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Introduction To Civics And Ethical Education Pdf

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Civic Responsibility

The Moral Education Program MEP covers four pillars of teaching and learning: character and morality; the individual and the community; civic studies; and cultural studies. The program blends academic content with an exploration of character and ethics. It has been designed as a progressive series of units to be taught over twelve years of schooling from grade 1 to grade The foundation of the program commencing in grade 1, introduces students to the concepts of fairness, caring, and honesty, family and friendship as well as heritage.

Continuing through to grade 4, students are taught interlinking units from the character and morality, individual and community and cultural studies pillars.

CM1 — Fairness, affection. This unit introduces students to vocabulary related to feelings, which will provide a foundation for other Character and morality and The individual and the community units.

Students will be able to do the following by the end of this unit: 1. Give a simple explanation of what is meant by fairness and unfairness 2.

Recognise a fair and an unfair situation 3. Suggest how to make an unfair situation fair 4. Recognise that an apology is required if they have acted unfairly 5. Know that affection can be given and received in different ways 6. Talk about themselves in positive terms. IC1 — Me and my family.

This unit explores feelings in the context of the child as an individual, developing self-awareness and helping students to understand their feelings, whether positive or negative, with a focus on worry and anxiety.

It aims to equip students with the vocabulary to express their feelings and an understanding of what can cause certain feelings. Use an expanded vocabulary to describe and express their feelings, recognising whether a feeling is positive or negative and knowing what can cause certain feelings, particularly worry and anxiety.

Talk about the things they are good at and those things they find more difficult, knowing that different people have different strengths and weaknesses, but that there are instances when they should try to improve. Explain what they like and dislike, giving reasons for their preferences and acknowledging that they can learn to like things and that not everyone likes the same things.

Identify the people who are important to them and the relationships that exist between them, along with the roles that family and friends have when caring for each other. Explore their feelings in the context of their important relationships, including family and friends. Evidence some understanding of the significance of the way in which the stories that are handed down from generation to generation inform our knowledge of the past.

CM2 — Caring, honesty. This unit aims to introduce Grade 1 students to the values of caring and honesty, requiring them to reflect on their own behaviour towards, and appreciation of, their friends, family and school environment. IC2 - Friendship.

This unit deals with friendships from a cognitive perspective so that students may understand what being a friend entails, why it is important, how friendships can develop between different types of people, and that good friendships can last a lifetime.

Show respect for a range of people and roles and understand that certain situations and objects also require respectful behaviour. CUS2 — Intangible heritage. In this unit students will be helped to understand that traditional culture is transmitted in more than one way. CM3 — Tolerance, respect for difference. This unit introduces the students to the values of tolerance and respect, focusing on respect for themselves and others in their family, school and community.

Students will have the opportunity to discuss exactly what it means to have, give and show respect, using the vocabulary and skills of self-reflection introduced in previous units. There will be a focus on how students can show their respect in the school environment, with teachers modelling expected behaviour and vocabulary. IC3 - Self-identity and working with others. This unit builds on the work already completed and asks students who they are when at school, and whether they are different from who they are at home or with others outside school.

They look at how school works, how they interact with staff and students and how they learn independently and with others. As the children are still young and may find some of the concepts difficult to grasp, the main teaching activities will be through discussion, modelling, scaffolding, practical activities and games.

By the end of the unit students will have a greater understanding of their school and how they fit in to the structure and the expectations school places on them.

They will also have looked at how their actions can affect others, practised working as a team and explored some strategies for helping and supporting their fellow students. Behave in a way that ensures they learn effectively and benefit fully from being at school, demonstrating that they know what their place in school is, what school expects of them and how their behaviour should be adapted in different situations at school, playing with friends, and at home.

Work confidently as a member of a team, applying communication skills and problem solving to effectively contribute to the achievement of goals, while avoiding attitudes and behaviour that are detrimental to successful teamwork. CUS3 — What objects and symbols can tell us. As with CUS2, in this unit students will be helped to understand that our knowledge and understanding of heritage and traditional culture come from more than one source — in this instance from studying artifacts.

Progression may also be achieved by moving from the familiar to the unfamiliar when considering historical artifacts. Appreciate that, although people in the past may have lacked modern technology and resources, they were as creative and inventive as people today. CM4 — Resilience, perseverance. This unit introduces the students to the complementary values of resilience and perseverance. This focus requires students to show qualities of determination and self-evaluation and to be totally honest about the motives which influence their behaviour and decisions.

In this unit students are supported to develop a metalanguage to describe what they are learning and feeling and to evaluate what they have done.

The students are encouraged to identify and discuss what they like doing and what they find difficult. Students are encouraged to take risks within the safe environment of their school, to be prepared to get things wrong and to learn from their mistakes. Discuss what is meant by resilience and perseverance and give examples of individuals and groups of people who have demonstrated these qualities 2.

Identify and talk about their own strengths and use them to overcome difficulties 3. Undertake a challenging project-based activity and pursue it without giving up 4. Take part in giving and receiving constructive feedback with their peers 5.

Recognise the importance of making every effort to achieve the best they can in the activities they undertake both in their school work and daily lives. IC4 — Being healthy and staying well.

The four topics covered in this unit — healthy living, change, feelings and looking after others — are designed to be the foundations of learning that will continue through cycles 2 and 3.

The unit further develops the topic of feelings, introduced in IC1 Me and my family , to consider how change can affect feelings and to look at techniques for managing these feelings. Understand why it is important to be healthy and what they can do to maintain a healthy lifestyle to ensure emotional and physical well-being 2.

Participate enthusiastically in school activities to promote healthy living — including diet, exercise and fitness — showing determination and commitment to achieve their goals 3. Recognise that they, and others, have a range of feelings, both positive and negative, and know how to identify what they and other people are feeling 4. Use an appropriate vocabulary to express how they feel when things change and apply basic coping strategies to deal with change, having confidence to ask for help, as necessary.

CUS4 — What objects and symbols can tell us: similarities and differences. This unit builds on the work done previously by enabling students to consider similarities and differences between objects from different time periods, how and why some historical objects are similar to those of today while others are very different, and what this might tell us about the society which produced them.

Some utensils used for cooking, eating and drinking, for example, have changed little over time, whereas other artefacts — for instance, those we use for lighting our houses or for communicating with each other — would be unrecognisable to people of a previous era. Describe ways in which selected artefacts e. Use some of the vocabulary and concepts that are helpful when considering change over time and when discussing how the heritage might be reflected in the present day e.

Identify and explain the meaning of national and other symbols currently found in the UAE and compare them with symbols in the past. CM5 — Equality, appreciation. The first part of the unit builds on the introduction to fairness in CM1 and addresses issues of equality and inequality in interpersonal relationships. From recognising when something is fair or unfair, this unit focuses on enabling students to evaluate situations they face in school or in the wider community and to decide whether or not individuals are being regarded on an equal basis.

The emphasis is on how we all have a responsibility to act when we meet with inequality, even in situations where we are not directly affected. Looking ahead, this links with unit CM11, which considers discrimination in greater depth.

The second part of the unit on appreciation links with CM2 and CM3, which looked at caring and respect. It focuses on showing appreciation for what one receives from other people and not taking them for granted. IC5 — Me and my world. These are designed to be the foundations of learning that will continue through cycles 2 and 3. The topic of community awareness and the ability to make a positive contribution to their community is developed in unit IC8 Helping and making a difference and developed further in cycles 2 and 3.

This unit introduces the topic of how students can look after the environment. This topic is returned to in the first year of cycle 2, when IC9 Taking responsibility for oneself and others looks at responsibility; it is also part of the final unit of the secondary stage, which asks students to reflect on the challenges in the 21st century IC19 — Reflection and transition.

There are opportunities for applied learning, with students undertaking projects to protect their local environment, and also for links to the Grade 3 learning from Cultural studies, in which students consider what is important to them. Demonstrate an awareness of their world and where they fit within it, ranging from their immediate experience of the world through to the wider world at community and country levels, and be curious to find out more about the wider world and the people in it.

Explain which people and things matter to them including traditions, places, heritage, nature, values, etc. Understand why it is important to protect the environment school, community and global , the things that can damage these environments; and know how to minimise or prevent environmental damage. Take action to protect their environment using communication skills to work with others and engage them in this action , use problem-solving skills to overcome challenges and show commitment and persistence to complete the task.

Identify and explain aspects of Emirati culture in general, and their own individual cultural identity in particular, to their peers and the teacher. CM6 — Thoughtfulness, co-operation. This unit brings together the skills and knowledge acquired from previous units and looks at how students need to be put these into practice if they are to work as thoughtful and co-operative members of a group, both in school and in the wider community.

Without showing empathy, kindness, care, respect, trust, fairness and tolerance of others, it would not be possible to work jointly towards the same end. The learning in this unit is reinforced in units CM7 and CM8, which focus, among other things, on tolerance, compassion and responsibility.

Act in ways that demonstrate they know what it means to be thoughtful and show consideration for others. IC6 — Being brave and staying safe. This unit aims to develop and revisit some of the key social and emotional competencies covered in previous years — such as self-awareness, social skills and managing feelings -through a focus on bullying: what it is, how it feels, why people bully, and how students can use their personal and social skills to tackle this problem, both in person and online.

It introduces what can go wrong with the friendships and relationships covered in the first two IC units of cycle 1. Understand what it means to take responsibility for their own behaviour and identify when and how their behaviour may be upsetting others and how being honest about their own actions can benefit others 2. Understand what bullying is, and be able to describe the main elements: why people bully others, the characteristics of bullying behaviour, different forms of bullying, the power imbalance, how bullying can be stopped 3.

Understand how it might feel to be a target of, or a witness to, bullying 4.

Civics and Ethical Studies

Civics is the study of the rights and obligations of citizens in society. The term relates to behavior affecting other citizens, particularly in the context of urban development. Civic education is the study of the theoretical, political and practical aspects of citizenship , as well as its rights and duties. The term can also refer to a corona civica , a garland of oak leaves worn about the head like a crown, a practice in ancient Rome wherein someone who saved another Roman citizen from death in war was rewarded with a corona civica and the right to wear it. In his History of the Peloponnesian War , Thucydides ascribes a speech to Archidamus II in which he stresses the importance for Sparta of civic education for the Spartan virtues of toughness, obedience, cunning, simplicity, and preparedness:. And we are wise, because we are educated with too little learning to despise the laws, and with too severe a self-control to disobey them, and are brought up not to be too knowing in useless matters—such as the knowledge which can give a specious criticism of an enemy's plans in theory, but fails to assail them with equal success in practice—but are taught to consider that the schemes of our enemies are not dissimilar to our own, and that the freaks of chance are not determinable by calculation. In practice we always base our preparations against an enemy on the assumption that his plans are good; indeed, it is right to rest our hopes not on a belief in his blunders, but on the soundness of our provisions.

Civic education need not be intentional or deliberate; institutions and communities transmit values and norms without meaning to. It may not be beneficial: sometimes people are civically educated in ways that disempower them or impart harmful values and goals. It is certainly not limited to schooling and the education of children and youth. Families, governments, religions, and mass media are just some of the institutions involved in civic education, understood as a lifelong process. There are several good reasons for the emphasis on schools.

This essay explores the value and state of civics education in the United States and identifies five challenges facing those seeking to improve its quality and accessibility: 1 ensuring that the quality of civics education is high is not a state or federal priority; 2 social studies textbooks do not facilitate the development of needed civic skills; 3 upper-income students are better served by our schools than are lower-income individuals; 4 cutbacks in funds available to schools make implementing changes in civics education difficult; and 5 reform efforts are complicated by the fact that civics education has become a pawn in a polarized debate among partisans. In the past decade, low levels of youth voting and non-proficient student performance on a widely respected civics assessment test have elicited efforts to increase the amount and quality of time spent teaching civic education and have ignited a movement to create common standards in the social studies. Complicating these efforts is ideological disagreement about the content that should be taught and the values that ought to be inculcated. Validating the belief in the worth of civics education and underscoring the importance of reform efforts, data reveal that schooling in civics and other, related cocurricular activities are associated with increased knowledge of the U. Reformers seeking to increase the quality and accessibility of civic education in schools confront five challenges.

The introduction of Civics and Ethical Education in Ethiopia as a subject to be taught in primary and secondary schools, as well as, tertiary levels was expected to.

The Importance of Civic Education

Religious and moral education: principles and practice 1. View at: Google Scholar. We should keep in mind the fact that moral education can be effectively imparted to the younger ones mainly through. It encompasses moral education, Chinese language and literature, mathematics, art and music, and physical education. The most important educational goal is for students to learn.

Introduction: Civic and Moral Learning in Question


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