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1- Teachers find it difficult to manage the phonics and oracy because of less time.

2- Provide more co readers as sometimes readers are not available in the library.

3- In few units, Readers are not connected with the workbook tasks.

4- LIM modules are not connected in the way as connected in Maths. So teacher while making planner find it difficult to connect.

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1- Need more videos and supportive documents of E- STEAM project.

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Tehreem Raza from Primary and Middle Campus Faisalabad 

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Tehreem Raza from Primary and Middle Campus Faisalabad 

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Our concerns regarding all the subjects are:

1 As Phonics is such an incredible practice for the students but it's a bit time taking.

2. As most of the parents shared their concerns that few of our English Workbook pages are not relevant to our new readers.

3. In Unit 2 of Mathematics, the concept of rounding and adjusting is a bit complicated for the students. It's just a suggestion that this unit should be added in Term II.

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Editing symbols for "Copy checking" are revised on Index and we are using them too but in the notebooks old symbols are printed. Can we replace the new ones by pasting on the old symbols in English notebooks?

Would be grateful to you for further guidance.

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We need a bit of elaboration about the topic partitioning in Mathematics.The kids are very young to understand the 2 and 3 ways of partitioning at this moment. So we just need some help on how we can make them understand about that topic.

2: English:

Kids having issues regarding reading paragraphs. So they are unable to do the comprehension well. But yes they do it a bit.

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* Few English workbook pages/ questions are not relevant to the new readers.

* Need support for the upcoming E-steam project

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Time  allocation for the topic partitioning in Mathematics is not sufficient. Especially in chapter 2 all the skills on each page are different from other So please guide us  about this.

In grade 2 there are few pages related to chef Stefan previously taught to the reader .How to make students solve those pages?

Food is the theme but Amazon the rainforest reader is totally opposite to that theme.

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We need a guidance or a workshop for E STEAM Project, Venture Lab and entrepreneurship.

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1- Time allocation for unit 2 in mathematics should be mare as students find it difficult to understand rounding, adjusting and different ways of partitioning.

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Concerns:

1- A few pages of the English workbook are not relevant to the new readers.

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EE:

2. The Term 2 project on fossil fuel for Class 2 should be revised, as it is difficult for the students to comprehend.

English

How to mange activities/teaching strategies after 10, 15 mins of phonics practice session.

Straight teaching is going on after 15 min session.

Although it's very fruitful but activities are compromised.

Urdu/GK

HO suggested 10 marks assessment of Urdu and G.K when GK was added under SNC.

Could these be reverted to 20 marks again?

But it should be 20 marks each

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Subject English

1. Some of the pages of English workbook are not relevant to the new readers. Thus some changes are required in the workbook. For example the shared page is related to Chef Stefen which is no more in the syllabus. That has been changed and we are reading the new reader Amazon Rainforest.

We have no concerns in the rest of the subjects..

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Concerns Related to English.

Is B META related to the phonics check in Class 2? When we ask students to write sentences, they often mishear and write incorrectly, and they ask for spellings. Additionally, the readers provided do not align with the themes in the workbooks. Bair is not suitable for the lesson plan, as many of the attainment targets are missing or unrelated to the topics.

-When it's a lesson where we're supposed to speak sentences, it becomes very time-consuming. Half of the lesson is spent just practicing digraphs and writing sentences.-

- The scheme of work does not specify which readers will be taught in the 1st term and which will be covered in the 2nd term.

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Is B MEta related to the phonics check in Class 2? When we ask students to write sentences, they often mishear and write incorrectly, and they ask for spellings. Additionally, the readers provided do not align with the themes in the workbooks. Bair is not suitable for the lesson plan, as many of the attainment targets are missing or unrelated to the topics.When it's a lesson where we're supposed to speak sentences, it becomes very time-consuming. Half of the lesson is spent just practicing digraphs and writing sentences.

The scheme of work does not specify which readers will be taught in the 1st term and which will be covered in the 2nd term.

In lower primary Mathematics we follow the CPA approach, but we can not generate lessons on BAIR accordingly.

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Time mangament for Ransom activities and main lesson both in 40 minutes lesson is difficult for the student.

Some of the skills of workbook pages are not relevant to the reader.

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English workbook pages are not relevant to new readers.

Same issue .Phonics reinforcement in the lesson is time taking.

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The mathematics syllabus is quite extensive, with 14 chapters in the PB book.  Would it be possible to assign homework focusing on repeated concepts after they have been explained in classwork? (11 FCC)

I'd like to clarify the job description: * leading professional learning groups through Reading circles at least once a term and

* in consultation with subject teachers identify CPD activities and inform PDSI Lead. (LMA 6 E)

How can we effectively integrate Leader in Me (LIM) into our lesson plans this year, considering that the current Scheme of Work does not specify page numbers? Should we continue to follow the same strategies we used last year, focusing on aligning our LIM with curriculum objectives and utilizing various resources for cross-curricular integration? (51 FCC)

English SOW mentions Chef Stefan in Unit 2. It mentions making the students do a character sketch of Stefan while the reader has been discontinued. Workbook pages 31 and 35 are also related to the reader Chef Stefan. (Ring Road)

Mathematics Unit 2 Mental and Written strategies about Rounding and adjusting is difficult to enhance at the beginning of the term, what if it is done in Term II (AITC)

1-Is the writing part of phonics meant to be done as dictation?

2-Could you provide the integration table for "The Leader in Me"?

3- Are teachers required to follow the exact sequence of lessons/topics provided in the BOCC, or can they adjust it based on their requirements?

4- How can phonics lessons be adjusted to fit a four-day schedule, given the requirement to conduct them five days a week (three club lessons and one single lesson)?

5- How can we manage the written task in phonics, which currently takes more than 15 minutes, to ensure it fits within the allocated time? (Upper Mall)

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I'd like to clarify the job description: * leading professional learning groups through Reading circles at least once a term and

* in consultation with subject teachers identify CPD activities and inform PDSI Lead. (LMA 6 E)

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LIM Integration Across Subjects (English, EE, Math) Grade 1. The current Scheme of Work (SOW) does not provide clear guidance on how to integrate LIM within these subjects. Could we explore strategies or resources that would help align LIM with the objectives of each subject to ensure seamless integration?

Phonics Overview Time Allocation (Ransom Program): With the suggestion to dedicate the first 10-15 minutes of the lesson to a phonics overview, there is concern about how to complete the lesson on time.

Assessing Phonics Overview and GPCs (Grapheme-Phoneme Correspondences): How to effectively assess the phonics overview and GPCs within the lesson framework? Are there any specific assessment tools or methods recommended to monitor students' progress without taking too much time from other parts of the lesson? (Askri X)

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1. Some Endlish workbbok pages and questions are not relevant to the new readers.Few pages are related to previous readers are irrelevant now.Bocc ,themes and workbook needs to be revised timely.

2. In Maths its very difficult for grade 1 students to understand 2 or 3 ways of partitioning.This topic should be introduced in book B.There should be a single book in grade1.

3. Same way in grade2 rounding and adjusting method and bridging 10 method are time taking and a bit complicated for students.

4. We need a workshop for E STEAM projects, Venture Lab and entrepreneurship.

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- LIM integration : There is no specific guidance on how to integrate  digital curriculum of LIM's 35 modules with its 140 lessons across the subjects.

- The Grade 1 mathematics curriculum is extensive, consisting of three workbooks.

-How to effectively assess the phonics overview and GPC’s within the lesson framework?

- Some pages in the Grade 2 English workbooks are still linked to the previous readers, which causes some confusion and requires strategies to address this issue.

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Q1.What if we are unable to complete the reader in the given time. Do we need to extend our phonic segment with some reinforcements or let it continue as its given.

Q2. We don't have any attainment target in SOW of few topics, how do we cover those pages?

For example

Page no. 35 ( Past tense)

Doesn't have any attainment target in SOW

Same goes for page 36 ( word families)

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Will we get Social Studies study material for students?

What will be the workload and number of periods allocated for Social Studies?

The Social Studies Scheme of Work for terms 1 and 2 has been uploaded. How will we cover these topics?

Do we still need to give home-based assignments?

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1)Grade 2 Math Unit 2 is very complex even for bright students then how to teach the bridging 10 and rounding strategy to SOC students? As giving concrete defeats the purpose of mental calculation strategies.

2) Will a reference book or textbook/workbook be provided for GK or are we just supposed to make and provide the students with handouts?

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1. LIM is introduced for the first time in grade 1. How to integrate core 2 right from the beginning where they need time to develop the understanding of the basic concepts?

2. How to access Venture Lab?

3. Would appreciate a little insight in to E Steam projects .

4. How to introduce money topic to the childeren since its all in GBP. Would alternate pages with PKR provided to teach?

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Teacher's Guide is not available on TLC of grade 1 and 2 (Environmental Education, Mathematics).

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There is no reader for orientation week in class 1 which is difficult to complete some of the relevant workbook pages.

Time limit to complete the given units is not sufficient.

The reader "An egg for lunch" in class 1 is not relevant to the given skills. (Magic 'e' words, -ed words, double letter words).

Guidelines regarding implementation of venture lab and entrepreneurship.

The reader "Chef Stefan" in class 2 is replaced with "Amazon Rain forest" but workbook pages are not being changed.

Repetition of workbook pages.

Teaching guidelines regarding the topic "Brain" in class 2.

PD support is required in "E-STEAM Projects". How to plan and execute effectively.