I.
PURPOSE
National identity is a critical aspect of a country's development, and
schools play a significant role in shaping students' sense of identity.
Develop a sense of pride, belonging, and understanding of their country's
history and culture among students.
To evaluate the effectiveness of school's curriculums and teaching
methods. By evaluating the students' understanding of their country's
history, culture, and values.
To ensure students are receiving a comprehensive education that prepares
them for active citizenship and participation in their country’s
development.
II. OBJECTIVES
III. DOMAINS
IV. EVALUATION PROCESS
V. RUBRICS OF EVALUATION
ARABIC Dynamic medium of communication that unites Foster the sense of pride and unity among
LANGUAGE people across the region. students
HISTORY Remarkable journey of nation that has Allows students to understand & appreciate
transformed into a global leader in innovation, the foundation of UAE and the values that has
sustainability and social progress. It led to its growth and development.
characterizes leaders' resilience and
adaptability in facing challenges.
HERITAGE Rich tradition/ customs and values of Arab that Foster sense of belongings and continuity
is passed down to generations connecting the nations past to present and
future
RESPECT Providing a positive environment where everyone to be valued
and recognized.
COMPASSION Gives beyond empathy to represent an active willingness to
understand and support others in time of need and prioritizes the
wellbeing of all its members
GLOBAL Maintaining positive international relations and create awareness
UNDERSTANDING to appreciate other cultures perspectives and global issues.
BELONGING Fosters a sense of connection and identification with one’s nation,
its culture and its people .
VOLUNTEERING It represents the willingness of citizens to dedicate their time ,
energy and resources to the betterment of their community and
nation.
CONSERVATION Emphasizing the responsibility of citizens to preserve and protect
their nation’s natural cultural and historical resources for future
generations , conservation is deeply connected to Sheikh Zayed’s
vision for the UAE.
NIP PLANNING STEPS ( 3 STEPS)
LEVELS ROLES AND RESPONSIBLITY
SCHOOL WIDE LEVEL • Establish a Framework Implementation Team (FIT) to support planning in terms of
curriculum building and implementation.
• Lesson observation to monitor the Framework implementation.
• Identify teacher need analysis for implementation .
• Have a data analysis team to measure the impact in terms of student outcomes.
DEPARTMENT LEVEL • Infuse the framework into the subjects monitored by HOD
• Mapping of the framework into curriculum
• Lesson Planning ( Master Plan)
• Coordinate with other department to develop inter-disciplinary approach.
CLASSROOM TEACHER LEVEL • Plan tasks and activities appropriate to promote the 3 domains.
• Use proper resources (videos/ pictures ) to create awareness and conduct
collaborative activities to uphold 3 domains
• Assess students' level and maintain a tracker to evaluate them, identify strength and
gaps and plan support system for next steps.
• Use ICT to enrich the student learning process.
FRAMEWORK VISION 2030
Abu Dhabi Vision 2030: Abu Dhabi 2030 Vision is to create a confident, secure society and to build a
sustainable, open and globally competitive economy, which will enable the Emirates to capture socio-economic
transformation, and represent the road-map of achieving Abu Dhabi’s aspiration for a secure and sustainable
future. This framework will underpin the private schools to have young people educated about their identity
according to the best international standards including knowledge, attitudes, values and the required skills
to enable them to be practical workers who can offer their maximum contribution to making the economy
internationally competitive.
• Local and Expat Students: Alignment with diverse types of locals and expats students is foundational as this
program has been designed to allow for teachers to adapt to the learning needs of any group of students -
local or non-local. Based on individual school contexts, diverse student populations, and general transitory
nature of private school students, this program allows for flexibility for the starting point of where learning
outcomes begin.
• Irtiqa’a: The program should be linked to the Irtiqa’a Inspection Program and can be used as a tool and guide
for school development.
• International Curriculum: This program is a school-wide program that does not limit itself to specific subjects
or curriculum types. Much like a character education program, this framework allows flexibility and adaptability
in its implementation.
Learning Outcomes
