Major Differences in | 3R Programme | 3C Programme |
Goal and objectives | Promote moral and academic achievement | Promote children’s creativity, collaboration and communication |
Curriculum design and pedagogies | - Emphasise English, arithmetic, reading and writing; - Adopt commercial teaching kits fully; - Contents follow teaching materials from local publishers; - Teacher-directed discussions and peer participation | - Rather balanced, but art work was often displayed to show children’s creative ideas and self-expression; - Appropriately use teaching kits; - Make attempts to innovate curriculum; - Learning activities are linked to children’s day to day life; - Opportunities to collaborate with peers |
Teacher’s role | Make sure all the prescribed learning objectives are achieved | Based on their understanding of children’s needs and abilities, design games and other activities to facilitate the 3Cs |
Professional development opportunities | Peer observation amongst teachers as part of the in-house training | Seminars and workshops about the 3C concepts were provided as in-house professional training |
Learning Environment | No learning corners were set up | Learning corners were set up in classrooms to facilitate active learning experiences |
Play-related activities before intervention | After school boys scout and girls scout activities | Weekly Game Day with activities designed by teachers |