20 Myths and fables 21 write Let’s 22 Mother earth 2.6 Curriculum analysis of English Bangladesh has a single and unified education system. The NCTB introduced the curriculum for the secondary level across the country, but the syllabus was not introduced to the teachers and the textbook writers through any orientation. For instance government did not arrange any proper training for the English teachers encompassing the new curriculum and textbooks. In order to implement change successfully, it is essential to understand that English is not like most of the other subjects specified in the curriculum. For instance, unlike them, English is not a content-based subject, but a skill-based subject. It is not about any particular topic, but, rather, it is about practicing something on 4 skills. The NCTB curriculum suggested an evaluation system that would assess the students’ progress by means of continuous assessment, and attainment by means of an end term examination in line with their ability to use English in communication. However, it was observed that out of eight schools, a few schools only developed evaluation tools in the light
20 Myths and fables 21 Let’s write 22 Mother earth 2.6 Curriculum analysis of English Bangladesh has a single and unified education system. The NCTB introduced the curriculum for the secondary level across the country, but the syllabus was not introduced to the teachers and the textbook writers through any orientation. For instance government did not arrange any proper training for the English teachers encompassing the new curriculum and textbooks. In order to implement change successfully, it is essential to understand that English is not like most of the other subjects specified in the curriculum. For instance, unlike them, English is not a content-based subject, but a skill-based subject. It is not about any particular topic, but, rather, it is about practicing something on 4 skills. The NCTB curriculum suggested an evaluation system that would assess the students’ progress by means of continuous assessment, and attainment by means of an end term examination in line with their ability to use English in communication. However, it was observed that out of eight schools, a few schools only developed evaluation tools in the light