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Freeganism in Singapore

Freeganism is a practice and ideology of limited participation in the conventional economy and minimal consumption of resources, particularly through recovering wasted goods like food. The word "freegan" is a portmanteau of the words "free" and "vegan".

Recently, Channel New Asia (CNA) published a story about 38-year-old Mr Daniel Tay, a self-proclaimed freegan who goes through the trash of others to find items he can eat or use, as a way of life. Reactions from readers ranged from admiration to sheer disgust. 

One might assume participants of the freeganism movement do so for economical reasons. However, some participants do it to make a statement against excessive consumerism and unnecessary food wastage. Others do it for fun. 

This festive season, adopt the freegan's love for sharing. Go through the items you are about to throw away and consider donating those that are still usable to a charity organisation. Every bit counts.

Questions to Consider

1. What does Daniel mean when he says he hopes that in future, "dumpster diving is either normal or obsolete"?
2. Would you become a dumpster diver in Singapore? Why?
3. What can you do as a Singaporean to reduce food wastage?


QUESTION: Should Singaporeans adopt freeganism? 

Yes; if all Singaporeans adopt freeganism, there will be less food wastage. Also, there would be less pollution in the seas, as less plastic would be wasted or discarded. People can also benefit by getting items for free, and not spend more money on purchasing them. By getting things for free, not only do people save the food that are still edible, but people may also be more willing to share with others .
Freegans may also find expensive, valuable items that can still be used -- after all, one man's poison is another man's meat! In the video, Daniel found a working coffeemaker and a telescope during his dumpster dives.

~ Vanessa Teoh, Primary 5

Start preparing for the PSLE this holidays

We are pleased to announce that we have a FREE 2-week PSLE English Boot Camp! In the Boot Camp, students will benefit from Videos and Practice Papers on alternating days. The Videos teach vital grammar rules and commonly mistaken word pairs, while the Practice Papers pertain to the key PSLE English Paper 2 components.

Sign up today to receive our FREE 2-week Boot Camp in your inbox daily.

The Importance of Reading

As the exam period comes to an end this month, students will finally be able to find time to do the things they like. Hopefully, they find time to indulge in one of the most timeless hobbies- Reading. 

Other than being the most effective ways to improve one's proficiency in any language, reading also reaps a myriad of other benefits.

1. Be Well-Informed

The accrual of knowledge is most commonly accomplished by the act of reading. No one is born with information readily available in his head. Even the most intelligent person needs to fill his mind with meaningful data before he can analyse and express an opinion on a subject. Being the most information dense of all media, it is no wonder print continue to be the most common tool for learning.

2. Improve concentration and mental capabilities

The cognitive process of reading forces the mind to focus and think. Reading is quite simply a process of drawing meaning from a line of symbols (the alphabet). It is impossible not to think while reading. The same way how games and puzzles sharpen the mind, reading helps increase brain power and improves memory. 

3. Boost Self-Esteem

People who are illiterate suffer from low self esteem. They miss out on the joys of being able to text on the phone, understand an award winning foreign movie, singing karaoke, buying the correct toiletries... the list goes on. Most importantly, being able to read well is a prerequisite to getting a better education. When one gets a good education, it is more likely that he will do better in life, and ultimately feel better about himself.


Start preparing for the PSLE this holidays

We are pleased to announce that we have a FREE 2-week PSLE English Boot Camp! In the Boot Camp, students will benefit from Videos and Practice Papers on alternating days. The Videos teach vital grammar rules and commonly mistaken word pairs, while the Practice Papers pertain to the key PSLE English Paper 2 components.

Sign up today to receive our FREE 2-week Boot Camp in your inbox daily.

"Today a reader, tomorrow a leader."- Margaret Fuller

Please click the links below for book recommendations:

Recommended 2017 book list for children

Booker Prize Winners (1968 to present)

Guardian 2017 Booklist for Children

Discussion: The Multiple Faces of The Homeless in Singapore

Derelict – a person without a home, job, or property.

Destitute – extremely poor, without the means to provide for oneself.

These two words come to mind when one thinks about the homeless sleeping on the streets. A few weeks ago, TODAY ran a news report about the homeless in Singapore and the revelations defied conventional perceptions about them. For example, a large fraction of the 180 interviewed were gainfully employed. More than a quarter owned flats. That is far from the definition of a derelict or a destitute.
Before one breaks out the champagne, and conclude that the homeless situation is not as big a problem as it seems; one needs to understand that although some made conscious choices to be homeless, the circumstances that led them to such choices are often unhappy ones.

The most common reason for people to have no roof over their heads is income level. A cleaner with a monthly salary of $1,200 can hardly make ends meet even without having to pay for room rental, which on average can be $600 to $700 a month. In this regard, the government has done its part by coming up with the Public Rental Scheme where small flats can be rented from as low as $26 a month, depending on household income. The condition of having to apply with another family member or single Singaporean citizen made many homeless who are used to a reclusive lifestyle, or already abandoned by friends and family; difficult to partake in the scheme.

Alternative solutions might include halfway houses or three-quarter houses, but these might only appeal to the religiously inclined.

Read The Full Article Here: 
Singapore's homeless struggle to find support

Questions to Consider:

Q1. In your day-to-day activities, can you recognise a homeless person when he crosses your path? Does a homeless person look ‘homeless’? What is your opinion?

Q2. Do the homeless know the options and help that are available to them? Do you think the government is doing enough to ameliorate their situation?

Q3. What do you think we as citizens can do to help?

Like it? Share it!

Creative Campus has a slew of activities planned for Primary 1 to Secondary 2 (2018) students.

If you are looking for enrichment activities that will give your children a decisive advantage and help them stay on top of the game, check out what we have to offer this December.

General Paper 2017: A Post Mortem

Each year, when the General Paper exams loom, my emotions are a tumult of excitement and anxiety: excitement because I absolutely love the challenge posed in the GP exams. As an educator, GP delights me no end as the questions indeed require students to think and evaluate critically, and write cogently on a myriad of current-day issues. So, to be able to navigate the GP papers well is a relevant skill today.

The anxiety arises because I know how hard my students and I have worked over the course of 2 years in preparation for the exams, and, of course I want them to do well--hence the inevitable nerves.

My cohort of students come from different JCs, with varying grasps of GP. I'm not looking for As across the board, but I am expecting improvements in scores as a reflection of their effort put into the subject.

Still, GP2017 is now done and dusted. I've checked in with my students and now weigh in on General Paper 2017...

Paper 1 was a fair paper, offering a good mix of topics for candidates to choose from. 

The ever popular science and technology-related questions took a back seat this year, though Q2--on the use of animals for scientific research--is fairly accessible to most. Those who focused on media-related issues had 2 rather manageable questions to choose from.

The key to acing the GP essay is in the evaluation and analysis, so those who merely listed factors and/or went about essay topics in a 'pros and cons' manner would have presented limited arguments. These scripts would not score well in their content.

In preparing our students for Paper 1, we are delighted to have addressed the following questions particularly well 🙂

Q3: In your society, to what extent is it acceptable for public money to be used for the acquisition of works of art?

--The key to acing this question is to address "acceptable" and "acquisition of art works", rather than simply evaluating whether public funding should be applied to the arts.


Q5:Is regulation of the press desirable?

--The reasons for "desirability" should be addressed, including 'who', and in what way, regulation of the press benefits.


Q8: Examine the role of music in establishing a national identity in your society.

--Candidates should examine what the SG national identity is. They would need to address the extent to which music impacts the establishment of that national identity. Students should not focus excessively on the other factors that influence the development of our national identity.


Q10: 'Practical ability is just as important as intellectual skills.' How far is this true in your society?

--At the onset, candidates need to address what 'practical ability' and 'intellectual skills' are. Then, they need to weigh in on how and why in the context of SG, these two aspects are of of equal importance, or one outweighs the other.


Paper 2 comprised 2 passages on sharing and collecting personal data online. 

Most students found the paper manageable though the Application Question (AQ) took an unexpected turn in its phrasing, requiring students to address how far (they) agree with the arguments presented by both authors, in the context of (their) society. This is a slight deviation from the typical AQ asking which author the candidate agreed with in the context of their society.

Some students found it difficult to justify their responses with concrete evidence.  

One possible approach to the AQ is as follows:

First: Candidates can address a similar argument presented in both passage.

...that (users') information is constantly being collected about their location, demographics, behaviour and habits [Psg 1 para 4] and anyone with an online presence is continuously... broadcasting their personal data [Psg 1 para 4].


This is true in SG because:

  • 70% of Singaporeans are active social media users on-the-go, more than double the global average
  • internet penetration rate in SG is among the highest in the world at 82%
  • we have access to most global e-commerce sites like Amazon, Taobao and social media sites: FB Snapchat, Instagram
  • algorithms and bots are always picking up users' information, evident in how online ads are displayed according to the respective user's preferences and searches. Google search results on a particular keyword also differ from user to user, depending on their search history.
  • a user's location is also immediately detectable so various recommendations can be pushed out by websites. E.g. UBER and Grab services, location app on FB etc

These factors culminate in a constant collection of personal data by various online sites, which are then used to market to the user.

Second: Candidates can then take the above argument further by referencing Psg 1 [para 1] "If you are not paying for the product, you are the product"...since for most companies, "their services are monetised either by marketing portions of web space to advertisers or through peddling [users' data to organisations]" [Psg 1 para 2].

  • Student can cite how all online sites and articles feature ads [eerily curated to suit their preferences and interest]
  • Author's point is of limited application in SG due to government regulation e.g. Personal Data Protection Act [briefly state what PDPA does e.g. governs the collection, use and disclosure of personal data to maintain individuals’ trust in organisations that manage data].

Finally: Candidates can address an argument in Psg 2 and present a qualified agreement. For instance, Psg 2 para 5: the author argues that in natural disasters or emergency situations, 'swarm intelligence' or information is useful as more information collected means a more powerful swarm response to the disaster.

  • Agree--in the recent terrorist bombings in major cities and the Hong Kong typhoon, many were able to use the Safety Check app on FB. Similar applications and programs can therefore collate data more comprehensively and enable more thorough response to disasters.
  • However, author's argument is limited in veracity because the infrequency of disaster and low probability of becoming a victim of disaster simply cannot justify the sheer amount of personal data being collected on a daily basis, and used against the individual for marketing and profiteering purposes; or worse, as a tool for crime or other nefarious activity against the person. E.g As it is, SG ranked 6th in a 2016 study on global card frauds. The study looked at risky behaviours like leaving a smartphone unlocked when not in use, shopping or banking online without security software, and responding to e-mail or calls asking for banking information. The instance of identity theft and fraud can only escalate if information is readily and easily "swarmed" online.
  • The adage "nothing is ever deleted from the internet" remains true and personal data protection should be prioritised.

Note that: By limiting or qualifying agreement of relevance of the authors' arguments, a candidate fulfils the 'extent' or 'how far do you agree' aspect of the question.

Our J1 students are already preparing hard for General Paper 2018. We take a break from lessons until January 2018. I look forward to more intellectual sparring and argumentation with my students in the new year!

~Contributed by Geraldine Chew [Ms] 6 November 2017

GP Classes- Not Your Average GP Tuition

Our curriculum is pitched at the academic level of top-ranking schools in Singapore, and focusses on the important know-how required to skilfully navigate GP. 

Parts of Speech

A noun is a part of speech that refers to a person, place or an object. A verb is a part of speech that indicates action. Usually, students do not get confused between the two, but there are some notable exceptions.

Take a look at the pairs of words below:

The Problem

It is easy to be confused between the pairs, but generally, the noun forms end in –ice and the verb forms end is –ise. “Relief” and “Belief” are nouns, while their –eve counterparts are verbs.

The Solution

  • I advised (verb) him to speak to the teacher, but he did not take my advice (noun).
  • He said he went to practise (verb), but no one saw him at the practice (noun).
  • This ointment is supposed to provide relief (noun), but it did not relieve (verb) my pain.
  • It is my firm belief (noun) that people who believe (verb) in unicorns are silly.

Celebrating Home-Grown Talents

Current affairs have always been a key feature of our curriculum. In our experience, discussing topical issues can boost students' critical thinking skills and make learning more fun. Creative Campus has been able weave current affairs into our lessons across all levels. This can be done even for critical years. News stories have been incorporated into the oral communication section of the P6 course. We are committed to helping our students stay up-to-date with the big issues because we believe that this will enable them to stay relevant in the new economy.

The following is a sample P6 lesson which demonstrates how current affairs can be tied in with PSLE needs. Preparing for PSLE Orals can be be a fun learning process. Students in the Essay and Oral Writing programme are given five minutes to respond to a news feature.

Click on the following link to watch the full video.

Oral Practice
Topic 1: Singaporean Comic Wins International Prize
A Singaporean artist's graphic novel has topped the list of nominations for the Eisners, the Oscars of of the comic book world. Sonny Liew tells the BBC about the challenges he faced in making the book, which has been criticised by the Singaporean government for "potentially undermining" its authority.

1. What might be the benefits of reading comics? Would you recommend that children read comics?

Raeanne Wong
Reading comics helps and trains us to visualise the picture according to the story. Comics also tell the story in a very simple way, allowing us to understand it better.

No, I would not recommend that children read comics because I feel that young children should be exposed to proper stories which teach them to write with good phrases and good expressions, and also to give reasons, a beginning, problem, and ending of a story.  

Alexandra Foo
Reading comics is a bit like watching television, since there are pictures and a picture tells a thousand words. I recommend that children read only age-appropriate and grammatically-correct comics.

The content of the comics have to be appropriate for children or it may scar them since some adult comics are very graphic. If the comics are not grammatically correct, the children reading them may start speaking poor English and using slangs more often.  

2. Would you pursue a career in the arts or a sport? Why or why not?

Raeanne Wong
I would pursue a career in the arts because I am musically-inclined and have the passion for it. Hence, I also thoroughly enjoy myself when I do anything related to music. I attend music classes which serve as training for my music, and when I want to pursue a career, it would be much easier for me to do something that I have had training in. In a nutshell, I would pursue a career in the arts as I have been having music lessons since young and love doing music.

Alexandra Foo

I would pursue a career in the arts. I would like to become an author when I grow up. I enjoy reading a lot and I find writing a book lets me express my feelings and opinions about the world. Thus, I would like to become an author.

GP Elite

Chua Su Ann

  • Raffles Institution Alumni
  • Pursuing Law at SMU

As a previous student enrolled in the General Paper (GP) course with Creative Campus, I benefitted greatly from the short time I was there. Even though I only joined the class mid-way through the year, I was still able to gain a holistic view of GP as a subject, and was aided in thoroughly understanding the objectives to work towards when I was studying for it.

Ms Geraldine Chew was central in ameliorating my standard of writing – she was astute in identifying my areas for improvement, and worked patiently with me to address the problem areas comprehensively. She was also very invested in each individual student as well, taking extra time to stay back after the lessons to help anyone with any questions they might have had, and would even print extra resources for those interested in subjects that were touched on briefly during the lessons. Undoubtedly, Ms Chew was a big driving force behind the subsequent improvement in my GP grades.

I really appreciated the approach that was taken in discussing and exploring the various viewpoints on issues raised, rather than being spoon-fed facts to regurgitate in my essays. The class was never boring, and we would often be engaged in lively discussions. Despite having a long day before the GP lesson, I would never fall asleep as I truly found lessons to be both engaging and challenging; we were constantly encouraged to push the envelope when answering and not just state the obvious.

I also rather appreciate the structure of how we would cover the various examinable components, whereby we would do a different component every week. This created a more dynamic classroom environment where we would get to go through and learn more about the various components without having to rush through the various components – learning was not compromised in the interest of mindlessly squeezing in more practice. This is not to say that we did not have much to do during the lessons however; I truly learnt how to portion my time during the examinations as we were well-trained in finishing our papers in slightly less than the stipulated timing.

Essentially, the following is what i found to be the Key Tenets to Acing GP​

1. Personalised Feedback

What was incredibly useful was how, from the get-go, Ms Chew was able to help me effectively by going through my previous examination papers and practices before I started. Being extremely experienced, she was able to instantly pinpoint areas for improvement and I was able to work on these areas from the very first lesson. Subsequently, as my strengths and weaknesses shifted, Ms Chew would also pick up on new areas for me to work on and there was always a learning point to take home.

2. Stimulating Discussions

I really appreciated how we would engage in discussions regarding the topic at hand – by seeking out alternative viewpoints on the topics, I was well-trained in casting my net wider when it came to generating content points to discuss in the essay. The discussions also helped me to formulate better counterpoints and antitheses.

3. Wide Scope of Topics

As someone who rarely reads the newspaper, it was of great help to me that we would always start the lesson with a short section on interesting and educational videos. It was a refreshing way to kick-start the lesson while also receiving snippets of facts and data that I could use in my writing. In addition, we covered a wide range of topics such as society and culture, technology and the rat race and so on. I felt that the range paved the way for more stimulating discussions and truly gave us more space to innovate, rather than simply being made to memorise facts about science and technology.

4. Focused Time-trials

Being tasked to complete marked time-trials really helped to prepare me for the examinations as I did not receive much practice in school, and barely had much time out of lessons to practice on my own. Doing the practices in class helped immensely in honing my speed and sharpness of thinking. I used to waffle more when writing, and often ended up speeding through my points at the end when I realised that I was running out of time, leading to inconsistent essays. Thus, the practices in GP lessons really helped me learn how to monitor and allot my time more efficiently. I also benefitted greatly from how Ms Chew taught us to plan our essays beforehand as I often took too long to plan and decide on the question.

The Benefits of Group Classes

Why Group Classes Accelerate Your Child's Growth

As an English teacher, I am often asked by parents if group tuition, as opposed to 1-on-1 sessions, is suitable for their child.

My take is that 1-on-1 tuition is best for a child who is very weak in his English foundation. In such cases, the child will need to up his basic language proficiency before taking on anything too complex, especially if enrichment lessons require him to express more sophisticated opinions or spar with his peers.

The personal tutor needs to address the child’s more pressing needs by working on the basics, much of which involves repetition, rote-learning and rule-based practice. In this way, the tutor can help shore up the child’s English proficiency without the added burden of the child having to cope with more challenging activities or a flurry of opinions from his peers.

Often, a child compares his ability with that of his peers. If he perceives himself to fall short, his confidence can take a hit. Much of learning English is about confidence—in daring to express, question, analyse… So, it is imperative that the child remains positive in his English learning journey.

How We Create A Nurturing Environment To Optimise Your Child's Learning

However, for a child of average English competency, group classes are highly beneficial. Here’s why:

1. Children learn as much from their social interaction with their peers as from their teacher’s instruction.

*  For instance, if a child sees that his classmates are attempting or capable of navigating a task, he too can be more willing or motivated to try.

*  Sometimes a bit of friendly competition also helps spur a child on to take up new challenges.
 
*  Our teachers are very experienced in creating a cooperative and interactive learning environment where healthy cross-learning is encouraged. The teacher knows how to navigate discussion such that there are clear learning points to take away from each lesson.

*  In such an environment, students cultivate empathy and respect too. They learn to take turns, keep an open mind that is receptive to alternative opinions, and learn the skill of questioning or opposing respectfully.

*  These are all important communication skills that should be cultivated in our children.

Group Engagement Stimulates Creativity

2. The benefits of group engagement are most obvious in oral practice and essy writing, especially when brainstorming for points of argument and plotlines.

*  In a 1-on-1 lesson, a child learns only from his ideas and the teacher's inputs; this can be very tiring for the child since all focus is on his lone efforts.

*  If mishandled, such an approach can lead to tedium, followed by stress and/or boredom.

*  However, if he's in a group, the number of ideas generated is multiplied, and an experienced teacher can explain to the class why an idea is excellent while another might be less appropriate, especially for school exams, for instance. In this way, each child learns more in the 2 hours, and more importantly, is more engaged due to the accelerated pace of the lesson and the energy that a lively discussion injects into the lesson.

*  The same is true for generating content for oral practice.

By Geraldine Chew

Gen X vs Millennials on Music Appreciation: Critical Thinking

Last week, our secondary students were asked to read the following article and respond to the writer’s opinion [7-12 Nov 2016].

BOWIE, PRINCE AND A NOTE TO (BAFFLED?) MILLENNIALS BY AJ HARTLEY

The article: http://ajhartley.net/musings-non-writing/bowie-prince-and-a-note-to-baffled-millennials/

Commentary

In paragraph 4: Hartley states that in the past “the culture around pop music was positively tribal…The bands you listened to…it was about who you wanted to be, what you wanted to stand for…Music was life. It was identity.” In contrast, “there are so many more forms of easily accessible pop culture available today that music doesn’t have the exclusive force that it used to.” One of the questions we asked our students is if they agree with Hartley’s suggestion that the music one listens to can represent and mould one’s identity?

A Model Response, adapted from Dylan Lim’s essay [age 15], a student at Creative Campus

Firstly, I feel that the bulk of twenty-first century music merely entertains, conveying little meaning. Current songs aim to have catchy tunes and good rhythm, which allow the listener to simply enjoy and relax.

However, these songs rarely hold any deep meaning and usually comprise superficial repetitive lyrics. Selena Gomez’s Kill them with Kindness is an apt example — the chorus repeats the title five times.

Moreover, the more popular artists focus heavily on dubstep and electronic noises in their music, to the exclusion of meaningful lyrics.

For example, Kyga and The Chainsmokers compose mainly dubstep or electronic songs. Even in the few songs they have composed that contain lyrics, the lyrics hold absolutely no meaning, such as in The Chainsmokers’ Let me take a selfie.

However, there is a subset of modern music that advocates meaningful messages quite effectively. With all the strife in our world, some artists create music to respond to these pertinent issues in our communities.

Some explore discrimination while others respond to current events. Two good examples will be Michael Jackson’s Heal the world, which touches on conflicts stemming from discrimination, and the Black Eyed Peas’ Where is the love, which was released after the September 11 disaster. It was released again in light of the recent Paris bombings.

In response to AJ Hartley’s piece, I do agree that music greatly defined one’s identity in the past. Most fans of a certain genre rarely listened to another music genre. It almost resembled a form of discrimination, or a boycott of any foreign music.

For example, an R&B fan would mostly steer away from jazz or rap music, which was primarily listened to and composed by the African American community. In the past, fans also involved themselves in the various traditions that accompanied each music culture.

For example, one could identify a loyal rock fan by their long hair and exaggerated fashion sense. In comparison to the present, which music industry is dominated by tunes composed chiefly to entertain, I do feel that music played a more significant role in the past; it was key to a sense of identity for many.


Read, think and write about real-world issues that impact oneself and One's society.


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In the Business of Giving: Comprehension

Giveaway: At the end of the sample questions and model answers, you can opt-in to download the entire worksheet that our upper primary students worked on this week.

*  We love introducing inspirational personalities to our students. Blake Mycoskie fits the bill to a T–social enterprise meets fashionable footwear!

*  Toms Shoes gives away a pair of shoes to a child in a developing country when someone in the developed world buys a pair.

*  What’s more, another campaign of Toms’ helps to restore sight.

*  As the year-end festive season arrives, we too hope that our students are inspired by this lesson and reach out to assist those in need–in ways big and small!

Here is a sample preview of what our students will be doing this week.

​Toms Shoes: A Social Enterprise

Read the following paragraph carefully and answer the question that follows.

1. Serial social entrepreneur, Blake Mycoskie simply cannot sit still. In fact, it was because of Mycoskie’s travels that the idea for his innovative company, Toms Shoes, came about. While on vacation in Argentina, Mycoskie spent some time in several villages, where he discovered that children could not attend school not because they did not want to, but because they did not own shoes. The schools required that each child be clothed and have proper footwear before they were allowed into class.

2. Inspired to help, Mycoskie created a company–originally dubbed “Shoes for Tomorrow”–in which helping those kids, and others like them, is a central part of the business plan. For every pair of shoes Toms sells, a new pair is donated to a child in a developing country.

3. The shoes not only enable the kids to go to school, but they also prevent life-threatening diseases too. By providing footwear, Toms is helping to prevent hookworm in Guatemala. In Ethiopia, they are preventing podoconiosis, a disease that can cause the feet and legs to swell to dangerous proportions. Kids get it from walking barefoot on volcanic soil. Additionally, Toms is getting more involved in cooperating with the best doctors and clinics there, so further prevention of diseases can occur.

Sample Comprehension Questions

Answer the following questions in your own words.

1. Mycoskie realised that “children could not attend school not because they did not want to, but because they did not own shoes”. (Paragraph 1) What does this realisation suggest about the family background of the children? 1m

2. “The schools required that each child be clothed and have proper footwear before they were allowed into class.” (Paragraph 1) Explain fully why this rule is discriminatory. 2m

3. Explain the importance of shoes to children in developing countries. 2m

Model Answers

At Creative Campus, we teach students how to source for the correct answers, respond directly to the question, as well as edit their answers for grammatical and contextual accuracies.

Take a look at the model answers below.

Did you manage to get the content right?

1. They are poor/ impoverished/ do not have the means to buy shoes.

2. While schools expect their students to be suitably attired/dressed/ be representative of the school, they do not allow children who are poor to attend classes in the school.

3. Shoes are a prerequisite for educational opportunities. Shoes are also a protective measure against illness.

Enter your Email Address for a FREE Sneak Peak into our FULL Comprehension Worksheet