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SK KEBAGU

SK KEBAGU. LOCATION: 6.5 km from the main road next to 1Borneo; gravelled , pot-holed and muddied when it rains. COMMUNITY: Mostly Ubians in Kg. Numbak ; Bajaus in Kg. Salimbangun and Kg. Kebagu . STUDENTS: Hardly with kindergarten background. . SK KEBAGU.

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SK KEBAGU

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  1. SK KEBAGU LOCATION: 6.5 km from the main road next to 1Borneo; gravelled, pot-holed and muddied when it rains. COMMUNITY: Mostly Ubians in Kg. Numbak; Bajaus in Kg. Salimbangun and Kg. Kebagu. STUDENTS: Hardly with kindergarten background.

  2. SK KEBAGU Pupil Background: Home language- ubian Pupils taught BI, BM and Arabic Pupils taught literacy in 3 languages separate from their home language Many may never achieve literacy in home language School-wide issue Majority of Level 1 pupils are in LINUS programme

  3. SK KEBAGU Year 2 class Similar to a year 1 class with little experience of school setting Issues with classroom management similar to year 1 induction / transition period

  4. SK KEBAGU Classroom observations by teachers that pupils displayed problems at the level of basic alphabet recognition; BM teachers described a similar situation Both teachers identified the need for a short term intervention in years 1 and 2 An accelerated phonics course designed for the class was chosen as the method

  5. SK KEBAGU Before planning, we gave a baseline test to the pupils; The results showed three groups of phonics; One group of phonics which the pupils were comfortable with A group of ‘confused’ phonics, such as ‘b’ confused with ‘p’, ‘s’ with ‘z’, which needed clarified And a group of phonics not recognised by the pupils

  6. SK KEBAGU Using the evidence from the testing, we designed a 7 week intervention (with a little help from a friend) We used the ‘comfortable’ phonics as the basic structure, targeted the confused phonics in pairs to highlight differences, and introduced the ‘unknown’ phonics slowly over the 7 weeks.

  7. SK KEBAGU Hiccups Over-enthusiastic teaching, where the short phonics session lasted much longer than planned (reducing the effectiveness) Over-planning at the outset, where too many ‘new / confused’ phonics were covered in one lesson Classroom management of phonics activities slowed down the original planned timetable

  8. Background of the Study SAMPLING: YEAR 1A & 1B NUMBERS: 30 students each DURATION: 7 – week programme in 2012 DATA: April (Pretest/before intervention) September (Postest/after intervention)

  9. Results YEAR 1A YEAR 1B No. of students with: (+ve) Performance: • 0 - 10 : 2 • 11 - 20 : 4 • 21 - 30 : 5 • 31 - 40 : 4 (-ve) Performance: • 0 - 10: 4 ……………………………………. • 100% performance: 5 No. of students with: (+ve) Performance: • 0 - 10 : 2 • 11 - 20 : 4 • 21 - 30 : 4 • 31 - 40 : 4 • 41 - 50 : 4 • 50 - 60 : 2 (-ve) Performance: 0 - 10: 3 ……………………………………. . 100% performance: 0

  10. Results: Year 1A

  11. Results: Year 1B

  12. Decoding Failures

  13. Background of the Study SAMPLING: YEAR 2B NUMBERS: 30 students DURATION: 7 – week programme in 2012 DATA: April (Pretest/before intervention) September (Postest/after intervention) PROBLEMS: Unable to identify /differentiate the letters.

  14. Problems

  15. Results May September

  16. Results

  17. SK KEBAGU Summary (overview) of results The overall interventions were broadly successful; We could identify where we needed to focus / teach effectively (which phonic areas needed..) We could identify what areas of the intervention needed to be changed during the course We have a large bank of data / evidence for each pupil in Year 1 and 2, describes their individual phonic level (this data did not exist before)- helps us to teach the pupils more effectively The pupils gained phonic awareness across the board, as demonstrated by the results of the final test

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