SYLLABUS DESIGN.pptx

7/27/2019 SYLLABUS DESIGN.pptx

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SYLLABUS DESIGN-MALAYSIAN PRIMARY SCHOOL

ENGLISH CURRICULUM

NOR NABILA BINTI MAZLINNUR AZIERA AINA BINTI JASNI

NURFARA SYAHIDA BINTI BUSRAH


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Components and Organization of Curriculum Specifications

Curriculum specifications for the English languagesyllabus have been prepared as separate documents for

each year of the primary school.

Each document serves as a guide to teachers with

regard to the skills to be acquired by learners, thecontent or topic that is to be dealt with, and thevocabulary and grammar items that pupils must knowin order for them to use the language.


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The contents of the Curriculum Specificationsare set out in three columns.

The first column is the LEARNING OUTCOMEScolumn.

These are skills and attitudes to be acquiredby pupils and are drawn from the syllabus.


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The second column is the SPECIFICATIONScolumn. Here, the larger Learning Outcomes are

broken down into manageable skills and sub-skills for teaching and learning.

These specifications represent important

aspects of the learning outcomes to beacquired.


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To help teachers further, these specificationshave been categorized into 3 levels rangingfrom the more basic to the more advanced.

Level 1 outlines the basic skills to be achievedby all learners.

On completing their tasks successfully,learners then progress to Level 2, and then toLevel 3.


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The third column is entitled EXAMPLES /ACTIVITIES / NOTES.

These notes are directed at teachers and theyinclude explanations, teaching points andexamples of activities to help pupils achievethe skill specifications.


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The curriculum specification covers languageskills, the sound system, grammar and wordlist.

Language Skills Learning Content The Spoken Language Grammar Word List


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The Language Skills

A close link with the skills of listening,speaking, reading and writing is maintained.

Vocabulary and sentence patterns introducedin the oral component also need to be taughtand used by pupils in reading and writing.

Grammar items taught and learnt must beapplied both to oral work and writingexercises.


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The Learning Content

In teaching English to learners, specified contextsare used to make lessons meaningful.

Some themes have been identified to help

teachers decide upon their own topics that aresuitable for their class. When planning lessons, topics for teaching are

initially based on the immediate learningenvironment of the child.

Later on, these are expanded to town, countryand more distant foreign locations.


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The Spoken Language

In teaching children the sounds of English, theaim is for them to be understood by others.

As such, teachers should ensure that pupilsproduce the sounds of English well andpronounce words clearly with the correctstress and intonation so as to enable thelistener to understand what is being said.


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To this end, specific sounds such asconsonants and vowels have been identifiedfor teaching.

These sounds can be found in the sectionentitled Sound System . The objective of this exercise is to aim for

clear speech and intelligibility.


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Grammar

Grammar items and sentence patterns have beenselected from the list provided in the EnglishLanguage syllabus to help learners master the

structures of English. Teachers are advised to limit the number of structures used in any one lesson to ensure thatlearners master the structures well.

Teaching too many structures may not beadvisable for weak learners as these may onlyserve to confuse them.


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Word List

The list of words selected for teaching is basedon a sample of the more common words andhigh frequency words and can be used andrecycled in different contexts and topics.

The suggested word list can be widened if pupils demonstrate that they are capable of receiving more.


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EDUCATIONAL EMPHASES

Educational emphases given below outlinecurrent developments in education that willhelp learners prepare for the world of workeventually as well as social life.

In this respect, the incorporation of moraleducation, citizenship education, patriotismand thinking skills in the specifications willcontribute towards the building of a modernand progressive Malaysian society.


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Thinking Skills Learning How to Learn Skills Information and Communications Technology

(ICT) Skills

Values and Citizenship Multiple Intelligences Knowledge Acquisition Preparation for the Real World


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What is a scheme of work?

A scheme of work is a plan that indicateswhat will be taught for the semester/ year in what order it will be taught.

Objectives set out in the syllabus for eachschool year from the basis for the schemeof work of the year.


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Who plans the scheme of work?

It is good for all the teachers who teach aparticular standard to work together on thescheme of work for the year.

There are many reason for this:


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Such things as monthly tests and school exams

make it necessary for teachers to synchronize, as far as possible, what is taught and the order in which it is

taught. The level at which it is taught and the particular

techniques used in teaching would, of course, have to

be tailor- made for each class, according to the pupils

proficiency and interests.


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All the teachers perceptions on thesyllabus items become known to everyoneelse and this enriches the teachers andtherefore the course offered.

Teaching resources, especially audio-visual aids can be shared.


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Factors to be considered in planning ascheme of work

A syllabus is just a list of items to becovered.

It does not specify the amount of time tobe spent on each item, in what order theitems need to be taught and so on.

These are decisions that the teachersteaching the course need to make.


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Planning the scheme of work would involvetaking into account the following:

a) the amount of time available per period/per week/ per semester;

b) what items need to be covered, howimportant each items is for the pupils, how

long it will take them to achieve the levelof mastery required;


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c)how the items can be graded, sequencedand combined;

d) how recycling, reinforcement andenrichment can be built into the scheme of

work for the year;

e) how to achieve a good balance and

integration of the four skills


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PPP APPROACHPPP APPROACH

PPP stands for presentation, Practice and

Production.

In this procedure the teacher introduces asituation which contextualizes the language to

be taught .


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Presentation

Involves the building of a situationrequiring natural and logical use of thenew language.


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The types of practice activities should beappropriate to the language being learned aswell as the level and competence of thestudents.

To ensure that the students get the accuratelanguage as well as to get the students to befamiliar with the language.

Practice


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Production

A good indicator of a successful production iswhen students move from being students orlearner of the language to users of the

language.

Involves creating a situation which requires

the students to use the language that wasintroduced in the presentation stageindependently.


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What is a lesson?

Lesson is a learning event inwhich all the activities areorchestrated to serve one

pedagogic aim.


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Why is lesson planning important?

1. Planning before the lesson gives the teacher theopportunity to weigh the various optionsavailable and to make his choices before thelesson is done in class.

2. A lesson plan allows a teacher to think throughand get materials for the first category of work.It serves as a reminder to the teacher of what thesequence of activities should be and whatmaterials are needed for each phase.


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3. Early planning enables the teacher to get thesoftware and hardware necessary for

implementing his plan.

4. Lesson plan act as a record of work done .


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Factors to bear in mind when planninga lesson.

1. The general and specific objectives it sets out to

achieve.

2. Student characteristics.

3. Previous knowledge of the pupils.

4. Tasks.5. Materials.


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6. Language requirements of task/activity.

7. Time.

8. Amount and type of pupil-teacherparticipation.

9. Balance in allocation time.10. Sequence and grading of activities.

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