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This proposal is to encourage and enhance the teaching of speaking skills in the classroom.
AIM
To extend pupils language proficiency to use English in certain situations in everyday life, for knowledge acquisition and for future workplace needs.
SBOA
Rationale
1.To asses pupils ability of speaking in various situations. 2.To focus on speaking skills formally or informally. 3.A process which is carried out from primary level to secondary level. 4.A teacher is the best assessor.
AO2 Ability to speak fluently and meaningfully with correct pronunciation and intonation.
AO3 Ability to interact in various situations to come to a consensus and to make decision. AO4 Ability to express their creative imagination, think critically and instil moral values through speaking.
AO5 Ability to appreciate the beauty of the language and to instil and practise
CONCEPT
To evaluate continuously during the process of teaching and learning inside or outside the classroom.
Year 1-5
Year 6
February - July
Grammar and vocabulary Pronunciation and intonation Fluency and rhythm Ethics and mannerism
Vocabulary / Grammar
Ability to use vocabulary and grammar accurately and correctly in context
A-D
A-D
A- Excellent use of the language B- Proper use of the language C- Satisfactory use of the language D- Minimal use of the language A- Excellent pronunciation and intonation B- Good pronunciation and intonation C- Satisfactory pronunciation and intonation D- Poor pronunciation and intonation
SCORING CRITERIA
A- Respond with excellent mannerism B- Respond with good and appropriate mannerism C- Respond with satisfactory mannerism D- Respond impolitely and inappropriately
ACTIVITY PACKAGE
1. To communicate.
2. To tell stories.
3. To perform a variety of functions in a social context. 4. To give relevant information. 5. To give opinions and express feelings.
SUGGESTED THEMES
1. World of family and friends
2. World of personal relationships
3. World of knowledge
4. World of stories
MODELS
individual - assessor individual - listener
individual - stimulus
group (in pairs) group
Model 1
(Pupil Teacher)
Pupil
Teacher
(Pupil is assessed on the topic given by answering questions asked by the teacher)
MODEL 1
1.
2. 3.
Pupil
Model 2 (Pupil Listeners)
Teacher
Peers (listeners)
(Pupil gives information to the listeners) Role of listeners is just to listen
MODEL 2
1. 2. 3. To tell a story Teacher asks pupil to choose a story. Teacher gives pupil a suitable stimulus of the story that he/she has chosen.
4.
Pupil
Peer
Teacher
(Pupil communicates with peer only)
MODEL 3
1. Describe scenes. 2. Pupils work in pairs. 3. Peer asks questions prepared by the teacher 4.Teacher observes the interaction between the pupil and the peer.
Model 4 (Pair)
Pupil
Pupil
Teacher
MODEL 4
1. Give and share information
Pupil
Model 5 (Group)
Pupil
Pupil
Teacher
(Pupils communicate among themselves in threes or fours)
MODEL 5
1. Give and share information.
Teachers are advised to make a decision depending on pupils ability and background knowledge.
A pupil should undergo at least two assessment based on 2 models in a year Individual (1st Semester ) Group (2nd Semester )
Models
Based on teachers freedom to choose the types of models in evaluating the pupils abilities Assessment can be carried out in two ways during T & L (formal or informal) Based on school resources and organisation.
At Impact Column: I) 5 pupils were assessed for SBOA. II) Moderation session was conducted between Chief School Assessor and School Assessor.
1. Between KPS and PS 2. PS conducts the assessment. 3.Both assessors award score for the selected pupils. 4.Use BPS/03 form to moderate the scores. 5.Discuss the score given by both assessors after the assessment process. 6.Come to a conclusion and KPS fills up the final score for the pupils. 7.KPS fills up BPS/03(2) 8.File the forms in Fail Pengurusan
Forms
Pupils Achievement Record 1 (PAR 1) Pupils Achievement Record 2 (PAR 2) Borang Skor Induk (BSI) Borang Laporan Sekolah (LP)
B.
C.
1. Calon menumpang
2. Calon pindah 3. Calon sakit berpanjangan 4. Calon istimewa 5. Permohonan pengecualian PBS
Many teachers conducted assessment without following the guidelines given. No proper filing. No evidence of conducting SBOA The score awarded and the report did not reflect the real achievement of the pupils. Many new teachers were not exposed to the criteria of assessment. The new teachers conducted assessment using their own standard.