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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.

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Good to have an overview of what students are learning related to language skills - the tasks set aside in UDM allows us to have at one glance what was designed to ensure an enriching classroom learning experience

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It is difficult to have an impact on students' progress due to lack of continuity and few sessions in a term. The effectiveness of these support lessons seem to be limited.

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The increase of EL storybooks for the class library from Stellar Extensive reading is great. Students enjoyed the broad range of storybooks available and most borrowed the books home to read.

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Continue to identify good readers through Literably

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Continue to identify good readers through Literably

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We should continue to use Literably data to identify strong readers and enrich them further in the Literature programme.

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Keep the use of Literably to identify weak readers so that teachers can work on helping them

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Support for the very weak students re guided reading lessons are very effective.  There is a marked improvement in the students attending the sessions with Mr Chong and the students do exhibit improved self-confidence in their reading at the end of the year.

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After team vetting, there should not be a need to keep editing and vetting the papers continuously after that.

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This is totally unnecessary as the function of this is closely similar to WORD and students having to learn the different layout of SCRIBO is not impactful and does not value-add to their learning experience in terms of writing.

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Keep the EL monitoring chart as we could very quickly review the students' progress through the year. We could also identify which students need more support and in which areas.

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The role of the Level Rep should be rotated among all EL teachers teaching that level to ensure a fairer distribution of workload. The role could be rotated termly or by semesters.

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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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(DI and GR)Customised support in class to be carried out to meet the needs of different learners in class and to love and enjoy what they are learning.

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Just in time training during level TTT to make sure that teachers are well informed.

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Bite-sized assessment on a Language Review or Oracy ( Model after what P3 has done)