Bulletin DLP SKGJI 2020

pg. 1

I just wanted to share my sincerest thank you to Dual Language Programme

committee of SKGJI. I really appreciate your effort and your constant


dedication to keep the students updated and developed in academic,

especially during these rapidly changing times. It has not been an easy

transition for any of students, but your effort and positive attitude have

helped pull the students move to enhance learning process. DLP Committee


fostered a sense of support and appreciation that allows students to improve

ability to learn Science and Mathematics in English language. It is not so

easy to teach or learn Science and Mathematics in English language. But DLP


teachers really work harder to prove it by carried out various activities for

students to enhance enthusiasms in learning Science and Mathematics in

English language. Your long hours and hard work make such a difference to


ensure the learning and growth of students. Thank you so much to DLP

Committee for motivating our students to strive for success daily. Your input

on our after-class learning program has really brought up students’ talents

and show up positive attitudes. Your dedication to our students shows and is


much appreciated.


Thank You.


Sincerely,


Pn. Mazrina bt Shaharuddin

Headmistress of SKGJI







pg. 2

Science teaching is a complex activity that lies at the heart of the vision of science education
presented in the Standards. The teaching standards provide criteria for making judgments
about progress toward the vision; they describe what teachers of science at all grade levels
should understand and be able to do.


The educational system must act to sustain effective teaching. Teachers must be provided
with resources, time, and opportunities to make change as described in the program and
system standards. They must work within a framework that encourages their efforts.

All teachers of science have implicit and explicit beliefs about science, learning, and
teaching. Teachers can be effective guides for students learning science only if they have
the opportunity to examine their own beliefs, as well as to develop an understanding of the
tenets on which the Standards are based.

A challenge to teachers of science is to balance and integrate immediate needs with the
intentions of the yearlong framework of goals.

To achieve the goals teachers must do well preparation on learning standard going to teach
for students. In determining the specific science content and activities that make up a
curriculum, teachers consider the students who will be learning the science.


All activities must base on 21st Century learning activities such as quiz, role play, fun
games, project-based learning, storytelling and so on. Whether working with
mandated content and activities, selecting from extant activities, or creating original
activities, teachers plan to meet the particular interests, knowledge, and skills of their
students and build on their questions and ideas. Such decisions rely heavily on a teacher's
knowledge of students' cognitive potential, developmental level, physical
attributes, effective development, and motivation—and how they learn. Teachers are
aware of and understand common naive concepts in science for given grade levels, as well
as the cultural and experiential background of students and the effects these have on
learning. Teachers also consider their own strengths and interests and take into account
available resources in the local environment.



By, Teacher Rajathi
DLP Coordinator, SKGJI










pg. 3

Classroom activities are activities done by student inside the class as part of

applying or doing the practical part of the lesson after listening to the

theoretical part which is presented by the teacher. Activities outside class

enable learners to explore more knowledge through visiting libraries,

responding to and using the environmental realia, using electronic programs

and accessing to the relevant sites of the internet.





The term "Classroom activities" applies to a wide range of skill-based games,


strategies and interactive activities that support students' educational
development. The goal of all activities is to enhance students' understanding,


skill or effectiveness in a specific area by engaging multiple styles of learning.

School activities also serve to infuse fun into learning as well as bolster

student confidence and the ability to think critically.





A good design of classroom activities could not only help the students handle

the relationship of “input” and “output” during their speaking process, but

also mobilize the interaction between teachers and students inside the

classroom. This design is, guided by the Task-based teaching method, based

on the correct choice of teaching content and reasonable arrangements for

classroom tasks, and with a variety of classroom activities, to stimulate the

students’ interest and successfully complete the speaking process in the oral


course classroom. It’s helpful to both the students and the teachers to make

satisfying achievements for the teaching task.












pg. 4

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• To understand the essential points in preparing an oral presentation •
• To understand the key elements of delivery of messages in oral presentations •

• To appreciate the nature of PowerPoint as a way of presenting the world •
• To develop more effective presentation skills








































pg. 6

pg. 7

Role play for the enhancement of knowledge

When the learners are challenged to enhance their knowledge through the intake of information

and the expansion of their comprehension, role playing exercises can serve as a powerful device.










































pg. 8

Quizzes and self-assessment help students identify what they know and what they don't know. The
students then have a better idea of how well they are grasping the material, hopefully motivating

them to study more and helping them allocate their study time effectively by focusing on the

information that still needs more practice.











































pg. 9

The goals of High-Quality Project Based Learning are to: Teach academic content knowledge and

skills, and develop deeper understanding. Build 21st century success skills such as critical
thinking, problem solving, communication, collaboration and creativity/innovation.











































pg. 10

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Science experiments promote discovery and learning. Discovering new ideas is an integral part of

learning science. Science experiments play a very crucial role in the on going intellectual

development of children. In science laboratories, children get time, space, as well as resources to
exercise their curiosity.










































pg. 16

❖ Activities which are to help students grasp ideas in class, ask open-ended questions that
require students that get students writing/talking. They will undoubtedly reveal more than
you would’ve thought to ask directly.
❖ Have students summarize or paraphrase important concepts and lessons. This can be done
orally, visually, or otherwise.


























































pg. 17

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pg. 19

Science Talent Search, a program or competition of the Society for Science & the grade level 1, 2
and 3 who following Dual Language Programme classes, identifying the students most promising

young scientists. This is programme carried out as a competition to show the students hidden

talent. It is a self-analysing competition which helps to understand a student's inherent, potential

and intellect right from an early age.

To identify the inquisitive and ignited minds that can be nurtured and transformed into a
successful professional in the field of Science.





































pg. 20

FULL EVENT / PROGRAM




pg. 21

By playing games, students become more motivated to learn, pay attention and participate in set

tasks. Games help students to become a part of a team as well as take responsibility for their own

learning. They can also be a great classroom management tool, helping to motivate a class.










































pg. 22

pg. 23

❖ Showing appreciation for good work is a powerful way to motivate your students to

stick around.

❖ Students appreciation is directly tied with their work satisfaction, happiness,
and student’s morale. When you show your students that you care, it can also boost

motivation, increase engagement in learning process, foster dedication, build

independent learners and increase productivity.























































pg. 24

pg. 25

STARS is a program where the whole class AND each individual student is recognized and rewarded
for positive behaviors, academic improvements, and accomplishments. This program offers an
excellent way for teachers to recognize, reinforce, and encourage each student individually. It also
gives the teacher a way to recognize and reward the class as a whole group. This program is to
reinforce positive behaviors, reward the completion of an academic goal, reward the completion of
a behavioral goal, recognize areas of improvement and encourage improvement in behavior.





















































pg. 26

pg. 27

This is a program which helps the students to understand the topics will going to learn on coming
year. Students able to develop their skills by doing advance revision, reading or exercise on what
they will going to learn on next year or coming year before new session.























1 DLP STUDENTS



















2 DLP STUDENTS

















pg. 28

3 DLP STUDENTS














pg. 29

The 2020 Movement Control Order (Malay: Perintah Kawalan Pergerakan Malaysia 2020),

commonly referred to as the MCO or PKP, is a cordon sanitaire implemented as a preventive
measure by the federal government of Malaysia in response to the COVID-19 pandemic in the
country on 18 March 2020. The order was commonly referred to in local and international media as
a "lockdown" or "partial lockdown. Academic becomes a challenging world because of the pandemic
and teachers still perform their responsibilities for their students.


































































pg. 30

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pg. 32

Writer
Rajathi d/o Ramayah
KURIKULUM SAINS SEKOLAH RENDAH










These dictionaries are written for

primary Grade 1,2 and 3 school students


based on the DLP SCIENCE DSKP. It is

suitable for primary school students in

Year 1, 2 and 3 who studying Science in
English. It contains an alphabetical list of

common words and phrases applicable

to the new Malaysian Curriculum Science

KURIKULUM SAINS SEKOLAH
course for Year 3. Colored, labelled
RENDAH
diagram and illustrations, as well as
numerous examples, have been included

to aid understanding and learning.







pg. 33

The Standards-Based

Report Card is designed

for reporting on

student learning not

planning instruction

and assessments. The

purpose of Standards-

Based Report Cards is
to convey information

from the school to

parents about a

student's educational

progress.






pg. 34

With padlet you can create an online post-it board that you can share


with any student or teacher you want.

It’s easy to use and very handy.
Here, students may see various materials such as video lesson, hands-

on activities, students’ presentation, students work and many more.

This is also known as bulletin board which can see all the ideas

gathered on the teacher board immediately. There are more sharing


options and most obvious. This is looks like a Mini Library. By using


pg. 35
the link, students also can share their ideas in the padlet.

pg. 36

MID - TERM ASSESSMENT

10
9
NUMBER OF STUDENTS 5
8
7
6

4

3
2
1
0
1 2 3 4 5 6

TAHAP PENGUASAAN





FINAL ASSESSMENT

8
NUMBER OF STUDENTS 4
7

6 5
3

2 1

0
1 2 3 4 5 6
TAHAP PENGUASAAN





Students achievement increases when compare Mid-Term

Assessment with Final Assessment. Students engage in all

activities carried out by teacher. Students spend a great deal of
time chatting, sharpening pencils, arguing about grades or
homework assignments—and engaging in other activities that

are not directly related to the content. Teacher use performance

assessments to ensure mastery and understanding among
students.








pg. 37

MID - TERM ASSESSMENT
10
9
8
7
6
5

4
3
2
1

0
1 2 3 4 5 6




FINAL ASSESSMENT
8
NUMBER OF STUDENTS 4
7
6
5
3

2
1
0
1 2 3 4 5 6
TAHAP PENGUASAAN







Students achievement increases when compare Mid-Term

Assessment with Final Assessment. Students engage in all

activities carried out by teacher. Use self-evaluation against a
rubric, peer editing, and other such strategies. Teacher use

performance assessments to ensure mastery and understanding

among students.









pg. 38

MID - TERM ASSESSMENT

8
NUMBER OF STUDENTS 4
7
6 5

3

2

1
0
1 2 3 4 5 6

TAHAP PENGUASAAN





FINAL ASSESSMENT
12
NUMBER OF STUDENTS 6
10

8
4

2

0
1 2 3 4 5 6
TAHAP PENGUASAAN





Students achievement increases when compare Mid-Term
Assessment with Final Assessment. Students engage in all

activities carried out by teacher. Use self-evaluation against a

rubric, peer editing, and other such strategies. Project-Based

learning helps students to enhance in learning process and
upgrade student’s progress in academic. Teacher use

performance assessments to ensure mastery and understanding

among students.









pg. 39

ANALYSIS OF FINAL EXAM
16
14
Number of Students 10
12


8
6
4
2
0
1 2 3 4 5 6
Tahap Penguasaan











Analysis of Final Exam shows satisfied. Students can

score TP 4, 5 and 6. This is shows good achievement


among the students. Students able to understand and

answer exam questions.






























pg. 40

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pg. 41

1. DLP SCIENCE Learning &

Teaching Resources

https://padlet.com/roja1406/doz4

dplni7iws5k5





2. DLP Success Story

https://padlet.com/roja1406/6kue

n3w7crx56u89




3. Share my PBL

https://padlet.com/roja1406/trtf

r4zse6yx6ya8



4. Teacher Rajathi -


Educational YouTube


Channel

https://www.youtube.com/c/RAJ

ATHIRAMAYAH/videos?view_as


=subscriber



5. Standard-Based Report Card


Standard - Based Report Card

Science | AnyFlip






pg. 42

6. DLP SCIENCE GRADE 1

ILLUSTRATED

DICTIONARY

https://anyflip.com/tsgwk/wbjp/





7. DLP SCIENCE GRADE 2

ILLUSTRATED

DICTIONARY


https://anyflip.com/tsgwk/vorg/






8. DLP SCIENCE GRADE 3

ILLUSTRATED DICTIONARY


https://anyflip.com/tsgwk/absu/































pg. 43

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