The framework was revised in light of the opinions and recommendations received from the workshop and finally endorsed by the National Curriculum Coordination Committee (NCCC). The educational principles mentioned in the National Education Policy 2010, especially the clauses on youth education, are being studied to lay the foundation for the new curriculum. The education systems, particularly various aspects of the curricula of these countries, have been examined to examine their applicability in the context of Bangladesh.
Under the guidance of the National Advisor, SESDP's Curriculum Specialists outlined the Principles of the Curriculum based on the Needs Assessment.
Flow chart of school leavers’ tendency for further education and work
One is the established principles of curriculum development and the other is the flow diagram of school leavers' tendency towards further education (see 4.2.2). This was discussed and revised in a number of internal meetings of the National Consultant with Curriculum Specialists. National level curriculum specialists, subject specialists, educators, teacher educators, education administrators, classroom teachers, members of parliament and national leaders actively participated in these seminars.
The revised framework was then approved by the National Curriculum and Textbook Board (NCTB) and the National Curriculum Coordination Committee (NCCC). The framework/outline is added in Article 6).
Subject-wise curriculum development
The draft was then presented and discussed at a joint meeting of the similar subject committees and the curriculum advisor. The workshops were attended by members of the subject committee, members of the relevant verification and editorial committee, and members of the technical committee for the development of the curriculum formed by the Primary School. At the workshops, subject teachers in groups intensively studied individual curricula and gave concrete recommendations.
Later, the subject committee worked on the document to finalize it including the recommendations.
Activities at different stages in developing curriculum
Special features of National Curriculum 2012
Curriculum framework
Aims and objectives of education for classes 6-12 Aims
Subject framework
Subject-frame work, number and time allocation for classes 9-10 (general stream)
The student will choose a group from the natural sciences, humanities or business sciences and take compulsory subjects from these groups. 12. Economics/Civil Rights and Citizenship/Arts and Crafts/Agriculture/Home Studies/ Language and Culture of Small Ethnic Group/Arabic/Sanskrit/Pali. The school remains open on Independence Day, Victory Day, Martyrs' Day (Shaheed Dibash) and International Mother Language Day, National Mourning Day and Father of the Nation Bangabandhu Sheikh Mujibur Rahman's birthday.
Teaching-learning strategies and techniques
- A few words about ensuring learning
- Constructivist theory
- Question and answer method
- Traditions of asking questions
- Types of questions
- Dos for teachers
- Forming a group
- Sitting arrangements for groupworks
- The process of groupworks
- Types of group work
- Some examples of group work
- Topics not suitable for group work
- Overcoming learning difficulties through group works
- Teacher’s role during the group work
- Demonstration methods
- A few more words about teaching learning activities
- Continuous assessment of subject specific knowledge and psychomotor factors
- Class work
- Home work
- Investigation work
- Class test
Research can be done in various ways such as file analysis, visits, observation, interview etc. It is the role of the teacher to select an activity or activities/techniques according to the need of the lesson to make it fruitful to make. The example homework from the curriculum matrix can be followed.
Homework should be designed in such a way that it can be done within 20-25 minutes.
Curriculum
- Objectives
- Terminal Learning Outcomes Students will be able to
- Classwise Learning Outcomes
- Curriculum Matrix Class-6
Today the need to learn English for communication in a global world – be it for trade, commerce, the labor market, medical assistance, higher education or access to information – is indisputable. The ability to use the language for effective communication in real-life situations locally and globally has become the main goal of learning English as a foreign language. Currently, the role of English as a foreign language in nurturing school students as compatible human resources for a digitized society is also important.
The English curriculum at primary school (grades 6-8) is designed in light of the overall goals of the National Education Policy 2010 for learning English as a foreign language. However, given the ground realities of students' and teachers' long-standing practice in grammar teaching, Communicative English Grammar will be taught concurrently with English Paper Two. However, new vocabulary should be introduced at each grade; vocabulary taught in the previous classes can be repeated.
Detailed guidelines will be provided in the teacher's guide on how to teach grammar and vocabulary in context. For fruitful realization of the general objectives of learning English at the primary level (6-8), it is imperative that teachers be competent in all four skills of English language. What teachers are expected to do in the classrooms to realize the goals is directly linked to the teachers' own competence within the four skills.
Therefore, the development of teachers' language skills should be given priority over their training in teaching methodology or any other such field. Thus, it has set learning objectives and outcomes and suggested content, teaching learning activities in a way to equip students at this level with the basic English language skills to function in an international context with confidence.
Activities
Evaluation Themes Language Points
Curriculum Matrix Class-7
Learners will listen to the stories told by teachers or will listen to audio tapes to answer relevant questions (MCQ, gap filling, true-false). Learners work with tables of contents and dictionary pages to find out various information about chapters in a book and certain words; individual work, word competition, word game, pair work, group work.
Curriculum Matrix Class-8
Evaluation Themes Language Point
Curriculum: English Paper –Two
Distributions of Marks (Paper One) Total marks: 100
Paper One
Total marks 100
Paper Two
Grammar test items
Composition test items
General Instruction for Writers of Textbooks Classes 6-8
Material must be sensitive to issues of gender, cultures, colour, race, religion, ethnic groups, etc. Topics and themes must be interesting, realistic and suitable for learners' age and cognitive level. Topics/activities must be chosen to achieve the main objectives and terminal learning outcomes of the curriculum.
The textbooks should contain authentic texts as required, and language suitable for different contexts and cultures. The textbooks should include a variety of activities to provide sufficient practice across four language skills. The textbooks should provide opportunities for learners to learn and practice social interactions through dialogues.
Textbooks should indicate how many time slots are required for each lesson. Workbooks with appropriate exercises should be produced along with textbooks to give students more opportunities for language practice. The teacher's guide should include a section with examples of classroom instruction (such as greetings, starting a lesson, basic WH/Yes-No questions, monitoring student activities, checking answers, simple social English).
Textbooks will create opportunities for sound practice and pronunciation, as they are graded in the curriculum. Phonetic symbols should not be used in student textbooks, but should be explained in the Teacher's Guide.
Curriculum Classes 9-10
Introduction
Bangladesh has been in the process of a change in the teaching and learning of English since the 1990s. Considering this learning need, the country adopted Communicative Language Teaching (CLT) from primary to upper secondary levels. Since then, the need for a change in methodology, content and attitudes in teaching-learning English has become increasingly urgent.
And the communicative use of English language can contribute greatly to these areas of national development. To help prepare the country's younger generation for the competitive globalized world of the 21st century, this curriculum for secondary English has been developed. The successful implementation of a language curriculum, especially a communicative language curriculum, depends mainly on properly trained teachers.
This is because in a communicative language curriculum 'how to teach' is more important than 'what to teach'. Interactive activities should be conducted between teachers and students, and more importantly, between students and students. Therefore, some themes/topics have been included in the curriculum that will be used to provide contexts and situations when practicing communicative language skills.
With a view to strengthening the language use of the students, communicative English grammar is taught simultaneously. Using the competency for effective communication in pre-intermediate-level real-life situations.
Curriculum Matrix Classes: 9-10
Learning outcomes, functions, and language points
- Themes
- Teaching Learning activities
- Assessment
- Test Items
- Test items
- Test items
- Writing
- Distributions of marks for Paper One
- Test items
Learning periods: 5) Listening and speaking skills. showing something, making plans; giving. suggestions, thoughts; placing arguments in logical sequence. negative statement; adjectives; modal; simple future, use of let us; tag questions; cohesive devices: therefore, therefore, therefore, however, regardless of, instead of, first, second, third, next, last, etc.; conditional. asking and talking about modern inventions and achievements; predicting. auxiliary verb; social expressions such as stay, hurry, wow, hold on to something, etc. present and past simple, past simple vs past perfect; questions and negatives; conditional; infinite; expression of feelings or emotions 8. reading and listening to the potentials of media and electronic communication; making it effective e-. communication through social networks and mobile technology. tenses: present simple, present continuous, present perfect, past simple; items, quantity:. Teacher's activities Student's activities Teacher's activities Student's activities The teacher speaks (asks, . instructs, gives instructions, orders, greets, describes, narrates, tells stories), asks questions. Student learning activities will be assessed through classwork, continuous assessment, terminal/public exams using teacher-prepared or center-prepared tools.
It should be noted that the test tools will be based on all learning areas if necessary. Students' ability to listen/understand English with acceptable pronunciation (such as sound, accent and intonation through student-student, student-teacher and student-technology interaction) will be assessed. Students' ability to speak acceptable English with comprehensible pronunciation (such as sound, accent and intonation through student-student, student-teacher interaction) will be assessed.
Students' ability to read authentic text and materials at an appropriate level for comprehension and higher order thinking will be assessed. MCQs, answering questions (open and closed questions), filling in the blanks with and/or without data, matching, substitution tables, transferring information, flow charting, rearranging, summarizing. Students' ability to write English correctly at an appropriate level to express ideas, thoughts, feelings, emotions will be assessed.
Students' speaking and listening skills will be assessed through continuous assessment and these scores will be added to determine students' final summative assessment score. Students' reading and writing skills will be assessed in public paper-and-pencil proficiency tests for the remaining 80 points (40 for reading and 40 for writing).
Curriculum: English Classes: 9-10
Paper Two 9. Learning outcome
- Grammar Contents for Paper Two a. Nouns
- Distributions of marks for Paper Two
- Grammar test items
- Composition test items
- Guidelines for textbook writers
Question C will clearly state the desired writing style, i.e. whether it will be written in descriptive or narrative, or in enumeration or comparison and contrast style. Topics/activities should be chosen to achieve the objectives and learning outcomes of the curriculum. Some language games, puzzles, mini dialogues can be used as exercises for developing language skills through fun and entertainment.
The textbooks will create opportunities for sound and pronunciation exercises through listening texts with assignments. But they can also provide the authors of the Paper Two book with useful information. The language points central to the lessons of the Paper One book, English for Today, should be used for grammar practice.
