Schoolnet 2012-2013

Accepting Others


  • Registration

  • Students letter

  • Teachers letter

Project's Name: Accepting Others

Project's Coordination: Ministry of Education, Directorate General for Education in collaboration "Educational Association for IT development - EAID"

Time line: October 2012 – April 2013

Objectives: At the end of this project student will be able to:

·         Understand and accept others;

·         Tolerate differences and appreciate diversity;

·         Learn how to collaborate with people they have not met;

·         Demonstrate an ethical use of the Internet for online collaboration;

·         Explore and address issues that are relevant to cultural harmony, equality, and human rights in today's society.

Description: Groups of secondary school students will explore, collaborate, investigate and promote cultural diversity, respect and tolerance. They will select one of the proposed themes and plan in collaboration with their peers (both locally and regionally) a research around it. The research final outcomes can be an art mural, an interactive presentation, an awareness campaign, a digital story


1.      Culture and Diversity

2.      Equal rights

3.      Gender

4.      Disability

5.      Bias and prejudice

6.      Global citizenship

Participants: Private and Public Secondary students: Age 12 to 18

Implementation schedule: The project will be launched in mid-October 2012 and will run till April 2013. Guidance for collaboration will be given during a dedicated workshop at the Ministry of Education and Higher Education. Teachers interested in finding international partners will join a collaborative learning network such as the "International Education and Resource Network – iEARN", "Global Teenager Project - GTP", "world Links", and other Networks.

Students’ work will be posted on the Internet on an ongoing basis through the “Schoolnet Forum", which provides for these students a space for direct dialogue over the network.

A pre-evaluation process for the projects will be conducted early March 2013. The prominent projects will be presented in a final evaluation session during the first week of April. The first project in each category will be showcased at the ceremony held under the auspices of the Minister of Education and Higher Education. Part of the ceremony will include an art mural exhibition.

Expected results:

1.      Publication (Essays, articles, stories, reports, flyers)

2.      Art mural

3.      Interactive presentations (in any form)

4.   Campaigns

Project Languages: Arabic, French or English

Implementation of the project area of the school curriculum: Social sciences, civic education, language arts, arts, technology.

General Evaluation Criteria 

Structure of the Project


Evidence of Learning


Collaborative work


Knowledge Building


Beyond Classroom


Use of ICT


Innovator and Change Agent




Presentation Rubric - Evaluating Student Presentations








Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Student presents information in logical sequence which audience can follow.

Student presents information in logical, interesting sequence which audience can follow.


Subject Knowledge

Student does not grasp the information; student cannot answer questions about subject.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student is at ease with expected answers to all questions, but fails to elaborate.

Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.



Student uses superfluous graphics or no graphics

Student occasionally uses graphics that rarely support text and presentation.

Student's graphics relate to text and presentation.

Student's graphics explain and reinforce screen text and presentation.



Student's presentation has four or more spelling errors and/or grammatical errors.

Presentation has three misspellings and/or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has no misspellings or grammatical errors.


Eye Contact

Student reads all the report with no eye contact.

Student occasionally uses eye contact, but still reads most of the report.

Student maintains eye contact most of the time but frequently returns to notes.

Student maintains eye contact with audience, seldom returning to notes.



Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of the class to hear.

Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing the presentation.

Student's voice is clear. Student pronounces most words correctly. Most audience members can hear the presentation.

Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear the presentation.


Total Points:


Art mural Rubrics



Content / Message


Mural design is relevant to the theme and addresses a clear message:

·         The theme and message are clearly conveyed through art (not written messages)


Use of Visual Metaphors

• Artist uses images/visual symbols in a creative way to convey the message


Composition / Use of Space

·         Mural design is thoughtfully organized and visually dynamic

·         Entire surface area is covered

·         Visual elements are well balanced with point or area of emphasis (focal point(s))

·         Elements and principles of design are respected

·         Artistic link Mural and Slogan(creative slogan, relation between one and the other)



·         Mural design shows significant creativity and evidence of effort

·         Drawing and coloring are neatly and carefully executed

·         Artist successfully employs a variety of colored pencil techniques, including layering, blending, and fading


Art language Rubrics



1.    Title

·       Form

·       Effectiveness


2.    Beginning

·       Effectiveness

·       Reader’s attention


3.    Setting

·       Established early

·       Essential



4.    Characterization

·       Reader needs to identify with the characters

·       Reader is interested in the characters


5.    Theme

·       Message

·       Quotes

·       Run-ons

·       Fragment

·       Tense consistency


6.    Ending

·         Writing

·         Explanation


7.    Plot/Conflict


High point



8.    Style

Specific details

Figurative language

Other style


9.    Tone/Mood 


10    Errors






General Coordinator: Abdou Yammine, ICT Educational Projects Unit Manager - Ministry of Education and Higher Education

In collaboration wth International Educational Association - IEA and other Associations on the way to support the project


For additional information you may contact the  “ICT Educational Projects Unit” on the following number: 01--772401


ICT Educational Projects Unit Manager


Abdou Yammine