TEACHING METHODS
English, Malay, Tamil, Chinese Language

Motivate learning and help pupils pay attention to what is to be learned. Help them make connections with what they already know.

Revisit and reinforce what has been learned

Diagnose pupils’ needs, abilities and interests. Identify learning gaps, monitor their learning and provide timely and useful feedback for improving learning and selfassessment.

Teach language in authentic contexts of use and model its use. Let pupils learn through working collaboratively with the teacher and other pupils.

Facilitate discovery by prompting, posing questions and supporting the process by which pupils can learn about a skill, strategy, process or rule without prior or explicit instruction.

Explain and clarify a skill, strategy or process directly and systematically, in addition to teaching it in contexts of meaningful use.
Secondary Science

Engaging with an event, phenomenon or problem through posing questions, formulating hypothesis, defining the problem, generating possibilities and predicting.

Collecting and presenting evidence through observing, using apparatus and equipment.

Reasoning, making meaning of information and evidence through comparing, classifying, inferring, analyzing, evaluating and verifying.

Using processes of creative problemsolving, planning investigation and decisionmaking to inquire about phenomena around them by the following strategies (Brainstorming, Case Study, Concept Cartoon, Concept Mapping, Cooperative Learning, Demonstration, Field Trip, Projects, Games, Investigation, Learning Centres, Mindmapping, Model Building, Problem Solving, Questioning.
Primary Science

Provide students with experiences which build on their interest in and stimulate their curiosity about their environment

Provide students with basic scientific terms and concepts to help them understand themselves and the world around them

Provide students with opportunities to develop skills, habits of mind and attitudes necessary for scientific inquiry

Prepare students towards using scientific knowledge and methods in making personal decisions

Help students appreciate how science influences people and the environment.

Use a variety of strategies to facilitate the above (Concept Cartoon, Concept Mapping, Cooperative Learning, Demonstration, Questioning, Field Trip, Games, Investigation, Problem Solving, Projects
Primary Mathematics

Use appropriate notations, symbols and conventions to present and communicate mathematical ideas

Reason inductively and deductively by :

observing patterns, similarities and differences

drawing logical conclusions and making inferences

Explaining or justifying solutions, writing out the solutions mathematically

Make connections within mathematics and between mathematics and everyday life

Apply mathematics concepts and skills to solve problems in a variety of contexts within or outside mathematics, including:

Identifying the appropriate mathematical representations for a problem

Using appropriate mathematical concepts, skills (including tools and algorithm) to solve a problem

Interpreting the mathematical solution in the context of the problem and making sense of the solution

Use thinking skills such as:

Classifying

Comparing

Sequencing

Generalising

Induction

Deduction

Analyzing (from whole to parts)

Synthesizing (from parts to whole)

Use a problemsolving model such as Polya’s model

Use heuristics such as:

Drawing a diagram

Tabulating

Guess and check

Working backwards

Simplifying a problem

Considering a special cases
Secondary Additional Mathematics

Reason inductively and deductively, including:

Explaining or justifying or critiquing a mathematical solution/statement

Drawing logical conclusions

Making inferences

Writing mathematical arguments and proofs

Use appropriate representations, mathematical language (including notations, symbols and conventions) and technology to present and communicate mathematical ideas.

Make connections within mathematics, between mathematics and other disciplines, and between mathematics and the real world.

Apply mathematics concepts and skills to solve problems in a variety of contexts within or outside mathematics, including:

Identify the appropriate mathematical representations or standard models for a problem

Use appropriate mathematical concepts, skills (including tools and algorithm) to solve a problem

Stages of modelling

Understanding a realworld problem

Formulating a realworld problem into a mathematical one by making suitable assumption and simplification and identifying suitable mathematical representations

Applying mathematics to solve the realworld problem

Interpreting the mathematical solution in the context of the realworld problem, including verifying against real data

Redefining and improving the model

Use thinking skills such as:

Classifying

Comparing

Sequencing

Generalising

Induction

Deduction

Analysing (from whole to parts)

Synthesizing (from parts to whole)

Use a problemsolving model such as Polya’s model

Use heuristics such as:

Drawing a diagram

Tabulating

Guess and check

Working backwards

Simplifying a problem

Considering special cases

Trial and error

Acting it out
Secondary Elementary Mathematics

Use appropriate representations, mathematical language (including notations, symbols and conventions) and technology to present and communicate mathematical ideas.

Reason inductively and deductively, including:

Explaining or justifying/verifying a mathematical solution/statement

Drawing logical conclusions

Making inferences

Writing mathematical arguments

Make connections within mathematics, between mathematics and other disciplines, and between mathematics and the real world.

Apply mathematics concepts and skills to solve problems in a variety of contexts within or outside mathematics, including:

Identifying the appropriate mathematical representations or standard models for a problem

Using appropriate mathematical concepts, skills (including tools and algorithm) to solve a problem

Understand the nature of the mathematical modelling process, including:
(for Olevel and N(A)Level)

Formulating a realworld problem into a mathematical model by making suitable assumptions and simplification and identifying suitable mathematical representations

Applying mathematics to solve the problem

Interpreting the mathematical solution in the context of the problem

Refining and improving the model

Understand some elements of the mathematical modelling process, including:
(for N(T)Level)

Formulating a simple mathematical model to represent a real world problem

Applying mathematics to solve the problem

Interpreting the mathematical solution and making informed decisions

Use thinking skills such as:

Classifying

Comparing

Sequencing

Generalising

Induction

Deduction

Analysing (from whole to parts)

Synthesizing (from parts to whole)

Use a problemsolving model such as Polya’s model

Use heuristics such as:

Drawing a diagram

Tabulating

Guess and check

Working backwards

Simplifying a problem

Considering special cases
JC Mathematics

Active Training sessions which teach/explain the concepts with plenty of examples and group discussions.

Discussion of questions from various sources ranging from ten years series, preliminary papers, promopapers, textbooks and special questions set/compiled by the trainer.

Advanced questions to train students for JC1 promotional examinations and JC2 prelims.

Oneonone feedback sessions on how to improve and study techniques.
Creating Character Arts
• Sketching out some rough ideas for characters.
• Assemble them in a scene.
• Trace the outline for each character.
• Choose a color for the fill.
• Add shadows underneath your characters to create depth.
• Add background items and detail to your work.
• Dropping in extra clouds at the base of the illustration and amending the colors to create a more vibrant piece.