curriculum Moral Education Malaysia lower form
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The document outlines a curriculum for moral education in Malaysia. It compares the similarities and differences in content, objectives, and activities for Form 1, 2, and 3. Similarities include virtues around self-development, patriotism, family, democracy, human rights, nature, and peace. Differences are in academic content, learning objectives, and suggested activities. Suggested activities emphasize independent problem-solving skills. A comparison is also made between primary and lower secondary school approaches, with primary focusing more on hands-on activities and two-way communication. Issues and suggestions for moral education are provided.
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Most parents do not address the issue of moral development of their children in any special way either from not knowing what to do, or because they think they don’t have the time. In most cases at best, an environment based on traditional beliefs and practices is created within the household with the hope that children will 'catch' the appropriate values by themselves. But this does not happen all the time! How else do we explain our rapidly falling moral standards?
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This document discusses moral education in schools. It argues that both teachers and parents play important roles in imparting moral values to children. While teachers can teach moral lessons in school, parents also influence children's moral development at home. The document examines different perspectives on morality and moral education. It reviews literature that discusses how morality can be taught in schools, and the debates around whether and how it should be done. The goal of moral education is to help children develop good character and become responsible community members.
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curriculum Moral Education Malaysia lower form
- 1. CURRICULUM OF MORAL EDUCATION DR. SUPIAH SAAD FATIN MUNIRAH ABD LATIF 1022018 HAIZUM DIYANA BT CHE ABLLAH 1026252 NUR AISHAH BINTI MAIDIN 1026002 RABEATULADELAH MOHD RIDZUAN 1028360
- 2. 1. Review on Form 1, 2, 3 • Similarity • Differences 2. Comparison primary vs. lower secondary school
- 3. SIMILARITY Virtues on SelfDevelopment Virtues on Patriotism Virtues on Family Virtues on Democracy Virtues on Human Rights Virtues on Nature Virtues on Peace and Harmony
- 4. DIFFERENCES • ACADEMIC CONTENT • LEARNING OBJECTIVE • SUGGESTED LEARNING ACTIVITIES
- 5. ACADEMIC CONTENT Form 1 • Independent leads to success. • Emphasize on the practices of being independent in daily life. • Emphasize on the importance of independent values to ensure success in life both at school and home. • Independent leads to success. • Emphasize on the abilities to solve problems by their own self both: • - Individually • - In group Form 3 Form 2 • Independent leads to success. • Ensures success in all fields that we are involved, as below: • - Worker • - Business • - Athlete
- 6. LEARNING OBJECTIVE Form 1 •Perform the tasks or responsibilities without depending much on others. Form 2 • Enhance the abilities to solve the problems individually or in group. Form 3 • To be independent in executing the tasks excellently without the help of others.
- 7. SUGGESTED LEARNING ACTIVITIES Form 1 Form 2 Form 3 • Create a mind map about the attitudes which show the value of Independent both at home and school. • i. Role Play • Play the role as an independent children or student in completing the homeworks. • ii. To tell the story about family members who has achieved success because of his or her own efforts. • Assigned each group to discuss on the Independent values in performing the tasks excellently individually or in a group. They will focus on these below fields: • - Worker • - Business • - Athlete
- 8. COMPARISON Primary Lower secondary 1. Hands-on activities 1. Focus more on theories 2. Two-ways of communication 2.More on oneway communication
- 9. ISSUES ON MORAL EDUCATION 1. Moral subject is always considered as a boring subject. 2. Moral subject is not included in the public examination. 3. Muslim teachers tend to emphasize more on Islamic perspective which arouse confusion among the non-Muslim students.
- 10. SUGGESTIONS 1. Well-trained moral education teachers should be assigned to teach the subject. 2. Teacher should vary teaching methods. 3. Variety of assessments should be used in the evaluation process. 4. Teachers should avoid from being biased to any religions.
Editor's Notes
- KANDUNGAN AKADEMIK HASIL PEMBELAJARAN CADANGAN AKTIVITI PEMBELAJARAN1.7 BerdikariKebolehandankesanggupanmelakukansesuatutanpabergantungkepada orang lain.SikapberdikarimenjaminkejayaanAmalan berdikari dalam kehidupan seharian Kepentingansikapberdikariuntukkejayaanhidup- Rumah- SekolahMelakukansesuatutugasataukewajipantanpabergantungkepadaorang lainMenghasilkanpetamindatentang]