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Mauritius Institute of Education

under the aegis of
Ministry of Education,Tertiary Education, Science and Technology
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i Values and Citizenship Education - Educator’s Book

K OO
 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
Marie Lucie Karen Billie-Jane BOUDOU - Educator
Marie Geraldine BENOIT - Educator

Layout & illustrations

Vedita JOKHUN - Graphic Designer
Values and Citizenship Education - Educator’s Book

Proofreading
Kamini MOTEEA - Lecturer, MIE

© Mauritius Institute of Education (2022)

ISBN : 978-99949-61-76-4

Consent from copyright owners has been sought. However, we extend our apologies to those we might have overlooked.
ii

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.

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.

Values and Citizenship Education - Educator’s Book

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.

Prof. (Dr) Vassen Naëck

Ag. Director
Mauritius Institute of Education
iii
 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 1 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.

Jay Ramsaha
Coordinator
Senior Lecturer, MIE
Values and Citizenship Education - Educator’s Book
iv
 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.

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.

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

Values and Citizenship Education - Educator’s Book

new values, adopting them and displaying them through their behaviours .

v
 Table of Contents
Page

Krea Special 1 3
Activity - I discover Krea 4
Krea special

Krea Special 2 5
Activity - I visit my school 6

Krea Special 3 7
Activity - I help Krea find the way to the school 8

Lesson 1 – Me 11
Activity 1.1 - Introduce yourself 13
Activity 1.2 - My likes 15
Unit 1: Myself

Lesson 2 – Myself Portrait 17

Activity 2.1 - I look at myself and draw my self-portrait 19

Lesson 3 – Body care and respect 21

Activity 3.1 - I care and respect my body 23

Lesson 4 – My belongings 25
Values and Citizenship Education - Educator’s Book

Activity 4.1 - Objects around me 27

Activity 4.2 - I take care of my belongings 29
vi
 Hello!

Krea Special
Krea Special 1
1
2 Krea Special 1
 Krea Special 1

Krea, a friendly character, is here to accompany the pupils throughout

their Values and Citizenship educational journey. It will support the
Krea Special 1

pupils in their learning process by helping them recall what was taught
in class but also by engaging the pupils in fun activities. In this first Krea
Special Lesson, pupils will discover Krea through a Visual Arts activity.
3
 Activity I discover Krea

Duration: 45 mins

Learning outcomes:

By the end of this activity, pupils should be able to:

• Draw Krea by joining the dots.
• Colour Krea according to the provided model.

Materials: Pencils, coloured pencils, pupil’s workbook

Venue: Indoors

Procedure:
• Welcome the pupils to the first session of Values and Citizenship Education.
• Introduce the lesson by explaining that they will have to draw and colour a character.
• Help the pupils to open their workbooks.
• Explain to the pupils how to join the dots to shape the character’s outline.
• Let them colour the character according to the provided coloured picture.
• Let them express their observations and first impressions of the character.
• Introduce Krea as a friend.
• Explain how Krea will accompany them throughout the year.

You may use the picture of Krea found in the educator’s textbook to
introduce the character to the pupils.
TE
NO
Krea Special 1
4
 Krea Special 2

Grade 1 pupils feel nervous or a little scared on the first day of school.
Because everything is new, it may take a few days for them to get
acquainted to this new environment. Luckily, Krea is here to help them
Krea Special 1

discover their new school. Through a guided visit of the school premises
and a maze activity, Krea will help pupils familiarise themselves with the
school.
5
 Activity I visit my school

Duration: 25 minutes

Learning outcomes:

By the end of this activity, pupils should be able to:

• Express their feelings about joining a new school.
• Locate the different features of the school premises.

Materials: N/A

Venue: Indoors / Outdoors

Procedure:
• Start the activity by asking the pupils how they feel about their new school.
• Let them express themselves freely.
• Guide the pupils for a visit of the premises.
• When the visit is completed, take the pupils back to their classroom.
• Engage in a discussion where pupils will have the opportunity to name everything
they observed during the visit.
• Encourage them to share how they feel in the morning when preparing for school.
Assist them by naming some emotions such as fear, stress, happiness, excitement,
boredom.
• Reassure the pupils by explaining that the school premises are perfectly safe. Adults
are present everywhere to assist them whenever necessary and ensure that they
will always be getting back to their family at the end of the day.

During the discussion, you may use whichever language that seems more

TE
appropriate.
NO
Krea Special 1
6
 Krea Special 3

7 Krea Special 1
 Activity I help Krea find the way to the school

Duration: 20 minutes

Learning outcomes:

By the end of this activity, pupils should be able to:

• Solve an easy maze.
• Reflect on the daily process of leaving home to school.

Materials: Pupil’s workbook, coloured pencil

Venue: Indoors

Procedure:
• Ask pupils to open their textbook on the relevant page.
• Explain to pupils that they will be helping Krea find the way to school through a
maze activity.
• A backpack, a lunch bag and friends will act as indicators of the correct path to take.
• Ask pupils to use any coloured pencil to draw a line in the maze from the picture of
Krea at home to the picture of the school.
• Depending on the available time left, allow pupils to colour the different pictures
in the maze.

Evaluation:
• Make sure that every child has been able to complete the maze appropriately.

If the time frame is limited, ask pupils to colour the pictures as an extended

TE
activity at home.
NO
Krea Special 1
8
 Hello!

Unit 1 Myself
Unit 1 – Myself
9
10 Unit 1 – Myself
 Lesson 1 ME

At this age, children will begin to discover concepts related to values

and citizenship. As a smooth introduction to Values and Citizenship
Education, pupils will first learn to present themselves to their
classmates. Furthermore, through a physical activity, they will also get
the opportunity to express their likes. This lesson helps pupils to learn
more about themselves and their classmates. This will help pupils to
Unit 1 – Myself

slowly acquire respect for themselves and for their classmates.

• Activity 1.1: Introduce yourself

• Activity 1.2: My likes
11
12 Unit 1 – Myself
Activity 1.1
Introduce yourself

Unit 1 – Myself
13
 Activity 1.1 Introduce yourself

Duration: 25 minutes

Learning outcomes:

By the end of this activity, pupils should be able to:

• Introduce themselves clearly to their classmates.
• Listen to their classmates without interrupting.

Materials: N/A

Venue: Outdoors

Procedure:
• Begin by discussing about the uniqueness of each individual, for example, each one
has her/his own name, her/his own family and her/his physical traits, etc.
• Explain the activity: pupils will need to introduce themselves verbally to everyone
accompanied by a simple movement (e.g. jump, clap, spin, shake).
• The pupils stand in a circle.
• Demonstrate the activity by stating your name and executing a simple body
movement. For example, you may say “My name is …...”, followed by a hop.
• Ask pupils to repeat your name loudly and replicate the same movement. Encourage
them to reply with “Good morning/Good afternoon your name is ….” followed by
the hop.
• Ask the pupil on your right to state her/his own name and execute a simple
movement.
• Ask the class to repeat the name of the pupil and replicate her/his movement.
• Ask the second pupil on your right to apply the same procedure by stating his/her
name and executing another simple movement, which will be replicated by the
class.
• Same procedure applies to the rest of the class until all the pupils have introduced
themselves.
Unit 1 – Myself

• The activity may be adapted where pupils would have to be holding a

TE
soft ball to be allowed to talk and introduce themselves. Pass the ball
NO in a clockwise direction from one pupil to another so as everyone gets
the opportunity to talk while others listen.
• Keep the same circular arrangement for the next part of the activity.
14

• Give a water break before moving to activity 2.

Activity 1.2
My likes

Unit 1 – Myself
15
 Activity 1.2 My likes

Duration: 20 minutes

Learning outcomes:

By the end of this activity, pupils should be able to:

• Identify their likes and state them clearly.
• Listen respectfully to others’ likes.

Materials: Softball

Venue: Outdoors

Procedure:
• Keep the pupils in the same circular arrangement as the previous activity.
• Make sure that they are all at a reasonable distance from each other.
• Make sure that they are not changing place or moving closer or further to their
friends.
• Demonstrate the activity by taking the ball in your hands and stating loudly one
thing that you like. (e.g. an animal, an object, a person, food, a sport, etc.).
• Ask the pupils to clap twice and encourage them to do so joyfully.
• Roll the ball to any pupil and ask the one catching it to clearly and loudly state one
thing that she/he likes.
• Encourage the class to listen to their classmate without interrupting and clap twice
cheerfully after the statement.
• Ask the pupil to roll the ball to any of her/his classmate who will in turn state one
thing that she/he likes and be applauded by the class.
• After their statement, ask the pupils to sit down.
• Explain to the class that they should not roll the ball towards a pupil that is sitting.
• Repeat the procedure until all pupils have been given an opportunity to express
what they like and they are all seated.

• Pupils may use the language that is easier for them to talk in (Kreol
Unit 1 – Myself

Morisien, English or French).

TE
NO
• For this activity, pupils will be required to wear sports outfit.
• In case where time is still available, you may repeat the activity for
pupils who had more difficulties the first time.
• As a follow-up activity, pupils will have to complete the ID card in the
pupil’s workbook with the help of their parents.
16
 Lesson 2 My self-portrait

In this lesson, pupils learn how to explore their sense of sight and
touch. This lesson is to encourage pupils to take a selfie, observe their
portrait on a Tablet, draw and colour themselves. One of the ideal ways
to encourage pupils to appreciate themselves is encouraging them to
show their work to the class.
Unit 1 – Myself

• Activity 2.1: I look at myself and I draw my

self-portrait
17
18 Unit 1 – Myself
 Activity 2.1
I look at myself and I draw my self-portrait

Unit 1 – Myself
19
 Activity 2.1 I look at myself and I draw my self-portrait

Duration: 45 minutes

Learning outcomes:

By the end of this activity, pupils should be able to:

• Appreciate themselves.
• Develop observation skills.
• Respect oneself and others.
• Draw and colour their self-portrait.

Materials: Tablets, pupil’s workbook

Venue: Indoors

Procedure:
• Keep your materials ready HEP Educator.
• If possible, arrange with the GP Educator to leave one tablet in front of each pupil.
• Start the class with a breathing exercise of 2 – 3 minutes to capture the attention of
everyone.
• Ask pupils if they appreciate themselves.
• Explain to pupils that the Tablet placed in front of them will be used to take their
picture.
• Show pupils how to touch the middle button of the Tablet to take their own picture.
• Verify if all pupils are in a good sitting posture for a beautiful selfie.
• Now all of them click only once on the tablet.
• Verify if selfies have been taken correctly.
• Congratulate them for this good effort.
• Ask pupils to draw their self- portrait by looking at their selfie.
• Ask pupils to colour their drawing.
• Encourage pupils to show their self-portrait in front of the class.
• When the activity is done, praise all the pupils for the beautiful work they did.
• Take at least 5 minutes for a class discussion- ask pupils how they feel about the
Unit 1 – Myself

activity.

• As a follow-up activity, pupils will have to go home, place themselves

TE
in front of a big mirror and observe themselves. This activity needs to
NO be done at home in order to have a better understanding of the next
20

lesson Body care and respect.

 Lesson 3 Body care and respect
I love my body.
Do you love yours?

In this lesson pupils will identify their body parts as well as their functions.
After doing this, they will learn how one cares for and respects her/his
body in her/ his daily life. Moreover, the poem will consolidate their
sense of pride.
Unit 1 – Myself

• Activity 3.1: I care and respect my body

21
22 Unit 1 – Myself
 Activity 3.1
I care and respect my body

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Unit 1 – Myself

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23
 Activity 3.1 I care and respect my body

Duration: 45 minutes

Learning outcomes:

By the end of this activity, pupils should be able to:

• Identify parts of the body.
• Show movement with body parts.
• Care and respect our body.
• Listen to a poem.

Materials: N/A

Venue: Indoors

Procedure:
• Let pupils identify parts of the body, focusing on the eyes, ears, nose, hands and
mouth.
• Make pupils show what we do with the eyes, ears, nose, hands, mouth and so on.
• Explain to pupils that each part of the body functions differently; for example, hands
are used for clapping, for writing, eating.
• Let the pupils respond freely.
• Question pupils how they care and respect their body.
• Talk about the importance of respect and care for our body in daily life, for example
every morning we need to brush our teeth, take our breakfast, comb our hair, put
clean clothes.
• Remind the pupils that these actions promote cleanliness and healthy lifestyle.
• Encourage the pupils to give some more examples of how to care for their body.
• Ask the pupils how caring for and respecting our body is important.
• Now to make them feel special tell them that they are their own superhero when
they care and respect their body.
• Ask them to listen while you read a poem that will empower them.
• Read the poem again and let pupils listen to it twice or thrice.
Unit 1 – Myself

• Discuss the poem with the pupils.

• Praise and ask feedback on the activity.

Ask pupils to go and read aloud the poem at home with the help of their

TE parents.
NO
24
 Lesson 4 My belongings

The transition from pre-primary to primary comprises of various

changes in the pupil’s habits, including having now to care for her/
his own belongings. She/he needs to differentiate between her/his
materials from those of others. Through colouring and matching,
pupils will learn to care for their possessions, thus encouraging a sense
of responsibility towards their belongings.
Unit 1 – Myself

• Activity 4.1: Objects around me

• Activity 4.2: I take care of my belongings
25
26 Unit 1 – Myself
Activity 4.1
Objects around me

Unit 1 – Myself
27
 Activity 4.1 Objects around me

Duration: 25 minutes

Learning outcomes:

By the end of this activity, pupils should be able to:

• Name the objects presented to them.
• Explain the use of each object.
• Identify the different objects found around them and their use.

Materials:
• Objects that are appropriate for children (pencils, erasers, bottle, book, etc.)
• Objects that are inappropriate for children (car keys, can opener, cleaning product, etc.)

Venue: Indoors

Procedure:
• Begin by explaining that there are objects that are appropriate for children’s use and
others that are not.
• Discuss general examples of objects that belong to them and that they may use
(school backpack, toys, school materials) and objects that are appropriate mainly
for adults’ use (tools, vehicles, potentially dangerous kitchen utensils).
• Present one of the objects, for example, the can opener and ask how it is used in
daily life. You may ask pupils if it is safe for them to use this object.
• Same procedure applies for the rest of the objects brought.
• You may want to take this opportunity to explain to pupils that they should not
be playing with objects that do not belong to them, especially if they represent a
potential danger.
• Ask pupils to colour the items that may belong to them and avoid those that are
inappropriate.
• Take the picture of the shoes as an example and question pupils about their use. Ask
them to colour it if they think that their shoes belong to them.
• Implement the same procedure for the rest of the objects.
• You may want to take this opportunity to explain to pupils that these objects are
Unit 1 – Myself

their own and belong to them, just like their friends’ belongings are theirs.

You may change the items to be presented in class accordingly.

TE
28

NO
 Activity 4.2
I take care of my belongings

Unit 1 – Myself
29
 Activity 4.2 I take care of my belongings

Duration: 20 minutes

Learning outcomes:

By the end of this activity, pupils should be able to:

• Describe how they personally care for their belongings
• Identify the appropriate way of taking care of their belongings

Materials: Marker

Venue: Indoors

Procedure:
• Give an explanation about how every object should be stored in a specific place.
You may give familiar examples such as toys in a toy box or pillows on a bed.
• Show to the pupils one object often used in class, for example, a marker.
• Place the marker on a pupil’s desk and ask them if it is well stored. Let them answer.
• Then, place the marker on the ground and ask the same question.
• Explain to the pupils that the marker has to be kept, either in a specific place in the
teacher’s drawer, on her/his desk or on the edge of the whiteboard.
• Explain that the same thing should be applied to their belongings.
• You may question pupils about how they store some of their belongings such as
their clothes, their shoes or their backpack.
• You may also explain that pupils need to be responsible for their own belongings
especially on the school premises and give examples (bottle, pencil case, lunch box).
• You may then proceed on explaining the activity where pupils have to match the
items displayed with their corresponding storage unit.

Pupils may have to perform the matching exercise as an extension at

TE home if there is a shortage of time in class.

NO
Unit 1 – Myself
30
© Mauritius Institute of Education (2022)
ISBN: 978-99949-61-76-4