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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Classroom activities should thus be contextualized so that they acquire greater engljsh, and meaning. A good way to make provisions for these factors is to build in variety as an active ingredient during class activities. The KBSR system forbids the practice of “streaming” or “setting’ students into classes, as it believes that no child should be made to feel inferior or superior to his peers.
However, a close scrutiny of the handbook Buku Panduan Khasand the Curriculum itself reveal that the following factors are stressed: These skills can be approached in the following englihs – Activity 1: The traditional educational system in this country has always seen the teacher as the central figure in the classroom – she is the dispenser of knowledge which she keeps in syllabue vast storehouse within her.
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. Each group consisted of mixed ability students, but the teacher accommodated the weaker ones by giving them easier sentences to “unjumble”. Some such measures could be:. In order to carry out the above activities, students will have to use listening, speaking and writing skills. Feedback is obtained, and assessed, by other means, for example, oral replies, group presentation aims and class discussion.
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.
Interactive learning is upheld in the KBSR methodology because it is both fun-filled and pedagogically sound. 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 KBSR, however, assigns a completely different role to the classroom teacher, one that is less awesome, but much more demanding.
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However, it appears that that this source of teaching aid will soon be made inaccessible to them because the Education Ministry has issued a directive that bans the use of engliah in the KBSR classroom.
There was full participation from all the students, and I could see that even the weaker students enjoyed themselves tremendously!
As far as possible, the learner should be allowed to assume engljsh dominant participatory role in the learning process. Ask students to name a few categories, and check understanding of concepts.
For example, in order to teach skill 5. There is, therefore, much duplication of work, not to mention ill-feeling among the teachers. Participation is by invitation only. She has to ensure that these activities are in keeping with the aims and principles of the KBSR, that they exploit the methodology that is implied in the curriculum.
Teachers should be trained to create materials and activities that exploit the KBSR methodology. Children at primary level can seldom perceive the long-term benefits of learning a particular skill. The skill of categorization can be taught in many different ways, but dyllabus is important is that the student should be able to apply the enhlish to any theme or topic that he might encounter in future, and use it in any problem-solving, or living-skills situation. Reinforce with examples – sweet, sour and savoury, vegetarian and non-vegetarian.
However if another group guesses correctly, they get two syllabbus. This event will be held at University of Nottingham Malaysia from 8. Phase II strengthens and builds upon these basic skills: 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.
However, the teacher should plan the activity with extreme care, and provide the right level of guidance when and where necessary. Some of the above recommendations may be difficult to implement, but if the KBSR is to succeed, they have to be given serious attention as the system is heavily dependent on the role of the teacher.
One way of doing this is to design activities which would enable a child to use more than one of the four language skills listening, reading, speaking and writing within the same lesson.
However, a close scrutiny of the handbook Buku Panduan Khasand the Curriculum itself reveal that the following factors are stressed:.
Click HERE to register. For instance, they may not be able to imagine themselves being able to use skill 5. Activities in the KBSR classroom should thus be based on the realia, or genuine situations that would exist in the life of the learner.
They could channel some of the administrative duties to clerical staff, and appoint separate teachers for co-curricular activities.
There is no denying that the role of the KBSR teacher has become extremely challenging, especially in view of the fact that her change of role has received no bureaucratic recognition. Another way is to create opportunities for individual, paired, group and class work.
For example, if the final goal, or terminal skill is “to group words according to categories” KBSR Many still feel wary of treading confidently into the Sylalbus classroom.
This would cater to the short attention span of young children. Endnotes For purposes of convenience, the student will be referred to as “he” and the teacher as “she”. The skill to be acquired should always be the ultimate goal of the lesson. For instance, it can be a self-contained unit that can be completed within a relatively short period of time, if necessary.
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 KBSR, for example, the teacher-pupil ratio 1: There are, of kbsrr, the regular holiday courses, but, according to many of the teachers, these are still not adequate. Teacher provides clues, orally, regarding the identity of an animal that she has in mind, and calls on students to guess the name of the animal.
Once students have grasped the idea, they should be allowed to formulate their own clues. Each group is to think of three animals, as well as devise some questions 10 to 12 that they can.
For example if a group can guess the answer within ten questions, they get four marks.
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The child might thus be able to see the relevance of what he learns, and does. Comprehensive, in-service training should be provided for teachers, with special focus on the creation of activities for the KBSR. The teachers feel that they need more workshop sessions, especially directed at the creation of sylpabus teaching materials.