Moral Education

Grade 5
Third Semester

Teacher’s Guide
Pilot Edition
2017 - 2018

I
 Ministry of Education - Call Centre
For Suggestions, Inquiries & Complaints

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Trial Edition
2017- 2018
Copyrights reserved -Ministry of Education in the United Arab Emirates - Curriculum and Evaluation Sector

II
 Moral Education
Engaging, Enlightening, Enabling and Empowering Global Citizens

“ ”
‘A country’s greatest investment lies in building generations
of educated and knowledgeable youth.’… ‘To the young men
and women of the Emirates, the future is yours. You are those
who will determine your Country’s future’
Sheikh Zayed Bin Sultan Al Nahyan

“ ”
‘Values are the foundation of a nations stability, and the spirit
of its laws. Without values a country has no security, stability
or continuity.’
HH. Sheikh Khalifa Bin Zayed Al Nahyan

“ ”
‘The future belongs to those who can imagine it, design it and
execute it. It isn’t something you await, but rather create.’
HH. Sheikh Mohammed Bin Rashid Al Maktoum

“ ”
‘Our children face major challenges, and it is our
responsibility to prepare and protect them. We should not sit
back and watch. We should race faster than light, to ensure
that future generations are well prepared to continue
achieving and progressing.’
HH. Sheikh Mohammed Bin Zayed Al Nahyan

IV
Moral Education
Moral education seeks to foster in students a set of universal values, which will enable
them to peacefully interact and connect with people from different cultural and social
groups who hold different and divergent views and perspectives. It seeks to empower
them to become active, responsible, local and global citizens. It enables them to develop
mutual understanding, respect for difference and empathy, in order to sustain our
cohesive, and prosperous society. Through dialogue and interaction, students are
provided with opportunities to explore different worldviews, to challenge one another’s
assumptions and attitudes and to develop the knowledge, skills and attitude necessary
to think critically, to make informed ethical decisions and to act on them in the interests
of their society.

Values of the Moral Education Course

V
 Key Pillars of Learning
The Moral Education Course will be experienced by students as they work their way

through four key pillars of learning as they progress through the course. Each of the four

pillars is constructed around a series of Learning Outcomes.

Moral Education
Character and The Individual and Civic Studies Cultural Studies
Morality (CM) Community (IC) (CIS) (CUS)

Teaching universal The development Concentrating on Focusing on local

ethical values, of moral thinking Emirati history, Emirati heritage,
such as fairness, for individuals as trade, travel, archaeology, and
caring, honesty, active members of governance, as the importance of
resilience, their families, well as global preserving culture.
tolerance and social environment citizenship.
respect. and communities
at large.

VI
Key Skills
The Moral Education Course takes a holistic approach to teaching and learning. It focuses
on educating the Head (the cognitive domain - knowing), the Heart (the affective domain
- feeling) and the Hands (the pragmatic domain - doing), so that students are equipped
with an appropriate skill set to fully participate in a fast-changing world.

Deliberation Creativity

Dealing with complexity

Care
Solidarity Research
Curiosity
Adaptability Teamwork
Problem solving Resilience
Managing oneself Working independently Empathy

Communication Critical thinking Taking action

Critical reflection Enquiry
Collaboration
Imagination Multiple perspectives
Participation
Autonomy Decision-making
Active listening
Moral reasoning
Anti-racism
Respect

VII
 Values
Values are at the heart of moral education. They are essential to a person’s sense of self;
they operate as the personal benchmarks that guide our thoughts and actions. The
Moral Education aims to support students in identifying their personal goals and the
motivation behind them. Moral education explores many multi-faceted issues, including
trade, mental health and the distribution of resources. It also enables teachers and
learners to explore the ethical implications behind complex global issues, enabling them
to engage as members of the UAE and international community.

It is hoped that in working through the Moral Education curriculum, teachers and
students will become inspired and motivated by a commitment to the values of social
justice, human rights, care for the environment, empathy, respect for diversity and
global solidarity. The lessons of Moral Education course are founded on the principles of
solidarity, equality and inclusion, and support a process for teaching and learning which
explores how personal values are shaped and directed. This Moral Education course does
not impose values, but rather encourages students to explore ethical issues, and
develop an awareness on their individual values.

Teaching and Learning – A Pedagogical Approach

Group is important in encouraging students to be proactive and autonomous learners.
Throughout this moral education curriculum, there is a focus on inclusive group work,
and a student driven approach to teaching and learning in the classroom. Students are
encouraged to have open discussions, guided conversations, activities, and philosophical
debates. This is intended to take students through a process of awareness-raising and
critical thinking, which will allow them to consciously enact moral reasoning in their
everyday lives.

Action Projects
In the upper grades of the course students are encouraged and enabled to undertake
Action Projects, where students are actively involved in developing an issue or topic, which
arises in class, beyond the usual limits of textbooks and course materials. These Action
Projects encourage active and co-operative learning and the development and acquisition
of skills. They are part of the ‘Hands’ (pragmatic) domain of skills development.

VIII
Moral Education Course Education Resources
In order to teach the Moral Education course a suite of resources has been developed to
support the teaching and learning of all participants:

Unit 5 Ethics in Sports and

Entertainment Moral Education Grade 5 Teac

Unit 5 Ethics in Sports and

Entertainment

Lesson Objectives
Vocabulary Vocabulary Extreme high qu

Lesson 1
Lesson 1
In this lesson, students will learn about the Olympic Excellence or standards.
value of excellence, and, more generally, how to Excellence
incorporate this into their own lives. An eagerness or
Excellence Motivation Motivation willingness to do

Olympic
Required Materials
Motivation
•

Olympic
Cards
Look at the picture of the flag. Do you know what it represents? Discuss it
• Activity 1 (10 minutes)

Values�
Pens
1 with your partner and share your thoughts with the class.
• Boards Divide students into pairs. Ask them to lo
image of the flag in the Student Book and
• Photocopied sheets of questions question.

Excellence
After two minutes, ask each pair to share
Learning Outcomes Suggested Answers
Look at the picture of the flag� Do you know what it represents? Discuss it •

Values�
1
Analyse and evaluate how the Olympic values can For Beginners
with your partner and share your thoughts with the class� be used as an inspiration and motivational tool
This is the flag of the Olympic Games, wh
for their own self-growth.
international sporting events - featuring b
and winter competitions - with athletes a
Now write what you know about the flag. from all over the word participating.
Learning Outcome
The five interlocking rings on the flag - kn
• Analyse and evaluate how the Olympic values the Olympic rings - represent the five par
can be used as an inspiration and motivational
continents: Africa, Asia, America, Australi

Excellence
tool for self-growth
and Europe.
For Advanced Students
The colours of the rings (blue, yellow, bla
3 Unit 5 Lesson 1 4 and red) and the white background are ta
colours of the original competing countri

Now write what you know about the flag�

Learning Outcome

• Analyse and evaluate how the Olympic values

can be used as an inspiration and motivational
tool for self-growth.

3
3 Unit 5 Lesson 1 4

Student Book Teacher Guide

A book specifically for students with a range of The Teacher Guide takes teachers through the course,
illustrations, images, texts and activities to engage highlighting key aspects of the lessons, suggestions
and support students in their learning. for questions and classroom activities, and specific
guidance on handling each lesson in the classroom.
Also included are suggestions for differentiation and
assessment for learning.

Lettre to the Parents/ Guardians

Dear Parents/ Guardians

Welcome to a new term, one that we hope will be fruitful and
beneficial.
We have decided to teach Moral Education in order to
facilitate the character development of our students. We aim
to introduce them to a set of individual and social values,
which we hope they will abide by. This will enable them to
play an effective role in the community and create a bright
future on both personal and social levels.
Therefore, we hope you will contribute to our efforts by talking
to your children and discussing with them the topics and
lessons of this course.
At the beginning of each unit, you will find a summary of its
content and intended learning outcomes. We hope you will
read the summary and learning outcomes and work with your
children to complete one or more activities from the menu
suggested in this unit, thus ensuring interaction between the
students and their family members.

41 Grade 5 42

Parent Guide Digital Resources

Each unit of the course has a short guide for parents, Where appropriate, learners will have opportunities to
outlining the essential elements of the unit with use digital technologies, such as eBooks and digital
suggestions as to how parents can engage with the objects, to support and extend their learning about
course and their children. aspects of moral education across each unit of the
Moral Education course.
The Moral Education programme includes two volumes

IX
 The Moral Education Course Cover and What It Symbolises
A design that evokes local culture, contemporary society and global citizenship

The cover draws inspiration from the flower

with five petals, which is prevalent throughout
the Sheikh Zayed Mosque, in Abu Dhabi.

The intersecting circles are a key element in

the pattern’s design. They serve to symbolise
union and connection, both at the national
and international levels and within the
community.

The intersections represent the complexity of

Inspired by the Sheikh Zayed
the relations between the different entities
Grand Mosque, Abu Dhabi
living in an interdependent world as global
citizens.

At the centre of the cover is a star. This guiding star is created out of infinite circles, and
represents the moral compass that we should all aspire to follow, just as the North Star
has guided travellers through the ages. At the same time the star symbolises the
individual in the middle of the complex structure that is society.

As the grades progress, the number of circles increases, symbolizing how, as students
progress, they develop more connections with contemporary society and international
communities.

The gradation of colour portrays the complexity of the 21st century living.

Books and their covers vary in size. Keeping to the concept of interconnected ideas
influencing one’s moral behaviour, the circular pattern derived from the mosque
matures into a more complex design reflecting how morality and character grow in
complexity as we age.

X
XI
 Table of Contents
Unit 5
Moral Education Grade 5 Teacher’s Guide

Theme The Individual and

The Community

Theme: The Individual and

The Community
Ethics in Sports Exploratory Questions
These questions provide an overview of the concepts

and
that the students will learn throughout the lessons in
this unit.
Unit 5:
Entertainment

Ethics in Sports
How can we apply the Olympic values to our own lives?
(IC10) Ethics in Sports
How can we make better use of our free time?
and Entertainment What are the main ethical issues within sport?

and Entertainment
Unit Objectives
Lesson 1 Olympic Values: Excellence
The aim of this unit is to introduce the concept of
Lesson 2 Olympic Values: Respect
ethics in sport and entertainment. Students will
Lesson 3 Olympic Values: Friendship
learn about Olympic values and principles, including
Lesson 4 Olympic Values: Fair Play
excellence, respect, friendship and fair play. Students
will also evaluate how to spend their leisure time and Lesson 5 Olympic Values: The Right to Leisure

invest it for the benefit of their local community.

This unit is based on the sporting values that the
International Olympic Games Committee and the
National Olympic Games Committee in the United
Arab Emirates seek to instill in society. What are the core values of the Olympics and how can these be applied
to our daily lives?

Unit Description 1 2

The concepts underpinning this unit are taught over

five lessons and are designed to answer the
central question. Central Question Learning Outcomes
Each unit has a Central Question, around which all the lessons of the unit are 1. Analyse and evaluate how the Olympic values can be used as an inspiration and
structured. Throughout the unit, students explore the concept of the Central Question. motivational tool for self-growth.
2. Make informed decisions on how to use leisure time effectively, and participate
in the local community.
3. Confidently debate some of the ethical questions surrounding sport, particularly
the reasons for unfair play and whether tolerance or forgiveness should
be applied.

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Unit 6
Moral Education Grade 5 Teacher’s Guide

Moral Education in Action member of staff who could give you guidance on your
Unit 6 chosen topic? Ensure as well that all students get the
‘We become just by doing just acts, temperate by
doing temperate acts, brave by doing brave acts’ Moral Education in Action chance to express their opinions on how to approach
‘We become just by doing just acts, temperate by doing temperate acts, brave by doing brave the project.
(Aristotle). acts’ (Aristotle).

Moral Education
Here are some helpful questions to guide planning:
Introduction to Moral Education in Action
Rationale for Moral Education in Action
• Who will our target audience be?
Now that you have completed the Grade 5 units in the Moral Education programme,
This section outlines some ideas and guidelines for
what happens next? In this unit, you and your classmates will build on the skills you have • What do we mean by action?
learnt by taking part in an action project. The Moral Education programme has taught us
how to engage students in action projects, in order to that our actions are shaped by our values. This action project helps you to put the theory • What does participation look like to us?
into practice.
further develop their skills and expertise learnt in the
Moral Education programme. This allows the students Young people are not ‘Citizens in Waiting’ (Professor Audrey Osler). You will be able to
• What would we like to achieve in our action?
to put the theory into practice.
examine your own understanding of citizenship and explore a range of moral issues in
the classroom. At this stage in the programme, you should feel able and willing to take
Reflect about • Who can you link with in terms of partnerships?
your project
Young people are not ‘Citizens in Waiting’ (Professor
responsible action to help create a better community.
The action in the project can range from individual charitable acts and making more
Decide on the
kind of direct • Are there other schools in our vicinity that we can

in Action
Reflect with all the action
Audrey Osler). This new programme allows students ethical consumer choices, to group actions such as raising awareness about important students in the reach out to for collaboration?
class
issues or campaigns for change.
to examine their own understandings of citizenship This action project gives the student, the opportunity to make a difference in many ways • Have we ensured that minority voices will be
and consider a range of complex but important moral and at many levels in real-world situations. It’s your ‘Call to Action’. heard during the planning and
issues in the classroom for the first time. Before deciding on your action project, it is important to take some time to step back Base your project What change development processes?
on what you have can you enact
and plan for the project.
After studying in depth the values behind the studied this year on community
level? • Can we anticipate any challenges along the way?
Moral Education programme, students should feel
empowered, even compelled, to take action for a Reflect about
Decide on the
topic
Think outside
of merely
• What tools or resources or materials might
your school the school we need?
better community. In this sense, learning from the environment

lessons is linked to responsible action.

School
• What is a realistic timeframe?
policies
School
The action in the project may range from individual environment

charitable actions and making more ethical consumer

Is collective Recent
choices, to direct actions such as raising awareness action project actions at
something new school
in your school?
or campaigns by groups or the whole class. This
project gives them both the support and space to try
to influence decision making at a variety of different 33 Grade 5 Unit 6 34
levels. The idea of a ‘call to action’ is an important part
of the Moral Education programme. It shows young
people how to put the theories and values they have
learnt into practice in the real world.

Planning
It is important to consider the starting point from
which you launch any individual or group action.
Get the class to think about the type of school
environment they have before doing any further
planning. Is collective action a familiar concept or
would this be a relatively new idea for the school? You
could examine recent actions or charitable activities
that the school has taken part in recently. You could
look at existing school policies and identify any areas
that need attention. What moral issues does your
school feel passionate about? Allowing sufficient
time for preparation is an essential part of the action
project, as it’s important to be able to measure its
impact in the future. As part of the planning process,
ensure that you have consulted with relevant people
as much as possible. Perhaps there is a parent or a
33 34

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XIII
 Moral Education Grade 5

Theme The Individual and

The Community

Theme: The Individual and

The Community
Ethics in Sports
Unit 5: and
(IC10) Ethics in Sports Entertainment
and Entertainment

Unit Objectives
Lesson 1 Olympic Values: Excellence
The aim of this unit is to introduce the concept of
Lesson 2 Olympic Values: Respect
ethics in sport and entertainment. Students will
Lesson 3 Olympic Values: Friendship
learn about Olympic values and principles, including
Lesson 4 Olympic Values: Fair Play
excellence, respect, friendship and fair play. Students
will also evaluate how to spend their leisure time and Lesson 5 Olympic Values: The Right to Leisure

invest it for the benefit of their local community.

This unit is based on the sporting values that the
International Olympic Games Committee and the
National Olympic Games Committee in the United
Arab Emirates seek to instill in society. What are the core values of the Olympics and how can these be applied
to our daily lives?

Unit Description 1

The concepts underpinning this unit are taught over

five lessons and are designed to answer the
central question. Central Question
Each unit has a Central Question, around which all the lessons of the unit are
structured. Throughout the unit, students explore the concept of the Central Question.

1
 Teacher’s Guide

Exploratory Questions
These questions provide an overview of the concepts
that the students will learn throughout the lessons in
this unit.

How can we apply the Olympic values to our own lives?

How can we make better use of our free time?

What are the main ethical issues within sport?

Learning Outcomes
1. Analyse and evaluate how the Olympic values can be used as an inspiration and
motivational tool for self-growth.
2. Make informed decisions on how to use leisure time effectively, and participate
in the local community.
3. Confidently debate some of the ethical questions surrounding sport, particularly
the reasons for unfair play and whether tolerance or forgiveness should
be applied.

2
 Moral Education Grade 5

Unit 5 Ethics in Sports and

Entertainment

Lesson Objectives

Lesson 1
In this lesson, students will learn about the Olympic
value of excellence, and, more generally, how to
incorporate this into their own lives.

Olympic
Required Materials
• Cards
•

Values�
Pens
• Boards
• Photocopied sheets of questions

Excellence
Learning Outcomes
• Analyse and evaluate how the Olympic values can
be used as an inspiration and motivational tool
for their own self-growth.

Learning Outcome

• Analyse and evaluate how the Olympic values

can be used as an inspiration and motivational
tool for self-growth.

3
 Teacher’s Guide

Vocabulary Excellence Extreme high quality

or standards.
Excellence
An eagerness or strong
Motivation Motivation willingness to do something.

Look at the picture of the flag. Do you know what it represents? Discuss it Activity 1 (10 minutes)
1 with your partner and share your thoughts with the class.
Divide students into pairs. Ask them to look at the
image of the flag in the Student Book and consider the
question.
After two minutes, ask each pair to share their answer.
Suggested Answers
For Beginners
This is the flag of the Olympic Games, which are
international sporting events - featuring both summer
and winter competitions - with athletes and teams
Now write what you know about the flag. from all over the word participating.
The five interlocking rings on the flag - known as
the Olympic rings - represent the five participating
continents: Africa, Asia, America, Australia
and Europe.
For Advanced Students
The colours of the rings (blue, yellow, black, green
Unit 5 Lesson 1 4 and red) and the white background are taken from the
colours of the original competing countries’ flags.

4
 Moral Education Grade 5

2 Read the story The Olympic Games about respect. Then

answer the questions that follow.

The Olympic Games are more than just the world’s biggest
and most important sporting events - they are a celebration
of the human spirit.

The modern Olympic Games began in 1896 in Greece, but

they are based on a tradition that began more than 2,700
years ago in ancient Greece.

In the first modern Olympics, athletes from 13 countries

competed in nine different sports. In the last Olympic
Games, more than 10,000 athletes from around 200 different
countries competed in almost 30 different sports, including
archery, athletics, basketball, boxing, cycling, soccer,
gymnastics, sailing, swimming, tennis and wrestling. The
Olympic Games are held every four years in different cities all
over the world.

There are also the Winter Olympic Games, which began in

1924. The Winter Olympics include skiing, snowboarding,
skating and ice hockey. They are also held every four years in
different places around the world.

During every Olympic Games, millions of people around the

5
 Teacher’s Guide

Activity 2 (15 minutes)

world marvel at the sporting Read the text The Olympic Games aloud.
brilliance on display - but the Then ask questions in the Student Book.
Olympics are not just about
who can run the fastest or Suggested Answers
jump the highest. In fact, the
aim is to help create a peaceful 1. The human spirit is at its best when confronted
and better world by getting with a challenge - and the Olympic Games are
young people to participate the ultimate challenge. When we watch athletes
in sport with a spirit of competing, we are watching human spirit
friendship, solidarity and fair in action.
play. Another important value
is that participating is more 2. The ancient Olympic Games were much smaller
important than winning. and simpler events. There were just a few
different sports, like running, wrestling and
boxing. They were always held in the same
place - Olympia. And only men who spoke Greek
Questions for Discussion�
could participate.
1. What does it mean to say the Olympics are a celebration of the
human spirit?
3. Everyone who participates contributes to the
2. Do you know anything about the ancient Olympic Games? Were celebration of the human spirit. It is nice to win,
they different from modern Olympic Games? but more important to participate.
3. Do you agree that participation in the Olympics is more
important than winning? • If the Olympic Games can really encourage people
to behave with a spirit of friendship, solidarity
Let’s Think Together�
and fair play, that would do a lot to make the
• Can the Olympic Games really help create a peaceful and world better and more peaceful. So, yes!
better world?

Unit 5 Lesson 1 6

6
 Moral Education Grade 5

Activity 3 (10 minutes)

What does the word ‘Excellence’ mean to you? Write one idea on the
Divide students into groups of 4. Give each group 3 ‘excellence card’ and pass it to the next person in your group.
a blank card. Ask students to think about what the
word ‘Excellence’ means to them. Emphasise that
excellence involves more than winning or being
the best.
Ask one student in each group to write a definition or
thought about excellence, and then pass it to the next
student in the group. The next student reads the card
and adds his or her thoughts. Continue until every
student in each group has added to the card.
Point out that there are no right or wrong answers.
The point is just to show that there are different “Excellence is a habit, a style. It is a journey filled with learning, perseverance and patience. The
pleasure of excellence has a special taste that is only known to those that have tried it.”
meanings of the word excellence. H.H. Sheikh Mohammed Bin Rashid Al Maktoum

Write out some of the ideas on the board. Possible

answers include:
Read this text about the Canadian Olympic sailor Lawrence Lemieux, who
• Trying to be better everyday 4 gave up his chance to win a medal during an individual sailing race in the
1988 Olympic Games in Seoul, South Korea.
• Living by your moral code
Lawrence Lemieux
• Helping others to improve their situation
Lawrence Lemieux was in second place - but still with a chance of winning gold -
• Exceeding people’s expectations in a sailing competition at the 1988 Olympic Games. Just then he was faced with
• Surprising others with an original idea or action a dilemma.
High winds and crashing waves were causing problems for several boats. A boat in
• Working for the greater good another race capsized. One of its crew was desperately clinging on to the vessel,
while the other was being swept away. Lemieux abandoned the race to save them.
For Beginners “I could have won gold. But, in the same circumstances, I would do what I did
Draw students’ attention to the Key Fact. Ask them to again,” said Lemieux afterwards.

share their thoughts about it. 7

For Advanced Students

Compare what the students wrote on the cards and
the quote of Sheikh Mohammed Bin Rashed.

Activity 4 (15 minutes)

Read the text Lawrence Lemieux aloud. Then ask the
question in the Student Book.
Ask students to suggest answers. Write these on the
board for reference.
Suggested Answers
Sportsmanship means behaving or treating others
with fairness, respect and friendship even during a
competition. Even though an athlete wants to win,
winning is not the most important thing. Lemieux
recognised that helping others was more important
than winning.

7
 Teacher’s Guide

Although he didn’t win a medal, he received an even more prestigious award� the
Pierre de Coubertin Medal, which is given to athletes who embody the true spirit of
Activity 5 (10 minutes)
sportsmanship. Remind students that Lemieux did not win the race.
Lemieux’s decision to sacrifice personal glory to save his fellow competitors will However, he did win the praise and admiration of
never be forgotten.
many people.
Let’s Think Together� Ask students to write briefly about how Lawrence
demonstrated the Olympic value of ‘Excellence’ even
• How did Lemieux’s actions “embody the true spirit of sportsmanship”?
though he did not win the race or a medal for his
performance as a sailor. Prompt students to share
their answers.
In what way did Lawrence Lemieux demonstrate the Olympic value of Suggested Answers
5 excellence?
He stayed committed to his own moral code - what
Write your thoughts below� he believed to be the right thing to do - even though
it meant he would not win a medal. He also risked his
own safety to save his fellow Olympians. In doing this,
he demonstrated the value of excellence.
Next, ask the students how they could also
In what way could you demonstrate the demonstrate the value of excellence. Ask them to
Olympic value of excellence?
share their answers.
Write your thoughts below� Suggested Answers
“By always doing what I know to be the right thing
to do, even if it means losing out or sacrificing
something else.”
This could be applied to school-work, relations with
friends, family life or, of course, sporting endeavours.

Unit 5 Lesson 1 8

8
 Moral Education Grade 5

Unit 5 Ethics in Sports and

Entertainment

Lesson Objectives

Lesson 2
In this lesson, students will learn about the Olympic
value of respect and, more generally, how to
incorporate this into their own lives.

Olympic
Required Materials
• Speaking object for Circle time
• Paper

Values�
• Pens
• Card for poster
• Magazines and newspapers with photos that

Respect
show respect among people

Learning Outcomes
• Analyse and evaluate how the Olympic values can
be used as an inspiration and motivational tool
for self-growth. Learning Outcomes
• Analyse and evaluate how the Olympic values
• Confidently debate some of the ethical questions
can be used as an inspiration and motivational
surrounding sport, particularly the reasons for
unfair play and whether tolerance or forgiveness tool for self-growth.
should be applied. • Confidently debate some of the ethical questions
surrounding sport, particularly the reasons for
unfair play and whether tolerance or forgiveness
should be applied.
9

9
 Teacher’s Guide

Vocabulary
An acknowledgement or
Respect Opponent Respect recognition that something or
someone is important or
Values has value.
An individual or team that is
Opponent competing against another
one in a competition.

Values Beliefs or principles.

Think about a time when you showed respect for another person
1 or yourself.

Differentiated Learning
For Beginners
Use questions, such as:
• Do you use kind words and have good manners?
• Do you listen to what others have to say?
• Do you follow the rules?
• Do you appreciate differences among people?
• Do you take care of other people’s property at
school, home, and in the community?
• Do you help others?
Unit 5 Lesson 2 10
For Advanced Students
• Ask students to tell a story about a time when
they showed respect.
Activity 1 (10 minutes)
Confirm that students understand the meaning of respect. After listening to
suggestions, model a definition on the board:
Respect is showing another person that he or she is valued as an individual human
being and accepting differences between the two of you.
Sit your students in a circle. Remind them about the rules of circle time:
• Every person will have a chance to speak.
• You speak when you have the ‘speaking object’.
• Others will listen and not judge.
• If you do not want to speak you can ‘pass’.
Use a ‘speaking object’ to pass around and allow each student to answer the question:
When did I show respect for another person or myself?

10
 Moral Education Grade 5

Activity 2 (15 minutes)

Explain that respect is a very important quality on the
sports field.
Read out the extract to the class. Address any 2 Respect for other athletes and competitors is an
important quality on any sports field. Find out how one
questions the students raise. athlete learned this through basketball. Read the extract
Divide the class into pairs. Prompt them to discuss the and then, with your partner, answer the questions that
questions in the student book. Ask pairs to share their follow.
answers with the class.
My name is Ovais and I live in Pakistan. I haven’t had many
Suggested Answers opportunities in my life to be around people who are different
a. Training for the Special Olympics brought Ovais from me, but being part of the Special Olympics changed
into contact with people who were different from that. By being part of a training programme for basketball, I
learned to be energised and excited by difference, not afraid
him. Before that, he’d spent most of his time with
or nervous.
people who were similar to him. Also, it gave I visited the sports camp a few times per week – I would take
him a chance to develop respect for the Special the bus by myself and reach the sports complex by nine in
Olympics and his fellow athletes. the morning. Once I was there, I would play basketball with
two or three athletes with intellectual disabilities. While I
b. Ovais knows Abdullah is different but they
was there, I met Abdullah, one of the athletes. We had lots
form a bond from their love of the sport. He of fun together – and pretty soon a strong bond formed
admires Abdullah’s enthusiasm and this in turn between us. We looked for each other each morning and
encourages him to become more enthusiastic exercised together, playing basketball or running around.
about the sport too. And Ovais learns the Even though Abdullah and others in the camp were different
importance of respecting difference in others and from me, that didn’t bother me. I saw how energetic and
promoting inclusion. This sets a good example enthusiastic Abdullah was and how eager he was to learn
for others because the values of respect and new things in basketball. Quickly, I shared in the same energy
and same excitement. And I wanted to share it with
inclusion are important throughout society - not
others – I decided to help in increasing inclusion in my
just in sport.
c. . When you take part in sports, you should first
respect the rules of the sport and always play fair.
11
In addition, you should respect your team mates
and your opponents. Don’t let your desire to win
overrule your duty to respect others. And you
should use the sports to promote positive values,
such as team work, hard work, persistence and
determination.

11
 Teacher’s Guide

community so others could feel the excitement I felt from

Abdullah. Basketball was a great place to start.

Discuss the following with your partner�

a. How did the Special Olympics help Ovais to learn about respect?
b. What impact did Ovais’s respect for Abdullah have?
c. How could you show respect when you’re taking part in sports?

Unit 5 Lesson 2
12

12
 Moral Education Grade 5

Activity 3 (10 minutes)

Emphasise the importance of fair play and respect in
sport. Explain that these are values that people can
Fair play is an important part of any sport. Treating others fairly means
also practice in their everyday lives.
3 treating them with respect.
Ask the students to examine the photos in the student
Study the images below. How are the athletes showing respect for their
books. Allow 5 minutes for the students to consider
opponents?
the photos.
1 2
Then facilitate a class discussion about each photo.
Suggested Answers
1. Both players are shaking hands - the loser
congratulating the winner, and the winner
commiserating with the loser with a gesture of
respect.
2. Players on opposing hockey teams are shaking
hands before a match, wishing one another well
and showing respect.
3 4
3. A football player helps an opponent to his feet,
showing respect and sportsmanship. This act
demonstrates that the opponent’s welfare
matters.
4. Football team captains exchange pennants
before a match. These are exchanged as mark
of respect - accepting the pennant is a way of
saying that you value the opposing team and will
play fairly.
KEY FACT
Did you know the first ever Olympic Games took place in Ancient Greece in 776 BC? Events included running, long-jump, boxing and
equestrian events!

13

13
 Teacher’s Guide

Activity 5 (10 minutes)

Divide the class into groups. Distribute magazines and
Read this scenario. Then complete the exercise below. newspapers to each group. Also give each group a
4 large sheet of paper.
A group of children from another country have
recently joined your school. Although they Ask the students to look within the magazines for
look and dress differently from you and your pictures and stories that promote respect. They should
friends, and do not speak your language so
well, they seem friendly and polite.
then cut out these examples and paste them onto
Your teacher has made a big effort to integrate their sheet to make the respect poster.
the new students into your class. There is
good interaction and everyone works well Allow groups 5 minutes to complete their posters.
together during group projects and class Then ask them to present and explain their poster to
discussions. There is a pleasant and friendly atmosphere in the class, even though the class.
the new students are still quite shy and unsure sometimes. You can see that it’s
important to your teacher to help the new students to settle in. Encourage discussion about the posters using prompt
However, during the breaks, when the children are allowed to play freely, these new
questions, such as:
students don’t mix with everyone else. They mostly just stand around with their
hands in their pockets, not really doing anything. You notice them looking at you and
your friends playing your usual games, but they don’t ever join in. You suppose that
• Why do you think this is an example of respect?
they probably do not know the rules of the games or how to play. The games where
they are from are probably different, you suppose.
• Why do you think this person acted in this way?
• How would you have acted in this situation?
In your group, discuss ways you could show respect and inclusion to
these new students. Share your ideas with the class. • What can we learn from this story?

Key Skills (Head, Heart, Hands)

Your teacher will give you a selection of magazines and newspapers.
5 • Developing empathy
a. Find stories and pictures that show the
value ‘Respect’. • Problem solving
b. Paste these onto your sheet to make a
respect poster. • Research
c. Share your poster with the class.
• Creativity
• Respect
Unit 5 Lesson 2 14

Evaluation/Reflection
You can assess the children’s understanding of the
Activity 4 (15 minutes)
term ‘respect’ through the pictures/stories they use
Remind students that respect doesn’t just belong on the sports field. We should for the poster and how they explain the demonstration
always show respect in our home, in our school and in our community. of respect in these pictures and/or stories.
Explain that students will now have a chance to explore how they could show respect Also, incorporate using the word and the language
in school. around it on a more informal basis throughout the
Read out the scenario and address any questions that students have about it. school day so that it becomes familiar and it reinforces
the idea.
Divide the class into groups. Allow them 10 minutes to come up with ideas of how they
could show respect for the new children.
Suggested Answers
They could invite the new students to play with them, or they could ask the new
students about their culture.
Then ask each group to share its ideas with the class. Other students can ask questions
and discuss whether the ideas would work.

14
 Moral Education Grade 5

Unit 5 Ethics in Sports and

Entertainment

Lesson Objectives

Lesson 3
In this lesson, students will learn about the Olympic
value of friendship, and, more generally, how to
incorporate this into their own lives.

Olympic
Required Materials
• Speaking object for Circle time
• Paper
•

Values�
Pens
• Card for poster
• White/black board
•

Friendship
Something to play the music on

Learning Outcomes
• Analyze and evaluate how the Olympic values can
be used as an inspiration and motivational tool
for self-growth.

Learning Outcome
• Analyse and evaluate how the Olympic values
can be used as an inspiration and motivational
tool for self-growth.

15

15
 Teacher’s Guide

Vocabulary
Friendship Friendship qualities
A relationship of closeness,
Friendship familiarity and kindness
between people.

The characteristics and

Let’s think about friendship. Why is friendship important to you? When Friendship values (such as loyalty,
1 were you a good friend to somebody? qualities support, reliability and
respect) that underpin
a friendship.

‘A day without a friend is like a pot without a single drop of honey inside’
Winnie the Pooh.

Unit 5 Lesson 3 16

Activity 1 (10 minutes)

Explain to students that, although athletes compete against one another, one of the
important qualities in sport is friendship. Explain that students will take part in a circle
time discussion to explore the idea further.
Ask students to sit in a circle. Check that they remember the rules for circle time.
Recap the rules, if necessary.
Ask students to read the questions in the Student Book. Use a ‘speaking object’ to pass
around and allow each student to answer these questions.
You should model a good way of answering these questions yourself first and take
part in the circle.
Suggested Answers
• Friendship is important because we need friends to share our daily lives with;
they play with us, comfort us when we’re sad and help us with our tasks.

16
 Moral Education Grade 5

Activity 2 (10 minutes)

Remind students that no matter what competition we
are in, or whatever experience we face in life, we can
still create a bond and build a friendship that is much
more important than winning! 2 Read the story An Olympic Friendship. Then answer the
question that follows.
Read the story An Olympic Friendship aloud. Then ask
the question in the Student book. The Czechoslovak long-distance runner Emil Zátopek,
who won three gold medals at the 1952 Olympic Games
Suggested Answers in Helsinki, was as renowned for his friendliness as his
athletic brilliance. He made many good friends among his
• It means that winning and being victorious is an
rivals, especially French runner Alain Mimoun.
amazing achievement that can give someone
happiness and pride. However, friendship gives Every time Zátopek won gold, Alain Mimoun won silver.
much more - support, love, happiness, comfort, Some athletes might have been jealous of this rival, but not
encouragement, joy and fun, for instance. This is Mimoun. The warmth and sincerity in their friendship was
why friendship is “greater” than winning. clear in their embrace after every race.

There was a surprise at the 1956 Olympic Games in

Melbourne when Mimoun beat his rival for the first time
ever. It was an extraordinary achievement, but what
happened afterwards was even more extraordinary.
With delight, Zátopek embraced his victorious friend. Later,
Zátopek said that he was as proud as if he had won himself,
while Mimoun claimed that his friend’s congratulations was
“for me, better than a medal”.
Zátopek once said� “Great is the victory, but greater still
is the friendship.” He was surely talking of his friendship
with Mimoun.

17

17
 Teacher’s Guide

a. Discuss with your classmates what you think the following quote
means�

“ Great is the victory, but greater still is the friendship”.

Unit 5 Lesson 3 18

18
 Moral Education Grade 5

Activity 3 (15 minutes)

Explain that friendship can take many forms, and Friendship can take many forms. Consider the photos below. Then
that people can have many different friends. For 3 discuss the qualities of a great friendship. Which qualities are most
important? List them below in order of importance.
example, you might have friends at school, in your
neighbourhood and in places that you visit.
Ask students to look at the photos and consider the
question. Then prompt them to share their answers
with the class.
Write the qualities they mention on the board. Most important qualities of a great friendship�

Put ticks beside any qualities that came up more 1.

than once. 2.
3.
Possible qualities
4.
• Good friends are loyal, fair, supportive
and helpful.
• Good friends are fun.
• Good friends are reliable. Friendship is inspiring� Many people have created great art, drama and
4 literature on the theme of friendship.
• Good friends respect each other.
Think about the qualities of friendship
• Good friends bring out the best in each other. that you covered in the previous activity.

• Good friends make one another happy. With your group, choose one quality
and develop a short role play that shows
Ask students that quality in action. Create your own
• Which do you think are most important? Why? small drama�

Facilitate a short discussion around the importance

of these qualities. Finally, prompt students to list the
three most important qualities in order of importance.
19

Differentiation Learning
Some students are visual learners. They might prefer fun; bringing out the best in each other.
to work out the qualities of friendship by studying the
pictures. Divide class into groups and assign each group a quality of friendship. Keep groups
small (no more than four students). Explain that each group has 5 minutes to prepare
Other students think more abstractly. Prompt them to a short dramatic role-play that shows the quality of friendship in action. They will then
think about what qualities they value in their friends. present their role-plays to their classmates.
And other students might prefer to imagine scenarios As students prepare for role-play, you can inspire them by prompting them with some
that show friendship in action. Encourage them to questions:
think about the qualities that drive those scenarios. • How do friends help each other? Perhaps they help each other with their school
projects.
Activity 4 (15 minutes) • How do friends bring out the best in each other? Perhaps they cheer on each
other when they play sports.
Explain that friendship has inspired many writers,
poets, film-makers and dramatists over the years. It is • How do friends have fun? Perhaps they share common hobbies.
a theme that is important to everyone because we all • How do friends respect each other? Perhaps by listening to each other and
value having good friends. respecting each other’s opinions.
Remind students of the qualities of friendship that After 5 minutes, ask each group to present its role-play to the class. Draw students’
were covered in the previous activity. Ask them to attention to the Key Quote. Have a short discussion about what the quote means.
recall what the qualities were and write some on the Explain that people should respect themselves, as well as each other. They should take
board: being helpful, reliable and supportive; having care of themselves, love themselves and remain positive.
19
 Teacher’s Guide

‘Friendship with oneself is important, because without it one cannot be friends Activity 5 (10 minutes)
with anyone else in the world’
Eleanor Roosevelt Finish off the lesson with a quote from Ralph Waldo
Emerson. Explain that Emerson was a famous
THINK! American writer and philosopher.
What do you think friendship with oneself means?
Ask students to consider this statement and think
about what it means to them. Prompt them to write
their thoughts in the student book.

What do you think this quote means? Write what you think in the
Suggested Answers
5 space below. • In order to make friends, you must first show
friendship. This means showing kindness,
respect, generosity and acceptance to people.
When you do this, they will become your friends.

Key Skills (Head, Heart, Hands)

• Developing empathy
• Collaboration
• Active listening
• Participation

Evaluation/Reflection
You can assess the children’s understanding of the
term ‘friendship’ and its qualities through their ideas.
Ask the children to be a great friend. At the end of the
Unit 5 Lesson 3 20 school day you can ask them for examples of how they
were a great friend and what qualities they displayed.
Ask the children to reflect on times when they were a
good friend in the past and how they can be an even
better friend.

20
 Moral Education Grade 5

Unit 5 Ethics in Sports and

Entertainment

Lesson Objectives

Lesson 4
In this lesson, students will learn about the Olympic
value of fair play, and, more generally, how to

Olympic
incorporate this into their own lives.

Required Materials

Values� Fair
• Roleplay costumes but not totally necessary
• Cards for debate arguments
• Pens
•

Play
Paper
• Timer
• Scorecards
• Whiteboard/Blackboard

Learning Outcomes
• Analyse and evaluate how the Olympic values
Learning Outcomes
• Analyse and evaluate how the Olympic values can can be used as an inspiration and motivational
be used as an inspiration and motivational tool tool for their own self-growth.
for self-growth. • Confidently debate with others some of the
• Confidently debate some of the ethical questions ethical questions surrounding sport, particularly
surrounding sport, particularly the reasons for the reasons for foul play, doping and cheating
unfair play and whether tolerance or forgiveness and whether tolerance or forgiveness should
should be applied. be applied.

21

21
 Teacher’s Guide

Vocabulary An event or contest that two

Competition or more people or teams are
Competition Fair play
trying to win.

Graciousness Humility Behaving or treating others

Fair play in a way that is honest
and fair.

A display of politeness,
Although competition in sport is healthy, it is important to practice Graciousness
manners and respect.
1 fair play too.
Fair play means

Read the following scenarios and think about the questions that follow.
Not thinking that you
Humility are superior or better
Scenario 1 Scenario 2
Mark breaks his golf club in anger and The football player falls to his knees
than others.
refuses to congratulate his opponent in disappointment when the referee
after a loss. blows the whistle to signal the end of
the match and defeat for his team.

a. How do people feel when

a. Is Mark being a good sport or they lose?
demonstrating fair play? b. What do they do to show their
b. What does it mean to be a feelings?
good sport? c. Do good sports cheat?

Unit 5 Lesson 4 22

Activity 1 (10 minutes)

Remind students that competition is an integral part of all sports. Healthy competition
is good because it motivates people to be the best they can be. However, there also
needs to be fair play. Check that students understand what fair play means.
Explain that fair play means respecting the other competitors and athletes, and not
cheating. Invite students to write the meaning in their Student Books.
Ask students to consider the two scenarios in the Student Book. Then facilitate a short
discussion about each one.
Suggested talking points for scenario 1
Good sports are gracious and respectful in victory and defeat. They accept the result
of the game. Mark is not being a good sport because he refuses to congratulate
his opponent.
Suggested talking points for scenario 2
People naturally feel sad, disappointed and maybe even angry when they lose. It is ok
to show disappointment, but they should try to control their emotions and behave in
a respectful manner. People should never cheat in order to win, no matter how much
they hate losing. Good sports would know that winning by cheating does not count as
winning at all. It’s a fake victory that has no value.

22
 Moral Education Grade 5

Activity 2 (15 minutes)

Read the text A Young Emirati Judoka Inspired by
Fair Play aloud. Read the story A Young Emirati Judoka Inspired by
Then ask the questions in the Student Book. 2 Fair Play about respect. Then answer the questions
that follow.
Suggested Answers
When asked about his role models in sport, Emirati judo star
a. Humaid Al Derei admires the commitment to fair Humaid Al Derei does not hesitate� he immediately mentions
play and sportsmanship shown by Mohamed Ali Egyptian judoka Mohamed Ali Rashwan, who won a silver
Raswan when he refused to take advantage of his medal in the 1984 Olympic Games in Los Angeles.
opponent’s injury, showing “remarkable
sporting spirit”. Al Derei recounts how Rashwan gave up the chance of
winning a gold medal by refusing to target his opponent’s
b. Winning is important and worthwhile because injured right leg. His opponent went on to win the gold
of what it represents - hard work, excellence, medal, but Rashwan was awarded the Fair Play International
dedication and commitment. However, without Award for his “remarkable sporting spirit”.
fair play, winning means nothing. So, yes, fair Because of his fair play and sportsmanship, Rashwan has
play is more important than winning. been an inspiration to Al Derie throughout his career. Here
was a man who believed in fair play even if it meant losing
c. Giving awards for fair play is a great way of an Olympic gold medal. “So from that time, he was my role
highlighting the importance and value of fair model,” explained Al Derei.
play, as well as rewarding people who practise
fair play. Al Derei has already competed in one Olympic Games - he
got to the second round of the 2012 Olympic Games in
London - and is now preparing for the 2020 Olympic Games
in Tokyo.

“Insh’Allah I am aiming for the Olympics in Tokyo 2020,” he

says. With his dedication to excellence and commitment
to fair play, there is no doubt that Humaid Al Derei will
represent his country with pride and honour.

23

23
 Teacher’s Guide

Questions for Discussion�

a. Why is the Egyptian judoka Mohamed Ali Rashwan a role model

for Humaid Al Derei?
b. Is fair play more important than winning?
c. Do you think it is right that awards are given for fair play?

Let’s Think Together�

• What do you think about what Mohamed Ali Rashwan did during
the 1984 Olympic Games? Would you have done the same thing?

Unit 5 Lesson 4 24

24
 Moral Education Grade 5

Activity 3 (15 minutes)

Although we always hope to see fair play in sport, it does not
Explain that although fair play is the ideal, sports use 3 always happen
rules to ensure that athletes and sportspeople behave
as expected. Read the introduction and the text The Different sports have rules to ensure that athletes behave in a
professional manner.
Spirit of Cricket aloud.
For example, as well as the actual rules of the game, cricket has a separate
Explain that the class will debate the question in section within its laws that is called ‘The spirit of cricket’, which is intended
to promote fair play, respect, self control, team spirit, enjoyment and other
the book. important values.
Divide the class into three teams: The Spirit of Cricket
• The first group will argue in favour of Some of the 'Spirit of Cricket' rules are�
the question. Always show respect towards your teammates, your opponents, the
umpires and the traditional values of cricket.
• The second group will argue against it. Never show arrogance in victory nor bad temper in defeat.
When you are the 'home' team, always ensure your opponents and the
• The third group will judge which team presented umpires feel welcome.
the best argument. Both during and after the game, practice self-discipline.
Always ensure you are appropriately dressed - clothing and equipment
Mix the groups so there are differing abilities in should be clean, tidy and properly worn.
Be appreciative towards people who provide help and assistance,
each group.
including catering staff, ground staff and club officials.
Allow the groups 5 minutes to come up with their Never arrive late for matches or training sessions.
When a match ends, shake hands with opponents and thank the umpires.
arguments. The For and Against groups then present
their arguments (3 minutes each).
Then allow each group 3 minutes to respond to the With your group, discuss the
following�
opening arguments.
The judging group then declares which group won the • Do sports need lots of rules
in order to have fair play?
debate, explaining their decision.
After the debate, have the teams break into pairs
and have each student reflect on the debating points
made by each team.
25

25
 Teacher’s Guide

• What were the consequences?

You now have a chance to demonstrate fair play in action. With your
4 group, role play your assigned scenario�
• Do we forgive or tolerate fair play? Why or why
not?
• One group role plays playing fair.
• One group role plays not playing fair.
Activity 5 (10 minutes) optional
Prompt students to read the quote in the student
book. Ask them to write their thoughts.
Prompt students to share their thoughts with
the class.
Suggested Answers
The way you play is more important than whether you
win or lose. It is nice to win, of course, but playing with
fairness and respect is what really matters.
Consider this quote�
5 It matters not whether you win or lose, but how you play the game”
- Grantland Rice, sportswriter, 1908
Key Skills (Head, Heart, Hands)
What does this quote mean to you? Write your thoughts below�
• Problem solving
• Critical questioning
• Teamwork
• Resilience

Evaluation/Reflection
• Determine children’s understanding of fair play
Unit 5 Lesson 4 26
through teacher observation during the debates
and the dramatization.
• Ensure that all the children in the class have the
Activity 4 (15 minutes) opportunity for their voices to be heard. This is
part of fair play also.
Explain that fair play affects all the athletes involved. And when sportspeople don’t
play fair, it has consequences.
Divide the class into two groups: Differentiated Learning
• The first group will demonstrate fair play, such as being a fair competitor, being a A role play is a good opportunity for students to
gracious loser or following the rules. apply different skills. Encourage students to find
the role they are best suited to in the group. Some
• The second group will demonstrate not playing fair, such as cheating, being a
students will be strong at coming up with scenarios.
sore loser or not respecting others.
Some students will be good at leading the group and
Explain that the groups need to create two short drama pieces that demonstrate fair assigning lines and tasks to other students. Some
play and the lack of it. students will excel at performing their characters. And
Allow 5 minutes for the groups to prepare their pieces. They do not need to be some students will be skilled at encouraging their
elaborate, but should emphasise key points. classmates to do better in the role play.

After each group has completed their dramas have a discussion with the class on each
scenario.
Possible questions to prompt discussion:
• Why do you think the sportspeople behaved like this?

26
 Moral Education Grade 5

Unit 5 Ethics in Sports and

Entertainment

Lesson Objectives

Lesson 5
In this lesson, students will learn about the right to
leisure. In particular, they will learn how important it is

Olympic
to value their leisure time and use it wisely
and constructively.

Values: The
Required Materials
• Pens
• Paper
•

Right to
Whiteboard/Blackboard

Learning Outcomes
• Make informed decisions on how to use leisure

Leisure
time effectively, and participate in the
local community.

Learning Outcomes
• Make informed decisions on how to use leisure
time effectively, and participate in the
local community.

27

27
 Teacher’s Guide

Amusement or pleasure
Vocabulary that comes from watching
Entertainment something or taking part in
Entertainment Leisure something.
Socialising Urban
Leisure Spare or free time when you
can do whatever you want.

What is leisure? Look at the pictures below. Are they all examples of
1 people at leisure? Spending time with others
Socialising
in a friendly way.

Urban To do with towns or cities

rather than rural areas.

Activity 1 (20 minutes)

Ask students to look at the photos in the Student Book
and consider the questions.
Then explain that leisure can be many different things.
How would you define leisure? Write a definition in the space below. Leisure is the obvious things like doing sport, having
fun with friends, playing computer games, having a
leisurely lunch or going on holidays/travelling.
It is also things like spending time with the elderly/
sick or volunteering for environmental or community
projects (such as helping to remove rubbish from a
beach).
Unit 5 Lesson 5 28
Now ask the class to come up with a definition of
leisure. Note students’ ideas and suggestions on
the board.
Suggested Answers
Leisure is free or spare time; it is time when you are
not at work or at school and can do whatever
you want.

28
 Moral Education Grade 5

Activity 2 (30 minutes)

Read the text A History of Leisure in the UAE aloud.
Then ask the questions in the Student Book.
2 Read the text A History of Leisure in the UAE on the
Suggested Answers UAE’s age of leisure. Then answer the questions.
1. In the 1960s, the UAE became more prosperous, In the late 1960s, the UAE embraced leisure. Suddenly, life
so people had the money and the time to spend changed dramatically. Before then, people had no time or
money for leisure - finding food and shelter was the main
on leisure activities. Before then, they were
activity for most families. Not anymore.
focusing on more basic needs, such as shelter, As towns and villages became major cities, people’s
food and security. Although hard work is still expectations increased. Fortunately, the Rulers of the UAE
important, people appreciate the importance of understood and appreciated this.
balancing work time with leisure time Sheikh Zayed bin Sultan Al Nahyan, the first President of the
UAE, in particular, believed passionately that urban living
2. When society in the UAE became wealthier from should be built around open spaces. Abu Dhabi and Al Ain
the late 1960s onwards, people had more time were designed with trees and parks for populations to escape
and money to spend on leisure activities. People the pressures of busy lives.
wanted more leisure, and leisure facilities were One of the first leisure facilities opened in Dubai was
provided. Leisureland, the first purpose-built place of entertainment in
the UAE.
3. Once people no longer have to worry so much Then came the capital’s Tourist Club, which offered skating,
about basic requirements, like food and shelter, karting and computer games, which were the latest wonder
their focus switches to leisure - and then they at the time.
want more options and variety. It was at this time that restaurants and cafes became centres
for socialising.
• Leisure is important for individuals because But not everything costs money. One of the earliest
people work hard, so they need leisure activities construction projects of the new city of Abu Dhabi was the
to relax and unwind. It is also important for Corniche, a waterfront promenade that allowed everyone to
communities because shared and communal enjoy the cooling sea breezes.
leisure activities are a way to foster community The UAE is a place that never stands still, even when relaxing.
spirit and social cohesion.
29

29
 Teacher’s Guide

Questions for Discussion�

1. Although the people of the UAE work hard, leisure time has
become increasingly important to them in recent decades. What
do you think caused this change?
2. In what way did the UAE embrace leisure in the late 1960s?
3. Why do you think people’s expectation’s increased?

Let’s Think Together�

Is leisure important to individuals in the UAE? Is it important to

communities in the UAE? How?

Unit 5 Lesson 5 30

30
 Moral Education Grade 5

Activity 3 (20 minutes)

Although learning and hard work are important, it’s also important
Explain the importance of ‘spare time’. It gives us a 3 that we take time to slow down, relax and enjoy ourselves. This is our
spare time.
chance to relax and recharge.
Divide the class into groups. Ask the groups to discuss With your group, discuss the following�
the three questions. After 10 minutes, ask each group
• What do you do in your spare time?
to share its thoughts with the class. • Why is this valuable to you?
• What role should exercise play in your
Suggested Answers
spare time?
• Sports; reading; cinema; relaxing; music; exercise
• Time to think; chance to get fit and be healthy;
opportunity to learn more; chance to meet
new people
• Exercise is important because it ensures we
remain fit during our leisure time; otherwise, ‘Leisure is the mother of philosophy’
Thomas Hobbes
spare time could easily be just lazy time
Emphasise the importance of physical activity in
leisure. Point out that exercise can actually help us to
relax by reducing our stress levels. With your group, design a new playground
Finally, draw the students’ attention to the key quote: 4 game that would encourage children your age
to go outside and play, making use of their
• What do students think the philosopher Thomas leisure time in a healthy and
happy way.
Hobbes meant by this quote?
Present, demonstrate and explain this game to the
Suggested Answers rest of the class.
After relaxing, we are more alert and our brains
are sharper.
• How do you feel after you have had time to relax
and think?
31

Activity 4 (30 minutes)

Emphasise that leisure time should incorporate an element of physical activity or
exercise. Leisure should be more than lying on the couch playing video games.
Ask students to return to the groups they were in for the previous activity.
Explain that each group will design a new playground game. The game can be based
on games that the children already know. Emphasise that the game should encourage
children to be more active.
Students can:
• Draw diagrams.
• Write rules.
• Outline what equipment or resources are needed.
Each group will demonstrate its game to the class. Students should offer feedback on
the different games.

31
 Teacher’s Guide

Activity 5 (20 minutes)

Is all leisure equal? We have a limited amount of leisure time, so it is
5 important to use it wisely. Remind students that leisure is spare or free time -
when we’re not at work or at school - but that
Interview your partner about his or her favourite leisure activities. Write them in the it’s limited.
space below. Then decide whether each one is a good use of time or not.
Divide students into pairs.
Activity A good use of time? Ask each pair of students to interview one another
Yes No about their favourite leisure activities, and then make
a judgement as to whether the activity is a good use of
time or not.
After 10 minutes, ask students for examples of ‘good’
and ‘bad’ activities. Explain that ‘good’ activities are
Now think about leisure activities that you don’t do, but would like to do or think those that contribute to someone’s education (reading
you should do. List them in the space provided. or learning a foreign language), improve physical
Leisure activities I would like to do health (such as sport), strengthen relations with
friends or family, or contribute to their community.
‘Bad’ activities might be things that isolate someone,
negatively affect health or waste time.
Next, ask students to reflect on how they spend their
own leisure time - and, in particular, how they could
spend it better. Ask them to list some activities that
they do not currently do but would like to do or feel
they should do.

Key Skills (Head, Heart, Hands)

• Empathy

Unit 5 Lesson 5 32
• Problem-solving
• Teamwork
• Decision-making

32
 Moral Education Grade 5

Moral Education in Action

Unit 6
‘We become just by doing just acts, temperate by
doing temperate acts, brave by doing brave acts’ Moral Education in Action
‘We become just by doing just acts, temperate by doing temperate acts, brave by doing brave
(Aristotle). acts’ (Aristotle).

Introduction to Moral Education in Action

Rationale for Moral Education in Action Now that you have completed the Grade 5 units in the Moral Education programme,
what happens next? In this unit, you and your classmates will build on the skills you have
This section outlines some ideas and guidelines for learnt by taking part in an action project. The Moral Education programme has taught us
how to engage students in action projects, in order to that our actions are shaped by our values. This action project helps you to put the theory
into practice.
further develop their skills and expertise learnt in the
Moral Education programme. This allows the students Young people are not ‘Citizens in Waiting’ (Professor Audrey Osler). You will be able to
examine your own understanding of citizenship and explore a range of moral issues in
to put the theory into practice. the classroom. At this stage in the programme, you should feel able and willing to take
responsible action to help create a better community.
Young people are not ‘Citizens in Waiting’ (Professor The action in the project can range from individual charitable acts and making more
Audrey Osler). This new programme allows students ethical consumer choices, to group actions such as raising awareness about important
issues or campaigns for change.
to examine their own understandings of citizenship This action project gives the student, the opportunity to make a difference in many ways
and consider a range of complex but important moral and at many levels in real-world situations. It’s your ‘Call to Action’.
issues in the classroom for the first time. Before deciding on your action project, it is important to take some time to step back
and plan for the project.
After studying in depth the values behind the
Moral Education programme, students should feel
empowered, even compelled, to take action for a Reflect about
better community. In this sense, learning from the your school
lessons is linked to responsible action.
School
policies
School
The action in the project may range from individual environment

charitable actions and making more ethical consumer

Is collective Recent
choices, to direct actions such as raising awareness action project actions at
something new school
in your school?
or campaigns by groups or the whole class. This
project gives them both the support and space to try
to influence decision making at a variety of different 33
levels. The idea of a ‘call to action’ is an important part
of the Moral Education programme. It shows young
people how to put the theories and values they have
learnt into practice in the real world.

Planning
It is important to consider the starting point from
which you launch any individual or group action.
Get the class to think about the type of school
environment they have before doing any further
planning. Is collective action a familiar concept or
would this be a relatively new idea for the school? You
could examine recent actions or charitable activities
that the school has taken part in recently. You could
look at existing school policies and identify any areas
that need attention. What moral issues does your
school feel passionate about? Allowing sufficient
time for preparation is an essential part of the action
project, as it’s important to be able to measure its
impact in the future. As part of the planning process,
ensure that you have consulted with relevant people
as much as possible. Perhaps there is a parent or a
33
 Teacher’s Guide

member of staff who could give you guidance on your

chosen topic? Ensure as well that all students get the
chance to express their opinions on how to approach
the project.
Here are some helpful questions to guide planning:
• Who will our target audience be?
• What do we mean by action?
• What does participation look like to us?
• What would we like to achieve in our action?
Reflect about • Who can you link with in terms of partnerships?
your project
Reflect with all the
Decide on the
kind of direct
action
• Are there other schools in our vicinity that we can
students in the reach out to for collaboration?
class

• Have we ensured that minority voices will be

heard during the planning and
Base your project What change development processes?
on what you have can you enact
studied this year on community
level? • Can we anticipate any challenges along the way?
Decide on the
topic
Think outside
of merely
• What tools or resources or materials might
the school we need?
environment

• What is a realistic timeframe?

Grade 5 Unit 6 34

34
 Moral Education Grade 5

Ideas for Moral Education in Action The Action

Once you have decided on your project, together with your classmates you should
Below are some suggestions of relevant actions and brainstorm the following questions
activities. While these are provided as guidelines, it is
very important that the action project is student-led What is the specific aim of the project?
and that all students’ voices are heard in the planning
How are you going to get it on the agenda of the relevant
and decision making process. Students can pick decision makers?
and choose and adapt ideas that are relevant in the How can you encourage the rest of your school to get
context of their class and their interests. on board?
How are you going to encourage the public to make a
Differentiated Ideas for Moral Education change for the better?
in Action What kind of follow-up plans will help to really
maximise change?
Dual language book: Students in Grade 5 could write
a dual language picture book on a topic related to the Ideas for Action Project
Moral Education programme. This could be created
1. Dual language book:
in collaboration with everyone in the class utilising a
As a Grade 5 student, you could write a dual language picture book on a topic related to
range of linguistic, artistic and creative skills. The class the Moral Education Programme.
could then go into younger grades during Reading This could be created in collaboration with everyone in your class. You could use some of
your linguistic, artistic and creative skills. Afterwards, you could visit one of the younger
Time to share their creation. Dual language books grades during Reading Time and share your creation. Creating a dual language books
are a great resource for culture sharing and language is a great opportunity to share new cultures, learn new words or check phrases for
comprehension against a language you are familiar with.
learning as they enable the reader to learn new
words or check phrases for comprehension against a 2. Buddy system:
language they are familiar with. Get involved with your class in a buddy system.
Along with the rest of the Grade 5 students, you could set up, with the help of your
Buddy system: Grade 5 students could help foster teacher,a mentoring or a ‘buddy’ system with younger grades to help create and develop
connections with other grade levels while applying some of the values that you have
connections between other grade levels in the school learnt about during the year.
by setting up a mentoring or a ‘buddy’ system for
3. Lunchtime or Afterschool film club:
younger grades with the help of the teacher. Children
often derive support from informal social ties that can Set up a film club where you can vote with your class on films you would all like to
watch. With the supervision of your teacher, try and choose films that explore themes or
develop even within the formal education system and topics that you have learned about in your moral education lessons.
this in turn can increase their confidence and self-
35
efficacy. This support network could improve students’
motivation and attitude and align with the values
of compassion and kindness explored in the moral
education programme. Reflection
Lunchtime or Afterschool film club: With the It is very important that space is given to critically reflect on how the action project
supervision of the teacher students in the school is going. Choose a mid-way check in point to ask yourself some questions about the
could vote on films they would like to watch which planning and implementation of the project. Who chose the focus? Are the needs of
explore themes or topics related to what they have the target group being met? Whose voice is not being heard? Is there anyone else we
explored in the Moral Education programme. This should be including? What advice do we have for future grades undertaking
could be a way of fostering social links between grade similar work?
levels and seeing the material ‘come alive’ through
different stories.

35
 Teacher’s Guide

Parental Showcase
Showcase Event for Your Parents The students are to create a showcase event at
the end of the project to present to their parents.
Now that you have undertaken the project work, you will want to update your
parents about your progress! Along with the rest of your class you will plan a However, it might also be appropriate to organise an
showcase event. Below are some ideas for organising a showcase event for them: event in the middle of the project work in case there
1. Design: are ways that parents can support the class in meeting
• With your class and teacher, choose the space and venue for your showcase. (your the project outcomes. Parents will be familiar with
classroom or the school hall).
• Plan how you will design the space. the aims of the programme from working through the
• You could represent the flags of all the countries of people in your class. Parents Addendum.
• You could design a ‘name wall’ where everyone writes their name.
Guide the students in planning their showcase event:
2. Display:
• Ensure that everything you have learned from the action project is Design: Will they hold it in their classroom or the
visually represented.
• Include posters or other graphical representations of the work that you have done. school hall? If the students want to reach the wider
• Set up a self-running slideshow of photos that were taken during your action project. community, consider booking a room in a local library
3. Engagement: or community centre. Before suggesting this to the
• Prepare questionnaires. students, check with the school authorities that this is
• Prepare quizzes for parents to attempt.
• Conversation starter sentences to start dialogues.
feasible and agree on a date.

4. Think: Once the space has been chosen, use the whiteboard
• Define the best ways through which you can communicate the new knowledge you to brainstorm ideas for its design. Draw a plan of the
have acquired and the skills you have developed as a result of this project.
space and get the students to agree on how different
elements of the project can be accommodated. Ensure
that they consider such criteria as the flow of traffic
through the space. This is important if the students
want to present the project with a timeline of its
progression from planning to completion.
Display: Throughout the action project, ensure that
posters and other graphical representations are
labelled and retained for use in the showcase event.
Store image files together and help the students to set
Grade 5 Unit 6 36 up a slideshow to run in the background, representing
significant parts of the project process. Completed
portfolios can be displayed on tables around the room,
so that parents can spend time looking at them. Get
the students to create information labels for each
exhibit.
Engagement: Encourage the students to come up
with a range of participatory activities for the audience
to engage in during the event, such as questionnaires
or quizzes. Help them to create a list of conversation
starter sentences about each stage of the project,
so that they are well prepared to discuss it with
confidence as the parents view their work.
Think: Ask the students to consider the Think
question. People, and that includes parents, all learn
in different ways. Therefore, it’s important to present
the knowledge and skills developed during the action
project through text, images and speech.

36
 Moral Education Grade 5

Other Dissemination ideas Other Ideas for Sharing Your Action Project
• Newsletters are a good medium to reach parents
You may decide that you would like to share what you have learned through the
and the community at large, as is a school blog. action project in alternative ways to the showcase event for parents. Below are some
The article could be a group work or an optional other suggestions:
exercise for interested students. • Share the main learning from your project in a school blog or newsletter.

• If the students choose to create a visual

• Summarise the main points of your project in a poster or infographic.
• Take part in a partnership event with a local school that has also completed a moral education
representation of their learning, get them to action project.
agree what information should be displayed • Contribute to a reflective journal or learning log.
• Use social media to share details of some of your project work, for example a class Twitter account
and how. or podcasts.

• Arrange an ‘exchange of learning’ partnership

event with another school that has also
undertaken a moral education action project. The
event could take the form of a school trip or a
virtual meeting using technology such as Skype.
• Encourage the students to create as a group a
reflective journal or learning log to show the
knowledge and skills they learnt through doing
the project.
• Social media can be a powerful and interactive
tool for raising awareness and engaging with
multiple perspectives. Consider setting up a
class Twitter account to share details of some of
the students’ project work through original and
creative tweets. Create hashtags to profile the
students’ work or record a podcast of students
interviewing each other about the project.

All use of social media must be agreed with 37

school authorities and you must retain full
control of accounts.

37
 Teacher’s Guide

QUOTE
‘It is not enough to be compassionate. You must act’
Tenzin Gyatso, The Dalai Lama

Grade 5 Unit 6 38

38
 Glossary
Competition: An event or contest that two or more people or teams are trying to win.

Entertainment: Amusement or pleasure that comes from watching something or

taking part in something.

Excellence: Extreme high quality or standards.

Fair Play: Behaving or treating others in a way that is honest and fair.

Friendship: A relationship of closeness, familiarity and kindness between people.

Friendship Qualities: The characteristics and values (such as loyalty, support,

reliability and respect) that underpin a friendship.

Graciousness: A display of politeness, manners and respect.

Humility: Not thinking that you are superior or better than others.

Leisure: Spare or free time when you can do whatever you want.

Motivation: An eagerness or strong willingness to do something.

Opponent: An individual or team that is competing against another one in a

competition.

Respect: An acknowledgement or recognition that something or someone is

important or has value.

Socialising: Spending time with others in a friendly way.

Urban: To do with towns or cities rather than rural areas.

Values: Beliefs or principles.

39
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