146 Writing Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media 4.3.3 Produce a plan or draft of two paragraphs or more for a familiar topic and modify this appropriately in response to feedback Plan, draft and edit work appropriately on familiar topics. 1 Can display minimal ability to produce and modify an artifact for POL in response to feedback. 2 Can produce and modify an artifact for POL in response to feedback with a lot of support. 3 Can produce and modify an artifact for POL or more in response to feedback. 4 Can produce and modify an artifact for POL in response to feedback with very few relevant details. 5 Can produce and modify an artifact for POL or more in response to feedback with some relevant details. 6 Can display exemplary model of language use and guide others.
147 Natural Disaster Tsunami A tsunami is an extremely large wave in the sea caused by an earthquake. The waves can travel for thousands of kilometres. In 2004, the Indian Ocean tsunami caused massive destruction and death in countries like Thailand, Indonesia and Sri Lanka. More than 150000 people died and millions were left homeless. It is the deadliest tsunami in history. In 2011, Japan was also hit by the fifth most powerful earthquake in the city of Sendai. It created waves more than 10 metres high, causing death and loss of homes. Volcano Eruption A volcano is a mountain with a large opening at the top through which gases and lava are forced out into the air. Volcano eruption happens because the Earth is hot inside. The heat gets too hot and erupts lava through the opening of the volcano. Several volcanoes had erupted around the world such as Mount Vesuvius in Italy, Mount St. Helens in the United States and Mount Pinatubo in the Philippines. When these volcanoes erupted, cloud of ash covered the sky. The day became dark, and the temperature fell. Hundreds lost their lives and homes. Earthquake An earthquake is a result of violent shaking and movements of the Earth’s surface. Movements of the Earth’s crust create an energy called the seismic waves. Deep inside the Earth, there are big movements that cause upheavals. When the movements are strong, they crack open the ground causing massive destruction of homes and buildings. (Text adapted from KSSR English Textbook Year 5)
148 Guidelines The natural disaster you wish to study: ____________________________________________________ 1. Sequence of events: 2. What causes natural disasters?
149 3. What are the effects of the natural disaster? 4. How do you cope with the result of natural disaster?
150 5. What skill(s) do you think are important for you to survive a natural disaster? Important Skill(s) To be Mastered
151 Pupil Reflection 1. What did you do to complete the project? 2. Did you learn new skill(s) while completing the project? 3. Is everyone taking part in completing the project? 4. What would you like to improve on your project?
152 i-Think Maps
153
154
155 Presentation of Learning (POL)
156 Artifacts Folios
157 Pop-up Model
158 Model
159 Demonstrations
160 Slideshow
161 Benefits • Pupils explore and interpret information more independently. • Pupils develop new skills (sourcing for information, build a model) and enhance presentation skills. • Teachers and pupils stray from the conventional classroom atmosphere; thus, providing diverse learning experiences. • Parents are involved in their children’s learning, especially in giving feedback throughout the project and providing necessary funds. Aspects to be Improved Aspect Improvement • Amount of support provided - pupils faced difficulties in sourcing information despite the guidance given. • Pre-teach keywords to be used while searching for information. (How did ___ happen?) (How do you survive ____?) • Emphasise on the language used - pupils focused more on the products and did not answer the curriculum questions unless prompted. • Demonstrate how to focus and filter information for POL • Share rubrics with pupils to make sure they are on track. • Time frame. • Allow multiple feedback sessions.
162 Project-Based Learning Plan 13 School SK Sepagaya, Lahad Datu Teachers Rohaimah Sabirin, Pretty Elka K George, Lucy O Dosis Year 6 Theme World of Knowledge Topic How It’s Made (Academy Stars page 78) Title Let’s Sell This Curriculum Content Main Skill Complementary Skill Content Standards: 2.1 Communicate simple information intelligibly Learning Standards: 2.1.5 Describe people, places and objects using suitable statements Content Standards: 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Learning Standards: 4.3.3 Produce a plan or draft of one or two paragraphs for a familiar topic and modify this appropriately in response to feedback Learning Objectives: By the end of the project, pupils will be able to: 1. talk about an item to sell. 2. write narrative sentences about selling an item. Cross-curricular Elements Entrepreneurship, ICT, Financial Education, Creativity and Innovation Moral Value Diligence Duration 1 – 12 August 2022 (2 weeks) Resources Academy Stars Year 6 Textbook, Online Websites Curriculum Questions Essential Question Why do we need creativity in selling and buying products? Unit Question How can we attract buyers to buy a product? Content Questions 1. What is the product that you are interested in selling? 2. Is there a market for the product that you are selling? 3. What is the use of the product and who can use it? 4. What is it made of? 5. What is the suitable selling price of the product? 6. How can we come up with creative ideas to attract buyers?
163 Project Timeline No. Date Activities 1 1 August – 3 August • Pupils are asked whether they have seen advertisements of various products and live-streaming videos of people selling online. Pupils respond by giving their opinion on whether these selling tactics work or not in attracting buyers. • Pupils refer to page 78 in their textbook Academy Stars Year 6. • Pupils need to choose an item and work in a group to make a promotional marketing video (e.g., social media live-streaming videos). • Pupils are allowed to search for examples of promotional and marketing videos from various sources. o Internet references (social apps and websites such as YouTube, Pinterest, Instagram, Facebook, TikTok, personal blogs, etc.) o Printed media (books, magazines, etc.) o Personal experience (guidance from family members or friends) • The whole project needs to be supervised by the pupils’ parents or a guardian. • Pupils are divided into 6 groups (5-6 pupils per group). • Pupils outline their work procedures starting with product research, preparing the narrative script and making a video. 2 4 August – 8 August • Pupils start their projects under adult supervision and guidance from teacher. • Pupils may choose to o speak live during the video recording process; or o add narrations later during the video-editing process. • The video/photographs can be taken at home or school area. • Pupils are given 2 weeks to finish the recording process. They may redo as much as they would like. • Pupils may use any software and app needed to edit their visual aid and videos such as Canva and CapCut. 3 9 August – 10 August • Pupils submit their finished project to their teachers online (through WhatsApp or other messaging platforms). • Peer-review: Pupils watch all video presentations together and are encouraged to give constructive feedback. 4 11 August – 12 August • The finished projects will be combined in a virtual folder. • An online showcase will be done by teachers through a social media platform (subject to teacher’s preference). • Scores will be given based on the project rubrics. • Pupils may be given rewards for the best presentation.
164 PBL Rubrics Speaking Rubric Content Standard Learning Standard Learning Objectives Performance Standards Performance Level Descriptors 2.1 Communicate simple information intelligibly 2.1.5 Describe people, places and objects using suitable statements Talk about an item to sell. 1 Can describe a product using fixed phrases with a lot of support. 2 Can describe a product using basic statements with a lot of support. 3 Can describe a product using suitable statements adequately. 4 Can describe a product clearly using suitable statements with very few relevant details. 5 Can describe a product using suitable statements with some relevant details. 6 Can describe a product creatively using suitable statements. Can display an exemplary model of language use and guide others.
165 Writing Rubric Content Standard Learning Standard Learning Objectives Performance Standards Performance Level Descriptors 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media 4.3.3 Produce a plan or draft of one or two paragraphs for a familiar topic and modify this appropriately in response to feedback Write narrative sentences about selling an item. 1 Can display minimal ability to produce and modify a plan or draft of one paragraph in response to feedback. 2 Can produce and modify a plan or draft of one paragraph in response to feedback with a lot of support. 3 Can produce and modify a plan or draft of one or two paragraphs in response to feedback. 4 Can produce and modify a plan or draft of one or two paragraphs in response to feedback with very few relevant details 5 Can produce and modify a plan or draft of one or two paragraphs in response to feedback with some relevant details. 6 Can produce and modify a plan or draft of one or two paragraphs in response to feedback with a variety of relevant details. Can display an exemplary model of language use and guide others.
166 Text from the Year 6 Academy Stars Student’s Book Page 78
167 Presentation of Learning (POL) Group Work
168 Artifacts Posters (Pupils’ Work)
169 Pupils’ Presentations
170 Benefits • Pupils enjoy doing collaborative work and coming up with creative ideas during brainstorming sessions • All pupils are involved and took part fully in the project. • Pupils have the opportunity to utilize ICT tools to materialize their creative ideas • Parents are able to involve themselves in their children’s learning Aspects to be Improved Aspect Improvement • Low English language proficiency during the presentation of learning • Guidance and support were given by peers and teachers to the low-proficiency pupils • Pupils were provided with templates of narrative text and samples of videos • All groups had their POL practice with the teacher to see what can be improved and also to instil more confidence • Not enough time to do the posters during lessons in class • Pupils were given permission to finish their artifacts during after-school hours. • Guidance was given mostly using messaging apps such as WhatsApp. • Pupils living in the same area also were encouraged to meet up and work together to finish the project.
171 References Abril, J. (2022, September 23). Having Students Learn by Teaching. Edutopia. https://www.edutopia.org/article/having-students-learn-teaching Bhanawat, D. (2022, November 20). Six Way to Deal with Free-Riding in School Projects. Age of Awareness. https://medium.com/age-of-awareness/six-ways-to-deal-with-free-riding-in-schoolprojects-65b36499c526 Educational Technology Division, MOE. (2006). Project-Based Learning Handbook. Educational Technology Division, Ministry of Education. Elsworth, S. & Rose, J. (2017). Academy Stars – Year 6 Pupil’s Book. Macmillan Education. Jabatan Pendidikan Negeri Sabah. (2020). Kompilasi PBL (Project Based Learning) Versi PKP Jilid 2. Penerbit Jabatan Pendidikan Negeri Sabah. KPM. (2022). Kurikulum Standard Sekolah Rendah: Bahasa Inggeris (Sekolah Kebangsaan) Dokumen Standard Kurikulum dan Penilaian Tahun 5. Kuala Lumpur: Kementerian Pendidikan Malaysia. KPM. (2022). English Plus 1 Second Edition Student’s Book Year 5. Oxford University Press. KPM. (2022). Kurikulum Standard Sekolah Rendah: Bahasa Inggeris (Sekolah Kebangsaan) Dokumen Standard Kurikulum dan Penilaian Tahun 6. Kuala Lumpur: Kementerian Pendidikan Malaysia. KPM. (2022). Kurikulum Standard Sekolah Rendah: English Language Scheme of Work (Primary Year 6 SK). Kuala Lumpur: Kementerian Pendidikan Malaysia Mitchell, H. Q. & Malkogianni, M. (2019). Get Smart Plus 4 Student’s Book. MM Publications. Pejabat Pendidikan Daerah Papar. (2018). Modul Breaking Borders: Panduan Pelaksaan PBL Di Sekolah. Penerbit Pejabat Pendidikan Daerah Papar. Poh Lin, L. & Siti Shakilah Nirmala Binti Abdullah. (2014). English Year 5 SK. Kuala Lumpur: Dewan Bahasa dan Pustaka. SciShow Kids. (April 11, 2018). How do floods happen? .[Video]. Youtube. https://youtu.be/Qe350nm_odA
172 Peh Li Foon is the SISC+ of Languages in the Learning Sector of Lahad Datu District Education Office, Lahad Datu, Sabah. She possesses a Bachelor’s degree in TESL, a Master’s degree in Educational Management and a teacher training certificate in teaching English language for primary schools. She has thirty-four years of teaching and training experience in English language for primary and secondary schools. Lim Ai Teng is the Head of English Panel of SJK (C) Yuk Choi, Lahad Datu. She has eight years of teaching experience in English. She is a major in Mathematics Education and graduated from Gaya Teacher Training Institute, Kota Kinabalu, Sabah. She has a Mathematics Education Master from University Kebangsaan Malaya (UKM), Malaysia. Loveley Midik is an English teacher in SJK(C) Yuk Choi, Lahad Datu and has been teaching English for four years. She is a major in English and graduated from University Putra Malaysia (UPM). She holds a Postgraduate Diploma of Teaching English as Second Language (TESL) from Keningau Teacher Training Institute, Sabah. In addition, she also holds a Master’s Degree in Teaching English as Second Language (TESL) from University Malaysia Sabah (UMS). Leslie Michael Chang is an English teacher in SJK (C ) Yuk Choi, Lahad Datu, with over seven years of teaching experience in English. He holds a Master's Degree in Education from the Open University Malaysia. Graduated from Kent Teachers’ Training Institute and is currently holding the position of ICT teacher in Yuk Choi.
173 Ho Chi Wah is an English teacher of SJK(C) Yuk Choi, Lahad Datu. He has thirty-one years of teaching experience in English for primary school. He is trained for major in English at Sandakan Teacher Training College, Sabah and holds the Bachelor’s degree in TESL. Fung Moi Ken is the Head of English Panel of SJK(C) Siew Ching, Lahad Datu. She has thirty-one years of teaching experience in English for primary school. She is trained for major in English at Sandakan Teacher Training College, Sabah and holds the Bachelor’s degree in TESL. Sim Lee Sin is an English teacher in SJK (C) Siew Ching, Lahad Datu. She has eleven years of teaching experience in English. She is a major in Mathematics Education and graduated from Batu Lintang Teacher Training Institute, Kuching, Sarawak. She has an Educational Management Master from University Malaysia Sabah (UMS), Malaysia. Voo Xin Jie is an English teacher in SJK (C) Siew Ching, Lahad Datu. She has six years of teaching experience in English. She is a major in English Education and graduated from University Tunku Abdul Rahman (UTAR), Kampar, Perak. She also holds a Diploma of Teaching English as Second Language from Gaya Teacher Training Institute, Kota Kinabalu, Sabah.
174 Evone Thomas is the Head of the English Panel of SJK (C) Chee Vun, Lahad Datu. She has eleven years of teaching experience in English. She graduated from Universiti Utara Malaysia (UUM) in Accounting Information System. She holds a Postgraduate Diploma of Teaching English as Second Language (TESL) from Tawau Teacher Training Institute, Sabah. In addition, she is also one of the Technician Officer for English Carnival district level. Adrian Parinas is the Head of the English Panel of SK Pekan, Lahad Datu. He has eleven years of teaching experience in English. He graduated from Universiti Malaysia Sabah Kampus Antarabangsa Labuan (UMSKAL) in Multimedia Technology. He also holds a Postgraduate Diploma of Teaching English as Second Language (TESL) from Tawau Teacher Training Institute, Sabah. In addition, he is also the Head of Technician Officers for English Carnival district level. Frisca Marcellina Dolusin is an English teacher in SK Pekan Lahad Datu. She has had six years of teaching experience in English. She is a major in Teaching English as Second language from Gaya Teacher Training Institute, Kota Kinabalu and currently in her fourth semester for Postgraduate programme at Universiti Malaysia Sabah. In addition, she is also one of the Technician Officers for English Carnival in Lahad Datu district. Niehazatulusnah binti Hamid Isnin is an English teacher in SK Lahad Datu II. She has five years teaching experience. She majored in TeSL and graduated with a Bachelor's Degree from Gaya Teacher’s Training Institute. She is currently the head of the English Panel in SK Lahad Datu II and is the Technician Officer for Public Speaking for Lahad Datu English Carnival.
175 Valendretta Sandhu is an English teacher in SK Silabukan Lahad Datu. She has seventeen years of teaching experience in English. She is a major of English Language and graduated from Kent Teacher’s Training Collage of Tuaran, Sabah. Bibiana binti Anthony Mayoh is an English teacher in SK Payang and currently is the head of the English Panel.She has fourteen years of teaching experience in English. She majored in English Language and graduated with a Bachelor's Degree from Universiti Putra Malaysia (UPM) She also holds a Diploma of Teaching English as Second Language for Primary School from Tawau Teacher Training Institute, Sabah. Maha Dewi binti Chaggah is an English teacher in SK Lahad Datu IV. She has fourteen years of teaching experience in English. She graduated from University Malaysia Sabah (UMS) in Social Science. She also holds a Diploma of Teaching English as Second Language for Primary School from Tawau Teacher Training Institute, Sabah. Wan Shafika binti Omar is the Head of English Panel of SK Jeroco, Lahad Datu. She has over 6 years of teaching experience. She graduated from Batu Lintang Teacher Training Institute (IPBL) Kuching, Sarawak with a bachelor’s degree in Teaching English as Second Language (TESL) for Primary School. She also holds a Master’s Degree in TESL from Universiti Kebangsaan Malaysia (UKM).
176 Rohaimah binti Sabirin is the Head of the English Panel of SK Sepagaya Lahad Datu. She has sixteen years of teaching experience in the English language. She is a major in English Language and graduated from Gaya Teacher's Training College of Kota Kinabalu, Sabah. Pretty Elka K George is an English language teacher of SK Sepagaya, Lahad Datu. She has six years of experience in teaching English language. She graduated from Keningau Teaching Training Institute, Sabah with a major in Teaching English as a Second Language (TESL) and Language Arts minor. Ellye Ornella Suliman is the Head of the English Panel of SK Fajar Harapan, Lahad Datu. She has six years of teaching experience in English. She is a major in Teaching English as Second language from Gaya Teacher Training Institute, Kota Kinabalu, Sabah. Nur Faraheka binti Abdullah is an English teacher in Sk Cenderawasih, Lahad Datu. She has six years of teaching experience in English. She is a major in TESL from Islamic Education Teacher Training Institute, Bangi.
177 Nuraisyah Jumari is the Head of the English Panel of SK Sahabat 4, Lahad Datu. She has six years of teaching experience in English. She is a major in Teaching English as Second language from Kampus Pendidikan Teknik Teacher Training Institute, Bandar Enstek Negeri Sembilan. Farrahnaz Syezadiah Md. Husin is a Science Teacher in SK Sahabat 4. She has six years of teaching experience in English. She got her Diploma in Education from Tawau Teacher Training Institute majoring in Science and minoring in English and P.E.