B Organizing the programme Curriculum · Pilih isu semasa daripada masalah global/isu global ......
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The IB’s programme standards provide the structure for this guide. Section Standard Chapter title A Philosophy Understanding IB philosophy B Organization Organizing the programme C Curriculum 1. Collaborative planning Collaboratively planning the curriculum (including horizontal and vertical articulation of the written curriculum through subject- group overviews and ATL planning) 2. Written curriculum Developing MYP units 3. Teaching and learning Approaches to teaching 4. Assessment Assessment for learning 1
Transcript of B Organizing the programme Curriculum · Pilih isu semasa daripada masalah global/isu global ......
The IB’s programme standards provide the
structure for this guide.
Section Standard Chapter title
A Philosophy Understanding IB philosophy
B Organization Organizing the programme
C
Curriculum
1. Collaborative planning
Collaboratively planning the curriculum
(including horizontal and vertical articulation
of the written curriculum through subject-
group overviews and ATL planning)
2. Written curriculum Developing MYP units
3. Teaching and learning
Approaches to teaching
4. Assessment Assessment for learning
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Subject
Group
Overview
SGOMOHAMAD ELIAS BIN SHAMSUDIN
SURIA BINTI SHARIMI
AIM OF THIS SESSION:
1. STANDARDIZE OUR UNDERSTANDING ON
SGO
2. UNDERSTAND THE IMPORTANCE OF SGO
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The Making Of Subject
Group Overview
1. Kenapa SGO sangat penting?
2. Berapa banyakkah column didalam SGO?
3. Kalau nak buat 7 column sahaja boleh
ke?
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SUBJECT GROUP
SUBJECT UNIT TITLE KEY CONCEPT
RELATED CONCEPT
GLOBAL
CONTEXT
STATEMENT OF INQUIRY
OBJECTIVE(s) ATL SKILLS CONTENT
1 2 3 4 5 6 7 8 9 10
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STEP 1
CONTENT
Rujuk CONTENT daripada DSKP
Daripada Kurikulum Nasional
Nota: Masukkan sahaja learning outcomes di bahagian CONTENT.
*(cara ini paling mudah, tapi agak banyakperkara yang akan dimasukkan)
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STEP 2
Analisa Global Context yang sesuaiPilih isu semasa daripada masalah
global/isu globalFikirkan assessment task
GLOBAL CONTEXT
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Example of global issue:
1. 4/5 years old child migrating alone, all the way from Syria to Jordan in the desert
Fikir tentang…1. Example of
explorations 2. Your focus
question?3. The global context?
Bincangkan isu ini dari kacamata subject group masing-masing.
Activity: Brainstorm. Duration: 5 Minutes
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2. South Korea faces a chronic dirty air problem that makes it
one of the most polluted countries
in the world
Example of global issue :
Bincangkan isu ini dari kacamata subject group masing-masing.
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Contoh pemilihan isu dalam global context
seterusnya merangka assessment task.
Subject Group Sciences Isu : Pencemaran Kesan pencemaran kepada manusia & dunia.Rangka assessment : Bagaimana? Siapa? Untuk bantu atasi
pencemaran di seluruh dunia.
Individual & SocietiesSubjek Sejarah Isu: PeperanganKesan kepada manusia: Kesihatan, Kemanusiaan,
Migrasi(Geografi)
Rangka assessment task: Guna GRASPS *role & situasi.
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GROUP DISCUSSION-10 MINUTES
• PILIH 1 SAMPEL UNIT DARIPADA SGO MASING-MASING.
• BINCANGKAN GLOBAL ISSUE YANG BERKAITAN DENGAN UNIT TERSEBUT (BERPANDUKAN CONTOH TADI)
• BINA ASSESSMENT TASK MENGGUNAKAN GRASPS
SOALAN: 4. Kenapa dalam SGO kene ada Summative Assessment?5. Katakan strand telah cukup dinilai sebanyak 2 kali,
boleh pilih lagi untuk kali ketiga atau ke-4?
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Apa yang kita buat selama ini?
– Hanya melibatkan application.
– Real life situation
– Tanpa fikirkan isu-isu semasa
yang lebih bersifat global.
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STEP 3
Key ConceptPilih satu sahaja
“Big Umbrella”
KEY CONCEPT
KEY CONCEPT
PILIH SATU SAHAJA6. Kenapa 1?7. Berapa kali kenasentuh dalam setahun?
Big Umbrella
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STEP 4
– Related Concept
– menerangkan key concept
– lebih terperinci
– digalakkan menggunakan 2 sahaja/unit title
– daripada subjek group masing-masing.
RELATED CONCEPT
8. Bagaimana pembahagian RC dalam SGO?
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STEP 5
Statement Of Inquiry
– DINASIHATKAN menggunakan sahaja perkataan-perkataan di dalam GC + KC + RC
*kalau dah pandai boleh ganti dengan perkataan lain yang samamaksud
– Mohon bantuan Guru Bahasa Inggeris untuk membinastruktur ayat yang boleh semua orang faham dan bermaknakepada pelajar ketika mereka melakukan eksplorasi dalamPdP.
– Masa buat SOI, reflect semula: adakah SOI saya bolehmenjadikan pelajar ke arah international mindedness?
SOI
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STEP 6
– Objectives
– Melibatkan Criterion A,B,C,D
– Daripada assessment task yang kita
cipta/reka/design muncullah skills (Approaches To
Learning)OBJECTIVES
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STEP 7
ATL Skills
Kenalpasti ATL yang digunakan
Sama rata
ATL
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CONTENT
GLOBAL CONTEXT
KEY CONCEPT
RELATED CONCEPT
SOI
OBJECTIVES
ATL
DSKP
ISU SEMASA BERSIFAT GLOBAL
PILIH SATU
PILIH DUA
CRITERION ABCD
KC + RC + GC
ASSESSMENT
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REFLECTION- KWL CHART
What I know What I want to know
What I’ve learned
Background knowledge inventoried
here
BEFORE
CURI
OSITY
Providesevidence of
learning
AFTER
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Terima Kasih & Good Luck !
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