The CF Methodology​

Have you heard any of the following from your child?​

“I do not understand / dislike / hate / want to drop Physics.”, “Physics is boring / dry / irrelevant.”, “I don’t understand my teacher. He / She is going too fast.”, “The school materials are not good / not comprehensive / messy / disorganised.”, “I can do the practice questions in class but not the exam questions.”

At CF, our tutors spend a lot of time engaging in conversations with our students to understand the daily challenges faced by them. We have identified the following:

  • A growing dislike of the subject

    and therefore little or no motivation to put in the extra effort to catch up.

  • The poor grasp of concepts

    that leads to an accumulation of doubts, rote learning and making learning an increasingly uphill task.

  • A curriculum with inadequate bridging

    between concepts and application, as well as effective content retention strategies.

Do you know that your child could be experiencing some or all of the following right now?

  • Low Efficiency

    despite drilling & practicing tonnes of questions.

  • Rote Learning

    through memorising of formulas & questions.

  • Missing out certain blind spots

    of the syllabus and therefore relying on luck and hope that they will not appear in an examination?

  • Being trapped in a vicious cycle

    of learning, forgetting and re-learning of content.

More importantly, we have also found the solutions to the problem, which form the core of our proven structured curriculum in helping hundreds of students achieve beyond their self-expectations.

Through identifying the challenges faced daily by students, our CF methodology is deeply rooted to the following philosophies.

01

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.

02

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.

03

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.

Quality Learning Resources with a Structured Curriculum Plan

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.

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Proven Pedagogy that Grooms the Independent Learners and Critical Thinkers of the Future

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.

Grooming Independent Learners & Critical Thinkers of the Future

Here is a brief overview of the CF’s Unique Physics Curriculum

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Concept-based Instruction Pedagogy (Lynne Erickson & Lois Lanning)

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.

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Bloom’s Taxonomy (Benjamin Bloom)

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Our Concept-based Curriculum will get you ready for the world.