Integrated Pest Management Strategies In Zanzibar Environmental Sciences Essay

Integrated Pest Management ( IPM ) was adopted by Plant Protection Division of the Ministry of Agriculture, Zanzibar to better agricultural production on major harvests ( rice, banana, manioc and veggies ) at little graduated table agriculture system. The multi-disciplinary group of IPM facilitators created consciousness to husbandmans by carry oning seminars, workshops and treatments. The IPM groups were formed through Participatory Rapid Rural Appraisal ( PRRA ) . PRRA was besides used to place jobs and developing demands. Farmer field School attack was introduced utilizing the version of the methodological analysis adapted from South East Asiatic Ecosystem. Farmers were empowered on environmentally sound patterns such as disease free planting stuffs certified seeds, botanical control, etc. On-farm tests within Participatory Action Research ( PAR ) was besides conducted by participatory engineering development method. A sum of 52 husbandmans ‘ groups affecting 1,038 husbandma ns ( 549 males and 489 females ) have been trained. There was a output addition for all the harvests with the acceptance of IPM pattern, irrigated rice was from 2.2 – 4.4 tons/ha, rainfed rice 2.3 – 3.4 tons/ha, tomato 9.5 – 33.7 tons/ha, amaranthus 4.2 – 11.7 tons/ha, bananas 11.3 – 17.6 tons/ha, and cassava 15.9 – 33.6 tons/ha. The consequences had a good impact in footings of acceptance of engineerings by the IPPM husbandmans and the adjacent husbandmans. 1. Introduction More than 90 % of husbandmans in Zanzibar are resource-poor with no entree of input or recognition ( Abubakar, 2005 ) . They depend on subsistence agribusiness for their support, traditionally the cropping system is on little graduated table farms averaging 3 estates ( 1.2 hour angle. ) of cultivable land and really complex. Rice was ranked an of import basic nutrient harvest followed by bananas and manioc ( Saleh, 2007 ) . Vegetables are considered as a hard currency harvest instead than nutrient harvest. Farming is being practiced is all over the island due to its adapatation to diverse dirt and environmental conditions. As a monocrop, rice is grown in paddy countries whereas veggies, manioc and banana were largely grown on infertile dirts or as an intercrop with sweet murphy, yams or lasting trees such as cloves and coconuts. This pattern serves several intents such as guaranting nutrient security, optimum usage of dirt and infinite, eroding control and weed direction. Food securi ty is unstable due to rapid population growing of 3.1 % ( Mzee, 2000 ) , economic growing is deficient to maintain up with population growing. Most of the local cultivars were abandoned, their disappearing was linked with low opposition to plagues and diseases, drouth emphasis, market demand. The overall tendency in production has been diminishing due to figure of factors, depletion of dirt foods, population force per unit area. Output losingss caused by plague and diseases can be up to 80 % . This has forced husbandmans to increase the production by increasing land area. However the mean output is still really low of 2-7t/ha. In response to these agro ecological and socio economic jobs, alternate production systems were tested e.g. pesticide application, usage of chemical fertilisers, but resource hapless husbandmans can non afford them unless they get subsidies from the authorities. Therefore, to achieve an addition in nutrient production for the betterment of rural support, schemes for environmentally safe pest control steps have to be adopted. The schemes could be developed based on a thorough cognition of traditional cultural control methods or IPM. Integrated Pest Management seem to be the best attack to increase production and lessening poorness in Zanzibar An Integrated Pest Management ( IPM ) attack was adopted to cut down plague job and inordinate usage of pesticides ( Sharma et al. 2009 ) . The Farmer Field School ( FFS ) attack, a theoretical account for IPM plan worldwide, with dramatic consequences in South East Asia ( Erbaugh et al, 2002 ) was besides adopted. Plant Protection division with its authorization on harvest protection issue in Zanzibar implemented IPM on four harvests ( rice, banana, veggies and manioc ) . 2.0 The aim of presenting IPM plan was: To authorise husbandmans with the capacity to detect innovate or make solutions to their ain restraints instead than anticipating external inputs from the authorities. To increase production by developing farming engineerings utilizing locally available resources. To increase nutrient security and income of the rural support, therefore relieving poorness. 3.0 Methodologies Workshops/Seminars to make awareness to policy shapers, caputs of sections field agribusiness officers and husbandman. Multi-disciplinary squads of group of facilitators were formed dwelling members from different specialisation of agribusiness in the Ministry of Agriculture, Livestock and Environment. Participatory Rapid Rural Appraisal ( PRRA ) was conducted to set up baseline information on husbandmans autochthonal cognition, jobs encountered. The activities employed were: Meetings, the first meeting discussed the aims and why work on participatory mode. Semi Structured Interview ( SSI ) : was based on checklist from which the inquiries were addressed to husbandmans to beg their responses. Individual interviews were besides conducted. The information collected from different sources was used for comparing the information to avoid confusion. Transect walk was made across the small town. The intent was to introduce the group with the farming system of the country, agro ecological state of affairs and socio-cultural feature of the people. Group Discussions: The group treatments were conducted after the single interview. Findingss and information were gathered presented and discussed. Training and Participatory treatments: A program of action was formulated based on jobs and developing demands identified during the PRRA. Training was done through treatments affecting relevant capable affair specializer ( SMS ) . Some subjects were covered when demand arises. Farmer Field School Approach ( FFS ) : FFS was adopted with the constitution to FFS, the construct of holistic attack was practiced without being restricted to the control of plagues and diseases. The rules followed were to turn healthy harvest, monitor field sporadically, analyze the agro-ecosystem ( AESA ) and do on-farm tests. 4.0 Consequences 4.1 Problem Designation The major jobs identified were from 4 major harvests. The general jobs for all 4 harvests were hapless harvest direction, usage of morbid seeds and seting stuffs, depletion of dirt foods, uninterrupted cropping on the same land on verifying SSI and ranking methodological analysis on participatory treatment ; the chief restraints became ; ( I ) plagues and diseases ( two ) hapless dirt birthrate ( three ) inaccessibility of seeds ( four ) deficiency of proficient cognize how. For rice really few plagues were present and the staying insects were natural enemies which does non hold any loss ; the major jobs were soil birthrate and harvest direction. Nematodes, banana weevils and black sigatoka were the job for banana. High figure of plagues were present in vegetable Fieldss but the of import 1s were African bollworms, fusarium wilt and bacterial wilt which is a large restraint. Cassava brown Streak Disease ( CBSD ) and Cassava Mosaic Virus ( CMV ) for manioc 4.2 Depletion of Soil Foods The diminution of harvest output was a effect of increased food emphasis which might hold been resulted in harvest susceptibleness of plagues onslaught and cut down capacity to retrieve from plague harm ( Spittel. 1997 ) . Farmers claimed hapless output was caused by uninterrupted cropping, and some of them is due to planetary heating, dirt eroding and scarceness of rains. Most of the husbandmans did non precisely describe the restraints of hapless oil birthrate. To verify, if the premise was right, dirt samples were collected indiscriminately at a deepness of 25 centimeters and exhaustively assorted. They were sent for analysis at Sokoine University of Agriculture, Morogoro in 2007. The consequence of the Soil Analysis is as follows: 3.6 % organic affair, pH ( H20 ) 4.7, 0.06 % entire N, 0.36 meq/100g of Exch base 3.8meq/100g available P ( Brays PI ) and textural category of flaxen clay ( Sokoine University of Agriculture, 2007 ) . In all dirt pH, the organic affair content, N content and available phosphoric were really low. Even cassava and banana grows good at pH 6.0 aa‚ ¬ † 7.5.Low pH may take to toxicity particularly for rice and veggies ( Spittel, 1997 ) . Therefore together with husbandmans, it was decided to better dirt birthrate through harvest farming. 4.3 Prioritization The tools for prioritization were semi-structured interview, ranking ( matrix pairwise ) and seasonal calendar. The husbandman group identified its restraints and restrictions. In nutrient harvest ranking, all the four harvests were of import since intercropping is the methodological analysis practiced by resource hapless husbandmans in Zanzibar. In group treatments, SSI consequences and matrix, the jobs were ranked harmonizing to their importance. The ranking was: ( I ) depletion of dirt foods ( two ) deficit of certified planting stuffs. ( three ) plague and disease ( CBSD for manioc, banana weevils for banana, fusarium wilt for veggies and inordinate usage of pesticides for rice ) 4.4. Community Training and Participatory Discussion The preparation plan was focused on restraints identified by husbandmans. They were trained and empowered on different attacks of deciding by choosing options which they thought would be appropriate in their vicinity. Planning was done with engagement of the husbandmans The community were empowered on recommended agricultural patterns, e.g. Compost readying, Agriculture Ecosystem Analysis ( AESA ) , usage of biopesticides for control of plague and disease, biofertilizers to increase birthrate and other demand driven preparation. It was conducted during the cropping season to synchronise with the activities For most of the jobs, harvest direction was found to be the best option. On-farm Tests were conducted on ; Banana Technology Transfer Trial. The consequence of paring banana corm on nematode direction and the consequence of pin downing on weevil direction. For banana sigatoka disease, the engineering adopted were the usage of tolerant cultivars and field hygiene. For CBSD, on farm tests were conducted on tolerant cultivars therefore, Mahonda, Kizimbani etc. , For Fusarium Wilt, the usage of tolerant cultivars eg. Salma, tegeru 99 was adopted. Other tests were on Cultivar Trial: Tests were conducted on seting several assortments improved, local, septic and non septic cultivars. It someway convinced husbandmans that were no symptoms on improved cultivars. 4.5. Farmer Field School ( FFS ) Plant Protection Division has been authorising staff and husbandmans through preparation to implement IPM-FFS in sustainable mode. The methodological analysiss adopted from were from West African and South East Asia Ecosystem of FAO. This attack should suit the subsistence and multi-cropping systems of Zanzibar husbandmans. The aim of FFS to authorise husbandmans to cut down the cost of production and maximise net income ( net returns ) , usage of farm inputs judiciously and seasonably, protect harvest production environment and minimise wellness jeopardies caused by inordinate usage of pesticides. At the FFS, the four cardinal rules: turning a wellness harvest, supervising Fieldss on a regular basis, conserving natural enemies, and doing husbandmans IPM experts were emphasized. Farmers were facilitated to pull off their Fieldss through regular observations, conduct on-farm participatory tests and finally made rational determinations about pull offing their Fieldss. The methodological analysiss of developing husbandmans at the IPM agriculture system was season long and it involved Agro-Ecosystem Analysis ( AESA ) , Participatory Action Research ( PAR ) and Particular Topics, Group kineticss and Evaluation. The ultimate purpose of this attack was the authorization of husbandmans to do appropriate determinations as to like an expert pull off their field jobs. Therefore Participatory Technology Development ( PTD ) which is the result of Participatory Action Research ( PAR ) which is a research conducted together with husbandmans on work outing field jobs. This was promoted by on-farm tests by proving tolerant assortments, harvest direction and betterment of dirt birthrate. The consequences were evaluated and empowered for acceptance if they were assuring. 5.0 Development of IPM During the formation of FFS, an rating was done sing the acceptance of IPM activities. The restrictions identified were: South East Asia Approach: IPM in S.E. Asia started to antagonize the indiscriminate usage of pesticides and pest revival in green revolution agribusiness ( Van de Fliert, 2006 ) . For the agrarian state of affairs in Zanzibar, husbandmans were barely utilizing any pesticides, and the farming systems was characterized by small-scale husbandmans wilt low dirt birthrate, plague and disease and socio-economic position. The IPM Program should see the facet of Crop production and betterment of harvest through different agriculture patterns. Therefore, the attack should be an integrated harvest direction ( ICM ) instead than IPM because of its holistic nature. The FFS attack of hebdomadal IPM preparation session was non really attractive for some harvests ( banana and manioc ) . It appeared that husbandmans of high-value harvests such as rice and veggies were more enthusiastic than banana and manioc husbandmans ( Van Huis and Meerman 1997 ) . Facilitation accomplishments: At the beginning of IPM development in other developing states, hapless acceptance activities were observed due to miss of preparation in facilitation accomplishments in managing and developing IPM bundles ( Alteiri 2000 ; Morse and buhler, 1997 ) . In Zanzibar, most of the facilitators were research workers or harvest production specializers with few extensionist. There was a demand for preparation, facilitation, participatory and socio-economic issues to hold effectual attacks. Consequently, this will better the acquisition capacity of husbandmans and determination shapers ( Van de Fliert, 2006 ) . Most of the members of husbandmans group were semi-illiterate. The techniques introduced did non affect active engagement by husbandmans. To guarantee acceptance, husbandmans should take part and understand the aim of on-farm tests. How of all time, it may be necessary to transport out on-station tests as the thought should be obtained about the potency of a certain pattern before presenting it to the husbandmans, peculiarly when the result is unsure ( Van Huis and Meerman, 1997 ) . Farmers outlook and Committednesss: The group consisted of 20 husbandmans at the initial phase, but 10 husbandmans remain after a twelvemonth. Follow-up was done by examining from their fellow husbandmans. The 10 husbandmans drop out because their outlooks were non met, though breast was clearly explained prior. There were few influential husbandmans who influenced the attitude of other husbandmans. However the attitude of staying husbandmans was cohesive and really participatory during execution. 6.0 Accomplishments With this attack husbandmans were empowered by agro eco system analysis to be the determination shapers, by being advanced and create solutions in their Fieldss. The production was increased by following participatory engineering development ( PTD ) . Hence there will be possible to increase nutrient security and income of the rural support, therefore relieving poorness. The advancement have been observed through different facets ; coaction is multi disciplinary, husbandmans were organized, committed and participatory. Furthermore, there is a considerable betterment of their cognition. A sum of 52 husbandmans group with 1,038 husbandmans ( 549 males and 489 females ) have been trained. A sum of 52 FFS were run, 26 in Unguja and 26 Pemba as planned. Crops covered were irrigated rice 14 FFS ( Unguja 8 and Pemba 6 ) , rainfed rice 8 FFS ( Unguja 4 and Pemba 4 ) , vegetables 6 FFS ( Unguja 4 and Pemba 2 ) , bananas 13 FFS ( Unguja 5 and Pemba 8 ) and cassava 11 FFS ( Unguja 5 and Pemba 6 ) . A considerable output addition for all the harvests has been achieved with IPM pattern compared to husbandmans pattern. For illustration, output addition for irrigated rice was from 2.2-4.4 tons/ha, rainfed rice 2.3-3.4 tons/ha, tomato 9.5-33.7 tons/ha, amaranthus 4.2-11.7 tons/ha, bananas 11.3-17.6 tons/ha, and cassava 15.9-33.6 tons/ha ( see Table 1 ) . The consequences were promising had a good impact in footings of acceptance of engineerings involved by the IPM husbandmans every bit good as some of the adjacent husbandmans outside IPM plan. Table 1: FARMER FIELD SCHOOL STUDY PLOTS FOR MAJOR CROPS ( IPM and Farmersaa‚ ¬a„? pattern ) Crop Farmersaa‚ ¬a„? Practice ( tons/ hour angle ) IPM Practice ( tons/ hour angle ) Addition in output( % )1. Irrigated rice 2.2 4.4 100 % 2. Rainfed rice Katrin BKN aa‚ ¬ † Supa Supa Subang 1.9 1.1 2.0 2.7 3.0 1.5 2.4 3.7 57.9 % 36.4 % 20 % 37 % 3.Vegetables – Tomatos 9.5 33.7 254.7 % – Amaranthus 4.2 ( 8,333 Bunches ) 11.7 ( 23,333 Bunches ) 180 % 4. Banana – Mtwike 11.3 17.6 55.8 % – Mzuzu 7.8 16.5 111.5 % – Mkono mmoja 14.3 15.6 9.1 % – Pukusa 13.1 13.6 3.8 % 5. Cassava – Kibiriti mweusi 18.5 31.3 69.2 % Decision IPM is a focal point in research and extension attack, it has been good developed in the past decennaries. IPM was foremost developed into conventional, top-down extension activities with its purpose of acceptance of inputs or recommendation. But, it had a low degree of success ( Bruin & A ; Meerman, 2001 ) . Traditionally, IPM was being practiced by resource-poor husbandmans before the term existed. The debut of pesticides displaced old incorporate pest control attacks ( Van de Fliert, 2003 ) . However, Zanzibar husbandmans do non utilize big sum of pesticides because they can non afford expensive pesticides, unless subsidized by the authorities. The recent developments of IPM seem extremely applicable to all facets of sustainable agribusiness. We need to concentrate what is accomplishable under the husbandman fortunes instead than what is technically perfect. IPM had a really successful history in footings of its acceptance by husbandmans from S.E. Asiatic states, with limited succ ess of acceptance among African husbandmans ( Van Huis, 2009 ) . IPM is site and status specific The S.E. Asia theoretical account could non be an adoptable bundle in Zanzibar since the jobs were different, such as socio-economic state of affairs and the type of farming system. The acceptance was on socio-economic and ecological parametric quantities associated with rules and development of IPM. The manner forward is to follow the engineering developed at community degree for long term footing. FFS is a good starting point for the development of sustainable agricultural system Recognitions Many thanks to Strengthening Plant Protection Division Project of Zanzibar for back uping and advancing this plan, Commissioner of Agriculture Mr. M.R. Said for the encouragement and counsel. I am profoundly indebted to husbandmans, IPM group for their priceless aid and coaction for the work making this phase, non burying Omar for his great aid while fixing this paper.

Hr Scorecard

International Bulletin of Business Administration ISSN: 1451-243X Issue 4 (2009)  © EuroJournals, Inc. 2009 http://www. eurojournals. com/IBBA. htm The Application of Human Resource Scorecard: A Case Study of Public Hospitals in NTT Province, Indonesia Riana Sitawati Accounting Department, STIE Dharmaputra Sodikin Manaf Accounting Department, STIE Dharmaputra Endah Winarti Accounting Department, STIE Dharmaputra Abstract Together with regional autonomy development, regional performance management becomes one of the most important factors to be considered. Regional public hospital becomes a regional government asset that should manage itself therefore it can prepare transparent performance measurement report for the benefit of the hospital itself and also the society or other interest parties. However, as a service organization, human resource competency becomes key factor in a public hospital that also needs to be improved. For achieving this aim, then this paper describes human resources performance measurement steps for the hospital particularly regional public hospital which consisted of preparing Activity Value Chain, Job Description, Job Specification, Job Performance Standard, and Job Performance Scorecard. Those steps had been implemented in public hospitals in NTT province, Indonesia. In the end, hopefully it can provide alternative standard for measuring a whole organization performance. Keywords: Public hospital, performance measurement, Activity Value Chain, Job Description, Job Specification, Job Performance Standard, Job Performance Scorecard, East Nusa Tenggara Province 1. Introduction The early years of the 21st century are proving to be a period of profound transition business world. This transition is being driven by a number of key trends including: global interdependence; diverse, diffuse, and asymmetrical security threats; rapidly evolving science and technology; dramatic shifts in the age and composition of population; important quality of life issues; the changing nature of our economy; and evolving government structures and concepts. These trends also contribute to a huge, longer-range fiscal and budgetary challenge around the world. Given these trends and long-range fiscal challenges, we are now seeing increased attention to strategic human capital management (U. S. General Accounting Office, 2002). While human capital is the foundation for creating value in the new economy, human assets are the least understood by business leaders and therefore the least effectively managed. Furthermore, there is exceptional about human resource function, which is that is less prepared than many other functions (such as finance or information system) to quantify its impact on business performance (Yeung & Berman, 1997). Since the Indonesian government determined regulation about regional autonomy in 2002, there were efforts to arrange specific policies for government owned institution in each Indonesian region. Those specific policies also included performance measurement area that the government institutions in local region can manage their own performance report but still have obligation to report their performance condition to central government. That independent performance management is based on Undang-Undang Republik Indonesia (Indonesian Regulation) no. 17 / 2003 that applies the implementation refers to the activity area of the government institution activity. Refers to the regional public hospital that also becomes regional government institution, this institution also has obligation to prepare an independent performance report system. In fact, there are not many public hospitals that had implemented performance measurement report system refers to Indonesian generally accepted accounting principle. This caused by the bureaucracy culture in Indonesia that can not be removed easily particularly in government institution environment and lack of skilled human resources that has sufficient knowledge to make a good financial report. Although there are many problems resulted in preparing an independent public hospital, but it will be better if the public officer that works at Health Department, Regional Government, or Public Hospital begins to take real steps in improving financial system at public hospital. It becomes more important refers to Indonesian bad economic condition after multi dimension crisis so that public hospital should find its own core business rather than depend on government budget (Subanegara, 2005). This condition had been applied at developed countries which have their own business unit, such as laundry facility that are provided for general society with tariff that relatively the same with market price. Moreover, the hospitals also have specific pavilion for sound patient where room price and medical service are based on higher tariff compared with regular class so there is subsidy for the poor patient. As a public institution, main goal of public hospital is to provide medical service to local patient particularly the poor ones. Therefore, profit is clearly not the main goal of public hospital. With such character, it is not surprising that there are so many public hospitals that complain about their lost in operating activities because of their social responsibility service. Based on the above factors, we can see the importance of good measurement management system for regional public hospital. Until recently, public hospital only depends on central government or local government funding and management system without tries to find out any efforts to be more independent. This opinion should be changed therefore hospital can produce its own performance measurement report that still can support its social service function which always become its main mission. Refers to this condition, then it is necessary to understand how to arrange a good performance report therefore the hospital knows for sure its own advantages and disadvantages as a foundation to decide strategic action in order to manage better and more professional public hospital financial and non financial aspect. Therefore a performance measurement that is capable to measure not only financial but also non financial aspect will be more supportive. 2. Problem Statement Although the application of a complete Balanced Scorecard as one of Strategic Management Accounting performance tools had produced enormous studies and practices, but there is still lack of focus on its application at Indonesian public sector. This also occurs especially in an organization which provides service such as medical organizations which have social responsibility and see human resources as the main organization asset. That background inspires author to describe author’s experience related with human resource performance measurement at Indonesian public hospitals. 3. Theoretical Background 3. 1. Performance Measurement Performance can be considered as a â€Å"relative and culture-specific concept†, one of those â€Å"suitcase words in which everyone places the concepts that suit them, letting the context take care of the definition†(Lebas, Euske, 2002). We could use the same words to describe performance measurement. Different people give different meanings to performance measurement. Adams, Kennerley and Neely defined performance measurement as â€Å"the process of quantifying the efficiency and effectiveness of past action† (Neely, Adams, Kennerley, 2002). The author considers this definition clear and meaningful. We can argue that quantifying only the efficiency and the effectiveness dimensions of the action could be too limiting. We can argue that performance measurement doesn’t mean only quantifying but also comparing to a reference. But we should agree that the definition they gave sounds quite linear, appropriate, reasonable and useful. As it happens with other processes, the purpose of performance measurement is not univocal. Performance measurement is a sort of primary process: it can be considered as a basic element of larger and different processes like: †¢ internal performance evaluation †¢ external performance assessment †¢ performance management So the aims of performance measurement could be quite different. In the past decade performance measurement has been a topic that has received growing attention in the Public Sector. To encourage a performance-driven culture, a lot of public organizations have adopted a performance measurement system to measure, assess, report their performance and compare it with the performance of other organizations (performance evaluation and benchmarking). Just few of them have adopted it to manage their performance (performance management). For the author the difference between the two approaches is a fundamental issue to point out. In the former, measures are used to evaluate ex-post, at the end of a period of time, what has been done during the period and whether the desired outcomes have been achieved at the end. Here the purpose of measuring is to help to make a judgment about the performance of the organization at the end of a period. In the latter, measures are used to manage the performance within the period, identify issues and problems before correction becomes difficult or impossible and support decision-making processes in order to really achieve the desired outcomes at the end of the period. The purpose of measuring is to help people, accountable for performance, to make the right decisions within the period of time used as the reference. Both in the Private and Public Sector, using performance measurement just for evaluation s â€Å"one of the main barriers that people need to overcome if the organization wants to move from measurement set to judge to measurement consciously adopted to support decision making process†(Bocci 2004). If we talk about performance measurement just in terms of reviewing and assessing, we can not inspire people and align them with the strategy and t he overall goals of the organization. People will not understand the needs of measuring their performance and will consider measures used to find fault and punish someone (Kaydos, 1998): any performance measurement system we try to implement will be boycotted in some way. Performance evaluation is important but it does not tell us the true and complete story. That is why organizations should focus on adopting performance management systems. If organizations continue to use measurement just for assessing their performance, they can not achieve the consensus that allows them to effectively manage their performance. 3. 2. The Balanced Scorecard Application in Public Sector The Balanced Scorecard method (Kaplan & Norton, 1992) forms a conceptual measurement model for assessing an organization’s performance. This model complements financial measures of past performance with measures of drivers of future performance (Gaspersz, 2002). Unlike other accounting models, the Balanced Scorecard incorporates valuation of organization’ intangible and intellectual assets such as (Walker & MacDonald, 2001): †¢ High – quality products and services †¢ Motivated and skilled employees †¢ Responsive internal processes †¢ Innovation & productivity The original Balanced Scorecard model developed by Kaplan and Norton can be seen at the following figure. Figure 3. 1: Balanced Scorecard FINANCIAL PERSPECTIVE CUSTOMER PERSPECTIVE VISION & STRATEGY INTERNAL BUS. PROCESS PERSP. LEARNING & GROWTH PERSPECTIVE (Source: Niven, 2005) As mentioned above, Kaplan and Norton introduced 4 perspectives from a company activities that can be evaluated by management as follows : 1. Financial Perspective : how we can satisfy stakeholder? 2. Customer Perspective : how we can satisfy customer? 3. Internal Business Perspective : what processes that we should offer in order to achieve company success? . Learning and Growth Perspective : how we can maintain ability to face company changes? The BSC concept is not only applicable to private sector but also public sector including public health sector. Indonesian economic system that experiences disaster recently is mostly caused by government system mismanagement that usually known as KKN (Corruption, Collusion, and Nepotism). Therefore it needs a performance measurement tool for its public organization to im prove economic system condition. Based on the different character between private sector and public sector, we can compare the 4 perspectives of Balanced Scorecard as follows. Figure 3. 2: Balanced Scorecard Perspectives: A Comparation Between Private Sector and Public Sector Perspective Financial/Operational Efficiency Customer Learning and Growth Private Sector How we can give value to the stakeholder? How customer will evaluate our performance? Can we continue to improve and create value to the customer, stakeholder, employee, management and organization? What should we proposed from our process and product? Internal Process and Product Public Sector How we can give value to the society and tax payer? How public service user evaluate our performance? Can we continue to improve and create value to the society/tax payer, public officer, public organization, and stakeholder? Does the implemented development program can bring results refers to the expectation? (Source: Gasperz, 2002) Those differences in balanced scorecard perspectives between private sector and public sector encourages us to modify the implementation of balanced scorecard at public sector. This modification is necessary because of the following reasons: 1. Main focus of public sector is the society and certain interest groups while main focus of private sector is customer and stakeholder. 2. Main goal of public sector is not to maximize financial result but the balanced budget responsibility through service to stakeholder refers to its vision and mission. 3. Defining indicators and target in customer perspective needs high concern as consequency of public sector role and needs clear definition and strategic result. 3. 3. Human Resources Scorecard The Human Resource Scorecard approach used slightly modifies the initial Balanced Scorecard model, which at the time was most commonly used at the corporate level. However, the approach remains focused on long-term strategies and clear connections to business outcomes. The Human Resource Balanced Scorecard can be classified into four perspectives (Walker & MacDonald, 2001): a. Strategic Perspective This perspective measures company success in achieving 5 strategic thrusts (talent, leadership, customer service and support, organizational integration, and Human Resource Capability). . Operations Perspective This perspective measures Human Resource success in operational excellence. The focus here is primarily in three areas: staffing, technology, and Human Resource processes and transactions. c. Customer Perspective This perspective measures how Human Resource is viewed by company key customer segment. Survey results are used to track customer perception of se rvice as well as assessing overall employee engagement, competitive capability, and links to productivity. d. Financial Perspective This perspective measures how Human Resource adds measurable financial value to the organization, including measures of ROI in training, technology, staffing, risk management, and cost of service delivery. Many leading organizations use their performance management systems as a key tool for aligning institutional, unit, and employee performance; achieving results; accelerating change; managing the organization on a day-to-day basis; and facilitating communication throughout the year so that discussion about individual and organizational performance are integrated and ongoing (U. S. General Accounting Office, 2000). We also can see some examples of previous research studies in Human Resource in the following table: Table 3. 1: Summary of Major Research Studies in HR – Organizational Performance Relationships Research Studies MacDuffie & Krafcik (1992) Methodology Studied 70 automotive assembly plants representing 24 companies and 17 countries worldwide Key Findings †¢ Manufacturing facilities with â€Å"lean production systems† are much higher in both productivity and quality than those with â€Å"mass production systems† (Productivity: 22 hours vs. 0 hours in producing a car; Quality 0. 5 defects vs. 0. 8 defects per 100 vehicles). †¢ While the HR strategy of a mass production system is used to create a highly specialized and deskilled work-force that supports a large-scale production process, the HR strategy of a lean production system aims to create a skilled, motivated, and flexible workforce that can continuously solve prob lems. The success of a â€Å"lean production system† critically depends on such â€Å"highcommitment† human resource policies as the decentralization of production responsibilities, broad job classification, multiskilling practices, profit/gain sharing, a reciprocal psychological commitment between firm and employees, employment security, and a reduction of status barrier. Studies that demonstrate business impact by adopting the following highperformance work practices are summarized: †¢ Employee involvement in decision making. Compensation (profit/gain sharing) †¢ Training programs †¢ Constellation of high-performance work practices †¢ Contradictory to traditional strategy literature, these five companies are neither in the right industry (based on Porter’s industry structure analysis) nor are they market leaders in these industries (based on Boston Consulting Group’s learning curve). †¢ Instead, these companies share a set of hi gh commitment work practices such as employment security, selectivity in recruiting, high wages, incentive pay, employee ownership, information sharing, participation and empowerment, teams and job redesign, cross-training, etc. Empirically identified two distinct HR configurations: control and commitment systems. †¢ Control systems aim to reduce direct labor costs, or improve efficiency by enforcing employee compliance with specified rules and procedures and basing employee rewards on some measurable output criteria. †¢ Commitment systems aim to shape desired employee behaviors and attitudes by forging psychological links between organizational and employee goals. †¢ The mills with commitment systems had higher productivity, lower scrap rates, and lower employee turnover than those with control systems. Based on his sample, Huselid found that if firms increase their highperformance work practices by one standard deviation (SD), their turnover would be reduced by 7. 0 5%, productivity increased by 16%. †¢ In terms of financial impact, a one-SD increase in high-performance work practices leads to a $27,044 increase in sales, an $18,641 increase in market value, and a $3,814 increase in profit. †¢ Developed an overall HR Quality Index based on the aggregate ratings of all HR activities adopted by a firm. †¢ Based on the HR Quality Index, firms are grouped into four categories based on their percentile (i. . , bottom 25%, second 25%, third 25%, and top 25%). †¢ Firms that score higher in the HR Quality Index consistently outperform firms with a lower index in four financial measures: market/book value ratio, productivity (i. e. , sales/employees), market value, and sales. U. S. Department of Labor (1993) Summarized all major research studies regarding the HR-firm performance relationship Pfeffer (1994) Identified the five topperforming firms (based on percentage of stock returns) between 1972 and 1992 and assessed their common Arthur (1994) Conducted a survey research from 30 U. S. steel minimills Huselid (1995) Utilized both survey research and financial data of 968 firms Ostroff (1995) Conducted a survey research jointly sponsored by Society of Human Resource Management and CCH Incorporated (Source: Yeung and Berman, 1997) 4. The Case Study Application of Balanced Scorecard is a new progress in Indonesia particularly in public sector as there is no standard for measuring public sector performance until recently. Moreover as a fact, most of Indonesian public hospital administration and financial activities has not applied generally accepted accounting principle which is main accounting system (Alkatiri&Setiyono, 2001). Therefore author’s experience in building a performance measurement system in 3 (three) Nusa Tenggara Province public hospitals will be described at the following case study. In general, road map for measuring the performance is: Figure 4. 1: Roadmap for Performance Measurement ROADMAP OF HOSPITAL PERFORMANCE MEASUREMENT & DEVELOPING UNIT PERFORMANCE SCORECARD MEASURES MEASURABLE THEORY OF PERFORMANCE MEASUREMENT W EIGHT RELIABLE SCORECARD UNIT TRANSPARENT TARGET (Source: Ferdinand, 2003) Figure 4. 1 above shows that theory of performance measurement such as Balanced Scorecard (BSC) provides 3 standards in making indicators, which are measurable, reliable, and transparent. Measurable means the indicators should be a matter of quantitative, not abstract. Reliable means the indicators can be trusted. Transparent means the indicators should be socialized to all parties. Then after determining the indicators, we should pay attention to the measures (indicators), weight of each indicators, and target that should be achieved. In the end, it will produce scorecard for each hospital unit. Detail steps of producing this scorecard can be followed at the following sections. 4. 1. Preparing Activity Value Chain The initial step in making performance measurement standard should begin from preparing activity chain for each staff. In order to make it, we should know our Achievement Generating Factor which is the main task of a job position. In order to make clear description, the example of activity value chain can be seen on the Appendix-Figure 1 for Head of Medical Committee. The activity details that belong to the Activity Value Chain are all activities that are done regularly. For example, routine activity for a lecturer is teaching a class. But the lecturer also has supporting activity such as giving suggestion to his/her students if they are experiencing problems in their study. This different type of activity should be clearly understand in defining activity value chain as a first step before move further to other steps. . 2. Preparing Job Description After determining routine activities in value chain, the following step is making job description. Job description is a description of a job that should be completed by a person in certain position. The example for this Job Description can be seen on the Appendix-Figure 2. In order to formulate good job description, we should pay attention to these factors: 1. Job a ssignment should be detail and concrete. 2. State the assignment in information type so it can be implemented and evaluated. The presented information can be input information or output information. . Determine Information Source that we use to state information type of a conducted assignment. This information source can be officer with whom we cooperate, and what form we use to state the information. 4. Determine the time frame and the person who should implement the informed assignment. 5. Decide how information distribution is implemented. Information distribution can be done by assigning person / department that receives the information and time schedule when the information should be delivered. 6. We also need to determine success measurement criteria for implemented task. . It is our obligation to determine development requirement to be completed by the implementer person so they can do their job competently. 8. It is also suggested that we determine responsibility person for fixed asset whether in unit or monetary form so all staffs feel responsible. Job Description can be implemented if the people who sit on certain position fulfill the required specification. Therefore a job description will be more meaningful if continued by job specification for potential candidate of a position. 4. 3. Preparing Job Specification Job specification is a criteria or requirement for a certain position. There are 2 main classification in Job Specification which are: (See Appendix-Figure 3) a. Initial Requirement It is organization demand to the position holder candidate. b. Development Support After someone fulfills the requirement to sit on a position, then it becomes organization responsibility to develop this position holder. The development support can be in the form of training and education therefore the position holder can be developed and succeed in doing his/her job now or in the future. 4. 4. Preparing Job Performance Standard The previous Job Description will be more meaningful if management has certain scoring tool that can be used as performance measurement for a position holder. In order to have that scoring tool, then it needs to develope a standard which called Job Performance Standard. In making Job Performance Standard, we will determine performance score criteria. The common score standard is as follows: Performance Criteria Very Good Good Average Bad Very Bad Code VG G A B VB Score 5 4 3 2 1 Job Performance Standard consists of: (See Appendix-Figure 4) a. Performance Criteria Scorecard . Job Description c. Performance Indicator d. Performance Criteria e. Target Description By having Job Performance Standard, then it will decrease job evaluator subjectivity so that the evaluated staff and the evaluator person have the same guidance in understanding the performance. Performance Indicator or Performance Measures aims to determine success criteria of a job that bein g implemented by a position holder. This Performance Indicator/Measures can be measured from 2 aspects which are Lagging Indicator and Leading Indicator. a. LAG Performance Indicator is a Final Result Indicator of an activity. For example, Lag Performance Indicator for a Salesman activity: recording sales to achieve target is recording accuracy and timeliness. b. LEAD Performance Indicator or Process Performance Indicator is indicator for supposedto-be-done activity. If this activity can be done, then the Lag Indicator tends to be achieved. As an example for the salesman above, in order to make recording sales activity run well, then it needs some activities such as: (1) Checking data and report completeness and (2) Preparing supporting facility and information to make report. 4. 5. Preparing Job Performance Scorecard Job Performance Scorecard is an achieved performance result of a staff in certain period. From Job Description, Job Specification and Job Performance Standard, then it can produce Design of Management Performance Scorecard that can be used as a tool to measure organization managerial performance. Therefore the organization has a measurement tool that can be used as a guidance to measure overall organization performance. The scorecard can be seen at the Appendix-Figure 5. As a performance report, this Job Performance Scorecard should be published regularly as a complement of hospital financial report. This report can be foundation for management to make decision on what they should do related to their staff performance. Therefore this scorecard should be applied to all management levels from operational level until strategic level so it might run well. 5. Conclusion It is not surprising that Indonesian public hospital still provide minimum medical service with minimum funding support from the government. However, Public Hospital as a public service institution needs a condusive human resource performance measurement system to determine its worker ffectiveness and efficiency weaknesses so it can achieve good corporate governance in the future. Balanced Scorecard has provided a foundation for both private and public sector to measure both sector performances. This foundation can be used by Indonesian public sector particularly regional hospital to improve its performance so in the end it might produce scorecard report regularly that is reliable. All steps from making Activity Value Chain, Job Description, Job Specification, Job Performance Standard, and Job Performance Scorecard can be easily followed as a standard for implementing the BSC into the public health sector. However, this paper is only limited on success story at three Indonesian public hospitals in Nusa Tenggara Province. Therefore future research should be more generalized to other public hospitals or other public sectors in Indonesia. Bibliography [1] [2] [3] Alkatiri, A. & Setiyono, V. (2001). Manajemen & Akuntansi Rumah Sakit. Fa. Sinar Bahagia, Jakarta. Bocci, F. (2004). Defining Performance Measurement. A Comment. PMA Newsletter Vol 3 Issue 1/2 September, pp. 20. Ferdinand, A. (2003) Module for Performance Monitoring: Supervisory Monitoring Scorecard. Training for Hospital Performance Management at East Nusa Tenggara Regional Public Hospitals, a joint programme between EPOS Health Consultant Germany, East Nusa Tenggara Health Department, and AGF Consulting Indonesia Gaspersz, V. (2002). Balanced Scorecard dengan Six Sigma untuk Organisasi Bisnis dan Pemerintah. PT Gramedia Pustaka Utama, Jakarta, Chapter 1. Kaplan, R. S. and Norton, D. P. (1992). Translating Strategy into Action: the Balance Scorecard. Harvard Business School Press, Boston. Kaydos, W. (1998). Operational Performance Measurement: Increasing Total Productivity. CRC Press, pp. 98. Lebas, M. & Euske, K. (2002). A Conceptual and Operational Delineation of Performance in Business Performance Measurement: Theory and Practice. Neely, Andy Editor, Cambridge University Press, Cambridge. Neely, A. , Adams, C. , and Kennerley, M. (2002). The Performance Prism: The Scorecard for Measuring and Managing Business Success. Financial Times Prentice Hall, London 2002 Niven, P. R. (2005). Balanced Scorecard Diagnostics: Maintaining Maximum Performance. John Wiley&Sons, Inc. Subanegara, H. P. (2005). Diamond Head Drill & Kepemimpinan Dalam Manajemen Rumah Sakit. Penerbit Andi, Yogyakarta. Sugiri, S. (1992). Pengantar Akuntansi, Edisi Revisi. AMP YKPN, Yogyakarta. Undang-Undang RI No. 17 Tahun 2003 Tentang Keuangan Negara. BP Cipta Jaya, Jakarta. U. S. General Accounting Office, Human Capital: Key Principles From Nine Private Sector Organizations, GAO/GGD-00-28. Washington, DC. : Jan. 31, 2000 U. S. General Accounting Office, Managing for Results: Using Strategic Human Capital Management to Drive Transformational Change, GAO-02-940T. Washington, DC. : July 15, 2002 Walker, G. & MacDonald, J. R. (2001). Designing and Implementing an HR Scorecard. Human Resource Management, Winter; 40, 4; pp. 365-377. Yeung, A. K. & Berman, B. (1997). Adding Value Through Human Resources Reorienting Human Resource Measurement to Drive Business Performance. Human Resource Management, Fall; 36, 3 : p. 321-335 [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] Appendix Figure 1: Activity Value Chain Name of Position : HEAD OF MEDICAL COMMITTEE Main Goal of Position : Achieve optimum Medical Service Coordination in accordance with medical science and technology and medical profession ethic. VALUE CHAIN DIAGRAM ACTIVITY DETAIL JOB CHARACTERISTIC Head of Medical Committee 1 8 2 3 4 7 6 5 1. Make Medical Committee plan 2. Make Committee and Team, and ascertain duty implementation of Committee and Team 3. Ascertain duty implementation of SMF (Functional Medical Staff) refers to service standard 4. Coordinate SMF education and training 5. Coordinate research and development for SMF medical area 6. Approve Credit Proposal and make DP3 for Head of SMF 7. Make report and conduct evaluation on Medical Committee activities AT AT AT AT AT AT AT Note: AT = Routine Accountability Figure 2: Job Description Division Position Main Activity Make Medical Committee plan : Medical Committee : Head of Medical Committee Job Characteristic AT Information Type Input : Director SK PHO IDI Information Source Person Format †¢ Director †¢ Minister of Health †¢ IDI/ Professional Organisation Relevant person †¢ Letter †¢ Book †¢ Book Head of Medical Committee Annually †¢ Director †¢ Head of SMF On December Job Implementer Time Result Distribution Person Time Success Criteria †¢ †¢ Plan finishing time accuracy (POA) Plan content completeness (POA) Make Committee and Team, and ascertain duty implementation of Committee and Team AT Ascertain duty implementation of SMF (Functional Medical Staff) refers to service standard AT Coordinate SMF education and training AT Coordinate research and development for SMF medical area AT Approve Credit Proposal and make DP3 for Head of SMF AT Make report and conduct evaluation on Medical Committee activities AT uput : POA of Medical Committee Input : POA of Medical Committee Ouput : †¢ Committee SK †¢ Committee Activity Report Input : POA of Medical Committee Ouput : Service Standard Compliance Report Input : POA of Medical Committee Ouput : Activity report of SMF Education and training Input : POA of Medical Committee Ouput : Activity report of SMF Research and Development Input : †¢ Keppres (President Desicion) †¢ SK of Menpan Ouput : †¢ DP3 of SMF Head †¢ Promotion proposal Input : †¢ SK Director †¢ POA Committee Medis Ouput : †¢ Activity report and evaluation of Medical Committee Book Director Letter Head of Medical Committee Annually †¢ Director †¢ Head of SMF On December †¢ Relevant Person Letter Book Activity report time accuracy Director Book Head of Medical Committee Annually †¢ Director †¢ Head of SMF Relevant Person End of January at following year †¢ Reporting time accuracy Form Director Book Head of Medical Committee Annually †¢ Director †¢ Head of SMF Relevant Person End of January at following year †¢ Activity report time accuracy Form Director Book Head of Medical Committee Annually Director †¢ Head of SMF Relevant Person End of January at following year †¢ Activity report time accuracy Form President Menpan Letter Head of Medical Committee Docume nt †¢ Letter †¢ Book Head of Medical Committee 1 month ahead Semi annually †¢ Director 1 month ahead †¢ Arrangement time accuracy Relevant Person †¢ Director †¢ Director Annually †¢ Director †¢ Reporting time a ccuracy Relevant Person Head of SMF Form Figure 3: Job Specification Position : Head Of Medical Commitee Initial Requirement 1. S1/General Practitioner 2. Has 2 years experience at the relevant area Technical Competency 1. Medical basic skill 2. Ability to supervise medical committee task 3. Ability to make decision Managerial Development Competency Support 1. Ability to lead medical 1. Advance study committee S2/Specialist 2. Ability to make plan 2. Training of and policy in regards hospital with medical operational committee task management 3. Ability to make report 3. Training of and evaluation arranging job performance measurement Job Description 1. Make Medical Committee plan 2. Make Committee and Team, and ascertain duty implementation of Committee and Team 3. Ascertain duty implementation of SMF (Staf Medis Fungsional/Functional Medical Staff) refers to service standard 4. Coordinate SMF education and training 5. Coordinate research and development for SMF medical area 6. Approve Credit Proposal and make job performance measurement for Head of SMF 7. Make report and conduct evaluation on Medical Committee activities Figure 4: Job Performance Standard Position : Head of Medical Committee Very Good Score = 5 100% complete 100% from target 100% from target 100% from target 100% from target 100% from target 100% from target Very Good Score = 5 100% complete 100% from target Always Available 100% complete 100% complete 100% from target 100% complete 100% from target 100% complete Date 5 of the following month Good Score = 4 90 – 99% 90 – 99% from target 90 – 99% from target 90 – 99% from target 90 – 99% from target 90 – 99% from target 90 – 99% from target Good Score = 4 90 – 99% 90 – 99% from target 90 – 99% 90 – 99% 90 – 99% from target 90 – 99% 90 – 99% from target 90 – 99% Date 6-9 of the following month Average Score = 3 80-90% 80 – 90% from target 80 – 90% from target 80 – 90% from target 80 – 90% from target 80 – 90% from target 80 – 90% from target Average Score = 3 80-90% 80 – 90% from target Sometimes unavailable 80-90% 80-90% 80 – 90% from target 80-90% 80 – 90% from target 80-90% Date 10 of the following month Bad Score = 2 70-79% 75 – 80% target 75 – 80% target 75 – 80% target 75 – 80% target 75 – 80% target 75 – 80% target Bad Score = 2 70-79% 75 – 80% target 70-79% 70-79% 75 – 80% target 70-79% 75 – 80% target 70-79% Date 11-15 of the following month Very Bad Score = 1

Bec Curriculum

Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication. Reading is getting meaning from the printed page. It includes skills for vocabulary development, levels of comprehension namely, literal, interpretative, critical analysis and application, literary appreciation and study skills. Writing includes readiness skills, mechanics, guided writing, functional, and creative writing. Learning activities to develop competence in these phases of communication should be varied, meaningful and realistic. Science and Health concepts may be used as content in English especially for Grades I and II, but not to the extent of neglecting the content in the English books for the grade. Grade III is considered the threshold in reading. Thus, at the end of the third grade, every child is expected to be a functional/successful reader. TIME ALLOTMENT Learning Areas English Daily Time Allotment III IV V 100 80 80 I 100 II VI 80 100 The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment for Grades IV-VI because basic literacy skills are expected to have been developed in Grades I-III. The 20-minute increased time allotment may be used for mastery of the skills through any of the following: peer tutoring spelling lessons enrichment/reinforcement for fast learners writing (practice) remediation for slow learners free reading 1 EXPECTATIONS GOAL: Access varied information and creatively use them in spoken and written forms; communicate fluently and accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while carrying out activities in everyday life At the end of Grade VI, the learner is expected to listen critically; communicate one’s feeling and ideas orally and in writing with a high level of proficiency; and read various text types materials to serve one’s own learning needs in meeting a wide range of life’s purposes. At the end of Grade V, the learner is expected to listen critically to different text types; express ideas logically in oral and written forms; and demonstrate interest in reading to meet one’s various needs. At the end of Grade IV, the learner is expected to listen critically to news reports, radio broadcasts and express ideas accurately in oral and in written form; demonstrate more independence in the use of language to meet everyday needs; and read independently for pleasure and get information from various text types. At the end of Grade III, the learner is expected to listen critically to get information from text heard; demonstrate independence in using the basic anguage structure in oral and written communication; and read with comprehension. At the end of Grade II, the learner is expected to listen critically to 1-2 paragraphs; use appropriate expressions in varied situations and about places and topics of interest; read critically and fluently in correct thought units, texts for information and entertainment and respond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messages in cursive form. At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentences heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease and understanding beginners’ books in English; and write legibly information about oneself, common words and simple sentences in manuscript form. 2 The Philippine Elementary Learning Competencies (PELC) The PELC is a listing of expected outcomes in the four phases of Communication Arts, namely, listening, speaking, reading and writing. The expected outcomes are stated in behavioral terms hierarchically arranged from the simplest to the most complex. The expected outcomes (skills) for each component are in matrix form per grade level. With this arrangement, teachers can easily pick out objectives from each phase in preparing his/her lessons to show integration within learning areas. The teacher is free to decide whether to have the four components or only two or three components integrated in a day’s lesson. Here is a sample lesson plan showing the four components integrated in a day’s lesson for 100 minutes. Science concepts are integrated in this lesson. I. Objectives Tell what the story heard is about (Listening) Use of this/that with singular form of nouns (Speaking) Give appropriate heading for a set of pictures/sentences (Reading) Write words/phrases – copying from a model (Writing) II. Subject Matter Telling what the story/picture is about Use of this/that with singular nouns III. Materials: short story, pictures 3 IV. Procedure A. Listening †¢ †¢ Motivation – showing pictures of animals; talking about pets or animals they know Listening to a story Pussy Cat is big. Its color is white and black. She sleeps under the chair with her three little baby kittens. The baby kittens are very small. Pussy Cat is always beside the baby kittens. †¢ Comprehension Questions Who has baby kittens? What is Pussy Cat doing? What are the baby kittens doing also? What is our story about? B. Speaking Show picture of a cat and say: This is a cat. The cat is big. Ask pupils to hold the picture and repeat the sentence. Ask them to tell something about their personal belongings. e. g. This is my bag. My bag is red. Introduce the use of that. Teacher says: This is a bag. What is this? Guide the pupils to say – This is a bag. (pointing to the object) Practice: Pupils take turn in asking and answering questions using this-that. e. g. Pupil 1: This is a pupil. What is this? Pupil 2: That is a pencil. (Pupil 2 shows another object and repeat the sentence pattern. ) (There is pupil to pupil interaction with this kind of activity. ) Let the pupils understand that – This and That refer to one object. 4 C. Reading Teacher recalls the story used in listening. Teacher/pupils read the story. Question: Which of the following is a good title for the story? a. My Pet b. Pussy Cat c. Pussy Cat and Her Kittens Present these words on the board or show pictures. Pupils read the words or give the names of the pictures. a. pig b. pig dog goat bird carabao monkey cow Question: What are these words called? What words would be the title/heading for the animals in Set A? Set B? Science Concepts: There are different animals around. Some animals make good pets. Some animals give us food. Infusion of Values: Animals need care. We should be kind to animals. Practice: Read these sentences and give a title for each group of sentence. e. g. There are many animals in the farm. The animals make different sound. The dog barks. The cat says, â€Å"meow, meow. † The duck says, â€Å"quack, quack† Group Activity: Assign 3 or 4 leaders who will be holding strips of paper with titles of the sentences or pictures distributed to the pupils. When the leaders show the strips of paper, the pupils holding the pictures/sentences group together to their respective leaders. D. Writing – Copy the sentences and fill in the blanks. My Pet I have a ______. I call it ______. Its color is _____. My pet eats ______. 5 V. Evaluation: †¢ †¢ Evaluation of written work, neatness, etc. Fill the blank with this or that. Father reads a book and says, â€Å"_____ is a good book. † (Picture of father holding a book. ) †¢ Give a title for the set of words and sentences. orange VI. Agreement: apples guavas pineapple Ask the pupils to write down words or sentences related to the following: Games I Like to Play The teacher should strive for mastery of a particular objective before proceeding to the next higher one. Objectives may be taught for two or more days but with different activities/exercises for each day. Criterion – reference test should be administered to measure mastery of the objectives/skills taught. ENGLISH – GRADE I LISTENING 1. Respond appropriately to expressions listened to * †¢ greeting others †¢ leave taking SPEAKING 1. Use expressions listened to in appropriate situations Ask and answer questions e. g. What’s your name? Where do you live? What grade are you in? How old are you? etc. 2. Give short commands and directions READING 1. Recognize wo rds commonly heard through sight word †¢ courteous expression †¢ one-step direction WRITING 1. Demonstrate Writing Readiness Skills * †¢ free-hand writing †¢ connecting dots 2. Follow simple one-step direction heard e. g. stand up sit down . Identify common printed materials e. g. book, newspaper, 2. 1 Turn the pages of a reading material properly 2. Trace and copy lines * †¢ straight †¢ slanting †¢ horizontal †¢ curve †¢ circular 3. Write legibly, accurately in manuscript form the capital and small letters of the alphabet 3. 1 Trace and copy letter with †¢ straight lines †¢ combination of straight and slanting lines e. g. Nn Aa †¢ combination of straight and curved lines e. g. Dd †¢ rounded strokes with loops e. g Cc 3. Identify specific sounds from a background of different sounds heard * †¢ loud and soft †¢ high and low 3. Talk about the meaning of sound signals heard e. g. roosters crow in the morning, ships make loud sounds when they arrive 3. Sharpen visual discrimination skills * †¢ similarities and differences of objects/pictures as to size, length †¢ identifying missing parts of pictures †¢ left to right eye movement Identify letters that are similar/ different in a group of letters * included in the 8-Week Curriculum 7 LISTENING 4. Identify speech sounds heard †¢ initial and final consonant and vowel sounds e. g. /f/ vs. /p/; /e/ vs. /iy/ SPEAKING 4. Produce words listened to with †¢ initial and final consonant ounds †¢ initial and medial vowel sounds READING 4. Associate names of objects/ pictures with their printed symbols e. g. words with †¢ initial and final consonant sounds †¢ critical consonant and vowel sounds 5. Sing/act rhymes, poems, jingles WRITING 4. Write the letters of the alphabet according to: †¢ grouping †¢ proper sequence 5. Ide ntify words that rhyme in poems/jingles 6. Recognize rising and falling intonation and meanings they signal †¢ yes-no questions †¢ wh- questions †¢ statement 5. Recite rhymes, jingles with correct intonation and stress 6. Talk about oneself/others/things 6. Read orally high frequency words in running print – Dolch Use singular form of nouns Basic Sight Word †¢ this/that is with objects 6. 1 Increase one’s vocabulary †¢ a and an in naming †¢ words about family members objects †¢ labels and sign in school Use the plural form of nouns †¢ synonyms and antonyms †¢ noun + s 6. 2 Identify the parts of a book †¢ these are/those are + cover, title, table of contents noun 7. Use personal pronouns 7. 1 Use the pronoun that agrees in gender with its antecedent 7. Tell what the picture or a series of pictures is about 7. 1 Tell what the story is about †¢ composite picture e. . a garden scene †¢ solo picture e. g. red rose 8. Answer wh-questions based on stimuli presented Objects: †¢ composite pictures †¢ experience charts 8 5. Write words and phrases 5. 1 Copying from a model †¢ name, grade, school 5. 2 Dolch Basic Sight Word †¢ days of the week 7 Give the main idea of a selection heard 6. Copy paragraph with 2 to 3 sentences †¢ use the correct punctuation mark 8 Note details in a selection heard †¢ answering wh- questions †¢ identifying setting, characters, events 8. Use verbs †¢ simple present form 7. Write from dictation †¢ common words †¢ phrases †¢ simple sentence LISTENING 8. Select the details of a story heard from a set of pictures SPEAKING 8. 1 Use –ing form of the verb in response to: †¢ What is _____ doing? ____ is cooking. †¢ What are _____ doing? ____ are playing. READING 9. Organize ideas †¢ Grouping pictures based on similar ideas †¢ Select appropriate heading for a: set of related pictures set of words/phrases set of sentences 10. Tell the sequence of natural events †¢ plant growth †¢ life stages of animals 10. 1 Tell what happened first, second, last in a series of pictures 11. Perceive relationship †¢ source e. g. egg-chicken †¢ function e. g. tab le-trees †¢ part-whole e. g. eyes-face 12. Predict outcomes †¢ Give the possible ending of a series of pictures/given events †¢ Tell what would happen next to a set of pictures 13. Infer 13. 1 what a person or animal does 13. 2 what have happened before/after an event 9 WRITING 8. Write names of common objects learned in listening and speaking †¢ common signs in the classroom 9 Tell the sequence of events in a 8. 2 Use the verb to be (am, is, are) story heard through pictures with nouns and pronouns as subject 8. 3 Use the simple past form of the verb (regular verb) 10 Act out best liked parts of story heard 9. Use words that describe persons, animals, places (adjectives) 9. Use the positive form of regular adjectives 9. Write sentences using synonyms and antonyms to describe objects 11. React to what the character said/did on a story listened to 10. Talk about topics of interest in 2-3 sentences 10. Write sentences about one’s self and family 12. Infer the feeling/traits of characters in a story heard 1 1. Compose greetings in cards e. g. Happy Birthday ENGLISH – GRADE II LISTENING 1. Identify speech sounds heard initial consonant blends initial and medial vowel sounds words with diphthongs 1. 1 Discriminate speech sounds heard critical consonant and vowel sounds e. g. /s/ vs. z/ /? e/ vs. /ey/ SPEAKING 1. Improve pronunciation skills 1. 1 Use initial consonant blends initial and medial vowel sounds words with diphthong critical consonant sounds critical vowel sounds 1. 2 Use courteous expressions in appropriate situations greeting others taking leave offering help READING 1. Associate names of objects. pictures with printed symbols 1. 1 Read automatically high frequency words in running print 1. 2 Recognize words using spelling patterns. c–v–v–c c–v–c–c consonant clusters in initial and final position consonant clusters and blends in initial/final position WRITING 1. Copy legibly, accurately and neatly in manuscript form of a given text sentences paragraph rhymes/poems learned 2. Recognize the rising and falling intonation in: yes-no questions wh- questions statements 2. Ask and answer questions 2. 1 Use short answer forms to questions e. g. Who is your teacher? Does the dog bark? 2. Increase one’s vocabulary by learning synonyms and antonyms of common words 2. Use capital letters in writing one’s address, names of persons, subjects, the beginning letter of the first word in a sentence 1. 1 Write common abbreviations e. g Mr. , Mrs. 1. Copy words in alphabetical order 3. Copy paragraph observing indention, capitalization and punctuation 4. Copy poems/rhymes accurately 5. Demonstrate readiness skills in cursive writing 2. Follow simple one-step directions heard 3. Give commands/directions two-step direction 3. Do accurately slow reading to follow a simple one-step direction 3. 1 Follow printed directions for test taking 4. Pantomime/act out rhymes and jingles 4. 1 Feel the rhythm through clapping, etc. 3. Identify words that rhyme in 2-3 stanza poems 4. Recite short verses, two-stanza poems with correct intonation and stress 0 LISTENING 5. Give the main idea of a selection listened to Tell what the story is about SPEAKING 5. Talk about oneself/others things/ events 5. 1 Use nouns This/that with singular form of nouns Plural form of regular noun These are/those are with plural noun 5. 2 Use possessive pronouns (My, You, His, Her, Your) Use the pronoun that agrees in gender with its antecedent READING 5. Get the main idea 3. 2 Tell what the set of related pictures is about Give the appropriate heading for a set of †¢ pictures †¢ sentences 3. 3 Group similar ideas under proper heading WRITING Write important dates, abbreviations in cursive Birthday Days of the week Months Address 6. Write from dictation Phrases Simple sentences Sentences in paragraph form 3. 4 Distinguish big ideas from small ideas 7. Write sentences/short paragraph about the pictures 3. Note details in selection listened to 3. 1 Answer wh-questions 7. Retell best-liked parts of a story heard 5. 3 Use verbs 5. 3. 1 Use simple present form of verbs with singular/plural nouns as subject 5. 3. 2 Use the -ing form of verbs (verbs of being) 5. 3. 3 Use the simple past of the verbs commonly used 5. 3. Use positive/negative form of auxiliary verbs 5. 3. 5 Use two-word verb 6. Use adjectives to describe people, animals, places Use the positive form of regular adjectives 4. Note details in short paragraph, poems, stories read 4. 1 Note explicit details descriptive words identify characters, setting etc. of the story 5. 2 Note implied details 5. Organize ideas 5. 1 Group pictures showing similar ideas 5. 2 Identify words/phrases sentences that go with a given concept/idea 7. Sequence events 7. 1 Tell what happened first, second, etc. 7. 2 Tell what happened before/after an event 7. Arrange words alphabetically based on the first letter 11 8. Act out best-liked parts of a story heard 7. Use preposition and prepositional phrase 8. Write the correct spelling of words learned in auditory discrimination LISTENING 9. Impersonate well-liked characters in a story heard SPEAKING 8. Talk about topics of interest in 3-4 sentences READING 8. Perceive relationship shown in pictures 8. 1 Identify the cause of a given effect 8. 2 Infer details in passages that are not signaled explicitly WRITING 9. Write sentences from a picture stimulus 10. Give a possible ending to a situation/story heard . Predict outcomes 9. 1 Tell the possible ending of a situation presented through pictures 10. Write a different story ending to a story read/heard 9. 2 Give events that could happen next 11. Make inferences Inf er hidden information from oral texts 10. Infer what have happened before/ after an event 11. Write a composition about a given topic 10. 1 Prepare an invitation card based on a model 10. 2 Write short notes to friends/family member 12 ENGLISH – GRADE III LISTENING 1. Identify words with – †¢ final consonant sounds †¢ initial and final consonant blends and clusters SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Use words presented under auditory discrimination in sentences READING 1. Recognize words using spelling patterns as clues e. g. digraphs Cvc Consonant clusters in initial and final position 1. 1 Recognize words through repeated exposure 2. Read orally 1-2 stanza poems with correct pronunciation, stress and rhythm 2. 1 Read orally or commit to memory well liked lines in a poem/selection 2. 2 Use context clues to get meaning of unfamiliar words 2. 3 Use the glossary to get meaning of new words 3. Read orally conversations/dialogs observing proper intonation 4. Follow simple two-step directions two separate simple sentences compound sentences 5. Get the main idea distinguish big ideas from small ideas give appropriate title for a paragraph identify key sentence in a paragraph WRITING 1. Write legibly and neatly observing correct letter form, capitalization, punctuation and spelling copying from a model letters of excuse, apology name and write the parts of a letter 2. Identify words that rhyme in poems heard 2. Recite short verses, 1-2 stanza poems with correct intonation and stress 2. 1 Recite poems with gestures 2. 2 Memorize short verses . Write contractions correctly 3. Recognize the rising and falling intonation in questions and answers heard 4. Follow two-step directions heard 3. Use courteous expressions in appropriate situations e. g. inviting someone 4. Give short commands/directions three-step directions 5. Ask and answer questions about oneself/others using pictures dialogues comic strips 3. Write different kinds of sent ences Telling, asking, requesting and exclamatory sentences 3. 1 Write one’s own address correctly 4. Copy paragraph with 4-5 sentences observe indention, capitalization and punctuation 5. Give the main idea of a selection listened to 13 LISTENING 6. Note details in selections listened to (1-2 short paragraphs) answer who, what, when, where questions SPEAKING 6. Talk about oneself things/events 6. 1 Use the singular form of nouns with verbs of being 6. 2 Use the plural form of Nouns 7. Use possessive pronouns 7. 1 Use pronouns that agree in gender with its antecedent 8. Use verbs 8. 1 Use the correct form of the verb that agrees with the subject in number 8. 2 Use the correct time expression to tell an action in the present past future 8. 3 Construct sentences with simple subject and predicate 9. Use words that describe persons, places, animals, ideas, events (adjectives) READING 6. Note explicit and implied details from a story read Answer how and why questions 6. 1 Decode words using structural analysis prefixes compound words 7. Organize ideas 7. 1 Classify related ideas/concept under proper headings 7. 2 Identify proper heading for related sentences 7. 3 Outline a 2-paragraph text with explicitly given main idea 8. Sequence events 8. 1 Arrange events as to space order line order both space and time order 8. 2 Number events in a story read 8. 3 Arrange words alphabetically based on the first and second letter 9. Perceive relationship 9. 1 Identify cause – effect relationship 9. 2 Identify and use language clues that signify cause-effect relationship e. g. because, as a result 10. Predict outcomes 10. 1 Give an appropriate ending to a given situation 14 WRITING 5. Write from dictation different kinds of sentences with correct punctuation marks –telling, asking etc. 6. Write the correct spelling of words learned in listening, speaking and reading 7. Write simple letters for a given purpose letter of excuse letter of apology 7. Sequence events in the story listened to through pictures/groups of sentences/guided questions 8. Write utterances on a given situation/comic strip presented 8. Retell best-liked parts of a story heard Use the positive, comparative and superlative forms of adjectives 9. Write a different story ending 10. Write sentences from a set of pictures to make a story LISTENING 9. Make inferences Infer traits of characters based on what they do or say in a story listened to SPEAKING 10. Use expressions to show location 11. Talk about topics of interest in 4-5 sentences 11. Infer READING WRITING 11. Write a different story ending 11. 1 what have happened before or after 11. 2 insight from what is read or observed 12. Draw conclusion using picture-stimuli/passages 12. Fill out forms correctly †¢ library form †¢ Information Sheet 10. Distinguish between facts and fancy from stories heard 13. Evaluate ideas 13. 1 Tell whether an action or event is a reality or fantasy 13. 2 Identify irrelevant ideas in a passage 14. Read orally or commit to memory poems/verses 13. Write a short story from a given situation 15 ENGLISH – GRADE IV LISTENING 1. Distinguish rising and falling intonation 2. Identify the stressed and unstressed syllables e. g. stress on the: first syllable (library) second syllable (industrious) third syllable (elementary) 3. Recognize pauses and stops in utterances that signal meaning e. g. Roy, the boy in white/is my cousin. (describing Roy) Roy/the boy in white is my cousin. (talking about Roy) 4. Follow 3-4 step directions heard 2. Give series of directions using sequence signals e. g. first, then, next, etc. SPEAKING 1. Use words with stressed and unstressed syllables in sentences READING 1. Decode words in stories read using phonetic analysis e. g. /ze/z/- breeze /th/ thank Read orally stories/poems with correct stress and Intonation Show enjoyment of stories/poems read 2. Use the dictionary to interpret stress marks for correct accent select appropriate meaning from several meanings given to locate words using guide words 3. Do accurate, slow reading in order to follow common directions in: prescriptions medicine labels simple experiments 4. Identify meaning of unfamiliar words through structural analysis words with affixes and inflectional endings compound words and their components words written as: one word (backyard) two words (security guard) hyphenated (sister-inlaw) WRITING 1. Write the correct spelling of words with stressed and unstressed syllables e. . words with silent letters words ending in –ph sounded as f 2. Write sentences/paragraphs giving simple directions in doing something e. g. making a project playing a game 3. Write from dictation sentences and short paragraph observing correct spelling capitalization and punctuation marks 5. Get information from a conversation listened to 3. Use courteous expressions in ap propriate situations e. g. telephone conversation 16 LISTENING SPEAKING 4. Ask and answer questions about oneself/others/pictures use because, so that, in order 5. Use the plural form of nouns in sentences e. g. ouns ending in f: chief-chiefs leaf-leaves use expressions denoting quantity e. g. a lot of, some, etc. READING use context clues synonyms, antonyms, homonyms WRITING 6. Give the main idea of a selection listened to: -Tell what the story/poem/ news is about in two or three sentences 4. Give the main idea of a 2-paragraph text 4. 1 Identify the main idea that is implied or explicitly stated 4. 2 Evolve a title in topic form for text based on the main idea or big idea 4. 3 Skim the general idea on what the material is about 4. 4 Read orally one’s best liked part of a story 5. Note significant details that relate to the central theme 5. Locate answers to wh-, how and why questions that are explicitly stated in the texts 5. 2 Demonstrate knowledge of story grammar by be ing able to identify setting, characters and main events in the story 5. 3 Find descriptive words/action words in selection read 5. 4 Read orally one’s best liked part of a story 6. Organize ideas 6. 1 Classify related ideas/concepts under proper heading 6. 2 Give a heading or title for texts read 6. 3 Identify sub-heading for a given heading 17 4. Write a paragraph/short story from one’s experience 7. Note details in a selection listened to: -identify setting, suspense, climax in the story 6. Use possessive form of singular nouns e. g. Renato’s bag 6. 1 Use possessive form of plural nouns e. g. the boy’s shirt 5. Write letters observing the correct format thank you letter letter of invitation letter of congratulations 8. Classify related ideas from news/ stories heard 7. Use a variety of sentences declarative interrogative imperative exclamatory 7. 1 Construct simple sentences with modifiers and compliments 6. Write a paragraph based on an outline LISTENING SPEAKING READING 6. 4 Outline a two-paragraph passage 6. 5 Outline a story read 6. 6 Use the outline as a guide in retelling or summarizing the story 7. Sequence events/ideas 7. 1 Sequence the major events/ideas in a selection 7. 2 Arrange a set of given events in logical order to make a story e. g. time order space order both space and time order 8. Perceive relationship 8. 1 Identify statements/events that show cause-effect relationship 8. 2 Give cause-effect relationship in paragraph/passages read 8. 3 Use the word because/so that to identify statements that show cause-effect 9. Predict outcomes 9. 1 Give an appropriate ending to a given situation and give justification for such ending 10. Infer 10. 1 character traits from a selection read WRITING 9. Sequence events in the story listened to through groups of sentences/guided questions 8. Use object pronouns (me, him, her, us, them, you) 8. 1 Use the object pronoun that agrees in number with its antecedent 7. Write essays arrange paragraphs according to order of time/events and location 9. 10. Report on a news item/radio broadcast heard Use the different verb forms (regular and irregular) present form past future 9. 1 Use the verb that agrees with the subject in number 8. Write a variety of texts letters, paragraphs using a variety of sentences riddles, mottos, sayings 11. Predict the outcome of stories heard 0. Use words that describe persons, places, animals, events (adjectives) 10. 1 Use the positive, comparative and superlative forms of regular adjectives 11. Use adverbs of place and time 9. Compose riddles, slogans and announcements from given stimuli e. g. semantic maps, planned activities/programs 10. Write utterances/expressions on situations/comic strip presented e. g. Thank you! You’re great! 12. Infer the feelings of characters based on how they talk (volume, voice, stress) 13. Give conclusions to situations/ news/oral report heard 12. Use prepositions and prepositional phrase e. g. among in a month 11. Draw conclusions based on information given 18 LISTENING 14. Evaluate ideas and make judgments on oral texts presented orally 14. 1 Distinguish between fact and opinion SPEAKING 13. Talk about topics of interest in 56 sentences READING 12. Evaluate ideas and make judgments 12. 1 Tell whether an action or event is reality or fantasy 12. 2 Distinguish between fact or opinion 12. 3 Compare and contrast text information with prior knowledge 12. 4 Evaluate the likelihood that a story could really happen 12. 5 Determine an author’s perspective on the central topic WRITING 11. Write paragraphs Descriptive Narrative 12. Write diaries and journals 13. Write summary of story read fable fairy tale 19 ENGLISH – GRADE V LISTENING 1. Distinguish changes in meaning in sentences caused by shift in intonation e. g. She’s coming. (plain statement) She’s coming? (for confirmation) 1. 1 Distinguish changes in meaning of words caused by stress shift e. g. Please record (verb) the test result in the class record (noun) SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Pronounce words putting stress on the correct syllable 1. 2 Use the correct intonation for statements and questions 1. 3 Use courteous expressions in conducting a club meeting READING 1. Decode meaning of unfamiliar words 1. 1 Decode words in stories using structural analysis 1. 1. 1 words with affixes prefixes and suffixes 1. 2 Identify the different information given to a word in a dictionary syllabication stress marks multiple meaning of words. 1. 3 Use synonyms and antonyms 2. Follow printed directions in filling up school forms Information Sheet 3. Get the main idea 3. 1 Give heading to a set of related ideas 3. 2 Identify the key sentence in a paragraph 3. 3 Identify the details that support the key sentence 3. 4 Skim to get a general idea on what the material is about 4. Note significant details 4. 1 Identify the setting, characters and ending of stories read 4. 2 Draw pictures of Incidents/characters from a selection heard 4. 3 Identify oneself with a character in the story WRITING 1. Write the correct spelling of words learned in listening, speaking and reading 2. Follow a series of directions (5 to 6 steps) 3. Give titles to paragraph/stories listened to 4. Note details in a selection listened to: Make a story grammar to remember details (setting, character, events Give implied ideas or information 5. Get information from news report heard 5. 1 List down important ideas/events . Make simple and accurate descriptions and announcements 3. Use plural form of nouns in talking about oneself/others irregular nouns 4. Retell selections listened to 5. Use a variety of sentences simple compound complex 6. Use possessive form of plural nouns proper nouns ending in s or z 2. Fill out school forms correctly Information Sheet Bank deposit and withdrawal s lip 3. Write a paragraph from the pictures drawn Beginning sentence Middle Ending 4. Arranging sentences according to order of time/importance in writing a paragraph 5. Write rhymes/jingles related to the selection read 20 LISTENING 6. Sequence events in the story listened to through groups of sentences SPEAKING 7. Use pronouns 7. 1 Demonstrative (who, where, etc. ) 7. 2 Reflexive (myself, herself, etc. ) 7. 3 Ask and answer questions about oneself/others No + negative (No, I’m not. ) rejoinder Yes + positive rejoinder (Yes, I am. ) positive stem + negative stem It’s a puppy, isn’t it. negative stem + positive tag READING 5. Organize ideas 5. 1 Identify the major ideas/concept in a selection 5. 2 Organize the key sentence and supporting details into an outline 5. 3 Make a two-point outline of a 2 to 3 paragraphs 6. Sequence the major ideas/concept in a selection 7. Perceive relationship give possible causes to a given effect and possible effects to a given cause 8. Predict outcomes 8. 1 Give possible endings to a selection 8. 2 Give an appropriate ending to a selection WRITING 6. Write a 2-point sentence outline 7. Identify cause/effect from statements/situations heard 7. Write reports from writing models Science report television shows schools and community news 8. Write an ending to an incomplete story 8. Give justification to a possible ending to a story heard 8. Use the different verb forms 8. 1 Simple present for general truth 8. 2 Habitual past (use to + verb) 8. Future (going to + verb) 8. 4 Use two-word verb 9. Use words that describe Persons, places, animals, Ideas (adjectives) 9. 1 Use the positive, comparative and superlative forms of adjectives 9. 2 Use descriptive words and phrases as + adj. + as 10. Use adverbs10. 1 Adverbs of manner and frequency 10. 2 Use words that can function as adjectives and adverbs 10. 3 Use prepositio n + prepositional phrase 21 9. Identify action words/ descriptive words in sentences/paragraphs heard 9. Infer traits of character the general mood of expression in a selection how the story would turn out if some episodes were changed 9. Write descriptive paragraph letters of invitation/request telegrams announcements 10. Evaluate and make judgments on oral texts presented orally 10. Draw conclusions based on information given 11. Evaluate ideas/make judgements 11. 1 Identify facts/opinions in a selection read 11. 2 Give opinions about information read 10. Respond in writing based on stimuli- result of an observation/ experiment acceptance letter descriptive/narrative LISTENING 11. Report accurately information heard SPEAKING 11. Direct and indirect discourse e. g. Direct – Lydia said, â€Å"Fe write a letter. † Indirect – Lydia told Fe to write a letter. 1. 1 Transform direct to indirect or vice versa 11. 2 Change statement to question or vice versa e. g. Nora writes a letter. Does Nora write a letter? 12. Talk about topics of interest in 7-8 sentences READING 11. 3 Get information from newspapers parts of a newspaper and information from each part 12. Use library resources to get informa tion Card catalog Atlas, encyclopedia Newspapers WRITING 11. Write reported statements in paragraph form 11. 1 direct discourse to indirect 12. Write different texts Narrative Description Appointments Advertisements 22 ENGLISH – GRADE VI LISTENING 1. Distinguish changes in meaning of sentences caused by stress e. g. This is your dress. (It’s yours. ) This is your dress. (It’s definitely a dress. ) 2. Follow a series of directions listened to labeling diagrams completing a chart 3. Give the main idea of a selection listened to 2. Use courteous expressions on appropriate situations Participate in club meetings Conducting an interview 3. Ask and answer questions using pictures/dialogues/comic strips 3. 1 Change statements into questions 3. 2 Use tag questions negative and positive e. g. We get food from the forest, don’t we? You don’t buy junk food, do you? . Retell a selection listened to – news broadcast fiction stories 4. 1 Read orally/recite poems cast for a verse choir 4. 2 Give accurate announcements Give a report based on an interview SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Relay information accurately using different discourse (statement, questions, commands) 1. 2 Use the correct intonation Yes-No questions Questions introduced by interrogatives READING 1. Decode meaning of unfamiliar words using structural analysis words with affixes †¢prefixes and suffixes the dictionary †¢words with multiple meanings context clues 1. Learn some common idioms e. g. stone’s throw 1. 2 Use figurative language to describe people and events Simile; Metaphor; Hyperbole 2. Follow a series of directions in- experiments prescriptions cooking 3. Tell the big ideas/key concepts implied in each paragraph of the story read3. 1 Give the details that support the big idea 3. 2 State the main idea of a paragraph that is explicit or implied 4. Note significant details 4. 1 Identify the events of the plot of a story, poem, short plays 5. Sequence the key concepts/big ideas to show wholeness of the story/selection 5. Use a story grammar to show sequence of episodes in a story 23 WRITING 1. Write a composition showing introduction body conclusion 2. Write specific directions on given situations e. g. interpret a diagram/road map 3. Write a model composition arrange details in order †¢ home reading report †¢ diaries †¢ minutes of meeting 4. Write a summary of what was read 5. Write from dictation 5. 1 Reconstruct a dictated text by taking down important notes 4. Note details in selections listened to- identify the setting, main and secondary characters, climax and ending of the story 5. Sequence events of a story listened to through guided questions LISTENING 6. Give possible cause/effect to situations/news stories heard SPEAKING 5. Use nouns- plural of compound nouns, gerunds 5. 1 Use nouns that are plural in form but singular in meaning e. g. news, measles 6. Use a variety of sentences as to structure †¢ †¢ †¢ †¢ †¢ †¢ simple simple subject with compound predicate compound subject and simple predicate simple subject and compound predicate compound predicate and compound subject compound using connectors and and but complex dependent and independent clause READING 6. Organize ideas Make a heading/sub-heading for paragraphs in a selection Identify the key concept/ sentence that make up the story Identify the details, heading for an outline Make a three-point outline of an expository text read 7. Perceive relationship Tell the relationship expressed in the selection as to cause and effect Give other possible causes to a given effect and other effects to a given cause 8. Predict outcomes 8. 1 Give other events that could happen next 8. 2 Draw pictures of incidents/characters that is possible to happen 8. 3 Give possible endings to a selection 9. Infer traits of character the general mood of the selection how the story would turn out if some episodes were changed alternative actions taken by characters alternative actions taken by characters 24 WRITING 6. Write reported statements in a story form 6. 1 Change statements, questions, requests and commands to reported sentences 7. Analyze ideas as to what could happen next from stories heard 7. Write an ending to a given situation 8. Write a model composition write about one’s feelings/reactions using the correct form of the verb 8. Make inferences 8. Infer the mood of certain events through the speaker’s actions/ intentions/utterances 7. Use indefinite pronouns 7. 1 Use the verb that agrees with the indefinite pronouns 8. Use verbs 8. 1 Use the different verb forms present perfect form active and passive voice expressions about future plans – hope-can; wish, could if were 9. Write an outline of a story read Write a two to three point sentence outlin e LISTENING SPEAKING 9. Use adjectives 9. 1 Use descriptive words and phrases too + adj. + nominal e. g. too short for adjective + enough e. g. old enough two-word adjective e. g. two-story building 9. degree of comparison of irregular adjectives 9. 3 adjectives in series 10. Use adverbs degrees of comparison of adverbs words that can function as adjective /adverb 11. Use direct and indirect discourse 12. Talk about topics of interest use a variety of sentences preposition and prepositional phrases READING 10. Draw conclusions based on information given 10. 1 Evaluate if a conclusion made is justifiable 10. 2 Identify sufficient evidences to justify a conclusion/generalization 11. Evaluate ideas/make judgement 11. 1 Give opinions about information read 11. 2 Determine the purpose of the author 11. Identify author’s device to bring out his message 12. Use the library resources effectively 12. 1 Use card catalog, atlas, almanac, and other general references 12. 2 Get inf ormation from newspapers and other references Parts of a newspaper Information one gets from each part WRITING 10. Organize one’s thoughts in writing information description resume 9. Evaluate and make judgments 9. 1 Distinguish advertisement from propaganda 11. Respond in writing based on stimuli and triggers application letter directions ads for work, editorials 12. Fill out forms Information Sheet Community Tax Certificate Bank Notes 25

Tort law essay Example | Topics and Well Written Essays - 1500 words

Tort law - Essay Example Tort law is one of the most important aspects of the legal industry. In simple words, tort law can be defined as a specialised body of law that provides solution for the mis – doings or wrong doings that are basically civil in nature and does not arise from any contractual obligations. In other words, tort law is the set of laws that are used to get legal damages by the accusers in case the accused is legally responsible for the damage caused. The prime difference in between any criminal case and a case of tort is that of motif and punishment. While criminal cases involve those that are motivated to hurt the other party in some way or the other, the cases that are of tort in nature does not hurt other knowingly. In most of the cases, damage is caused by chance. Therefore, also there is a major difference in case of punishment in between both the cases. Criminal cases basically involve harsh punishment as the intention was to hurt the other party while tort cases predominantly attract only compensation on the loss that has been caused because of the hurt. The tort cases primarily have two important pillars upon which the entire set of law revolves namely ‘the standard of care’ and ‘negligence’. ‘Standard of care’ is a legal phrase that helps the honourable court to identify if the case is of tortious in nature or not. The underlying point of contention for the ‘standard of care’ is that who actually suffers the actual loss from the injury, is it the person himself or is it transferred to some other party. The other important consideration is that of negligence. The charging party i.e. the accuser needs to prove in the court of law that the damage incurred was because of the negligence on the part of the other party. If is not proved that the damage was because of the negligence, one cannot be held responsible under the tort law. Compensation culture is an ongoing trend especially in the states of England