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Language competency

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I think we should make the P1 qns more challenging for the popular themes

and give 1 or 2 generic questions on topics that are general or not as popular.

Eg: animal cruelty

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A levels P1 was a challenge. In terms of the questions difficulty. 

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A levels P1 was a challenge. In terms of the questions difficulty. 

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Too long a gap between GP prelims and A levels. As some students tend to use this time to focus on their H2s and do not seek GP tutors for consults, teachers can try implementing weekly mass consult/tutorial slots to ensure that GP skills are continuously honed and students are prepared for GP.

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Too long a gap between GP prelims and A levels. As some students tend to use this time to focus on their H2s and do not seek GP tutors for consults, teachers can try implementing weekly mass consult/tutorial slots to ensure that GP skills are continuously honed and students are prepared for GP.

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They could assist in researching links. 

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They could assist in researching links. 

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Prelim Paper 1 questions - there is a deliberate conscious effort to ensure we test what we have taught.

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Improve student commitment to building content knowledge. 

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Improve student commitment to building content knowledge. 

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I think students need to take more ownership of their GP content knowledge. Many are depending on lectures. They are not actively sourcing to additional content to get a more holistic picture of the topic.

1. Maybe we can give them a list of 10-20 links as additional sources.

2. Also get them to read 5 - 10 essay questions of that particular topic.

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Drop could also be due to anomalies. Ie something musta happen during the exam. Eg chose the wrong question for P1 etc

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Drop could also be due to anomalies. Ie something musta happen during the exam. Eg chose the wrong question for P1 etc

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More remedials, especially to stretch the B's

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The dept is doing more than enough we feel. 

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The dept is doing more than enough we feel. 

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-Prelim marking cld have been too positive? May need more rigour to align to A levels. (As long as they ATQed they passed.)

-Students could have been aiming for topics, which were not reflected in A levels P1.

(Fundamentally it is difficult to predict, so there will always be variance. We did not expect niche focus.)

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Try having non open-book WAs, so that the experience is truer to the exam conditions. Current J2s have not sat for a full P2

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GP reps collect handphones n get class ready for lessons

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GP reps collect handphones n get class ready for lessons

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This could be due to exam nerves, careless on day of exam like didn’t consistently address contention or other question requirements, pick the wrong question for P1, skip questions for P2, etc.

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To identify weaker students n pair them with stronger ones. Groups also. 

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To identify weaker students n pair them with stronger ones. Groups also. 

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-Personal mastery, eg effective use of PLDs. Organised learning habits.

-Reading the news (broad knowledge)

-Blended may be good for students who demonstrate readiness, but not for those who aren't disciplined.

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Onus is also on students to do their part like reading lecture notes which they are not doing

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Onus is also on students to do their part like reading lecture notes which they are not doing

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The question is how do we sieve those are not understanding the lectures. 

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The question is how do we sieve those are not understanding the lectures. 

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-Differentiation?

-From B to A: abit of guesswork as the line between both grades can be fine (and subjective based on Cambridge standards)

-Consultation opportunities - for ESU students. Yielded positive results.

-SU students - not engaged with lectures. Make them show us the sketchnotes? or maybe watch the lecture tgt in an LT?

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Smaller class sizes

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Focus on language and writing styles to impress Cambridge. These Bs n Cs need to have additional lessons to push them up. 

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Focus on language and writing styles to impress Cambridge. These Bs n Cs need to have additional lessons to push them up. 

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Should focus on students ability to evaluate their arguments for paper 1 as well as their AQ.

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Self monitoring

-Metacognition via assessment to monitor their AFIs and Strengths (and marks) for the roster of WAs, Practices and Assessments before the A levels. Develop the habit of deliberate practice, rather than to pump them with more drilling. This monitoring GoogleDoc can be shared with peers to spur them on.

-Daily checklist - eg have I read articles? Have I tried to apply critical thinking? Can I share this with friends?

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Use data analytics to chart student progress 

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Use data analytics to chart student progress 

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-Pepper the platforms with interviews of GP tutors / GP reps to gain an insight into their lives / thoughts --> more personal to boost engagement

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My GP Reps engage classmates to schedule presentations that cover either content or a concept in class: 15 mins.

I would reinforce the value of the presentation in terms of application.