scholarly journals TEACHING AND LEARNING OF PICTURE-BASED COMPOSITION WRITING IN PRIMARY SCHOOL CURRICULUM IN SINGAPORE

2020 ◽  
pp. 33-55
Author(s):  
Mohamed Noh Daipi ◽  
Fadilah Isnin
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Writing Skills ◽  
School Curriculum ◽  
Ministry Of Education ◽  
Effective Strategies ◽  
School Based ◽  
Primary School Curriculum ◽  
External Vendors ◽  
Strongly Agree

The primary school Malay Language syllabus emphasises on the teaching and learning (T&L) of writing skills since Primary 1 (P1). The picture-based composition writing (PbCW) was introduced at P3. Based on teachers’ feedback, the the resources for T&L of PbCW found in the CEKAP and MEKAR packages, published by the Ministry of Education, are not sufficient to develop composition writing skills among pupils even though PbCW was tested in end-of-year-examinations in schools. Teachers also faced problems to source for the appropriate picture-series that are aligned with the topics available in both packages. In addition, teachers also need more time to produce picture-series that are related to the topics. These problems raised the issue of validity of the school-based examinations when teachers re-use the picture-series resources purchased from external vendors. Teachers also face challenges in implementing T&L effectively, especially for P3 pupils because there is a huge gap between the skills taught in P2 and P3 classes. Based on these needs, the Malay Language Centre of Singapore (MLCS) took initiatives to produce the PbCW Package to support T&L that are aligned with curriculum requirements. To date, 126 teachers have been trained to use the resources and trialled them in their respective schools. Based on the trialling exercise conducted by 97 respondents, all of them reported strongly agree that the resources provided are aligned with topic of units available in CEKAP and MEKAR packages. All respondents stated that they were able to implement the suggested T&L more effectively based on the recommended strategies. Hence, the PbCW resources that are aligned with curriculum content and well supported by effective strategies are important to ensure pupils’ learning are enriched and enhanced.

scholarly journals INVESTIGATING THE RELATIONSHIP BETWEEN TEACHER ATTITUDE, READINESS, INTEGRITY, AND SCHOOL-BASED ASSESSMENT

2020 ◽  
Vol 5 (35) ◽  
pp. 306-320
Author(s):  
Mohd Malik Tu ◽  
Mohamad Nizam Nazarudin ◽  
Zakiah Noordin ◽  
Ajilin Tawan ◽  
Norlijah Watinin
Keyword(s):  
Primary School ◽  
Student Performance ◽  
School Curriculum ◽  
Teacher Attitude ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Based ◽  
Primary School Curriculum ◽  
Teacher Work ◽  
The Relationship

The assessment of education in Malaysia aims to obtain information on student performance to fully develop the potential of individuals as harmonious and balanced human capital in line with the National Philosophy of Education. The purpose of this study is to identify the relationship between teacher attitude, readiness, integrity, and the implementation of School-Based Assessment (SBA) based on the Primary School Curriculum (PSC). A total of 297 primary school teachers in the Ranau district were selected as respondents in this study to answer the questionnaire. Data were processed and analyzed using Statistic Package for Social Science (SPSS) Version 26.0. The findings show that the level of teacher attitude is intermediate but that teachers' readiness and integrity towards the implementation of school-based assessments are high. There is a positive and high relationship between teacher attitude, readiness, integrity, and School-Based Assessment. In addition to teachers needing to be positive, ready, and honest, teachers will find that SBA has many benefits and can reduce the burden of teacher work if handled and implemented wisely.

scholarly journals PRANCŪZIJOS PRADINĖ MOKYKLA: KO GALIME PASIMOKYTI? [FRENCH PRIMARY SCHOOL: WHAT CAN WE LEARN FROM IT?]

2016 ◽  
Vol 8 (2) ◽  
pp. 50-54
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Primary School ◽  
Civic Education ◽  
School Curriculum ◽  
Living Environment ◽  
Work Organisation ◽  
Creative Imagination ◽  
Interest In Science ◽  
Good School ◽  
Primary School Curriculum ◽  
Key Words Development

The article presents experiences from the visit to a French primary school (L'école élémentaire). Education of six-year old children is discussed as well as their life at school. It is also considered why the Lithuanian “Good School Conception” functions perfectly in that country, while in Lithuania this does not happen always. The goals of French primary school are to develop learner independence and responsibility; to develop their observation, curiosity, creativity; to develop communication skills; to help a child to develop physically. The core of the primary school curriculum includes civic education and lessons of “discoveries“. The author of the article discusses the variety of learners’ activities in the classroom, the teacher’s work and issues of work organisation, learning environment. It should be emphasised that primary learners discover the scientific truths through experimenting, development of motor skills and creative imagination as well as reflections. The teacher’s activity is directed towards development of the learner’s personal ability to reason, evoking of the learner’s interest in science, learning of living environment as well as perception of space and time. Key words: development of ability to reason, primary school, school learners’ activities.

scholarly journals Teachers’ and Proprietors’ perception of pre-primary school curriculum process in Ife-East Local Government Area of Osun State, Nigeria

2019 ◽  
Vol 6 (9) ◽  
pp. 39-47
Author(s):  
Iroegbu Victoria Ihekerenma
Keyword(s):  
Local Government ◽  
Primary School ◽  
Job Training ◽  
School Curriculum ◽  
Local Government Area ◽  
School Teachers ◽  
Research Instrument ◽  
Methods Of Evaluation ◽  
Chi Squared ◽  
Primary School Curriculum

This study investigated preprimary school teachers’ and proprietors’ perception of curriculum process in preprimary education in Nigeria. 140 teachers/proprietors from private preprimary schools were purposively selected for the study. The research instrument was a 32 item researcher constructed curriculum process questionnaire in the Likert format with Cronbach’s Alpha of .852. The items were distributed into five sections: impending curriculum sensitization; curriculum objectives; contentment; methods and strategies; and methods of evaluation. The instrument was administered on the teachers and proprietors in their various schools and collected by the researcher and assistants on the same day. The resulting data were analyzed using the Chi Squared statistics. The results showed that in 28 cases out of 32, the Chi squared obtained was not significant at the .05 level. It was concluded that preprimary school teachers and proprietors had similar perceptions of preprimary curriculum process. It was recommended that preprimary school teachers and proprietors be given regular on-the-job training in this regard.

scholarly journals Analysis of Social Studies Material in Primary School Curriculum

2018 ◽  
Vol 5 (4) ◽  
pp. 4573-4576
Author(s):  
Asnawi . ◽  
Bunga Mulyahati ◽  
Ronald Fransyaigu
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Fourth Grade ◽  
School Curriculum ◽  
The Social ◽  
Primary School Curriculum ◽  
Concrete Operational ◽  
School Selection ◽  
Thematic Learning ◽  
Selection Of

This study aims to assess the Social Studies material contained in the book of integrated thematic curriculum in 2013 the fourth grade of primary school. Selection of the fourth grade of primary school due to the initial implementation of integrated thematic learning in curriculum 2013 in a high-class curriculum. This study used a qualitative approach with a particular method of discourse analysis and content analysis of the data obtained through text analysis and documentation. Which is the object of this research is the book of integrated thematic curriculum fourth grade of primary school in curriculum 2013. Social Studies material is organized from the teaching materials and simple close around the child to a more extensive and complex. Depth presentation of the material in the textbook Social Studies  the fourth grade of primary school thematic curriculum is associated with students' knowledge. The level of difficulty of the material adapted to the development of learners who are at the stage of "concrete-operational", giving the students in understanding the material.

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