EXEMPLAR BI SM (MENENGAH ATAS)

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC LITERACY CIVIC PRACTICE
Citizenshi Character/ Citizenship
TOPIC CONTEXT
p Citizenship Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
RESPONSIBILITY Corruption- Oneself, Family,  List  Express pride in  Practise T&L Activity
Free Malaysia School, Society, different being able to avoiding  Create a poster on
Country and forms of avoid corruption “Corruption- Free Malaysia”
Global corruption corruption as  Prepare a situational card
 Explain the  Express Malaysians on corruption
roles of anti- gratitude when
corruption Malaysia is free Co-curricular Activity
agencies of corruption  Speech/ Debate
 State ways  Simulation
of avoiding
corruption School Programme
 Pledge on Corruption-Free
 Pantomime on Corruption-Free
 Campaign on “Degrade
Corruption, Build Dignity” in
co- operation with MACC







CIVIC EDUCATION
CORE VALUE
TOPIC CONTEXT CIVIC LITERACY CIVIC PRACTICE






38

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)
RESPONSIBILITY Global Oneself, Family,  Explain the  Aprreciate and  Involved in T&L Activity
Sustainability School, Society, importance of love the protecting  Write a letter to the editor’s
Country and environmental environme the column on saving electricity
Global sustainability for nt environment and recycling
the well-being  Show pride in  Practise global  Create a poster on
of life contributing sustainabilty global sustainability
 Explain the towards in life
importance of global Co-curricular Activity
ensuring sustainability  ‘3K’ activity
quality water  SchoolGarden
and air to
guarantee good SchoolProgramme
health  Mini forum on global sustainability
 Explains ways  Project on global sustainability in
of maintaining co-operation with Parent-
global Teacher Association
sustainability








CIVIC EDUCATION
CORE VALUE
TOPIC CONTEXT CIVIC LITERACY CIVIC PRACTICE








39

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)
RESPONSIBILITY Parlimentary Oneself, Family,  Explain the  Express  Carry out T&L Activity
Democrati School, Society, Parliamentar gratitude responsibilties  Collect information on the
c System Country and y towards as a citizen process of election
Global Democratic countries  Register and  Prepare pamphlets on voting rights
System that practise carry out rights
 Decribe Parliamentar as a voter Co-curricular Activity
the y when eligible  Public Speaking
process of Democratic  Presentation on “Love Malaysia”
election in System
Malaysia  Express School Programme
 Explain rights happiness in  Simulation on the electionprocess
to choose carrying out
leaders responsilibities
 Explain the as citizens
importance of  Show pride as
electing a a Malaysian
government
as voters















40

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC EDUCATION
CIVIC LITERACY CIVIC PRACTICE
CORE VALUE Citizenshi Character/ Citizenship
TOPICS CONTEXTS
p Citizenship Attitude Competenc Suggested Activities/ Programmes
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
RESPONSIBILITY Citizens with Oneself,Family,  State the  Express  Practise integrity T&L Activities
Integrity School,Society, meaning gratitude for in every day life  Produce a poem on the Culture
Country of being citizens  Involve in of Integrity
and Global integrity of integrity eradicati  Conduct a forum on citizens
 Explain the ng with integrity
importance dishonest
of being behaviou Co-Curricular activity
citizens with rs  A talk on ‘Leadership
integrity by Example’
 State the roles
of citizens with School Programme
integrity  Campaign on Integrity
 Describe the  Dialogue and workshop on
effects of being Culture of Integrity in co-
dishonest to operation with the
the country Malaysian Institute of
Integrity(IIM)




CORE VALUE CIVIC EDUCATION
]







41

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)
RESPONSIBILITY Time Oneself, Family,  Explain  Express pride in  Practise T&L Activity
Management School, Society, managing managing time managing time  Brainstorm on managing
Country and time wisely wisely wisely time wisely
Global  Explain the  Create a personal time table
importance of on managing time wisely
managing
time wisely Co-curricular Activity
 Explain the  Create a daily roster
effects of not
managing School Programme
time wisely  A talk on time management
 Campaign on
time
management







CIVIC EDUCATION
CORE VALUE
TOPIC CONTEXT CIVIC LITERACY CIVIC PRACTICE









42

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)
RESPONSIBILITY Abuse of Oneself, Family,  List  Express gratitude  Work together T&L Activity
Prohibited School, Society, prohibited when able to with agencies to  21 CL on classfication of
st
Substance Country and substances avoid curb issues and prohibited substances
s Global  Explain misusing problems on use  Create a brochure on the effects
the prohibited of prohibited of misusing prohibited substances
effects of substances substances
misusing Co-curricular Activity
prohibite  Debate
d  Create a poster
substanc  Scrap Book
es
 Describe ways School Programme
of handling  Campaign on the dangers of
issues Cigarattes, inhalants and
pertaining to drugs (PPDA & Petronas)
misuse of  A talk on Cigrattes, inhalants
prohibited and drugs in co-operation with
substances the Ministry of Health (KKM)
 Drug- Free Carnival through Drug
Prevention Education
Programme








CIVIC EDUCATION
CORE VALUE
TOPIC CONTEXT CIVIC LITERACY CIVIC PRACTICE

43

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)
RESPONSIBILITY Country and Oneself, Family,  List types of taxes  Express pride  Pay taxes for the T&L Activity
Taxes School, Society,  State the role when able to development of  21 CL on country and taxes
st
Country and of individuals pay taxes a country  Simulation on payingtaxes
Global in paying taxes  Remind family
 Describe the members to pay Co-curricular Activity
importance of taxes  Talk
taxes for the  Involve oneself  Public Speaking
development in
and progress of #JomBayarCuka School Programme
a country i campaign  A talk on taxes in co-operation
with the Inland Revenue Board
(LHDN)
 #JomBayarCukai campaign in
co-operation with LHDN






CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE

CORE VALUE
TOPIC CONTEXT Citizenshi Citizenship Citizenship
p Character/Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)




44

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


RESPONSIBILITY CyberThreats Oneself,  State the types  Express pride  Take rightful T&L Activity
andConcerns Family, School, of cyber threats in curbing actions in  21 CL activities related to
st
Society, and concerns issues and curbing issues cyber threats and country
Country and  State the problems and problems
Global consequences of related to related to Co-curricular Activity
cyber threats cyber threats cyber threats  Simulation
and concerns and concerns and concerns  Debate
 Describe rightful  Avoid
actions in cyber School Programme
curbing issues crimes  Campaign on the awareness
related to cyber of threats and concerns of
threatsand cyber bullying
concerns  A talk on Cyber Threats in co-
operation with National
Cyber Security Agency
(NACSA)













CIVIC EDUCATION
CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
TOPIC CONTEXT Citizenshi Citizenship Citizenship
p Character/ Competenc Suggested Activity/ Programme
Knowledge Attitude e (Action)
(Knowledg (Socioemotional)
e)




45

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


HAPPINESS Rise From Oneself, Family,  State factors  Express  Take T&L Activity
st
Failures in Life School, Society, that contiribute happiness in appropriate  21 CL activities on the
Country and to failures in life overcoming actions in importance of managing
Global  Identify ways of challenges handling various emotions rationally
handling  Express pride challenges
challenges to in controlling  Able to Co-curricular Activity
rise from emotions solve  Sing patriotic songs
failures when faced problems
with rationally SchoolProgramme
challenges  Programme with the
school counsellor


































46

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC EDUCATION


CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
TOPIC CONTEXT Citizenshi Citizenship Citizenship
p Character/Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
HAPPINESS Moderation In Oneself, Family,  Explain ways of  Express pride in  Practise prudence T&L Activity
Life School, Society, living living in life  Carry out situational card
Country and moderately moderately  Practice activities on being
Global grateful
 Explain the  Express living
importance of gratitude for moderately Co-curricular Activity
moderate having a  Spiritual talk
living in life comfortable life  Create a tagline
 Describe the
effects of SchoolProgramme
living lavishly  Food Bank Malaysia Programme in
co-operation with the Ministry of
Domestic Trade and Consumer
Affairs (KPDNHEP)
 A talk show on moderate living














47

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
TOPIC CONTEXT Citizenshi Citizenship Citizenship
p Character/Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
HAPPINESS Excellent Oneself, Family,  Describe the  Express pride in  Practise the traits of T&L Activity
Citizen School, Society, traits of being being an being an  Talk on “Excellent
Country and an excellent execellent excellent citizen Citizen, Country’s
Global citizen citizen Successor”
 Explain the  Speech on an excellent
steps taken to role model
be an excellent
citizen Co-curricular Activity
 Gotong-royong
 Peer buddy

School Programme
 Excellent student
motivational programme














48

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC EDUCATION


CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
TOPIC CONTEXT Citizenship Citizenship Citizenship
Knowledge Character/Attitude Competenc Suggested Activity/ Programme
e (Action)
(Socioemotional)
(Knowledge)
HAPPINESS Healthy Oneself, Family,  Explain traits of  Express  Communicat T&L Activity
Interactions School, Society, courteous happiness e  Brainstorm on
Country and communicatio when able to courteously courteous
Global n communicate communication
 Explain the courteously  Create a video clip on
importance of courteous communication
courteous
communicatio Co-curricular Activity
n  Dynamic games
 Explain the  Language games
consequences
of School Programme
communicating  Courteous
discourteously Communication
campaign
















49

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC EDUCATION

CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
TOPIC CONTEXT Citizenshi Citizenship Citizenship
p Character/ Competenc Suggested Activity/ Programme
Knowledge Attitude e (Action)
(Knowledg (Socioemotional)
e)
HAPPINESS Networking Oneself, Family,  Explain the  Appreciate  Act assertively in T&L Activity
Across Borders School, importance of friendship ties curbing  21 CL on ways to
st
Society, choosing and relationship negative peer choose friends wisely
Country and friends wisely with friends influence through cyberspace
Global across borders  Express  Use technology  Group presentation on
 Explain using gratitude in wisely when the wise use of
technology enjoying networking technology
wisely when communication with friends
networking with technologies virtually Co-curricular Activity
friends virtually  Write a letter to a friend
 Describe the  Create a friendship bracelet
effects of
choosing wrong School Programme
friends virtually  Organise a talk in co-
operation with the
Malaysian Multimedia and
Communication
Commission (SKMM)












50

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC EDUCATION


CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
TOPIC CONTEXT Citizenshi Citizenship Citizenship
p Character/Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
HAPPINESS A Reputable Oneself, Family,  State the traits  Appreciate  Apply positive T&L Activity
Leader, A School, of quality services of leadership traits in  Role play on a qualityleader
PeacefulWorld Society, leaders national everyday life  Multimedia show on the
Country and  State the leaders
Global contributions of  Express feelings biography of a world leader
leaders at of gratitude in
international enjoying a stable Co-curricular Activity
level life due to  Create aposter
 Explain the roles quality leaders  Publicspeaking
of leaders in
achieving national School Programme
and global vision  Leadership Camp
 Programme to discover pupils’
leadership qualities












51

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL





CIVIC EDUCATION


CIVIC LITERACY CIVIC PRACTICE
CORE VALUE
TOPIC CONTEXT Citizenshi Citizenship Citizenship
p Character/ Competenc Suggested Activity/ Programme
Knowledge Attitude e (Action)
(Knowledg (Socioemotional)
e)
HAPPINESS Proud of the Oneself, Family,  Explain Malaysian  Express pride  Practise the T&L Activity
Malaysia School, identity such as of the National Gather information
n Society, the National Malaysian Principles on Malaysian identity
Identity Country and Principles, identity  Show loyalty and Create a Malaysian flag using
Global National  Express feelings of sensitivity to the various media
Language, gratitude for Malaysian
Malaysian flag, being patriotic identity Co-curricular Activity
National Anthem,  Sing patrioticsongs
National  Patriotic simulations
Emblem, and
SchoolProgramme
National
Flower  Mural drawing on
 Explain the Malaysian identity
 Social Corporate
importance of
Responsibility (CSR)
national
programme in co- operation
identities to a with corporate agencies
country
 Describe the #AnakAnakMalaysia
effects of not
internalizing
national
identities

52

TOPICS AND SPECIFICATIONS FOR CIVIC EDUCATION IN SECONDARY SCHOOL


CIVIC EDUCATION
CIVIC LITERACY CIVIC PRACTICE
CORE VALUE Citizenshi Citizenship Citizenship
TOPIC CONTEXT
p Character/Attitude Competenc Suggested Activity/ Programme
Knowledge (Socioemotional) e (Action)
(Knowledg
e)
HAPPINESS Contribution to Oneself,Family,  State the  Express feelings  Involve actively in T&L Activity
Country School,Society, importance of of gratitude contributing to  Collect information on
Country contributing to for the country individuals who have
and Global the country contributing contributed to the
 Explain ways of to the country
contributing to country  21 CL on ways to
st
the country contribute to the country

Co-curricular Activity
 Voice of Malaysia
 Fit Malaysia Run

School Programme
 Track prominent figures
programme (various
fields)
 Santuni Tokoh programme














53

UNIT 3 PANDUAN PELAKSANAAN




Pendidikan sivik pada peringkat sekolah menengah rendah 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 Menengah Rendah dan Atas

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 disediak an 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.


















54

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 KSSM. Guru perlu merujuk Standard Kandungan (SK),

Standard Pembelajaran (SP) dan Standard Prestasi (SPi) dalam DSKP KSSM 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.





55

MODUL EXEMPLAR




BAHASA INGGERIS



TOPIC
SUBJECT Time:
1
BE A BUDDY NOT A BULLY Hour

ENGLISH


INTRODUCTION
FORM 5
TEACHER’S NOTES
Bullying can happen in the classroom, school bus, canteen, toilets or at the
CORE VALUE: school corridor . Bullying can affect a child’s sense of self-worth and future Reference Notes:
Love relationships. Bullies themselves suffer from lack of self-esteem and
HSP
confidence. Bullying takes different forms and is traumatic for the victims. Human Rights Commission of
CONTEXT: Therefore, bullying must be curbed in schools and friendship among all pupils Malaysia
School should be fostered.
Teacher Readiness:
Pre-lesson Teacher looks for relevant
CIVIC LITERACY: Teacher shows the following poster and askspupils to give information and prepares
materials for the activities.
examples of bullying.
KNOWLEDGE
Identify ways to curb bullying


SOCIOEMOTIONAL:
Express feelings related to bullying
on oneself from the physical,
emotional and mental aspects

ACTION
Practise saying NO to acts of bullying










58

SIMULATION ACTIVITY
ACTIVITY1 POP CORN ACTIVITY ACTIVITY 2



Teacher poses a question: "How can we prevent bullying in Pupils are divided into groups and each group is given a situation
school?” card.
Pupils discuss and write down what could be done to end the
Pupils stand up at random and give short answers. Teacher then
asks pupils to work in groups and put their ideas in a graphic bullying.
organiser. Pupils then display their work on the walls in the Pupils are also given roles. Pupils simulate the situation to end
classroom. bullying in an amicable way.
The others in the class express feelings:
a) as the victim b) as a bystander
Report bullying cases to Those role playing the situation express how they feel playing the
your teacher /parents/ role of a bully.
counsellor


Develop friendships You and your friends witness a pupil taking food from
Say ‘No’ to the bully’s another pupil. He/she is scared to say anything.
demands
Take on the roles of bully, pupil being bullied, witness and
friends.



You are leaving the school after extra class. The bully who has
been teasing you, corners you outside the entrance and begins
to harass about your appearance. One of your teachers
WAYS TO approaches the school entrance.
PREVENT
BULLYING IN Take on the roles of bully, pupil being bullied and the teacher.
SCHOOL


One of your classmates has been bullying you by sending
Educate children to
love private threatening messages. You shared this with your
best friend and your school counsellor.
Carry out anti bullying Take on the roles of bully, pupil being bullied, counsellor
campaigns
and best friend.

59

ASSESSMENT
ACTIVITY 3
Pupils are assessed through observations,
oral presentations, group activities or
question and answer.
Pupils can work in groups. Teacher asks pupils to create a poster/
badge/web message for an anti-bullying campaign to be carried
out in school. Pupils post the posters around the school. Pupils
can post the web messages in Google Classroom or give the
badge to a friend. SUMMARY


Pupils should:
know ways to curb bullying.











CIVIC INFORMATION




Right:
I have the right to say No to bullying.


Responsibility:

I must report bullies to the school authorities.





https://www.thebadgecentre.co.uk/blue-stop-bullying-report-it-badge-bucket/
https://www.k12posters.com/STOP-a-Bully-Tree-Vinyl-Banner-_p_345.html
60

TOPIC
SUBJECT Time:
1
MY MALAYSIA Hour

ENGLISH



FORM 4
INTRODUCTION TEACHER’S NOTES

Love for the country can also be called patriotism. One of the ways to show
CORE VALUE: our patriotism is by upholding the country’s integrity. Besides taking pride in Reference Notes:
Love our origin, arts and culture, we need to uphold the good name of our country HSP
at all times. This shows love for our country.
CONTEXT: Teacher scans the QR code
Global Ministry of Communications
Pre-lesson
and Multimedia (Malaysia)
Teacher writes the following question on the board. Teacher Preparation:
CIVIC LITERACY:
“How can we show love to our country?” Teacher looks for relevant
KNOWLEDGE: information.
Pupils brainstorm ideas and teacher writes them on the
Explain the importance of love for board. E.g. Attend the National Day Parade/ Fly the
the country
Malaysian Flag.
SOCIOEMOTIONAL:

Express pride in being a QR CODE
Malaysian


ACTION:
Practise the spirit of unity and
integration in upholding the
integrity and sovereignty of
Malaysia https://www.google.com/search?q=national+day+parade&rlz

https://youtu.be/YBhCzZEbWCo
61

ACTIVITY1 SHARE-N-TURNS/ROUND ROBIN ACTIVITY 2



Teacher shows a video to the pupils on Malaysian athletes in global GROUP WORK
arena. Based on the video, teacher asks pupils to explain the Teacher asks each pupil to make a small Malaysian flag and
importance of showing love for the country.
stick it on a straw. Pupils write creative, patriotic messages
Teacher asks pupils to sit in groups and each pupil is given a piece behind their own flags. Teacher randomly selects pupils to read
of paper. Pupils write their responses on the papers and rotate out their messages. All the pupils place their flags with messages
them around the group. in a big vase.




































https://www.123rf.com/clipart-vector/malaysia_culture_people.html?
alttext=1&orderby=2&sti=nizn1gw0uagx91mk4k|



62

ASSESSMENT
ACTIVITY 3 1 STAY 3 STRAY

Pupils are assessed through observations,
oral presentations, group activities or
question and answer.
It is the Olympics. How can Malaysians uphold the good name of
Malaysia either as the Olympian or the spectator?
SUMMARY
Pupils work in groups of four or five and brainstorm ideas. After a
few minutes, three members from every group will move to other
groups to give ideas on their friends’ work. Pupils should
explain the importance of showing love for the country.
practise the spirit of upholding the good name of Malaysia.
e.g. Cheer the Malaysian team.

Win without cheating.



CIVIC INFORMATION





Right
Every citizen has the right to express their love for the country


Responsibility
Every citizen has the responsibility to uphold the good name of
the country.
https://www.malaymail.com/news/sports/2018/12/08/malaysian-youth-council-
sports-can-foster-racial-unity/1701384






63

TOPIC
SUBJECT Time:
1
VALUE THE MALAYSIAN HERITAGE

ENGLISH Hour



FORM 4 INTRODUCTION

Malaysia is a multiracial and multi-ethnic land with Malays, Chinese, TEACHER’S NOTES
CORE VALUE Indians, and the indigenous ethnic groups who all share a unique Reference Notes:
Mutual respect cultural identity and yet able to continue the practice of their respective
culture. To be able to live in peace and harmony, we should HSP
CONTEXT: understand, respect and adapt ourselves to the rich, diverse culture Ministry of Tourism, Arts &
Community Culture (MOTAC)
that has been passed on from generation to generation. It’s our
responsibility to preserve and conserve our national heritage.
Teacher Preparation:
CIVIC LITERACY: Pre-lesson
Teacher looks for
KNOWLEDGE: Teacher asks pupils to brainstorm ideas based on the Information on Malaysian
pictures below. arts, architecture,
State the diverse cultural heritage
among races and ethnicities handicrafts and games of
various races and
ethnicities in Malaysia.
SOCIOEMOTIONAL:
Express pride in respecting diverse
cultural heritage



ACTION:
Practise mutual respect
https://www.google.com/search?
q=malaysian+arts+and+architectures&rlz



64

ACTIVITY 1 TOKEN -TALK -TIME ACTIVITY 2





Teacher shows pictures of the cultural heritage in Malaysia and THUMBS !
pupils state the different types of arts, dances, architecture, Teacher reads a few customary behaviors of Malaysians.
handicrafts and games in Malaysia. Pupils are to show thumbs up for acceptable behavior and
thumbs down for unacceptable behavior and pupils justify their
answers.






1. Scribbling on the architectures in Malaysia.


2. Appreciate the artwork of Malaysia.
Batu Cave Kek Lok Si temple Mulu Cave
3. Refuse to preserve and conserve our own culture.


4. Pointing to an elderly person when talking to them.

5. Wearing a baju kurung for a Malay wedding.


Wau Congkak Makyong 6. Removing your shoes when you enter a house.

7. Participating in a cultural dance.






1. http://bagus-manis.blogspot.com/2014/08/sompoton-sabah-traditional-music.html
2. https://www.google.com/search?
Sompoton Ngajat dance Sapeh rlz=1C1GCEU_enMY822MY822&biw=1600&bih=789&tbm=isch&sa=1&ei=DoUUXcfsHcX4vgTrjrbQDQ&q=national+cultural+
heritage
65

ASSESSMENT
ACTIVITY 3
Pupils are assessed through observations, oral
presentations, group activities or question and
answer.
4 Corner House
Teacher labels the 4 corners of the classroom as houses of the
Malays, Chinese, Indians and Kadazans. SUMMARY
Pupils are going to attend a wedding in these 4 houses. They
are given post its . They are to write on the post its how they Pupils should :
can show respect when attending a wedding.
understand the cultural heritage of various races and
ethnicities.

accept and respect the cultural heritage of various races
and ethnicities.



4 Corner House
CIVIC INFORMATION




Right :
Every race and ethnic group has the right to practise
Sample comments on post its their culture.

1. I cannot wear black.
Responsibility:
2. I must remove my shoes. It is the responsibility of every Malaysian to
preserve and conserve the cultural heritage
of Malaysia.
https://www.tsemrinpoche.com/tsem-tulku-rinpoche/art-architecture/traditional-clothes-of-malaysia.html
https://www.tsemrinpoche.com/tsem-tulku-rinpoche/art-architecture/malaysian-wedding-customs.html
66

TOPIC
SUBJECT Time:
SAY NO TO CORRUPTION 1
Hour

ENGLISH
INTRODUCTION


FORM 5 Corruption is the act of taking and giving money or other valuable gifts for
services rendered in the course of doing one’s job. This raises the question of TEACHER’S NOTES
integrity and compromises the quality of services provided and in the long run
CORE VALUE: affects the country as a whole. A society that is plagued with corruption will
Mutual respect not progress. Therefore, as responsible citizens we must say no to Reference Notes:
corruption.
CONTEXT: HSP
Country Pre-lesson : Teacher elicits response from pupils on corrup-
tion. Malaysian Anti-Corruption
Commission (MACC)
1. What is corruption?
https://www.sprm.gov.my/
CIVIC LITERACY 2. Why do people accept bribes?
Teacher Preparation:
KNOWLEDGE:
Teacher looks for relevant
Explain the impacts of corruption information.
towards a country



SOCIOEMOTIONAL:
Express pride for not bribing


ACTION:
Refuse money, gifts, bonuses, ser-
vices, positions, wages and
discounts offered for services rendered




67

ACTIVITY 1 Card Game ACTIVITY 2 Simulation Activity



1. Pupils are divided into groups and each group is given picture
cards that depict situations of corruption. The cards are placed Teacher divides pupils into groups of 4 and gives them the
in the middle of the group. following situation. They are also given roles. Pupils simulate

the situation and finally make a decision on bribery.
2. Pupils take turns to pick a card. They state the corrupt person
and the effects on the country. E.g. “ Policeman. The effect is
…….. ‘
3. Pupils keep the card if they are able to state the effects of It has been your dream to study in this prestigious university.
corruption. However, there are many other candidates who are more
eligible than you. You receive a call from the officer-in-charge
that you can secure a place if you give him ‘a gift.’ You are
tempted to bribe him.



Roles: Pupil 1 : Pupil who is tempted.
Pupil 2 : Friend who feels it is alright to bribe.

Pupil 3 : The corrupt officer.

traffic police judge architect Pupil 4 : Policeman who explains the consequences.










medical admission doctor
election
http://www.gmic.gov.af/english/analysis/391-nug-has-a-political-will-to-fight-corruption-and-bring-reforms
https://asklegal.my/p/malaysia-report-own-bribe-corruption
https://www.ft.com/content/202efd92-6739-11e3-a5f9-00144feabdc0
https://depositphotos.com/195996120/stock-photo-bribery-and-business-bargain-concept.html
68

ACTIVITY 3 No Gifts Please ASSESSMENT


Pupils are assessed through observations,
oral presentations, group activities or
1. Teacher asks pupils to gather either in front or at the back of the question and answer.
classroom where there is space. (Not all gifts are bribes)
2. Teacher reads a few situations. Pupils listen and move to the left
if they reject the gift and move to the right if they accept it. SUMMARY

3. Teacher may ask pupils to justify their stance.
Example of situations: Pupils should
Mrs Y meets her daughter’s teacher to clarify her marks. Mrs Y explain the effects of corruption.
gives the teacher a watch.
make decisions to turn down offers which are
Sasha gives her teacher a bouquet of flowers on her birthday. corrupt.

Mr Chee receives RM50 for polishing his boss’ car.
Everyday, Encik Khalid buys breakfast for his manager.

Mr Maniam’s personal assistant gives him a lift home whenever CIVIC INFORMATION
he sends his car for servicing.


Right

Everyone has the right to live in a corrupt-free
society.
Pupils gather .They
move either to the
right or left. Responsibility
We should neither give nor accept bribery.







69

TOPIC
SUBJECT Time:
1
DEMOCRATIC MALAYSIA Hour

ENGLISH



FORM 4
TEACHER’S NOTES
INTRODUCTION

CORE VALUE: In Malaysia, we live in a democratic country. Democracy is a system of govern- Reference Notes:
Responsibility ment where eligible citizens exercise power by voting responsibly in the election HSP

CONTEXT: for public officials. Every citizen over the age of 21 should exercise his right to Suruhanjaya Pilihan Raya
Country vote for candidates who have integrity as they will represent the people in the
parliament. Malaysia (SPRM)
Teacher Preparation :

CIVIC LITERACY: Teacher looks for relevant
Pre-lesson information.
KNOWLEDGE:
Teacher discusses the
Describe the process of election in features of democracy
Malaysia
with pupils to introduce
the lesson.
SOCIOEMOTIONAL: Teacher emphasises
Show pride as a Malaysian that the election is an
important process in a
democratic country.
ACTION:
Carry out responsibilities as a citizen








70

ACTIVITY 1 ACTIVITY 2



Election Process

Teacher asks pupils to match the pictures with the steps of an
election process and then describe the election process. Proud I am
Teacher asks pupils to use symbols of patriotism (Jalur Gemilang, The
Announcement of winners Nomination of candidates
Parliament, The Monarch) to show their pride in being a Malaysian by
Polling by the people Campaigning by candidates creating slogans/posters/collages/poems/ songs.

Counting of votes






























https://www.bbc.com/news/world-asia-44063736 https://www.freepik.com/free-photo/hands-waving-flags-malaysia_2979526.htm
https://www.bbc.com/news/world-asia-44063736 https://www.businessinsider.my/malaysia-crowns-new-king-under-system-where-9-families-take-turns-2019-1/
http://www.yadim.com.my/v2/hina-nabi-akta-khusus-akan-dibentang-di-parlimen/


71

ASSESSMENT
ACTIVITY 3
Pupils are assessed through observations,
Role-Play oral presentations, group activities or question
Teacher facilitates a role-play activity that briefly depicts the and answer.
process of election in the democratic system.
Pupils play the roles of candidates and voters.
1. Two candidates are nominated for the position of class SUMMARY
leader.
2. A list of names is passed around the class. A few names
are deliberately left out to prompt a discussion on the re- Pupils should :
sponsibility of ‘registering’ themselves as voters. be able to explain the process of election in a democratic
3. Candidates give a short speech to promote themselves. system.
4. Voters write the name of their preferred choice on a piece know their responsibilities as citizens of Malaysia.
of paper.
5. The votes are counted.
6. Teacher announces the candidate who gets the most
votes as the leader.
CIVIC INFORMATION





Right:

Every citizen aged 21 and over has the right to vote.

Responsibility:

Every citizen should vote on election day
and has the responsibility to choose an
eligible candidate.





72

TOPIC
SUBJECT Time:
1
MANAGE YOUR FINANCE Hour

ENGLISH



FORM 5
TEACHER’S NOTES
INTRODUCTION

CORE VALUE: Financial Management means planning, organising and controlling monetary
Responsibility
resources. Every individual has the right to spend money to fulfil his needs and Reference Notes:
wants. However, they should not succumb to peer pressure and impulse buying
CONTEXT: that will be detrimental to their financial status. Therefore, it is vital to manage HSP
Oneself
personal finances for a financially secure future and a better quality of life.
Teacher Preparation:
Open a savings account Teacher looks for relevant
information.
CIVIC LITERACY:
Teacher prepares the
source of income chart.
Buy what you need
KNOWLEDGE:
State peer influence on spending
decisions
SOCIOEMOTIONAL:
Plan your expenditure Avoid impulse buying
Express gratitude in managing fi-
nance wisely
Pre-lesson
ACTION:
Teacher poses a question and elicits responsesfrom
Frugality in spending the pupils.

“What would you do to manage your finance?”



73

ACTIVITY 1 ACTIVITY 2


Teacher projects an image of RM100,000.00 and pictures of items
that they can spend on. Pupils are given one minute to pick the Teacher asks pupils to chart their sources of income and the amount
things they want. The idea is to create urgency to spend the money. for a year. Pupils write their expenses and check their balance. Pupils
Pupils discuss with their shoulder partners if they have spent the justify their financial management to their shoulder partners.
money wisely and justify their answers. Teacher selects a few pupils
to share their views.
Income Amount (RM)

School allowance

Festive season collection
Birthday gifts
Total
Expenses Amount (RM)
Books
Stationery
Movies
Karaoke
New luxury house Total
RM 30,000.00 down Overseas holiday RM Mercedes Maybach down
payment 20,000.00 payment RM 50,000.00 Income minus expenses=RM



JUSTIFICATION


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Luxury Condominium https://www.liqui-moly.com/en/company/news/detail/news/liqui-moly-with-yamaha-in-the-superbike-world-championship-
Latest IPhone Superbike RM Down payment RM 3751.html
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RM5,000.00 80,000.00 20,000.00 https://www.trustedreviews.com/best/best-iphone-3501342


74

ACTIVITY 3 Gallery Walk ASSESSMENT


Pupils are assessed through observations,
Teacher places the following situations in various places around the oral presentations, group activities or
class. Teacher asks pupils to move in groups of four to give opinions question and answer.
on the following situations. Teacher will later share the responses

SUMMARY



Your friend took you to an expensive shopping outlet. He Pupils should:
pressured to buy things there and you didn't want your know how to plan their financial matters effectively
friend to look down on you. How would you respond?
and spend wisely.
avoid peer pressure in a constructive manner.

A latest phone has been launched by a top brand. Your
friend is convincing you to buy this expensive phone. What
would you say to him/her?

CIVIC INFORMATION


Your friend is contributing RM 5 to Suria Old Folk’s Home
every month. She wants you to do the same. What would be Right:
your opinion? Everyone has the right to spend money.
Responsibility:
Everyone must plan their financial matters
Your friend insists that you should go with him/her to the video effectively for a secure future.
arcade because he is bored of studying. What would be your
decision? Explain.






75

TOPIC
ENGLISH Time:
BELIEVE YOU CAN 1

Hour
SUBJECT



FORM 5
INTRODUCTION
TEACHER’S NOTES
Life is always full of challenges and in every phase we are bound to face
CORE VALUE failures. Believing in oneself and talking to someone experienced can
Happiness help as they may suggest ways to rise from failures. Being optimistic and Reference Notes
striving to find solutions will surely help in enduring obstacles and hardship. HSP
CONTEXT:
Oneself
Teacher Preparation:
Pre-lesson Teacher looks for relevant
CIVIC LITERACY: Teacher elicits response from pupils . information.
Look at the picture below. Have you been in this situation
KNOWLEDGE: before? How did you feel?

Identify ways of handling challenges
to rise from failures


SOCIOEMOTIONAL:
Express happiness in overcoming
challenges


ACTION:
Able to solve problems rationally






76

ACTIVITY 2
ACTIVITY 1 JOT THOUGHTS CHOICE BOARD





Pupils work in groups. Each group is given a situation.
Referring to the situation in the pre lesson, teacher asks pupils
to identify ways to improve their grades. Every pupil is given 1 E.g. A friend who has lost his / her leg in an accident.
minute to write as many as they can.
A loved one has passed away.
After one minute, pupils discuss with their group members the It was your dream to be the Head Prefect but you
three best solutions to improve their grades.
were not chosen.
Teacher then walks around and adds on another challenge to Pupils work in groups and come up with one way to motivate the
each group. e.g. Your father has lost his job. He can’t send you person in the situation. They have to choose one of the following.
for tuition / You fracture your right arm. Pupils present.

Pupils will then have to think of other ways to overcome the
problems.
Group representatives present.


Compose a song Write a poem








Message of advice Any other suitable
way












77

ASSESSMENT
ACTIVITY 3

Pupils are assessed through observations,
Teacher poses a situation. Pupils work in groups to brainstorm ideas. oral presentations, group activities or
question and answer.
Situation: After a plane crash, your group is stranded on a forested
mountain . You are not sure of your whereabouts, and there is no radio
contact. The plane is about to burst into flames and you have a few
moments to choose some items. Your aim is to survive as a group until SUMMARY
rescued. From the following list, choose five important items that you
would take from the plane. Justify your choice. Pupils present their ideas.
Pupils should :
know how to rise from failures.
show optimism in overcoming challenges.








CIVIC INFORMATION




Right:

I have the right to talk to someone whom I can trust when
I face problems.


Responsibility:
It is my responsibility to find solutions to
overcome challenges






78

TOPIC
SUBJECT Time:
LIVE MODERATELY, BE HAPPY 1
Hour
ENGLISH
INTRODUCTION


FORM 5 Moderation is the keyword for a balanced lifestyle. It is important that one learns
to live within one’s means by planning their expenditure and savings
accordingly. Differences in background, income and socioeconomic status are
inevitable . However, being thankful for what one has will eventually lead to TEACHER’S NOTES
CORE VALUE
happiness.
Happiness Reference Notes:
Frugal Saver: Very good
CONTEXT: saver but cuts down spending Status Seeker: Can be HSP
to the extremes. a very good saver but Teacher Preparation:
often has the desire to
show off wealth. Teacher prepares
materials needed and
CIVIC LITERACY: looks for information
on Spender
KNOWLEDGE: Personality.
Explain ways of living moder-
ately Social Spender: Good
Spendthrift: Carefree with mon- saver but can easily be
SOCIOEMOTIONAL: ey. Sees money as something influenced by peers to
to be enjoyed.
Express gratitude for having a spend. Pre-lesson
comfortable life
Teacher asks pupils to
look at the ‘Spender
ACTION:
Personality’ and
Practise prudence in life decide on their
Stress shopper: Strongly focused on the Minimalist: Being rich is not important. personality type.
future and is a good saver. But tend to Capable of modest savings. Does not
overspend when stressed. need to have a good time with friends.

79

ACTIVITY 1 THINK PAIR SHARE ACTIVITY 2 GALLERY WALK




Pupils work in groups and create a “Thankful Tree”. Each pupil
Teacher elicits response from pupils.
writes on the leaves about their family and why they are thankful
1. What are the strengths of your personality? for what they have. E.g. I am thankful for my small cosy home /

2. What are the weaknesses? Thank you for your love, mom.
3. What can you do to ensure that you spend moderately? The trees are put up on the wall and a gallery walk is carried out.




Pupils write down the answers and then discuss with their
shoulder partners. Then they discuss in their table group and
describe a personality type that is ideal for modest spending.
Be moderate in your spending habits, and you will be happy!






















A SAMPLE


https://www.dreamstime.com/stock-images-woman-thinking-to-money-image25601424
https://rock-cafe.info/suggest/the-thankful-tree-746865.html

80

Role-play ASSESSMENT
ACTIVITY 3 “What would we do without you?”

Pupils are assessed through observations,
oral presentations, group activities or
question and answer.
Pupils sit in groups. Each pupil picks picture card of a job.
Step 1. Pupils take turns to introduce themselves . e.g. “I am a gar-
bage collector . I earn RM 1000 a month.” SUMMARY
Step 2. Pupils take turns to say to any one of their group members
how important their job is. e.g. garbage collector. “Without you the Pupils should :
whole neighbourhood will be smelly. Thank you for keeping our sur- explain what it means to spend moderately.
rounding clean. What would we do without you?”
show thankfulness for what they have.
All the jobs must be discussed.






CIVIC INFORMATION



Right:
I have the right to be thankful for what I have.

Examples of jobs: cleaners, contractors, sewage cleaners, Responsibility:
drivers, security guards or any job which is not appreciated.
It is my responsibility to spend within my means.




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81