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Ministry of Education, Science and Technology in Kosovo

CURRICULUM FOR

ALBANIAN SCHOOL OF

SUPPLEMENTARY

LEARNING IN DIASPORA

Prishtina, November 2007

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Editorial Board:

Dr. Fehmi Ismaili (chief editor)

Mr. Miranda Kasneci

Ramush Lekaj Nuhi Gashi

Lector;

Nuhi Gashi

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TABLE OF CONTENTS

1. Introduction 5

2. General Principles 7

3. General objectives of curriculum 9

4. General and specific objectives of the curriculum 10

5. Contents / thematic areas and topics / 14

6. Breakdown - content processing - objectives, expected outcomes and

other educational literature and sources 15

7. Didactic-methodical guidelines for implementation of curriculum 64

8. Staff and its professional preparation 76

9. Space and equipment 77

10. Assessment / evaluation / of competencies 78

11. Teaching plan 80

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1. INTRODUCTION

Preservation and cultivation of national identity is a fundamental

human right. First and most important sign of this identity is the mother

tongue. Learning mother tongue in school means also learning about

culture of the origin and its elements. Preservation and development of

national identity is difficult in living conditions outside motherland1, and

this is manifested much more in younger generations, especially among

children born abroad. Therefore, the school is the most appropriate

institution to developed and teach-learn linguistic and cultural

competence with professional care, therefore, this school is already

known as Albanian School of Supplementary Learning in Diaspora.

Curriculum of Albanian School of Supplementary Learning in

Diaspora, primarily is dedicated to Albanian children and youth

(students) living abroad. This document is part of the permanent aim of

new generation awareness raising in relation to the language and culture

of origin, as an advantage, and in particular their personal and national

identity, while on the other hand, a support for their integration in the

society where they live. This curriculum provides them with an

opportunity to return to their motherland, as well as their easier and more

natural integration in the society.

This curriculum is designed as an integral and complex entirety

composed of a group of subjects, which together provide sufficient

knowledge for linguistic, artistic, cultural, national, historical and nature

thesaurus. Subjects2: Albanian language and literature, History,

Geography, Music, and Fine art, provide sufficient-oriented thematic

content for development of national identity.

This curriculum with its goals, objectives, thematic content and

interactive contemporary methodology, is open and suitable for other

1 A considerable number of Albanians (at least 1/4 of the nation) had to migrate abroad

for various reasons (political, economic, etc..). This phenomenon has followed our

nation at different times and with different intensity. However, fortunately, usually the

Motherland-Diaspora connection has been strong. In today's circumstances this

connection should be strengthened even more, therefore this new curriculum, dedicated

to our students in exile, is also another commitment in this regard. 2 This curriculum, considering the classification of contents, and interpretation and

break down of objectives according to the subjects, was conducted for easier

orientation of teacher, otherwise, as the class, this curriculum is of an integrated type.

Thus, in practice, there is no targeted-specified class per subject, but all subjects are

included.

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non-Albanian students who are willing to learn Albanian language and

culture.

Also, this curriculum, both for Albanian and non-Albanian students

who are willing to learn Albanian language, is a supplementary lesson

along regular education, and at the same time is a good support in

forming their full personality by developing and enriching intellectual,

aesthetic, moral and social competencies, while simultaneously

promoting communication and cooperation among different cultures.

Socio-psychological and cultural reality of Albanian children and

youth in Diaspora requires their support for integration into local society,

where knowledge and competencies of language and culture of origin,

bilingualism, multilingualism and multi-culture are considered an

advantage of personal and collective development in all fields.

This curriculum aims to be a modern and objective-oriented for

achieving expected outcomes. The Curriculum is flexible to adapt with

different conditions and levels of practical implementation. For easier

understanding, interpretation and implementation, this curriculum is

structured in areas, content and thematic subjects. As such, it is more

innovative, more exhaustive on its mission for students, teachers and

parents.

This document also contains the necessary methodical-didactic

instructions, specified by curriculum areas and their features, and in

harmony with contemporary developments in education, considering

student`s interests, abilities, skills, and age. In order to create facilitations

for interpretation and implementation, to a sufficient extent, a type of

subject specification in terms of content, goals, objectives and outcomes

has been done. Also, in order to consider the degree of substantial

involvement in development of this curriculum in context of curricular

subjects-areas, it is developed a teaching-learning instruction plan, which

should always serve as teacher’s reference point in order to comply with

specific teaching circumstances.

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This curriculum is drafted to be implemented in 4 levels-grades, and

in compliance with relevant Administrative Instruction of MEST/Kosovo

on supplementary learning in Diaspora, drafted pursuant to the Law on

Primary and Secondary Education in Kosovo3. This curriculum is also in

compliance with relevant provisions of the countries where Albanians

live and host countries where Albanian Diaspora lives and works. It is

conceptually and substantially harmonized with relevant countries

curricula, in all areas.

Level one includes grades I-III.

Level two includes grades IV-VI.

Level three includes grades VII-IX.

Level four includes grades X-XII4.

2. GENERAL PRINCIPLES

Drafting and implementation of this curriculum is based on a number

of general recognized principles, as follows:

2.1. Principle of national interest

This principle refers to three main curriculum objectives expressed in

relations: schools - national identity, school - integration, school - return

to motherland. National and cultural identity of Albanians in Diaspora is

uniquely, steadfastly, naturally and proudly felt and accepted, therefore,

this curriculum is designed based on this. However, this curriculum in

addition to identifying and defining the necessary minimum

competencies within the aim of preservation and development of this

identity, it also considers the existing legal and administrative differences

of Albanians living in many countries. At the same time, this document

represents an integral curriculum framework, considering the multiplicity

and use and existence of curricula or syllabuses, drafted by the relevant

official institutions of different countries (whether local-municipal,

regional or cantonal, depending on the countries` organization forms, or

even within the cultural-educational establishments of Albanian

3 Administrative Instruction on Schools of supplementary learning in the mother tongue

in the Diaspora, number [I] 10/2005 (MEST), dated 04.03.2005

4 Curriculum for this level will be drafted at a later stage.

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Diaspora), which defines national commonalities of optimal goals,

objectives, standards, competencies and expected outcomes.

2.2. Principle of balanced representation

In relevant curriculum areas it is required a balanced involvement

and in line with cultural and educational requirements of children and

youth and with the goals and objectives of this document.

2.3. Principle of continuity and coherence

This principle is related to linking and adequate harmonization of

elements in terms of depth and width expansion plan.

2.4. Principle of multiplicity of methods and approaches

Respecting and promoting the free selection of methods implies open

relation to all approaches, were acquired teachers experiences in the host

countries represent a special interest. Therefore, this type of teaching

requires multiplicity of methods and adequate preparation for

implementation of the work pursuant to general goals and objectives that

define the standard of knowledge, skills, stances, etc. All the above

mentioned represent factors of particular importance that provide more

accessible modalities for implementation of the program, by respecting

and implementing different individual methods and styles of student-

centred learning, student as a subject in learning, and his/her active and

creative role (students as partners in teaching).

2.5. Principle of inclusiveness

Inclusiveness shall imply compactness and integration within

national space and identity and as such avoids any potential state,

provincial, regional, religious, gender distinction etc.

Inclusiveness in teaching, except for Albanian children and youth,

shall imply also non-Albanian students interested to learn Albanian

language and culture.

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2.6. Principle of flexibility

Flexibility is manifested especially in open and interactive relation

with the school system, curriculum contents, and values of local society.

Given the socio-cultural, family, psychological circumstances and

conditions of our students in Diaspora, this curriculum is flexible in

relation to the national curriculum and in many cases is an integral part of

these national curriculums.

2.7. Principle of inter-culture

Learning in multicultural and multilingual environments requires and

enables normal interactions of values and cultures as an advantage and in

accordance with the standards of modern school and today's global

society.

Theoretical modelling and drafting of this curriculum, general and

specific objectives under subject-learning areas, objectives, contents,

expected outcomes, assessment, resources, basic human resources,

teaching materials, literature etc., are based on these main and other

principles.

3. CURRICULLUM GOALS

11.. Development and preservation of national identity through

learning the language5, culture of the origin, and familiarisation

with national cultural, natural and historical heritage;

2. Education and development of interest for knowing and using

Albanian language and literature in all circumstances and

communication environments;;

5 In addition to regional and international documents and conventions, protecting the

mother tongue which this curriculum refers, and should be referred by the work of

ASSLD, in concrete situations. In the cultural calendar of Europe and other continents

are also some important dates, which should be in the ASSLD teachers syllabus and

should be marked with concrete activities. Such dates are: 26 September - European

Day of Languages (Council of Europe) and 21 February - International Mother

Language Day (UNESCO).

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3. Development of knowledge and positive attitudes about the history

and culture of Albanian nation as an integral part of the European

and world civilization;

4. Increase and deepening of knowledge for spiritual, material,

cultural and historical treasure;

5. Continuous development and cultivation of national pride and

being part of the Albanian unique cultural-spiritual sense;

6. Establishment and development of necessary linguistic and

cultural, ethnic competencies as a base for easier and natural

integration in the local society;

7. Establishment of positive attitudes towards multilingualism and

inter-culture, as a characteristic of modern multicultural society;

8. Acquiring and deepening of linguistic and national cultural

competencies, as a need, "condition" and advantage for easier

return and integration in motherland.

4. GENERAL OBJECTIVES

Development of supplementary learning in Albanian language for

Albanian students in Diaspora, first of all, means that they will:

Be skilled to communicate in Albanian language in different

contexts through conversation, writing, reading, including artistic

communication;

recognize, understand and appreciate traditions, values and

national achievements in literature, in other arts, material and

spiritual activities;

recognize, understand and critically analyze the most important

development in the history of the Albanian nation, as part of the

general history of mankind;

recognize, understand, analyze and reflect upon the basic

linguistic, cultural, historical, geographical and social features of

the areas inhabited by the Albanian nation;

recognize and understand the meaning of terms, notions, concepts

and characteristic expressions of language, history, geography,

traditions and national culture;

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Develop the values, positive opinions and stances toward national

achievements and respect existing differences in terms of

categories, gender, ethnicity, cultural, religious, etc.

4.1. Specific objectives of level one

Students shall:

be able to communicate properly in standard Albanian language

for various6 topics through conversation, verbal descriptions and

artistic forms of expression (recitations, dialogues and songs in

accordance with their age and interests);

be able to basically write and read, by following the rules of

spelling and pronunciation of the sounds and words of Albanian

language;

develop language skills for elementary level use;

be able to make simple sentences and distinct parts of speech in

standard Albanian Language;

use various forms of creative expression through presentations,

conversations, essays, songs, dances, and drawings on various

topics and situations;

experience the beauty of Albanian song, by singing and listening

to some proposed songs;

listen to and experience the work of Albanian music composers of

national music chosen repertoire7;

recognize some of the artistic works of the Albanian artistic

representatives and associate them with certain thematic units;

Recognize and adopt the principal terms, notions and concepts of

history, geography and culture of Albanian society, starting from

the family to the concept of motherland.

6 oriented by proposed thematic areas of the curriculum (see table) 7 Proposed music works for listening per level.

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4.2. Specific objectives of level two

Students shall:

develop communication skills (speaking, listening, reading and

writing) in standard Albanian language, and be able to apply them

in different situations;

develop language skills in the field of pronunciation, spelling and

logical organization of literary or non-literary text;

develop language skills in the level of independent use;

understand and differentiate differences between standard and

nonstandard language;

develop skills to express experiences, impressions, stances,

concerns, judgments and evaluations through different forms of

oral, writing and other expression in forms of artistic expression

through music and arts;

compare artistic works in literature, music and fine arts in

motherland and in the place of residence to see the distinctive and

common characteristics among them;

present, discuss and describe events, places and important

historical and national figures, by using and researching various

data and sources;

recognize geographical position and location of motherland in

regional and European context;

Recognize and understand the basic aspects of social organization

and of the State in motherland and differentiate their peculiarities.

4.3. Specific objectives of level three

Students shall:

read, analyse and evaluate informational - journalistic and literary

texts;

adopt and apply the right and competent writing in standard

Albanian language;

develop language skills at competent use level;

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translate texts from Albanian language into local language and

vice versa;

apply concretely the knowledge of Albanian language and

literature and prove the ability to use standard Albanian language

in all activities;

read, comment and interpret the literature works and Albanian

authors and compare them to the literature of the country where

they live as well as to the European and world literature and

authors;

listen and comment the most representative works of Albanian

music and compare them with musical values of the country

where they live as well as with European and the world ones;

recognize, evaluate and comment the most representative works of

Albanian creativity of fine arts and compare them with values oof

the country where they live as well as with European and the

world ones

recognize and appraise national treasure and heritage and compare

them with those of the country where they live;

understand physical- geographic characteristics and the degree of

social and economic development in the motherland and links of

this development with the country where they live and beyond;

Understand and approach processes, historical events and

developments critically compared to the society of the country

where they live, as well as with global developments.

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5. THEMATIC AREAS AND TOPICS8

Thematic Areas Topics

1. MY IDENTITY

1.1. I am...

1.2. My family

1.3. Me and close community

1.4. Me and broad community

1.5. Me and the environment

1.6. Motherland

2. STUDY, WORK,

GAME, LEISURE

2.1. My school

2.2. The school and community

2.3. Albanian school in motherland

2.4. Work

2.5. Professions

2.6. Economics activities

2.7. Leisure

2.8. Games

3. PEOPLE IN

SPACE AND

TIME

3.1. Birth place

3.2. Housing and accommodation

3.3. Nature – physical and geographical features

3.4. Population at motherland – density, migration

3.5. Physical time

3.6. Motherland through centuries

3.7. Historical personalities

4. CULTURE AND

SOCIETY

4.1. Living and ethics culture

4.2. Rights and responsibilities

4.3. Institutions

4.4. Albanian civilization – art and culture

4.5. Contemporary society

5. A WORLD FOR

ALL

5.1. Integration and globalization

5.2. Different and similar

5.3. Human perspective and the motherland

8 Within these thematic areas and topics, the author of the textbook and the implementer

of this curriculum (the teacher) also use other literary or non-literary texts, tools and

multimedia performances, but always in accordance with the goals, objectives and

principles of this curriculum.

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6. BREAKDOWN – PROCESSING OF CONTENTS-

OBJECTIVES, EXPECTED OUTCOMES,

LITERATURE AND OTHER EDUCATIONAL

RESOURCES

6.1. Albanian language and literature

The breakdown is conducted according to language and literary

areas-competences and has the following structure:

1. Listening

2. Speaking

3. Reading

4. Writing

1. Listening - structure

1.1. Informational listening

1.2. Effective listening

1.3. Listening of literary and non-literary texts

1.4. Listening in order to acquire the language

2. Speaking - structure

2.1. Informational speaking

2.2. Active speaking

2.3. Speaking in relation to literary and non-literary texts

2.4. Speaking in order to acquire the language

3. Reading- structure

3.1. Beginner reading

3.2. Reading of literary and non-literary texts

3.3. Reading in order to acquire the language

3.4. Reading in relation to reading techniques

4. Writing - structure

4.1. Beginner writing

4.2. Functional writing (implementing)

4.3. Writing in order to acquire language skills

4.4. Writing in function of acquiring spelling and punctuation.

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6.1.1. Level one (I-III)

BASIC USE OF LANGUAGE 1. LISTENING CONTENT EXPECTED OUTCOMES

1.1.

Informational

listening

Listening to others’ presentations;

Listening to stories from the family members

regarding relatives and the past;

Listening to the national anthem.

Student:

Listens and understands the person speaking;

Respects the speaker and dialogues with

him/her.

1.2.

Effective listening

Active listening to others talking about certain

topics (school, learning, leisure, entertainment

and the environment they live, etc.);

Listening to topics on ecology, children rights,

diseases, wars, etc.

Listens to others and distinguish their way of

speaking;

Understands space and time (yesterday, today,

tomorrow);

Develops active listening during the stories of

others.

1.3.

Listening of literary

and non-literary

texts

Non–literary texts which are cognitive,

didactic, documentary, popular, scientific,

ecological, ethical, educational and historical

(for traditions, clothing, holidays, customs, sport, music, etc.);

Simple forms texts (proverbs, songs, legends,

fables, story tales, and riddles). Poetry, prose

and short drama stories.

Understands the differences between non-

literary and literary texts;

Identifies the character of non-literary texts;

Identifies poetry from prose;

Listens and distinguishes the rhythm of poetry

and prose features, dialogue and monologue in

dramas.

1.4.

Listening in order

to master the

Albanian language vowels and consonants sounds;

Pronunciation of variable words and their

Identifies the pronunciation of vowels and

consonants sounds, characteristic of Albanian language;

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language correct use (verb, name, pronoun);

The use of language in dialogues texts, the

distinction between indicative and

interrogative sentence;

Identifies the use of auxiliary verbs kam and

jam in three main verb tenses;

Identifies proper and common nouns, personal

pronouns;

Based on the voice intonation, distinguishes

indicative sentence from the interrogative sentence.

2. SPEAKING CONTENT EXPECTED OUTCOMES

2.1.

Informational

speaking

Presentation of himself/herself, close and

broad family members and origin;

Presentation of personal physical portrait

(descriptions of body parts) and the difference with the others;

Presentation of parent’s motherland and

national symbols (flag, anthem and emblem).

Presents himself/herself and others in terms of

mutual recognition;

Masters speech to clearly communicate with

others;

Develops speech culture for a clear

communication.

2.2.

Active speaking in

group

Oral presentations on certain topics (school,

learning, division of labour by age, leisure, entertainment, environment, child rights,

diseases, wars, etc.);

Distance communication (telephone, Internet

and other forms).

Masters the argumentative and persuasive

speech on certain issues taking place within the group;

Acquisition of active speaking and group

conversation;

Acquisitions ways to communicate with others

when using information technology (telephone,

Internet, etc.).

2.3.

Speaking in

regard to literary

Non–literary texts: the student orally presents

the non-literary texts which are cognitive,

didactic, documentary, popular, scientific,

ecological, ethical, educational and historical

Identifies the nature of non-literary texts;

Understand the differences between non-literary

and literary texts;

Distinguishes poetry from prose;

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and non-literary

texts

(for traditions, clothing, holidays, customs,

events, sites and historical personalities, sport,

music, etc.);

Simple forms texts (proverbs, songs, legends,

fables, story tales, and riddles). Poetry, prose

and short drama stories.

Distinguishes the rhythm of poetry and prose

features, dialogue and monologue in dramas;

Develops expressive speaking through

dialogues.

2.4.

Speaking in order

to master the

language

Pronunciation of vowels and consonants

sound in Albanian language;

Pronunciation of variable words and their

correct use (verb, name, pronoun);

Language in dialogues texts (observes

indicative and interrogative sentences);

Masters the pronunciation of vowels and

consonants sounds, characteristic of Albanian language;

Distinguishes the use of auxiliary verbs kam

and jam in three main verb tenses, proper nouns

from common nouns, personal pronouns;

Based on the voice intonation, distinguishes

indicative sentence from interrogative sentences.

3. READING CONTENT EXPECTED OUTCOMES

3.1.

Beginner reading

Reading the vowels and consonants

(characteristic of the Albanian language);

Reading words in syllables, complete words

and phrases;

Reading simple sentences and short texts.

Understands and distinguishes pronunciation of

Albanian language vowels and consonants with

those of the language of the country where

he/she lives;

While reading, he/she develops and understands

the nature of pronunciation of syllables, words

and simple sentences.

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3.2.

Reading of literary

and non-literary

texts

Reading non–literary texts which are

cognitive, didactic, documentary, popular,

scientific, ecological, educational and

historical (on traditions, clothing, holidays, customs, events, sites and historical

personalities, sport, music, etc.);

Simple forms of literary texts (proverbs, folk

poetry, legends, fables, story tales, riddles). Poetry, prose and short dramas

Distinguishes reading between non-literary and

literary texts;

Distinguishes the character of non-literary texts;

Distinguishes poetry from prose;

Reads and distinguishes the rhythm of poetry

and prose and drama stories;

Develops reading through dialogue and

monologue.

3.3.

Reading in order to

master the language

Standard language and provincial and local

dialects in different texts (differences);

Simple sentence and its structure.

Distinguishes standard language from provincial

and local dialects;

Understands simple sentence and its structure;

Reads fluently texts with simple sentences.

3.4.

Reading in regard

to reading

techniques

Reading in silence or quietly;

Reading out loud: expressive reading, gradual

reading, recitation.

Learns two main reading forms: silent reading and reading out loud.

Learns the flow of gradual active reading and

recitation.

4. WRITING CONTENTS EXPECTED OUTCOMES

4.1.

Beginner writing

Graphic signs, characteristic of Albanian

language.

Uppercase and lowercase letters;

Writing words, phrases, divide words into

syllables.

Learns the correct writing of grapheme,

characteristic of Albanian language.

Uses correctly capital letters and small letters;

Learns to divide words into syllables.

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4.2.

Functional and

subjective

(implementing)

writing

Correctly writing vowels and consonants in

Albanian language;

Description (basic form) of objects, people,

buildings;

Copying sentences and short non-literary texts

such as: invitations, acknowledge notes,

announcements; filling forms, invoices, etc.;

Copying literary texts and writing biographies,

autobiography, letters, journals, poems,

stories, correspondence, etc.

Acquisition of writing the vowels and

consonants, simple words and sentences;

Develops communicative writing (writing

congratulation notes, awards, invitations,

announcements, brief reports and other such forms);

Creates and writes as he/she wishes according to

the instructions of teachers or models and

develops subjective writing.

4.3. Writing in function of language knowledge acquisition

Use of auxiliary verbs ‘kam and ‘jam’ in three main tenses during writing;

Proper and common nouns;

Personal pronouns in plural and singular;

Simple indicative and interrogative sentence.

Learns three main verb tenses (past, present and future);

Understands the clear distinction of proper and common nouns;

Distinguishes personal pronouns;

Learns writing of simple interrogative and indicative sentences.

4.4. Writing in order to learn spelling and punctuation

Writing letters which are characteristic for Albanian language (upper and lowercase);

Letters with two graphemes, capital letters after the period and the vowel “ë”;

Punctuation: full stop, comma and question mark.

Learns writing of special letters of the Albanian language;

Acquires letters consisting of two graphemes;

Acquires the use of uppercase and vowel ‘ë’;

Uses correct punctuation in the sentence (full stop, comma and question mark).

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6.1.2. Level two (IV-VI)

INDEPENDENT USE OF LANGUAGE 1. LISTENING CONTENT EXPECTED OUTCOMES

1.1.

Informational

listening

Listening to others and ways of expression on topics addressed;

Listening to stories from family members and relatives for the motherland, national and religious affiliation and recognition of the past;

Listening to the national anthem and the anthem of the state where he/she lives.

Student:

Listens and understands the person speaking;

Respects the speaker and dialogues with him/her.

Implements the rules during anthems intonation.

1.2.

Effective listening

Active listening to others talking about certain

topics (school, learning, leisure, entertainment and the environment they live, etc.);

Listening to topics on ecology, child rights, diseases, wars, etc.

Listening and understanding the importance of decision-making institutions.

Listens to others and distinguish their way of

speaking;

Understands time and space: yesterday, today,

tomorrow;

Develops active listening during the stories of others;

Develops a listening culture as an option of argument, persuasion, clarity and mutual communication.

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1.3.

Listening of literary

and non-literary

texts

Listening to non–literary texts which are

cognitive, didactic, documentary, popular,

scientific, ecological, ethics, educational and

historical (on traditions, clothing, holidays, customs, urban space and natural beauties of

motherland and the country they live in, sport,

music, etc.);

Listening of simple forms literary texts (proverbs, songs, legends, fables, story tales, and riddles). Poetry, prose and short dramas.

Understands the distinction between non-literary

and literary texts;

Distinguishes poetry from prose;

Listens to and distinguishes the rhythm of

poetry; prose features, dialogue and monologue

in dramatic stories.

Understands correctly the connection of the text with music, figurative art, theatre shows and movies;

1.4.

Listening in order

to master the

language

Pronunciation of open and closed word classes (verb, name, adjective, pronoun, numerator, adverbs, conjunction etc.);

Standard language and provincial and local dialects (differences) speaking;

The use of language in texts with dialogues and differentiation (distinction) of simple indicative, interrogative, imperative sentences, and subject and predicate;

The compound sentence and direct and indirect speech.

Understands the open and closed word classes.

Understands the spoken standard language and differences on provincial and local dialects;

Based on voice intonation, he/she clearly distinguishes the simple sentence, compound sentence and the direct and indirect speech.

2. SPEAKING CONTENT EXPECTED OUTCOMES

2.1.

Informational

speaking

Presentation of himself/herself, close and

broad family members, origin;

Presentation of his/her parents and relatives

birthplace;

Presentation of motherland in time and space

Learns speech to clearly communicate with

others;

Develops speech culture as a responsibility of a

clear communication.

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and national symbols (flag, anthem and

emblem, etc).

2.2.

Active speaking in

the group

Verbal presentations on certain topics (school,

learning, division of labour by age, leisure,

entertainment, environment, child rights, diseases, wars, etc.);

Discussion on the importance of decision

making institutions in public life, in relation

to natural and economic assets of both countries, motherland and the one they live in;

Distance communication (telephone, Internet

and other forms).

Learns the argumentative and persuasive speech

on certain issues taking place within the group;

Learns active speaking in discussion and group

conversation;

Learns ways to communicate with others when

using information technology (telephone,

Internet, etc.).

2.3.

Speaking in relation

to literary and non-

literary texts

Verbal presentation of non–literary texts

which are cognitive, didactic, documentary, popular, scientific, ecological, ethics,

educational and historical character (on

traditions, clothing, holidays, customs, events, historical places on urban space and natural

beauties of the motherland and the country

they live in, sport, music, etc.);

Understands the differences between non-

literary and literary texts;

Distinguishes the character of non-literary texts;

Distinguishes poetry from prose;

Listens to and distinguishes the rhythm of

poetry; prose features, dialogue and monologue

in dramas.

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Literary texts: proverbs, songs, legends,

fables, story tales, riddles). Poetry, prose and

short dramas.

Develops expressive speaking through

dialogues;

Correctly understands the connection of the text

with music, figurative art, theatre shows and

movies;

2.4.

Speaking in order

to learn the

language

Pronunciation of open and closed word classes (verb, noun, adjective, pronoun, numerator, adverbs, conjunction etc.);

Standard language and provincial and local dialects (differences);

Simple indicative, interrogative and imperative sentences,

Subject and predicate;

Compound sentence and direct and indirect

speech.

Understands open and closed word classes;

Understands the spoken standard language and differences with provincial and local dialects;

Based on voice intonation, he/she clearly distinguishes the simple sentence, compound

sentence and the lecture.

3. READING CONTENT EXPECTED OUTCOMES

25

3.2.

Reading of literary

and non-literary

texts

Non–literary texts which are cognitive,

didactic, documentary, popular, scientific,

ecological, ethics, educational and historical

character (on traditions, clothing, holidays, customs, urban space and natural beauties of

the motherland and the country they live in,

sport, music, etc.);

Simple forms of literary texts: proverbs,

songs, legends, fables, story tales, riddles).

Poetry, prose and short dramas from Albanian literature.

Distinguishes non-literary and literary texts;

Understands differences within non-literary

texts;

Distinguishes poetry from prose;

Reads and distinguishes the rhythm of poetry;

prose features, dialogue and monologue in

dramas.

Develops reading through dialogues;

Correctly understands the connection of the text

with music, figurative art, theatre shows and movies;

3.3.

Reading in order to

learn the language

Standard language and provincial and local dialects (differences) in different texts;

Simple sentence, compound sentence and

speech and punctuation used.

Understands punctuation and uses them in texts;

Understands the simple sentence, compound

sentence and the speech based on intonation and

punctuation marks.

3.4.

Reading in regard

to reading

techniques

Reading out loud: expressive reading, gradual

reading, recitation, interpretation (diction, intonation, pauses, punctuation, timbre, pace

of reading, etc).

Acquires graduated flow of active reading,

recitation and interpretation.

4. WRITING CONTENT EXPECTED OUTCOMES

26

4.2.

Functional

(implementing) and

subjective writing

Description of objects, people, buildings;

Copying sentences and short non-literary texts

such as: invitations, congratulation notes,

announcements; filling forms, invoices, writes

questions, surveys, interviews, etc.;

Copying literary texts and writing biographies,

autobiography, letters, journals, poems, stories, correspondence, etc.

Develops communicative writing (writing

congratulation notes, awards, invitations, announcements, short reports and others);

Creates and writes as he/she wishes according to

the instructions of teachers or models and develops subjective writing.

4.3. Writing in function of language knowledge acquisition

Open and closed word classes:

Verb – conjugation on indicative and

subjunctive tenses;

Noun – types, gender;

Adjective – types, gender;

Pronouns- types;

Numerator, adverb, conjunction;

Simple indicative, interrogative and

imperative sentences;

Main parts of the speech (subject, predicate);

Compound sentence. Compound sentence

with subordinate or coordinate clause;

Through conjugation it develops knowledge on

open and closed word classes;

Identifies the main types of simple and

compound sentence and their parts (subject, predicate).

27

4.4.

Writing in order to

learn spelling and

punctuation

Capital letter after full stop, at the beginning

of the sentence and in the sentence;

Correct writing of ë vowel and gj, xh, q, ç

consonants;

Punctuation marks: full stop, comma,

exclamation, question mark and the colon.

Learns the capital letter use;

Acquires ë vowel and gj, xh, q, ç consonants

use;

Through writing different texts, acquires and uses

correctly the punctuation marks such as: full stop,

comma, exclamation mark, question mark and the colon.

28

6.1.3. Level three (VII-IX)

COMPETENT USE OF LANGUAGE

1. LISTENING CONTENT EXPECTED OUTCOMES

1.1.

Informational

listening

Listening to others and the ways of

expression for topics treated, obtaining information and their comparison.

Student:

Listens and understand what he/she speaks;

Respects the speaker and dialogues, explains and

argues with.

1.2.

Effective listening

Active listening of others talking about

certain topics (school, learning, leisure,

recreation, the living environment, individual

and group rights and responsibilities within

the institutions);

Active listening to the presentations of others:

the attitudes and opinions about contemporary

society, ethnic and religious differences.

Listens to others and distinguish their speech;

Develops active listening during other people

stories;

Develops the culture of listening as an arguing,

persuasion, clarity and mutual communication

option.

1.3.

Listening of literary

and non-literary

texts

Newspapers, magazines and TV programs

non-literary texts (reports, interviews, surveys, etc.);

Literary texts by foreign authors (poets, prose

writers, playwrights).

Distinguishes the ways of information from

printed and television media;

Understands the differences between Albanian

and foreign literature;

Understands properly the connection that

literature has with music, visual art, theatre, and

film performance.

29

1.4.

Listening in order

to master the

language

Standard language and provincial and local

dialects (differences);

Use of language in texts with dialogues;

Figurativeness and semantics of the word in

different texts.

Understands standard spoken language and

differences between provincial and local

dialects;

Understands the semantics of words within the

sentence, compound sentence and text.

Understands deeper figurative meaning of the

language.

2. SPEAKING CONTENT EXPECTED OUTCOMES

2. 1.

Informational

speaking

My identity (origin, ethnicity, genesis);

Presentation of the motherland, in time and

space and the national and state symbols

(flag, anthem, emblem, national and state signs and emblematic identifying characters).

Masters speaking ability for clear

communication with others;

Develops speaking culture as a responsibility of

clear communication;

2. 2.

Active speaking in

group

Within the group, actively participates in

discussions and debates held on previously

scheduled topics of interest;

Discussions on the importance of decision

making institutions in public life, their

functioning and participation in them;

Expression of opinions and attitude toward

the problems of contemporary society, on

ethnic differences as human wealth;

Distance communication (telephone, Internet

and other forms).

Learns persuasive and arguing speech on certain

issues taking place within the group;

Acquires active speaking in conversations and

group;

Acquires ways of approach to speaking in

communication with others during the use of

information technology (telephone, Internet,

etc.);

30

2. 3.

Speaking in relation

to literary and non-

literary texts

Discuss the types of journalistic writings;

Mythology as a form of early communication

and treasure of today;

Analysis and commentary of poetry, prose,

and dramas.

Understands differences of journalistic writings

forms;

Comments on mythology texts and characters of

the Albanian mythology and other works with

mythological parts (fairy tales, legends, ballads, songs on heroes etc.);

Understands the similarities and differences that

literary text contains both in form and content.

2.4.

Speaking in the

function of

improving the

language

Standard language and provincial and local

dialects (similarities and differences);

Compound sentence, speech, paragraph, text.

Understand standard spoken language and

differences with provincial and local dialects;

Based on voice intonation distinguishes

compound sentence and discourse.

3. READING CONTENT EXPECTED OUTCOMES

3. 2.

Reading non-

literary and literary

texts

Non-literary - journalistic texts (information,

interviews, reportage);

Texts of verbal work (fairy tales,

mythological characters, songs on heroes);

First documents of Albanian writing;

Authors and works of Albanian literature

under its development in time and space: poetry, prose, drama (various types);

Understands the structure of journalistic texts;

Understands essence of Albanian mythology

and other works;

Understands figurativeness of poetry (rhythm,

metaphor, symbol, comparison etc.);

Features of prose (subject, main idea, detail,

character);

Understands the history of Albanian writing;

Dialogue, monologue in dramas and comedy.

31

3.3.

Reading

in the function of

learning the

language

Standard Language and dialectical forms;

Reading of the texts in two Albanian dialects and standard language.

On concrete examples understands similarities

and differences between Albanian dialects and today's standard Albanian.

3.4.

Reading

in the function of

reading techniques

Reading aloud of various texts: expressive reading, gradual reading, recitation,

interpretation, role interpretation (diction,

intonation, stops, punctuation, timbre, reading pace, etc.).

Masters the flow of active reading gradualism, recitation and individual interpretation and

interpretation on drama roles.

4. WRITING CONTENT EXPECTED OUTCOMES

4.2.

Functional

(implementing) and

subjective writing

Description of people, buildings, natural and urban landscapes;

Copying of short non-literary and literary

paragraphs and texts;

Writing the biography, autobiography, letter,

diary, poem, story, correspondence, report,

commentary, essay etc.

Develops communication writing through description;

Creates and writes for own account according to

the teachers' instructions or models and develops subjective writing

32

4.3.

Writing in order to

acquire the

language knowledge

Word: synonyms, antonyms, homonym;

Verb – conjugation in conditional, admirative mood etc.;

Noun- conjugation, definiteness, case;

Adjectives - comparison, gender, declension;

Pronoun – declension,

Numerals, adverbs, conjunction, particles,

interjection;

Sub grammatical categories: object, apposition, adverb;

Types of compound sentences with

coordinate and subordinate clauses;

Direct and indirect speech

Through conjugation and declension develops

the knowledge about open and closed word

classes;

Understands sub grammatical categories: object,

apposition, adverb;

Understands and distinguishes subordinate and coordinate clauses of compound sentences;

Understands the speech and distinguishes

between direct and indirect speech

4.4.

Writing in the

function of learning

spelling and

punctuation

signs

Upper case after the full stop, at the

beginning and in the sentence, in proper nouns etc.;

Proper spelling of the vowel ë and

consonants gj, xh, q, ç, zh, th etc.;

Punctuation marks: full stop, comma, semi

colon, exclamation mark, question mark, colon, dash and ellipsis.

Masters the use of uppercase;

Masters the use of the vowel ë and consonants gj, xh, q, ç, zh, th;

Through writing various texts masters and

properly uses the punctuation marks such as: full stop, comma, semi colon, exclamation mark,

question mark, colon, dash and ellipsis.

33

6.1.4. The Catalogue of literary units- texts by levels and grades / proposal /9

LEVEL ONE

Grade I II III

Literary

units

and

their

authors

ABC Book or /and/

ABC colouring

book

Çajupi, Ku kemi lerë (poetry)

Qamil Guranjaku, Vendi im (poetry)

Agim Deva, Viti i ri (poetry)

Ali Huruglica, Pylli (poetry)

Naum Prifti, Guri i Skënderbeut (prose)

Alqi Kristo, Nënë e babë unë i dua

(poetry)

Lumo Skendo, Eja motër (prose)

Rifat Kukaj, Shkopi magjik (poetry)

Arif Demolli, Zogu cicëron … (prose)

Gaqo Bushaka, Vajza e luleve (prose)

Rrahman Dedaj, Tre diejt e Dianës

(prose)

Folk song for children: Dumba moj

dumba;

Albanian tale: Çupa që derdhte

trëndafila nga goja;

Albanian tale, Mbreti dhe buburreci;

Anecdote: Kujdesi i Nastradinit;

Naim Frashëri, Korça (poetry)

Asdreni, Betimi mbi flamur (poetry)

Spiro Çomora, Pula dhe fiku (poetry)

K. Kristoforidhi, Ylli i vogël lartë në qiell (poetry)

Fejzi Bojku, Kush nuk fle natën (poetry)

Sami Frashëri, Dheu është flori (prose)

Xhevahir Spahiu, Shqiponja (poetry)

Hajro Ulqinaku, Piktura e mbrëmjes në bregdet (prose)

Dritëro Agolli, Kali dhe gomari (poetry)

Abdullah Thaçi, Në pritje (poetry)

Folk Fable, Tre qetë dhe ujku

Folktale, Mollë e artë

Lullaby, Ku i ka nana kta shkodrana;

Anecdote, Shpata dhe krahu i Skënderbeut

Agim Deva, Të mbjellim nga një dru (poetry)

9 Textbook and other teaching tools composers and teachers, may add to this list other textual (literary and non-literary) and non-textual units

/learning tools and other sources of interest from all curriculum areas, but always in accordance with principles, goals, objectives and

content of this curriculum. This note applies to all subjects (curriculum areas).

34

Tasim Gjokutaj, Pse kërkon të bëhesh

bletë? (poezi)

Naim Frashëri: Qeni dhe besa e tij

(prose)

Adelina Mamaqi, Çerdhen do ta ruaj

(poetry).

Naum Prifti, Yllka dhe dallëndyshet

(prose)

Odhise Grillo, Vogëlushi dhe hëna

(poetry)

Hivzi Sulejmani, Vendi im i shtrenjtë

(poetry)

Rifat Kukaj, Pjeshkët (prose)

Faik Konica, Anës liqenit (prose).

LEVEL TWO Grade IV V VI

Literary

units

and

their

authors

Asdreni, I dashuri atdhe (poetry)

Naim Frashëri, Gjuha shqipe

(poetry)

Faik Konica, Bora (prose)

Hil Mosi, Malli im (poetry)

Spiro Çomora, Zgalemi (poetry)

Skënder Drini, Lirinë nuk jua

solla unë (prose)

Nonda Bulka, Një natë në

Stamboll (prose)

Rifat Kukaj, Kosova (poetry)

Ali Huruglica, Fëmija dhe zogu

Ismail Kadare, Ra si ylli, po s’u shua (poem fragment)

Faik Konica, Atdheu (prose)

Ernest Koliqi, Shën Gjergji (poetry)

Legjendë, Dashuria për vendin

Ali Asllani, Sazani (poetry),

Mitrush Kuteli, Rozafati (prose)

Folk song, Ç’po këndon një zog i

zi

Zejnullah Halili, Motrat tona (poetry)

Naim Frashëri, Atdheu (poetry)

Kostandin Marko, Kthimi në

mëmëdheun e të parëve të mi

(prose)

Petro Marko, Përleshja me

peshkaqenin (prose)

Qamil Batalli, Dy Teuta (prose)

Faik Konica, Dita e verës (prose)

Migjeni, Dhe pranvera erdhi (poetry)

Nexhat Halimi, Mbrëmje në Ulqin (poetry)

35

(poetry)

Zejnullah Halili, E bukura e nëndheut (prose)

Ymer Shkreli, Muajt e vitit

(poetry)

Xhevahir Spahiu, Librat rrinë

radhë – radhë (poetry)

Vehbi Kikaj, Ti dëborë ke

mbuluar malet (poetry)

Sulejman Salihu, Valë moj e mira valëz (fragment from the poem

“Lindi udhëton për Kosovë”)

Këngë popullore, O e bukura More

Anecdote, Valiu mendjemadh dhe fshatari i urtë

Folk fairytale, Vajza që u bë djalë

Dritëro Agolli, Ujku (prose)

Nizam song, Ndër dy male me dëborë

Rushit Ramabaja, Çka tha Gjergji

(prose)

Anton Pashku, Një natë në det

(prose)

Folk story, Mendja e keqe

Mustafë Spahiu, Mbrëmje në Strugë (poetry)

Rexhep Hoxha, Plaku i liqenit (prose)

Anton Pashku, Andrra e Afrimit

(prose)

Rrahman Dedaj, Medaljoni

(prose)

Migjeni, Luli i vocërr (prose)

Adem Gajtani, Këngë për princeshën e zogjëve (poetry)

Dritëro Agolli, Kali dhe gomari

(poetry)

Agim Deva, Pikniku i rrugës

(poetry)

Vehbi Kikaj, Këngët për nipin e vogël (poetry)

Xhevat Beqaraj, Një zogu (poetry)

Abdullah Thaçi, Pemë e vjetër, pemë e re (poetry)

Gaqo Bushaka, Në kopshtin

zoologjik (prose)

Anton Pashku, Klithma (prose)

Arif Demolli, Lushi si askush (fragment)

Ymer Elshani, Plaku me violinë (prose)

Sami Frashëri, Hoxha Tahsin

(prose)

Murat Isaku, Ndizni edhe një qiri

(poetry)

Rrahman Dedaj, Zogu dhe kulla

(prose)

Hivzi Sulejmani, Miku im Xho (prose)

Lasgush Poradeci, Poradeci (poetry)

Konstandin Kristoforidhi, Gjahu i

malësorëve (prose)

Legend, Kthimi i Ymer Agës

Folk Song, Urë e Qabesë

Folk Story, Ç’të mbjellësh do të

korrësh

Bilal Xhaferri, Baladë Çame

(poetry)

36

Rexhep Hoxha, Hëna e Zelandës

së Re (frag.)

Bedri Dedja, Në familjen tonë

(poetry)

Odhise Grillo, Ali Pashë Gucia (prose)

Ibrahim Rugova, Erdhi vjeshta. (poetry)

Martin Camaj, Lepurushi (prose)

Moikom Zeqo, Onufri dhe bariu (prose)

Anton Nikë Berisha, E Bukura e Dheut (fragment)

Gani Xhafolli, Me atë yll ka

biseduar edhe Agroni (prose)

Vitore Stefa, Nene e madhe e kësaj

bote (poetry)

Dalan Shapllo, Zana e fundit e

bjeshkëve (prose)

Luigj Gurakuqi, Qëndresa (poetry)

LEVEL THREE Grade VII VIII IX

Literary

units

and

their

authors

Gjergj Fishta, Gjuha shqipe

(poetry)

De Rada, Skënderbeu (poetry)

Fan Noli, Himni i flamurit

(poetry)

Lasgush Poradeci, Kroi i fshatit

tonë (poetry)

Mitrush Kuteli, E bija e hënës dhe

e diellit (prose)

Mihal Hanxhari, Elegji për Koso-

vën (poetry)

Nehas Sopaj, Magjia e shndë-

Mid’hat Frashëri, Ay mal (prose)

Lasgush Poradeci, Gjuha e zjarrtë

(poetry)

Mehmet Kraja, Zhvarrimi (prose)

Faik Ballanca, Kënga e fundit e

Marko Boçarit (prose)

Kim Mehmeti, Lulehëna (prose)

Bilal Xhaferri, Vdekja në udhët e

Çamërisë (prose)

Ali Podrimja, Me jetue (poetry)

Rrahman Dedaj, E marta (poetry)

Xhevahir Spahiu, Shkopi i Gjeçovit

Marin Barleti, Rrethimi i mureve

Pjetër Budi, Madhështi e

njerëzve

Pjetër Bogdani, Rruzullimi

Hasan Zyko Kamberi, Paraja

(poetry)

De Rada, Këngët e Milosaos

Naim Frashëri, Fjalët e qiririt

Ndre Mjeda, Zoga (poem

fragment)

Asdreni, Lulja e vetëm (poetry)

Gjergj Fishta, Lidhja Prizrenit

37

rrimit të krimbit të mëndafshit në

flutur (prose)

Shprersa Vreto, Fotografia

(prose)

Xhevahir Spahiu, Ligjërimi i

bariut mbi qenin pa jetë (poezi)

Jusuf Gërvalla, Fluturojnë e bien

(poetry)

Visar Zhiti, Pazari i këpucarit

(poetry)

Ekrem Kryeziu, Epoka para gjyqit

(drama fragment)

Dritëro Agolli, Pulëbardha

(poetry)

Fairytale, Maro përhitura

Folk song, Ajkuna qan Omerin

Zef Serembe, Detari (poetry)

Dhori Qiriazi, Kur nisa të shkruaj

vargje (poetry)

Nazmi Rrahmani, Rruga e

shtëpisë sime (prose fragment)

Agim Vinca, Feniksi (poetry)

Çajupi, Katrëmbëdhjetë vjeç

dhëndër (comedy fragment)

XH. G. Bajron, Bijtë e shqipes

(poem frag.)

(poetry)

Aleksandër Moisiu, Debutimi im në

Burgteatër (prose)

Din Mehmeti, Që të rriten lulet e

bardha (poetry)

Rexhep Qosja, Beselam pse më

flijojnë (drama frag.)

Abdylazis Islami, Anija e kapitenit

Balltar (prose)

Ramiz Kelmendi, Miniatura nga

Turqia (Udhëpërshkrim)

Dritëro Agolli, Peisazhi i pyllit të

zgjuar (poetry)

Fatos Arapi, Deti (poetry)

Qerim Ujkani, Kthimi i ushtarit në

shtëpi (poetry)

Ali Asllani, Vajzat heqin valle

(poetry)

Arif Demolli, Vdekja e Akanit

(prose)

Ernest Koliqi, Shkodra në mbramje

(poetry)

Ismail Kadare, Plaka Nicë (prose)

Zejnullah Rrahmani, Drita e diellit

(prose)

Hevzi Sulejmani, Të urtit e rrugës

(prose)

Fan Noli, Anës Lumenjve

Lasgush Poradeci, Vdekja e

nositit

Mitrush Kuteli, Natë qershori

Et’hem Haxhiademi, Fragment

tragjedie

Josip Rela, Nita (drama

fragment)

Migjeni, Studenti në shtëpi

Ernest Koliqi, Duert e nanës

(prose)

Jakov Xoxa, Adili dhe Vita

(Prose frg.)

Beqir Musliu, Skënderbeu

(poetry)

Anton Pashku Lutjet e mbrëmjes

(prose)

Bilal Xhaferri, Përtej largësive

Ismail Kadare, Pallati i ëndrrave

Rexhep Qosja, Laneti

Vath Koreshi, Fragment proze

Azem Shkreli, Motiv nga Kosova

Ali Podrimja, Fatet (poetry)

Fatos Kongoli, Fragment from

the novel “I humburi”

Sabri Hamiti Ikja e barbarëve

38

Ismail Kadare, Në Kosovë, midis

vëllezërve (reportage)

Pashko Vasa, Shqiptari dhe jetesa

e tij (prose)

Martin Camaj, Qyteti i lashtë

(poetry)

Naum Prifti, Kthimi në shtëpi

(prose)

Teodor Laço, Tym në pyllin e

lisave (prose)

Fatos Arapi, Bredhi i vitit të ri

(poetry)

Filip Shiroka, Shko dallëndyshe

(poetry)

Sabri Hamiti, Vaji për Prishtinën

(poetry)

Eqrem Basha, Baladë për njeriun që

zgjohej me shpresë (poetry)

Agim Spahiu, Këtu (poetry)

Azem Shkreli, Nata e mërgimtarëve

(poetry)

Folk songs, Fuqia e Mujit

Folk songs, Arnaut Osmani

Folk songs, Besa e Konstandinit

Folk songs, N’drrasë të vekut kush

po kanë

Luan Starova, Koha e dhive (prose

fragment)

Teki Dërvishi Zhvarrimi

Folk songs, Gjergj Elez Alia

Folk songs, Këngë kreshnikësh-

elective

Folk songs, Balada e murosjes

Kanuni, Fragment

Zef Skiroi, Mino (poem

fragment)

6.1.5. Reading materials /proposal/ READING MATERIALS PER LEVEL

Level One (gr.I-III) Level Two (gr.IV-VI) Level Three (gr.VII-IX)

Skënder Hasko, Vallja

e shkronjave

Xhevat Beqaraj, Kam

një harmonikë

Bedri Dedja, Përralla

Arif Demolli, Lushi si askushi

Rrahman Dedaj, Zogu dhe kulla

Agim Deva, Poezi të zgjedhura

Naum Prifti, Legjenda dhe

rrëfenja për Skënderbeun

Fan Noli, Albumi

Bilal Xhaferri, Përtej largësive

Josip Rela, Nita

Anton Pashku, Lutjet e mbrëmjes

Songs on frontier warriors, by choice

39

për kafshët

Ali Huruglica, Vjersha

të zgjedhura

Sami Frashëri, Dheu

është flori

Ramadan Pasmaçiu,

Tregimi për Kecin

Bardhosh

Rexhep Hoxha, Verorja

Mitrush Kuteli, Tregime të

moçme shqiptare

Vehbi Kikaj, Sarajet e Bardha

Adelina Mamaqi, Poezi të zgje-

dhura

Spiro Qomora, Poezi të zgje-

dhura.

Përrallat më të bukura shqip-

tare (Antology of Kastriot

Mahilajt)

Kanuni, by choice

Old Albanian Literature: by choice (Barleti, Budi,

Bogdani, Nezim Frakulla

Romantic Literature: by choice (Jeronim De Rada, Naim

Frashëri, Zef Serembe etj.)

Modern Literature: by choice (Gjergj Fishta, Lasgush

Poradeci, Mitrush Kuteli, Ernest Koliqi, Migjeni etj.)

Contemporary Literature: by choice (Ismail Kadare,

Azem Shkreli, Fatos Arapi, Ali Podrimja, Sabri Hamiti,

Fatos Kongoli, Dritëro Agolli, Zejnullah Rrahmani etj.).

6.1.6. Digitalb multimedia package “Të luajmë shkollash“ (level one)

6.1.7. Catalogue of Albanian artistic movies and dramas (filming) I II III

1. Skenderbeu

2. Beni ecën vetë

3. Lepuri me pesë këmbë

1. Skanderbeg

2. Nëntori i dytë

3. Liri a vdekje 4. Udha e shkronjave

1. Flaka e maleve

2. Gjenerali i ushtrisë së vdekur

3. Balada e Kurbinit 4. Vdekja e kalit

5. Njeriu prej dheu

6. Rojet e mjegullës

7. Mësonjëtorja 8. Gjeneral gramafoni

9. Gjaku i Arbrit /filmed drama/

10. Kush e solli Doruntinën /filmed drama/

40

6.1.8.) Literature and other professional resources for the teacher (and student)

1. Bardhyl Musai, Psikologjia e Edukimit, publisher: Pegi, Tirana,1999

2. Bardhyl Musai, Metodologjia e Mësimdhënies, Tirana, 2003

3. Group of authors, Fjalor i shqipes së sotme, Tirana, 2002

4. Group of authors, Fjalor drejtshkrimor, Tirana or Prishtina edition

5. Group of authors, Për pastërtinë e gjuhës shqipe (dictionary), Tirana, 1998

6. Pashko Baku, Fjalor enciklopedik, Tiranë, 2004

7. Bahri Beci, Gramatika e gjuhës shqipe (for Albanian language teachers), Tirana or Prishtina edition

8. Bahri Beci, Gramatika e gjuhës shqipe për të gjithë, Shkodra, 2000

9. Klodeta Dibra & Nonda Varfi, Gjuhësi teksti, Tirana, 1999

10. P. Tevo & Zh. Lakont, Komenti letrar, Tirana, 2000

11. Zejnullah Rrahmani, Teoria e letërsisë (for secondary schools ), Tirana or Prishtina edition

12. Enver Muhametaj & Xhevat Lloshi, Nga teoria letrare dhe stilistika gjuhësore, Tirana

13. Haki Baçi, Folklori shqiptar, Prishtina.

14. Ali Dhrimo, Edmond Tupja , Eshref Ymeri, Fjalor sinonimik i gjuhës shqipe, Tirana, 2002

15. All current textbooks in Albanian language, and literary readings in Albania and Kosovo (grade 1-9)

16. Textbooks and other teaching tools that will be developed based on this curriculum

17. Albanian language electronic dictionary with pictures and sound of the Swedish National Agency for

Education (see: http://www.skolutveckling.se/vaxthuset/trio/al/albanska.html)

18. FESH Electronic explanatory dictionary(see: http://gjuha-shqipe.com/permbajtja/softuere/fesh.html)

19. Software AS 2.0 for Albanian spell check (see: http://gjuha-shqipe.com/permbajtja/softuere/as_2_0.html)

20. Program for improving Albanian language -KULLA E SHQIPES

(see: http://gjuha-shqipe.com/permbajtja/softuere/kulla_e_shqipes.html

41

21. Electronic books in Albanian language (see: http://gjuhashqipe.com/permbajtja/softuere/libra_elektronik.html)

22. Different electronics bilingual dictionaries (Albanian- other language or vice versa) on the Internet

23. Different online internet sites of Albanian literature and Albanian artists (virtual literature).

6.2. History LEVEL ONE (grades I-III)

Thematic area Learning content Expected outcomes

1.

MY IDENTITY

Genealogy of the family (or family

tree).

Student:

Introduce themselves, their family (Who are they?

Where were they born? Where they come from?).

2.

STUDY, WORK

GAME, LEISURE

My school

The school of my parents and

relatives.

My games and regular activities.

Games of our forefathers at

motherland.

Occupations around us (what

professions are here and what at

motherland?).

Describe their school in the place where they live and in

the place where they were born (motherland) and find

similarities and differences among them;

Present facts and discuss with others about the games

and activities with their friends in the country where

they live and at motherland.

3.

PEOPLE IN

SPACE AND

TIME

Town (country) where I now live.

My and forefathers' birthplace.

How me and my family lived before,

how we live now?

Compare current hometown (country) with motherland

hometown, how their family lived in motherland and now.

42

4.

CULTURE AND

SOCIETY

Albanian legends

Holidays at motherland (national,

state, religious).

Know some of the main Albanian legends;

Identify and describe some of the traditions, traditional

games and major holidays at motherland.

5.

A WORLD FOR

ALL

Friends of my school have different

origins, speak different languages, and belong to different religions and

races.

Talk about people and origin, different beliefs and

traditions;

Understand that people change, but in the same time

they receive from, and give to each other.

LEVEL TWO (GRADES IV-VI)

Thematic area Learning content Expected outcomes

1.

MY IDENTITY

Who is my nation? Where it lives,

where is it located?

Albanians as part of the Balkans and

Europe.

Students:

Speak with facts (using different sources) about

Albanian nation, its origins and geographical location;

Know some historical data on Albanians as one of the

oldest nation of the Balkans and Europe

Understand, through arguments, the Albanian relations

with neighbours and other nations of Europe.

2.

STUDY, WORK

GAME, LEISURE

How our forefathers studied?

(Education during centuries).

How our forefathers entertained?

Recognize some of the most milestones of the progress

of Albanian education over the centuries (from the Illyrians, Arbanons to modern Albanians)

Distinguish leisure activities in different periods of

history of the Albanian nation.

43

3.

PEOPLE IN

SPACE AND

TIME

- Motherland -Features of my

country

Our ancestors, Illyrians. Where were

they located and their main tribes.

Illyrians-masters in health care and

drug producing (Gentiana etc.).

The importance of physical training that Illyrians paid attention to.

Preparing for defence and the Olympic Games.

Our ancestors in the Middle Ages-

Arbanon.

Our people (rulers) who marked the

history (Illyrian kings: Bardhyl,

Gent, Longar, Agron, Teuta, and Skanderbeg, Ali Pasha Tepelena,

Ismail Qemali, A. Zogu and some

others from modern era).

Other Albanian personalities from

other fields throughout history up to

modern times.

Recognize, represent and prove the location and main

Illyrian tribes;

Enumerate the main occupations of Illyrians and in

particular those related to health, physical trainings and

Olympic Games;

Understand the course of the transition from Illyrian into

Arbanon.

Are able to recognize some facts and the activity of the

most important figures in history.

4.

CULTURE AND

SOCIETY

The tradition of my nation (language,

clothing, games, folklore, music,

etc.).

The first Albanian writings.

Albanian national holidays (28 of November etc.).

Understand and recognize folk traditions of the Albanian

nation;

Recognize and know chronology of the first Albanian writings and their authors;

Understand the importance of national holidays and the way of celebration

44

5.

A WORLD FOR

ALL

World - a big family.

Universal rights and obligations of human kind

Recognize different nations and their distinctive features

like: race, origin, religion, language, culture etc.;

Recognize some of the rights and obligations that apply

to all people regardless

LEVEL THREE (GRADE VII-IX)

Thematic areas Learning content Expected outcomes

1.

MY IDENTITY

Origin of my nation- Illyrians, Arbanons, Albanians.

Where our ancestors lived? Where

did Illyrians and Arbanons live?

Where are Albanian`s located today

(location)?

European Identity of Albanians.

Students:

Talk with facts about the origin of Illyrians, Arbanons

and Albanians, as their descendants, comparing and critically assessing different views on the matter;

Appraise the origin of the Albanians and describe the

geographical location of Albanians, Illyrians and Arbanons throughout the history;

Argument with facts European identity of Albanians.

2.

STUDY, WORK

GAME, LEISURE

Albanian school and education

history.

Notable national personalities in

education (from the past until

nowadays).

Life organization in the past and

today.

Analyse and evaluate stages and courses of Albanian

national education;

Distinguish, recognize and describe activities of the

most prominent personalities of national education from

ancient times until today;

Understand and make comparisons between styles and

lifestyles before and now.

The ancient history of my Distinguish main old cities of motherland, know where

they are located (geographically) and recognize their

45

3.

PEOPLE IN

SPACE AND

TIME

motherland main cities (Ulpiana,

Damastioni, Skupi, Theranda,

Skodra, Dyrrah, Lisus, Apollonia, Butrint, Ulqin, etc.)

State of Arber in the middle Ages.

Albanians during the Skenderbeg era.

Struggle of the Albanians for

freedom and independence from the

Middle Ages until the twentieth century.

Albanians during XXth century -their

struggle for independence and national emancipation.

Albanian migration during the

history and contribution of the

Albanian diaspora to the motherland.

Prominent historical and

contemporary Albanian personalities

to mankind

historical features;

Chronologically distinguish and talk about the main events of the Albanian nation from the Middle Ages

until today;

Analyze the reasons for Albanian migration, stages of Albanian migration and the role of the valuable

contribution that this migration gave to motherland.

Recognize Albanian emblematic figures in the history of human civilization (starting of Saint Jeronimi, Flori and

Lauri, and other personalities such as Skanderbeg,

Mother Teresa and I. Kadare, etc.);

Main archaeological sites, cultural and historical monuments, cult

monuments in my motherland.

Albanian language, among the oldest

Recognize and compare key archaeological sites and monuments in the motherland;

Recognize and understand the development history of the Albanian language and the language of the country

46

4.

CULTURE AND

SOCIETY

languages of the Balkans and Europe

- an Indo-European language.

Albanian national medicine throughout history.

Albanian Kanun and codex (Codex of Skanderbeg, Codex of Lekë

Dukagjini etc.).

My nation with three religious beliefs, an example of cultural and

spiritual prosperity tolerance.

Eminent Albanian sportsmen, sportswomen, artists and authors.

where they live;

Recognize the role and importance of Albanian national medicine in the past and today;

Recognize and understand the organization based on the

Albanian codex and critically evaluate the advantages and disadvantages;

Recognize key features of three Albanian religious beliefs and appreciate religious tolerance as a national

value;

Recognize some of the main Albanian sportsmen, sportswomen, artists and creators who are famous in the

worlds art, culture and sport

5.

A WORLD FOR

ALL

Contribution of Albanians for

cooperation and integration in the world.

Illyrian civilization, contribution to

ancient European culture.

Skanderbeg, a defender of the

European civilization.

Mother Teresa, an image of human

and world humanism.

Recognize the contribution of Albanians for integration

in the international level;

Recognize and appreciate the role of Albanian

personalities throughout history in various fields of

culture, science, medicine, literature and in the world civilization in general.

47

6.2.1. Literature, historical readings and other resources / proposed /

6.2.1.1. Historical-literary readings Level one (grades I-III) Level Two (grades IV-VI) Level three (grades VII-IX)

1. Odhise Grillo,

Skanderbeu (with pictures)

1. Frederik Reshpja, Legjenda e Arbrit

2. Odhise Grillo, Historia e Skenderbeut, published by: Dituria, Tirana

3. O. Grillo, Dy Batot dhe zana e Ilirise (with pictures)

4. O. Grillo, Oso Kuka në kull të barotit (with pictures)

5. Odhise Grillo, Prite, prite Azem Galicën (with pictures) 6. Ismail Kadare, Keshtjella (with pictures)

1. Marlin Barleti, Skanderbeg

2. Sabri Godo, Skanderbeg 3. Sabri Godo,

Ali Pashë Tepelena

6.2.1.2. Literature and other sources General Literature Internet resources

1. Textbooks and other learning tools that will be developed based to

this curriculum 2. Textbooks and other learning tools used in Kosovo and in Albania

(grades 1-9)

3. Neritan Ceka, Muzafer Korkuti, Arkeologjia, Tirana, 1993

4. Muzafer Korkuti, Para-ilirët, ilirët, Arberit- histori e shkurtër, Tirana 2003

5. Aleksandar Stipčević, Ilirët, Prishtina, 1980

6. Karl Pach, Ilirët, Tiranë, 2000 7. Edith Durham, Brenga e Ballkanit dhe vepra të tjera për

Shqipërinë dhe shqiptarë, Tirana, 1998

1. www.albasoul.com/historia/

2. www.albanian.com/information/history/ 3. www.shqiperia.com/histori/

4. www.dadalos.org

5. www.albmuseum.com (National Museum Tirana)

6. www.imk.gov.al (Institute of Cultural Monuments)

7. www.angelfire.com/dc/madurres (Durres

Archaeological Museum) 8. www.beratmuseum.gov.al/muze/Muze.etno.htm

(National Ethnographic Museum Berat)

48

8. August Boppe, Napoleoni dhe Ali Pasha, Tirana,1999

9. Renco Falaski, Ismail Qemali, Kujtime, Tirana

10. Fatmira Musa, Isa Boletini, Tirana 11. Kristo Frashëri, Skanderbeu,, Tirana

12. Noel Malcolm, Kosova, një histori e shkurtër, Prishtina, 1998

Mbreti Zog dhe perpjekjet për stabilitet në Shqipëri Bernd Fischer, Tirana,1996

13. Shqipëria gjatë luftës 1939-1945, Tirana, 2000

14. Jens Reuter, Shqiptarët në Jugosllavi, Botimpex, Tirana, 2003

15. Sami Frashëri, Shqipëria ç’ka qenë, ç`është e ç`do të bëhet?, Dija, Prishtina, 1999

16. Faik Konica, Albania- Shqipëria-kopshti shkëmbor i Evropës

Juglindore, 17. Eqrem Çabej, Shqiptarët midis Perëndimit dhe Lindjes,

Published by: Çabej MÇM, Tirana,1996

18. Robert Elsie, Leksiku i Kulturës Popullore Shqiptare, (besime mitologji, fe, doke, rite, festa dhe veçori kulturore), published by:

Skanderbeg books, Tirana, 2005

19. Ismail Qemal Vlora, Kujtime, published by: Toena

20. Historia e popullit shqiptarë I, II, Tirana 2002 21. Historia e popullit shqiptarë III, Tirana 2007

22. Bardhyl Musai, Psikologjia e edukimit, Publisher: Pegi, Tirana,

1999. 23. Bardhyl Musai, Metodologjia e mësimdhënies, Tirana 2003.

24. Group of authors: Aspekte të mësimdhënies së historisë,

Prishtina, 1997. 25. Group of authors, Metodat e mësimdhënies (manual for new

www.dardamedia.com/art (Prishtina Ethnological

Museum)

49

teachers), published by: Toena, Tirana, 1999

26. Petrit Muka, Të mësuarit me objektiva dhe Modeli A-94: Koha,

Prishtina 1997 27. Robert Stradling, Teaching 20th Century European History,

published by: Council of Europe

28. Robert Stradling, Multiperspectivity in history teaching: (a guide for teachers), published by: Council of Europe

6.3. Geography LEVEL ONE (GRADES I-III)

Thematic areas Learning content Expected outcomes

1.

MY IDENTITY

The place where I was born (apartment, house, street, settlement, village /city,

region, country).

The country where my parents, grandmother/ grandfather were born

(residence, village/town, province,

region, country)?

Settlements - Albanian cities

Students:

Name geographical commonalities (similarities) and features (differences) of the country of origin and

country of residence;

Recognize physical and geographical features of the country of origin (fields, mountains, seaside);

Use sketches, drawings, photos, globe and map.

2.

STUDY, WORK,

GAME, LEISURE

What people do in the country of origin (activities and occupations)?

Distinguish major economic activities which the population of the origin conducts, naming some of the

commonalities and specificities between country of origin and country of residence.

50

3.

PEOPLE IN

SPACE AND

TIME

Nature and the landscape of the country of origin.

Plants and animals in the country of

origin (similarities and differences).

Name the commonalities and specificities of natural, environmental and natural landscapes between country

of origin and country of residence;

Use photos, maps, drawings and other tools.

4.

CULTURE AND

SOCIETY

Culture of residence

Holidays and festivities

Name some national, family holidays.

5.

A WORLD FOR

ALL

Different nations, different countries

Preservation and protection of nature and the environment.

Enumerate some countries and nations of the world.

LEVEL TWO (grades IV-VI)

Thematic areas Learning content Expected outcomes

1.

MY IDENTITY

Comparison of geographical features of

countries and regions in the country of

origin and the country where they live.

People in the country of origin.

Students:

Compare geographical features (landscape, climate,

water, flora and fauna) of the country of origin with those of the country where they live;

Recognize and understand the main features of the

people in the country of origin;

Find in the map main shapes of relief, seas, rivers,

lakes, old settlements and unique sites (Nerodime

bifurcation).

2.

STUDY, WORK,

GAME, LEISURE

Social and economic characteristics of

the motherland.

Visits to parks, zoological and botanical

gardens.

Compare the economic activities of the country of

origin with those of the country of residence.

Recognize and compare parks, zoological and botanical

gardens in the country of residence and country of origin.

51

3.

PEOPLE IN

SPACE AND

TIME

Migration - causes and consequences.

Traditional and contemporary

architecture and settlements.

Describe the main causes of migratory movements;

Identify the consequences of migratory movements;

Distinguish the commonalities and specificities of the settlements and the architecture of the country of origin

with those of the country of residence.

4.

CULTURE AND

SOCIETY

Morals, habits, customs, costumes, dances and songs of the country of

origin.

Differences in language, religion and

culture of the people in the country of origin and of the country of residence.

Describe the distinctive features in language, morals, habits, customs, religion and culture between country of

origin and country of residence.

5.

A WORLD FOR

ALL

Environmental behaviour Reflect sufficient environmental behaviour.

LEVEL THREE (KL.VII-IX)

Thematic areas Learning content Expected outcomes

52

1.

MY IDENTITY

Motherlands geographic location in

regional, European and world context.

Pearls of Albanian nature: Brezovica,

Sharr Mountains, Nerodima bifurcation,

Mirusha waterfalls, Rugova Gorge, Albanian Alps, Adriatic Sea, Ionian

Sea, Butrint, Artana (Novo Brdo), Lura

lakes, Shkodra Lake, Ohrid Lake, Prespa lake etc.

Natural and underground resources in

the motherland.

Students:

Understand and analyze the importance of motherland`s

position in these contexts;

Prepare an argumentative essay on one of these topics;

Build a physical-geographical map of the country of

origin (or complement the physical map of the country of origin) with: forms of relief, rivers, lakes,

underground resources and main centres of the country

of origin.

2.

STUDY, WORK,

GAME LEISURE

Motherlands economic development.

Motherland economic and social

similarities and differences in relation to the region, Europe and global

developments.

Recognize and compare similarities and differences in

the economic development of the country of origin and

country of residence.

3.

PEOPLE IN

SPACE AND

TIME

Advantages and disadvantages of migration, before and now.

Emigrants’ contribution to the development of country of origin.

Argue on the advantages and disadvantages, using different data and sources;

Comment on the positive and negative sides of the Diaspora in the development of the country of origin;

Prepare charts and diagrams from the statistical data on the number of population, natural increase; gender, age,

educational, economic, national structure, etc.

53

4.

CULTURE AND

SOCIETY

Authentic ethno-culture (authentic and ethnic and moral characteristics,

pledge/oath, word of honour).

Differentiate authentic Albanian profile in the context of its identification characteristics.

5.

A WORLD FOR

ALL

My motherland – part of Earth and my care for it.

Recognize motherland people and institution‘ responsibilities in the context of globalization.

6.3.1. Literature and sources Learning sources in texts and other tools Internet sources

1. Textbooks and other teaching tools that will be

developed based on this curriculum 2. School geographic atlas with a CD, "Albas", Tirana-

Tetovo-Prishtina, 2005

3. Educational Globe 4. Maps of the Balkans, Kosovo, Albania, Macedonia

(physical, political, economic).

5. Photographs, posters, charts, diagrams, tables, graphs,

digital-electronic devices etc. 6. Muka Petrit, Të mësuarit me objektiv dhe modeli A-

94, "Eureka", Tirana, 1995

7. Bardhyl Musai, Ndërtimi i testeve me zgjedhje, Onufri, Elbasan, 1994

8. Kosovo physical map, "Gjoka" Vlora, 2007

9. Balkans physical map, "Gjoka" Vlora, 2007 10.Albania physical map, "Gjoka" Vlora, 2002

11.Aspects of teaching geography, Tirana, 1995

12. Textbooks and other teaching tools used in Albania

1. www.kosovo-mining.org 2. www.cia.gov/cia/publications/factbook/

3. www.wikipedia.org

4. htpp://encarta.msn.com/encnet/refpages/search.aspx?q=kosovo 5. htpp://www.britannica.com/search?query=kosovo

6. http://www.albaniantourism.com

7. http://shqiperia.com

54

and in Kosovo (Grade.1-9).

6.4. Fine Arts - LEVEL ONE (Grade. I-III)

Thematic areas Learning content Expected outcomes

1.

MY IDENTITY

Self-portrait

Family tree

Environment

Motherland (emblem, flag)

Students:

Express distinctive characteristics of their self-portrait

and of their family members' by different art means and

techniques;

Draw and model simple things and landscapes of the

environment and motherland using various relevant

materials.

2.

STUDY, WORK,

GAME, LEISURE

School in motherland.

Games in motherland.

Ornaments, crafts and working

activities

Express themselves creatively in simple forms through

selected means and materials

3.

PEOPLE IN

SPACE AND

TIME

My people.

My motherland nature through

seasons.

Adored Albanian athlete.

Draw portraits of personalities and ordinary people from

motherland in simple forms and with different means ;

Create landscapes motivated by the Motherland;

Recognize prominent Albanian creators (3) of portraits

and landscapes.

55

4.

CULTURE AND

SOCIETY

Albanian traditional costumes

Albanian traditional buildings

Illustrations by Albanian fairytale

motifs

Discus on distinguished work motivated by relevant

topics;

Draw, paint and model from motifs of certain topics

5.

A WORLD FOR

ALL

Different and similar

Personal greetings to a friend in the

motherland

Express in various forms and techniques for this topic,

with altruistic and patriotic background

LEVEL TWO (Grade .IV-VI)

Thematic areas Learning Content Expected outcomes

1.

MY IDENTITY

Self-portrait.

The portrait chosen from the family

or society.

Family pictures.

Albanian stone houses.

Landscape with motifs from life in

motherland

Students:

Create self-portraits and portraits of family members;

Create collage, old photo album from the family;

Paint, draw or take pictures of landscapes with family

and motherland motifs;

Comment on their creations.

2.

STUDY, WORK,

GAME, LEISURE

The works of Albanian artists.

Visit at the gallery, art museum or

studio of a creator.

A gift for a friend (Mosaic with

combined materials with Albanian motifs).

Recognize, describe and interpret arts of the Albanian

famous authors, and compare them with the authors of

the country where they (students) live;

Express themselves creatively in selected techniques for

the work on a specific theme.

3.

PEOPLE IN

SPACE AND

TIME

Characteristics of Albanian

traditional costumes (Rugova, Hasi,

Tropoja, Tetove, Gjirokastra ...)

Winter landscape from motherland.

Express with paints and other working tools in personal

works on these subjects;

Paint or model according to individual interest and

skills, and sometimes in small scale models, dedicated

56

The past and the future of my people

(I am my own country!).

The magnificent figure of

Skanderbeg, etc.

to the national hero.

4.

CULTURE AND

SOCIETY

Our Mother Theresa, mother of all

children of the world.

Illustration of an Albanian folk tale.

Flags and countries

Traditional Ornaments

Sign (logo, emblem) and any sports

team or other organization in the

motherland.

Outline ideas and implement them by various means

and techniques;

Create in different ways imitating motifs from

traditional ornaments;

Realize signs, logos, emblems and other creations using

different techniques of art expression, including the multimedia

5.

A WORLD FOR

ALL

The environment and our health.

Our planet and our cohabitation in it.

Create, in different ways and techniques, sketches and

creations based on these themes.

LEVEL THREE (Grade. VII-IX)

Thematic areas Learning content Expected outcomes

1.

MY IDENTITY

My album

Highlander portrait.

My motherland

Congratulations message for my

family in the motherland

Students:

Create independently and by using different tools and

techniques in relation to this topics;

Create a portfolio (album) of their works by specific

themes.

2.

STUDY, WORK, A visit to the art museum or gallery

of a creator.

Comment Albanian and international authors' work

while comparing their values and techniques;

57

GAME, LEISURE Recognize the works of Albanian

and international artists.

Images and plans with motherland

motifs (e.g. small scale model of an

important square in the

motherland).

Traditional games

Express independently and with selected material

3.

PEOPLE IN

SPACE AND

TIME

Traditions and customs in my Motherland

Albanian Dance.

Albanian nature.

The future of my country.

Express their creative achievements in line with the themes and other cultural-historical knowledge from the

country of origin and country of residence;

Analyze works and express with paints and other

working tools in their personal creations.

58

4.

CULTURE AND

SOCIETY

Albanian fine arts throughout the

history.

Critical description of a statue visit.

The poster titled "Beauties of my

Motherland”.

Ideal and graphic solution of a logo

(distinctive sign).

Albanian authors and their

affirmation in the world: Ibrahim

Kodra, Alush Shima, Daut Berisha,

Gjelosh Gjokaj, Ymer Shaqiri, Shefqet Emini, Shyqri Gjurkaj,

Sisel Xhafa etc.

Landscape from Albanian coast

cities.

Inside the Marble Cave in Kosovo

(Gadime).

Countryside motif (aquarelle).

Project on sensitization of

awareness for a clean environment.

Recognize the work of arts of Albanian known authors

and of authors in the vicinity of their residence;

Define the artistic message in mass communication

works and graphically select protective signs of specific

institutions;

Analyze, describe and comment on Albanian famous art

works.

5.

A WORLD FOR

ALL

Figurative creations from global

themes with mutual

interdependence.

Art unites people.

A world for all.

Present ideas and work of arts based on global themes,

which carry clear messages of connections between

people;

Acquire comprehensive visual knowledge from analyzed

works and conceptualize universal ideas for similar works.

59

6.4.1. The catalogue of fine art works and additional resources / proposal /

Level one (Grade. I-III) Level two (Grade. IV-VI) Level three (Grade. VII-IX)

Fine art

works and

authors

1. Adem Kastrati, Motiv nga Fshati

2. Alush Shima, Horizonti i

kaltërt 3. Agim Çavdarbasha, Sofra

4. Shyqri Nimani, Mbrojeni

natyrën

5. Simon Shiroka, Lojërat tradicionale shqiptare

6. Agim Rudi, Plisat

7. Musa Klaveshi, Gongje për Gongjen

8. Vehap Kokalari, Prite,

prite Azem Galicën 9. Nimona Lokaj, Pishat e

Deçanit

10. Vilson Kilica, Peisazh

nga Myzeqeja

1. Zef Shoshi, Isa Boletini me trimat

2. Hynesha në Fron, (Prishtina

symbol) 3. Zef Kolombo, Autoportreti i

piktorit

4. Xhevdet Xhafa, Autobiografia

5. Muslim Mulliqi, Hamalli 6. Sali Shijaku, Mic Sokoli

7. Ismet Jonuzi, Kënga e Rexhës

8. Kole Idronemo, Dasma shko-drane

9. Esat Valla, Nusja

10. Rexhep Goçi, Ura e Shejtë 11. Violeta Xhaferi, Drenicakja

1. Andrea Kushi, Plaku me shkop

2. Abdurrahim Buza, Dasëm me flamur

3. Odhise Paskali, Busti i Skënderbeut;

4. Janaq Paço, Statuja e Skënderbeut në Prishtinë

5. Rexhep Ferri, Shëtitësit e lodhur

6. Gjelosh Gjokaj, Vija e kuqe

7. Nebih Muriqi, Peizazh

8. Engjëll Berisha, Shqiponjat e përqafuara

9. Ismet Jonuzi, Skulpturë

10. Afrim Spahiu, Pa titull /fotografi/

11. Shyqri Nimani, Universiteti i Prishti-nës

12. Thomas Philips, Bajroni me veshje shqiptare

13. Abdurrahim Buza, Refugjatët

14. Ibrahim Kodra, ”Shqipëria fantastike”(cikli Muziktarët”)

15. Abdurrahim Buza, Kuvendi i Lidhjes

Shqiptare të Prizrenit

Additional resources for

the student and teacher

1. Textbooks and other teaching tools that will be developed based on this curriculum 2. All textbooks and other current teaching tools published in Albania and Kosovo (Grade. 1-9)

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3. .www.art.albnet.com

4. www.artankand.com 5. www.kosovaart.com

6. http://www.albanianarts.com/aart/

6.5. Music LEVEL ONE (Grade. I-III)

Thematic areas Learning content Expected outcomes

1.

MY IDENTITY

I sing for myself, my family and motherland.

I listen to the music I like.

Songs of my people.

Students:

Sing some of the learned song;

Express their impressions of the music they

have listened;

Sing and recognize some of the well-known folk songs.

2.

STUDY, WORK,

GAME, LEISURE

I sing to my school, teacher and work.

Our traditional games.

I listen to music on my free time.

Sing according to their individual tendency;

Interpret some of the counting games they have

learned;

Recall any element of musical works that they have listened.

3.

PEOPLE IN

SPACE AND

TIME

Albanian song in different countries.

Famous Albanian singers and artists.

Know the origin of Albanian songs;

Recognize some of well known Albanian singers and authors (depending on the songs

they listen to and perform). 4.

CULTURE AND

SOCIETY

Music accompanies us in our celebrations.

Distinguish festive music;

Perform festive songs;

Talk about music that accompanies them on

family celebrations.

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5.

A WORLD FOR

ALL

We understand each other easier by music.

Same songs in different languages

Understand that music is a mean of

communication between people;

Understand that there are songs sung by all the nations in different languages and recognize such songs.

LEVEL TWO (Grade. IV-VI)

Themes Learning content Expected outcomes

1.

MY IDENTITY

Albanian music emanates from people’s

heart

Albanian patriotic music

Patriotic Songs

Students:

Recognize elements which distinguish folk

music (rhythms, melodies);

Sing some popular folk songs;

Recognize some of the most famous Albanian music works with patriotic motifs.

2.

STUDY, WORK,

GAME, LEISURE

Music in school

Music in the family

Music for recreation

Recognize and differentiate the educative music

that is taught in school from the entertaining

music that they listen at their free time;

Recognize comparative examples for these two

genres;

Sing any of the learned songs;

Express orally or in writing on the music heard and cultivated in their families

3.

PEOPLE IN

SPACE AND

TIME

Prominent singers and performers of

Albanian artistic music

Prominent performers of folk music

Recognize some prominent singers and

performers of Albanian artistic music;

Recognize some of the most prominent performers of Albanian folk music

4.

CULTURE AND

SOCIETY

Tradition of folk music and folk dances and

songs; Rugova Dance, the eagles dance, men

dance, women dance from different regions.

Recognize and distinguish some folk music

instruments;

Recognize some of the most popular Albanian

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Traditional instruments; çiftelia, sharkia,

fyelli, dajrja (defi), daullja e madhe (tupani)

etc.

dances

5.

A WORLD FOR

ALL

Music of thee world - the world of music Understand how music is important for all

people of the world;

Understand that the world of music is big, wide and very diverse.

LEVEL THREE (Grade. VII-IX)

Thematic areas Learning content Expected outcomes

1.

MY IDENTITY

Albanian music - a distinctive element of

national identity

Students:

Reflect on the role of music as part of national identity;

Sing some of the most popular Albanian songs;

Recognize some of the most distinguished

musical works that worthily represent the

Albanian artistic music

2.

STUDY, WORK,

GAME, LEISURE

Educational and professional music

institutions in motherland

Musical activities in school and community

Recognize and compare musical education,

musical institutions and professionals in the motherland with those of the country where they

live.

3.

PEOPLE IN

SPACE AND

TIME

Albanian music throughout the centuries

Music dedicated to heroes and other

prominent Albanian personalities

Discus and recognize key elements of the

Albanian music development in the historical

point of view;

Sing songs and recognize music works dedicated to heroes and other prominent

Albanian personalities. 4.

CULTURE AND Music-indicator of Albanian culture

Festivals and musical events

Recognize and compare current developments in

the field of music, opera and ballet in the

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SOCIETY

Albanian Opera

Albanian Ballet

Soundtrack

motherland and the country they live in;

Know some of the most remarkable festivals of

various genres performed in motherland;

Recognize some key elements of the Albanian

opera development;

Listen to and recognize characteristic musical examples of different genres

5.

A WORLD FOR

ALL

Music a universal language of mankind

Albanian prominent musicians in the world

(Inva Mula-soprano, Tedi Papavrami-

violinist, etc.)

Talk about the role of music in culture and

society;

Recognize any outstanding musical work which

is listen to around the world; Recognize prominent Albanian musical

performers in the world

6.5.1. The catalogue of musical examples for listening, singing and performing Thematic areas Level one (Grade. I-III) Level two (Grade. IV-VI) Level three (Grade. VII-IX)

1.

MY IDENTITY

Songs and melodies:

National Anthem (listening

and singing)

Për mëmëdhenë (patriotic)

F. Ibrahimi, Fjala “Nënë”

V’lla i dashur (known canon

in Albanian)

M. Piperku, Shoku im

PERFORMING:

Songs and melodies:

Alfabeti shqip (patriotic),

M.Piperku, Nëna Tereze

A. Bektashi, Vjosa

P. Badivuku, Duar të arta ke

R .Dhomi, Pse jemi të ndarë?

A. Gavazi, Atdheu

PERFORMING:

Songs and melodies:

P. Gaci, Për ty atdhe

Çesk Zadeja, Asaman o

trandofili çelës

Franc Abt, Lulja e fshehur

(Albanian polyphony)

S. Gjinali, Mëma

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D. Rudi, Dy duar, tre fëmijë

M. Piperku,Topi i Gencit

F. Shubert, Nina nëna (in

Albanian)

LISTENING TO THE MUSIC:

F. Beqiri, Ninulla (piano)

F. Ibrahimi, Tokatë (piano)

Tish Daija, Balerina e vogël

(piano)

R. Rudi, Pasaporta e dacit

(chorals for children)

M. Kacinari, Fyelli i bariut

(piano)

P. Gaci, Për ty atdhe (song)

LISTENING TO THE MUSIC:

Z. Ballata, Nënës (Choir)

A.Mula, Kënga e gjyshes

L. Antoni, Çorapet e burrit

(choral song)

F. Ibrahimi, Rapsodia shqiptare

(orchestral)

R. Rudi, Një kokë, një tokë

(choral)

LISTENING TO THE

MUSIC:

V.Gjini, Vashë me sytë e zi

(chorale)

Akil Koci, Kënga e Rexhës

(chorale)

Lorenc Antoni, Valle shqip-

tare (orchestral)

R. Mulliqi, Simfonia Nr. 2

Kosovare

2.

STUDY, WORK,

GAME,

LEISURE

F. Beqiri, Zilja jonë

M. Basha, Gëzimi i shkollës

Sh. Ishmaku, Are, are abetare

T. Daia, Simfonia e kafshëve

N. Kaba, Mësuesja ime

Musical games / rhythmic

lectures:

Ejani ta bëjmë kollanin,

Vajzat, kajzat

Moj buburrec

Laja, laja etc.

Po nget lepuri hop, hop, hop

PERFORMING:

L.Dizdari, Fluturojmë të dy tok

Sh. Krypa, Lule për mësuesen

V.Beqiri, Bicikleta

M. Piperku, Lamtumirë

LISTENING TO THE MUSIC:

E. Rizvanolli, Skerco

F. Ibrahimi, Marche a-mol

KAPSAMUN, Ëndërrime

Music games/rhythmic

dictations:

Ejani flutura, vasha të bukura

PERFORMING:

Xh. B. Pergolezi, Lulja e

bukur (in Albanian)

Të gëzojmë

L. V. Bethoven, Gjumi i natës

(in Albanian)

LISTENING TO THE

MUSIC

T. Daija, Suitë

B. Shehu, Lepuri me pesë

këmbë (soundtrack)

Gj. Gjevelekaj, Impresione

për orkestër

65

LISTENING TO THE

MUSIC:

T. Harapi, Vallja e xhuxhave

Peci, Kecat dhe ujku (ballet)

Lakuriqi natën

Shoqe eja të kërcejmë

Loja e shqiponjave

3.

PEOPLE IN

SPACE AND

TIME

PERFORMING:

M. Qafleshi, Prishtina

I. Hoxha, Ora

I. Hoxha, Marsi

Z. Ballata, Dimri

P. Badivuku, Lulet në mars

Goca e Preshevës (folk)

B.Mulliqi, Rik, rik, rik

G. Avrazi, Atdheu

S. Gjinali, Stinët, muajt e ditët

LISTENING TO THE

MUSIC:

M. Kacinari, Drandofilja e

vogël

P. Gaci, Concert for violin and orchestra (time III)

RHYTHMIC DICTATION:

Flutur, flutur zonjë e bukur

Mori lulja e linit (folk)

PERFORMING:

Për mëmëdhenë (patriotic)

R. Rudi, Sa pyje male

B. Mulliqi, Pushimet dimërore

Ja, iku dimri (Swiss songs in

Albanian)

R. Sokoli, Balonat

F. Seli, Këngë e cicërime

M. Piperku, Zogjtë dhe flatrat

Folk songs:

Folk, A kanë uj’ato burime (9/8)

Folk, Po shkon goca me korr’

n’arë ( 7/8 )

Folk, Rrush i kuq (9/8)

Folk, Kënga e ftujkes

Mora rrugën për Janinë

Erdhi prilli

LISTENING TO THE MUSIC:

R. Mulliq, Akuarelet e Prizrenit

M. Menxhiqi, Oratoriumi:

Homazh Nenës Terezë

C. Zadeja, Simfonia nr. 1

PERFORMING:

M. Piperku, Pranvera në

Prishtinë

Kroi i fshatit tonë (folk)

P. Jakova, Dielli ka prendue

(arias from the opera

”Mrika”)

S. Spahiu, Pamje vjeshte

L. V. Bethoven, Muzgu (in

Albanian)

K. Trako, Drini plak

LISTENING TO THE

MUSIC:

R. Mulliqi, Baresha

(composition in folk spirit,

performed by N. Pagarusha)

F. Beqiri, “Skënderbeu”

dramatic poem

Prenk Jakova, opera “Gjergj

Kastrioti“

Valton Beqiri, Alballkanica

for saxophone and string

orchestra

66

F. Ibrahimi, Concert for cello

and orchestra

F. Beqiri, Sonata for clarinet

and piano

V. Gjini, Këngë solo “Letrat”

Limos Disdari, Trio for violin,

cello and piano

R. Rudi, Arbanon fresco

4.

CULTURE AND

SOCIETY

PERFORMING:

Kënga e ditëlindjes (in

Albanian)

S. Qefa, Kënga jonë në

festival

K. Mullai, Mirë se vjen o vit i

ri

V. Filaj, Viti i ri

A. Grimci, Një Qershori

Një qemane e vogël

Muzikantët e vegjël

Zilja tring (Jingle Bell –

English song in Albanian)

LISTENING TO THE

MUSIC:

M. Kaçinari, Suita ilire

Valle shqiptare

Albanian instrumental

melody; Traditional

Orchestra, various musical

PERFORMING:

Kënga e flamurit

Oj lum e lum po vjen

Shëngjergji

Popullore, Lul’e kuqe, lul’ bojë

pembe (5/8)

U bubu krushqitë tanë

(polyphonic song)

Ishin dy kunata (from Elbasan)

LISTENING TO THE MUSIC:

E. Rizvanolli, Suita për piano –

Suita dasmore (suita, nacional

music)

F. Beqiri, Marshi “Ala Turca”

Shpëtim Kushta, Fantazi për

violonçel dhe orkestër (nacional music)

A. Koci, Oj llokumja (chorale)

PERFORMING:

S. Gjoni, Lule borë

Th. Nasi, Vlora o Vlora

(patriotike)

Folk: O po gjeta një bilbil në

vesë (7/8)

Dola n’bahçe (from pastoral

tradition)

Njëzetepesë gërsheta (from

urban tradition)

Instrumental Parts - Folk

Dance

Këndon zogu (polyphony)

Një baçe me lule (polyphony)

LISTENING TO THE

MUSIC:

R. Mulliqi,”Nita” ballet

Z. Ballata, “Jehona nga bjesh-

kët e Nemuna” (piano)

67

instruments (çifteli, fyell, def

etc.).

K. Trako, Symphonic poem

“Vendi im“

E. Rzivanolli, Strings quartet

B.Jashari, Pasakalja për

orkestër Choral song: „Pak në ëndërr

pak në zhgjëndërr“

5.

A WORLD FOR

ALL

LISTENING:

R. Dhomi, Rondo për violon-

çelë dhe orkestër

B. Mulliqi, Variacione për dy

piano

SINGING: L.V. Beethoven, Oda e Gëzimit

(the IX-th symphony in

Albanian)

A.Mula, Valsi i lumturisë (song)

Peçi, Çast poetik për piano

F. Beqiri, Kuintet frymor

T. Harapi, Poemë për piano dhe orkestër

Perëndeshë e bukurisë me je

(folk, refined)

M. Mengjiqi, Nënë Terezë

lulkurorë (canon)

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6.5.2.. Catalogue of textbooks and other learning sources:

1. Textbook and other teaching tools to be drafted pursuant to this curriculum

2. Music textbooks used in Kosovo and in Albania(grade1-IX)

3. Sources with musical examples in the internet: http://muzika.albasoul.com/ and other web pages

4. CD set “100 këngët e shekullit””

7. DIDACTIC-METHODICAL GUIDELINES FOR THE IMPLEMENTATION OF THE

CURRICULUM

Multiplicity and diversity of cultural-educational needs and interests of students of all ages and levels, prior

competences in certain fields, their parents educational-cultural levels, other social and psychological factors,

linguistic and cultural interactions and the numerous interferences, especially in the field of linguistics and culture,

make teaching (teaching and learning) a very complex and difficult activity that is difficult to be understood and

identified within school theories and practices of known standards of teaching and learning. Therefore, the practice,

in most cases, is about educational activity beyond all “frameworks” and formal schools works, which requires an

inter-disciplinary preparation and instant erudition of creativity from the teacher.

The first work that the teacher must do with regard to the implementation of this curriculum is the student`s

competences in certain areas. Moreover, based on the results of this determination-classification, the teacher chooses

the content, forms, tools, methods, work techniques and strategies with the students and other supportive factors

(partners and subjects) within and outside the school. Teaching techniques and methods are as diversified as the

students learning styles and techniques are. Therefore, during the class, the teacher, in order to achieve optimal

69

results, may utilize combined teaching forms, techniques and methods. The complexity of the works itself requires

didactic-methodological multiplicity as well as tools, where a special role, under specific conditions and

circumstances, play the forms, hyper-media teaching tools and methods with the assistance of the computer-software

(E-learning). Therefore, in this regard, well equipped learning environments in the majority of schools, if used

professionally and with competencies by teachers, may lead to better outcomes.

Since this curriculum is foreseen to be implemented in merged (combined) classes, all methods, tools and work

forms refer to a more complementary, integrated and interactive approach, within which should be built an acceptable

model of adherence to student`s needs and development of competences as well as creation of an environment which

is attractive and stimulus-motivating to student`s work, in order for them to perceive learning more as fund and joy,

and less as “adaption” and obligation.

The struggle for leisure and the competition of cultural and recreational offers in urban societies, which the

students has to face with his natural thirst for more play, recreational and leisure time, requires a different approach

by the teacher, parent and the surrounding environment. Teacher-student-parent cooperation and pedagogical

interaction are necessary, particularly in avoiding exclusive relations. Simply put, the child-student should long for

the Albanian school and the need for the "intervention" and "pressure" by the parent or any other authority should be

reduced to the minimum. Therefore, in one hand, the teacher efforts to be less official, closed , strict and less

"conventional" should be developed and affirmed, whereas in the other hand, the teacher should be more opened,

loving, with sufficient understanding sense for the needs of the child for entertainment and games, respectively

learning through "playing"..

Regarding traditional forms of work, group works (different size), in pairs and especially individually stand

before the frontal form.

Whereas in relation to methods, the most known ones are applied, such as: demonstration method (explanation,

lectures etc.), method of working with textbooks, conversation method (discussions, debates, exchange of opinions),

research methods etc.

70

From the teaching and learning techniques, the following have been proven very successful:

- Brainstorming which is an effective technique to be used in the beginning of the class;

- Cluster which encourages students to reflect on a certain tree and usually serves to create a link between facts;

- Insert- as an interactive system of writing the ideas and effective reading, which is usually used in the main

part and is effective since the student is always active and is critical towards what he/she reads;

- Five line stanza, which is a special technique consisting of five lines and which requires the summary of

information into expressions which describe or reflect on the main idea of the topic;

- Jigsaw (combination), which is cooperative reading technique, where the reading of the learning unit is not

conducted by all students, but certain students are responsible for certain parts.

A range of other techniques such as: two-part diary, role play, discussion that solves problems, Know-Want to

know-Learned(K-W-L), discussion network, Venn diagram, free writing, learning through projects, field research

etc., which are used appropriately and in suitable didactic situations, add the potential for a greater success of the

teacher and student.

The ASSL curriculum in Diaspora consists from the integrated material of these learning areas: Albanian

language and literature, geography, art and music. Within these subjects have been integrated other fields from the

Albanian culture. Through these thematic areas provided in the curriculum, the teacher is assisted to focus in concrete

topics for certain levels. However, parallel to the combined class, is not combined only the matter of these learning

areas, but different levels are also combined. Therefore, joints-combinations are multidimensional-multilayer. E.g. in

the thematic area "My identity" is foreseen the topic "I am", which could be implemented by approaching it from all

learning areas of this curriculum. The text of the poetry of Asdren “Betimi mbi flamur”, which actually is a material

for all levels, can be used as follows:

- in the linguistic plan (the student listens, writes, reads, recites the poetry and interprets on writing or orally);

- In the literary plan (the character is experienced, the difference between poetry-tale is understood, the language

of the poetry is enjoyed, the taste is refined, the respective competency is developed.);

- in the musical plan (it is listened, singed and interpreted in the musical instrument);

71

- in the figurative and visual arts plan (students can draw, paint, colour, model the flag, other national symbols

etc., or they could discus regarding an artistic creation, where the flag or some concrete event in its regard are

the topic);

- in the historic plan (students learn about the flag and related historical moments in different stages of the

national history);

- in the geography plan (students may discuss and learn regarding different towns or regions of the nation related

to this historic moment, and the teacher may organize the following topics such as: using the flag in official

institutions, families and holidays, which are also specific topics within proposed thematic topics).

For a successful, sustainable and at the same time inclusive work, especially in the context of including more

subjects, the practice has proven that the teacher should rely particularly on: - building a functional and suitable model to the specific circumstances of cooperation with parents and the

Albanian community/establishing the School Council and the Parent Council at school or work place or even broader level in cooperation with other Albanian colleagues and development of a concrete work plan with addressed tasks and responsibilities and with a prior schedule of events,

- professional10

cooperation and communication of professional organizations or groups within the city, region/Canton/or resident state (establishment and development of teachers' councils or similar professional organizations),

- cooperation with the host country schools and teachers and the authorities and entities in the country (particularly with official institutions related to school, intercultural, integration, immigration, etc,

- deepening of cooperation with motherland institutions in all areas (organized visits with students in the motherland through dynamic, cultural and educational projects, meetings and seminars on professionally training and supporting teachers, participation in other activities of interest etc,

- organization of different cultural and educational activities within ASSL in Diaspora, out which the following

10 Nowadays, it is imperative to create websites in relation to the need for cooperation, information and professional inter-communication, at

all levels (professional teachers’ councils, school boards and parents' councils, associations, teachers and school).

72

annual meetings have already been affirmed, such as: competitions and cultural shows, known as knowledge

championships or competitions (quizzes) and other local and public activities, for which, beforehand, the work

plan should be developed according to a suitable calendar, always coordinating activities with other Albanian

cultural establishments, then participation in cultural and intercultural activities (intercultural programs,

different magazines and other public performances promoting the national culture, such as: the organization of

the event "National Days" which would include the presentation of many elements of our national culture such

as traditional clothing, music, dances, rituals, traditional food, games and other value of our material and

spiritual culture.

7.1. Albanian literature and language

Mother tongue is the main element of national identity. Therefore, learning it in school, especially for students in

supplementary teaching and learning in the Diaspora is of great importance. Importance of the mother tongue

languages is that it performs a dual function; primarily as a subject and then as a teaching language for other subjects

set forth in this curriculum. Methodical-didactic and substantive correlation with other subjects requires an inter-

disciplinary approach, and is successfully applied, especially in learning with projects.

For students abroad, it is very important to be aware on the importance learning, knowing and the gradual

acquiring of the Albanian language. In this regard, the complete material of this curriculum is in accordance with the

age and language level of those to whom it is dedicated. Also, the language should not be seen as an aim for oneself,

but as an effective tool of patriotic education, development of national identity and socialization.

Organizing thematic areas by communication categories: listening, speaking, reading and writing and their

further breakdown, provide good opportunities of Albanian language system basic knowledge acquisition on literary

and non-literary texts, and to form the complete national culture. It is necessary to implement the interdependence

73

and interaction principle within grammar and communication learning areas (oral and written), literature, theatre,

film, etc.

This subject area requires from the teacher to have good knowledge not only of the standard Albanian language,

but also the local language, in addition to its professional capacities. The implementation of an open approach to

written and oral resources and availability of materials and various technical tools and using of the media11

contribute

to successful implementation which would affect the expansion and deepening of linguistic, literary and cultural

knowledge.

Before starting to implement the objectives of this curriculum, the teacher sets the students existing language

skills and pursuant to this, it differentiates individual teaching, thus enabling the gradual development and progress of

each student in accordance with the existing language level. On the other hand, it is also of great interest to identify

the linguistic dominance, regarding the student's background, or mastering of two or more languages and the

conclusion based on his/her first language abilities. Developing and enhancing the mother tongue competencies

constitutes a strong support to student’s intellectual development. Regarding beginner reading and writing, the work should be harmonized and coordinated with that of the local

language teachers, in order not to create situations of unnecessary interferences. Perhaps the biggest problem in this case would be the acquisition of those phonemes and graphemes which exist in the Albanian language unlike most other Latin alphabet languages. It is recommended that the native language should follow the local language and therefore pay attention while using the methods. Generally, using phono-synthetic and syllabic methods seems to represent a professional optimal solution, especially when difficulties faced during practical work performance are evident. However, in situations where students demonstrate sufficient pre-knowledge and sufficient prior success premises, global or half global methods (even mixed) may be the best solution. Thus, it is necessary to have multiplicity of methods with an accurate solution in relation to students’ prior competencies and their cognitive abilities. The teacher should focus his/her work on students’ awareness on phonemes and graphemes of native

11 Internet and its opportunities are incomparable, therefore it may be used as a teaching/learning tool, under parents’ care and teachers

support.

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language. Special attention should be paid to particular work on phonetics, continuous reading exercises, mastering and enriching the thesaurus, and the semantic of the word (meaning), especially in relation to the local language.

The fact that students in the Diaspora live in a society (and often in families) of two or more cultures and where

education and cultural interaction and communication are profoundly affected, it makes teachers performance more

complex and also requires sufficient professional and interdisciplinary capacities. The teachers, using their abilities

and professionalism, need to use linguistic interaction therefore, it is necessary for them to know the language of the

host country. The main goal in working with students should always be his/her education based on the mother tongue,

which is the language of its original identity. Creating sufficient and balanced space for interaction and for

contrastive learning, especially during the sensitive period of learning a language (youngsters), it interrupts language

interferences which are usually due to the lack of sufficient competence in the mother tongue. In this way, linguistic

interaction is deemed as a successful development of the language competence field and also reflects positively on

dynamic cultural intercommunication. In this plan a dynamic cooperation with the teacher of the language of the host

country is necessary, respectively the establishment of a functional correlation in learning the native language and the

other language. Also, the teacher should consider the fact that students come from different regions of motherland, and in most

cases their families Albanian languages is either a dialect or local (non-standard), so he/she (the teacher) should be flexible and not exclusive regarding dialects, and by acting with professionalism, to insist on standard Albanian language acquisition. Abroad, the Albanian language even when it is not standard is always identifies the motherland. The country of origin is ones first pride. Therefore, flexibility and patience are inevitable features of a successful teacher. All these should be in the view of motivating both, the students and teachers. In this context, the teacher proudly perceives his/her personal role also as a missionary.

7.2. History Developing positive attitudes towards values, tradition, religion and culture of the Albanian people, is one of the

most important goals of the curriculum. Teaching approach in the realization of topics from the field of history

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coincides with the integrated nature of the curriculum and disregards the chronological line of events, but refers to inter-content curricular interaction.

In particular, the teacher motivates students to develop multi-perspective historical thinking (open to diversity

and multiplicity of views of history, including the social, cultural, economical, political aspect, etc).

Teaching methods should enable students to develop knowledge (factual information about the past), skills

(analysis and critical reflection on the causes and effects of historical events) and personal attitudes towards historical

events.

Topics proposed by this curriculum on the subject of history, aim to develop students' positive attitude and sense

of pride on their national identity, as well as the tolerant and sympathetic attitude towards other people within and

beyond the European family.

These topics are chosen in accordance with the level and the development of language skills (speaking, listening,

reading and writing) and in particular encouraging the analysis and feedback on concrete facts and resources. They

may very well be combined with the history of the development of mother tongue, literature, other arts and natural

spiritual and material culture and, in the specific case, interact within concrete subjects included in this curriculum.

In order to teach this subject, the teacher uses different tools such as maps, written sources, oral sources and

materials, and other multimedia devices, including visits to various historic sites, museums, galleries, etc. A learning

activity of great interest, which would be desirable by the students, would be a visit to the motherland, but always as

an organized visit with a cognitive, learning and education character.

The teacher will make sure to apply one of the most interesting contemporary history teaching methods, the so-

called method of oral history, which focuses on the stories of living witnesses of various historical events.

Through small projects on specific topics, which may encompass all aspects of the society`s historical

development (politics, economics, art and culture) critical thinking and independent research work (individual and

group) is encouraged.

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7.3. Geography

On the successful realization of topics from motherland geography for Albanian learning in Diaspora, is

necessary to apply diverse methods, techniques and forms of work and a series of procedures such: new information,

repetition, reinforcement, exercises, tasks, and work projects, practical work etc. The use of learning tools such as

sketches, drawings, landscapes, maps, models, diagrams, charts, instruments and other modern technical tools

(computer, Internet) illustrate teaching in this subject and stimulate students for independent work and research. Access to topics related to this subject should be completely practical and in the view of language use for verbal

communication needs and reading, analysis and interpretation of materials (textbooks) ability in relation to these topics. Other view is cognitive, namely obtaining sufficient different information on the landscape, flora, fauna, habitats (villages and towns), population and social organization of motherland in accordance with the specified level and in coordination with lessons that students receive from this learning area in the basic education.

Therefore, the Albanian teacher in Diaspora must cooperate with the teacher of this subject or learning area in the

basic education, in order to know the prior knowledge that the student have on this area and achieve that students,

especially those in level 3, analyze and compare knowledge on geographic aspects of the country where they live

with those of the motherland.

7.4. Music

In this area, the contents are largely focused in the view of music for the patriotic education of students by

developing their knowledge, skills and positive attitudes and habits in relation to national musical art.

Considering that music teaching will be successfully accomplished only by the teacher who has solid musical

preparation (at least to have attended lower or secondary music school or have finished post-secondary education-

former normal education), where in fact only a small number of teachers that teach in Albanian in Diaspora can have

this preparation, we recommend teachers to closely cooperate with music professionals such as with music teacher of

the school where students attend regular classes, with parents, with musicians working in the groups and various

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music-cultural amateur and professional associations. A skilled teacher may also have considerable assistance by

his/her students who attend music school or additional music education in certain areas. An interactive report and

partnership with them represents a professional advantage to teachers and increases of success for him/her and for the

students. All this means that it is highly welcomed to encourage talented students in singing or playing instruments,

to take the initiatives in performing musical examples, in cases where the teacher has no proper musical preparation.

The teacher is obliged to implement the musical material proposed in this curriculum in order to meet the

objectives of supplementary learning in Diaspora.

In this type of learning will be mainly used the two following main musical activities:

a) Performing (singing and performing with musical instruments),

b) Listening and responding

a) Musical performing

Teacher, in the selection of songs and instrumental melodies should be primarily guided by the examples

proposed in the catalogue of this curriculum. The selection of musical material (songs for singing or instrumental

melodies) is made / in additional cases / in accordance with the proposed instructional topics from other learning

areas of this curriculum.

In the area of singing, the folk song is more familiar to children, because it is an integral part of their growth and

development and accompanies them in the family and beyond. The songs which are the most representatives and

which represents pearls of Albanian folk songs are selected, always considering their textual content, which should be

in accordance to the student`s age and cognitive abilities. Since songs show the spirit of a nation, it is good that the

teacher is more inclusive in the geography of Albanian folk song, including: songs, melodies, games and dances from

all Albanian territories. From a musical methodological point of view, songs must be performed in a more accurate

intonation or imitation, or assisted with musical sheets. Song should be possibly accompanied with instruments by the

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teacher or students that can play a musical instrument. Assistance to teachers may also be different reproductions that

are enabled by the use and knowledge of modern technology such as: original CDs, multimedia presentations (DVDs,

videos, etc.), MP3, MP4, as well as the authorized and legal materials that can be found online etc.

However, the teacher must know that nothing can replace the original (live) singing and powerful emotions that

students experience in that case.

In the area of playing musical instruments, the teacher particularly coordinates and cooperates with students

engaged within the regular education, which by knowing the use of the children's musical instruments (ORFI) for

rhythmic accompaniment of songs sung at class, and for performing simple musical melodies, are a good support for

learning Albanian music. This should be enriched by including folk instruments that are used in Albanian music such

as çiftelia, dajrja, fyelli and other folk instruments (gërrenjëza, daulle e vogël, bilbili, etc.). Students should be

encouraged for rhythmic or harmonic accompaniment of songs and specific instrumental playing within leisure

activities in and outside school.

b) Listening and responding

Listening to music is an educational musical activity that, in this type of learning, aims to expand students'

knowledge on the national musical creativity through listening and concrete aesthetic experiencing of musical works.

In this activity, the teacher chooses musical examples for listening, based in two aspects:

1. Teaching materials that are consistent with the proposed thematic areas and in the function of accomplishing

specific performance objectives for that thematic areas;

2. Focus on prominent national representative personalities and works of all Albanian music genres, which means

involvement of artists (composers) and musical performers, who worthily represent Albanian music in the world.

Within this activity, in level 2 and 3, students are also encouraged for individual assessment and reflection of

musical developments in motherland, by comparing them with current trends of musical developments in the country

where they live and beyond. In this case, the horizon of their knowledge is expanded regarding national music area,

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and simultaneously language skills for individual and in group presentation and communication (verbal and written)

are developed on these topics.

Interaction with other subject areas of this curriculum is necessary, since the type of integrated learning provided

in this curriculum requires music to be in the service of developing the sense of national identity and students training

to communicate and express in Albanian.

7.5. Fine arts

In Albanian learning in Diaspora, Fine art mainly aims the recognition of national artistic values. This is done by

providing students outstanding and anthology works of artists who have made a reputation in motherland, but also at

the international level. They are offered, enjoyed and experienced in the original, when possible, but also through

reproductions in textbooks, multimedia, internet, etc.

Students are encouraged to use various tools and materials and their creative skills that they already possess to

express figuratively about certain topics.

They are usually instructed to make these creations as independent homework or in the context of teaching in

local schools.

The teacher is instructed to make visits with students at well known Albanian artists who live and operate in

different countries (where possible) and visits to the museums and galleries (where Albanian works are also kept). In

this plan, the development of a research/searching spirit for the works and Albanian artists abroad is necessary.

Students are also instructed on various, independent projects implementation, when in Motherland (creations,

creative conversations, national or private galleries of the remarkable artists) and other forms that encourage them to

have positive attitude towards national art.

The teacher, in general public cultural programs within the ASSL in Diaspora or cultural activities of the

Albanian community where the school is located, as well as intercultural (but also specific and thematic) programs

and projects, should organize and co-organize exhibitions of the best works of students that affirm their work and

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create cultural and artistic interactive communication relation with themselves, family, the community belonging to

and their further education.

Therefore, for the successful implementation of this curriculum, cooperation with families and the wider

community is very important to form student’s personality in relation to cultural-nation. The student must be aware

and motivated that in the place he/she lives to present this culture as part of his/her personal and national identity and

be proud of that.

Teacher of Albanian school supplementary learning in Diaspora during the academic year organizes and presents

to the school, parents, and community diverse national, cultural and artistic programs.

8. STAFF AND PROFESSIONAL TRAINING

Since our education system has not yet prepared relevant professional staff for ASSL in Diaspora, teaching can

be conducted by teachers of;

- Albanian language and literature,

- History,

- Geography,

- Music,

- Primary school teacher, etc.

However, alongside these formal criteria of academic qualifications, ASSL teachers in Diaspora must prove

especially:

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- Excellent knowledge of Albanian language and literature (standard language, grammar, orthography,

spelling, stylistics, thesaurus, literature, etc.)

- Preparation and solid skills in all basic linguistic activities (speaking, listening, writing, reading)

- Sufficient knowledge of the Albanian culture,

- Knowledge of the history and geography of the motherland,

- Knowledge of the art of music and visual arts,

- Sufficient knowledge of Albanian culture in general,

- Sufficient education on music and fine arts,

- Abilities and skills in: singing, dancing, musical instruments, playing, etc.

Teachers should constantly enhance their professional competencies and attend seminars and other forms of

continuous professional training that state institutions of the country where they work and live organize, as well as

those of motherland institutions, in particular Kosovo MEST and Albanian MES projects, etc.

9. EQUIPMENT AND SPACE

Inability to make a unique or approximately unique choice in terms of organization and working condit ions of

ASSL in Diaspora, due to the fact that currently in different states and circumstances there are various forms and

ways of organizing the SL in the mother tongue with unequal status (official local forms such as: integrated or semi

integrated teaching, integrative teaching, and courses of language and culture of origin, such courses on a basis of

temporary intercultural projects up to the solutions by cultural and civic education self-organization forms of our

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citizens; schools and courses within clubs and associations to the private-commercial ones), do not leave much room

to talk about standards of space and equipment. Working on the implementation of the right to use school facilities

sufficiently and without limitations and to use all equipment and learning tools that the local schools possess, is a

priority. It is essential the work in creating electronic library for the needs of ASSL, where, besides books (library)

and other mediums to the traditional ones, the provision and use with professional culture of modern tools (computer,

CD-ROM, DVD, Internet ) would play a primary role. Using the Internet as a learning tool should be favoured, and it

implies orientation to preparing for digitalisation of ASSL in Diaspora. Teachers should also provide relevant

instructions for use, at home, of various existing or future cultural-learning websites (also based on this curriculum).

10. COMPETENCY ASSESSMENT

Verification and assessment of the level of knowledge acquisition by students is a very important process for the

successful implementation of the curriculum. Therefore, it is recommended to focus the assessment more on the

quality aspect of achieving general and specific objectives of the curriculum.

Currently, the so-called internal assessment is mainly conducted. However, occasionally the external assessment

can also be applied.

Assessment is a continuous and systematic process of students’ achievement in order to:

- provide information on students progress,

- provide information to students about their achievement.

- motivate students,

- ensure achievement of defined objectives,

- assess students' readiness for learning in the future.

In the typological plan, the teacher, depending on the concrete situation, shall apply well known assessment

types:

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- Diagnostic assessment, which determines the student weaknesses, difficulties, problems and at the same time,

it identifies students with special needs, - formative assessment, which guides the teacher in planning, whereas it assists students in identifying learning

difficulties in order to assist and meet their needs for more successful learning. - classifying assessment which it determines the student's level in relation to the previously possessed skills and

intended objectives, - Criterion-based assessment which refers to the fulfilment of certain criteria in relation to a certain standard

and where the teacher provides sufficient information to identify students difficulties and setting the modalities for overcoming them,

- Self-assessment which actually is a process of gathering, analyzing, interpreting information and activities, and which the student conducts through an assessment tool.

- Summative assessment which is carried out with a view to detect the level of achievement of objectives after a certain period of teaching-learning (e.g. after a chapter, semester, year ... etc.).

On the other hand, assessment should be understood as an activity that is based on controlling the daily work of students in the classroom and should also be a process, which refers to the direct supervision while performing a task or work in progress, etc. Upon completion of the academic year, the so-called final assessment, a complex-synthetic work, should be closer to accuracy and objectivity.

Homework and independent work provide information for continuing and expanding students' knowledge independently and for the acquisition of subjects learned. In case of difficulties, the parent support is useful to the extent that the student is only assisted to explore their own work required by the teacher.

Teacher should select and apply a sufficient number of instruments for measurement and assessment, among which the most known are:

- survey,

- questionnaire (self-assessment)

- written report of an internship or research,

- speaking skills

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- writing skills,

- artistic performances,

- dossier or portfolio (self-assessment),

- Achievement test compiled by multiple-choice questions, open-short answers and selected-open answers.

Grading of students is made in the form of description by three types of evaluation:

- not satisfied

- satisfied,

- excellent

In accordance with local provisions and criteria, the mark is recorded in student's document /grade book and

grade certificate. Also, in accordance with provisions of the host country, it should also affect the overall success of

students in regular school. Grade will be recorded in other documents of students, issued by the providers of ASSL in

Diaspora.

11. INSTRUCTIONAL LESSON PLAN 12

No.

Learning areas-subjects Annual number of classes by levels

Level 1

(Grade. I-III)

Level 2

(Grade. IV-

Level 3

(Grade. VII-

12 This plan is instructional only and is not meant to be restrictive- determinant in terms of subject relevance’s. Its integrative and interactive

nature of learning, which will be mostly differentiated instruction, relatives previously set conventional percentage schemes. Thus, in this

context a false impression of "domination" of the Albanian language and literature should not be created, since a majority of objectives

(other subjects as well) are realized through this course.

85

VI) IX)

1 Albanian Language and

Literature

46 46 46

2 History 4 8 8

3 Geography 4 7 7

4 Music 10 6 6

5 Art 7 4 4

6 Other subjects 1 1 1

Total 72 72 72

11.1. Albanian language and literature teaching plan

Level

Grades

Annual

number

of

classes

Initial

reading

and

writing

Literature

Language

Speaking

skills

Media and

communication

I 1 46 34 4 4 3 1

2 46 7 17 10 10 2

3 46 7 17 10 10 2

II 4 46 23 11 10 2

5 46 23 11 10 2

6 46 23 11 10 2

III 7 46 23 11 10 2

86

8 46 23 11 10 2

9 46 23 11 10 2

Prepared by: Publisher LIBRI SHKOLLOR – Prishtina

Printing: Printing house xxxxxx – Prishtina

Cataloguing-in-Publication (CIP) National and University Library of Kosovo

87

372.3(=18:4/9)

Albanian School Supplementary Learning in Diaspora

curriculum / [Editorial Fehmi Ismajli… et al.]. – Prishtina : Ministry

of Education, Science and Technology Kosovo, 2007. – 80f. ; 24 cm.

1. Ismajli, Fehmi

ISBN 978-9951-07-16-029-2