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Using UDM as a guide to ensure that different skills are integrated across the curriculum.

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UDM- Serves as a holistic approach/tool to address various areas.

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Manageable number of units and we should keep flexibility of shifting units, reducing scope of units.

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We need to relook at scope of UDM as a whole year emphasis rather than by terms.

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To identify skills/dispositions to be developed in each unit and to assess the relevance of each worksheet in alignment to the goals/objectives.

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To purchase the S & T booklet for the primary 5 students. Students could gain better exposure other than what was provided by the teachers in terms of teacher-created worksheets. Perhaps it's better to align to UDM rather than purchase due to time constraint? Possible to identify areas of Companion booklets which may not be necessary for students to complete?

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To relook at the units, UDM, etc in alignment to the goals. Criteria for reduction must be clear to all, e.g. overlaps in skills taught.

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Students enjoyed the activities! The activities are meaningful and enjoyable to all the students! Possible for students to do the activities independently to reduce the work load of teachers. We can explore deploying reading champs or PSG members to help with manpower constraint. We may need to reduce to 3 days rather than one week.

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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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Leverage use of resources of Little Red Dot. While we use it differently, the resources is used widely and meaningfully. Process to achieve discerning readers is carried out. Structured process refers to scaffolded process, UDM and discussions held etc. Questions were fielded to get students to reflect and become more discerning readers.

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The use of talking cards enable active listening, taking turns and being respectful as the partners speak.

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To be more explicit in terms of the activities to ensure that students are developed to become empathetic communicators. We can leverage existing resources. For instance we can identify e.g. current affairs topics and design purposeful lessons to tie in reading and communication skills. Students have found these activities useful.

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Tap on what is available such as NE Events and FTGP package to have conversations about sensitive topics such as race etc. We can extend the learning, tap on same resource package so that they have the language (vocabulary/content) to talk about the topic. We can be more deliberate and intentional in developing our students to be more empathetic communicators.

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To ensure a sound plan where materials, resources etc are carefully planned for to be executed so there is a balancing act in place. To make a mindful note not to be overly ambitious!

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To keep 6 Traits of writing and be revisited yearly.

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To start off at the beginning of the year with PD on setting of assessment papers.

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To stretch our students through enrichment activities e.g level wide enrichment on developing students as empathetic communicators. These activities can be conducted in the afternoon.
We can decide on topics that we can go in depth to learn soft skills like ppt, digital literacy etc.
Reading comprehension as sensemaking- hear students' voices as they collaborate and develop perspective taking, listening to diverse opinions in a respectful environment.
Students can do time-based practice to get students to be familiar with exam setting.