What is RELTMAX???
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This document discusses a 3-year subject leadership program for English panel heads in Malaysia. The program has 3 phases that focus on helping young learners acquire English, supporting learning through assessment, and supporting teachers. Phase 1 of the RELTmax program teaches how children learn best through play. Participants will gain skills in using the textbook creatively, implementing the syllabus and assessment, and providing professional development for English teachers. The program employs constructivist teaching approaches and focuses on classroom instruction, planning effective lessons, connecting with other teachers, and conducting professional development.
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English teachers-guide-book-year-4
The document provides an overview of the English Language Curriculum for Year 4 in Malaysian primary schools. It outlines the content standards and learning standards that pupils should achieve by the end of Year 4 across five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The modules focus on developing pupils' pronunciation, comprehension, composition, appreciation of literary texts, and mastery of word classes and tenses. Sample learning standards include being able to participate in conversations, read phrases and sentences, write in neat print and cursive, respond to literary texts, and use nouns, verbs and other parts of speech correctly.
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The document discusses various teaching models including information processing models, behavioural models, personal models, and social models.
It provides details on several information processing models such as Atkinson and Shiffrin's model of memory, Gagne's information processing model, and different types of inquiry teaching models. Behavioural models covered include direct instruction, mastery learning, and programmed instruction models. Personal models summarized are non-directive teaching, developing positive self-concepts, and the project model. Lastly, the social model discusses group teaching, cooperative learning, and simulation methods like sociodrama and role-play.
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This document outlines the yearly scheme of work for English in Year 4. It is divided into 10 units covering various topics like the world of self, family and friends, spending wisely, yesterday and today, being safe, and caring for the sea. Each unit lists the learning objectives and outcomes for listening and speaking, reading, writing, language arts and grammar over 3 weeks. The objectives focus on developing oral communication skills, reading comprehension, writing skills, responding to texts, and correctly using grammar concepts like nouns, pronouns, verbs and prepositions.
YEARLY PLAN ENGLISH YEAR 1 KSSR
This document contains a sample yearly lesson plan for English for Year 1 students in Malaysia. It outlines 4 weeks of lessons organized by theme, learning standards, and activities. Week 1 focuses on sounds, with students practicing pronunciation, rhyming, and identifying letters. Week 2 focuses on introductions and family, with activities like conversations and identifying letter sounds. Week 3 continues working on pronunciation and reading skills through rhyming and blending sounds. The plan aims to help students develop strong English reading, writing, listening, and speaking skills by the end of primary school.
Yearly scheme of work year three 2013
This document provides the yearly scheme of work for the English language curriculum for Year 3 students following the KSSR standards. It outlines the content standards, learning standards, evidence of learning, and notes for teachers over 12 weeks of lessons organized into 5 units: World of Self, Being Healthy, My Cousins My Neighbour, People Around Me, and Having Fun. The standards cover listening, speaking, reading, writing, language art and grammar skills. Lessons incorporate activities such as conversations, reciting rhymes, reading comprehension and creative writing tasks.
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What is RELTMAX???
- 1. Azmira Amran Mohathir Jamaludin Norina Melati MohdYusoff Abu BakarAhmad
- 2. If you are, then you would have experienced these:
- 7. How did you feel when you were elected to be a KP?
- 8. Has any teacher in your panel asked for your help with regards to the teaching of English? How did you respond?
- 9. Have you ever gotten that nagging feeling when watching some teachers in your panel, teaching the children in a non-children- friendly way? How did you respond to these teachers?
- 11. Subject Leadership is a continuous 3-year programme involving English Panel Heads around Malaysia
- 12. This programme is divided into 3 phases: Year 1: RELTmax (KSSR Lower Primary) How do we help young learners acquire second/third language? Year 2a: School-Based Assessment ▪ How do we support and improve children’s learning through on-going assessment? Year 2b: Coaching and Mentoring ▪ How do we support the teachers in our panel? Year 3: RELTmax Plus (KSSR Upper Primary) ▪ How do we further support children’s second language learning?
- 13. RELTmax is divided into two phases: Phase 1: English is all fun and play – understanding how children learn best through play Phase 2: Understanding how to plan a unit from the textbook for young learners
- 15. employ the elements of play, constructivist approach to teaching and learning English in their classroom use English within a classroom with greater confidence make use of the textbook and activity book more creatively understand and implement the KSSR syllabus effectively and creatively understand and implement the School-Based Assessment (SBA) reliably and consistently based on Dokumen Standard Prestasi provide continuous professional development for the teachers in the English Language panel
- 16. How Children Learn Places and Directions What’s in My Classroom? ExpertTeacher Knowledge Phonics Fairy Action Plan
- 17. Modeling Classroom simulations Reviewing What is your view about the lesson? Making sense What theories support these lessons? Action Plan How do you fit this lesson intoYOUR classroom?
- 19. How do we structure our instructions in the classroom? Easy to understand Simple and precise Motivating How do we structure the planning for the learning in order to make it effective, fun and cost/time-efficient? How do we connect with other teachers and exchange lessons? How do we conduct CPD in our schools?