candylicious



**Candylicious Team members:** 1. 08B1055 - Nurul Amirah Bte Abdullah - B. Ed Pr. Ed ( Special Education) 2. 08B1076 - Kamaluddin Haji Ahmad - B. Ed. Pri. Ed. (TESL) 3. 08B1062 - Rodzah Bte Hj. Angas - B. Ed. Pri. Ed. (TESL) 4. 08B1060 - Reafah Bte Hj. Mokter - B. Ed. Pri. Ed. (TESL) 5. 08B1083 - Yaurshana Bte Hj. Maidin - B. Ed. Pri. Ed. (TESL)

//**Note : Please start your new entry after the last one below. Thanx for your cooperation.**//



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1. In what way does ICT enhance learning and teaching? //With refere////nce to the SPN21 curriculum and guidelines, the use of ICT can facilitate interaction and collaboration between teachers, learners and resources for knowledge sharing and building. ICT can arouse learners' interest in learning and can attract them into taking charge of their own learning.//

2. How should you use a computer in the primary classroom setting?

//Teachers may select from a wide range of multi-media resources such as CDs, CD-ROMs, VCDs. DVDs and internet resources and design IT-supported learning tasks to enhance the use of computer in the primaty classroom setting. This will enable// //learners in the process of acquistition of knowledge and construction, as well as express their feelings and creativity using ICT.


 * What do you think the difference on the integration of technology between lower and upper primary level?**//

**On Plagiarism: (by Mira)** //sorry to mention my identity, just want to be 'more transparent' and share that these are my personal thoughts, 5 April 2010// Higher educational institutions like UBD has started to promote students' awareness on this issue. Within the last 2 years, lecturers have tried to emphasize on the severity of its implication when a student has subjected himself in such an issue. It is a good effort which should be emphasized even to pupils in primary schools, first of, by introducing the notion that getting anything that do not belong to them is stealing. Then move on to more complex examples, taking into consideration the level of understanding of the pupils and the factors affecting their social environment. In view of this, explaining such matters to pupils from year 2 as compared to explaining the same issue in year 5 requires some consideration on their cognitive level. The kind of environment they are exposed to may be taken into consideration too. For instance for those at the same level but coming from government and non-government schools. But above all these, it is always a greater idea to promote public awareness, when on this modern era, such an issue is taken seriously universally. Aside from local media like RTB and newspapers, institutions like UBD can be an ambassador to promote 'plagiarism awareness' in many different forms, like lecturers giving assignments on this issue, for instance on how to battle against it. Another form is by circulating brochures or leaflets or even make a small scale study on people's awareness on it in different sectors, like between those in the private and government sectors, or even between parents and professionals. With all the concerted efforts from these diverse society we live in, there is no doubt that plagiarism may be ábolished'or eliminated completely, InsyaAllah.



I would link these pictures to the primary 5 English topic, Unit 18 ; //__Natural Disasters.__//

Weather can be dangerous, too much rain causes flood and too little rain causes a //drought//. The long term damage threaten the environment and what we enjoy today will not last if nothing is done.

The tree in the picture is dying, its root can be seen dangling from the eroded sand at the cliff near the beach. The sand in the picture is dry and peeling. This is due to the heat and absence of rain for a long period of time. These are two examples of natural disasters that can be found at the Berakas recreational area beach. Local examples are more realistic and have stronger impacts on the children awareness to their environment.

The teacher can use these pictures to elicit opinions and suggestions from the pupils before going further into the topic.

//** By Kamal **//

= Berakas Recreation Beach view =



= **Introduction** =


 * ===** The teacher asks the pupils to look at the picture first. **===
 * ** Then the teacher and the pupils discuss the picture. **

= Main lesson =

= Closure =
 * **The teacher can use the picture for the picture composition for Year 4 Unit:18 Holidays in Brunei.**
 * **Teacher use the picture to elicit the pupils in discussing the picture and give suggestion on any other places which are interesting in Brunei Darussalam.**


 * **Teacher ask the pupils to write the composition about the picture in their exercise book and describe the things they can do at the beach.**

**By: Reafah** ** (08B1060) **

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__Together, let us take care of nature__

 * Subject: English (Composition), cross curriculum with Geography and Science **


 * Level : Year 5 or 6 (Primary school) **


 * __Introduction__: **
 * Introduce the new lesson by asking the pupils when they go anywhere, what they see on the side of the roads or streets, and in front of the buildings. They will answer “names of the shops” and sign boards. Ask them, what are the sign boards they see on the buildings like shops, they will name some. Then ask what they see on sign boards, they will say “ to Muara Beach” or “Gadong”, then arrow. **


 * __Lesson Proper__: **
 * In public places, there are also labels and sign boards. Ask the pupils to name some of the public places like Muara beach, malls, fish markets and the like, Ask them what sign boards they see. Show the picture above, ask them what the sign board tries to tell and what it asks us to do. Ask them who have seen that board and where. They will answers the board tells us to keep the place clean and not vandalize. Ask them how to keep a public place clean, like to maintain a beach clean, or a park. They will say……..(all sorts of ideas). Include their ideas by using a mind map on the white board, with the topic at the centre, like “Keeping the Park Clean”. Then let them write a composition on how to maintain cleanliness of a place. Provide 5 choices namely: home, school, public beach or park, fish market and school. Make sure the pupils are assigned equally to each area, like 5 pupils for each place. Require them to write at least 10 sentences for their composition, guided by the mind map on the board. Encourage them to start with their own mind map, then composition underneath it. Pay attention to the advanced/gifted and slow learner pupils. For instance, ask the gifted ones to make a signboard for the area they have chosen then write down 10 rules connected to that sign board, or even encourage them to write a song about how to make that place clean. For the slow learners, require them to write at least just 5 simple sentences, or even phrases, depending on their individual “speed” and capabilities. **


 * __Closing__: **
 * Encourage the pupils to think on: **
 * 1) **How to keep specific places clean**
 * 2) **What is the importance**
 * 3) **How they, as pupils, can be take part in keeping those places clean.**
 * Show the picture below and ask the pupils of their comments, giving chance to individual oral participation. Praise and appreciate their comments and emphasize that (as their teacher) you will observe how good they are in this matter---keeping the school, particularly the classroom, clean. ** [[image:P4124104.JPG width="349" height="262"]]
 * By: NURUL AMIRAH BTE ABDULLAH, **
 * 08B1055 **

_

= = Lesson: Unit 15 A picnic Class level: Year 4

(for examples: sand, sea, island, sky,etc) (for example: a picnic, swimming, playing beach ball, playing volleyball...)
 * Through this picture I will ask my pupils to name the features that they can see.
 * Through this picture I will ask my pupils to guess what activities that they can have at this place.


 * Based on this picture, I will ask the pupils to write about their own picnic.