Home tuition is clearly an effective way of helping your child cope with their studies. It is especially useful if your child is having difficulties in keeping up with the fast pace of the school syllabus.
Giving tuition to your child has several benefits, including results improvement, better examination results, increased level of confidence and interests in academics studies.
One-to-one session enables tutor to give full attention to your child and get your child involve and participate in the learning process. This in turns create a greater concentration and interest in your child towards their studies.
Home tuition also allows flexibility. Timing of the tuition can be scheduled between yourself and the tutor according to your preference.
If your child is lagging behind school work, or if you desire your child to achieved optimum results, try out a home tuition now.
We can be contacted at 9880 4280 or email us your interest at tuition.cy@hotmail.com
See your child to their fullest potential by using home tuition as a medium to improve and attain better grades in school!
Thursday, January 29, 2009
Wednesday, January 28, 2009
MOE Press Releases
"Strong Fundamentals for Future Learning" - Key Directions for the Future of Primary Education
Primary Education Review and Implementation (PERI) Committee Shares Preliminary Recommendations
1. Retain the strong fundamentals of our education system but place greater emphasis on the development of lifeskills and values to ensure that pupils are well prepared for the future, recommends the Primary Education Review and Implementation (PERI) Committee which shared its preliminary recommendations today. The Committee received strong public support for its view that the future of primary education should be about developing well-balanced and confident children who enjoy learning as they build strong fundamentals in both knowledge and skills during their foundational years of education.
2. With this in mind, the Committee has made preliminary recommendations in two broad areas:
a) Balancing knowledge with skills and values
b) Providing more resources for a quality primary education
Consultation Process
3. Over the last four months, the Primary Education Review and Implementation (PERI) Committee, led by Ms Grace Fu, Senior Minister of State, Ministry of National Development and Ministry of Education, has been engaging stakeholders via a series of focus group discussions, emails and online forums. The Committee reached out to School Management and Advisory Committees of Primary Schools, Principals, Vice-Principals, Heads of Department (HODs), teachers, parents, students, as well as members of the public. In total, more than 600 people contributed their views and suggestions.
4. There was strong public support for our national curriculum which provides a firm foundation in language, mathematics and science for a sound education. It was generally acknowledged that the Primary School Leaving Examination (PSLE) remains important as a benchmark that allows for an objective gauge of pupils’ academic standards after six years of primary education. However, both members of the public and the Committee shared the conviction that our children need not just content knowledge, but also the skills, attitudes and values to thrive in a fast-changing and globalised future.
5. The Committee’s recommendations seek to strike a better balance between the teaching of knowledge and the development of skills and values and to raise the quality of primary education for all children in Singapore.
Key Preliminary Recommendations
(I) Balancing Knowledge with Skills and Values
6. More Engaging Teaching Methods. There is room to build a “broader base for future learning” by placing greater emphasis on the use of effective and engaging teaching methods that encourage skills development. Training should be strengthened, to ensure that all teachers have a good grasp of effective teaching approaches that can be applied across subjects as well as those that are specific to the subjects they teach. At the same time, primary school teachers should have strong content mastery of their teaching subjects so that they can teach with confidence. Going forward, MOE should train and deploy teachers so that they specialise in teaching certain subjects at the upper primary level.
7. New Programme for Active Learning (PAL). The Committee recommends greater emphasis on non-academic programmes within curriculum time to facilitate the well-rounded development of pupils and provide opportunities for exposure to a broad range of activities so that children can discover their aptitudes and interests. It recommends that MOE set up a new Programme for Active Learning (PAL), where all Primary 1 and 2 pupils will participate in modular activities in two broad areas, Sports and Outdoor Education, and Performing and Visual Arts, within curriculum time. Whereas participation in co-curricular activities is currently optional, as part of PAL, the Committee recommends that all Primary 3 to 6 pupils participate in either a main Co-Curricular Activity elective where they can specialise in an area of interest or participate in modular activities offered by the school.
8. Holistic Assessment to Support Learning. Assessment should support the holistic development of pupils. While retaining the PSLE at the end of primary school, the Committee feels that the school-based assessment and feedback system should be adjusted to focus more on developmental objectives. It should also encourage the balanced development of knowledge, skills and values in children. Specifically, the Committee recommends that regular feedback to parents and pupils should be improved to include more qualitative feedback on skills and non-academic areas. This should include constructive feedback on the individual student’s progress, strengths and areas for improvement so as to encourage further development.
9. At lower primary (Primary 1 and 2), when students are just beginning school, a key focus should be placed on building pupils’ confidence and desire to learn. In these early years, too much emphasis on formal semestral examinations may not be the optimal way to achieve these outcomes. A better approach would be to use assessment to support and improve learning. As such, the Committee recommends that MOE consider using “bite-sized” modes of assessment, such as topical tests, to provide regular feedback on pupils’ learning to parents. MOE should also train teachers to use a range of appropriate assessment techniques and tools to provide parents and pupils with better feedback on their progress.
10. The Committee believes that parents are key stakeholders in education, and play an especially important role in primary education. Hence, MOE and schools will need to work closely with parents as their strong support will be crucial in realising a well-balanced primary education.
(II) Providing More Resources for a Quality Primary Education
11. To achieve the outcomes of a more balanced education, primary schools have to be given more resources to implement the proposed recommendations.
Investing in a Quality Teaching Force
12. Provide Additional Manpower. Schools must be adequately staffed to deliver a quality education. As such, the Committee welcomes the fact that MOE plans to bring forward its hiring plans for teachers and Allied Educators (Teaching & Learning). In particular, the Committee recommends that MOE invest in recruiting and training more PE, Music and Art teachers to raise the quality of instruction in non-academic areas.
13. In line with the increased focus on raising the oral communication skills of primary pupils, the Committee proposes that MOE develop a scheme for schools to engage individuals with strong oral communication skills as language or speech and drama instructors, even if they are not trained teachers. This can be piloted in a few schools.
14. Recruit Passionate, Quality Educators. Taking primary education to a new level will require passionate teachers who possess a strong mastery of both content and pedagogy. The Committee agrees with the view expressed by many members of the public that MOE should continue to select first for the interest and aptitude to teach through the use of interviews or teaching internships, before considering other criteria. Those found unsuitable should not be recruited as teachers, no matter how academically brilliant they might be.
15. As MOE currently recruits teachers from the top 30% of each national cohort, the Committee recognises that MOE will need to focus its efforts to recruit new teachers from the university graduate pool or those who qualify for an undergraduate education by 2015. The Committee notes that eligible A-level or Diploma holders can continue to join the teaching service, through NIE’s BA/BSc degree programme. NIE will offer more places in its degree programme to accommodate suitable candidates. For A-level or diploma holders who decide not to pursue a degree but have a passion for teaching, they can join the Allied Educators (Teaching & Learning) Scheme, working closely with the teachers to hone their skills in teaching. Those who perform well as Allied Educators may upgrade their qualifications and join the teaching service as full-fledged teachers.
16. Ensure Continuous Professional Development of Teachers. To ensure that teachers have a good grasp of curriculum content as well as a sound mastery of the variety of teaching methods and assessment modes needed, the Committee further recommends that MOE place priority on strengthening both pre- and in-service training for all teachers. This will ensure the continuous improvement of teaching practices in the classroom, which is the key to realising the desired outcomes of education.
Enhancing Infrastructure
17. Move all Primary Schools towards Single-Session. A single-session structure will provide schools with more time and flexibility in organising the school day to achieve a more holistic education. The Committee recommends that MOE facilitate the transition of all government schools to single-session by 2016, to allow time to expand the facilities of existing schools, build new schools and gradually redistribute enrolment. MOE should also work closely with government-aided schools to facilitate their transition to single-session at a pace comfortable to them, bearing in mind the needs and concerns of their respective communities. In addition, MOE should ensure that all primary schools, especially the more popular ones, maintain sufficient number of places such that students who have no affiliation to the school can still have access for admission to Primary 1.
18. As public feedback on the start and end times for schools has been mixed, the Committee recommends that schools continue to have the flexibility to adjust their start and end times with careful consideration of their local conditions. MOE will work closely with LTA on school bus transportation issues. The Committee feels that the number of school hours should primarily be determined by educational goals and not to meet parents’ demands for their children to be in a safe environment for the whole day. Specifically, single-session schools should not be pressured to become full-day schools to provide for other social needs.
19. Design New Generation Primary School Facilities. The Committee recommends that MOE study how to design school facilities for a new generation of primary schools, so that learning spaces are able to better support the teaching approaches for a balanced, high quality primary education. The Committee also recommends that MOE make provision for facilities within the school so that Voluntary Welfare Organisations and Self-help Groups can provide student care services, especially for pupils from disadvantaged families.
Financial Implications
20. The Committee recommends that substantial investment be made over the next 10 years to raise the quality of primary education. Based on MOE’s preliminary estimates, an expenditure of approximately $4.5 billion will be needed over the next ten years to move all schools to single session, upgrade facilities for a more holistic education, as well as strengthen the quality of teaching and educational programmes.
Conclusion
21. The Committee believes that we have to equip our children with the necessary knowledge, skills and competencies to flourish in an increasingly competitive, complex and inter-connected world. While a strong grasp of the basic literacies remains important for success in the knowledge economy, we also want our children to retain a sense of curiosity, to enjoy learning and to grow up as confident, well-adjusted individuals who can form healthy relationships and work well with others. This provides a strong impetus for us to invest in a quality primary education, one which is well-balanced and provides our children with strong foundations for future learning.
22. The preliminary report and recommendations are enclosed. The Committee will submit its final report and recommendations to the Education Minister Dr Ng Eng Hen in March 2009.
Source: http://www.moe.gov.sg/media/press/2009/01/strong-fundamentals-for-future.php
Primary Education Review and Implementation (PERI) Committee Shares Preliminary Recommendations
1. Retain the strong fundamentals of our education system but place greater emphasis on the development of lifeskills and values to ensure that pupils are well prepared for the future, recommends the Primary Education Review and Implementation (PERI) Committee which shared its preliminary recommendations today. The Committee received strong public support for its view that the future of primary education should be about developing well-balanced and confident children who enjoy learning as they build strong fundamentals in both knowledge and skills during their foundational years of education.
2. With this in mind, the Committee has made preliminary recommendations in two broad areas:
a) Balancing knowledge with skills and values
b) Providing more resources for a quality primary education
Consultation Process
3. Over the last four months, the Primary Education Review and Implementation (PERI) Committee, led by Ms Grace Fu, Senior Minister of State, Ministry of National Development and Ministry of Education, has been engaging stakeholders via a series of focus group discussions, emails and online forums. The Committee reached out to School Management and Advisory Committees of Primary Schools, Principals, Vice-Principals, Heads of Department (HODs), teachers, parents, students, as well as members of the public. In total, more than 600 people contributed their views and suggestions.
4. There was strong public support for our national curriculum which provides a firm foundation in language, mathematics and science for a sound education. It was generally acknowledged that the Primary School Leaving Examination (PSLE) remains important as a benchmark that allows for an objective gauge of pupils’ academic standards after six years of primary education. However, both members of the public and the Committee shared the conviction that our children need not just content knowledge, but also the skills, attitudes and values to thrive in a fast-changing and globalised future.
5. The Committee’s recommendations seek to strike a better balance between the teaching of knowledge and the development of skills and values and to raise the quality of primary education for all children in Singapore.
Key Preliminary Recommendations
(I) Balancing Knowledge with Skills and Values
6. More Engaging Teaching Methods. There is room to build a “broader base for future learning” by placing greater emphasis on the use of effective and engaging teaching methods that encourage skills development. Training should be strengthened, to ensure that all teachers have a good grasp of effective teaching approaches that can be applied across subjects as well as those that are specific to the subjects they teach. At the same time, primary school teachers should have strong content mastery of their teaching subjects so that they can teach with confidence. Going forward, MOE should train and deploy teachers so that they specialise in teaching certain subjects at the upper primary level.
7. New Programme for Active Learning (PAL). The Committee recommends greater emphasis on non-academic programmes within curriculum time to facilitate the well-rounded development of pupils and provide opportunities for exposure to a broad range of activities so that children can discover their aptitudes and interests. It recommends that MOE set up a new Programme for Active Learning (PAL), where all Primary 1 and 2 pupils will participate in modular activities in two broad areas, Sports and Outdoor Education, and Performing and Visual Arts, within curriculum time. Whereas participation in co-curricular activities is currently optional, as part of PAL, the Committee recommends that all Primary 3 to 6 pupils participate in either a main Co-Curricular Activity elective where they can specialise in an area of interest or participate in modular activities offered by the school.
8. Holistic Assessment to Support Learning. Assessment should support the holistic development of pupils. While retaining the PSLE at the end of primary school, the Committee feels that the school-based assessment and feedback system should be adjusted to focus more on developmental objectives. It should also encourage the balanced development of knowledge, skills and values in children. Specifically, the Committee recommends that regular feedback to parents and pupils should be improved to include more qualitative feedback on skills and non-academic areas. This should include constructive feedback on the individual student’s progress, strengths and areas for improvement so as to encourage further development.
9. At lower primary (Primary 1 and 2), when students are just beginning school, a key focus should be placed on building pupils’ confidence and desire to learn. In these early years, too much emphasis on formal semestral examinations may not be the optimal way to achieve these outcomes. A better approach would be to use assessment to support and improve learning. As such, the Committee recommends that MOE consider using “bite-sized” modes of assessment, such as topical tests, to provide regular feedback on pupils’ learning to parents. MOE should also train teachers to use a range of appropriate assessment techniques and tools to provide parents and pupils with better feedback on their progress.
10. The Committee believes that parents are key stakeholders in education, and play an especially important role in primary education. Hence, MOE and schools will need to work closely with parents as their strong support will be crucial in realising a well-balanced primary education.
(II) Providing More Resources for a Quality Primary Education
11. To achieve the outcomes of a more balanced education, primary schools have to be given more resources to implement the proposed recommendations.
Investing in a Quality Teaching Force
12. Provide Additional Manpower. Schools must be adequately staffed to deliver a quality education. As such, the Committee welcomes the fact that MOE plans to bring forward its hiring plans for teachers and Allied Educators (Teaching & Learning). In particular, the Committee recommends that MOE invest in recruiting and training more PE, Music and Art teachers to raise the quality of instruction in non-academic areas.
13. In line with the increased focus on raising the oral communication skills of primary pupils, the Committee proposes that MOE develop a scheme for schools to engage individuals with strong oral communication skills as language or speech and drama instructors, even if they are not trained teachers. This can be piloted in a few schools.
14. Recruit Passionate, Quality Educators. Taking primary education to a new level will require passionate teachers who possess a strong mastery of both content and pedagogy. The Committee agrees with the view expressed by many members of the public that MOE should continue to select first for the interest and aptitude to teach through the use of interviews or teaching internships, before considering other criteria. Those found unsuitable should not be recruited as teachers, no matter how academically brilliant they might be.
15. As MOE currently recruits teachers from the top 30% of each national cohort, the Committee recognises that MOE will need to focus its efforts to recruit new teachers from the university graduate pool or those who qualify for an undergraduate education by 2015. The Committee notes that eligible A-level or Diploma holders can continue to join the teaching service, through NIE’s BA/BSc degree programme. NIE will offer more places in its degree programme to accommodate suitable candidates. For A-level or diploma holders who decide not to pursue a degree but have a passion for teaching, they can join the Allied Educators (Teaching & Learning) Scheme, working closely with the teachers to hone their skills in teaching. Those who perform well as Allied Educators may upgrade their qualifications and join the teaching service as full-fledged teachers.
16. Ensure Continuous Professional Development of Teachers. To ensure that teachers have a good grasp of curriculum content as well as a sound mastery of the variety of teaching methods and assessment modes needed, the Committee further recommends that MOE place priority on strengthening both pre- and in-service training for all teachers. This will ensure the continuous improvement of teaching practices in the classroom, which is the key to realising the desired outcomes of education.
Enhancing Infrastructure
17. Move all Primary Schools towards Single-Session. A single-session structure will provide schools with more time and flexibility in organising the school day to achieve a more holistic education. The Committee recommends that MOE facilitate the transition of all government schools to single-session by 2016, to allow time to expand the facilities of existing schools, build new schools and gradually redistribute enrolment. MOE should also work closely with government-aided schools to facilitate their transition to single-session at a pace comfortable to them, bearing in mind the needs and concerns of their respective communities. In addition, MOE should ensure that all primary schools, especially the more popular ones, maintain sufficient number of places such that students who have no affiliation to the school can still have access for admission to Primary 1.
18. As public feedback on the start and end times for schools has been mixed, the Committee recommends that schools continue to have the flexibility to adjust their start and end times with careful consideration of their local conditions. MOE will work closely with LTA on school bus transportation issues. The Committee feels that the number of school hours should primarily be determined by educational goals and not to meet parents’ demands for their children to be in a safe environment for the whole day. Specifically, single-session schools should not be pressured to become full-day schools to provide for other social needs.
19. Design New Generation Primary School Facilities. The Committee recommends that MOE study how to design school facilities for a new generation of primary schools, so that learning spaces are able to better support the teaching approaches for a balanced, high quality primary education. The Committee also recommends that MOE make provision for facilities within the school so that Voluntary Welfare Organisations and Self-help Groups can provide student care services, especially for pupils from disadvantaged families.
Financial Implications
20. The Committee recommends that substantial investment be made over the next 10 years to raise the quality of primary education. Based on MOE’s preliminary estimates, an expenditure of approximately $4.5 billion will be needed over the next ten years to move all schools to single session, upgrade facilities for a more holistic education, as well as strengthen the quality of teaching and educational programmes.
Conclusion
21. The Committee believes that we have to equip our children with the necessary knowledge, skills and competencies to flourish in an increasingly competitive, complex and inter-connected world. While a strong grasp of the basic literacies remains important for success in the knowledge economy, we also want our children to retain a sense of curiosity, to enjoy learning and to grow up as confident, well-adjusted individuals who can form healthy relationships and work well with others. This provides a strong impetus for us to invest in a quality primary education, one which is well-balanced and provides our children with strong foundations for future learning.
22. The preliminary report and recommendations are enclosed. The Committee will submit its final report and recommendations to the Education Minister Dr Ng Eng Hen in March 2009.
Source: http://www.moe.gov.sg/media/press/2009/01/strong-fundamentals-for-future.php
Wednesday, January 21, 2009
Establishment of C-Y TUITION
C-Y TUITION Agency provides “One-Stop Services” for busy professionals and working parents who have limited time for child’s home tuition.
Our agency was founded with a principle – “We place your child's interest on our top priority.”
Many published cases on the media unveiled dishonest tuition agencies and tutors faking educational qualifications.
At C-Y Tuition Agency, we take your child’s performance very seriously.
We guarantee authenticity on our tutors' qualifications.
This is to ensure that you get qualified and dedicated tutors. Committed tutors may even assume role as your child’s mentor during their growing up years; excelling in their academics as well as personality.
C-Y Tuition Agency is business-registered in Singapore.
Business Registration Number: 53133915K
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