English, Malay, Tamil, Chinese Language

 

• Motivate learning and help pupils pay attention to what is to be learned. Help them make connections with what they already know.

• Revisit and reinforce what has been learned

• Diagnose pupils’ needs, abilities and interests. Identify learning gaps, monitor their learning and provide timely and useful feedback for improving learning and self-assessment.

• Teach language in authentic contexts of use and model its use. Let pupils learn through working collaboratively with the teacher and other pupils.

• Facilitate discovery by prompting, posing questions and supporting the process by which pupils can learn about a skill, strategy, process or rule without prior or explicit instruction.

• Explain and clarify a skill, strategy or process directly and systematically, in addition to teaching it in contexts of meaningful use.

 

 

Secondary Science

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• Engaging with an event, phenomenon or problem through posing questions, formulating hypothesis, defining the problem, generating possibilities and predicting.

• Collecting and presenting evidence through observing, using apparatus and equipment.

• Reasoning, making meaning of information and evidence through comparing, classifying, inferring, analyzing, evaluating and verifying.

• Using processes of creative problem-solving, planning investigation and decision-making to inquire about phenomena around them by the following strategies (Brainstorming, Case Study, Concept Cartoon, Concept Mapping, Cooperative Learning, Demonstration, Field Trip, Projects, Games, Investigation, Learning Centres, Mindmapping, Model Building, Problem Solving, Questioning. 

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Primary Science

 

• Provide students with experiences which build on their interest in and stimulate their curiosity about their environment

• Provide students with basic scientific terms and concepts to help them understand themselves and the world around them

• Provide students with opportunities to develop skills, habits of mind and attitudes necessary for scientific inquiry

• Prepare students towards using scientific knowledge and methods in making personal decisions

• Help students appreciate how science influences people and the environment. 

• Use a variety of strategies to facilitate the above (Concept Cartoon, Concept Mapping, Cooperative Learning, Demonstration, Questioning, Field Trip, Games, Investigation, Problem Solving, Projects

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Primary Mathematics

 

 

• Use appropriate notations, symbols and conventions to present and communicate mathematical ideas

• Reason inductively and deductively by :

• observing patterns, similarities and differences

• drawing logical conclusions and making inferences

• Explaining or justifying solutions, writing out the solutions mathematically

• Make connections within mathematics and between mathematics and everyday life

• Apply mathematics concepts and skills to solve problems in a variety of contexts within or outside mathematics, including:

• Identifying the appropriate mathematical representations for a problem

• Using appropriate mathematical concepts, skills (including tools and algorithm) to solve a problem

• Interpreting the mathematical solution in the context of the problem and making sense of the solution

• Use thinking skills such as:

• Classifying

• Comparing

• Sequencing

• Generalising

• Induction

• Deduction

• Analyzing (from whole to parts)

• Synthesizing (from parts to whole)

• Use a problem-solving model such as Polya’s model

• Use heuristics such as:

• Drawing a diagram

• Tabulating

• Guess and check

• Working backwards

• Simplifying a problem

• Considering a special cases

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Secondary Additional Mathematics

 

• Reason inductively and deductively, including:

• Explaining or justifying or critiquing a mathematical solution/statement

• Drawing logical conclusions

• Making inferences

• Writing mathematical arguments and proofs

• Use appropriate representations, mathematical language (including notations, symbols and conventions) and technology to present and communicate mathematical ideas.

• Make connections within mathematics, between mathematics and other disciplines, and between mathematics and the real world.

• Apply mathematics concepts and skills to solve problems in a variety of contexts within or outside mathematics, including:

• Identify the appropriate mathematical representations or standard models for a problem

• Use appropriate mathematical concepts, skills (including tools and algorithm) to solve a problem

• Stages of modelling

• Understanding a real-world problem

• Formulating a real-world problem into a mathematical one by making suitable assumption and simplification and identifying suitable mathematical representations

• Applying mathematics to solve the real-world problem

• Interpreting the mathematical solution in the context of the real-world problem, including verifying against real data

• Redefining and improving the model

• Use thinking skills such as:

• Classifying

• Comparing

• Sequencing

• Generalising

• Induction

• Deduction

• Analysing (from whole to parts)

• Synthesizing (from parts to whole)

• Use a problem-solving model such as Polya’s model

• Use heuristics such as:

• Drawing a diagram

• Tabulating

• Guess and check

• Working backwards

• Simplifying a problem

• Considering special cases

• Trial and error

• Acting it out

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Secondary Elementary Mathematics

 

• Use appropriate representations, mathematical language (including notations, symbols and conventions) and technology to present and communicate mathematical ideas.

• Reason inductively and deductively, including:

• Explaining or justifying/verifying a mathematical solution/statement

• Drawing logical conclusions

• Making inferences

• Writing mathematical arguments

• Make connections within mathematics, between mathematics and other disciplines, and between mathematics and the real world.

• Apply mathematics concepts and skills to solve problems in a variety of contexts within or outside mathematics, including:

• Identifying the appropriate mathematical representations or standard models for a problem

• Using appropriate mathematical concepts, skills (including tools and algorithm) to solve a problem

• Understand the nature of the mathematical modelling process, including:

(for O-level and N(A)-Level)

• Formulating a real-world problem into a mathematical model by making suitable assumptions and simplification and identifying suitable mathematical representations

• Applying mathematics to solve the problem

• Interpreting the mathematical solution in the context of the problem

• Refining and improving the model

• Understand some elements of the mathematical modelling process, including:
  (for N(T)-Level)

• Formulating a simple mathematical model to represent a real world problem

• Applying mathematics to solve the problem

• Interpreting the mathematical solution and making informed decisions

• Use thinking skills such as:

• Classifying

• Comparing

• Sequencing

• Generalising

• Induction

• Deduction

• Analysing (from whole to parts)

• Synthesizing (from parts to whole)

• Use a problem-solving model such as Polya’s model

• Use heuristics such as:

• Drawing a diagram

• Tabulating

• Guess and check

• Working backwards

• Simplifying a problem

• Considering special cases

​

JC Mathematics

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• Active Training sessions which teach/explain the concepts with plenty of examples and group discussions.

• Discussion of questions from various sources ranging from ten years series, preliminary papers, promo-papers, textbooks and special questions set/compiled by the trainer.

• Advanced questions to train students for JC1 promotional examinations and JC2 prelims.

• One-on-one feedback sessions on how to improve and study techniques.

 

 

Creating Character Arts

• Sketching out some rough ideas for characters.

• Assemble them in a scene.

• Trace the outline for each character.

• Choose a color for the fill.

• Add shadows underneath your characters to create depth.

• Add background items and detail to your work.

• Dropping in extra clouds at the base of the illustration and amending the colors to create a more vibrant piece.