feat: Normalize Grade 10 subjects in manifest with Arabic & English names (English, Math, Physics)

backend/scripts/normalize_manifest.php

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+<?php
+
+require_once __DIR__ . '/../app/bootstrap.php';
+use App\Services\CurriculumService;
+
+$manifestFile = __DIR__ . '/../storage/curriculum/manifest.json';
+$tree = json_decode(file_get_contents($manifestFile), true) ?: [];
+
+// Normalize Grade 10
+if (isset($tree['grade_10'])) {
+    $tree['grade_10']['name'] = 'الصف العاشر الأساسي (Grade 10)';
+
+    // 1. English
+    $engData = null;
+    if (isset($tree['grade_10']['subjects']['english_action_pack_10'])) {
+        $engData = $tree['grade_10']['subjects']['english_action_pack_10'];
+        unset($tree['grade_10']['subjects']['english_action_pack_10']);
+    } elseif (isset($tree['grade_10']['subjects']['english_10'])) {
+        $engData = $tree['grade_10']['subjects']['english_10'];
+    }
+
+    if ($engData) {
+        $engData['name'] = 'اللغة الإنجليزية (English — High Note 10)';
+        // Replace file paths from jordan_high_note_10 to english_10
+        array_walk_recursive($engData, function(&$val, $k) {
+            if ($k === 'file' && is_string($val)) {
+                $val = str_replace('jordan_high_note_10', 'english_10', $val);
+            }
+        });
+        $tree['grade_10']['subjects']['english_10'] = $engData;
+    }
+
+    // 2. Math
+    if (isset($tree['grade_10']['subjects']['math_10'])) {
+        $tree['grade_10']['subjects']['math_10']['name'] = 'الرياضيات (Mathematics 10)';
+    }
+
+    // 3. Physics (Initialize structure if not exists)
+    if (!isset($tree['grade_10']['subjects']['physics_10'])) {
+        $tree['grade_10']['subjects']['physics_10'] = [
+            'name' => 'الفيزياء (Physics 10)',
+            'semesters' => [
+                'semester_1' => [
+                    'name' => 'الفصل الدراسي الأول',
+                    'units' => [
+                        'unit_01' => [
+                            'name' => 'الوحدة الأولى: المتجهات (Vectors) — (الصفحات 5 - 33)',
+                            'lessons' => []
+                        ],
+                        'unit_02' => [
+                            'name' => 'الوحدة الثانية: الحركة والقوة (Motion and Forces) — (الصفحات 33 - 85)',
+                            'lessons' => []
+                        ]
+                    ],
+                    'resources' => [
+                        'textbooks' => [
+                            'name' => 'الكتب المقررة',
+                            'items' => [
+                                ['title' => 'كتاب الفيزياء - الطالب (85 صفحة)', 'file' => 'grade_10/physics_10/semester_1/physics_student_book.pdf'],
+                                ['title' => 'كتاب التجارب والأنشطة العلمية (33 صفحة)', 'file' => 'grade_10/physics_10/semester_1/physics_activities_book.pdf']
+                            ]
+                        ],
+                        'worksheets' => [
+                            'name' => 'أوراق عمل وتجارب',
+                            'items' => []
+                        ]
+                    ]
+                ]
+            ]
+        ];
+    }
+}
+
+file_put_contents($manifestFile, json_encode($tree, JSON_UNESCAPED_UNICODE | JSON_PRETTY_PRINT));
+echo "SUCCESS! Normalized manifest with English (اللغة الإنجليزية), Math (الرياضيات), and Physics (الفيزياء)!\n";

backend/storage/curriculum/grade_10/english_10/semester_1/unit_01_looking_good/lesson_1a_vocabulary_grammar.md

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+# Unit 01: Looking Good
+## Lesson 1A: Vocabulary and Grammar — A Day to Remember (pp. 4–5)
+
+### 📖 Reading Text: A Day to Remember
+It’s the last day of the school year and, next to the library, a group of young people, well-dressed in their school uniforms, are either looking around nervously or chatting and taking selfies. Exams are finished and everyone is waiting for their results. For them, it is the last day of school because they are not coming back next year. They are already looking for jobs or are excited about starting university after the school holidays.
+
+Before that happens, however, the students want to celebrate the end of the year with their family and friends. Some are organising a gathering. Others are planning a celebration at home with their families. In any case, they can now take a break from their school uniforms and wear something smart. It is important to look good on a day like this. Nobody wants to dress casually or be underdressed.
+
+In the school hall, Fadi, the editor of the school newspaper, is interviewing some school-leavers:
+- **Ali:** "People usually organise their own end-of-year celebrations at home, but it’s becoming more and more common for students to meet with friends, and that’s what we’re doing this year."
+- **Hani:** "I work hard at school every day and now it’s time to enjoy myself a little. I’ve also bought a few small presents to say 'thank you' to our teachers who are so kind and helpful."
+- **Adnan:** "I’m having a family dinner to celebrate the end of the exams and my sister has made me a fantastic cake!"
+
+---
+
+### 🔤 Vocabulary Focus: Verb Phrases with Dress & Appearance
+- **dress casually:** to wear informal, comfortable everyday clothes.
+- **dressed up as:** wearing special clothes to look like someone or something else.
+- **get dressed / get undressed:** to put on or take off clothes.
+- **overdressed:** wearing clothes that are too formal or smart for the occasion.
+- **underdressed:** wearing clothes that are too informal or casual for an event.
+- **well-dressed:** wearing attractive, stylish, and high-quality clothes.
+
+---
+
+### ⚖️ Grammar Clinic: Present Simple vs. Present Continuous & State Verbs
+1. **Present Simple:**
+   - **Facts and general truths:** *The sun rises in the east.*
+   - **Routines and habits:** *I work hard at school every day.*
+   - **State verbs:** *want, know, prefer, remember, understand, mean, imagine, appear, seem, believe.*
+   - *Time expressions:* always, every day, regularly, usually, often, sometimes, hardly ever, never.
+2. **Present Continuous ($S + is/am/are + V_{ing}$):**
+   - **Actions happening right now:** *Everyone is waiting for their results.*
+   - **Temporary situations:** *I'm having a family dinner tonight.*
+   - **Changing situations:** *It is becoming more and more common to meet with friends.*
+   - *Time expressions:* now, at the moment, these days, nowadays, this year.
+
+> **Watch Out! (State vs. Action):**
+> - *I think it's a great idea.* (Opinion $\rightarrow$ Present Simple)
+> - *I am thinking of going home.* (Mental process / action $\rightarrow$ Present Continuous)

backend/storage/curriculum/grade_10/english_10/semester_1/unit_01_looking_good/lesson_2a_vocabulary_appearance.md

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+# Unit 01: Looking Good
+## Lesson 2A: Vocabulary — Appearance, Clothes & Fabrics (p. 6)
+
+### 📖 Reading Text: My Wardrobe
+- **Outfit 1:** "This long-sleeved jumper with wide sleeves is one of my favourites. It’s incredibly comfortable and it matches perfectly with these loose-fitting trousers. I always choose clothes made from natural fabrics like cotton and wool because they’re very soft and easy to look after. I prefer clothes in plain colours to patterns like polka dots or paisley. When I want to look more stylish, I wear this outfit with a wide-brimmed hat and a shoulder bag."
+- **Outfit 2:** "At work, I dress quite formally. I tend to wear a suit with a striped blouse and a cashmere cardigan. But in traditional settings, I like to wear a thobe. The material and pattern of the thobe can vary greatly (cotton, silk, nylon), and it might have an embroidered design. My favourite thobe is black and red, paired with a plain black headscarf."
+- **Outfit 3:** "I have short dark-brown hair and a beard and I usually dress casually. My favourite piece of clothing is my black leather jacket. For my daily college routine, I often wear dark-blue jeans with a classic belt, a v-necked T-shirt and a hoodie, and sometimes the red and white checked hattah that my friend from Jordan gave me."
+
+---
+
+### 🔤 Comprehensive Vocabulary Matrix:
+- **Materials:** *denim, leather, linen, cashmere, cotton, silk, nylon, wool.*
+- **Patterns:** *checked, plain, striped, polka dots, paisley, embroidered.*
+- **Shape & Fit:** *baggy, loose-fitting, narrow, long-sleeved, v-necked, wide-brimmed, full-length.*
+- **Accessories & Footwear:** *headscarf, cardigan, handbag, vintage sunglasses, backpack, sandals, trainers, belt, hattah.*

backend/storage/curriculum/grade_10/english_10/semester_1/unit_01_looking_good/lesson_3a_4a_power_of_appearance.md

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+# Unit 01: Looking Good
+## Lesson 3A & 4A: Reading & Active Listening — The Power of Appearance (pp. 7–9)
+
+### 📖 Reading Article: The Power of Appearance
+When we see someone for the first time, our brains instantly notice things like their age, hair, eye and skin colour, height and voice. We use this information to make assumptions about their education, social position and character. Without realising it, we then make important decisions — such as who to vote for, who to give a job to, or who to trust.
+
+A few years ago, social scientists set up an experiment in 45 different countries, in which people had to guess what 120 individuals were like based on pictures of their faces. The results showed that in every region of the world, people rated men and women over 40 as more confident, responsible, sociable and reliable. Studies also show that we perceive grey-haired individuals as wise or mature, and people wearing glasses as intelligent.
+
+The clothes we wear don’t just affect what others think of us; they also affect how we feel about ourselves:
+- **The White Coat Experiment:** In a fascinating study, scientists demonstrated that when participants wore a white coat believing it was a doctor’s coat, their attention span and cognitive concentration increased sharply. When wearing the exact same white coat believing it belonged to a painter, no cognitive improvement occurred!
+- *Conclusion:* "The clothes we wear have power not only over others, but also over ourselves."
+
+---
+
+### 🔤 Phrasal Verbs & Expressions:
+- **look up to:** to admire and respect someone.
+- **look down on:** to consider yourself superior to someone else.
+- **bring out the best in:** to emphasize or develop someone's finest qualities.
+- **set up:** to establish or organize an experiment / company.
+- **facial features:** *double chin, long eyelashes, smooth skin, wrinkles, bags under the eyes.*

backend/storage/curriculum/grade_10/english_10/semester_1/unit_01_looking_good/lesson_5a_6a_articles_speaking.md

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+# Unit 01: Looking Good
+## Lesson 5A & 6A: Grammar (Articles) & Speaking Workshop (pp. 10–11)
+
+### ⚖️ Grammar Clinic: Articles (a / an / the / $\varnothing$)
+1. **No article ($\varnothing$):**
+   - Plural and uncountable nouns in general: *$\varnothing$ Clothes say a lot about us.*
+   - Continents, most countries, and cities: *in $\varnothing$ Jordan, in $\varnothing$ Italy, in $\varnothing$ Amman.*
+2. **Indefinite Article (a / an):**
+   - Singular countable nouns mentioned for the first time: *I work as a sales assistant.*
+   - Occupations and professions: *He is an architect.*
+3. **Definite Article (the):**
+   - Specific things already mentioned or unique: *The shop specialises in clothes.*
+   - Superlatives and ordinal numbers: *the first prize, the worst thing in the world.*
+   - Specific country names with plural/union: *the UAE, the UK, the USA.*
+
+---
+
+### 🗣️ Speaking: Participating in Conversations
+- **Clarify your message:** *What I mean is... / The thing is... / Let me put it another way.*
+- **Hold attention:** *Just a second, I haven’t finished. / Hold on! Let me finish!*
+- **Check understanding:** *Do you know what I mean? / Does that make sense?*
+- **Interrupt politely:** *Excuse me, can I say something? / Sorry to interrupt, but...*

backend/storage/curriculum/grade_10/english_10/semester_1/unit_01_looking_good/lesson_7a_writing_informal_email.md

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+# Unit 01: Looking Good
+## Lesson 7A: Writing Workshop — An Informal Email (pp. 12–13)
+
+### ✉️ Model Email (Huda to Dalia):
+```text
+To: Dalia <DDfriend@happymessage.net>
+Subject: dinner
+
+Hey Dalia,
+How’s it going? Great to see you Saturday night. I ate so much!!! Had to go to the gym today to get some exercise ...
+Got your invitation 4 next week. Thx! I can’t wait! A family meal in the garden is a great idea. And everyone loves wood-fired oven taboon! Everyone’s excited and I can’t wait to see your parents again!
+I’m trying to decide what to wear. I want to wear something appropriate but not be overdressed, obviously. Not sure about the footwear. I think I’ll wear my blue trainers because they’re comfortable for being outside. It might be too cold for sandals. And a nice dress, of course, as it is a special occasion.
+What do you reckon? Do you fancy decorating for the event together? Let me know!
+Bye 4 now,
+Huda
+```
+
+---
+
+### ✍️ Informal Writing Guidelines:
+- **Salutation:** *Hey / Hi there [Name]*
+- **Tone & Style:** Chatty, short sentences, abbreviations (*thx, btw, CU*), contractions (*How's, can't, I'm*).
+- **Omission of Pronouns:** *Great to see you (instead of It was great to see you).*
+- **Sign-off:** *Bye 4 now / Love / CU soon.*

backend/storage/curriculum/grade_10/english_10/semester_1/unit_02_the_digital_mind/lesson_1a_voyager_present_perfect.md

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+# Unit 02: The Digital Mind
+## Lesson 1A: Vocabulary & Grammar — The Voyager Programme (pp. 14–15)
+
+### 📖 Reading Text: The Voyager Probes
+The mission of the Voyager space probes is to study the outer planets and to voyage beyond our solar system into interstellar space.
+- They have been travelling for over 40 years. **Voyager 2** left Earth on 20 August 1977, and 16 days later, on 5 September, **Voyager 1** was launched.
+- **Voyager 1** has travelled over 23 billion kilometres. No man-made object has ever gone so far from the Sun. It has flown past Jupiter and Saturn and their moons. In August 2012, it left the Sun’s magnetic field and since then it has been travelling in interstellar space, passing through the constellation Ophiuchus.
+- **Voyager 2** has visited four planets in the solar system: Jupiter, Saturn, Uranus, and Neptune.
+- The probes have continuously sent back radio waves together with images and valuable scientific data about our galaxy.
+
+---
+
+### ⚖️ Grammar Clinic: Present Perfect Simple vs. Present Perfect Continuous
+1. **Present Perfect Simple ($S + have/has + V_3$):**
+   - Focuses on the **result or completion** of an action: *I have read three units of the book.*
+   - Specifies quantity or number of times: *Voyager 1 has visited two planets.*
+2. **Present Perfect Continuous ($S + have/has + been + V_{ing}$):**
+   - Focuses on the **duration and ongoing activity**: *They have been travelling for 40 years.*
+   - Action started in the past and is still happening: *I have been revising Chemistry all day.*

backend/storage/curriculum/grade_10/english_10/semester_1/unit_02_the_digital_mind/lesson_2a_ai_science_fact.md

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+# Unit 02: The Digital Mind
+## Lesson 2A: Reading & Vocabulary — Science Fiction or Science Fact? (pp. 16–17)
+
+### 📖 Article: Artificial Intelligence (AI)
+The existence of super-intelligent machines in which lifelike robots obey and perform complicated tasks has moved rapidly from science fiction to science fact:
+
+1. **Narrow AI:** AI that focuses on a particular task it has been programmed to do (e.g. GPS navigation, voice recognition, automated social media algorithms, medical image scanning).
+2. **General AI:** A theoretical form of AI where machines learn, reason, and make judgements based on experience just like human beings. Experts predict General AI could emerge by 2045.
+3. **Safety & Ethics:** If technological creations become more intelligent than humans, how do we retain control? Experts advocate speeding up research on AI safety and alignment immediately.
+
+---
+
+### 🔤 Word Formation: Verbs to Nouns
+- **achieve** $\rightarrow$ **achievement**
+- **develop** $\rightarrow$ **development**
+- **interact** $\rightarrow$ **interaction**
+- **possess** $\rightarrow$ **possession**
+- **propose** $\rightarrow$ **proposal**
+- **recognise** $\rightarrow$ **recognition**
+- **require** $\rightarrow$ **requirement**

backend/storage/curriculum/grade_10/english_10/semester_1/unit_02_the_digital_mind/lesson_3a_4a_verb_patterns_mind.md

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+# Unit 02: The Digital Mind
+## Lesson 3A & 4A: Science Vocabulary, Idioms & Verb Patterns (pp. 18–19)
+
+### 🔤 Idiomatic Phrases with "Mind" and "Think":
+- **think outside the box:** to think creatively and unconventionally.
+- **blow someone's mind:** to impress or amaze someone intensely.
+- **broaden your mind:** to increase your knowledge and understanding.
+- **make up your mind:** to make a definite decision.
+- **my mind has gone blank:** to suddenly forget everything.
+- **can't hear yourself think:** an environment that is excessively noisy.
+
+---
+
+### ⚖️ Grammar Clinic: Verb Patterns (-ing vs. Infinitive)
+1. **Verbs followed by -ing:** *admit, avoid, can't stand, enjoy, fancy, finish, hate, imagine, keep, mind, miss, practise, recommend, suggest.*
+2. **Verbs followed by infinitive with 'to':** *agree, allow, decide, expect, hope, learn, need, offer, plan, promise, refuse, seem, want, would like.*
+3. **Verbs followed by bare infinitive:** Modal verbs (*must, might, should, will, can, could*), *make*, and *let*.
+4. **Verbs with Meaning Change:**
+   - *remember to do:* remember an obligation before doing it (*Remember to switch off your computer*).
+   - *remember doing:* recall a past memory (*I remember switching off the lights*).
+   - *stop to do:* halt an activity in order to do another.
+   - *stop doing:* quit an action permanently.

backend/storage/curriculum/grade_10/english_10/semester_1/unit_02_the_digital_mind/lesson_5a_7a_drones_blog_writing.md

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+# Unit 02: The Digital Mind
+## Lesson 5A, 6A & 7A: Drones, Presentation Skills & Blog Writing (pp. 20–25)
+
+### 🛸 Uses of Drones in Modern Society:
+- **Aerial photography & filming:** capturing cinematic vistas and news coverage.
+- **Search and rescue operations:** locating lost hikers or disaster survivors in rugged terrain.
+- **Commercial deliveries:** rapid transport of emergency medical supplies and organs.
+- **Law enforcement & traffic monitoring:** monitoring highway congestion and public safety.
+- **Weather forecasting:** collecting atmospheric pressure and storm data.
+
+---
+
+### 📝 Zeinab's Blog Post: Switch It Off! Is Tech Bad for Your Brain?
+- **Negative Impacts:** Blue light causes sleep disorders; cognitive offloading and constant smartphone notifications impede long-term memory encoding.
+- **Positive Impacts:** Instant access to global scientific knowledge, interactive stimulation, multi-tasking fluency.
+- **Conclusion:** Technology is like salt — highly beneficial in moderation, harmful in excess.

backend/storage/curriculum/grade_10/english_10/semester_1/unit_03_active_and_healthy/lesson_1a_aaron_wheelz_narrative_tenses.md

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+# Unit 03: Active and Healthy
+## Lesson 1A: Vocabulary & Grammar — Aaron 'Wheelz' Fotheringham (pp. 26–27)
+
+### 📖 Reading Biography: Aaron 'Wheelz' Fotheringham
+Aaron Fotheringham was born with spina bifida, a condition that made walking impossible. However, by the age of four, he had learned to get around on crutches, and later transitioned to a wheelchair.
+
+One life-changing day at a local skate park in Las Vegas, his brother suggested he try dropping into a ramp in his wheelchair. Aaron accepted the challenge, fell on his first attempt, but persevered. He pioneered a thrilling new action sport called **wheelchair motocross (WCMX)**.
+- He achieved the world’s first wheelchair backflip in 2008 and double backflip in 2010.
+- In 2012, while performing with Nitro Circus in Brazil, he successfully cleared a 15-metre mega-ramp gap.
+- In 2016, Aaron opened the Rio Paralympic Games, inspiring millions worldwide to overcome adversity.
+
+---
+
+### ⚖️ Grammar Clinic: Narrative Tenses (Past Simple, Continuous & Past Perfect)
+1. **Past Simple:** Finished sequential past events (*He fell, tried again, and succeeded*).
+2. **Past Continuous:** Ongoing background action interrupted by a shorter action (*While he was performing in Brazil, he jumped a 15-metre gap*).
+3. **Past Perfect ($S + had + V_3$):** Action completed prior to another past event (*By the time he was four, he had learnt to walk on crutches*).

backend/storage/curriculum/grade_10/english_10/semester_1/unit_03_active_and_healthy/lesson_2a_4a_fitness_used_to.md

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+# Unit 03: Active and Healthy
+## Lesson 2A–4A: Fitness, Injuries & "Used to / Would" (pp. 28–30)
+
+### 🔤 Sports & Medical Terminology:
+- **Fitness Collocations:** *get into shape, build up muscles, out of breath, lift weights, do someone the world of good.*
+- **Injuries & Emergencies:** *concussion, sprained wrist, twisted ankle, cuts and bruises, faint, emergency call (911 in Jordan & US).*
+
+---
+
+### ⚖️ Grammar Clinic: Used to vs. Would
+- **Used to + Infinitive:** Past habits and past states that are no longer true (*I used to love leather shoes / I used to be on a basketball team*).
+- **Would + Infinitive:** Repeated past actions/routines only (*We would go to the gym after school* — NOT for states like *be/have*).
+- **Past Simple:** Single one-off events in the past (*One day someone knocked me over*).

backend/storage/curriculum/grade_10/english_10/semester_1/unit_03_active_and_healthy/lesson_6a_7a_mediterranean_diet_story.md

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+# Unit 03: Active and Healthy
+## Lesson 6A & 7A: Reading (Say 'Yum' to Healthy Eating) & Short Story Writing (pp. 32–35)
+
+### 📖 Reading: Say 'Yum' to Healthy Eating! (The Mediterranean Diet)
+The Mediterranean diet is internationally acclaimed as one of the healthiest nutritional models:
+- **Core Components:** Abundant fresh vegetables, legumes, whole grains, nuts, olive oil, moderate fish/poultry, and minimal processed red meat.
+- **Educational Impact:** In Italian and Mediterranean school systems, school lunches are integrated into cultural education, teaching students about local seasonal ingredients and the "slow food" movement.
+
+---
+
+### ✍️ Short Story Writing Workshop: The Lifeguard's Heroic Save
+- **Plot Structure:** Sunny day at the beach $\rightarrow$ sudden shark fin appears $\rightarrow$ brave lifeguard dives in and punches the shark $\rightarrow$ miraculous rescue.
+- **Linkers of Dramatic Action:** *all of a sudden, out of the blue, without warning, just then, in the end.*

backend/storage/curriculum/grade_10/english_10/semester_1/unit_04_time_to_move/lesson_1a_air_travel_modals.md

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+# Unit 04: Time to Move
+## Lesson 1A: Vocabulary & Modal Verbs — Career in the Sky (pp. 36–37)
+
+### ✈️ Flight Attendant Scenarios & Modal Verbs:
+- **Necessity / Obligation:** *must* (internal feeling) vs. *have to* (external rule/law).
+- **Prohibition:** *mustn't, can't, may not* (*You mustn't leave luggage unattended*).
+- **Advice / Duty:** *should, ought to* (*Passengers ought to wear seatbelts*).
+- **Permission & Requests:** *can, could, may* (*May I recline my seat?*).
+- **Ability:** *can* (present), *could* (past), *be able to* (perfect & future tenses).
+
+---
+
+### 🔤 Air Travel Collocations:
+*book a flight, choose an aisle/window seat, go through security, proceed to gate, stow hand luggage in overhead locker, fasten seatbelt, switch phone to flight mode.*

backend/storage/curriculum/grade_10/english_10/semester_1/unit_04_time_to_move/lesson_2a_4a_petra_relative_clauses.md

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+# Unit 04: Time to Move
+## Lesson 2A–4A: Family Holiday in Jordan & Relative Clauses (pp. 38–41)
+
+### 📖 Reading Blog: How to Have the Perfect Family Holiday (Exploring Petra)
+- A family travels to Jordan, rents a car, and explores Petra.
+- **Rule 1: Positive Attitude:** Appreciate simple pleasures and ask parents about their youth.
+- **Rule 2: See the Funny Side:** Getting lost in Wadi Musa and interacting with warm, hospitable Bedouin locals.
+- **Rule 3: Give Parents Downtime:** Everyone needs rest and individual space.
+
+---
+
+### ⚖️ Grammar Clinic: Defining vs. Non-Defining Relative Clauses
+1. **Defining Relative Clauses:** Essential information that identifies the noun; no commas; *that* can replace *who/which*; relative pronoun can be omitted if it is the object.
+   - *Example:* The American girl who visited our school is staying in Oregon.
+2. **Non-Defining Relative Clauses:** Extra non-essential information; enclosed between commas; *that* cannot be used; relative pronoun cannot be omitted.
+   - *Example:* Irbid, which is 88 km north of Amman, is a large historical city.
+   - *Example:* Thor’s Well, whose waters can be dangerous, is seven metres deep.

backend/storage/curriculum/grade_10/english_10/semester_1/unit_04_time_to_move/lesson_5a_7a_urban_transport_formal_enquiry.md

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+# Unit 04: Time to Move
+## Lesson 5A–7A: Urban Transport, Pollution & Formal Email of Enquiry (pp. 42–47)
+
+### 🏙️ Urban Transport & Environmental Lexis:
+- **Pollution & Ecology:** *congestion, exhaust fumes, smog, diesel engines, renewable fuels, sustainable transit, bike lanes, pedestrianise.*
+
+---
+
+### ✍️ Writing: A Formal Email of Enquiry
+- **Formal Salutation:** *Dear Mr. Ross / Dear Sir or Madam*
+- **Opening Statement:** *I am writing to enquire about the adventure expeditions...*
+- **Formal Linkers:** *Furthermore, In addition to this, Concerning, With regard to.*
+- **Indirect Questions:** *I wonder if you could confirm how many participants are in each group.*
+- **Formal Sign-off:** *Yours sincerely (when name is known) / Yours faithfully (when Dear Sir/Madam).*

backend/storage/curriculum/grade_10/english_10/semester_1/unit_05_the_next_step/lesson_1a_5a_future_work_personal_statement.md

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+# Unit 05: The Next Step
+## Lessons 1A–7A: Future Careers, Gig Economy & University Personal Statement (pp. 48–57)
+
+### 💼 The Future of Work & Emerging Careers:
+- **Key Themes:** Automation, Artificial Intelligence, the Gig Economy, remote cross-border collaboration.
+- **Personality Adjectives for Careers:** *resilient, adaptable, conscientious, innovative, articulate, methodical.*
+
+---
+
+### ⚖️ Grammar Clinic: Future Continuous & Future Perfect
+1. **Future Continuous ($S + will + be + V_{ing}$):** Action in progress at a specific time in the future (*This time next year, I will be studying engineering at university*).
+2. **Future Perfect ($S + will + have + V_3$):** Action completed before a specific future deadline (*By 2030, AI will have transformed medical surgery*).
+
+---
+
+### ✍️ Writing Workshop: University Application Personal Statement
+- **Section 1: Academic Passion & Motivation:** Why this specific field of study?
+- **Section 2: Relevant Skills & Achievements:** Projects, extracurricular leadership, Olympiad competitions.
+- **Section 3: Career Goals & Contribution:** How you plan to contribute to Jordan's development and global research.

backend/storage/curriculum/manifest.json

@@ -1,196 +1,9 @@
 {
     "grade_10": {
-        "name": "Grade 10 (الصف العاشر الأساسي)",
+        "name": "الصف العاشر الأساسي (Grade 10)",
         "subjects": {
-            "english_action_pack_10": {
-                "name": "English — Jordan High Note 10 (Student's Book)",
-                "semesters": {
-                    "semester_1": {
-                        "name": "Semester 1 (الفصل الدراسي الأول)",
-                        "units": {
-                            "unit_01_looking_good": {
-                                "name": "Unit 01: Looking Good (pp. 4–13)",
-                                "lessons": [
-                                    {
-                                        "id": "u1_l1_a_day_to_remember",
-                                        "title": "Lesson 1A: Vocabulary & Grammar — A Day to Remember",
-                                        "outcomes": [
-                                            "Verb phrases with dress (dress casually, overdressed, well-dressed)",
-                                            "Present Simple for habits and general truths",
-                                            "Present Continuous for temporary situations and changing trends",
-                                            "State verbs vs action verbs clinic"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_01_looking_good\/lesson_1a_vocabulary_grammar.md"
-                                    },
-                                    {
-                                        "id": "u1_l2_appearance_fabrics",
-                                        "title": "Lesson 2A: Vocabulary — Appearance, Clothes & Fabrics",
-                                        "outcomes": [
-                                            "Materials (denim, leather, linen, cashmere, cotton, silk, wool)",
-                                            "Patterns (checked, plain, striped, polka dots, embroidered thobe)",
-                                            "Describing outfits and traditional vs modern clothing in Jordan"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_01_looking_good\/lesson_2a_vocabulary_appearance.md"
-                                    },
-                                    {
-                                        "id": "u1_l3_power_of_appearance",
-                                        "title": "Lesson 3A & 4A: Reading — The Power of Appearance",
-                                        "outcomes": [
-                                            "Reading comprehension: How appearances influence subconscious judgements",
-                                            "The Doctor's White Coat Experiment & cognitive focus",
-                                            "Phrasal verbs: look up to, look down on, bring out the best in"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_01_looking_good\/lesson_3a_4a_power_of_appearance.md"
-                                    },
-                                    {
-                                        "id": "u1_l4_articles_speaking",
-                                        "title": "Lesson 5A & 6A: Grammar (Articles) & Participating in Conversations",
-                                        "outcomes": [
-                                            "Rules for zero article, a\/an, and the",
-                                            "Pronunciation of \/ðə\/ vs \/ðiː\/",
-                                            "Speaking strategies: clarifying messages and interrupting politely"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_01_looking_good\/lesson_5a_6a_articles_speaking.md"
-                                    },
-                                    {
-                                        "id": "u1_l5_writing_informal_email",
-                                        "title": "Lesson 7A: Writing Workshop — An Informal Email",
-                                        "outcomes": [
-                                            "Structuring an informal email (greetings, chatty style, omissions, sign-offs)",
-                                            "Using abbreviations and contractions accurately"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_01_looking_good\/lesson_7a_writing_informal_email.md"
-                                    }
-                                ]
-                            },
-                            "unit_02_the_digital_mind": {
-                                "name": "Unit 02: The Digital Mind (pp. 14–25)",
-                                "lessons": [
-                                    {
-                                        "id": "u2_l1_voyager_present_perfect",
-                                        "title": "Lesson 1A: Vocabulary & Grammar — The Voyager Probes",
-                                        "outcomes": [
-                                            "Present Perfect Simple (results) vs Present Perfect Continuous (duration)",
-                                            "Astronomy and space exploration terminology"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_02_the_digital_mind\/lesson_1a_voyager_present_perfect.md"
-                                    },
-                                    {
-                                        "id": "u2_l2_ai_science_fact",
-                                        "title": "Lesson 2A: Reading — Science Fiction or Science Fact? (AI)",
-                                        "outcomes": [
-                                            "Narrow AI vs General AI distinctions",
-                                            "AI safety, ethics, and future societal impacts",
-                                            "Word formation: verbs to nouns (achieve -> achievement, develop -> development)"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_02_the_digital_mind\/lesson_2a_ai_science_fact.md"
-                                    },
-                                    {
-                                        "id": "u2_l3_verb_patterns_mind",
-                                        "title": "Lesson 3A & 4A: Science Idioms with 'Mind' & Verb Patterns",
-                                        "outcomes": [
-                                            "Idioms: think outside the box, blow someone's mind, make up your mind",
-                                            "Verb patterns (-ing vs to-infinitive vs bare infinitive)",
-                                            "Verbs with meaning changes (remember to do vs remember doing)"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_02_the_digital_mind\/lesson_3a_4a_verb_patterns_mind.md"
-                                    },
-                                    {
-                                        "id": "u2_l4_drones_blog_writing",
-                                        "title": "Lesson 5A–7A: Uses of Drones & Writing a Balanced Blog Post",
-                                        "outcomes": [
-                                            "Drones in search and rescue, commercial deliveries, and aerial filming",
-                                            "Writing a balanced tech blog post with balanced arguments"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_02_the_digital_mind\/lesson_5a_7a_drones_blog_writing.md"
-                                    }
-                                ]
-                            },
-                            "unit_03_active_and_healthy": {
-                                "name": "Unit 03: Active and Healthy (pp. 26–35)",
-                                "lessons": [
-                                    {
-                                        "id": "u3_l1_aaron_wheelz",
-                                        "title": "Lesson 1A: Reading & Grammar — Aaron 'Wheelz' Fotheringham",
-                                        "outcomes": [
-                                            "Inspiring athlete biography and wheelchair motocross (WCMX)",
-                                            "Narrative tenses: Past Simple, Past Continuous, and Past Perfect"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_03_active_and_healthy\/lesson_1a_aaron_wheelz_narrative_tenses.md"
-                                    },
-                                    {
-                                        "id": "u3_l2_fitness_used_to",
-                                        "title": "Lesson 2A–4A: Fitness, Injuries & 'Used to \/ Would'",
-                                        "outcomes": [
-                                            "Fitness collocations and medical emergencies (911)",
-                                            "Used to vs would for past habits and states"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_03_active_and_healthy\/lesson_2a_4a_fitness_used_to.md"
-                                    },
-                                    {
-                                        "id": "u3_l3_mediterranean_diet_story",
-                                        "title": "Lesson 6A & 7A: Reading (Mediterranean Diet) & Short Story Writing",
-                                        "outcomes": [
-                                            "Nutrition, superfoods, and school canteen initiatives",
-                                            "Writing a dramatic short story with action linkers"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_03_active_and_healthy\/lesson_6a_7a_mediterranean_diet_story.md"
-                                    }
-                                ]
-                            },
-                            "unit_04_time_to_move": {
-                                "name": "Unit 04: Time to Move (pp. 36–47)",
-                                "lessons": [
-                                    {
-                                        "id": "u4_l1_air_travel_modals",
-                                        "title": "Lesson 1A: Air Travel Vocabulary & Modal Verbs",
-                                        "outcomes": [
-                                            "Modals of necessity (must, have to), prohibition, and advice",
-                                            "Airport and flight procedures"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_04_time_to_move\/lesson_1a_air_travel_modals.md"
-                                    },
-                                    {
-                                        "id": "u4_l2_petra_relative_clauses",
-                                        "title": "Lesson 2A–4A: Reading (Holiday in Petra) & Relative Clauses",
-                                        "outcomes": [
-                                            "Family holiday rules and Bedouin hospitality in Petra",
-                                            "Defining vs non-defining relative clauses (who, which, whose, where)"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_04_time_to_move\/lesson_2a_4a_petra_relative_clauses.md"
-                                    },
-                                    {
-                                        "id": "u4_l3_urban_transport_formal_enquiry",
-                                        "title": "Lesson 5A–7A: Urban Pollution & Formal Email of Enquiry",
-                                        "outcomes": [
-                                            "Urban transport, smog, and sustainability",
-                                            "Composing a formal enquiry email with indirect questions"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_04_time_to_move\/lesson_5a_7a_urban_transport_formal_enquiry.md"
-                                    }
-                                ]
-                            },
-                            "unit_05_the_next_step": {
-                                "name": "Unit 05: The Next Step (pp. 48–57)",
-                                "lessons": [
-                                    {
-                                        "id": "u5_l1_future_work_personal_statement",
-                                        "title": "Lesson 1A–7A: Future Careers, Gig Economy & Personal Statement",
-                                        "outcomes": [
-                                            "Future Continuous vs Future Perfect",
-                                            "Career trends in AI and cloud engineering",
-                                            "Writing an academic personal statement for university admission"
-                                        ],
-                                        "file": "grade_10\/jordan_high_note_10\/semester_1\/unit_05_the_next_step\/lesson_1a_5a_future_work_personal_statement.md"
-                                    }
-                                ]
-                            }
-                        }
-                    }
-                }
-            },
             "math_10": {
-                "name": "الرياضيات — الصف العاشر",
+                "name": "الرياضيات (Mathematics 10)",
                 "semesters": {
                     "semester_1": {
                         "name": "الفصل الدراسي الأول",
@@ -518,6 +331,230 @@
                         }
                     }
                 }
+            },
+            "english_10": {
+                "name": "اللغة الإنجليزية (English — High Note 10)",
+                "semesters": {
+                    "semester_1": {
+                        "name": "Semester 1 (الفصل الدراسي الأول)",
+                        "units": {
+                            "unit_01_looking_good": {
+                                "name": "Unit 01: Looking Good (pp. 4–13)",
+                                "lessons": [
+                                    {
+                                        "id": "u1_l1_a_day_to_remember",
+                                        "title": "Lesson 1A: Vocabulary & Grammar — A Day to Remember",
+                                        "outcomes": [
+                                            "Verb phrases with dress (dress casually, overdressed, well-dressed)",
+                                            "Present Simple for habits and general truths",
+                                            "Present Continuous for temporary situations and changing trends",
+                                            "State verbs vs action verbs clinic"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_01_looking_good\/lesson_1a_vocabulary_grammar.md"
+                                    },
+                                    {
+                                        "id": "u1_l2_appearance_fabrics",
+                                        "title": "Lesson 2A: Vocabulary — Appearance, Clothes & Fabrics",
+                                        "outcomes": [
+                                            "Materials (denim, leather, linen, cashmere, cotton, silk, wool)",
+                                            "Patterns (checked, plain, striped, polka dots, embroidered thobe)",
+                                            "Describing outfits and traditional vs modern clothing in Jordan"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_01_looking_good\/lesson_2a_vocabulary_appearance.md"
+                                    },
+                                    {
+                                        "id": "u1_l3_power_of_appearance",
+                                        "title": "Lesson 3A & 4A: Reading — The Power of Appearance",
+                                        "outcomes": [
+                                            "Reading comprehension: How appearances influence subconscious judgements",
+                                            "The Doctor's White Coat Experiment & cognitive focus",
+                                            "Phrasal verbs: look up to, look down on, bring out the best in"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_01_looking_good\/lesson_3a_4a_power_of_appearance.md"
+                                    },
+                                    {
+                                        "id": "u1_l4_articles_speaking",
+                                        "title": "Lesson 5A & 6A: Grammar (Articles) & Participating in Conversations",
+                                        "outcomes": [
+                                            "Rules for zero article, a\/an, and the",
+                                            "Pronunciation of \/ðə\/ vs \/ðiː\/",
+                                            "Speaking strategies: clarifying messages and interrupting politely"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_01_looking_good\/lesson_5a_6a_articles_speaking.md"
+                                    },
+                                    {
+                                        "id": "u1_l5_writing_informal_email",
+                                        "title": "Lesson 7A: Writing Workshop — An Informal Email",
+                                        "outcomes": [
+                                            "Structuring an informal email (greetings, chatty style, omissions, sign-offs)",
+                                            "Using abbreviations and contractions accurately"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_01_looking_good\/lesson_7a_writing_informal_email.md"
+                                    }
+                                ]
+                            },
+                            "unit_02_the_digital_mind": {
+                                "name": "Unit 02: The Digital Mind (pp. 14–25)",
+                                "lessons": [
+                                    {
+                                        "id": "u2_l1_voyager_present_perfect",
+                                        "title": "Lesson 1A: Vocabulary & Grammar — The Voyager Probes",
+                                        "outcomes": [
+                                            "Present Perfect Simple (results) vs Present Perfect Continuous (duration)",
+                                            "Astronomy and space exploration terminology"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_02_the_digital_mind\/lesson_1a_voyager_present_perfect.md"
+                                    },
+                                    {
+                                        "id": "u2_l2_ai_science_fact",
+                                        "title": "Lesson 2A: Reading — Science Fiction or Science Fact? (AI)",
+                                        "outcomes": [
+                                            "Narrow AI vs General AI distinctions",
+                                            "AI safety, ethics, and future societal impacts",
+                                            "Word formation: verbs to nouns (achieve -> achievement, develop -> development)"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_02_the_digital_mind\/lesson_2a_ai_science_fact.md"
+                                    },
+                                    {
+                                        "id": "u2_l3_verb_patterns_mind",
+                                        "title": "Lesson 3A & 4A: Science Idioms with 'Mind' & Verb Patterns",
+                                        "outcomes": [
+                                            "Idioms: think outside the box, blow someone's mind, make up your mind",
+                                            "Verb patterns (-ing vs to-infinitive vs bare infinitive)",
+                                            "Verbs with meaning changes (remember to do vs remember doing)"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_02_the_digital_mind\/lesson_3a_4a_verb_patterns_mind.md"
+                                    },
+                                    {
+                                        "id": "u2_l4_drones_blog_writing",
+                                        "title": "Lesson 5A–7A: Uses of Drones & Writing a Balanced Blog Post",
+                                        "outcomes": [
+                                            "Drones in search and rescue, commercial deliveries, and aerial filming",
+                                            "Writing a balanced tech blog post with balanced arguments"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_02_the_digital_mind\/lesson_5a_7a_drones_blog_writing.md"
+                                    }
+                                ]
+                            },
+                            "unit_03_active_and_healthy": {
+                                "name": "Unit 03: Active and Healthy (pp. 26–35)",
+                                "lessons": [
+                                    {
+                                        "id": "u3_l1_aaron_wheelz",
+                                        "title": "Lesson 1A: Reading & Grammar — Aaron 'Wheelz' Fotheringham",
+                                        "outcomes": [
+                                            "Inspiring athlete biography and wheelchair motocross (WCMX)",
+                                            "Narrative tenses: Past Simple, Past Continuous, and Past Perfect"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_03_active_and_healthy\/lesson_1a_aaron_wheelz_narrative_tenses.md"
+                                    },
+                                    {
+                                        "id": "u3_l2_fitness_used_to",
+                                        "title": "Lesson 2A–4A: Fitness, Injuries & 'Used to \/ Would'",
+                                        "outcomes": [
+                                            "Fitness collocations and medical emergencies (911)",
+                                            "Used to vs would for past habits and states"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_03_active_and_healthy\/lesson_2a_4a_fitness_used_to.md"
+                                    },
+                                    {
+                                        "id": "u3_l3_mediterranean_diet_story",
+                                        "title": "Lesson 6A & 7A: Reading (Mediterranean Diet) & Short Story Writing",
+                                        "outcomes": [
+                                            "Nutrition, superfoods, and school canteen initiatives",
+                                            "Writing a dramatic short story with action linkers"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_03_active_and_healthy\/lesson_6a_7a_mediterranean_diet_story.md"
+                                    }
+                                ]
+                            },
+                            "unit_04_time_to_move": {
+                                "name": "Unit 04: Time to Move (pp. 36–47)",
+                                "lessons": [
+                                    {
+                                        "id": "u4_l1_air_travel_modals",
+                                        "title": "Lesson 1A: Air Travel Vocabulary & Modal Verbs",
+                                        "outcomes": [
+                                            "Modals of necessity (must, have to), prohibition, and advice",
+                                            "Airport and flight procedures"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_04_time_to_move\/lesson_1a_air_travel_modals.md"
+                                    },
+                                    {
+                                        "id": "u4_l2_petra_relative_clauses",
+                                        "title": "Lesson 2A–4A: Reading (Holiday in Petra) & Relative Clauses",
+                                        "outcomes": [
+                                            "Family holiday rules and Bedouin hospitality in Petra",
+                                            "Defining vs non-defining relative clauses (who, which, whose, where)"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_04_time_to_move\/lesson_2a_4a_petra_relative_clauses.md"
+                                    },
+                                    {
+                                        "id": "u4_l3_urban_transport_formal_enquiry",
+                                        "title": "Lesson 5A–7A: Urban Pollution & Formal Email of Enquiry",
+                                        "outcomes": [
+                                            "Urban transport, smog, and sustainability",
+                                            "Composing a formal enquiry email with indirect questions"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_04_time_to_move\/lesson_5a_7a_urban_transport_formal_enquiry.md"
+                                    }
+                                ]
+                            },
+                            "unit_05_the_next_step": {
+                                "name": "Unit 05: The Next Step (pp. 48–57)",
+                                "lessons": [
+                                    {
+                                        "id": "u5_l1_future_work_personal_statement",
+                                        "title": "Lesson 1A–7A: Future Careers, Gig Economy & Personal Statement",
+                                        "outcomes": [
+                                            "Future Continuous vs Future Perfect",
+                                            "Career trends in AI and cloud engineering",
+                                            "Writing an academic personal statement for university admission"
+                                        ],
+                                        "file": "grade_10\/english_10\/semester_1\/unit_05_the_next_step\/lesson_1a_5a_future_work_personal_statement.md"
+                                    }
+                                ]
+                            }
+                        }
+                    }
+                }
+            },
+            "physics_10": {
+                "name": "الفيزياء (Physics 10)",
+                "semesters": {
+                    "semester_1": {
+                        "name": "الفصل الدراسي الأول",
+                        "units": {
+                            "unit_01": {
+                                "name": "الوحدة الأولى: المتجهات (Vectors) — (الصفحات 5 - 33)",
+                                "lessons": []
+                            },
+                            "unit_02": {
+                                "name": "الوحدة الثانية: الحركة والقوة (Motion and Forces) — (الصفحات 33 - 85)",
+                                "lessons": []
+                            }
+                        },
+                        "resources": {
+                            "textbooks": {
+                                "name": "الكتب المقررة",
+                                "items": [
+                                    {
+                                        "title": "كتاب الفيزياء - الطالب (85 صفحة)",
+                                        "file": "grade_10\/physics_10\/semester_1\/physics_student_book.pdf"
+                                    },
+                                    {
+                                        "title": "كتاب التجارب والأنشطة العلمية (33 صفحة)",
+                                        "file": "grade_10\/physics_10\/semester_1\/physics_activities_book.pdf"
+                                    }
+                                ]
+                            },
+                            "worksheets": {
+                                "name": "أوراق عمل وتجارب",
+                                "items": []
+                            }
+                        }
+                    }
+                }
             }
         }
     }