# data[].attributes.body
13. Have we done well in our Assessment Feedback Literacy Practices in the classroom (Feedup, Feedback and Feed Forward) ? What can we do better? Do the Marking Codes help to provide effective feedback to students?

# data[].attributes.body
15. Have we sufficiently developed assessment tools for students to deepen self-regulated learning? (eg, rubrics, checklists, reflections, etc) Do they help students identify gaps for improvement? What went well and what can be done better?

# data[].attributes.body
3. How well have we supported Low Progress Learners? (eg, LSM, ICAN, etc) What went well and what can we do better? What are the gaps?

# data[].attributes.body
I3. Enact learner‐centred

balanced assessment for

students to develop stronger

intrinsic motivation in learning

and nurture life‐long learning

attitudes and skills (E21CC)

# data[].attributes.body
2. How effective are our HP programmes (E2K & Olympiad)? Is the selection criteria sound? Within your classroom, how do you stretch HP students? How can we do better?

# data[].attributes.body
14. Refer to the Results Analysis tables : https://docs.google.com/spreadsheets/d/1vxgx7wUavLnrMkjRP7ijaKrLjfDsksmUiL37iDxVhpU/edit?gid=1164544662#gid=1164544662

Comment on WA1 & WA2.

What does the data show/tell us? What went well and why? What are the gaps and why? How can we close gaps?

# data[].attributes.attachment_link.title
2025 Maths Result Analysis and Target-setting.xlsx

# data[].attributes.body
11. Comment on Maths Fun Week cum International Friendship Day. What went well and how can we do better? Please suggest ideas. Click link to access activities to MFW : https://docs.google.com/document/d/1-XBxQLebH6eAfa-33xWiIK083ekOyGElXwru1--gc1E/edit?tab=t.0

# data[].attributes.body
I2. Provide learning

opportunities for

students to connect

knowledge and skills

with the real world (E21CC)

# data[].attributes.body
18. What courses/ training/ clinic sessions would you be interested in?

# data[].attributes.body
STRATEGIC THRUST 1

# data[].attributes.body
8. Comment on the Remedial Programme (P3-6). What went well and what can we do better?

# data[].attributes.body
9. (https://academyofsingaporeteachers.moe.edu.sg/professional-excellence/the-singapore-teaching-practice/) How have we leveraged STP to strengthen instructional practices to skillfully engage students? How we we integrate ICT purposefully into our curriculum in line with SLS Pedagogical Scaffold?

# data[].attributes.attachment_link.readable_text
The Singapore Teaching Practice (STP) is a model that makes explicit how effective teaching and learning is achieved in Singapore schools. Anchored on the notion that teaching is a profession, the STP draws on Singapore educators' beliefs about how students learn and teachers teach. It is represented in the form of an orchid to reflect the Singapore context within which we practise our craft and seek to improve our practice as a collaborative fraternity.

Teachers may access the STP at this link (OPAL2.0 login required).

# data[].attributes.attachment_link.description
The Singapore Teaching Practice (STP) is a model that makes explicit how effective teaching and learning is achieved in Singapore schools. Anchored on the notion that teaching is a profession, the STP draws on Singapore educators' beliefs about how students learn and teachers teach.

# data[].attributes.body
4. Do the CPDD TB/WB/materials provide sufficient practices for our students? Where are the gaps? Are there sufficient resources? Which topics are more challenging? What can we do better? Suggest ideas for improvement.

# data[].attributes.body
17. How has PLT supported you in enhancing your classroom practices? Comment on our current PLT format & structure. What went well and what can be done better?

# data[].attributes.body
12. What authentic learning tasks have we created for students to help them relate to real world?

What are some areas for improvement in our tasks/activities/process?

# data[].attributes.body
1. How do you carry out differentiation in your classroom? Do you think we have done well in this area? How/What else can we do more to support our students of diverse learners? What support do you need?

# data[].attributes.body
i1. Design differentiated

learning experiences to

support, strengthen and

stretch the learning of all

student segments (E21CC)

# data[].attributes.body
7. Comment on R.I.D.E.S. ✔

What went well and what can be done better?

# data[].attributes.body
6. Comment on the Quick Quest (P1-3) / Quick Dash (P4-6). What went well and what can be done better?

# data[].attributes.body
16. Comment on P4 MathsCheck Plus or P5/6 CATalytics. What went well and what could be done better?

# data[].attributes.body
5. Comment on our Flipped Learning. What went well and what can we do better?

# data[].attributes.body
10. Comment on Koobits. Does it help to support T&L? What went well and how can we improve?

# data[].attributes.body
Use of FAST Kit (coloured cups) for students to seek help if they need while closely monitoring the LP students

# data[].attributes.body
Peer-coaching where students who are stronger and faster in completing their work to guide their LP peers

# data[].attributes.body
Teacher's use of fraction discs to carry out concrete explanation of concepts on fractions but experience difficulty in keeping it. Hence, did not get LP students to use them.

# data[].attributes.body
HP students who attend the programmes do exhibit more skills and strategies when answering questions and word problems

# data[].attributes.body
HP students to show alternative methods (to show at least two different methods) for word problems to solve and check their answers.

# data[].attributes.body
For heuristic word problems that uses the Listing strategy, HP students are encouraged to use and share alternative strategies which are more effective

# data[].attributes.body
Modified LSM slides and incorporated ClassPoint tools for more difficult topics to ensure class engagement and scaffold the learning of the concepts

# data[].attributes.body
For LSM students, selected WB pages to be completed

# data[].attributes.body
More deliberate sync of textbook and workbook for the new resources. Hence, students can refer to textbook examples to solve the questions in workbook.

# data[].attributes.body
Assigned SLS lessons but blocked off the access to certain segments but unlocked them progressively as the lessons progress

# data[].attributes.body
Suggestion to sieve out the SLS lessons that address the common misconceptions instead of targeting all the concepts

# data[].attributes.body
Use of Daily 10, Factual Fluency, Whiteboard during Quick Dash. Daily 10 has a time factor so students have better time-management.

# data[].attributes.body
Flash the RIDES poster when solving word problems.

# data[].attributes.body
Teacher model (I-Do) the use of RIDES when solving words problems then progressing to (We-Do) to seek students' responses then finally to (I-Do)

# data[].attributes.body
For LP students, may want to focus on the annotations (RI) first and praise them for able to achieve some steps.

# data[].attributes.body
Students' attendance is not consistent as they are confused on the dates to attend, especially so they are LP students.

# data[].attributes.body
Pre-test for first remedial lesson, teach a bit; continue to teach during the next remedial lesson (a fortnight later), then post-test. There is a gap (two weeks gap) in the teaching and the timing of pre and post test.

# data[].attributes.body
Possible to have weekly remedial for the very weak students who are in RRP, SDR as they are not included in remedial

# data[].attributes.body
Use of ClassPoint to check and monitor students' understanding and dipstick check of students' responses to ascertain the pace of the lesson

# data[].attributes.body
Have been using Koobits regularly. Can show the videos from Koobits during lessons as some of the videos are very good.

# data[].attributes.body
Students enjoyed the classroom activity of Sudoku but some struggled even after scaffolding. They enjoyed guessing the weight of the jellies.

# data[].attributes.body
Term 2 Learning Task is more of a word problem and not really a 'thinking-out-of-the-box' real-world problem.

# data[].attributes.body
Have been scaffolding their learning using guiding questions to facilitate the thinking process.

# data[].attributes.body
For peer-helping, they also used the questions asked by teacher in class (I-Do) to help their peers to complete their work.

# data[].attributes.body
For WA2, a few questions are more demanding than workbook questions so workbook may not have sufficiently prepare the students for WA.