How English lesson plans are designed in Athirah

This blog post is about the teaching plan of the school.

CURRICULUM

As mandated by the Ministry of National Education (MoNE), the school-based curriculum allows Athirah to design learning programs that fit the school's vision and mission. Thus, from the central curriculum provided by the MoNE, teachers and administrators of Athirah should formulate learning goals and objectives according to the needs and capabilities of their learners. Furthermore, learning materials and instructional medias should be chosen in light of these objectives to ensure alignment and effectiveness of the teaching-learning process. The same goes for student evaluation and assessment so that teachers may well determine the level of student's progress and learning.

TEACHING PLAN related to the English subject

As mentioned in my previous blog on Athirah's school profile, the Indonesian format of the lesson plan consists of three parts: the pre-activity, main activity, and post-activity. Since English is considered as a foreign language in the country, the students are taught using the communicative approach. This means that lesson plans are designed to target competencies that allow students to have a balance between accuracy and fluency of the language. Thus, activities of the English teacher must be contextualized and localized so that students can better relate to and understand the lessons discussed in the classroom. For example, if the English lesson for the day is about mass nouns and count nouns, the teacher can setup the classroom as a market place where students can see actual mass (sugar, rice, salt) and count nouns (fruits, eggs, sachets) and therefore students can see the importance of the lesson in real life, especially if the learners plan to go abroad.