LEARNING DOMAINS

LITERACY

Objectives of Programme
  1. Make available sufficient opportunities for students to increase the skills and knowledge of the four core components of language: listening, speaking, reading and writing.
  1. Set up platforms for practice so that students at their various competency levels will be able to communicate their ideas and thoughts with everyone meaningfully.
  1. Enable our students to attain an appropriate level of competency score in Work Place Literacy in order to be eligible for the application to schools for specialized skills training.
Main Content Areas
New Tracks English (NT) Direct Instruction (DI)
AM session (13 – 18 years old) PM session (7- 12 years old)
Curriculum tracks : Reading programme :
Track 1 Reading (K)
Track 2 Reading (1)
Track 3 Language (K)
Language (1)
Corrective Reading (A)
Corrective Reading  (B)
Approaches Used
  1. AM session: New Tracks English (NT)
  2. PM session: Direct Instruction (DI)

NUMERACY

 

Objective of Programme

The Mathematics structured and progressive programme equips students with the essential Mathematical knowledge, skills and attitudes towards academic achievement for higher educational institutions.

Main Content Areas

The Mathematics syllabus includes number, measurement, geometry and data analysis.

Age Group Programme
7 to 12 years old Junior Functional Math
13 to 18 years old Senior Functional Math
Approaches Used

The school adopts the Concrete-Pictorial-Abstract (CPA) approach for Mathematics teaching and learning based on individual learners. Concrete materials introduce students to mathematical concepts through real-world experiences. These real experiences enable students to visualise objects which are then transferred to Pictorial examples illustrated with photographs and pictures. Abstract examples provide students with the use of mathematical symbols related to the concrete and pictorials examples previously learnt.

SCIENCE

Objectives of Programme

The Science programme aims to equip learners with functional knowledge, skills and attitudes in Science.  It seeks to develop basic inquiry skills in the learners through their innate curiosity.

In particular, the objectives of the programme include developing in students the ability to understand and apply basic scientific phenomena, facts, concepts and principles and the acquisition of process skills relevant to modern-day living.

Main Content Areas

The scope of the programme covers the important themes in Science.

It includes:

  • diversity of living and non-living things
  • cycles in plants, animals and matter
  • systems in plants and human
  • interactions within the environment
  • basic energy concepts
Approaches Used

The main strategy used in the teaching of Science follows the 5 E Learning Model which includes the phases: Engagement, Exploration, Explanation, Elaboration and Evaluation.

This approach helps to develop independent thinking and problem-solving skills in students.

Objectives of Programme

The daily living skills training in Grace Orchard School focuses not only on skills necessary for fundamental functioning such as dressing, feeding, personal health and hygiene; but also on skills to enable an individual to live independently in a community. The aim is to enable students to participate more fully at home, at the workplace and in the community. Some examples of the skills include: performing simple housework, maintaining a healthy lifestyle, managing money, shopping for groceries, and taking public transport within the community.

Main Content Areas
Self Management Home Living Community Participation & Mobility
School/work readiness Household maintenance Getting around in the community
Personal health and grooming Garment care Use of community ammenities
Personal safety Food preparation and storage
Managing finance
Objectives of Programme 

The aim of Physical Education (PE) is to provide learning opportunities for students to acquire the knowledge, skills and attitudes necessary to lead and enjoy an active and healthy life.

The objectives of the programme are to develop in each student the ability to:

  • Perform and enjoy a variety of physical activities at the individual’s maximum capacity
  • Develop and maintain physical health and fitness through regular participation in physical activities
  • Demonstrate positive self-esteem through body awareness and control
  • Demonstrate the spirit of fair play, teamwork and sportsmanship
  • Acquire safe practices during physical activities
Main Content Area

Primary level (7-12 years old):
Development of fundamental movement skills and understanding of movement concepts. Swimming is also included for students in the Joy and PM Love classes.

Secondary level (13-18 years old):
Application of fundamental movement skills in a variety of contexts including game play

*Fundamental movement skills include Locomotor Skills; Stability Skills & Manipulative Skills

Summative assessment – GOS Fitness Test administered in Term 3 of each school year

Students from the Mild Intellectual Disability programme will be placed in the Vocational Education Programme at age 13 till they graduate at either 16, 17 or 18 years old.

The Vocational Education Programme comprises the following:

VOCATIONAL EDUCATION

Vocational Assessment Vocational Guidance Work Exposure & Work Experience Basic Vocational Training Soft Skill Training
Vocational Assessment
  • Ongoing process
  • Gather information about students’ Skills, Knowledge, Interest & Preferences (SKIP) to determine Individual Education Plans (IEPs) and decide on Vocational Pathways
  • Involves both formal (e.g. OT assessments, Aptitude tests) and informal methods of assessment (e.g. interviews with parents and students, work samples, curriculum-based assessments, observations)
Vocational Guidance
  • Learn about the world of work – curriculum-based weekly lesson and activities
  • Students will be guided to discover their own interests, preferences and strengths to make decisions on vocational pathways
  • Students reflect and discuss learning points at briefing/consultation sessions, either in groups or one-to-one basis, before, during and after work experience/site visits
Work Exposure & Work Experience

The Work Experience programme is a formal, structured programme whereby the school makes plans for students to experience a job or part of a job in an authentic work setting.

Students placed on the Work Experience programme will be assigned a Job Coach each, who will provide them support and guidance on the job.

Basic Vocational Skills Training

Students are offered basic vocational skills training as follows:

Format Age Year Training Programmes
Specialization 18 6 (Specialisation in ONE of the following tracks) Food & Beverage (Food Prep &/ Baking) Housekeeping (Environmental &/ Guestroom)
17 5
16 4
Rotation 15 3 Horticulture Housekeeping Retail
14 2 Clean Washroom Baking Food Preparation
13 1 Standards Of Work Performance (SWP) Clean Hard Floor Clean Furniture and Furnishings

Training Hours: 1 – 4.30pm
Frequency: Once a week

Our very own training café run by students, staff and volunteers!

The school cafe (Gopi-O!) is an authentic platform for students to be exposed to cafe operations aligned to industrial standards.  Students can also be trained in work habits at the cafe.  Besides providing work experience and exposure for students, it also serves as a transition point for students who may require more on-the-job training by our instructors before being placed in the actual workplace.

Objectives of Programme

 The aims of the Arts curriculum are to enable our students to develop in the areas of communication and socialization.

Through generating (understanding of basic skills)expressing (using of basic skills) and responding (appreciating) in the various arts domains, our students will be able to express their ideas in meaningful ways and develop empathy with multiple viewpoints.

The curriculum also facilitates for socialization through an emphasis on interaction and/or communication with others.

Main Content Area

In our curriculum, the Arts is a learning domain that draws together related but distinctive art forms. While these art forms have commonalities, they are distinctive in their practices and in their approaches.

Our curriculum focuses on these 4 art forms:

  • Dance
  • Drama
  • Music
  • Visual Arts
Approaches Used
  • Skills Building

This section focuses primarily on the process in making art rather than on the product itself. All students aged 7-12 will be rotated in each of the 4 art forms.

  • Expression Building

This section focuses primarily on creating a product. Students aged 13-14 will experience 2 different art forms each year, while students aged 15-16 will experience 1 art form each year. Students will be placed in the art form based on ability assessed through the skills building section.

Assessment Mode

Students will be assessed termly on their competency level in each arts domain through classroom observation.

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