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All teachers to use SLS Pedagogical Scaffold 2.0 in designing for technology-enabled  lessons 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.

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Establishing classroom routines in the use of PLDs in different subjects

Managing safe and ethical curation of information

Managing online communication and collaboration

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1. The green post-its showed the CPA strategies extracted from a technology plan.

2.  You are assigned to work on one of the column according to the first letter of your school name.

3.With reference to the assigned column, translate the technology plan strategy into a strategy relevant and actionable to your department.

4. LIKE & COMMENT your colleagues' strategies!

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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.

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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 digital artefact to reflect and consolidate learning at the end of every topic (creation/group productivity)

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1) Students to take down note using their PLDs.
2) All quizzes will be completed through GC and uploaded for online marking.

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Sec 3 & 4:
- use GeoGebra Classroom for exploring the characteristics of the graphs of Quadratics Functions, Trigonometric Functions and Exponential & Logarithmic Functions. Students will then have graphical representations of the different functions so that in the physical classroom, teachers can go through the algebraic representation of functions and solve some of the related equations.

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Tech enabled assessment:
Lower Sec
1. Use of google forms to provide feedback during seatwork and to identify progression of students to provide JIT assistance in class if necessary
2 SLS quiz

Upper sec
1. Use of demos graphing software
2. Quizziz
3. SLS Quiz

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Involve students to perform simple task to collect data, while working in groups during in-person lessons, using digital tools as aids. Students can carry on their discussion and analysis of data collected virtually e.g. using Google sheets etc. Digital artefacts can be created for sharing with classmates on class digital space.

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encourage students to learn from each other and help each other in the use of the digital tools and apps; and also to explore and share with each other.

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For every tutorial, use Microsoft Quiz to collect students' responses to monitor their learning and to give them immediate feedback. The software makes monitoring easier - we know who has done the tutorials and how well they have done. However, the limitations in the software is that students must type exactly the answer. Any unintended keying in of spaces or other representations will be marked wrong.

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For Sec 1 and 2, plan a scaffolded inquiry task on SLS once a semester on application on real world problems. Students to share solutions to the real world problem by collaborating in small groups. Solutions to be peer-reviewed and discussed in class as a follow-up.

For Sec 3 and 4 students, plan a open enquiry task on SLS once a semester on problems in real world context. Students to share solutions to the real world problem by collaborating in small groups. Solutions to be peer-reviewed and discussed in class as a follow-up.

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To infuse the usage of digital skills in everyday lessons. Use the PLD every lesson to let students get used to simply using it. 

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To infuse the usage of digital skills in everyday lessons. Use the PLD every lesson to let students get used to simply using it. 

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Teachers can use uploaded videos, powerpoints, SLS, note taking software, etc, to allow students to access it using their PLD so that it becomes infused into their learning and not become an extra item that needs to be done. Most of what can be done on worksheets can be digitized and uploaded for students to access on their PLD.

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Instill self-directedness as part of learning routines.
Every concept taught to have pre-reading or video to watch before lessons.
Teachers are to include pre-lesson notes/materials/videos for students to prepare before starting a new concept.
1. Students completing pre-reading, watching of videos related to what they are to learn.
2. Assess the understanding with quiz before the start

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For online discussions, students to follow some guidelines when doing online discussion with their peers, e.g. they should be suggesting to their peers how to improve on their posts. Teacher may also provide some statements starters for students to use when commenting on the responses posted by their peers.

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Capturing discussion points among students during group work discussion in-class that may continue to transpire after lesson timings.

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Use digital note-taking app like one note for note taking during lessons.
Use of google classroom to issue check-in or checkout activity
Upload materials like videos or links that is related to the topic in google classroom

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Concepts are learnt online

Make learning authentic/relatable such as looking at different items on discounts in supermarkets (percentages/rate) or calculating the volume of the recycling bin in the neighbourhood (volume/approximation)

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1. It is important to teach the routines - note taking skills, and management of the notes/materials on their PLD.
(a) Students can take notes in class, as well as do consolidation of learning using mind maps at the end of each chapter/sub chapter. (b) Students will also be able to annotate directly onto their e-books/notes as well as learn how to manage their notes with the use of their PLD.

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Like the idea of specific tools that all students need to learn, use and progress with as they move along the years e.g. Note-taking using My Note (for Lower Sec) and then to One Note (at Upper Sec)

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In class, we can use pear-deck to give live feedback of answers provided by the class for sharing
Out of class we can use SLS quiz function and sieve out any major (or minor) learning gaps

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Students to use interactive graphing tools to see the connection between equations and graphs, using it for solving PRWC.

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To provide opportunities and digital platforms to teach communication and collaboration skills and allow students to put to practice in the classrooms.

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Sec 3 & 4:

SLS pre-lesson package is used as a platform to introduce the topic. The package may include illustration videos or applets for students to learn and investigate about the concept as well as questions which aim to promote thinking and check for understanding.

At the end of this package, students may consolidate the key ideas learnt using a digital tool on SLS to create concept maps and peer feedback will be provided.

The next lesson will be a f2f lesson where students will go deeper into the topic and attempt/discuss about math problems related to the concepts. Their discussion can be recorded in padlet.

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Teachers select and use technology tools to
(1) gather real-time feedback
(2) develop metacognition
(3) enhance peer feedback

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1. Department ICT champions explore the use of ICT tools (SLS embed tools, classpoint etc) suitable for assessment for learning for Mathematics as well as seamlessly include them in lesson packages.

2. Math ICT champions to share with department teachers the pros and cons of various assessment tools tested in classrooms such as ease and effectiveness of use to monitor student learning, address learning gaps and provide timely feedback.

3. All Math teachers to incorporate tech-enabled assessment for learning.