# data[].attributes.body
Learning through Routines

Establishing classroom routines in the use of PLD in different subjects

Managing safe and ethical curation of information

Managing digital footprint

Managing online communication and collaboration

# data[].attributes.body
Leverage Technology to support Assessment and Feedback
Teachers to use technology tools to support formative assessment and  to monitor and address student learning gaps and provide individualised feedback to help advance students learning for in/out of class learning.

# data[].attributes.body
Design Active Learning with Technology
All teachers to use SLS Pedagogical Scaffold in designing all their technology-enabled  lesson packages and include SLS features in the learning activities for the Active Learning Processes for both in/out of class learning.
Teachers design lesson experiences which allow students to use digital tools to broaden their perspectives and enrich their learning by collaborating with others.

# data[].attributes.body
Develop digital literacy through routines
All Science teachers are to design lessons that use technology regularly to support students in learning actively through routines.
Sec 1 & 2:
- Take notes during lesson using My Notes in SLS (personal productivity)
- Curate information online to extend their learning and share with their peers in Discussion Forum at the end of topic.(curation/connection)
Sec 3 & 4:
- Take notes during lesson using OneNote  (personal productivity)
collaborate and create a mindmap to reflect and consolidate learning at the end of every topic (creation/group productivity)

# data[].attributes.body
For JC levels:
Teachers are
-to embed Basic Mastery Questions (after students attempted the onlne learning) in the AfL process (as MCQs or FRQs pending on the suitability) to the non-F2F component (SLS).
- to leverage on the MCQs and FRQs responses to make students’ learning visible and lead into the discussion of the Practice Questions during F2F lessons.
For Secondary levels:
Teachers are
- to leverage on Kahoots(or suitable tools) to engage students individually or in groups
- to use suitable tool to capture students' work on spot to provide immediate feedback

# data[].attributes.body
Teachers design lesson experiences which allow students to use digital tools to broaden their perspectives and enrich their learning by collaborating with others.
Sec 3 & 4:
- Use online resources to create concept maps, which are shared on online platforms
- Collaborate with others in inter-disciplinary learning activities.

# data[].attributes.body
More than 90% of the students have successfully activated their iCon emails. Teachers can leverage on Google Classroom for both classroom and online learning. Other than for T&L, are there any opportunities for the school to leverage on system?

# data[].attributes.body
Teachers and students manage the class Google Calendar for WAs, level and class activities.

# data[].attributes.body
Use of Google Classrooms as a means to structure, monitor, and submit project work such as HI, GI, and II. Allows teachers to provide real-time monitoring, online resources to assist students' research, collaboration in groups, and templates for students to structure their responses.

# data[].attributes.body
To design self-directed lessons using SLS to enable flipped classroom lessons that maximise curriculum time: once a term for Lower Secondary, twice a term for Upper Secondary.

# data[].attributes.body
To introduce note-taking routines during content lessons; students to annotate soft-copies of their notes. Students may also create other sets of notes.

# data[].attributes.body
To create digital mindmaps of sub-topics: once a term for Lower Secondary, Twice a term for Upper Secondary.

# data[].attributes.body
Collaborative annotation of sources: use of google suites to strengthen students' analysis skills through collaborative learning.

# data[].attributes.body
Google classroom will allow teachers to give timely feedback on students' progress during projects like HI, GI, and II.

# data[].attributes.body
Develop digital literacy through routines

All English language and Literature teachers are to design lessons that use technology to regularly support students in learning actively through routines. In lessons, students should:

1. Be given opportunities to explore reading a variety of engaging and accessible texts online, and respond to these texts accordingly in the form of:

§  Digital mindmaps

§  Digital graphic organisers

§  Reflection paragraphs

2. Use their PLD to research, gather and synthesise information from digital sources to support learning in the classroom.

# data[].attributes.body
Leverage technology to support assessment and feedback

To leverage technology such as SLS or appropriate tech tools and 1:1 PLD to:

o   Assess students through different digital modes, which can be completed using the PLDs.

o   Monitor students’ learning and provide feedback

o   Provide opportunities for students to reflect on own learning and close learning gaps.

o   Provide students with opportunities for both self and peer feedback such as:

§  Self-assessment using online tools once per term (Lower Secondary)

§  Peer feedback using online tools once per term (Upper Secondary)

o   Use information from assessment to customise individualised feedback that can be readily accessible from their PLDs (e.g. Google Drive).

# data[].attributes.body
All teachers to establish Google Classroom as the virtual classroom for English lessons.

o   Lower Secondary: Structured Inquiry (One per semester): Teachers model learning strategies for receptive skills for learners to discover features and patterns in multimodal texts, after which students are provided with digital resources to reinforce their own learning in groups through a prescribed procedure (e.g. Thinking Aloud).

o   Upper Secondary: Guided Inquiry (One per semester): Students are given a thematic problem for investigation with no predetermined method. They engage in learning interactions which extend outside the peer-to-peer dynamic in their process of inquiry (e.g. through learning forums or curated online communities).

·       Teachers design for students to learn on their own to provide opportunities for students to develop self-paced mastery. (one per term)

o   Out-of-Class: Students acquire content at own pace on SLS.

In-Class: Students apply concepts, ask questions and complete online quizzes to assess their own understanding.

# data[].attributes.body
Shared Google drives for the ease of dissemination of resources to students.

# data[].attributes.body
Develop digital skills
PE teachers to include the use of videoing and/or editing skills at key games module checkpoints that will allow replayable self and peer review.

Considerations
- (PD) teacher training on videoing and editing skills
- Training for students
- Selection of appropriate app and platform

# data[].attributes.body
Department to explore the use of apps (i.e. See-Saw, PE Geek, HUDI) to assess students’ digital work and portfolio.

Implications
- Cost of paid apps and to unlock full features of free apps
- Teacher training in the use of app(s) for T&L
- Revamp of SoW

# data[].attributes.body
All game modules are to include a SLS component where students are to follow-up after their PE lessons with watching relevant games videos and/or highlights of their own work (see Shift #1).

The SLS component should also include peer review as students critique one another’s work and continue to interact with one another virtually via a forum function in the subject matter.

Considerations
- Design of SLS package for all games modules
- monitoring on SLS

# data[].attributes.body
Teachers collaborate and explore teaching tools such as SLS and PE-apps (i.e. See-Saw, HUDL-slow-motion video analysis, PE geek) to enhance formative assessment and feedback beyond the curriculum time.

Considerations
- Cost of paid apps and to unlock paid full features of free software
- (PD) teacher training in the use of app(s)
- Revamp of SoW to include app-assisted assessment component

# data[].attributes.body
Google is a powerful platform for students to store and share content. After students are taught to manage their Google account (ILD), they will be able to properly and safely store and retrieve their work, saving space on their iPads.

The department will leverage on the students’ repository for quick and easy access of their content for assessment and showcase.

# data[].attributes.body
MTL Team

For Paper 1:
(Lower Sec and Upper Sec)

MTL teachers will train students to familiarise with the use of ipad through note-taking, annotation, mind maps, newspaper online portal. E-portfolio for essay writing (upper sec )

For Paper 2:

(Lower Sec and Upper Sec)

Students may use ipad for annotation. MTL teachers will guide students to use e-dictionary or google to search for meaning of vocabularies in comprehension passages.

For Paper 3:

(Lower Sec and Upper Sec)

MTL teachers to conduct oral practices using the voice/ video recording function. Mind maps will be  used to train logical thinking and presentation during the oral practices.

For WA3 Project Work:

(Sec 1 to Sec 3)

Students are to produce a digital product as presentation for group work (Video/Pages, Power Point etc), to do research online (eg, research on places of interest in Singapore, interesting customs around the world)

# data[].attributes.body
MTL Team

For Paper 1:
(Lower Sec and Upper Sec)

MTL teachers will train students to familiarise with the use of ipad through note-taking, annotation, mind maps, newspaper online portal. E-portfolio for essay writing (upper sec )

For Paper 2:

(Lower Sec and Upper Sec)

Students may use ipad for annotation. MTL teachers will guide students to use e-dictionary or google to search for meaning of vocabularies in comprehension passages.

For Paper 3:

(Lower Sec and Upper Sec)

MTL teachers to conduct oral practices using the voice/ video recording function. Mind maps will be  used to train logical thinking and presentation during the oral practices.

For WA3 Project Work:

(Sec 1 to Sec 3)

Students are to produce a digital product as presentation for group work (Video/Pages, Power Point etc), to do research online (eg, research on places of interest in Singapore, interesting customs around the world)

# data[].attributes.body
MTL Team

For Paper 3 Oral Segment

(Lower Sec)

To conduct oral exams digitally in class. Students will be given a topic to present. They are given 15 mins of preparation and will record their presentation. They will have 2-3 tries. After which they will upload to google classroom for feedback and assessment.

(Lower Sec and Upper Sec)

SLS for quizzes,

Padlet and kahoots for AFL during class.

# data[].attributes.body
MTL Team

For Paper 1:
(Lower Sec and Upper Sec)

MTL teachers will train students to familiarise with the use of ipad through note-taking, annotation, mind maps, newspaper online portal. E-portfolio for essay writing (upper sec )

For Paper 2:

(Lower Sec and Upper Sec)

Students may use ipad for annotation. MTL teachers will guide students to use e-dictionary or google to search for meaning of vocabularies in comprehension passages.

For Paper 3:

(Lower Sec and Upper Sec)

MTL teachers to conduct oral practices using the voice/ video recording function. Mind maps will be  used to train logical thinking and presentation during the oral practices.

For WA3 Project Work:

(Sec 1 to Sec 3)

Students are to produce a digital product as presentation for group work (Video/Pages, Power Point etc), to do research online (eg, research on places of interest in Singapore, interesting customs around the world)

# data[].attributes.body
MTL Team

(Lower Sec and Upper Sec)

Use of Nearpod, Classpoint and other interactive teaching platforms to engage students in the classroom.

E-assignments, digital worksheets to be given out in google classroom and SLS etc.

To blend in the usage of Team Model in lessons.

(Upper Sec)

Reading of newspaper  and doing related worksheets in the online portal

# data[].attributes.body
MTL Team

(Lower Sec and Upper Sec)

MTL teachers can use google classroom and google drive.

MTL teachers can also email students to give personal feedback and encouragement when necessary.

# data[].attributes.body
Using the following tools (depending on the nature of the lesson) after each topic or lesson to consolidate learning:
1. Note-taking
2. Mind-mapping
3. Video recording of experimental techniques

# data[].attributes.body
Using different platforms AfL
1. SLS for exit passes
2. Google forms for self-marked MCQ
3. Kahoot or other platforms
4. Submitting assignments though Google drive / classroom or Airdrop for marking and feedback

# data[].attributes.body
Using different platforms to engage students:
1. Videos from SLS, internet that demonstrate experimental techniques.
2. Applets that simulate experimental set-ups to strengthen knowledge.
3. SLS packages to enhance learning

# data[].attributes.body
Using Google classrooms to assign work, monitor progress of different classes.

# data[].attributes.body
Incorporate routines for active learning and consolidation of mathematical concepts through:
1) digital mind maps for consolidation after selected chapters
2) scanning and submitting of work for online marking by peers and teachers
3) usage of e-textbook in all lessons, where students annotate in the textbook during lessons
4) usage of online apps such as Desmos, Geogebra for visualisation and observation of patterns

# data[].attributes.body
Using different platforms for AFL such as:
1) Heatmaps, ITT in SLS
2) Online exit cards, bite-sized check-your-understanding quizzes
3) Games such as Kahoot, Quizizz, Escape game (Google Form)
4) Google classroom
5) Lesson packages in online apps (Geogebra, Desmos)

# data[].attributes.body
Teachers to incorporate lessons with:
1) use of online videos to enhance understanding of concepts prior or during lessons
2) the design of flipped classroom leveraging on the SLS platform

# data[].attributes.body
Teachers to use Google Classroom for:
1) sending and receiving students' work for assessment, provision of feedback for students
2) Uploading of lesson materials in a common platform

# data[].attributes.body
1. Use of google classroom to allow more instant feedback from teachers
2. Students can use their personal device to access revision practices from SLS created by the department
3. Teaching of specific ICT skills e.g. sketchbook, adobe and assess students on their competency in the use of the ICT tools.

# data[].attributes.body
1. Install MS Office into student's iPad. Tools like MS Words and MS Office are used by students for research and presentation of data for their NFS and D&T Coursework
2. Establish routines for students to be on task. Include breaks for students to rest their eyes after every 30 - 45 min of work. Teachers to walkabout to check what students are doing on their iPad.

# data[].attributes.body
1. Design SLS revision and learning packages for students recap/ revise/ learn at their own pace. Include real life examples in this packages to make learning more enriching.

# data[].attributes.body
1. Use of Google Drive to share work samples with students
2. Google classroom

# data[].attributes.body
Use of iPads to take individual notes and group collaborations on mindmaps to consolidate each EBS chapter.

# data[].attributes.body
Using SLS to design coursework taks that supports peer collaboration and feedback.

Designing online surveys using google form to perform market research.

# data[].attributes.body
Designing online surveys using google form to perform market research.

# data[].attributes.body
Setting up of google classrooms for collaborative lessons

# data[].attributes.body
Having Garageband will allow all students to be able to work on their music project individually - virtual instruments.

It can include both collaborative and individual work.

Apple classroom - allowing students to be more on task and for teachers to ensure students are doing their work.

# data[].attributes.body
Convenience for
- independent learning for instrumentation
- work submission through airdrop function.

# data[].attributes.body
Students will be able to transfer virtual skills to physical instruments if they have the resources and capacity, like wise vice versa.

Students with or without music background are able to explore creativity in music both virtually and physically.

# data[].attributes.body
Independent learning and taking ownership of their own submissions.

i.e. students who are absent or unable to submit or do work on that day can be done through icon email.