“Mothers Should Not Work Outside the Home. They Should Stay at Home to Look After Their Children.” Do You Agree?

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Adams
Reading literature, sketching portraits, painting calligraphy, debating and delivering speeches.

Participation in global action week for education (gaw) 2005 Won certificate in global art contest 2003
Won 1st prize in school islamic calligraphy contest 2009
Won certificate in school art and drama academy 2009
Won 1st prize in English and urdu elocution 2010
Participation in dawn spelling bee contest 2007
Voluntary services for organization like suit. Tcf, hrep, institude of regional studies, funds for flood relief camps, rotaract earthquake victims camps, tsunami relief fundraiser

Seeking a challenging job that utilize and further sharpen my skills, and where I can express my thoughts and ideas for the growth of experience.

Writing stories, arts and creativity (sketching and origami), reading novels, sports as a relaxing and enjoyable experience

Representation in tcf
Delivered speech in hrep
Participation in global reading contest in dawn group of newspapers

Commerce
Time management
Effective team worker
Approachable
Self- awareness and good communication skills
Interpersonal skills
Mcb mobile commerce conference participation

Personal, Intellectual, Social and Moral Development (PrISM) PrISM focuses on the Personal (Pr), Intellectual (I), Social (S) and Moral (M) development of students. It also develops students' capabilities in reflecting critically on moral and social issues related to their lives. It further enhances the skills for decision making, develops self-confidence, teaches how to take charge of their own lives and works effectively as a proactive member of the society. All National Curriculum subjects provide opportunities to promote pupils' spiritual, moral , social and cultural development. Explicit opportunities to promote pupils' development in these areas are provided in religious education and the non-statutory framework for personal, social and health education (PSHE) and citizenship at key stages 1 and 2. A significant contribution is also made by school ethos, effective relationships throughout the school, collective worship, and other curriculum activities. Pupils' spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life's fundamental questions. They develop the knowledge, skills, understanding, qualities and attitudes they need to foster their own inner lives and non-material wellbeing. Pupils' moral development involves pupils acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They are able and willing to reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills and understanding, qualities and attitudes they need in order to make responsible moral decisions and act on them. Pupils' social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities. Pupils' cultural development involves pupils acquiring an understanding of cultural traditions and an ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others' ways of doing things and curiosity about differences. They develop the knowledge, skills, understanding, qualities and attitudes...
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