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Pedagogy

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5 ‘I’s Framework
The action plans of all departments are designed using the 5’I’s framework. The framework emphasises the importance of academic excellence, identifies issues involved and strategies to be used, leverages on significant others, peers and tutors to influence students, uses different forms of motivation, reward and recognition to ignite students’ passion to learn and identifies indicators of success.

Research-informed Classroom practices
The College uses Action Research and Lesson Studies to ascertain the effectiveness of new pedagogies. Lesson observations by department leaders provide useful feedback to subject tutors on their teaching and learning processes. Analysis of feedback from students through subject-based surveys and student FGDs are used to review the teaching and learning processes, and to ensure that ‘what’s taught’ is learnt well.

Teachers keep abreast of current effective practices and share their knowledge with one another during Professional Development Time and Professional Sharing Days and Retreats. Beyond the College, the professional sharing and learning continues between the JCs and in conferences.

Differentiated learning
The College caters to the different abilities of pupils via differentiated learning programmes. Departments innovate and employ various methods to deliver their Instructional Programmes. Learning opportunities beyond the classrooms, such as end-of-year work attachment and learning journeys, are also provided for students. Outstanding students are selected for special educational experiences offered in Talent Development Programmes (TDP).

Assessment
Formative Assessment
The College uses formative assessment such as class tests, practical tests, oral examinations and presentations, mock examinations and Milestone Assessments (MSA) to monitor students’ performance. Teachers use the information and results gleaned from these assessments to review and design appropriate learning strategies to improve student learning. In addition, the students’ answers are analysed for their learning as well.

With all the distractions that students face during their difficult teenage years, home support is crucial in determining students’ success. Parents are therefore advised on their child’s academic progress and other aspects of their child’s development. This partnership with parents is key in enabling the students to perform at their peak in the GCE ‘A’ Level Examinations.

Summative Assessment
To assess the effectiveness of student learning on a termly basis, the College uses summative assessments such as common tests, block tests, final examinations and preliminary examinations as well as the GCE A-Level Examinations. These assessment modes enable teachers to assess the learning of the students for decision making with regard to assignment to special programmes and eligibility for promotion or higher education.