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(4ML2) FGI learning package had more emphasis on being instructional and scaffolding steps for basic mastery of language components. Needed more tasks / segments that can stretch their ability as well.

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P1 -
-  We start the basic literacy package for both classes.  After each KV learnt, we did a spelling to reinforce pupils learning.  We are able to monitor pupil's learning closely.  Intervention was done in timely manner.
-  Sharing of resources to benefit both classes.
- A thorough assessment was done to assess pupil's ability so that we can proceed with DI.
- Using of ICT to engage pupil's learning.

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Evidence of activities that allow students to demonstrate understanding and also showcasing their learning progress

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TTT Periods - Sharing of useful tactics and strategies used in class. Share lessons that are impactful to students and expands teachers knowledge.

Teachers share how DI is implemented into the various lessons conducted.

Vetting and Setting of Weighted Exam papers.
Vetters and Setters List planned in advance.
Enough time given for amendments and clarifications based on the vetting processes.
Sharing of Results Analysis and closing learning gaps.

Various teaching and learning strategies were conducted across levels for the betterment of students progress. Example : Oral Clinic done for P6 and P6FTL
Oral Clinic conducted for P4.

MTSP conducted for P3 and P4. More in-depth teaching and learning strategies shared with a smaller group and more attention is given to each individual child.

Peer Monitoring and Peer Reading is given during remediation.

Small Readers (All Levels) Activities such as Role Play, Book Reviews adds to the students vocabulary and confidence level in reading.

Pull-Outs are given more attention and guidance.

Feedback by students about their work and how to help them gives confidence in them and adds to the positive learning environment.

Reading and writing rubrics given for students development.

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3ML1 & 3ML2
- Differentiated worksheet for every unit.
- Differentiated compo package was designed for both classes but still based on the same pictures.

3ML2
- Daily use of ICT in the teaching of reading & vocabulary

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(4ML2) Utilizing Focused Group Interventions Package to address learning gaps on basic mastery of language - e.g. vocabulary and sentence conventions

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P6ML
-  Using MTV strategies in teaching OE (T.O.P).
-  Using of ICT in the teaching of Oral (SLS).
-  Composition - Showing peers work and giving constructive feedback.

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Feedback - ensure that students understand the learning objectives and criteria for success.

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(P4ML2) Incorporating more MTSP content into the FGI learning package in Sem 2. Include rubrics / self-assessment checklists at the end of each worksheet.

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- Lack of written feedback to pupils and parents.

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- Lack of written feedback to parents about their child's learning progress.
- Same mode of assessment for P3 Unweighted Assessment (Compo).  3ML2 need to write a full compo despite being unable to read.

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To provide more written feedback to pupils and parents so that they are able to act on their weaknesses and improve on their work.

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Lack of updating in ClassDojo wall to showcase students' learning progress.

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(P4ML2 & P5ML1)
There is a need to garner home support from parents in monitoring students' tasks that are online (SLS, Padlet, Classkick). To share the learning objectives and rationale as well.

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More structured Oral and Comprehension Packages to be done to help students.

HTL for Middle Primary to have a proper structure and guidance to move forward.

More planning of structured activities as a department. Example : Learning journey to MediaCorp, Heritage Museum and Press Holdings.

Pull outs to be consistent for Lower Primary. (P1-P3) Example : P2 Pull-Outs are given more guidance and attention.

Build more resources for each level. (On-going)

More ICT based lessons to be introduced and implemented as there is no ICT training for students in TL.

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To provide regular feedback to parents so that they can assist their child's learning progress.
To design a differentiated Unweighted Assessment (Compo) for 3ML2. eg. fill in the blanks

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(P5ML1)
Padlet and Chalk Talk thinking routine used to facilitate Peer Support Relationship > and SSR for peer evaluation of tasks.

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CTLE Demo Class - pupils are engaged in assessment process and communicating learning to peers

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Are able to assess the quality of the work of their peers and give constructive feedback to one another.

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P1
Students
-  Peer Reading/Peer Assessment
Pupils have to assess their peer's reading after they've learnt the list of words learnt for the day. Based on observation, we can see and hear the feedback given by their peers.
Teachers
- Collaborate closely in designing resources.

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Teachers can call in master teacher to gather information and sharing of their expertise on how to close the learning gaps even after remediation and DI strategies.

Go for more workshops and training in OPAL related to mainly arresting the issues of weak readers and students who have less home support.

Go for trainings conducted by Master Teachers when invited. (Ms Shalini - BT programs and to level up)

Look our for more Innovative teaching practices (Open classroom, either within school or external or exchange programs)

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Consistent updating of ClassDojo to show evidences of learning in class. Inclusion of rubrics/self-assessments checklists/ self reflection for every completion of topic/lessons.

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P6ML1
Peer Assessment
-  Pupils are given more platform in giving feedback on their friends work via SLS/written work/verbal.
- Pupils are given sample work of their peers so that they will eliminate the same mistakes that they did and also take the good work sample as reference so that they are able to produce the same quality of work or even better.

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In need of home support from parents in monitoring student's task and to reinforce reading.

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MTV routines such as Chalk Talk (Middle Primary Composition, Interaction and Oral sessions), What Makes you say that? for Open Ended Comprehension and Composition.

Questioning Techniques as part of formative assessment.

IBL - Cluster Project (presented in cluster)
IBL - P4, P5 and P6

Co-operative learning strategies used for all levels such as Round Robin, Think-Pair-Share and Jigsaw. (On-going)

Good Peer-Teacher Relationship in class. (Class Dojo and WhatsApp)

Peer Reading Program and Peer Assessing done in classes. (assessed and feedback given by teacher)

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-  Provide written feedback to pupils so that they can refer to it anytime and work on it.
-  Using ClassDojo platforms to communicate more to parents as often as possible.
- Using rubrics in accessing peer's work.

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Parents not on-board and are distant to teachers whatsapp and class dojo and calls.

Not enough support at home for students due to personal reasons of parents.

No time for teacher for one to one communication and support for students and parents.

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- ClassDojo is provided as a platform to communicate with parents. However, child's progress was being communicated once/twice a month.

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To give regular feedback to parents and work closely with them.

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More time for calls and messages.

Platforms for parents and students to share honestly about how we can help them.

Trainings and workshop for parents on how to help their kids or students in academic and emotional needs.