The Early Admission Exercise (EAE) into polytechnic will soon open for our graduating students who will be sitting for their O Level Examinations this year. As we are all aware, the EAE is an aptitude-based admissions exercise that allows students to apply for and receive conditional offers for admission to polytechnics based on their aptitudes and interests prior to receiving their O Level Examinations results
While there are students who have made up their minds, many more are still unsure of what polytechnic courses to apply for. We help our graduating students ease the conundrum in two ways. First, we assist our students to think about what career they are passionate about in an oral activity based on the topic Menggapai Impian found in the Jauhari textbook for Secondary 2. This oral activity is a series of oral exercises we organise to help our graduating students build their oral competency to better prepare for the O Level Oral Examinations. Thus, this activity also helps achieve one of our students’ academic objectives.
This is the worksheet for the oral activity. We have received exemplary oral presentations from many students. We would have shared the best oral presentation in an audio file here had it not been that we are concerned our students may not feel comfortable with us sharing something that are personal to them. As we know, many students do not share openly about their ambitions.
Secondly, we help our graduating students work towards a successful EAE application with submitting an impressive EAE write-up that stands out. For this, we share a collection of EAE write-ups that we have collected over the years helping students write and polish up their EAE write-ups. The samples are good resources for graduating students to think about what everyday experiences they can creatively include in their write-ups. Aside that, they can take away some know-hows how to present their main info ‘jump into the eyes’ of the reviewers and not get buried because of poor organisation. The collection of EAE write-ups can be found here.
At the start of the year, we did not anticipate there would a worldwide virus outbreak and we never heard the term circuit breaker being used before to name the strategy to stop the virus from spreading in Singapore.
In short, full home-based learning was remotely far from our mind. But now that we are in the midst of it, we are grateful that our collectibles have helped us keep our graduating students’ motivation high during the full home-based learning.
We document our journey employing our collectibles in teaching nd learning in the section and subsections of Kami Pelajar A1. Do check it out. Who knows you may like and consider our approach for your graduating class next year.
The outbreak of COVID-19 virus has brought forth the best of humanity among Singaporeans. This selfless spirit we can see among our front-line essential services workers who quietly go about doing their jobs to make Singapore safe. At the same time, we have also seen a minority among us who flout the COVID-19 circuit breaker rules without any regard towards the safety of fellow Singaporeans. This unfortunate development has encouraged us to prepare another COVID-19 lesson package to inculcate in our students to love and care for Singapore and fellow Singaporeans. You can learn more this lesson package here.
The outbreak of COVID-19 has disrupted lives. In Singapore, the circuit breaker has been extended to another month and likewise school closure would be extended for the same duration. However, the outbreak presents a valuable opportunity for us to educate in our students important lessons that they can learn from.
With this in mind, we have prepared COVID-19 lesson package for our graduating students where we organise oral activities around the theme Health is Wealth. These oral activities are designed to help our graduating students to build their oral competency to better prepare for the O Level Oral Examinations. You can learn more these activities here.
This week we commemorate the International Friendship Day (IFD). IFD is a day dedicated to the understanding of Singapore’s relations with neighbouring countries and beyond. As an island nation amongst many other nations, Singapore must take cognisance of the importance of relating well with nations near and far. Together, we can promote economic growth, social progress, sociocultural evolution while protecting regional peace and stability. This day aims to remind our students of the importance of maintaining good relations with other nations.
We have decided to commemorate IFD in an oral practice for our graduating students amid school closure and the activation of full home-based learning because of the COVID-19 outbreak. We hope to underscore the IFD messages through the oral practice. For this purpose, we have choosen the IFD video above as the oral video. The footage of the video was taken from a welcome party for our school’s international students in January this year before the virus grips our country.
We provide students with a sample of descriptive essay pertaining to a theme related to IFD from our Contoh Karangan Untuk Persiapan Peringkat O book. The essay gives students a better understanding about issues foreign students face integrating in Singapore and will help them reflect upon specific examples that may have missed their attention because they did not think much about them. We hope that from the reading of the essay and the oral practice our students will appreciate the importance of relating well with foreign nationals for the benefits of all Singaporeans and the whole world at large.
We share below one of the many exemplary oral recordings sent to us via Dropbox. This particular recording is from Adlina and we awarded her full marks for her oral presentation.
Congratulations to our first recipient of the Kami Pelajar A1 Collectibles!
We are proud to have Atiqah earning her first collectible on Lisan. She scored more than 32/40 for three oral practices consecutively. We hope that the collectible will spur Atiqah on to give her best in the coming oral practices as well as to earn the remaining 11 collectibles for other assessment items for Malay Language O Level Examinations.
Who can forget the jittery during oral examination? Atiqah has mastered our oral strategies and rise above the blistering shivers and sweltering heatwave throughout these oral practices. We are confident that she will do well for the O Level Oral Examination if she continues to give her best for the coming oral practices, insyallah.
Kami Pelajar A1 Collectibles is a our PLT project this year. Through this project we hope to invoke student’s affective domain positively. Student’s affective domain concerns with student’s moods, feelings and attitudes. We believe that if we can invoke student’s affective domain positively, we can unlock their true potential and energy to achieve amazing feat!
You can learn more about our PLT project here. We document our journey so that we can learn how to improve upon how we implement the project in the coming years. That aside, our experiences will be useful for teachers who would like to carry out the same project for their graduating students.
We share our Mother Tongue Fortnight (MTF) activity designed for our graduating classes. This activity is designed to first, mantain the same or almost similar level of engagement despite time is a premium; our graduating students need enough time to prepare well for their coming GCE O Level Examinations. And second, to engage them at a level higher – a meta-level engagement – instead of introducing them to yet another aspect of the Malay culture. You can know more about our MTF activity here.
We had ordered 50 sets of Kami Pelajar A1 collectibles from The Game Crafter and they had arrived last month. These collectibles are achievement cards meant to invoke in our graduating students superhuman effort so that they work hard to get distinctions for their coming Malay O Level Examinations this June.
Why we do this and how did we get here? We record our journey in our blog here. Do check it out. We will be updating our blog from time to time. We hope that our journey inspires many Malay teachers to try out our approach with their graduating students in the coming years.
We have not published our collectibles in The Game Crafter for public purchase, but we will do that soon. Now we are just excited experimenting them with our graduating students.
We started the year with several teaching clinics where we nurse our graduating students back to competency in the various learning strategies that we taught them last year. We have learnt sadly that the long November and December holidays last year have taken the bite out from what they used to know.
We ran the clinics throughout the whole of Term 1 and our graduating students were required to submit various assignments as part of their rehabilitation. We are pleased to share that many of them did well for these assignments and we are confident that they will continue to do well as we gear them up for more assignments in the coming Term 2.
We look forward to having many among them earning their first collectibles in Term 2. Who would that be and what collectibles will be first up for grab? We’ll see and we will be reporting that to you. Stay tune!
This week we engage our graduating students with the expository writing strategy that we had taught them last year. To help them recall and apply the strategy we discuss as a writing content the impact of fake news in our society as we ride the challenges brought about by the current COVID-19 virus. This topic is timely as we had just commemorated the Total Defence Day two weeks ago and the need for digital defence is made profound with the onslaught of fake news amid the virus outbreak that our students need to be alert about and know how to distinguish them.
As so se use the expository writing question below:
Berita palsu mengancam kesejahteraan masyarakat Singapura. Bincangkan
We start discussing the writing content by showing the video above.
We invite students to share various fake news that they have heard of amid the COVID-19 virus outbreak. From the MOH website, we learnt of the following fake news:
There were reports of a suspect case at Eastpoint Mall.
A message on COVID-19 has been circulating on WhatsApp asking the public not to visit certain public hospitals.
There were rumours circulating online that more than 100 arriving travellers from Wuhan were denied entry into Singapore.
There were rumours circulating online that an individual has died of the COVID-19 infection at a shopping mall in Singapore.
A Hardware Zone Forum post claimed that a 66 year old man died in Singapore from a newly identified virus that caused him to develop severe pneumonia. However at that time there had been no deaths among confirmed cases of the COVID-19 infection.
There were posts by several Facebook users claiming that Woodlands MRT was closed for disinfection due to a suspected case of the COVID-19 infection. The posts also urged members of the public not to go to Woodlands MRT.
A website called ‘City News’ published an article titled “BREAKING NEWS: Singapore records six more coronavirus case, total of 16 now” claiming that five Singaporeans have contracted COVID-19 without going to China. This is not true. At that time, there was no local transmission of COVID-19 in Singapore. All confirmed cases in Singapore by then were Chinese nationals who travelled from Wuhan.
There was a false statement on The States Times Review Facebook page on the supply of surgical masks.
There was a WhatsApp message circulating with a list of alleged places where suspected or confirmed cases of COVID-19 have been when this was not true.
A fake screengrab of a CNA tweet was circulated widely on social media saying that all schools including polytechnics and universities are to close next Monday (10 Feb) due to the ongoing COVID-19 outbreak.
A graphic that was aired on CNA’s Asia Tonight TV bulletin at 8pm on Thursday (13 Feb) mistakenly listed a coronavirus death to Singapore.
We invite students to share how have these fake news impact our community. We encourage them to recount what they have seen, read and heard. From our experiences, we have seen how fake news cause:
Rakyat Singapura menjadi takut akan keselamatan diri sendiri
Rakyat Singapura mula meminggirkan sesetengah golongan orang
Rakyat Singapura bimbang akan kekurangan bekalan makanan
Rakyat Singapura memilih untuk tidak keluar rumah
We invite students to share what they have learnt to distinguis fake news. At this juncture, we encourage them to share what they understood by the S.U.R.E (Source, Understand, Reseacrh & Evaluate).
The above discussion will help us to engage our students in revisiting the expository writing strategy that they have learnt and apply it in writing an expository essay based on the question on the topic above.
To know more about our expository writing strategy, do consider buying our Contoh Karangan Untuk Persiapan Peringkat O & N books.
We share below one of the exemplary essays students wrote during the above lesson. Take note of the last paragrapgh of this essay (Bahagian Penutup). What a brilliant closure to an amazing essay! The writer employed our teachnique for the last paragrapgh well.
We ordered 5 additional Mini Monsters Oral Guides from the Game Crafter for our teachers and they had arrived last week. We are excited to try them out with our students. In the past weeks, we have received a number of queries regarding the Mini Monsters Oral Guides. We do not keep them in stock. You can order them directly from the Game Crafter here.