EXEMPLAR BI TAHAP 1

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
Citizenship Citizenship
TOPIC CONTEXT Citizenship Character/Attitude Competenc
Knowledge Suggested Activity/ Programme
(Socioemotional) e (Action)
(Knowledge)
RESPONSIBILITY Say No to Oneself,  Define corruption  Appreciate the  Lodge a T&L Activity
Corruption Family,  Explain issues efforts of the complaint or  Create anti-corruption poster
School, related to government report on acts  Public speaking on the
Society, corruption in in combating of corruption implications of
Country Malaysia corruption  Refuse any corruption
and Global  State the different  Express pride money, gifts,
types of in rejecting bonuses, votes, Co-curricular Activity
corruption corruption services,  Simulation
 Explain the effects positions,
of practising wages and School Programme
corruption discounts  Visit the Malaysian Anti-
offered in Corruption Commission (SPRM)
return for / Police Stations (IPD)
favours  A talk on corruption in co-
operation with the Malaysian
Anti-Corruption Commissionor
the Royal Malaysia Police
(SPRM/PDRM)










39

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION
CIVIC LITERACY CIVIC PRACTICE
CORE VALUE Citizenship Citizenship
TOPIC CONTEXT Citizenship Character/Attitude Competenc
Knowledge (Socioemotional) e (Action) Suggested Activity/ Programme
(Knowledge)
RESPONSIBILITY My School Oneself,  State ways to  Show pride  Care and T&L Activity
My Home Family, keep the school in keeping maintain  Create a mind map on ways
School, clean the cleanliness of the to care and maintain
Society,  Explain the cleanliness and school cleanliness and orderliness of
Country importance of orderliness of  Contribute towards the school
and Global taking care of the the school conservation/  Group presentation on the
environment and  Express feelings preservation and implications of neglecting
orderliness in of love and pride rehabilitation of cleanliness and orderliness
school in keeping the the environment of the school
 Explain the cleanliness and  Participate in
importance of orderliness of the recycling Co-curricular Activity
maintaining the school activities  Gotong-royong
cleanliness in the  Cultivate an School Programme
school appreciation for  30 minutes school
environment life due to dengue
 Explain the epidemic beautification
programme
implications when
 Anti- Aedes Campaign (COMBI)
the roles and
responsibilities in
maintaining
cleanliness and
orderliness in
school are not met




40

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
Citizenship Citizenship
TOPIC CONTEXT Citizenship Character/Attitude Competenc
Knowledge Suggested Activity/ Programme
(Socioemotional) e (Action)
(Knowledge)
RESPONSIBILITY Child Rights Oneself,  Explain the rights of  Express pride  Be responsible T&L Activity
Family, the child when the rights in protecting  Watch a video on child labour
School,  Explain the of the child is children’s and give a review
Society, Convention on the protected basic rights  Group presentation on the
Country Rights of the Child  Express feelings  Respect roles and responsibilities
and Global (CRC) on child labour children’s basic against child abuse
 Explain the roles and rights
responsibilities Co-curricular Activity
 Public Speaking
towards children’s
rights  Singing
 State issues  Talent Time
pertaining to child
School Programme
labour
 Celebrate Children’s Day













41

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
Citizenship Citizenship
TOPIC CONTEXT Citizenship Character/Attitude Competenc
Knowledge Suggested Activity/ Programme
(Socioemotional) e (Action)
(Knowledge)
RESPONSIBILITY Being Oneself,  Explain behavior  Express feelings of  Show integrity T&L Activity
Honest and Family, traits related to pride related to in decision  Share experiences related
Trustworth School, integrity in to honesty and
integrity making
y Society, oneself responsibility
 Explain the  Practise
Country importance of being  Express feelings honesty and  Create a poster on honesty
and Global of pride in being and trustworthiness
honest and trustworthiness
trustworthy honest and  Write words of wisdom
trustworthy
 Explain the effects of
neglecting honesty Co-curricular Activity
and trustworthiness  Simulation
 Describe ways to School Programme
carry out tasks with  Exhibition and talk on integrity
honesty and
in co-operation with the
trustworthiness
Malaysian Institute of
Integrity(IIM)












42

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
Citizenship Citizenship
TOPIC CONTEXT Citizenship Character/Attitude Competenc
Knowledge Suggested Activity/ Programme
(Socioemotional) e (Action)
(Knowledge)
RESPONSIBILITY Keeping Oneself,  State ways to  Express feelings of  Keeping T&L Activities
Promises Family, appreciate pride in being able promises and be  Brainstorm on how to value time
and School, to keep promises  Group presentations on
time punctual
Being Society, and to be keeping promises and being
 Explain the  Be punctual
Punctual Country importance of punctual to school punctual to oneself and others
and Global  Appreciate time
keeping promises and  Abide rules
being punctual to sacrificed by family and Co-curricular Activities
members
oneself and others regulations  Dynamicgames
 Being resolute to
 Explain the effects of
breaking promises keep promises SchoolProgramme
and being late and to be  Make a pledge
punctual

















43

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
Citizenship Citizenship
TOPIC CONTEXT Citizenship Character/Attitude Competenc
Knowledge Suggested Activity/ Programme
(Socioemotional) e (Action)
(Knowledge)
RESPONSIBILITY Say NoTo Oneself,  State the dangers  Appreciate oneself  Say No to smoking, T&L Activity
Cigarettes Family, of smoking for abstaining inhalants  Get information from brochures
, Inhalants School,  Explain the different from smoking, and drugs on dangers of smoking, inhalants
and Drugs Society, types of inhalants inhalants and and drugs
Country and drugs drugs from the Ministry of Health
and Global  Explain the effects of
 Create a mind map on
smoking, inhalant the implications of
and drug abuse
smoking, inhalants and
 Explain the need to drugs
be firm in not being
involved in smoking,
Co-curricular Activity
inhalants and drugs
 Public Speaking
 Sing a song related to health
 Create a poster

SchoolProgramme
 Campaign on the dangers of
smoking, inhalants and
drugs campaign
 Drug Free Carnival








44

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
Citizenship Citizenship
TOPIC CONTEXT Citizenship Character/Attitude Competenc
Knowledge Suggested Activity/ Programme
(Socioemotional) e (Action)
(Knowledge)
RESPONSIBLE Tax Literacy Oneself,  List the different  Express pride  Pay taxes for the T&L Activity
Family, types of taxes when able to advancement  Get information from various
School,  State the distributionof pay taxes of the country sources about the types of
Society, tax revenues to the  Being grateful  Remind family taxes
Country country to be able to members to  Simulation on buying goods
and Global  Explain the role of enjoy the pay taxes or paying taxes
citizens in paying benefits of
taxes taxes Co-curricularActivity
 Explain the  Multimediashow
importance of taxes in
the development and School Programme
advancement of a  A talk on rights and
responsibilities of paying taxes in
country
co-operation with the Inland
Revenue Board (LHDN)















45

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
Citizenship Citizenship
TOPIC CONTEXT Citizenship Character/Attitude Competenc
Knowledge Suggested Activity/ Programme
(Socioemotional) e (Action)
(Knowledge)
RESPONSIBILITY Cyber Oneself,  State the different  Show disapproval  Lodge a report on T&L Activity
bullying Family, types of cyber over cyber cyber bullying  Get information from
School, using various sources on different
bullying bullying
Society, appropriate types of cyber bullying
 Identify ways to  Control
Country curb cyber bullying emotions in channels  Group presentation on rights
and Global  Communicate and responsibilities on
 Explain the curbing cyber politely when
implications of cyber bullying curbing cyber bulling
using
bullying
technology Co-curricularActivity
 Explain the rights and
 Say No to  Simulation
responsibilities in cyber bullying
curbing cyber  Multimedia show
bullying
School Programme
 Cyber bullying
awareness campaign
 A talk on cybercrime in co-
operation with the
Malaysian Communication
and Multimedia Commission
(SKMM)









46

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
Citizenship Citizenship
TOPIC CONTEXT Citizenship Character/Attitude Competenc
Knowledge Suggested Activity/Programme
(Socioemotional) e (Action)
(Knowledge)
HAPPINESS Positive Oneself,  State traits of  Express feelings of  Committed to T&L Activity
Thinking Family, pupils who think gratitude over self-  Brainstorm on traits of
School, one’s strengths pupils who think positively
positively improvement
Society, and  Self-reflection on personal
 State one’s  Open to
Country personal strengths weaknesses suggestions strengths and weaknesses
and Global  Express feelings and commit to self-
and weaknesses and ideas
of gratitude in improvement
 Describe  Open to changes
the various situations  Looking at
importanc life from a Co-curricular Activity
e new  Patriotic and spiritual song
of being positive perspective
School Programme
 Motivational camp to
improve self esteem
 Visit cancer patients















47

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
Citizenship Citizenship
TOPIC CONTEXT Citizenship Character/Attitude Competenc
Knowledge Suggested Activity/ Programme
(Socioemotional) e (Action)
(Knowledge)
HAPPINESS Happy Oneself,  Know the rights and  Show happiness  Give focus to T&L Activity
Families Family responsibilities in in life family  Sing a song related to family
Peaceful , the family  Appreciate members  Simulation on family situations
Communit School  State the traits of sacrifices made  Interact and  Create a scrapbook/folio about
y , a happy family in by family communicate
Societ the community members politely with
y,  Explain the members of
Country and importance of the family
Global effective
community
communication in  Uphold the Co-curricular Activity
families and family honour  Create a greeting card
communities  Create a brochure
 Create a poster

School Programme
 A talk on responsibilitytowards
parents
 Ministry of Women, Family and
Community Development
programme












48

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CORE CIVIC LITERACY CIVIC PRACTICE
CIVIC Citizenship Citizenship
TOPIC CONTEXT Citizenship
VALUE Character/Attitude Competenc Suggested Activity/ Programme
Knowledge
(Socioemotional) e (Action)
(Knowledge)
HAPPINESS Peer Oneself,  State the traits of  Express happiness  Curb negative T&L Activity
Influence Family, a good friend in having peer influences  Group presentation on
School,  Explain peer influence good friends  Make wise attributes of a good
Society,  Appreciate friend
 Explain the decisions in
Country importance of friendships choosing  Simulation based on
and Global choosing friends and friends rejecting peer pressure
wisely relationships  Show attributes
 Explain the importance of a good friend Co-curricular Activity
of not being involved  Peer buddy
in negative activities  FriendshipCard
 Describe ways of
rejecting negative SchoolProgramme
peer influence  PRS Programme
(Pembimbing Rakan Sebaya)
 Mentor-mentee programme














49

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
Citizenship Citizenship
TOPIC CONTEXT Citizenship Character/Attitude Competenc
Knowledge Suggested Activity/ Programme
(Socioemotional) e (Action)
(Knowledge)
HAPPINESS Healthy Oneself,  Identify traits of  Express happiness  Communicate T&L Activity
Interaction Family, effective related to effectively  Group presentation related
Among School, communicatio courteous and to traits of effective
Friends, Society, n communicatio courteously communication
Families and Country  Identify the effects of n  Socialise  Simulation of healthy
Community and Global not practising healthy healthily interaction among
interaction withfriends, regardless of friends, family and
family and community race community
 Explain negotiation  Maintain
skills among friends, social Co-curricular Activity
family and boundaries  Riddles
community  Language games


School Programme
 Speaker’s Corner

















50

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
Citizenship Citizenship
TOPIC CONTEXT Citizenship Character/Attitude Competenc
Knowledge Suggested Activity/ Programme
(Socioemotional) e (Action)
(Knowledge)
HAPPINESS Best Friends Oneself,  State the importance of  Show empathy and  Be tolerant with T&L Activity
Foreve Family, understanding sympathy towards schoolmates of  Share a story about
r School, one another friends of different races good friends of
From Society,  Describe the different races and ethnicities different races
Variou Country importance of and ethnicities  Take the  Presentation on ways to
s and Global fostering good  Appreciate initiative to maintain and establish
Races relationships friends of interact with good friendship among
regardless of races and different races friends from different races and
ethnicities and ethnicities various races and ethnicities
 State ways to ethnicities
maintain and  Seek Co-curricular Activity
establish good forgiveness  Write a letter to a friend
friendship among after making a  Create Friendship Bracelet
different races and mistake
ethnicities  Practise School Programme
honesty,  Birthday celebration
trustworthiness (school level)
and care as a
friend











51

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CORE CIVIC LITERACY CIVIC PRACTICE
CIVIC Citizenship Citizenship
TOPIC CONTEXT Citizenship
VALUE Character/Attitude Competenc Suggested Activity/ Programme
Knowledge
(Socioemotional) e (Action)
(Knowledge)
HAPPINESS Appreciate Oneself,  State the contributions  Appreciate the  Upholding the T&L Activity
Leaders Family, of past leaders to contributions good name of  A video on freedom fighters
School, the community of past leaders past leaders of the country
Society,  Explain the role of  Express  Emulate the  Scrapbook/folio on
Country selfless past happiness attitude and contribution of past
and Global leaders towards selfless love shown by leaders
 Describe contributions past leaders past leaders for
of past leaders the country Co-curricular Activity
towards the harmony  Make masks of past leaders
and prosperity of the  Tell a story about past leaders
community
SchoolProgramme
 Visit National
Archives/ museums
















52

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CORE CIVIC LITERACY CIVIC PRACTICE
CIVIC Citizenship Citizenship
TOPIC CONTEXT Citizenship
VALUE Character/Attitude Competenc Suggested Activity/ Programme
Knowledge
(Socioemotional) e (Action)
(Knowledge)
HAPPINESS Patriotism Oneself,  State ways to  Express pride  Conduct a school T&L Activity
Family, foster patriotism when able head  Brainstorm traits of a
School,  Explain the to choose a election fair leader
Society, importance of voting fair leader campaign  Find information related to
Country rights  Show love  Stand at the rights and responsibilities
and Global  Describe the traits of for country attention when of voting
a fair leader singing the
national and Co-curricular Activity
state anthems  Sing patrioticsongs
 Patriotic simulation
School Programme
 Celebrate National Day
 Fly the Malaysian Flag
















53

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CORE CIVIC LITERACY CIVIC PRACTICE
CIVIC Citizenship Citizenship
TOPIC CONTEXT Citizenship
VALUE Character/Attitude Competenc Suggested Activity/ Programme
Knowledge
(Socioemotional) e (Action)
(Knowledge)
HAPPINESS Being Oneself,  Identify ways of being  Express happiness  Express T&L Activity
Thankful Family, thankful through when help thankfulness  Create a mind map on ways
School, words and actions is through words to say “thank you”
Society,  Explain the rendered and actions  Create a card/poem to show
Country importance of saying  Appreciate help  Maintain good thankfulness to another person
and Global “thank you” upon rendered by relationships
receiving help others with friends, Co-curricularActivity
 Explain the effects neighbours and  Voice ofMalaysia
of not practising community
the culture of School Programme
gratitude  Teachers’ Day celebration
 Muhibah programme with
teachers, pupils and
parents














54

UNIT 3 PANDUAN PELAKSANAAN


Pendidikan sivik pada peringkat sekolah rendah Tahap I dilaksanakan dalam mata pelajaran Bahasa Melayu, Bahasa Inggeris, Pendidikan Islam
dan Pendidikan Moral dengan berdasarkan empat nilai teras iaitu kasih sayang, hormat-menghormati, bertanggungjawab dan kegembiraan.
Masa yang diperuntukkan untuk setiap mata pelajaran ialah satu jam pada minggu keempat setiap bulan. Guru boleh merancang dan membuat
pengubahsuaian berdasarkan tajuk mengikut nilai teras yang selari dengan perhimpunan sekolah dan aktiviti kokurikulum. Guru hendaklah
merancang dan menentukan hari serta masa untuk melaksanakan PdP mengikut kesesuaian mata pelajaran.


Beberapa modul exemplar pendidikan sivik disediakan mengikut mata pelajaran sebagai panduan untuk membantu guru melaksanakan PdP
secara bersepadu. Modul exemplar ini disediakan berdasarkan Perincian Pemetaan Pendidikan Sivik Sekolah Rendah Tahap I dan II yang
boleh dijadikan rujukan untuk merancang PdP. Modul exemplar bagi setiap mata pelajaran mengandungi tajuk, pengenalan, literasi sivik, aktiviti,
penilaian, rumusan, info sivik dan nota guru yang berfokuskan kepada satu nilai teras. Modul exemplar yang disediakan mengandungi pelbagai
kaedah PdP yang memberikan tumpuan kepada pembelajaran aktif, pembelajaran berasaskan projek, pembelajaran penyelesaian masalah dan
pembelajaran khidmat masyarakat yang melibatkan hands-on, minds-on dan hearts-on bagi menggalakkan pelibatan murid secara aktif dalam
PdP. Berpandukan modul exemplar ini, guru digalakkan mempelbagaikan strategi dan pendekatan PdP mengikut kesesuaian, kreativiti dan
mengikut konteks setempat. Guru disaran menghasilkan PdP bagi mana-mana tajuk yang tiada dalam modul dengan berpandukan kepada
perincian pemetaan dan modul exemplar.

























55

Guru dicadang menggunakan bahan sokongan sedia ada bagi mengukuhkan PdP pendidikan sivik. Antara bahan sokongan tersebut ialah Buku
Panduan Kelestarian Global, Buku Panduan Pelaksanaan Pendidikan Kewangan, Buku Panduan Pelaksanaan Memperkukuh Perpaduan Melalui
Mata Pelajaran Pendidikan Islam dan Pendidikan Moral dalam Kurikulum dan dokumen ‘Konvensyen Mengenai Hak Kanak-kanak’. Guru juga
boleh menggunakan bahan sokongan lain yang bersesuaian dan menarik minat murid.



QR CODE BUKU-BUKU PANDUAN














Buku Panduan Kelestarian Global Buku Panduan Pelaksanaan Pendidikan Kewangan Sumber: SUHAKAM

Pentaksiran pendidikan sivik dilaksanakan sebagaimana yang dihasratkan dalam KSSR (Semakan 2017). Guru perlu merujuk Standard
Kandungan (SK), Standard Pembelajaran (SP) dan Standard Prestasi (SPi) dalam DSKP KSSR (Semakan 2017) bagi mata pelajaran berkaitan
untuk merancang dan melaksanakan pentaksiran dalam PdP secara berterusan. Selain daripada itu, pentaksiran bersepadu juga boleh
dilaksanakan dalam aktiviti luar bilik darjah seperti semasa perhimpunan sekolah, kokurikulum dan program sekolah dalam mengenal pasti
keupayaan murid mengaplikasikan pengetahuan, kesedaran, tindakan dan mengamalkannya dalam kehidupan.


Pelaksanaan pendidikan sivik ini amat bergantung kepada kebijaksanaan dan kreativiti guru. Penyepaduan empat nilai teras yang berkesan perlu

dilaksanakan secara berterusan supaya menjadi amalan dan dibudayakan dalam kalangan murid. Guru juga bertanggungjawab membina
sahsiah dan potensi murid dengan pengetahuan, kemahiran dan nilai untuk murid melaksanakan hak dan tanggungjawab mereka sebagai
warganegara.



56



MODUL EXEMPLAR




BAHASA INGGERIS



TOPIC Time:
SUBJECT
1
CARE FOR ONE ANOTHER Hour

ENGLISH



YEAR 1 INTRODUCTION
TEACHER’S NOTES
It is important that we love and care for one another, especially our family Reference Notes:
CORE VALUE: members. We can show that we care by helping them in doing chores
Love around the house. Showing appreciation among family members brings the DSKP KSSR Year 1
family closer. SOW :Lesson 152
CONTEXT: Learning Standards:
Family . 4.3.1, 4.3.3
Pre-lesson: Pupils watch the video clip and sing along. YouTube Video - Barney I
Love You
CIVIC LITERACY: Teacher scans the QR code.

KNOWLEDGE: Teacher Preparation
Know their rights to love and to Teacher prepares pictures
be loved and coupon book sample.

QR CODE
SOCIOEMOTIONAL:
Show concern for one
another


ACTION:
Help victims of natural disasters
through various ways
https://www.youtube.com/watch?v=LK3c9LYTRlL


60

ACTIVITY 1 ACTIVITY 2



Pupils get into groups. Teacher gives each group a situation to
Teacher asks pupils “How do you know your family loves you?” role-play to demonstrate love and care.
Teacher writes the responses on the board.
Suggested situations:
Teacher then asks “How do you show love to your family?”
 Your parents are going to work.
Teacher gives an option to carry out the activity.
 Your sister is crying.
i. Pupils write on sticky notes and post them around the classroom.
 It is Mother’s Day.
ii. Pupils can say verbally.
 Your father wants to wash his car.
 Your brother falls off his bicycle.

 Your father/mother is sick.
 It is your father’s birthday.

I get hugs and kisses.





My father reads to me.







My mother cooks for me.
https://www.pinterest.com/pin/432134526726980751/
My parents bring me to the https://www.holidaycardsapp.com/cards/thanks_mom_birthday_cake_card
https://www.fotosearch.com/CSP488/k35264600/
playground





61

ASSESSMENT
ACTIVITY 3
Pupils are assessed through observations, oral
presentations, group activities or question and
Situation: You visit your uncle who is cleaning his answer.
house after a flood.

Pupils give thumbs up or down to show their
responsibility as teacher reads the following
statements . SUMMARY


Pupils should:
 know how to express love and care.

 demonstrate love and care for family members.
You help to wash the house.

You chat with your friends on the telephone.
CIVIC INFORMATION
You watch television.

You wipe the furniture. Right:

I have the right to love and be loved by my family.
You play with your friends.
Responsibility:
You help to pack the clothes. I must love and care for those in need.















62

TOPIC Time:
SUBJECT
1
TURN OFF! SWITCH OFF! Hour

ENGLISH



YEAR 3 INTRODUCTION TEACHER’S NOTES
People use energy each day for many activities such as cooking,
transportation and computers. However, it is our responsibility to conserve Reference Notes:
CORE VALUE: energy. By using less energy, we can decrease pollution and DSKP KSSR Year 3
Love
environmental problems. SOW: Lesson 151
CONTEXT: Learning Standards:
School Pre-lesson 2.1.5,1.2.4
Pupils watch the video clip and answer questions posed by YouTube Video: Energy,
the teacher. let’s save it!
CIVIC LITERACY: Teacher scans the QR code.
1. What did they waste?
KNOWLEDGE: Teacher Preparation:
2. State ways on how they saved energy.
Explain ways to save water and Teacher looks for relevant
electricity
information and prepares



SOCIOEMOTIONAL: QR Code
Express pride in saving water and
electricity

ACTION:
Avoid wasting water and electricity



https://www.youtube.com/watch?v=1-g73ty9v04

63

ACTIVITY 1 GALLERY WALK ACTIVITY 2



Teacher shows two different bills. Teacher asks pupils to compare the
In groups, teacher asks pupils to list down ways to save bills.
electricity and water on a poster paper. Pupils put up the
poster paper on the wall. Pupils do gallery walk. 1. What are the differences between the two bills? Why?

2. If you were Mr. Zaidi, how would you feel?






123456789012
Use rain water 345678
Turn off the Take shorter to water the RM510.02
tap while showers. plants. ZAIDI BIN ABU
brushing
your teeth. 23 JALAN 5/1 TAMAN GASING
RM340.0 15 JAN 2019





Switch off any Use Use energy
appliances rechargeable saving
when not in batteries. bulbs. 123456789012
use. 345678
RM510.02
ZAIDI BIN ABU
23 JALAN 5/1 TAMAN GASING

RM150.0 15 FEB 2019





64

ASSESSMENT
ACTIVITY 3 GROUP WORK
Pupils are assessed through observations,
oral presentations, group activities or question
Pupils get into groups of four. Teacher asks pupils to create a and answer.
poster or a signage to remind everyone about saving electricity and
water. Pupils post them at appropriate places around the school.



SUMMARY


Pupils should:

 know ways to save electricity and water.
 take action in saving water and electricity.




CIVIC INFORMATION



Right

I have the right to use the basic facilities such as electricity
and water.




Responsibility
I must use electricity and water wisely.




https://www.sparklebox.co.uk/previews/9451-9475/sb9470-turn-off-tap-signs.html
http://buildingcontractorsonline.net/builders-email-mailing-list-uk



65

TOPIC Time:
SUBJECT
1
CULTURE AND FOOD Hour

ENGLISH


INTRODUCTION
YEAR 2
TEACHER’S NOTES
Malaysia comprises of various cultures. Each culture is rich with different
types of food and has its own do’s and don’ts in ways of eating their food. It is
COREVALUE: Reference Notes:
vital that we understand the differences and respect their do’s and don’ts
Mutualrespect
when it comes to food. DSKP KSSR Year 2
CONTEXT: SOW: Lesson 92
Community Pre-lesson Learning Standards:

Teacher shows the picture and asks pupils to describe 2.1.4, 1.2.2
what they see in the picture. Ministry of Tourism and Culture
(MOTAC) portal
CIVIC LITERACY:

KNOWLEDGE:
Teacher Preparation:
Explain the diverse heritage of
religion, ethnicity, culture, and Teacher looks for relevant
language in Malaysia information.

SOCIOEMOTIONAL:
Express respect for the diversity
in religion, ethnicity, culture and
language in Malaysia
ACTION:
https://www.nst.com.my/opinion/columnists/2017/06/253167/work-matters-unity-
Practise respect for the diverse diversity
heritage of religion, ethnicity,
culture, and language in
Malaysia

66

ACTIVITY 1 ACTIVITY 2



Teacher shows pictures of a variety of food. Teacher asks questions Pupils give thumbs up or down to show their respect as
based on the pictures. teacher reads the following statements.
1) Can you name these food?  Alice eats in front of Ali who is fasting.

2) Which is your favourite food?
3) Which culture does the food belongs to?  Karim offers Mei Mei chopsticks to eat noodles.



 Mei Ling wears saree to an Indian wedding.


 Zul walks into Aini’s house with his shoes on.



 Sheela wears shorts to the temple.



 Igat offers halal food to his guests.
thosei nasi lemak hinava (raw fish salad)

 Rani, Rahim and Kim takes part in the Ngajat
dance.









moon cake manok pansoh
ketupat and satay
(Sarawak)
https://www.kuali.com/recipe/nasi-lemak-by-amy-beh/ http://ccpd.wikidot.com/colours
https://www.imgrumweb.com/hashtag/thosei http://www.kuala-lumpur.ws/magazine/great-dishes.htm
http://borneobonita.blogspot.com/2013/03/sabah-recipe-hinava-raw-fish-salad.html
https://www.123rf.com/photo_37593956_chinese-traditional-food-moon-cake.htm
67

ASSESSMENT
ACTIVITY 3
Pupils are assessed through observations, oral
presentations, group activities or question and
answer.
Pupils get into groups. Teacher gives a situation to each
group.
 Chong is visiting Ali.

 Mahesh is visiting Mei Mei. SUMMARY
 Balqis is visiting Letchumi.
Pupils should:
Teacher asks pupils to decide on:
 explain the heritage of other races.
 the food to be served.
 respect other cultures .
 other things to be considered.



Pupils discuss and present their views.
CIVIC INFORMATION



Right:
I have the right to practise my culture.



Responsibility:

I must respect other cultures.










http://clipartmag.com/smiley-clipart-images
68

SUBJECT TOPIC Time
1
ROAD SAFETY Hour

ENGLISH



YEAR 3
INTRODUCTION
TEACHER’S NOTES

COREVALUE: Traffic laws are created to ensure the safety of pedestrians and motorists. It Reference Notes:
is the responsibility of all road users to know the road signs and abide by
Mutualrespect DSKP KSSR Year 3
the traffic laws. Failure to abide by the traffic laws may result in accidents
CONTEXT that can cause serious injuries or death. Road users will feel safe if traffic SOW: Lesson 84 (June
Society laws are obeyed. 2020)
Learning Standards:
Pre-lesson 4.2.3 , 4.3.2

CIVIC LITERACY Teacher elicits response from the pupils on the following PDRM https://
road signs . www.rmp.gov.my/
KNOWLEDGE:
Teacher scans the QR
Describe the importance of abiding code
road traffic laws
Teacher Preparation
Teacher looks for relevant
SOCIOEMOTIONAL:
information and pictures.
Be aware of road traffic laws
No Entry pedestrian traffic light Teacher prepares materials



ACTION: https://www.indiamart.com/proddetail/road-signs-12515491191.html
https://www.mdpi.com/1424-8220/17/4/853/htm
Abide the traffic laws
https://www.safetysign.com/hand-held-stop-signs
https://www.vectorstock.com/royalty-free-vector/traffic-light-vector-
493405
hump

69

ACTIVITY 1 ACTIVITY 2



Pupils watch a video clip and answer questions posed by Group Discussion
the teacher.
1. Teacher gives each group a few questions and answer cards.
1. What must you use to cross the road?
2. Pupils match each question card with the correct answer card.
2. Why was the boy’s hand injured?
3. What did the cyclist do before turning to the right? Why do you wear a Use the zebra
4. Is it important to follow road traffic laws? Why? helmet when you ride crossing or the over
a bicycle? head bridge.



QR CODE -SCAN
ME
What do you do if To keep me safe if I
the traffic light is meet with an
red?
accident.





Why do you haveto
wear a seatbelt I will not injure my
when you drive? head.





Where do you
cross the road?
Stop

https://www.youtube.com/watch?v=CBT8ujU5DTY


70

ASSESSMENT
ACTIVITY 3

Pupils are assessed through observations, oral
presentations, group activities or question and
answer.
1. Teacher asks pupils to role-play a traffic situation.
2. Pupils are given different roles to play. e.g. pedestrians, traffic
policemen, cyclists, motorists.
SUMMARY
3. Pupils role-play by following the traffic signs.

e.g. turn left Pupils should:
STOP at the red traffic light  understand the traffic laws in the country.

 abide by the traffic laws in the country.
Sample of how to create a role play. (Pupils can role-play in the
class or find a spacious place)

CIVIC INFORMATION



Right
I have the right to use roads safely.


Responsibility
It is my responsibility to abide the road traffic laws.








https://www.itourvn.com/blog/can-tourists-drive-in-vietnam




71

TOPIC
SUBJECT Time:
1
SAVE YOUR MONEY Hour

ENGLISH



YEAR 1
INTRODUCTION
TEACHER‘S NOTES

CORE VALUE: Children receive money as daily allowances from their parents or even for
special occasions such as birthdays or festivals. They should be able to
Responsibility Reference Notes:
differentiate between their needs and wants in order to spend their money
CONTEXT: wisely. It is important that they learn to save money. DSKP KSSR Year 1
SOW: Lesson
Oneself
Pre-lesson Learning Standards: 2.1.2,
1.2.2
Teacher shows the following pictures and elicits response.
CIVIC LITERACY:
Teacher Preparation:
KNOWLEDGE:
Teacher prepares a saving
Explain pupils’ sources of income chart, bottles, googly eyes
(pocket money)


SOCIOEMOTIONAL:
Appreciate the source of income
received

ACTION:

Create a coin box from recyclable
materials

English textbook SJK Year 6


72

ACTIVITY 1 ACTIVITY 2



Teacher elicits responses from pupils on ways to get money. Teacher puts up pictures of items with price tags. Teacher
Pupils draw or write their responses. Possible answers are gives a situation.
pocket money, angpow and birthday gifts.

You need to buy a pencil case. Your mother gives RM 20.
Discussion:

1) Which pencil case will you buy ?
2) Will you spend all your money?
3) What will you do with the balance?


RM 20.00
RM 15.00


















RM 12.00 RM 10.00
https://www.abcidealpartners.com/products/angpow-packet/
https://www.kisspng.com/png-child-parent-clip-art-say-goodbye-to-parents-370522/
Teacher reminds pupils to appreciate the money they have.
https://www.canstockphoto.com/illustration/birthday-party.html
https://www.dreamstime.com/vector-illustration-funny-father-son-cartoon-washing-car-smiling- Pupils appreciate their money by saving or spending wisely.
funny-father-son-cartoon-washing-car-smiling-image108682717
https://www.dreamstime.com/stock-photo-pencil-case-full-pens-pencils-isolated-white-background-blue-image58095804

73

ACTIVITY 3 ASSESSMENT



Pupils are assessed through observations, oral
Teacher tells pupils that they need to save money. presentations, group activities or question and
Pupils create a coin box. Pupils can use recycled answer.
items. Pupils record their daily savings on a savings
chart.

Teacher : Are you happy to save money? Why? SUMMARY


Pupils should:

 spend money wisely.
 save money.





CIVIC INFORMATION





Day I saved... Right
1 10 sen I have the right to spend money for my needs.

2 Responsibility
I have to spend money wisely.
3

4

5

Total


74

TOPIC Time:
SUBJECT 1
MY SCHOOL, MY HOME
Hour
ENGLISH


INTRODUCTION
YEAR 2
TEACHER’S NOTES
School is our second home. Cleanliness can affect pupils’ health and Reference Notes:
CORE VALUE: performance. Classrooms can be a breeding ground for germs. It is the
responsibility of the pupils to keep their classrooms clean. Every child has DSKP Year 2
Responsibility
the right to study in a clean environment. SOW: Lesson 89
CONTEXT: Learning Standards:4.2.2,
School 3.2.1
Pre-lesson Teacher scans the QR code.
Pupils watch a video clip. Teacher poses a few questions and
CIVIC LITERACY: pupils express their views
Teacher Preparation:
KNOWLEDGE: Teacher looks for relevant
Explain the importance of taking care information and prepares
of the environment and orderliness in plastic bags.
school What are the pupils doing?

SOCIOEMOTIONAL: QR CODE
Do you do this in your school every
Show feelings of pride in the cleanli-
ness and orderliness of the school day ?

Why do you think it is important to
do so?
ACTION:
Care and maintain cleanliness of the
school
Where do you throw the rubbish?
https://www.youtube.com/watch?v=f7S2N0P2kLs
75

ACTIVITY 1 GALLERY WALK ACTIVITY 2



Teacher provides a few pictures to each group and asks them
what might happen if this is the situation in their school. Pupils
write their responses on sticky notes and post them on the Fill My Bag
board. Pupils walk around and write their comments. Teacher provides each group with a small plastic bag. Pupils are
given twenty minutes to walk around the school and collect the
rubbish. The group that fills their bag the fastest wins.

































http://kelompok8la61.blogspot.com/2014/10/all-is-well-in-first-day.html
Discussion: https://dokumen.tips/documents/gambar-kantin-bersih-dan-kotor.html
ttps://www.discoverwildlife.com/how-to/identify-wildlife/how-to-identify-egg-thieves/
1) Do you think it is important to keep your
school clean? Why?


76

ASSESSMENT
ACTIVITY 3

Pupils are assessed through observations, oral
presentations, group activities or question and
answer.
After the second activity, teacher shows how to do a GOOD JOB
chant to appreciate the pupils’ who have taken part in the cleaning
activity. This activity can be done outside the classroom once pu-
pils have collected the rubbish. SUMMARY


Teacher: G-Double O-D-J-O-B
Pupils should:
Pupils: Good job! Good job! Good job!
 know the importance of keeping and maintaining school
cleanliness.
 know how to keep the school clean and dispose waste
properly.



Each pupil will be given a sticker. Pupils will pick a partner and give
the sticker to the partner and do the chant together. Pupils take a
pledge after doing the chant. Teacher distributes the pledge for CIVIC INFORMATION
pupils to read aloud as a class.
Right
I have the right to study in a clean classroom.
I pledge to LOVE my school.
Responsibility
I will not throw rubbish everywhere.
I will pick up the rubbish and dispose it properly. I must keep my school clean and maintain its cleanliness.
I want my school to be clean like my home.








77

TOPIC
SUBJECT Time:
1
I BELIEVE I CAN Hour

ENGLISH



YEAR 1 INTRODUCTION
TEACHER’S NOTES
As children grow older, they will develop many abilities. However, Reference Notes:
CORE VALUE: they need to know their strengths and weaknesses and work towards DSKP KSS R Year 1
Happiness developing themselves. In order to achieve this, they need to be SOW: Lesson 137
given opportunities to discover and improve themselves.
CONTEXT: Learning Standards:3.2.3 ,
Oneself 2.1.1
Pre-lesson You Tube Video: What Can
You Do Song?
Teacher shows the video and pupils sing along. Teacher
CIVIC LITERACY asks pupils what else they can do. Teacher writes pupils’ Teacher scans the QR code.

KNOWLEDGE: responses on the board. Teacher Preparation:
Teacher looks for relevant
State one’s personal strengths and
weaknesses information and prepares
coloured papers, sticky
notes, and cards
SOCIOEMOTIONAL:

Express feelings of gratitude over QR CODE
one’s strengths and weaknesses



ACTION:
Committed to self-improvement



https://www.youtube.com/watch?v=ql7nYvVXudo

78

ACTIVITY 1 ACTIVITY 2




I CAN BUT I CAN’T YET SHARE TIME!
Teacher gives sticky notes to pupils. Teacher asks each pupil to write Teacher gives pupils dialogue cards. Pupils meet three friends
their strengths (what they can do) on a blue sticky note and and talk about their strengths and weaknesses.
weaknesses (what they cannot do yet) on a pink sticky note. Teacher
asks pupils to place the sticky notes on a poster paper to be
displayed in class.


THINGS I CAN DO

I can
swim. Pupil A: Hello!

Pupil B: Hello

I can cook. Pupil A: My name is


. Pupil B: My name is

I can’t sing
yet. .
THINGS I CAN’T Pupil A: I am thankful I can .
DO But, I can’t yet. How about you?
I can’t
dance yet. Pupil B: .
Thank you.











79

ASSESSMENT
ACTIVITY 3

Pupils are assessed through observations, oral

Teacher asks pupils to create ‘I WONT GIVE UP’ crown. presentations, group activities or question and
answer.
Teacher says the cheer. Teacher asks pupils to cheer the words
below..

Won’t give up,
Till I’m good, SUMMARY

Push them back,
Pupils should:
Hear me shout.
 know their strengths and weaknesses
 commit to self-improvement





CIVIC INFORMATION




Right
I have the right to be who I am.



Responsibility
I must keep improving myself.











80

TOPIC
SUBJECT Time
1
THANK YOU Hour

ENGLISH


TEACHER’S NOTES
YEAR 2
INTRODUCTION Reference Notes:


CORE VALUE: We often receive help from others. It is important to show our appreciation by DSKP KSSR Year 2
Happiness saying thank you to those who have helped us. You make the other person SOW: Lesson 114
happy by saying “Thank you”. Learning Standards:
CONTEXT 4.3.1, 4.3.3
School
Pre-lesson You tube Video—Thank You
Chant | Thank You Song for
Teacher shows the video clip and pupils chant along.
Kid
CIVIC LITERACY: Teacher scans the QR code.

KNOWLEDGE: Teacher Preparation:
Identify ways of being thankful Teacher looks for relevant
through words and actions information.


QR Code
SOCIOEMOTIONAL:
Appreciate help rendered by
others.

ACTION:
Express thankfulness through words
and action

https://www.youtube.com/watch?v=xE_fyEQNscQ

81

ACTIVITY 1 ACTIVITY 2



GROUP WORK GROUP WORK

Teacher asks pupils to brainstorm ideas on various ways to Pupils write short notes to people whom they should appreciate
say ‘thank you’ to someone who has rendered help. Pupils and thank. Pupils post their work around the classroom.




DIFFERENT WAYS TO SAY “THANK YOU”
SEND A GIFT Thank you mum for
the sandwiches.
SAY “I APPRECIATE YOU”
SMILE

WRITE A NOTE

SEND A CARD Thank you teacher for…...
THANK YOU POEMS

SEND FLOWERS
SAY “I’M SO GRATEFUL”



Thank you …….. for…………..













https://www.youtube.com/watch?v=sap27VlBQ0U

82

ACTIVITY 3 ASSESSMENT

Pupils are assessed through observations,
Pupils create “Thank You” slips and give to those who deserve oral presentations, group activities or question
them. Pupils show appropriate actions. Teacher ensures pupils and answer.
show proper intonation in expressing greetings to others.


SUMMARY
Thank you for helping me.

Pupils should:
Thank you for making me smile today.  know different ways to say thank you.
 appreciate help rendered by others.

Thank you for sharing your food.



I appreciate what you did today. CIVIC INFORMATION


I just want to say “thank you “
for feeding my pet.
Right
I have the right to receive and appreciate help rendered by
Thank you for being nice to me. others.
Responsibility

I must thank people who help me.











83