First of all, I am going to reflect on the main topic that we have learned which is the SBELC. I learned that SBELC is a curriculum that provides high quality of education for the students. The document includes the syllabus containing key components of a lesson which are Themes, Topics, Content & Learning Standards, Cross Curricular Elements, Differentiation and Assessment Standards. Among these key components, I remember Cross Curricular Elements the most. This syllabus intends to teach the students not just the English Language, but  beyond it such as issues that are happening in real life.

 

I also learned that CEFR is used as a guideline to describe achievement of English Language learners in education. The levels are labeled from A1 to C2 that are also divided to low, mid and high for primary and secondary students.

 

From this lesson, I finally knew what principle is. It means guideline or rule that need to be followed. For curriculum, there are 5 principles. I remember ‘preparing for the real world’ the most. This principle is about preparing the students to handle real life issues and hands-on activities which means the lesson is not only focusing to examination, but also can be applied in real life. The students need to be able to communicate in real life, spontaneously and not just in prepared situations.

 

Moving on to HOTS, I learned that it is stressed in SBELC. My lecturer showed 4 cognitive levels which are Application, Analysis, Evaluation and Creation but actually there are 6 levels. We used Revised Bloom’s Taxonomy (taxonomy means hierarchy) for HOTS in education. This version of Bloom’s Taxonomy is revised and different from the previous one. We were given a task to understand Revised Bloom’s Taxonomy more in details.