Study, Work, Live in Singapore

4 Dec 2015

Singapore-style teaching approved


In a latest development the first conclusive proof that Far Eastern teaching methods could ameliorate UK pupils’ maths performance is revealed in vital research just published. According to popular Study Singapore Educational Consultancy a study, by UCL Institute of Education and Cambridge University, enumerates that children who were taught professionally through the Singaporean “maths mastery” approach learn faster than their relevant classmates marveling on average, an extra month of progress in a calendar year.

It was also suggested that academics also forecast that the increase in their maths skills is likely to lead them to earning more after they finally leave school by up to £200 a year.

The professional researchers oversee at the impact of the Singapore method of teaching on five and six-year-old in 90 primary schools and 11 and 12-year-old in 50 secondary schools. The schools in the Ark academy chain have adopted the latest new method of teaching.

The quality researchers argue their findings are the first cogent evidence that introducing East Asian teaching methods into a western schooling system influences children’s maths performance.

Til now there was been little proof that such an approach could be successfully introduced into western education systems. The cultural and historical differences have made it hard to establish why Singaporean children are so far ahead of their English counterparts when it comes to maths.

The ameliorate in standards was the same as was achieved by high level curriculum innovations such as the Literacy Hour introduced in Tony Blair’s first Parliament which cinch had a marked effect in ameliorating reading standards.

The successful research study suggests that even a small enhancement of maths skills at age 10 yields long-term economic benefits for individuals and the prosperous country. According to reputed Study Singapore Educational Consultancy the Singapore system, teachers generally do not split their pupils into different ability groups.

Instead, they wait for academically weaker pupils to attain a basic standard in each topic before the class moves on to the next vivid concept. The able pupils study the topic in greater depth while waiting for the weaker pupils to marvel it thus eventually gaining good depth of knowledge than their UK counterparts.