eModul Orientasi Pensyarah Baru EXSOL 1

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PENDAHULUAN ..........................................................................................................................3
SENARAI SEMAK MODUS OPERANDI..................................................................................5
BORANG UNTUK PROGRAM MENTORING

i) Coach Evaluation Report ......................................................................................................6
ii) Teacher Reflection Form .....................................................................................................7

SLIDES POWER POINT
i) Introductory Slides oleh wakil TP HEA ..............................................................................8
ii) IB & ME oleh Penyelaras Program IB ..............................................................................17
iii) The Cambridge Teacher Standards oleh Penyelaras Program A Level ...........................29

LAMPIRAN
A. Contoh Program Tentatif .....................................................................................................40

B. Dokumen Rujukan
i) KMB Admission Policy ......................................................................................................41
ii) KMB School Language Policy ..........................................................................................42
iii)KMB Assessment Policy ...................................................................................................47
iv) KMB Access and Inclusion Policy ...................................................................................68
v) KMB Academic Honesty Policy........................................................................................72
vi) Subjects Offered in KMB..................................................................................................77

C. Gambar Program .................................................................................................................80

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Pendahuluan

Kolej MARA Banting merupakan institusi yang diberi mandat untuk melaksanakan program
antarabangsa iaitu International Baccalaureate Diploma Programme dan Cambridge
International AS & A Level Programme.

Pelaksanaan program orientasi ini akan memberi pendedahan kepada pensyarah baharu
untuk lebih mendalami program-program ini, mengenali budaya kerja dan seterusnya
bersiapsiaga untuk menjadi pemimpin dan pensyarah yang berkaliber, berkarisma dan
cemerlang.

Objektif Program:

1. Memahami dan mematuhi semua garis panduan dan keperluan yang telah ditetapkan
untuk Program IB dan A Level;

2. Menyesuaikan diri dengan budaya kerja organisasi dan persekitaran kolej
3. Menghayati budaya kerja sebagai pensyarah IB dan A Level
4. Melahirkan budaya kerja kreatif dan inovatif

Tempoh Pelaksanaan Program Orientasi Pensyarah Baharu

Dilaksanakan dalam tempoh sekurang-kurangnya 1 bulan atau sehingga 3 bulan mengikut
latar belakang pensyarah dan kesesuaian serta fleksibiliti kolej dan program.

Kaedah Pelaksanaan

Sesi orientasi bermula semasa pensyarah baru mendaftar di kolej dengan pengisian slot
program seperti dalam tentatif:

 Taklimat dengan Pengarah/ Pihak Pengurusan
 Taklimat tentang budaya kerja, organisasi dan persekitaran kolej
 Taklimat tentang program dan pengurusan PDP
 Taklimat tentang perlaksanaan dan proses Mentoring dan Coaching
 Perlaksanaan proses Mentoring dan Coaching
 Penghantaran laporan

Penutup

Program orientasi ini merupakan persediaan awal di peringkat kolej dan diharapkan
menghasilkan ‘charismatic leaders of tomorrow’.

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1. Dapatkan tarikh, program tentatif dan senarai nama pensyarah yang terlibat (peserta)
daripada Penyelaras IB dan Penyelaras A Level.

2. Dapatkan senarai nama yang terlibat dengan taklimat kepada peserta daripada TP HEA :
i) Ketua Unit CAS
ii) Ketua Unit TOK
iii) Ketua Unit ATL
iv) Ketua JK Extended Essay
v) Guru Perpustakaan
vi) Pengarah *
vii) Timbalan Pengarah HEP *
viii) Timbalan Pengarah HEA*
ix) PPTK *

3. Menyediakan memo:
i) Lantikan
ii) Jemputan menghadiri program

4. Memaklumkan kepada Pegawai IT (Pentadbir goTNA) mengenai:
i) Butiran program
ii) Senarai nama peserta dan yang terlibat dengan taklimat serta nombor gaji

5. Menempah lokasi kursus dan menyediakan segala peralatan yang diperlukan semasa kursus
(rujuk kepada TP HEA)

6. Mengambil gambar semasa program berlansung untuk tujuan dokumentasi.

7. Membuat dokumentasi bertulis dan bergambar setelah tamat program.

8. Program mentoring bermula. Tempoh mentoring tertakluk kepada status pensyarah dan akan
ditetapkan oleh IBC / Ketua Jabatan / Ketua Unit.

9. Program mentoring akan melibatkan beberapa perkara:
 Mentoring
 Coaching
 Shadowing
 Report
 Reflection

*** Tertakluk kepada tentatif program yang disediakan oleh IBC

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TEACHER REFLECTION FORM

Teacher ______________________________ Date & Time: __________________

Content

Summarize at least two strengths and two weaknesses of your pedagogical approach
(be specific):

Strengths Weaknesses
1. 1.
2. 2.
3. 3.

Reflection:

 What did you think of the coach and the way the coach delivered the sessions with you?
 What areas are you struggling with? What are the changes you will implement to meet your pedagogical goals?
 Did you have enough time and develop your skills?
 Did you improve your skills over the course of the sessions?
 How much did you learn throughout the sessions?

Impact for your Practice:

Please make any additional comments that you wish to pass on to the coach or
administrator of the programme:

Teacher Signature: Checked by Coach:
Date: Signature:
Date:

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COACH EVALUATION REPORT

Coach: ______________________________ Date & __________________

Time:

Content: _________________________________________________________________

Identify at least two strengths and two weaknesses of the teacher (be specific):

Strengths Weaknesses
1. 1.
2. 2.
3. 3.

Review Section- Please provide comments on the following:

 Subject Matter Content & Organization  Assistance to Students
 Teaching Methods  Management
 Teacher Presentation (establishes conducive  Sensitivity
 Personal Presentation (evidences self-confidence,
learning environment, eye contact, voice, self-
projection, enunciation & standard English) maintains professional comportment & appearance)

 Rapport

Suggestions for improvement:

Overall impression of teaching effectiveness:

Coach Signature: Checked by Deputy-Director of Academic
Date: Affairs:
Checked by IBC/ ALC Signature:
Signature: Date:
Date:
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INTRODUCTORY SLIDES OLEH TP HEA (WAKIL) :
PUAN NORHIDAWATI BINTI HUSSAIN

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SLIDE POWER POINT OLEH PENYELARAS
PROGRAM IB:

PUAN ROZANA MOHD IKRAM

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IB & ME

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SLIDE POWER POINT OLEH PENYELARAS PROGRAM
A LEVEL:

PUAN NURSAIDAH MOHD TAHIR

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SOURCE(S):
a. Cambridge Assessment International Education www.cambridgeinternational.org

b. PowerPoint template by SlidesCarnival.

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KMB New Teacher Orientation Programme

Date: 26/7/2019
Venue: Smart Classroom
Time: 2.30-5.00pm

Time Description Leader(s)
2:30 pm
3:00 pm Introduction or Norhidawati
A Word from Director
3:30 pm Rozana
Presentation of company history and Nursaidah
values Heads of
Department
Working Hours Heads of
Department
Highlights of KMB Unique Working
Culture

Session with IBC and ALC

July until September Job shadowing/training exercise

2019 (30-, 60-, and 90-day review period)

Mentor assigning
(mentor’s report: 30-, 60-, and 90-day

review period)

Participants
IB New Teachers

1. Noor Fairus binti Idrus
2. Norazila binti Ramli
3. Mohd Shafiq Affandi bin Mohd Rusdi

A Level New Teachers
1. Ahmad Akif bin Ibrahim
2. Mohd Hanis bin Mohamad
3. Muhammad Azri bin Abd Rahim
4. Nurulhuda binti Ramlan
5. Siti Aishah @ Tsamienah binti Taib

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KOLEJ MARA BANTING ADMISSION POLICY

I. Background

Kolej MARA Banting is a preparatory school under the governance of Majlis Amanah Rakyat
(MARA). The students are high-achiever students sponsored by MARA under the Youth Talent
Development Program. They will continue to study abroad after completing their IB Diploma
Programme.

II. Policy Statement

The admission of student to KMB is determined by MARA Admission Policy. The selection
process is handled by MARA Education Sponsorship Division. Students are selected based on
the results of their national examination certificate known as Sijil Pelajaran Malaysia (SPM). The
students will also sit for an aptitude test and an interview.

Successful candidates will be offered full sponsorship and a placement in KMB. KMB is not
responsible on the selection of the students.

III. Entrance Requirement (MARA Admission Policy)

1. Student must at least obtain 8 A in SPM for below subjects:
a) Malay Language
b) English Language
c) Mathematics
d) Additional Mathematics
e) Biology
f) Physics
g) Chemistry and

h) One other subject
2. Pass aptitude test
3. Pass the Interview

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KOLEJ MARA BANTING

SCHOOL LANGUAGE POLICY

Preamble

In accordance with the Education Ordinance 1967 and the Education Act 1961, the Malay
language is upheld as the national language and is regarded as the language for nation building.
Therefore, Malay language is the medium of instruction in all national schools except for the
vernacular primary schools whereby the medium of instruction is the mother tongue (Mandarin,
Tamil or Punjabi) and Malay language is a compulsory subject.

However, the Malaysian government also realizes the importance and relevance of mastering
English in order for young Malaysians to compete successfully in all fields in the global
community. Thus, English is a compulsory subject in all Malaysian schools throughout the 11
years of compulsory schooling regardless of the medium of instruction.

Although the emphasis of the Malaysian government is on the Malay and the English languages,
secondary school students have lately been encouraged to learn another foreign language but
this is not taken as seriously as the learning of the English language.

In summary, the languages that are being emphasized by the Malaysian government are Malay
(the mother tongue of the majority of the population) and English. There is, however less
emphasis on the mastering of the mother tongue of other ethnic communities and, apart from
English, very little emphasis on the learning of other languages even as an Ab Initio language.

Thus, the languages emphasized in MARA College Banting are Malay and English and teachers
are provided only for these two languages. Though the college would like to introduce other
languages, there is a problem with employment of teachers of other languages. This is due to the
employment policy whereby a teacher can only be employed to teach a new subject if the
number of classes offered corresponds with the minimum number of classes per teacher as
stated in the employment regulation.

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Policy Statement

The college recognizes that it has a population of students who come from diverse cultural
backgrounds, and understand that the learning of:

▪ their respective mother tongue will provide students with the opportunity to appreciate their
own language and culture;

▪ other languages would help students to recognize and understand the culture in which the
language is located and to raise awareness of intercultural attitudes, values and beliefs and
thereby be able to better appreciate the similarities and differences of other cultures.

In line with MARA’s vision to provide global education and the IBO’s mission to develop inquiring,
knowledgeable and caring young people as well as to promote international-mindedness and
multi-cultural awareness, the college community acknowledges that:

▪ Language is central to learning
▪ Multilingualism is central to the development of responsible, compassionate, open-minded

and impartial world citizens
▪ All subject teachers should play the role of language teachers responsible for facilitating

effective communication, especially in their respective subjects
▪ Language lessons should promote the recognition and the understanding of the culture that

is linked to it as well as engage in issues relevant to young people
▪ Support for mother tongue development as well as other non-English languages should be

provided as much as possible as it is part of a student’s holistic development
▪ Commitment in providing quality education in English is important
▪ Support, in the form of remedial activities, for students who are weak in English is vital
▪ Promoting the language of the host country (Malay) should be carried out through various

college activities especially to benefit students who may not be taking the language as a
Group 1 or Group 2 subject.

Current Status and Implementation

This section will give a brief account of the current status for each of the language programmes
followed by its implementation to ensure that the language policy of the college is in line with
IBO’s mission.

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STUDIES IN LANGUAGE AND LITERATURE (GROUP 1)

Language A: Literature

Current Status

Only Malay A: Literature (SL) is offered as a mother tongue language in view of the fact that all
the students are of Malaysian origin. Thus, the teaching of the mother tongue to a minute
percentage of students of other ethnic groups are not able to be accommodated by the college
due to either the inability to employ teachers for such a small number or the lack of translated
texts in the various indigenous languages of Sabah and Sarawak. However, the college supports
self-taught options in Group 1.

Implementation

▪ Malay A: Literature SL will be offered to all Malay students as their mother tongue language.
▪ Malay A: Literature SL will be offered to all Malaysians of other ethnic communities if their

mother tongue language is not offered by the IB, if they so desire.
▪ Malay A: Literature SL teachers will be provided by the college.
▪ English A: Literature SL will be offered to students who are non-Malaysians (if they so desire)

as well as to Malaysians who cannot handle Malay A: Literature due to reasons such as having
lived overseas for most part of their lives and English is considered to be their first language.
An English teacher will be provided by the college for this subject.
▪ Other languages (such as Mandarin, Tamil, Punjabi, etc.) will be allowed in Studies in
language and literature (Group 1) if non-Malay students decide to opt to be self-taught. The
IB Coordinator will assist in finding a suitable teacher for the students and will liaise with the
external teacher.

LANGUAGE ACQUISITION (GROUP 2)

Language B

Current Status

At present, the college considers English as a second language as most students have studied this
language for eleven years of their schooling. Thus, the only Language B subject offered in the
college is English B. Furthermore since the students will be studying in English-speaking
countries, the college finds English B the most appropriate to offer. Although the IBAP officer
has recommended that all students should take English B HL since they are doing the IB
programme in English, the college feels that SL should still be offered to those who are still of low
competency in the language.

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Implementation
▪ All students will take English B HL.
▪ Students will take English B SL if the course and the university they plan to pursue require 3

HL in other groups.
▪ Should a student take English A: Literature SL, then he/she may take any other languages

offered by IBO in Language acquisition (Group 2). The IB Coordinator will assist in finding a
suitable teacher for the student and will liaise with the external teacher.
▪ English teachers will be provided by the college.
▪ Students will also take IELTS and/ or SAT as part of the requirement by the sponsorship
division of the governing body.

Ab Initio

Current Status

The college supports students who are interested in studying a language at this level on a self-
taught basis. So far, throughout running the IB programme, there have been three self-taught
students: one self-taught in Spanish, one in Italian and the other in French. The college also offers
Arabic Ab Initio to students who are interested since there are teachers available to teach the
language. So far, throughout running the IB programme, there have been a few students taking
Arabic Ab Initio.

Implementation
▪ Only students who are taking English A, as well as students who are very proficient in English

but are not taking English A, may opt to learn another language at this level. This is because
the college needs to ensure that all the students have achieved a good level of proficiency of
the English Language so that they can cope with their studies at their respective universities
later on.
▪ The college will provide an Arabic Ab Initio teacher for any student who is interested to learn
Arabic Ab Initio.

Revised in January 2020

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KOLEJ MARA BANTING
ASSESSMENT POLICY

1. Programme Philosophy

Kolej MARA Banting (KMB) produces students who will at the end of a 2 year IB Diploma
Programme be able to pursue tertiary level education in renowned universities all around the
world. This is to fulfil the requirement set by the governing body, MARA that sponsors students
for their tertiary level education.

KMB as much as possible tries to offer a variety of subjects for each group not only to ensure that
all students fulfil the IB Diploma requirement but also according to his or her intended area of
study at tertiary level. This is in line with the school’s mission which is “To develop globally
competitive and entrepreneurial individuals, who are both holistic and international-minded in
their pursuit of knowledge through intercultural understanding and respect.”

However the choices of subjects are limited due to the availability of subject teachers. All Muslim
students are required to take up Islamic Studies as a requirement by MARA. Semester exams are
held to monitor the students’ progress throughout the programme. All year 2 students will sit for
the IB examination in May.

2. The Implementation of Assessments

The assessment is regarded as a tool for KMB to evaluate students’ academic proficiency and
their capacity in relation to the IB learner profile. The assessment is a reflection of their
maturity as learners and fundamental in promoting life-long learning.

The objectives of the assessment at Kolej MARA Banting are to:

• promote continuous progress of development skills among students.
• evaluate, improvise and strengthen academic programmes.
• fulfil the academic goals.
• communicate with students, parents, staff and the community the evaluation and

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learning activities.

• allocate resources strategically for the students, programmes and school.

2.1 KMB Assessment Strategies and Tools

The students are assessed using both the summative and formative assessments:

● The Summative Assessment

The summative assessment is conducted by the College Examination Unit at the end of each
semester. All students studying the same subject will sit for common papers prepared by relevant
teachers. The college as much as possible tries to abide by the rules and regulations as stated in
“The Conduct of IB Diploma Programme Examination (year)”. The marking of each paper will be
done by subject teachers using a common marking scheme. There will be no makeup
examination for any students who missed the semester examination for any reason. The grade
for students absent from examination will be based on tests and the ongoing assessment done
by a subject teacher.

Throughout the 2 year IB Programme, students will take the following summative assessments:

a) Standardized semester examination (1 per semester from Semester 1 to 3)
b) Mock examination (Semester 4)
c) IB Examination (May session)

● The Formative Assessment

Throughout their study, students are assessed formatively using various assessment tools as
listed below:
a) Discussion
b) Laboratory report
c) Portfolio and project
d) Topical test
e) Oral/Presentation
f) Case study

The assessment tools used above depend on the nature of subject and in accordance with the
subject guidelines. Below are the assessment tools details according to subjects:

A. Group 1

Language A: Malay (Literature) HL

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❖ Ongoing Assessment:
● Learner Portfolio
● Standardized Test
● Group Presentation

❖ Final Semester Examination:
● Written Examination: Paper 1 and / or Paper 2

Language A: English (Literature) HL

❖ Ongoing Assessment:
● Essay Writing
● Interactive Oral
● Presentation

❖ Final Semester Examination:
● Written Examination: Paper 1 and / or Paper 2

B. Group 2

Language B: English HL and SL

❖ Ongoing Assessment:
● Writing (Individual and Group)
● Presentation (Individual and Group)
● Group Interactive Oral

❖ Final Semester Examination:
● Written Examination: Paper 1 and 2

Language Ab Initio: French and German

❖ Ongoing Assessment:
● Interactive Oral
● Writing

❖ Final Semester Examination:
● Written Examination: Paper 1 and 2

C. Group 3

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Business Management SL

❖ Ongoing Assessment:
● Standardised Test
● Topical Quizzes
● Presentation
● Group Project

❖ Final Semester Examination:
● Paper 1 (Case study)
● Paper 2 (Structured Questions)

Economics SL & HL

❖ Ongoing Assessment:
● Standardised Test
● Topical Quizzes
● Presentation
● Group Project

❖ Final Semester Examination:
● Paper 1 (Essay)
● Paper 2 (Data response)
● Paper 3 (Quantitative for HL only)

Information Technology in Global Society SL

❖ Ongoing Assessments:
● Standardised Test
● Presentation
● Group Project

❖ Final Semester Examination:
● Paper 1 (Essay)
● Paper 2 (Essay and with unseen article)

D. Group 4

Biology HL & SL

❖ Ongoing Assessments:

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