Many parents feel they are left in the dark when it comes to their children’s performance and ability. Or there is a mismatch between their ability and their performance as shown by the school report. School reports do not say much. In addition, it is almost impossible to get to meet the school teacher more than twice a year. Yet, when you meet them, the feedback given is quite general with no direction for a future focus or plan.
To provide the clarity every parent needs, we conduct different types of assessments: Diagnostic, Formative, Summative and Benchmark assessments. In addition, our curriculum is communicated with parents who get to see what their child learns with us. Let’s talk about the various assessments we provide.
Students who wish to sit the selective test, the scholarship test or the OC test.
This assessment is conducted for students who want to join the OC program or the Selective and Scholarship program. The objective is to uncover students’ level of performance, areas of strengths and weaknesses and more importantly their untapped potential.
It will be followed by in-depth report with the head teacher. Our assessor will discuss the assessment with you and answer all your concerns and questions. The assessment also shows where the student stands in terms of their ability to join the program as is, or whether an intervention plan is needed.
Self-confidence comes from a sense of competence. When children are empowered with problem-solving skills, a solid foundation in Maths and English, and are encouraged to make mistakes and learn from them, they enjoy learning and become more competent.
At one level connection refers to the students’ engagement in the classroom and in the real world. At GEA this is guaranteed by the critical selection of only the most enthusiastic and passionate teachers who are able to achieve this.
The GEA textbooks also allow for students to have discussions in class and engage with the material and with each other. It is proven by research that these activities help to promote their connection between abstract concepts to the real world, thus strengthening their conceptual understanding. Students thus become connected and engaged in and outside the classroom
Parents who have clarity and students who are confident, connected and engaged, and are empowered with a solid foundation in mathematics and English, and most importantly problem-solving skills, inevitably not only reach their full potential, but also expand it and reach beyond it. Students will be equipped with a love for learning and life-long skills.
The UPSL™ strategy has been developed by Dr Majeda Awawdeh based on her research. Dr Majeda used the principles of Cognitive Load Theory to simplify the steps involved in solving a word problem. She created a template to help students perform the steps effectively. The steps are straightforward and easy to grasp.
This is the template that is provided with maths questions. Students need to use the template to automate the steps.