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WBD was a great way to engage students in reading and finding out more about the various genres they could explore. They were also excited about the activities planned out.

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(Data Management)
Keep literacy data from teachers in charge after the programmes have ended in terms of the literacy competencies of the children.

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(Vetting/Setting)
Teachers to be given the SOW of the relevant levels that we are vetting/setting for ease of reference. In order to align what has been taught and what has been tested.

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(Vetting process)
Keep the vetting process as it is a good PD session.

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(School Events)
Repeat activities for WBD in order to cope with resources / manpower issues.

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(Assessment)
Modifying the way of Show and Tell to infuse design process for P1 as well. and can explore giving students choices about the Show and Tell topic.

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(Marking Process)
Explore having different arrangements of marking in school.
1)  Mark same component in school and PSLE for a particular term.
2) Mark another component in school from PSLE for another term.

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(Marking Process)
Retain the practice of rotating the teachers marking the different components. i.e different teachers marking Paper 1 and 2 for the terms.

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(Assessment)
Having some form of assessment based on STELLAR worksheets decided as a level. Need not indicate marks but has to be an independent piece of work.

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(Students Related Activities : Learning Fest)
Having vendors coming in to teach pupils Drama skills and to prepare the pupils for JS learning fest.

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(Customisation) Improve the way Guided Reading is being conducted in lower school in order for Guided Reading to be as efficient as possible.
Prefer having
1) pupils taken out for Guided Reading.
2) another teacher taking the pupils for Guided reading.

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(Wishlist)
If afternoon programmes are no longer carried out next year, middle school teachers can be deployed to help out rrp or sdr and they can use the strategies in their main classes too.
(Can share via level TTT too )

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Teaching and Learning:

Q: What have we done and what further steps can be taken to develop students’ disposition to learn, to enable them to develop into Empathetic communicators, Discerning Readers and Creative Inquirers.

Professional Development:

Q: Consider the professional development activities you had this year,  were they impactful on your development as a teacher?

Assessment

Q: With the removal of MYE, what changes do we envision in the way we assess the students?

Department Organised Activities/Afternoon Customised support

Q: What impact have we seen in our support programmes and organized activities? Have  they adequately improved students’ motivation to learn?

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Keep UDM

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Literacy Pack (STELLAR - Resource Pack) 

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Literacy Pack (STELLAR - Resource Pack) 

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Literacy Pack can be used as a class while a small group is doing Guided Reading. As Literacy Pack is not tied to any Big Books, it can be used when necessary. Can also be used as filler activities. Grammar and Vocab components. Reading and speaking skills in the pack are also useful. Activity-based aligned with STELLAR.

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Teachers used it as a datapoint for parents for PCTC. Can print out the results as a reference and part of extending reading culture beyond books. 4 times per year. Middle Sch - strong for reading and this can start as foundation for reading interest. Parents gave positive feedback

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P1 - SCAMPER
Introduce SCAMPER to P1 as a start. Thinking process

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Suggestion: PD - DI Workshop (Lower Sch) 

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Suggestion: PD - DI Workshop (Lower Sch) 

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Level TTTs - can start small, manageable
Blended Learning approach - view MLU Micro Learning Unit in OPAL
Can kickstart through Level TTTs
Suggestion: One teacher to attend to come back and share
Creates a bank of lessons

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Thinking Ahead - Sharing through Level TTTs

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Thinking Ahead - Sharing through Level TTTs

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Approach - Micro Learning Unit
No submission required, to generate ideas (informal and voluntary)
Can be based on interests-based and needs
One teacher to share per term
E.g. Spelling, theme, Big Book