إفتتاح العام الدراسي 2014-2013 - Houssam Eddine Hariri High School

‫إهداء‬
‫إلى روح الشهيد الرئيس رفيق احلريري الطاهرة‪...‬‬
‫وفا ًء حلقه وعرفانا ً بفضله‪...‬‬
‫تصدر عن ثانوية حسام الدين احلريري التابعة جلمعية املقاصد اخليرية اإلسالمية في صيدا ‪ -‬لبنان‬
‫العدد ‪ -19‬شباط ‪2014‬‬
‫الغالف‪ :‬مجموعة من رسومات الطالب‪ :‬سامية نقوزي ‪ -‬محاسن بعلبكي ‪ -‬فراس حيدر ‪ -‬قمر القطب ‪-‬‬
‫مرمي أبو عرم ‪ -‬الرا جنم ‪ -‬رنا شعيتو ‪ -‬محمد قصير‪.‬‬
‫تصميم‪ :‬زاهر مهيب البزري‪.‬‬
‫كيف نعلم تالميذنا‪ ،‬وصرخة جربان ما زالت تدوي؟‬
‫عا ٌم يطوي عاما ً ومتر السنون وتزداد مصاعبنا وتكبر همومنا وتكثر تساؤالتنا‪.‬‬
‫ال شك أن التربية والتعليم في بلد عاصف بالنزاعات ومليء بالقضايا الشائكة قضية كبرى وصعبة‪ ،‬ال يتوقف العامل األصيل في مجالها‬
‫عن التفكير والتساؤل ‪« :‬كيف أجني ثمارا ً حلوة»؟‬
‫نعلمها جليل بعد جيل في املدرسة‪ ،‬وهمنا أن ننتج فكرا ً إنسانيا ً عامليا ً راقياً‪ ،‬وإنسانا ً ناجحاً‪ .‬ولكننا عندما نستذكر قول‬
‫دروس و دروس و دروس‬
‫ّ‬
‫آينشتاين وهو أحد أهم علماء البشرية قاطبة إذ قال‪« :‬ال حتاول أن تكون رجل جناح بل حاول أن تكون رجل قيم»‪ ،‬ندرك أن العلم مهما عال شأنه‬
‫عندما يتخلى عن القيم يتحول إلى مادة جترد اإلنسان من إنسانيته‪.‬‬
‫ما أعوزنا إلى القيم في هذا الوطن‪ ،‬القيم التي أورثنا إياها النبيون بوحي ٍ منزل من رب العاملني‪ .‬وهنا يأتي السؤال الصعب‪ :‬كيف نع ّلم تالميذنا‬
‫هذه القيم؟‬
‫كيف نع ّلم تالميذنا اإلعتدال والوسطية وترك الغل ّو والتط ّرف؟ فنحن نعلم يقينا بأن اهلل عز وجل قد خاطبنا قائالً‪« :‬وكذلك جعلناكم أمة‬
‫ّ‬
‫ويحقر اإلنسانية‪.‬‬
‫وسطاً» ليذكرنا بأن التط ّرف يش ّوه الهوية‬
‫عالم‬
‫كيف نع ّلم نالميذنا التسامح وتقبل الرأي اآلخر ونبذ التعصب األعمى الذي يغشى القلب حقدا ً وكراهية؟ فنحن نعلم أنه ما تواضع إال‬
‫ٌ‬
‫يدرك قدر نفسه‪ ،‬وما تكبر إال جاهل ال مرآة عنده‪.‬‬
‫كيف نع ّلم تالميذنا التح ّرر وترك التبعية واإلنقياد؟ فالتحرر املبني على العلم واملعرفة ينشئ قادة أحراراً‪ ،‬بينما التبعية احلمقاء جترد املرء من‬
‫عقالنيته وكرامته اإلنسانية‪.‬‬
‫كيف نع ّلم تالميذنا الشجاعة واإلقدام وترك اجلنب والتخاذل؟ فالشجاعة احلكيمة تنصر احلق‪ ،‬أما اجلنب فيفتح األبواب للظلم واالستبداد‪.‬‬
‫كيف نع ّلم تالميذنا القانون والعدل؟ فنحن لألسف في بلد الال قانون والال عدل بينما جند على جدران كلية القانون في جامعة هارفرد العريقة‬
‫كتابات باللغة اإلنكليزية عن القانون والعدل‪ .‬األولى هي قول ألوغسطني‪ ،‬وهو أحد الالهوتيني املسيحيني في القرن الرابع امليالدي‪ ،‬وتقول‪:‬‬
‫«القانون غير العادل ليس بقانون أبداً»‪ .‬والثالثة هي بند من معاهدة «ماغنا كارتا» اإلنكليزية الشهيرة التي أبرمت في العام ‪ 1215‬واملوصوفة‬
‫بأنها امليثاق العظيم للحريات في انكلترا وتقول‪« :‬لن نبيع العدالة ألحد‪ ،‬ولن ننكرها على أحد‪ ،‬ولن نؤخرها عن أحد»‪.‬‬
‫أما الثانية التي نقشت في الوسط ووصفتها الكلية بأنها أعظم عبارات العدالة على مر األزمان‪ ،‬فهي الترجمة لآلية رقم ‪ 135‬من سورة‬
‫هَّ‬
‫ط ُ‬
‫ني‪ ،‬إ ِ ْن ي َ ُك ْن َغ ِنيًّا أ َ ْو َف ِقيرًا‬
‫س ُك ْم أَوِ الْ َوالِ َدي ْ ِن وَالأْ َ ْقرَب ِ َ‬
‫النساء في القرآن الكرمي ‪« :‬يَا أَي ُّ َها الَّ ِذي َن آ َمنُوا ُكون ُوا َق َّوا ِم َ‬
‫ني بِالْ ِق ْ‬
‫ش َه َدا َء للِ ِ وَلَ ْو َعلَى أَن ْ ُف ِ‬
‫س ِ‬
‫َ‬
‫هَّ‬
‫َف هَّ ُ‬
‫ضوا َفإ ِ َّن الل َكا َن مِبَا ت َ ْع َملُو َن خَ ِبيرًا»‪ .‬صدق اهلل العظيم‬
‫الل أَوْلَى ب ِ ِه َما فَلاَ تَت َِّب ُعوا الْ َه َوى أ َ ْن ت َ ْع ِدلُوا وَإ ِ ْن تَلْ ُووا أَوْ تُ ْعرِ ُ‬
‫في هذه اآلية الكرمية‪ ،‬يخاطب اهلل تعالى املؤمنني طالباً منهم أن يحكموا بالعدل في كل األمور ولو كان ذلك العدل على أنفسهم أو‬
‫أقربائهم‪ ،‬وأال يكتموا الشهادة‪ ،‬وآال يفرقوا بني غني وفقير في تطبيق العدل على اجلميع‪.‬‬
‫كيف ّ‬
‫نعلم تالميذنا اإلقتداء مبن ومبا ينفع؟ فنحن نشهد اليوم في وطننا والعالم العربي أبشع مظاهر التشرذم واإلنحطاط‪.‬‬
‫ما أبلغك يا جبران خليل جبران حني صرخت قبل ثمانني عاما صرختك الشهيرة «ويل ألمة»‪ّ ،‬‬
‫وحذرت فيها من ويالت تسع تنطبق كلها‬
‫أربع منها لندرك أن صرختك مازالت تدوي‪:‬‬
‫ولألسف على واقعنا احلالي‪ .‬يكفي أن نتفكر في ٍ‬
‫ ٌ‬‫ألمة تكثر فيها املذاهب والطوائف وتخلو من الدين‪.‬‬
‫ويل ٍ‬
‫ ٌ‬‫ألمة حتسب املستب َّد بطالً‪ ،‬وترى الفاحت املذل رحيماً‪.‬‬
‫ويل ٍ‬
‫ ٌ‬‫ألمة تستقبل حاكمها بالتطبيل وتودعه بالصفير‪ ،‬لتستقبل آخر بالتطبيل والتزمير‪.‬‬
‫ويل ٍ‬
‫ ٌ‬‫ّ‬
‫مة إلى أجزاء‪ ،‬وكل جزء يحسب نفسه فيها أمة‪.‬‬
‫ألمة‬
‫مقس ٍ‬
‫ويل ٍ‬
‫ً‬
‫صارخا ومنذرًا‪ ،‬فهل من يسمع!‬
‫لكأنك يا جبران تقف بيننا اليوم‬
‫يا تالميذنا األحباء‪،‬‬
‫إسمعوا صرخة جبران‪ ،‬افتحوا قلوبكم وعقولكم‪ ،‬كونوا أقوياء بقيمكم‪ ،‬أقوياء بعلمكم‪ ،‬أقوياء بتحرركم من كل تبعية عمياء‪ ،‬كونوا‬
‫مع احلق كيفما اجته‪ ،‬قفوا ضد الظلم من أي جهة أتى‪ ،‬عانقوا احلياة الواسعة التي تفتح لكم ذراعيها‪ ،‬واعتنقوا النجاح في ميادينها‪.‬‬
‫مدرستكم ومعلموكم سيبقون ساهرين عليكم‪ ،‬مثابرين على حل املشاكل وتذليل الصعوبات وإيجاد اإلجابات لكل تساؤالتكم‪،‬‬
‫وسيسقون بساتني علمكم بعرق جهودهم حتى ال يبقى حاجز يعيق درب جناحكم ولتكونوا ثمارا حلوة يقطفها وطن جائع ملواطنني‬
‫أوفياء‪.‬‬
‫كل عام وأنتم شمس مشرقة في سماء احلياة‪.‬‬
‫هنادي اجلردلي‬
‫‪1‬‬
‫‪HHHS‬‬
‫إفتتاح العام الدراسي ‪2014-2013‬‬
‫جريا ً على العادة استقبل أفراد الهئية التعليمية واإلدارية العام الدراسي اجلديد‬
‫‪ 2013-2014‬بلقاء جامع ألسرة الثانوية‪ ،‬جددوا فيه العهد للمضي قدما ً في‬
‫مسيرتهم املهنية ملتزمني مببادئ املقاصد‪ ،‬معربني عن والئهم للمؤسسة األم‪ ،‬ثم‬
‫قاموا بالتوقيع على تعهد باإللتزام باملواقف املهنية التي يتوجب على كل معلم أو‬
‫موظف أن يسعى إلى تطبيقها في آدائه املهني والشخصي‪ ،‬آملني أن يكون عاما ً‬
‫دراسيا ً ناجحا ً حامالً معه بشائر اخلير والسالم‪.‬‬
‫مواقف املعلم ‪ /‬املوظف في ثانوية حسام الدين احلريري‬
‫املوقف‬
‫الوصف‬
‫التقدير‬
‫أقدر جمعية املقاصد وثانوية حسام الدين احلريري واجملتمع التعليمي التابع لها‪.‬‬
‫اإللتزام‬
‫ألتزم بعملي وأحافظ على اإلنضباط الذاتي وأحتلى مبسؤولية مهنية‪.‬‬
‫الثقة‬
‫بالنفس‬
‫أشعر بالثقة بقدرتي كمعلم ومربي وموظف وأحتلى بالشجاعة الكافية للمجازفة ولتطبيق ما تعلمته‪ ،‬وآلخذ‬
‫قرارات مالئمة‪.‬‬
‫التعاون‬
‫أتعاون وأتضافر وأتبنى دور القيادة أوالتبعية وفق ما ميليه املوقف‪.‬‬
‫الفضول‬
‫أكون فضولياً حول طبيعة مستجدات املهنة على الصعيدين احمللي والعاملي‪.‬‬
‫اإلبداع‬
‫أكون مبدعاً في آدائي وواسع اخليال في تفكيري وفي معاجلتي للمشاكل واملعضالت‪.‬‬
‫التعاطف‬
‫أتخيل نفسي مكان شخص آخر كي أفهم منطقه ومشاعره ألكون منفتحاً على وجهات نظر اآلخرين ومتأمالً‬
‫لها‪.‬‬
‫احلماس‬
‫ّ‬
‫بالتعلم والتعليم والعمل وأرغب في بذل مجهود لتطوير أدائي‪.‬‬
‫أستمتع‬
‫اإلستقاللية‬
‫أفكر وأتصرف باستقاللية وأصدر أحكامي اخلاصة بنا ًء على حجج منطقية وأستطيع الدفاع عن أحكامي‪.‬‬
‫النزاهة‬
‫أحتلى باإلستقامة وأظهر حساً واعياً باإلنصاف وأبتعد عن كل ما يسيء إلى سمعتي املهنية والشخصية‪.‬‬
‫اإلحترام‬
‫أحترم نفسي واآلخرين والعالم من حولي‪.‬‬
‫التسامح‬
‫أكون مراعياً لإلختالفات والتنوع املوجود في اجملتمع الذي أعمل فيه وأستجيب إلحتياجات تالميذي وزمالئي‪.‬‬
‫‪2‬‬
HHHS - Professional Development
Professional Development Matters
Great educators help create great students. In fact, research shows
that an inspiring and informed teacher is the most important schoolrelated factor influencing student achievement, so it is critical to pay
close attention to how we train and support both new and experienced
educators. (to how training is supporting both new and experienced
educators.)
In an attempt to turn ideas into practice and enhance teachers’ learning
experiences, elementary department teachers have been involved in
professional development sessions for various purposes.
“So what and what for” were the main inquiries of the first professional
development: “Creating a Culture of Action Within and Beyond the
School Community”. As an IB PYP school, we aim to develop a culture
and provide the environment where all learners have the opportunity to
choose, act, and reflect on their actions. The workshop focused on the
importance of engaging the learners in successful inquiry that will lead
to responsible actions, as a result of the learning process.
Maintaining harmony between the written, taught, and assessed
curriculum was the department’s next focus. Teachers needed
motivation, justification, and support to take on the burdens of change.
Throughout November and December, they looked at their practices
more deeply and were fully engaged in revising and reflecting on
the progress report card’s descriptors and subject-specific learning
expectations. Our overall aims were to improve the development of
formative and summative assessment, further distinguish between
assessment and evaluation, and deepen understanding of reliability
and validly while setting criteria.
Assessing conceptual understandings through authentic tasks and
performances have become a major area of development in the
department. In the third professional development, strategies and
routines to promote inquiry and develop conceptual understandings
were introduced. The different levels of inquiry were revisited and
addressed after reflecting on the teachers’ current practices. Guiding
sessions were allocated for modeling and demonstrating conceptual
inquiries with teachers. They were also provided with visible thinking
routines to use while designing and planning units of inquiry.
To address and support the needs of students who have reached
different stages in their development and those with different learning
styles, the fourth professional development plan focused on deepening
teachers’ knowledge of learning difficulties and disabilities. Strategies
to accommodate and modify materials for students with learning
difficulties’ were shared and discussed. During collaborative planning
sessions, teachers efficiently considered accommodation for a range of
learning needs and styles, as well as varying level of competencies.
It is critical for educators to have ongoing and regular opportunities
to learn from each other. Ongoing professional development keeps
teachers up-to-date with new research on how children learn.
Moreover, professional development enables educators to develop
the knowledge and skills they need to address students’ learning
challenges. For professional development to be effective it requires
thoughtful planning followed by careful implementation and feedback
to ensure it responds to educators’ learning needs.
3
Dina Jradi - Elementary School Director
“The First Professional Day”
HHHS - Professional Development
Friday, October 4th, 2013 witnessed a new learning journey for Houssam
Eddine Hariri High School teachers, who attended the First Professional Day for
the academic year 2013-2014 held in both the Middle and Secondary Divisions.
Theories and research findings embedded in practical contexts were all
employed as professional tools to trigger teachers’ inquiry, elevate their thinking
levels, foster new understandings and unlock hidden assumptions and beliefs.
An overall of six teachers and administrators took the lead and guided their
colleagues into a thorough discovery of knowledge, thus opening new horizon
for professional learning and evidence based practices.
Topics included school values and vision, critical thinking in the classroom,
dealing with students’ misbehaviors and teaching creativity. Activities,
questionnaires, videos, handouts and other learning materials were all utilized
in interactive learning settings that allowed group members to reflect on, probe,
inquire and undergo diverse, rich and new experiences. Such an event is one
of the continuous reflective professional exposures that Houssam Eddine Hariri
High School is committed to as a “fundamental mission” that would eventually
render to teachers’ professional and personal growth.
Nadia Al Saheb - Professional Development Coordinator
The Second Professional Day
Friday, December 6th, 2013 witnessed the “Second Professional Day”
for both the middle and high school teachers at HHHS with a theme
entitled “Reinforcing Kids Safety in Schools” organized by Kidproof
organization . Founded in Canada in 2000, Kidproof is an international
educational organization that has created exclusive safety curriculum
and provided prevention solutions to reduce harm and protect
kids around the world. In partnership with the Lebanese Education
Ministry, the “Protect ED Safety” Curriculum was incorporated
into our Lebanese public schools through which teachers receive
ongoing training to teach the program. Mrs. Rana Saloum, Kidproof
representative, trained HHHS teachers on major safety aspects
that include “Personal, Internet, Emotional, Anti- Bullying as well
as Physical Safety”. To illustrate the safety themes, teachers were exposed to a variety of activities that include role playing, a video
and multiple real life examples that address kids’ safety and overall wellbeing in their schools and the surrounding environment.
With the focus on prevention, “Protect ED” builds confidence, reduces risks and protects the future of our children from all kinds
of external threats. The program will be integrated into school classrooms and taught in French and English by their respective
teachers who have received proper training on how to deliver key messages to their students. The program will be divided into 15
teaching sessions that include instructional guides, discussion points, scenarios, activities and a reflection part.
Nadia Al Saheb and Mona Majzoub
4
HHHS - Professional Development
‫التقييم ومهارات التفكير لذوي‬
‫الصعوبات التعلمية‬
‫ إستضافت‬،‫ لصعوبات التعلم‬SKILD ‫بالتعاون مع مركز‬
‫الثانوية إختصاصيني في التربية اخملتصة من الواليات‬
‫ أستاذ‬،‫ الدكتورة برندا ريتشارد‬:‫املتحدة األميركية هم‬
‫ والدكتور دايفيد‬،‫مشارك في جامعة كولومبيا الدولية‬
،‫ مدير قسم التربية اخملتصة في جامعة سمفورد‬،‫فني‬
‫ مديرة قسم تطوير املناهج‬،‫والدكتورة ميشال هارلسون‬
.‫وتكنولوجيا التعليم في جامعة سمفورد‬
‫قدم احملاضرون ورشتي عمل شارك في حضورها‬
ّ ‫حيث‬
‫معلمو ومنسقو برامج قسم التربية اخملتصة والدعم‬
‫التربوي في جميع أقسام الثانوية تناولتا موضوعني‬
:‫هامني‬
‫ دور وأهمية التقييم للتالمذة ذوي اإلحتياجات‬:‫ األول‬.‫اخلاصة‬
‫ استخدام تكنولوجيا التعليم في تنمية مهارات‬:‫ الثاني‬.‫التفكير املتقدم لذوي الصعوبات التعليمية‬
‫ولقد متّ على هامش هذه املناسبة التباحث في سبل‬
‫التعاون واإلستشارات التربوية بني ثانوية حسام الدين‬
‫احلريري وقسم التربية اخملتصة في جامعة سمفورد‬
‫ وذلك تعزيزا ً جلودة اخلدمات التعليمية التي‬،‫األميركية‬
‫تقدمها الثانوية في هذا اجملال والتي أثنى عليها فريق‬
.‫احملاضرين‬
The Third Professional Day
“The power of ‘professional learning community’ lies in
being a catalyst for ongoing change, improvement and
innovation in education. It is incumbent on all of us to be
professionals, to be learners and to work as members of
one community”.
Shelly Burgess
On Friday, January 24th, 2014, Miss Hiba Chamandi and
Miss Nagham Abu Ali, under the supervision of the English
Coordinator Nihmat Dandashly, took the lead of the Third
Professional Day held commonly between the Middle
and Secondary Divisions. After thorough preparation
and readings on the concept based approach, the two
presenters led the participants in a journey towards
the mastery of the new concepts of the “Performance
Task”. Characterized by knowledge and distinguished
presentation skills, the presenters trained teachers on
the use of the “Rubric” as a scientific tool used to assess
students’ performances. Afterwards, using the RAFT
technique, each Subject Department designed its own
performance task and presented it in front of the audience.
At HHHS, such learning experiences pave the way
toward nurturing a “Professional Learning Community”
characterized with shared vision, collective learning and
ongoing reflection.
Nadia Al Saheb - Professional Development Coordinator
5
HHHS - Professional Development
IB Regional Conference 2013
“Innovate Educate Create” was the title of the IB Africa, Europe,
and Middle East IB Regional Conference 2013 that was held on
October 24 to October 27 at The Hague, the Netherlands. The
Head of School; Mrs. Hanadi Jardaly, Grade five PYP teacher;
Mrs. Tharwat Baassiri, and I attended the conference that
aimed not only at encouraging leaders in education to quest
for educational excellence and change, but also inspiring them
to achieve their dreams to better shape the future of the twenty
first century learners.
“To dream is to connect what we want to be with the best of
what we have been before”. Andy Hargreaves’s presentation has
drawn on his belief that achieving an educational change is not
only the outcome of having a dream. It is rather to explore the
interrelated importance of inspiration, innovation, and inquiry,
seeking improvement and believing in inclusion. Innovation,
which is creating new teaching and learning practices within
the community of teachers, has to be supported by continuous
inquiry into the successes and failures of the innovative
practices after ensuring that improvement in the essential
learning outcomes has taken place. Educational change also
becomes visible when the school leaders start believing that
learners are the leaders, and that the teachers have to adapt
the classroom climate by stimulating the environment to cater
for the needs of students. What is essential for some students
is good for All!
Howard Gardner in his plenary session has drawn attention
into the importance of nurturing ethical and respectful minds in
addition to the synthesizing and disciplined minds. Considering
educational change, what educators also need to focus on
is preparing human beings whom we should admire for their
morals and ethics.
What can IB schools expect from neuroscience? Bruno Chella
Chiesa elaborated this inquiry in the conference. He has shed the
light on how learning is an extremely pleasurable experience
to the brain, and how fear might result in making learning
impossible to the brain. Therefore, emotions play a crucial role
in enhancing the learning process. It has been proven that the
brain’s remarkable plasticity makes it a lifelong learning device
capable of reconfiguring itself. For this reason, functional
brain maturation proceeds up into the third decade of the
human’s life equipping us with the ability to acquire languages
at various stages of life without limits and across cultures.
Being participants within the IB community for several
days have updated our knowledge of the IB programmes
development processes in general and enhanced our
PYP experience in particular. This learning opportunity
has also encouraged us to genuinely reflect on our
school practices to best serve our school PYP community.
Dina Jradi - Elementary School Director
‫اللغة العرب ّية لغير الناطقني بها دورة تدريبية للتناظر في اللغة العربية‬
‫بعد أن مت إختيار ثانوية حسام الدين احلريري لتمثيل لبنان في البطولة‬
‫ التي تستضيفها‬،‫الدولية الثانية ملناظرات املدارس باللغة العربية‬
‫ شارك أستاذ اللغة العربية في املرحلة‬،2014 ‫الدوحة خالل شهر آذار‬
‫الثانوية راجي سعيد بدورة تدريبية إلعداد مدربي املناظرات باللغة‬
‫ عضو مؤسسة قطر‬،‫ التي قام بتنظيمها مركز مناظرات قطر‬،‫العربية‬
17 ‫ والتي انعقدت في مدينة الدوحة من‬،‫للتربية والعلوم وتنمية اجملتمع‬
.2013 ‫ تشرين الثاني‬19 ‫إلى‬
‫تهدف الدورة إلى متكني املد ّربني من أجل نقل ثقافة املناظرات إلى‬
‫ والعمل على تأهيل فريق الطالب الذي سيشارك في‬،‫مدارسهم‬
.‫البطولة ممثالً للجمهورية اللبنانية‬
‫ وفي إطار السعي الدائم نحو تطوير‬،‫في جو من التفاعل واملشاركة‬
‫ ورشة عمل في‬2013-11-9 ‫ أقيمت نهار السبت‬، ‫املمارسات املهن ّية‬
."‫قسم اللغة العرب ّية حتت عنوان "اللغة العرب ّية لغير الناطقني بها‬
‫أدارت الورشة الباحثة التربو ّية الس ّيدة فرحة البيطار حيث تناولت‬
‫الفروقات األساس ّية بني أساليب تعليم اللغة العرب ّية كلغة‬
‫ كيفية تقسيم املستويات اللغو ّية ومعايير‬،‫والعرب ّية كلغة ثانية‬،‫أولى‬
ّ ‫الكفاءة في‬
‫التحديات التي تواجه‬
‫ كما تط ّرقت إلى‬.‫كل مستوى‬
ّ
‫مع ّلمي اللغة العرب ّية لغير الناطقني بها في إدارة العمل التعاوني‬
.‫وكيفية إيجاد حلول لها‬
ّ ‫واختتمت الورشة بنماذج أنشطة وامتحانات تناسب‬
‫كل مستوى‬
.‫تعليمي‬
6
HHHS - Professional Development
There is Always Something Better at the Corner
Being members of HHHS, and working hard towards success and
fruitful results on different levels, hard-working and active beehiving are always in the air. Buzzing everywhere in different school
departments lead us toward success. Success is always reached after
taking a closer, valid, and reliable look whose aim is evaluating the
learning and teaching process. An evaluation is done precisely even
if we ourselves do own the knowledge and understanding. Yet, as
long as we are teaching our learners, we will be learning from them.
As a result, “continuous commonsense efforts to conform to effective
practice and essential standards will make a life-changing difference
for all students.” – Mike Schmoker, Results Now.
Preschool’s 2013 – 2014 is opening plenty of windows for improvement.
Hard working is taking place on the ground as it has been always
before. However, this year started by building a bridge that rigidly
overarch the transitional challenges occurring in the 1st elementary.
Consequently, a backward and a forward study took place in our scope
and sequence, and guides. Serious efforts were done to dig deeper
into our learners’ abilities, believing that each learner is a unique
child who has the right to be dealt with as a whole. All developmental
characteristics were taken into consideration: emotional, social,
behavioral, academic, and physical progress. Focusing on the fact
that learners learn best through play and fun, professional days were
thought of and built on this belief. Fun and play are paving the process
of teachers’ learning to proficiency.
Digging deeper into basic linguistic and language components
(listening, speaking, reading & writing), the 1st professional day
focused on adults’ listening skills, specifically, in order to reach a
successful and active listening process among us as a team, and in
their class as a learning environment. As long as teachers are exposed
to the teaching procedure, they will be more aware of what learners
experience and pass through in classroom.
Pedagogy innovations offer us multiple proven ways to deliver
instructions to children. Such innovations are not reached unless
teachers’ strengths are identified, teachers’ potentials are maximized,
and teachers’ capacity is built gradually, smoothly and fluently
through PDs. Starting from listening and speaking skills, heading
upward to phonological awareness which is the early predictor of
successful and fluent future readers, then moving deeply to phonics
and comprehension in order to add a value to preschoolers’ writing
skills which can simply start from an illustration created by a 3 year
old child.
Preschool teachers are deepening, widening, and adding to their
teaching knowledge by living the journey of learning through fun and
play keeping in mind best skills, strategies, and tools that reach every
type of learner.
Nada Hajj - Preschool Director
7
‫‪HHHS - Alumni Activities‬‬
‫العشاء السنوي للخريجني‬
‫للعام الثاني على التوالي تنظم جمعية خريجي ثانوية حسام الدين احلريري حفل العشاء السنوي للخريجني في حرم املدرسة‪ ،‬حيث يتالقى‬
‫اخلريجون لينشدوا معا ً نشيد املقاصد وليستعيدوا ذكرياتهم في املدرسة مع أساتذتهم وزمالئهم في جو مفعم بالصداقة واألخ ّوة واحملبة‪ ،‬مليء‬
‫بفقرات املرح والفكاهة‪.‬‬
‫‪8‬‬
HHHS - Alumni Activities
9
HHHS - Alumni Activities
10
HHHS - Alumni Activities
Alumni College Fair Well-Received
In collaboration with the HHHS Alumni Association,
the Guidance Department at the High School organized and
hosted its first alumni college fair on Saturday, February 1.
More than 65 alumni volunteers from 7 different universities
across Lebanon and various majors participated in the
college fair. HHHS Alumni shared their own studying and
living experiences with interested students and school
seniors who were enthusiastic to have a chance to meet so
many university representatives in one location and obtain
first-hand information about universities, academic programs,
campus life and campus safety. What an admission office
representative might not be able to convey or state explicitly
is what alumni students did cohesively and brilliantly.
Here are reflections opinions and insights of High School and
alumni students regarding college in general and the event in
particular:
“This event turned out to be a major hit. It shows students
the big responsibility they’ll be facing in a year or two from
now and it reflects the reality of college life and makes them
invest every momentat high school.” Kareem Hakawati, HHHS
Alumni and AUB student.
“Being introduced to college is such an important step
towards creating and designing your future.” Zeina Maatouk,
HHHS Alumni and USJ student.
“In college, one becomes a totally different person. No one is
there to take care of you and remind you of your tasks. You’re
now considered a grown up, responsible of your actions and
decisions, mature enough to drive your own life.” Leen Naffaa,
HHHS Alumni and LAU student.
“When you decide onthe major that you’ll be studying, you
need to ask yourself one thing: “Will I be able to wake up every
day and do the same thing for the rest of my life?””Afif Charif,
HHHS Alumni and AUB student.
“Admission officers tell so little about university life, but we enlighten high school students of 100% true experiences that we wish
someone has told us about.” Tala Baasiri, HHHS Alumni and BAU student.
“If this were to happen when I was back in school, I would’ve spent a lot of time choosing my major.” Ahmad Fawaz, HHHS Alumni
and RHU student.
“It was an eye-opening experience, so beneficial that I started thinking seriously about university.” Daoud Zoya, Grade 10
student.
“They were all so helpful and I felt like I’ve known them for so long. It was an event that bought together older promotions of the
school with the upcoming junior ones, making us one HHHS family.” Marwa Bawji, Grade 10 student.
“The alumni fair offered us, students, the chance to explore all options in order to choose the best career, majors and colleges
that suit us and our personality. It was a great opportunity to learn these things from people who graduated from our school and
encountered the same expeiences and feelings we are passing.”- Jana Abdul Jawad, Grade 11 student.
HHHS Press Team
11
HHHS - High School
2013 ‫حفل تخرج دفعة‬
12
HHHS - High School
13
HHHS - High School
14
HHHS - High School
HHHS Model United Nations
Continues to Experience the World
Over the years, Houssam Eddine Hariri High School has established a legacy
of professionalism and a reputation for student leadership empowerment. With
consistently hard-working presidents/chairs, committed delegates and vibrant admins
and ushers, the Third Annual HHHS MUN Conference was held on January 17th at
the High School Campus. 220 delegates from different schools in Saida and Beirut
debated in 6 committees and stimulated international diplomacy and global conflict
resolution. Throughout the conference, delegates were encouraged to get involved in
international affairs and make a difference in the world.
The sessions were crowned by an official closing ceremony in the presence of our
esteemed guest speaker, Mr. Robert Watkins, UN Deputy Special Coordinator, UN
Resident Coordinator and UNDP Resident Representative in Lebanon.
Mr. Watkins shared his broad expertise in the field of international affairs and United
Nations’ work. His prestigious presence and inspiring speech enriched the knowledge
of all participants and made HHHS MUN experience more rewarding.
Congratulations to all HHHS MUN family for such a successful conference!
15
‫‪HHHS - High School‬‬
‫حوار مع اإلعالمية بوال يعقوبيان‬
‫ألنها إعالمية حرة‪ ...‬جريئة‪ ...‬واضحة وصريحة وألننا نحن الشباب نتوق إلى حوار واقعي يحاكي‬
‫عقولنا ويجيب على تساؤالتنا‪ ،‬كان من دواعي سرورنا أن نستقبل في حرم مدرستنا إعالمية من‬
‫الطراز األول‪ ،‬إعالمية محترفة‪ ،‬يعترف مبهنيتها من يتفقون معها ومن يخالفونها الرأي على حد‬
‫سواء‪...‬‬
‫على مدى أكثر من ساعة ونصف حتاورنا نحن تالميذ املرحلة الثانوية مع اإلعالمية املتألقة‬
‫بوال يعقوبيان حول دور اإلعالم اللبناني والعربي وتأثير شبكات التواصل اإلجتماعي على مواقف‬
‫الشباب جلهة القيم‪ ،‬املبادئ‪ ،‬املعتقدات الدينية‪ ،‬العالقات اإلجتماعية‪ ،‬احلروب‪ ،‬النزاعات‪ ،‬الشكل‬
‫اخلارجي‪ ،‬صورة الذات‪ ،‬العالقات األسرية‪ ،‬التخصص اجلامعي وغيرها من هموم الشباب‪.‬‬
‫كان حوارا ً راقيا ً وعفوياً‪ ،‬أضاء على جوانب عديدة في أمور حياتنا‪ ،‬فترك أثرا ً إيجابيا ً في‬
‫نفوسنا‪.‬‬
‫شكرا ً بوال يعقوبيان على حضورك‪.‬‬
‫تالميذ الصف الثاني الثانوي ‪ -‬الفرع اإلنكليزي‬
‫‪16‬‬
HHHS - High School
HHHS Delegation to the Modern Arab League 2012-2013
In an attempt to prepare the global leaders of tomorrow and
ensure a better and stronger future for the Arab world, Houssam
Hariri High School participated in the LAU Model Arab League
Program, which is based on the Arab League, a body like the
United Nations representing 22 Arab countries around the world.
Under the motto “Empowering Arab Youth”, our students learnt
about the politics and history of the Arab world, and the arts of
diplomacy and the public speech. In the two day conference,
HHHS delegates helped to shape final resolutions that were
asserted in the final closing summit meeting. They wrote
resolutions to a variety of topics that included dealing with the
current political turmoil in Syria, eradication of oil resources,
examining non-governmental organizational presence in the
region, expanding health care services to refugees and asylum
seekers, and ensuring maintenance of culture and heritage.
LAU-MAL helped our students become more knowledgeable,
well-trained, and proficient citizens as well as civic and public
affairs leaders.
Here are some of the delegates’ reflections and insights:
“The worst memories stick with us, while the nice ones always
seem to slip throughout our fingers.” Thanks to the school
administration and our advisors who made this experience one
of the best. A couple of days ago, I was a delegate at Model
Arab League’s conference at LAU. Throughout this conference,
I felt really encouraged, addressing people I didn’t know. This
experience enriched my personal skills, gave me the courage
to speak in public , and last but not least, made me meet new
friends from different backgrounds. Last but not least, this
made me feel that we, as youth, can make a difference and
change the world into a much better place”.
Sarah Chaaban- Grade 10
،‫“برعاية اجمللس الوطني للعالقات العربية األمريكية و مؤسسة احلريري للتنمية املستدامة‬
‫وضمن أنشطة اجلامعة اللبنانية األمريكية ّمت انضمامي في منوذج جامعة الدول العربية مع‬
‫ بدأ مشوارنا نهار السبت في الثالث والعشرين من آذار‬.‫ثمانية مندوبني آخرين من مدرستنا‬
‫ حيث تع ّلمنا كيفية تعامل اجلامعة مع القضايا احمل ّلية‬،‫بحضور خمس جلسات تدريبية‬،
‫ وقد طغى على هذه‬.‫ طريقة طلب النقاط وطرح االقتراحات ملناقشة املواضيع كافة‬،‫املطروحة‬
‫ فم ّثلت‬،‫ فكان على اجلميع التمسك مبوقف البلد الذي ميثلونه‬،‫التجربة الطابع الدبلوماسي‬
.‫مدرستنا دولة قطر في اإلحتفال الثقافي وكذلك تونس والسودان واليمن في املؤمتر اخلتامي‬
‫ فهذه‬.‫لن أتردد في املشاركة م ّرة ثانية في منوذج جامعة الدول العربية إن سنحت لي الفرصة‬
ً
-‫” عمر البابا‬.‫خاصة‬
‫فرصة لكي يثبت الشباب وجوده ويتع ّرف إلى اجملتمع الدولي عامة والعربي‬
.‫الصف العاشر‬
Congratulations to Leen Najm for the “Best Country Statement Award” and to Farah Wehbi and Omar El Baba for the “Honorable
Mention Awards”.
17
‫‪HHHS - High School‬‬
‫مواجهة التحديات باملثابرة وصوالً إلى التفوق‬
‫فاتن جوني وحسان األسمر‪ ،‬شابة وشاب في عمر املراهقة قست عليهما احلياة‬
‫في صحتهما لكنهما رغم الصعوبات شقا طريقيهما بخطوات ثابتة من دون أي‬
‫تردد‪ ،‬وأثبتا أن الطموح ال حتده عوائق والعزم واإلرادة لن توقفهما احلواجز‪.‬‬
‫فاتن جوني الطالبة الضريرة (‪ 18‬عاماً) التي حازت على املرتبة اخلامسة في لبنان‬
‫واملرتبة األولى في محافظة اجلنوب (فرع االجتماع واالقتصاد) في االمتحانات‬
‫الرسمية‪ ،‬ونالت ‪ 449‬عالمة من ‪ ،530‬بتقدير جيد جداً‪ ،‬استحقت وزميلها حسان‬
‫األسمر الذي يعاني من صعوبات في القراءة والكتابة (مصاب مبرض التالسيميا)‬
‫وحاز على املرتبة الثالثة عشرة في لبنان واملرتبة الثانية في محافظة اجلنوب ونال‬
‫‪ 428‬عالمة من ‪( 530‬فرع االجتماع واالقتصاد)‪ ،‬تكرمي وزير التربية والتعليم العالي‬
‫حسان دياب خالل اللقاء الذي عقده في مكتبه في الوزارة‪ ،‬بحضور مدير عام‬
‫الوزارة فادي يرق‪ ،‬مستشار الوزير غسان شكرون‪ ،‬رئيس منطقة اجلنوب التربوية‬
‫باسم عباس‪ ،‬رئيسة دائرة االمتحانات جمال بغدادي وأهالي الطالبني وممثلني عن إدارة ثانوية حسام الدين احلريري التابعة جلمعية املقاصد اخليرية‬
‫اإلسالمية في صيدا التي يتعلم فيها التلميذان املكرمان‪.‬‬
‫وهنأ دياب الطالبني "املميزين بهذا التفوق إذ متكنا من التغلب على املرض وضعف البصر بقوة البصيرة"‪ ،‬داعيا ً إياهما الى "االستمرار في هذا اجلهد‬
‫بالدراسة اجلامعية وتأمني مستقبل الئق بهما كطاقات منتجة في مجتمعهما"‪.‬‬
‫وأكد أن "االستثمار في املوارد البشرية هو االستثمار األجدى في الوطن"‪ ،‬مشددا ً على أن "األولوية لدى اجملتمعات الراقية تكون بتأمني التعليم‬
‫لذوي احلاجات اخلاصة وأصحاب الصعوبات التعلمية واكتشاف طاقاتهم وتأهيلهم ليكونوا مواطنني منتجني في اجملتمع والوطن"‪.‬‬
‫وسلم دياب كال من جوني واألسمر شهادة تقدير ودرعا ً تكرميية باسم الوزارة وإفادات تثبت الترتيب الذي حصل عليه كل منهما‪.‬‬
‫وأعربت جوني لـ"املستقبل" عن فرحتها بهذه النتيجة " لكنني كنت أتوقع أن أكون في املرتبة األولى ألنني تعبت ودرست كثيرا ً وال ينقصني شيء‬
‫كي أكون متفوقة"‪ ،‬الفتة الى "انني أحب أن أتخصص في اجلامعة في الترجمة والتعريب لكن في اجلامعة اللبنانية ال تتوافر التسهيالت الكافية‬
‫لذوي احلاجات اخلاصة‪ ،‬لذلك أمتنى ان أحصل على منحة كي أدرس في جامعة خاصة"‪.‬‬
‫وأكد األسمر أنه لم يواجه صعوبات في الصف خالل العام الدراسي أو في االمتحانات الرسمية "رغم أن مرضي أجبرني على التغيب أليام لكن‬
‫املربني واخملتصني كانوا يواكبونني في املدرسة حتى أنني كنت أتلقى دروسا ً خاصة مما سهل علي األمر كثيراً"‪.‬‬
‫نقالً عن هيام طوق ‪ -‬جريدة املستقبل‬
‫!‪Community Service: The World is in Good Hands‬‬
‫‪Dalia Sous - English Language Teacher‬‬
‫‪During these tough conditions, sometimes we need a hand to hold ours and tell‬‬
‫‪us that everything is STILL okay! Believing so, HHHS administration initiated‬‬
‫‪a “Community Service" class, providing students with life experiences,‬‬
‫‪enhancing their community awareness spirit, and promoting them to take‬‬
‫‪actions in different situations. This Adha Eid, "community service" brought‬‬
‫‪joy into the hearts of impoverished families. Then, students celebrated this‬‬
‫‪success in an after-school picnic at the school campus.‬‬
‫‪Rami Shaaban, Grade 12 student, reflected: “With the support of our‬‬
‫‪supervisors, alongside an extra hand from Mira Yamani (grade 8), we‬‬
‫‪were capable of holding bake sales that gave students the opportunity to‬‬
‫‪use art in food. Students made cakes, cupcakes, marshmallows on sticks,‬‬
‫‪and popcorn to raise enough money for a special cause. The plan was to‬‬
‫‪slaughter a sheep and give its meat to the poor to give them the chance to‬‬
‫‪celebrate the Eid with a smile on their faces and a speck of hope. I found‬‬
‫‪it an overwhelming experience and hope that people would appreciate the‬‬
‫”‪fortunate lifestyle they currently live in.‬‬
‫‪18‬‬
Our Culture on our Library Shelves
HHHS - High School
We could have scavenged through literature books about fiction
that we thought represented our Lebanese culture. We could
have heard how life was back in the old days from the elderly.
We could have read in history books about Lebanon since the
Ottoman Empire, but that wouldn’t have let us enjoy the glory
of integration of true culture in literature. It was Miss Zeina’s
originality that made us claim our lost Lebanese roots, without
recognizing it.
We were asked to write stories that we thought
mirrored our culture. To our surprise, we wrote moral stories that
were influenced by the west as it has been repetitive since our
childhood. What we were eager to write about turned out to be
void of any Lebanese touch. Therefore, we planned a whole unit
based on how fiction can reflect cultural heritage.
To back up our studies, we watched a play under the title
“Reasons to be pretty”. It was a vivid description of a sheer
Lebanese society, with its flaws and beauty. It was then time,
after the Lebanese image was crystallized in our minds, to write
a piece of fiction that truly reflected the Lebanese citizen; known
for his hospitality, humor, and love of life. Every group wrote
something from its own perspective, and we collaborated to edit
our work many times before we could reach one final story per
group. We then communicated our perspectives, which was the
second pillar of our unit, and reflected on each other’s work in
a very professional way (Gibbs Method) through a Whatsapp
group. Our friends’ reflections made us change some aspects of
our narrations before we finally published them in class.
The unit was almost over, and an action plan was needed. We
embarked on a quest to find Lebanese writers that wrote fictions
about the Lebanese culture and later broadened our horizons to
Arab writers as well. We collected the names and publications
of those writers and ordered the books for the school Library. We
divided the books upon us so that everyone would get a grip of
the beauty of the Arab culture in literature. I have never seen my
friends so agitated to read a book before! We finally organized a
section in the library under the title “Arab Cultural Novels”, which
included more than a hundred English and French novels written
by Arab writers in English originally. Those writers’ books were
translated into many languages. We went to the library, learnt
how to archive them and finished the stand which was signed
by us.
Thank you, Mrs. Zeina, for all your hard work and dedication to
nurture that sense of patriotism and belonging inside us. We
appreciate it!
Written by: Rana shayto - Supervised by: Mrs. Zeina Dbouk
19
HHHS - High School
Laboratory Activities
(Hands on- Minds on) laboratory activities have become a
critical component in the science curricula. These laboratory
sessions provide high school students with the opportunity to
enhance their profound understanding of biology concepts,
improve their practical skills, and develop their reinforcing
attitude towards science. Thus, a lab manual including (Hands
on- Minds on) experiments has been integrated to our Grade
Eleven Biology curriculum, and every Thursday, we have an
interesting experiential laboratory session.
As an introduction to this program, a demonstration
session was designed to remind us of the lab equipment:
their function and usage, along with lab safety rules, and
the laboratory symbols. Afterwards, in order to acquire deep
understanding of mitosis in plant cells and animal cells, labs
(one, two and three) were settled. The cells of a leaf were hard
to extract in lab one, but after several attempts, the mission
was accomplished. In lab two, onion cells were somehow
easier to take out, and the view was clearer in lab three. Later,
we were asked to take animal cells from our cheeks, put them
on the big toothpick and turn them to a slide. We had to try
several times until the operation was completed, and finally a
satisfying view was observed through the microscope lens.
During these sessions, we’ve learned to endeavor,
investigate, and acquire results independently. We are now
able to analyze, predict, draw, and explain anything related
to animal cells and plant cells. Besides, our interaction with
tools and lab equipment changed as we learned to appreciate
the tools we are handling. All in all, a laboratory session is
considered an essential component of any Biology curriculum
since it makes science more interesting for students, and
encourages them to make significant links to real life in the
field of Biology!
Ezzeddine Danash - Grade 11 A
Eid Al Adha Dinner
The Road Safety Committee would like to wish all staff and
students at our school a Happy Eid and a prosperous year ahead.
To celebrate Eid Al Adha in style, the Road Safety students put
together Eid dinner on Saturday, October 12th, 2013. Staff and
students who attended the dinner enjoyed delicious food, fun
company, vigorous dancing, entertaining games and exquisite
prizes. After selling tickets for one week, our committee was able
to successfully raise the money that funded the dinner as well as
future events to be held. We would like to thank all the staff and
students who took part in this event, and we hope to see you in
other future events.
Road Safety Committee
20
HHHS - High School
Independence Day Talent Show
Community service is not always about raising money. Actually, “the best things in life are free”. While giving money to the needy
could be self-rewarding, putting a smile on the faces of those around is priceless.
To celebrate Lebanon’s 70th Independence Day, Houssam Eddine El Hariri’s Community Service Committee launched its first
annual Independence Day themed talent show. “Houssam’s Got Talent I”. It featured guest singer Wael Mamlouk and guest poet
and fellow teacher Noura Merhi, along with 13 performances by Middle School and High School students and was a true spectacle.
Most importantly, it managed to lift the spirit of the participants and the audience, both teachers and students.
We sincerely hope that this event could have stirred a note of optimism in the students’ and teachers’ hearts during these dark
circumstances.
Dalia Souss- Community Service Teacher
21
HHHS - High School
A Virtual Visit to Palestine
To talk about such a visit a decade ago, would probably have been
beyond feasible! However, with the advance of technology, everything
becomes possible even visiting the occupied Palestinian territories.
Challenging the barriers set by the Israeli occupation, Houssam
Eddine Hariri High School students partnering with Palestinian peer
from Al Farouq High School at Al Khalil area held a Skype conference
on December 5. The Skype chat was almost like visiting Palestine
where students from ESFL levels A and B got to meet students from
the above mentioned school. The purpose of this "virtual visit" was
to share experiences about a situation that both countries share:
war and its effects on individuals. Students on both sides listened to
each others’ stories with this regard, inducing questions and inquiries
about how conflicts influence people's perspectives about their future,
individuality, and above all their sense of belonging.
Eventually, the students reached a conclusion that the best way to
resist such devastating conditions is by achieving an inner peace that
will definitely emanate from our actions towards our surrounding.
Hiba Chamandi and Zeina Dbouk - English Language Teachers – Levels A and B
My Hat to a Brighter Future
High School students are likely to achieve academic or career success if
they can visualize the road to their future. Believing they are on a pathway
to college is a fundamental shift in consciousness, so it is essential for
them to gain motivation and take the steps necessary to achieve their
highest potential. Through this lesson, students were able to picture
themselves as members of larger communities and identify specific goals,
dreams, and individuals on whom they can count for support. Through
identifying their individual identities and their roles in their communities,
they will pave the road to their futures and gain a sense of responsibility
towards themselves and those supporting them.
Students of Grade Twelve were exposed in their second language
classroom to the famous speech given by Steve Jobs in a university
graduation. After exploring that speech, students had to put on their
reflection hats that allowed them to comment on the speech, make
connection, and analyze it, each from a different perspective. Students
who chose the red hats shared what they felt. The ones with the white
hats shared a summary, while those with the yellow hats commented on
the positive messages of the speech. The students with black hats posed
further questions, where as those wearing the green hats came out with
additional ideas related to the speech. Finally, the students with the blue
hats put all the activity together explaining how beneficial and inspiring it
is to their current life and how it will help them build a better future.
Later, each student was asked to write an essay about “Who he is” and
what his role in the future is.
Zeina Dbouk
22
HHHS - High School
Nos dernières émotions… Adieu 2013
Chère 2014,
Chers amis, chères enseignantes, en ce 24 décembre, ce dernier
jour scolaire de l’année 2013, je voudrais vous exprimer mes
sentiments. Nous avons rigolé, pleuré… Nous nous sommes
amusés, ennuyés… Nous avons passé des examens scolaires,
officiels mais médicaux aussi… L’enthousiasme, la peur, la
panique, la coopération nous ont accompagnés cette année…
(Mohamad Najjar)
L’année 2013 était l’une des plus malheureuses années de ma
vie, j’ai vécu des évènements inattendus, le stress et l’insécurité.
J’ai perdu des personnes que j’aimais tant. Mais j’ai aussi appris
des leçons inoubliables. J’ai gardé la foi en Dieu et j’ai aussi
appris qu’il ne faut pas chercher à rajouter des années à sa vie
mais plutôt essayer de rajouter de la vie à ses années…
(Dalia Aoun)
Comme le philosophe Krishnamurti a dit : « L’ambitieux vous dira
qu’un nouvel an est un combat pour la réussite, l’accomplissement.
» Donc je souhaite que l’année 2014, au niveau personnel soit
pleine d’accomplissement dans différents domaines. Au niveau
social, je souhaite voir disparaitre la corruption et que la paix
soit répandue entre tous les libanais, les arabes et les peuples
du monde.
Finalement, je vous présente tous mes meilleurs vœux de
bonheur et de santé et je souhaite que cette nouvelle année
vous apporte joie familiale, succès scolaires et plein de fous
rires entre amis…
(Walid Kotob)
Je souhaite me réveiller un jour de cette nouvelle année, aller
ouvrir les fenêtres de ma maison et contempler les oiseaux tous
réunis, voler dans l’air, annoncer la naissance de la paix et de
l’amour dans les quatre coins de la planète Terre.
(Yasmina Aoun)
Une année s’est écoulée et une autre frappe à la porte. Cette
année s’en va avec la souffrance de nombreuses familles à
cause de la guerre. Je souhaite la prospérité, la paix, la santé
à tout le monde. Je souhaite beaucoup d’amour à mon pays le
Liban.
(Lara Majzoub)
Classe de seconde (A et B)
23
HHHS - High School
Biology Lab
Every Tuesday, we the Tenth Graders, undergo a new microscopic
experience in The Biology World. We use different materials to
apply an experimented procedure that targets the preperation of a
fresh specimen.
On October 29, we had an assesement organized by Mrs.Jana
Abou Orm, Mrs. Amira El-Khodari, and Mrs.Inaam Mockachar. We
were divided into 5 groups, and each was given a task. Some were
asked to prepare a wet amount form of an onion tissue and otters
to prepare a fresh slide from their expritheial cells. The teacher
provided us with the materials, but we ourselves have to use them ,
design the experimental procedure, and apply it. Using a rubric and
a checklist, the teachers assess our work and product. To illustrate,
they check the size of the specimen and the amount of added
solutions. They also check the amount of air bubbles if any exists.
Moreover, they observe the way we use the microscope knobsto
reach a clear focused image. Nonetheless, the time was precious
to us and the teachers, so we used stopwatches to accomplish our
task on time.
Assessing out labraroty work was incredible because it makes us
responsible for our work, improves our attitude toward biology, and
develops our skills.
Dana Al Mamlouk - Grade 10
Kart Racing Observation
On January 18th, 2014, the Road Safety Committee along with
the 10B class enjoyed an afternoon filled with pleasure as they
sat behind the wheel of the go-Karts. The Road Safety Committee
decided to coordinate this particular expedition in order to view
the appropriate driving habits of students. In total, the students
were allotted 10 laps around the racing course. During the first six
laps, students were allowed to drive at their own free will with no
limitations or rules. During the last 4, however, various safety signs
were put in place at different points throughout the course. We saw
a large number of students that did not fully stop at the stop sign and
failed to yield when pedestrians were crossing the road. The purpose
of this exercise was to monitor the drivers’ behaviors, driving habits,
and reaction of students when they are expected to follow specific
driving regulations. With all the photos and videos gathered by the
members of the Road Safety Committee, they will be reviewing and
analyzing their archives in order to create a documentary regarding
driving habits amongst youth in Lebanon.
Arej Sayah - English Language Teacher
24
HHHS - High School
Hyde Park Saida For Peace
On Friday, November 29th, ESFL Levels A and B high school
students had the chance to be actively involved in a local debate
in “Hyde Park Saida” for peace. The Development for People and
Nature Association (DPNA), in partnership with the British Council
,initiated this activity sponsored by the Governor of Southern
Lebanon Nicolas Abu Daher and held in collaboration with the
Municipality of Saida, the surrounding municipalities and the
Civil Society organizations.“Hyde Park Saida for Peace” opened
channels for positive dialogue among citizens around the issue
of civil peace and the role of the youth in promoting dialogue and
building peace through debates or drama activities. This activity
came under the British Council “Active citizenship Program”,
which aims at building trust and understanding among civilians.
We, having been the only participating school in the region, had
the chance to debate the issue with people of various age groups
where we exchanged ideas and debated people from various
academic backgrounds, thus reflecting our communication,
critical thinking, innovative and reflective skills.
It was a very exciting experience that enabled us to restore and
enhance the common spaces among the Lebanese people and reopen channels of dialogue among them in an attempt of confirming
civil peace and building bridges of communication among all
citizens of this one nation. We gathered under the name of peace,
we discussed issues that really matter the youth, and tried to
suggest solutions to problems happening in our dear city, Saida.
More than 100 participants, mostly doctors and lawyers, from all
around the country shared their opinions about what happens and
should happen in this country. Some even shared their negative
experiences wars. These were previous soldiers in militias who
learned their lessons the hard ways. They were present to tell
everyone that they regretted fighting their brothers for no cause,
and that, they still have to live with the guilt every single day. They
sent a call for all the youth asking them to unite under the idea of
peace, for wars are never worth! They said, “We were the ashes
that others used to ignite the war. We burnt ourselves willingly, so
please, learn from us and never accept to be ashes yourselves no
matter how glorious the cause seems now. When time passes and
you see things clearly, you will find that no cause is worth harming
your own brother in this world. All we are left with is the guilt and
the pain that will never delete the ugliness of what we participated
in.” It was a fruitful experience meeting, and debating the father
Nicolas Al Saghbini, governor Nicolas Abu Daher, the parliament
member Michael Moussa and many other decision makers in our
city for two continuous hours. After all, our collaboration made a
difference to the audience and us as well.
Omar El Baba and Leya Jawad- Level A& B (ESFL)
25
Our Real Research
HHHS - High School
A visit to the AUB Library
As we level up from one grade to another, it seems clearer to us
that we are getting one-step closer to a new stage in our lives:
university.
To be a university student is not an easy thing, and the responsibilities
you have to hold are no easy ABCs. One of the main skills a college
student should have is the ability to conduct a research. In an attempt
to build our first ever research paper, our English teachers took the
initiative to teach us the basics of researching. In our research, the
main topic was Media, and each group narrowed down this topic
into specific ones that included: college and media, effects of media
on the Arab uprisings, youth generated media, media and society,
media and divorce, media and war, media and ethics and a bunch
of others.
We thought it would be a usual research where Google would be
our destination, but instead, we were heading to another place: The
AUB Library, database and a long process afterwards. There we
were greeted by our guides and taken on a tour throughout the mass
sections of the library. After entering through the main, public and
deposit hall, we headed to the history department. All the historical
valuables are kept in the history department, in addition to everything
of great importance, rarity, and historical significance according to
AUB. There we were able to observe ancient maps, scripts, books,
photos, posters, artworks, and a hundred and fifty-year-old AUB
magazine depicting the methods used by students to sneak out of the
campus. After exploring all these marvelous pieces of history, which
are also primary resources, we headed down to the archives and
skim through all the books that are not stored in the public sections.
After wards, we had the opportunity to view some old newspapers
using a machine that ran microfilms. We also got a quick idea on
how CD’s, and other non-written resources are archived.
The last part was the best as things practical! We went upstairs to
the AUB database, the most important step of our tour, the e-research
center. We accessed all the primary sources online from articles to
newspaper scripts and manuscripts. We saved all what we’ve found
on a USB stick so that we could refer to them later, and now we are
in the process of synthesizing our own research.
This field trip was beneficial and a wake-up call at the same time.
We did exit the campus with a polished skill of researching, and
all we had to do was head back to school with a soft copy of all
the useful articles we explored to use in our “review of literature”
section. Although tiring, it was a very useful educational trip. It was
now very clear to us that we’re only one year away from college.
Things now are getting real.
Samer Fakhri & Kareem Bader Grade 11 (A/B)
26
HHHS - High School
The General’s visit
Upon tackling the subject of war on the theoretical, historical and ethical
levels for almost a month, a couple of weeks ago, our school had the
pleasure to welcome the general Naïm Ziade, the head of the International
humanitarian law in the Lebanese army, who discussed war ethics in
details with us.
“Never think that war, no matter how necessary, nor how justified, is not
a crime,” Ernest Hemingway once said. Human beings have been fighting
each other since prehistoric times, and people have been discussing the
rights and wrongs of it for almost as long. The lecture delivered by the
general, lasting for about two hours, focused on many main ideas under
one big title: the rules and ethics of war. The welcomed guest informed
us, at first, about the situations where war is considered acceptable, then
shifted to the rights and duties of the soldier, during the war. Moreover,
he showed, using solid examples, the difference between some war
components and terms that are commonly, wrongly used interchangeably
.Finally, he discussed the creations of formal codes of war (e.g. the Hague
and Geneva conventions), the drafting and implementation of rules of
engagement for soldiers, and the punishment of soldiers and others for
war crimes. As a conclusion, all of these main ideas reflected the effects
of the war justifying that war is never really worth its losses.
This visit was a rare chance for all students to get to know better about
the war, in general, defining its usual purposes, causes, laws, rules and
effects. Besides, it helped raise awareness in students about the cruel and
bad effects of the war, and made them realize the importance of our army
and their hard work, leaving in their hearts even more appreciation and
gratitude. At the end, no matter what the causes are wars bring nothing
but devastation, damage, and more violence. As the coming generation,
we wish that people our age would learn how to avoid wars whether on a
international, national, social or personal levels, for maintaining peace is
our mission.
Al Walid Kotob - ESFL students (Level A)
...‫الوقت هو أندر املوارد‬
‫كيف يتدخل مصرف لبنان في حال حدوث أزمة اقتصادية؟ كم تبلغ‬
‫قيمة احتياطي الذهب املوجود في خزائن مصرف لبنان؟ كيف تكون‬
‫هذا اخملزون وأين يوجد؟ كيف تكون احتياطي العمالت الصعبة املوجودة‬
‫لدى مصرف لبنان وكيف يستخدمها للتدخل عند الضرورة لتثبيت‬
‫سعر الليرة اللبنانية بالنسبة للدوالر؟ كيف تطبع النقود وأين؟ ملاذا‬
‫يتم سحب األوراق النقدية من التداول؟ كيف تستدين الدولة اللبنانية‬
‫من السوق الداخلية؟ من أين تأتي أرباح مصرف لبنان؟ ما هي عالقة‬
‫مصرف لبنان باملصارف التجارية؟ كيف جتري املقاصة؟ ما هي السرية‬
‫املصرفية؟ ما هو تبييض األموال وكيف يكافحه مصرف لبنان؟ وغيرها‬
‫ وهي على كل حال‬،‫من األسئلة التي أثارتها لديهم دراسة هذا احملور‬
‫إشكال ّيات مطروحة باستمرار كون االقتصاد ماد ًة وثيقة الصلة بواقعنا‬
.‫املعيشي‬
27
‫ فرع االقتصاد‬-‫هو الدرس األول الذي تعلمه طالب الصف احلادي عشر‬
‫سياق اقتصادي حني ع ّرفنا االقتصاد على أنه العلم‬
‫واالجتماع في‬
ٍ
‫ وهدفه األساس هو الوصول‬،‫الذي يدرس نشاطات السكان في اجملتمع‬
‫إلى املستوى األمثل من إنتاج السلع واخلدمات ساع ًيا إلى التوفيق بني‬
‫ وال متضي دقيقة من وقتنا‬.‫حاجات ورغبات الناس املتزايدة وبني ندرة املوارد‬
.‫ إنسانيًّا واقتصاديًّا واجتماعيًّا‬،‫إال ووجب علينا أن نتأمل في جدواها‬
‫وقد شكلت الساعة والنصف التي أمضاها الطالب يوم األربعاء املاضي‬
‫في زيارة ميدانية إلى فرع مصرف لبنان في صيدا فسح ًة تعلمي ًة خارج‬
‫جدران الصف تعرفوا خاللها عن كثب على دور املصرف املركزي وآليات‬
."‫عمله وذلك في إطار دراستهم حملور "النقود واملصارف‬
‫تضمن اللقاء محاضر ًة تفاعلية قدمها املدير التنفيذي للفرع األستاذ‬
‫ وعرض فيها لدور املصرف املركزي منذ تأسيسه في العام‬،‫فتحي اجملذوب‬
‫ مم ّيزًا بني السلطة النقدية املناطة‬،‫ في عهد الرئيس فؤاد شهاب‬1963
‫ كما‬.‫مبصرف لبنان والسلطة املالية املناطة بوزارة املالية ممثل ًة احلكومة‬
‫ وتطور أشكال النقد على م ّر التاريخ‬،‫تطرق إلى موضوع الكتلة النقدية‬
.‫وصوال ً إلى يومنا احلاضر‬
‫وقد تسنى لطالبنا تعميق معلوماتهم عبر طرح العديد من األسئلة‬
:‫التي تركزت حول اإلشكاليات التالية‬
La littérature, la société et moi…
HHHS - High School
« Qu’est- ce que la littérature ? Qu’est-ce que la société ? Qui suis-je ?
Quels liens existent-ils entre la littérature, la société et moi ? La littérature
peint-elle la société ? Quelles sont les influences de la littérature sur la
société ?
Au premier abord, ces questions semblent difficiles et complexes ; il faut
plonger dans l’océan de la littérature pour y répondre. Mais comment faire
avec cette jeune génération qui ne croit plus au pouvoir des mots et encore
moins au fait qu’en nous se cache un écrivain quelconque, voire même un
poète de génie ?
La littérature semble être, dans son rôle formateur, le guide de la société.
Elle éveille la conscience, fait revivre le passé par les expériences marquées
entre les lignes d’une œuvre et dénonce les phénomènes qui corrompent la
société. La mission de l’écrivain est donc de guider le peuple en le poussant
à développer un esprit critique.
Ainsi toute nouvelle connaissance apprise ne peut être que le produit d’une
expérience vécue soit par les autres soit par soi-même. Notre expérience a
été très enrichissante aussi bien au niveau de l’analyse de texte littéraires
classiques qu’au niveau de l’analyse d’articles de presse rédigés par une
journaliste libanaise, Médéa Azouri.
Cette journaliste libanaise écrit des articles qui paraissent chaque samedi
dans « L’Orient Le Jour ». Elle a vécu une grande partie de son existence
en France, a découvert le Liban et y est actuellement très attachée. Elle a
même refusé de le quitter pendant la guerre de 2006.
« J’essaie de décortiquer dans cette rubrique hebdomadaire, la société à
laquelle j’appartiens : ses travers, ses manies, ses mécanismes… Chaque
semaine, j’en parle un peu plus et je reprends également les questions
quasi-existentielles que chacun se pose. » (Médéa Azouri)
Pourquoi parlons-nous d’articles inspirés de la vie quotidienne dans le
cadre de notre analyse littéraire ? Quels sont les points communs entre un
écrivain et un journaliste ?
Cette liste de questionnements nous a aidés à comprendre l’idée directrice
de notre unité :
« La littérature marque l’identité de la société. »
Nous nous sommes donc lancés dans l’analyse des divers écrits de cette
journaliste qui critique notre société, dans le but de l’améliorer. N’était-ce
pas l’objectif des écrivains du XIXème siècle ?
Que pouvons-nous reprocher aux libanais ?
D’après ses articles, la cuisine libanaise est la seule tradition qui nous unit
désormais, la majorité des libanais se prend pour des médecins, les réseaux
sociaux envahissent nos maisons, nous perdons notre identité arabe parce
que nous ne parlons plus la langue convenablement…
Lors de la rencontre, la journaliste émue a témoigné de son expérience
personnelle dans le monde des mots, a répondu aux questions des lycéens,
a fait des commentaires suite aux présentations des élèves et a apprécié
leurs critiques.
Selon eux, les lycéens sont sortis de la salle où a eu lieu la rencontre
avec un esprit littéraire basé sur un échange riche après avoir décerné
à la journaliste un certificat de reconnaissance la qualifiant de «Femme
de littérature ayant marqué l’identité de la société libanaise du XXIème
siècle».
Classes de seconde (A-B) - Yasmina Aoun, Cendy Akoum, Mohamad
Najjar, Sara Saad, Lara Najem, Al Walid Kotob, Jana Taan et Lina Jibai.
28
HHHS - High School
Cupcake Frosting Charity Performance for Preschool
What a sweet day it was in the preschool on Saturday 18th of January, 2014, where KG1, KG2, and KG3 enjoyed frosting their
cupcakes with Nutella and vermicelli and shared a laugh here and a bite there amongst their peers!
This day, hosted by community service students at HHHS with the help of preschool director and teachers, was doubled in benefit.
Preschoolers, who paid a small price for the cupcake, were delighted not only for eating their cupcakes but also for being able to
help a family with small kids get delighted with a similar laughter and even larger bites!
Dalia Souss - English Language Teacher
The Value of Donation and Collaboration
As once said, “We have two hands: one for helping ourselves,
and the other for helping others”. To enhance the concept of
cooperation and to conclude our 2013, parents, students,
and teachers lent "a hand" to disadvantaged families by
donating, collecting and distributing used clothes
Most remarkable about this initiative was the interest of
many passers-by of the school community to volunteer in the
stacking and distribution process during their recesses. This
collaborative work was crowned by the actual distribution
of clothes, through Ahlouna, which is a renowned non-profit
organization in Saida. On Dec. 31st, the day of the clothes
distribution, community service students were available at
the association and witnessed the people’s gratitude and
satisfaction.
Dalia Souss- English Language Teacher
High School
29
HHHS - Middle School
How Responsible are They?
A wise man once said, “What we call our destiny is truly our
character. All the people are responsible for their actions and
attitudes. We all believe that opportunity and responsibility go
hand in hand, so we all must act to that principle so that we can
promote our character and destiny.”
Responsibility, challenge and relationships, were the three
concepts that were tackled in the first English unit, inquiring
how people face their challenges and responsibilities in their
relationships Students were asked to take the role of journalists
who will research and report the challenges of responsible
figures in the society and interpret their level of responsibility in
overcoming the obstacles that their jobs entitle.
Students said,” We were supposed to interview parents,
teachers, principals, students, engineers, etc. who are well
known as responsible figures in the society. We did the task
and asked them what things they are responsible for, how they
view responsibility, what the challenges they face are, and what
consequences would result if they were irresponsible. After
that, we had to compile findings and analyze them using Excel
bar graphs. We were divided into several groups of two. Each
group chose a figure in the society to test their responsibilities,
challenges and relationships in the local community in
order to rate their level of responsibility in overcoming their
own challenges in life, and also, to examine the way they
communicate with the people in society.
Each group prepared a questionnaire with the help of our
English teachers. Each group members collaborated with
his/her partner to ask the figure they chose. After all the
questionnaires were filled, bar charts were made and a survey
report with analysis and recommendations were written. At last,
each group presented their results that were so shocking and
devastating. For example, the doctors we interviewed weren’t
found responsible at the workplace. They don’t confess errors,
and they refused to communicate of to fill the questionnaires.
We also discovered that hair dressers, for instance, need to
increase their standards of hygiene. As for students, we found
out, to our surprise, that the older students are, less responsible
than we are. Upon filling the same questionnaires in secondary
and middle classes, we found that middle school students are
more responsible in their studies than high school students.
Moreover, municipality members are so responsible for things
that are directly relevant to their personal or family benefits.
Their responsibilities and priorities are chosen according to
personal privileges that show how reckless they are when it
comes to people’s general well being.
The most responsible figures we interviewed are teachers since
they were dedicated to their students despite all challenges.
Besides, waiters, most of which were educated, are also
responsible and can face the challenges they encounter upon
dividing their time between work and university.
This was a very amazing experience that benefited everyone
and will always be remembered. It made us more responsible
and more willing to improve their profiles to become responsible
figures in the society now and later.”
Written by: Grade Eight students - Supervised by: Mrs. Zeina Dbouk and Mrs. Huda KAeen
30
HHHS - Middle School
Empowering Women: A visit from An NGO
Since early 60% of the Lebanese generation is women, it would be so
unreasonable that 60 percent of the society are passive citizens whose
voice can’t be heard in leadership positions. In the twenty first century, it is
no more acceptable that women wear the dresses and use their beauty to
succeed. Houssam Eddine Hariri High School future women see their roles
in a more challenging manner. Our female students, the mothers and the
leaders of tomorrow need to appreciate their gender. Also, our male students,
the fathers of tomorrow, have to allow and encourage female participation
in important social positions, for together they can create the change we
are looking forward to seeing. Due to belief that our students are those
future leaders, we hosted on Women’s Day a feminine non-governmental
organization that is concerned about empowering women and encouraging
them to be involved in the political and social life in Lebanon. The Democratic
Women’s Association presented by Mrs. Bana Al Samra visited Grade Eight
classes in the middle school division and had a very interactive discussion
with the students about their notion of female leaders where she focused
on the eccentric role women can play in the social life to make a difference.
She also tackled the achievements this organization has made concerning
helping women who need jobs and working on initiating laws that allow
females to pass citizenship to their children. She said that a lot has been
achieved, yet a lot still needs to be done. It is this generation that is capable
of continuing the path and the struggle. Through high education, morals, and
ambition, our female students can and will be the new blood that pumps life
in our almost dead societies. Our young male students are also the openminded generation that accepts collaboration and believes that one hand
can never clap on its own.
Zeina Dbouk - English Language Teacher
The Subtle Nuances of Meaning
“Vocabulary words are crossing circles and loops. We
are defined by the lines we choose to cross or to be
confined,” proclaimed A.S. Byatt, a contemporary prominent
British novelist. Accordingly, the abundance of the robust
vocabulary opens the borders to the students for better self
expression. Hence, as a reinforcement of the first three units
in the Vocabulary Workshop in Grade 9 D, and in an attempt
to enhance their usage of the unfamiliar vocabulary items,
the students created a diversity of humorous authentic
context and performed some creative role playing. They
experienced the belief that acquired knowledge is obsolete
unless you can express it with precise wording.
Diana Estaytieh - Grade 9 American System
31
Celebrities in Our Classrooms
HHHS - Middle School
In the second language classroom, Grade seven and eight students
who are studying English as a second foreign language role played
celebrities of their choice. After reading about the achievements of
Vincent Van Gogh and after being exposed to the different types of
sentences that writers use to share information about different topics,
each student role played a celebrity and had to write at least seven
sentences that tell about him/her. Students revealed extraordinary
presentation skills, for they prepared the writing well and transformed
their class into an art podium where each celebrity had a performance
to make. Students presented themselves in various creative methods:
some through outfits, others through live performances while others
through self-prepared audio interviews live on TV. It was a learning
experience worth highlighting, for it turned the class into a celebrity
festival where Napoleon, Charlie Chaplin, Claude Monet, William
Shakespeare, Beethoven, lady Gaga, Rihanna, Justin Beiber, Michael
Angelo, Pablo Picasso, Carina Kapor, Victor Hegoh, and Leonardo Da
Vinci were all present at the same time!
Zeina Dbouk - English Language Teacher
Freeing the Onion Cell DNA
Today’s mission for Grade 8 students was to free the
DNA from the onion cell. Characterized with ambition
and passion, junior scientists used their prior knowledge
concerning the plant cell and the DNA in addition to the
given procedures to perform the experiment and get rid of
the borders around the DNA.
“It was a session full of contrasting emotions; we encounter
students crying from the onions and others smiling after
seeing the DNA by their naked eye,” said the student
Tatiana Fakih from Grade 8.
Widad Al Barraj - Middle School Biology Teacher
I Interact; Therefore, I exist!!!
Human beings perform a group of internal interactions
among different body systems as they demonstrate
external interactions with the surrounding.
Under the concept of systems’ interactions, the students
were asked to design a simple sketch from their daily
life to identify how a simple action might involve the
interaction of many body systems. After presenting the
sketch, each student has to explain what body systems
worked together during the presentation of his task. Below
is what one of the students commented on the importance
of this experience to her:
“It was the first time I realized how my body systems
internally interact in order to allow me interact with my
surrounding”, uttered by the student Rawan Habli.
Widad Al Barraj - Middle School Biology Teacher
32
HHHS - Middle School
Investigating Micro-life
Plato once spoke out: “Human behavior flows through 3 main
sources: desire, emotion and knowledge”.
In an attempt to introduce the discipline of life science to the
7th graders, the teacher asked the students to investigate
the micro-life (including insects, pollen and cells …) around
them using microscopes that would take them to places they
couldn’t ever reach or even know they existed. Moreover,
pictures or videos of the microscope are so clear that they
can bring places to life. Through this experience, students felt
the joy of connecting science to real life. They have become
eager to know more about life science and the concepts it
tackles. Here is what one of the students commented on the
importance of this experience to him:
“I felt as if I were a junior professional scientist,” said Afif
Al Baba from Grade 7C .
Grade 7 – Biology Teacher: Widad Al Barraj
‫مملكة شاهني‬
‫ وبعد أن متّت‬،‫القصة القصيرة‬
‫استكماال للعمل على‬
ّ
‫ثم‬
‫ومن‬
،‫ة‬
‫ي‬
‫يف‬
‫الص‬
‫العطلة‬
‫في‬
"‫شاهني‬
‫قصة "مملكة‬
ّ
ّ ‫مطالعة‬
ّ
ّ
ّ ‫الص‬
‫ف الثامن‬
ّ ‫ نحن طالب‬،‫ استضفنا‬،‫استثمارها في ما بعد‬
‫ الكاتب املعروف بأسلوبه‬،‫ األستاذ عصام احل ّر‬،‫األساسي‬
، ‫املستمدة من عالم الواقع واجملتمع‬
‫ وقصصه‬،‫السلس‬
ّ
‫والتّع ّرف على‬،‫وذلك بهدف اإلستفادة من جتربته في الكتابة‬
.‫ وكذلك على أبرز مؤلفاته‬،‫اجلانب اإلنساني من شخصيته‬
ّ
‫استهل هذا ال ّلقاء بكلمة مؤثرة ألقتها ابنته الطالبة‬
‫تال ذلك طرح مجموعة من األسئلة ع ّبرنا فيها‬،‫حوراء احل ّر‬
‫إجابات‬
‫عن تساؤالت كانت تراودنا وتدور في أذهاننا بحثا ً عن‬
ٍ
‫ ختاما ً أعلن الكاتب‬. ‫ وتروي ظمأ معرفتنا‬،‫تشبع فضولنا‬
‫ واختتم‬.‫أنّه بصدد تأليف كتاب جديد سيهديه إلى ابنته‬
‫هذا ال ّلقاء بتوجيهات ونصائح متحورت حول أهم ّية املطالعة‬
ّ
.‫تشكل غذا ًء للروح والعقل‬
‫ا ّلتي‬
ّ ‫الص‬
‫ف الثامن األساسي‬
ّ ‫طالب‬
33
HHHS - Middle School
FIRST STORY TELLING FAIR
Tales of old transcend time and place. Based on these great
concepts, we built up for a performance task that gathered in
its folds uniqueness, diversity, and human relations. Under the
unit entitled “Imagination & Creativity”, ESFL Level A (4eme,
5eme) proficient students reflected their profound knowledge
through writing original fairy tales that tackled the conflict
between good and evil. To make the task possible, they passed
through a long process that started with one picture of which
the students based their tales upon; and from a magical spring,
ideas flowed leading to a waterfall of fairy tales. Their deep
understanding of the elements of the fairy tales inspired them
to run their imagination wild and compose a bundle of the most
amazing stories a French educated student might ever come up
with. Saturday, June 15th witnessed the Story Telling Fair that
culminated itself in an array of fairy tales gathered into the one
of its kind fairy tale book (CD). The event also included signing
of the CD, videos and audios of the students reading their tales,
and live story telling that amazed the audience and enchanted
every single parent on that day of wonder.
Ghinwa Jardali - English Language Teacher- Middle School
An Insight into the Nature of the Human Beings
We are currently living in a world where the humans’ moral values
have declined and been replaced by a diversity of negative aspects
of human life. Greed, violence, selfishness and vanity, which have
led to many serious consequences on humanity, have originated
from various causes worth of thinking about. Do such characteristics
derive from a trauma one might have experienced as young child?
Or are they innate in us? Does evil come as a natural part of being
a human being or it is an aspect that can be developed throughout
our life and upbringing? Based on these concepts & significant
questions, students were asked to conduct a small study to gain
more understanding of the causes and effects of such negative
emotions. They took the role of a therapist working at a social
association that tackles the psychological disorders of such citizens.
Researches were done gearing eminent figures who were notorious
for their psycho pathetic ways in murdering, slaughtering, raping, and
terrorizing the innocent; investigating the factors that might have led
to such grotesque practices. Furthermore, during their presentations,
students spread awareness among their peers about the perils of
such psychological disorders, and tried to recommend solutions in
order to enhance a better world. Some role play was performed as
well which added a zest of excitement to their work!
Diana Estaytieh- English Language Teacher
34
HHHS - Middle School
An International Salad Festival
As a performance task of the ESFL reading unit “Food
and Cultural Identity”, 6eme learners were eager to work
cooperatively on planning and accomplishing a fabulous
salad festival on Saturday May 18th, 2013. By so doing,
they asserted the central idea of the unit that tackles how
celebrating festivals stimulates and promotes unity and
preservation of old traditions and strengthens relations
among people of the same community. Such task, moreover,
allowed students to practice speaking English in authentic
situations.
Students were divided into eight groups, and each group
had to present one of the selected countries: Lebanon,
Morocco, Egypt, Italy, Mexico, China, Russia, and Greece.
They played the roles of chefs, interviewers, presenters,
material handlers, photographers, reporters and organizers.
On the day of the festival and in front of the guests, each
group had to prepare a salad that reflected the traditions
of the countries they represented, in addition to videos and
PowerPoint presentations about them.
An exotic and amazing interaction occurred among
students and parents while the students were introducing
the countries and preparing the salads. The festival ended
with the parents tasting the delicious salad recipes prepared
by their young sons and daughters. Those delicious salad
recipes along with many others are found in the cook book
that our 6eme Iron Chefs and Barefoot Countesses inscribed
as a performance task of their reading unit.
Below are some of the students’ feedbacks about the
festival:
Karen Hasoun said, “It was an amazing experience, where
we really enjoyed working cooperatively in this festival. I
liked how we interacted in the festival.”
Imad Chams and Khalil Seif Eddine said, “We liked the
recipes; they were really delicious. Parents enjoyed tasting
them as well.”
Nour Nassar and Malak Issa said, “Working as a team
creates a successful work.”
35
Amani Soussi- English Language Teacher
Sur les pas des auteurs réalistes
HHHS - Middle School
Le réalisme n’est-il pas un reflet de la vie quotidienne ? N’estil pas une nécessité pour pouvoir s’exprimer en tout lieu, tout
temps sur notre réalité vécue ?
Comment faire comprendre cela à mes élèves de 4ème ?
Peuvent-ils sentir le profit de la littérature dans notre vie
quotidienne ? Peuvent-ils mener la même expérience que celle
des fameux auteurs réalistes du XIXème siècle comme Guy de
Maupassant, Emile Zola, Gustave Flaubert et autres …. ?
J’avais toutes ces questions en tête en préparant la première
unité pour cette année. Ces dernières m’ont orientée vers la
question directrice suivante « dans quelle mesure les nouvelles
réalistes peuvent-elles refléter les problèmes de la société
d’une part et les attitudes des personnages de la réalité d’autre
part ? »
De là m’est parvenue l’idée de transformer les apprenants de
4ème en « auteurs réalistes » et l’itinéraire de cette unité s’est
alors dessiné. Il s’agit de suivre les pas des auteurs réalistes du
XIXème siècle, et voici la clé.
D’abord, nous avons commencé nos études par la nouvelle Le
Petit fût de Guy de Maupassant suite à laquelle j’ai demandé aux
apprenants de chercher une image (photo ou dessin) reflétant
leur vie quotidienne. A partir de l’image choisie, ils ont imaginé
l’incipit d’une nouvelle réaliste. Ainsi, nos apprenants-auteurs
ont débuté leur itinéraire vers l’écriture.
Ensuite, en analysant d’autres nouvelles intégrales “Un
mariage d’amour” d’Emile Zola et “La Parure” de Maupassant
tout en passant par les caractéristiques de la nouvelle réaliste
et en étudiant les composantes langagières d’une nouvelle (les
temps verbaux, les connecteurs temporels, les propositions…),
chaque apprenant a choisi un fait divers. Puis, en petits groupes,
les membres de chaque groupe ont choisi le fait divers qui va
leur servir de point de départ pour leur nouvelle réaliste et en
suivant les éléments du schéma narratif, chaque apprenant a
rédigé sa partie et a contribué à l’écriture, la correction et la
réécriture de sa nouvelle.
Une fois que les nouvelles étaient prêtes à être publiées, nos
apprenants-auteurs ont préparé des présentations orales pour
encourager le public à les lire et à tirer les messages discrets
de chaque nouvelle. Les présentations étaient variées entre des
scènes, des bandes dessinées, des lectures accompagnées de
musique … tout cela était exposé devant les élèves de seconde
qui, eux aussi ont étudié la nouvelle réaliste. Une ambiance
d’échange et de convivialité avait eu lieu.
C’est ainsi qu’un parcours
ludique attrayant artistique et
éducatif a mené les élèves de
15 ans à suivre les pas des
auteurs réalistes.
Rafah Korjieh
Enseignante de Français
36
HHHS - Middle School
Culture and Identity
Under the unit entitled “Culture and Identity”, 8th graders were set
in an authentic situation where they become diplomats in the UNDP
committee of the United Nations and present the perspectives of their
countries on “Women Empowerment” on Saturday, May 11th, 2013.
Dressed in formal outfit and confidently sitting around the conference
tables, our students represented different Arab and foreign countries
around the world, each demonstrating the current situations of women
in their countries. Students’ opening speeches, debates and resolutions
reflected profound knowledge of the topic and excellent presentation
skills that stunned not only the parents but also the honorable guest
speaker, Mrs. Linda Matar, one of the Lebanese pioneers in the domain
of women empowerment and the representative of the committee on
women’s rights. After the conference, the students guided the guests in
a tour in their Global Village, where they displayed art crafts, pictures,
information and food of their represented countries. Later, a song
praising distinguished women in the Arab world and a Dabkeh dance
succeeded the tour and created an atmosphere of pride and excitement.
Certificates were finally distributed among the students who were
appreciated for various skills and distinction.
For further reflections, videos and pictures, browse the following link
of grade 8:
http://hhhsesl.edublogs.org/2013/05/20/mun-first-annual-conference-2013/
Mrs. Huda Kaeen and Mrs. Zeina Dbouk
37
‫‪HHHS - Middle School‬‬
‫ّ‬
‫وشرف تُعيد إحياءها في نفوس ط ّالبنا ‪-‬‬
‫فلعل ذكرى مج ٍد‬
‫النّسيان‪،‬‬
‫ٍ‬
‫رجال ونساء املستقبل‪ -‬فكم يحتاج لبنان جليل يتح ّلى مببادئ وطن ّية‬
‫تعيد للوطن ُعاله‪.‬‬
‫من التّاريخ تنطلق احلضارة‪ ،‬من املاضي نتع ّلم‬
‫دروس احلاضر واملستقبل‪ ،‬ومن حكاية اإلستقالل‪ ،‬استنتج ط ّالبنا صفات رجال اإلستقالل‬
‫َ‬
‫السبيل إلى احل ّر ّية والكرامة‪.‬‬
‫ومن حكاية االستقالل في الوحدة التعليم ّية "قيم وعبر" ‪ ،‬قمنا ومبادئهم وكيف ّ‬
‫السامية‪ :‬التّضحية‪ّ ،‬‬
‫الشجاعة‪ ،‬الوحدة‬
‫باستنباط القيم األخالق ّية ّ‬
‫األجنبي)‬
‫األساسي (املنهاج‬
‫األساسي وال ّثامن‬
‫السادس‬
‫ّ‬
‫ّ‬
‫ّ‬
‫ّ‬
‫ّ‬
‫الوطن ّية‪ ،‬اإلخالص‪ ،‬واحل ّر ّية‪ ،‬وهي مفاهيم غطتها رمال اإلهمال وطواها‬
‫ذكرى اإلستقالل‬
‫وسيبقى لبنان‪......‬‬
‫نعد ذلك اليوم يو ًما عاديًا‪ ،‬وال مجرد احتفال‪ ..‬إنّه اليوم ا ّلذي‬
‫ال ميكن أن ّ‬
‫ّ‬
‫ّ‬
‫وشكلوا بتعاونهم واصرارهم أرزة‬
‫حقق فيه ال ّلبنانيون استقاللهم‪،‬‬
‫وطنهم اخلالدة‪ ،‬وتخ ّلصوا من براثن االنتداب الفرنسي وسلطته‪.‬‬
‫هذا اليوم‪ ،‬ال ميكنه أن مي ّر بطريقة عادية من دون أن نقف نحن كطالب‬
‫لبنانيني وقفة عز وشموخ‪ ،‬وقفة سمو واحترام لكل شهيد‪ ،‬ولكل‬
‫من ضحى بنفسه من أجل أن يكون لبنان بل ًدا حرًّا أب ًيا‪ .‬وتقديرًا لهذه‬
‫السابع األساسي‪ ،‬أن نقوم باحتفال نع ّبر‬
‫املناسبة‪ ،‬ارتأينا ‪،‬نحن طالب ّ‬
‫ّ‬
‫وظل‬
‫حتدى املصاعب ك ّلها‪،‬‬
‫من خالله عن مدى انتمائنا لوطننا ا ّلذي ّ‬
‫كأرزته شامخً ا‪ ،‬ولكي نقول للجميع أ ّن مهما م ّر وطننا بأزمات سيكون‬
‫احتادنا هو ا ّلذي يجمع كلمتنا‪ ،‬ورقي تفكيرنا‪ ،‬وح ّبنا الالمتناهي واخلالد‪،‬‬
‫‪38‬‬
‫ففرحتنا بهذه املناسبة ستوازي دائ ًمـا فرحة أي مواطن يعيش في بلد‬
‫مستقر‪...‬‬
‫ثم عرضنا فل ًما من إعدادنا‬
‫‪،‬‬
‫اللبناني‬
‫الوطني‬
‫بالنشيد‬
‫االحتفال‬
‫بدأنا‬
‫ّ‬
‫ّ‬
‫ّ‬
‫جسد ّ‬
‫الذكرى‬
‫بعنوان "لبنان في عيون أبنائه"‪ّ ،‬‬
‫وقدمنا مشه ًدا مسرحيًّا ّ‬
‫السامية‪ ،‬داعني فيه إلى اإلميان بالوطن‪ ،‬ونبذ العصب ّية‪،‬‬
‫مبعانيها الوطن ّية ّ‬
‫واالبتعاد عن ّ‬
‫السياس ّية من أجل العيش بأمان‬
‫ة‬
‫ي‬
‫ّبع‬
‫ت‬
‫وال‬
‫ة‬
‫ي‬
‫ائف‬
‫ّ‬
‫ّ‬
‫الط ّ‬
‫جسدنا العلم ال ّلبناني على أنغام‬
‫ومح ّبة وسالم‪ ،‬باإلضافة إلى ذلك ّ‬
‫املوسيقى الوطن ّية‪ ،‬كما تخ ّللت احلفل مسابقة "حكاية االستقالل"‬
‫وأغنية "الوطن "التي ع ّبرنا من خاللها عن ح ّبنا لوطننا الغالي ‪...‬‬
‫فك ّلنا للوطن للعلى للعلم‪ ،‬وال صوت فوق صوت الوطن‪ ،‬وال علم فوق‬
‫العلم ال ّلبناني‪.‬‬
‫طالب الصف السابع‬
‫أجماد وأساطري‬
‫‪HHHS - Middle School‬‬
‫ملّا كان الزّمن املاضي زمنًا قائ ًما على معتقدات خرافية وأسطورية‬
‫ّ‬
‫شكلت معالم غريبة في فكر اإلنسانية‪ ،‬وك ّونت صورة ح ّية‬
‫السابقة‪ ،‬وملّا كانت معظم األساطير قد ولدت في لبنان‬
‫للمجتمعات ّ‬
‫بد من التعرف إلى هذا العالم‬
‫وانتقلت إلى العالم الغربي‪ ،‬كان ال ّ‬
‫األسطوري القائم على أعمال خارقة للمعتاد‪ ،‬وأبطال يقومون مبا ال‬
‫يتوقعه العقل‪ ،‬ليدرك ّ‬
‫الطالب ماهية األساطير‪ ،‬ومميزاتها‪ ،‬ومعرفة‬
‫والسر في احتفاظ هذا العالم مبكانته عل ًما أ ّن احلياة‬
‫أسباب نشوئها ّ‬
‫املعاصرة قد طغى عليها ّ‬
‫كل ما هو عقالني ومعرفي للتّمييز بني‬
‫ّ‬
‫عالم اخليال وعالم الواقع‪ .‬فكان أن بحث الطالب خالل وحدة " أمجاد‬
‫وأساطير" عن أساطير عديدة يونانية ورومانية وفينيقية‪ ،‬وتبادلوا‬
‫املعرفة بينهم‪ ،‬وعرفوا أ ّن األساطير تعكس سيطرة القوي على‬
‫يقدم لنا عبرة بضرورة‬
‫ّ‬
‫الضعيف في عالم ال وجود له حقيقة‪ ،‬إال أنّه ّ‬
‫التّمييز بني اخلير ّ‬
‫والشر‪ ،‬حتى يبقى اخلير س ّيد املوقف في حياتنا‪ .‬وبعد‬
‫أن وصل ّ‬
‫الطالب الى فهم أسرار هذا العالم‪،‬كانت املهمة األدائية‬
‫فقدم‬
‫كتابة قصة خيالية تشتمل على عبرة ومغزى تفيد الغير‪،‬‬
‫ّ‬
‫ّ‬
‫الطالب مجموعة آراء‪ ،‬وتناقشوا بها‪ ،‬وصوال ً إلى تأليف قصة حاكت‬
‫أفكارهم اخليالية‪ ،‬وح ّركت مواطن اإلبداع واحلماس عندهم‪ ،‬واتّخذوا‬
‫أدوارًا عديدة سمحت لهم بتمثيل القصص املؤلفة من قبلهم‪ ،‬وقد‬
‫مت ّيزت العروض بتجسيدها بطرق مختلفة بني أفالم قصيرة‪ ،‬ومشاهد‬
‫مسرحية‪ ،‬وكتيبات صغيرة‪ ،‬فيها من اإلبداع واخليال الكثير‪ ،‬ولم‬
‫السابع بتقدمي‬
‫يبتعد عنصر التّشويق عنها‪ .‬وقد قام طالب ّ‬
‫الصف ّ‬
‫السادس األساسي حيث نالت إعجاب التّالميذ‬
‫القصص لصفوف ّ‬
‫عما ُق ّدم‪.‬‬
‫ا ّلذين ق ّيموا عمل أقرانهم‪ ،‬وأبدوا رضاهم ّ‬
‫معلمة ال ّلغة العربية نورا مرعي‬
‫لقاء الكاتب املبدع د‪ .‬سلطان ناصر ال ّدين‬
‫الدين‪ ،‬في‪ 26/10/2013‬هو‬
‫يوم لقائنا الكاتب املبدع د‪ .‬سلطان ناصر ّ‬
‫يوم مم ّيز‪ ،‬حيث ّ‬
‫حل هذا الكاتب ضي ًفا في ثانو ّيتنا‪ ،‬وذلك ملناقشة‬
‫كتابه "دبابيس"‪ ،‬وقد طرحنا عليه مجموعة تساؤالت‪ ،‬فوجدنا في‬
‫دروسا لنا في هذه احلياة‪..‬‬
‫إجاباته‬
‫ً‬
‫لقد دخل هذا الكاتب عالم احلرف العجيب‪ ،‬وحملَنا معه‪ ،‬لنذوب في‬
‫ونعطر مشاعرنا بعطر ال ّروحانية ّ‬
‫ّ‬
‫الش ّفافة‪..‬‬
‫عالم اإلبداع‬
‫وقد أنعشتنا هذه النّدوة ّ‬
‫ونشطت أرواحنا‪ ،‬وتركتنا في شوق ولهفة‬
‫للقراءة‪ ،‬ا ّلتي وصفها على أنّها غذاء للعقل وال ّروح م ًعا‪..‬‬
‫وكم أسعدنا انطباعه عنّا‪ ،‬حيث وصف أسئلتنا بأنّها "تعكس عمقًا‬
‫السؤال ي ُ ْت ِقن ال َع ْي َ‬
‫ش في‬
‫فكريًّا وبع ًدا وجدانيًّا‪ ،‬فمن يُ ْت ِقن َف َّن طرح ّ‬
‫احلياة"‪.‬‬
‫الص ّ‬
‫األساسي‬
‫ف التّاسع‬
‫طلاّ ب ّ‬
‫ّ‬
‫‪39‬‬
HHHS - Middle School
‫نشاط عيد‬
‫األضحى املبارك‬
ّ ‫عظيم‬
ٌ
ٌ
‫احلج‬
‫وسلف‬
‫تاريخ مجي ٌد‬
‫ألمتنا‬
ّ ‫يذكرنا به‬
ّ
ٌ
‫فاحلجاج يجتمعون على اختالف‬
،‫احلرام‬
‫اهلل‬
‫بيت‬
‫إلى‬
ّ
‫لغتهم وجنسهم وعرقهم ولونهم ووطنهم في‬
ّ ‫ ممّا‬،‫وزمان واح ٍد يسألون ربًّا واح ًدا‬
‫مكان واح ٍد‬
‫يحقق‬
ٍ
ٍ
.‫األخ ّوة اإلميان ّية في نفوسهم‬
‫ ومرجع‬،‫الدين جتسيد ملفاهيم إنسان ّية سامية‬
ّ ‫وأل ّن‬
ّ
‫فتوجهه‬
‫املرء‬
‫ّاها‬
‫ن‬
‫يتب‬
‫ة‬
‫حميد‬
‫ة‬
‫ي‬
‫أخالق‬
‫ة‬
‫قيم‬
‫كل‬
ّ
ٍ
ٍ ّ
ٍ
ّ ‫الطريق املستقيم في مسيرة حياته‬
ّ ‫إلى‬
‫الشا ّقة‬
ّ
ً
‫بأهم ّية ترسيخ‬
‫ وانطالقا من إمياننا‬،‫والطويلة‬
ّ
‫اإلسالمي عند متع ّلمينا بهدف‬
‫الدين‬
ّ ‫مفاهيم‬
ّ
.‫مساعدتهم على فهم ال ّثقافات األخرى وتقديرها‬
‫املتوسط في مدرستنا إلاّ أن‬
‫أبى متع ّلمو القسم‬
ّ
‫يشاركوا زمالءهم ومع ّلماتهم فرحة العيد املبارك‬
‫ فرفعوا الزّينات واليافطات ووزّعوا‬،"‫" عيد األضحى‬
‫ ففاح‬،‫احللويات بج ٍّو من احمل ّبة والتّعاطف والعطاء‬
ّ ‫عطر األمنيات أرجاء املبنى حتّى المس قلوب‬
‫الطلاّ ب‬
‫ فارتس َم ْت بسم ٌة‬.‫واإلدار ّيني واملع ّلمات واملع ّلمني‬
ّ ‫مشترك ٌة على الوجوه اخملتلفة‬
‫رحم‬
‫وطدت صلة‬
ٍ
."‫واحد ٍة تعود لعائلة " ثانوية حسام الدين احلريري‬
‫واهلل أكبر كبيرا واحلمد هلل كثيرا وسبحان اهلل‬
.‫وبحمده بكرة وأصيال‬
‫ عادلة نحولي‬: ‫إعداد مع ّلمة اللغة العربية‬
A la découverte de notre patrimoine sidonien
Dans le cadre du thème du patrimoine et
celui du métier, les élèves de 3ème sont
allés à la découverte du patrimoine et des
traditions libanaises et plus particulièrement
sidoniennes. C’est pourquoi nous sommes
allés à la savonnerie Audi pour découvrir sur
place la fabrication traditionnelle du savon
dans le but d’écrire un texte info-explicatif
sur cette tradition. Nos élèves sont alors
devenus des journalistes-chercheurs qui ont
pris notes et photos et ont posé des questions
au guide.
Puisque le thème du patrimoine est très large
à étudier dans la ville de Saïda, nous avons
continué notre chemin vers l’exposition
des objets trouvés dans les vestiges qui
se trouvent juste à côté de la savonnerie.
Là-bas, un guide-archéologue nous a
expliqué l’historique des objets et les élèves
ont regardé une vidéo montrant le travail
d’exploration archéologique.
Rafah Korjieh - Enseignante de français au cycle complémentaire
40
HHHS - Middle School
‫ذكرى مولد الرسول الكرمي‬
‫املتوسط في‬
‫احتفل القسم‬،‫باحلب واملشاعر الصادقة‬
‫في ج ّو مفعم‬
ّ
ّ
‫ُظمت‬
‫ن‬
‫حيث‬،
‫الكرمي‬
‫الرسول‬
‫مولد‬
‫بذكرى‬
‫احلريري‬
‫الدين‬
‫ثانو ّية حسام‬
ّ
‫الفقرات الدين ّية املتن ّوعة وذلك في حضور طالب القسم والهيئة‬
.‫التعليم ّية‬
‫ومتحدثة بكلمة‬
‫رحبة باحلضور‬
‫م‬
‫احلر‬
‫حوراء‬
‫الطالبة‬
‫االحتفال‬
‫افتتحت‬
ّ
ّ ُ
‫مؤ ّثرة عن أهم ّية الذكرى ثم تُليت مقتطفات من السيرة النبو ّية للحبيب‬
‫عج احلفل باألناشيد واملدائح وسط تفاعل الطالب مع‬
ّ ‫املصطفى بينما‬
.‫املناسبة العزيزة‬
Finding Our Blood Types
After covering almost everything about blood and blood types, we wanted to view a clear demonstration
on whatever we have learned. As a result, we decided to do a Sero-Test, a blood test performed
on a blood sample. We followed the precise steps that such a test requires, and we came up in
alphabetical order, excited to see what such an experiment will reveal. At this point, the lab teachers
have a slide ready for our blood droplets. Moreover, there are practically three droppers with different
antibodies. First, the lab teachers would clean each one's thumb with alcohol. Second, they insert
a sterile lancet into the lancet holder and push it into our thumb. This phase was very interesting
because we watched patiently as some of our friends overcame their fears. Here, we felt a small
pinch, but it was nothing near painful. Then, we were given a cotton wool to put pressure on the site
of injection. In addition, our blood droplets were put on the slide and added to several antibodies. This was considered the most
exciting part of the whole test because we watched eagerly to find out whether agglutination will occur or not. After we saw the
results, we concluded what blood type we have. However, all this wouldn't have occurred without the contribution of teachers in
the lab. All in all, it was a very fun experience that made all the tangled questions in our minds vanish, for it was a simple activity
proving months of learning.
Lea Bou Salman Grade 8 “B”
Middle School
41
HHHS - Elementary School
It’s Just a Matter of Inquiry
“Students cannot possibly learn everything of value by time they
leave school, but we can instill in them the desire to keep questioning
throughout their lives.”
Inquiry-based learning have become an essential requirement that
constitutes the primary school culture at Houssam Eddine Hariri High
School. This process helps learners become more creative, positive, and
independent.
Throughout the six units of inquiry that were experienced under the
transdisciplinary themes: “Who we are”, “Where we are in place and
time”, “How we express ourselves”, “ How the world works”, “How we
organize ourselves”, and “Sharing the planet”, our learners inquired
by making connections and using their background knowledge and
experiences to approach new situations. During the learning journey,
they enthusiastically brought in objects and artifacts, described
experiences, read literature, created and reflected on works of art, role
played situations, wrote and sketched responses, conducted surveys
and many more….
To move our learners from their current level of understanding to a
deeper one, learners’ in all grade levels, have had the opportunity to
explore issues of local as well as global significance. Human rights,
global warming, conflict resolution, resource conservation, pollution,
and environmental issues played an influential part in their research
studies. They took decisions, acted responsibly towards these issues,
and left an impact on the school community.
Inside the classrooms, learners interpreted the concepts in a broad
sense. Inquiry expressions, such as help me understand, tell me more,
I wonder if, what surprises you, as well as what you think, represented
how inquiry sounded like in the class. In addition to conversations and
discussions, inquiry was evident in various learning engagements,
field trips, and cooperative work. Young learners explored, wondered,
questioned, experimented and played with possibilities. Finally, they
were exposed to problem solving contexts where they collected data,
reported findings, and gained new perspectives.
ّ ‫الص‬
‫ف الثالث األساسي‬
ّ ‫مع ّلمات‬
Dina Jradi - Elementary School Director
‫جتربة تعلم ّية إنسان ّية‬
،"‫خالل العمل على محور "نتشارك الكوكب" حيث كانت الوحدة "حقوق االنسان‬
‫أهم ّية وجودها في‬
ّ ‫ وأدركوا‬،‫تع ّرف متع ّلمو الصف الثالث على شرعة حقوق اإلنسان‬
‫ فاظهروا اهتما ًما كبيرًا باألطفال الذين حرموا من حقوقهم وتعاطفوا‬.‫اجملتمعات‬
‫وقدموا لهم الهدايا وتشاركوا‬
ّ "SOS ‫ لذلك قاموا بزيارة إلى "قرى األطفال‬،‫معهم‬
ّ ‫الص‬
"‫ف ال ّثالث األساسي الفرنسي "أ‬
ّ ‫ كما قام متع ّلمو‬.‫معهم احللوى وال ّلعب‬
‫يتم دفع املبلغ‬
‫أن‬
‫على‬
‫يتيم‬
‫كفالة‬
‫إلى‬
‫ وقد هدفوا من خالله‬،‫بالتبرع مببلغ من املال‬
ّ
ّ ‫الص‬
.‫ف‬
ّ ‫شهر ّيا ملؤسسة أهلنا بالتعاون مع مع ّلمتي‬
42
‫‪HHHS - Elementary School‬‬
‫املعرض‪ :‬إنّه احلدث األهم في منهج ّ‬
‫السنوات اإلبتدائيّة‬
‫ّ‬
‫يشك ُل حدثا ً كبيرًا في حيا ِة أفراد مدرسة برنامج‬
‫أل ّن املعرض (‪)PYP Exhibition‬‬
‫تتيح ّ‬
‫للطلاّ ب الفرصة كي‬
‫السنوات اإلبتدائ ّية‪ ،‬وأل ّن ُه عبارة عن جترب ٍة تتويج ّي ٍة‬
‫ُ‬
‫ّ‬
‫يعرضوا مم ّيزات مالمح املتع ّلم ا ّلتي متّ تطويرها‪ُ ،‬قمنا بدعوة األهالي الكرام إلى‬
‫املدرسي ّ‬
‫كل‬
‫لقاء و ّدي يتع ّرفون ِمن خاللِه على هذا احلدث ا ّلذي ينتظره اجملتمع‬
‫ّ‬
‫ٍ‬
‫وحماس أكبر‪ .‬خالل ال ّلقاء‪ ،‬تع ّرف األهل على أهم ّية "وحدة‬
‫كبير‬
‫بشغف‬
‫عام‬
‫ٍ‬
‫ٍ‬
‫ٍ‬
‫ٍ‬
‫الدور ا ّلذي بإمكانهم‬
‫املعرض" التّي تندرج حتت محور" نتشارك الكوكب"‪ ،‬وعلى ّ‬
‫لدعم أبنائهم‪ ،‬توجيههم‪ ،‬وتعميق آرائهم ومواقفهم جتاه القضايا‬
‫القيام به‬
‫ِ‬
‫العامل ّية ا ّلتي سيختارون البحث عنها‪ ،‬فكان النّقاش ق ّي ًما‪ ،‬فعاالً‪ ،‬وشامالً خملتلف‬
‫اجلوانب اإليجاب ّية ا ّلتي يضيفها هذا احلدث على عمل ّية التّعلم‪ .‬في نهاية ا ّللقاء‪،‬‬
‫بأبناء لم يتجاوزوا العاشرة من عمرهم‪،‬‬
‫َع َّبرَ األهالي عن إعجابِهم وفخرهم‬
‫ٍ‬
‫ّ‬
‫يخططون‬
‫الدراس ّية‪ ،‬فباتوا‬
‫لكنّهم بعقل ّيتهم وأفكارهم قد جتاوزوا احملاور واملواد ّ‬
‫لعالم أفضل‪.‬‬
‫ٍ‬
‫الصف اخلامس‬
‫أسما جنم ‪ -‬روال حلاّ ق ‪ -‬مع ّلمتا ّ‬
‫‪43‬‬
‫‪HHHS - Elementary School‬‬
‫ّ‬
‫الصعوبات!‬
‫بال ّتكنولوجيا‬
‫نتخطى ّ‬
‫املدعمة بوسائل التّكنولوجيا املتط ّورة يلعب دورًا‬
‫إ ّن استخدام أساليب التّدريس‬
‫ّ‬
‫خاصة‪.‬‬
‫كبيرًا في رفع مستوى التّع ّلم لدى املتع ّلمني ّ‬
‫عامة وذوي صعوبات التّع ّلم ّ‬
‫فالتّكنولوجيا تسهم في مساعدة أعداد كبيرة من طلاّ ب ذوي صعوبات التّع ّلم‬
‫الضعف املوجودة لديهم في القراءة‪ ،‬الكتابة‪ ،‬التّواصل‬
‫على التّعويض عن مواطن ّ‬
‫ّ‬
‫السمع ّية‪،‬‬
‫والتّع ّلم‪ ،‬كما تساعدهم في تطوير مهاراتهم املعرف ّية‪ ،‬اللغوية‪ّ ،‬‬
‫البصر ّية واحلرك ّية‪.‬‬
‫من هنا ونظرًا ألهم ّية التّكنولوجيا في العمل ّية التّعلم ّية‪ ،‬حرصنا في قسم‬
‫الدراس ّية‪ .‬فمنذ بداية العام‬
‫الدعم التّربوي على تعزيزها واستثمارها في صفوفنا ّ‬
‫ّ‬
‫الدعم التّربوي بألواح مفاتيح‬
‫الدراسي‪ ،‬قامت املدرسة بتزويد صفوف قسم ّ‬
‫ّ‬
‫ّ‬
‫خاصة باللغة العرب ّية‪ ،‬تتم ّيز بالوضوح نظرًا إلحتوائها على مفاتيح كبيرة‬
‫ّ‬
‫ّ‬
‫كبير‪ .‬فضلاً عن ألوانها املبهجة‬
‫بخط‬
‫ة‬
‫ي‬
‫الهجائ‬
‫احلروف‬
‫عليها‬
‫كتبت‬
‫احلجم‪،‬‬
‫ّ‬
‫ٍ‬
‫وا ّلتي تساعد املتع ّلمني على متييز املفاتيح تب ًعا أللوانها‪ّ .‬‬
‫كل ذلك بهدف جعل‬
‫ّ‬
‫مؤهلاً ومد ّربًا ومز ّودًا مبهارات البحث‬
‫الطالب مبتكرًا‪ ،‬قادرًا على اإلنتاج واإلبداع‪ّ ،‬‬
‫ّ‬
‫الذاتي‪ ،‬يتمتع بشخص ّية قو ّية منسجمة جسميًّا وعقليًّا واجتماعيًّا‪ ،‬وقادرًا على‬
‫وحتديات العصر‪.‬‬
‫مواجهة أعباء احلياة ّ‬
‫الدعم التّربوي‬
‫نصار ‪ -‬معلمة ال ّلغة العرب ّية – قسم ّ‬
‫عبير ّ‬
‫بوي الشريف في القسم اإلبتدائي‬
‫اإلحتفال بذكرى املولد ال ّن ّ‬
‫تبسم وثنا ُء‬
‫ولد الهدى فالكائنات ضيا ُء وفم الزمان‬
‫ٌ‬
‫في مثل هذه األ ّيام أشرق على البشر ّية نور الرسول‬
‫األكرم الذي حمل رسالة اإلسالم السمحاء‪،‬‬
‫الرسالة التي حملت العدالة واملساواة إلى بني‬
‫البشر أجمعني‪.‬‬
‫وبهذه املناسبة‪ ،‬أقام القسم اإلبتدائي في ثانو ّية‬
‫احلريري احتفاال ً‬
‫تضمن عدة فقرات‪،‬‬
‫حسام الدين‬
‫ّ‬
‫ّ‬
‫ع ّبر املتع ّلمون من خاللها عن ح ّبهم للرسول‬
‫املصطفى محمد صلى اهلل عليه وسلم والتّمسك‬
‫بسنّته واتخاذهم له عليه السالم قدو ًة في أخالق‪،‬‬
‫والتفكير والتعامل مع اآلخرين‪.‬‬
‫ّ‬
‫استهل احلفل بقراءة آيات من الذكر احلكيم‪ ،‬تاله‬
‫الص ّ‬
‫ف‬
‫ثم قام طالب ّ‬
‫كلمة من وحي املناسبة‪ّ .‬‬
‫الثالث بأداء نشيد في مدح الرسول صلى اهلل‬
‫الصف الرابع‬
‫قدم متع ّلمو‬
‫عليه وسلم كما ّ‬
‫ّ‬
‫تضمن أحاديث من السنّة‬
‫عرضا تقدمي ّيا‬
‫األساسي ً‬
‫ّ‬
‫ّ‬
‫ّ‬
‫ثم أجريت‬
‫النّبو ّية الشريفة تتعلق مبواقف املتعلم‪ّ .‬‬
‫الص ّ‬
‫ف اخلامس تناولت بعض‬
‫مسابقة لطالب ّ‬
‫ّ‬
‫السيرة النّبو ّية الشريفة‪ .‬وفي نهاية احلفل‬
‫أحداث ّ‬
‫وزعت شهادات الشكر والتقدير على املتسابقني‬
‫في ج ّو مفعم بالسرور والفرح‪.‬‬
‫ّ‬
‫كل عام ونحن بألف خير‪.........‬‬
‫ّ‬
‫كل عام ونحن واألمة اإلسالم ّية على خطى احلبيب‬
‫محمد صلى اهلل عليه وسلم‪.‬‬
‫أعاده اهلل على اجلميع باليمن واخلير والبركة‪.‬‬
‫الدين ّية‬
‫قسم التربية ّ‬
‫‪44‬‬
‫بني الواقع واخليال‬
‫‪HHHS - Elementary School‬‬
‫« سوف أغ ّير العالم بطفل في وقت ما ‪ ،‬سوف أعطي هذا الطفل هدية ال تنتهي لذتها أبداً‪،‬‬
‫هدية جتعل العالم بني يديه وجتعله أثرى وأغنى‪ .‬هديتي هي القراءة التي سوف تفتح العينني‬
‫وتوقظ األحالم بالقصص التي جتعل األطفال يشعرون وينمون ويفكرون ‪.‬ال شيء يوقفني ولن‬
‫وأي قوة هي‪».‬‬
‫أنسى ذلك ألن قلبي يعرف معنى القراءة ّ‬
‫« سكوت فورسمان «‬
‫مبناسبة أسبوع املطالعة في شهر نيسان نظمت املكتبة في القسم االبتدائي أنشطة‬
‫الضوء على العديد من القصص العامل ّية والشعب ّية كقصص‬
‫متنوعة في القراءة وس ّلطت ّ‬
‫جعيدان وسندريال وحذاء الطنبوري ‪ ...‬حيث ُعرضت بطريقة فنية ومبتكرة عبر استخدام‬
‫والتحدث‬
‫الدمى واالستماع اليها والتفاعل معها ومن ثم مناقشتها مع مرشدتي املكتبة‬
‫ّ‬
‫عن العبر واملواقف التي يتم التع ّلم من خاللها‪.‬‬
‫هذا باإلضافة إلى املشاركة في مسابقة املطالعة السنوية التي تنظمها الهيئة اللبنانية‬
‫لكتب االوالد لصفوف الرابع اإلبتدائي وقد فازت التلميذات‪:‬‬
‫«غيد البزري» في املرتبة االولـى‪« ،‬سابني البابا» في املرتبـة الـ ّثانية و «مرمي نصار» في املرتبة‬
‫الثالثة حيث تس ّلمت ّ‬
‫كل منهن شهادة تقدير خالل حفل أقيم نهار اخلميس في ‪ 9‬أ ّيار ‪2013‬‬
‫في مبنى األونيسكو وذلك بحضور الكاتبة سمر براج محفوظ‪ ،‬والكاتبة فاطمة شرف الدين‬
‫والرسامة منى يقظان‪.‬‬
‫مكتبة القسم االبتدائي‬
‫‪Celebrating Independence Day‬‬
‫‪Throughout the week preceding‬‬
‫‪Independence Day, learners in the‬‬
‫‪primary school prepared artworks‬‬
‫‪to be displayed in the auditorium on‬‬
‫‪the event day.‬‬
‫‪Later, celebrating Independence‬‬
‫‪Day, Grade 1 and Grade 2 students‬‬
‫‪designed the parking lot walls‬‬
‫‪with nine flag mural. Each class‬‬
‫‪was responsible for preparing the‬‬
‫‪materials and creating a unique‬‬
‫‪flag. With the help of their teachers,‬‬
‫‪all students were able to enjoy this‬‬
‫‪activity and create an artistic wall‬‬
‫‪that reveals the meaning of the‬‬
‫‪event.‬‬
‫‪Hiba Bizri - Art Teacher‬‬
‫‪45‬‬
HHHS - Elementary School
ّ ‫ف ّنانون‬
‫مثقفون‬
‫قام نادي الفنون التشكيل ّية في القسم اإلبتدائي بتنظيم رحلة إلى‬
‫يضم املعرض‬
.‫املعرض الفني الدائم اخلاص باجلامعة األميرك ّية في بيروت‬
ّ
،‫ عمر األنسي‬،‫أكثر من ستني لوحة للفنّانني ال ّلبنانيني خليل الصليبي‬
‫ وهم من أبرز مؤسسي الفن احلديث في‬.‫صليبا الدويهي وسيزار اجلم ّيل‬
.)1946 – 1870( ‫لبنان‬
‫ أظهر املتع ّلمون الكثير من التقدير واالحترام للفنانني‬،‫خالل الزيارة‬
ّ ‫ حيث متّ مناقشة‬،‫وإبداعاتهم‬
‫كل لوحة بد ّق ٍة وحتليلها بعمق وذلك بقيادة‬
ً ‫غداء ولعب فأمضى اجلميع يوما ً ثقاف ّيا‬،‫ تخ ّلل الرحلة فطور‬.‫أفراد النادي‬
.‫وترفيه ّيا ً بامتياز‬
‫ مع ّلمة الفنون في القسم اإلبتدائي‬- ‫صفاء بديع‬
Open Classroom Doors
On the last week of October, the Elementary
Department has invited parents to visit the
PYP classrooms and explore the learning
environment and the learning process by
spending quality time with their sons or
daughters.
With great enthusiasm and motivation,
students welcomed their parents and had
the opportunity to share their inquiries and
knowledge with them.
We highly appreciate the collaboration of
parents in the open classroom doors activity;
in addition, we admire their willingness
to gain new perspective on how our PYP
classrooms work.
46
HHHS - Elementary School
An insight into the
PYP Exhibition
There’s a buzz in the room where Grade 5 students sit in groups with large
sheets of paper, talking animatedly. Teaching this classroom is a joy For
me because all the children are engaged in the learning process.
Today, they are brainstorming the ‘big ideas’ in ‘Sharing the Planet’, one of
the transdisciplinary themes. It is theme under which the PYP Exhibition
falls and around which its issues are selected.
In the build-up to this, students have watched David Attenborough’s
Wonderful World and made connections with the transdisciplinary
theme.
‘Inquiry into rights and responsibilities in the struggle to share finite
resources with other people and other living things; communities and
the relationship within and between them; access to equal opportunities;
peace and conflict resolution.’ (IB Primary Years Program)
Their discussion ideas include concepts such as the environment, pollution,
responsibility, nature, society, economics, lifestyle, consequences, all
of which are derived from previous learning that occurred in years just
before Grade 5. I’m impressed by the depth of their thinking, their ability
to extract the conceptual ideas, and the way they make connections with
prior learning.
Students made connections between a related concept and a key
concept. They concluded that all the eight key concepts (form, function,
causation, change, reflection, responsibility, perspective, connection)
can be used to deepen our understanding of any related concept. They
were also able to highlight the concepts in the theme description.
I have already brought newspapers to help students make further
connection between the theme and their daily lives. Independently,
students do their own exploration, in any way they like. They are
encouraged to read, look at images, analyze graphs - the choice is
theirs.
Later in the day, I went back to ask how the learning unfolded, and their
reflection was recorded in the journal.
In the stage of deciding, students will definitely choose their issues with
great passion to explore and take action for the sake of a better sharing
of the planet we are all living in.
Rola Hallak - Grade 5C Homeroom Teacher
47
‫‪HHHS - Elementary School‬‬
‫أضحى مبارك‬
‫اهلل أكبر اهلل أكبر اهلل أكب ر‬
‫اهلل أكبر اهلل أكبر اهلل أكبر‬
‫ال إله إال اهلل‬
‫وهلل احلمد‬
‫هكذا بدت األجواء في ثانو ّية حسام الدين احلريري‬
‫حيث كانت تكبيرات العيد تصدح في ّ‬
‫كل األرجاء‪،‬‬
‫ترافقها أجواء من الفرح‪ ،‬البهجة والسرور‪.‬‬
‫ولقد ّ‬
‫ً‬
‫أعد‬
‫نظم القسم االبتدائي يو ًما ترفيه ّيا ّ‬
‫امتدت‬
‫خصيصا لالحتفال بهذه املناسبة‪ ،‬كما‬
‫ّ‬
‫ً‬
‫نشاطات العيد على مدى أسبوع ع ّبر من خاللها‬
‫املتع ّلمون عن مفاهيم‪ ،‬معاني وقيم العيد‪.‬‬
‫األمة اإلسالم ّية باخلير واليمن‬
‫أعاده اهلل على ّ‬
‫والبركات‬
‫‪48‬‬
HHHS - Elementary School
The PYP Exhibition A Culminating Experience
The PYP exhibition represents a significant event in the life of a PYP
school and student synthesizing the five essential elements of the
programme and sharing them with the whole school community. In their
final year of the PYP, Grade Five students collaborated in an in-depth
inquiry demonstrating responsibility and passion for their own learning.
2012-2013 PYP exhibits raised authentic issues under the transdisciplinary
theme, “Sharing the Planet”. Issues such as violence, addiction, divorce,
obesity, child labor, conflicts etc…were considered very significant by the
learners as they were derived from their local community and globally
connected to humanity.
Using the PYP concepts, the exhibits planned their inquiries and asked
questions related to their issues. They wanted to know more about the
issues and how they are connected to other things in order to reach
conclusions or resolutions. Applying a range of transdisciplinary skills,
the students started their investigations collaboratively. They identified
and used a wide range of primary and secondary resources to collect
data. Being investigators, they collected evidence from all people
involved; for example, they went on field trips to have a closer look at
their issues, and they interviewed specialists in the field such as lawyers,
nutritionists, and other human resources from the society. In addition,
the students implemented their communication and ICT skills throughout
their research. All along this journey, the students demonstrated a high
level of responsibility and independence towards their own learning.
The ongoing reflections the students made allowed this experience
to be a success story for every fifth grader. Each and every student
strived to make the utmost contribution to this project. At the end of the
process, the students shared this experience with their parents and other
members of the school community on the exhibition day. They celebrated
this achievement using artistic and dramatic performances. These young
learners took actions towards their big issues aiming to change this
world into a better place.
In addition to being a synthesis of the students’ learning through the
PYP, the PYP exhibition is an opportunity for the school to assess its
implementation of the programme. The process and outcome of this
inquiry were evidence of the life-long learning skills and attitudes the
students, of their different abilities and potentials, have developed. The
performances of the students reflected the transdisicplinary nature of the
programme as the students used languages, sciences, social studies,
and arts as tools for inquiry and communicating findings.
As part of its mission, Houssam Eddine Harriri High School will strive to
equip its students with education and life-long learning skills enhancing
their ability to connect between learning at school and its application in
life and fostering the students’ positive attitudes and values to influence
their local and wider global communities.
Rasha Hammoud - IB PYP Coordinator
49
‫‪HHHS - Elementary School‬‬
‫عرض ف ّني متن ّوع‬
‫قام ناديا الرقص والفنون التشكيل ّية في احللقة الثانية في القسم اإلبتدائي‪ ،‬بحفلة مشتركة نهاية العام الدراسي‪ .‬عرضت طالبات النادي األول‬
‫خمسة أنواع من الرقصات الكالسيكية‪ ،‬وذلك على أنغام مختلفة من املوسيقى مستخدمن مهاراتهن وقدراتهن اجلسد ّية بطريقة فن ّية من ّوعة‪.‬‬
‫اخلاصة‪ .‬أما‬
‫ثالثي األبعاد للبعض من لوحاتهم‪ ،‬وذلك بأسلوب فنّي راقص مبتكر على طريقتهم‬
‫مواعرضا فنيًّا متح ّر ًكا‬
‫فقد‬
‫ً‬
‫أما ط ّالب نادي الفنون ّ‬
‫ّ‬
‫ّ‬
‫ّ‬
‫أعمالهم الفن ّية األخرى فقد متّ عرضها أمام األهل في نهاية احلفل‪.‬‬
‫مع ّلمة التربية الفنية صفاء بديع ومع ّلمة التربية البدنية نسرين املصري‬
‫دورة الربيع األولى في كرة القدم للعام الدراسي ‪2013 – 2012‬‬
‫ّ‬
‫نظم قسم األنشطة الرياض ّية في القسم اإلبتدائي في ثانوية حسام الدين احلريري دورة الربيع األولى في كرة القدم لصفوف اخلامس األساسي‬
‫بفرعيها اإلنكليزي والفرنسي‪ ،‬وذلك بإشراف األستاذ «عزمي البوظ»‪ .‬وقد فاز في املباراة النهائ ّية الصف اخلامس «إنك أ» على اخلامس «إنك ب»‪،‬‬
‫بنتيجة (‪.)1 - 2‬‬
‫ّ‬
‫الس ّيدة «دينا جرادي باشو» الكؤوس وامليدال ّيات على الفريق الفائز مثنية على اجلهود التي بذلها الالعبون‬
‫وفي نهاية الدورة وزّعت مديرة القسم ّ‬
‫خالل هذه الدورة‪.‬‬
‫أستاذ التربية الرياض ّية «عزمي البوظ»‬
‫‪50‬‬
‫‪HHHS - Elementary School‬‬
‫ذكرى االستقالل‬
‫الصباحي مع‬
‫احتفل طالب القسم اإلبتدائي في ثانو ّية حسام الدين احلريري بذكرى االستقالل وذلك من خالل أنشطة متن ّوعة‪،‬انطلقت في االجتماع ّ‬
‫القصائد واألغاني والرقصات الوطن ّية‪ .‬وامتدت خالل النّهار مع مع ّلمي الفنون حيث أقيمت خالل الفرصة ورشة عمل تهدف إلى التعبير عن االستقالل‬
‫الص ّ‬
‫الداخل ّية‪ .‬كذلك متّ توزيع جوائز دورة االستقالل‬
‫ف االول وال ّثاني بأعمال فن ّية من وحي املناسبة على جدران املدرسة ّ‬
‫من خالل الفن‪ ،‬كما قام متع ّلمو ّ‬
‫في كرة القدم من قبل مع ّلمي ال ّرياضة‪ .‬وعزّزت أمينتا املكتبة مفهوم االستقالل من خالل قراءة القصص وتقدمي العروض الوثائق ّية التي تتناسب مع‬
‫الصفوف‪.‬‬
‫مختلف ّ‬
‫حب الوطن‪ ،‬اإلنتماء إليه وتعزيز الروح الوطن ّية لدى املتعلمني بغية الوقوف في وجه احملن التي يعاني منها الوطن‬
‫ولقد هدفت هذه األنشطة إلى تنمية ّ‬
‫حاليًّا‪.‬‬
‫‪51‬‬
‫‪HHHS - Elementary School‬‬
‫نادي املوسيقى‬
‫مت ّيزت مشاركة تالميذ نادي املوسيقى هذا العام وصدحت أصواتهم في‬
‫عدة‪ .‬أ ّولها‪ ،‬كان املشاركة في حفل أقيم في ثانو ّية رفيق احلريري‬
‫مناسبات ّ‬
‫من تنظيم الشبكة املدرس ّية لصيدا واجلوار مبناسبة عيد اإلستقالل‬
‫وكتحية وفاء ّ‬
‫للشهيد ال ّلواء وسام احلسن‪ ،‬وذلك مبرافقة فرقة قوى األمن‬
‫الداخلي بقيادة زياد مراد‪.‬‬
‫كما شارك تالميذنا في مسابقة زكي ناصيف التي أجريت على مسرح‬
‫نحولي‬
‫اجلامعة األميرك ّية في بيروت وذلك بقيادة مع ّلمة املوسيقى غادة ّ‬
‫عزفا ً على آلة البيانو‪.‬‬
‫واختتمت املناسبات بحفل تكرمي املع ّلمني املتقاعدين على مسرح ثانو ّية‬
‫رفيق احلريري‪ ،‬شاركت فيه مجموعة من مختلف مدارس صيدا حيث زينوا‬
‫تقدمهم التلميذ «مصطفى جودة» من‬
‫احلفل باصواتهم الشجية وقد ّ‬
‫رحب‬
‫تالمذة الصف اخلامس األساسي في ثانو ّية حسام الدين احلريري الذي ّ‬
‫باحلضور من خالل أغنية «ط ّلوا احبابنا ط ّلوا»‪.‬‬
‫نوادي الفرص‬
‫يسعى القسم االبتدائي في ثانو ّية حسام‬
‫الدين احلريري إلى إعداد متع ّلمني ملدى احلياة‪،‬‬
‫الصفوف إلى خارجها‪.‬‬
‫ينقلون ما تع ّلموه داخل ّ‬
‫ّ‬
‫ولعل وقت الراحة أو الفرصة من أقرب األماكن‬
‫التي ميكنهم أن يثبتوا ذلك من خاللها‪ .‬وهذا‬
‫ما قام به بعض التالميذ من الصف ال ّثالث‬
‫بفرعيه والصف ال ّرابع إنك من خالل إنشاء‬
‫تتضمن نشاطات متن ّوعة مثل‪ :‬كرة‬
‫نواد‬
‫ّ‬
‫القدم‪ ،‬الرسم واأللعاب اجلماع ّية وغيرها ّ‬
‫(كل‬
‫حسب رغبته)‪ ،‬مظهرين خاللها قدرتهم على‬
‫التواصل مع صفوف األول والثاني بشكل‬
‫فاعل وعن طيب خاطر وااللتزام مبشروعهم‬
‫وحتمل مسوؤل ّياته‪ّ .‬‬
‫كل هذا دفع‬
‫الصغير‬
‫ّ‬
‫ّ‬
‫مجموعة من تالميذ الصف ال ّثاني الفرنسي‬
‫واإلنكليزي إلى تأليف نادٍ لألشغال اليدو ّية‬
‫والرسم‪ ،‬مما ساهم في خلق املزيد من األجواء‬
‫االيجاب ّية في امللعب‪ ،‬مع مراقبة سير العمل ّية‬
‫والتشديد على االحترام بني التالميذ وال ّلجوء‬
‫الى املشرفة اإلدار ّية (املتواجدة في امللعب)‬
‫عند احلاجة‪.‬‬
‫منيرة شهاب ‪( -‬املشرفة اإلدار ّية لصفوف‬
‫األول والثاني األساسي بفرعيه)‬
‫‪52‬‬
‫مع ّلمة التربية املوسيقية ‪ -‬غادة نحولي‬
‫أسس ومعايير التقييم الشمولي‬
‫‪HHHS - Elementary School‬‬
‫في إطار تفعيل دور وشراكة األهل في العملية التربوية‪ ،‬نظمت إدارة القسم اإلبتدائي‬
‫لقا ًء تربويا ً ألولياء األمور مت خالله عرض النموذج اجلديد لبطاقة التقييم املعتمدة في‬
‫قدمت كل من مديرة القسم ومنسقة البرنامج األكادميي‬
‫القسم اإلبتدائي‪ ،‬حيث ّ‬
‫شرحا ً مفصالً عن نظريات وأسس ومعايير التقييم الشمولي‪ ،‬باإلضافة إلى آليات‬
‫وتقنيات رصد تطور آداء التالميذ في جوانب التعلم كافة‪ ،‬آخذين بعني االعتبار‬
‫مراعاة الفروقات الفردية وأمناط التعلم لدى كل تلميذ‪ ،‬وذلك ضمن األطر التعليمية‬
‫والتربوية ملنهاج برنامج السنوات اإلبتدائية التابع ملنظمة البكالوريا الدولية (‪.)PYP‬‬
‫استراتيج ّية استمر! تو ّقف!‬
‫القراءة من أهم الوظائف املعرف ّية ا ّلتي يؤ ّديها اإلنسان‪ ،‬وهي مهارة ّ‬
‫مركبة‪ ،‬مبن ّية‬
‫على إتقان عمل ّيتني رئيس ّيتني األولى ّ‬
‫فك التّرميز أي التّع ّرف على احلروف الهجائ ّية‬
‫وال ّثانية اإلستيعاب أو الفهم ا ّلذي يتط ّلب استخالص النّتائج من خالل النّص واعادة‬
‫تنظيمها واإلفادة منها‪.‬‬
‫ويعد الفهم القرائي أساس عمل ّية القراءة‪ ،‬وهو الغاية ال ّرئيسة منها‪ ،‬وهذا‬
‫ّ‬
‫الفهم يتط ّلب تفاعل القارئ مع املا ّدة املقروءة تفاعلاً تكون مصلحته بناء املعنى‪.‬‬
‫الصعوبات ا ّلتي يعاني منها ذوو صعوبات التّع ّلم‪ ،‬ممّا يترتّب عليه‬
‫وهذا من أبرز ّ‬
‫ّ‬
‫لاً‬
‫الدراس ّية التي تعتمد أص على القراءة‪.‬‬
‫مشاكل أخرى في باقي املواد ّ‬
‫الدعم التّربوي في‬
‫وعليه وإنطال ًقا من حرصي على مساعدة تالميذي في قسم ّ‬
‫ّ‬
‫حرصت على تزويدهم بالعديد من استراتيج ّيات القراءة‬
‫الصعوبات‪،‬‬
‫ُ‬
‫تخطي هذه ّ‬
‫ّ‬
‫ولعل من أبرزها إستراتيج ّية إستمر! تو ّقف!‬
‫عدة‪ ،‬فهي بسيطة وتساعد املتع ّلمني على‬
‫إ ّن لهذه اإلستراتيج ّية م ّيزات ّ‬
‫فهم ما يقرأونه من عبارات أو جمل ال يعرفون معناها‪ .‬فخالل العمل على وحدة "‬
‫الفن واملعتقد" حتت محور "كيف نع ّبر عن أنفسنا"‪ّ ،‬‬
‫حقق املتع ّلمون بفضل هذه‬
‫االستراتيج ّية تط ّورًا في فهم محتوى النّصوص املقروءة‪ ،‬حيث قاموا باستخدام‬
‫ثم تدوينها في دفتر‬
‫قاموس ال ّلغة العرب ّية للبحث عن مرادف املفردات ّ‬
‫الصعبة ومن ّ‬
‫ّ‬
‫بكل متع ّلم‪ ،‬بهدف جتميعها والعودة إليها في حال‬
‫الصغير" اخلاص‬
‫"قاموسي ّ‬
‫ً‬
‫تقدما في مهاراتهم البحث ّية والتّفكير ّية‪.‬‬
‫نسي املتع ّلم معناها الحقًا‪ .‬فأظهروا ّ‬
‫الدعم التّربوي‬
‫نصار ‪ -‬معلمة ال ّلغة العرب ّية – قسم ّ‬
‫عبير ّ‬
‫‪Elementary School‬‬
‫‪53‬‬
HHHS - Preschool
Rencontres sciences et technologie 2013
Pour la 2ème année, notre établissement participe aux rencontres sciences et
technologie organisées par l’AEFE au Palais de l’Unesco à Beyrouth.
Ces rencontres s’articulent autour de 4 défis scientifiques et/ou technologiques :
livre animé sensoriel, instrument sonore, objet en mouvement et instrument de
mesure.
Nos classes en maternelle ont choisi de participer à travers les défis suivants :
- PS : Instrument sonore « le parapluie sonore »
- MS : Livre animé « le livre rigolo »
- GS : Objet en mouvement « les objets roulant : Nos belles voitures »
Ces projets ne sont pas décrochés des enseignements prévus par les programmes
mais ils donnent sens aux apprentissages en sciences et technologie et permettent
de mettre en place efficacement la démarche expérimentale et d’investigation
prônée par les instructions officielles.
Tous les apprenants ont participé en classe, avec enthousiasme, appréciation,
émerveillement et joie à la réalisation de leurs projets et ils y étaient tout de même
fiers et ravis lors de la présentation de leurs productions devant tous les visiteurs
de l’exposition qui s’est déroulée la semaine du 13 mai ; et surtout devant leurs amis
en classes primaires qui sont venus partager avec eux leur succès.
Lina Majzoub
Parapluie sonore
Participer avec une classe de la petite section
aux rencontres science et technologie , est un
défi en soi !!
Mais nous croyons toujours en nos apprenants,
en leurs capacités et leurs créativités, pour cela
on a choisi le défi suivant « les objets sonore ».
Ils étaient enthousiastes à découvrir ce nouvel
aspect dans la démarche scientifique.
On a commencé à réaliser le parapluie sonore.
Nos petits scientifiques se sont trouvés devant
plusieurs étapes , afin de pouvoir terminer leur
tâche , et ils ont travaillé en coopération durant
les différents temps de réalisation :découvrir et
écouter ,organiser, collecter ,fabriquer ,créer et
improviser.
Ils étaient émerveillés en voyant leur parapluie
sonore tout prêt, ils ont fait plusieurs rythmes
en frappant, secouant, tapant et frottant les
différents outils mis dans ce parapluie.
A l’exposition, leur objet a eu beaucoup de
succès , ce qui a rendu nos apprenants fiers et
confiants en leurs capacités.
Jana osta - Enseignante (PS)
54
HHHS - Preschool
A Celebration to Forgive and Forget any Differences
Celebrating Eid al Adha at Houssam Eddine Preschool is a means to raise our learners' awareness towards Islamic holidays and
religious practices Muslims annually undertake.
Hajj Mabrour to all Muslims who are at Mecca now... and Happy Eid to all Muslims around the world, Lebanon generally, and in
Saida Specifically :)
55
Experiencing a Fearful Situation
HHHS - Preschool
Our KG1B class experienced many different emotions and feelings
throughout the unit “How We Express Ourselves”. One of the emotions
that truly left a huge impact on our learners is the feeling of fear
experienced on a fearful situation. Upon living an actual unexpected
scary incident, some learners started to tremble and shout, while
others began to laugh because they were too embarrassed to show
any signs of fear. Karim, one of our students, mentioned the exact
thoughts that were going through his mind while some of his friends
were screaming and weeping. He kept trying to think of a way of
how he could protect his friends and aid them in escaping from that
dreadful experience.
Surprisingly the next day, Karim brought a blanket to school that he
suggested he would use to sit on with all his friends or wear it as a
cape and soar away from the scary incident if he were ever to go
through a teeth gritting experience like the one he experienced the
day before. Such a student initiated action lead to the question on
whether a man could fly if he wore a blanket as a cape. As Karim
and his friends were trying to find the answer and fly away wearing
the blanket, Karim realized that the wind was making his cape flutter
backward which may help him rise to the sky. However, he still couldn’t
find a satisfying answer since he still kept wondering why he couldn’t
rise up even though it was windy.
On the third day, our learners viewed a Power Point presentation that
included various means of flying such as planes, jets, helicopters, and
hot air balloons and reflected on the presentation by drawing their
favorite means of soaring.
Teachers' Relationship Play
It was really a wonderful experience for kG1 teachers to cooperatively
role play different relationships a person could encounter such as
family members, relatives, neighbors, and friends. Throughout the
play, learners interacted effectively and excitedly by sharing their
ideas in different situations which revealed their understanding of the
ways one should act positively with others. Such a play was a starting
point to motivate learners to try to build and keep good relationships
and understand the impact of them on their lives.
56
HHHS - Preschool
Lifelong Learning
As a provocation for our transdiciplinary theme “Sharing the
planet” under the title “World of animals”, Nurserylearners
had a chance to visit a supermarket in order to be familiar
with the products we are in need of and relate them to their
possible animal sources. Thus, it created a tension phase that
drove learners to ask questions like: “How can we make icecream?”, “Which animals can we get meat from?” “Do tigers
eat cats?”, “Can we get a giraffe to our classroom?” and many
others…
Throughout the inquiry, we aimed to develop students’ thinking,
learning, and reflections by letting them demonstrate an
understanding of the unit transdiciplinary components. Being
engaged in their own learning process, learners worked
in groups and presented their findings to their peers. This
implemented the strategy of cooperative learning, improved
their research and communicating skills, and built up their
inquirer profile. To take our inquiry more in depth and build
up a knowledgeable profile, they had the chance to visit the
“Al Akhdar” dairy product factory where learners were filled
with enthusiasm and curiosity while asking the farmers
different questions. The unit was open-ended where students
extended their thinking and challenged themselves in taking
actions in different situations. For instance, when our pet,
the rabbit, got sick, learners used their problem-solving and
group decision-making skills and decided taking the rabbit to
the Veterinarian or the pet store as an action. Moreover, other
than taking action in school in keeping our pet animals clean,
learners were motivated to taking action outside the school
by bringing food from their home to our pets which built up
their caring profile and responsibility skill.
It is remarkable to see how these inquiries lead our learners
to take the final action in creating a figure of an “Eco-friendly”
market and coming up with a united agreement under the
title, “We want to protect our environment”. In taking these
actions, kids develop essential skills, attitudes, and profile,
establishing process that will support lifelong learning.
Miss Rawan Khalifeh - Nursery “B” Classroom Teacher
57
‫‪HHHS - Preschool‬‬
‫العيش بسالم‬
‫أثناء العمل على وحدة "العيش بسالم" شاهد متع ّلمو ال ّروضة الثالثة‬
‫عروضا ً بصر ّي ًة احتوت مواقف مليئة ًبالنزاعات‪ ،‬فتساءلوا عن تلك‬
‫النزاعات‪،‬االختالفات والفروقات فيما بينهم‪.‬‬
‫أهم ّية التواصل في حياة‬
‫وللمزيد من االكتشاف والتّع ّلم عن‬
‫ّ‬
‫قصة "نحن ك ّلنا مختلفون‬
‫املتع ّلمني‪ ،‬قرأت لهم مع ّلمة ال ّلغة العرب ّية ّ‬
‫أهم ّية التواصل اجليد‪.‬‬
‫على‬
‫نحن ك ّلنا متشابهون" تع ّرفوا من خاللها‬
‫ّ‬
‫فات تعكس مدى استيعابهم ملفهوم التّواصل‪،‬‬
‫فبدأوا بالقيام بتص ّر ٍ‬
‫وذلك من خالل املشاركة في الكالم عن شكلهم اخلارجي ومشاعرهم‬
‫أيضا‬
‫حيث اكتشفوا بأنّهم متشابهون‪ ،‬ميلكون قلوبا ً وعقوال ً غير أنّهم ً‬
‫مختلفون‪ ،‬فهم ال ّ‬
‫يفكرون وال يشعرون بالطريقة نفسها‪ .‬وبالرغم من‬
‫ذلك ميكنهم العيش مع بعضهم بأمان وسالم‪.‬‬
‫فاتن بوجي ورمي الزين ‪ -‬مع ّلمتا ال ّلغة العرب ّية في صف ال ّروضة ال ّثالثة‬
‫‪Les petits magiciens de la‬‬
‫‪maternelle‬‬
‫‪“Comme un magicien‬‬
‫‪Je lancerai au loin‬‬
‫‪Ma poudre de si‬‬
‫”‪Pour changer la vie‬‬
‫‪Ce refrain a motivé les apprenants de la Grande Section‬‬
‫‪et a sollicité leur imagination; ils sont tous devenus des‬‬
‫‪magiciens pour pouvoir réaliser leurs rêves.‬‬
‫‪“Si j’étais magicienne je serais une princesse ”disait une‬‬
‫‪apprenante,‬‬
‫» ‪« Si j’étais magicien, je serais le champion du monde‬‬
‫‪disait l’autre apprenant.‬‬
‫‪Chacun avait son rêve, mais tous ont mémorisé la‬‬
‫‪chanson, ensemble, comme une vraie petite chorale‬‬
‫‪pour la présenter avec enthousiasme à leurs amis de la‬‬
‫‪maternelle.‬‬
‫‪Rola Yamani - Titulaire de la classe de la Grande Section‬‬
‫‪58‬‬
HHHS - Preschool
Little authors
In the spirit of providing little learners with multiple opportunities of creativity out of
belief in their ability to go over and beyond the immediate learning experience, our
KGII learners were engaged in an extending reading comprehension activity.
After 6 weeks of listening to different stories under the theme “How We Express
Ourselves”, we read to the learners the story “A Cat In The Tree” and withheld the
ending. Later, we asked them to play the role of the authors and the illustrators to
come up with an ending for that story, write it, and draw it. The outcome of the activity
was very rewarding and revealed the attributes of the Risk Taker profile in many of
the students who produced innovative conclusions and used new words to express
them in their own way. For example: “dad fol don, the abulan kam to hr and tik hm to
the hsptl”.
Monifa Baba
Petit artiste en moyenne section
Les émotions et les sentiments ne peuvent pas être reflétés qu’à partir des situations authentiques et réelles, pour cela durant ce
thème« Comment nous nous exprimons » nos apprenants ont vécu plusieurs expériences qui leur ont permis de s’exprimer et de
refléter ce qu’ils ressentent.
Parmi ces expériences, on cite : la visite de madame Luda ; la mère de notre apprenant Cirag Sayed et qui est une enseignante
d’art dans notre établissement.
Les apprenants ont été ravis en observant madame Luda en train de dessiner plusieurs scènes « Une maison entourée d’un jardin
plein de fleurs, là où se trouve un gros chien ».
Cirag a essayé de mettre en place ces dessins grâce à des jeux de rôle tout en exprimant ses émotions et ses sentiments.
L’interaction entre nos apprenants et madame Luda était extraordinaire ils étaient enthousiastes et créatifs et ont pu transmettre
leurs idées à partir de l’art créatif.
Les apprenants ont passé un temps agréable et ont développé leur savoir-faire au niveau de la recherche.
Les enseignantes de la classe: Sobhiya Matbouli - Moyenne Section
59
‫‪HHHS - Preschool‬‬
‫الوحدة البحثية األولى‬
‫َ‬
‫احتفل املتعلمون في صفوف الروضة الثانية بانتهاء الوحدة البحثية األولى حتت‬
‫توصلوا إلى مفهوم العالقات وتأثيرها على‬
‫عنوان "العالقات اإلنسانية " التي منها ّ‬
‫حياتهم وكيفية تطويرها‪.‬‬
‫أبدى املتعلمون حماسا ً كبيرا ً ملقابلة أصدقائهم في الصفوف األخرى الذين كانوا‬
‫يتراسلون ويتبادلون أشيا ًء تذكاري ًة فيما بينهم من دون الكشف عن هوياتهم‪.‬‬
‫تضمن هذا اإلحتفال تبادل الهدايا وتناول احللوى ورقصا ً على أنغام املوسيقى التي‬
‫ّ‬
‫خلقت ج ًّوا من االنسجام والفرح وانطالقة لبناء عالقات جديدة بني املتع ّلمني‪.‬‬
‫معلمات صفوف الروضة الثانية (اإلنكليزي‪-‬الفرنسي‪-‬العربي)‬
‫«جراثيم جراثيم جراثيم»‬
‫"الص ّحة والعافية” شاهد‬
‫أثناء العمل على وحدة‬
‫ّ‬
‫ً‬
‫عرضا بصريًّا احتوى يدا مليئ ًة باجلراثيم‬
‫املتع ّلمون‬
‫ً‬
‫ا ّلتي ال ميكن رؤيتها بالعني اجمل ّردة بل باجملهر‪ .‬فتساءلوا‬
‫والدقيقة‬
‫الصغيرة‬
‫ّ‬
‫عن تلك اجلراثيم وامليكروبات ّ‬
‫ّ‬
‫ا ّلتي تغزو أجسادهم‪ .‬لذا قرأت مع ّلمة اللغة العرب ّية‬
‫قصة "جراثيم جراثيم جراثيم" فاكتشفوا‬
‫أمامهم ّ‬
‫ّ‬
‫من خاللها الكائنات الصغيرة ج ًدا التي تعيش على‬
‫األرض‪ ،‬في الهواء وفي ّ‬
‫الداء حني‬
‫كل مكان‪ ،‬وحتمل ّ‬
‫تدخل الفم عن طريق ي ٍد متّسخ ٍة‪ ،‬فتزعج اجلسم‪،‬‬
‫الص ّحة‪ ،‬تس ّبب أملا ً في البطن و حرارة مرتفعة‪...‬‬
‫تقهر ّ‬
‫أهم ّية النّظافة بالنسبة إلى اجلسم‪ ،‬املالبس‪،‬‬
‫وأدركوا ّ‬
‫والصابون مر ّددين‪:‬‬
‫األسنان وضرورة غسل اليدين باملاء ّ‬
‫ديننا دين النّظافة واحمل ّبة وال ّلطاف‬
‫قد دعانا للوضوء للعبادة والنّظافة‬
‫فات تعكس‬
‫ونتيجة ذلك‪ ،‬بدأ املتع ّلمون القيام بتص ّر ٍ‬
‫مدى استيعابهم ملفهوم النّظافة‪ ،‬فق ّرروا احملافظة‬
‫على نظافة اليدين‪ ،‬األسنان‪ ،‬املالبس واألغراض‪.‬‬
‫قسم ال ّروضات – ال ّروضة ال ّثالثة‬
‫فاتن بوجي ورمي الزّين‬
‫‪60‬‬
HHHS - Preschool
‫رجال اإلطفاء في حرم مدرستنا‬
ّ ‫البحثي «كيف‬
ّ »‫ننظم أنفسنا‬
‫متكن املتع ّلمون في‬
‫خالل احملور‬
ّ
‫صفوف ال ّروضة ال ّثانية من التّع ّرف على بعض املهن في القرى‬
‫ بالتعاون مع رئيس بلدية‬.»‫و املدن و منها مهنة «رجل اإلطفاء‬
‫ أخذت املوافقة إلرسال‬،‫صيدا السيد محمد السعودي احملترم‬
‫ من اجلدير ذكره أ ّن‬.‫رجال إطفاء مع السيارة إلى حرم مدرستنا‬
‫طريقة عرض املعلومات عمقت وضوح دور رجل اإلطفاء ملتعلمينا‬
)‫و أضافت جوا ً من اجلذب لإلستماع إلى املتحدثني (رجال اإلطفاء‬
‫ومشاهدة العرض املرئي بحماس الذي ناسب عمرهم وساعدهم‬
‫ تط ّبق في حياتهم عند حدوث‬،‫عدة مفيدة‬
ّ ‫على اكتساب طرق‬
ً
ً
ً
‫ مما ترك أثرا واضحا عند متعلمينا خصوصا بعد‬.‫أي حالة طارئة‬
ّ
‫ بدا ذلك من خالل‬،‫تفقد سيارة اإلطفاء التي زارت مبنى ال ّروضات‬
.‫الرسومات التي ع ّبروا عنها في تأمالتهم‬
.‫شكرا ً لرجال اإلطفاء و كل من ساهم في هذا العرض الناجح‬
Au feu les pompiers
Après une période d’un mois de travail acharné pour
découvrir le métier de pompier, les enfants des classes de
« MS et KG2 A B C » ont enfin pu découvrir l’univers des
pompiers « en vrai » !
Les différents véhicules, le matériel d’assistance aux
blessés ainsi que l’équipement complet du pompier leur
ont été présentés.
Ils ont aussi assisté à une intervention et vu ce que font les
pompiers : éteindre un incendie, secourir des personnes
accidentées … ils ont écouté attentivement toutes les
explications et regardé les pompiers en action
Filles et garçons ont été émerveillés par le gros camion
rouge, les tenues et impressionnés par la sirène, ils ont
regardé avec curiosité les tuyaux et les lances.
Bref, de quoi s’en mettre plein les yeux et plein les
oreilles!
« Maman, Papa, je serai pompier quand je serai grand… »,
Telle fut sans doute la phrase la plus fréquemment entendue
ce soir-là dans les foyers des enfants des classes.
Enfin un grand merci aux pompiers de la caserne de Saida
pour cette superbe matinée et pour leur implication.
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‫‪HHHS - Preschool‬‬
‫حفل نهاية العام في‬
‫قسم الروضات ‪2013‬‬
‫‪62‬‬
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Qu’est ce que la médecine?
HHHS - Preschool
Le médecin Mohammad Bitar, a eu la gentillesse de venir expliquer aux enfants de la moyenne section (MS A), KG2 (A, B, C) son
métier et leur montrer ses outils.
Il leur a aussi prodigué de précieux conseils :
•Il ne faut pas manger de chocolat et boire de boisson gazeuse.
• Mais il faut manger des aliments nutritifs et appliquer les règles d’hygiène.
Preschool
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