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During Extended HBL, we should ensure that learning continues in both academic and student development domains (e.g. CCE); and both examinable and non-examinable subjects.

Some guidelines -
1. 5 hours of HBL per day, with a maximum of 2 hours of online learning per day.

2. HBL includes offline work, such as reading, assignments etc.

3. HBL also emphasizes the psychological and emotional well-being of our students.

4. Operationally, for SLS, to distribute system load and provide better user experience, and allow households with multiple school-going children to share computing device, schools should stagger students’ access to SLS. (SLS need not be the only mode actually, we do still have google classroom available if need)

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- Follow current timetable but total number of hours should not exceed more than 5hours. However, there could be possible scenarios where it may exceed 5hours but in totality, it should not exceed more than 5.5 hours per day.•	

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- Follow current timetable but total number of hours should not exceed more than 5hours. However, there could be possible scenarios where it may exceed 5hours but in totality, it should not exceed more than 5.5 hours per day.•	

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- To include platforms to look into student well-being such as: YH/AYH and Form Teacher Time (Mon); Daily check in/out by FTs (10mins); Check-in for attendance taking, announcements, take note of any students who did not reply (via class Whatsapp and daily updates to level FT groupchats) -> YH/AYH report to SLs; Check-out through class video conferencing to assess students SE well-being and engage student(s) who needs support. Highlight to YH/AYH if necessary for further interventions; Sharing by counsellors; Sharing by D Comm; CCE – usual lessons plus Social skills and cyber-wellness; Assembly – pre-recorded sharing by SMC (e.g. HOD sharing on Values)      CCA – online engagement after school (Tommy)? 

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- To include platforms to look into student well-being such as: YH/AYH and Form Teacher Time (Mon); Daily check in/out by FTs (10mins); Check-in for attendance taking, announcements, take note of any students who did not reply (via class Whatsapp and daily updates to level FT groupchats) -> YH/AYH report to SLs; Check-out through class video conferencing to assess students SE well-being and engage student(s) who needs support. Highlight to YH/AYH if necessary for further interventions; Sharing by counsellors; Sharing by D Comm; CCE – usual lessons plus Social skills and cyber-wellness; Assembly – pre-recorded sharing by SMC (e.g. HOD sharing on Values)      CCA – online engagement after school (Tommy)? 

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Not necessary for assignments to be given every lesson. If there are 3 lessons per week, it can be making notes etc for one lesson and using the other 2 lessons to complete one assignment to be handed in at the end of the week.

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Not necessary for assignments to be given every lesson. If there are 3 lessons per week, it can be making notes etc for one lesson and using the other 2 lessons to complete one assignment to be handed in at the end of the week.

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teachers will need to think about how to convert their lessons when activated, not necessarily do so already.
IP heads should perhaps consider having a standalone package (e.g. 2nd-last topic, if not dependent on prior) per level/stream that can kick in first while teachers then convert their lessons subsequently.
While the generated timetable will help avoid scheduling conflict and provide guidance to students in managing their progress, not all lessons need to be live/streamed.

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While it is possible to get students to type out essays and provide feedback with comments, wondering about sustainability of marking online should there be extended HBL.

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1-week Multi-modal assignments for Languages

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1-week Multi-modal assignments for Languages

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For languages, we can make lessons multi-modal to enhance mastery of language within a specific context.

For e.g.

Day 1 (1hr): reading and comprehension
1. To sharpen comprehension, task students to read a textbook text and answer a few questions (through SLS). Questions can be a mixture of MCQ and open-ended questions.
2. To improve fluency, task students to listen to the audio recording of the same text (available on OPAL, can be assigned through SLS),  then read out and record a selected part of the text

Day 2 (1hr): vocabulary mastery
1. To increase vocabulary mastery, task students to construct a coherent paragraph with cluster of words selected from the passage. The words should be contextually linked (e.g. choosing word clusters like [anxiety, pandemic, decisive] instead of [excitement, pandemic, astronauts]). This can be done using SLS.

Day 3 (1hr): consolidation or extension
1a. To consolidate learning, task students to complete relevant exercises in their workbooks. Teacher can go through the work when they return.
1b. To consolidate learning, task students to hand-write the paragraphs they have written on Day 2, after feedback is given.
2. In the case HBL is extended, and submission of workbooks is not feasible, we can consider extending the learning. Task students to view a video or read an article related to the text in day 1, then verbally answer questions related to the topic. Questions can be "oral exam style", where personal experiences, causes, implications and opinions are explored. Alternatively, students can answer these questions by typing.

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Prefer not to assign full-essay task online

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Prefer not to assign full-essay task online

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For languages, I think it is important for students to write a full essay in a timed condition. Writing legibly and organising thoughts to compose a full essay in a given time are skills students needs to master, as long as written assessment exist. Therefore, I would recommend assigning other tasks online.

Alternatively, we can task students to compose drafts on the given topic online. Since students are online, we can task them to find quality quotes/examples (for expository essays) and figures of speech (for narratives) and apply them in the essays. A hand-written final draft should be the end goal.

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Since HBL will involve some level of internet use, students might inevitably digress to other activities online.

I wonder if it will be useful if we help student monitor their own online activities, by having them log in the number of hours they spent on different online activities daily, and have these information presented as a pie chart.

We cannot prevent students from lying, but for those who are unconscious of their own digression, this might help create a wake up call for them. At the end of the day, we want to promote self-regulation. So creating self-awareness by having them look back at themselves, may be the first step they need towards self-regulation.

This pie chart should be accessible by FT's too.

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Possible to do research/ other types of online or pen and paper tasks at home. Will be challenging to carry out practical lessons esp. those requiring special equipment.

At the moment, SLS can work quite well for non-practical tasks for lower Sec. If there is extended HBL, will have to change the SOWs and modes of assessment.

Will also be a concern for Coursework for grad classes, due to tight timeline and requirement for supervision (though I'm sure SEAB will offer advisories if extended school closures happen).