Exploratory curiculum at Hariri High School III


• Dance:


All students have the right to an arts education as a fundamental part of basic education.


Dance has been recognized as one of the five fine arts taught at Hariri High School III.


Teaching Dance includes creative work, dance forms and techniques, dance history, performance and production, aesthetics, and criticism.


By providing students with opportunities to learn through movement, dance incorporates the use of auditory, visual, and kinesthetic modalities, more commonly referred to as


hearing, seeing and doing. Dance is a powerful educational device for meeting the physical, intellectual, and social needs of students. Perceptions, thoughts, and emotions


are grounded in a physical experience through dance. As a participatory experience, dance nurtures and fosters a sense of community. The value of group work and cooperation


is inherent and reinforced. Dance education also provides students with exploration, selection, organization, and evaluation experiences.


• Music:


At Hariri High School III, students are constantly developing their musical “habits of minds”. Studies have clearly indicated that musical


training physically develops the part of the left side of the brain known to be involved with processing language, and can actually


wire the brain's circuits in specific ways. Music provides children with a means of self-expression. Music classes will prepare


our students to:


  • LISTEN - perceive, pay attention, observe, discriminate, decipher...


  • QUESTION - inquire, investigate, hypothesize, test, discover...


  • CREATE - invent, improvise, compose, transform...


  • REFLECT - make connections, self-assess, set goals, plan, reconsider...


  • PERFORM - demonstrate, recite, practice, memorize, interpret, master skills...



• Computer:


We believe that all students need to be proficient computer users or "computer literate”.


At our school, the end result of computer literacy is not to operate computers, but to use technology as a tool for organization,


communication, research, and problem solving.


Hariri High School III has stopped teaching isolated "computer skills" and is now teaching integrated "information skills”. We have found that information skills can be effectively


integrated when the skills directly relate to the content area curriculum and to classroom assignments, and when they are tied together in a logical and systematic information


process model.


The school is equipped with a computer labs, accommodating 21 student working on individual, networked terminals.


• Arm our children with media studies:


Hariri3 School makes media studies a core school subject to help children negotiate the words and images the world bombards


them with. We believe that developing general critical thinking skills is manifested actively in Media sessions.


Students are now participants in the media every day. They should understand what they're dealing with.







• Art at Hariri High School III


The arts classes teach vital modes of seeing, imagining, inventing, and thinking.


While students in art classes learn techniques specific to art, such as how to draw, how to mix paint, or how to center a pot, they're also taught


a remarkable array of mental habits.


Such skills include visual-spatial abilities, reflection, self-criticism, and the willingness to experiment and learn from mistakes.


Hariri High School III provides her students with two big Art rooms which accommodate space for individual and small or large group activities with a student clean-up area separate


from the general work area. They have standard classroom windows. Where possible, the windows are oriented to the north to allow natural lighting without glare.


The room accommodates up to 30 students.



• التربية البدنية


إنّ الأنشطة الرّياضيّة في المدرسة متعدّدة ومتنوّعة، وهي تتضمّن الألعاب التّالية:


  • كرة السلة ، كرة اليد ، كرة الطائرة ، جمباز ، الريشة الطائرة ، كرة الطاولية






• Theater



Drama can challenge students’ perception about their world and about themselves. Dramatic exploration can provide students with


an outlet for emotions, thoughts, and dreams that they might not otherwise have means to express.


Drama is communication. Like all the arts, Drama allows students to communicate with and understand others in new ways. Perhaps more than any other art form, Drama


also gives the opportunity for children to do training in the very practical aspects of communication, so necessary in today's increasingly information-centered world.


Our students who participate in dramatic activities are less likely to have difficulty speaking in public, more PERSUASIVE in their communications, both written and oral,


better able to put themselves into others' shoes and relate to them, and will have a more positive, confident self-image.


We believe that dramatic activity requires self-control and discipline that will serve the student well in all aspects of life. Students in Drama will learn to work together,


to cooperate, to find the best way for each member of a group to contribute, and to listen to and accept the viewpoints and contributions of others. Drama is an important tool


for preparing students to live and work in a world that is increasingly team - oriented rather than hierarchical.






• FLE /TEFEL



Le FLE/TEFL est la langue étrangère enseignée à l’école Hariri III des l’arrivée des élèves en classe de G3/CE2.



Quel est l’objectif de cet apprentissage ?


L’apprentissage d’une langue étrangère comme le français ou l’anglais est considère comme un moyen de compléter la formation générale du jeune apprenant : Elle peut contribuer


de façon très active à développer les capacités cognitives, affectives, psychomotrices, de relation personnelle et d’insertion sociale. De plus la langue vivante offre l’avantage par


rapport à d’autres matières scolaires d’agir sur d’autres savoirs et d’autres domaines de formations. Elle contribue ainsi à des apprentissages transversaux et multidisciplinaires,

Apprendre le français permet aussi de découvrir une nouvelle culture, d’être face à une nouvelle situation de communication, d’entreprendre un périple touristique et de multiplier


les opportunités professionnelles futures.


Chez le jeune apprenant, la conscience de l’utilité d’apprendre une langue étrangère est en général vague ou inexistant. C’est pour cela que cet apprentissage doit être ludique


et motivant : des supports visuels et sonores, un choix de situations de communication et de thèmes proches aux préoccupations des jeunes adolescents sont prévus.

Un de nos avantages a l’école Hariri 3 est la présence sur place d’une Salle Audio-visuelle (AV Room), nouvellement inaugurée .Cette dernière complète grandement l’apprentissage


en donnant vie aux situations de communication abordées .Ce support attractif facilite donc et améliore l’acte pédagogique en touchant plus justement chacun des apprenants


installé derrière son écran individuellement.


Pour terminer il faudrait rappeler qu’apprendre une langue étrangère est toujours un gain positif cela facilite notre présent et notre futur.






التّربية الإسلاميّة



يهدف قسم التّربية الإسلاميّة إلى تحقيق الهدف الأسمى لهذه المادّة في بناء الشّخصيّة السّويّة روحيًّا وجسديًّا وفكريًّا ونفسيًّا، لتنشئة جيلٍ صالحٍ، بحيث تنسجم تعاليم الدّين مع سلوكيّاته، وتنوسّل في هذا السّبيل استخدام تقنيّات تعليميّة حديثة تسعى إلى تحقيق مجموعة أهداف، ومنها:



  1. العمل على الحفاظ على الفطرة السّليمة وتنميتها من خلال تعريف المخلوق إلى خالقه.

  2. غرس القِيَم الإيمانيّة والأخلاقيّة والرّوحيّة والتّعبّديّة في نفوس المتعلّمين.

  3. التّدرّب على حفظ الآيات القرآنيّة وفهمها وكيفيّة التّلاوة الجيّدة، مع ترجمة الوجدانيّات إلى سلوك عمليّ يشمل التّخلّق بأخلاق القرآن، والتزام أحكامه والعمل بها.

  4. التّعريف بسيرة النّبيّ محمّد صلّى اللّه عليه وعلى آله وصحبه وسلّم، وبسيرة أخوانه الأنبياء عليهم السّلام، وبسيرة الصّحابة الكرام.

  5. ربط المتعلّمين بمظاهر الحياة المحيطة بهم، والتّفكّر والتّعمّق في ملاحظتها، وحسن الرّبط والتّحليل والاستنتاج.