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Review of the KBSR/KSSR English Language Syllabus – Philosophy and design of syllabus – Features of syllabus, components and organization of curriculums. KBSR HSP Year 6 by gelamkhovan in Types > Government & Politics. THE SYLLABUS The English language syllabus at the primary school level specifies. KBSR ENGLISH Educational Emphases SYLLABUS. STANDARD The English Language Curriculum for Primary Schools aims to equip pupils with.

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Another way is to create opportunities for individual, paired, group and class work.

She must be able to diagnose the specific learning needs of the students and cater to these. The KBSR is rooted in sound educational theories, but it depends for its success to a very large extent, on a trained, dedicated and hard working teaching-force which needs massive support from the administrative and bureaucratic machinery that surrounds it.

Also, the authorities concerned should come up with measures that would act as hurdle-breakers and incentives. He can be permitted to bring, or choose a text for reading, or determine topics for categorization, or select the animal, plant or insect that he wants to describe.

Given below is a list of suggested activities: A good way to make provisions for these factors is to build in variety as an active ingredient during class activities. Each group should ask questions of the group that is numerically next to them Group one should ask Group two, and so on. She is heavily loaded with administrative and co-curricular work in addition to her teaching duties. She should, however, not forget his extremely short attention span.

Despite this, many teachers rely heavily on workbooks because they lack both the time and expertise to create their own teaching materials.

Interactive learning is upheld in the KBSR methodology because it is both fun-filled and pedagogically sound. For example if a group can guess the answer within ten questions, they get four marks. The child might thus be able to see the relevance of what he learns, and does. However, a close scrutiny of the handbook Buku Panduan Khasand the Curriculum itself reveal that the following factors are stressed: One major complaint of teachers is that some colleagues do not contribute to the preparation of teaching aids; another problem appears to be that teachers are not willing to share their knowledge, expertise and products vis-a-vis teaching aids.

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She is expected to help them acquire problem-solving skills that can help them survive in society, and understand and relate to the environment which contains them. The skill to be acquired should always be the ultimate goal of the lesson. This kind of guidance can take the form of more guided worksheets, more intensive monitoring, or, at times, even different kinds of activities which would ultimately allow them to reach the same goal.

Parents should be educated on the aims, principles and procedures ebglish the KBSR so that there can be more effective teacher-parent-pupil rapport. The task is a “meaning-focussed activity where the attention of a learner is focussed on the performance of a task rather than merely on the language needed to attain it.

Once students have grasped the idea, they should be allowed to formulate their own clues. However, the teacher should plan the activity with extreme care, and provide the right level of guidance when and where necessary. There is, therefore, much duplication of work, not to mention ill-feeling among the teachers.

This would bksr to the short attention span of young children.

Students who try should give evidence as to how they arrived at the answer. As far as possible, the learner should be allowed to assume a dominant participatory role in the learning process. For example, the weaker students can be given worksheets with more guidance questions with word-gaps, rather than just the topics of the questions, which can be given to the better students.

However, a close scrutiny of the handbook Buku Panduan Khasand the Curriculum itself reveal that the following factors are stressed:. The skill of categorization can be taught in many different ways, but what is important is that the student should be able to apply the skill to any theme or topic that he might encounter in future, and use it in any problem-solving, or living-skills situation. Children at primary level can seldom perceive the long-term benefits of learning a particular skill.

The ones who answer should give the evidence clues that helped them to decide upon the answer. They can read out their clues, and call upon a student of their choice to guess the animal that he has in mind. If nobody is able to get the right answer, the group that has thought of the animal gets five marks. Phase II strengthens and builds upon these basic skills: This is mainly because of an impractical teacher-pupil ratio 1: Conduct a feedback session, Do remedial teaching or reinforcement, if necessary.

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This task would provide opportunities for using the skills and sub-skills that comprise listening, speaking, writing and reading. The above are just a few of the problems that the KBSR teacher has to contend with while trying to cope with the heavy demands made by the new curriculum. There was full participation from all the students, and I could see that even the weaker students enjoyed themselves tremendously!

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She determines what is to be taught this need not necessarily coincide with what is, or has to be learnt by the passive pupiland she has this awful hold over the academic future of the child in the classroom!

For example, if the final goal, or terminal skill is “to group words according to categories” KBSR First, she divided the students into groups of four, and gave them each, two jumbled-up sentences to be put in the proper order.

The rationale for adopting the integrated or multi-skills approach in any ELT methodology is that this approach reflects authentic kber use, where more than one skill is employed. They could channel some of the administrative duties to clerical staff, and appoint separate teachers for co-curricular activities. Most of all, she has to be able to surmount the innumerable obstacles that are at the moment proving to be major stumbling blocks in the effective implementation of the Sylkabus, for example, the teacher-pupil ratio 1: The example of activities for section 3.

Some such measures could be:.

KBSR- Constraints and Guidelines

Ask students to come up with a list of categories in topics or areas other than “Food”. The rules of the game are as syllabys Reinforce with examples – sweet, sour and savoury, vegetarian and non-vegetarian. This event will be held at University of Nottingham Malaysia from 8. The above recommendation is aimed at diminishing this problem. The students would have to ask each other questions about personal details Wh- questions such as “When is your birthday? Some such measures could be: Children are taught to listen, say aloud, recognize and form symbols lambangnumbers and the alphabet, and to use all these in writing.