Yishun English Tuition Centre by NIE trained ex MOE School Teacher for IGCSE, GCE O level, PSLE, IB Diploma and IP Programme for Primary and Secondary Schools in Singapore
Please be informed of the new format change in Primary School English, Singapore for 2015. This applies to PSLE English exam format and class practices, most noticeable in the Composition and Comprehension section. This change shall affect and include the PSLE syllabus for English, 2015 by Ministry of Education, MOE Singapore.
So parents buying the new assessment books or textbooks, kindly purchase only the latest revision or wait till the new books are out before purchasing. Currently, I still see the 2014 Assessment books being sold in the stores and it will be a waste buying that version to replace with the new ones later on.
Here is a summary of the changes, as informed by the MOE. A copy of the syllabus is included at the bottom of this page. (downloaded from SEAB website)
The Same:
English skill levels are the same as PSLE 2014. The syllabus remains as the STELLAR programme introduced by MOE in 2013 for Primary 4 students. This is the chronological order of revisions to MOE’s EL Syllabus.
2001-New EL Syllabus introduced.
2006-EL Syllabus review by EL Curriculum and Pedagogy Review Committee
2010-incorporation of changes recommended by 2006 Review Committee to previous 2001 EL Syllabus
2013-STELLAR Programme starts for Primary 4
2015-revision of STELLAR programme only to format of PSLE English Language (EL) and Foundation English Language (FEL)
The Changes:
New Assessment books for PSLE ENGLISH SEAB Syllabus 2015
2015 changes to PSLE EL and FEL Papers are as follows:
Continuous Writing: Changes from optioning 2 fixed scenario question to 1 visual stimulated question. Freedom to write using narrative, exposition, descriptive or any appropriate methods taught in school. Approach to story writing from different perspectives, leading to multiple plots for different candidates. Creative writing and freedom in thought seems to be embraced in this revision.
Comprehension: New format with tables and different ways to answer questions, requiring students to be able to adapt answering skills to changing situations.
Listening Comprehension: Higher amounts of visual stimulation so that candidates will require a higher mastery of their cognitive skills to answer questions properly.
Oral Communication: Picture Discussion and Conversation will be replaced to Stimulus based Conversation. It shall be themed to the reading aloud piece and shall require students to give their own views on the topic. This is in line with the MOE to require students to be more social and interactive, improving their social skills for the 21st Century.
P6 eduKate Students at Tampines Tuition CentreeduKate Tuition Class SEAB PSLE Syllabus Primary 6 English Tuition at TampineseduKateSG Primary Students at Punggol Tuition Centre Prive Condominium doing PSLE SEAB Syllabus English Primary 4 and 5
Here is a copy of the PSLE English Syllabus by MOE:
PSLE ENGLISH LANGUAGE SYLLABUS 2015
Implemented from the Year of Examination 2015
PURPOSE OF EXAMINATION
The purpose of the examination is to assess the candidates’ attainment in English Language based on the Learning Outcomes stated in the English Language Syllabus 2010: Primary & Secondary (Express / Normal [Academic]). The Learning Outcomes form the basis for the assessment objectives listed on page 3.
ASSESSMENT OBJECTIVES In this English Language examination, candidates will be assessed on their ability to:
In Paper 1 (Writing)
AO1 write to suit purpose, audience and context in a way that is clear and effective
AO2 use appropriate register and tone in a variety of texts
AO3 generate and select relevant ideas, organising and expressing them in a coherentand cohesive manner
AO4 use correct grammar, spelling and punctuation
AO5 use a variety of vocabulary appropriately, with clarity and precision
In Paper 2 (Language Use and Comprehension)
AO1 demonstrate comprehension of a range of texts at the literal and inferential levels
AO2 show understanding of implied meaning, and make judgement and evaluation, byreading and/or viewing closely and critically
AO3 show understanding of how contextual use of lexical and grammatical itemsshapes meaning
AO4 demonstrate the correct use of grammar, spelling and punctuation, and theappropriate use of vocabulary in given contexts
In Paper 3 (Listening Comprehension)
AO1 demonstrate understanding of the content of a variety of spoken texts at the literal and inferential levels
AO2 identify key messages, main ideas and details in a variety of spoken texts
AO3 infer and draw conclusions by listening critically
In Paper 4 (Oral Communication)
AO1 read with good pronunciation, clear articulation and appropriate intonation in order to convey the information, ideas and feelings in a passage
AO2 produce a well-paced, fluent reading of a passage
AO3 express their personal opinions, ideas and experiences clearly and effectively inconversing with the examiner
AO4 speak fluently and with grammatical accuracy, using a range of appropriatevocabulary and structures
EXAMINATION FORMAT Candidates will be assessed in the following areas:
PAPER
COMPONENT
ITEM TYPE
NO. OF ITEMS
MARKS
WEIGHTING
DURATION
1 (Writing)
Situational Writing Continuous Writing
OE OE
1 1
15 40
27.5%
1 h 10 min
2 (Language Use and Comprehension)
Booklet A: Grammar Vocabulary Vocabulary Cloze Visual Text Comprehension Booklet B: Grammar Cloze Editing for Spelling and Grammar Comprehension Cloze Synthesis / Transformation Comprehension OE
MCQ MCQ MCQ MCQ OE OE OE OE OE
10 5 5 8 10 12 15 5 10
10 5 5 8 10 12 15 10 20
47.5%
1 h 50 min
3 (Listening Comprehension)
Listening Comprehension
MCQ
20
20
10%
About 35 min
4 (Oral Communication)
Reading Aloud Stimulus-based Conversation
OE OE
1 passage 1 visual stimulus
10 20
15%
About 10 min (5 min preparation time; about 5 min examination time)
Part 1 (Situational Writing): Candidates will be required to write a short functional piece (e.g. letter, email, report) to suit the purpose, audience and context of a given situation.
Part 2 (Continuous Writing): Candidates will be required to write a composition of at least 150 words in continuous prose on a given topic. Three pictures will be provided on the topic offering different angles of interpretation. Candidates may also come up with their own interpretation of the topic.
Paper 2 (Language Use and Comprehension)
Candidates will be assessed on their ability to use language correctly and to comprehend visual and textual information.
Paper 3 (Listening Comprehension)
This paper comprises 20 multiple-choice questions which test candidates’ ability to understand spoken English. The texts may be in the form of news items, announcements, advertisements, instructions, explanations, conversations, speeches and stories. Graphic representations will be used for the first seven items. Each text will be read twice. Time will be given for candidates to read the questions before the first reading of each text.
Paper 4 (Oral Communication)
For Reading Aloud, candidates are assessed on their ability to pronounce and articulate words clearly, as well as their ability to read fluently with appropriate expression and rhythm.
For Stimulus-based Conversation, candidates are assessed on their ability to give a personal response to a visual stimulus and engage in a conversation on a relevant topic.
Press Releases (from moe.gov.sg)
September 3, 2012
Learning of English to Develop 21st Century Competencies
STELLAR English for Upper Primary to Start from Primary 4 Next Year
1) Upper primary students can look forward to more interactive English lessons with the implementation of the revised 2010 English Language (EL) Syllabus at Primary Four from 2013. The new syllabus incorporates a sharper focus on 21st century competencies to enable our students to communicate effectively and confidently in the globalised world. Students who are taught the new syllabus will sit for the revised Primary School Leaving Examination (PSLE) EL papers in 2015.
2) The Ministry of Education (MOE) reviews the EL Syllabus regularly to ensure that it is relevant to the changing environment and profile of our learners. The 2010 EL Syllabus builds on the strengths of the 2001 syllabus, and aims to equip our students with the language skills they need for day-to-day communication and for the next stage of learning. It emphasises building a strong foundation in the language and enriching language learning for all as recommended by the EL Curriculum and Pedagogy Review Committee in 2006.
3) The key feature of the new EL Syllabus is a systematic approach to teaching language skills, using rich texts and a variety of language resources to enable students to appreciate the language beyond the classroom. This approach is delivered through the Strategies for English Language Learning and Reading (STELLAR) programme in primary schools.
4) The STELLAR programme, developed by MOE, provides the instructional materials, teaching strategies and training to enable teachers to implement the EL syllabus effectively. The STELLAR programme is designed to cater to a diverse range of EL learners in our school system and was developed based on research carried out in Singapore schools. As part of the programme, EL is taught through stories and texts that appeal to children, with explicit grammar instruction. Students are provided with opportunities to express themselves in an environment where language learning can be enjoyable yet purposeful. Through the reading of engaging stories in class, students get to speak extensively, discussing and sharing their views with the teacher and their peers. The main purpose is to build students’ confidence in speech and writing, and enhance their learning of the language. Please refer to Annex A for an overview of the 2010 EL Syllabus. More information on the STELLAR programme can be found at the STELLAR website.
Assessment
5) The revised PSLE English Language (EL) and Foundation English Language (FEL) examination papers will be introduced from 2015, in line with the changes to the teaching syllabus. The language skills tested in the revised PSLE are the same as those tested in the current PSLE. However, the revised examination papers give greater emphasis to the 21st century competencies in the teaching syllabus by:
Giving students greater scope for providing personal response in speaking and writing
Greater emphasis on viewing skills integrated with listening and reading
6) The changes to the examination papers are outlined in Annex B.
Annex B
Revised PSLE English Language (EL) and Foundation English (FEL) Examinations
The revised English Language (EL) examination comprises four papers. The main revisions are as follows:
For the Continuous Writing component of Paper 1, instead of two questions with fixed scenarios for candidates to choose from to write a narrative, one topic is offered which can be approached from any one of several perspectives. To help candidates think about the different perspectives of the topic, visuals will be provided. In addition, candidates will be free to write a narrative or exposition or any appropriate text type learned in schools.
There will be a new Visual Text Comprehension section in Paper2 in the form of multiple choice questions (MCQs). One such example would be questions based on a poster.
For the Comprehension Open-ended section in Paper 2, the types of questions will now be varied and could include, for example, tables which candidates will fill in using information from the passage.
The Listening Comprehension paper will have more items with graphic representation compared to the existing paper.
For the Oral Communication paper, the existing Picture Discussion and Conversation components will be replaced by the Stimulus-based Conversation component. Candidates will give their personal response to a visual stimulus that is thematically linked to the Reading Aloud passage. Candidates will then move on seamlessly to a discussion on a relevant topic.
The revised Foundation English Language (FEL) examination comprises four papers. The main revisions are as follows:
For the Continuous Writing component in Paper 1, the visual stimulus, which is a series of three framed pictures in the current paper, will include an additional fourth frame featuring a question mark in the revised paper with the provision of helping words for each of the first three pictures. The picture-in- series format is to help candidates sequence their story while the question mark in the last frame is to give students the opportunity and flexibility to give their own endings to their stories.
For the Comprehension Open-ended section in Paper 2, the types of questions will be varied (e.g., graphic organisers, multiple-choice questions and sequencing-type questions might be used). Pictures may be featured together with the comprehension passages.
The FEL Listening Comprehension paper will also feature more items with graphic representation compared to the existing paper. There will be a new listening task in which candidates listen for main ideas and select the appropriate response from the three options for each MCQ.
For the Oral Communication paper, the FEL paper will also feature a Stimulus-based Conversation component in place of the existing Picture Discussion and Conversation components.
The revisions are summarized below:
English Language
Foundation English Language
Giving students greater scope for providing personal response in speaking and writing
Paper 1(Continuous Writing): Greater scope for writing from different perspectives, and flexibility for candidates to choose any text type such as narrative or exposition.
Paper 4 (Oral Communication): New Stimulus-based Conversation component will feature a context familiar to students that will provide a springboard for conversation.
Paper 1(Continuous Writing): The picture series ends with a frame with a question mark to allow candidates the flexibility to give their own endings to their compositions.
Paper 4 (Oral Communication): New Stimulus-based Conversation component will feature a context familiar to students that will provide a springboard for conversation.
Greater emphasis on viewing skills integrated with listening and reading
Paper 2 (Language Use and Comprehension): New Visual Text Comprehension section that features a multi-modal print text which will include visuals such as pictures, diagrams, charts, graphs and tables together with the written texts.
Paper 3 (Listening Comprehension): Increase in the number of questions with graphic representation.
Paper 2 (Language Use and Comprehension): Pictures may be featured together with the Comprehension passages, where appropriate, to help students comprehend the texts.
Paper 3 (Listening Comprehension): Increase in the number of questions with graphic representation.
Disclaimer: the above is downloaded from seab.gov.sg moe.gov.sg and is correct as of 15th April 2015. (last update from edukatesg.com) Any revisions from this date on shall be updated by edukatesg.com and updated with notes. This page is intended for use by edukate Singapore Tuition Centre students and parents for their reference and examination planning schedule. Kindly disregard if otherwise.
Thank you.
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Punggol Tuition Centre for English Math and ScienceFemale Punggol tutor Yuet Ling preparing materials for English, Maths and Science tuition. We provide up-to-date, innovative and fun materials that challenge our students intellectually.PSLE English Singapore Tuition. MOE Syllabus. Female TutorTutor Yuet Ling in Melbourne, Australia. Primary English PSLE Tuition Programme.
Modernise your writing with new phrases or idioms.
Time shifts language and adopts new words/phrases. As we continue into the 21st Century, usage of idioms have changed significantly in our society and time dictates certain idioms/phrases to be out of date and some that becomes fashionable.
Here’s a few fun ones:
take things easy
suck it up
keep in touch
speak of the devil
slip past
send me up the wall
you got me
hit it off
mixed up in
in summary
These phrases are definitely useful and fashionable right now, and gives a contemporary and modern feel to your writing. If your composition is written in a modern setting, keep the words trendy and fresh.
Or it depends on the characters that you use in your composition. When the person is older, he/she can take on an older vocabulary/phrase/idiom. But when the character is younger, then keep it trendy, like “Whoa! Nellie”.
So keep that in mind when you write your next composition. Certain phrases might sound archaic and eventhough it is contextually correct, it just gives a slightly musty feel to your writing, dusty covers and all.
English Tuition with Yuet Ling doing Cloze Passages.
Punggol Tuition Centre for English Math and Science
In this article, I shall talk about the importance of lag time in performance management of students in the course of an academic year. This article talks about how students should manage their time when it comes to examination management. It is also a technology that parents can employ to improve their child’s performance if applied successfully. The studying technology prevalent is still time management and prioritising syllabus uptake but problems arise when we don’t factor in lag time and peak performance. It is a 2 dimensional approach in studying that does not factor in student’s lag time in skill mastery and fails to explain why students does not perform well in examinations.
Solution
Instead we shall now start thinking in the 3D form of logistical delivery of information to our brains and peak performance acquisition. Lag time, as defined in this case as the time between studying a new topic to the time when a student attains mastery of the topic, should be put into consideration for students to do well in their examinations. We know that a student learning a new topic will take some time to digest the new material and eventually gain enough skills to score well. But this mastery requires the function of time and depending on students’ skills, the time required will be different as no two students are the same in attainment of skill mastery. It is a logistical task that needs to be tailored to individual students and one which requires us to know what is needed, when it is needed, and where it is needed.
Once we understand that lag time is important, we now need to introduce the mechanism of peak performance. Peak performance is defined as the point in time when one reaches its peak in absolute performance. This also means that once the peak is reached, there will generally be followed by a reduction/degradation of the skill with the passing of time. The aim of a successful examination will be down to these factors.
knowledge of our lag time
when our peak performance occurs
time management factoring in the above
prioritising in accordance to achieve peak performance
So what have we learnt from our research:
1) Exams are a constant in the year. With the constant of examination time tables, lag time must be worked out and calculated to prevent a student from failing to attain the necessary skill set before the examination begins. Knowledge of oneself is the greatest liberty. Students should know how much time is needed to attain mastery of skills. Also, this is when parents can step in and take this lag time into consideration. For a student who learns quick and have a good uptake of facts, this lag time will play a smaller role in the process of learning, but one who takes a fair amount of time to attain mastery, parents should play a bigger part in making sure their child manage their time well enough.
First, know when the exams and tests are in an academic year. Second, calculate how much time is needed to fully master, and commit to memory the skills acquired. Third, take this calculated time that you need, and work backwards from the dates of the exams to start planning revision of your topics according to when you peak in your mastery. Factor in 2-3 extra weeks for delays in your schedule as a safety net. Also factor in the amount of subjects that is being attempted, time it to how the exams pan out. Study in accordance to what papers are chronologically arranged What you have will be a solid blue print to a successful examination.
2) Lag time decreases with a better memory Generally, students with better memory requires less lag time to master their syllabus. This is obvious as students who spends more effort memorising what they have learnt means that they do not have to spend so much time backtracking to relearn what they have forgotten.
3) Lag time decreases with better understanding There is studying by hard, or studying by smart. The latter being studying by understanding and comprehending, as opposed to the former of memorising questions and formulas. Studying by understanding generally gives clarity and a better fundamental grasp of the topic. And clarity in thought gives a better memory palace. Know how the topic works, digesting it and then memorizing and keeping it clear will usually means a recall of the topic will be easier.
4) Consistency wins. Mugging scares. Consistently studying and peaking will help a student learn how to reach peak performance. Do it, and do it again. Hone it till it becomes second nature and exams become a breeze. Mugging is scary because it leaves too little time to learn everything. It works, but there’s also a chance that it doesn’t. Why gamble when we can play it safe and buy insurance.
So there you go. Take into consideration lag time, and peak right on exam day. Success is just around the corner.
Its the time of the year, 2 months to go for PSLE or GCE O’ Levels and the panic buttons are being pushed. Here’s a crash course and survival guide:
Make space
Clear out the junk on your table and make your room conducive for studying. This shall be your goto place for study and make sure it is bright and peaceful. A clear table stops any distraction as well. No TV, games, computers, handphones. Just you and your work.
The 5 P’s
Proper Planning Prevents Poor Performance. Write out all the topics that needs to be revised. Calculate how much time that needs. Add in hours to be spent on revision papers and past year exam papers . Divide that by how many weeks more to exams and that is how much time you need to study a day, at the very least. Which leads us to the need for a time table.
Have a timetable
Set up a time table and schedule every minute. Time management is important in making sure all the topics are covered. Do put in little breathers as all work as no play makes Jack/Jane a dull person.
Start with revising topics
Revise topics from the easiest to the hardest. This helps in covering lots of easy topics fast and as confidence grows, work up to the harder stuff.
Get Help
Have a really solid tutor that you can count on. (Contact Us) Generally someone who knows enough of your syllabus that you can get help fast and download as much information to you in the shortest time possible. There will be times when you are revising and there’s some questions where you will hit the wall. Mark those down and ask. This will boost your confidence.
Tutors checking primary science papers from school examinations
Get those past year papers
Once done with revision, time to hit those past year exam papers. If you have a hard time looking for it, send us an email and we can help you out in obtaining them.
eduKate with Minister of Education, Mr Heng Swee Kiat
Sleep your 9 hours worth
Research has proven that peak performance occurs for individuals that clocks in 9 hours of sleep consistently. Your brain will thank you for it.
Study hard now, slow down when it gets nearer to exams
That’s stress management. Plan to cover more at the beginning and slower in the end. As the exam nears, we need to spend lesser on studying and more time organising our memory palace. Making sure everything is at your fingertips when you need it and cooling down to make sure your brains can handle the stress when the exam starts.
The calm before the storm
It is best to spend time prepping for the big day. Both mentally and physically. Run through how you will do your papers in your mind. Eat healthy food, on time and drink lots of water. Staying healthy is key to peak performance. Exercise too but not anything that will break bones and end in a trip to hospital. Staying sharp and well rested will keep any sickness at bay.
eduKate is committed to community development. 2014
Stay happy and optimistic
Its also important to stay happy. So whenever you feel things turning dark, slow down and take a breather. Go hang out with friends and family. Do remember its just an exams and its never the end of the world. If you planned it right and did your best, chances are, you’ll be doing alright.
Student gets good grades with the proper help and good attitude towards his studies.
Synching your body to the exam time tables
Your body is a creature of habit. Wake up and sleep at the same time every day. This includes the weekends. Study at the same time as the exam time table. Sit down for the whole duration of an exam, approximately 2 hours, and do not make any toilet trips during that time. Eat at the same time too as you do not want to get hungry or thirsty during exams. Get your body accustomed to handle the stresses of an exam. Don’t change this until the exams are over. This will lessen distractions and help you in concentrating fully on the exams.
Equipment checklist
Have a checklist of what you need for the exams. Different papers requires different equipment so make sure to bring it along with respect to the paper at hand. Don’t forget your identification papers too. Buy spares and have all your equipment checked for proper working conditions. I always advise students to have duplicates of all their stationery. Better to have more than less or risk repeating another year to retake the exams. Generally speaking, pens are never enough in an exams, and two calculators just in case one gives up mid way.
Bring the right equipment and have backup calculators just in case. Murphy’s Law at work.
The Storm
Listen to everything the examiner says and only start when they say so. Don’t worry about what happens around you and just worry about your own paper. That’s your own paper and that is the most important task to you right there and then. Do it at a good pace and never worry if someone else are done earlier than you. Once you have completed, make sure that all pages are attempted, your name/identification number is on the paper, and check your work until time is up. You are given a set time for the paper and not a single second should be wasted so make sure you squeeze every mark out of that paper.
Home Sweet Home
Once the paper is done, get back home and do not discuss the exam questions with your friends. That’s just counter productive and could demoralise you if you find out that there is things that you got wrong. Crying over spilt milk won’t help you or get you a better grade once the paper is handed in. Besides, you will never see that paper again in your life so forget and look forward to the next exam. You are better off wisely spending that time winding down, resetting and start preparing for the next paper.
Keeping yourself optimistic, healthy and happy is a key to achieving a great result.
eduKate is committed to community development. 2014Punggol Tuition Centre for English Math and ScienceScience students are taught to think like a scientist in our Science tuition. To be a scientist and then think logically to get through the questions that are presented in their Examinations.
The Blessed Teresa of Calcutta, M.C., commonly known as Mother Teresa (26 August 1910 – 5 September 1997), was an Albanian-born, Indian Roman Catholic Religious Sister.
Mother Teresa founded the Missionaries of Charity, a Roman Catholic religious congregation, which in 2012 consisted of over 4,500 sisters and is active in 133 countries. They run hospices and homes for people with HIV/AIDS, leprosy and tuberculosis; soup kitchens; children’s and family counseling programmes; orphanages; and schools. Members of the order must adhere to the vows of chastity, poverty and obedience, and the fourth vow, to give “Wholehearted and Free service to the poorest of the poor”.
Mother Teresa was the recipient of numerous honours including the 1979 Nobel Peace Prize. In late 2003, she was beatified, the third step toward possible sainthood, giving her the title “Blessed Teresa of Calcutta”. A second miracle credited to her intercession is required before she can be recognised as a saint by the Catholic Church.
Admired and respected by many, she has also been accused of failing to provide medical care or painkillers, misusing charitable money, and maintaining positive relationships with dictators.”
So with the need in the 21st Century to be highly educated comes the need to provide an education that befits the dynamism of such an aim.
Society changes rapidly, with the industrial revolution going the way of the dinosaurs, the digital revolution maturing and now, the social revolution is upon us with Facebook, Twitter and forums gathering no moss with such an aggressive momentum onto our current lives. Everyone is a friend of someone now, and information travels around the globe faster than the blink of an eye.
Students are starting to mature in this age as well, incorporating digital elements early in life to be social individuals, exchanging thoughts and communicating with these tools. No longer are we surprised that our students approach us and know so much more than yesteryear. No longer are we surprised that they gulp information and understand the intricacies of the fabric of life.
So what do we do with such changes? It would be foolish not to keep up and make changes that would take advantage of these changes. Never sit still and let technology overcome us, and turn us into the relics that would make age gaps look ominous, outcast adults from their children and have our society alienate itself between the young and poor. This is where a page from United Nations website started looking very relevant to our lives, which I have included in this article as follows:
The following are an extract of an outline with regards to education as stated in United Nations website:
“The four pillars of learning are fundamental principles for reshaping education:
Learning to know: to provide the cognitive tools required to better comprehend the world and its complexities, and to provide an appropriate and adequate foundation for future learning.
Learning to do: to provide the skills that would enable individuals to effectively participate in the global economy and society.
Learning to be: to provide self analytical and social skills to enable individuals to develop to their fullest potential psycho-socially, affectively as well as physically, for a all-round ‘complete person.
Learning to live together: to expose individuals to the values implicit within human rights, democratic principles, intercultural understanding and respect and peace at all levels of society and human relationships to enable individuals and societies to live in peace and harmony.”
That is where we have to take note, to participate in the global economy and society, we have to keep ourselves not only mentally challenged, but physically fit as well. To keep upgrading ourselves to the new tools and skills, and never to stop changing ourselves, i.e to move with the times. Evaluation is the reset button of our lives. Re-evaluating our worth, our knowledge, and what new skills we need to keep ourselves relevant are the important points of what is written above.
So what are we doing at eduKate? We have never once stopped evaluating our skills and upgrading our techniques and tools. In 2014, there will be another suite of changes that will be implemented from Nov 2013 all through to Feb 2013. These comprises with a move to a new premise, new equipment for the students, and also new ways of teaching. Again, evaluation is the reset button we have, which means, we will move ahead with what works, and delete those that don’t, which was exactly what we have done in 2013. With positive outcome for our students and resulting with a group of positively happy parents.
Of course, the academics are not the be-all and end-all of a holistic education, which we are all too aware of. That is where we strive to keep our students well rounded and relevant, for the future is a constant question mark, and the best the students can do, is to be fleet footed and all ready for what is about to happen.
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