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Even though the department helps to print the item analysis to help us to key in, the program, Aimstar is no user friendly.

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Ok. As always, it is tedious. But the new TOS is very useful and detailed.

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Ok. As always, it is tedious. But the new TOS is very useful and detailed.

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1. Useful and fruitful as we have more insights
2. However, too many days / too long

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Tedious to key in as Science is always the last paper and the time frame given for Science teachers to  mark, collate results, key in Aim@istar and key in results into cockpit is extremely tight.

It shouldn't always be Science to be the last paper. It should be a rotation basis (i.e.  SA1 - EL / MA / CL / SC then SA2 - SC / CL / MA / EL)

Aim@istar proves to be effective in communicating the topics (areas of improvement) to both the students and the parents. In this way, they can narrow their focus when doing revision.

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Very tight deadline given. After marking, must quickly find the time to go through corrections in class, key the marks into cockpit and key into Aim@Star. Very often, science teachers have to borrow periods from other teachers just to rush through the corrections with the students after exam. Some times, the time table does not even permit the exchanging of periods or can't even borrow periods cos of time table restrictions.

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The new TOS is clearer in informing the setters about the different parts, whether it should 

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The new TOS is clearer in informing the setters about the different parts, whether it should 

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We should always just continue to have group vetting as it is useful. But please, can we just get the setter to jot down the changes. This would save a lot of time.

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We should always just continue to have group vetting as it is useful. But please, can we just get the setter to jot down the changes. This would save a lot of time.

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Good for flipped lessons.

However, it's tedious to sieve out students' response collate and go through it as a class discussion.

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Clearer and more structured

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Vetting session can be better used if we are given the papers a day before to look through so that we have sufficient time to think of alternative questions. Then, we won't be using time to think of new questions, we can use it to have more meaningful discussion.

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Easy to use and good for pre-lesson activiy

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good platform to teach students as video clips are added to aid understanding of the topics taught.  Should continue with it next year.
On the other hand, teachers should take note of those students who do not have internet access at home, to print the notes for them. As for the video clips, have to get these students to view it in school using sch wifi.

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It may be better to have remedial for our own students. We know their weak area and can be more focus.

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Please freeze our TT for us to start marking early in the day.

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Please freeze our TT for us to start marking early in the day.

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We roughly know what our students are weak in when we revise with them, daily work or when we do the Practice Papers. We do not need the detailed data analysis to take action and help our students. The added data entry work adds to our stress and too time consuming

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Following years should continue freezing our timetable so that we can start early and mark as much as possible.

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Very time consuming. No difference between the usefulness of traditional Item Analysis and AIM star. Traditional Item Analysis is more time efficient and just as informative as AIMstar.

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P6 NEED SUPP CLASS LAH

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P6 NEED SUPP

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It could be better if some of the time for TTT to be allocated to discuss about lessons and content of the subject rather than strategy used.

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Getting the level LH/HOD in-charge to key in and update answers as teachers clarify

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Getting the level LH/HOD in-charge to key in and update answers as teachers clarify

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By doing the above, the LH/HOD can then be the one heading the standardisation and the markers just need to comment whether it was correctly explained or whether there is anything else that needs to add on. In this way also, there is then no need for the marker to email by a deadline to the LH/HOD of their updated answers as the LH/HOD would have already updated the answer key as the teacher clarifies. LH/HOD should then not be marking, but helping us teachers to clarify questions.

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P6 NTU LJ is really good as students are exposed to areas that are not within the syllabus (nanotechnology). We should continue with this LJ (of course with the help from Pei Gee and Dr Goh).

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Good to have a mass lecture in the hall after marking the science paper to go through corrections with the whole level. At least, the whole level understand why they got a particular question wrong etc. The other science teachers should be in the hall too to help to address students' queries and to help to look at some questions if necessary. By having the mass lecture, at least the explanation done is standardised.

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Network a bit slow, some students take quite some time to load the page. Can add more hotspots.

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Good to conduct after curriculum hours (4 pm to 5 pm). No doubt that supplementary / remedial classes will be affected (around 20 minutes), it's better than missing 3 full periods (i.e. 730 am to 9 am)

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Grateful that the TT was freeze to allow us to start marking on time during marking period.

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Grateful that the TT was freeze to allow us to start marking on time during marking period.

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Please continue to have TTT. TTT is fun and useful. Fun because we see each other and discuss about our problems in the classrooms. Useful because we discuss about ways to overcome our problems, sharing of resources and strategies.

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I rather teach my own students as we have rapport and we know what students are weak in.

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It will be more efficient if teachers are given the papers earlier to be vetted before the sessions.

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It will be more efficient if teachers are given the papers earlier to be vetted before the sessions.

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The zoo experience is great as students are actively engaged during the trip.

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Proves to be effective to guide students in answering open-ended questions. No doubt it's tedious to get students to do it, but it's really effective (at least for my 2 classes of P6).

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It has its advantages, allowing us to narrow down to the topics that they are weak in. However, it could also be their process skills that is weak rather than their content knowledge.
Teachers do not know where their class stand as compared to the other level classes, unlike the previous document that we had to key in in the repository.

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It has its

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Yes!!! Continue please

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Good flipped classroom resource.

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Please let us know early what papers we are setting for the year

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Quite difficult to monitor students not in our class

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Yes. We need SUPP-ER class. We need to discuss about various concepts and challenging questions in detail with the students. We want to have deep learning.

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Currently, with the p6 sup class and 6 periods of lesson per week, time was still very tight and it was barely sufficient for us to do revision with the students. With the reduction of 6 periods to 5 periods and no sup class, it is very difficult to finish teaching what we need to teach and to prepare the students sufficiently well for their exams.

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Not enough sessions for P5 to discuss the new lesson packages.

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Teachers should take ownership and pride in setting the paper.

Setting a Science exam paper is a collaborated effort. However, the setter has to take the ownership and responsibility first.

When a good paper is being set, there will be less (or even no) errata. This will benefit the students as there will be no interruptions during examination.

In addition, setters should have the responsibility to come out with as many alternative answers as possible. This shouldn't solely be the responsibility of the Department Head.

As setters, we need to put ourselves in the positions of a student as well as a parent (not only as Science teachers).

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I am not for the D-TLC kind of TTT for our level. Can we have an informal Formative Assessment infused into the lesson rather than a structured FA in the form of D-TLC.
We need to go back to going through the lesson plan and sharing of lesson ideas to enrich our teaching methods and for deep learning.

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I think we should not have this for P5s anymore, since now we only have 5 periods per week.

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Teachers should come prepared (as in with books etc...) so as to help the setters in the event that there are questions to be replaced.

Mobile phones are strictly not allowed (unless it's urgent of course).

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TTT should only be for subjects with "special curriculum" (seamless,  my cloud, imstellar etc...).

There are some teachers with 4 TTT. This is extremely tedious for these group of teachers.

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I would want to have my own class students in my remedial class, not students from other classes.

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Good to have as a flipped classroom resource. They could have used alternative ICT tool instead of nearpod. But to ensure that everyone uses ICT tool in their teaching, you can ask them to provide a report of what they have used in their teaching.

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This resource is useful but very tedious and time-consuming to prepare.

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Should roll out at the beginning of the year. There should be an overall IC for this.

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Can the labels of the plants be looked into at the start of the year? Then, be updated within the month or term?

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If we are going to have Practical test for P3 & P4, and need to use our periods, then it has to be given weightage.

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We really need a few days set aside to just do and complete the resources for 2018.. please.. This one really needs time.

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The school can consider allocating two classes of the same subject to a particular teacher in order to minimise the number of TTT to be attended per week.

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The school can consider allocating two classes of the same subject to a particular teacher in order to minimise the number of TTT to be attended per week.

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Too many traccer table in the p4 worksheets. Ideally, the experiment ws should not have the table. The application questions should be the type of questions with the traccer table.

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This framework is useful and clearcut. Too many TRACCER boxes might be time-consuming to cover in class. One TRACCER box per WS would be good.

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For P3, too many traccer questions in practice paper. Please reduce. 

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For P3, too many traccer questions in practice paper. Please reduce. 

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No doubt tiring but useful in analysis. As we are still on the baby stage of adopting this, we have to give it more time. 

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No doubt tiring but useful in analysis. As we are still on the baby stage of adopting this, we have to give it more time. 

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Deadline given by dept should be longer as teachers are busy with marking, keying into sch cockpit, going through corrections and checking.

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I like that we used the weakest 3 topics for remediation.

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I like that we used the weakest 3 topics for remediation.

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However, I would like to take my own students instead

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Have to relook at the objective. Students are not exposed to hands on enough. Hence it can demanding for students 

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Have to relook at the objective. Students are not exposed to hands on enough. Hence it can demanding for students 

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Too many tables in P4 school based activity wkshts. Pls relook. 

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Too many tables in P4 school based activity wkshts. Pls relook. 

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One topic per term is good. To keep the topic of light in term 4.

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One topic per term is good. To keep the topic of light in term 4.

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Markers should read student's answers thoroughly. Some students answers are long but markers should read in totality and not pick key words. 

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Markers should read student's answers thoroughly. Some students answers are long but markers should read in totality and not pick key words. 

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Would be useful if we have an item bank of pictures which we can work on.

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Please continue freezing the timetable for marking.
Having mass lecture is good if the timing is rushed (e.g. SA2).

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Would be good to have our own students so that we can monitor the attendance and progress  more closely.

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Just a bit confused why we need to use nearpod (there's subscription fee) instead of the Lesson function on LMS if it is done as flipped classroom. I thought nearpod is more for teachers who wants to go through slides in class together with the students as there is screencasting on their own devices. It is also difficult to determine who didn't do as there's no namelist (LMS provides). But I do understand that LMS is not to stay, so will we still use nearpod when SLS is out?

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Good for exposure but need to rlook at the objectives.

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I think it is a good idea to look across the level and select the weaker students for remedial. I think it is fairer to the students. Otherwise, the tail-end classes will have students scoring 30s but not in remedial, and students in the good classes scoring 70s and attending remedial. As such, I think some teachers will be teaching remedial to students who are not from their own class.

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Students enjoyed the Science@Recess. Especially the lower primary students and middle primary students (I think upper pri are less enthusiastic). It is a good way to get students excited about Science and they will be more motivated to study/learn/revise for Science. However, I think it may be quite tiring if only a few teachers are to do duty at the booths as that could be their only free period. Perhaps can get them to train the Science Reps to take charge of the booths instead and then we probably only need one teacher with the help of Lynn at the booths.

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Students get put off because of the amount of writing they need to do. Perhaps we could do fill in the blanks for the TRACCER boxes and students write out the full answer in the lines provided instead of getting them to write for both parts. I think if we were to have so many TRACCER boxes, then we need to cut down the number of questions and drill them properly for the first two terms. When they understand fully and get the hang of it, we can do away with the TRACCER boxes in Semester 2.

Now, because of the number of questions and TRACCER boxes to do, teachers are rushing through and students are copying blindly. They do not fully understand, especially the difference between E and R. This defeats the purpose of TRACCER.

Also, some students can identify TRACCER but don't know exactly how to write R.

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We are constantly doing lesson packages again and again. Where are the old lesson packages? Why can't we just do improvements and refine the old packages instead of rewriting new ones? Although there is a change in syllabus, many of the lesson ideas and videos can still be used. It would be good to have them in the repo for us to refer to and use the resources if we deem it fit for the class. All these old lesson packages are actually very good resources that we are not tapping into. Many of these lesson packages are only used for a year, if not never. It is unfair to teachers who have put in a lot of effort