry of Education in the United Arab Emirates - Curriculum and Evaluation Sector
II
Moral Education
Engaging, Enlightening, Enabling and Empowering Global Citizens
“ ”
‘A country’s greatest investment lies in building generations
of educated and knowledgeable youth.’… ‘To the young men
and women of the Emirates, the future is yours. You are those
who will determine your Country’s future’
Sheikh Zayed Bin Sultan Al Nahyan
“ ”
‘Values are the foundation of a nations stability, and the spirit
of its laws. Without values a country has no security, stability
or continuity.’
HH. Sheikh Khalifa Bin Zayed Al Nahyan
“ ”
‘The future belongs to those who can imagine it, design it and
execute it. It isn’t something you await, but rather create.’
HH. Sheikh Mohammed Bin Rashid Al Maktoum
“ ”
‘Our children face major challenges, and it is our
responsibility to prepare and protect them. We should not sit
back and watch. We should race faster than light, to ensure
that future generations are well prepared to continue
achieving and progressing.’
HH. Sheikh Mohammed Bin Zayed Al Nahyan
IV
Moral Education
Moral education seeks to instill in students a set of universal values, which will enable
them to peacefully interact and connect with people from different cultural and social
groups who hold different and divergent views and perspectives. It seeks to empower
them to become active, responsible, local and global citizens. It enables them to develop
mutual understanding, respect for difference and empathy, in order to sustain our
cohesive, and prosperous society. Through dialogue and interaction, students are
provided with opportunities to explore different worldviews, to challenge one another’s
assumptions and attitudes and to develop the knowledge, skills and attitude necessary
to think critically, to make informed ethical decisions and to act on them in the interests
of their society.
Values of the Moral Education Course

V
Key Pillars of Learning
The Moral Education Course will be experienced by students as they work their way
through four key pillars of learning as they progress through the course. Each of the four
pillars is constructed around a series of Learning Outcomes.
Moral Education
Character and The Individual and Civic Studies Cultural Studies
Morality (CM) Community (IC) (CIS) (CUS)
Teaching universal The development Concentrating on Focusing on local

ethical values, of moral thinking Emirati history, Emirati heritage,
such as fairness, for individuals as trade, travel, archaeology, and
caring, honesty, active members of governance, as the importance of
resilience, their families, well as global preserving culture.
tolerance and social environment citizenship.
respect. and communities
at large.
VI
Key Skills
The Moral Education Course takes a holistic approach to teaching and learning. It focuses
on educating the Head (the cognitive domain - knowing), the Heart (the affective domain
- feeling) and the Hands (the pragmatic domain - doing), so that students are equipped
with an appropriate skill set to fully participate in a fast-changing world.
Deliberation Creativity
Dealing with complexity

Care
Solidarity Research
Curiosity
Adaptability Teamwork
Problem solving Resilience
Managing oneself Working independently Empathy
Communication Critical thinking Taking action

Critical reflection Enquiry
Collaboration
Imagination Multiple perspectives
Participation
Autonomy Decision-making
Active listening
Moral reasoning
Anti-racism
Respect
VII
Values
Values are at the heart of moral education. They are essential to a person’s sense of self;
they operate as the personal benchmarks that guide our thoughts and actions. The
Moral Education aims to support students in identifying their personal goals and the
motivation behind them. Moral education explores many multi-faceted issues, including
trade, mental health and the distribution of resources. It also enables teachers and
learners to explore the ethical implications behind complex global issues, enabling them
to engage as members of the UAE and international community.
It is hoped that in working through the Moral Education curriculum, teachers and
students will become inspired and motivated by a commitment to the values of social
justice, human rights, care for the environment, empathy, respect for diversity and
global solidarity. The lessons of Moral Education course are founded on the principles of
solidarity, equality and inclusion, and support a process for teaching and learning which
explores how personal values are shaped and directed. This Moral Education course does
not impose values, but rather encourages students to explore ethical issues, and
develop an awareness on their individual values.
Teaching and Learning – A Pedagogical Approach

Group is important in encouraging students to be proactive and autonomous learners.
Throughout this moral education curriculum, there is a focus on inclusive group work,
and a student driven approach to teaching and learning in the classroom. Students are
encouraged to have open discussions, guided conversations, activities, and philosophical
debates. This is intended to take students through a process of awareness-raising and
critical thinking, which will allow them to consciously enact moral reasoning in their
everyday lives.
Action Projects
In the upper grades of the course students are encouraged and enabled to undertake
Action Projects, where students are actively involved in developing an issue or topic,
which arises in class, beyond the usual limits of textbooks and course materials. These
Action Projects encourage active and co-operative learning and the development and
acquisition of skills. They are part of the ‘Hands’ (pragmatic) domain of skills
development.
VIII
Moral Education Course Education Resources
In order to teach the Moral Education course a suite of resources has been developed to
support the teaching and learning of all participants:
Unit 5 Friendship Moral Education Grade 1
Unit 5 Friendship
Lesson Objectives
Vocabulary
Lesson 1
Lesson 1
In this lesson, students will learn about the meaning
of friendship and why it’s important to have good Loyal
friends. They will also learn to appreciate differences Qualities
in their friends.
Similarities
I Love Being
Required Materials
• A3 size chart or whiteboard
• Markers What are the benefits of having good friends? What
1
With my
• Speaking object for circle time makes a good friend?
I Love Being
Learning Outcomes
Friend
• Explain what friendship is and why maintaining
good friendships is important; knowing that
friends can have different backgrounds, opinions
and interests.
With my What does “a good friend” mean?

DATE
International Friendship Day is on July 30. It is the day to celebrate friendship.
Friend
3 Unit 5 Lesson 1 4
What does “a good friend” mean?
3 3
Student Book Teacher Guide

A book specifically for students with a range of The Teacher Guide takes teachers through the course,
illustrations, images, texts and activities to engage highlighting key aspects of the lessons, suggestions
and support students in their learning. for questions and classroom activities, and specific
guidance on handling each lesson in the classroom.
Also included are suggestions for differentiation and
assessment for learning.
Lettre to the Parents/ Guardians
Dear Parents/ Guardians

Welcome to a new term, one that we hope will be fruitful and beneficial.
We have decided to teach Moral Education in order to facilitate the
character development of our students. We aim to introduce them to
a set of individual and social values, which we hope they will abide by.
This will enable them to play an effective role in the community and
create a bright future on both personal and social levels.
Therefore, we hope you will contribute to our efforts by talking to
your children and discussing with them the topics and lessons of this
course.
At the beginning of each unit, you will find a summary of its content
and intended learning outcomes. We hope you will read the summary
and learning outcomes and work with your children to complete one
or more activities from the menu suggested in this unit, thus ensuring
interaction between the students and their family members.
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Parent Guide Digital Resources

Each unit of the course has a short guide for parents, Where appropriate, learners will have opportunities to
outlining the essential elements of the unit with use digital technologies, such as eBooks and digital
suggestions as to how parents can engage with the objects, to support and extend their learning about
course and their children. aspects of moral education across each unit of the
Moral Education course.
The Moral Education programme includes two volumes
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The Moral Education Course Cover and What it Symbolises
A design that evokes local culture, contemporary society and global citizenship
The cover draws inspiration from the flower

with five petals, which is prevalent
throughout the Sheikh Zayed Mosque, in
Abu Dhabi.
The intersecting circles are a key element in

the pattern’s design. They serve to symbolise
union and connection, both at the national
and international levels and within
the community.
The intersections represent the complexity of Inspired by the Sheikh Zayed

Grand Mosque, Abu Dhabi
the relations between the different entities
living in an interdependent world as
global citizens.
At the centre of the cover is a star. This guiding star is created out of infinite circles, and
represents the moral compass that we should all aspire to follow, just as the North Star
has guided travellers through the ages. At the same time the star symbolises the
individual in the middle of the complex structure that is society.
As the grades progress, the number of circles increases, symbolizing how, as students
progress, they develop more connections with contemporary society and international
communities.
The gradation of colour portrays the complexity of the 21st century living.
Books and their covers vary in size. Keeping to the concept of interconnected ideas
influencing one’s moral behaviour, the circular pattern derived from the mosque
matures into a more complex design reflecting how morality and character grow in
complexity as we age.
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XI
Table of Contents
Unit 5
Moral Education Grade 1 Teacher’s Guide
Theme Individual
Community
and The
Exploratory Questions
Theme: The Individual and The
Friendship
These questions provide an overview of the concepts
Community that the students will learn throughout the lessons
in this unit.
Unit 5:
Exploratory Questions:
Friendship
(IC2) Friendship
What is friendship and why is
it important to maintain good
friendships?
How should we behave towards
Lesson 1 I Love Being With friends?
my Friend
Unit Objectives How can we behave with
Lesson 2 The Real Friend
The aim of this unit is to enable students explore the tolerance and respect in our
concept of friendship and all it entails. This includes Lesson 3 I Make New Friends
communities?
the meaning of real friendship, the importance of Lesson 4 A Friendship Without
maintaining good friendships, and the importance Troubles! Is It Possible?
of tolerance and respect in friendships. The unit
Lesson 5 Respecting Others
also aims to teach students how to treat friends and
make new friends. It further encourages students to
be tolerant and respectful within their communities.
What does true friendship entail?

Unit Description
The concepts underpinning this unit are taught
1 2
over five lessons and are designed to answer the
central question.
Central Question Learning Outcomes

Each unit has a Central Question, around which all the lessons of the unit are structured. 1. Explain what friendship is and why maintaining
Throughout the unit, students explore the concept of the good friendships is important; knowing that
Central Question. friends can have different backgrounds,
opinions and interests.
2. Confidently make new friends and treat friends
with respect by showing care, empathy and
acceptance. Learn how to resolve conflict if
need be.
3. Identify in which ways people in the local
community might be different from each other,
and understand ways to interact effectively.
4. Show respect for a range of people and roles
and understand that certain situations and
objects also require respectful behaviour.
1 2
1 I Love Being With my Friend �� P. 3
2 The Real Friend �� P. 11
3 I Make New Friends �� P. 17
4
A Friendship Without Troubles! Is It Possible? �� P. 23
5 Respecting Others �� P. 29
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Unit 6
Moral Education Grade 1 Teacher’s Guide
Theme Cultural Studies
Theme: Cultural Studies Moral Heritage Exploratory Questions

that the students will learn throughout the lessons
in this unit.
Unit 6:
Moral Heritage
(CUS2) Moral Heritage Exploratory Questions:
What is heritage in the UAE?
What is the difference between

tangible heritage and intangible
Lesson 1 What is Heritage?
Unit Objectives heritage?

Lesson 2 Intangible Heritage in the
UAE (1)
The aim of this unit is to teach students about herit-
age, both tangible and intangible, and explore some Lesson 3 Intangible Heritage of the What is heritage around
UAE (2)
examples of both types of heritage in the UAE and the world?
beyond. Students get an opportunity to experience Lesson 4 Intangible Heritage Around
some aspects of heritage through imaginative play the World
and simplified activities. Lesson 5 Tangible Heritage
Unit Description
The concepts underpinning this unit are taught What is the heritage?
central question.
35 36
Central Question Learning Outcomes

Each unit has a Central Question, around which all the lessons of the unit are structured. 1. Explain the distinction between ‘tangible’ and ‘intangible’ heritage.
Throughout the unit, students explore the concept of the Central Question.
2. Discuss and/or write about examples of intangible heritage in the UAE.
35 36
1 W
hat is Heritage? �� P. 37
2 Intangible Heritage in the UAE (1) �� P. 43
3 Intangible Heritage of the UAE (2) �� P. 49
4 Intangible Heritage Around the World �� P. 55
5 T
angible Heritage �� P. 61
XIII
Moral Education Grade 1
Theme Individual
Community
and The
Theme: The Individual and The
Friendship
Community
Unit 5:
(IC2) Friendship
Lesson 1 I Love Being With

my Friend
Unit Objectives
Lesson 2 The Real Friend
The aim of this unit is to enable students explore the
concept of friendship and all it entails. This includes Lesson 3 I Make New Friends
the meaning of real friendship, the importance of Lesson 4 A Friendship Without
maintaining good friendships, and the importance Troubles! Is It Possible?
of tolerance and respect in friendships. The unit
Lesson 5 Respecting Others
also aims to teach students how to treat friends and
make new friends. It further encourages students to
be tolerant and respectful within their communities.
What does true friendship entail?

Unit Description
The concepts underpinning this unit are taught
1
central question.
Central Question
Each unit has a Central Question, around which all the lessons of the unit are structured.
Throughout the unit, students explore the concept of the
Central Question.
1
Teacher’s Guide
in this unit.
Exploratory Questions�
What is friendship and why is

it important to maintain good
friendships?
How should we behave towards
friends?
How can we behave with
tolerance and respect in our
communities?
Learning Outcomes
1. Explain what friendship is and why maintaining
friends can have different backgrounds,
opinions and interests.
2. Confidently make new friends and treat friends
need be.
3. Identify in which ways people in the local
4. Show respect for a range of people and roles
2
Unit 5 Friendship
Lesson Objectives
Lesson 1
of friendship and why it’s important to have good
friends. They will also learn to appreciate differences
in their friends.
I Love Being
Required Materials
• A3 size chart or whiteboard
• Markers
With my
• Speaking object for circle time
Learning Outcomes
Friend
• Explain what friendship is and why maintaining
and interests.
What does “a good friend” mean?
3
Teacher’s Guide
Vocabulary Always being a good

Loyal support and a good friend
Loyal to someone or something.
Qualities Attributes that people
Qualities have that make them who
Similarities they are e.g. kindness,
loyalty.
Similarities Anything that makes

people or objects alike.
What are the benefits of having good friends? What
1 makes a good friend?
Suggested Answers
• Trustworthy
• Encouraging
• Not jealous
• Tells me when I am wrong
• Sharing
• Includes me
• Loyal
• Helpful
DATE
International Friendship Day is on July 30. It is the day to celebrate friendship.
Differentiated Learning
Now discuss as a class what makes a good friend (for
Unit 5 Lesson 1 4 beginners). Ask each child in the class to come up
with something without putting pressure on them.
If they cannot think of anything they can pass the
Activity 1 (10 minutes) object on to the next person in the circle.
Circle Time Do not put pressure on weaker students. This could
Ask students to sit in a circle. Explain that they cannot speak unless they have the small embarrass them and make them reluctant to answer
object. Decide on a small object to indicate whose turn it is to speak (a small ball, a in the future.
teddy or anything easy to pass around).
Discuss the benefits of having good friends (for beginners). If someone wants to speak,
they must raise their hand to get the object.
Suggested Answers
• Helps you
• Keeps you company
• Makes you laugh
• Sticks up for you
• Teaches you things
• Plays with you
4
Activity 2 (15 minutes)

Read the story The Big Match twice. The Big Match
Use a narrative style.
“Come on, Mansour�” called his father, “It’s time to
Then ask the questions from the Student Book.
2 leave. We’ll be late for the big match.”
Suggested Answers
It was the day of the cup final... and Mansour’s local
• He probably felt lonely and not really part of the team was in it� It was the biggest day in the town’s
big day. history, excitement had been building for weeks and
all Mansour’s friends were going.
• They are his friends, so wanted to keep him
company and make him feel better. Mansour sat up in his bed. He felt ill – he had a really
bad stomach ache. Just then his father appeared in
• I think he felt a lot happier, and probably felt more the doorway. “Mansour, are you coming?” he asked.
part of the big day. “What’s wrong, Mansour? You don’t look well,” he said
with a worried look. “No, Dad ... I don’t feel well, I’ve
Questions for Discussion got a stomach ache.” said Mansour.
When the story has been read, ask students to Later, after the doctor had been and Mansour was
consider the Questions for Discussion in the student feeling a little bit better, he sat glumly on the sofa. He
book. wasn’t well enough to go out . “At least I can watch it
on TV...,” he thought. Just then, there was a knock on
Suggested Answers the door. His father went to open it. “Who could that
• I would have done the same thing. I would have be?” he wondered, “I thought the whole town would
be at the match.”
gone to my friend’s house to watch the game
together. He could hardly believe it. It was Omar and Shaima’,
his two best friends. “What are you doing here?”
• I would have gone to the match. I would have asked Mansour. “We came to watch the game with
explained to Saif that I just could not miss it. I’m our friend,” said Shaima’ smiling. “Here... we brought
sure he would have understood. you a flag�” said Omar.
5
Teacher’s Guide
Questions for Discussion

How do you think Mansour felt when he was sitting on the
sofa alone?
Why do you think Omar and Shaima’ came to Mansour’s house?
How do you think their visit made Mansour feel?
Let’s Think Together ‘What would you

have done if you were Omar or Shaima’
6
Ask students to think of some qualities they value in
Wanted� A Good Friend
a friend - and then write these into the illustration in 3 Write the qualities you would like in a good friend.
their books.
THINK!
‘I am always the best friend I can be’
7
Teacher’s Guide

Discuss the benefits of diversity within the school
4 Are we the same or different? Fill in the table to find out! and the UAE. Benefits include new food, new music,
new cultures and new traditions.
Me Name 1 Name 2 Name 3 Then discuss how interesting it is to have friends
who are similar in some ways and different in others.
Hair Put students into groups of 3-4. If possible, ensure
each group has a mix of backgrounds/cultures.
Eyes
Now ask students to complete the table - first
the ‘Me’ column and then the other columns with
information about the others in the group.
Age
Favourite sport
When the students are finished ask them questions
Favourite TV such as:
show
For Beginners
Were you surprised at how many similarities you had
Favourite colour
with some students?
Were you surprised with how many differences you
Favourite food
had with some students also?
Favourite
For Advanced Students
animal What is good about having similarities?
What is good about having differences?
Unit 5 Lesson 1 8
8
Ask students to draw four pictures and add a brief
description. 5 Draw four pictures of good friends doing things for one
another. Describe what each friend is doing.
9
Teacher’s Guide
Key Skills (Head, Heart, Hands)

• Critical thinking
• Imagination
• Critical reflection
• Communication
• Deliberation
• Enquiry
• Curiosity
• Moral reasoning
• Managing oneself
• Empathy
• Care
• Solidarity
• Multiple perspectives
• Active listening
• Respect
• Working independently
• Teamwork
• Collaboration
• Participation
• Research
• Autonomy
• Adaptability
• Taking action
D isplay the ‘qualities of a good friend’ as stated in
Unit 5 Lesson 1 10 Activity 1 because the spellings may be difficult for
weaker students and inhibit participation.
Evaluation/Reflection
Teacher Observation: Occasionally check for
understanding throughout the lesson.
Name:
Date:
1. Name four ways of being a good friend.
2. Give two reasons why it’s good to have friends.
3. I am a good friend because I...
10
Unit 5 Friendship
Lesson Objectives
Lesson 2
of friendship, with a particular focus on how good
friends treat one another in good and bad situations.
Required Materials
• Small cards with traits of a good friend and a bad
friend
Learning Outcomes
• Explain what friendship is and why maintaining The Real
Friend
and interests.
• Confidently make new friends and treat friends
need be.
How should good friends treat one another?
11
11
Teacher’s Guide
Vocabulary Something nice that’s

Compliment said about someone or
Compliment Background something.
Things that have
happened in a person’s
past e.g. where they come
Background from, their family’s past,
1 Think again about friendship. What are friends? What do what languages they
friends do? speak.
Unit 5 Lesson 2 12

As part of a group discussion, ask the following:
For Beginners
• What makes a good friend?
• Do you have a good friend? Point out that if some students do not have good friends
now, they will in the future.
• How does your friend show his/her friendship?
• What things do good friends do for one another?
• Do all friends have to have the same background?
• Why can it be good to have friends from other cultures and backgrounds?
12

Read the story Two Friends, Different Interests Two Friends,
Different Interests
twice.
2
Ask students to consider the Questions for Mansour and Walid were walking together towards
Discussion in the Student Book. the park. It was a bright, sunny morning and the boys
were chatting happily to one another.
“This is a brand new football,” said Mansour, “My
Suggested Answers uncle got it for me yesterday. I can’t wait to try it out.”
“It looks really cool,” said Walid. “Maybe it will make
• There is a sense of closeness and familiarity you an even better player�” he said.
between the boys. You can tell they like one Mansour laughed and threw his arm around his
another and spend a lot of time together. friend’s shoulder. “What have you got there?” he
• He complimented Walid on his knowledge of asked.
“It’s a new book. I haven’t started it yet. I loved the
books.
author’s last book. You remember I told you about it?”
• He complimented Mansour on his footballing said Walid.
ability. “Oh, yes, I remember,” said Mansour. “Well, if you
like it, it must be good. You certainly know a lot about
Suggested Answers
books - more than anyone else�”
• It is unusual that they have such different When they got to the park, Walid went and sat on
interests. This shows that friends don’t always a bench. He took out his book and began reading.
have to have the same interests. Mansour ran over to the football pitch to join a game
with some other boys.
“I’ll see you later, Walid”, shouted Mansour. “Sure
thing,” replied Walid.
13
13
Teacher’s Guide

How can you tell that Mansour and Walid are friends?
Did Mansour do or say anything to suggest he’s a good friend
to Walid?
Did Walid do or say anything to suggest he’s a good friend
to Mansour?
Let’s Think Together ‘What is special

about the boys’ friendship?’
14
14

Arrange students into groups of four. Mix up and Your teacher will give you
distribute the cards with the traits of a good friend 3 a collection of cards. With
and the traits of a bad friend. Ask the groups to put
your group, arrange them
their cards into appropriate piles.
into two piles. In one pile,
put all the cards with ‘good
Differentiated Learning qualities’ of friends. In the
other pile, put all the cards
If there are too many cards remove some. with ‘bad traits’ of friends.
Good Traits
Plays with you when
Is helpful
you’re lonely
Is kind Shares
Looks after you Pays you compliments
4 Read these scenarios. What would a good friend do in
Plays games with you that each one?
Stands up for you
he/she does not want to play
Is loyal Is nice a. You forget to bring lunch to school and you’re hungry.
Uses nice words Teaches you things b. Some children are laughing at you when you are not there and your friend
Makes you feel happy Makes nice things for you overhears them.Your friend is playing with someone else and you feel left out.
c. You fall and hurt yourself when someone deliberately pushes you.
Says nice things about you
Thinks nice things about you d. Your friend is talking and making noises
when you’re not there
during the lesson. The teacher thinks it’s
Bad Traits you and asks you to stop.
e. After playing your friend’s favourite game
Calls you names Says mean things about you
when you’re not there a few times, you ask if you can play your
favourite game now.
Lies to you Excludes you
Never plays the games 15

Laughs at you you want
Teases you Is rude to you

Scares you Makes you feel sad Put students in groups. They will be given scenarios, for which they must decide orally
Puts you down Doesn’t share what a good friend would do.
Shouts at you Makes a fool of you Read each scenario out to the children and allow them to come up with different
Blames you for something answers in their group. Walk around the class and have students suggest answers.
Hits and kicks you
you haven’t done
A good friend would:
Cheats at games Makes you feel silly
a. share with you part of his lunch.
Tells people your secrets b. tell the children laughing at me that they are acting wrong.
c. include me.
d. make sure that I am OK and help me reach out for more help in case first aid is
needed; talk to the person who pushed me.
e. take in the teacher’s comment and not accuse his noisy friend; but try to convince
him to stop.
f. play your favourite game now or promise to play it later.
If there are too many scenarios omit some.
15
Teacher’s Guide

Work in pairs. You are going to interview your partner • Critical thinking • Multiple perspectives
5 about one of his or her friends. Write your partner’s • Imagination • Active listening
name. Then ask the questions below. Take turns to ask • Critical reflection • Respect
the questions and write the answers. Compare your
interview notes with those of your • Communication • Working independently
classmates. • Deliberation • Teamwork
• Enquiry • Collaboration
Name of person you are interviewing�
• Curiosity • Participation
• Moral reasoning • Research
• Managing oneself • Autonomy
1� What is your friend’s name? • Empathy • Adaptability
2� How did you meet? • Care • Taking action
3� What are the good things about
• Solidarity
your friendship?
4� What kinds of things do you
enjoy doing together? Differentiated Learning
5� Do you ever argue? Why? • Ensure a mix of higher and lower order questions
6� How do you make up after so that all students can participate in discussion at
an argument? their own level.
7� Why is this friend a good friend? • Move around the classroom during activities,
8� What is the nicest thing this offering one-to-one support where necessary.
friend has ever done for you?
• Ensure students are grouped in mixed-ability
groups for activities so that they can learn from
one another.
Unit 5 Lesson 2 16
Teacher Observation: Check for understanding
throughout the lesson
Put students in pairs. Ask everyone to think of a good friend. Now ask students to take
Self-Assessment – Being a Good Friend
turns being the interviewer and the interviewee. Students write their partner’s answers
in their Student Books. Three Stars and a Wish.
Insert colourful image of a star
Insert image of a cloud
‘Three Stars and a Wish’ Instructions

Give each student the ‘Three stars and a wish’
handout. Beside each image of a star students write
one way they are happy with the type of friend they
are: I always include people, I always share etc.…
Beside the image of the cloud students write one
way in which they could improve as a friend. This is
the ‘wish section’ of ‘Three Stars and a Wish’. Model
the process by filling one in yourself on the board or
on a handout.
16
Unit 5 Friendship
Lesson Objective
Lesson 3
In this lesson, students will learn how to be a good
friend, which includes treating their friends with
care and respect. They will also learn about the
importance of being tolerant and open towards
people of different backgrounds or cultures.
Required Materials
I Make New
• a tape of music for students to move around the
room
• teddy bear
Friends
Learning Outcomes
need be.
• Identify in which ways people in the local
In what ways could friends be different?
17
17
Teacher’s Guide
The ability to change

Vocabulary someone’s mind or
Influence behaviour, to think or
Influence Inclusion act differently.
Involving everyone
Inclusion regardless of differences.
First, fill out Part 1 of the worksheet. When your teacher
1 tells you to, fill out Part 2.
Part 1 Part 2
Favourite TV
programme
Favourite food
Favourite game to play

with friends
Favourite animal
Favourite colour
Unit 5 Lesson 3 18

Ask students to fill out Part 1 of the worksheet in the student book.
When they have finished, play music and ask them to walk respectively and exchange
ideas.
When the music stops, students discuss their answers with whoever is standing next
to them. When the music starts again, students recommence walking around the
classroom.
Repeat this 5-6 times. Then ask students to return to their seats.
Now ask students to fill out Part 2 of the worksheet.
When everyone has filled out Part 2, ask :
For Beginners
• Did any of your original choices change?
• Can friends change your mind and make you think differently?
• Is it important to pick good friends? Why?
18
Activity 2 (15 minutes) A New Boy at School

Read the story A New Boy at School twice.
When Mansour arrived at school one morning, he was
When the story has been read, ask students to 2 met by an unfamiliar face. A boy was standing by the wall
consider the Questions for Discussion in the in the main corridor. He looked anxious. “Who’s that?”
Student Book. wondered Mansour.
“Hi,” said the boy,“can you tell me if I’m in the right
Suggested Answers place, please? I’m looking for the library.” His voice
sounded strange, as if he wasn’t used to speaking.
• Being new in an unfamiliar place where you “Hi,” said Mansour, “follow me and I’ll show you.” The
don’t know anyone can be stressful and boy hurriedly collected his belongings and walked quickly
unsettling. to catch up with Mansour.
“Thank you,” said the boy. “My name is Xiang. I am new.
• It seems like Xiang is from a different country, I have just arrived with my family.”
so he is probably used to speaking a different “Well, hello... sorry I can’t say your name,” said Mansour
language. It is normal for foreigners to sound smiling, “I’m Mansour. I’m not new. I’ve been here
different. forever�” Xiang laughed.
“So do you know anyone here?” asked Mansour.
• I think he felt relieved and grateful. Settling “No, nobody... well, just you�” answered Xiang.
in to a new place is hard, but it’s a lot easier “It’s tough being new and not knowing anyone, isn’t it?”
if someone helps him have a class discussion said Mansour. “Come on, I’ll introduce you to everyone.”
about the Let’s Think Together question in the
Student Book.
Suggested Answers
• Yes, I do. They have different backgrounds, but
they have things in common, too. For instance,
they have the same sense of humour.
19
19
Teacher’s Guide

Why do you think Xiang was anxious?
Why do you think Xiang’s voice sounded “strange”
to Mansour?
How do you think Xiang felt when Mansour offered to
introduce him to the other students?
Let’s Think Together ‘Do you

think Mansour and Xiang will
become friends? Why?’
20
20

Tell students that you are going to read aloud a
Your teacher will read out some sentences. Indicate
series of sentences. Ask them to indicate whether
each one is acceptable or not. Students raise their
3 whether you think each one is OK or not.
hands for ‘yes’ and keep both hands flat on the table
for ‘no’.
Sentences:
• Do you want to come to my house to play
computer games?
• If you get permission, would you like to go for
ice-cream with me and my mother?
• Do you want me to help you with your
homework?
• Do you like the present I made you?
• Shall we ask that new girl to be our friend here?
What would you do in these situations?
She comes from a different country! 4
• Don’t speak to her; she’s lazy. 1 2 3
During this activity, discuss the answers. Point out
that choosing the right friends is important because
friends can be a good or a bad influence. Emphasise
the importance of inclusion of all cultures and all
types of people.
KEY FACT
Activity 4 (15 minutes) Being friends with people from different backgrounds gives you a different perspective
on things.
Put students into groups.
21
Read out the situations:
Situation 1: You know a child from another country
who is the same age as you but speaks a different Then discuss these questions:
language. He likes your toys but doesn’t have any of For Beginners
his own as he cannot afford them. What do you do?
• Is it important to include everyone?
Situation 2: You see a girl who is alone and upset.
She is in a wheelchair. You know she would love to • How do you think people feel when they are left out?
have a new friend. What do you do? • Would you like to make another person feel that way?
Situation 3: A girl in your class brings in some food For Advanced Students
from her country. Everyone laughs because the food • Is it important to include everyone? Why?
is different and smells strange. She gets very upset.
What do you do? • How could you make them feel happier? How would this make you feel?
Have students act out what they would do in each

situation.
Please make sure you do not act in a patronising
manner towards students in wheelchairs.
21
Teacher’s Guide

• Critical thinking • Anti-racism
Think of something you did that showed you were a good
5 friend. When it’s your turn, tell the class.
• Imagination • Multiple perspectives
• Critical reflection • Active listening
• Communication • Respect
• Deliberation • Decision making
• Enquiry • Dealing with
Complexity
• Curiosity • Working
independently
• Problem solving • Teamwork
• Moral reasoning • Collaboration
• Managing oneself • Participation
• Empathy • Research
THINK!
Do I always make sure to include everyone? • Care • Autonomy
• Solidarity • Taking action
• A Mixture of beginners and advanced
questioning so that all students can participate
in discussion at their own level.
• Move around the classroom during activities,
offering one-to-one support where necessary.
• Ensure students work in mixed ability groups so
that they can learn from one another
Unit 5 Lesson 3 22
Check for understanding occasionally during
Circle Time the lesson
Ask students to sit in a circle. Explain that they cannot speak unless they have the True or False
object. Decide on a small object to indicate whose turn it is to speak (a small ball, a
teddy or anything easy to pass around).
• It is OK to leave people out.(T/F)
Give an example of when you were a good friend starting your sentence with
• You must respect everybody.(T/F)
“I was a good friend when... [I looked after my friend when she was sick]”
• You should try and make people feel good
about themselves.(T/F)
Students’ contributions must be short. Be sure to involve everyone.
• You should treat people better if they are richer.
(T/F)
• It is OK to laugh at someone if they are different
to you.(T/F)
• Everyone deserves to be treated well.(T/F)
22
Unit 5 Friendship
Lesson Objectives
Lesson 4
In this lesson, students will learn about the
importance of treating friends with respect. This
A
includes showing care, empathy, acceptance and
support.
Friendship
Required Materials
• Teacher’s poster of Conflict Wheel
Without
Learning Outcomes
Troubles! Is
need be.
It Possible?
How do I care for my friend?
23
23
Teacher’s Guide
When people think

Vocabulary differently about
Conflict something and it stops
Conflict them agreeing and being
Cowardly
friends.
Bullying Someone is so afraid and

Cowardly cannot do the right thing.
Hurting the body or the

Bullying feelings of one’s peers.
What could you do if you were experiencing conflict with
1 someone? Colour in the Conflict Wheel.
Unit 5 Lesson 4 24

Discuss what conflict is - a state of argument or disagreement between people.
Briefly go through the options as featured on the Conflict Wheel.
Display the Teacher’s Conflict Wheel Poster.
Explain to students that the wheel offers them several options of actions in case they
experience conflict with someone. Ask them what they would do in such a case and
have them colour the corresponding section of the Conflict Wheel.
24

Read the story Mansour’s New Bicycle twice. Mansour’s New Bicycle
Mansour was thrilled with his new bicycle. It was the
When the story has been read, ask students to 2 bluest blue he had ever seen, with yellow stripes on
consider the Questions for Discussion in the student either side. It had big chunky wheels that made it
book. glide smoothly over even the bumpiest ground.
When he got to the end of his street, he saw Khalid.
Suggested Answers He knew Khalid from school, but they weren’t friends.
Sometimes Khalid was mean.
• Khalid seems to be jealous of Mansour. He didn’t like that Mansour got good results in school,
• No, he seems to be unhappy and angry. He may while Khaled didn’t.
“Why are you riding a little kid’s bike?” asked Khalid.
be unhappy about something in his own life. Before Mansour could answer, Khalid pulled roughly on
• The other children should intervene and stick up the handlebars. Mansour fell one way and his bicycle
the other. Khalid laughed and walked away. Mansour
for Mansour.
carefully lifted his bicycle from the ground. The stripes
Suggested Answers on one side were scratched. He was so sad.
The next day at school, Khalid was even meaner. He
• Khalid is bullying Mansour, so it’s important for called Mansour nasty names in front of the other
Mansour to do something. He could tell Khalid students. “And he rides a baby’s tricycle,” said Khalid.
to stop or he could tell someone (a parent or Some people laughed. Then he took his lunch. “If you
tell anyone, I’ll really hurt you,” he said. Mansour was
teacher, for example).
scared. He felt he was on his own.
25
25
Teacher’s Guide

Why do you think Khalid treats Mansour this way?
Do you think Khalid is happy?
What should the other children do when they see
this happening?
Let’s Think Together ‘What

should Mansour do? What are his
options?’
26
26

Discuss aspects of bad behaviour as a group. Ask the
Let’s talk about bad behaviour and solutions. Listen to
class these questions: 3 your teacher’s questions and think about your answers.
For Beginners
• If someone is being mean to you all the time,
what is it called?
• What do you do if someone is being mean to
you?
• Are people who bully or do mean things to
others good friends?
• If you have ever bullied or been mean to
someone, how can you make it up to them?
• What should you do if you see someone being Use the Conflict Wheel and write how would you react in
bullied or being treated in a nasty way? 4 the following situations.
• Why are people mean to one another? Situations My reaction
Suggested Answers 1. If my friend invited me to a party

• Bullying is when someone or a group of people
2. If my friend listened to me when I was sad
make fun of someone regularly.
3. If my friend stuck up for me when someone was
• Use the Conflict Wheel. mean to me
• Maybe they are unhappy, angry, jealous or 4. If someone called me a horrible name
scared. 5. If my friend excluded me
• No, they are usually very cowardly because they
make fun of people who are not going to fight
back. That can change, though. 27
• Perhaps you should apologise to someone you

once bullied. Talk to someone who can help.
Explain that our words and actions can either make people feel good about themselves
or bad about themselves. We all have the ability to do and say things that will make us
good friends or bad friends.
Ask students to write down how they would react if they were in situations listed in the
student book.
Suggested Answers
1. Happy
2. Comforted
3. Proud
4. Sad
5. Lonely
27
Teacher’s Guide

• Critical thinking • Imagination
• Critical reflection • Communication
• Deliberation • Moral reasoning
• Problem solving • Managing oneself
• Empathy • Care
• Solidarity • Multiple perspectives
DATE
Countries around the world have an Anti-Bullying Day to show their opposition • Active listening • Respect
to bullying.
• Resilience • Decision-making
• Working • Adaptability
independently
• Teamwork • Collaboration
Think of a time when you were not a good friend to
5 someone - or could have been better. What happened? • Participation • Taking action
How do you think this made your friend feel? How did
you feel?
• Use a mix of beginners and advanced questions
so that all students can participate in discussion
at their own level.
KEY FACT
You can stop a bully by telling your teacher or your parent what he/she is doing. If the • Use mixed ability groups for activities so that
situation doesn’t change, keep telling your teacher and parents until it does.
students can learn from one another.
• Answers may vary according to the level of the
students in the AfL/Evaluation/Reflection.
Unit 5 Lesson 4 28
Direct students to the questions in the student book. Ask them to write one sentence in How to make good friends Why do we lose friends
response to each question. 1. _____________________ 1. _____________________
Suggest that they should reflect on this experience later - and think about what they 2. _____________________ 2. _____________________
should have done instead.
3. _____________________ 3. _____________________
4. _____________________ 4. _____________________
5. _____________________ 5. _____________________
6. _____________________ 6. _____________________
28
Unit 5 Friendship
Lesson Objectives
Lesson 5
In this lesson, students will learn about the
importance of respecting people and their
roles. Students will also learn about the need
to occasionally adapt their behaviour to specific
circumstances.
Required Materials
Respecting
• Talking object for circle time
Learning Outcomes
Others
• Show respect for a range of people and roles
How can we show respect for people and

their roles?
29
29
Teacher’s Guide
Vocabulary In common Being similar.

In common
To act towards someone
Respect Respect with politeness and good
manners.
Look at the photographs of these six children. Which

1 children would you rather spend time with? Why?
1 2 3
4 5 6
Unit 5 Lesson 5 30

Ask students to look at the six pictures. Tell them to choose by order of preference, who
they would like to spend time with and why.
This activity will let students understand that they like to spend time with people whom
they have things in common with.
30

Read the story Football in the Park twice. Football in the Park
Ask students to consider the Questions for It was a warm, sunny Saturday morning - the perfect
Discussion in the Student Book. 2 day for football� Mansour raced out of his house and
headed for the park.
Suggested Answers “Hurry up, Mansour� Everyone else is here. We’re
• He said it was because they didn’t need another about to start,” shouted Shihab when Mansour arrived
at the park gates.
player, but it was really because Xiang was
Mansour took up his position in the team. “Let’s go�”
different. he shouted.
• Probably because he knew what he was saying Just then, Mansour noticed Xiang standing on the
sideline. Xiang waved to him. “Do you want to play,
was unfair or impolite, so he was a little Xiang?” asked Mansour. “Yes, please... I’d love to,”
ashamed. answered Xiang.
• He changed his mind when he realised that he “Come on then,” said Mansour.
“Whoa, hold on,” said Shihab sternly, “We don’t
had some things in common with Xiang. need anyone else.” Shihab turned to Mansour and
Suggested Answers whispered, “Who’s that guy anyway? I don’t know
him. Where’s he from?”
• I think most people would have allowed Xiang “That’s Xiang. He’s a friend. He comes from China.
to play. Most people are welcoming towards He’s a really nice guy, and he’s an awesome football
player. He really loves football. And guess what? He
foreigners.
supports our team, just like us� You even have the
• I think most people would not have allowed same favourite players�”
Xiang to play. Most people are wary of “Oh, OK,” said Shihab, “then I guess he can play.”
foreigners until they know them better.
31
31
Teacher’s Guide

Why didn’t Shihab want Xiang to play?
Why did Shihab whisper to Mansour when he was asking him
about Xiang?
Why did Shihab change his mind about letting Xiang play?
Let’s Think Together ‘Would

most people have allowed or not
allowed Xiang to play?’
32
32

Circle Time
Sit in a circle and look again at the photographs of the
Ask students to sit in a circle. Remind them that they
cannot speak unless they have the object.
3 six children. Discuss the reasons for your choices.
Remember, you can’t speak unless you have the object.
Ask them to look again at the photographs of the six
children from Activity 1.
Ask students the following questions: THINK!
Do I have friends from different backgrounds? If not, why?
For Beginners
• Why do you think _________ is a special person?
• Why do you think more people choose to be
4 Look at each image below.
friends with _________? Say what it is and then say how you would show respect
to that person.
This decision is usually based on students feeling
1 2 3
more comfortable with or that they have more in
common with the child featured. This is normal.
• Why do you think fewer people choose to be
friends with _________?
This decision is usually based on students feeling
they have less in common with the child featured.
4 5 6
Or they may feel unsure about them because they
do not have things in common. Explain that they can
have really good friendships with people they do not
have many things in common with.
Ensure the object goes around circle, giving every
student a chance to speak. If a student does not
wish to speak, they can give the object to the next 33
student.

Ask students to look at the images in the student book.
Increase the complexity of the task and questions
to meet the different levels of the students. Allow Then ask them to identify what each image represents and how they would show
these students to pass. Tell them you will come back respect to that person or thing.
to them, but only do so if they indicate they have an Suggested Answers
answer.
1. Teacher, respect by listening and doing homework..
2. Policewomen, abide by the law
3. Cashier; talk to him/her politely
4. House helper, treat fairly
5. Father; loving and obeying
6. Nature, not to litter nor cut trees
Beginners may need prompting and assistance.
33
Teacher’s Guide

In the first column, draw and list the qualities you would
5 like in a best friend.
• Imagination
On the second column, draw and list how you would be
• Communication
a good friend. Share the pictures with the class then
• Enquiry
discuss.
• Curiosity
• Empathy
• Care
• Solidarity
• Anti-racism
• Respect
• Decision-making
• Working independently
• Adaptability
• Teamwork
• Collaboration
• Participation
• Taking action
• Autonomy
• Use a mix of beginners and advanced questions
so that all students can participate in discussion
at their own level.
Unit 5 Lesson 5 34
• Use mixed ability groups for activities so that
Activity 5 (25 minutes) students can learn from one another.
Have the students draw a picture of a best friend in the first column and list the qualities
of a good friend.
On the second column, have the students draw themselves and list what qualities they
should have as good friends. Self-Evaluation on Friendship Unit
Allow students who feel comfortable to share their pictures with the class and discuss In this unit I learned about
the qualities they have listed. __________________________________________________
Stress the qualities studied in this unit such as support, respect. I think this will help me with
__________________________________________________
I liked learning about
__________________________________________________
I did not like learning about
__________________________________________________
I would like to learn more about
__________________________________________________
34
Theme Cultural Studies
Theme: Cultural Studies Moral Heritage

Unit 6:
(CUS2) Moral Heritage
Lesson 1 What is Heritage?
Unit Objectives Lesson 2 Intangible Heritage in the

UAE (1)
The aim of this unit is to teach students about herit-
age, both tangible and intangible, and explore some Lesson 3 Intangible Heritage of the
UAE (2)
examples of both types of heritage in the UAE and
beyond. Students get an opportunity to experience Lesson 4 Intangible Heritage Around
some aspects of heritage through imaginative play the World
and simplified activities. Lesson 5 Tangible Heritage
Unit Description
The concepts underpinning this unit are taught What is the heritage?
central question.
35
Central Question
Each unit has a Central Question, around which all the lessons of the unit are structured.
Throughout the unit, students explore the concept of the Central Question.
35
Teacher’s Guide
in this unit.
Exploratory Questions:
What is heritage in the UAE?
What is the difference between

tangible heritage and intangible
heritage?
What is heritage around

the world?
36
Learning Outcomes
1. Explain the distinction between ‘tangible’ and ‘intangible’ heritage.
2. Discuss and/or write about examples of intangible heritage in the UAE.
36
Unit 6 Moral Heritage
Lesson Objectives
Lesson 1
In this lesson the student will learn the meaning of
the word ‘heritage’. The students will be introduced
to the terms ‘tangible heritage’ and
‘intangible heritage’.
Required Materials
• Whiteboard and marker/blackboard and chalk
What is
• Https://www.firstpalette.com/Craft_themes/
Colors/Paper_Weaving/Paper_Weaving.html
• Construction paper or any colored paper
Heritage?
• Glue
• Scissors
• Video of Al Sadu weaving: https://www.
youtube.com/watch?v=N4iXW0V2BEE
• Interactive whiteboard and projector (optional)
Learning Outcomes
• Explain the distinction between ‘tangible’ and
‘intangible’ heritage.
What is ‘tangible’ and ‘intangible’ heritage?
37
37
Teacher’s Guide
Vocabulary Things that are passed

Heritage on from generation to
Heritage generation.
Tangible
Tangible Things that you can touch.
Intangible
Things that you cannot

Intangible touch.
What is heritage? Look at these pictures from different

1 cultures.
1. Taj Mahal in India 2. Al Badiyah UAE
3. Mall of the Emirates, UAE 4. Mariachi singer, Mexico
Unit 6 Lesson 1 38

Ask students to look at the photos in the student book. Ask what differences they see in
those images. Discuss what they are.
Suggested Answers
1. Taj Mahal in India. A heritage of the Indian community.
2. The Al Badiyah mosque is almost 600 years old, making it the oldest in the UAE.
It is an important part of our heritage.
3. Shopping (or a modern shopping mall) would not be considered part of the
any heritage.
4. Mariachi singer playing guitar in Mexico (a heritage from Mexico).
Prompt the students to notice that some of those images are of old places and thing,
which means heritage. The other part is of new places and things which means modern.
Then explain that heritage is the traditions, monuments, objects and culture from a
particular group or nation’s history.
38

Read the story A Visitor from Japan aloud to A Visitor from Japan
the class.
Then ask the students to consider the Questions for Karima was so excited when Yoko arrived at her
Discussion in the student book. 2 house. Yoko was her newest friend� She had just
moved from Tokyo to Dubai.
Suggested Answers
• Yoko has just moved from Japan, where kabsah “You’re here�,” shouted Karima when she opened
the door.
is not a common dish. Japan has different
traditional recipes. “Thank you very much for inviting me,” said Yoko.
“Mmm, what’s that lovely smell?”
• The sword is a part of Emirati history - so when
you touch it, you’re touching history. “That’s lunch... it’s kabsah,” explained Karima, “My
• The sword is very old now, so it is probably mother is making it. Don’t you know it?”
delicate and valuable. It could easily “No,” said Yoko, “We don’t have it in Japan.”
be damaged.
“Ah,” said Karima’s mother, overhearing the
Then have a class discussion about the Let’s Think
conversation, “Kabsah is a traditional Arab dish. It’s an
Together question in the Student Book. old recipe that has been passed down from generation
Suggested Answers to generation. It’s a special dish for Emiratis... it’s part
of who we are�”
• The recipe for kabsah, which is passed
down from generation to generation, is one “And what’s that?” asked Yoko, pointing with wonder
example of Emirati heritage. The sword is at an old sword hanging above the fireplace in
Karima’s living room.
another example.
• There is an important difference: the recipe is “It’s a really, really old sword,” explained Karima.
an example of intangible heritage. Whereas the
sword is an example of tangible heritage.
39
39
Teacher’s Guide
“It belonged to my grandfather, but it’s actually

hundreds of years old. It was made here. People used to
carry swords on their shoulders when travelling across
the desert. My father says you’re touching Emirati
history when you touch it... but nobody’s allowed to
touch it now�”

Why didn’t Yoko know about kabsah?
What does Karima’s father mean when he says “you’re
touching Emirati history” when you touch the sword?
Why do you think nobody is allowed to touch the sword?
Let’s Think Together ‘Are there

any examples of Emirati heritage
in this story?’
40
40

Remind students that heritage includes the history,
Heritage can be tangible or intangible. Consider the story
customs, traditions and stories of a country or group. 3 A Visitor from Japan.
It includes both ideas and objects. For example,
an old cooking pot might have an interesting story Tangible The kabsah meal The sword
connected to it. The cooking pot is the object, and
the story connected to it is the idea. Intangible The recipe The story of the sword
Explain that there are two different types of a. What do you think ‘tangible’ means?
culture: tangible and intangible. The kabsah meal b. What do you think ‘intangible’ means?
is an example of tangible culture. So is the sword.
Remember that the meal is on the table. And the
sword is hanging on the wall. Yoko can see them.
She can smell the meal. And she could touch the Look at these pictures. Each one shows an example of
sword, although she’s not allow to. 4 either tangible or intangible heritage.
Ask students if they can guess what tangible culture
means. Prompt them to think about the kabsah
and sword in the story. Ask students if they can see
these objects. Then explain that tangible heritage
is heritage that we can see. It is also heritage that
1. A Chinese martial artist 2. An old tower of a fort 3. Fishermen catching fish
we touch (a dress), smell (a scent), hear (a song), or practicing Taiji Sword in Dubai using old ways in Bahrain
taste (a drink).
Now explain that the woman knew the recipe to
make the meal. And she knew the history of the
sword. The recipe and the story behind the sword are
examples of intangible heritage.
Ask students if they can guess what intangible 4. Ceramic clay pots in Abu 5. A potter teaching a boy to make 6. Monument and statue in
Dhabi ceramic pots in Abu Dhabi Dublin, Ireland
culture means. Prompt them to think about the
recipe and the story. Can they see these? Then 41
explain the intangible heritage is heritage that we
cannot see. It’s ideas and knowledge.
To help students understand the difference, ask Suggested Answers
them to hold their student book in their hands.
Explain that the book is tangible. You can touch it Tangible Heritage Intangible Heritage
and hold it. But the thoughts and ideas in the books 2 1
are intangible.
4 3
Activity 4 (10 minutes) 6 5

Read the introduction. Explain that the six images
each show an example of either tangible or If students are confused about the difference between tangible and intangible, draw
intangible heritage - some from the UAE and others their attention to image No. 4 (ceramic pots) and image No. 5 (a potter teaching a boy
from other countries around the world. how to make ceramic pots). Explain that the ceramic pots are an example of tangible
Ask students to think about whether each is an heritage - they are actual physical things that can be touched. The potter teaching the
example of tangible or intangible heritage. Then skill is an example of intangible heritage - the skill or knowledge is part of our heritage
instruct them to complete the activity. that is passed from generation to generation, but it cannot be touched. This explanation
should help to clarify.
41
Teacher’s Guide
6. Take one paper strip and weave it horizontally

across the slits, going over and under the slits.
Decide whether each one is tangible or intangible, and then write its number into Push the woven strip to the top and start with
the correct column of the table. another one.
7. The second strip should be woven in an
Tangible Heritage Intangible Heritage
opposite pattern as the first. If your first paper
strip goes over and under across the slits, the
second strip should go under and over the slits.
8. Weave more paper strips in an alternating
pattern until the paper weaving is full.

• Communication
Let’s bring intangible

• Collaboration
5 heritage to life! Have you • Participation.
ever seen Al Sadu weaving?
Perhaps you have something
at home that is made from Al Differentiated Learning
Sadu weaving. Some students may need support with the paper
We can’t try Al Sadu weaving weaving activity. The strips of paper can be cut wider
in the class, but we can try if necessary as this will simplify the task.
some wool weaving. Listen to your
teacher’s instructions.
Evaluation/Reflection:
KEY FACT
The United Nations has a special agency called UNESCO that tries to preserve heritage
• The students reflect on and assess their own
in countries all over the world. learning from the lesson.
Unit 6 Lesson 1 42

Read the introduction aloud. Explain that Al Sadu weaving is an example of intangible
heritage in the UAE because it is a skill that is passed down from generation to
generation.
Show students a video of Al Sadu weaving: https://www.youtube.com/
watch?v=N4iXW0V2BEE
Tell students that they are going to complete a wool weaving activity to celebrate
intangible heritage in the UAE. If the wool is not available you can use a piece of paper
following the instructions below.
Instructions:
1. Cut a piece of paper into a square.
2. Fold the square in half.
3. Cut evenly-spaced slits starting from the folded edge and continuing to about a half
inch from the opposite edge.
4. Open the paper.
5. Cut coloured paper strips. The strips should be longer than the length of your
square’s side.
42
Lesson Objective
Lesson 2
This lesson will introduce students to an important
example of intangible heritage in the UAE. Students
will learn about pearl diving and its important
historical role in the development of the UAE.
Intangible
Required Materials
• White paper cut in small circles to
Heritage in
represent pearls
the UAE (1)

Learning Outcomes
• Discuss and/or write about examples of
intangible heritage in the UAE.
What are some examples of intangible heritage

from the UAE?
43
43
Teacher’s Guide
Vocabulary
A special kind of fishing
Dhow Dhow boat used for pearl diving.
Dyyeen
A woven bag made from
Dyyeen rope.
How can we preserve intangible heritage?

1
Weaving lesson
Unit 6 Lesson 2 44

Remind students of the tangible and intangible heritage. Ask them to give examples.
Tangible heritage is what we can touch or see.
Intangible heritage is what we cannot touch.
Ask them to reply to the question.
Suggested Answers
Since intangible heritage are not objects that we can keep, the only way to preserve
them is by teaching the skills. We do that by learning how to do things from our
ancestors.
In the image we can see the lady teaching the skill of weaving.
Ask students to give more examples of preserving intangible heritage such as: fishing
for pearls, dancing, music notes, food recipes.
44

Read the story A Special Gift from Grandma. A Special Gift from
Then ask the students to consider the Questions for
Grandma
Discussion in the Student Book.
2 Karima spent the weekend at her grandmother’s
house. When it was almost time to leave, Karima’s
grandmother handed her a small red box. Inside were
Suggested Answers the most beautiful pearl earrings she had ever seen.
• Probably a mixture of excited, nervous and
“These are beautiful,” exclaimed Karima.
scared.
• It was dangerous, so people stopped doing it “Beautiful and special,” replied Grandma, “these pearl
earrings belonged to my mother. She gave them to me
when other occupations became available. when I was a young girl, and now I want to give them
• It was socially and economically important for to you.”
many years - and the skills were handed down
Grandma explained that a long time ago in the United
from generation to generation. Arab Emirates people would go diving in the sea to
collect pearls. The divers went deep into the water
with only a nose clip, leather finger protectors and a
Then have a class discussion about the Let’s Think basket made of rope. They would use a stone to pull
Together question in the student book. them down and a rope to bring them to the surface
again. It was an important part of life back then and
divers would teach their children how to dive when
they were just 12 years old.
Suggested Answers
Pearl diving is part of the UAE’s intangible heritage. “Pearls have always been very important in the United
Arab Emirates. Pearl diving is part of our heritage,”
It is a skill that was passed from generation to said Grandma.
generation.
45
45
Teacher’s Guide
“Thank you,” said Karima, “I promise I will take care of

them forever”.

How do you think the divers felt before they went diving for
pearls?
Why isn’t pearl diving as popular now as it was in the past?
What did Karima’s grandmother mean when she said “pearl
diving is part of our heritage”?
Let’s Think Together ‘Is pearl

diving part of the tangible or
intangible heritage of the UAE?’
46
46

Ask students to looks at the image and ask the
Look at the men performing Al Ayyala dance in the image
questions in their book. 3 below, then answer the questions.
Suggested Answers
a. When and why do people
a. People in the Emirates perform this dance
in celebrations. It could be during weddings perform this dance?
or official celebrations. It symbolises honour, b. How old is it?

courage, pride and other virtues. c. What can you tell about it?
b. It is a very old dance that people learn from

their ancestors.
c. This dance is an expression of Arabic culture;
it is part of the UAE heritage. It is an intangible
heritage because it is something we perform
and cannot touch.
Point out to students that intangible heritage also
Which part of pearl fishing is tangible and which is
covers entertainment such as dancing and music. 4 intangible heritage? Explain your answer by drawings.
Depending on your class, you can ask some students
to come forward so they can demonstrate a simple Tangible Intangible
form of the dance. Put the students into two rows.
about the pearls
Give that the
each student fishermen
a bamboo brought back.
stick or something
like pearls?
similar. Each student holds the right arm of What
Have you ever seen pearls? the do
nk pearls are beside
person used them.
for? With their right hand, they wave
esign your own piece of pearl
the stick. You can then jewellery.
ask these students to chant
a song and dance. The remaining students form the
band and they beat a rhythm with their hands. Invite THINK!
Why is pearl diving an important part of the UAE’s heritage?
the clapping students to move between the two rows
of students. 47
Students can view a video of the dance here: https://

www.youtube.com/watch?v=aVlWFoDJl18
Ask students to think about the pearl fishing. Discuss with them the steps of this action:
the fishing itself and the pearls.
Encourage students to see the difference between the fishing and the pearls. Ask them
if they can touch the fishing (no, then this is the intangible part), then ask them if they
can touch the pearls (yes, then the pearls themselves are the tangible part).
Ask them to draw their answers on their books.
Suggested answers
Students will draw the pearls themselves in the place for tangible, and they will draw
the fishing action in the place for intangible.
47
Teacher’s Guide

• Imagination
Look at the five characters below. They are all part of the
5 pearl diving crew. Listen as the teacher explains each • Curiosity
role. Then tell your partner which role (and why) you • Working independently
would like to have had.
• Teamwork
I am Salem I am Majid
I am Khalid the captain I am Hamad the singer
• Collaboration
the diver the hauler I am Tareq
the cook • Participation
• Ask the students to think of two things they
learned today and one thing they’d like to learn
more about. The activity allows the students to
reflect on their own learning and think about
what else they want to find out.
KEY FACT
In the 19th century, pearl diving was as important for jobs as oil is today�
Unit 6 Lesson 2 48

Ask students to look at the illustration in the student book. Have each student choose
which character he likes to be, then gather them by groups. Each group will be of one of
the characters: the group of captains, the group of singers…
Then ask one student of each group to stand in front of the class. This will make one set
of the 5 characters. Each student will say the name and role of his character, example:
‘I am the captain, I drive the boat’
‘I am the singer; I have a good voice’
Etc…
Explain each role in more detail. (For example, “The captain was in charge of the crew.
He had to make sure the pearls were collected.” “The singer sang songs to create a
rhythm for the work.” “The hauler pulled the diver up out of the water.”)
Advise students to choose the role that is best for their skills.
48
Lesson Objective
Lesson 3
This lesson will further develop students’
understanding and knowledge of the intangible
heritage of the UAE. In this lesson, students will
learn about the art of pottery and its importance in
the history of the UAE.
Intangible
Required Materials
• Student book
•
Heritage of
Whiteboard and marker/blackboard and chalk
• Terracotta art clay/modelling clay
• Clay tools (clay cutter)
•
the UAE (2)

Images of traditional and modern pots
Learning Outcomes
Can you name another example of intangible

heritage from the UAE?
49
49
Teacher’s Guide
Vocabulary Pots, dishes and other

Pottery
things made from clay.
Pottery
Clay
A material that can be
Clay shaped when wet and
baked to make artefacts.
Look at this picture. Then complete the writing frame

1 with your group.
What is it?
What is it made from?
How was it made?
What was it used for?
Unit 6 Lesson 3 50
Put students into groups of four. Invite them to look at the picture of a traditional
ceramic clay pots from the UAE - or show them a real one if available.
Give students 5 minutes to complete the writing frame.
Suggested Answers
What is it? It is a traditional ceramic clay pot from the UAE
What is it made from? It is made from clay, which is dug from the earth)
How was it made? The clay was modeled, dried and fired into a vessel, such as a vase
or pot
What was it used for? It had many uses, such as holding water, food, crops or
even medicine
50

Read the story Five Ceramic Pots on the Shelf.
Five Ceramic Pots on
the Shelf
Discussion in the student book.
2 Karima sat silently near her father at the kitchen table,
Suggested Answers watching her mother prepare breakfast. Her eyes
• They have more convenient alternatives, such drifted to the shelf above the stove. “One, two, three,
as plastic containers and glass jars. four, five” she counted.
“Mom, why do we have five old pots on the shelf? I’ve
• Very important. People in the past did not have never even seen you using them.”
the other options we have today. They used Karima’s mother turned to her and smiled. “It’s true
pots for many purposes. that we don’t use them so much anymore. They’re
more for decoration now.”
• Yes, because plastic is cheaper and easier to “Oh� Did you ever use them, Mom?” asked Karima.
make than ceramic, but it does not have the “Well, no, I didn’t... but your grandmother did. People
used pots for so many things - to store water, food,
beauty or character.
crops... almost everything. These pots were made
Then have a class discussion about the Let’s Think quite near to here, using clay from the foot of the Al
Together question in the student book. Hajar Mountains. Do you remember we went there?”
Karima nodded her head. “Yes, I do,” she said.
Suggested Answers “Some of the best pottery in the world came from
there,” said her father. “Different places would
Yes, it is! Old pots are examples of tangible heritage, produce pottery with different designs, shapes,
but the skill of making pottery is an example of styles... it’s very interesting. Pottery is one of our
intangible heritage. country’s oldest and most important crafts.”
“Why don’t we use the pots anymore?” asked Karima.
Her mother tapped her finger on a plastic container on
the kitchen counter. “Plastic,” she said, “it’s easier and
cheaper... but it’s a pity”.
51
51
Teacher’s Guide

Why doesn’t Karima’s family use the pots anymore?
Were ceramic pots important to people in the past?
Karima’s mom thinks it is a pity that plastic containers have
replaced ceramic pots. Do you agree or disagree? Why?
Let’s Think Together ‘Is pottery

part of our heritage?’
52
52
Remind students that pottery is one of the oldest
If you were a potter, what would you make? Consider the
crafts in the UAE. Pottery was made from clay and 3 shape, size and decoration of the pot you would make.
was used for storing food, water and medicine. Now
it comes in many different shapes and sizes and has Draw a rough sketch of it.
many purposes.
What will my pot look like?
Show some images of traditional and modern
pottery.
Explain that students will be making their own
pot. Encourage them to consider: purpose, shape,
decoration.
Tell them to sketch their pot.
Now it’s time to be a real-life potter. Your teacher will

4 give you some clay. Turn your sketch into reality!
THINK!
Why was pottery important to Emirati people in the past?
53

Demonstrate the traditional technique for creating pots to the class. To do so:
1. Roll clay into coils
2. Circle one around itself to form a base
3. Use your fingers moistened with water to build the pot up with coils
4. Ensuring that the coils are well connected to the body of the pot
5. Smooth the outside using your fingers or a tool like a flat sea shell.
Give each student a piece of terracotta art clay or modelling clay and allow them to
experiment with the technique. Assist them as necessary.
53
Teacher’s Guide
Reflect on the pottery experience with your partner.

5 Does your pot look like your design?
• Imagination
Was pottery easier or harder than you expected?
Are you proud of the UAE’s pottery heritage?
• Communication
• Deliberation
• Enquiry
• Curiosity
• Problem solving
• Managing oneself
• Empathy
• Care
• Multiple perspectives
• Respect
• Decision-making
• Dealing with complexity
• Creativity, Adaptability
• Teamwork, Collaboration
• Participation
• Taking action
For Beginners
DATE Those who find the pottery difficult can choose to
It is believed that Emiratis first made pots 2,500 years ago�
work with a partner if they wish. The teacher should
Unit 6 Lesson 3
also give extra support to those who require it.
54

Those who finish their pot quickly can elaborate their
Activity 5 (5 minutes) shape and decoration further.
Put students into pairs. Encourage them to reflect on their pottery experience using the
questions in the student book.
• Ask the students to look at their clay pot and
choose two things they like about it and one
thing they would change if they were going to
do it again.
• Encourage them to look at the pot of their
partner and identify two things they like about
it and one improvement that they would
suggest (remind them to be constructive and
respectful in their comments).
54
Lesson Objectives
Lesson 4
This lesson will introduce students to intangible
heritage beyond the UAE, with a focus on washi
paper and the art of origami. The students will learn
to explain why washi and origami are part of the
Intangible
intangible culture of Japan.
Required Materials
Heritage
• Student book
• Map of the world or globe
Around the
• Square sheets of paper
• A pre-prepared paper hat
Learning Outcomes
‘intangible’ heritage. World
What do we know of Japanese Heritage?
55
55
Teacher’s Guide
Vocabulary The Japanese art and skills

Origami of folding papers to make
Origami decorative items.
Washi
Special paper made
Washi in Japan to be used in
decorative items.
Now that you have learned about the UAE’s intangible

1 heritage, think about an intangible heritage from
another country, or that of someone you know, and draw
it in the box below.
Unit 6 Lesson 4 56

Tell the students that today they are going to learn about the intangible heritage of
different parts of the world.
Divide students into two groups. Ask the first group to draw examples of intangible
heritage from the UAE and the other group to draw examples of intagible heritage from
other counries.
Suggested Answers
Examples of intangible heritage include:
• A traditional dance
• The process of artefacts’ making
• Story telling
• Poetry
• Performance of a certain musical instrument
• Festivals
56

Read the story Yoko’s Crane to the children. Yoko’s Crane
Explain to the children that paper is made from the
bark of trees. To make washi, they strip the bark,
wash, beat and stretch it. Then they add liquid and
2 One day, Karima’s Japanese friend Yoko, brought a
small paper bird into class.
make a paste, which is then shaken in a frame like
the one in the photo to spread it out thinly and “Did you make it?” asked the teacher.
then it’s dried. It’s one of the most labour-intensive
“Yes,” Yoko replied. “My grandmother taught me how
processes in the world. to do origami.”
When describing the process, mime the actions
to reinforce the students’ understanding of the “What’s origami?” asked Rashid.
difficulty involved. “It means ‘folding paper’,” Yoko explained. “You take
Then ask the students to consider the Questions for a piece of paper and fold it into different shapes. In
Japan, we use a special handmade paper called washi.
Discussion in the Student Book. Washi is very difficult to make and it takes a long
Suggested Answers time. It’s a very old skill. The Japanese use washi to
make lots of things: lamps, blinds, book covers, even
• Yes she was proud of her origami because it jewellery. It’s light, but very strong. Artists love to
represents her heritage. paint on it.”
• The skill is passed down from generation to The teacher asked Yoko if she’d like to show the class
generation. how to make a crane.
• You can do things with washi that you can’t do “That’s a bit difficult,” she said. “I’ll show them how to
with ordinary paper. Japanese people are proud make a hat�”
of their heritage and washi is part of that.
Then have a class discussion about the Let’s Think
Together question in the student book.
Suggested Answers
Discuss with the class how heritage is passed from 57
generation to generation. Remind students that

origami is a part of tangible heritage but the skill of
doing it is intangible heritage.
57
Teacher’s Guide

Do you think that Yoko was proud of her origami? Why?
How do you think Japanese people learn how to make
washi paper?
Ordinary paper is made using machines. Why do you think
people still make washi, when it’s so difficult to do?
Let’s Think Together

‘My grandmother taught me how
to do origami.’
58
58

Divide the class into small groups.
Follow your teacher’s instructions step by step to make
Give each student an A4 sheet of paper. 3 your hat.
Get them to watch you make a hat once very slowly. Help anyone in your group who is finding this task hard.
Then get them to follow what you do step by step.
Wait until each child is happy that they’ve completed
the step before moving on. Tell the students to help
others in their group who are having difficulty.
• Fold the paper in half lengthwise, then unfold.
• Fold the paper in half from top to bottom.
• Fold the left and right corners to the centre to
form a triangle.
• Fold up one layer of the bottom flap to cover
the base of the triangle.
• Turn the paper over.
• Fold up the other layer of the bottom flap. THINK!
What do you think might happen if older people did not pass on their skills to
young people?
If you have enough time, have the students colour
their hats.
Suggested Answers
The skills would be lost. Nobody would know how to
do them.

Suggested Answers 59
• Japan
Judo is intangible
• England
Buckingham palace is tangible
• Belgium
Lace making is intangible.
59
Teacher’s Guide

Tell students that beautiful fans are a part of
Which of the photos do you think are examples of the
4 intangible culture of the countries they represent?
Japanese heritage. They are often made from washi
paper. People use the fans to cool themselves
down in hot weather. However, they are also usually
decorated with elaborate designs and symbols.
Emphasise that intangible heritage (artistic skills
and history) is used to create tangible heritage (the
beautiful fan).
1. Japan 2. England Take a sheet of paper and draw a simple design on it.
Then show students how to fold it into a fan.
Give each student a sheet of paper and some
coloured pencils. Ask them to design and create their
own fans. At the end of the activity, they can give
their fans to each other.
For extra fun, you could draw letters from the
3. Belgium
Japanese alphabet on the board and ask students
to include one or more of these letters in their fan
designs.
Let’s have fun making traditional

5 Japanese fans. Watch as your
teacher shows you how to make
a fan.
Draw your design on a sheet of
paper and then fold your fan!
Unit 6 Lesson 4 60
60
Lesson Objectives
Lesson 5
In this lesson the student will learn about the
tangible heritage of the UAE and some other
countries.
Required Materials
• Student book
Tangible
• Large map of the world
• Small copies of the photos from the story
Heritage
Learning Outcomes
‘intangible’ heritage.
Can I describe what I have learnt about tangible

heritage in the UAE?
61
61
Teacher’s Guide
An area protected by the

Vocabulary state for the enjoyment of
National park the general public or the
National park preservation of wildlife.
Preserve
Keep something in its
Preserve
Statue original or existing state.
A figure of a person or
animal, usually life-size or
Statue larger. It can be made from
stone, metal, clay or wood,
for example.
Do you remember what tangible heritage is? How does it
1 differ from intangible heritage?
See if you can identify five examples of tangible UAE Painting skills can be used to create works of art,
heritage. such as portraits or landscapes. Musical skills help
people to compose songs and tunes. Using their
construction skills, people are able to build mighty
Intangible Tangible
buildings. And woodwork skills enable people to
Weaving skills Beautiful fabrics carve furniture.
Painting skills Explain how all these skills can work together:
A carver could create a musical instrument that
Musical skills
someone uses to create a piece of music that is then
Construction skills performed in magnificent concert hall by musicians
wearing beautiful fabrics. In these scene, tangible
Woodwork skills and intangible heritage meet to create a cultural
experience.
With your partner, complete the table above, showing how intangible skills help
to create tangible objects.
Unit 6 Lesson 5 62

Remind them that tangible heritage is different from intangible heritage. However, both
work together to create our heritage.
Divide students into pairs and ask them to complete the table in the student book
Suggested Answers
Intangible Tangible
Weaving skills Beautiful fabrics, fans, plates from palm leaves
Painting skills Paintings or murals that we see
Musical skills Songs and tunes
Construction skills Buildings, forts
Woodwork skills Statues, furniture
62

Read the story Show and Tell Around the World Show and Tell Around
aloud to the class. Then ask the questions in the
Student Book. the World
2 Some of Karima’s classmates are not from the UAE.
Discussion in the student book. One day, the teacher asked everyone in the class
to bring in a photo of tangible heritage of their
Suggested Answers own country.
• A mountain, a building, an animal, a statue and “Even me?” asked Karima.
a boat. “Yes,” said the teacher. “You can bring a photo of your
• Yes, but it might not be a good idea to touch favourite UAE example.”
some wild animals. The following day, the children sat in a circle holding
their photos.
• So that the generations that follow us can enjoy
“Let’s start with you, Yoko”, said the teacher to
them too.
Karima’s Japanese friend.
Then have a class discussion about the Let’s Think “This is Mount Fuji, in Japan”, replied Yoko. “It’s a very
Together question in the student book. beautiful mountain.”
Suggested Answers The boy beside Yoko held up his photo. “This is the
Eiffel tower, in Paris, France.” he said.
Discuss with the student why people are proud of
“It’s very tall, Pierre,” said the teacher.
their heritage. It is because people identify with their
heritage. It tells them about their history and how The rest of the children showed their photos one
by one. A Tanzanian boy called Jabari had a photo of
they and their countries became what they are today.
an elephant.
63
63
Teacher’s Guide
“Wild animals are a big part of our heritage in Tanzania,”

he explained. “We keep them safe in a national park
called the Serengeti.”
Karima’s American friend, Cindy, showed them a photo
of the Statue of Liberty in New York.
Finally, it was Karima’s turn to show her photo.
“This is a dhow, a traditional boat. It’s at the Dubai
Museum,” she told the class. “Sailing is a big part of my
country’s heritage.”

What five different types of heritage did the children choose?
Can you touch everything that is in the photos?
Why is it important to preserve our tangible heritage?
Let’s Think Together ‘I am proud

of my heritage’
64
64

Ask the students to consider how we can preserve
Two of the students in the story chose photos of
our natural tangible heritage. 3 natural heritage.
Suggested Answers Discuss with your partner ways that we can keep these
• Animals: keep them safe in a national park kinds of heritage safe for the future.
Share your ideas with the class.
• Make sure they have enough to eat
• Mountains etc: encourage people who visit
them to keep them clean

Get the students to help you pin the photos from the
story onto the large map of the world.
You can also add more photos such as:
A Kimono (Japanese robe)
Big Ben (England)
Snow-covered cedars (Lebanon)
Match the artefact with the location of its country on

4 the map, then hang the photo of the artefact in its place
with a pin.
65
65
Teacher’s Guide

This activity is an outing for the students. It is a visit
Let’s go to the museum!
5 Today we go to the museum with our teacher.
to the closest museum. Point out that museums are
a great place to learn about tangible heritage.
Before you go: : Research about the museum (online, brochures) and see what
displays are most interesting to you. Make a note to learn more about the display Make sure to prepare for it with the school and the
when you go to the museum. parents. You may want to ask a couple of family
During your visit: Learn while behaving in an ethical manner in the museum. members to join. And you may want to do the trip
After your visit: Identify what you enjoyed most about the visit. Why did it with all the sections of grade 1 in the school.
appeal to you? Ensure students to do their preparation work.
Provide them with access to museum website and
brochures, if possible.
MUSEUM As you go into the museum, remind students of the
importance of good behaviour in the museum. They
should be quiet and speak only with low voices.
They should not run around. They should not touch
artefacts or risk damaging them in any way. They
should eat only in eating areas, such as canteens.
And they should ask permission before taking
photographs.
In the museum, make sure to show the students all
the important and interesting artefacts, starting with
those that they came across during their lessons.
After the visit, ask students to share what they
enjoyed most about the visit.

Unit 6 Lesson 5 66
• Communication
• Collaboration
• Participation
At the end of each lesson, ask students what they
enjoyed most about the lesson. Get them to reflect
on what they found interesting and what they found
challenging. If they found part of the lesson difficult,
ask them what would have made it easier for them.
Write their answers on the board, maybe creating a
simple mind map to chart to the students’ feedback.
66
Glossary
Background: Things that have happened in a person’s past e.g. where they come
from, their family’s past, what languages they speak.
Bullying: Hurting the body or the feelings of one’s peers.
Clay: A material that can be shaped when wet and baked to

make artefacts.
Compliment: Something nice that’s said about someone or something.
Conflict: When people think differently about something and it stops them agreeing
and being friends.
Cowardly: Someone is so afraid and cannot do the right thing.
Dhow: A special kind of fishing boat used for pearl diving.
Dyyeen: A woven bag made from rope.
Heritage: Things that are passed on from generation to generation.
In Common: Being similar.
Inclusion: Involving everyone regardless of differences.
Influence: The ability to change someone’s mind or behaviour, to think or act

differently.
Intangible: Things that you cannot touch.
Loyal: Always being a good support and a good friend to someone

or something.
National park: An area protected by the state for the enjoyment of the general public
or the preservation of wildlife.
67
Origami: The Japanese art and skills of folding papers to make decorative items.
Pottery: Pots, dishes and other things made from clay.
Preserve: Keep something in its original or existing state.
Qualities: Attributes that people have that make them who they are e.g. kindness,
loyalty.
Respect: To act towards someone with politeness and good manners.
Similarities: Anything that makes people or objects alike.
Statue: A figure of a person or animal, usually life-size or larger. It can be made from
stone, metal, clay or wood, for example.
Tangible: Things that you can touch.
Washi: Special paper made in Japan to be used in decorative items.
68
69
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Moral Education

80051115 04-2176855 ccc.moe@moe.gov.ae www.moe.gov.ae

Values of the Moral Education Course

pillars is constructed around a series of Learning Outcomes.

Teaching universal The development Concentrating on Focusing on local

Dealing with complexity

Communication Critical thinking Taking action

Teaching and Learning – A Pedagogical Approach

Unit 5 Friendship Moral Education Grade 1

With my What does “a good friend” mean?

What does “a good friend” mean?

Student Book Teacher Guide

Lettre to the Parents/ Guardians

Dear Parents/ Guardians

Parent Guide Digital Resources

The cover draws inspiration from the flower

The intersecting circles are a key element in

The intersections represent the complexity of Inspired by the Sheikh Zayed

What does true friendship entail?

Central Question Learning Outcomes

1 I Love Being With my Friend ����������������������������������������������������������������������������� P. 3

Theme Cultural Studies

Theme: Cultural Studies Moral Heritage Exploratory Questions

What is heritage in the UAE?

What is the difference between

Unit Objectives heritage?

and simplified activities. Lesson 5 Tangible Heritage

Central Question Learning Outcomes

2 Intangible Heritage in the UAE (1) ���������������������������������������������������� P. 43

3 Intangible Heritage of the UAE (2) �������������������������������������������������� P. 49

4 Intangible Heritage Around the World ������������������������������������ P. 55

Theme: The Individual and The

Lesson 1 I Love Being With

What does true friendship entail?

What is friendship and why is

What does “a good friend” mean?

Vocabulary Always being a good

Similarities Anything that makes

Activity 2 (15 minutes)

Questions for Discussion

Let’s Think Together ‘What would you

Activity 4 (20 minutes)

Key Skills (Head, Heart, Hands)

How should good friends treat one another?

Vocabulary Something nice that’s

Activity 1 (10 minutes)

Activity 2 (15 minutes)

Questions for Discussion

Let’s Think Together ‘What is special

Activity 3 (10 minutes)

Never plays the games 15

Teases you Is rude to you

Key Skills (Head, Heart, Hands)

Insert image of a cloud

‘Three Stars and a Wish’ Instructions

In what ways could friends be different?

The ability to change

Favourite game to play

Activity 1 (10 minutes)

Activity 2 (15 minutes) A New Boy at School

Questions for Discussion

Let’s Think Together ‘Do you

Activity 3 (10 minutes)

1 I Love Being With my Friend �� P. 3

2 Intangible Heritage in the UAE (1) �� P. 43

3 Intangible Heritage of the UAE (2) �� P. 49

4 Intangible Heritage Around the World �� P. 55