Hamza Bin Abdul Muttalib Preparatory Independent School for Boys

Educational Plan
Educational Goals
School Operator
Contact Information

Educational Plan

School Mission
Our Middle School Program is a complete and coherent program that provides a framework of academic challenge and life skills appropriate to this stage of adolescence. Our mission will naturally follow the last primary year program and serves as excellent preparation for highly motivated standards requested by high schools having the most up to date level of educational programs.

Our Middle School Curriculum offers an educational approach that embraces yet transcends traditional school subjects. While insisting upon thorough study of the various disciplines, our program accentuates their interrelatedness and so advances a holistic view of knowledge. Students are encouraged to develop intercultural awareness along with genuine understanding of their own history and traditions.

In stressing communication, it places a fundamental importance of achieving firm command of one’s own language and on the fluency of English as a tool for instruction and on the acquisition of French as foreign language for effective conversation and more tolerance toward others.

It also aims to develop awareness of the media and competence in information technology.

The students’ intellectual, and social development is the focus of our Middle School Program. Four ideas known as the areas of interaction give the curriculum model its distinctive subjects. These are not academic matters but common themes embedded within and visible across the specific disciplines. The four areas are:

1- Approaches to learning which concentrate on developing effective study skills

2- Community service

3- Health and social education

4- Homo Faber (man the maker), which is concerned with the product of the creative and inventive genius of people.

These themes are addressed throughout the three year cycle principally through subjects responding to the student needs of development; intellectually, socially, emotionally, creatively and physically.

All students will have access to a rigorous core curriculum and additional courses that include challenging subject matter, emphasize depth rather than breadth of coverage, emphasize critical thinking and problem solving and promote responsible and well-rooted and balanced citizenship and life long learning.

The curriculum will be tied to the vision of high school standards. Teachers’ school administrations, parents and students will hold high expectations for all students.

Educational goals
Objectives Integration
Teachers plan their subjects, they develop a process of their objectives to complete each other horizontally and after a number of periods, knowledge can be structured and the specific objectives materialized after a trimester, semester or even on scholar year: objectives are progressive and inclusive from a letter to a word to a sentence to a paragraph… reading as writing and so on. The same process is followed in all subjects, from detecting numbers, to ordering, to operating to relating to problem solving.

The objective changes when realized and becomes a means to reach higher objectives. The property of addition, subtraction, division and multiplication in math all integrate to realize an upper goal. More general, it is the mathematical thinking and the problem solving and the same goes for the rules of grammar, conjugation and spelling - they are not goals in themselves but they aid in proper expression.

Apart from gaining academically, the student also gains high moral advice towards a very important phenomenon, owing to this preachment he can correct his vision, his upstanding, his judgment and his behaviour in general.

In a class, multiple objectives are linked together and integrated in a manner that cannot be separated from each other but put together the profile of the student showing his ability of adaptation the levels of his assimilation, accommodation and his general aptitude with what he acquires. This offers for teachers a chance to develop breeding, discipline, self-control civility, courtesy, politeness and every quality that can help to positively build the personality of the students.

It is an open door for the school to interact and help them get more sense of comprehensive to their environment, awake the spirit of keeping on the inherited values, endeavouring to benign and praised morals confidently, proud of their homeland, his glorious past history as well as positively adaptive to modernism.

That is why in our curriculum presentation we specify the most important objectives to standards during the three years with the intention to attend also other not mentioned but integrated objectives such as to nurture the sense of responsibility to be able to continue secondary school with ease and in a school with of the highest standards as well as to develop a loyal, well balanced and rooted Qatari who embraces Islamic traditions and behaviours and who respects the belief and attitudes of others cooperating with confidence and tolerance to help create a better and more peaceful world.

During our pre-school workshops we will reinforce the exploitation of the specific and general goals as well as the secondary integrated ones in order to actualize our common finalities originating the profile of the student that we expect.
Teachers should help by:

• Preparing a well-knit plan to eliminate weaknesses through diagnostic evaluation followed by excellent remedies and consolidation providing requested up to date level able to support all objectives.
  
• Setting a good example
  
• Having full knowledge of the objective process
  
• Having full knowledge of the expected associations between the different objectives
  
• Giving vital importance to morals and values
  
• Giving importance to the role of students in the educational operation
  
• Giving significance to daily individual interaction and necessary reinforcement
  
• Discussing with colleagues who are teaching the same grade for common positive understanding
  
• Fortifying the sense of responsibility
  
• Encouraging associated activities
  
• Continually assessing students’ attitudes with the intention of reinforcing positive behaviour and correcting weaknesses on time.