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P.S:  Many teachers in Yuhua are working very hard to reach out to our students in terms of teaching. As we want to stretch mid-progress learners, we try to connect to our students' emotional needs too which affects their learning. "Why is the kid disengaged today? Why is he not learning to his best?"  So teachers too can get distracted within the class too.

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Where students don't study to clear their promotion criteria, and instead understand that they need to build on their foundation in Sec 1 to 2 for them to comprehend concepts in Upper Sec

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Mid progress learners can be guided by teachers as academic buddies to help weaker peers. When the mid progress learners help their peers, they will also master the concepts or strengthen their foundation.

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Being very clear about 'must-have' core understandings/objectives fulfilled by all students at the end of each lesson - For us to subsequently review aspects such as pitching, explore incorporation of stretch elements, pre-empt and incorporate support structures, before we actually implement any lesson.

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As much as our students should have small successes, we must build their stamina to sit through long marathons too. So that they are not beat down when they are faced with more tasks/assignments/questions

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Where students don't feel anxious sitting for their exams

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That they are success stories among the students that we could leverage on to inspire the rest to adopt similar practices and attitudes.

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Learning should be ...
1. students learning something each lesson; from peers and teachers
2. teachers understanding students' needs and general pitfalls for each lesson thus able to coach students effectively
3. using technology meaningfully to support T&L

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Teaching them to be independent thinkers and persevere when the question they are answering or a learning a concept becomes tough -rather than waiting for the teacher to unpack for them.

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Students should have aspirations first. Others they have no purpose of stretching themselves. Many of my Sec 4 students have no real ambitions to look forward to or goals to attain When asked what course they want to go to, they are unable to commit to a course.  They usually say, "see what my results are". - Govind

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Students should have aspirations first. Others they have no purpose of stretching themselves. Many of my Sec 4 students have no real ambitions to look forward to or goals to attain When asked what course they want to go to, they are unable to commit to a course.  They usually say, "see what my results are". - Govind

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Diverse student profiles' learning needs are met through targeted designed lessons; leaving no students to fend for themselves. Students will then be able to work independently

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Helping students to move from extrinsic motivation to intrinsic motivation. Help them to experience small successes first.

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Develop independent learner - make resources available for students so that they can take the independent step to prepare themselves, then fill up their learning gaps when they are back in the class.

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There’s always room for improvement

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Students will see the relevance of learning and its fun!

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Students motivated to find out more about each subject area. Receptive and work on feedback given by teacher.

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Learning should be pitched at a manageable level, students can know and at least take away something in bite size from the lesson for easy retention and confidence to lead them to want to ask more.

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Learning should be challenging and welcoming

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-Higher level of self motivation among students
- Students who see the importance and relevance of what they are doing, and display that sense of ownership
- Staff who are receptive to adapt / adopt emerging technology / approaches and able to engage their students well, with a high level of TSR

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Students have high expectations, are clear of their goals and motivated to work towards their targets.

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Working towards their academic goals and taking ownership of their own learning.

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Students taking more ownership in their learning; actively seeking help when needed. Through multiple ways..(peers, teacher, online, notes, …)

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The consistent quest in our students to want to know how to improve further. E.g. seeking teachers to make sense of their feedback and knowing how to work forward based on their understanding of the feedback.

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Learning should be such that...
1. No student is left behind
2. All students can and want to learn
3. Every student can be helped to improve and excel towards their goals and academic aspirations.
4. every student feels valued and cared for by the teacher

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Students set higher standards for themselves and are willing to put in the consistent effort in pursuit of excellence (also extending to time management, seeking help promptly).

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Supportive / safe environment for students and teachers to journey together; motivating/coaching each other

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Being unafraid to fail and to have the courage to make mistakes and recover from them productively

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Learning should be fun AND students learn something from it. Teachers need to learn to be great designers of the curriculum and really think about the purpose of a particular lesson planned, ensuring that students learn and have fun.

A fun lesson might not bring about learning.

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Students achieve a pass and distinction rate that is comparable to other schools (Fausta)

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Students who look forward to learning, are engaged during lessons and actively work towards their academic goals.

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Students needs before syllabus - assessing readiness before progressing to the next level

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Good executive functioning skills and discipline to know how to organize and take charge of their own learning.

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More effort on the part of students to learn and less reminders and chasing by teachers - focusing in class, submitting homework on time, completing HW and studying for a test to the best of their ability and,  the teacher playing the key role of helping students close learning gaps and facilitating learning.

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collaborative in that the teacher is more of a facilitator of their learning, and there is support at various levels:
1) Teacher - Student
2) Student-Student(peer mentoring / coaching)

Generative buzz is always welcome.

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Great T&L in Yuhua would be see students working on their academics beyond the classrooms, where they gather together to help their peers, where teachers are consulted beyond the classrooms not to merely get good grades but because they want to know themselves. Teachers returning back to the staffroom and having good stress as to how to stretch their students, what to do to engage them better

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They use executive function skills effectively in learning.

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Teachers and students are enthusiastic and engaged in T&L of all subjects. The development of academia is holistic across all subjects. There is fair emphasis on all subjects in perspective and practice (on a national level too). Students are strong in all subjects as they see value in their learning. (Fausta)

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Teachers and students are enthusiastic and engaged in T&L of all subjects. The development of academia is holistic across all subjects. There is fair emphasis on all subjects in perspective and practice (on a national level too). Students are strong in all subjects as they see value in their learning. (Fausta)

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Inquisitive students who are passionate in learning, going beyond the classroom to know more.

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1. looking forward to attend different lessons
2. willing to seek help and meet teachers for consultations
3. take initiatives to read up/research on new concepts or topics

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Students who are clear about their strengths and weaknesses and hence, plan concrete steps to work towards their goals

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Students are motivated, engaged and go the extra mile to be a better person, towards excellence.

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Lesson catered for differentiated learning with AFL(SLS).
Student progress is tracked and monitored on regular basis with immediate intervention.
Stretch across all abilities (Refer to Ming Quan)
Teacher come out from lesson excited.
Student come out from class motivated.

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Students are self motivated and take the initiative to learn and clarify their doubts. Not afraid of failing.

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We often focus a lot on addressing the diverse learning needs of students, but I think focusing on how teachers teach differently and adjusting our advice and suggestions based on teacher dispositions is equally important.

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Yuhuans are empowered to learn independently and support their friends' learning needs if they are able to. At the same time, I wish to see Yuhuans who display curiosity to know more about the subjects beyond what is taught in class and textbooks.

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1. There’s greater ownership among students in wanting to find out how to improve.  E.g. self-initiated consultations with teachers to dialogue over work.
2.  Higher expectations among learners in not only joy but pride in learning.  E.g.  the want in themselves to put in greater dedication to submit high quality work.

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Students taking ownership and responsibility in their own learning. Self-directed.

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Students are supported to be self-directed through differentiated instructions for the 3 groups

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Engaging lessons, learning that is pitched to challenge students but within their means to reach when guided

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Engaging lessons, learning that is pitched to challenge students but within their means to reach when guided

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To be able to increase student motivation and encourage students to be self-directed in learning.

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Meaningful / authentic assessments that allow for AFI and give the correct data / signals to both teachers and students

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Understanding the profile of our students and customized our teaching strategies to meet their learning needs.

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1. Students actively listening to the teacher/peer during learning
2. Students knowing how to help themselves when they are faced with challenges in understanding a concept
3. Students not giving up easily or fast faced with difficulty when learning a concept - not giving blanks and trying to pen down what they believe is the answer.

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High student engagement during lesson. Student proactively asked questions to clear their doubts.

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Students enjoy learning, curiosity is aroused and willing to wonder. Willing to fail forward trying. Students know how to ask questions and seek to find answers. Teachers growing together with students in the learning process.

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Teachers' roles change and function more as facilitators, able to inspire students to be better, learn and grow.

Students are motivated, engaged and go the extra mile to be a better person, towards excellence.

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They should move away from the mindset of i rather not try and fail, then try and fail

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Based on the needs, targeted feedback is provided to close learning gaps. With these feedback, students can make the improvements progressively, motivated by the little successes they experience along the way.

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When we are able to offer customised T&L in the most efficient way possible. This will require much thought, experimentation, and refinement [collective effort].

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Students who are genuinely curious to learn and find out more about their subjects outside the curriculum

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Students who are genuinely curious to learn and find out more about their subjects outside the curriculum

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Students are motivated to learn, actively participate in lessons. They ask questions as they find joy in learning new things. They don't fear failing, but see how to do better with what they learn in their failures

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Students ask questions to clarify learning.
Teachers facilitate learning by supporting students with differentiated resources.

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Building ownership by our teachers and students twds improving T&L

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Building ownership by our teachers and students twds improving T&L

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Engaged and motivated students who are able to go beyond knowing to doing/applying

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Learning should be student-centred, where the resources and pedagogies are catered to the needs of the learners of all profiles. (remember that we need to consciously cater "challenging" questions to reach the highest level of rigour at O/N-Levels even when they are in Sec 1/2).

Support is equally important - how can we consciously support learners who are struggling with the subject, AND also learners who are coping, but struggling to get a distinction. This requires teachers to know what it takes to get a distinction in the subject.

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The needs of students from the different profiles are met. They are also stretched and supported appropriately based on their abilities.

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To add into strategies towards value addedness

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To add into strategies towards value addedness