GRADE

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OO B S ’ TOR A C U

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RO P ION T A C DU E TIC S I L HO

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M RAM

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Mauritius Institute of Education under the aegis of

Ministry of Education,Tertiary Education, Science and Technology

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Values and Citizenship Education - Educator’s Book

LI HO DU E C TI IO T A C PRO RAM

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GRADE

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Acknowledgements Dr Aruna Ankiah-Gangadeen - Head Curriculum Implementation, Textbook Development and Evaluation VALUES AND CITIZENSHIP EDUCATION TEXTBOOK PANEL Jay RAMSAHA - Coordinator, Senior Lecturer, MIE Mary-Joyce Liu Yuk Pat-AGATHE - Coordinator, Ag. Senior PE Organizer/Ag HEP Coordinator Ministry of Education, Tertiary Education, Science and Technology Bina DOOBUR - Health and Physical Education Instructor Pierre Daniel Lewis CALICE - Health and Physical Education Instructor Joel DESCUBES - Educator Hanna KHODABOCUS - Educator Rubina Devi DHOOMUN - Educator Khushboo EMERITH - Educator

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Values and Citizenship Education - Educator’s Book

Layout & illustrations Vedita JOKHUN - Graphic Designer

Proofreading Kamini MOTEEA - Lecturer, MIE

© Mauritius Institute of Education (2022) ISBN : 978-99949-61-78-8

Consent from copyright owners has been sought. However, we extend our apologies to those we might have overlooked. All materials should be used strictly for educational purposes.

Foreword I am pleased to present the new set of Holistic Education Programme (HEP) textbooks for Educators and pupils. Holistic education is the essential component of a sound education system. It complements the formal curriculum to ensure that the growing Mauritian child is provided with opportunities for his/her overall development as a responsible individual and citizen. With the added impetus given to HEP in the context of the Nine-Year Continuous Basic Education (NYCBE) reform and subsequently in the National Curriculum Framework (NCF), HEP has come to be appreciated as a subject that caters for the full development of the child, namely academically, physically, emotionally and creatively.

Prof. (Dr) Vassen Naëck Ag. Director Mauritius Institute of Education

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Much effort has been invested in producing these new materials within stringent timelines. I must place on record the effort and dedication of all those who have made it possible, namely the Panel Coordinators and panel members, the Graphic Designers and the staff of the Curriculum Unit. A special word of thanks goes to all stakeholders who participated in the evaluation exercise and provided feedback that allowed us to enhance the resources. I hope that our learners reap the benefit of all the effort put in and undergo enjoyable experiences while learning.

Values and Citizenship Education - Educator’s Book

Curriculum materials are key to enabling the effective translation of the curriculum in the teaching and learning process. It is thus imperative that they remain current to the times and relevant to the needs of Educators and learners. This new set of textbooks is the result of an evaluation exercise conducted at the end of the first cycle of implementation together with key stakeholders. The feedback received has been central in reconceptualising the approach and content of the materials now being offered. Changes have been effected at the levels of the approach and content to counter challenges previously encountered and enhance teaching and learning experiences. The main changes involve adopting a thematic approach that brings out the interconnection between the different components of HEP; an integrated approach that cuts down on duplication and allows the optimal use of teaching time; different textbooks that are aligned with the requirements of the users; and the provision of activities to be conducted during teaching blocks to ease implementation.

Preface This Values and Citizenship Education Teacher’s Book has been devised in line with the National Curriculum Framework (NCF) Primary. It seeks to provide educators with guidelines regarding the implementation of Values and Citizenship Education activities which emphasises on pupils’ better understanding of themselves. Through activity-based learning, pupils of Grade 2 will be exposed to various learning experiences that will unfold new skills, values and their overall holistic development. Learning through active participation is the aim of Values and Citizenship Education. As such, the activities, strategies and approaches proposed in the Teacher’s Book can be adjusted according to the pupils’ needs. Educators can adapt or supplement the different proposed activities and procedures to suit the learning needs of their pupils. However, it is recommended that real life references and examples from the pupils’ contexts, be considered to facilitate their learning experiences. Educators may be flexible in their choice of medium of communication in implementing proposed activities. The Values and Citizenship Education Panel hopes that this Teacher’s Book will provide educators with insights and resources to confidently implement lessons to develop this essential learning domain.

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Values and Citizenship Education - Educator’s Book

Jay Ramsaha Coordinator Senior Lecturer, MIE

Guidelines Activity Based Learning Values and Citizenship Education starts in the family. However, when it comes to the continuity of societies and social peace, it is important that values education is addressed in a more formal way by schools. Therefore, the effectiveness of Values and Citizenship Education at grass-roots level relies largely on the quality of the pedagogical process. It is thus believed that there is a direct relation between the holistic development of the pupils and the type of educational interventions. Through activity-based learning, pupils will be encouraged to actively participate in their own learning experience. They will be mentally, emotionally and physically involved into different activities that aim at facilitating the acquisition of knowledge, skills and values important to become responsible citizens.

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Hands-on activities, conversations, role-play, outdoors/indoors games, songs, poems, rhymes and stories can be effective media through which pupils can understand certain values, creating new values, adopting them and displaying them through their behaviours .

Values and Citizenship Education - Educator’s Book

Activity-based learning is grounded in the information processing theory whereby learners innately strive to make sense of the world around them. In the process of learning, they experience, memorize and understand what is happening in their own context and this facilitates the internalisation of concepts relevant to their needs. Activity-based learning builds the student’s self-confidence and develops understanding through experiential and collaborative learning.

Table of Contents Krea special

Page Krea Special 1 3 Activity - I Krea Bookmark 4

Lesson 1 – Unity 6 Activity 1.1 - My classroom paper chain 8

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Unit 1: Myself

Values and Citizenship Education - Educator’s Book

Lesson 2 – All about me 9 Activity 2.1 - All about me poster 10 Lesson 3 – Grooming and personal care Activity 3.1 - I learn good grooming practices

11 12

Lesson 4 – My hair care practices Activity 4.1 - I am a Hairdresser

13 14

Lesson 5- The puzzles 15 Activity 5.1 - I am proud of my puzzles 16 Lesson 6 – My Home 17 Activity 6.1 - I colour my sweet home 18 Lesson 7 – I keep my room clean Activity 7.1 - I tidy my room

19 20

Lesson 8 – I learn how to fold my clothes Activity 8.1 - folding time

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Krea

Special

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Krea Special 1

Hello!

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Krea Special 1

KREA SPECIAL

Krea Bookmark

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Krea Special 1

The Krea bookmark will accompany pupils throughout their VACE lessons or any other lessons. It can be placed on the inside of any book to help pupils remember where they have reached.

Activity 1

Krea Bookmark

Duration: 45 minutes Learning outcomes: By the end of this activity, pupils should be able to: • Design and create their own Krea bookmark. • Appreciate their bookmark as well as that of their classmates. • Take responsibility of their bookmark by keeping it safely. Materials: Provided template, scissors, glue, colouring pencils, carton, ribbon and decorative materials Venue: Indoor

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Krea Special 1

Procedure: • Brainstorm on Krea’s character. • Introduce a bookmark through displaying a readymade one. • Explain that a bookmark is used to mark a page in a book and acts as a reminder. • Colour and decorate the provided template in the book. • Cut along the outline of the template. • Paste it on a piece of bristol/ carton. • Cut the bristol/ carton to obtain Krea’s template. • Ask pupils to write their name at the back of the bookmark.

Unit 1

Myself

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Unit 1 – Myself

Hello!

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Unit 1 – Myself

An exemplary citizen is made not born. The aim of this lesson is to develop an individual who understands and recognises the true meaning of values and its importance, and also to help that individual to replicate what he or she has learnt to become an exemplary citizen.

Unit 1 – Myself

Unity

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Lesson 1

Activity 1.1

My classroom paper chain

Duration: 45 minutes Learning outcomes: By the end of this activity, pupils should be able to: • Identify and describe key values such as unity, friendship and sharing. • Reproduce the nmesof their classmates. • Adopt those values through the activity. Materials: scissors, glue, coloured pencil, markers, bristol paper, alphabet chart. Venue: Indoors

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Unit 1 – Myself

Procedure: • Brainstorm on the importance of friendship and unity in class. • Explain what a paper chain is through use of visuals. • Pair up pupils. • Ask pupils to cut out the provided templates. • Each pupil writes the name of the classmate on their own bristol strip instead of their own name. • Allow them to decorate their template. • Help pupils to glue the strips together to form chains. • Hang the chains in classroom in a creative way. • Ask pupils to clean their spot by discarding all scraps materials. • Ask pupils to observe the final work. • Provide feedback and appreciation. • Brainstorm on the activity. For example, was writing your classmate’s name easy? Would it be possible for you to write your classmate’s name without her/his help? How important was working in pair to complete this activity? Was it fun working in pair? What is required for effective pair work? Is it important to keep the classroom tidy? • From probing questions, these words would emerge: helping, cleaning, sharing, friendship. • At the end of the brainstorming session, introduce the term ‘Values’ and link it with the different words and actions discussed during the brainstorming session.

E NOT

• Choice of paper may vary; bristol paper may be used as a template. • Cater for the needs of each pupil: educator may ask them to look for their names in their copybook or books where their names are written or display an alphabet chart to help pupils. • With the chains, the educator may create a hanger, form chain curtains or display them in a creative manner.

Lesson 2

All about me

me

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Unit 1 – Myself

In this lesson, pupils should be able to express their likes and describe them through a poster by cutting and pasting one of their favourite items in the selected boxes. Pupils shall be able to respect their likes and that of their classmates.

Activity 2.1

All about me Poster

Duration: 45 minutes Learning outcomes: By the end of this activity, pupils should be able to: • Identify, choose,cut and paste important aspects about themselves from the list provided in the boxes on the activity sheet. • Recognise, explore and express their likes. Materials: Scissors and glue. Venue: Indoors Procedure: • Introduce the topic ‘All about me’. • Allow pupils to talk about their age, birthday and likes. • Introduce the activity – ‘All about me’. The educator may share her/his likes with the class. • Ask pupils to cut and paste their favourite items on the poster. Clean up. • Ask pupils to draw their favourite item in the provided blank space in case they do not find their favourite item on the list. • After completing their poster, pupils will display it in front of the class. • Enable each pupil to talk about themselves through a presentation of their poster. • Through a walking gallery, give the opportunity to the pupils to learn about their friends.

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Unit 1 – Myself

E NOT

• As an extension, the pupils may be creative and further decorate their posters at home with the help of parents.

Lesson 3

Grooming and personal care

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Unit 1 – Myself

Cleaning starts with you! At the end of the lesson pupils should be able to identify and list various good grooming and personal care practices. This lesson aims at improving the knowledge of pupils on personal care and helping them to adopt such practices in their daily lives.

Activity 3.1

I learn good grooming practices

Duration: 45 minutes Learning outcomes: By the end of this activity, pupils should be able to: • Identify personal care practices. • Explore some basic bad results of not practising personal care. • Understand the importance of good grooming and personal care. Materials: Pupil’s workbook.

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Unit 1 – Myself

Venue: Indoors Procedure: • Introduce and explain the term ‘personal care’. • Define the term ‘good grooming’, as keeping oneself clean, neat and tidy. • Brainstorm and list the different good grooming and personal care practices and their importance. • Allow pupils to explore the pictures in part 1. • Discuss the various pictures. Anecdotes on the subject from educator and pupils are most welcomed. • Cater for the needs of each pupil during the discussion. • Allow pupils to observe pictures in part 2. • Explain column by column, starting with the first column which demonstrates bad personal care practices. • Discuss pictures from the second column, regarding corrective measures. • Explain to pupils that they need to match the first column to the second one to depict the correct measures to be taken by someone who have poor personal care practices. • Provide pupils time to complete the matching exercise. • Provide feedback on the overall work of pupils. • Summarise the lesson by recalling the different personal care practices and their importance.

E NOT

• Be conscious and considerate of pupils’ background when asking them to adopt the different practices and provide them with alternatives. For example, those who cannot shower everyday can at least wipe themselves with a wet towel.

Lesson 4

My hair care practices

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Unit 1 – Myself

This activity will enable pupils to list some basic hair care practices through a discussion phase. They shall further explore some practices that need to be avoided and be encouraged to adopt good hair care practices.

Activity 4.1

I am the hairdresser

Duration: 45 minutes Learning outcomes: By the end of this activity, pupils should be able to: • List different hair care practices. • Explore their importance. Materials: scissors, glue, coloured pencils. Venue: Indoors

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Unit 1 – Myself

Procedure: • Brainstorm on grooming and importance of hair care. • Discuss the various hair care practices that pupils already know through questioning. • Allow pupils time to observe the pictures in part 1. • Discuss and explain each picture. • Explain the idea and importance behind each picture. For example, hair colour may cause allergies and tight hairstyle causes hair fall. • Introduce part 2 of the activity by asking pupils: ‘Who is a hairdresser? What does a hairdresser do? • Ask them to cut the provided strips. • Pupils will glue each strip on the provided template. • Provide pupils time to colour the character. • Ask the following question: How can we make her/him look smarter? • Allow pupils to trim untidy hair of the character. • Ask pupils to clean up. • A walk-in gallery may be created to allow pupils to display their work. • Provide feedback and appreciation on pupils work.

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• Other healthy hair care practices may be mentioned. • The pupils’ template may be used as stick puppets.

Lesson 5

The puzzles

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Unit 1 – Myself

In this lesson, pupils should be able to assemble two puzzles.

Activity 5.1

I am proud of my puzzles

Duration: 45 minutes Learning outcomes: By the end of this activity, pupils should be able to: • Identify, cut, organise and paste pieces of a puzzle to form a picture. • Feel proud of themselves by displaying their work. Materials: Scissors and glue stick. Venue: Indoors Procedure: • Introduce the puzzle from the book. • For part 1(Pupils at school), ask pupils to cut, organise and glue the pieces in the appropriate spaces to complete the picture. • For part 2 (Pupils playing at school), ask pupils to cut along the line of the provided puzzle. • Arrange the pieces of the puzzle to form the original picture. • Glue the arranged pieces of the puzzle on the provided template. • Ask pupils to present their work. • Praise pupils for their achievement upon assembling the puzzle. • Explain that feeling proud is having a feeling of pleasure or satisfaction with a person’s own achievements. • Ask pupils whether they feel proud of their accomplishment.

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Unit 1 – Myself

E NOT

• This activity may be adapted according to the pupils’ pace and ability.

Lesson 6

I colour my home

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Unit 1 – Myself

This colouring activity shall develop pupils’ pride through the presentation of their work. They shall also show their appreciation for others’ work through clapping of hands and cheering.

Activity 6.1

I colour my sweet home

Duration: 45 minutes Learning outcomes: By the end of this activity, pupils should be able to: • Make use of different colours to colour the image. • Be proud of their colouring. • Present their work to the class. Materials: Colouring pencils/ felt pens,/wax crayons Venue: Indoors Procedure: • Based on previous lessons, pupils shall take pride in colouring the image. • Encourage pupils to use diverse colouring materials. • Ask pupils to present their work in class.

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Unit 1 – Myself

NOT

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• As an extension, pupils may draw their family at home.

Based on their prior knowledge on the topic ‘My Belongings’ in Grade 1, pupils shall identify the appropriate place to keep their belongings at home. They shall also recognise the importance of not misplacing their belongings or keeping them in inappropriate places. In so doing, pupils shall be able to keep their room tidy and organised.

Unit 1 – Myself

I keep my room clean

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Lesson 7

Activity 7.1

I tidy my room

Duration: 45 minutes Learning outcomes: By the end of this activity, pupils should be able to: • Identify suitable places to keep their belongings at home. • Recognise the importance of keeping their room tidy. Materials: Scissors and glue stick. Venue: Indoors

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Unit 1 – Myself

Procedure: • Engage pupils in a brief discussion on the importance of keeping things in their place and keeping their room tidy. • Introduce the activity and ask pupils the following questions: • Where is X object kept and why? Why should it not be placed elsewhere? • Why should books or clothes not be kept on the floor? • Is it appropriate to eat on the bed? Why? • Who makes your bed after you wake up? • Ask pupils to cut and paste provided visuals of belongings in appropriate places. • Encourage pupils to keep their room clean and tidy.

The aim of this lesson is to develop pupils’ folding clothes skill, while raising awareness on its importance and developing their sense of responsibility and independence. This in turn will enable them to properly fold their uniforms during PE classes.

Unit 1 – Myself

I learn how to fold my clothes

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Lesson 8

Activity 8.1

Folding time

Duration: 45 minutes Learning outcomes: By the end of this activity, pupils should be able to: • Learn about caring for their clothes. • Develop independence. • Adopt these skills in their lives. Materials: A handkerchief or a piece of paper, towel.

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Unit 1 – Myself

Venue: Indoors Procedure: • Brainstorm on the importance of folding clothes in general. • Allow pupils time to observe the pictures in part 1. • Discuss the different pictures and why it is important to keep our clothes well folded. • Explain the importance of folding the school uniforms and sportswear before and after every P.E class. Some important aspects may include tidiness and to prevent wrinkles on them. • Emphasise on keeping their folded clothes on their respective desks during PE classes. • Allow pupils time to observe pictures from part 2, which demonstrate simple folding techniques. • Do a hands-on demonstration on how to fold a towel or use visual demonstration through a video. • Provide proper guidelines during demonstration session. • Allow pupils time to observe pictures from part 3 and explain. • Ask pupils to put their handkerchief on the table. • Ask them to smooth out wrinkles. • Direct pupils to fold their handkerchief into half while joining the corners. • Repeat the folding technique. • Help those encountering difficulties. • Walk around and check each pupil’s handkerchief. • Ask pupils to applaud themselves at the end of the activity. • Have a recap on the activity by encouraging pupils to fold their clothes at home and by reminding them they must fold their uniforms before every Physical Education class.

Unit 1 – Myself 23

E NOT

• Assist pupils encountering difficulties. • Follow up: to instil folding habits among pupils, this folding activity should be encouraged before and after every Physical Education class, whereby pupils fold their uniforms and place them on their desk and same shall apply with their sportswear once the class is over. • It may be tedious at the start, but with practice pupils will develop good habits. • Supervise this activity for better results.

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Unit 1 – Myself

© Mauritius Institute of Education (2022) ISBN: 978-99949-61-78-8