Empowered Learner:

Students have been instrumental in choosing the problem of tolerance based on their scientific background, clarifying and defining learning goals, developing learning strategies that help them solve the problem, employing digital technologies to achieve these goals, and criticizing the learning process itself for improving its results.

They have equipped their own learning environments and help them with the learning process, such as creating a team at Thames, using digital technologies to get feedback that helps them develop continuously.

They Show the ability to pass on their knowledge and experience to others using digital technologies.

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Digital Citizen:

By implementing this project, students learned about their rights and duties in the digital world, acted in a safe and legal way, built a digital identity and reputation and engaged in positive behavior such as using social media to spread a culture of tolerance, demonstrated respect for rights and duties in the use and dissemination of intellectual property, and the importance of maintaining privacy and not publishing personal data, where they carried out a meeting on digital citizenship and cybersecurity.

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Knowledge Constructor:

Students have planned and employed successful research strategies to identify the different information and resources they need, with the aim of achieving their creative, intellectual and cognitive development, and have assessed, validity, accuracy and credibility of the information they have reached. 

They have used multiple tools and methods to produce businesses that contribute to tolerance and coexistence such as infographic design and videos – and the design and programming of smartphone applications.

 

Innovative Designer:

Students Used a variety of digital technologies as part of the design process to identify and solve problems by creating new and useful methods, students have brainstormed using one note to generate ideas and reach innovative solutions that contribute to solving the problem of tolerance, come up with one of the innovative solutions, such as designing the Tolerance apps that promotes positive behaviour among users by encouraging people to write and publish messages calling for tolerance and coexistence and in return get reward points for every message they write, and benefit These include discounts on services (transportation, hotels, shopping, etc.)Also, students activated Digital stories, games, web pages and the online store containing products (T-shirt - cup - cap - bag – mobile accessories ) printed with the words tolerance unite us

Code web site to move characters that display expressions of tolerance

Use html to design web pages to spread the concept of tolerance and highlight the kingdom's efforts

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Computational Thinker:

Students have developed strategies and used them to understand and solve the problem of tolerance through means that demonstrate the influence and power of digital technology in the development and testing of solutions  using Excel.  They extracted key information and developed descriptive models, understanding the independent systematic work and using computer thinking to develop successive steps and find and test automatic solutions.

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Creative Communicator:

Students have communicated clearly and expressed themselves creatively for multiple purposes by using digital platforms, tools, methods and media commensurate with their goals.

They have chosen my school platform (Madrasati)and Microsoft tools to achieve their creative and communicative goals such as Microsoft Teams , FlipGrid and Skype, and have blended several digital tools to reach new innovations.

Students have clearly and effectively arrived at their complex ideas by creating and using digital means as diverse as visual means (digital stories, graphics, Infographic video, presentations, visual meetings) or models and simulations, and have published and displayed the right content to deliver the message of tolerance, coexistence and acceptance of difference to the target group.

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Global Collaborator:

Students used digital tools to expand their horizons and enrich their learning by collaborating with others and working interactively in groups locally and globally.

They used digital tools to connect with learners from diverse cultural backgrounds, collaborating with learners from the following countries: America, Pakistan, India, Indonesia, France, Sudan, yamen, syria, as well as with local students from Saudi Arabia, as well as collaborating with students at international schools in Yanbu, and engaging with them in an effort to expand understanding and exchange experiences.

They used digital technologies to collaborate and work with all friends, experts and members of the community, such as collaborating with the National Dialogue Center in Saudi Arabia by hosting Professor Mona to examine issues and problems through multiple perspectives.

They have also helped us guide groups with different roles and responsibility to work effectively towards a unified goal.