bulletin DLP 2020 1

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,











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











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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








































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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. 7

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. 8

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. 9

MUHAMMAD ISKANDAR ZULKARNAIN





















GURJEEVAN JOON KAUR ADNIN MIKAIL





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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.

















EXPERIMENT TO TEST
ACID & ALKALI Experiment on How to
sink an orange
SUBSTANCES

















Experiment On
Absorption

pg. 12

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. 13

FULL EVENT / PROGRAM




pg. 14

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. 15
Fun Game

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.





















































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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.





































































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pg. 19

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. 20

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. 21

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. 22

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pg. 23

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
















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