Schools In Alabama - New Syllabus 2005 - English Language For Secondary Schools, Form I - Iv
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We had a good read. For the benefit of yourself. Be sure to read to the end. I want you to get good knowledge from Schools In Alabama.Tanzania is among African countries, which right after independence started to take measures on study developments through policies formulation, reviews, adjustments, and improvements. These measures contain curriculum produce and improvement for schools to meet national goals on education. English as one of the subjects taught in all study levels from customary school to tertiary level, its curriculum and teaching has being gone those changes since then. In viewing and analyzing the English syllabus used in Tanzanian schools particularly in ordinary level now, we should see the changes of last syllabus, which led to the current syllabus we have today. The last syllabus was introduced in 1996 and used up to 2005 where the current syllabus was introduced in use from January. The syllabus was improved to meet the needs, challenges and shortcomings of the old one. Students were given more activities; the syllabus focuses on learner competencies rather than the old one, which focus more on contents. The syllabus was challenged that it did not bring competences that is why the thorough of English has declined dramatically over the years, and the main cause of this decline is the insufficient teaching of English in schools following the English language syllabus. This was seen by Allen K. (2008) in 'What happened to our good English? And wrote:
'Syllabus and textbooks have caused this... Secondary school students only fare marginally better, and yet secondary and tertiary study is all in English. They may be able to engage in uncomplicated dialogue but ordinarily only after they have asked for the question/sentence to be repeated at least once. Again, fluent, involved structures are mostly not understood at all. Written English is a greater problem. How many secondary school students write the almost nonsensical 'How are you? On my side, I'm fine and going on well with my daily activities'. Recently talking to university graduates who were embarking on post-graduate studies their lack of trust in the language was striking. To make conversation I needed to adopt very uncomplicated structures at a very slow, unnatural speed'.
This was also earlier seen by Cripe C & Dodd W. (1984) that recommend the authorities to work on a wholly new syllabus for English language teaching in schools. Such a syllabus could take into inventory that many more pupils strengthen to secondary school from customary school without facing English language good foundation.
In that view, this paper analyze the modern syllabus, by using some of the criteria including appropriateness, feasibility, utility, adequacy, content, method, scope and consistency in the middle of grades. Others are internal consistency, clarity, and up-to-datedness. These criteria will be on its structure, objectives, strengths and weaknesses that avail. It is important to do so in order to heighten the thorough of English in Tanzania as proficiency in the language. This is because teachers as main guides for study in their classrooms use national English syllabuses and in examinations. The syllabus was designed and ready by Tanzania produce of study under the Ministry of study and Vocational Training.
Analysis
Before the analysis, the definition of syllabus is given as the overview of the course; ordinarily contain specific data about the course. (www.counselingcenter.uiuc.ed). Collins requisite English Dictionary defined syllabus as an outline or overview of the main points of a text or a policy study. Syllabus analysis is the evaluation of the quantity of the syllabus (www.counselingcenter.uiuc.ed). So the purpose is to evaluate the quality of it advanced by the institution.
The major areas analyzed in this ordinary level English syllabus are top cover, back cover, inside the top cover, part one and part two of it. The top cover gift the title beginning with United Republic of Tanzania on top then Ministry of study and Culture now changed to Ministry of study and Vocational Training, followed by English Language Syllabus for Secondary Schools, Form I - Iv, 2005. Inside the cover on page (ii) copyright of the ministry is uttered followed by designed and ready authority and address i.e. Tanzania produce of Education. The next page (iii) is the table of contents.
The syllabus ordinarily is divided into two main parts where the first is introduction, objectives of study in Tanzania, objectives of secondary education, normal competence for Form I - Iv, normal objectives and club of the syllabus. The second part consists of competences and objectives of the class followed by a table matrix layout, which shows topics, sub-topics, specific objectives, patterns/structures, contexts/situations, vocabulary/phrases, teaching/learning strategies, teaching/learning materials, assessments and whole of periods with instructional time.
Introduction of the syllabus is well presented shortly expressing that the syllabus replaces the 1996 English Language edition, which has been phased out. It has been introduced for implementation from January 2005. The introduction could have been more provocative if it explained more the major reasons, which led to the phase out or convert of the old one. Some inquiry skills and some inquiry levels are very briefly outlined in the introduction; it could be outlined to polish the part.
The objectives of study in Tanzania are clearly stated, meaningful and relevant to Tanzanian context as well as worldwide. They touch all disciplines of skills needed to the human being in the world. This is written the same in all syllabuses for subjects in that level nationally. The objectives are challengeable with the availability of resources in study both physical and human infrastructure in totality to cater the needs. In the description presented in the discussion of Commonwealth Ministers in Halifax, Canada 2000; by the priest of study and Culture at the time says that; despite the government and the inexpressive sector efforts to furnish secondary study in the country, the sub-sector had shortage of the science teachers especially in the rural areas, shortage of laboratories, shortage of equipments and other basic educational materials... It means that the objectives are clearly stated but not easy to perform successfully.
The following section analyses the feasibility of the objectives of secondary study in Tanzania. The part started by defining the secondary study as a post customary formal study offers to learners who successfully completed seven years of customary study and have met the requisite entry qualification requirements. The objectives are stated to make the syllabus implement-able and feasible. However, it carries elements of behaviorists' approaches that emphasize the use of reinforcement and repetition. The challenge is how to fulfill the packages needed to meet those objectives. Obanya P. (2006) had seen it and pointed out that Africa is still trailing behind other regions of the world in its effort towards attaining the Efa (Education for All) goals. So to Tanzania among African countries. Added he said the successes and sustainability of the new foresight of secondary school in African governments show an thorough level of political will...stepping up the process of reform, mobilizing the required resources, ensuring a participatory process etc.
General competences for Form I - Iv in part two are relevant and if they are to be, achieved changes are to be seen. Competences were added to this syllabus to meet the objectives of teaching English in secondary schools by focusing on the learner-centered study (Lce) rather than trainer centered study (Tce) which proved insufficient masterly of language formerly. Allen K; (ibid) supported the transformation and said that things could have improved in the early 2000s with the opening up of the school textbook store to inexpressive publishers and the permitted multi-textbooks. However, the standards in teaching English had already declined by then, and many teachers were not adequate to be able to select the best books for their purposes. Teachers have mostly taken the multi-textbook theory to mean that they select one book from a choice of many, and so they still effectively only use one textbook. In in fact sense, normal competences collaborate with national objectives.
The syllabus has utility and efficacy that is why normal objectives are outlined to enable the learner acquires knowledge and skills to custom and use the language in specific settings and marvelous performances. They contain speaking and writing skills, reading skills, transportation and demonstration skills. These are form of skills which Burt C. Et al (1933) categorized them as skills, concepts, relationships and strategies. They said that these four categories should not be idea of a hierarchically associated in the studying process, they are to large extent interactive. If a learner derive the outlined objectives wholly she/he would be competent to use English language in the world of data and transportation technologies. It is clearly seen that these objectives were derived from the national objectives because they comply with them.
Class level competences are the statements, which specify the abilities that are anticipated to be attained by students before the class objectives found at the beginning of the article of each class level. Objectives are statements of behavior that are stated immediately after class competences to be exhibited by each learner at the end of given class. These are achievable in a class of a recommended whole of students not exceeding thirty five in class at a time and with the competence of a teacher. However, in Tanzanian crowded classes environment of more than sixty students is very difficult to perform such objectives. Sumra S. (2000) pointed out that the study policy needs to elucidate in focusing on 'inputs' or 'outputs' and the meaning of - what is anticipated of all teachers and how this will be monitored and measured. Pre and in-service needs to be focused on trainer competence. The effectiveness of human and physical infrastructures should be assured and realized in our schools so that the objectives are achieved.
Class level competencies and objectives in each Form are not the same. They are articulated according to the topics arrangements in specific Form and the behavioral changes intended. Class level competence is thorough in scope versus students' quality level. The new advent shifts the orientation of the article largely, but not exclusively, away from the rote memorization of factual knowledge to a competence based learning, which focuses much more on the insight of concepts, and the acquisition of skills and competences.
The club of topics and sub-topics, which are in the first and second column of the syllabus layout, shows that are wholly designed to students ability. They diminish in whole sequentially and consistent as they go to upper Form. While in Form I, there were sixteen topics and twenty-four subtopics, in Form Ii there were eleven topics and fifteen subtopics. In Form Iii and Iv, there were six and five topics, fifteen and fourteen subtopics respectively. Some topics recur more than once but in advanced form. For instance, 'Expressing idea and Feelings' appeared in Form I, Ii, and Iii. 'Talking about Events' and 'Interpreting Literary work' appeared in Form I and Ii, while ' Listening for data from different Sources', 'Reading Literary Work' and 'Writing thorough Language article and Style' appeared in Form Iii and Iv respectively. However, the topics are consistent and have sequential arrangements. The whole syllabus has credential internal consistency in the middle of components and their article scope.
In organizing the topics and other sub-heading, the buildings of the syllabus is in matrix form layout. Form I classes for example have sixteen topics and twenty-four subtopics. Both are relevant to their level and the continuity of topics is maintained accordingly from uncomplicated to difficult and there is a link in the middle of them. The same applies up to Form Iv. The objectives in each topic and subtopics are clearly articulated from Form I - Iv, to meet the behavioral convert intended. The analysis of topics and sub-topics show that there is continuity within and link in the middle of topics because sub-topics are presented under the main topics. This enables a trainer to understand and characterize the topics with concepts and ideas. convert of behavior is taken into notice during planning the part to teach to make sure the autonomy is attained. Autonomy refers to student's quality to produce his/her own studying activities.
Patterns or structures and variety of activities are relevant and adequately in providing, sufficient studying in every Form presented in the syllabus. It suggests use of variety activities including demonstration, dramatization, dialogue oral and written drills, songs, role-plays and games. These activities bring a vital role to students to specialist language skills, however, the nature of most Tanzanian crowded classes and shortage of teachers, this is a challenge to perform successfully.
Context/Situations are provided in plenty and this will depend on how the responsible trainer opts to them depending on the natural setting of studying environment. Natural setting help the students the knowledge of skills they attain in their environment even after school. Vocabularies and phrases choice provided are sufficient and relevant to the level of students.
The syllabus is sufficient because in teaching and studying strategies throughout the syllabus, students are intended to produce fully speaking, writing, listening and arguing skills. They are adequately assisting the learners to attain the objectives. It is recommended that the list is not exhausted that the trainer will use more strategies depending on the needs where necessary. These contain ear training, pronunciation and writing by using directives given in patterns/structures in third column of the syllabus.
There is no doubt about teaching and studying materials because they are well presented and suggested. The only slight doubt is that in rural areas, it might be difficult to way on television, video and audio cassettes because of shortage of power furnish but with initiatives, it can be solved out. The levels of inquiry require students to be able to do something in the evaluation and this is very well articulated in the part. There are one hundred and eighty four periods in a year, which shows at least there are seven periods in Form I and Ii; six periods in a week for Form Iii and Iv. Each period is forty minutes.
The syllabus does not give suggestions, advice, or alternative schedule or prospectus to be used together or in place of itself. Again, it does not furnish a list of excellent text and reference books. It would be good if at least five textbooks and five reference books could be recommend in each topic. The national English syllabus serves as one of the main resources for English teaching and studying in secondary schools. Each trainer is given a copy of the national syllabus as a guide for the scope and depth of the article to be taught.
Inquiry is explicitly emphasized in the assessments section in the secondary school syllabus. This syllabus aims at stimulating pupils' curiosity and sense of enquiry which will in turn not only furnish favorable basis for Added study of the subject but also furnish students with sufficient knowledge and insight to make them come to be beneficial and clear citizens. The essence of such an enquiry is associated to problem solving and reflecting on modern enterprise. during the course, students should derive language abilities associated with language competences. Students should produce second language attitudes such as open mindedness and willingness to recognize alternative language skills of view. Moulali S. (2006) said that the main objective of study quality correction is to have a store responsive curriculum, with an effective and effective delivery theory that enables the recipient to come to be clear in modern enterprise.
In the evaluation also, the trainer is required to make sure that students are assessed in all objectives into considerations of studying outcomes. It is explained that evaluation provides room for fairness as well as improving students' improvement of high level of thinking. The trainer must assess students in all language skills using paper pencil assessment, interviews, observation, portfolios, projects and questionnaires. These are the most techniques for active and participative learning. Active studying or learner-centered study (Lce) is considered an effective antidote to the prevalence of teacher-centered instructional classroom practices, which is widely claimed to support passive learning, and the stifling of requisite and creative mental (Rowell and Prophet 1990). The promotion of Lce is directly associated with high improvement ambitions, such as economic development, or public restructuring. Lce fits well modern pedagogical ideals for focusing on the provision of a platform for developing knowledge, skills and competencies for innovation, public improvement and economic growth. Lce requires a move from the ordinarily pure article studying and the memorization of facts to the quality of learning-to-learn, to the inclusion of methodological and public skills and competencies into the studying process, to the insight of generic higher order concepts.
Discussion And Recommendations
In totality the syllabus is well organized and presented successfully to meet the intended outcomes. It has the desirable aspects of quality, continuity, autonomy and discussion. It is also updated because it is relevant to current situation of the nation and the world as a whole. Such current issues contain Hiv Aids in Form Ii, ozone layer depletion global warming and environmental conservasation in Form Iii.
The objectives and competences are clearly constructed and stated to meet intended outcomes including national and individual goals in English language skills. Language is vital for everybody to characterize and this is where the way to cognitive skills, knowledge, technologies, attitudes and values can be obtained. The objective of this syllabus is to have a responsive curriculum that addresses the skill needs of the habitancy and an effective and effective delivery theory of the curriculum. This would mean an sufficient and marvelous whole of teachers, as well as sufficient and thorough teaching and studying materials O-saki, K., & A. Ndabili. (2003). They should be ready in all schools to raise learner achievement, and thorough mechanisms for testing studying competencies. This is a challenge in Tanzanian context but (World Bank description 2007) said that to perform study goal emphasis must be directed in addition facilities through the provision of improvement grants to schools. policy measures such as raising the midpoint whole of students per teacher, addition the midpoint whole of teaching periods per week, addition class size, especially at upper secondary, addition open and distance studying programs, reducing tuition fees by half, and providing scholarships to students from poor household.
As previously mentioned the syllabus does not list a whole of text and reference books to use at least five each Form. This is left to school management and subject trainer to select assorted books to use. This is a very good decision but the challenge is; can all schools manage to buy these books according to the needs? The acknowledge is no even inexpressive schools in spite of their school fees variety cannot work on their textbooks needs. African improvement Bank, (2000) remark that the bulk furnish of textbooks to schools was found to be inefficient as the furnish of the books is not all the time based on exact data about the schools. This advent of providing textbooks also does not encourage the victorious of local publishers and local book suppliers. Under Sedp (secondary study improvement program), the schools are receiving capitation grants which they use for the buy of studying and teaching materials, including textbooks. This enables the schools to derive the books they need and in the quantities they can afford, but not the recommended needs.
The evaluation section of the syllabus state that at the end of Form Iv students are anticipated to do an allembracing achievement evaluation intended to decree the extent to which the objectives of English policy have been attained. This can be attained if in all stages of teaching and studying process, (Lce) was adhered with sufficient furnish of studying materials. Some studies indicate that implementation of Lce in the classroom is problematic (Jansen 1999; Chisholm 2000; Leyendecker 2002; Ottevanger 2001). Where Sub-Saharan Africa (Ssa) countries have attempted to implement learner-centered education, the actual instructional processes were largely far removed from the ideal. One of the problems is that the trainer is regarded by the societies and culturally considered understandings of authority and teaching, including students' perceptions, as the victualer of knowledge and the bearer of authority. These perceptions and the resulting classroom behavior will not convert overnight. Although Prophet's description dates back to 1995, his notice that teachers rather adapt their teaching to suit their and their students "world view" and perceptions on teaching, is continuously repeated and supported by other studies.
Another challenge is that, contrary to the pedagogical ideal, the vast majority of students are not very active and visible, probably because they have never given the chance. Although there is slight investigate about students' experiences of curriculum reforms, numerous comments and observations, point to the fact that students struggle with their new roles, which they are assigned by the intended curriculum changes. Students frequently share with teachers a coarse perception about what it means to teach, and are defiant to changes not fitting this perception. What is more, students' attitudes concerning studying and discipline have embraced aspects of international youth cultures. Students welcoming the opening of classrooms and the convert from exact classroom club and discipline, have problems in meaningfully filling the added space and freedom. Students are marvelous influencers of change, and can be obstructive if the required attitudes and instructional practices do not fit their expectations. This is happening in assorted secondary schools in our country. Both learner and teachers cannot jump from the current classroom situation and culture to a desirable ideal behavior. It needs transitional time for changes to be instilled in the mind of teachers and students. However, both can gently grow and adapt to the new roles that are beneficial to teaching and learning. For such a process of increase to take place, support structures should to be available, but these are often absent or very slight in scope and time lines.
Suggestions And Conclusion
As to conclude, the main practical challenges for the correction of syllabus and instructional quality that are frequently neglected for the improvement is that, teachers need to have sound knowledge of the article matter to be flexible to adjust to different ways of learner thinking, and to be able to characterize to the emerging questions and problems without being challenged in his position. Due to their own studying experiences and education, the article knowledge of many teachers in Tanzanian classrooms is limited, so in-service programs to grind teachers knowledge is essential. Teachers need to have a sound knowledge of instructional methodologies, their aims and potentialities. Teachers need aid and space for studying about instructional methodologies. Teachers' roles convert from providers of knowledge to facilitators, and the changes in roles need to be both comprehended and thorough by teachers, students, and the community alike.
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