Area of Focus: Writing

WALT: add thoughts and feelings in our writing pieces

Area of Focus: Writing

WALT: add thoughts and feelings in our writing pieces

Area of Focus: Four Operations

WALT: subtract from a 4 digit number with renaming

Area of Focus: Diversity

WALT: categorise living and non-living things

Area of Focus: Locomotor Skills

WALT: differentiate locomotor and non-locomotor movements

Area of Focus: Ancient Artefacts

WALT: identify historical artefacts and study them 

Area of Focus: Locomotor Skills

WALT: We are learning Locomotor and Non Locomotor movements

WILF: Students are able to demonstrate at least 3 different locomotor / non locomotor movements. Students are able to differentiate the Locomotor Movement and Non Locomotor Movements.

Area of focus: Time signature

WALT: Differentiating songs of 3/4 and 4/4 time signature

Area of focus: Grammar

WALT: To add a noun / noun phrase to another noun/ noun phrase to provide information

Area of focus: Oracy 听说剧场

WALT:

我们今天要学习怎么说：请问（什么地方）在哪里？

Topik: Bandingan Semacam (Similes)

WALT:

Pada akhir pengajaran, murid dapat menggunakan bandingan semacam yang betul dan sesuai mengikut konteks.

WILF:

Saya boleh menggunakan bandingan semacam dengan betul dalam ayat.

Area of Focus: Angles in Geometrical Figures

WALT: What are the angle properties for each shape (triangles/square/rhombus/parallelogram/trapezium)?

Walt: able to round decimal up to 2 decimal places.

Area of Focus: Grammar

WALT: Use phrases about time in the beginning of a sentence

WILF: I can list down some phrases about time, I can use a phrase about time to start a sentence, I can use a comma after the phrase, I can continue the sentence with a subject and a verb

WALT: Convert fraction into Decimal using division

Students are clear of the learning objective of each lesson.

Both teacher and students can do a self-assessment at the end of the lesson to check if learning has taken place.

Topic: Kata kerja

WALT:

Pada akhir pengajaran, murid boleh menerangkan perbuatan Dani dan memadankan perkataan dengan aksi yang betul.

WILF:

Saya boleh...

• bercerita tentang perbuatan Dani

• memadankan perkataan dengan aksi yang betul

Area of focus: Multiplication and Division

WALT: Build the 6 times table by counting on by 6.

WILF: I can form groups of 6.

I can relate groups of 6 with multiplication equations of 6.

P1 WALT: Subtract using ‘Count back’ with cubes

P2 WALT: Subtract ones/tens from a 2 digit number using algorithm

Serves as visual reminder for students on what they are learning.

Helps in activating prior knowledge.

It also helps to drive the conversation productively in class.

Area of Focus: Human Digestive System

WALT:

Show an understanding on the parts of the digestive system and their functions.

WILF[I can...]

- Construct a model of the digestive system by choosing suitable objects.

-  Relate the choice of objects to the main parts of the digestive system.

- Explain the functions of the main parts of the digestive system using the model you have created.

WALT:

We are learning to recognize, name, describe and classify 2D shapes: rectangle, square, triangles, circle, half-circle and quarter circle.

P2 Lengths

WALT: We are learning to visualise how long 1m is, specifically to be able to:

• develop a sense of how long 1m is, e.g. using a metre ruler

• use their arm span to show 1m

WALT:

We are learning to compare 2 objects of lengths in metres, not from the same starting point.

WILF:

I can align the length of object when it is not at the zero mark.

I can compare the lengths of object and know which is shorter/longer.

P4 Factors and Multiples

WALT: We are learning to find the common factors of two given numbers.

WILF:

I can list down the factors of the two given numbers in sequence.

I can identify the common factors by circling them.

1. WALT allowed tr and student to focus on the objectives of the lesson

2. Students were able to identify the noun/ noun phrase that gave more information about the subject

To simply WALT statement that easy for students to understand. ‘Student-friendly’

Use extensions to extend my HP students' learning

Can also try to include the use of "must, should, could" in the success criteria statement to help students to be more motivated.

Still thinking: I thought a rubric is more of a formative tool rather than summative, since each tier typically has descriptors of increasing competency.

Area of focus: Grammar

WALT:

-begin sentences with phrases about time.

Success criteria:

-     I must begin my sentence with a phrase about time

-     I must use a comma after the phrase about time

-     I should refer to the list of phrases provided by teacher

-     I could use my own phrases about time

Topic: Kata kerja

WALT:

Pada akhir pengajaran, murid dapat menggunakan perkataan tentang perbuatan Dani.

WILF:

Saya boleh...

• menerangkan apa yang Dani lakukan

• melakonkan aksi bagi perkataan 'mandi', 'pakai', 'gosok'.

• memadankan perkataan dengan aksi yang betul.

WALT我要学：

1. 词语 “号、不用、刚刚、附近、点点头、付了钱、一束鲜花、事情、一直、贴、收到、摆满、准备、日子”的读音。

2. 词语 “号、不用、刚刚、附近、点点头、付了钱、一束鲜花、事情、一直、贴、收到、摆满、准备、日子” 的意思。

WILF我学会了：

1. 读/认 词语 “号、不用、刚刚、附近、点点头、付了钱、一束鲜花、事情、一直、贴、收到、摆满、准备、日子”。

2. 使用 “不用、刚刚、附近、事情、一直、收到、摆满、准备”完成词语搭配。

3. 使用 “刚刚、附近、付钱、事情、一直、贴、收到、摆满、准备”来造句。

Area of Focus: Multiplication Tables of 6, 7 , 8 & 9

WALT: Use the comparison model to represent multiplication and division.

WILF:

1) Use the GET method to annotate and solve the question.

Level: P3

Area of Focus: Money

WALT: Solve word problems in addition or subtraction involving decimal notations.

WILF:

1) Use the SPAR method to solve the question.

2) Check to ensure that the dollar sign and the decimals are used and placed appropriately.

WALT: We are learning to find the common factors of two given numbers.

WILF:

I can list down the factors of the two given numbers in sequence.

I can identify the common factors by circling the factors that are the same.

WALT:

We are learning to estimate / visualise how long 1m is.

WILF:

• I can show how long 1m is, e.g. using a metre ruler

• I can use my arm span to show 1m

WALT:

We are learning to compare lengths in metres, not from the same starting point.

WILF:

1) I can read the start/end mark of an object.

2) I can count the gaps between the start&end mark tell the length.

3) I can compare the lengths of object and explain which is shorter/longer.

Area of Focus: Multiplication Tables of 6

WALT: To build the times table of 6

WILF: To form equal rows of 6

Success Criteria

1. Show rows of 6 using cubes

2. Make an accurate drawing of the equal rows of 6

3. Tell the total by repeatedly adding 6

4. Use 'x' as times to express the number of repeats

Learn to recognize shapes, specifically to name and describe, classify shapes: rectangle, square, triangle, circle, half circle, quarter circle

WILF:

1. can name the shapes of the objects in the classroom

2. can describe the shapes using the number of curve and straight lines and vertices and match the shape

3. can identify and classify the shapes into the correct category

WALT:

We are learning to recognize, name, describe and classify 2D shapes: rectangle, square, triangles, circle, half-circle and quarter circle.

WILF:

1. Can name the shapes of the objects in the classroom.

2. Can match the correct shapes correctly.

3. Can describe the shapes with numbers of sides and vertices. Can describe shapes with the numbers of straight lines and curves.

4. Can classify the shapes accordingly.

Topic: Kata Kerja Tak Transitif

WALT:

Pada akhir pelajaran, murid dapat menggunakan kata kerja tak transitif dengan betul mengikut konteks.

WILF:

Saya boleh...

• memahami kata kerja tak transitif.

• mengenal pasti kata kerja tak transitif dalam ayat.

• mengisi tempat kosong dengan kata kerja tak transitif yang betul mengikut gambar/konteks.

Area of Focus: Grammar

WALT: Use simple present tense for the instantaneous present

Success criteria:

I must be able to...

1. identify verb(s) in a sentence.

2. identify the subject in a sentence.

3. state if the subject is singular or plural.

4. add -s / -es / -ies correctly to a present singular verb by applying the SVA rule.

I would be able to...

1. use metalanguage to state the SVA rule

   (e.g. Zico shoots and the ball goes into the net.

   The subject in the sentence, Zico, is singular. The verb needs to agree with the subject. So, we should use the singular verb (shoots).)

2. explain when present tense should be used

I could...

1. write a sentence in simple present tense

2. use adverbials of frequency (e.g. usually, always, sometimes, seldom) to talk about how often things happen in the present

Area of focus: Past, Present, and Future Classrooms

WALT: Identifying the changes in classrooms that happened throughout time

WILF: Sketches of artwork should contain at least 5 differences between the 2 classrooms from different time periods

E.g. Math SPARK checklist which align with the problem solving success criteria

examples of details

Start: Can I annotate the question stems,

Plan: Have I draw the model?

Act: Have I written my equations/workings?

2) Making WALT/WILF statements visible

On slides, on butcher paper, squeeze in whiteboard

Useful for students to be consistently reminded on the learning objectives

2) Using Visual cues such as other's students' works as exemplars.

WILF: Circle the describing word

Giving students a target response that is aligned to the rubric will help students to have a visual of what is expected in their own writing.

●Students can use the target response as a guide or checkpoint while they’re refining their respective tasks.

For lower progress students, we can also break down more I can statements to help them to achieve the SC.

open classroom/video examples of FA techniques

how to apply FA techniques for our subject in particular writing for lower ability Eg. come up with fill in the blank worksheet for LP writers

1. How FA perspective has changed in Term 1:

   • Not a change in perspective, but making it more explicit and intentional

   • Getting students to be more aware of the learning objectives and success criteria for the lesson

   • Being intentional for students to know what we are looking out for (in terms of assessment) during lesson time.

   • More intentional tracking and monitoring by teachers

   • Instructional strategy - always write down the aim of the lesson in students' wordings

2. New learning need(s) moving forward:

   • Resources like whiteboards and projectors in all the venues

   • Share resources with other schools for FA materials

   • Learning from each other through open classroom observations

   • Looking into SOW to sieve out what is our WALT and WILF

WALT 今天我要学会说：

1. 词语/短语：礼貌、不耐烦、占位子、面带笑容、麻烦您了、老人家、无礼、承认错误、说法。

2. 句式：不管怎么说，我们都应该对老人家有礼貌。

WIFL我学会说：

1. 词语（with HYPY)：

   礼貌（ ) 、不耐烦( )、

   占位子（ ）、面带笑容（ ）、

   麻烦您了（ ）、老人家（ ）、

   无礼（ ）、承认错误（ ）、说法( )

2. 句式：不管怎么说，我们都应该对老人家有礼貌。（ ）

sharing of good practices on how to enhance students' awareness on daily WALT and WILF in our teaching and learning.

Lesson recordings of teacher leaders or ST/LT implementing FA in their classrooms.

2.       Space to clearly state WALT/WILF. Sharing of strategies to incorporate a variety of instructional strategies to appeal to different learning preferences and styles. For example, provide visual aids, hands-on activities, and auditory explanations to cater to diverse learners. Also, strategies to incorporate technology tools and resources to support differentiated instruction and assessment. Eg. Groupings in SLS, online platforms and educational apps can provide personalized learning experiences, adaptive feedback, and opportunities for self-paced learning.

Space to display WALT/WILF clearly in class

Sharing of good practices of how to conduct FA within the school

We need more exposure to different forms of FA that we may use in lessons. These can be sharings from STs or from workshops or during TTTs. With a wealth of knowledge on different forms of FAs, we can close learning gaps more effectively by choosing the appropriate ones.

2) The same FAs tools that I know of can also be used differently to assess a variety of learning objectives. I would need more practice and be very intentional in planning for what FA tools I would like to use for each lesson.

• Giving students the ownership of learning

• Intentional effort to assess on students' learning

• FA need to be frequently used

• Promote thinking in students

• As per previous knowledge on FA, using factual fluency to assess their past learning

New Learning Needs

• Integration of past year learnings, e.g. DI/IBL, with this year's focus on FA.

• More lesson examples on enactment of FA.

• How do we address the learning gaps from the data gathered during FA.

• How could we tiered the questioning/learning resources to reach the same success criteria?

• Catering the success criteria to different students' profiles?

• After multiple tries/various methods/varieties, there are students who are still not able to achieve the success criteria, how could we address such issues?

• Alignment of summative assessment with T&L?

2) More sharing from teachers

1. How has/have your perspective(s) about FA changed, if any, after T1?

• Students are using the FA tools effectively.

• Teachers are able to check for students' understanding better.

• With the incorporation of LI and SC, lesson preparation is more customized to the student needs.

2. What new learning need(s) do you have moving forward?

• more examples of the usage of various FA tools in class

WALT: Write an informational text about a chosen sport.

Success Criteria:

• I can choose a sport that is interesting to me.

• I can write my informational text in present tense (factual / information)

• I can organize my ideas into different paragraphs.

• I must have one topic / main idea per paragraph.

• I can add 1-2 supporting details to my paragraph that is relevant to my main ideas. (Definition, Description and Examples)

How to craft SC to meet the diverse needs of the students in the class.

Please use this section to capture any good practices/tips on the use of ALL-STUDENT RESPONSE SYSTEMS your members have shared.

Remember to indicate your subject.

Level:P5 (Composition)

என்னால் 90 சொற்களில் ஒரு முழு கட்டுரையை எழுத முடியும்.

SC

1)என்னால் முன்னுரையை நல்ல / அழகிய சொற்றொடர்களுடன் எழுத முடியும்

2)என்னால் படங்களைத் தொடர்பு படுத்தி எழுத முடியும்

Please use this section to capture your group's response to the following question:

1) One key takeaway from the SLS lesson on AfL.

2) Provide examples specific to your subject on how technology can be used to support AfL at the three different levels: Replacement, Amplification and Transformation.

Shahila: How do I ensure the LP students are answering based on their own understanding as opposed to referring to their friend's answers?

Amilin: How teachers can use the data effectively to plan for the next lesson?

Siti: How I can utilize the data for future use of differentiated instruction?

Without writing names will encourage all pupils to pen down their thought.

Data collection - do we collect at the end of every lesson or every unit? which is best? - bearing in mind the workload of the teachers and also desiring to understand students' learnings. bearing in mind also, that assessment of learning should not be forced into a lesson but supports a teachers' teaching and formulating of subsequent lessons.

2)Is it necessary to differentiate exit tickets?

2) Using Geniebook/AI tool chatbot to ask questions and receive immediate feedback.

Using games such as kahoot, blooket to check on students' understanding.

engaging pupils that are weaker as usually weaker students tend to copy answers.

• Assessment should be timely and throughout the lesson.

• ITT could be used at timely checkpoints.

RAT:

• R: Online quiz

• A: Kahoot, Nearpod

• T: Virtual Reality

How can technology be used to support AFL?

Replacement- Using the heatmap to monitor the learning of students

Amplification - Using SLS Auto graded quizzes so that immediate and prompt feedback can be given to students

Transformation - Using ALS in SLS to provide more scaffolding for some students and self directed learning for others.

-How can we effectively make use of the data collected to provide feedback in a timely manner?

Make use of nearpod and SLS to allow peer and teacher-student feedback. Use Classkick to facilitate peer assessment. Teachers can give timely feedback on the spot.

Use padlet to allow students to record and do the peer assessment by listening to others' recordings.

Would it be better to digitalise the exit tickets such that the teacher has an easier time collating feedback and addressing concerns/misconceptions directly to students via an online platform?

R- Use of poll (e.g. prediction questions before conducting an experiment), Kahoot quiz (monitoring after teaching a concept), Quizlet, Blooket

A-Use Mentimeter, Wooclap (e.g. for Wordcloud on the topic of Plants, polls), Nearpod

T-Virtual Learning Journey (e.g Plants, National Parks Board)

Consider the assessment tasks when designing lesson activities. Provide feedback to students after each activity so that learning can be consolidated as the lesson progresses. Using annotation and note taking feature.

Replacement: Using nearpod as whiteboard

Amplification: ITT to cut down time when getting peer feedback. Allows students to see a wider range of responses.

Transformation: Language Feedback Assistance - still exploring (grammar mistakes etc will be flagged out for students to receive feedback)

Chat GPT - take picture and upload student work and Chat GPT can provide an improved version.

It can also help us come up with lesson resources (writing samples to get students to compare elements)

Speech Evaluation on SLS - students upload audio response and a mark can be assigned based on what they say

2) Amplification:

(Music): Create music composition through music notation software.

(Art): Students use iPads to create digital portfolios of their artwork using Seesaw, SLS, Padlet or Google Classroom. It allows them to upload images of student artwork and share feedback. Teachers can provide feedback directly on the digital platform, offering comments, annotations, and even audio feedback. This makes feedback more accessible and immediate.

Replacement:

(Music): Audio or video recording using iPads. Use apps like SLS and Seesaw.

(Art): Use Seesaw to gather immediate results and feedback help students understand their grasp of the concepts and identify areas needing improvement.

Transformation:

(Music): Create soundscape from muted videoclips or images

(Art): Student online portfolio using Seesaw or Google Site

R: MCQ quiz/online SAQ

A: polypad for teaching of piechart, blooket

T: 3D viewing of solids vs its nets, time-distance-speed (distance in km)

2) Other creative ways to apply all students response systems?

3) Curriculum and syllabus need time, as well as using all students response system.

Ask students to think and share with their peers first before share in class, this allows students ‘wait time’ to clarify their thoughts and strengthen their understanding

1 thing I found interesting is ...

1 question I still have/ 1 challenge I anticipate is ...

1 thing I found interesting is it does not need to start from understanding when questioning

1 question is how long do I need to spend planning for the lesson to include different levels of questioning.

2) Interesting - fun with the FUN and MYTH activity

3) Challenge - crafting of questions to cater to students' readiness level