Values and Citizenship Education: Grade 5

Values and Citizenship Education
Grade 5
Teacher’s Book
Mauritius Institute of Education

under the aegis of
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
VALUES AND CITIZENSHIP EDUCATION
Grade 5
Teacher’s Book
Professor Vassen Naëck - Coordinator, Head Curriculum Implementation, Textbook Development and Evaluation
VALUES AND CITIZENSHIP EDUCATION TEXTBOOK PANEL
Joel DESCUBES - Educator

Hanna KHODABOCUS - Educator
CONTRIBUTORS (MINISTRY OF EDUCATION, TERTIARY EDUCATION, SCIENCE AND TECHNOLOGY)
Vijay Kumar Bharosha - Inspector

Raj Kumar Ragen - Inspector
Mohamed Iqbal Mookith - Inspector
Shri Krishna Chakoury - Inspector
Jaymantee Lugun - Inspector
LAYOUT
Rakesh Sookun - Graphic Designer
Devi Manic - Graphic Designer
Karnesh Ramful - Graphic Designer
PROOFREADING
Mangala Jawaheer - English Dept
ISBN: 978-99949-53-97-4
© Mauritius Institute of Education (2020)
ACKNOWLEDGEMENTS
A note of thanks to all who have contributed during the workshops in the different zones to the elaboration of certain activities.
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.
ii
FOREWORD
The Nine Year Continuous Basic Education (NYCBE) acknowledges that young people are more prone to losing their bearings and are more
vulnerable to social ills. We are living in a world characterised by rapid change and the inroad of several influences on the child, which could be
adverse if children are not prepared to face the change. The NYCBE emphasised a holistic education with Values and Citizenship Education as
one of the components. The introduction of Values and Citizenship Education was planned to be carried out in a phased manner. We are now
proposing a set of textbooks for the whole of the primary sector from Grades 1 to 6.
Value orientation helps to provide a road map to guide children to lead a life based on moral principles. No doubt, value orientation is both parent
and public responsibility, but we believe that schools should take significant responsibility in fostering values in students.
We are proposing lessons in values and citizenship to empower the students with attitudes and skills, as well as giving them the critical ability to
use them in their everyday life. Emphasis is placed on values and citizenship that would make children develop a more responsible attitude and
understanding to lead a better social life from the early years of schooling.
This series of textbooks will no doubt be a welcome addition towards the consolidation of the holistic education and development of children. These
books are provided as support materials for teachers. We would encourage teachers to use them as guidelines and not prescriptive documents.
We would wish to thank all those involved in the production of this series. We would urge teachers to make the best use of them so that we
achieve the objectives set for the holistic development of the child, and help to lay the foundation for a better society.
Dr O. Nath Varma
Director, MIE
iii
PREFACE
The Grade 5 Values and Citizenship Education Teacher’s Book has been designed in line with NCF Primary Grades 1 to 6. It seeks to
provide educators with valuable guidelines for the activities included in the pupil’s book. The NYCBE emphasized a holistic education
with Values Education as one of the components. This teacher’s book will empower primary educators to take significant responsibility
in fostering values in their pupils.
Curriculum materials for Values and Citizenship Education for lower primary (Grade 1 to 3) were designed and developed according to
themes. For Grade 5, emphasis is being laid on four specific values namely: Caring, Respecting, Communicating and Engaging.
We are proposing learning activities orientations in the Grade 5 textbook based on the learning outcomes of the National Curriculum
Framework. These learning outcomes are:
• Develop respect for self, self-confidence, self-esteem.
• Develop empathy and good relationships with others.
• Demonstrate good citizenship behaviours (e.g. respect and protect the environment, and the country).
• Demonstrate a sense of patriotism and belonging/pride for the country.
• Demonstrate awareness of rights and responsibilities of self and others.
The strategies and approaches adapted are in no way prescriptive. As such it is strongly recommended that educators adapt or
supplement the different proposed activities and procedures to suit the learning needs of their pupils. Hands-on activities, conversations,
role-play, games, songs and stories can be effective in engaging and motivating pupils to Values and Citizenship Education.
We hope that this guide helps educators in fostering values in pupils and consolidate the holistic education and development of
children.
iv
LEARNING OBJECTIVES
At the end of Grade 5, pupils should be able to:
• Identify some more values our society upholds

• Demonstrate values
• Take initiatives and respond to life challenges
• Demonstrate principles of moral and ethical conduct
• Demonstrate determination to strive for excellence
• Demonstrate awareness of rights and responsibilities of self and others
• Show care and compassion towards oneself and others
• Respect human rights and stand for the right of others
• Respect cultural and national heritage
• Develop empathy, good relationships with others and awareness of own responsibilities
• Demonstrate good citizenship behaviours (e.g. no littering, protect the environment, public property)
• Demonstrate a sense of pariotism and belonging/pride for the country
v
Table of content
Unit 1 – Caring 0
Lesson 1 – Daily values 02
Lesson 2 – Behaviour that hurts 06
Lesson 3 – The qualities of my family members 12
Lesson 4 – We have something in common 18
Lesson 5 – Safe and unsafe touch 22
Profiling – Unit 1 25
Unit 2 – Respecting
Lesson 6 – Saying no 28
Lesson 7 – Displaying good behaviour 32
Lesson 8 – Inclusion 38
Unit 3 – Communicating
Lesson 9 – What is my network? 44
Lesson 10 – Listening to others 48
Lesson 11 – Body language 53
Unit 4 – Engaging
Lesson 12 – Punctuality 62
Lesson 13 – Needs and wants 70
Lesson 14 – Reaffirming my values 82
vi
Unit 1 Caring
Unit 1
CARING
1
Unit 1 Caring
Lesson 1 – Daily Values
Values emerging
Stages Activity procedures described Resources required
to be assessed
This lesson will help pupils to evaluate the values that they
already have in them. Let them recall the values that they have
Step 1 • Listening
and that they have learnt over the years. The activities in this
Setting the stage • Discipline
lesson will set the basis for the pupils to learn recognize new
values and discover ways to inculcate them.
Activity 1 – Refreshing my memory

Step 2 • Ask pupils to discuss the different values that they have learnt Images of situations • Reflection on oneself
Implementation during the previous years. where values are • Fairness
of activity • Ask them to talk about different values that they have important • Tolerance
previously learnt and how they use them in their daily life.
Activity 2 – My friendship traits
• Ask pupils to think about their close friends. Let them discuss
the reasons why they have chosen this specific friend. Ask
Coloured pencils/ • Respect for others
Step 3 them to identify the different traits that their friends have.
felt pen • Sincerity
• Ask pupils about the different traits that they do not like to see
in their friends. Let them discuss the ways they should behave
towards their friends.
• Activity 3 – Classroom rules
• Discuss the different classroom rules with pupils.
• Let them identify the different rules that they will have • Discipline
Step 4 Bristol paper, markers
to abide by for the whole year. • Respect for others
• Let them write the rules down. Go through the rules with the
pupils and how they will need to abide to them during the year.
Educator summarises importance of values in daily life.
Reflection on work done
(Summing up) Remind pupils about the different traits that they need
to develop in them.
and appreciation of self
Importance of cleanliness
Clean up Clean up (If needed)
and tidiness
2
Unit 1 Caring
Activity 1: Refreshing my memory
Look at the pictures. Discuss what you

observed with your friends.
Do you see yourself behaving like this?
What other values can be added to these?
3
Unit 1 Caring

Activity 2: My friendship traits
Look at the values below.
Circle the values that you look in a friend. Why should they have these values?
Cross out the values that you do not want in a friend. Discuss why.
Kind
Courageous Dishonest Impatient Honest
Funny Fair Confident
Lies a lot
Rude Caring
Mean
Grouchy Helpful
Bossy
Competitive
Patient Loyal
Cheater Greedy
Playful
Friendly Hateful Popular
Polite Good Listener
Discuss the values that you should show as a friend.
4
Unit 1 Caring

Activity 3: Classroom Rules
Classroom Rules
Discuss the classroom rules with your

friends.
How should you behave in your class?
Write them down in the space provided.
5
Unit 1 Caring
Lesson 2 – Behaviour that hurts

Values emerging to be
assessed
• Ask pupils if they ever get angry at times.
Pictures that show
Step 1 • Ask them to share the last time they got angry?
children engaging in a
Setting the stage • Ask them why they think they were right to get angry?
healthy lifestyle.
• How did they feel after the event?
Activity 1 – What makes me angry?

Brainstorming/Class discussion:
• Why do we feel angry? Pictures that show
Step 2 • How will you qualify this emotion? • Awareness of own
children angry or in
Implementation • Note key vocabulary relating to this emotion and what can responsibilities
situations where they
of activity trigger it. • Respect for others
can get angry
• Ask pupils what they will do if they cannot express their anger?
• Ask them how they manage their anger.
Activity 2 – Always be grateful with what you have

• Help learners to read the comic strip. You may print the
comic strip and stick it on the board.
• Ask the pupils how they feel about the short story and what
Pictures of the comic
Step 3 they have understood about it. • Reflection on own self
strip
• Tell them about the moral of the story, and that they should
be grateful with what they have and what they get.
• The purpose of the story is to show that envy does not
necessarily bring the good out of you.
6
Unit 1 Caring
Activity 3 – Anti-social behaviour

• Put pupils in group of 4-5 . Ask them to look at the pictures
carefully and discuss what they can see.
• Ask them to discuss whether they agree to what is happening
in the pictures.
• Let them discuss how they would feel if they were victims of • Honesty
Step 4 such situations. • Respect
• Ask them what would happen to them if they were inflictors • Care and compassion
of such situations. Remind them that these are anti-social
behaviour which can lead to bigger crimes later.
• Ask them to suggest ways in which anti-social behaviour can
be stopped or reduced.
Educator asks the pupils what they have learnt in this lesson
(Summing up) and how they appreciate themselves towards leading a healthy
lifestyle.
and tidiness
7
Unit 1 Caring

Activity 1: What makes me angry?
Have a look at these pictures.
What can you say about them?
Are the children happy?
How do you feel about the pictures?
8
Unit 1 Caring

Activity 2: Be always grateful with what you have
1 2 That’s not a car – it’s a work

of art! … I’ll never earn enough
to drive a car like this.
I guess it must be cool to fly a
helicopter without traffic jams
and with the city in full view…
This dude is so lucky to drive a Ford! I

Wow! What a cool car… Heavy,
bet it has air-con, automatic steering,
powerful, spacious, girls are
everything! And I bet it doesn’t break
3 impressed by such cars. 4 down every 100 km!
9
Unit 1 Caring
Lesson 2 – Behaviour that hurts Discuss the story

with the class.
Activity 2: Be always grateful with what you have What have you
understood from it?
5
A bicycle is cool of course, but imagine
breathing in the exhaust fumes every day… I
must come into work covered in sweat... And
what do I do if it is raining? Now that dude
probably feels great in her car, nice and cosy
and he can close the window if he needs to…
I missed the bus again…Now I have

to go to work on foot… If I had a I wonder, why is that guy so
bicycle, I could get to work by myself unhappy? Maybe he is on his way
6 and I would be in great shape… 7 to a job which he does not like?
But at least he can go anywhere
he wants to…
10
Unit 1 Caring
Lesson 2 - Behaviour that hurts

Activity 3: Anti-social Behaviour
Look at the pictures carefully.
What do you observe?
How would you feel if these happened to you?
How should you behave around other people?
11
Unit 1 Caring
Lesson 3 - The qualities of my family members

Values emerging
to be assessed
Activity 1 – My family qualities
• Stick some pictures of children engaging in activities with Pictures of different • Care for the family
different members of their family. family members • Respect for the family
Step 1 • Create a list of qualities usually demonstrated by family List of qualities • Acceptance of
members and individuals. Use this list as guidelines to help the demonstrated by uniqueness of members
pupils describe members of their family. family members of the family
• Ask learners if those are beneficial for them.
Activity 2 – I praise my family. • Uniqueness of members

• Ask pupils to discuss the different values that they have learnt of the family
Step 2 during the previous years. • Valuing the family
• Ask them to talk about different values that they have • Dignity
previously learnt and how they use them in their daily life. • Respect
Activity 3 – My family history

• Prior to this activity in class, ask pupils to discuss with their
parents or grandparents about their past life.
• Cultural and family
• Provide a list of questions to the pupils to guide them. Record of interview
Step 3 heritage
• Encourage pupils to carry out the interview in any language previously done.
• Respect for family
they are at ease with.
• On the day of the activity, ask each pupil to share their
findings with the whole class.
Educator discusses with the pupils about the importance

(Summing up) of the family.
Explain to the pupils the importance of knowing their family history.
and tidiness
12
Unit 1 Caring

Activity 1: My family qualities
Use the space below to write down the qualities of your family members.
You may choose from the list given by your teacher as examples.
You may draw or stick a picture of the different members.
Mother Dad
13
Unit 1 Caring

Grandmother Grandfather
14
Unit 1 Caring

Brother/Sister Brother/Sister
15
Unit 1 Caring

Activity 2: I praise my family.
Go to each family member that you mentioned in Activity 1 and tell them what you
like about them.
Tell them why they are important for you and why you need them.
I enjoy spending time with you.
You make me laugh.
16
Unit 1 Caring

Activity 3: My family history
Each family has its own story. It starts usually with the grandparents.
Ask your grandparents/parents how they came to stay in the area they are
living, how they used to live as a child and where their ancestors come from.
Use the following questions to guide your interview.
INTERVIEW QUESTIONS:
What is your name?
When did you start to live here?
Where did you grow up?
How did you spend your childhood?
What games did you play?
Are your parents Mauritians?
Where did your ancestors come from?
How did they come to Mauritius?
When did you get married?
How did the two of you meet?
17
Unit 1 Caring
Lesson 4 - We have something in common
Values emerging
to be assessed
Activity 1 – What do we have in common?

• Ask pupils to complete the activity.
• Using bristol paper or the board to record the answers given Whiteboard, • Relating to others
Step 1 by the pupils for each category. Blackboard or bristol • Respect for others
• Discuss the different items that pupils have in common. paper • Acceptance
Ask them why they prefer such items.
• You may also ask one pupil to say out loud what he/she likes
to do and ask those with the same likes to lift their arms.
Activity 2 – Who do I relate to?

• Ask pupils to think about the persons that they are close to;
it can be their friends or their cousins. • Relating to others
• Let them discuss the reasons why they are close to these • Develop good
Step 2
people. Usually humans with same likes tend to spend time relationships with others
together. • Having good friends
• Encourage pupils to find out more about those that they
spend time with.
(Summing up)
and how persons can have same qualities.
and tidiness
18
Unit 1 Caring

Activity 1: What do we have in common?
Name:____________________________ Date:________________
My favourite thing to do: My favourite subject is:
Science
Read
Mathematics
French
Hang out with friends
History and Geography
Use the grids on pages 19 and
20 to choose your likes. Then Values and Citizenship Education
compare it with your friends to Play video games
see what you have in common. Health and Physical Education
English
Listen to music
The Arts
Other:__________________________
19
Unit 1 Caring

Activity 1: What do we have in common?
I love to eat: I like to play:
Pizza Football
Rice Tennis
Pasta Badminton
Fried chicken Basketball
Salad Volleyball
Other:__________________________ Other:________________________
20
Unit 1 Caring

Activity 2: Who do I relate to?
Think about the people in your surroundings: your friends, your cousins or your siblings.
Who do you spend most of your time with? Why?
Why do you relate to these people more easily than to others?
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
Write down the
________________________________________________________________________________________________________________
things that you do
________________________________________________________________________________________________________________
together with them.
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
21
Unit 1 Caring
Lesson 5 - Safe and unsafe touch

Resources Values emerging
Stages Activity procedures described
required to be assessed
Activity 1 – Appropriate touches
• Self-awareness
• Explain to pupils that touching someone appropriately can communicate
• Take personal
caring, friendship, and affection. Different ways of touching have different
responsibility for
meanings. For example, a pat on the back is usually a sign that someone else Pictures showing
Step 1 their action
approves of what you have done; a slap tells you the opposite. Some ways safe and unsafe
Setting the stage • Awareness of
of touching are acceptable, and others aren’t. There are people who are touches.
their own and
comfortable with physical contact and people who are not. Remind pupils
other’s rights and
that if someone acts as if he doesn’t want to be touched, don’t touch him.
responsibilities
• Discuss the rules about touching at school, home, and community.
Activity 2 – My personal space
• Ask children to talk about personal space. Have them focus on
the word “personal” when they are thinking about the concept.
• Explain to them that personal space refers to the distance between two
people. A person’s personal space is the space around his/her body that helps
him/her feel comfortable near other people and helps them feel comfortable
near him/her.
Step 2 1. Intimate zone - This zone is where family and closest friends will stand to talk • Respect for
(Implementation with you about something personal or to be near you. oneself
of activity) 2. Personal zone – People who they know well stand in this zone for everyday • Respect for others
conversations.
3. Social zone - Acquaintances stand in the social zone to talk to them.
4. Public zone - People stand in this zone to speak in public, for example, if
someone was running for school office and had to give a speech in assembly.
• Ask pupils to give examples of whom they would usually talk to in each zone.
Besides friends and family members, they should think of people at school and
in the community.
(Summing up)
and how persons can have same qualities.
Importance of
cleanliness and tidiness
22
Unit 1 Caring

Activity 1: Appropriate touches
Discuss the following situations with your friends and your teacher.
Do you feel at ease when being in these situations?
Shaking someone’s hand
Patting someone’s shoulder
Giving a high-five
Pushing in line
Holding someone’s hand
Tickling
Poking someone in the back
Hugging someone
Putting your arm around someone
Slapping someone’s face
Kicking someone’s leg

23
Unit 1 Caring

Activity 2: My personal space
On the lines below, write who
you would feel comfortable
talking to in each zone.
_____________
INTIMATE
__________________
PERSONAL
____________________
SOCIAL
_____________________
PUBLIC
24
Unit 1 Caring
Pupil attitude and behaviour checklist – Unit 1
Good Satisfactory Needs improvement
Values himself / herself
Demonstrates an understanding of different values
Appreciates qualities of others
Accepts and respects the uniqueness of others
Understands their rights and responsibilities
Shows respect towards himself / herself
Demonstrates care and compassion towards others
Demonstrates respect for their cultural heritage
Demonstrates good relationships with others
Understands the rights and responsibilities of others
25
26
Unit 2
RESPECTING
27
Unit 2 Respect
Lesson 6 – Saying no
Values emerging
to be assessed
Activity 1 – How to deal with strange encounters
• Stick some pictures of children engaging in a healthy lifestyle
and some pictures reflecting the situations in the book on the Pictures that show
Step 1 • Self-awareness
board. children dealing with
Setting the stage • Being assertive
• Discuss with learners what the children are doing, and what strange encounters
they think of these activities.
• Ask learners if situations are beneficial for them.
• Respect for others and
• Divide the pupils into groups.
Step 2 oneself
• Ask them to reflect on the examples provided on the board
Implementation • Take initiatives
and how they could address the situation.
of activity and respond to life
• Explain how to practise saying no to these situations as they
challenges
have a bad impact on our lives.
Activity 2 – Peer Pressure
• Help learners engage in and complete Activity 2 individually. • Reflection on own self;
Step 3 • Ask learners to reflect and present their ideas through a mind expression through mind
map in Activity 3. map
• They can decorate it accordingly.
Activity 3 – My mind map against pressure

Step 4 • Through the mind map pupils will reflect and provide solutions to
the different problems exposed in the group.
Educator asks the pupils what they have learned in this lesson
(Summing up) and how they appreciate themselves and to say no to situations
that could cause harm to them.
and tidiness
28
Unit 2 Respect
Activity 1: How to deal with strange encounters?
Discuss the following situations with your

friends and your teacher.
Have you ever encountered such situations?
29
Unit 2 Respect
Activity 2: Peer pressure
Discuss the following situations with your friends and your teacher.
Have you ever encountered such situations?
What would you have done in their place?
30
Unit 2 Respect
Activity 3: My mind map to fight against pressure
Use the space below to create a mind map about the solutions that could
address the problems discussed before.
31
Unit 2 Respect
Lesson 7 – Displaying good behaviour
Values emerging
to be assessed
Activity 1 – Good behaviour around me
• Ask pupils to identify some good behaviour of the self, then to identify
• Good citizenship
times when they were admired/rewarded by people due to their
Step 1 behaviours
good behaviour
• Develop empathy good
• Record the answers on the board.
relationships with others
• Then ask them to identify some good behaviour that they admired in others.
• Ask the pupils to record in the box what they have learned during the lesson.
Activity 2 – Rules and routine • Awareness of own
Step 2 • Explain to pupils that rules are present in our everyday life. responsibilities
• Rules are present in different places and we should respect the rules • Develop principles of moral
because they protect us. Everywhere and ethical conduct
Activity 3 – My daily routine
Step 3 • Explain to pupils that they need to follow a routine as this will help Awareness of own’s role
them to be punctual and come prepared to school.
Activity 4 - My daily routine in a collage
• After the discussion ask the pupils to create a collage to explain their
daily routine to the class. Allow pupils enough time to complete the
Step 4
task. Note that this activity can be spread over two sessions.
• When they have completed their collage, ask pupils to present it to
the class so that they can explain their routine to their friends.
Activity 5 – Rules in our daily life
• Explain to pupils that rules are present in our everyday life.
Step 5 • Rules are present in different places and we should respect the rules Discipline
because they protect us. Everywhere there are rules, even at home
and in the classroom.
Educator asks the pupils what they have learnt in this lesson and how
Step 6 they appreciate themselves towards leading a healthy lifestyle while
respecting rules and routine.
and tidiness
32
Unit 2 Respect
Activity 1: Good behaviour around me

Observe and discuss the picture with your teacher and your friends.
Good behaviour is a way to show respect to ourselves but also show respect to others.
What have I learnt:
33
Unit 2 Respect

Activity 2: Rules and routine Discuss the following situation with
your friends and your teacher.
Rules and routines are important Have you ever encountered such situations?
They keep us safe What would you have done in their place?
What have I learnt:
34
Unit 2 Respect
Activity 3: My daily routine

Observe and discuss the picture with
your teacher and your friends.
What can you say about the different
activities?
Can you relate to them?
35
Unit 2 Respect
Activity 4: My daily routine in a collage Use the space provided to create a

picture or a collage about your daily
routine. You may use magazine cut outs
and drawings to complete the activity.
36
Unit 2 Respect
Activity 5: Rules in our daily life With the help of your

teacher complete the
list below.
Rules in the classroom Rules at home
• Listen to the teacher when he talks. • Listen to your parents.
• Do not throw waste in class. • Keep your room clean.
• Raise your hands if you have to talk. • Respect family members.
• Respect your friends. • Go to bed at 9 p.m
• •
• •
• •
• •
• •
37
Unit 2 Respect
Lesson 8 – Inclusion
Values emerging
to be assessed
• Stick some pictures depicting some examples of inclusion and
Step 1 exclusion.
• Respect for others
Setting the stage • Ask the pupils to identify the differences that they can see in the
different situations.
Activity 1 – Exclusion affects people

Step 2 • Respect for others
• For pupils to understand inclusion, let pupils relate an incident where
(Implementation • Tolerance
they felt excluded. Initiate a discussion on the topic and encourage
of activity) • Acceptance
pupils to share what they understand by inclusion and exclusion.
Activity 2 – Inclusion in the family

• Explain to pupils that rules are present in our everyday life. • Uniqueness of persons
Step 3 • Rules are present in different places and we should respect the rules • Acceptance
because they protect us. Everywhere there are rules, even at home • Respecting others
and in the classroom.
Activity 3 – Acknowledging others’ differences

• Uniqueness of others
Step 4 • Explain to pupils that they need to follow a routine as this will help
• Tolerance
them be punctual and come prepared to school.
Step 5 Educator asks the pupils what they have learnt in this lesson and how
(Summing up) they appreciate others for their differences.
38
Unit 2 Respect
Activity 1: Exclusion affects people
Picture 1 Picture 2
Observe and discuss the pictures above.

Are they similar or different? What can you say about them?
Can you relate to the pictures?
39
Unit 2 Respect
Activity 2: Inclusion in the family
Treat the members of

your family the way you
want them to treat you.
Read the statements and write True or False next to them.
(i) I should respect my grandparents. _________
Listen to other (ii) I should shout at my parents. _________

family members (iii) I must not help in the house chores. _________
and value their
opinions. (iv) I must listen when elders give me advice. _________
(v) I should take care of other members of the family when they
are sick. __________
40
Unit 2 Respect
Activity 3: Acknowledging others’ differences

Do you remember that we talked about the similarities that we share with other people? It is also
important to know that each of us has a unique personality that makes us different from other people.
Despite our differences!

Me My friend
How are you and your friend the same? How are you and your friend different?
41
Unit 2 Respect
Shows respect towards himself / herself.
Takes initiatives and responds to life challenges
Shows respect towards others
Demonstrates good citizenship behaviours
Understands their rights and responsibilities
Understands own role and how to participate in a

democratic society
Accepts and respects the uniqueness of others
Demonstrates empathy towards other persons
42
Unit 3 Communicating
Unit 3
COMMUNICATING
43
Lesson 9 - What is my network?
Values emerging
to be assessed
• Ask the pupils if they know a lot of people.
Step 1
• How would they categorise them? Friends, family or acquaintances?
Setting the stage
• Ask them about the kind of conversation they have with these
persons.
Activity 1 – My family network

Step 2 • Help learners to engage in and complete Activity 1 individually.
• Communicating with
(Implementation • Let them identify the people that they know through their family.
others
of activity) • Ask learners to reflect and present their ideas through a mind map.
• Building relationships
• They can decorate it accordingly.
Activity 2 – My friends’ network • Respect for others

• Help learners to engage in and complete Activity 2 individually. • Communicating with
Step 3
• Ask learners to reflect and present their ideas through a mind map. others
• They can decorate it accordingly. • Building relationships
Activity 3 – My web
• Ask each pupil to complete his/her web with the persons with
• Communicating with
Step 4 whom he/she feels safe and comfortable with. This activity can be
others
completed using photos or in writing down the names of the persons
• Building relationship
they have chosen.
Step 5 After the completion of the different activities, ask learners to think about
(Summing up) the persons they consider more important than others.
• Importance of
44
Activity 1: My family network
Use the space below to create

a network from the family
members you have.
Me
45
Activity 2: My friend’s network
Use the space below to create

a network from the friends
you have.
Me
46
Activity 3: I create my web
Use the space below to

create a network from the
persons you feel comfortable
with.
Me
47
Lesson 10 – Communicating with others
Values emerging
to be assessed
• Ask pupils if someone has ever come to talk to them about something
that was bothering them.
Step 1
• Some questions that could be asked:
Setting the stage
− Did you listen to them attentively?
− How did they feel after talking to you?
− How did you feel?
Activity 1 – Is listening important?

Step 2 • Respect for others
• Read the dialogue between Ben and Jane.
(Implementation • Listening to others
• Discuss the importance of listening to others when they talk.
of activity) • Sensitivity
• Discuss why we should not speak over others.
Activity 2 – Listening well

• Divide children into groups of three (count 1, 2 and 3)
• Inform pupils that group 1 will be listeners, group 2 will be speakers
and group 3 observers.
• The speakers should talk about a sport or a hobby for 2 minutes.
• Prepare some cards with some instructions written on them, for
example:
− Interrupt the speaker • Show understanding of
− Try to stop the speaker’s story with a better one of your own. others
Step 3
− Lean over and start whispering to your friend. • Acceptance
− Laugh for no reason. • Collaboration
− Change the subject.
− Look bored, yawn and not interested.
You can give one card per group as per your wish so that one person
from the group can interrupt the speaker.
Let the pupils take turns to act as the speaker.
At the end of the activity, ask pupils how they felt when being interrupted
by others.
48
Values emerging
to be assessed
Activity 3 – Missing the message
• Divide the class into groups of five.
• The first person of each group will have a word whispered to him/her
by the Educator (Please make sure to have a set of words that could
be used for this activity).
• Then the person will have to whisper the word to the person next to
him/her and so on.
Step 4 • Reflection on work
• Each group will take turns to be in front of the class to carry out the
activity.
done
• Ask the rest of the class to observe if there is any alteration in the word
that had been first whispered.
• Note that if pupils carry out the activity with no word alteration,
increase the number of members in each group and restart the
activity.
• Ask the pupils what they deduce from the activity.
After the completion of this activity, ask learners why we should consider
Step 5
listening as an important skill.
Educator asks pupils why it is important to listen attentively when

(Summing up)
somebody is talking to them.
• Importance of
49
Activity 1: Is listening important?

Jane, can you tell She asked us to complete our
me what the teacher activity. You should listen
asked us to do? carefully when someone talks.
50
Activity 2: Listening well
You will be divided in 3 groups:

1. Speakers
2. Listeners
3. Observers
The activity will be done in 2
rounds.
At the end, you will be asked about

how you felt during the activity.
51
Activity 3: Missing the message
This game is called the Chinese Whispers. The rule is that you
will have to pass on a message to the person next to you.
At the end of the chain, the last person will have to voice out
what he/she has heard. You will have to compare what the last
person has heard to what the first person in the chain first said.
You will be divided into groups of 5

for this activity. Your teacher will
whisper a sentence and you will have
to pass on the message.
52
Lesson 11 – Body language
Values emerging
to be assessed
Activity 1 – Gestures
• Ask pupils to observe and discuss the pictures found in the textbook.
• Tell them that gestures play an important role in communication Pictures in the
Step 1 • Communicating
(example: thumbs up for approval). book
• Discuss the importance that gestures may have when communicating
with each other.
Activity 2 – Is listening important?

• Ask pupils to observe and discuss the pictures found in the textbook.
• Tell them that signs can convey messages (example: come here just • Listening skills
Step 2
with your hand). • Fairness
• Discuss the importance that signs may have when communicating
with each other.
Activity 3 – Mime the lie

• Ask pupils to stand in a circle.
• To demonstrate the purpose of the activity, stand in the middle of
circle and mime an action, such as washing your hair.
• Ask one pupil to ask you what you are doing. Reply something else,
like “I am driving”. • Respect for others
Step 3 • Now the person who asked you the question must do the action that • Teamwork
you said (driving). Ask another person to ask what the pupil is doing. • Collaboration
Inform the pupil doing the action to give a wrong reply (e.g. I’m
dancing).
• Continue the activity until all pupils have participated.
• Brainstorm about situations where body language may be confusing
and send the wrong message.
53
Values emerging
to be assessed
Activity 4 – No verbal language
• The purpose of the activity is to convey messages only with mimes.
• Prepare some cards with some situations or words for the pupils to • Respect for others
mime. Pictures in the • Develop listening
Step 4
• Ask pupils to take turns and pick one card. book skills
• They will have to mime it without any word. • Active listeners
• You can divide the class into groups so that you can allocate points
to the different groups.
Educator informs pupils that signs can help decipher the kind of message
(Summing up) that a person is trying to convey. Ask pupils what they have understood
from the different activities.
• Importance of
54
Activity 1: Gestures
Gestures can convey a message about how the person

feels or responds.
Observe the pictures and try to say what they mean.
How are the people feeling in these pictures?
55
Activity 2: Signs transmit message
Observe the pictures and try to say

what they mean.
How can you say what the people
are trying to demonstrate these
gestures?
56
Activity 3: Mime the lie

You will be placed in circle. Each
of you will take turns and mime an
action as per the instructions of
your teacher.
I am brushing
my teeth
57
Activity 4: No verbal language
You will have to pass on a message by using only

gestures and mimes. You will be in two groups.
Each person in each group will take turns to mime

and your teacher will count the points.
Observe the pictures and try

to say what they mean.
How can you say what

the people are trying to
demonstrate these gestures?
58
Demonstrates good manners and respect for others

through the use of polite forms in their communication
Demonstrates good relationships with others
Shows respect towards others
Shows understanding of what is good and what is wrong
Collaborates with others for a better communication
Demonstrates good listening skills
Is able to work with others
Demonstrates tolerance and lives in harmony with

others.
59
60
Unit 4 Engaging
Unit 4
ENGAGING
61
Unit 4 Engaging
Lesson 12 – Punctuality
Values emerging
to be assessed
Activity 1 – Be on time
• Read the short story to pupils and let them discuss what they
understand.
• Lay emphasis on the importance of submitting work on time. Story in the • Punctuality
Step 1
• Discuss the reason why Jim cannot participate in the ‘Scientist of the textbook • Respect for others
Year’ competition.
• Ask pupils to suggest reasons why they need to be punctual.
• Ask them to complete Activity 2.
Activity 3 – Importance of being punctual

• Ask pupils to discuss the importance of being punctual.
• Let them share what can happen if they are not punctual. • Punctuality
Step 2 • Ask them to complete Activity 4 – I am punctual. • Commitment
• Let them suggest ways which can help them to be punctual both at • Discipline
home and at school.
• Let them complete Activity 5 – How can I show punctuality?
Activity 6 – My daily planner

• Ask pupils to create a timetable for their daily activities allocating
specific time slots to each of them. • Timeliness
Step 3
• Encourage them to follow it for two weeks. • Discipline
• After two weeks, discuss with pupils the difference that the daily
planner has had on their daily life.
• Educator asks the pupils what they have learnt in this lesson and how
(Summing up)
they can be punctual.
• Importance of
Clean up • Clean up (If needed)
62
Unit 4 Engaging
Activity 1: Read the following story

This is the story of two friends, Sam and Jim.
Hey Jim! Let’s go to the library. Remember the project we

need to work on plants? It’s due for Monday. All those who
will give their work on time will participate in the ‘Scientist
of the Year’ competition.
Today is Wednesday. We have lots

of time for that. I will do it later!
63
Unit 4 Engaging
No, there are lots of things we need to do. Do not On Monday...
wait for later. I am going to the library to work on
my project. Come along too.
Jim, where is your project?
I am sorry, Madam. I have not

completed it. Please give me
some more time.
Ok, complete the work and hand it to me Really sorry! You must be punctual
tomorrow. But I am sorry you will not be able with your work next time!
to participate in the ‘Scientist of the Year’
competition as the last date for submission
is today. Ohhh! Can’t I have a chance?
64
Unit 4 Engaging
Activity 2: I complete the following
1. Write True or False.
a) Sam likes to do his work on time.
b) Jim keeps his work for later.
c) Sam completed his work and could participate in the ‘Scientist of the Year’ competition.
d) Jim did not complete his work on time and lost his chance of participating in the ‘Scientist of the Year’
competition.
e) It is important to do things on time.
f) A title for this story can be ‘You need to respect time.’
2. Tick the correct answer.
a) We need to go to school before the bell goes.
b) Being on time is being polite and respecting rules.
c) People may lose their job by being late at work.
d) Being late causes stress.
e) It is better to be on time than to be late.
65
Unit 4 Engaging
Activity 3: Look at the pictures below
Say what difficulties people face when they are not punctual.
66
Unit 4 Engaging
Activity 4: I am punctual
Give five examples of when we need to be punctual.

Example: We need to come to school on time.
i. ______________________________________________________________________________
ii. ______________________________________________________________________________
iii. ______________________________________________________________________________
iv. ______________________________________________________________________________
v. ______________________________________________________________________________
67
Unit 4 Engaging
Activity 5: How can I show punctuality?
SCHOOL
At School I show punctuality by At Home I show punctuality by

........................................................................................... ...........................................................................................
........................................................................................... ...........................................................................................
........................................................................................... ...........................................................................................
........................................................................................... ...........................................................................................
........................................................................................... ...........................................................................................
........................................................................................... ...........................................................................................
........................................................................................... ...........................................................................................
........................................................................................... ...........................................................................................
........................................................................................... ...........................................................................................
........................................................................................... ...........................................................................................
68
Unit 4 Engaging
Activity 6: My daily planner

Use the template below, to fill in what you must do for the week. You
may write in your activities, your hobbies, your homework, etc…
You can take the template as an example to do a planner for each week.
Weekly Planner
Monday Tuesday Wednesday Thursday
Friday Saturday Sunday Notes
69
Unit 4 Engaging
Lesson 13 – Needs and wants
Values emerging
to be assessed
Activity 1 – My needs and wants

• Ask pupils what they understand by the words “needs” and “wants”. • Individuality
Pictures that
• Explain the difference between both words. • Uniqueness
Step 1 depicts needs
• Ask pupils to identify their needs and their wants. • Acceptance
and wants
• Use the pictures given on the following pages to help pupils identify • tolerance
their needs and their wants.
Activity 2 – My friend’s needs and wants

• Following Activity 1, ask pupils to choose a friend and compare their
needs and wants to each other.
• Acceptance
• Let them discuss whether they have similar or different wants and
Step 2 • Tolerance
needs.
• Friendship
• Ask them how they should behave with their friends if they have
different needs and wants. Encourage them to accept their
differences and similarities.
(Summing up) • Educator asks the pupils what they have learnt in this lesson.
70
Unit 4 Engaging
Activity 1: My needs and wants Every person has both needs and wants. Both have
an important place in the life of people. Cut the
pictures on the next page and place them in the
columns according to what your needs and wants are.
Needs Wants
71
Unit 4 Engaging
72
Unit 4 Engaging
Needs Wants
73
Unit 4 Engaging
74
Unit 4 Engaging
Activity 1: My needs and wants
Nutritions food Clean water A television set A bicycle
The opportunity to express your Medical care when

opinion and be listened to you need it Your own bedroom Sweets
75
Unit 4 Engaging
76
Unit 4 Engaging
Protection from discrimination Education Money to spend as you like Holiday trips
Decent shelter The opportunity to practise A laptop Clothes in the latest style
your own religion
77
Unit 4 Engaging
78
Unit 4 Engaging
A mobile phone
Clean air Protection from abuse Playgrounds and
and neglect recreation centres
79
Unit 4 Engaging
80
Unit 4 Engaging
Activity 2: My friend’s needs and wants

Have a look at the pictures chosen by your friends. Compare them to your pictures.
Identify the pictures which are similar and those that are different.
Discuss them with your friends.
Needs Wants
Write them down

in the table.
81
Unit 4 Engaging
Lesson 14 – Reaffirming my values
Values emerging
to be assessed
Activity 1 – How I see myself

• Ask pupils to do a retrospection of themselves.
• Ask them how they see themselves. • Personal growth
• Ask them to put themselves in the shoes of others and think of the way • Commitment
Step 1
they react to situations or talk to others. • Self-evaluation
• Ask them to compare how they see themselves and how others see • Responsibility
them.
• Let them complete the activities.
Activity 2 – My personality
• Ask pupils to identify different traits that they have.
• Individuality
Step 2 • Ask them to identify their strengths and weaknesses.
• Uniqueness
• Let them discuss how they can put their strengths to good use.
• Encourage them to work on their weaknesses.
Activity 3 – My own values

• Ask pupils to recall the different values that they have learned over
the years.
• Let them discuss the different values that they have come across over
Step 3 List of values • All values learned
the years.
• Ask them where they use these values in their daily life.
• Ask them about other values that they would like to integrate in their
daily life.
• Educator asks pupils what they have learnt in this lesson and how they
(Summing up)
appreciate themselves towards leading a healthy lifestyle.
• Importance of
Clean up • Clean up (If required)
82
Unit 4 Engaging
Activity 1: How I see myself Reflect on yourself.

How is your attitude towards others?
How I see myself How others see me
Positive: Positive:
Negative: Negative:
83
Unit 4 Engaging
Activity 2: My personality
Discuss the different traits of your personality.
How can you build it?
Growth project: Building your personality
1. At school I will use my strengths more fully by (positive)
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
2. At home I will use my strengths more fully by (positive)
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
3. I will concentrate on working on the following weakness and shortcomings (negative)
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
84
Unit 4 Engaging
Activity 3: My own values
My values Where I use them
Take a moment and reflect on the values that you have learned
and earned over the years.
Make a list of them and write down how they help you.
85
Unit 4 Engaging
Shows an understanding of his/her rights and

responsibilities.
Is responsible for his/her actions
Understands their responsibilities in the classroom and

at school

others.
Understands that each individual has different points of

view.
Demonstrates determination to strive for excellence
Appreciates qualities of their friends as an individual

others.
86
© Mauritius Institute of Education 2020
ISBN: 978-99949-53-97-4

Values and Citizenship Education: Grade 5

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Values and Citizenship Education: Grade 5

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Values and Citizenship Education

Mauritius Institute of Education

VALUES AND CITIZENSHIP EDUCATION TEXTBOOK PANEL

Joel DESCUBES - Educator

CONTRIBUTORS (MINISTRY OF EDUCATION, TERTIARY EDUCATION, SCIENCE AND TECHNOLOGY)

Vijay Kumar Bharosha - Inspector

At the end of Grade 5, pupils should be able to:

• Identify some more values our society upholds

Activity 1 – Refreshing my memory

Activity 1: Refreshing my memory

Look at the pictures. Discuss what you

Do you see yourself behaving like this?

What other values can be added to these?

Lesson 1 – Daily Values

Discuss the values that you should show as a friend.

Lesson 1 – Daily Values

Discuss the classroom rules with your

How should you behave in your class?

Write them down in the space provided.

Lesson 2 – Behaviour that hurts

Activity 1 – What makes me angry?

Activity 2 – Always be grateful with what you have

Activity 3 – Anti-social behaviour

Lesson 2 – Behaviour that hurts

Have a look at these pictures.

What can you say about them?

Are the children happy?

How do you feel about the pictures?

Lesson 2 – Behaviour that hurts

1 2 That’s not a car – it’s a work

This dude is so lucky to drive a Ford! I

Lesson 2 – Behaviour that hurts Discuss the story

I missed the bus again…Now I have

Lesson 2 - Behaviour that hurts

Look at the pictures carefully.

What do you observe?

How would you feel if these happened to you?

How should you behave around other people?

Lesson 3 - The qualities of my family members

Activity 2 – I praise my family. • Uniqueness of members

Activity 3 – My family history

Educator discusses with the pupils about the importance

Lesson 3 - The qualities of my family members

You may draw or stick a picture of the different members.

Lesson 3 - The qualities of my family members

Lesson 3 - The qualities of my family members

Lesson 3 - The qualities of my family members

I enjoy spending time with you.

You make me laugh.

Lesson 3 - The qualities of my family members

Use the following questions to guide your interview.

What is your name?

When did you start to live here?

Where did you grow up?

How did you spend your childhood?

What games did you play?

Are your parents Mauritians?

Where did your ancestors come from?

How did they come to Mauritius?

When did you get married?

How did the two of you meet?

Lesson 4 - We have something in common

Activity 1 – What do we have in common?