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To park Qns of assessment stds to supplement daily T&L.

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The TAAG is a good tool for a quick snapshot overview of what to do on a weekly basis.

The more detailed SOW allows teachers to recap the objectives, go more in-depth to understand the topic so that we can better equip ourselves to teach our students, and better understand the time needed and how to pace our lessons accordingly to the class profile.

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teachers have autonomy to plan for revision/interleave paper if they have spare time. interleave papers are getting questions from previous topics for students to practise.

house practice papers in shared folders for teachers to obtain questions for interleave papers.

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Change of mindset on rigor. Current landscapes have changed, students learn differently now. Review on depth of practice.

Prioritise long term learning.

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CPDD have revision worksheets for LSM at the end of the topics.

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As a timed assessment to help train students' stamina to sit through EYE than to prep them for WAs.

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Felicia will share the one drive for math resources.

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Rep to use TLG guideline in planning SOW

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1. Helps Tr's reduce marking load.

2. Can be done using iPad in class so students do not use calculators.

3. More efficient use of class time for T&L.

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1. Factual fluency via Koobits

2. Factual fluency in shared folder via PPT

3. Tr's to print Quick math for just in time practice as needed.

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Procedural way of solving questions using heuristics worked in the past, but might not work for current students (though important for LP students)

Good to have interleave WS to revisit heuristic concepts taught earlier on in the year so that students do not associate the solution method to a particular set of WS only

Need to promote in-depth understanding by students through engagement & sense-making when teaching heuristics so that they do not simply memorise the steps --> approach to teaching heuristics has to change!

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Paid Subscription to NearPod and Braining Camp

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Paid Subscription to NearPod and Braining Camp

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Useful e-manipulatives in Braining Camp due to restrictions in physical resources

Requires inhouse sharing on the use of resources in Braining Camp

Nearpod is highly interactive for students (P3 - Multiplication Tables)

Plickers (free version - 5 qns) sufficient to run as formative assessment as a lesson trigger/conclusion

One account for level reps to roll out across the classes

Recommended to have subject teachers to have their personal account to allow easier access

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Use of Nearpod

Motivates students (e.g. learning of multiplication tables)

Use of Brainingcamp

Some teachers are not familiar with this

ICT champions to do an explicit sharing sessions

Use of Plickers

5 questions sufficient for QM

Teachers can create their own accounts as multiple teachers cannot use the same account at any one time.

Used by P5 teachers this year. Useful? Do we want to roll out to other levels?

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Conduct a student survey at the end of the programme

Use of Leadership Portfolio (with guiding questions) to jot down what they have learnt from YMP activities

Design something that can go into the Leadership Portfolio (perhaps as a class activity to be completed in 2 periods)

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Possibility of starting in Term 2 Week 8

First recess activity

SLS activities can be completed during the June holidays

Any earlier might mean that the children have not picked up the skills / knowledge to complete the activities

P6s to complete after PSLE

P6 Maths captains can help to conduct the activities in class

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Have 1 activity per block with family, country or global aspects to build civic literacy

Infuse groupwork in class and recess activities so that students have opportunities to collaborate

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Possible to digitalise the card

Have QR code on the card to access the different SLS activities

Get the help of Parent Volunteers

Have a class / level / completion challenge to increase motivation

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Middle block SLS activities are not popular?

SLS activities are helpful because it allows students to achieve minimum completion rate to reach Tier 1

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P1 students started with low reading competency in Term 1 and the ability range in each class is very wide thus a lot of time is spent in class reading each question to them and giving wait time to complete the papers.

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Consolidate and repack all resources in the level to allow the use for each set/student or pair based on the topic/activity requirements. Collate a to-buy list (quantity) for each level.