sec 2 eoy mtp principal talk 2012

Secondary Two

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:

33

44

EVERY STUDENT, EVERY STUDENT, AN ENGAGED LEARNERAN ENGAGED LEARNER

55

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

77

88

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

99

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

1010

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

1111

EVERY SCHOOL, EVERY SCHOOL, A GOOD SCHOOLA GOOD SCHOOL

1212

1313

1414

1515

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

1616

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

17

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

2121

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

2222

• 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

2323

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

2424

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

2525

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

2626

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

2727

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

2828

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!

2929

- 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

3030

Working Together to Deliver the Best for our Children

3232

Our Singapore Conversation

•MOE’s Engagement Exercise

3333

Every Student, an Engaged Learner

Every School, a Good School

Every Teacher, a Caring Educator

Every Parent, a Supportive Partner

Key MessagesKey Messages

Moving ForwardMoving Forwardto Upper Secondaryto Upper Secondary

Academic Academic Changes – Changes – Curriculum ReviewCurriculum Review

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

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 setPAPER 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)

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

1128 English Language ‘O’ Level (2013)

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)

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)

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

1190 English Language ‘NA’ Level (2013)

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)

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

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

1195 English Language NT Level (2013)

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

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

1195 English Language NT Level (2013)

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)

ICT-BASED TEACHING, LEARNING AND ASSESSMENT FOR MOTHER TONGUE LANGUAGES

OUTLINEHarness ICT in Teaching and LearningICT in MTL ClassroomsI-MTL Portal

ICT-based ExaminationsComputer-based WritingVideo as Oral Test StimulusField Test FindingsSupport for Schools

44

ICT transformed the way we learn, live and work

Over the years, ICT had enhanced teaching and learning in schools

HARNESS ICT IN TEACHING & LEARNING

45

ICT is integral to MTL teaching and learning Help students develop

communication skills Enhance language task

authenticitySupport schools through

Teacher training ICT-based resources i-MTL Portal [new]

ICT in MTL Classrooms

46

Feedback in text or

audio form by

teacher/peers

Record and upload oral presentatio

n audio/vide

o clips

i-MTL Portal

Submit type-

written response (in MTL)

View text or video stimul

us

47

I-MTL PORTAL2011: Phase 1 Prototype

• 41 schools (18 Pri, 21 Sec and 2 JCs)

2012: Phase 2 Prototype• all S1 -3 MTL students in 6 schools • S1-S4 and JC MTL B students

2013: Implement in all schools, starting with • P4, S1 & JC1 MTL • S1-JC1 MTLB students

48

ICT-BASED EXAMINATIONSGreater alignment of assessment with

teaching

Create authentic language tasks that assess proficiency to use MTL more meaningfully

ICT will be introduced in parts of MTL exam starting with MTL B from 2013

49

A-Level MTL B O-Level MTL B

2013 Computer-based Writing (Paper 1)

2014 Video as test stimulus in oral exam

Computer-based Writing (Paper 1) &

Video as test stimulus in oral exam

COMPUTER-BASED WRITING

50

MTL B Paper 1 (Writing)

Use computers to write email response or blog entry (A-Level MTL B)

email response or picture composition (O-level MTL B)

Video as Oral Test Stimulus

• Oral Exam Short video clips

as stimuli (A & O level MTL B)

FIELD TESTS

ICT-based formats were accessible to students

Comparable writing performance between computer-based & paper-based writing

• Important to provide students with adequate ICT-based practice in normal MTL lessons

Field tests showed

51

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

Science Curriculum Framework

21CC framework

Scientific InquiryScientific Literacy

21 CC in Science Education

Scientific InquiryScientific Literacy

21 CC in Science Education

Curriculum Review – SCIENCECurriculum Review – SCIENCE

Implementation Schedule SYLLABUS 2013

(implementation)2014

(first exam)

O Physics

Sec 3(Changes to

some specific learning of

objectives of specific

chapters)

Sec 4

O Science (Physics)

N Science (Physics)

O Chemistry

O Science (Chemistry)

N Science (Chemistry)

O Biology

O Science (Biology)

N Science (Biology)

Exp/NA Lower Sec Science will be implemented in 2013NT Science will be implemented in 2014 for Sec 1 and 3

Curriculum Review – SCIENCECurriculum Review – SCIENCE

Key Changes to N Level Science (Physics)

• Restructuring of topics to better allocate learning outcomes across the three years (i.e. Sec 3N-4N and Sec 5N).

Removed (moved to Sec 5N)

Added (brought down from Sec 5N)

•Light (reflection, refraction, total internal

reflection)•Magnetism

•Scalar & vector quantity•Pressure

•Kinetic model of matter•EM spectrum

•Sound

Curriculum Review – SCIENCECurriculum Review – SCIENCE

Syllabus

Current 2013 Syllabus (First Exam in 2014)

Knowledge with

Understanding

Handling Information &

Solving Problems

Knowledge with Understanding

Handling Information &

Solving Problems

O Level Biology 45 55 45 55

O Level Chemistry 55 45 45 55

O Level Physics 55 45 45 55

O Level Science (Bio/Chem/ Phy) 60 40 50 50

N Level Science (Bio/Chem/ Phy) 60 40 50 50

Comparison of Assessment Weighting

Curriculum Review – SCIENCECurriculum Review – SCIENCE

Curriculum Review – HUMANITIESCurriculum Review – HUMANITIES

More emphasis will be placed on Inculcating Critical Thinking and Writing Skills in all Humanities subjects

Social Studies:•Longer exam duration from 1hr 30min to 1hr 45min•Higher weighting is given to Source Based Case Studies (SBCS) from 50% to 70%.•A decrease weighting for SEQ from current 50% to 30%.

Curriculum Review – HUMANITIESCurriculum Review – HUMANITIES

History Elective: •Inquiry-based approach to the case studies in SBCS•Reduction of content in the new syllabus

Geography Elective:•Thematic and issues-based approach within geographical inquiry•Selected case studies will be used in assessment•New component on Fieldwork which will impact assessment

Curriculum Review – FOOD & NUTRITIONCurriculum Review – FOOD & NUTRITION

Changes in GCE ‘O’ Level F&N Coursework 2013Changes in GCE ‘O’ Level F&N Coursework 2013

Before:Paper 1 (Written Paper) – 40% (total mark of paper is 100 for a 2h duration)Paper 2 (Coursework) – 42% Part A + 18% Part B

Now:Paper 1 (Written Paper) – 40% (unchange)Paper 2 (Coursework) – 60%Change: Food based experiment (Part B) is

incorporated into main coursework (Part A)

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)

Curriculum Review – FOOD & NUTRITIONCurriculum Review – FOOD & NUTRITION

Changes in GCE ‘N’ Level F&N Coursework 2013Changes in GCE ‘N’ Level F&N Coursework 2013

Compulsory Compulsory Enrichment Enrichment

Programmes for Sec Programmes for Sec 3 (2013)3 (2013)

Sec 3 Adventure Camp 2013 – Sec 3 Adventure Camp 2013 – Term 1 Week 10Term 1 Week 10

Aim:Aim: Promote rugged Promote rugged

outlook towards outlook towards life through life through adventure trainingadventure training

Sec 3 Adventure Camp 2013Sec 3 Adventure Camp 2013

Promote camaraderie among students

Identify leaders

Dragon Boat Experience 2013Dragon Boat Experience 2013

Promote teamwork

Resilience

Elective Modules for NA/NT – Elective Modules for NA/NT – Term 2 Week 10Term 2 Week 10

To extend and build on the learning To extend and build on the learning objectives of existing N(A)/N(T) subjectsobjectives of existing N(A)/N(T) subjects

To introduce students to a course of study To introduce students to a course of study in post-secondary educationin post-secondary education

To expose students to possible career To expose students to possible career paths. paths.

Sec 3 Extended ProgrammeSec 3 Extended Programme

AimsAimsTo prepare for GCE ‘O’ & ‘N’ Level To prepare for GCE ‘O’ & ‘N’ Level

examsexamsTo bridge their learning gapsTo bridge their learning gaps

WhenWhenLast week of school & first week of Last week of school & first week of

NovemberNovember

Any Questions ?Any Questions ?

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

Thank you !Thank you !