curriculum for albanian school of supplementary learning in diaspora
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Transcript of curriculum for albanian school of supplementary learning in diaspora
1
Ministry of Education, Science and Technology in Kosovo
CURRICULUM FOR
ALBANIAN SCHOOL OF
SUPPLEMENTARY
LEARNING IN DIASPORA
Prishtina, November 2007
2
Editorial Board:
Dr. Fehmi Ismaili (chief editor)
Mr. Miranda Kasneci
Ramush Lekaj Nuhi Gashi
Lector;
Nuhi Gashi
3
TABLE OF CONTENTS
1. Introduction 5
2. General Principles 7
3. General objectives of curriculum 9
4. General and specific objectives of the curriculum 10
5. Contents / thematic areas and topics / 14
6. Breakdown - content processing - objectives, expected outcomes and
other educational literature and sources 15
7. Didactic-methodical guidelines for implementation of curriculum 64
8. Staff and its professional preparation 76
9. Space and equipment 77
10. Assessment / evaluation / of competencies 78
11. Teaching plan 80
4
5
1. INTRODUCTION
Preservation and cultivation of national identity is a fundamental
human right. First and most important sign of this identity is the mother
tongue. Learning mother tongue in school means also learning about
culture of the origin and its elements. Preservation and development of
national identity is difficult in living conditions outside motherland1, and
this is manifested much more in younger generations, especially among
children born abroad. Therefore, the school is the most appropriate
institution to developed and teach-learn linguistic and cultural
competence with professional care, therefore, this school is already
known as Albanian School of Supplementary Learning in Diaspora.
Curriculum of Albanian School of Supplementary Learning in
Diaspora, primarily is dedicated to Albanian children and youth
(students) living abroad. This document is part of the permanent aim of
new generation awareness raising in relation to the language and culture
of origin, as an advantage, and in particular their personal and national
identity, while on the other hand, a support for their integration in the
society where they live. This curriculum provides them with an
opportunity to return to their motherland, as well as their easier and more
natural integration in the society.
This curriculum is designed as an integral and complex entirety
composed of a group of subjects, which together provide sufficient
knowledge for linguistic, artistic, cultural, national, historical and nature
thesaurus. Subjects2: Albanian language and literature, History,
Geography, Music, and Fine art, provide sufficient-oriented thematic
content for development of national identity.
This curriculum with its goals, objectives, thematic content and
interactive contemporary methodology, is open and suitable for other
1 A considerable number of Albanians (at least 1/4 of the nation) had to migrate abroad
for various reasons (political, economic, etc..). This phenomenon has followed our
nation at different times and with different intensity. However, fortunately, usually the
Motherland-Diaspora connection has been strong. In today's circumstances this
connection should be strengthened even more, therefore this new curriculum, dedicated
to our students in exile, is also another commitment in this regard. 2 This curriculum, considering the classification of contents, and interpretation and
break down of objectives according to the subjects, was conducted for easier
orientation of teacher, otherwise, as the class, this curriculum is of an integrated type.
Thus, in practice, there is no targeted-specified class per subject, but all subjects are
included.
6
non-Albanian students who are willing to learn Albanian language and
culture.
Also, this curriculum, both for Albanian and non-Albanian students
who are willing to learn Albanian language, is a supplementary lesson
along regular education, and at the same time is a good support in
forming their full personality by developing and enriching intellectual,
aesthetic, moral and social competencies, while simultaneously
promoting communication and cooperation among different cultures.
Socio-psychological and cultural reality of Albanian children and
youth in Diaspora requires their support for integration into local society,
where knowledge and competencies of language and culture of origin,
bilingualism, multilingualism and multi-culture are considered an
advantage of personal and collective development in all fields.
This curriculum aims to be a modern and objective-oriented for
achieving expected outcomes. The Curriculum is flexible to adapt with
different conditions and levels of practical implementation. For easier
understanding, interpretation and implementation, this curriculum is
structured in areas, content and thematic subjects. As such, it is more
innovative, more exhaustive on its mission for students, teachers and
parents.
This document also contains the necessary methodical-didactic
instructions, specified by curriculum areas and their features, and in
harmony with contemporary developments in education, considering
student`s interests, abilities, skills, and age. In order to create facilitations
for interpretation and implementation, to a sufficient extent, a type of
subject specification in terms of content, goals, objectives and outcomes
has been done. Also, in order to consider the degree of substantial
involvement in development of this curriculum in context of curricular
subjects-areas, it is developed a teaching-learning instruction plan, which
should always serve as teacher’s reference point in order to comply with
specific teaching circumstances.
7
This curriculum is drafted to be implemented in 4 levels-grades, and
in compliance with relevant Administrative Instruction of MEST/Kosovo
on supplementary learning in Diaspora, drafted pursuant to the Law on
Primary and Secondary Education in Kosovo3. This curriculum is also in
compliance with relevant provisions of the countries where Albanians
live and host countries where Albanian Diaspora lives and works. It is
conceptually and substantially harmonized with relevant countries
curricula, in all areas.
Level one includes grades I-III.
Level two includes grades IV-VI.
Level three includes grades VII-IX.
Level four includes grades X-XII4.
2. GENERAL PRINCIPLES
Drafting and implementation of this curriculum is based on a number
of general recognized principles, as follows:
2.1. Principle of national interest
This principle refers to three main curriculum objectives expressed in
relations: schools - national identity, school - integration, school - return
to motherland. National and cultural identity of Albanians in Diaspora is
uniquely, steadfastly, naturally and proudly felt and accepted, therefore,
this curriculum is designed based on this. However, this curriculum in
addition to identifying and defining the necessary minimum
competencies within the aim of preservation and development of this
identity, it also considers the existing legal and administrative differences
of Albanians living in many countries. At the same time, this document
represents an integral curriculum framework, considering the multiplicity
and use and existence of curricula or syllabuses, drafted by the relevant
official institutions of different countries (whether local-municipal,
regional or cantonal, depending on the countries` organization forms, or
even within the cultural-educational establishments of Albanian
3 Administrative Instruction on Schools of supplementary learning in the mother tongue
in the Diaspora, number [I] 10/2005 (MEST), dated 04.03.2005
4 Curriculum for this level will be drafted at a later stage.
8
Diaspora), which defines national commonalities of optimal goals,
objectives, standards, competencies and expected outcomes.
2.2. Principle of balanced representation
In relevant curriculum areas it is required a balanced involvement
and in line with cultural and educational requirements of children and
youth and with the goals and objectives of this document.
2.3. Principle of continuity and coherence
This principle is related to linking and adequate harmonization of
elements in terms of depth and width expansion plan.
2.4. Principle of multiplicity of methods and approaches
Respecting and promoting the free selection of methods implies open
relation to all approaches, were acquired teachers experiences in the host
countries represent a special interest. Therefore, this type of teaching
requires multiplicity of methods and adequate preparation for
implementation of the work pursuant to general goals and objectives that
define the standard of knowledge, skills, stances, etc. All the above
mentioned represent factors of particular importance that provide more
accessible modalities for implementation of the program, by respecting
and implementing different individual methods and styles of student-
centred learning, student as a subject in learning, and his/her active and
creative role (students as partners in teaching).
2.5. Principle of inclusiveness
Inclusiveness shall imply compactness and integration within
national space and identity and as such avoids any potential state,
provincial, regional, religious, gender distinction etc.
Inclusiveness in teaching, except for Albanian children and youth,
shall imply also non-Albanian students interested to learn Albanian
language and culture.
9
2.6. Principle of flexibility
Flexibility is manifested especially in open and interactive relation
with the school system, curriculum contents, and values of local society.
Given the socio-cultural, family, psychological circumstances and
conditions of our students in Diaspora, this curriculum is flexible in
relation to the national curriculum and in many cases is an integral part of
these national curriculums.
2.7. Principle of inter-culture
Learning in multicultural and multilingual environments requires and
enables normal interactions of values and cultures as an advantage and in
accordance with the standards of modern school and today's global
society.
Theoretical modelling and drafting of this curriculum, general and
specific objectives under subject-learning areas, objectives, contents,
expected outcomes, assessment, resources, basic human resources,
teaching materials, literature etc., are based on these main and other
principles.
3. CURRICULLUM GOALS
11.. Development and preservation of national identity through
learning the language5, culture of the origin, and familiarisation
with national cultural, natural and historical heritage;
2. Education and development of interest for knowing and using
Albanian language and literature in all circumstances and
communication environments;;
5 In addition to regional and international documents and conventions, protecting the
mother tongue which this curriculum refers, and should be referred by the work of
ASSLD, in concrete situations. In the cultural calendar of Europe and other continents
are also some important dates, which should be in the ASSLD teachers syllabus and
should be marked with concrete activities. Such dates are: 26 September - European
Day of Languages (Council of Europe) and 21 February - International Mother
Language Day (UNESCO).
10
3. Development of knowledge and positive attitudes about the history
and culture of Albanian nation as an integral part of the European
and world civilization;
4. Increase and deepening of knowledge for spiritual, material,
cultural and historical treasure;
5. Continuous development and cultivation of national pride and
being part of the Albanian unique cultural-spiritual sense;
6. Establishment and development of necessary linguistic and
cultural, ethnic competencies as a base for easier and natural
integration in the local society;
7. Establishment of positive attitudes towards multilingualism and
inter-culture, as a characteristic of modern multicultural society;
8. Acquiring and deepening of linguistic and national cultural
competencies, as a need, "condition" and advantage for easier
return and integration in motherland.
4. GENERAL OBJECTIVES
Development of supplementary learning in Albanian language for
Albanian students in Diaspora, first of all, means that they will:
Be skilled to communicate in Albanian language in different
contexts through conversation, writing, reading, including artistic
communication;
recognize, understand and appreciate traditions, values and
national achievements in literature, in other arts, material and
spiritual activities;
recognize, understand and critically analyze the most important
development in the history of the Albanian nation, as part of the
general history of mankind;
recognize, understand, analyze and reflect upon the basic
linguistic, cultural, historical, geographical and social features of
the areas inhabited by the Albanian nation;
recognize and understand the meaning of terms, notions, concepts
and characteristic expressions of language, history, geography,
traditions and national culture;
11
Develop the values, positive opinions and stances toward national
achievements and respect existing differences in terms of
categories, gender, ethnicity, cultural, religious, etc.
4.1. Specific objectives of level one
Students shall:
be able to communicate properly in standard Albanian language
for various6 topics through conversation, verbal descriptions and
artistic forms of expression (recitations, dialogues and songs in
accordance with their age and interests);
be able to basically write and read, by following the rules of
spelling and pronunciation of the sounds and words of Albanian
language;
develop language skills for elementary level use;
be able to make simple sentences and distinct parts of speech in
standard Albanian Language;
use various forms of creative expression through presentations,
conversations, essays, songs, dances, and drawings on various
topics and situations;
experience the beauty of Albanian song, by singing and listening
to some proposed songs;
listen to and experience the work of Albanian music composers of
national music chosen repertoire7;
recognize some of the artistic works of the Albanian artistic
representatives and associate them with certain thematic units;
Recognize and adopt the principal terms, notions and concepts of
history, geography and culture of Albanian society, starting from
the family to the concept of motherland.
6 oriented by proposed thematic areas of the curriculum (see table) 7 Proposed music works for listening per level.
12
4.2. Specific objectives of level two
Students shall:
develop communication skills (speaking, listening, reading and
writing) in standard Albanian language, and be able to apply them
in different situations;
develop language skills in the field of pronunciation, spelling and
logical organization of literary or non-literary text;
develop language skills in the level of independent use;
understand and differentiate differences between standard and
nonstandard language;
develop skills to express experiences, impressions, stances,
concerns, judgments and evaluations through different forms of
oral, writing and other expression in forms of artistic expression
through music and arts;
compare artistic works in literature, music and fine arts in
motherland and in the place of residence to see the distinctive and
common characteristics among them;
present, discuss and describe events, places and important
historical and national figures, by using and researching various
data and sources;
recognize geographical position and location of motherland in
regional and European context;
Recognize and understand the basic aspects of social organization
and of the State in motherland and differentiate their peculiarities.
4.3. Specific objectives of level three
Students shall:
read, analyse and evaluate informational - journalistic and literary
texts;
adopt and apply the right and competent writing in standard
Albanian language;
develop language skills at competent use level;
13
translate texts from Albanian language into local language and
vice versa;
apply concretely the knowledge of Albanian language and
literature and prove the ability to use standard Albanian language
in all activities;
read, comment and interpret the literature works and Albanian
authors and compare them to the literature of the country where
they live as well as to the European and world literature and
authors;
listen and comment the most representative works of Albanian
music and compare them with musical values of the country
where they live as well as with European and the world ones;
recognize, evaluate and comment the most representative works of
Albanian creativity of fine arts and compare them with values oof
the country where they live as well as with European and the
world ones
recognize and appraise national treasure and heritage and compare
them with those of the country where they live;
understand physical- geographic characteristics and the degree of
social and economic development in the motherland and links of
this development with the country where they live and beyond;
Understand and approach processes, historical events and
developments critically compared to the society of the country
where they live, as well as with global developments.
14
5. THEMATIC AREAS AND TOPICS8
Thematic Areas Topics
1. MY IDENTITY
1.1. I am...
1.2. My family
1.3. Me and close community
1.4. Me and broad community
1.5. Me and the environment
1.6. Motherland
2. STUDY, WORK,
GAME, LEISURE
2.1. My school
2.2. The school and community
2.3. Albanian school in motherland
2.4. Work
2.5. Professions
2.6. Economics activities
2.7. Leisure
2.8. Games
3. PEOPLE IN
SPACE AND
TIME
3.1. Birth place
3.2. Housing and accommodation
3.3. Nature – physical and geographical features
3.4. Population at motherland – density, migration
3.5. Physical time
3.6. Motherland through centuries
3.7. Historical personalities
4. CULTURE AND
SOCIETY
4.1. Living and ethics culture
4.2. Rights and responsibilities
4.3. Institutions
4.4. Albanian civilization – art and culture
4.5. Contemporary society
5. A WORLD FOR
ALL
5.1. Integration and globalization
5.2. Different and similar
5.3. Human perspective and the motherland
8 Within these thematic areas and topics, the author of the textbook and the implementer
of this curriculum (the teacher) also use other literary or non-literary texts, tools and
multimedia performances, but always in accordance with the goals, objectives and
principles of this curriculum.
15
6. BREAKDOWN – PROCESSING OF CONTENTS-
OBJECTIVES, EXPECTED OUTCOMES,
LITERATURE AND OTHER EDUCATIONAL
RESOURCES
6.1. Albanian language and literature
The breakdown is conducted according to language and literary
areas-competences and has the following structure:
1. Listening
2. Speaking
3. Reading
4. Writing
1. Listening - structure
1.1. Informational listening
1.2. Effective listening
1.3. Listening of literary and non-literary texts
1.4. Listening in order to acquire the language
2. Speaking - structure
2.1. Informational speaking
2.2. Active speaking
2.3. Speaking in relation to literary and non-literary texts
2.4. Speaking in order to acquire the language
3. Reading- structure
3.1. Beginner reading
3.2. Reading of literary and non-literary texts
3.3. Reading in order to acquire the language
3.4. Reading in relation to reading techniques
4. Writing - structure
4.1. Beginner writing
4.2. Functional writing (implementing)
4.3. Writing in order to acquire language skills
4.4. Writing in function of acquiring spelling and punctuation.
16
6.1.1. Level one (I-III)
BASIC USE OF LANGUAGE 1. LISTENING CONTENT EXPECTED OUTCOMES
1.1.
Informational
listening
Listening to others’ presentations;
Listening to stories from the family members
regarding relatives and the past;
Listening to the national anthem.
Student:
Listens and understands the person speaking;
Respects the speaker and dialogues with
him/her.
1.2.
Effective listening
Active listening to others talking about certain
topics (school, learning, leisure, entertainment
and the environment they live, etc.);
Listening to topics on ecology, children rights,
diseases, wars, etc.
Listens to others and distinguish their way of
speaking;
Understands space and time (yesterday, today,
tomorrow);
Develops active listening during the stories of
others.
1.3.
Listening of literary
and non-literary
texts
Non–literary texts which are cognitive,
didactic, documentary, popular, scientific,
ecological, ethical, educational and historical
(for traditions, clothing, holidays, customs, sport, music, etc.);
Simple forms texts (proverbs, songs, legends,
fables, story tales, and riddles). Poetry, prose
and short drama stories.
Understands the differences between non-
literary and literary texts;
Identifies the character of non-literary texts;
Identifies poetry from prose;
Listens and distinguishes the rhythm of poetry
and prose features, dialogue and monologue in
dramas.
1.4.
Listening in order
to master the
Albanian language vowels and consonants sounds;
Pronunciation of variable words and their
Identifies the pronunciation of vowels and
consonants sounds, characteristic of Albanian language;
17
language correct use (verb, name, pronoun);
The use of language in dialogues texts, the
distinction between indicative and
interrogative sentence;
Identifies the use of auxiliary verbs kam and
jam in three main verb tenses;
Identifies proper and common nouns, personal
pronouns;
Based on the voice intonation, distinguishes
indicative sentence from the interrogative sentence.
2. SPEAKING CONTENT EXPECTED OUTCOMES
2.1.
Informational
speaking
Presentation of himself/herself, close and
broad family members and origin;
Presentation of personal physical portrait
(descriptions of body parts) and the difference with the others;
Presentation of parent’s motherland and
national symbols (flag, anthem and emblem).
Presents himself/herself and others in terms of
mutual recognition;
Masters speech to clearly communicate with
others;
Develops speech culture for a clear
communication.
2.2.
Active speaking in
group
Oral presentations on certain topics (school,
learning, division of labour by age, leisure, entertainment, environment, child rights,
diseases, wars, etc.);
Distance communication (telephone, Internet
and other forms).
Masters the argumentative and persuasive
speech on certain issues taking place within the group;
Acquisition of active speaking and group
conversation;
Acquisitions ways to communicate with others
when using information technology (telephone,
Internet, etc.).
2.3.
Speaking in
regard to literary
Non–literary texts: the student orally presents
the non-literary texts which are cognitive,
didactic, documentary, popular, scientific,
ecological, ethical, educational and historical
Identifies the nature of non-literary texts;
Understand the differences between non-literary
and literary texts;
Distinguishes poetry from prose;
18
and non-literary
texts
(for traditions, clothing, holidays, customs,
events, sites and historical personalities, sport,
music, etc.);
Simple forms texts (proverbs, songs, legends,
fables, story tales, and riddles). Poetry, prose
and short drama stories.
Distinguishes the rhythm of poetry and prose
features, dialogue and monologue in dramas;
Develops expressive speaking through
dialogues.
2.4.
Speaking in order
to master the
language
Pronunciation of vowels and consonants
sound in Albanian language;
Pronunciation of variable words and their
correct use (verb, name, pronoun);
Language in dialogues texts (observes
indicative and interrogative sentences);
Masters the pronunciation of vowels and
consonants sounds, characteristic of Albanian language;
Distinguishes the use of auxiliary verbs kam
and jam in three main verb tenses, proper nouns
from common nouns, personal pronouns;
Based on the voice intonation, distinguishes
indicative sentence from interrogative sentences.
3. READING CONTENT EXPECTED OUTCOMES
3.1.
Beginner reading
Reading the vowels and consonants
(characteristic of the Albanian language);
Reading words in syllables, complete words
and phrases;
Reading simple sentences and short texts.
Understands and distinguishes pronunciation of
Albanian language vowels and consonants with
those of the language of the country where
he/she lives;
While reading, he/she develops and understands
the nature of pronunciation of syllables, words
and simple sentences.
19
3.2.
Reading of literary
and non-literary
texts
Reading non–literary texts which are
cognitive, didactic, documentary, popular,
scientific, ecological, educational and
historical (on traditions, clothing, holidays, customs, events, sites and historical
personalities, sport, music, etc.);
Simple forms of literary texts (proverbs, folk
poetry, legends, fables, story tales, riddles). Poetry, prose and short dramas
Distinguishes reading between non-literary and
literary texts;
Distinguishes the character of non-literary texts;
Distinguishes poetry from prose;
Reads and distinguishes the rhythm of poetry
and prose and drama stories;
Develops reading through dialogue and
monologue.
3.3.
Reading in order to
master the language
Standard language and provincial and local
dialects in different texts (differences);
Simple sentence and its structure.
Distinguishes standard language from provincial
and local dialects;
Understands simple sentence and its structure;
Reads fluently texts with simple sentences.
3.4.
Reading in regard
to reading
techniques
Reading in silence or quietly;
Reading out loud: expressive reading, gradual
reading, recitation.
Learns two main reading forms: silent reading and reading out loud.
Learns the flow of gradual active reading and
recitation.
4. WRITING CONTENTS EXPECTED OUTCOMES
4.1.
Beginner writing
Graphic signs, characteristic of Albanian
language.
Uppercase and lowercase letters;
Writing words, phrases, divide words into
syllables.
Learns the correct writing of grapheme,
characteristic of Albanian language.
Uses correctly capital letters and small letters;
Learns to divide words into syllables.
20
4.2.
Functional and
subjective
(implementing)
writing
Correctly writing vowels and consonants in
Albanian language;
Description (basic form) of objects, people,
buildings;
Copying sentences and short non-literary texts
such as: invitations, acknowledge notes,
announcements; filling forms, invoices, etc.;
Copying literary texts and writing biographies,
autobiography, letters, journals, poems,
stories, correspondence, etc.
Acquisition of writing the vowels and
consonants, simple words and sentences;
Develops communicative writing (writing
congratulation notes, awards, invitations,
announcements, brief reports and other such forms);
Creates and writes as he/she wishes according to
the instructions of teachers or models and
develops subjective writing.
4.3. Writing in function of language knowledge acquisition
Use of auxiliary verbs ‘kam and ‘jam’ in three main tenses during writing;
Proper and common nouns;
Personal pronouns in plural and singular;
Simple indicative and interrogative sentence.
Learns three main verb tenses (past, present and future);
Understands the clear distinction of proper and common nouns;
Distinguishes personal pronouns;
Learns writing of simple interrogative and indicative sentences.
4.4. Writing in order to learn spelling and punctuation
Writing letters which are characteristic for Albanian language (upper and lowercase);
Letters with two graphemes, capital letters after the period and the vowel “ë”;
Punctuation: full stop, comma and question mark.
Learns writing of special letters of the Albanian language;
Acquires letters consisting of two graphemes;
Acquires the use of uppercase and vowel ‘ë’;
Uses correct punctuation in the sentence (full stop, comma and question mark).
21
6.1.2. Level two (IV-VI)
INDEPENDENT USE OF LANGUAGE 1. LISTENING CONTENT EXPECTED OUTCOMES
1.1.
Informational
listening
Listening to others and ways of expression on topics addressed;
Listening to stories from family members and relatives for the motherland, national and religious affiliation and recognition of the past;
Listening to the national anthem and the anthem of the state where he/she lives.
Student:
Listens and understands the person speaking;
Respects the speaker and dialogues with him/her.
Implements the rules during anthems intonation.
1.2.
Effective listening
Active listening to others talking about certain
topics (school, learning, leisure, entertainment and the environment they live, etc.);
Listening to topics on ecology, child rights, diseases, wars, etc.
Listening and understanding the importance of decision-making institutions.
Listens to others and distinguish their way of
speaking;
Understands time and space: yesterday, today,
tomorrow;
Develops active listening during the stories of others;
Develops a listening culture as an option of argument, persuasion, clarity and mutual communication.
22
1.3.
Listening of literary
and non-literary
texts
Listening to non–literary texts which are
cognitive, didactic, documentary, popular,
scientific, ecological, ethics, educational and
historical (on traditions, clothing, holidays, customs, urban space and natural beauties of
motherland and the country they live in, sport,
music, etc.);
Listening of simple forms literary texts (proverbs, songs, legends, fables, story tales, and riddles). Poetry, prose and short dramas.
Understands the distinction between non-literary
and literary texts;
Distinguishes poetry from prose;
Listens to and distinguishes the rhythm of
poetry; prose features, dialogue and monologue
in dramatic stories.
Understands correctly the connection of the text with music, figurative art, theatre shows and movies;
1.4.
Listening in order
to master the
language
Pronunciation of open and closed word classes (verb, name, adjective, pronoun, numerator, adverbs, conjunction etc.);
Standard language and provincial and local dialects (differences) speaking;
The use of language in texts with dialogues and differentiation (distinction) of simple indicative, interrogative, imperative sentences, and subject and predicate;
The compound sentence and direct and indirect speech.
Understands the open and closed word classes.
Understands the spoken standard language and differences on provincial and local dialects;
Based on voice intonation, he/she clearly distinguishes the simple sentence, compound sentence and the direct and indirect speech.
2. SPEAKING CONTENT EXPECTED OUTCOMES
2.1.
Informational
speaking
Presentation of himself/herself, close and
broad family members, origin;
Presentation of his/her parents and relatives
birthplace;
Presentation of motherland in time and space
Learns speech to clearly communicate with
others;
Develops speech culture as a responsibility of a
clear communication.
23
and national symbols (flag, anthem and
emblem, etc).
2.2.
Active speaking in
the group
Verbal presentations on certain topics (school,
learning, division of labour by age, leisure,
entertainment, environment, child rights, diseases, wars, etc.);
Discussion on the importance of decision
making institutions in public life, in relation
to natural and economic assets of both countries, motherland and the one they live in;
Distance communication (telephone, Internet
and other forms).
Learns the argumentative and persuasive speech
on certain issues taking place within the group;
Learns active speaking in discussion and group
conversation;
Learns ways to communicate with others when
using information technology (telephone,
Internet, etc.).
2.3.
Speaking in relation
to literary and non-
literary texts
Verbal presentation of non–literary texts
which are cognitive, didactic, documentary, popular, scientific, ecological, ethics,
educational and historical character (on
traditions, clothing, holidays, customs, events, historical places on urban space and natural
beauties of the motherland and the country
they live in, sport, music, etc.);
Understands the differences between non-
literary and literary texts;
Distinguishes the character of non-literary texts;
Distinguishes poetry from prose;
Listens to and distinguishes the rhythm of
poetry; prose features, dialogue and monologue
in dramas.
24
Literary texts: proverbs, songs, legends,
fables, story tales, riddles). Poetry, prose and
short dramas.
Develops expressive speaking through
dialogues;
Correctly understands the connection of the text
with music, figurative art, theatre shows and
movies;
2.4.
Speaking in order
to learn the
language
Pronunciation of open and closed word classes (verb, noun, adjective, pronoun, numerator, adverbs, conjunction etc.);
Standard language and provincial and local dialects (differences);
Simple indicative, interrogative and imperative sentences,
Subject and predicate;
Compound sentence and direct and indirect
speech.
Understands open and closed word classes;
Understands the spoken standard language and differences with provincial and local dialects;
Based on voice intonation, he/she clearly distinguishes the simple sentence, compound
sentence and the lecture.
3. READING CONTENT EXPECTED OUTCOMES
25
3.2.
Reading of literary
and non-literary
texts
Non–literary texts which are cognitive,
didactic, documentary, popular, scientific,
ecological, ethics, educational and historical
character (on traditions, clothing, holidays, customs, urban space and natural beauties of
the motherland and the country they live in,
sport, music, etc.);
Simple forms of literary texts: proverbs,
songs, legends, fables, story tales, riddles).
Poetry, prose and short dramas from Albanian literature.
Distinguishes non-literary and literary texts;
Understands differences within non-literary
texts;
Distinguishes poetry from prose;
Reads and distinguishes the rhythm of poetry;
prose features, dialogue and monologue in
dramas.
Develops reading through dialogues;
Correctly understands the connection of the text
with music, figurative art, theatre shows and movies;
3.3.
Reading in order to
learn the language
Standard language and provincial and local dialects (differences) in different texts;
Simple sentence, compound sentence and
speech and punctuation used.
Understands punctuation and uses them in texts;
Understands the simple sentence, compound
sentence and the speech based on intonation and
punctuation marks.
3.4.
Reading in regard
to reading
techniques
Reading out loud: expressive reading, gradual
reading, recitation, interpretation (diction, intonation, pauses, punctuation, timbre, pace
of reading, etc).
Acquires graduated flow of active reading,
recitation and interpretation.
4. WRITING CONTENT EXPECTED OUTCOMES
26
4.2.
Functional
(implementing) and
subjective writing
Description of objects, people, buildings;
Copying sentences and short non-literary texts
such as: invitations, congratulation notes,
announcements; filling forms, invoices, writes
questions, surveys, interviews, etc.;
Copying literary texts and writing biographies,
autobiography, letters, journals, poems, stories, correspondence, etc.
Develops communicative writing (writing
congratulation notes, awards, invitations, announcements, short reports and others);
Creates and writes as he/she wishes according to
the instructions of teachers or models and develops subjective writing.
4.3. Writing in function of language knowledge acquisition
Open and closed word classes:
Verb – conjugation on indicative and
subjunctive tenses;
Noun – types, gender;
Adjective – types, gender;
Pronouns- types;
Numerator, adverb, conjunction;
Simple indicative, interrogative and
imperative sentences;
Main parts of the speech (subject, predicate);
Compound sentence. Compound sentence
with subordinate or coordinate clause;
Through conjugation it develops knowledge on
open and closed word classes;
Identifies the main types of simple and
compound sentence and their parts (subject, predicate).
27
4.4.
Writing in order to
learn spelling and
punctuation
Capital letter after full stop, at the beginning
of the sentence and in the sentence;
Correct writing of ë vowel and gj, xh, q, ç
consonants;
Punctuation marks: full stop, comma,
exclamation, question mark and the colon.
Learns the capital letter use;
Acquires ë vowel and gj, xh, q, ç consonants
use;
Through writing different texts, acquires and uses
correctly the punctuation marks such as: full stop,
comma, exclamation mark, question mark and the colon.
28
6.1.3. Level three (VII-IX)
COMPETENT USE OF LANGUAGE
1. LISTENING CONTENT EXPECTED OUTCOMES
1.1.
Informational
listening
Listening to others and the ways of
expression for topics treated, obtaining information and their comparison.
Student:
Listens and understand what he/she speaks;
Respects the speaker and dialogues, explains and
argues with.
1.2.
Effective listening
Active listening of others talking about
certain topics (school, learning, leisure,
recreation, the living environment, individual
and group rights and responsibilities within
the institutions);
Active listening to the presentations of others:
the attitudes and opinions about contemporary
society, ethnic and religious differences.
Listens to others and distinguish their speech;
Develops active listening during other people
stories;
Develops the culture of listening as an arguing,
persuasion, clarity and mutual communication
option.
1.3.
Listening of literary
and non-literary
texts
Newspapers, magazines and TV programs
non-literary texts (reports, interviews, surveys, etc.);
Literary texts by foreign authors (poets, prose
writers, playwrights).
Distinguishes the ways of information from
printed and television media;
Understands the differences between Albanian
and foreign literature;
Understands properly the connection that
literature has with music, visual art, theatre, and
film performance.
29
1.4.
Listening in order
to master the
language
Standard language and provincial and local
dialects (differences);
Use of language in texts with dialogues;
Figurativeness and semantics of the word in
different texts.
Understands standard spoken language and
differences between provincial and local
dialects;
Understands the semantics of words within the
sentence, compound sentence and text.
Understands deeper figurative meaning of the
language.
2. SPEAKING CONTENT EXPECTED OUTCOMES
2. 1.
Informational
speaking
My identity (origin, ethnicity, genesis);
Presentation of the motherland, in time and
space and the national and state symbols
(flag, anthem, emblem, national and state signs and emblematic identifying characters).
Masters speaking ability for clear
communication with others;
Develops speaking culture as a responsibility of
clear communication;
2. 2.
Active speaking in
group
Within the group, actively participates in
discussions and debates held on previously
scheduled topics of interest;
Discussions on the importance of decision
making institutions in public life, their
functioning and participation in them;
Expression of opinions and attitude toward
the problems of contemporary society, on
ethnic differences as human wealth;
Distance communication (telephone, Internet
and other forms).
Learns persuasive and arguing speech on certain
issues taking place within the group;
Acquires active speaking in conversations and
group;
Acquires ways of approach to speaking in
communication with others during the use of
information technology (telephone, Internet,
etc.);
30
2. 3.
Speaking in relation
to literary and non-
literary texts
Discuss the types of journalistic writings;
Mythology as a form of early communication
and treasure of today;
Analysis and commentary of poetry, prose,
and dramas.
Understands differences of journalistic writings
forms;
Comments on mythology texts and characters of
the Albanian mythology and other works with
mythological parts (fairy tales, legends, ballads, songs on heroes etc.);
Understands the similarities and differences that
literary text contains both in form and content.
2.4.
Speaking in the
function of
improving the
language
Standard language and provincial and local
dialects (similarities and differences);
Compound sentence, speech, paragraph, text.
Understand standard spoken language and
differences with provincial and local dialects;
Based on voice intonation distinguishes
compound sentence and discourse.
3. READING CONTENT EXPECTED OUTCOMES
3. 2.
Reading non-
literary and literary
texts
Non-literary - journalistic texts (information,
interviews, reportage);
Texts of verbal work (fairy tales,
mythological characters, songs on heroes);
First documents of Albanian writing;
Authors and works of Albanian literature
under its development in time and space: poetry, prose, drama (various types);
Understands the structure of journalistic texts;
Understands essence of Albanian mythology
and other works;
Understands figurativeness of poetry (rhythm,
metaphor, symbol, comparison etc.);
Features of prose (subject, main idea, detail,
character);
Understands the history of Albanian writing;
Dialogue, monologue in dramas and comedy.
31
3.3.
Reading
in the function of
learning the
language
Standard Language and dialectical forms;
Reading of the texts in two Albanian dialects and standard language.
On concrete examples understands similarities
and differences between Albanian dialects and today's standard Albanian.
3.4.
Reading
in the function of
reading techniques
Reading aloud of various texts: expressive reading, gradual reading, recitation,
interpretation, role interpretation (diction,
intonation, stops, punctuation, timbre, reading pace, etc.).
Masters the flow of active reading gradualism, recitation and individual interpretation and
interpretation on drama roles.
4. WRITING CONTENT EXPECTED OUTCOMES
4.2.
Functional
(implementing) and
subjective writing
Description of people, buildings, natural and urban landscapes;
Copying of short non-literary and literary
paragraphs and texts;
Writing the biography, autobiography, letter,
diary, poem, story, correspondence, report,
commentary, essay etc.
Develops communication writing through description;
Creates and writes for own account according to
the teachers' instructions or models and develops subjective writing
32
4.3.
Writing in order to
acquire the
language knowledge
Word: synonyms, antonyms, homonym;
Verb – conjugation in conditional, admirative mood etc.;
Noun- conjugation, definiteness, case;
Adjectives - comparison, gender, declension;
Pronoun – declension,
Numerals, adverbs, conjunction, particles,
interjection;
Sub grammatical categories: object, apposition, adverb;
Types of compound sentences with
coordinate and subordinate clauses;
Direct and indirect speech
Through conjugation and declension develops
the knowledge about open and closed word
classes;
Understands sub grammatical categories: object,
apposition, adverb;
Understands and distinguishes subordinate and coordinate clauses of compound sentences;
Understands the speech and distinguishes
between direct and indirect speech
4.4.
Writing in the
function of learning
spelling and
punctuation
signs
Upper case after the full stop, at the
beginning and in the sentence, in proper nouns etc.;
Proper spelling of the vowel ë and
consonants gj, xh, q, ç, zh, th etc.;
Punctuation marks: full stop, comma, semi
colon, exclamation mark, question mark, colon, dash and ellipsis.
Masters the use of uppercase;
Masters the use of the vowel ë and consonants gj, xh, q, ç, zh, th;
Through writing various texts masters and
properly uses the punctuation marks such as: full stop, comma, semi colon, exclamation mark,
question mark, colon, dash and ellipsis.
33
6.1.4. The Catalogue of literary units- texts by levels and grades / proposal /9
LEVEL ONE
Grade I II III
Literary
units
and
their
authors
ABC Book or /and/
ABC colouring
book
Çajupi, Ku kemi lerë (poetry)
Qamil Guranjaku, Vendi im (poetry)
Agim Deva, Viti i ri (poetry)
Ali Huruglica, Pylli (poetry)
Naum Prifti, Guri i Skënderbeut (prose)
Alqi Kristo, Nënë e babë unë i dua
(poetry)
Lumo Skendo, Eja motër (prose)
Rifat Kukaj, Shkopi magjik (poetry)
Arif Demolli, Zogu cicëron … (prose)
Gaqo Bushaka, Vajza e luleve (prose)
Rrahman Dedaj, Tre diejt e Dianës
(prose)
Folk song for children: Dumba moj
dumba;
Albanian tale: Çupa që derdhte
trëndafila nga goja;
Albanian tale, Mbreti dhe buburreci;
Anecdote: Kujdesi i Nastradinit;
Naim Frashëri, Korça (poetry)
Asdreni, Betimi mbi flamur (poetry)
Spiro Çomora, Pula dhe fiku (poetry)
K. Kristoforidhi, Ylli i vogël lartë në qiell (poetry)
Fejzi Bojku, Kush nuk fle natën (poetry)
Sami Frashëri, Dheu është flori (prose)
Xhevahir Spahiu, Shqiponja (poetry)
Hajro Ulqinaku, Piktura e mbrëmjes në bregdet (prose)
Dritëro Agolli, Kali dhe gomari (poetry)
Abdullah Thaçi, Në pritje (poetry)
Folk Fable, Tre qetë dhe ujku
Folktale, Mollë e artë
Lullaby, Ku i ka nana kta shkodrana;
Anecdote, Shpata dhe krahu i Skënderbeut
Agim Deva, Të mbjellim nga një dru (poetry)
9 Textbook and other teaching tools composers and teachers, may add to this list other textual (literary and non-literary) and non-textual units
/learning tools and other sources of interest from all curriculum areas, but always in accordance with principles, goals, objectives and
content of this curriculum. This note applies to all subjects (curriculum areas).
34
Tasim Gjokutaj, Pse kërkon të bëhesh
bletë? (poezi)
Naim Frashëri: Qeni dhe besa e tij
(prose)
Adelina Mamaqi, Çerdhen do ta ruaj
(poetry).
Naum Prifti, Yllka dhe dallëndyshet
(prose)
Odhise Grillo, Vogëlushi dhe hëna
(poetry)
Hivzi Sulejmani, Vendi im i shtrenjtë
(poetry)
Rifat Kukaj, Pjeshkët (prose)
Faik Konica, Anës liqenit (prose).
LEVEL TWO Grade IV V VI
Literary
units
and
their
authors
Asdreni, I dashuri atdhe (poetry)
Naim Frashëri, Gjuha shqipe
(poetry)
Faik Konica, Bora (prose)
Hil Mosi, Malli im (poetry)
Spiro Çomora, Zgalemi (poetry)
Skënder Drini, Lirinë nuk jua
solla unë (prose)
Nonda Bulka, Një natë në
Stamboll (prose)
Rifat Kukaj, Kosova (poetry)
Ali Huruglica, Fëmija dhe zogu
Ismail Kadare, Ra si ylli, po s’u shua (poem fragment)
Faik Konica, Atdheu (prose)
Ernest Koliqi, Shën Gjergji (poetry)
Legjendë, Dashuria për vendin
Ali Asllani, Sazani (poetry),
Mitrush Kuteli, Rozafati (prose)
Folk song, Ç’po këndon një zog i
zi
Zejnullah Halili, Motrat tona (poetry)
Naim Frashëri, Atdheu (poetry)
Kostandin Marko, Kthimi në
mëmëdheun e të parëve të mi
(prose)
Petro Marko, Përleshja me
peshkaqenin (prose)
Qamil Batalli, Dy Teuta (prose)
Faik Konica, Dita e verës (prose)
Migjeni, Dhe pranvera erdhi (poetry)
Nexhat Halimi, Mbrëmje në Ulqin (poetry)
35
(poetry)
Zejnullah Halili, E bukura e nëndheut (prose)
Ymer Shkreli, Muajt e vitit
(poetry)
Xhevahir Spahiu, Librat rrinë
radhë – radhë (poetry)
Vehbi Kikaj, Ti dëborë ke
mbuluar malet (poetry)
Sulejman Salihu, Valë moj e mira valëz (fragment from the poem
“Lindi udhëton për Kosovë”)
Këngë popullore, O e bukura More
Anecdote, Valiu mendjemadh dhe fshatari i urtë
Folk fairytale, Vajza që u bë djalë
Dritëro Agolli, Ujku (prose)
Nizam song, Ndër dy male me dëborë
Rushit Ramabaja, Çka tha Gjergji
(prose)
Anton Pashku, Një natë në det
(prose)
Folk story, Mendja e keqe
Mustafë Spahiu, Mbrëmje në Strugë (poetry)
Rexhep Hoxha, Plaku i liqenit (prose)
Anton Pashku, Andrra e Afrimit
(prose)
Rrahman Dedaj, Medaljoni
(prose)
Migjeni, Luli i vocërr (prose)
Adem Gajtani, Këngë për princeshën e zogjëve (poetry)
Dritëro Agolli, Kali dhe gomari
(poetry)
Agim Deva, Pikniku i rrugës
(poetry)
Vehbi Kikaj, Këngët për nipin e vogël (poetry)
Xhevat Beqaraj, Një zogu (poetry)
Abdullah Thaçi, Pemë e vjetër, pemë e re (poetry)
Gaqo Bushaka, Në kopshtin
zoologjik (prose)
Anton Pashku, Klithma (prose)
Arif Demolli, Lushi si askush (fragment)
Ymer Elshani, Plaku me violinë (prose)
Sami Frashëri, Hoxha Tahsin
(prose)
Murat Isaku, Ndizni edhe një qiri
(poetry)
Rrahman Dedaj, Zogu dhe kulla
(prose)
Hivzi Sulejmani, Miku im Xho (prose)
Lasgush Poradeci, Poradeci (poetry)
Konstandin Kristoforidhi, Gjahu i
malësorëve (prose)
Legend, Kthimi i Ymer Agës
Folk Song, Urë e Qabesë
Folk Story, Ç’të mbjellësh do të
korrësh
Bilal Xhaferri, Baladë Çame
(poetry)
36
Rexhep Hoxha, Hëna e Zelandës
së Re (frag.)
Bedri Dedja, Në familjen tonë
(poetry)
Odhise Grillo, Ali Pashë Gucia (prose)
Ibrahim Rugova, Erdhi vjeshta. (poetry)
Martin Camaj, Lepurushi (prose)
Moikom Zeqo, Onufri dhe bariu (prose)
Anton Nikë Berisha, E Bukura e Dheut (fragment)
Gani Xhafolli, Me atë yll ka
biseduar edhe Agroni (prose)
Vitore Stefa, Nene e madhe e kësaj
bote (poetry)
Dalan Shapllo, Zana e fundit e
bjeshkëve (prose)
Luigj Gurakuqi, Qëndresa (poetry)
LEVEL THREE Grade VII VIII IX
Literary
units
and
their
authors
Gjergj Fishta, Gjuha shqipe
(poetry)
De Rada, Skënderbeu (poetry)
Fan Noli, Himni i flamurit
(poetry)
Lasgush Poradeci, Kroi i fshatit
tonë (poetry)
Mitrush Kuteli, E bija e hënës dhe
e diellit (prose)
Mihal Hanxhari, Elegji për Koso-
vën (poetry)
Nehas Sopaj, Magjia e shndë-
Mid’hat Frashëri, Ay mal (prose)
Lasgush Poradeci, Gjuha e zjarrtë
(poetry)
Mehmet Kraja, Zhvarrimi (prose)
Faik Ballanca, Kënga e fundit e
Marko Boçarit (prose)
Kim Mehmeti, Lulehëna (prose)
Bilal Xhaferri, Vdekja në udhët e
Çamërisë (prose)
Ali Podrimja, Me jetue (poetry)
Rrahman Dedaj, E marta (poetry)
Xhevahir Spahiu, Shkopi i Gjeçovit
Marin Barleti, Rrethimi i mureve
Pjetër Budi, Madhështi e
njerëzve
Pjetër Bogdani, Rruzullimi
Hasan Zyko Kamberi, Paraja
(poetry)
De Rada, Këngët e Milosaos
Naim Frashëri, Fjalët e qiririt
Ndre Mjeda, Zoga (poem
fragment)
Asdreni, Lulja e vetëm (poetry)
Gjergj Fishta, Lidhja Prizrenit
37
rrimit të krimbit të mëndafshit në
flutur (prose)
Shprersa Vreto, Fotografia
(prose)
Xhevahir Spahiu, Ligjërimi i
bariut mbi qenin pa jetë (poezi)
Jusuf Gërvalla, Fluturojnë e bien
(poetry)
Visar Zhiti, Pazari i këpucarit
(poetry)
Ekrem Kryeziu, Epoka para gjyqit
(drama fragment)
Dritëro Agolli, Pulëbardha
(poetry)
Fairytale, Maro përhitura
Folk song, Ajkuna qan Omerin
Zef Serembe, Detari (poetry)
Dhori Qiriazi, Kur nisa të shkruaj
vargje (poetry)
Nazmi Rrahmani, Rruga e
shtëpisë sime (prose fragment)
Agim Vinca, Feniksi (poetry)
Çajupi, Katrëmbëdhjetë vjeç
dhëndër (comedy fragment)
XH. G. Bajron, Bijtë e shqipes
(poem frag.)
(poetry)
Aleksandër Moisiu, Debutimi im në
Burgteatër (prose)
Din Mehmeti, Që të rriten lulet e
bardha (poetry)
Rexhep Qosja, Beselam pse më
flijojnë (drama frag.)
Abdylazis Islami, Anija e kapitenit
Balltar (prose)
Ramiz Kelmendi, Miniatura nga
Turqia (Udhëpërshkrim)
Dritëro Agolli, Peisazhi i pyllit të
zgjuar (poetry)
Fatos Arapi, Deti (poetry)
Qerim Ujkani, Kthimi i ushtarit në
shtëpi (poetry)
Ali Asllani, Vajzat heqin valle
(poetry)
Arif Demolli, Vdekja e Akanit
(prose)
Ernest Koliqi, Shkodra në mbramje
(poetry)
Ismail Kadare, Plaka Nicë (prose)
Zejnullah Rrahmani, Drita e diellit
(prose)
Hevzi Sulejmani, Të urtit e rrugës
(prose)
Fan Noli, Anës Lumenjve
Lasgush Poradeci, Vdekja e
nositit
Mitrush Kuteli, Natë qershori
Et’hem Haxhiademi, Fragment
tragjedie
Josip Rela, Nita (drama
fragment)
Migjeni, Studenti në shtëpi
Ernest Koliqi, Duert e nanës
(prose)
Jakov Xoxa, Adili dhe Vita
(Prose frg.)
Beqir Musliu, Skënderbeu
(poetry)
Anton Pashku Lutjet e mbrëmjes
(prose)
Bilal Xhaferri, Përtej largësive
Ismail Kadare, Pallati i ëndrrave
Rexhep Qosja, Laneti
Vath Koreshi, Fragment proze
Azem Shkreli, Motiv nga Kosova
Ali Podrimja, Fatet (poetry)
Fatos Kongoli, Fragment from
the novel “I humburi”
Sabri Hamiti Ikja e barbarëve
38
Ismail Kadare, Në Kosovë, midis
vëllezërve (reportage)
Pashko Vasa, Shqiptari dhe jetesa
e tij (prose)
Martin Camaj, Qyteti i lashtë
(poetry)
Naum Prifti, Kthimi në shtëpi
(prose)
Teodor Laço, Tym në pyllin e
lisave (prose)
Fatos Arapi, Bredhi i vitit të ri
(poetry)
Filip Shiroka, Shko dallëndyshe
(poetry)
Sabri Hamiti, Vaji për Prishtinën
(poetry)
Eqrem Basha, Baladë për njeriun që
zgjohej me shpresë (poetry)
Agim Spahiu, Këtu (poetry)
Azem Shkreli, Nata e mërgimtarëve
(poetry)
Folk songs, Fuqia e Mujit
Folk songs, Arnaut Osmani
Folk songs, Besa e Konstandinit
Folk songs, N’drrasë të vekut kush
po kanë
Luan Starova, Koha e dhive (prose
fragment)
Teki Dërvishi Zhvarrimi
Folk songs, Gjergj Elez Alia
Folk songs, Këngë kreshnikësh-
elective
Folk songs, Balada e murosjes
Kanuni, Fragment
Zef Skiroi, Mino (poem
fragment)
6.1.5. Reading materials /proposal/ READING MATERIALS PER LEVEL
Level One (gr.I-III) Level Two (gr.IV-VI) Level Three (gr.VII-IX)
Skënder Hasko, Vallja
e shkronjave
Xhevat Beqaraj, Kam
një harmonikë
Bedri Dedja, Përralla
Arif Demolli, Lushi si askushi
Rrahman Dedaj, Zogu dhe kulla
Agim Deva, Poezi të zgjedhura
Naum Prifti, Legjenda dhe
rrëfenja për Skënderbeun
Fan Noli, Albumi
Bilal Xhaferri, Përtej largësive
Josip Rela, Nita
Anton Pashku, Lutjet e mbrëmjes
Songs on frontier warriors, by choice
39
për kafshët
Ali Huruglica, Vjersha
të zgjedhura
Sami Frashëri, Dheu
është flori
Ramadan Pasmaçiu,
Tregimi për Kecin
Bardhosh
Rexhep Hoxha, Verorja
Mitrush Kuteli, Tregime të
moçme shqiptare
Vehbi Kikaj, Sarajet e Bardha
Adelina Mamaqi, Poezi të zgje-
dhura
Spiro Qomora, Poezi të zgje-
dhura.
Përrallat më të bukura shqip-
tare (Antology of Kastriot
Mahilajt)
Kanuni, by choice
Old Albanian Literature: by choice (Barleti, Budi,
Bogdani, Nezim Frakulla
Romantic Literature: by choice (Jeronim De Rada, Naim
Frashëri, Zef Serembe etj.)
Modern Literature: by choice (Gjergj Fishta, Lasgush
Poradeci, Mitrush Kuteli, Ernest Koliqi, Migjeni etj.)
Contemporary Literature: by choice (Ismail Kadare,
Azem Shkreli, Fatos Arapi, Ali Podrimja, Sabri Hamiti,
Fatos Kongoli, Dritëro Agolli, Zejnullah Rrahmani etj.).
6.1.6. Digitalb multimedia package “Të luajmë shkollash“ (level one)
6.1.7. Catalogue of Albanian artistic movies and dramas (filming) I II III
1. Skenderbeu
2. Beni ecën vetë
3. Lepuri me pesë këmbë
1. Skanderbeg
2. Nëntori i dytë
3. Liri a vdekje 4. Udha e shkronjave
1. Flaka e maleve
2. Gjenerali i ushtrisë së vdekur
3. Balada e Kurbinit 4. Vdekja e kalit
5. Njeriu prej dheu
6. Rojet e mjegullës
7. Mësonjëtorja 8. Gjeneral gramafoni
9. Gjaku i Arbrit /filmed drama/
10. Kush e solli Doruntinën /filmed drama/
40
6.1.8.) Literature and other professional resources for the teacher (and student)
1. Bardhyl Musai, Psikologjia e Edukimit, publisher: Pegi, Tirana,1999
2. Bardhyl Musai, Metodologjia e Mësimdhënies, Tirana, 2003
3. Group of authors, Fjalor i shqipes së sotme, Tirana, 2002
4. Group of authors, Fjalor drejtshkrimor, Tirana or Prishtina edition
5. Group of authors, Për pastërtinë e gjuhës shqipe (dictionary), Tirana, 1998
6. Pashko Baku, Fjalor enciklopedik, Tiranë, 2004
7. Bahri Beci, Gramatika e gjuhës shqipe (for Albanian language teachers), Tirana or Prishtina edition
8. Bahri Beci, Gramatika e gjuhës shqipe për të gjithë, Shkodra, 2000
9. Klodeta Dibra & Nonda Varfi, Gjuhësi teksti, Tirana, 1999
10. P. Tevo & Zh. Lakont, Komenti letrar, Tirana, 2000
11. Zejnullah Rrahmani, Teoria e letërsisë (for secondary schools ), Tirana or Prishtina edition
12. Enver Muhametaj & Xhevat Lloshi, Nga teoria letrare dhe stilistika gjuhësore, Tirana
13. Haki Baçi, Folklori shqiptar, Prishtina.
14. Ali Dhrimo, Edmond Tupja , Eshref Ymeri, Fjalor sinonimik i gjuhës shqipe, Tirana, 2002
15. All current textbooks in Albanian language, and literary readings in Albania and Kosovo (grade 1-9)
16. Textbooks and other teaching tools that will be developed based on this curriculum
17. Albanian language electronic dictionary with pictures and sound of the Swedish National Agency for
Education (see: http://www.skolutveckling.se/vaxthuset/trio/al/albanska.html)
18. FESH Electronic explanatory dictionary(see: http://gjuha-shqipe.com/permbajtja/softuere/fesh.html)
19. Software AS 2.0 for Albanian spell check (see: http://gjuha-shqipe.com/permbajtja/softuere/as_2_0.html)
20. Program for improving Albanian language -KULLA E SHQIPES
(see: http://gjuha-shqipe.com/permbajtja/softuere/kulla_e_shqipes.html
41
21. Electronic books in Albanian language (see: http://gjuhashqipe.com/permbajtja/softuere/libra_elektronik.html)
22. Different electronics bilingual dictionaries (Albanian- other language or vice versa) on the Internet
23. Different online internet sites of Albanian literature and Albanian artists (virtual literature).
6.2. History LEVEL ONE (grades I-III)
Thematic area Learning content Expected outcomes
1.
MY IDENTITY
Genealogy of the family (or family
tree).
Student:
Introduce themselves, their family (Who are they?
Where were they born? Where they come from?).
2.
STUDY, WORK
GAME, LEISURE
My school
The school of my parents and
relatives.
My games and regular activities.
Games of our forefathers at
motherland.
Occupations around us (what
professions are here and what at
motherland?).
Describe their school in the place where they live and in
the place where they were born (motherland) and find
similarities and differences among them;
Present facts and discuss with others about the games
and activities with their friends in the country where
they live and at motherland.
3.
PEOPLE IN
SPACE AND
TIME
Town (country) where I now live.
My and forefathers' birthplace.
How me and my family lived before,
how we live now?
Compare current hometown (country) with motherland
hometown, how their family lived in motherland and now.
42
4.
CULTURE AND
SOCIETY
Albanian legends
Holidays at motherland (national,
state, religious).
Know some of the main Albanian legends;
Identify and describe some of the traditions, traditional
games and major holidays at motherland.
5.
A WORLD FOR
ALL
Friends of my school have different
origins, speak different languages, and belong to different religions and
races.
Talk about people and origin, different beliefs and
traditions;
Understand that people change, but in the same time
they receive from, and give to each other.
LEVEL TWO (GRADES IV-VI)
Thematic area Learning content Expected outcomes
1.
MY IDENTITY
Who is my nation? Where it lives,
where is it located?
Albanians as part of the Balkans and
Europe.
Students:
Speak with facts (using different sources) about
Albanian nation, its origins and geographical location;
Know some historical data on Albanians as one of the
oldest nation of the Balkans and Europe
Understand, through arguments, the Albanian relations
with neighbours and other nations of Europe.
2.
STUDY, WORK
GAME, LEISURE
How our forefathers studied?
(Education during centuries).
How our forefathers entertained?
Recognize some of the most milestones of the progress
of Albanian education over the centuries (from the Illyrians, Arbanons to modern Albanians)
Distinguish leisure activities in different periods of
history of the Albanian nation.
43
3.
PEOPLE IN
SPACE AND
TIME
- Motherland -Features of my
country
Our ancestors, Illyrians. Where were
they located and their main tribes.
Illyrians-masters in health care and
drug producing (Gentiana etc.).
The importance of physical training that Illyrians paid attention to.
Preparing for defence and the Olympic Games.
Our ancestors in the Middle Ages-
Arbanon.
Our people (rulers) who marked the
history (Illyrian kings: Bardhyl,
Gent, Longar, Agron, Teuta, and Skanderbeg, Ali Pasha Tepelena,
Ismail Qemali, A. Zogu and some
others from modern era).
Other Albanian personalities from
other fields throughout history up to
modern times.
Recognize, represent and prove the location and main
Illyrian tribes;
Enumerate the main occupations of Illyrians and in
particular those related to health, physical trainings and
Olympic Games;
Understand the course of the transition from Illyrian into
Arbanon.
Are able to recognize some facts and the activity of the
most important figures in history.
4.
CULTURE AND
SOCIETY
The tradition of my nation (language,
clothing, games, folklore, music,
etc.).
The first Albanian writings.
Albanian national holidays (28 of November etc.).
Understand and recognize folk traditions of the Albanian
nation;
Recognize and know chronology of the first Albanian writings and their authors;
Understand the importance of national holidays and the way of celebration
44
5.
A WORLD FOR
ALL
World - a big family.
Universal rights and obligations of human kind
Recognize different nations and their distinctive features
like: race, origin, religion, language, culture etc.;
Recognize some of the rights and obligations that apply
to all people regardless
LEVEL THREE (GRADE VII-IX)
Thematic areas Learning content Expected outcomes
1.
MY IDENTITY
Origin of my nation- Illyrians, Arbanons, Albanians.
Where our ancestors lived? Where
did Illyrians and Arbanons live?
Where are Albanian`s located today
(location)?
European Identity of Albanians.
Students:
Talk with facts about the origin of Illyrians, Arbanons
and Albanians, as their descendants, comparing and critically assessing different views on the matter;
Appraise the origin of the Albanians and describe the
geographical location of Albanians, Illyrians and Arbanons throughout the history;
Argument with facts European identity of Albanians.
2.
STUDY, WORK
GAME, LEISURE
Albanian school and education
history.
Notable national personalities in
education (from the past until
nowadays).
Life organization in the past and
today.
Analyse and evaluate stages and courses of Albanian
national education;
Distinguish, recognize and describe activities of the
most prominent personalities of national education from
ancient times until today;
Understand and make comparisons between styles and
lifestyles before and now.
The ancient history of my Distinguish main old cities of motherland, know where
they are located (geographically) and recognize their
45
3.
PEOPLE IN
SPACE AND
TIME
motherland main cities (Ulpiana,
Damastioni, Skupi, Theranda,
Skodra, Dyrrah, Lisus, Apollonia, Butrint, Ulqin, etc.)
State of Arber in the middle Ages.
Albanians during the Skenderbeg era.
Struggle of the Albanians for
freedom and independence from the
Middle Ages until the twentieth century.
Albanians during XXth century -their
struggle for independence and national emancipation.
Albanian migration during the
history and contribution of the
Albanian diaspora to the motherland.
Prominent historical and
contemporary Albanian personalities
to mankind
historical features;
Chronologically distinguish and talk about the main events of the Albanian nation from the Middle Ages
until today;
Analyze the reasons for Albanian migration, stages of Albanian migration and the role of the valuable
contribution that this migration gave to motherland.
Recognize Albanian emblematic figures in the history of human civilization (starting of Saint Jeronimi, Flori and
Lauri, and other personalities such as Skanderbeg,
Mother Teresa and I. Kadare, etc.);
Main archaeological sites, cultural and historical monuments, cult
monuments in my motherland.
Albanian language, among the oldest
Recognize and compare key archaeological sites and monuments in the motherland;
Recognize and understand the development history of the Albanian language and the language of the country
46
4.
CULTURE AND
SOCIETY
languages of the Balkans and Europe
- an Indo-European language.
Albanian national medicine throughout history.
Albanian Kanun and codex (Codex of Skanderbeg, Codex of Lekë
Dukagjini etc.).
My nation with three religious beliefs, an example of cultural and
spiritual prosperity tolerance.
Eminent Albanian sportsmen, sportswomen, artists and authors.
where they live;
Recognize the role and importance of Albanian national medicine in the past and today;
Recognize and understand the organization based on the
Albanian codex and critically evaluate the advantages and disadvantages;
Recognize key features of three Albanian religious beliefs and appreciate religious tolerance as a national
value;
Recognize some of the main Albanian sportsmen, sportswomen, artists and creators who are famous in the
worlds art, culture and sport
5.
A WORLD FOR
ALL
Contribution of Albanians for
cooperation and integration in the world.
Illyrian civilization, contribution to
ancient European culture.
Skanderbeg, a defender of the
European civilization.
Mother Teresa, an image of human
and world humanism.
Recognize the contribution of Albanians for integration
in the international level;
Recognize and appreciate the role of Albanian
personalities throughout history in various fields of
culture, science, medicine, literature and in the world civilization in general.
47
6.2.1. Literature, historical readings and other resources / proposed /
6.2.1.1. Historical-literary readings Level one (grades I-III) Level Two (grades IV-VI) Level three (grades VII-IX)
1. Odhise Grillo,
Skanderbeu (with pictures)
1. Frederik Reshpja, Legjenda e Arbrit
2. Odhise Grillo, Historia e Skenderbeut, published by: Dituria, Tirana
3. O. Grillo, Dy Batot dhe zana e Ilirise (with pictures)
4. O. Grillo, Oso Kuka në kull të barotit (with pictures)
5. Odhise Grillo, Prite, prite Azem Galicën (with pictures) 6. Ismail Kadare, Keshtjella (with pictures)
1. Marlin Barleti, Skanderbeg
2. Sabri Godo, Skanderbeg 3. Sabri Godo,
Ali Pashë Tepelena
6.2.1.2. Literature and other sources General Literature Internet resources
1. Textbooks and other learning tools that will be developed based to
this curriculum 2. Textbooks and other learning tools used in Kosovo and in Albania
(grades 1-9)
3. Neritan Ceka, Muzafer Korkuti, Arkeologjia, Tirana, 1993
4. Muzafer Korkuti, Para-ilirët, ilirët, Arberit- histori e shkurtër, Tirana 2003
5. Aleksandar Stipčević, Ilirët, Prishtina, 1980
6. Karl Pach, Ilirët, Tiranë, 2000 7. Edith Durham, Brenga e Ballkanit dhe vepra të tjera për
Shqipërinë dhe shqiptarë, Tirana, 1998
1. www.albasoul.com/historia/
2. www.albanian.com/information/history/ 3. www.shqiperia.com/histori/
4. www.dadalos.org
5. www.albmuseum.com (National Museum Tirana)
6. www.imk.gov.al (Institute of Cultural Monuments)
7. www.angelfire.com/dc/madurres (Durres
Archaeological Museum) 8. www.beratmuseum.gov.al/muze/Muze.etno.htm
(National Ethnographic Museum Berat)
48
8. August Boppe, Napoleoni dhe Ali Pasha, Tirana,1999
9. Renco Falaski, Ismail Qemali, Kujtime, Tirana
10. Fatmira Musa, Isa Boletini, Tirana 11. Kristo Frashëri, Skanderbeu,, Tirana
12. Noel Malcolm, Kosova, një histori e shkurtër, Prishtina, 1998
Mbreti Zog dhe perpjekjet për stabilitet në Shqipëri Bernd Fischer, Tirana,1996
13. Shqipëria gjatë luftës 1939-1945, Tirana, 2000
14. Jens Reuter, Shqiptarët në Jugosllavi, Botimpex, Tirana, 2003
15. Sami Frashëri, Shqipëria ç’ka qenë, ç`është e ç`do të bëhet?, Dija, Prishtina, 1999
16. Faik Konica, Albania- Shqipëria-kopshti shkëmbor i Evropës
Juglindore, 17. Eqrem Çabej, Shqiptarët midis Perëndimit dhe Lindjes,
Published by: Çabej MÇM, Tirana,1996
18. Robert Elsie, Leksiku i Kulturës Popullore Shqiptare, (besime mitologji, fe, doke, rite, festa dhe veçori kulturore), published by:
Skanderbeg books, Tirana, 2005
19. Ismail Qemal Vlora, Kujtime, published by: Toena
20. Historia e popullit shqiptarë I, II, Tirana 2002 21. Historia e popullit shqiptarë III, Tirana 2007
22. Bardhyl Musai, Psikologjia e edukimit, Publisher: Pegi, Tirana,
1999. 23. Bardhyl Musai, Metodologjia e mësimdhënies, Tirana 2003.
24. Group of authors: Aspekte të mësimdhënies së historisë,
Prishtina, 1997. 25. Group of authors, Metodat e mësimdhënies (manual for new
www.dardamedia.com/art (Prishtina Ethnological
Museum)
49
teachers), published by: Toena, Tirana, 1999
26. Petrit Muka, Të mësuarit me objektiva dhe Modeli A-94: Koha,
Prishtina 1997 27. Robert Stradling, Teaching 20th Century European History,
published by: Council of Europe
28. Robert Stradling, Multiperspectivity in history teaching: (a guide for teachers), published by: Council of Europe
6.3. Geography LEVEL ONE (GRADES I-III)
Thematic areas Learning content Expected outcomes
1.
MY IDENTITY
The place where I was born (apartment, house, street, settlement, village /city,
region, country).
The country where my parents, grandmother/ grandfather were born
(residence, village/town, province,
region, country)?
Settlements - Albanian cities
Students:
Name geographical commonalities (similarities) and features (differences) of the country of origin and
country of residence;
Recognize physical and geographical features of the country of origin (fields, mountains, seaside);
Use sketches, drawings, photos, globe and map.
2.
STUDY, WORK,
GAME, LEISURE
What people do in the country of origin (activities and occupations)?
Distinguish major economic activities which the population of the origin conducts, naming some of the
commonalities and specificities between country of origin and country of residence.
50
3.
PEOPLE IN
SPACE AND
TIME
Nature and the landscape of the country of origin.
Plants and animals in the country of
origin (similarities and differences).
Name the commonalities and specificities of natural, environmental and natural landscapes between country
of origin and country of residence;
Use photos, maps, drawings and other tools.
4.
CULTURE AND
SOCIETY
Culture of residence
Holidays and festivities
Name some national, family holidays.
5.
A WORLD FOR
ALL
Different nations, different countries
Preservation and protection of nature and the environment.
Enumerate some countries and nations of the world.
LEVEL TWO (grades IV-VI)
Thematic areas Learning content Expected outcomes
1.
MY IDENTITY
Comparison of geographical features of
countries and regions in the country of
origin and the country where they live.
People in the country of origin.
Students:
Compare geographical features (landscape, climate,
water, flora and fauna) of the country of origin with those of the country where they live;
Recognize and understand the main features of the
people in the country of origin;
Find in the map main shapes of relief, seas, rivers,
lakes, old settlements and unique sites (Nerodime
bifurcation).
2.
STUDY, WORK,
GAME, LEISURE
Social and economic characteristics of
the motherland.
Visits to parks, zoological and botanical
gardens.
Compare the economic activities of the country of
origin with those of the country of residence.
Recognize and compare parks, zoological and botanical
gardens in the country of residence and country of origin.
51
3.
PEOPLE IN
SPACE AND
TIME
Migration - causes and consequences.
Traditional and contemporary
architecture and settlements.
Describe the main causes of migratory movements;
Identify the consequences of migratory movements;
Distinguish the commonalities and specificities of the settlements and the architecture of the country of origin
with those of the country of residence.
4.
CULTURE AND
SOCIETY
Morals, habits, customs, costumes, dances and songs of the country of
origin.
Differences in language, religion and
culture of the people in the country of origin and of the country of residence.
Describe the distinctive features in language, morals, habits, customs, religion and culture between country of
origin and country of residence.
5.
A WORLD FOR
ALL
Environmental behaviour Reflect sufficient environmental behaviour.
LEVEL THREE (KL.VII-IX)
Thematic areas Learning content Expected outcomes
52
1.
MY IDENTITY
Motherlands geographic location in
regional, European and world context.
Pearls of Albanian nature: Brezovica,
Sharr Mountains, Nerodima bifurcation,
Mirusha waterfalls, Rugova Gorge, Albanian Alps, Adriatic Sea, Ionian
Sea, Butrint, Artana (Novo Brdo), Lura
lakes, Shkodra Lake, Ohrid Lake, Prespa lake etc.
Natural and underground resources in
the motherland.
Students:
Understand and analyze the importance of motherland`s
position in these contexts;
Prepare an argumentative essay on one of these topics;
Build a physical-geographical map of the country of
origin (or complement the physical map of the country of origin) with: forms of relief, rivers, lakes,
underground resources and main centres of the country
of origin.
2.
STUDY, WORK,
GAME LEISURE
Motherlands economic development.
Motherland economic and social
similarities and differences in relation to the region, Europe and global
developments.
Recognize and compare similarities and differences in
the economic development of the country of origin and
country of residence.
3.
PEOPLE IN
SPACE AND
TIME
Advantages and disadvantages of migration, before and now.
Emigrants’ contribution to the development of country of origin.
Argue on the advantages and disadvantages, using different data and sources;
Comment on the positive and negative sides of the Diaspora in the development of the country of origin;
Prepare charts and diagrams from the statistical data on the number of population, natural increase; gender, age,
educational, economic, national structure, etc.
53
4.
CULTURE AND
SOCIETY
Authentic ethno-culture (authentic and ethnic and moral characteristics,
pledge/oath, word of honour).
Differentiate authentic Albanian profile in the context of its identification characteristics.
5.
A WORLD FOR
ALL
My motherland – part of Earth and my care for it.
Recognize motherland people and institution‘ responsibilities in the context of globalization.
6.3.1. Literature and sources Learning sources in texts and other tools Internet sources
1. Textbooks and other teaching tools that will be
developed based on this curriculum 2. School geographic atlas with a CD, "Albas", Tirana-
Tetovo-Prishtina, 2005
3. Educational Globe 4. Maps of the Balkans, Kosovo, Albania, Macedonia
(physical, political, economic).
5. Photographs, posters, charts, diagrams, tables, graphs,
digital-electronic devices etc. 6. Muka Petrit, Të mësuarit me objektiv dhe modeli A-
94, "Eureka", Tirana, 1995
7. Bardhyl Musai, Ndërtimi i testeve me zgjedhje, Onufri, Elbasan, 1994
8. Kosovo physical map, "Gjoka" Vlora, 2007
9. Balkans physical map, "Gjoka" Vlora, 2007 10.Albania physical map, "Gjoka" Vlora, 2002
11.Aspects of teaching geography, Tirana, 1995
12. Textbooks and other teaching tools used in Albania
1. www.kosovo-mining.org 2. www.cia.gov/cia/publications/factbook/
3. www.wikipedia.org
4. htpp://encarta.msn.com/encnet/refpages/search.aspx?q=kosovo 5. htpp://www.britannica.com/search?query=kosovo
6. http://www.albaniantourism.com
7. http://shqiperia.com
54
and in Kosovo (Grade.1-9).
6.4. Fine Arts - LEVEL ONE (Grade. I-III)
Thematic areas Learning content Expected outcomes
1.
MY IDENTITY
Self-portrait
Family tree
Environment
Motherland (emblem, flag)
Students:
Express distinctive characteristics of their self-portrait
and of their family members' by different art means and
techniques;
Draw and model simple things and landscapes of the
environment and motherland using various relevant
materials.
2.
STUDY, WORK,
GAME, LEISURE
School in motherland.
Games in motherland.
Ornaments, crafts and working
activities
Express themselves creatively in simple forms through
selected means and materials
3.
PEOPLE IN
SPACE AND
TIME
My people.
My motherland nature through
seasons.
Adored Albanian athlete.
Draw portraits of personalities and ordinary people from
motherland in simple forms and with different means ;
Create landscapes motivated by the Motherland;
Recognize prominent Albanian creators (3) of portraits
and landscapes.
55
4.
CULTURE AND
SOCIETY
Albanian traditional costumes
Albanian traditional buildings
Illustrations by Albanian fairytale
motifs
Discus on distinguished work motivated by relevant
topics;
Draw, paint and model from motifs of certain topics
5.
A WORLD FOR
ALL
Different and similar
Personal greetings to a friend in the
motherland
Express in various forms and techniques for this topic,
with altruistic and patriotic background
LEVEL TWO (Grade .IV-VI)
Thematic areas Learning Content Expected outcomes
1.
MY IDENTITY
Self-portrait.
The portrait chosen from the family
or society.
Family pictures.
Albanian stone houses.
Landscape with motifs from life in
motherland
Students:
Create self-portraits and portraits of family members;
Create collage, old photo album from the family;
Paint, draw or take pictures of landscapes with family
and motherland motifs;
Comment on their creations.
2.
STUDY, WORK,
GAME, LEISURE
The works of Albanian artists.
Visit at the gallery, art museum or
studio of a creator.
A gift for a friend (Mosaic with
combined materials with Albanian motifs).
Recognize, describe and interpret arts of the Albanian
famous authors, and compare them with the authors of
the country where they (students) live;
Express themselves creatively in selected techniques for
the work on a specific theme.
3.
PEOPLE IN
SPACE AND
TIME
Characteristics of Albanian
traditional costumes (Rugova, Hasi,
Tropoja, Tetove, Gjirokastra ...)
Winter landscape from motherland.
Express with paints and other working tools in personal
works on these subjects;
Paint or model according to individual interest and
skills, and sometimes in small scale models, dedicated
56
The past and the future of my people
(I am my own country!).
The magnificent figure of
Skanderbeg, etc.
to the national hero.
4.
CULTURE AND
SOCIETY
Our Mother Theresa, mother of all
children of the world.
Illustration of an Albanian folk tale.
Flags and countries
Traditional Ornaments
Sign (logo, emblem) and any sports
team or other organization in the
motherland.
Outline ideas and implement them by various means
and techniques;
Create in different ways imitating motifs from
traditional ornaments;
Realize signs, logos, emblems and other creations using
different techniques of art expression, including the multimedia
5.
A WORLD FOR
ALL
The environment and our health.
Our planet and our cohabitation in it.
Create, in different ways and techniques, sketches and
creations based on these themes.
LEVEL THREE (Grade. VII-IX)
Thematic areas Learning content Expected outcomes
1.
MY IDENTITY
My album
Highlander portrait.
My motherland
Congratulations message for my
family in the motherland
Students:
Create independently and by using different tools and
techniques in relation to this topics;
Create a portfolio (album) of their works by specific
themes.
2.
STUDY, WORK, A visit to the art museum or gallery
of a creator.
Comment Albanian and international authors' work
while comparing their values and techniques;
57
GAME, LEISURE Recognize the works of Albanian
and international artists.
Images and plans with motherland
motifs (e.g. small scale model of an
important square in the
motherland).
Traditional games
Express independently and with selected material
3.
PEOPLE IN
SPACE AND
TIME
Traditions and customs in my Motherland
Albanian Dance.
Albanian nature.
The future of my country.
Express their creative achievements in line with the themes and other cultural-historical knowledge from the
country of origin and country of residence;
Analyze works and express with paints and other
working tools in their personal creations.
58
4.
CULTURE AND
SOCIETY
Albanian fine arts throughout the
history.
Critical description of a statue visit.
The poster titled "Beauties of my
Motherland”.
Ideal and graphic solution of a logo
(distinctive sign).
Albanian authors and their
affirmation in the world: Ibrahim
Kodra, Alush Shima, Daut Berisha,
Gjelosh Gjokaj, Ymer Shaqiri, Shefqet Emini, Shyqri Gjurkaj,
Sisel Xhafa etc.
Landscape from Albanian coast
cities.
Inside the Marble Cave in Kosovo
(Gadime).
Countryside motif (aquarelle).
Project on sensitization of
awareness for a clean environment.
Recognize the work of arts of Albanian known authors
and of authors in the vicinity of their residence;
Define the artistic message in mass communication
works and graphically select protective signs of specific
institutions;
Analyze, describe and comment on Albanian famous art
works.
5.
A WORLD FOR
ALL
Figurative creations from global
themes with mutual
interdependence.
Art unites people.
A world for all.
Present ideas and work of arts based on global themes,
which carry clear messages of connections between
people;
Acquire comprehensive visual knowledge from analyzed
works and conceptualize universal ideas for similar works.
59
6.4.1. The catalogue of fine art works and additional resources / proposal /
Level one (Grade. I-III) Level two (Grade. IV-VI) Level three (Grade. VII-IX)
Fine art
works and
authors
1. Adem Kastrati, Motiv nga Fshati
2. Alush Shima, Horizonti i
kaltërt 3. Agim Çavdarbasha, Sofra
4. Shyqri Nimani, Mbrojeni
natyrën
5. Simon Shiroka, Lojërat tradicionale shqiptare
6. Agim Rudi, Plisat
7. Musa Klaveshi, Gongje për Gongjen
8. Vehap Kokalari, Prite,
prite Azem Galicën 9. Nimona Lokaj, Pishat e
Deçanit
10. Vilson Kilica, Peisazh
nga Myzeqeja
1. Zef Shoshi, Isa Boletini me trimat
2. Hynesha në Fron, (Prishtina
symbol) 3. Zef Kolombo, Autoportreti i
piktorit
4. Xhevdet Xhafa, Autobiografia
5. Muslim Mulliqi, Hamalli 6. Sali Shijaku, Mic Sokoli
7. Ismet Jonuzi, Kënga e Rexhës
8. Kole Idronemo, Dasma shko-drane
9. Esat Valla, Nusja
10. Rexhep Goçi, Ura e Shejtë 11. Violeta Xhaferi, Drenicakja
1. Andrea Kushi, Plaku me shkop
2. Abdurrahim Buza, Dasëm me flamur
3. Odhise Paskali, Busti i Skënderbeut;
4. Janaq Paço, Statuja e Skënderbeut në Prishtinë
5. Rexhep Ferri, Shëtitësit e lodhur
6. Gjelosh Gjokaj, Vija e kuqe
7. Nebih Muriqi, Peizazh
8. Engjëll Berisha, Shqiponjat e përqafuara
9. Ismet Jonuzi, Skulpturë
10. Afrim Spahiu, Pa titull /fotografi/
11. Shyqri Nimani, Universiteti i Prishti-nës
12. Thomas Philips, Bajroni me veshje shqiptare
13. Abdurrahim Buza, Refugjatët
14. Ibrahim Kodra, ”Shqipëria fantastike”(cikli Muziktarët”)
15. Abdurrahim Buza, Kuvendi i Lidhjes
Shqiptare të Prizrenit
Additional resources for
the student and teacher
1. Textbooks and other teaching tools that will be developed based on this curriculum 2. All textbooks and other current teaching tools published in Albania and Kosovo (Grade. 1-9)
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3. .www.art.albnet.com
4. www.artankand.com 5. www.kosovaart.com
6. http://www.albanianarts.com/aart/
6.5. Music LEVEL ONE (Grade. I-III)
Thematic areas Learning content Expected outcomes
1.
MY IDENTITY
I sing for myself, my family and motherland.
I listen to the music I like.
Songs of my people.
Students:
Sing some of the learned song;
Express their impressions of the music they
have listened;
Sing and recognize some of the well-known folk songs.
2.
STUDY, WORK,
GAME, LEISURE
I sing to my school, teacher and work.
Our traditional games.
I listen to music on my free time.
Sing according to their individual tendency;
Interpret some of the counting games they have
learned;
Recall any element of musical works that they have listened.
3.
PEOPLE IN
SPACE AND
TIME
Albanian song in different countries.
Famous Albanian singers and artists.
Know the origin of Albanian songs;
Recognize some of well known Albanian singers and authors (depending on the songs
they listen to and perform). 4.
CULTURE AND
SOCIETY
Music accompanies us in our celebrations.
Distinguish festive music;
Perform festive songs;
Talk about music that accompanies them on
family celebrations.
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5.
A WORLD FOR
ALL
We understand each other easier by music.
Same songs in different languages
Understand that music is a mean of
communication between people;
Understand that there are songs sung by all the nations in different languages and recognize such songs.
LEVEL TWO (Grade. IV-VI)
Themes Learning content Expected outcomes
1.
MY IDENTITY
Albanian music emanates from people’s
heart
Albanian patriotic music
Patriotic Songs
Students:
Recognize elements which distinguish folk
music (rhythms, melodies);
Sing some popular folk songs;
Recognize some of the most famous Albanian music works with patriotic motifs.
2.
STUDY, WORK,
GAME, LEISURE
Music in school
Music in the family
Music for recreation
Recognize and differentiate the educative music
that is taught in school from the entertaining
music that they listen at their free time;
Recognize comparative examples for these two
genres;
Sing any of the learned songs;
Express orally or in writing on the music heard and cultivated in their families
3.
PEOPLE IN
SPACE AND
TIME
Prominent singers and performers of
Albanian artistic music
Prominent performers of folk music
Recognize some prominent singers and
performers of Albanian artistic music;
Recognize some of the most prominent performers of Albanian folk music
4.
CULTURE AND
SOCIETY
Tradition of folk music and folk dances and
songs; Rugova Dance, the eagles dance, men
dance, women dance from different regions.
Recognize and distinguish some folk music
instruments;
Recognize some of the most popular Albanian
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Traditional instruments; çiftelia, sharkia,
fyelli, dajrja (defi), daullja e madhe (tupani)
etc.
dances
5.
A WORLD FOR
ALL
Music of thee world - the world of music Understand how music is important for all
people of the world;
Understand that the world of music is big, wide and very diverse.
LEVEL THREE (Grade. VII-IX)
Thematic areas Learning content Expected outcomes
1.
MY IDENTITY
Albanian music - a distinctive element of
national identity
Students:
Reflect on the role of music as part of national identity;
Sing some of the most popular Albanian songs;
Recognize some of the most distinguished
musical works that worthily represent the
Albanian artistic music
2.
STUDY, WORK,
GAME, LEISURE
Educational and professional music
institutions in motherland
Musical activities in school and community
Recognize and compare musical education,
musical institutions and professionals in the motherland with those of the country where they
live.
3.
PEOPLE IN
SPACE AND
TIME
Albanian music throughout the centuries
Music dedicated to heroes and other
prominent Albanian personalities
Discus and recognize key elements of the
Albanian music development in the historical
point of view;
Sing songs and recognize music works dedicated to heroes and other prominent
Albanian personalities. 4.
CULTURE AND Music-indicator of Albanian culture
Festivals and musical events
Recognize and compare current developments in
the field of music, opera and ballet in the
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SOCIETY
Albanian Opera
Albanian Ballet
Soundtrack
motherland and the country they live in;
Know some of the most remarkable festivals of
various genres performed in motherland;
Recognize some key elements of the Albanian
opera development;
Listen to and recognize characteristic musical examples of different genres
5.
A WORLD FOR
ALL
Music a universal language of mankind
Albanian prominent musicians in the world
(Inva Mula-soprano, Tedi Papavrami-
violinist, etc.)
Talk about the role of music in culture and
society;
Recognize any outstanding musical work which
is listen to around the world; Recognize prominent Albanian musical
performers in the world
6.5.1. The catalogue of musical examples for listening, singing and performing Thematic areas Level one (Grade. I-III) Level two (Grade. IV-VI) Level three (Grade. VII-IX)
1.
MY IDENTITY
Songs and melodies:
National Anthem (listening
and singing)
Për mëmëdhenë (patriotic)
F. Ibrahimi, Fjala “Nënë”
V’lla i dashur (known canon
in Albanian)
M. Piperku, Shoku im
PERFORMING:
Songs and melodies:
Alfabeti shqip (patriotic),
M.Piperku, Nëna Tereze
A. Bektashi, Vjosa
P. Badivuku, Duar të arta ke
R .Dhomi, Pse jemi të ndarë?
A. Gavazi, Atdheu
PERFORMING:
Songs and melodies:
P. Gaci, Për ty atdhe
Çesk Zadeja, Asaman o
trandofili çelës
Franc Abt, Lulja e fshehur
(Albanian polyphony)
S. Gjinali, Mëma
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D. Rudi, Dy duar, tre fëmijë
M. Piperku,Topi i Gencit
F. Shubert, Nina nëna (in
Albanian)
LISTENING TO THE MUSIC:
F. Beqiri, Ninulla (piano)
F. Ibrahimi, Tokatë (piano)
Tish Daija, Balerina e vogël
(piano)
R. Rudi, Pasaporta e dacit
(chorals for children)
M. Kacinari, Fyelli i bariut
(piano)
P. Gaci, Për ty atdhe (song)
LISTENING TO THE MUSIC:
Z. Ballata, Nënës (Choir)
A.Mula, Kënga e gjyshes
L. Antoni, Çorapet e burrit
(choral song)
F. Ibrahimi, Rapsodia shqiptare
(orchestral)
R. Rudi, Një kokë, një tokë
(choral)
LISTENING TO THE
MUSIC:
V.Gjini, Vashë me sytë e zi
(chorale)
Akil Koci, Kënga e Rexhës
(chorale)
Lorenc Antoni, Valle shqip-
tare (orchestral)
R. Mulliqi, Simfonia Nr. 2
Kosovare
2.
STUDY, WORK,
GAME,
LEISURE
F. Beqiri, Zilja jonë
M. Basha, Gëzimi i shkollës
Sh. Ishmaku, Are, are abetare
T. Daia, Simfonia e kafshëve
N. Kaba, Mësuesja ime
Musical games / rhythmic
lectures:
Ejani ta bëjmë kollanin,
Vajzat, kajzat
Moj buburrec
Laja, laja etc.
Po nget lepuri hop, hop, hop
PERFORMING:
L.Dizdari, Fluturojmë të dy tok
Sh. Krypa, Lule për mësuesen
V.Beqiri, Bicikleta
M. Piperku, Lamtumirë
LISTENING TO THE MUSIC:
E. Rizvanolli, Skerco
F. Ibrahimi, Marche a-mol
KAPSAMUN, Ëndërrime
Music games/rhythmic
dictations:
Ejani flutura, vasha të bukura
PERFORMING:
Xh. B. Pergolezi, Lulja e
bukur (in Albanian)
Të gëzojmë
L. V. Bethoven, Gjumi i natës
(in Albanian)
LISTENING TO THE
MUSIC
T. Daija, Suitë
B. Shehu, Lepuri me pesë
këmbë (soundtrack)
Gj. Gjevelekaj, Impresione
për orkestër
65
LISTENING TO THE
MUSIC:
T. Harapi, Vallja e xhuxhave
Peci, Kecat dhe ujku (ballet)
Lakuriqi natën
Shoqe eja të kërcejmë
Loja e shqiponjave
3.
PEOPLE IN
SPACE AND
TIME
PERFORMING:
M. Qafleshi, Prishtina
I. Hoxha, Ora
I. Hoxha, Marsi
Z. Ballata, Dimri
P. Badivuku, Lulet në mars
Goca e Preshevës (folk)
B.Mulliqi, Rik, rik, rik
G. Avrazi, Atdheu
S. Gjinali, Stinët, muajt e ditët
LISTENING TO THE
MUSIC:
M. Kacinari, Drandofilja e
vogël
P. Gaci, Concert for violin and orchestra (time III)
RHYTHMIC DICTATION:
Flutur, flutur zonjë e bukur
Mori lulja e linit (folk)
PERFORMING:
Për mëmëdhenë (patriotic)
R. Rudi, Sa pyje male
B. Mulliqi, Pushimet dimërore
Ja, iku dimri (Swiss songs in
Albanian)
R. Sokoli, Balonat
F. Seli, Këngë e cicërime
M. Piperku, Zogjtë dhe flatrat
Folk songs:
Folk, A kanë uj’ato burime (9/8)
Folk, Po shkon goca me korr’
n’arë ( 7/8 )
Folk, Rrush i kuq (9/8)
Folk, Kënga e ftujkes
Mora rrugën për Janinë
Erdhi prilli
LISTENING TO THE MUSIC:
R. Mulliq, Akuarelet e Prizrenit
M. Menxhiqi, Oratoriumi:
Homazh Nenës Terezë
C. Zadeja, Simfonia nr. 1
PERFORMING:
M. Piperku, Pranvera në
Prishtinë
Kroi i fshatit tonë (folk)
P. Jakova, Dielli ka prendue
(arias from the opera
”Mrika”)
S. Spahiu, Pamje vjeshte
L. V. Bethoven, Muzgu (in
Albanian)
K. Trako, Drini plak
LISTENING TO THE
MUSIC:
R. Mulliqi, Baresha
(composition in folk spirit,
performed by N. Pagarusha)
F. Beqiri, “Skënderbeu”
dramatic poem
Prenk Jakova, opera “Gjergj
Kastrioti“
Valton Beqiri, Alballkanica
for saxophone and string
orchestra
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F. Ibrahimi, Concert for cello
and orchestra
F. Beqiri, Sonata for clarinet
and piano
V. Gjini, Këngë solo “Letrat”
Limos Disdari, Trio for violin,
cello and piano
R. Rudi, Arbanon fresco
4.
CULTURE AND
SOCIETY
PERFORMING:
Kënga e ditëlindjes (in
Albanian)
S. Qefa, Kënga jonë në
festival
K. Mullai, Mirë se vjen o vit i
ri
V. Filaj, Viti i ri
A. Grimci, Një Qershori
Një qemane e vogël
Muzikantët e vegjël
Zilja tring (Jingle Bell –
English song in Albanian)
LISTENING TO THE
MUSIC:
M. Kaçinari, Suita ilire
Valle shqiptare
Albanian instrumental
melody; Traditional
Orchestra, various musical
PERFORMING:
Kënga e flamurit
Oj lum e lum po vjen
Shëngjergji
Popullore, Lul’e kuqe, lul’ bojë
pembe (5/8)
U bubu krushqitë tanë
(polyphonic song)
Ishin dy kunata (from Elbasan)
LISTENING TO THE MUSIC:
E. Rizvanolli, Suita për piano –
Suita dasmore (suita, nacional
music)
F. Beqiri, Marshi “Ala Turca”
Shpëtim Kushta, Fantazi për
violonçel dhe orkestër (nacional music)
A. Koci, Oj llokumja (chorale)
PERFORMING:
S. Gjoni, Lule borë
Th. Nasi, Vlora o Vlora
(patriotike)
Folk: O po gjeta një bilbil në
vesë (7/8)
Dola n’bahçe (from pastoral
tradition)
Njëzetepesë gërsheta (from
urban tradition)
Instrumental Parts - Folk
Dance
Këndon zogu (polyphony)
Një baçe me lule (polyphony)
LISTENING TO THE
MUSIC:
R. Mulliqi,”Nita” ballet
Z. Ballata, “Jehona nga bjesh-
kët e Nemuna” (piano)
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instruments (çifteli, fyell, def
etc.).
K. Trako, Symphonic poem
“Vendi im“
E. Rzivanolli, Strings quartet
B.Jashari, Pasakalja për
orkestër Choral song: „Pak në ëndërr
pak në zhgjëndërr“
5.
A WORLD FOR
ALL
LISTENING:
R. Dhomi, Rondo për violon-
çelë dhe orkestër
B. Mulliqi, Variacione për dy
piano
SINGING: L.V. Beethoven, Oda e Gëzimit
(the IX-th symphony in
Albanian)
A.Mula, Valsi i lumturisë (song)
Peçi, Çast poetik për piano
F. Beqiri, Kuintet frymor
T. Harapi, Poemë për piano dhe orkestër
Perëndeshë e bukurisë me je
(folk, refined)
M. Mengjiqi, Nënë Terezë
lulkurorë (canon)
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6.5.2.. Catalogue of textbooks and other learning sources:
1. Textbook and other teaching tools to be drafted pursuant to this curriculum
2. Music textbooks used in Kosovo and in Albania(grade1-IX)
3. Sources with musical examples in the internet: http://muzika.albasoul.com/ and other web pages
4. CD set “100 këngët e shekullit””
7. DIDACTIC-METHODICAL GUIDELINES FOR THE IMPLEMENTATION OF THE
CURRICULUM
Multiplicity and diversity of cultural-educational needs and interests of students of all ages and levels, prior
competences in certain fields, their parents educational-cultural levels, other social and psychological factors,
linguistic and cultural interactions and the numerous interferences, especially in the field of linguistics and culture,
make teaching (teaching and learning) a very complex and difficult activity that is difficult to be understood and
identified within school theories and practices of known standards of teaching and learning. Therefore, the practice,
in most cases, is about educational activity beyond all “frameworks” and formal schools works, which requires an
inter-disciplinary preparation and instant erudition of creativity from the teacher.
The first work that the teacher must do with regard to the implementation of this curriculum is the student`s
competences in certain areas. Moreover, based on the results of this determination-classification, the teacher chooses
the content, forms, tools, methods, work techniques and strategies with the students and other supportive factors
(partners and subjects) within and outside the school. Teaching techniques and methods are as diversified as the
students learning styles and techniques are. Therefore, during the class, the teacher, in order to achieve optimal
69
results, may utilize combined teaching forms, techniques and methods. The complexity of the works itself requires
didactic-methodological multiplicity as well as tools, where a special role, under specific conditions and
circumstances, play the forms, hyper-media teaching tools and methods with the assistance of the computer-software
(E-learning). Therefore, in this regard, well equipped learning environments in the majority of schools, if used
professionally and with competencies by teachers, may lead to better outcomes.
Since this curriculum is foreseen to be implemented in merged (combined) classes, all methods, tools and work
forms refer to a more complementary, integrated and interactive approach, within which should be built an acceptable
model of adherence to student`s needs and development of competences as well as creation of an environment which
is attractive and stimulus-motivating to student`s work, in order for them to perceive learning more as fund and joy,
and less as “adaption” and obligation.
The struggle for leisure and the competition of cultural and recreational offers in urban societies, which the
students has to face with his natural thirst for more play, recreational and leisure time, requires a different approach
by the teacher, parent and the surrounding environment. Teacher-student-parent cooperation and pedagogical
interaction are necessary, particularly in avoiding exclusive relations. Simply put, the child-student should long for
the Albanian school and the need for the "intervention" and "pressure" by the parent or any other authority should be
reduced to the minimum. Therefore, in one hand, the teacher efforts to be less official, closed , strict and less
"conventional" should be developed and affirmed, whereas in the other hand, the teacher should be more opened,
loving, with sufficient understanding sense for the needs of the child for entertainment and games, respectively
learning through "playing"..
Regarding traditional forms of work, group works (different size), in pairs and especially individually stand
before the frontal form.
Whereas in relation to methods, the most known ones are applied, such as: demonstration method (explanation,
lectures etc.), method of working with textbooks, conversation method (discussions, debates, exchange of opinions),
research methods etc.
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From the teaching and learning techniques, the following have been proven very successful:
- Brainstorming which is an effective technique to be used in the beginning of the class;
- Cluster which encourages students to reflect on a certain tree and usually serves to create a link between facts;
- Insert- as an interactive system of writing the ideas and effective reading, which is usually used in the main
part and is effective since the student is always active and is critical towards what he/she reads;
- Five line stanza, which is a special technique consisting of five lines and which requires the summary of
information into expressions which describe or reflect on the main idea of the topic;
- Jigsaw (combination), which is cooperative reading technique, where the reading of the learning unit is not
conducted by all students, but certain students are responsible for certain parts.
A range of other techniques such as: two-part diary, role play, discussion that solves problems, Know-Want to
know-Learned(K-W-L), discussion network, Venn diagram, free writing, learning through projects, field research
etc., which are used appropriately and in suitable didactic situations, add the potential for a greater success of the
teacher and student.
The ASSL curriculum in Diaspora consists from the integrated material of these learning areas: Albanian
language and literature, geography, art and music. Within these subjects have been integrated other fields from the
Albanian culture. Through these thematic areas provided in the curriculum, the teacher is assisted to focus in concrete
topics for certain levels. However, parallel to the combined class, is not combined only the matter of these learning
areas, but different levels are also combined. Therefore, joints-combinations are multidimensional-multilayer. E.g. in
the thematic area "My identity" is foreseen the topic "I am", which could be implemented by approaching it from all
learning areas of this curriculum. The text of the poetry of Asdren “Betimi mbi flamur”, which actually is a material
for all levels, can be used as follows:
- in the linguistic plan (the student listens, writes, reads, recites the poetry and interprets on writing or orally);
- In the literary plan (the character is experienced, the difference between poetry-tale is understood, the language
of the poetry is enjoyed, the taste is refined, the respective competency is developed.);
- in the musical plan (it is listened, singed and interpreted in the musical instrument);
71
- in the figurative and visual arts plan (students can draw, paint, colour, model the flag, other national symbols
etc., or they could discus regarding an artistic creation, where the flag or some concrete event in its regard are
the topic);
- in the historic plan (students learn about the flag and related historical moments in different stages of the
national history);
- in the geography plan (students may discuss and learn regarding different towns or regions of the nation related
to this historic moment, and the teacher may organize the following topics such as: using the flag in official
institutions, families and holidays, which are also specific topics within proposed thematic topics).
For a successful, sustainable and at the same time inclusive work, especially in the context of including more
subjects, the practice has proven that the teacher should rely particularly on: - building a functional and suitable model to the specific circumstances of cooperation with parents and the
Albanian community/establishing the School Council and the Parent Council at school or work place or even broader level in cooperation with other Albanian colleagues and development of a concrete work plan with addressed tasks and responsibilities and with a prior schedule of events,
- professional10
cooperation and communication of professional organizations or groups within the city, region/Canton/or resident state (establishment and development of teachers' councils or similar professional organizations),
- cooperation with the host country schools and teachers and the authorities and entities in the country (particularly with official institutions related to school, intercultural, integration, immigration, etc,
- deepening of cooperation with motherland institutions in all areas (organized visits with students in the motherland through dynamic, cultural and educational projects, meetings and seminars on professionally training and supporting teachers, participation in other activities of interest etc,
- organization of different cultural and educational activities within ASSL in Diaspora, out which the following
10 Nowadays, it is imperative to create websites in relation to the need for cooperation, information and professional inter-communication, at
all levels (professional teachers’ councils, school boards and parents' councils, associations, teachers and school).
72
annual meetings have already been affirmed, such as: competitions and cultural shows, known as knowledge
championships or competitions (quizzes) and other local and public activities, for which, beforehand, the work
plan should be developed according to a suitable calendar, always coordinating activities with other Albanian
cultural establishments, then participation in cultural and intercultural activities (intercultural programs,
different magazines and other public performances promoting the national culture, such as: the organization of
the event "National Days" which would include the presentation of many elements of our national culture such
as traditional clothing, music, dances, rituals, traditional food, games and other value of our material and
spiritual culture.
7.1. Albanian literature and language
Mother tongue is the main element of national identity. Therefore, learning it in school, especially for students in
supplementary teaching and learning in the Diaspora is of great importance. Importance of the mother tongue
languages is that it performs a dual function; primarily as a subject and then as a teaching language for other subjects
set forth in this curriculum. Methodical-didactic and substantive correlation with other subjects requires an inter-
disciplinary approach, and is successfully applied, especially in learning with projects.
For students abroad, it is very important to be aware on the importance learning, knowing and the gradual
acquiring of the Albanian language. In this regard, the complete material of this curriculum is in accordance with the
age and language level of those to whom it is dedicated. Also, the language should not be seen as an aim for oneself,
but as an effective tool of patriotic education, development of national identity and socialization.
Organizing thematic areas by communication categories: listening, speaking, reading and writing and their
further breakdown, provide good opportunities of Albanian language system basic knowledge acquisition on literary
and non-literary texts, and to form the complete national culture. It is necessary to implement the interdependence
73
and interaction principle within grammar and communication learning areas (oral and written), literature, theatre,
film, etc.
This subject area requires from the teacher to have good knowledge not only of the standard Albanian language,
but also the local language, in addition to its professional capacities. The implementation of an open approach to
written and oral resources and availability of materials and various technical tools and using of the media11
contribute
to successful implementation which would affect the expansion and deepening of linguistic, literary and cultural
knowledge.
Before starting to implement the objectives of this curriculum, the teacher sets the students existing language
skills and pursuant to this, it differentiates individual teaching, thus enabling the gradual development and progress of
each student in accordance with the existing language level. On the other hand, it is also of great interest to identify
the linguistic dominance, regarding the student's background, or mastering of two or more languages and the
conclusion based on his/her first language abilities. Developing and enhancing the mother tongue competencies
constitutes a strong support to student’s intellectual development. Regarding beginner reading and writing, the work should be harmonized and coordinated with that of the local
language teachers, in order not to create situations of unnecessary interferences. Perhaps the biggest problem in this case would be the acquisition of those phonemes and graphemes which exist in the Albanian language unlike most other Latin alphabet languages. It is recommended that the native language should follow the local language and therefore pay attention while using the methods. Generally, using phono-synthetic and syllabic methods seems to represent a professional optimal solution, especially when difficulties faced during practical work performance are evident. However, in situations where students demonstrate sufficient pre-knowledge and sufficient prior success premises, global or half global methods (even mixed) may be the best solution. Thus, it is necessary to have multiplicity of methods with an accurate solution in relation to students’ prior competencies and their cognitive abilities. The teacher should focus his/her work on students’ awareness on phonemes and graphemes of native
11 Internet and its opportunities are incomparable, therefore it may be used as a teaching/learning tool, under parents’ care and teachers
support.
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language. Special attention should be paid to particular work on phonetics, continuous reading exercises, mastering and enriching the thesaurus, and the semantic of the word (meaning), especially in relation to the local language.
The fact that students in the Diaspora live in a society (and often in families) of two or more cultures and where
education and cultural interaction and communication are profoundly affected, it makes teachers performance more
complex and also requires sufficient professional and interdisciplinary capacities. The teachers, using their abilities
and professionalism, need to use linguistic interaction therefore, it is necessary for them to know the language of the
host country. The main goal in working with students should always be his/her education based on the mother tongue,
which is the language of its original identity. Creating sufficient and balanced space for interaction and for
contrastive learning, especially during the sensitive period of learning a language (youngsters), it interrupts language
interferences which are usually due to the lack of sufficient competence in the mother tongue. In this way, linguistic
interaction is deemed as a successful development of the language competence field and also reflects positively on
dynamic cultural intercommunication. In this plan a dynamic cooperation with the teacher of the language of the host
country is necessary, respectively the establishment of a functional correlation in learning the native language and the
other language. Also, the teacher should consider the fact that students come from different regions of motherland, and in most
cases their families Albanian languages is either a dialect or local (non-standard), so he/she (the teacher) should be flexible and not exclusive regarding dialects, and by acting with professionalism, to insist on standard Albanian language acquisition. Abroad, the Albanian language even when it is not standard is always identifies the motherland. The country of origin is ones first pride. Therefore, flexibility and patience are inevitable features of a successful teacher. All these should be in the view of motivating both, the students and teachers. In this context, the teacher proudly perceives his/her personal role also as a missionary.
7.2. History Developing positive attitudes towards values, tradition, religion and culture of the Albanian people, is one of the
most important goals of the curriculum. Teaching approach in the realization of topics from the field of history
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coincides with the integrated nature of the curriculum and disregards the chronological line of events, but refers to inter-content curricular interaction.
In particular, the teacher motivates students to develop multi-perspective historical thinking (open to diversity
and multiplicity of views of history, including the social, cultural, economical, political aspect, etc).
Teaching methods should enable students to develop knowledge (factual information about the past), skills
(analysis and critical reflection on the causes and effects of historical events) and personal attitudes towards historical
events.
Topics proposed by this curriculum on the subject of history, aim to develop students' positive attitude and sense
of pride on their national identity, as well as the tolerant and sympathetic attitude towards other people within and
beyond the European family.
These topics are chosen in accordance with the level and the development of language skills (speaking, listening,
reading and writing) and in particular encouraging the analysis and feedback on concrete facts and resources. They
may very well be combined with the history of the development of mother tongue, literature, other arts and natural
spiritual and material culture and, in the specific case, interact within concrete subjects included in this curriculum.
In order to teach this subject, the teacher uses different tools such as maps, written sources, oral sources and
materials, and other multimedia devices, including visits to various historic sites, museums, galleries, etc. A learning
activity of great interest, which would be desirable by the students, would be a visit to the motherland, but always as
an organized visit with a cognitive, learning and education character.
The teacher will make sure to apply one of the most interesting contemporary history teaching methods, the so-
called method of oral history, which focuses on the stories of living witnesses of various historical events.
Through small projects on specific topics, which may encompass all aspects of the society`s historical
development (politics, economics, art and culture) critical thinking and independent research work (individual and
group) is encouraged.
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7.3. Geography
On the successful realization of topics from motherland geography for Albanian learning in Diaspora, is
necessary to apply diverse methods, techniques and forms of work and a series of procedures such: new information,
repetition, reinforcement, exercises, tasks, and work projects, practical work etc. The use of learning tools such as
sketches, drawings, landscapes, maps, models, diagrams, charts, instruments and other modern technical tools
(computer, Internet) illustrate teaching in this subject and stimulate students for independent work and research. Access to topics related to this subject should be completely practical and in the view of language use for verbal
communication needs and reading, analysis and interpretation of materials (textbooks) ability in relation to these topics. Other view is cognitive, namely obtaining sufficient different information on the landscape, flora, fauna, habitats (villages and towns), population and social organization of motherland in accordance with the specified level and in coordination with lessons that students receive from this learning area in the basic education.
Therefore, the Albanian teacher in Diaspora must cooperate with the teacher of this subject or learning area in the
basic education, in order to know the prior knowledge that the student have on this area and achieve that students,
especially those in level 3, analyze and compare knowledge on geographic aspects of the country where they live
with those of the motherland.
7.4. Music
In this area, the contents are largely focused in the view of music for the patriotic education of students by
developing their knowledge, skills and positive attitudes and habits in relation to national musical art.
Considering that music teaching will be successfully accomplished only by the teacher who has solid musical
preparation (at least to have attended lower or secondary music school or have finished post-secondary education-
former normal education), where in fact only a small number of teachers that teach in Albanian in Diaspora can have
this preparation, we recommend teachers to closely cooperate with music professionals such as with music teacher of
the school where students attend regular classes, with parents, with musicians working in the groups and various
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music-cultural amateur and professional associations. A skilled teacher may also have considerable assistance by
his/her students who attend music school or additional music education in certain areas. An interactive report and
partnership with them represents a professional advantage to teachers and increases of success for him/her and for the
students. All this means that it is highly welcomed to encourage talented students in singing or playing instruments,
to take the initiatives in performing musical examples, in cases where the teacher has no proper musical preparation.
The teacher is obliged to implement the musical material proposed in this curriculum in order to meet the
objectives of supplementary learning in Diaspora.
In this type of learning will be mainly used the two following main musical activities:
a) Performing (singing and performing with musical instruments),
b) Listening and responding
a) Musical performing
Teacher, in the selection of songs and instrumental melodies should be primarily guided by the examples
proposed in the catalogue of this curriculum. The selection of musical material (songs for singing or instrumental
melodies) is made / in additional cases / in accordance with the proposed instructional topics from other learning
areas of this curriculum.
In the area of singing, the folk song is more familiar to children, because it is an integral part of their growth and
development and accompanies them in the family and beyond. The songs which are the most representatives and
which represents pearls of Albanian folk songs are selected, always considering their textual content, which should be
in accordance to the student`s age and cognitive abilities. Since songs show the spirit of a nation, it is good that the
teacher is more inclusive in the geography of Albanian folk song, including: songs, melodies, games and dances from
all Albanian territories. From a musical methodological point of view, songs must be performed in a more accurate
intonation or imitation, or assisted with musical sheets. Song should be possibly accompanied with instruments by the
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teacher or students that can play a musical instrument. Assistance to teachers may also be different reproductions that
are enabled by the use and knowledge of modern technology such as: original CDs, multimedia presentations (DVDs,
videos, etc.), MP3, MP4, as well as the authorized and legal materials that can be found online etc.
However, the teacher must know that nothing can replace the original (live) singing and powerful emotions that
students experience in that case.
In the area of playing musical instruments, the teacher particularly coordinates and cooperates with students
engaged within the regular education, which by knowing the use of the children's musical instruments (ORFI) for
rhythmic accompaniment of songs sung at class, and for performing simple musical melodies, are a good support for
learning Albanian music. This should be enriched by including folk instruments that are used in Albanian music such
as çiftelia, dajrja, fyelli and other folk instruments (gërrenjëza, daulle e vogël, bilbili, etc.). Students should be
encouraged for rhythmic or harmonic accompaniment of songs and specific instrumental playing within leisure
activities in and outside school.
b) Listening and responding
Listening to music is an educational musical activity that, in this type of learning, aims to expand students'
knowledge on the national musical creativity through listening and concrete aesthetic experiencing of musical works.
In this activity, the teacher chooses musical examples for listening, based in two aspects:
1. Teaching materials that are consistent with the proposed thematic areas and in the function of accomplishing
specific performance objectives for that thematic areas;
2. Focus on prominent national representative personalities and works of all Albanian music genres, which means
involvement of artists (composers) and musical performers, who worthily represent Albanian music in the world.
Within this activity, in level 2 and 3, students are also encouraged for individual assessment and reflection of
musical developments in motherland, by comparing them with current trends of musical developments in the country
where they live and beyond. In this case, the horizon of their knowledge is expanded regarding national music area,
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and simultaneously language skills for individual and in group presentation and communication (verbal and written)
are developed on these topics.
Interaction with other subject areas of this curriculum is necessary, since the type of integrated learning provided
in this curriculum requires music to be in the service of developing the sense of national identity and students training
to communicate and express in Albanian.
7.5. Fine arts
In Albanian learning in Diaspora, Fine art mainly aims the recognition of national artistic values. This is done by
providing students outstanding and anthology works of artists who have made a reputation in motherland, but also at
the international level. They are offered, enjoyed and experienced in the original, when possible, but also through
reproductions in textbooks, multimedia, internet, etc.
Students are encouraged to use various tools and materials and their creative skills that they already possess to
express figuratively about certain topics.
They are usually instructed to make these creations as independent homework or in the context of teaching in
local schools.
The teacher is instructed to make visits with students at well known Albanian artists who live and operate in
different countries (where possible) and visits to the museums and galleries (where Albanian works are also kept). In
this plan, the development of a research/searching spirit for the works and Albanian artists abroad is necessary.
Students are also instructed on various, independent projects implementation, when in Motherland (creations,
creative conversations, national or private galleries of the remarkable artists) and other forms that encourage them to
have positive attitude towards national art.
The teacher, in general public cultural programs within the ASSL in Diaspora or cultural activities of the
Albanian community where the school is located, as well as intercultural (but also specific and thematic) programs
and projects, should organize and co-organize exhibitions of the best works of students that affirm their work and
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create cultural and artistic interactive communication relation with themselves, family, the community belonging to
and their further education.
Therefore, for the successful implementation of this curriculum, cooperation with families and the wider
community is very important to form student’s personality in relation to cultural-nation. The student must be aware
and motivated that in the place he/she lives to present this culture as part of his/her personal and national identity and
be proud of that.
Teacher of Albanian school supplementary learning in Diaspora during the academic year organizes and presents
to the school, parents, and community diverse national, cultural and artistic programs.
8. STAFF AND PROFESSIONAL TRAINING
Since our education system has not yet prepared relevant professional staff for ASSL in Diaspora, teaching can
be conducted by teachers of;
- Albanian language and literature,
- History,
- Geography,
- Music,
- Primary school teacher, etc.
However, alongside these formal criteria of academic qualifications, ASSL teachers in Diaspora must prove
especially:
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- Excellent knowledge of Albanian language and literature (standard language, grammar, orthography,
spelling, stylistics, thesaurus, literature, etc.)
- Preparation and solid skills in all basic linguistic activities (speaking, listening, writing, reading)
- Sufficient knowledge of the Albanian culture,
- Knowledge of the history and geography of the motherland,
- Knowledge of the art of music and visual arts,
- Sufficient knowledge of Albanian culture in general,
- Sufficient education on music and fine arts,
- Abilities and skills in: singing, dancing, musical instruments, playing, etc.
Teachers should constantly enhance their professional competencies and attend seminars and other forms of
continuous professional training that state institutions of the country where they work and live organize, as well as
those of motherland institutions, in particular Kosovo MEST and Albanian MES projects, etc.
9. EQUIPMENT AND SPACE
Inability to make a unique or approximately unique choice in terms of organization and working condit ions of
ASSL in Diaspora, due to the fact that currently in different states and circumstances there are various forms and
ways of organizing the SL in the mother tongue with unequal status (official local forms such as: integrated or semi
integrated teaching, integrative teaching, and courses of language and culture of origin, such courses on a basis of
temporary intercultural projects up to the solutions by cultural and civic education self-organization forms of our
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citizens; schools and courses within clubs and associations to the private-commercial ones), do not leave much room
to talk about standards of space and equipment. Working on the implementation of the right to use school facilities
sufficiently and without limitations and to use all equipment and learning tools that the local schools possess, is a
priority. It is essential the work in creating electronic library for the needs of ASSL, where, besides books (library)
and other mediums to the traditional ones, the provision and use with professional culture of modern tools (computer,
CD-ROM, DVD, Internet ) would play a primary role. Using the Internet as a learning tool should be favoured, and it
implies orientation to preparing for digitalisation of ASSL in Diaspora. Teachers should also provide relevant
instructions for use, at home, of various existing or future cultural-learning websites (also based on this curriculum).
10. COMPETENCY ASSESSMENT
Verification and assessment of the level of knowledge acquisition by students is a very important process for the
successful implementation of the curriculum. Therefore, it is recommended to focus the assessment more on the
quality aspect of achieving general and specific objectives of the curriculum.
Currently, the so-called internal assessment is mainly conducted. However, occasionally the external assessment
can also be applied.
Assessment is a continuous and systematic process of students’ achievement in order to:
- provide information on students progress,
- provide information to students about their achievement.
- motivate students,
- ensure achievement of defined objectives,
- assess students' readiness for learning in the future.
In the typological plan, the teacher, depending on the concrete situation, shall apply well known assessment
types:
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- Diagnostic assessment, which determines the student weaknesses, difficulties, problems and at the same time,
it identifies students with special needs, - formative assessment, which guides the teacher in planning, whereas it assists students in identifying learning
difficulties in order to assist and meet their needs for more successful learning. - classifying assessment which it determines the student's level in relation to the previously possessed skills and
intended objectives, - Criterion-based assessment which refers to the fulfilment of certain criteria in relation to a certain standard
and where the teacher provides sufficient information to identify students difficulties and setting the modalities for overcoming them,
- Self-assessment which actually is a process of gathering, analyzing, interpreting information and activities, and which the student conducts through an assessment tool.
- Summative assessment which is carried out with a view to detect the level of achievement of objectives after a certain period of teaching-learning (e.g. after a chapter, semester, year ... etc.).
On the other hand, assessment should be understood as an activity that is based on controlling the daily work of students in the classroom and should also be a process, which refers to the direct supervision while performing a task or work in progress, etc. Upon completion of the academic year, the so-called final assessment, a complex-synthetic work, should be closer to accuracy and objectivity.
Homework and independent work provide information for continuing and expanding students' knowledge independently and for the acquisition of subjects learned. In case of difficulties, the parent support is useful to the extent that the student is only assisted to explore their own work required by the teacher.
Teacher should select and apply a sufficient number of instruments for measurement and assessment, among which the most known are:
- survey,
- questionnaire (self-assessment)
- written report of an internship or research,
- speaking skills
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- writing skills,
- artistic performances,
- dossier or portfolio (self-assessment),
- Achievement test compiled by multiple-choice questions, open-short answers and selected-open answers.
Grading of students is made in the form of description by three types of evaluation:
- not satisfied
- satisfied,
- excellent
In accordance with local provisions and criteria, the mark is recorded in student's document /grade book and
grade certificate. Also, in accordance with provisions of the host country, it should also affect the overall success of
students in regular school. Grade will be recorded in other documents of students, issued by the providers of ASSL in
Diaspora.
11. INSTRUCTIONAL LESSON PLAN 12
No.
Learning areas-subjects Annual number of classes by levels
Level 1
(Grade. I-III)
Level 2
(Grade. IV-
Level 3
(Grade. VII-
12 This plan is instructional only and is not meant to be restrictive- determinant in terms of subject relevance’s. Its integrative and interactive
nature of learning, which will be mostly differentiated instruction, relatives previously set conventional percentage schemes. Thus, in this
context a false impression of "domination" of the Albanian language and literature should not be created, since a majority of objectives
(other subjects as well) are realized through this course.
85
VI) IX)
1 Albanian Language and
Literature
46 46 46
2 History 4 8 8
3 Geography 4 7 7
4 Music 10 6 6
5 Art 7 4 4
6 Other subjects 1 1 1
Total 72 72 72
11.1. Albanian language and literature teaching plan
Level
Grades
Annual
number
of
classes
Initial
reading
and
writing
Literature
Language
Speaking
skills
Media and
communication
I 1 46 34 4 4 3 1
2 46 7 17 10 10 2
3 46 7 17 10 10 2
II 4 46 23 11 10 2
5 46 23 11 10 2
6 46 23 11 10 2
III 7 46 23 11 10 2
86
8 46 23 11 10 2
9 46 23 11 10 2
Prepared by: Publisher LIBRI SHKOLLOR – Prishtina
Printing: Printing house xxxxxx – Prishtina
Cataloguing-in-Publication (CIP) National and University Library of Kosovo
87
372.3(=18:4/9)
Albanian School Supplementary Learning in Diaspora
curriculum / [Editorial Fehmi Ismajli… et al.]. – Prishtina : Ministry
of Education, Science and Technology Kosovo, 2007. – 80f. ; 24 cm.
1. Ismajli, Fehmi
ISBN 978-9951-07-16-029-2