EXEMPLAR BI SM (MENENGAH ATAS)

Bahagian Pembangunan Kurikulum

JUN 2019

Terbitan 2019
© Kementerian Pendidikan Malaysia



Hak Cipta Terpelihara. Kecuali untuk tujuan pendidikan yang tidak ada kepentingan komersial, tidak dibenarkan sesiapa mengeluar ulang
mana-mana bahagian artikel, ilustrasi, dan isi kandungan buku ini dalam apa juga bentuk dan dengan apa cara pun, sama ada secara
elektronik, fotokopi, mekanik, rakaman, atau cara lain sebelum mendapat izin bertulis daripada Pengarah, Bahagian Pembangunan
Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan,
62604 Putrajaya.

KANDUNGAN

Rukun Negara................................................................................................................. ................................................................. v

Falsafah Pendidikan Kebangsaan............................................................................................... .................................................... vi

Definisi Kurikulum Kebangsaan................................................................................................ ....................................................... vii

Kata Pengantar............................................................................................................... ................................................................. ix

Unit 1: Pengenalan…………………………………………………………………………………………………………………………. 1
Matlamat………………………………………………………………………………………………………………………………………... 2

Kerangka Pendidikan Sivik…………………………………………………………………………………………………………………… 3

Unit 2: Perincian Pemetaan Pendidikan Sivik Sekolah Rendah………………………………………………………………………. 6

Unit 3: Panduan Pelaksanaan…………………………………………………………………………………………………………….. 55

Modul Exemplar Bahasa Inggeris……………………………………………………………………………………………………….. 87



RUKUN NEGARA



BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:
Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya;
Memelihara satu cara hidup demokratik;
Mencipta satu masyarakat yang adil di mana kemakmuran negara
akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara yang liberal terhadap tradisi-tradisi
kebudayaannya yang kaya dan berbagai corak;
Membina satu masyarakat progresif yang akan menggunakan
sains dan teknologi moden;


MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha
kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip yang berikut:

KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG


v

FALSAFAH PENDIDIKAN KEBANGSAAN








“Pendidikan di Malaysia adalah suatu usaha berterusan ke arah memperkembangkan lagi potensi individu secara
menyeluruh dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi
dan jasmani berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalah bertujuan untuk melahirkan
warganegara Malaysia yang berilmu pengetahuan, berketerampilan, berakhlak mulia, bertanggungjawab
dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran
keluarga, masyarakat dan negara.”


Sumber: Akta Pendidikan 1996 (Akta 550)



















vi

KURIKULUM KEBANGSAAN



DEFINISI KURIKULUM KEBANGSAAN



3. Kurikulum Kebangsaan
Kurikulum Kebangsaan ialah suatu program pendidikan yang termasuk kurikulum dan kegiatan kokurikulum
yang merangkumi semua pengetahuan, kemahiran, norma, nilai, unsur kebudayaan dan kepercayaan untuk
membantu perkembangan seseorang murid dengan sepenuhnya dari segi jasmani, rohani, mental dan emosi
serta untuk menanam dan mempertingkatkan nilai moral yang diingini dan untuk menyampaikan
pengetahuan.


Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997
[PU(A)531/97.]
















vii



KATA PENGANTAR


Assalamualaikum Warahmatullahi Wabarakatuh dan Salam Sejahtera.


Anjakan tiga dalam Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 iaitu untuk melahirkan rakyat yang
menghayati nilai selaras dengan Falsafah Pendidikan Kebangsaan memberikan penekanan kepada pembangunan
manusia secara holistik. Sehubungan dengan itu, pendidikan sivik dilaksanakan secara bersepadu dan holistik bukan
sahaja dalam mata pelajaran tetapi turut dilaksanakan menerusi perhimpunan sekolah, aktiviti kokurikulum dan pelbagai
program sekolah mulai Jun 2019. Pelaksanaan pendidikan sivik dalam kurikulum melalui beberapa mata pelajaran akan
menggunakan modul exemplar yang menjadi panduan bagi pelaksanaan pengajaran dan pembelajaran di sekolah.


Modul exemplar pendidikan sivik dibina berdasarkan empat nilai teras sivik iaitu kasih sayang, hormat-menghormati, bertanggungjawab dan
kegembiraan. Modul exemplar yang disediakan ini perlu dilaksanakan oleh murid dengan bimbingan guru mata pelajaran Bahasa Melayu,
Bahasa Inggeris, Pendidikan Islam, Pendidikan Moral dan Sejarah dalam waktu mata pelajaran masing-masing. Selain itu, pelibatan pihak luar
dan pelbagai agensi seperti ibu bapa dan anggota masyarakat dapat menggalakkan pembudayaan nilai dalam kalangan murid dan mem astikan
kesinambungan amalan nilai dari sekolah ke rumah dan sebaliknya. Proses penerapan nilai berterusan ini diharap dapat melahirkan
warganegara yang mampu memainkan peranan, mengetahui hak dan melaksanakan tanggungjawab bermula dari prasekolah sehingga ke
sekolah menengah.


Usaha penghasilan modul exemplar ini adalah atas dedikasi dan sumbangan idea serta kepakaran pelbagai pihak. Kepada semua pihak yang
terlibat, Bahagian Pembangunan Kurikulum merakamkan ucapan setinggi-tinggi penghargaan dan terima kasih.

Sekian.

Dr. MOHAMED BIN ABU BAKAR
Pengarah
Bahagian Pembangunan Kurikulum

ix



UNIT 1 PENGENALAN
Pendidikan sivik didedahkan kepada murid seawal dari peringkat prasekolah untuk menyemai kesedaran sivik dalam kalangan kanak-kanak.
Pada peringkat sekolah rendah, pendidikan sivik dipelajari oleh murid untuk memperoleh pengetahuan dan pengalaman sivik, manakala di
sekolah menengah, pembelajaran pendidikan sivik membolehkan murid mengaplikasikan pemikiran sivik dan mengamalkannya dalam
kehidupan harian. Pendidikan sivik memberi pemahaman dan kesedaran kepada murid tentang hak serta tanggungjawab mereka terhadap
masyarakat dan negara. Pelaksanaan pendidikan sivik di sekolah memberi penekanan kepada aspek literasi sivik dan amali sivik yang
diintegrasikan melalui empat nilai teras, iaitu kasih sayang, hormat-menghormati, bertanggungjawab dan kegembiraan. Hasrat ini boleh dicapai
melalui pendekatan bersepadu menerusi perhimpunan sekolah, kurikulum, kokurikulum dan program sekolah. Melalui kurikulum, kandungan
pendidikan sivik disampaikan secara pembelajaran bersepadu dalam mata pelajaran Bahasa Melayu, Bahasa Inggeris, Pendidikan Islam,
Pendidikan Moral dan Sejarah.

Penyepaduan dalam mata pelajaran ini disediakan dalam Perincian Pemetaan Pendidikan Sivik. Kandungan ini membolehkan murid
memahami dan menghayati pelbagai ilmu serta maklumat seperti hak asasi, hubungan dengan orang lain, warisan budaya masyarakat
Malaysia, kedaulatan negara dan kelestarian alam sekitar. Pemahaman tentang pendidikan sivik membolehkan murid mengukuh kemahiran
berkomunikasi dengan berkesan, berunding dan menyelesaikan konflik serta membuat keputusan, hidup bersama-sama dalam masyarakat
berbilang kaum dan etnik serta menyumbang kepada masyarakat. Pemahaman dan kesedaran sivik juga dapat membentuk perwatakan murid
supaya menjadi warganegara yang bersatu padu, bersemangat patriotik, berintegriti dan memberi sumbangan bermakna ke arah kese jahteraan
masyarakat, negara serta global.

Perincian pemetaan ini disokong dengan penyediaan modul sebagai panduan kepada guru untuk melaksanakan pengajaran dan pembela jaran
(PdP) pendidikan sivik dalam mata pelajaran tersebut. Modul yang disediakan untuk semua peringkat persekolahan menekankan aspek
pengetahuan, sosioemosi dan tindakan sivik serta menyarankan pelbagai kaedah PdP bagi memastikan pendidikan sivik dilaksanakan dengan
berkesan.


Pendidikan sivik hendaklah dilaksanakan secara bersepadu dan menyeluruh melalui pelbagai cara. Pelibatan semua pihak dapat mendorong
ke arah pembentukan perwatakan murid yang memiliki pemikiran sivik dan mengetahui hak serta tanggungjawab sebagai warganegara dalam

1

MATLAMAT
Matlamat pendidikan sivik adalah untuk melahirkan warganegara yang mengetahui hak, bertanggungjawab dan berakhlak mulia bagi
menyumbang ke arah kesejahteraan masyarakat, negara dan global.



Modul Exemplar Pendidikan Sivik digubal berasaskan empat nilai teras, iaitu:


Kasih sayang Hormat-menghormati
Melahirkan warganegara yang sayang kepada diri Melahirkan warganegara yang takzim dan menghargai
sendiri, keluarga, masyarakat, negara dan global serta antara satu sama lain yang berbeza latar belakang,
memiliki jati diri, mementingkan kedaulatan negara dan bangsa, agama, budaya serta mampu meraikan
cinta akan tanah air. persamaan dan perbezaan.




Bertanggungjawab
Kegembiraan
Melahirkan warganegara yang amanah, rajin, ikhlas, Melahirkan warganegara yang sejahtera dari aspek
berdisiplin, beretika, berintegriti dan beradab tinggi kesihatan, emosi dan pertumbuhan.
serta mengamalkannya.















2

KERANGKA PENDIDIKAN SIVIK
Pendidikan sivik dilaksanakan secara holistik berfokus kepada pembentukan perwatakan murid melalui nilai teras iaitu kasih sayang, hormati-
menghormati, bertanggungjawab dan kegembiraan dalam konteks diri, keluarga, sekolah, masyarakat, negara dan global. Pendidikan sivik
menfokuskan kepada aspek literasi sivik dan amali sivik yang dapat mendidik murid untuk berfikir, berilmu, beretika serta hidup dalam
semangat perpaduan dan cinta akan negara. Literasi sivik membekalkan murid dengan ilmu pengetahuan, kemahiran dan nilai yang diperlukan
untuk pembentukan warganegara yang bertanggungjawab. Amali sivik dihayati melalui amalan dalam kehidupan harian yang dikembangkan
menerusi aktiviti di dalam dan luar bilik darjah. Kedua-dua aspek ini membolehkan murid membuat keputusan dan menyelesaikan masalah

































Rajah 1: Kerangka Pendidikan Sivik
3

Literasi sivik dan amali sivik dijadikan asas dalam pendidikan sivik. Literasi Sivik merangkumi tiga elemen, iaitu pengetahuan kewarganegaraan
(pengetahuan), karakter atau sikap kewarganegaraan (sosioemosi) dan keterampilan kewarganegaraan (tindakan) yang diterjemahkan dalam
kurikulum seperti berikut:
1. Pengetahuan Kewarganegaraan

Merupakan perkara asas yang perlu diketahui dan difahami oleh seseorang warganegara khususnya pengetahuan tentang hal ehwal
raja berperlembagaan dan demokrasi berparlimen, pentadbiran dan kerajaan, masyarakat sivil, hak asasi manusia, perlembagaan dan
undang-undang negara. Melalui pengetahuan sivik, setiap warganegara dapat memahami hak dan tanggungjawab bagi menjadikan
mereka berfikiran lebih terbuka, dapat menyesuaikan diri dengan pelbagai isu, masalah dan cabaran serta boleh berfungsi dalam sistem
sosiopolitik.

2. Karakter atau Sikap Kewarganegaraan

Karakter atau sikap kewarganegaraan adalah kemahiran yang diperlukan untuk mengenali dan menguruskan emosi, membuat keputusan
secara bertanggungjawab berdasarkan pertimbangan sivik, prihatin serta membina hubungan kasih sayang secara positif. Melalui
sosioemosi sivik, setiap warganegara mampu menangani situasi yang mencabar secara rasional serta boleh menyesuaikan diri dalam
kepelbagaian masyarakat.
3. Keterampilan Kewarganegaraan

Keterampilan kewarganegaraan adalah individu yang mampu melaksanakan hak-hak kewajipannya
sebagai warganegara, bertanggungjawab terhadap diri, keluarga, sekolah, masyarakat, negara dan
global. Melalui tindakan sivik, setiap warganegara berupaya untuk menyokong dan menyumbang melalui
aktiviti kemasyarakatan, pembangunan negara serta mampu memberi respons perkara-perkara berkaitan
dengan masyarakat, negara dan global.







4

Amali Sivik ialah pengaplikasian pengetahuan, kesedaran dan tindakan sivik bermula dari diri, keluarga, masyarakat, negara da n global. Amali
sivik membolehkan murid menterjemah pengetahuan, kesedaran dan tindakan sivik dalam kehidupan harian dan memberi sumbangan ke pada
masyarakat dengan berkesan. Amali sivik dilaksanakan melalui pelbagai aktiviti sama ada di dalam atau di luar sekolah seperti berikut:

1. Perhimpunan Sekolah
Perhimpunan sekolah boleh dimanfaatkan untuk meningkatkan kesedaran sivik dalam kalangan murid
menggunakan Manual Kesedaran Sivik dan Amalan Nilai Murni (MKSANM). Kandungan manual ini disusun
mengikut nilai teras yang ditetapkan dan disesuaikan dengan latar masyarakat Malaysia yang berbilang kaum,
etnik dan agama bertujuan mengukuhkan jati diri, perpaduan dan semangat patriotik dalam kalangan murid.


2. Kokurikulum
Pelaksanaan pendidikan sivik yang dilaksanakan pada setiap minggu diselaraskan mengikut nilai teras yang
ditetapkan. Aktiviti badan unit beruniform, kelab dan persatuan serta sukan dan permainan menyediakan
peluang kepada murid untuk mengaplikasikan nilai sivik, meningkatkan ilmu, meneroka kemahiran baharu,
mengukuhkan sikap positif dan mengamalkan sifat kemanusiaan serta meningkatkan kualiti jati diri.



3. Aktiviti/ Program Sekolah
Pihak sekolah disaran mengadakan kerjasama strategik dengan pihak berkepentingan seperti ibu bapa,
komuniti, media, agensi kerajaan dan swasta serta pertubuhan bukan kerajaan (NGO) bagi mengukuhkan
penerapan nilai sivik. Pelibatan Persatuan Ibu Bapa dan Guru (PIBG) serta komuniti setempat perlu
diperkasakan dalam aktiviti atau program sekolah seperti Rancangan Integrasi Murid Untuk Perpaduan (RIMUP),
Sambutan Bulan Kemerdekaan, Hari Bumi, Hari Kanak-kanak Sedunia dan sebagainya.








5

UNIT 2 PERINCIAN PEMETAAN PENDIDIKAN SIVIK SEKOLAH MENENGAH

Perincian Pemetaan Pendidikan Sivik Sekolah Menengah digubal berdasarkan empat nilai teras iaitu kasih sayang, hormat-menghormati,
bertanggungjawab dan kegembiraan. Melalui nilai teras murid didedahkan dengan maklumat dan idea yang diperlukan sebagai asas bagi
melahirkan warganegara yang bertanggungjawab. Maklumat dan idea ini digubal mengikut konteks diri, keluarga, sekolah, masyarakat,
negara dan global.

Tajuk-tajuk dalam perincian ini merupakan antara kandungan dalam Dokumen Standard Kurikulum dan Pentaksiran (DSKP) Kurikulum
Standard Sekolah Menengah (KSSM) (Semakan 2017), bagi mata pelajaran berkaitan. Setiap tajuk yang digubal berasaskan empat nilai
teras adalah seperti dalam Jadual 1.





























6

Jadual 1: Pemetaan Pendidikan Sivik Sekolah Menengah Rendah dan Atas



Nilai Teras: Kasih Sayang Nilai Teras: Hormat-Menghormati Nilai Teras: Bertanggungjawab Nilai Teras: Kegembiraan

Antibuli Harga Diri Warganegara Pengurusan Kewangan Bangkit Dari Kegagalan
Awas Dera! Peranan Jiran dan
Hak Dalam Keluarga Kebebasan Dengan Batasan Kesederhaan Dalam Kehidupan
Masyarakat
Ihsan Terhadap Manusia dan Kemajuan Teknologi dan Etika
Hormat Kepada Keperibadian Individu Warganegara Cemerlang
Haiwan Penggunaan Peranti
Menjaga Keseimbangan Alam Interaksi Sihat Dalam
Malaysia Unik Rajin Dalam Setiap Pekerjaan
Sekitar Masyarakat, Negara dan Global
Berwawasan Memanfaatkan Jaringan Persahabatan
Malu Melakukan Perkara Negatif Malaysia Bebas Rasuah
Sumber Asli Merentasi Sempadan
Pemeliharaan dan Pemuliharaan Pemimpin Berjasa Dunia
Pengekalan Warisan Budaya Malaysia Kelestarian Global
Flora dan Fauna Sejahtera
Hentikan Keganasan Menghormati Dasar Sesebuah Negara Nadi Malaysia Bangga Dengan Identiti Malaysia

Pengukuhan Jati Diri Anak Menghormati Undang-undang
Warganegara Berintegriti Sumbangan kepada Negara
Malaysia Antarabangsa
Mempertahankan Keutuhan
Toleransi dan Perpaduan Pengurusan Masa
Negara
Bahaya Penyalahgunaan Bahan
Denyutan Nadi Anak Malaysia Dunia Bebas Rasuah
Terlarang
Masyarakat Sejahtera Alam
Sistem Raja Berperlembagaan Cukai dan Negara
Terpelihara
Berbangga Sebagai Warganegara
Dunia Sejahtera Ancaman dan Kebimbangan Siber
Malaysia Di Peringkat Global

7



PERINCIAN PEMETAAN



PENDIDIKAN SIVIK



SEKOLAH MENENGAH



RENDAH DAN ATAS



TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC EDUCATION


CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
TOPIC CONTEXT Character/ Citizenship
Citizenship Suggested
Citizenship Attitude Competenc
Knowledge (Socioemotional) e (Action) Activity/
(Knowledge) Programme
LOVE Anti-Bully Self, Family,  State the causes  Express feelings  Foster friendship T&L Activity
School, of bullying related to bullying without  Create poster/banner
Society,  List the physical on oneself from prejudice  Prepare script for a
Country and mental effects the physical,  Report cases sketch and simulation
and Global of bullying emotional and of bullying to about victims and
 Identify ways to mental aspects the witnesses of bullying
curb bullying  Instill feelings of authorities  Brainstorm about
 Describe the types empathy concerned effects of bullying
of behaviour towards one  Practise saying
associated with another NO to acts of Co-curricular Activty
bullying from the  Appreciate bullying  Speech
physical and friendship  Debate
mental aspects without  Poetry Recitation
prejudice
School Programme
 Home visits to victims
of bully
 Strategic
Partnership
Programme in co-
operation with the
Malaysia Royal
Police(PDRM)
 A talk on bullying by the
Human Rights
Commission of Malaysia
(SUHAKAM)

11

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL

CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
TOPIC CONTEXT Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
LOVE Beware of Abuse! Self, Family,  List causes of abuse  Feel proud when  Report abuse T&L Activity
Role ofNeighbours School,  Explain able to cases to  Prepare a form to report
and Society Society, various types report the abuse cases in the
Country of abuse abuse cases authorities neighbourhood
and Global  Explain the bravely concerned  Simulate an act of reporting
effects of mental  Show  Provide using Talian Nur to the
and physical sympathy and assistance police and hospital
abuse empathy to and moral
 Explain ways victims of support Co-curricular Activity
to curb abuse abuse  Act bravely to  Drawing a poster
 Explain the role of inform others  Simulation
neighbours and of abuse cases
society in  Talk
handling cases of School Programme
abuse
 Programme in co-operation
with the Social Welfare
Department (Jabatan
Kebajikan Masyarakat-
JKM)
 A campaign to promote
JKM’s community crisis
helpline






CORE VALUE CIVIC EDUCATION

12

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL



CIVIC LITERACY CIVIC PRACTICE

TOPIC CONTEXT Character/
Citizenshi Citizenship
p Citizenship Competenc Suggested Activity/ Programme
Knowledge Attitude e (Action)
(Socioemotional
(Knowledg
e) )
LOVE Compassion Self, Family,  Explain ways to  Love and  Assist the school T&L Activity
towards School, show compassion appreciate community who  Drawing a poster on
Human Society, towards human others are facing “Loving Animals” (group
Beings Countryand beings and  Love animals problems or are activity)
and Global animals  Show in trouble  Multimedia presentation
Animals  Describe the empathy  Be kind toanimals on “Compassion towards
benefits of being towards other  Display empathy One Another”
compassionate to human beings towards human
human beings beings and Co-curricular Activity
and animals animals  Dynamic games
 Explain the effects  Treasure Hunt
of not being
compassionate School Programme
towards human  Set up a donation box
beings and for disaster victims in
animals school
 Organize a “Mercy
for Animals”
campaign










13

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC EDUCATION


CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
TOPIC CONTEXT Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
LOVE Sustain Self, Family,  State the  Show feelings of  Always protect T& L Activity
Enviromenta School, meaning of love towards the  Prepare a letter of invitation
l Balance Society, environmental the environment to organise “gotongroyong”
Countryand balance environment  Attempt to  Create several slogans on
Global  Explain the  Feel proud to maintain the importance of caring for
importance sustain environment the environment
of caring for environment al balance
the al balance  Practice loving Co-curricular Activity
environment the  3K Activity
 Explain ways environment  Gotong- royong
to sustain School Programme
environmental  #jomrawatbumi
balance
Programme in co-operation
with the Environmental
Department
 Recite the
Enviromental Pledge
during school
assembly









14

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL



CIVIC EDUCATION

CORE VALUE CIVIC LITERACY CIVIC PRACTICE
TOPIC CONTEXT Citizenship Character/ Citizenship
Knowledg Citizenship Attitude Competenc Suggested Activity/ Programme
e (Socioemotional) e
(Knowledg (Action)
e)
LOVE Vision in Self, Family,  List the  Appreciate  Optimize the T&L Activity
Optimising School, natural natural use of  21 CL on the importance
st
Natural Society, resources resources natural
Resource Country  Explain the to human life resources of optimising the use of
s and Global importance of  Express feelings  Manage natural resources.
utilising natural of natural  Create slogans on
resources dissapointment resourc preserving natural
 Explain ways to towards the es resouces.
preserve and wastage of prudentl
conserve natural y Co-curricular Activity
natural resources  Create and display
resources reminder notices
 3R Activities

SchoolProgramme
 Involve parents in
Green programmes
 Organise campaigns on
optimising the use of
natural resources
CORE VALUE CIVIC EDUCATION









15

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC LITERACY CIVIC PRACTICE

TOPIC CONTEXT Citizenship Character/ Citizenship
Knowledge Citizenship Attitude Competenc Suggested Activity/ Programme
(Knowledge (Socioemotional) e (Action)
)
LOVE Preservation Self, Family,  Describe the  Show feelings of  Practise ways T& L Activity
and School importance of love for flora to preserve  21 CL on preserving and
st
Conservatio , preserving dan fauna and conserve
n Societ and  Feel proud to flora conserving flora and
of Flora y, conserving preserve and andfauna fauna
st
and Fauna Country conserve  21 CL activity on the effects of
flora and  Act on
and Global flora and not preserving and conserving
fauna preserving and flora and fauna
 Explain ways fauna conserving flora
to preserve and fauna Co-curricular Activity
and conserve  Practise loving  3K
flora and flora and School Garden
fauna fauna Love Our Rivers
 Explain the Preserving and conserving trees
effects of not in school
preserving and Labelling trees
conserving
School Programmes
flora and
Compost Making Project
fauna
Preservation and Conservation
programmes in co-operation with
the Department of
Environmental Development
(Jabatan Alam Sekitar –JAS)


CORE VALUE CIVIC EDUCATION





16

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC LITERACY CIVIC PRACTICE

TOPIC CONTEXT Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
LOVE Stop Self, Family,  Explain  Being grateful  Be involved T&L Activity
Violence School world for peace in the in  Create brochure on violence
, peace country humanitaria  21 CL on contributions
st
Societ  List the rules  Appreciate n projects to world peace
y, and regulations national
Country on reducing and global Co-curricular Activity
and Global destructions peace  Sing about peace
due to armed  Talk on
conflicts peace
 Explain the (terrorism)
advantages of
fostering good School Programme
relations with  Peace fund in co-operation
other with the United Nation
countries Children’s Fund
(UNICEF) Malaysia
 Anti-terrorism
programmes in co-
operation with the
International Committee
of the Red Cross (ICRC)










17

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC EDUCATION


CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
TOPIC CONTEXT Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
LOVE Enhancement Self, Family,  Describe the  Feel proud to  Display the T&L Activity
of Malaysian School, enhancement have a Malaysian  Create a presentation on “I
Identity Society, of the Malaysian identity in am Proud to be a Malaysian”
Country Malaysian Identity various Co-curricularActivity
and Global identity situations  PublicSpeaking
 List the  Ikhtiar Hidup (Survival Skills)
characteristics of
a responsible School Programme
Malaysian citizen  Replacement of
 Explain the wornout Malaysian flag
effects of a project
disintegrated  Visit a museum
Malaysian
Identity















18

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC EDUCATION


CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
CIVIC
LITERAC CIVIC PRACTICE Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Y
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
LOVE Uphold the Self, Family,  Describe ways  Express pride  Practise the T&L Activity
Integrity of School, Society, to uphold the in being a spirit of unity  Produce a compilation of
the Country and good name of Malaysian and integration multimedia materials on
Country Global the country  Express in upholding safeguarding national
 Explain the gratitude in the integrity integrity
st
importance being able to and  21 CL activities on love
of love for uphold the sovereignity of for one’s country
the country integrity of the Malaysia Co-curricular Activity
 Explain the country  Practise  Public speaking
effects of not willingness to
upholding the sacrifice for School Programme
integrity of the country  Programmes in co-
the country operation with the
Malaysian Armed Forces
(Angkatan Tentera
Malaysia –ATM)
 Visits to museums -Malaysian
Armed Forces, Royal
Malaysian Police (PDRM) and
Royal Malaysian Navy (TLDM)

CORE VALUE CIVIC EDUCATION





19

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC LITERACY CIVIC PRACTICE


TOPIC CONTEXT Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested ActivitY/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
LOVE Heartbeat of Self, Family,  Explain the role  Feel proud to  Practise T&L Activity
Malaysians School of the National be able to the  Singing of “Saya Anak Malaysia”
, Principles in internalise the National  Talk on successful
Societ building a Nationa Principles young prominent
y, harmonious and l towards Malaysians
Country progressive Principl buildinga
and Global Co-curricular Activity
nation es harmonoiu
 Explain the s  Malaysian cultural performance
importance of communit
unity to boost y School Programme
economic with  Anak Muda Nadi Malaysia
growth mutual Campaign
 Explain ways to respect
maintain political
 Increase and
stability and boost
ruling system of economic
a democratic growth
country
 Maintain
political
stability and
a
democratic
CORE VALUE CIVIC EDUCATION ruling system







20

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL



CIVIC LITERACY CIVIC PRACTICE

TOPIC CONTEXT Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
LOVE Constitutional Self, Family,  Explain the  Express feelings  Practise T&L Activity
Monarch School, Constitution of pride respect for the  Video show on the history
y System Society, al towards Constitutiona of the Malacca Sultanate
Country Monarchy System the l Monarchy
and Global Co-curricular Activity
 Link the Constitution System
Constitutional al Monarchy  Carry out roles  Create a scrap book
Monarchy as a
System with the responsible School Programme
Democratic citizen  Visit the Parliament
Parliamentary  Visit the National Palace
System
 Explain the
formation of
the Malaysian
Constitution





CIVIC EDUCATION
CORE VALUE
TOPIC CONTEXT CIVIC LITERACY CIVIC PRACTICE







21

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
LOVE Proud to be a Self, Family,  Explain the  Show feelings of  Play the role of T&L Activity
st
Global School, importance of pride as a  21 CL activities on factors that
Malaysia Society, maintaining Malaysians Malaysian led to the success of Malaysians
n Country one’s national capable of globally abroad
and Global identity globally contributin  Take wise  Produce a scrap book on
 List successful g globally actions successful Malaysians
Malaysians at when globally
the global level dealing with Co-curricular Activity
 Identify factors global  Produce a scrap book
of successful challenges
 Sing patriotic songs
Malaysians
School Programme
globally
 Talk on challenges faced
when studying abroad






CIVIC EDUCATION
CORE VALUE
TOPIC CONTEXT CIVIC LITERACY CIVIC PRACTICE












22

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
MUTUAL Proud Citizens Self, Family,  State the meaning  Show gratitude  Practise T&L Activity
RESPECT School, of being a for being able behaviour  Compile pictures of citizens
Society, self worth to safeguard that can who have made the country
Country citizen the safeguard proud
and Global  Explain the roles country’s dignity the country’s  Create appropriate clothing
and dignity using disposable items.
responsibilites of
upholding the Co-curricular Activity
country’s  Sing patriotic songs
national dignity  Get to know the National
 Identify and state flags
behaviours which
can elevate School Programme
the  Strengthening Human
country’s Capital programme
name  Outreach Programme












CORE VALUE CIVIC EDUCATION







23

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC LITERACY CIVIC PRACTICE


TOPIC CONTEXT Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
MUTUAL Rights of Self, Family,  State one’s  Express  Practise mutual T&L Activity
RESPECT Family School rights in the gratitude when respect among  Simulate the modern version
Member , family mutual respect family of “Si Tanggang”
s Societ  Explain ways is members  21 CL activity on ways to
st
y, to respect practised respect family members
Country family among family
and Global members members Co-curricular Activity
 Explain the  Addressing family
importance of members (various races)
mutual  Family Tree
respect
among family School Programme
members
 “Ways to love your
 Explain the family” project
effects of not
being able
to practise one’s
rights in the
family



CORE VALUE CIVIC EDUCATION








24

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC LITERACY CIVIC PRACTICE


TOPIC CONTEXT Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
MUTUAL Respect One’s Self, Family,  List down the  Express empathy  Co-operate T&L Activity
RESPECT Individuality School, categories of on issues with various  21 CL on the importance of
st
Society, people with related to parties for facilities for people with
Country special needs people with the well- special needs
and Global (Orang Kurang special needs being of  Watch a music video “Namun
Upaya – OKU) (OKU) people with ku punya hati”
 Explain the  Express special needs
importance empathy (OKU) and  Co-Curricular Activity
of towards people the less Identify symbols and facilities
respecting with special fortunate for children with special
one’s needs and the  Aid people needs (OKU)
individuality less fortunate with special  Create a special needs
friendly school
 Explain the needs in
importance of various ways
facilities for the  Sensitive School Programme

well-being of towards Community service at the
Industrial Training and
people with individual
Rehabilitation Centre
special needs difference
(PLPP)
(OKU) and the s
less fortunate  # santuni OKU Campaign
 Identify methods  A talk by successful people
with special needs
of assisting
people with
specialneeds
CORE VALUE CIVIC EDUCATION



25

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC LITERACY CIVIC PRACTICE


TOPIC CONTEXT Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
MUTUAL Unique Self, Family,  State the culture  Feel proud to  Accept T&L Activity
RESPECT Malaysia School and taboos of be able to and  Produce a scrap book on the
, various races adapt oneself respect culture and taboos of
Societ and to the the various races and ethnic
y, ethnicities culture and culture groups
Country  Explain factors taboos of and  Gallery Walk – on factors
and Global which makes Malaysia unique
which makes various races taboos of
Malaysia and ethnicities various races
unique and Co-curricular Activity
 Explain the ethnicities  Recognise school
importance of  Respect the community
respecting sensitivities of (management,etc)
culture and various races  Scrap book (attire,
taboos of and dances, heritage,etc)
various races and ethnicities
ethnicities School Programme
 ‘Muhibbah’ Programme
 A talk on cultivating integration
among races


CIVIC EDUCATION
CORE VALUE
TOPIC CONTEXT CIVIC LITERACY CIVIC PRACTICE






26

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
MUTUAL RESPECT Shame in Self, Family,  Explain feelings of  Express feelings  Practise T&L Activity
Committin School, being ashamed that show polite  Gather information on
g Negative Society, of commiting respect for rules mannerism negative behaviour
Actions Country negative actions and regulations  Respect rules  Pledge not to commit
and Global  Identify polite  Express pride and negative acts
behaviours in when regulations Co- curricular Activity
various behaving  Sustain social  Simulation
situations politely boundaries
 Explain ways to  Express pride between  Forum
respect social in being able male and School Progrmme
boundaries to sustain female  A talk on polite behaviour
between male social
and female boundaries
between male
and female








CIVIC EDUCATION
CORE VALUE
TOPIC CONTEXT CIVIC LITERACY CIVIC PRACTICE










27

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
MUTUAL Preserving Self, Family,  State the diverse  Express pride in  Practise one’s T&L Activity
RESPECT Malaysia School, cultural unique and rich cultural  Create simple and clear
n Society, heritage among Malaysian heritage slogan on diverse Malaysian
Heritage Country races and cultural  Practise cultural heritage
and Global ethnicities heritage mutual  Collect information on
 Explain the  Express pride respect diverse Malaysian cultural
importance of in respecting heritage
mutual respect diverse
among races cultural Co-curricular Activity
and ethnicities heritage  Traditional Fashion Show
of diverse  Express pride  Multimedia presentation
cultural in maintaining
heritage diverse School Programme
 Explain ways to cultural  Programme in co-operation
preserve the heritage with the National Archive
Malaysian Department, Cultural and
heritage Heritage Department as well as
 Explain the the Ministry of Tourism and
traits of arts, Culture
architecture,
handicrafts and
games of
various races
and ethnicities
in Malaysia
CIVIC EDUCATION
CORE VALUE
TOPIC CONTEXT CIVIC LITERACY CIVIC PRACTICE




27

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested
Activity/
Knowledge (Socioemotional) e (Action)
(Knowledg Programme
e)
MUTUAL The Policies of Oneself, Family,  State the  Express pride in  Carry out T&L Activity
RESPECT a Country School, Society, policies of a respecting responsibilities in  Brainstorm on the
Country and country the policies maintaining policies of a country
Global  Describe the of a country global peace  21 CL on the importance
st
importance  Express happiness of respecting the policies
of when other of a country
respecting a countries respect
country’s policies Malaysia’s policies Co-curricular Activity
 Explain the  Simulation (everyday
effects of life situation)
disrespecting the  Create and hang
policies of a signboards in school
country compound


School Programme
 A talk on Malaysia’s
policies in co-operation
with the Ministry of
Internal Affairs
 Speakers’ Corner







CIVIC EDUCATION
CORE VALUE
TOPIC CONTEXT CIVIC LITERACY CIVIC PRACTICE




28

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested
Activity/
Knowledge (Socioemotional) e (Action)
(Knowledg Programme
e)
MUTUAL Respect Oneself,  Define  Express  Respect life and T&L Activity
RESPECT Internationa Family, School, international laws sympathy for dignity of  Creative works on global peace
l Laws Society,  Explain the scope war torn people afflicted  Create a poster on “HateWar”
Country and of international countries by war
Global laws  Express  Contribute Co-curricular Activity
 State the gratitude for energy and  Story telling on countries that
importance of national and financial they have visited and laws that
respecting global peace resources to are different from Malaysia
international conflicting parties
laws School Programme
 Explain aspects  A talk on Malaysia’s
of international relationship with
laws other countries
 Mini forum on respecting
the sovereignity of the
nation






CIVIC EDUCATION
CORE VALUE
TOPIC CONTEXT CIVIC LITERACY CIVIC PRACTICE













29

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
MUTUAL Tolerance and Oneself,  State the  Express pride  Practise T&L Activity
RESPECT Unity Family, School, meaning of in being tolerance and  21 CL on the importance
st
Society, tolerance tolerant patience in of tolerance and unity in
Country and  Explain the cultivating Malaysia
Global importance unity  Create slogans on unity
of tolerance  Show spirit
 Describe the of unity Co-curricular Activity
effects of  A talk on tolerance
being
intolerant SchoolProgramme
 Identify factors  Competition on tolerance
that contribute and unity
to unity  Outreach Programme
 A talk in co-operation with
the National Unity and
Integration Department
(JPNIN)





CIVIC EDUCATION
CORE VALUE
TOPIC CONTEXT CIVIC LITERACY CIVIC PRACTICE











30

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested
Activity/
Knowledge (Socioemotional) e (Action)
(Knowledg Programme
e)
MUTUAL Corruption- Oneself, Family,  State factors that  Express pride for  Control oneself T&L Activity
RESPECT Free World School, Society, cause being able to from being  Brainstorm on the factors
Country and corruption in a refuse involved in of corruption practices
Global country bribery bribery  21 CL activity on impact
st
 Explain ways to  Express pride for  Refuse money, of practising corruption
respect the not bribing gifts, bonuses,
laws and rights  Appreciate votes, services, Co-curricularActivity
of a country to the efforts of positions, wages  Multimedia show
be free of the and discounts
corruption government offered for SchoolProgramme
 Explain to curb services rendered  Anti-corruption campaign
the bribery  A talk in co-operation
impacts
with the Malaysian Anti-
of corruption Commission
corruptio (MACC)
n
towards a
country





CIVIC EDUCATION
CORE VALUE
TOPIC CONTEXT CIVIC LITERACY CIVIC PRACTICE









31

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested
Activity/
Knowledge (Socioemotional) e (Action)
(Knowledg Programme
e)
MUTUAL Preserved Oneself, Family,  State the  Appreciate  Participate in T&L Activty
RESPECT Environmen School, Society, importance of the preserving  Speech on “Preserved
t Country and the environment and Environment
Prosperous Global environment  Express pride conserving Prosperous
Community for the well- in caring for the Community”
being of the the environment
community environment  Practise the Co-curricular Activty
 Explain the culture of gotong-  Gotong-royong
role of the royong
community in School Programme
preserving and  Sustainability
conserving the Development Education
environment in co-operation with the
 Describe the Department of
effects of Environment(JAS)
neglecting  Sekolah Lestari
the Anuegrah Alam Sekitar
environment di Malaysia (SLAAS)






CIVIC EDUCATION
CORE VALUE
TOPIC CONTEXT CIVIC LITERACY CIVIC PRACTICE






32

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


Citizenshi Character/ Citizenship
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
MUTUAL Peaceful Oneself, Family,  State factors that  Express gratitude  Abide by rules and T&L Activities
RESPECT World School, Society, contribute to for living in a regulations to  Collect information
Country and a peaceful peaceful ensure on World Happiness
Global world world universal Index
 Explain a peace  21 CL on ImaginaryWorld
st
peaceful world
from the Co-curricular Activities
aspects of  Public Speaking
politics,
economy and School Programme
social  Say No to Inflation campaign
 Describe the  A talk on inflation and
importance of unemployment in co-
respecting operation with Bank
the laws and Negara Malaysia (BNM)
regulations to
ensure a
peaceful
world





CIVIC EDUCATION
CORE VALUE
TOPICS CONTEXTS CIVIC LITERACY CIVIC PRACTICE






33

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


Character/
Citizenshi Citizenship
p Citizenship Competenc Suggested Activity/ Programme
Knowledge Attitude e (Action)
(Socioemotional
(Knowledg
e) )
RESPONSIBILITY Financial Oneself, Family,  List the traits of a  Express  Frugality T&L Activity
Management School, Society, financially gratitude in in  Create slogans related to
Country and responsible managing spending financial management
Global person finance  Wise  21 CL on frugalspending
st
 Explain the wisely application  Prepare a checklist on
importance of  Appreciat of financial personal financial
being responsible e income managemen management
towards personal t
financial  Practise savings Co-curricular Activity
decisions  School Co-op
 Explain how  Debate
one’s attitude  Talk
towards money
can affect School Programme
society  Financial Management Carnival
 State peer with external agencies (PNB, BNM,
influence on bank tempatan)
spending  A talk on financial management in co-
decisions operation with the Counselling and
Credit Management Agency (AKPK)













34

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE Character/
TOPIC CONTEXT Citizenshi Citizenship Citizenship
p Competenc Suggested Activity/ Programme
Knowledge Attitude e (Action)
(Socioemotional
(Knowledg
e) )
RESPONSIBILITY Freedom with Oneself, Family,  Explain the  Appreciate  Express T&L Activity
Limitations School, Society, freedom of the freedom feelings,  Simulation activity on giving
Country and speech in given opinions and opinion through proper channels
Global the dissatisfaction  Brainstorming on the rights and
Malaysian s through limitations on the Malaysian Constitution
Constitution proper
 List the rights channels Co-curricular Activity
and limitations  Use mass  The use of gadgets
in the Malaysian media and
Constituion social media School Programme
 Explain the wisely  Comment etiquettely on social media
procedures in  ‘Verify Before You Share’
giving and Campaign in co-operation with
receiving the Malaysian Communications
critisicms in and Multimedia Commission
the right way (MCMC)
















35

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC EDUCATION


CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
Character/
TOPIC CONTEXT Citizenshi Citizenship
p Citizenship Competenc Suggested Activity/ Programme
Knowledge Attitude e (Action)
(Knowledg (Socioemotional
)
e)
RESPONSIBILITY Technological Oneself,  List  Express  Practise ethical T&L Activity
Advancemen Family, School, technological happiness behaviour  Create folio on ethical practices of using
t and Ethics Society, advancement in using when using gadgets
in Usage of Country and  Explain the technology technology in
Gadgets Global ethics when ethically every day life Co-Curricular Activity
using  Express guilt  Reprimand  A talk on awareness on the usage
technology and shame in unethical of gadgets
 Explain the unethical use behaviour
importance of of technology of friends School Programme
using when using  Gadgets and Time
technology technology Management Campaign
ethically  A talk on Technology, Gadgets and
 Explain the Youth in co-operation with MCMC
effects of
using
technology
and gadgets
unethically










36

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC EDUCATION


CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
Character/
TOPIC CONTEXT Citizenshi Citizenship
p Citizenship Competenc Suggested Activity/ Programme
Knowledge Attitude e (Action)
(Knowledg (Socioemotional
)
e)
RESPONSIBILITY Diligence in Oneself,  List acts of  Express  Practis T&L Activity
Work Family, School, diligence in feelings of e  Brainstorm on traits of
Society, various being diligent diligenc diligent individuals
Country and aspects e
Global  Explain the  Potray Co-curricular Activity
traits of excellent  Daily and weekly roster
diligence work ethics
 Explain the School Programme
importance
of being  A talk on diligence
diligent  Diligence campaign













CORE VALUE CIVIC EDUCATION






37