Understanding that more learning takes place when it is enjoyable. Here, we unveil the wonders of Physics through interesting and safe demonstrations. Physics at CF becomes relevant and interesting. We have inspired so many students to begin liking the subject and begin discovering more on their own. The battle is half won.
Understanding that having knowledge is different from imparting knowledge. That is why we engages skillful teachers who specialise at specific levels i.e. Lower Secondary, Upper Secondary and Junior Colleges. All tutors adopt the CF blend of teaching pedagogies and learning principles.
Creating a systematic and highly efficient curriculum that focuses on concept mastery which will empower students to take on the challenge of the subject progressively with confidence and of course, fruitful results.
Learners are naturally more motivated when the best resources are available, and a systematic curriculum plan is in place. At CF, we have restructured the entire syllabus into bite-size content so that mastering the subject is possible. They are neatly arranged in our lesson materials which has other features that allow students to track their own learning as well as cutting down revision time. Lastly, we know that maximum learning takes place when lessons are planned to allow students to learn a large amount of content progressively and in a systematic way. We also ensure that the content is relevant by relating it to the real world. In doing so, students are very often inspired to discover more on their own.
The key difference between the A, B and C scorers is that the B and C scorers have yet to get a good grasp of the concepts. In order to survive, they end up trying to tackle the examination through rote learning. They typically ask, “Does it mean that when I see these phrases or words, I then apply this method to solve the question?” In other words, they are looking for a set of instructions to follow. This habit of mind could have been developed at a younger age. On the other hand, the A scorers are independent and critical thinkers who know the concepts well. They can use the learnt principles to synthesise long solutions that require several steps or generate creative solutions to novel situations that are off the routine. They often have this eureka moment and goes “Look, doesn’t all these numerous practice questions point towards these few concepts?” At CF, we engage our students with a concept-base instruction pedagogy that brings out the “A” in them. Our curriculum is designed to develop students to become independent learners with strong critical thinking ability. Recognising that all learners are unique, we have also adopted the differentiated instruction method to craft our materials so that learners can go at their own optimal pace.
Traditional Model that focuses on recalling facts and drilling skills – Low level of conceptual mastery, knowledge transfer and retention.
Concept-based Curriculum that invites learners to think about the facts and skills through a “conceptual lens”. For example, to consider Motion Graphs (of Unit 2 – Kinematics) through the conceptual lens of “Gradient as Rate of Change”. This will result in a deeper conceptual understanding of Physics and very often other disciplines as well. High level of conceptual mastery, knowledge transfer and retention.