EXEMPLAR BI TAHAP 2

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION


CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
Citizenship Citizenship
TOPIC CONTEXT Citizenship Knowledge
Character/Attitude Competence Suggested Activity/ Programme
(Knowledge)
(Socioemotional) (Action)

RESPONSIBILITY Say No to Oneself,  Define corruption  Appreciate the  Lodge a T&L Activity
Corruption Family,  Explain issues related to efforts of the complaint or  Create anti-corruption poster
School, corruption in Malaysia government in report on actsof  Public speaking on the
Society,  State the different combating corruption implications of corruption
Countryand types of corruption corruption  Refuse any
Global  Explain the effects of  Express pridein money, gifts, Co-curricular Activity
practising corruption rejecting bonuses, votes,  Simulation
corruption services, positions,
wages and School Programme
discounts offered  Visit the Malaysian Anti-
in return for Corruption Commission (SPRM)
favours / Police Stations (IPD)
 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 Character/ Citizenship
TOPIC CONTEXT Citizenship Knowledge Attitude Competence
(Knowledge) Suggested Activity/ Programme
(Socioemotional) (Action)
RESPONSIBILITY My School Oneself,  State ways tokeep  Show pride in  Care andmaintain T&L Activity
My Home Family, the school clean keeping the cleanliness of the  Create a mind map on waysto care
School,  Explain the importance cleanliness and school and maintain cleanliness and
Society, oftaking care of the orderliness ofthe  Contribute towards orderliness of the school
Countryand environment and school conservation/  Group presentation on the
Global orderliness in school  Express feelingsof preservation and implications of neglecting
 Explain the importance love and pride in rehabilitation ofthe cleanliness and orderlinessof the
of maintaining the keeping the environment school
cleanliness in the cleanliness and  Participate in
school environment orderliness of the recycling activities Co-curricular Activity
 Explain the implications school  Gotong-royong
when the roles and  Cultivate an School Programme
responsibilities in appreciation forlife  30 minutes school
maintaining cleanliness due to dengue beautification programme
and orderliness in epidemic
school are not met  Anti- Aedes Campaign (COMBI)














40

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL




CIVIC EDUCATION


CORE VALUE CIVIC LITERACY CIVIC PRACTICE
TOPIC CONTEXT Citizenship Knowledge Citizenship Character/ Citizenship
(Knowledge) Attitude Competence Suggested Activity/ Programme
(Socioemotional) (Action)



RESPONSIBILITY Child Rights Oneself,  Explain the rights of the  Express pride  Be responsiblein T&L Activity
Family, child when the rightsof protecting  Watch a video on child labour and give a
School,  Explain the Convention on the child is protected children’sbasic review
Society, the Rights of the Child  Express feelings on rights  Group presentation on the roles and
Countryand (CRC) child labour  Respect children’s responsibilities against child abuse
Global  Explain the roles and basic rights
responsibilities towards Co-curricular Activity
children’s rights  Public Speaking
 Singing
 State issues pertaining to
child labour  Talent Time
School Programme
 Celebrate Children’s Day










41

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION


CORE VALUE CIVIC LITERACY CIVIC PRACTICE

TOPIC CONTEXT Citizenship Knowledge Citizenship Character/ Citizenship
(Knowledge) Attitude Competence Suggested Activity/ Programme
(Socioemotional) (Action)

RESPONSIBILITY Being Oneself,  Explain behavior traits  Express feelings of  Show integrity in T&L Activity
Honest and Family, School, related to integrity pride related to decision making  Share experiences related to
Trustworthy Society,  Explain the importance of integrity inoneself  Practise honesty honesty and responsibility
Countryand being honest and  Express feelingsof and trustworthiness  Create a poster on honesty and
Global trustworthy pride in being honest trustworthiness
 Explain the effects of and trustworthy  Write words of wisdom
neglecting honestyand
trustworthiness Co-curricular Activity
 Describe ways to carry out  Simulation
tasks with honesty and School Programme
trustworthiness
 Exhibition and talk on integrity in co-
operation with the Malaysian Institute
of Integrity(IIM)










42

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION


CORE VALUE CIVIC LITERACY CIVIC PRACTICE

TOPIC CONTEXT Citizenship Character/ Citizenship
Citizenship Knowledge Attitude Competence
(Knowledge) Suggested Activity/ Programme
(Socioemotional) (Action)



RESPONSIBILITY Keeping Oneself,  State ways to  Express feelings of  Keeping promises T&L Activities
Promises Family, appreciate time pride in being able to and be punctual  Brainstorm on how to value time
andBeing School,  Explain the importance of keep promises and to  Be punctualto  Group presentations on keeping
Punctual Society, keeping promises and be punctual school promises and being punctual to
Countryand being punctual to oneself  Appreciate time  Abide rules and oneself and others
Global and others sacrificed by family regulations
 Explain the effects of members Co-curricular Activities
breaking promisesand  Being resolute to  Dynamicgames
being late keep promisesand to
be punctual SchoolProgramme
 Make a pledge
















43

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

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


CORE VALUE CIVIC LITERACY CIVIC PRACTICE

TOPIC CONTEXT Citizenship Knowledge Citizenship Character/ Citizenship
(Knowledge) Attitude Competence Suggested Activity/ Programme
(Socioemotional) (Action)


RESPONSIBLE Tax Literacy Oneself,  List the different types of  Express pride  Pay taxes for the T&L Activity
Family, taxes when able topay advancement of  Get information from various
School,  State the distributionof tax taxes the country sources about the types oftaxes
Society, revenues to the country  Being gratefulto  Remind family  Simulation on buying goodsor
Countryand  Explain the role of citizens be able to enjoy members topay paying taxes
Global in payingtaxes the benefits of taxes
taxes Co-curricularActivity
 Explain the importance of
taxes in the development  Multimedia show
and advancement of a
School Programme
country
 A talk on rights and responsibilities of
paying taxes in 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 Character/ Citizenship
TOPIC CONTEXT Citizenship Knowledge
(Knowledge) Attitude Competence Suggested Activity/ Programme
(Socioemotional) (Action)

RESPONSIBILITY Cyber Oneself,  State the different types  Show disapproval  Lodge a report on T&L Activity
bullying Family, of cyber bullying over cyber bullying cyber bullying using  Get information from various
School,  Identify ways tocurb  Controlemotions in appropriate sources on different types of
Society, cyber bullying curbing cyber channels cyber bullying
Countryand  Communicate  Group presentation on rights and
 Explain the implications of bullying
Global politely when responsibilities on curbing cyber
cyber bullying
usingtechnology bulling
 Explain the rights and
responsibilities in  Say No tocyber
curbing cyber bullying bullying Co-curricularActivity
 Simulation
 Multimedia show

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


CORE VALUE CIVIC LITERACY CIVIC PRACTICE

TOPIC CONTEXT Citizenship Knowledge Citizenship Character/ Citizenship
(Knowledge) Attitude Competence Suggested Activity/Programme
(Socioemotional) (Action)


HAPPINESS Positive Oneself,  State traits of pupils  Express feelings of  Committed to self- T&L Activity
Thinking Family, who thinkpositively gratitude over improvement  Brainstorm on traits of pupils who
School,  State one’s personal one’s strengths  Open to think positively
Society, strengths and andweaknesses suggestionsand  Self-reflection on personal
Countryand weaknesses  Express feelingsof ideas strengths and weaknesses and
Global  Describe the gratitude in various  Open to changes commit to self-improvement
importance situations  Looking atlife
of being positive from a new Co-curricular Activity
perspective  Patriotic and spiritual song
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 Character/ Citizenship
TOPIC CONTEXT Citizenship Knowledge Attitude Competence
(Knowledge) Suggested Activity/ Programme
(Socioemotional) (Action)
HAPPINESS Happy Oneself,  Know the rights and  Show happiness in  Give focus to T&L Activity
Families Family, responsibilities in the life familymembers  Sing a song related to family
Peaceful School, family  Appreciate sacrifices  Interact and  Simulation on family situations
Community Society,  State the traits of a made by family communicate  Create a scrapbook/folio about
happy family in the members politely with
community members ofthe
 Explain the importance of community
Country and effective communication family
Global  Uphold thefamily
in families and honour Co-curricular Activity
communities
 Create a greeting card
 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

CORECIVIC CIVIC LITERACY CIVIC PRACTICE
VALUE
TOPIC CONTEXT Citizenship Knowledge Citizenship Character/ Citizenship
Attitude Competence Suggested Activity/ Programme
(Knowledge)
(Socioemotional) (Action)


HAPPINESS Peer Oneself,  State the traits ofa  Express happiness  Curb negative peer T&L Activity
Influence Family, School, good friend in havinggood influences  Group presentation on
Society,  Explain peer influence friends  Make wise attributes of a goodfriend
Countryand  Appreciate  Simulation based onrejecting peer
 Explain the importance of decisions in
Global choosing friends wisely friendshipsand choosingfriends pressure
relationships
 Explain the importance of  Show attributes of a
not being involved in good friend Co-curricular Activity
negative activities  Peer buddy
 Describe ways of rejecting  FriendshipCard
negative peer influence
SchoolProgramme
 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 Character/ Citizenship
TOPIC CONTEXT Citizenship Knowledge Attitude Competence
(Knowledge) Suggested Activity/ Programme
(Socioemotional) (Action)
HAPPINESS Healthy Oneself,  Identify traits of  Express happiness  Communicate T&L Activity
Interaction Family, effective related to effectivelyand  Group presentation related to
Among School, communication courteous courteously traits of effective communication
Friends, Society,  Identify the effects of not communication  Socialise healthily  Simulation of healthy
Families and Countryand practising healthy regardless ofrace interaction amongfriends,
Community Global interaction withfriends,  Maintainsocial family and community
family and community boundaries
 Explain negotiation skills Co-curricular Activity
among friends, family  Riddles
and 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 Character/ Citizenship
TOPIC CONTEXT Citizenship Knowledge Attitude Competence
(Knowledge) Suggested Activity/ Programme
(Socioemotional) (Action)
HAPPINESS Best Friends Oneself,  State the importance of  Show empathy and  Be tolerant with T&L Activity
Forever Family, understanding one sympathy towards schoolmates of  Share a story about good
From School, another friends of different different racesand friends of different races
Various Society,  Describe the importance races and ethnicities ethnicities  Presentation on ways to
Races Countryand of fostering good  Appreciate friends of  Take the initiative to maintain and establishgood
Global relationships regardless of different races and interact with friends friendship among different
races and ethnicities ethnicities from various races races and ethnicities
 State ways tomaintain and ethnicities
and establish good  Seek forgiveness Co-curricular Activity
friendship among after making a  Write a letter to a friend
different races and mistake  Create Friendship Bracelet
ethnicities  Practise honesty,
trustworthiness School Programme
and care as a  Birthday celebration (school
friend level)
















51

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CORECIVIC CIVIC LITERACY CIVIC PRACTICE
VALUE
TOPIC CONTEXT Citizenship Knowledge Citizenship Citizenship
(Knowledge) Character/Attitude Competence Suggested Activity/ Programme
(Socioemotional) (Action)


HAPPINESS Appreciate Oneself,  State the contributions  Appreciate the  Upholding the T&L Activity
Leaders Family, of past leaders tothe contributionsof good name ofpast  A video on freedom fighters of
School, community past leaders leaders the country
Society,  Explain the role of  Express happiness  Emulate the  Scrapbook/folio on
Countryand selfless past leaders towards selfless attitude andlove contribution of pastleaders
Global  Describe contributions of past leaders shown by past
past leaders towards the leaders for the Co-curricular Activity
harmony and prosperity country  Make masks of past leaders
of the community  Tell a story about past leaders

SchoolProgramme
 Visit NationalArchives/
museums














52

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN PRIMARY SCHOOL



CIVIC EDUCATION

CORECIVIC CIVIC LITERACY CIVIC PRACTICE
VALUE
TOPIC CONTEXT Citizenship Knowledge Citizenship Character/ Citizenship
Attitude Competence Suggested Activity/ Programme
(Knowledge)
(Socioemotional) (Action)

HAPPINESS Patriotism Oneself,  State ways to foster  Express pride  Conduct a school T&L Activity
Family, patriotism when able to head election  Brainstorm traits of a fair
School,  Explain the importance of choose a fair campaign leader
Society, voting rights leader  Stand at attention  Find information related to the
Countryand  Describe the traits ofa  Show love for when singing the rights and responsibilities of voting
Global fair leader country national andstate
anthems Co-curricular Activity
 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

CORECIVIC CIVIC LITERACY CIVIC PRACTICE
VALUE
TOPIC CONTEXT Citizenship Character/ Citizenship
Citizenship Knowledge Attitude Competence
(Knowledge) Suggested Activity/ Programme
(Socioemotional) (Action)


HAPPINESS Being Oneself,  Identify ways of being  Express happiness  Express T&L Activity
Thankful Family, thankful throughwords when helpis thankfulness through  Create a mind map on waysto say
School, and actions rendered wordsand actions “thank you”
Society,  Explain the importance of  Appreciate help  Maintain good  Create a card/poem to show
Countryand saying “thank you” upon rendered byothers relationshipswith thankfulness to another person
Global receiving help friends, neighbours
 Explain the effects of not and community Co-curricularActivity
practising the culture of  Voice ofMalaysia
gratitude
School Programme
 Teachers’ Day celebration
 Muhibah programme with
teachers, pupils and parents












54

UNIT 3 PANDUAN PELAKSANAAN

Pendidikan sivik pada peringkat sekolah rendah Tahap II dilaksanakan dalam mata pelajaran Bahasa Melayu, Bahasa Inggeris, Pendidikan
Islam, Pendidikan Moral dan Sejarah 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
SUBJECT Time
1
NATIONAL PRINCIPLES Hour

ENGLISH



YEAR 4 INTRODUCTION
TEACHER’S NOTES
st
Rukun Negara or the National Principles was declared on 31 August, 1970 in
CORE VALUE: conjunction with the 13 Independence Day celebration. The rational behind Reference Notes:
th
Love
the formulation of the National Principles was to form strong and lasting unity DSKP Year 4
CONTEXT among the different races in Malaysia. The principles are clearly the key Learning Standards:
Country ingredients for harmony and unity hence ensuring success and stability. Every 1.2.4, 2.2.2
citizen must be responsible to apply the National Principles in their daily lives. The Ministry of
Communications and
Pre-lesson Multimedia
CIVIC LITERACY:
In groups, pupils rearrange strips of jumbled up Scan the QR code (video)
KNOWLEDGE: National Principles.
Teacher Preparation:
Explain the National Principles in
maintaining national sovereignty . Teacher looks for relevant
Rule of Law
information.
SOCIOEMOTIONAL: QR CODE
Belief in God
Express pride in practising the
National Principles for the prosperity of
the country. Loyalty to King and Country


ACTION:
Good Behaviour and Morality
Practise the National Principles in life.

Supremacy of the Constitution
https://www.youtube.com/watchv=p7UpW-Y5-go
59

ACTIVITY 1 ACTIVITY 2



Teacher shows a video clip to the pupils. Teacher asks pupils to fill CHECKLIST— I DID IT!
in the blanks with the correct National Principles.
Teacher reads out the following statements. Pupils stand in a row
and take a step forward if they perform the following actions. Pupils
congratulate one another at the end of the game.

I stand at attention when singing the national anthem.
I pray everyday.
_______________________________ _
______________________________ _ I say ‘thank you’ when helped.
I do not litter.
I queue up to buy food.

I do not copy during exams.
I respect my king.
I celebrate Malaysia Day.
______________________________________ _ ____________________________________ _
I wear my traditional costume.
I help my friends.








_______________________________ _




http://www.utusan.com.my/berita/nasional/yang-di-pertuan-agong-ke-16-daulat-tuanku-1.832886





60

ASSESSMENT
ACTIVITY 3

Pupils are assessed through observations, oral
presentations, group activities or question and
Teacher distributes a piece of paper to each pupil. Pupils trace answer.
their hands on the paper and write down the National Principles on
each finger. Teacher appoints a pupil to stand in front of the
class to lead the pledge.
SUMMARY



Pupils should:
state the National Principles.

apply the National Principles in daily life.

We, the people of Malaysia, pledge our united
efforts to attain these ends, guided by these
principles
CIVIC INFORMATION
Belief in God

Loyalty to King and Country Right:
I have the right to practise the National Principles.
Supremacy of the Constitution
Rule of Law Responsibility:

Good Behaviour and Morality I must apply the National Principles in my daily
life.











61

TOPIC Time:
SUBJECT
1
HEALTH IS WEALTH Hour

ENGLISH



YEAR 6
INTRODUCTION TEACHER’S NOTES

CORE VALUE: Regular exercise is good for the body and is also one of the most effective Reference Notes:
Love ways to improve your physical and mental health. Regular exercise DSKP Year 6
CONTEXT: reduces depression, relieves stress, improves memory, helps to sleep
Oneself better and boosts the energy. We should take responsibility of taking care Learning Standards: 1.1.3,
2.2.2(b)
of our health.
Ministry of Health portal,
World Health Organization
website, Magazines.
CIVIC LITERACY:
KNOWLEDGE: Teacher Preparation

Explain the importance of being Teacher looks for relevant
physically fit for mental and emotional Teacher distributes a circle map. Teacher asks pupils information related to
health personal hygiene, various
to write the different forms of exercises they know. forms of exercises and
Pupils share their views with their shoulder partners.
SOCIOEMOTIONAL: mental health from various
sources.
Embrace self-love by practising a
healthy lifestyle for the well-being of
everyone

ACTION:
Exercise to maintain physical fitness
for mental and emotional health https://www.wappingersschools.org/cms/lib/NY01001463/Centricity/Domain/107/Circle_Map.pdf



62

ACTIVITY 1 ACTIVITY 2




Pupils study Alice’s and Nazira’s routines below. Pupils answer Teacher provides emoji (like and dislike) and pictures. Pupils
the questions below. express their feelings and explain their likes and dislikes based

Alice on the given pictures.
I exercise once a week.

I drink Coca-Cola every day.
I only brush my teeth in the morning.

I sleep at midnight every day.
I eat a lot of fast food.


Nazira
I walk 10000 steps a day.

I drink at least eight glasses of water a day.
I brush my teeth after every meal.

I sleep eight hours a day.
I eat plenty of fruits and vegetables.






Discussion:

1. Who takes better care of herself?
2. Who is likely to fall sick? Why do you think so? https://www.pineandlakes.com/lifestyle/health/4385365-healthy-moms-exploring-power-exercise-prevent-postpartum-depression
https://www.123rf.com/photo_38647041_a-portrait-of-young-man-have-a-great-desire-to-eat-a-burger.html
3. Do you exercise? Why do we need to exercise?
https://themidlifemamas.com/get-kids-eating-fruits-vegetables-guaranteed/
https://us.fotolia.com/id/101001140
63

ASSESSMENT
ACTIVITY 3
Pupils are assessed through observations, oral
presentations, group activities or question and
Teacher instructs pupils to stand up and sing the following version answer.
of “If You’re Happy and You Know It” and do the actions.
“If you're healthy and you know it, clap your hands. (clap clap) If
you're healthy and you know it, clap your hands. (clap clap) SUMMARY
If you're healthy and you know it, then your body will surely show it.
Pupils should:
If you're healthy and you know it, clap your hands.”
know the importance of maintaining physical health for
*Flap your arms *
good mental and emotional health.
*Stamp your feet *
exercise to stay physically healthy
*Hop around *
If you’re happy and you know it, do all three
If you’re happy and you know it shout hooray. CIVIC INFORMATION



Right
I have the right to practise a healthy lifestyle.



Responsibility
I must take care of my health.














64

TOPIC Time:
SUBJECT
1
RESPECT EVERYONE Hour

ENGLISH



YEAR 5
INTRODUCTION
TEACHER’S NOTES
CORE VALUE: People with special needs are people who may need help with seeing,

Mutual respect speaking, hearing and moving. Certain facilities are reserved for their use Reference Notes:
to enable them to live comfortably. These facilities are meant for them and DSKP Year 5
CONTEXT: should not be misused. We must respect the rights of people with special Learning Standards: 1.2.4,
Community needs. 1.2.5
Social Welfare Department

CIVIC LITERACY:
Teacher Preparation:
KNOWLEDGE:
Teacher looks for relevant
Explain the importance of providing information and prepares word
facilities for the well-being of people cards on facilities for people
with special needs with special needs,


SOCIOEMOTIONAL:
Facilities
Show concern for people with spe- for people
cial needs Pre-lesson
Pupils state the facilities that should
ACTION be provided to people with special
Respect the rights of people with needs.
special needs



65

ACTIVITY 1


Simulation 1
Teacher prepares a stack of word cards on facilities for You are standing in a crowded train. You notice
people with special needs (e.g. lifts, parking). Pupils get someone using a walking stick standing. The
into groups of five. Pupils take turns to respond to the word priority seating is full. What would you do?
cards they have. Pupils discuss the following questions.





Discussion:
1. Where can you find these facilities? Are they Simulation 2 http://shaulasafira.blogspot.com
available in your community?
You see a car without a valid OKU sticker parked
2. How can you take care of the facilities? in a disabled parking spot. What would you do?
3. Why is it important for us not to misuse these
facilities?



https://goo.gl/images/6LKggz
ACTIVITY 2
Simulation 3

You are queuing to use the toilet but the queue is very long. Your friend
suggests using the accessible toilet. What would you
Teacher gives three situations. In groups, pupils do?
discuss how they can show concern for people with
special needs.





https://accessible-toilet-project.blog/2014/02/24/disabled-or-accessible-toilet/

66

ASSESSMENT
ACTIVITY 3
Pupils are assessed through observations, oral
presentations, group activities or question and
answer.
Teacher displays or writes a pledge on the
whiteboard for pupils to read aloud as a class.

SUMMARY
I pledge to RESPECT / the rights of people / with
special needs.
Pupils should:
They have the right / to have / proper facilities.
know the importance of facilities for the well-being of people
These facilities / should not / be misused.
with special needs.
show concern for people with special needs.







CIVIC INFORMATION


Rights
I respect the rights of people with special needs to have proper
facilities for their well-being.



Responsibility
I am responsible to ensure the facilities reserved for
people with special needs are not misused.



https://www.gpsbestari.com/berita/pahang/174-murid-sk-balok-terima-watikah-tonjol-bakat-dan-potensi-diri-
1.794890
67

TOPIC
SUBJECT Time:
1
GIVE PEACE A CHANCE Hour

ENGLISH



YEAR 6 INTRODUCTION TEACHER’S NOTES

The world that we live in comprises of people from different countries, cultural Reference Notes:
CORE VALUE: backgrounds, languages and beliefs. It is vital that we respect the differences in DSKP Year 6
Mutual respect order to ensure world peace and harmony is maintained at all times. We have
the right to live peacefully. Learning Standards:
CONTEXT: 1.1.1, 4.1.2
Global YouTube Video—’Syrian Kids
Explain the War
Pre-lesson
Teacher scans the QR code.
CIVIC LITERACY: Teacher shows pictures and poses questions to
elicit response from the pupils.
KNOWLEDGE: Teacher Preparation:
What do you understand from the pictures?
State ways to ensure global peace Teacher looks for information
and harmony on world peace and harmony.



SOCIOEMOTIONAL:
QR CODE
Appreciate national and global peace
through various ways

ACTION:
Forge relationships with friends from
other countries through letters or
social media
https://www.youtube.com/watch?v=2iz2tNiRpeY

68

ACTIVITY 1 ACTIVITY 2




In groups, pupils write chants to show appreciation of global
Pupils watch a video on ’Syrian Kids Explain the War’.
peace and harmony. They present their chants to the class.
In groups, pupils write down ways to ensure global peace and
harmony. They write on sticky notes and post them on the globe
template.
Sample Chant
May there be peace

Peace , peace , peace
Peace all over the world
A Sample Template
May all beings be happy

Happy, happy, happy
Treat everyone Happiness everywhere.
with respect

Do not discriminate





Learn and understand
other cultures


Be kind to everyone







http://www.chantingforworldpeace.org/
http://www.bms.co.in/happy-world-peace-day-2014-hd-images-photos-greetings-wallpapers-free-download/

69

ASSESSMENT
ACTIVITY 3
Pupils are assessed through observations, oral
presentations, group activities or question and
answer.
Task
Write an email or letter to your pen pal. Tell him or her
how peaceful your country is. You can use the following
words and phrases. SUMMARY
multiracial country
diversity of races, religions and cultures Pupils should:

respect each other 1) state ways to ensure global peace and harmony.
2) appreciate global peace .







CIVIC INFORMATION



Right:
I have the right to live in a peaceful country.



Responsibility:
I must make sure that peace and harmony is
maintained.


https://www.makeuseof.com/tag/top-6-popular-free-email-providers-online-gmail-yahoo/
https://www.123rf.com/photo_29336011_stock-vector-group-of-southeast-asia-people-with-different-race-and-culture-in-
cute-cartoon-illustration-design-r.html


70

TOPIC
SUBJECT Time
1
GADGET SAVVY Hour

ENGLISH



YEAR 5 INTRODUCTION

Technology plays a vital role in our daily lives. This includes electronic games, TEACHER’S NOTES
CORE VALUE: home computers and handheld devices. As the use of electronic gadgets
Responsibility increases day by day, it causes technology addiction amongst children. We Reference Notes:
must learn to use gadgets wisely.
CONTEXT DSKP Year 5
Oneself Learning Standards: 1.1.3, 1.2.4
Pre-lesson
Teacher shows various gadgets and pupils name them. The Malaysian Communications
and Multimedia Commission
CIVIC LITERACY: (MCMC)

KNOWLEDGE
Explain the importance of using Teacher Preparation:
gadgets wisely
Teacher looks for information on
gadgets.


SOCIOEMOTIONAL
Express pride in using gadgets
wisely

ACTION
https://www.engadget.com/2014/12/29/the-top-17-gaming-gadgets-you-can-
buy-right-now/
Use gadgets wisely




71

ACTIVITY 1 ACTIVITY 2



Pupils are given pictures of gadgets. Teacher poses questions and Two pupils role-play the sample dialogue given below.
pupils discuss with their shoulder partners. Pupils present their
views.
1. When are these gadgets used? Sample dialogue

2. Are these gadgets important ? Explain.







Simulation
Mother : Son, you have been sitting here with your tablet for two
hours. Don’t you have any homework ?
Son : Yes, Mum. I’ll do it in a while. Please let me finish the game.

( Son is still playing with his tablet)
Mother : I want you to put it aside NOW and start on your home-
work.




Teacher elicits response from the pupils.

1. Have you been in the same situation?
2. If you were the son, what would your response
be?
Using the questions as a guide, pupils create a
simple dialogue and role-play the situation.
https://www.fodors.com/news/best-back-to-school-travel-gadgets-5934


72

ASSESSMENT
ACTIVITY 3
Pupils are assessed through observations,
oral presentations, group activities or question
and answer.
Teacher appoints a pupil to stand in front of the class.
The pupil is asked to lead the pledge.

I pledge that… SUMMARY


Pupils should:

know the importance of using gadgets wisely.
I will use gadgets / to help me / in my studies.

I will not be distracted / by gadgets / when crossing roads.
I will not let gadgets / affect my sleep.
CIVIC INFORMATION
I will not get addicted / to gadgets.

I will use / my gadgets wisely.
Right

I have the right to use gadgets to widen my skills and
knowledge.


Responsibility
I must use gadgets wisely.












73

TOPIC
SUBJECT Time:
1
I HAVE THE RIGHT Hour

ENGLISH



YEAR 6 TEACHER’S NOTES
INTRODUCTION
Reference Notes:
CORE VALUE: All children have the right to grow and fulfill their potential. Children's DSKP Year 6
Responsibility rights include the right to good health care, quality education, family life, Learning Standards: 1.1.3,
play and recreation, to be heard and to be protected from abuse and 1.3.1
CONTEXT: harm. Adults should ensure their safety and comfort.
YouTube Video: Children´s
Oneself
and Young People´s Rights

CIVIC LITERACY: SUHAKAM website
Pre-lesson
Teacher Preparation:
KNOWLEDGE: Teacher displays
Explain the rights of the child the chart and Teacher looks for information
elicits response. on children’s rights, prepares
sticky notes, ribbons,
coloured paper

SOCIOEMOTIONAL:
Express pride when the rights of the QR CODE
child are protected




ACTION:
Be responsible in protecting
children’s basic rights
https://www.youtube.com/watch?v=mJggYdw310k
74

ACTIVITY 1 ACTIVITY 2



Gallery Walk
Teacher shows the “Children´s and Young People´s Rights” video Teacher provides statements in the speech bubbles. In groups,
clip. Teacher asks pupils to create a body outline and write their pupils come up with responses to the given statements and place
rights around it. They then explain children’s rights to their shoulder sticky notes around the speech bubbles based on the following
questions:
What are your rights in order to achieve the given situations?
Time and space to
play Medical treatment How do you feel when you have these rights?
Teacher invites pupils to display their work for a gallery walk activity.



Exercise
My Go to school
rights I want to be healthy.
Protection



Food and water I want to read and write.
Clean
environment

Clothing


I want to feel safe.









75

ASSESSMENT
ACTIVITY 3
Pupils are assessed through observations, oral
presentations, group activities or question and
Teacher provides the following pictures and a paper to each group. answer.
Pupils create a poster and write the responsible actions that they
would take if they were in such situations.


SUMMARY


Pupils should:
know children’s rights.

know the responsible actions to be taken if children’s rights
are violated.





CIVIC INFORMATION



Right
I have the right to my basic needs.


Responsibility
I must exercise my rights.
https://www.youtube.com/watch?v=PEgsiAR7eAc
https://www.istockphoto.com/illustrations/child-abuse
https://searchlight.vc/searchlight/our-readers-opinions/2018/06/05/spotting-a-sexual-predator/










76

TOPIC
SUBJECT Time:
1

BEST FRIENDS FOREVER Hour
ENGLISH



YEAR 4 INTRODUCTION
TEACHER‘S NOTES
Malaysia is a multicultural country. It is important for the different races to get
CORE VALUE: along and be good friends. Children should be taught to respect one another Reference Notes:
Happiness and to mingle with everyone. We must appreciate our friends and celebrate our DSKP Year 4
differences. Learning Standards: 1.2.4,
CONTEXT:
1.3.1
School Pre-lesson. Teacher scans the QR code
Brainstorm
Teacher Preparation:
CIVIC LITERACY: 1. Is Malaysia a multiracial country? Teacher looks for
2. Name the various races and ethnicities in Malaysia.
KNOWLEDGE: information on different
3. Name a few festivals celebrated by the various races customs and beliefs of
State the importance of various races and religions
understanding one another
in Malaysia. Teacher
prepares materials for
SOCIOEMOTIONAL: friendship bracelet
Appreciate friends of different races QR CODE
and ethnicities

ACTION:

Take the initiative to interact with
friends from various races and
ethnicities

https://thecoverage.my/lifestyle/10-reasons-date-chindian/
77

ACTIVITY 1 ACTIVITY 2




Teacher provides a situation for the pupils to brainstorm ideas.
Pupils watch a video clip of Hakim trying to fast during Ramadan. Situation: You are going to have a birthday party. What should you
Pupils discuss with their shoulder partners based on the questions consider when planning the party?
given below.


















Source: https://www.canstockphoto.com
Source: https://youtube.be/zM075IPHHds

Possible discussion points:
Discussion: Food - What food can everyone eat? Consider different

1) What did Hakim’s friends do? beliefs and allergies.
2) How would you feel if you were Hakim? Time - When is the suitable time for a party? Consider
prayer time and special days.
3) Do you have friends from a different race?
Give examples of how you can be Gifts - What gifts are acceptable? Consider superstitions
considerate to the needs of your friends. and beliefs.
Clothing - Is the party thematic? What dress code would
be acceptable?





78

ACTIVITY 3 ASSESSMENT


Pupils are assessed through observations, oral
presentations, group activities or question and
answer.
Teacher gives the class two options.
Option 1
SUMMARY
Pupils take the initiative to make friends with someone
from a different race or ethnicity and take a photo with

Pupils should:
know the importance of understanding friends from various
races.
know how to be considerate towards others.

take the initiative to interact with friends from various races.




them. Pupils post it on VLE Frog as homework.
CIVIC INFORMATION



Right
I have the right to befriend people from various races.



Responsibility

I must respect friends from various races.








79

Time
SUBJECT TOPIC
1

APPRECIATE OUR PAST LEADERS Hour
ENGLISH



YEAR 5
INTRODUCTION TEACHER’S NOTES
CORE VALUE: The Prime Minister is the leader of our country. He helps in building Reference Notes:
Happiness the nation. The peace and prosperity we enjoy today is the result of DSKP Year 5
great leadership in the past. We should appreciate the hard work Learning Standards: 1.1.3,
CONTEXT
and contributions of our past leaders. We should also emulate the 1.3.1
School
love for the country shown by them. Teachers scans the QR code.
National Archives of Malaysia
Pre-lesson
CIVIC LITERACY Teacher Preparation:
Teacher asks pupils to name the leaders shown in the
KNOWLEDGE:
pictures. Teacher looks for information
State the contributions of past leaders on past leaders.
to the community

SOCIOEMOTIONAL:
Appreciate the contributions of past QR CODE
leaders


ACTION:
Emulate the attitude and love shown
by the past leaders for the country




http://mole.my/geez-didnt-know-i-could-choose-my-pm-did-you/
https://www.youtube.com/watch?v=YoZkMWeDlc4
80

ACTIVITY 1
ACTIVITY 2


GROUP WORK
Teacher provides each group a stack of cards that consists of titles, Teacher asks pupils to show their appreciation to the Prime
pictures of leaders and their contributions. Pupils match the cards Minister for his contribution. Pupils are given a choice to create
cards/posters/poems/songs/drawings.



FATHER OF GAINED
INDEPENDENCE INDEPENDENCE







FATHER OF DEVELOPED
Thank you for your contribution to
DEVELOPMENT RURAL
our country.
AREAS
We appreciate what you have
done for us.


FATHER OF STRENGTHENED
THE SPIRIT OF
UNITY
UNITY




http://shahirahafiqahdmc4a.blogspot.com/2016/03/list-of-prime-minister-in-malaysia.html
FATHER OF INTRODUCED https://www.meridian.org/alm/abdul-razak-hussein/
MODERNIZATION VISION 2020 https://en.wikipedia.org/wiki/Prime_Minister_of_Malaysia
https://dinmerican.wordpress.com/2010/02/07/tunku-abdul-rahman-putra-remembered/



81

ASSESSMENT
ACTIVITY 3
Pupils are assessed through observations, oral
presentations, group activities or question and
GROUP WORK
answer.
Each group is given a few cards with character traits of a leader
written on them. Pupils write the actions that show how these
character traits are practised in their daily lives.

SUMMARY


PATRIOTIC RESPECTFUL
Pupils should:
We listen to our parents.
We love our country. be able to state and appreciate the contributions of past
We greet our teachers. leaders.
We sing Negaraku
proudly.



CIVIC INFORMATION




Right
HARDWORKING HONEST
I have the right to know about my past leaders.
I do not take things that
We do our homework.
do not belong to me. Responsibility
We study hard.
I do not lie. I must appreciate the contributions of my past
leaders and respect them.










82