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Just a suggestion, can we conduct this course in a room which has aircon?

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For navigation outside of sch, ratio same as within school?

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For navigation outside of sch, ratio same as within school?

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For the part on (the accuracy of) pacing, we can have studebts to write their answers perhaps on a whiteboard situated there since this is a Qn that have good teachable moments. (How they walked during pacing etc)

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Teacher assessment to be in the form of a quiz such as SLS or Google forms/quiz so students can self check their answers. May be able to add a time based element

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Teacher assessment to be in the form of a quiz such as SLS or Google forms/quiz so students can self check their answers. May be able to add a time based element

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For navigation, are there any apps for students to scan QR codes when they reach the checkpoints and we will receive the information straightaway?

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Some questions I will ask myself when planning..

1. As a student, how can I learn from my errors?

2. As a teacher, how can I address the learning gaps during lesson?

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I like the idea of merging pacing and map reading into one lesson. Currently am doing both concepts as 2 separate lessons in school. I also like the questions c and d, where it brings in a personal touch, and also engages them cognitively after they are done with the tasks. Students are very preoccupied at the end usually with checking their answers. So by getting them to answer the last 2 questions, it makes them think of their surroundings. Also, I would go through the worksheet with the students fully at the start of the lesson, so that they know that they are required to identify and will look out for 2 hazards and mitigation controls. Else, some students might find it difficult to identify only at end.

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Consider both mode of assessment and evidence of learning for different profiles of students

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What is the best mode of assessment for setting of map?

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The process of planning oe lessons based on their abilities.

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For pacing - would it be possible to give a rough guide on accuracy? How much deviation do we allow from the actual distance? Can we allow a smaller deviation for short distances and bigger for longer ones?

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Use of more ict tools

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Choosing the most suitable modes of assessments and assessment tools

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Consider using standardized codes instead of common symbols

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Consider having various modes of assessment rather than just Teacher-centric.

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You can include all 3 strands into 1 lesson