Objectives And Learning Outcomes Of Sri Kuala Lumpur’s Programme

Sri Kuala Lumpur‘s Vision and Mission

The alignment with the institutional vision and mission

From my point of view, the objectives and learning outcomes of the program are in line with the institution’s vision and mission. The ability of the school to provide a high quality of education by initiating the program that fulfills Malaysian educational aspirations has transformed Sri Kuala Lumpur to be an outstanding institution providing excellent quality of education that prepares the children to face the emerging challenges in 21^st century. In addition, with the school anchored to the Cambridge Primary (CP) programme, the professionally trained teachers have provided academic assistance to the children making them sociable happy, enthusiastic, and excited about joining the primary schools. In addition, the children’s mind is emotionally prepared to face any form of challenge they are likely to experience when they join high school. Furthermore, the professionals have transformed the children to be highly proficient in language and numeric skills, confident in public speaking and creative that is in line with Sri Kuala Lumpur’s mission of “developing children to their full potential and imbue them with healthy habits of mind, tenacity of spirit and morals anchors to become effective individuals and responsible citizens”.

The choice of the set of valued learning targeted.

In terms of the choice of the set of value learning targeted, the objectives and learning outcomes significantly impacts the learning goals. The set targets are in line with objectives clearing showing what the children are expected to do or know at the end of the programme. For example, the value-learning target of making children understand all concepts taught in classes and apply them is in line with objective and learning outcome of producing creative children who are proficient in the language and numeric skills. According to Lampert, Nickisch & Harmeling (2009) valued learning targets are established through effective planning, dedication and commitment. Therefore, the value learning target of providing effective knowledge and skills to the learners has significantly influenced by teacher’s commitment and children dedication’s to make Sri Kuala Lumpur a powerful institution that initiates a programme that fulfills the Malaysian educational aspiration. 

Clarity and precision of the language (SMART) in specifying the set of valued learning targeted

The objective and learning outcome has the clarity and precision of the language in specifying a set of valued learning targeted. The set of value learning targeted is very clear with a specific statement of what will be accomplished by the end of the program. For example, at the end of the program the children will be able to reflect what they have learned in classes. Furthermore, the choice of valued learning targets are measurable as the institution is able to determine when the targets are reachable For example, through assessment of children progress, the institution can assess whether they will hit their short-term goals or not. In addition, the valued learning targeted is in line with proposed complexion time with the learners focusing on the subjects and showing their performance of understanding. The valued learning targets have facilitated to the institution’s objectives addressing the overall program goals. Generally, the value learning targeted is clear, concise and in line with school objectives as the programme is set to be completed at the right time without the issues of procrastination.

Choice of Valued Learning Target

The alignment with the institutional vision, mission and programme learning outcomes

In my own view, the objectives and the learning outcomes of the subject level are in line with vision, mission and programme learning outcomes. The ability of pupils to make a clear sentence using capital letters, full stops, question marks, using past tense accurately but not consistently, using mainly simple and compound sentences to construct ideas shows the institution has achieved its vision and mission of developing potential children who have impeccable grammar. In addition, with children’s ability to re-read and writing for sense and accuracy at the end of the subject, it is a clear indication that all learning outcomes and set objective of the school are in line with Sri Kuala Lumpur institution. Furthermore, the effective support of the subject level has boosted the academic level of Sri Kuala Lumpur to provide quality of education that prepares pupils to face challenges when they join secondary schools. 

The choice of the set of valued learning targeted

In my own view, the choices of the set of valued learning target meet the objectives and learning outcomes of the subject levels. With children developing a deep understanding of the concepts learned in the class and able to construct sentences, re-read their own writing for sense and accuracy at the end of programmers, it is clear that the choices of the set of valued learning targeted were in line with objectives and learning outcomes. Furthermore, with children able to tackles any challenges related to grammar effectively is a clear demonstration of how the children are conversant with the subject level.

Clarity and precision of the language (SMART) in specifying the set of valued learning targeted

In my own view, the objectives and learning outcomes of the subject levels have clarity and precision of the language (SMART) in specifying the set of valued learning targeted. The objectives are specific, measurable, attainable, realistic and time-bounded. For example, the objectives of “writing in clear sentence using a capital letter, full stops and questions” is clear and precise as it states what the Children must do and achieve at the end of subject. The objectives are also measurable as it can determine the degree at which the children are learning and mastering the concepts of sentence punctuations. The objective of “using the past and present tense accurately but not always” is achievable as by the end of the subject the children are able to construct effective sentences and paragraphs using past, present and future tenses. The objective of “ use mainly simple and compound sentences with and/ but used to connect ideas” is relevant as by the end of subjects Children will be able to combine what they have learned in previous lessons including the use of conjunctions, past tenses and punctuation to create an effective simple and compound sentences.  Finally, the objective “rewriting and reading on their own for sense and accuracy” shows the objective will be accomplished within a value learning targeted time of a subject. 

Clarity and Precision of Language in Learning Outcomes

Changes to make in order to improve the current set of learning outcomes for the subject (please specify by re-writing the learning outcomes)

I will improve the current set of learning outcomes for the subject by being more objective rather than subjectivity when setting targets, goals and making decisions. According to Britton (2018).  being objectivity is basing subject matter on “fact” while being subjective is basing the subject matter on personal opinions, assumptions, emotions and point of view. Therefore, by being objectivity, it will become easier for me to monitor and support slow learners in the class, as my main intention is “to ensure all the studies understand the concepts without assumptions”. Furthermore, by being objective, I will set a target and objective of making sure children are conversant with punctuating techniques and provide a weekly assessment in order to how they are progressing. In order to make sure every child achieves the desired outcome, I will encourage them to read storybooks and trace all the punctuations that are used in novels such as Capital letters at the begging of a sentence, question marks at the end of the sentences, full stops, exclamation marks, apostrophe, brackets and colons (full and semi). 

In order to improve tenses, I will change the current teaching model that has more focus on “syllabus” and contents written on books rather than concentrating on practices. To achieve a better outcome for tenses improvement, I will give children practical exercises at the end of subjects for them to handle and gain knowledge of the tenses. For example, giving Children assignments on use of tenses such as “write about what you learned yesterday, write about what you are doing today and write about what you will do tomorrow” gives children an ability to differentiate different past, present and future tenses. I will also change the way children learn conjunctions to combine their ideas to a simple or compound sentence. Firstly, I will concentrate on teaching them how to use string words and phrases and then conjunctions will follow. When the children are conversant with words and phrases, it will become easier for them to learn how to use conjunctions, where to use conjunctions and which is the appropriate conjunction to use at a particular time. Therefore, by changing the mode of teaching “conjunctions” to begin with phrases and string words, the children will be able to use conjunctions effectively and increase their abilities to string phrases and words together to produce more meaningful sentences in writing.

The justification for the changes?

Although the changes might collude with the Cambridge Primary (CP) programme, the implementation of the change will be beneficial to the children. The concentration of “objectivity rather than subjectivity” will make sure the children gain a high quality of education at the subject level. Furthermore, the objectivity will eliminate social issues such as inequalities in learning classrooms and by the end of program children will be able to construct effective sentences that are well punctuated, tenses used well and conjunction used appropriately 

References

Britton, R. (2018). Subjectivity, objectivity, and triangular space. In Mapping Psychic Reality (pp. 91-104). Routledge.

Lampert, C. H., Nickisch, H., & Harmeling, S. (2009, June). Learning to detect unseen object classes by between-class attribute transfer. In 2009 IEEE Conference on Computer Vision and Pattern Recognition (pp. 951-958). IEEE.