handy as it states that knowledge acquisition can be directly interconnected to observing others within the context of experiences, outside media influences as well as social interactions. Most of these approaches rely on the practice of guided finding where the tutor avoids using the most undeviating instruction and endeavours to lead the scholar through queries and actions to determine, deliberate, appreciate, and express the new acquaintance. Therefore, the planning of teaching the above-mentioned topic adopts the constructivist learning theory (Tucker, 2005, p. 89).
This study will centre on The Chinese Foundation Secondary School students who are studying form 5 of their junior form course. During their junior form studies, the students should acquire the prerequisite related knowledge of “identity” from integrated humanities. According to the liberal studies Curriculum and Assessment Guide (C & A Guide EDB of 2007), the relevant learning experience (from P1 to S3) of the concept of identity are:
The students need to be well equipped with the basic knowledge concerning the issue about Chinese Nationalism. The students should identify themselves with their national symbols and the court systems. Thus, national identity to them should be seen as the repository of the most cherished and sometimes even extravagant or demented, aspirations (Prazniak, 1996, p. 89). .
This module is expected to cover (4-6 lessons of 40 minutes each) together with pre-lesson preparation by students as well as homework if necessary. Therefore, this issue is closely related to two modules of the NSS Liberal Studies curriculum as follows:
Upon the completion of the designated task, students are expected to have broadened their take and general understanding on matters pertaining to nationality, patriotism, cultural heritage, and open mindedness.