Some students fail to thrive from IP scheme
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The document discusses some students failing to thrive under Singapore's Integrated Programme (IP) scheme. It outlines the profile of students who struggle to fit in and how schools can ensure the IP track suits students. While the IP scheme has merits like flexibility and fewer exams, it also has demerits like segregation and high pressure on students. The document examines why the listed merits are considered merits and demerits demerits. It explores the roles of education and changes the education minister could make, such as reducing exams and ensuring a smoother transition from IP schools to junior colleges.
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1) Internationally high-performing education systems such as Finland and Singapore recruit top-performing students into teaching, provide teachers with ongoing training and professional development, and pay teachers competitively.
2) For the U.S. to improve student performance, it needs to raise standards for teachers, provide training and incentives for teachers, and focus more on developing students' problem-solving, critical thinking, and social skills rather than standardized test performance.
3) Students would benefit from a focus on deep conceptual learning, curiosity, collaboration, and developing a second language, rather than solely prioritizing intelligence or standardized test scores.
Scotland's Curriculum Architecture
The document discusses the implementation of Curriculum for Excellence in Scottish primary schools. It outlines the scope and principles of the new curriculum, including placing the learner at the center, emphasizing pedagogy, and assessing to support learning. It also provides examples from one primary school's journey in reshaping its curriculum to focus on learner outcomes, joined-up learning across subjects, and using formative assessment strategies. The head teacher aims for every child to become an architect of their own learning.
Self evaluation at CCHS February 2015
The document summarizes a self-evaluation of the curriculum at CCHS. It discusses the strengths and areas for improvement in four themes: 1) the rationale and design of the curriculum, 2) the development of the curriculum, 3) programs and courses, and 4) transitions between stages of education. Some key strengths identified include staff engagement in curriculum development and collaboration. Areas for development include further developing interdisciplinary learning, ensuring curriculum supports positive career outcomes, and improving tracking of student progress and skills development. The document outlines action points for school leadership and all staff to address areas for improvement.
Gill Robinson Key Note - CfE New Experiences and Outcomes
Gill Robinson Key Note Presentation at the Learning and Teaching Scotland Experiences and Outcomes Conferences April / May 2009.
Ofsted Report May 2014.PDF
- The school requires improvement as too many students do not achieve their potential by the end of Key Stage 4, achievement in English and maths requires further improvement, and teaching quality has been inconsistent.
- Leadership and management are effective in implementing strategies to accelerate achievement, improve teaching, and promote a positive learning culture. As a result, students' progress, attitudes, and behaviour have significantly improved since the last inspection.
- While progress is being made, leaders recognize that teaching quality, achievement levels, and students' behaviour require further improvement to ensure all students make consistently good progress.
Year 6 8 transition for parents
The document outlines the goals and process for students in years 6-9 to prepare for their transition to high school and future careers or university. It introduces the counseling team and explains that early preparation is key to success. The counseling program helps students discover careers and learn styles, set goals, and explore summer programs from years 7-9. Specific goals for each year are defined to help students understand themselves and plan for testing and admissions. Frequently asked questions address concerns about international education, testing preparation, university visits, stress levels, and school activities.
Implications for teaching and learning of the changes to the 14-19 curriculum
The document discusses proposed changes to the 14-19 curriculum in the UK. Key changes include reducing exam assessments, increasing teacher assessments, providing more flexibility and choice of academic routes, and ensuring all students learn core skills like literacy, numeracy, and ICT. This is aimed to improve teaching quality, engage students more, and better prepare youth for further education or employment. The changes will affect both teaching and learning by allowing more tailored learning to student needs and interests, keeping the curriculum up-to-date, and providing challenge and support for all capability levels.
Learning and development
This document discusses key aspects of learning, development, and assessment in early childhood education. It addresses how learners develop best when they understand what they are trying to learn and what is expected of them. It also discusses the importance of observation, assessment, and the planning cycle (OAP) in early childhood education. Assessment is described as being for multiple purposes, including the child, family, practitioner, and government accountability. The document outlines various forms of assessment and emphasizes the importance of formative assessment in moving learning forward.
Robin Hammerton, HMI,
The document discusses the new Ofsted school inspection framework and focuses on curriculum. It notes that successful schools overcome pressures to teach to tests by having well-planned, motivating curricula that correlate with high inspection grades and achievement. Learning outside the classroom contributes significantly to improvements in achievement, standards, motivation and personal development. Outstanding schools have a culture that encourages innovation and experimentation through a rich, personalized curriculum including substantial learning outside the classroom.
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Introduction to objective, scope and outcome the subject
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Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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Some students fail to thrive from IP scheme
- 1. Some students fail to thrive from IP scheme Done by : Andrew Lee Caleb Tan Chester Ng Wilson Ng Zachary Wu Xuan
- 2. Core arguments/substantives in each article. Students may not succeed under the IP scheme Profile of the students who try to fit in How to ensure that the IP track is suitable for students Schools not giving students a proper idea of what to expect
- 3. Merits and demerits of IP Merits Give students a lot of time to learn out of curriculum things Only ONE major exams in 6 years More flexibility in teaching Demerits Segregation through streaming High pressure on students No safety net, all eggs in one basket ( A-Levels )
- 4. Why are the „merits‟ merits? No “O” levels No restrictions to stick to “O” levels curriculum More time to focus on other things Extra time allows: Increase cultural quotient Time to build communication skills For eg. THIMUN, Projects Competition Flexibility in teaching pressure on results lower
- 5. Why are „demerits‟ demerits? IP is not suitable for everyone Struggle in IP, still move on to JC = poor results on A levels Stuck with only PSLE certificate Thus no safety net Are IP schools elitist?
- 7. What are the roles/goals/purposes of education? MOE vision of holistic education – require students to excel more in non academic areas and be independent in their own decisions. Learn in an independent way, without being stifled by having to prepare for one major exams in six years. Curriculum time is freed up for research attachments and field trips. Provide a seamless secondary and junior college education, giving them the space to develop intellectual curiosity and other talents. Research or when it comes to analysis
- 8. If I were the Minister of Education.. Fewer exams to reduce stress Grades not only determined by major exams but performances in class etc… New ways of assessing grades through oral skills Ensure a smoother route out of IP track – transition out of high school to junior colleges Make a complete review of what to expect in the IP track to allow students to make decisions more suitable for us
- 9. Thank you