# data[].attributes.body
Is our assessment rigorous, valid and fair (AA or otherwise)?

The rubrics used in Sec 1 AA were modified and we got the whole team involved in standardisation to ensure fairness. We might need to relook at how we capture the points raised during standardisation so that teachers can refer back to what was mentioned when they do their own grading.

# data[].attributes.body
How do we ensure that most/ all of our students have fulfilled the LO of our lessons/ met the success criteria of our lessons?

How are we using DI to customise our teaching to meet the learning needs of our students?

# data[].attributes.body
Profile:
Has the profile of students changed? Has the quality of the students improved?

2021 has better standard (aptitude & attitude) T-score is higher.
Vocabulary is more sophisticated
More confidence in presenting
More time given or is it better standard?
1F weaker in writing but sharper in asking questions
2A - temperamental. Motivation can be low at times. Responds to challenging/ engaging tasks differently (depends on mood)

2Exp-Quite driven and hardworking in general, though they may need more practice in analysing questions and spontaneously reacting to the demands of various tasks.

Pitching:
Are we confident of

(a)  ensuring that we stretch our able students to achieve their potential and get a distinction? Why or why not?

Students were stretched and can continue to be stretched.
Lot of students are participative and not afraid to ask questions

Depending on their mood, 2A students may respond to challenging tasks positively/negatively.

(b)  ensuring that our weakest students pass the subject? Why or why not?

The weakest are not passing because of diverse reasons. Besides students who have very weak foundation, perhaps more can be done (e.g. working with the student, FT and parents) to identify reasons affecting the student (beyond academic ability), such as family problems, etc).

# data[].attributes.body
How do we intend to utilise the SLS PS (e-pedagogy) to achieve better student outcomes?

Through Modification with SLS PS, we can achieve DI.

# data[].attributes.body
Perhaps, we can be more deliberate  and thoughtful in our use of the KAT to help us frame the purpose of the lesson especially if we are using SLS.

We can also modify the SLS lesson to ensure more customisation and then pair it with Google Form responses so that we can facilitate differentiation acc to student interest and readiness.

# data[].attributes.headline
Yes, we are attempting to explore new platforms to guide students' learning in classrooms and also to sustain their interest and motivate them to learn.

# data[].attributes.subject
Yes, we are attempting to explore new platforms to guide students' learning in classrooms and also to sustain their interest and motivate them to learn.

# data[].attributes.body
With the new ELS 2020, NA students are definitely stretched. Students have also shown that they are capable of producing good work with sufficient scaffolding. However, those who are weak truly lag behind.

# data[].attributes.body
With ELS2020, I would like to think the quality of our lessons are improving for a few reasons:
1. We are forced to internalise and understand 'new' frameworks like semiotic modes.
2. We have to constantly reflect whether our texts are multimodal, and make effort to incorporate different text types.
3. We have to be more mindful to draw out the metacognition in students.

# data[].attributes.body
1) Has the quality of our lessons improved?

2) Have we used resources adequately to ensure joy of learning?

I think we try to introduce different types of resources and also to get students to interact more. Also, it's less exam-focused so more ways to explore and look at materials differently.

3) Do we have curated resources that explicitly teach the students to attain the various SSABs?