The document outlines the standards and objectives for English language skills for Year 1 students in Malaysian primary schools. It includes 6 bands of standards related to listening, speaking, reading, and writing abilities. For each band, descriptors provide examples of what students should be able to do to demonstrate they have met the standard. The goal is to equip students with basic English communication skills appropriate to their level of development.
-Biodata
-Pembentukan konsep (konsep konjuntif, konsep disjuntif, konsep hubungan)
-Implikasi terhadap PdP
-teorem pembelajaran matematik
-Stategi pengajaran dan pembelajaran matematik
-Prinsip-prinsip pengajaran-pembelajaran
-inkuiri penemuan
-konsep hukum dan prinsip melalui pendekatan induktif
Strategi kolaboratif dan Strategi Koperatif raulhayes97
Koperatif - ada matlamat, murid berbeza tahap dlm kognitif
kolaboratif- murid semua sudah faham tentang perkara yang dibincangkan oleh itu mereka berfungsi hanya untuk menyumbang idea-idea masing-masing
-Biodata
-Pembentukan konsep (konsep konjuntif, konsep disjuntif, konsep hubungan)
-Implikasi terhadap PdP
-teorem pembelajaran matematik
-Stategi pengajaran dan pembelajaran matematik
-Prinsip-prinsip pengajaran-pembelajaran
-inkuiri penemuan
-konsep hukum dan prinsip melalui pendekatan induktif
Strategi kolaboratif dan Strategi Koperatif raulhayes97
Koperatif - ada matlamat, murid berbeza tahap dlm kognitif
kolaboratif- murid semua sudah faham tentang perkara yang dibincangkan oleh itu mereka berfungsi hanya untuk menyumbang idea-idea masing-masing
year one kssr asssessment for band one. revised to the 5th january 2012 standard prestasi. kindly provide me some feedback if you choose to download. thanks!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. AIMS
The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills to enable them to
communicate effectively in a variety of contexts that’s appropriate to the pupils’ level of development.
OBJECTIVES
By the end of Year 6, pupils should be able to:
1. Communicate with peers and adults confidently and appropriately in formal and informal situations.
2. Read and comprehend a range of English texts for information and enjoyment.
3. Write a range of texts using appropriate language, style and form through a variety of media.
4. Appreciate and demonstrate understanding of English language literary or creative works for enjoyment and
5. Use correct and appropriate rules of grammar in speech and writing.
Dokumen Standard Prestasi KSSR Tahun 1 @ LP 2
3. BAND PERNYATAAN STANDARD
1 Know basic skills in listening, speaking, reading and writing
2 Know and understand words, phrases and sentences heard, spoken, read and written
3 Know, understand and apply knowledge obtained through listening, speaking, reading and writing
Apply knowledge obtained through listening, speaking, reading and writing in various situations using good
4
manners
Demonstrate well the ability to apply knowledge of listening, speaking, reading and writing for various purposes
5
using admirable manners
6 Appreciate literary works by performing and presenting ideas using exemplary manners
Dokumen Standard Prestasi KSSR Tahun 1 @ LP 3
4. BAND PERNYATAAN STANDARD DESKRIPTOR EVIDENS
1 B1
Know basic skills in listening, B1DL1 B1DL1E1
Tahu speaking, reading and writing Say aloud rhymes or sing songs with Able to follow any of the following:
guidance - repeat rhymes after the teacher
- sing along with the teacher
- sing in groups
B1DB2 B1DB2 E1
Identify and distinguish the letters of Able to recognize and identify the letters A to Z
the alphabet
B1DB3 B1DB3 E1
Recognize and articulate initial, Able to pronounce and articulate the phonemes
medial and the final sounds in single correctly
syllable words a. /s/ /a/ /t/ /p/
b. /i/ /n/ /m/ /d/
c. /g/ /o/ /c/ /k/
d. /ck/ /e/ /u/ /r/
e. /h/ /b/ /f,ff/ /l,ll/ /ss/
f. /j/ /v/ /w/ /x/
g. /y/ /z,zz/ /qu/
h. /ch/ /sh/ /th/ /ng/
Dokumen Standard Prestasi KSSR Tahun 1 @ LP 4
5. BAND PERNYATAAN STANDARD DESKRIPTOR EVIDENS
B1DB4 B1DB4 E1
Blend phonemes into recognizable Able to form single syllable words by blending
words and read them aloud phonemes
B1DB5 B1DB5 E1
Segment words into phonemes to Able to spell single syllable words correctly
spell
B1DT6 B1DT6 E1
Demonstrate fine motor control of Able to trace dotted lines to form letters and
hands and fingers shapes correctly
Dokumen Standard Prestasi KSSR Tahun 1 @ LP 5
6. BAND PERNYATAAN STANDARD DESKRIPTOR EVIDENS
2 B2
Know and understand words, B2DL1 B2DL1E1
Tahu phrases and sentences heard, Participate in daily conversation Able to use the language function below
dan spoken, read and written correctly
Faham a. exchange greetings.
b. introduce oneself.
c. make polite requests.
d. thank someone.
e. express a simple apology.
B2DB2 B2DB2E1
Read and recognize words and apply Able to read the words correctly
word attack skills by matching words
with graphics
B2DB3 B2DB3E1
Read and recognize words and apply Able to match spoken words with word cards
word attack skills by matching words
with spoken words
B2DT4 B2DT4E1
Copy and write in neat legible print Able to copy and write:
a. small letters (low case)
b. capital letters (upper case)
c. numerals
d. words
e. phrases
f. simple sentences
Dokumen Standard Prestasi KSSR Tahun 1 @ LP 6
7. BAND PERNYATAAN STANDARD DESKRIPTOR EVIDENS
3 B3
Know, understand and apply B3DL1 B3DL1E1
Tahu, Faham knowledge obtained through Participate in formal conversation. Able to answer questions;
dan listening, speaking, reading and a. personal details
Boleh Buat writing b. my school
c. my family
B3DL2 B3DL2E1
Listen to and follow simple Able to listen to and follow instructions and
instructions and directions directions
B3DB3 B3DB3E1
Read and understand phrases in Able to recognize, read and match pictures
linear and non-linear texts with words and phrases
B3DB4 B3DB4E1
Read and understand sentences in Able to rearrange words to form correct
linear and non-linear texts with sentences
guidance
B3DB4E2
Able to sequence sentences correctly
B3DB5 B3DB5E1
Apply basic dictionary skills using Able to arrange words in alphabetical order
picture dictionaries
B3DT6 B3DT6E1
Spell common sight words and seen Able to write words with correct spelling
words
Dokumen Standard Prestasi KSSR Tahun 1 @ LP 7
8. BAND PERNYATAAN STANDARD DESKRIPTOR EVIDENS
4 B4
Apply knowledge obtained B4 DL1 B4 DL1 E1
Tahu, Faham through listening, speaking, Listen to and demonstrate Able to answer ‘Wh’ questions
dan reading and writing in various understanding of oral texts
Boleh Buat situations using good manners
dengan
Beradab
B4 DB2 B4 DB2 E1
Match realia to simple sentences Able to match descriptions of realia to
read sentences
B4 DB3 B4 DB3 E1
Follow instructions from simple linear Able to carry out instructions
and non-linear texts
B4 DT4 E1
B4 DT4
Able to use correctly:
Punctuate correctly
a. capital letters
b. full stops
c. question marks
Dokumen Standard Prestasi KSSR Tahun 1 @ LP 8
9. BAND PERNYATAAN STANDARD DESKRIPTOR EVIDENS
5 B5
Demonstrate well the ability to B5 DL1 B5 DL1 E1
Tahu, apply knowledge of listening, Talk about a picture with guidance. Able to talk using simple sentence structure
Faham speaking, reading and writing for correctly in a given stimulus.
dan various purposes using
Boleh Buat admirable manners.
dengan B5 DB2 B5 DB2 E1
Beradab Terpuji Read simple fiction and non-fiction Able to read and comprehend simple texts by
texts for information. answering ‘Wh’ questions
B5 DT3 B5 DT3 E1
Write simple sentences with Able to write short sentences.
guidance.
B5 DT4 B5 DT4 E1
Complete forms with guidance. Able to complete forms with personal details.
B5 DT5 B5 DT5 E1
Make a list. Making a list.
Dokumen Standard Prestasi KSSR Tahun 1 @ LP 9
10. BAND PERNYATAAN STANDARD DESKRIPTOR EVIDENS
6 B6
Appreciating literary works by B6 DL1 B6 DL1 E1
Tahu, Faham performing and presenting ideas Talk about a short story with Able to respond and demonstrate
dan using exemplary manners. guidance. understanding of short stories by talking about
Boleh Buat a. the characters.
dengan b. the events.
Beradab Mithali
B6 DL2 B6 DL2 E1
Recite rhymes with correct stress, Able to recite rhymes in groups and
rhythm and intonation. individually with correct stress, rhythm &
intonation.
B6 DB3 B6 DB3 E1
Choose and read simple fiction and Able to choose and record the number of
non-fiction texts for personal texts read.
enjoyment.
B6 DT4 B6 DT4 E1
Create simple non-linear texts using Able to create:
a variety of media with guidance. a. greeting cards.
b. lists.
Dokumen Standard Prestasi KSSR Tahun 1 @ LP 10