Question no 2 List your schools strategies practices that worked and data used to ensure the target is achieved.

1.     Supplementary Classes During Curriculum Hours – Extra classes are integrated into non-core subject periods to maximize learning opportunities and reinforce key concepts.

2.     Midday Focused Study Groups – Conducted from 12:30 to 1:15 PM, these sessions provide targeted academic support based on students’ abilities. Scheduled teachers guide them in structured small-group settings.

3.     Recess Support Classes – Designed for average and weaker students, these sessions focus on Mathematics and Science, led by the headmistress. Students receive PSR-format practice exercises to strengthen their understanding of fundamental concepts. This program runs from February to June 2024.

4.     Year 6 Homelink Program – To ensure continuous learning, teachers assign homework and revision tasks online via WhatsApp during every school holiday.

5.     Parent-Teacher Meetings (PTM) – Held twice a year, these meetings serve as a platform for parents and teachers to discuss student performance and assessment results.

6.     Congregational Solat Hajat – Conducted in phases, this initiative encourages collective prayers for blessings, success, and motivation among students.

7.     PSR Exam Breakfast Program – To support student well-being during exams, Year 6 students receive a nutritious breakfast daily, provided by the school and parent contributions.

Motivation and Guidance Sessions – Students participate in the "Sama-Sama Kitani" Parenting Program at SR Pap Besar Sungai Kebun and attend motivational talks at SR Pintu Malim, fostering

Question 1

The fact that the overall pass rate (A-C) is 50%, mirroring the Maths performance. This strongly suggests Maths is a critical factor driving the overall student results.

Refined 5 Whys Analysis

(Focusing on Maths Impact on Overall 50% Pass Rate):

1. Why is the overall A-C pass rate only 50% (3 out of 6 students)?

• Because a significant number of students are failing to achieve A-C grades, and specifically, a significant number are failing Maths.

2. Why are students failing to achieve A-C grades, especially in Maths?

• Because Maths performance is low, and the overall pass rate is directly tied to the success or failure of students in Maths.

3. Why is Maths performance so low, impacting the overall results?

• Potentially due to a lack of foundational understanding, consistent struggles with concepts, or a disconnect between teaching methods and student learning styles, and/or lack of student engagement.

4. Why might there be a lack of foundational understanding, consistent struggles, or teaching disconnect, or lack of student engagement?

• Perhaps the curriculum progression is too rapid, foundational skills are not being reinforced, teachers lack the resources or training to address individual learning needs, or the teaching style is not engaging or relevant to the students' interests, or the students lack motivation.

5. Why might there be rapid progression, lack of reinforcement, resource/training gaps, lack of engagement, or student motivation issues?

• Potentially due to curriculum design flaws, insufficient time allocated for Maths instruction, lack of access to supplementary materials or technology, inadequate teacher professional development, lack of awareness of student learning preferences, or a broader school culture that doesn't prioritize Maths achievement, or external factors impacting student motivation.

  
  

Refined Initiatives (With Emphasis on Maths Impact):

• Intensive Maths Intervention Program:

  • Implement a focused, data-driven intervention program for students struggling with Maths, with a focus on core concepts.

  • Utilize diagnostic assessments to identify specific areas of weakness and tailor instruction accordingly.

  • Provide small-group or one-on-one tutoring for students who need extra support.

• Curriculum Alignment and Review:

  • Conduct a thorough review of the Maths curriculum to ensure it's aligned with student developmental levels and learning needs.

  • Develop strategies to reinforce foundational skills and provide opportunities for spaced practice.

  • Consider incorporating more real-world applications of Maths to increase student engagement.

• Enhanced Teacher Training:

  • Provide targeted professional development for Maths teachers, focusing on differentiated instruction, effective assessment strategies, and engaging teaching methods.

  • Encourage collaboration among Maths teachers to share best practices and develop innovative teaching resources.

  • Provide training for teachers on how to increase student engagement in maths.

• Increased Instructional Time and Resources:

  • Allocate additional time for Maths instruction, particularly for students who are struggling.

  • Provide access to a variety of supplementary materials, including manipulatives, online resources, and practice worksheets.

  • Invest in technology that can enhance Maths instruction and provide opportunities for interactive learning.

• Student Engagement and Motivation:

  • Implement strategies to increase student engagement in Maths, such as incorporating games, puzzles, and hands-on activities.

  • Provide opportunities for students to work collaboratively and learn from each other.

  • Recognize and celebrate student achievement in Maths to foster a positive learning environment.

  • Investigate if external factors are impacting the students motivation.

• Early Intervention System:

  • Develop a system to detect students who are at risk of failing maths as early as possible.

  • Provide those students with resources and support immediately.

    
    

Key Takeaways:

• The data clearly indicates that Maths is a critical bottleneck impacting overall student performance.

• Addressing Maths deficiencies is essential to improving the school's overall pass rate.

• A multi-faceted approach is needed, including curriculum review, teacher development, and targeted student support.

• The 50% overall pass rate, and the 50% math pass rate is not a coincidence.

  
  

Question 2

Practices That Worked:

• Morning Remedial Program:

  • Targeted instruction for students struggling in specific subjects.

  • Small-group instruction to provide individualized attention.

  • Focus on foundational skills and concepts.

• Home Tutor at Night (Teacher's Home):

  • Intensive, individualized tutoring in a comfortable environment.

  • Opportunity for students to receive extra help outside of regular school hours.

  • Stronger teacher-student relationship.

• Term Holidays Extra Classes:

  • Focused review and reinforcement of key concepts.

  • Opportunity to catch up on missed material.

  • Reduced distractions compared to regular school days.

• Blocked Timetable (Art, Social Studies, PE):

  • Maximizing instructional time for core subjects.

  • Ensuring that non-core subjects are still taught effectively.

  • Creates larger blocks of time for core subjects.

• Motivational Talk to Students and Parents:

  • Inspiring students to achieve their academic goals.

  • Providing parents with strategies to support their children's learning.

  • Building a sense of community and shared purpose.

• Given Notes and Extra Resources:

  • Providing students with clear and concise notes to aid in studying.

  • Offering a variety of resources to cater to different learning styles.

  • Ensuring that students have access to the materials they need to succeed.

• Individual Attention:

  • Identifying and addressing individual student needs.

  • Providing personalized support and guidance.

  • Building strong teacher-student relationships.

Q2 - Strategies that worked

1. Use of Checkpoint Tests - by using SBE from the previous year, and diagnostic test in January as a baseline, we were able to identify areas that needed improvement and monitor any progress throughout the year leading to PSR, adjusting areas to focus on along the way

2. use of Traffic Light papers - moving up from one difficulty level to another based on results on specific areas of concern

3. Behavioural Adjustment (for 1 student) - finding the main cause as to why this particular student is struggling, and communicating with their parent on how to help at home. Also finding out teaching approaches that can cater to them

4. Homelink - parents involvement in checking students' work at home

5. Block Timetable - using 1 period of Social Studies, ICT, Lukisan, Pendidikan Jasmani for intervention in subjects that need focusing on