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Sec 2 EOY MTP Principal Talk 2012
- 1. End of Year 2012 Principal’s Address Secondary Two
- 2. Update on Educational Landscape & MOE Direction MOE Work Plan 2012
- 3. MOE has focused on 3 key areas over the past year: 3
- 4. 4
- 5. EVERY STUDENT, AN ENGAGED LEARNER 5
- 6. Every Student, an Engaged Learner Igniting the Joy of Learning
- 7. Every Student, an Engaged Learner Providing the right learning support 7
- 8. Every Student, an Engaged Learner and IPs Ongoing Initiatives – Polytechnics, SSNTs Catering to Diverse Learning Needs 8
- 9. Continue Strengthening our Institutes of Higher Learning 9
- 10. Every Student,for All – New Uni Pathways Opportunities an Engaged Learner Catering to Diverse Learning Needs CPR in % (Full-Time of the cohort will Programmes) Up to receive a 50% government- 40 subsidised degree education 30 25 SIT will become Singapore’s 5th autonomous university, pioneering a distinct, applied degree pathway Full-time degree places in UniSIM Part-time places (CET) expected to 5 grow to 10% of CPR Yea 1980 2010 2015 2020 r 10
- 11. Every Student, an Engaged Learner Holistic Education Centred on Values Character and Citizenship Education 11
- 12. EVERY SCHOOL, A GOOD SCHOOL 12
- 13. 13
- 14. 14
- 15. Every School, a Good School Removing School Banding Moving Away from a Single ‘Yardstick’ 15
- 16. School Information Service Web Banner section featuring schools and quick link to school’s website Search functions that Find school via quick allow quick search based on and Distance, CCA, comparative Special programme search for schools Interactive tools and Information on School media such Updates/Listing of as OneMap School Clusters/ Query Tool & Programmes / Other MOE Youtube Links 16
- 17. Every School, a Good School to Renaming Masterplan of Awards (MoA) MOE Recognition System A New Way of Recognising Schools Greater flexibility to innovate and meet students’ needs NEW Emphasise the core business of schools 17
- 18. A New Way of Recognising Schools MoA k tices Ban hool Prac Good Sc
- 19. New way of recognising schools MoA Reduced number of awards School Distinction Award (a) Removal of SEA (b) Removal of SAAs (c) Removal of tiered Value Add Best Practice Awards Special Awards awards Student All-Round LKY (NE) Award Development LHL Award for Teaching & Learning Innovation in the Staff Well-Being Normal Course Introduce Best Practice in (a) Character and Citizenship Education (b) Partnership
- 20. Every School, a Good School Changes to the School Excellence Model (SEM)
- 21. Every School, a Good School Allowing Schools to Further Customise Learning Better Resourcing of Schools Better resourcing of schools to cater to different student needs and interests: Resourcing for every school to develop Niche Area • Encourages schools to be good in their own way to engender school pride Needs-based resourcing of schools • To pilot intervention strategies to better support students weak in literacy and numeracy • Studying more resources for lower enrolment schools 21
- 22. EVERY TEACHER, A CARING EDUCATOR 22
- 23. Every Teacher, a Caring Educator Support and Care for Teachers • Ethos of the Teaching Profession •Codified set of values, beliefs, practices, to foster professional identity •Code of Conduct currently being developed • Teacher Growth Model •Comprehensive model for all Professional Development programmes •Learning areas and programmes aligned to desired outcomes for teachers at each stage of their development Beginning Teacher Principal Master Teacher 23
- 24. Every Teacher, a Caring Educator Support and Care for Teachers • TEACH Framework introduced in 2011 • Support Teachers’ Professional Upgrading • New scholarships for degree and postgraduate studies introduced in 2011/12 – Undergraduate Study Award and Postgraduate Award (PGA) • Incentive Award for Part-Time Masters • More Flexible Work Options • Part-Time Teaching Scheme and No-Pay Leave options were expanded in 2011 • 10-15% more teachers making use of these options 24
- 25. Every Teacher, a Caring Educator Support and Care for Teachers • TEACH Framework introduced in 2011 • Better Help Manage Workload • Teacher Work Management Framework introduced to articulate management principles to better guide work allocation across schools •Enhance teachers’ career opportunities • More key personnel positions in schools to provide teachers with opportunities to take on middle management responsibilities • More HQ positions to provide more career rotation opportunities for teachers 25
- 26. Every Teacher, a Caring Educator Support and Care for Teachers •Better Support for Teachers • Revised induction programme for new teachers •Three-day Orientation Programme •Dialogue with senior management • Scaling up of Skilful Teaching, Enhanced Mentoring (STEM) programme • New teachers (BTs) are paired with instructional mentors (IMs) and attend training programme planned and organised by AST, and conducted by US consultants • BTs learn Teaching skills while IMs learn Mentoring skills 26
- 27. EVERY PARENT, A SUPPORTIVE PARTNER 27
- 28. Every Parent, a Supportive Partner Strengthening Partnerships Earlier this year, we introduced: Parent Support Group Fund • Resource for schools to enhance partnership efforts • Try out new ideas Parents in Education (PiE) Fund • 15 Primary schools 28
- 29. Every Parent, a Supportive Partner Strengthening Partnerships MOE will build an ever closer partnership with our stakeholders – parents and other partners NEW ! - Resources for schools to help them build capabilities in engaging partners -Parents in Education (PiE) Website (e.g. Guide and good stories on (e.g. educational news, information on school-wide approaches to engaging curriculum, articles on parenting) parents, effective PSGs) -Enhanced School Information Service 29
- 30. Every Parent, a Supportive Partner Strengthening Partnerships 30
- 32. Working Together to Deliver the Best for our Children 32
- 33. Our Singapore Conversation •MOE’s Engagement Exercise 33
- 34. Key Messages Every Student, an Engaged Learner Every School, a Good School Every Teacher, a Caring Educator Every Parent, a Supportive Partner
- 35. Moving Forward to Upper Secondary Academic Changes – Curriculum Review
- 36. New Examination Format (starting in 2013) Affect Current sec 1E~3E 1128 English Language ‘O’ Level (2013) PAPER 1 : Writing - 70 marks / 35% Section A – Editing (10m) Identify & edit grammatical errors in a short text Section B – Situation Writing (30m) Write 250-350 words on a given situation which will involve viewing a visual text Section C – Continuous Writing (30m) Write 350-500 words on 1 out of 4 topics set PAPER 2: Comprehension - 50 marks / 35% Section A - Respond to Qs based on Text 1, a visual text (5m) Section B – Respond to Qs based on Text 2, a narrative or a recount (20m) Section C – Respond to Qs based on Text 3, a non-narrative & write 80-word summary (25m)
- 37. New Examination Format (starting in 2013) Affect Current sec 1E~3E 1128 English Language ‘O’ Level (2013) PAPER 3: Listening – 30 marks / 10% SECTION A – Respond to a variety of listening tasks based on a number of audio recordings which pupils will hear TWICE(24m) SECTION B – Listen to an audio recording ONCE & do a simple note-taking exercise (6m) PAPER 4: Oral Communication – 30 marks / 20% Part 1: Reading Aloud – Read aloud a short text (10m) Part 2: Spoken Interaction – Discuss on a topic based on a visual stimulus
- 38. New Examination Format (starting in 2013) Affect Current sec 1A~3A 1190 English Language ‘NA’ Level (2013) PAPER 1 : Writing - 70 marks / 35% Section A – Editing (10m) Identify & edit grammatical errors in a short text Section B – Situation Writing (30m) Write 250-350 words on a given situation which will involve viewing a visual text Section C – Continuous Writing (30m) Write 350-500 words on 1 out of 4 topics set PAPER 2: Comprehension - 50 marks / 35% Section A - Respond to Qs based on Text 1, a visual text (5m) Section B – Respond to Qs based on Text 2, a narrative or a recount (20m) Section C – Respond to Qs based on Text 3, a non-narrative & write 80-word summary (25m)
- 39. New Examination Format (starting in 2013) Affect Current sec 1A~3A 1190 English Language ‘NA’ Level (2013) PAPER 3: Listening – 30 marks / 10% SECTION A – Respond to a variety of listening tasks based on a number of audio recordings which pupils will hear TWICE(24m) SECTION B – Listen to an audio recording ONCE & do a simple note-taking exercise (6m) PAPER 4: Oral Communication – 30 marks / 20% Part 1: Reading Aloud – Read aloud a short text (10m) Part 2: Spoken Interaction – Discuss on a topic based on a visual stimulus
- 40. New Examination Format (starting in 2013) Affect Current sec 1NT~3NT 1195 English Language NT Level (2013) PAPER 1 : Writing - 60 marks / 30% - 1h 15 min Section A – Functional Tasks (30m) Part 1: Form Filling (10m) Part 2: Functional Writing (20m) – Based on a common context & 80-word task Section B – Guided Writing (30m) –Visual Stimulus as aid for task
- 41. New Examination Format (starting in 2013) Affect Current sec 1NT~3NT 1195 English Language NT Level (2013) PAPER 2: Language Use & Comprehension - 80 marks / 40% - 1h 20min Section A – Language Use (40m) Part 1: Editing (10m) Part 2: Language in Spoken Context (10m) – Complete a transcript of a spoken text with options Part 3: Modified Cloze 1 (10m) – testing vocabulary with options Part4: Modified Cloze 2 (10m) – testing knowledge of grammar Section B – Reading Comprehension (40m) Part 5: Comprehension 1 (10m) – one text instead of 4 texts Part 6: Comprehension 2 (30m) – visuals provided
- 42. New Examination Format (starting in 2013) Affect Current sec 1NT~3NT 1195 English Language NT Level (2013) PAPER 3: Listening – 20 marks / 10% - 45min – not only MCQs, reduced weighting PAPER 4: Oral Communication – 40 marks / 25% -20min Part 1: Reading Aloud – Read aloud a short text (15m) Part 2: Spoken Interaction – Discuss on a topic based on a visual stimulus (25m)
- 43. ICT-BASED TEACHING, LEARNING AND ASSESSMENT FOR MOTHER TONGUE LANGUAGES
- 44. OUTLINE Harness ICT in Teaching and Learning ICT in MTL Classrooms I-MTL Portal ICT-based Examinations Computer-based Writing Video as Oral Test Stimulus Field Test Findings Support for Schools 44
- 45. HARNESS ICT IN TEACHING & LEARNING ICT transformed the way we learn, live and work Over the years, ICT had enhanced teaching and learning in schools 45
- 46. ICT in MTL Classrooms ICT is integral to MTL teaching and learning Help students develop communication skills Enhance language task authenticity Suppor t schools through Teacher training ICT-based resources i-MTL Portal [new] 46
- 47. i-MTL Portal Record and upload oral presentation audio/video clips View text or video stimulu s Submit Feedback in type-written text or audio response (in form by MTL) teacher/peer 47 s
- 48. I-MTL PORTAL 2011: Phase 1 Prototype • 41 schools (18 Pri, 21 Sec and 2 JCs) 2012: Phase 2 Prototype • all S1 -3 MTL students in 6 schools • S1-S4 and JC MTL B students 2013: Implement in all schools, starting with • P4, S1 & JC1 MTL • S1-JC1 MTLB students 48
- 49. ICT-BASED EXAMINATIONS Greater alignment of assessment with teaching Create authentic language tasks that assess proficiency to use MTL more meaningfully ICT will be introduced in par ts of MTL exam star ting with A-Level MTLfrom 2013O-Level MTL B MTL B B Computer-based Writing 2013 (Paper 1) Computer-based Writing (Paper 1) & 2014 Video as test stimulus in Video as test stimulus in oral exam oral exam 49
- 50. COMPUTER-BASED WRITING Video as Oral MTL B Paper 1 Test Stimulus (Writing) • Oral Exam Use computers Short video clips to write as stimuli (A & O email response or level MTL B) blog entry (A-Level MTL B) email response or picture composition (O-level MTL B) 50
- 51. FIELD TESTS Field tests showed ICT-based formats were accessible to students Comparable writing performance between computer-based & paper-based writing • Important to provide students with adequate ICT-based practice in normal MTL lessons 51
- 52. English Language Curriculum & Pedagogy Review
- 53. Key Strategic Thrusts for English Language 2006 English Language Key influences on the Curriculum & Pedagogy development of the Syllabus: Review Committee (ELCPRC) Recommendations: • Globalisation of language in A Curriculum for the an increasingly complex Singapore Context world a systematic approach to teaching language skills • Changing profile of our grammar and with an emphasis on learners spoken English within a context of rich texts and appreciation of • Pervasiveness and impact of language beyond the classroom digital technology EL SYLLABUS 2010 Building a Strong Foundation & Providing Rich Language for All
- 54. Support for EL Teachers Instructional EL Portals Face-to-Face Resources •we-Learn Support •Pupil’s Textbooks •EN[a]BLER •EL Teaching •Teacher’s Seminar Balancing Resource Packages •EL Oracy •Workshops •Literacy Resource Portal (Pri & •Project En-ELT Teaching & Centre Sec) •Sharing Sessions Assessment •Web Resources •Cluster and School Visits Guides to Guide to Developing Building the Syllabus Assessment Pupils in All Resources for the 6 Areas of Teaching & EL Syllabus 2010 Language Assessment (Exp/ NA and NT) Learning edumall2.0 CPDD’s Support for EL Teachers Needs of EL Teachers EL & Lit Information Repository
- 55. Support for EL Teachers • Tools for Assessment We- Learn • Resource bank EN[a]BL • Training kit ER EL EL SYLLABUS Cube 2010 EL Oracy The EL ICT Eco-system Portal • Oral Proficiency
- 56. EL ICT Application: we-Learn • Main Target Audience: we- Pupils in the NT course we- Listen Spea • For teachers to create e-assignments and k e-assessments for teaching and assessing we- we- specific language skills Learn Read • Colourful and attractive • Easy to use we- we- Registe • Teacher-created Quiz r resources
- 57. EL ICT Application: EN[a]BLER Speaking & Writing & Vocabulary Representing Representing EN[a]BLE R Listening & Reading & Grammar Viewing Viewing • EN[a]BLER = Express Normal (Academic) Blended Language-use Evaluation Resource • Linked to EL Cube and schools’ Learning Management Systems • Provides opportunities to craft assessment tasks in various areas of language learning (provision for AfL) • Includes e-assignments from The British Council and The Straits Times
- 58. EL ICT Application: EL Oracy Portal SPEECH EVALUATI ON Integrati ENGINE INTERACTI on with VE EN[a]BLE STORYBO R EL OK ORACY V.A.S.T. PORTAL * Game (Multiplayer Mode Online Role- playing Lesson Game) Mode * Voice- Activated Spy Tech
- 59. EL ICT Applications Pedagogical Advantages • Enable pupils to learn EL authentically via visual and auditory modes • Allow pupils to learn at a suitable pace , taking into account different learning needs and abilities • Promote self-directed learning • Allow pupils to benefit from immediate feedback from their teacher or peers
- 60. Rollout of EL & MTL ICT Applications Beginning March 2013 • Rollout of iMTL Portal in 2013 was announced at last DOS’ Meeting (August). • EL Portals (we-Learn and EN[a]BLER) will also rollout in 2013.
- 61. Rollout of EL and MTL ICT Applications Implementation: 2013 – 2015 Year Portal 2010 2011 2012 2013 2014 2015 EL Oracy Trial Trial P1–S4/5 P1– 4/5 P1 – S4/5 we-Learn Trial Optional Optional S1 – S4 S1–S3 S1–S4/5 S1–S4/5 (S1) (S1–S2) (S1–S3) (NT) S1–S2 S1–S3 EN[a]BLER Trial Optional (E & NA) (E & NA) S1 – S4 S1–S4/5 (S1) (S1–S2) S3 S4/5 (E & NA) (NA) (NA) P4, S1 (All) P4–P5 Trial Trial S2–S4/5 S1–S3 (All) iMTL S4/5 (MTL’B’) (P4, S1 (P4, (MTL‘B’) P4–JC P4 – JC JC (H1 MTL JC (H1 MTL, and JC) S1–JC) & MTL’B’) MTL’B’ & H2 MTLL)
- 62. Rollout of EL and MTL ICT Applications Funding Approach: Co-payment by Parents • ICT applications deliver curriculum content as part of textbooks and other T&L materials. • Cost of textbooks and workbooks is traditionally borne by parents. • Co-payment by parents will be affordable, at 50% of the subscription cost of each ICT application, capped at $2 per application.
- 63. Rollout of EL and MTL ICT Applications Subscription Costs & Co-payment (Ballpark) ICT Subscription Co-payment Balance to be Applicatio Cost by Parents Paid for by n (per student per Schools year) (per student per year) we-Learn* $8 $2.00 $6 EN[a]BLER $8 $2.00 $6 * iMTL $15 $2.00 $13 EL Oracy $3 $1.50 $1.50 (from 2014) * Students subscribe to only one of these ICT applications – • NT: we-Learn • Exp and NA: EN[a]BLER
- 64. Curriculum Review – SCIENCE Science Curriculum Framework 21CC framework Scientific Inquiry Scientific Inquiry Scientific Literacy Scientific Literacy 21 CC in Science Education 21 CC in Science Education
- 65. Curriculum Review – SCIENCE Implementation Schedule SYLLABUS 2013 2014 (implementation) (first exam) O Physics O Science (Physics) N Science (Physics) Sec 3 O Chemistry (Changes to some specific O Science (Chemistry) learning of Sec 4 N Science (Chemistry) objectives of specific O Biology chapters) O Science (Biology) N Science (Biology) Exp/NA Lower Sec Science will be implemented in 2013 NT Science will be implemented in 2014 for Sec 1 and 3
- 66. Curriculum Review – SCIENCE Key Changes to N Level Science (Physics) • Restructuring of topics to better allocate learning outcomes across the three years (i.e. Sec 3N-4N and Sec 5N). Removed Added (moved to Sec 5N) (brought down from Sec 5N) •Light •Scalar & vector quantity (reflection, refraction, •Pressure total internal •Kinetic model of matter reflection) •EM spectrum •Magnetism •Sound
- 67. Curriculum Review – SCIENCE Comparison of Assessment Weighting 2013 Syllabus Current (First Exam in 2014) Syllabus Handling Handling Knowledge Knowledge Information & Information & with with Solving Solving Understanding Understanding Problems Problems O Level Biology 45 55 45 55 O Level Chemistry 55 45 45 55 O Level Physics 55 45 45 55 O Level Science 60 40 50 50 (Bio/Chem/ Phy) N Level Science 60 40 50 50 (Bio/Chem/ Phy)
- 68. Curriculum Review – HUMANITIES More emphasis will be placed on Inculcating Critical Thinking and Writing Skills in all Humanities subjects Social Studies: •Longer exam duration from 1hr 30min to 1hr 45min •Higher weighting is given to Source Based Case Studies (SBCS) from 50% to 70%. •A decrease weighting for SEQ from current 50% to 30%.
- 69. Curriculum Review – HUMANITIES History Elective: •Inquiry-based approach to the case studies in SBCS •Reduction of content in the new syllabus Geography Elective: •Thematic and issues-based approach within geographical inquiry •Selected case studies will be used in assessment •New component on Fieldwork which will impact assessment
- 70. Curriculum Review – FOOD & NUTRITION Changes in GCE ‘O’ Level F&N Coursework 2013 Before: Paper 1 (Written Paper) – 40% (total mark of paper is 100 for a 2h duration) Paper 2 (Coursework) – 42% Part A + 18% Part B Now: Paper1 (Written Paper) – 40% (unchange) Paper2 (Coursework) – 60% Change: Food based experiment (Part B) is incorporated into main coursework (Part A)
- 71. Curriculum Review – FOOD & NUTRITION Changes in GCE ‘N’ Level F&N Coursework 2013 Before: Paper 1 (Written Paper) – 40% (total mark of paper is 40 for a 1h30min duration) Paper 2 (Coursework) – 60% Now: Paper 1 (Written Paper) – 40% (total mark for paper is now 80 for 1h30min duration) Paper 2 (Coursework) – 60% (unchange)
- 72. Compulsory Enrichment Programmes for Sec 3 (2013)
- 73. Sec 3 Adventure Camp 2013 – Term 1 Week 10 Aim: Promote rugged outlook towards life through adventure training
- 74. Sec 3 Adventure Camp 2013 Promote camaraderie among students Identify leaders
- 75. Dragon Boat Experience 2013 Promote teamwork Resilience
- 76. Elective Modules for NA/NT – Term 2 Week 10 To extend and build on the learning objectives of existing N(A)/N(T) subjects To introduce students to a course of study in post-secondary education To expose students to possible career paths.
- 77. Sec 3 Extended Programme Aims To prepare for GCE ‘O’ & ‘N’ Level exams To bridge their learning gaps When Last week of school & first week of November
- 78. Any Questions ? Please feel free to clarify your doubts. Thank you !
Notes de l'éditeur
- Good Afternoon Allow me to take you through some of the key messages for MOE’s upcoming Workplan Seminar.
- In the last year or so, we focused on three key areas. First, at one end, university pathways and at the other, preschool. We will be making significant changes in both areas, which will enhance our education system further. The third area relates to what Minister had spoken at last WPS - a student-centric, values-driven education, with every school a good school at the heart of our system.
- For WPS this year, Minister will be focusing on the 4 key attributes of a Student-centric, Values-driven education We ultimately aim for Every Student, regardless of ability or background, to be an Engaged learner To do this, we will need Every School to be a Good school, Every Teacher a Caring Educator, and Every Parent a Supportive Partner Allow me to elaborate on each of these areas.
- First – for Every Student an Engaged Learner, we aim to nurture students who motivated, enjoy learning and go on to fulfil their potential
- For every child to be an engaged learner, it is important first and foremost for each child to be motivated and enjoy learning A Quality pre-school education can stimulate a child’s interest in learning at an early age, and can provide an important foundation for learning Thus, we are taking steps to improve the quality and affordability of pre-school education, as this is crucial to ensure good starting points for all. In addition, we are also investing in innovative programmes to make learning more enjoyable, such as the Programme for Active Learning (or PAL) as well as STELLAR (for English) in Primary schools At the same time we will continue to enhance pedagogical approaches used in the classroom to better engage learners, for instance through the use of inquiry-based learning, field-based learning or the use of ICT.
- We also need to provide provide the right learning support to ensure every learner an engaged learner. This is especially important for students from disadvantaged backgrounds. Such support must start early, hence the need for good quality preschool, as well as interventions such as the learning support programmes in English and Math, as well as the school-based dyslexia remediation – which we are piloting in 20 schools. We are also expanding the number of student-care centres in our schools to better provide support for students. We expect that 20 more school-based student care centres will open by the end of 2013. MOE’s Financial Assistance Schemes and IHL bursaries have recently been enhanced – providing more support to students from low-income backgrounds. Going forward, more can be done, and we are reviewing how to better support students so that more can go on to post-secondary education. .
- Third, for every student to be an engaged, we need to cater to their diverse interests and learning needs, through multiple pathways and options For instance For more hands-on learners, the first of our two Specialised Schools for Normal (Technical) Students will be admitting students from Jan 2013. A second school will begin admitting students from 2014. These schools will take a whole-school approach to meeting their needs, including a customised curriculum, and partnerships with ITE and industry, to develop programmes and attachment opportunities. For N(A) students, come next year, the Polytechnic Foundation Programme will commence . There will also be more places in the ITE Direct Entry Scheme with the opening of ITE College Central. We will also be seeing more schools offering the Integrated Programme from next year onwards.
- MOE will also continue to strengthen our other institutes of higher learning such as the Polytechnics and the ITEs. Next year, the new ITE College Central will open in a brand new campus in Ang Mo Kio, completing the transformation of ITE into the “One ITE System, Three Colleges” governance and education model.
- At the university level, SIT and UniSim will become Singapore’s 5 th and 6 th publicly-funded universities, offering a new applied degree pathway, that will complement current offerings. This expansion is being done in a carefully calibrated manner. The new applied degree pathway will complement current offerings, and equip our students with deep skills that are in demand from industry.
- We have also made progress in strengthening Character and Citizenship education in schools This includes developing a new CCE Curriculum, which we have been working together with 8 schools to co-construct. Such an approach allows us to prototype different ways of delivering CCE to different groups of students in an engaging and meaningful way. This will then serve as a common curriculum which will be implemented from 2014 onwards We are also strengthening the implementation of CCE in schools: by Strengthening Professional Development Opportunities for School Leaders and Teachers. This is because it is important to take a whole-school approach in the delivery of CCE [e.g. CCE sharings and discussions at Cluster Board Meetings Targeted development and training of different profiles of teachers (e.g. Beginning Teachers, KPs)] We are also looking at ways to strengthen the support structures in schools to deliver CCE [ e.g. A supporting structure within each school - a core group of teachers, headed by a VP, and ‘Year Heads’ for each level within the school Senior Teachers to be identified to helm CCE professional growth in schools Schools are working on their 4 or 6 year Values in Action (VIA) development plan, to provide more coherent learning experiences. ] As we strengthen our CCE efforts, schools will also look at ways to outreach and involve parents to reinforce what is being done in schools.
- Next - Every School a Good School. The objective is for each school will be good in its own way, taking into account its unique student profile – and delivering the best possible education for the students under its charge.
- A Good School is a school: that cares for its students and knows their needs, interests, and strengths that is able to tailor its approach and programmes to motivate students to learn and grow Is recognised for its strengths and value-add to students
- To enable every school to be a good school we will be making specific changes: - First to clearly that signal that we are moving away from a single yardstick, towards recognising schools for their own strengths Second, to enable schools to focus their resources on delivering a holistic education Third, to broaden the support for schools to further customise learning for their students.
- One change we will be making is to discontinue the practice of banding of schools by absolute academic results with effect from this year. This follows an earlier shift in 2004 from publishing the rankings of schools towards the practice of banding . Rather than focus on absolute academic achievement, which is driven in part by the student intake of each school, we will instead continue to measure academic value-add as it better reflects how our schools are helping their students, regardless of their starting ability. We will continue to monitor and identify schools with value added. With the removal of banding, we will instead publish a “School Information Table” (SIT) which is included in the S1 posting booklet. This revised table will now capture all school and to provide a holistic summary of our secondary schools. This will replace the “School Achievement Table” that has been published annually. In addition, we have recently enhanced the School Information Service (accessible via the MOE website) to allow parents to more easily access information about schools.
- This is a screenshot of what the enhanced SIS looks like. - It allows parents to search for schools based on a range of attributes like programmes and CCAs offered or distance. It also links to interactive tools in OneMAP as well as MOE’s Youtube channel that contains features on programmes of our schools.
- To better support all our schools to deliver student-centric, values-driven education, MOE will realign our excellence and recognistion framework Today, we have 2 key schemes that encourage schools to achieve excellence - the School Excellence Model and Masterplan of Awards. Going forward, these will be merged and simplified - There will no longer be a ‘Masterplan of Awards’, but a new and simplified way of recognising schools. Some main changes include: reducing the number of awards and removing the stacking of awards (e.g. removal of Sustained Achievement of Awards and tiered Value-Added awards). This will free up resources of schools to provide greater flexibility to meet the needs of students. We will continue to recognise schools for their Best Practices in (a) teaching and learning, (b) student all-round development (i.e. holistic education), and (c) staff development and well-being (i.e. our educators are important) (d) CCE and (e) Partnership - to emphasis the core-business of schools. To support sharing across schools, MOE will set up an online good school practices repository to allow schools to learn from each other and customise programmes for their own use.
- The new MOE Recognition system will focus on organisational growth and best practices. Best practices are a way to recognise schools’ sound processes and programmes. In addition to the current 3 domains of T&L, SARD & SDWB, we will introduce two new domains – Character and Citizenship Education*, and Partnership*. These are aligned to the emphasis that MOE places on SVE and partnerships with parents and the community to provide better support for student development. MOE will set up Good School Practices (GSP) bank, an online repository to allow schools to access the good practices of others and enable them to adapt and customise for use in their own context. The Best Practices help us to build up our GSP bank in the different domains.
- Changes to the Masterplan of Awards (MoA) At WPS 2011, it was announced that we would make some changes to the MoA to better support our schools to be student-centric and values-driven, to innovate, and to achieve holistic student outcomes. We will tweak our current MoA to move us in the right direction. The new MOE Recognition System will replace the MoA in 2014. Some main changes include: (a) removing the stacking of awards and the Sustained Achievement of Awards and (b) removing the tiered Value-Added awards. We want schools to focus on their core business. For example, we will continue to recognise schools for their Best Practices in (a) teaching and learning, (b) student all-round development (i.e. holistic education), and (c) staff development and well-being (i.e. our educators are important). We also want to recognise schools value-adding, and avoid making fine distinctions between the degree of value-add. This will allow us to enhance the positive aspects of our recognition system – our ability to recognise good practices and share them with others The new MOE recognition system will be more closely aligned with delivering a Student-centric, Values-driven education (SVE). The changes will feature: A flatter and non-hierarchical recognition system, with reduced tiering of awards. In particular, we will remove the School Excellence Award. As announced at WPS last year, we will also be removing the cumulative and results driven awards such as the Sustained Achievement Awards. We will also remove the 3-tier gold/silver/bronze awards for Academic Value Addedness, but we will continue to monitor value addedness and indicate which are the schools that have value-added.
- Going forward, the SEM will have fewer KPIs and subcriteria to streamline the reporting requirements by schools. We will also give greater emphasis to students’, parents’ and teachers’ voices. This will help schools better develop programmes to meet the needs of their students and have greater flexibility to do so.
- We will also better resource schools to foster a more diverse landscape of school : Currently, many of our schools already offer niche programmes in a range of areas including sports, asthetics, UGs etc. Going forward, MOE plans to resource every school to develop a niche area for themselves In addition, MOE is also reviewing how we allocate resources to schools. We are studying a n eeds-based approach to resourcing of schools , for instance in giving schools more resources to pilot intervention strategies to better support students weak in literacy and numeracy. WE are also considering giving more resources to lower enrolment schools - to support a wider range of programmes – considering their lack of economies of scale. WPS: Literacy and Numeracy Support The current Learning Support programmes, LSP for English and LSM for Mathematics, provide support for students who lack early literacy and pre-numeracy skills when they enter P1. These early intervention efforts last throughout the whole of P1 and P2 for English and P1 for Maths. 2 Schools have suggested that more students would benefit if we were to expand LSM to more students in P1 and also to cover some students in P2. In 2013, MOE will pilot the expansion and extension of LSM in selected schools to study how we can support the learning of mathematics in the most impactful way. 3 An enhanced literacy support programme had already been initiated earlier this year in a few pilot schools. It aims to support students beyond the LSP and will be extended gradually beyond P1 and P2. 4 Besides early intervention, support for literacy and numeracy also needs to be timely and sustained. Beyond P1 and P2, there are also students who need extra support at the other levels, including those in secondary schools. Schools typically support these students through smaller classes or remediation. HQ will work closely with some pilot schools to train a group of teachers in the use of targeted intervention and resources for both English and Maths to improve the outcomes of these efforts. HQ will also support the pilot schools with more teachers depending on the number of students supported in the programmes.
- Third, Every Teacher, a Caring Educator. Teachers are the foundation of our education system – and we need to continue to support and care for our teachers so that they can lead, care and inspire .
- The Ethos of the Teaching Profession was launched in 2011 after extensive consultations. It codifies a set of values, beliefs, practices to foster a distinct professional identity and deepens the pride that educators have in their profession. A teachers’ code of conduct is also being developed, providing guidelines and support for educators on their conduct in day-to-day settings. Teacher Growth Model This has been augmented, by the Teacher Growth Model , launched this year on 31 May, to encourage our teachers to be engaged in continual learning and become student-centric professionals who take ownership of their growth.
- TEACH Framework - Last year, we introduced the TEACH Framework to strengthen the professional culture of the teaching fraternity, while supporting teachers’ aspirations and work-life needs. This included new study awards for graduate and non-graduate teachers. We have also introduced an incentive award to recognise the efforts of teachers who juggle part-time work and studies. MOE revised the part-time teaching scheme in July 2011 to provide for more flexible work arrangements. Each school also receives additional teachers and funds to support teachers on part-load or no-pay leave. The no-pay leave (NPL) scheme was also enhanced such that teachers on NPL for reasons such as studies, childcare are now able to do relief teaching or contract work in their schools. This will allow them draw an income and keep abreast of the latest developments. We have seen more teachers making use of these options.
- TEACH Framework The Teacher Work Management Framework was also introduced to better guide work allocation across schools - These policies include best practices such as the provision of a 5-day work week, as well as protected vacation time during school holidays (2 weeks during the June school holidays and at least 3 weeks during the December school holidays). Teachers can look forward to more opportunities for career development and progression .e.g to assume middle-management positions with more leadership positions in schools being created, or opportunities in MOE HQ By expanding advancement pathways, teachers can further enrich their career experience while MOE can tap into the additional leadership and specialist positions to expand organisational capabilities and deepen expertise in the education domain.
- We have also recently implemented a revised induction programme to better support beginning teachers. In addition, in 2011, we prototyped the STEM programme in 30 schools with the objective of improving instructional practice in classrooms. This is a programme that pairs beginning teachers with more experienced instructional mentors, who then jointly attend training developed by the Academy of Singapore Teachers, that is conducted by experts from the US. Given the positive feedback that we have received, we intend to scale up this programme going forwaard.
- The fourth aspect is that of Every Parent a Supportive Partner. Our efforts to build a student-centric, values-driven education require an ever closer partnership with our stakeholders, and particularly, our parents. Parents play a critical role, and we want to make it easier for parents to be involved in their children’s education.
- In recognition of this, MOE introduced the Parent Support Group (PSG) Fund earlier this year. This is a resource for schools to enhance their partnership efforts with parents and to try out new ideas to engage parents. In addition, 15 Primary Schools have received the Parents in Education (PiE) fund to enhance their school-based parent partnership efforts.
- Going forward, MOE will provide more resources for schools and parents, to develop even stronger partnerships to support our children's education. These resources were developed over the past year through consultation with parents, school leaders, teachers, COMPASS, and other organisations. Resources for School will include examples of good initiatives that schools have launched to share best practices: Guide and Good Stories on School-Wide Approaches to Partnerships Video Clips to Build Staff Competencies on Parent Engagement Guide and Good Stories on Engaging Parents, Effective PSGs, Engaging Alumni and Building Partnership with the Community MOE will also be launching the Parents in Education (PiE) website to help parents support their children better in their education journey. This portal will include a wide variety of resources for parents including articles on parenting tips, educational news, information on the curriculum, and learning resources for parents to engage their children on to learn at home. As mentioned earlier, we will also support parents in finding the schools of ‘best fit’ for their children, and MOE has enhanced our online School Information Service (SIS) to do this.
- Parents in Education Portal
- Examples of resources and info for parents on the Portal.
- Delivering an education that is truly student-centric and values-driven requires strong partnerships between students, parents, teachers and schools.
- As part of this conversation, Minister will be signalling that MOE will be embarking a large-scale engagement exercise with educators and stakeholders to envision the future of education. This conversation is thus an opportunity for us to reaffirm what has worked so far, recalibrate any areas that need improvement, and refresh our systems and practices to make education more meaningful for our students. This engagement exercise will be conducted over the next eight to nine months in a mixture of formats, to reach as many of our educators and stakeholders as possible.
- This ends my presentation for today. Thank you .
- In 2006, the English Language Curriculum and Pedagogy Review Committee (ELCPRC) made key recommendations for the teaching and learning of English in our schools. building a strong foundation in language and enriching language learning for all adopting a systematic approach to teaching language skills with an emphasis on grammar and spoken English using rich texts and a variety of language resources to enable pupils to appreciate the use of language beyond the classroom. The review involved many educators who have a direct influence on EL teaching – Heads of Department, teachers, academics and Ministry of Education officers. The result is the EL Syllabus 2010 , which provides the guidance that teachers will need to develop in all pupils in Singapore a strong foundation for effective language use and communication. The EL Syllabus 2010 builds on the strengths of the 2001 syllabus. It recognises the impact of effective pedagogy and systematic instruction on language learning. Key influences on the development of the syllabus are: Language and communication demands have increased with Singapore’s growth as an open, knowledge-based economy. Our pupils have to keep a high level of proficiency in English that will maintain Singapore’s distinct edge as a bilingual society. Over the years, there has been a steady increase in the number of pupils who speak English at home, resulting in two broad groups of learners – those who use EL as the main language at home, and those who use mainly their Mother Tongue or other languages at home. Hence, a principled blend of first and second language teaching approaches is required in our schools. The pervasiveness of digital technology has also influenced the way pupils learn.
- What is the English Language Oracy Portal? A multiplayer online role-playing game. It is where students enter the world of V.A.S.T. -- Voice-Activated Spy-Tech. Here, they take on the roles of super-spies powered by advanced technology that harnesses the power of speech. Students complete quests by demonstrating appropriate vocal qualities, such as accurate pronunciation, fluency and stress. A speech evaluation engine allows students to get instant feedback about their oral performance. This engine will also become available to En[a]BLER so that users of that platform can design assessment tasks where students can undertake self-paced learning. In the Game Mode, students complete quests independently, earning experience points that they can use to develop their characters. In the Lesson Mode, teachers can teleport students to specific locations, where they role-play scenarios.
- This diagram represents the ICT Ecosystem we have been developing to support our Secondary English Language teachers in four key areas as they work to deliver the learning outcomes of the EL Syllabus 2010 : The EL Cube provides a rich repository of resources that teachers can use to design meaningful, relevant learning experiences for our learners. It also serves as a training tool for teachers who need help with Pedagogical Content Knowledge in EL teaching and to be familiar with the features of the EL Syllabus 2010. The we-Learn and EN[a]BLER portals provide teachers with tools and materials that they can use to design assignments and assessment tasks. The EL Oracy Portal gives students the chance to develop their oral proficiency.
- What is we-Learn? Main Target Audience: Normal Technical course students A platform for teaching, learning and assessing specific skills in the NT syllabus: Listening, Speaking, Reading, Writing and Form-filling (both AfL and AoL) The site is designed to be colourful and attractive so as to sustain the interest of the students, and easy to use so that students find the site accessible. Allows students to attempt the assignments multiple times to get the best score. Has a leaders board to motivate students This portal features teacher-created resources as such materials would likely match the ability and interest levels of our students.
- What is EN[a]BLER? Stands for Express Normal (Academic) Blended Language-use Evaluation Resource The portal is linked to EL Cube, and allows teachers to design assessment tasks by building on the resources available there. It is also linked to the Learning Management Systems used by most Singapore schools, allows teachers to publish the e-assignments to the students’ accounts directly from the portal. It provides opportunities to craft assessment tasks for the areas of language learning targeted by the syllabus: reading and viewing, listening and viewing, writing and representing, speaking and representing, grammar and vocabulary. Through AfL, learners will acquire proficiency in and knowledge about these areas. Provides complementary strategies and resources to the Teachers’ Resource Packages Includes resources from The British Council and The Straits Times (IN Supplement)
- What is the English Language Oracy Portal? A multiplayer online role-playing game. It is where students enter the world of V.A.S.T. -- Voice-Activated Spy-Tech. Here, they take on the roles of super-spies powered by advanced technology that harnesses the power of speech. Students complete quests by demonstrating appropriate vocal qualities, such as accurate pronunciation, fluency and stress. A speech evaluation engine allows students to get instant feedback about their oral performance. This engine will also become available to En[a]BLER so that users of that platform can design assessment tasks where students can undertake self-paced learning. In the Game Mode, students complete quests independently, earning experience points that they can use to develop their characters. In the Lesson Mode, teachers can teleport students to specific locations, where they role-play scenarios.
- At the Secondary level, the English language curriculum is differentiated into 3 courses to meet the diverse needs of our pupils. A suite of textbooks and online resources and portals have been customised to support the implementation of the EL Syllabus 2010. Once again, there is a strong focus on empowering teachers to deliver the curriculum, as seen in customised training workshops that are carried out throughout the year to guide teachers in the use of the various resources.
- At the Secondary level, the English language curriculum is differentiated into 3 courses to meet the diverse needs of our pupils. A suite of textbooks and online resources and portals have been customised to support the implementation of the EL Syllabus 2010. Once again, there is a strong focus on empowering teachers to deliver the curriculum, as seen in customised training workshops that are carried out throughout the year to guide teachers in the use of the various resources.
- At the Secondary level, the English language curriculum is differentiated into 3 courses to meet the diverse needs of our pupils. A suite of textbooks and online resources and portals have been customised to support the implementation of the EL Syllabus 2010. Once again, there is a strong focus on empowering teachers to deliver the curriculum, as seen in customised training workshops that are carried out throughout the year to guide teachers in the use of the various resources.
- At the Secondary level, the English language curriculum is differentiated into 3 courses to meet the diverse needs of our pupils. A suite of textbooks and online resources and portals have been customised to support the implementation of the EL Syllabus 2010. Once again, there is a strong focus on empowering teachers to deliver the curriculum, as seen in customised training workshops that are carried out throughout the year to guide teachers in the use of the various resources.
- At the Secondary level, the English language curriculum is differentiated into 3 courses to meet the diverse needs of our pupils. A suite of textbooks and online resources and portals have been customised to support the implementation of the EL Syllabus 2010. Once again, there is a strong focus on empowering teachers to deliver the curriculum, as seen in customised training workshops that are carried out throughout the year to guide teachers in the use of the various resources.
- The 2013 Upper Secondary Science syllabuses are guided by the Science Curriculum Framework and the 21 st CC Framework. Scientific Inquiry will continue to be the central focus of science education in our curriculum. Learning science through inquiry: develops science process skills in students, and allows students to gain a deeper understanding of scientific concepts. Inquiry is grounded in real-life contexts and the roles played by science in daily life, society and environment. The following are some examples of meaningful, authentic contexts: Chemistry - Organic chemistry e.g. Pollution caused by disposal of plastics Physics – Future energy options Biology – Digestive disorders By introducing contexts to students, learning of science becomes meaningful for them, and this will help develop their ability to engage in meaningful discussion about such science-related issues. Our goal is to develop scientific literacy in our students where they not only have the capacity to acquire scientific knowledge but also to use and apply that knowledge to various contexts. As we strengthen the teaching of science as inquiry, we are also preparing our students to become active and confident citizens in the increasingly technologically advanced world of the 21 st century.
- For N level Sci(Physics), there is some re-organisation so that the topics can be taught to full completion rather than leave some learning outcomes for Sec 5N. This enables ‘intact’ learning of topics and allows students to learn about the overarching concepts in its entirety.
- Rationale for proposed changes To reflect the growing importance of analytic and problem solving skills in the 21st century, there is a shift in assessment weighting for the Assessment Objective B – Handling Information and Solving Problems. From the table, the weighting for Handling Information and Solving Problems is now 55%, compared to Knowledge with Understanding which is 45%. For O and N Level Science, there is similarly a shift in 10% to 50% weighting.