Secondary Three

End of Year 2012

Principal’s Address

Update on Educational Update on Educational Landscape & MOE DirectionLandscape & MOE Direction

MOE Work Plan 2012MOE Work Plan 2012

MOE has focused on 3 key areas MOE has focused on 3 key areas over the past year:over the past year:

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EVERY STUDENT, EVERY STUDENT, AN ENGAGED LEARNERAN ENGAGED LEARNER

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Every Student, an Engaged LearnerEvery Student, an Engaged LearnerIgniting the Joy of LearningIgniting the Joy of Learning

Every Student, an Engaged LearnerEvery Student, an Engaged LearnerProviding the right learning supportProviding the right learning support

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Ongoing Initiatives – Polytechnics, SSNTs and IPsOngoing Initiatives – Polytechnics, SSNTs and IPsEvery Student, an Engaged LearnerEvery Student, an Engaged LearnerCatering to Diverse Learning NeedsCatering to Diverse Learning Needs

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Continue Strengthening our Institutes of Higher Learning

Opportunities for All – New Uni PathwaysOpportunities for All – New Uni Pathways

Year

CPR in % (Full-Time Programmes)

1980 2010 2015 20205

25

30

40

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 grow to 10% of CPR

of the cohort will receive a

government-subsidised degree

education

Up to

50%

Every Student, an Engaged LearnerEvery Student, an Engaged LearnerCatering to Diverse Learning NeedsCatering to Diverse Learning Needs

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Holistic Education Centred on ValuesHolistic Education Centred on ValuesEvery Student, an Engaged LearnerEvery Student, an Engaged LearnerCharacter and Citizenship EducationCharacter and Citizenship Education

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EVERY SCHOOL, EVERY SCHOOL, A GOOD SCHOOLA GOOD SCHOOL

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1313

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Removing School BandingRemoving School BandingEvery School, a Good SchoolEvery School, a Good SchoolMoving Away from a Single ‘Yardstick’Moving Away from a Single ‘Yardstick’

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Find school via quick search based on Distance, CCA, Special programme

Web Banner section featuring schools and quick link to school’s website

Information on School Updates/Listing of School Clusters/ Programmes / Other Links

Search functions that allow quick and comparative search for schools

Interactive tools and media such as OneMap Query Tool & MOE Youtube

School Information School Information Service Service

Renaming Masterplan of Awards (MoA) to Renaming Masterplan of Awards (MoA) to MOE Recognition System MOE Recognition System

Every School, a Good SchoolEvery School, a Good SchoolA New Way of Recognising SchoolsA New Way of Recognising Schools

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Emphasise the core business of schools

Greater flexibility to innovate and meet students’ needs

NEW

A New Way of Recognising SchoolsA New Way of Recognising Schools

Good School Practices Bank

MoA

School Distinction AwardSchool Distinction Award

Best Practice AwardsBest Practice Awards

Student All-Round Development

Teaching & LearningStaff Well-Being

Special AwardsSpecial Awards

LKY (NE) AwardLHL Award for

Innovation in the Normal Course

New way of recognising schools

Reduced number of awards

(a) Removal of SEA

(b) Removal of SAAs

(c) Removal of tiered Value Add awards

Introduce Best Practice in

(a) Character and Citizenship Education

(b) Partnership

MoA

Every School, a Good SchoolEvery School, a Good SchoolChanges to the School Excellence Model (SEM) Changes to the School Excellence Model (SEM)

Better resourcing of schools to cater to Better resourcing of schools to cater to different student needs and interests:different student needs and interests: Resourcing for Resourcing for every school to develop Niche every school to develop Niche

AreaArea• Encourages schools to be good in their own way to Encourages schools to be good in their own way to

engender school prideengender school pride Needs-based resourcingNeeds-based resourcing of schools of schools

• To pilot intervention strategies to better support students To pilot intervention strategies to better support students weak in literacy and numeracyweak in literacy and numeracy

• Studying more resources for lower enrolment schoolsStudying more resources for lower enrolment schools

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Allowing Schools to Further Customise LearningAllowing Schools to Further Customise LearningEvery School, a Good SchoolEvery School, a Good SchoolBetter Resourcing of SchoolsBetter Resourcing of Schools

EVERY TEACHER, EVERY TEACHER, A CARING EDUCATORA CARING EDUCATOR

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• Ethos of the Teaching ProfessionEthos of the Teaching Profession•Codified set of values, beliefs, practices, to foster professional identityCodified set of values, beliefs, practices, to foster professional identity

•Code of Conduct currently being developedCode of Conduct currently being developed

• Teacher Growth ModelTeacher Growth Model•Comprehensive model for all Professional Development programmes Comprehensive model for all Professional Development programmes

•Learning areas and programmes aligned to desired outcomes for Learning areas and programmes aligned to desired outcomes for teachers at each stage of their developmentteachers at each stage of their development

Beginning Teacher Beginning Teacher Principal Master TeacherPrincipal Master Teacher

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Every Teacher, a Caring EducatorEvery Teacher, a Caring EducatorSupport and Care for TeachersSupport and Care for Teachers

• TEACH Framework introduced in 2011TEACH Framework introduced in 2011

• Support Teachers’ Professional UpgradingSupport Teachers’ Professional Upgrading

• New scholarships for degree and postgraduate studies New scholarships for degree and postgraduate studies introduced in 2011/12 – Undergraduate Study Award and introduced in 2011/12 – Undergraduate Study Award and Postgraduate Award (PGA)Postgraduate Award (PGA)

• Incentive Award for Part-Time MastersIncentive Award for Part-Time Masters

• More Flexible Work OptionsMore Flexible Work Options

• Part-Time Teaching Scheme and No-Pay Leave options were Part-Time Teaching Scheme and No-Pay Leave options were expanded in 2011expanded in 2011

• 10-15% more teachers making use of these options10-15% more teachers making use of these options

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Every Teacher, a Caring EducatorEvery Teacher, a Caring EducatorSupport and Care for TeachersSupport and Care for Teachers

• TEACH Framework introduced in 2011TEACH Framework introduced in 2011

• Better Help Manage Workload Better Help Manage Workload

• Teacher Work Management Framework introduced to articulate Teacher Work Management Framework introduced to articulate management principles to better guide work allocation across management principles to better guide work allocation across schoolsschools

•Enhance teachers’ career opportunitiesEnhance teachers’ career opportunities

• More key personnel positions in schools to provide teachers with More key personnel positions in schools to provide teachers with opportunities to take on middle management responsibilities opportunities to take on middle management responsibilities

• More HQ positions to provide more career rotation opportunities More HQ positions to provide more career rotation opportunities for teachersfor teachers

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Every Teacher, a Caring EducatorEvery Teacher, a Caring EducatorSupport and Care for TeachersSupport and Care for Teachers

•Better Support for TeachersBetter Support for Teachers

• Revised induction programme for new teachersRevised induction programme for new teachers

•Three-day Orientation ProgrammeThree-day Orientation Programme

•Dialogue with senior managementDialogue with senior management

• Scaling up of Skilful Teaching, Enhanced Mentoring Scaling up of Skilful Teaching, Enhanced Mentoring (STEM) programme(STEM) programme

• New teachers (BTs) are paired with instructional mentors New teachers (BTs) are paired with instructional mentors (IMs) and attend training programme planned and organised (IMs) and attend training programme planned and organised by AST, and conducted by US consultants by AST, and conducted by US consultants

• BTs learn Teaching skills while IMs learn Mentoring skillsBTs learn Teaching skills while IMs learn Mentoring skills

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Every Teacher, a Caring EducatorEvery Teacher, a Caring EducatorSupport and Care for TeachersSupport and Care for Teachers

EVERY PARENT, EVERY PARENT, A SUPPORTIVE PARTNERA SUPPORTIVE PARTNER

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Earlier this year, we introduced:Earlier this year, we introduced:

Parent Support Group FundParent Support Group Fund• Resource for schools to enhance partnership Resource for schools to enhance partnership

effortsefforts

• Try out new ideasTry out new ideas Parents in Education (PiE) FundParents in Education (PiE) Fund

• 15 Primary schools15 Primary schools

Every Parent, a Supportive PartnerEvery Parent, a Supportive PartnerStrengthening PartnershipsStrengthening Partnerships

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MOE will build an MOE will build an ever closer partnership ever closer partnership with with our stakeholders – parents and other partnersour stakeholders – parents and other partners

Every Parent, a Supportive PartnerEvery Parent, a Supportive PartnerStrengthening PartnershipsStrengthening Partnerships

NEW!

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- Resources for schools to help them build capabilities in engaging partners(e.g. Guide and good stories on school-wide approaches to engaging parents, effective PSGs)

-Parents in Education (PiE) Website (e.g. educational news, information on curriculum, articles on parenting)-Enhanced School Information Service

Every Parent, a Supportive PartnerEvery Parent, a Supportive PartnerStrengthening PartnershipsStrengthening Partnerships

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Working Together to Deliver the Best for our Children

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Our Singapore Conversation

•MOE’s Engagement Exercise

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Every Student, an Engaged LearnerEvery Student, an Engaged Learner

Every School, a Good SchoolEvery School, a Good School

Every Teacher, a Caring EducatorEvery Teacher, a Caring Educator

Every Parent, a Supportive PartnerEvery Parent, a Supportive Partner

Key MessagesKey Messages

CURRICULUM REVIEW 2013

1. English Language Curriculum & Pedagogy Review

2. Food & Nutrition Assessment Review

English Language Curriculum & Pedagogy Review

Building a Strong Foundation & Providing Rich Language for All

2006 English Language Curriculum & Pedagogy Review Committee (ELCPRC) Recommendations:

Key influences on the development of the Syllabus:

• Globalisation of language in an increasingly complex world

• Changing profile of our learners

• Pervasiveness and impact of digital technologyEL SYLLABUS 2010

Key Strategic Thrusts for English Language

A Curriculum for the Singapore Context a systematic approach to teaching language skills

with an emphasis on grammar and spoken English within a context of

rich texts and appreciation of

language beyond the classroom

EL & Lit Information Repository

edumall2.0

EL Syllabus 2010(Exp/ NA and NT)

Guides to the Syllabus

Guide to Assessment

Instructional Resources

•Pupil’s Textbooks

•Teacher’s Resource Packages

•Literacy Resource Centre

•Web Resources

EL Portals

•we-Learn

•EN[a]BLER

•EL Oracy Portal (Pri & Sec)

Face-to-Face Support

•EL Teaching Seminar

•Workshops

•Project En-ELT

•Sharing Sessions

•Cluster and School Visits

Building Resources for

Teaching & Assessment

Developing Pupils in All

the 6 Areas of Language Learning

Balancing Teaching & Assessment

Support for EL Teachers

Needs of EL TeachersCPDD’s Support for EL Teachers

EL Cube

EL Oracy Porta

l

We-Learn

EN[a]BLER

EL SYLLABUS

2010

• Tools for Assessment

• Resource bank• Training kit

• Oral Proficiency

Support for EL Teachers

The EL ICT Eco-system

we-Learn

we-Spea

k

we-Liste

n

we-Read

we-Regist

er

we-Quiz

• Main Target Audience: Pupils in the NT course

• For teachers to create e-assignments and e-assessments for teaching and assessing specific language skills

• Colourful and attractive

• Easy to use• Teacher-created

resources

EL ICT Application: we-Learn

EN[a]BLER

Listening & Viewing

Writing & Representi

ng

Speaking & Representi

ng

Reading & Viewing

Vocabulary

Grammar

• 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

EL ICT Application: EN[a]BLER

* Voice-Activated Spy Tech

EL ORACY PORTA

L

SPEECH EVALUAT

ION ENGINE

V.A.S.T.*

(Multiplayer Online

Role-playing Game)

Integration with EN[a]BL

ER

Game Mode

Lesson Mode

INTERACTIVE

STORYBOOK

EL ICT Application: EL Oracy Portal

• 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

Pedagogical Advantages

EL ICT Applications

• 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.

Beginning March 2013

Rollout of EL & MTL ICT Applications

Implementation: 2013 – 2015

Rollout of EL and MTL ICT Applications

YearPortal 2010 2011 2012 2013 2014 2015

EL Oracy P1 – S4/5 Trial Trial P1–S4/5 P1– 4/5

we-Learn S1 – S4 (NT)

Trial(S1)

Optional(S1–S2)

Optional (S1–S3) S1–S3 S1–S4/5 S1–S4/5

EN[a]BLER S1 – S4 (E & NA)

Trial(S1)

Optional (S1–S2)

S1–S2(E & NA)

S3(NA)

S1–S3(E & NA)

S4/5(NA)

S1–S4/5

iMTLP4 – JC

Trial(P4, S1 and JC)

Trial(P4, S1–JC)

P4, S1 (All)S2–S4/5(MTL‘B’)

JC (H1 MTL & MTL’B’)

P4–P5S1–S3 (All)

S4/5 (MTL’B’)JC (H1 MTL, MTL’B’ & H2

MTLL)

P4–JC

• 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.

Funding Approach: Co-payment by Parents

Rollout of EL and MTL ICT Applications

Subscription Costs & Co-payment (Ballpark)

Rollout of EL and MTL ICT Applications

ICT Applicati

on

Subscription Cost

(per student per year)

Co-payment by

Parents

Balance to be Paid for by

Schools(per student per

year)

we-Learn*

$8 $2.00 $6

EN[a]BLER*

$8 $2.00 $6

iMTL $15 $2.00 $13

EL Oracy(from 2014)

$3 $1.50 $1.50* Students subscribe to only one of these ICT applications –• NT: we-Learn• Exp and NA: EN[a]BLER

New Examination Format (starting in 2013) Affect Current sec 1E~3E

1128 English Language ‘O’ Level (2013)1128 English Language ‘O’ Level (2013)PAPER 1 : Writing - 70 marks / 35%Section A – Editing (10m) Identify & edit grammatical errors in a short textSection B – Situation Writing (30m) Write 250-350 words on a given situation which will involve viewing a visual textSection 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)

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

New Examination Format (starting in 2013) Affect Current sec 1A~3A

1190 English Language ‘NA’ Level (2013)1190 English Language ‘NA’ Level (2013)

PAPER 1 : Writing - 70 marks / 35%Section A – Editing (10m) Identify & edit grammatical errors in a short textSection B – Situation Writing (30m) Write 250-350 words on a given situation which will involve viewing a visual textSection 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)

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

New Examination Format (starting in 2013) Affect Current sec 1NT~3NT

1195 English Language NT Level (2013)1195 English Language NT Level (2013)

PAPER 1 : Writing - 60 marks / 30% - 1h 15 minSection A – Functional Tasks (30m) Part 1: Form Filling (10m)Part 2: Functional Writing (20m) – Based on a common context & 80-word taskSection B – Guided Writing (30m) –Visual Stimulus as aid for task

PAPER 2: Language Use & Comprehension - 80 marks / 40% - 1h 20minSection A – Language Use (40m)Part 1: Editing (10m)Part 2: Language in Spoken Context (10m) – Complete a transcript of a spoken text with optionsPart 3: Modified Cloze 1 (10m) – testing vocabulary with optionsPart4: Modified Cloze 2 (10m) – testing knowledge of grammarSection B – Reading Comprehension (40m)Part 5: Comprehension 1 (10m) – one text instead of 4 textsPart 6: Comprehension 2 (30m) – visuals provided

PAPER 3: Listening – 20 marks / 10% - 45min – not only MCQs, reduced weightingPAPER 4: Oral Communication – 40 marks / 25% -20minPart 1: Reading Aloud – Read aloud a short text (15m)Part 2: Spoken Interaction – Discuss on a topic based on a visual stimulus (25m)

Food & Nutrition Assessment Review

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)

ASSESSMENT REVIEW – FOOD & NUTRITION

CHANGES IN GCE ‘N’ LEVEL F&N COURSEWORK 2013

ASSESSMENT REVIEW – FOOD & NUTRITIONCHANGES IN GCE ‘O’ LEVEL F&N COURSEWORK 2013

F&N coursework carries 60% of the entire GCE ‘O’ Level paper.

Before: There are 2 parts to the paper (Part A & B). Part A (42%) – Focus on the analysis of task, developing,

planning, interpreting evidence & evaluating outcomes. Part B (18%) – Emphasis in food based experiment.

Now: Food based experiment (Part B) is now incorporated into the

main coursework (Part A).

Milestone programmes for 2013

MILESTONE PROGRAMMES FOR 2013STRUCTURES TO SUPPORT LEARNING -1) Intensive Revision Programme –before

National Exams/Deadlines

a) MT Intensive Lessons

– Terms 1 and 2, Wk 10

b) Coursework Intensive programme

– June Holidays

c) Afternoon Revision Programmes

- starting in Term 1, various subjects.

2) Extended Study : Continuation of lessons / completion of syllabus – June Holidays, Wk 1

3) Block Study :Term 4, after Prelim Exams

4) Night Study Sessions:Terms 3 and 4

STRUCTURES TO SUPPORT LEARNING

STRUCTURES TO SUPPORT LEARNING

Motivational Workshop :CCE week 1 (Term 1, Week 10)CCE week 2 (Term 2, Week 10)Booster workshops in Term 3

Elective Module: 4NT – Term 2 Week 104NA – Term 4 (last week of school)

Common Tests – Term 1, Wk 6 & 7

Class Tests – ongoing

Oral Exams – Term2, Wk 1-4

Mock Exams (pre-prelim) – Term 3, Wk 6 (O level) - Term 3, Wk 3 (N Level)

Preliminary Exams - Term3 i. Wk 6 (N level) ii.Wk 9 (O level)

Mock Exams (post prelim) - Term 4, Wk 4 (tentative)

ASSESSMENT - INTERNAL

Oral Exams in Term 3GCE N Level – Wk 2 (EL) Wk 5 (MTL)GCE O Level – Wk 2 (MTL) Wk 8 (EL)

O Level Science Practical – Term 4, Wk 6

Written ExamsGCE N Level – Term 3, Sept Hols & Term

4,Wk 4GCE O Level – Term 4, Wk 7

ASSESSMENT - NATIONAL

1) Direct Polytechnic Admission for 4Exp and 5NA pupils

2) Direct JC Admission for 4Exp and 5NA pupils

3) Polytechnic Foundation Programme for 4NA (PFP)

PATHS AFTER 2013

PATHS AFTER 2013 - PFP- After the GCE ‘N’-Level examinations, N(A) students who obtained an ELMAB3 (English, Math, 3 Best Subjects) raw aggregate score of 11 points or better, inaddition to meeting specific subject-based minimum requirements, will be eligibleto apply to courses offered under the Polytechnic Foundation Programme (PFP). Upon successful completion of the Polytechnic FP, students will progress into their pre-selected Diploma courses.

Admission Requirements to JCsAggregate of 20 points or below for L1R5:

L1 English / Higher Mother TongueR2 Mathematics / ScienceR3 Humanities/ Mathematics / ScienceR4 Humanities / Maths / ScienceR5 Any other O Level subject (Art, D&T,

F&N, Music etc)R6 Any other O Level subject** A1-A2 in CCA – 2 bonus points (if meet L1R5) B3- C6 in CCA – 1 bonus point

Requirements for Admission to Polytechnics (L1R2B2)

L1 English Language/ Higher MT

1st Group of Relevant Subjects (R1) Maths or A Maths

2nd Group of Relevant Subjects (R2) Architectural Technology(at least C6 for relevant subjects) Science subjects, Art, D & T

Business-Related CoursesHumanities subjects, POAScience-Based CoursesScience subjects, F & NTechnology CoursesScience subjects, D & T

Best 2 Subjects (B2) Best 2 other subjects

** CCA can be considered as R3 or R4 subjects

Any Questions ?Any Questions ?

Please feel free to clarify your Please feel free to clarify your doubts.doubts.

Thank you !Thank you !