A Study on New Curriculum: Grade Seven Students’ Status in English

Bangladesh has experienced a new curriculum, mostly known as a ‘competency-based’ curriculum, since January 2023. The teachers who teach English say the curriculum and the textbooks based on the spirit of this curriculum have been designed quite differently from the previous ones.

One of the most important changes is that students do not have or very little homework, which exacerbates many guardians that their children are not learning anything, but some teachers say they really need not do so many things at home as most works are done in the classroom.

To speak the truth, the conscious guardians and the teachers sometimes get engaged in debate and even quarrelling in some places over the effectiveness of the new curriculum.

The National Curriculum and Textbook Board of Bangladesh (NCTB) officials, on the other hand, continue advocating that the fear of examination kept students overburdened and depressed, so the new curriculum has come to give them relief from examination fear. They will learn things mostly practically, and they have already started enjoying their studies under the new curriculum.

They also suggest that the guardians need to be more conscious of the fact. The conscious guardians continue saying that the teachers will evaluate the students, which does not sound practical and reasonable at all as we have experience in practical marks in the previous examinations. Students did very little or did not do anything, but the closeness with the teachers through private tuition could bring them full marks.

The same thing will happen with a more dangerous shape. They do not have any formal written test that further marks the very objectives of the teaching-learning situations. It will neither motivate nor impel students to study and write anything of their own, hindering them from expressing their creativity.

That is really happening. My team members and I have visited many schools in many parts of the country, and the same results show that students are not writing and reading textbooks.

NCTB continues advocating that students will not be able to identify in which subjects students are doing well and in which subjects they are doing badly as no standardized written test is going to happen in the new curriculum, and so there will be no unhealthy competition among the students.

They further say, ‘The study in the previous syllabus was like a local train that has been replaced by express training without any stoppage.’ A summative assessment will be conducted at the end of the academic year to ensure that both the brighter and backbenchers learn equally as they argue. Of course, this is their assumption without any evidence or strong base.

This area is so difficult to manage for a teacher when more than eighty per cent of students occupy the seats of a class without any minimum idea of language and cannot even read the text, let alone acquire the skills that lead to developing their competencies.

Teachers and guardians have so many questions that they try to learn from the trainers and some more experienced teachers regarding how to develop the language skills of students of mixed types, such as extremely poor background in language, mediocre students, and brighter students.

How can only awarding symbols to evaluate the performance justify their development? The trainers and NCTB people fail to answer all these questions in a convincing manner.

Thus, debate, confusion, foggy ideas, and the absence of any sound clarification and concrete decision regarding assessment have engulfed the entire teaching-learning process. Given all these points, the English Teachers’ Association of Bangladesh (ETAB) took the initiative to learn the real classroom situation of schools in both city, urban, suburban, and rural areas.

It conducted a countrywide survey on the students of grade seven who can easily identify the differences between the newly developed textbook as they studied old textbook in grade six, how it is more interesting than the grade six textbook, how the delivery of teachers is different, how they enjoy the new textbook, what about their ability in linguistic performance, how far they have completed their new textbook etc. the study was conducted from September 2023 to November 2023.

The districts we covered- Panchgarh, Thakurgaon, Tangail, Munshigonj, Chandpur, Cumilla, Narayangonj, Chattogram, Barishal, Chattogram and Dhaka. Both teachers and students participated in the survey.

Principal Objectives of the Survey

The students who were in grade 7 in 2023 studied ‘Outcome based curriculum’  in grade 6 in 2022. So they can easily and quickly identify the differences between the features of   ‘outcome-based’ and ‘competency-based curriculum’. We wanted to learn from them the contents of the text, the style of teachers teaching who received training in the new curriculum and how the classroom activities are running differently.

Not generally, but how specifically they can identify the differences between grade 6 and 7 textbooks and the way teachers deliver.

It is said that the current curriculum is much more interesting and pleasant to the students. We wanted to see how interesting it really is and where the pleasant and joyful learning lessons happen in the text. If they just say we like this book, it is not an acceptable answer.

They must specifically say why they like this book. In which areas, they did not find any interest in grade six books, but here they get it. Which learning experiences do they like, why do the lessons interest them, how interesting, and which lessons really attract them in grade seven?

When we eat any palatable food, we easily express our feelings, and they are reflected on our faces, and we eat more food. Similarly, when we take sweetmeats, we easily enjoy the test. It was our query whether the students of grade seven could show the same type of expression.

How much competency have they acquired, and what about their competency level? How far has the new textbook helped them acquire the competencies set, and how much can they express their known subjects orally and in writing?

What more can they say about their textbook? For example, its illustrations, pages, stories and contents

Whether they are familiar with democratic skills, linguistic features, or sentence transformation, they can analyze the literary features as is expected in the new curriculum.

Methodology

Questionaries were developed to get written information from the teachers and students of selected areas of the country covering city, urban, suburban and rural schools. Both students and teachers were interviewed orally.

Students of grade 7 answered the questions both orally and in writing. There were seven questions for the students and 15 questions for teachers. Only English (no other subject) was selected for the study as the change and development in this subject easily drew everybody’s attention, and the development in this subject is easily identifiable.  

Students were expected to write the answers in English. However, we had the choice to write the answers to questions one and two either in English or in Bengali just to get genuine information, as some students might not be able to give in-depth answers in English.

In question number 7, we asked students to write five sentences about their new English textbook, which will reflect their real application of linguistic competency.  

Students Answer

We mentioned at the beginning that any vague answer would not be accepted as it did not serve the real purpose of the study. It does not help reach any conclusion either. Here are the reasonable, unreasonable, grammatically and thematically correct and incorrect answers.

We wanted to learn whether they found any difference or change in the grade 7 English textbook from that of grade 6. More than eighty per cent of students could not answer this question reasonably. They gave vague and confusing answers, and many gave common and general answers that did not help gauge the facts we wanted to learn.

Their answers

• We have learned many things from the new books. We have gained real knowledge competency. They answered in Bengali with spelling mistakes. We got interested in reading the chapters of the book.

• We can learn new words; we can learn tense.

• We gave a book-based examination, which is now competency-based. 20% of students gave the same answers.

• We got interested as there were group works, and the curriculum translated our work into reality. The first portion of the sentence can be considered reasonable, but the teachers probably make the second part, as students cannot explain it when asked orally.

• Previously, we had to memorize the book, but we need not do it now. This is also not reasonable as they had not to memorize the entire textbook). So they could write, we had to memorize answers or poems. So, it means they either did not write the answers themselves or just followed the teachers. Even if they wrote by themselves, the answers are not reasonable)

• Our textbook is based on competency, so we have gained competency; this is reasonable, but the competencies they gained could not be elaborated on (this might not be their own answer).

Some reasonable answers

• In the classroom, every week, one short drama or assignment is presented.

• There had 35 lessons in class 6 textbook, but 17 in the class 7. There had no drawing and poster works in the class 6 English textbook, there have many interesting drawing and poster works in the class 7 textbook.

• Class 7 textbook tasks and presentations are good for everyone.

• In class 6 we mostly had to memorize everything like poem, q/a. but 7^th class is difference now the book mostly consist of table, pictures and assignments are given.

• Parent do not know about education in class 6 where parents involvement is essnentail in class 7.

• Class 6 English book was divided into first paper and second paper, 7 book not divided

• We do groups works and solo works.

• In class 6, our marks looked like a number like 40, 45. But now it looks like a symbol. In six there was roll number, now ID.

• In class 6 textbook, our grammar, easy, application, paragraph etc, were read easily. But in the textbook of 7 there is a problem to understand all stories in the form.

• We present our team work infront of the teacher and classmates and it increases our confident.

We wanted to learn from them whether they can mention how many chapters (the name of the lessons/learning experiences) are there in their new textbook. It is mentioned in the TG that students need not do anything at home; things will be completed in the classroom. So, we wanted to see whether it was really the case with the students, and also, our objective was to know through indirect questions whether they read in any coaching centre, a private tutor or at home with a house tutor.

When we analyzed their answers, it showed that eighty per cent of students studied English textbooks either at home or in other places (that means coaching centres/private tutors). In the classroom, they had a very negligible amount of practice.

(a) How many units/chapters/lessons you have read from your new textbook? ——–

(b) how many in the school ——-

(c) how many at home? ——  

(d) how many other than school or home?—–

Rearrange the following parts of sentences to make full and meaningful sentences.

1. Our/difficulties/part/understand/ we/of/that /are/lives.
2. To/happened/Azmayn/?/what
3. Seats/comfortable/are/uncomfortable/the/or? 
4. Painted/ was/ white or pink/the school building 
5. Pride/ Bangladesh/ is/ with/ 21 February/observed/in

We expected that the students would be able to match the parts of each sentence to make five full sentences as they had been chosen from their textbooks. Even if they do not read the textbook, they are supposed to make sentences on the basis of their linguistic ideas.

However, we have found that 37 per cent of respondents could arrange all five sentences. They need not add or distract anything; just rearrange the words to make sentences. Forty-two per cent of students could arrange three or less than three sentences.

The following sentences have also been taken from the initial lessons of their text. They will have to write True or False.

1. Prefixes and suffixes are added to a root word.
2. The playground of Raihan’s school is big enough.
3. The main character of a story is called the ‘Protagonist.
4. A story must have one character.
5. We do not have any playground in our school.  

• This sentence has been picked up from chapter two, and the title of the chapter is `Playing with words’. 88.23 % of students could write the correct information. It is a question from grammar, and students do better in the grammar portion as teachers mostly teach grammatical rules and regulations. It has again been proved here.

• 78.43% could correct it, which gives a good indication that they have read this chapter. Raihan has gone from Dhaka to his cousin’s school in the village, and the playground of the village school is larger than that of the city school.

• The principal character of the story is called the ‘protagonist’, and 98.03 per cent of students gave the correct information that is also appreciable.

• In each story, there must be at least one character; there can be more than one character. 62.74% of students could correct it.

• Students should have understood that there was no field in their school because our team members who visited the schools had seen the playgrounds there. 84.31% could write that they have a playground in their school, and the rest could not write. It means they could not understand the question.

The following sentences were given to test the student’s basic idea of grammar. However, none of the sentences were taken beyond their textbook. We did it first to test their grammatical knowledge and then to know whether they had read the chapter.

• What is the root word of ‘unsupportive’ (Put a tick mark on the suitable one): unsupport/supportive/support/supporting.

• What is the root word of disagree (Put a tick mark on the suitable one): agreement/agree/agreeing/agreed.

• Last Friday, I ………. to the market to buy some books and food item. Put a tick (go/will go/went/going).

• What is the missing word from the sentence? Her memory was by—— Shaoli. Put a tick (write/writing/written/wrote).

(e)Yesterday evening I gossiping with my friends. What is the missing word in the sentence? Put a tick (am/will/would/was).

Answers given by the students:

(a) 75.54 % of students corrected it

(b) 96.07% of students made it right.

(c) 80.39 % of students could give the correct answer

(d) 56.39 % of pupils could make it right.

(e) 96.07 % of students corrected it

Comment: Students had good grammar practice.

“Today I am having my breakfast with my little sister but yesterday I was having my breakfast with my grandparents” – this sentence has been taken from the grammar chapter of the textbook. It is an excellent way to teach grammar. It evaluates students’ idea of transfer nicely.

If the students can make similar types of sentences, they will be able to form present continuous tense and past continuous tense and understand their structure.

We wanted to see whether they could make sentences of a similar kind, i.e. using present continuous and past continuous, looking at the examples, and 67.03 per cent of students could do it. Of course, 100 per cent of students in grade 7 are expected to do it as they have learned it for three/four or more years.

The following two questions were multiple choice; four answers were given, and students were to give a tick mark just on the correct one.

The question was listening to others attentively, giving importance to their opinion and participating reasonably in the classroom discussion. What kind of skill is reflected through these kinds of activities in the class?

It is an example of democratic skill, and 71.15 per cent of students could answer it correctly. They must know this skill to get the highest performance indicator (triangle). So, it is supposed to be known by all the students. Students, teachers, and schools must work more here.

The next question was:

Students independently identify the root words correctly and use the affixations in their writing. It indicates the performance indicator of using different linguistic features in accordance with the purpose of the text, but  30.76 per cent of students answered correctly, showing us their vulnerability in this item. Around 70 per cent of students could not follow it. How will they be able to obtain their middle or highest performance indicator?

The last question means question number 7: Students were asked to write five sentences in English about their new textbook.

• Students must write this answer in English, as we wanted to see their linguistic ability.

• We wanted them to write the answer in English. It was expected that they would write the name of the book, how is the colour of the book, how many chapters there are, how many of them they have already read, which chapter they have liked, and why liked can be written in one or two lines.

• 54.90 per cent of students answered in English, and 27.45 per cent in Bengali, and 17.45 per cent did not write anything. This means that they do not have any idea of the text.

The correct sentence they wrote:

• I really enjoy my new English textbook. But we wanted why they get interest or enjoy the book and write at least one or two sentences. They could write that they enjoy working in group, present some chapters, draw pictures, describe picture, conduct interview etc. stage short drama but 98 percent students   could not write anything like this. Only two percent students’ answers can be granted as reasonable.

• Comment: It indicates that their ideas are extremely poor and similarly their language is also extremely poor.

• They wrote, ‘we took exam based on book but now based on experience.’ This kind of answer seems very scholastic and presumed that their teachers helped them write it.

• We work with friends — is reasonable but no example is given. They could write: “We have project work, we have presentation, we visit some places to collect information but no such elaboration is discerned”.

• We memorized books but now we need not do it. Actually, they need not memorize the entire text earlier. They could write we had to memorize paragraphs, essay, application, letter but now we prepare it in the classroom with the help of the teachers. But no such answer we received from any student.

• Some students have written very vague answer — our textbook is based on competency, and could gain competency. However, two percent students wrote the stories of the book is interesting which can be taken as reasonable answer. All these answers were written in Bengali even though we did not give them any option to write it in Bengal as we did it only for question number 1 and 2.

Responses We Received in English

This English book was developed by the NCTB as a textbook according to (they did not use ‘to’) the national curriculum 2022 for class seven form (they wrote it in this way) 2023. Our English textbook contains interesting and understandable grammar. From this book, we learn various types of grammar by mentioning our regular life.

• There are no drawings and poster works in the class 6 English textbook, and there are many interesting drawings and poster works in the class 7 textbook.

• Class 7 textbook tasks and presentations are good for everyone.

• Class 6 English book was divided into first paper and second paper, seven books not divided We do group works and solo works.

• In class 6, we mostly had to memorize everything like poems, q/a. But 7^th class is difference now the book mostly consist of table, pictures and assignments are given.

• Parent did not know about education in class 6 where parents involvement is essential in class 7.

• ‘In class 6, our marks looked like a number like 10/20. But now it looks like a symbol —-. In six, there was roll number, now ID.’

• In class 6 textbook, our grammar, easy, application, paragraph etc, were read easily. But in the textbook of 7 there is a problem to understand all stories in the form.

• We present our team work infront of the teacher and classmates.

• Reasonable English sentences but not so grammatically correct: i) Our new textbook need less picture and more writing, ii) There are seventeen discussing in the book, iii) Our English textbook has interesting tasks and interesting vocabulary.

• English textbook is so difficult. We need more grammar in our English textbook. Our new English textbook should have speaking lesson. The tasks are very nice.

• The new English textbook should have many grammar. In our new textbook should have more story. My English textbook is very interesting ( same answer by 24% of students) 

• Reasonable and grammatically correct sentences: i) There are many stories and poems here, ii) The name of my English textbook is English, class seven, iii) My new textbook has many interesting activities like pair works/group works, drawing and poster.

• The first and last discussing matter of the book is ‘A Dream School’ and ‘Glossary’ respectively. From now on I shall draw picture. From now on I shall participate in games. Talk to my friend like whatever I like and by doing these I shall learn English.

Limitations of the study

ETAB Study team memberscould not visit and meet the students directly in many schools as teachers were confused or there were some restrictions imposed by the schools not to talk to the students directly. They were afraid of the consequences of their weakness being exposed.

They also took it as a status symbol if their students failed to understand questions on the new curriculum. If students’ weakness gets exposed, teachers think that it is their own weakness, which the school and education authorities might not entertain.

Teachers were, of course, given orientation on how to deal with the matter professionally and how to collect the answers from the students without influencing them at all. They were given assurance that they would not have any consequences after the publication of the results of the survey as the scripts did not contain the names of teachers and students or even the names of the schools.

We just wanted to see the real situation or progress of the students. In spite of all these assurances, in some questions, such as the pedagogical aspects, students were not supposed to know the answer, but they answered. It proves that teachers guided or directly helped them to write the answers.

Teachers were under unwritten pressure to implement the curriculum at any cost. They were discouraged from criticizing the curriculum; rather, they must help to implement it.

It compelled them not to allow anyone from outside to talk directly to the students and learn their real opinions and performance. They rather expected that students would appreciate the curriculum that we guessed.

Recommendations

In the study, we see that 96 per cent of students answered the questions in the grammar chapter. However, it is assumed that teachers helped students to write grammatical answers as most students could not answer many items when asked face to face where it was possible.

It again becomes clear when we see that they have failed to write five sentences about their textbook; only 9 per cent of students could write reasonable sentences, 91 per cent could not, and only 2 per cent could write grammatically correct sentences.  

It is, therefore, suggested that more emphasis should be placed on the use of language along with teaching grammar contextually. If we fail to develop the ability of the students to write something of their own, the purpose of teaching English will not be served.

When students cannot do it, they cannot be held responsible for it. All concerned, such as students, teachers, guardians, schools and curriculum developers, are directly and indirectly responsible for that.

An interesting and useful item has been introduced in the text, that is ‘democratic skill’. It means helping peers, giving importance to their opinions, and listening to them attentively; when one speaks, others should give him/her space and not interrupt unnecessarily.

Similarly, when little children speak at home, younger brothers and sisters’ opinions should be given due importance, and we should listen to them very carefully without interrupting or avoiding their points. It also falls in the category of ‘ democratic behaviour’, which is crucial for learners so that they can develop this habit in the classroom, outside the classroom, and at home.

That will help them follow the dramatic skills in society as well. Before taking any decision, the matter should be shared with other family members, which also means democratic behaviour. It has been emphasized in many chapters/learning experiences of the text.

We wanted to learn whether students are familiar with the term ‘democratic skills’ through questioning. They must know it as they will have to acquire the highest performance symbol (triangle) practising this skill. 71.15 per cent of students could show their understanding of democratic skills.

However, before starting the survey, in another session, I asked about ‘democratic skills’ teachers, and I found that only one per cent of teachers could say something about it, not the full idea they could form till then.

Teachers need to repeat the matter again and again in the class so that students can form a firm idea about practising ‘democratic skill’.