Programme 0 Welcome 0 Background & Setting of Context 0 Rationale for LMM class 0 Objectives of LMM class 0 Approach – Curriculum, Pedagogy & Assessment 0 Implementation – Selection of students 0 Structure of LMM class - During & After Curriculum 0 Q & A
Background
Pupil Outcomes 2020
Gabrielite 2020
OUR EDUCATIONAL PHILOSOPHY Keeping the Flame Alive Love The Gift is Theirs Each Child as Giving Pupils a Voice your Own The Community Connect
0 The school acknowledges that all Gabrielites have their respective areas of strengths. 0 However, amongst the Gabrielites, are a group of boys who learn at a different pace and would benefit from a more robust and challenging academic programme .
Top 1% identified Next 2% - by GE 5% branch identified as HAL Top 10% of SGPS cohort LMM class
Rationale for LMM class
Learn at faster rates Find, Manipulate solve and abstract Cognitive act on ideas and characteristics of problems make Gifted Learners more connections readily more easily Van Tassel-Baska & Stambaugh, 2006
Objectives of LMM class
0 Provide a compelling learning experience that cultivates the spirit of life-long learning 0 Cater to the needs of a group of students with a different ability and pace of learning
Approach The Curriculum
The Enrichment Triad Model.
Approach The Pedagogy
Pedagogy Inquiry-Based Learning
Approach The Assessment
0 Summative Assessment 0 Assessment to measure motivation level and confidence of students through the projects undertaken by the LMM students
Implementation Selection of Students
Top 1% identified Next 2% - by GE 5% branch identified as HAL Top 10% of SGPS cohort LMM class
Next 2% - 5% identified as HAL Top 10% of SGPS cohort LMM class (HCL)
Structure of the LMM class During Curriculum
The Enrichment Triad Model.
So… how does the EMS & MT lesson look like in the LMM class?
Weekly Curriculum Plan for EL (Term 1) Week STELLAR Language Use Writing Speaking Unit 1 Unit 2: Additional reading Deliverables (Extension of STELLAR Canoe resource Storyboards, mind Unit) 2 Diary “Boy: Tales of maps, or published Mixed Bag: 3 Childhood” by Roald autobiography Students work in Dahl groups and randomly Rationale Rationale pick 3 words, some of To develop love for To allow product which are related to • • reading in students the STELLAR Unit, and differentiation in To cultivate self- are given 3 minutes’ the class • directedness in the preparation time to tell students a story involving all the 3 items to the class. (eg Students are given two haversack, stream, weeks to complete the key). Fellow classmates storybook. rate the story based on originality and the Class discussions on interest factor. literary elements. Rationale • To develop creative thinking skills in students
Weekly Curriculum Plan for Math (Term 2) Week Unit Extension of activity 1 Fraction of a Set Angles – Measuring & drawing 2 “Treasure map” angles • Pupils to use google maps to design and create a treasure map using landmarks in Singapore. - 8 points Compass • Pupils will have the opportunity to explore the 3 map of Singapore thoroughly and have the ability to Perpendicular and Parallel lines plot maps using the eight point compass. Geometrical Figures – Squares 4 “The Architect” and Rectangles • Pupils will be tasked to calculate the cost of renovating an apartment by making use of what they Area and Perimeter of 5 have learnt in area and perimeter Rectangles & Squares • Pupil will be given opportunities to experience 6 Area and Perimeter of real situations and think of creative solutions to Composite Figures maximise cost. 7 Revision 8 Revision SA1 9 • Processing of results • 10 Decimals •
Weekly Curriculum Plan for Science (Term 4) Week Unit Extension of activity in LMM 1 Cycles Chapter 3 : Outdoor experiential learning :“Field Trip in the school” Life cycles of some Student chooses a plant (tree, shrub, climber, fern). As a post-visit 2 plants activity, students research their plants, draw and write plant 3 biographies of their chosen plant. Students to pose their own questions about what they want to learn about plant parts and functions, and record them in their journal. (Reflection & Journaling) Objectives: • Make simple biological drawings of plant parts and label their drawings (with no need for magnification). • Understand that plant parts are used by scientists in classifying or identifying a plant. 4 Revision 5 6 7 8 9 SA2 10 Processing of Results
Weekly Curriculum Plan for HCL (Term 1) Week Unit Extension of activity in LMM 1 Unit 1 Activity 1 Four students form a group. Choose one place of interest in Singapore. Do research on this place of interest. Produce a poster and conduct a 2 Unit 1 / 2 presentation in front of the class to introduce this place. Rationale 3 Unit 2 • To cultivate self-directed learning spirit in students. • To strengthen students’ leadership ability and team-working 4 Unit 3 ability. • To improve students’ writing skills and presentation skills. • To increase students’ self-confidence. 5 Unit 3 / 4 Activity 2 Students to write a diary on their interesting personal experience and feelings. Students are encouraged to include photos in the dairy. 6 Unit 4 Rationale • To train students to form a habit of keeping record of interesting 7 Unit 5 personal experience and feelings. • To improve students’ writing ability. 8 Revision 9 CA1 10 Presentation Leadership Component – Public Speaking Skills
Structure of the LMM class After Curriculum
The Enrichment Triad Model.
Type II Group Training activities(TBC) Time Frame Activity Organiser Subject Jan - May Scratch Programming External Expertise ICT Jan - May Speech & Drama External Expertise EL / Arts Edn Feb - July Creative Writing Programme GE Branch EL *Preparation of writing portfolio July - Sep 3D Printing External Expertise Math / *An extension to the topic of ICT / Art Area & Perimeter of Composite Figures Post Exam CCE / Activity TBC VIA
After-School Curriculum (Example) Term 1 *Monday *Thursday 2pm – Scratch Speech & Drama 2.45pm Programming (Type II activity) (Type II activity) 2.45pm Preparation for IvP Preparation for – (Type III activity) Destination 3.30pm Imagination (Type III activity) * Please note that the days are not confirmed.
Curriculum Plan for Type II & III Activities Term 1 *Monday *Monday *Thursday *Thursday / Week (2pm – 2.45pm) (2.45pm – 3.30pm) (2pm – 2.45pm) (2.45pm – 3.30pm) 1 Basic Programming Preparation for Basic Programming Preparation for (Sequence & Loops) Destination Imagination (Sequence & Loops) Group / Indv Project 2 Basic Programming Preparation for Basic Programming Preparation for Type II (Sequence & Loops) Destination Imagination (Sequence & Loops) Group / Indv Project 3 Basic Programming Preparation for Basic Programming Preparation for activity (Events) Destination Imagination (Events) Group / Indv Project 4 Basic Programming Preparation for Basic Programming Preparation for (Events) Destination Imagination (Events) Group / Indv Project 5 Basic Programming Preparation for Basic Programming Preparation for Primary (Introduction to mOway Destination Imagination (Introduction to Mathematics Robots Sensors) mOway Robots Competition Sensors) 6 Basic Programming Preparation for Basic Programming Preparation for Primary (Introduction to mOway Destination Imagination (Introduction to Mathematics Type III Robots Sensors) mOway Robots Competition Sensors) activity 7 Basic Programming Preparation for Basic Programming Preparation for (Introduction to mOway Destination Imagination (Introduction to Group / Indv Project Robots Sensors) mOway Robots Sensors) 8 Preparation for Preparation for Preparation for Preparation for Group / Indv Project Group / Indv Project Group / Indv Project Group / Indv Project
The Enrichment Triad Model.
Type III Individual &/or Small Group Investigations of Real Problems (TBC) Time Frame (est) Activity Organiser Subject Jan - July IvP GE Branch Science Feb - July Primary Mathematics GE Branch Math Project Competition Jan – Feb Little Professors ACJC Science Jan - Mar Destination Imagination ACS EL Mar ICAS Science ICAS Science July ICAS EL ICAS EL July ICAS Mathematics ICAS Math Aug Our National Identity - ICT / SS (using Lego & Scratch programming)
Celebrating the Pupils’ Voice 0 Modified skit 0 IvP projects 0 VIA projects 0 Published works of LMM students
Will he be able to Is my son cope, given the suitable for the rigour of the programme? programme? Is your child Am I able to support him ready for LMM and work closely with class? the school in his learning?
Your Your You child’s child teachers Support from School Leaders (Staff, Resources, Structures)
Q & A
Thank you
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