1）学生选择书中两个章节，制作立体书 （内容10分，表达10分，设计10分)

2）读后感：最喜欢的人物，原因和感受 （内容5分，表达5分）

3) 成品分享 （10分）

考查技能：把握人物特点、理解章节主题、朗读与汇报

呈交形式：成品分享 + 书面报告

-以书面报告+视频的形式回答相关问题。

-总分：

书面报告（20分）

视频（30分）

【最后换算成100分】

根据布置的任务写稿录视频 vlog

1) 录像导读，设计出自己的守护熊，

2) 完成两个章节，八格漫画，每个章节80字

3) 写出一段关于自己的守护熊的故事。

学生根据题目做PPT以及口头报告。

人物绘图：6分

人物描写：14分

视频制作：20分

总分：40分

-推介自己设计的小王子的周边产品（2分钟 制作方式、寓意等）

-周边物品呈现（艺术性、创意、精致度等）

书面报告：40分

为《伤者》续写第三部分（1200字）

以小容爸爸的视角进行写作：

-探讨自己与妻子、儿子的关系

-结合自身成长经历，对妻子与儿子进行深刻的评价与情感表达

-以书面报告+视频的形式回答相关问题。

-总分：

书面报告（20分）

视频（30分）

学生根据题目做PPT以及口头报告。

内容：20分

语言: 10分

口头报告：20分

总分：50分

学生根据题目做PPT以及口头报告。

Reflect, have we met the objectives.

In pairs, please write down:

2 strengths

2 AFIs

2 suggestions

CRITICAL THINKER

A thinker who explores possibilities, evaluates information and integrates knowledge to derive solutions for real world issues.

ADAPTIVE COLLABORATOR

An adaptive contributor who connects well with others and communicates ideas and thoughts effectively in different contexts.

2) What are the language skills we aim to develop in AA of different streams?

3) Is the skills to develop, level of difficulty progressive across the streams?

To do:

Review the current AA across a given spectrum (eg. S1 G1 to G3 / S2 G1 to G3 / Lower Sec HCL / S3 G1 to HCL). Suggest a progressive range for 2026.

Eg:

S1 G1: Oracy - what assignment?

S1 G2: Oracy + Written - what assignment?

S1 G3: Oracy + Written + Critical Thinking - what assignment?

e.g. assignment critical thinking objectives not met.

2) booklist to indicate book is for weighted assessment.

3) for lower sec: 2026 onwards, every wednesday enforce reading of designated storybook, and the mtl lesson immediately after that, 10 mins silent reading in class.

4) to print out instructions, including answer sheet with WA cover page for all AA assignments.

低年级：主题：朋友

高年级：主题：学校 / 社会

1G1：海报+简单的口头分享

2G1：漫画+段落写作《守护熊》

3G1：段落写作+口头报告《早报逗号》（老师选）

《不可思议的打印机》

1G2：海报 + 口头报告（介绍）

1G3：打印机 + 文稿 + 口头报告（介绍 + 评价）

单元六以作文/电邮/假期作业的形式完成

《面包特攻队》

2G2：（介绍）

一：画最爱的人物 + 文本摘抄（一种描写内容）

二：录视频介绍一个自定义的面包（1分钟）

2G3：（介绍+评价）

一：画最爱的人物 + 文本摘抄（各种描写内容）+ 评价人物

二：录视频介绍一个自定义的面包（1分钟）

ALL- Read a short story from the book given.

Write the summary, fav character, lesson learnt.

G3 & G2 (Video)

Marks are given based on rubrics

1) To be a confident speaker in the language

2)Primary language skills targeted include

• reading comprehension

• critical thinking

• effective written and oral communication

  
  

3) Different books for Sec 1 & 2 , G1 simplified task and rubrics

《一只狗和它的城市》立体书（复述+评价）

2HCL：

《回不去的候车站》有声书（复述+创作）

3HCL：

一、《小王子》（SLS）周边产品（推介）

二、《伤者》续写第三个部分（批判、创作）

Suggested topics are able to cater to G1-G3

Students to write script and research on information related plus relating to their personal experience through photos and videos.

1) To be a confident speaker in the language and creative learner

2) - able to comprehend the requirements of the questions

• planning the storyboard, writing the script and research on the info they want to showcase in the video

• speaking skills when they interact with audience in their vlog.

3) Topics chosen are based on their interest. They are given the autonomy to choose the topics. This is progressive from video of sharing summary of book to now sharing summary of their research/interest/experience through a vlog format.

1、书本需要导读吗？这是一个两难的问题：一边是教学时间紧张，另一边是如果不导读，学生可能不能吃透内容。

2、现在的AA是3G1：AI； 3G2：残障人士；3G3：青少年本身+亲情，我们建议高年级G3是否以时事为主？

3、G1---G2----G3：有一个时事资料库（视频+文章），但是不同源流题目的难易度不同。

1. Wisma Geylang Serai Visit + Malay Kuih Workshop

• What went well:

  • The kuih workshop was hands-on and enjoyable. Students appreciated the cultural exposure.

• What can be improved:

  • During the Wisma Geylang Serai visit, students had difficulty hearing the facilitator clearly due to poor audio and background noise.

2. Abu Nawas Performance

• What went well:

  • Highly interactive performance that allowed student participation.

  • The storyline was easy to follow with explanations from the vendor, enhancing understanding.

• What can be improved:

  • No major issues. This format is well suited for lower secondary students.

3. Kahoot Quiz Activity

• What went well:

  • Students created Kahoot quizzes based on topics related to the MTL Fortnight theme.

  • Many enjoyed the experience of quizzing their peers, which fostered fun and collaborative learning.

Sec 2

1. Traditional Malay Games Workshop

• What went well:

  • The concept of learning through traditional games was culturally enriching.

• What can be improved:

  • Student behaviour was challenging; some were rowdy and had to be asked to leave.

  • There were initial location issues – NPCC initially disallowed use of the parade square, but it was later available. Improved coordination with CCAs is needed.

2. Abu Nawas Performance

• What went well:

  • Similar to Sec 1, the performance was engaging and accessible to students.

• What can be improved:

  • Consider providing a pre-performance reading or introduction to deepen engagement.

3. Kahoot Quiz Activity

• What went well:

  • Students developed Kahoot quizzes to test classmates on Malay culture and language topics.

  • The competitive and interactive format was well-received and enhanced peer learning.

Sec 3

1. Traditional Music Workshop

• What went well:

  • Interactive and engaging session. Students enjoyed trying the instruments.

  • Prior research helped students come prepared and made the session more meaningful.

  • The gallery walk in class reinforced their learning and encouraged self-directed exploration.

• What can be improved:

  • Attendance was low due to clashes with the National School Games.

  • Suggestion: Avoid scheduling overlaps with major school events.

2. Silat Workshop

• What went well:

  • Students were highly engaged and enthusiastic about learning the movements.

  • They enjoyed the physical, cultural, and performance aspects of silat.

• What can be improved:

  • There was no follow-up activity to reinforce the learning.

  • Suggestion: Include a post-workshop reflection, peer demonstration, or short video presentation task.

3. Kahoot Quiz Activity

• What went well:

  • Students created their own quizzes to test their peers’ knowledge.

  • This encouraged student ownership of learning and helped reinforce content in an enjoyable way.