AGENDA FOR TODAY’S SESSION

1. SUBJECT-RELATED INFORMATION

– ENGLISH

– MATH

2. ADMINISTRATIVE MATTERS

Agenda (English)

Student Expectations and Parent’s Roles

A look into STELLAR lessons

EL Programmes

Hildan Avid Readers’ Programme (HARP)

Housekeeping

Holistic Assessment

Hildan Portfolio

Parent – Child – Teacher Conferencing

Teacher Contact

Work Attitude• Neat, legible handwriting

• Hand in work punctually

• Cooperation amongst peers

Parent’s Role

Check child’s bag and Student Handbook daily:• Pack child’s bag according to timetable (include a

storybook for silent reading)• Ensure punctuality in coming to school• Communicate with teachers to clarify if need be• Monitor child’s work closely and acknowledge by signing• Acknowledge circulars / memos sent out• Parent Representative for school events

Class Rules & Expectations

What does a STELLAR lesson look like?

1.Shared Reading

Experiences

2. Shared Writing

Experiences

3. Learning Centres

What does a STELLAR lesson look like?

1.Shared Reading

Experiences

• Sharing a story together

• Focus on building prediction skills to improve comprehension

• Engage in oral discussions with teacher and peers.

What does a STELLAR lesson look like?

2. Shared Writing

Experiences

• MLEA – immersive experience

based on STELLAR units

• Teacher models writing by

drawing on students’

contributions (class story)

• Students progress to writing

in groups before writing

independently.

1.Shared Reading

Experiences

What does a STELLAR lesson look like?

1.Shared Reading

Experiences

2. Shared Writing

Experiences

Activity-based lessons to

reinforce learning:

Reading centres, listening post

activities, ICT games, grammar

or vocabulary activities)

3. Learning Centres

STIMULUS-BASED

CONVERSATION (SBC)

Objectives & Criteria for Success

- Give developed personal responses

- Express oneself clearly and confidently

- Use a wide range of vocabulary and sentence

structures, supported by correct pronunciation

- Engage well with the examiner

“To develop caring, articulate, confident

and innovative Hildans”

Readers’ Theatre for all students in Semester 1Students will

1. learn to read aloud expressively

2. develop personal confidence and poise for public speaking

Enrichment Programme – Trinity College London Speech & Drama (for selected students only)

Students who have demonstrated high potential in oracy skills will be selected for this speech and drama enrichment programme.

Oratorical and writing competitionsEither for selected students or open for all to participate.

1. Provide home support – help your child learn

English by providing English language reading materials at home.

2. Activate child’s interest – show your child that

you believe learning English is both enjoyable and useful in your daily life.

3. Be a role model. Be involved – read and write notes and

messages in front of your child.

4. Understand language learning – English Language learning

requires frequent exposure to listening, speaking, reading and writing

opportunities and activities rather than use of worksheets alone.

Hildan Avid Readers’ Programmes(HARP)

Objectives of the programme

• To spark interest in reading among the students.

• To foster critical thinking in students through engagement

with the stories using the ACTS Thinking Tool.

Procedure

• More details will be given to you at a later date

Housekeeping

Books and materials:

• 1 exercise book for spelling • 1 red file (to file writing packages)

• 20 clear plastic pockets for filing in portfolio file for the year (for English and Math)

Please label/write child’s name on each pocket for ease of identification.

CLASS LIBRARY

Objectives

• To inculcate the habit of reading and to read widely.

• For students to browse and read during their free time in class.

• Students encouraged to donate books to class library (fiction &

non-fiction).

• Parents welcome to help create a reading corner.

LIBRARY @SHPS

Students also visit the school library once a week to

browse and borrow books that they like. They require

their EZ-link card (or a laminated photocopy) to do so.

Holistic Assessment

Types of Assessment Purpose

Milestone Checks(Throughout Terms 1 to 4)

- Rubrics

To provide developmental feedback

on students’ learning and opportunity

for self-assessment.

No weightage in Progress Report.

Performance tasks and

written tests/exams(Terms 2 and 4)

To develop content mastery in certain

areas.

Weighted assessment.*More details in the

Assessment Letter to come.

Portfolio Keeping

Hildan Portfolio

Includes filing of:

Holistic assessment materials to

showcase progress of learning

Parent-Child-Teacher Conferencing (PCTC)

The Parent-Child-Teacher Conferencing in SHPS aims to develop the child to be a confident, self-directed learner.

‘Confident’ : refers to the child knowing what he/she is good at, his/her areas for improvement and how to work towards achieving success.

Rationale:

Roles

ChildCommunicates progress & achievements.

Shares how he/she would like to be supported.

TeacherFacilitates by guiding the child with questions.

Shares the child’s holistic development with the

parents.

ParentsAffirm the child’s effort & progress.

Find out more about how they can better support

their child in learning.

Parent-Child-Teacher Conferencing (PCTC)

ROLES:

BENEFITS

• Students are more reflective & more involved in their learning process.

• Students take greater responsibility for their learning.

• Students become more self-directed & motivatedlearners, more articulate & confidentcommunicators.

Adapted from PERI HA Resources

Term 2 and Term 4 – Summative Assessment

Term 2

SA1 (Weighting - 30%)

Term 4

SA2 (Weighting - 40%)

Paper 1 - Composition Paper 1 - Composition

Paper 2 – Language Use Paper 2 – Language Use

Listening Comprehension Listening Comprehension

Oral Oral

Assessment

For any queries or clarifications, you may wish to

contact me:

Email: _____________________ (English Teacher)

for

ConceptBuilding

Consolidate Learning

Challenge Oneself

What is a C-Cube lesson like?

1. Concept-Building

(Blue booklet)

2. Consolidation

(Green booklet)

To help students build

strong foundation in primary

Maths through a structured

teaching sequence and

supporting manipulatives

and materials based on the

concrete-pictorial-abstract

approach.Students acquire

various thinking

skills and

heuristics to help

them solve

mathematical

problems.

Students consolidate

concepts that are acquired at

Stage 1. There is a milestone

checklist at the end to assess

how well students have

learnt and to improve on

areas of weakness if any.

3. Challenging

(Yellow booklet)

Lesson Flow

Introduction

Activity

(Readiness)

Main Activity

(Engagement)

Concluding

Activity

(Mastery)

Readiness

activity

get students

ready for the

concept. It

could be

activities

covering prior

knowledge.

Engagement activities

engage students in

learning the concept.

They are mainly hands-

on involving pair work or

group work. Students are

encouraged to

communicate and

articulate ideas.

Mastery activities

reinforce learning

outcomes, be it through

pen and paper

practices, games, ICT

tools, etc.

1) CPA activities to provide

opportunities for hands-on

activities when teaching and

learning the Math concepts

Concrete stage – the

stage of learning in

which students work

only with the

manipulatives to

understand a

mathematical

concept, symbols

are absent during

this stage

Representational stage – also called the

“pictorial stage”, the stage in which

students use pictures in the same manner as

manipulatives, the manipulatives may or may

not be present. It is also the stage in which

students may watch the manipulation of

manipulatives instead of doing it themselves.

Abstract – the stage in

which there are no

manipulative or pictorial

help but symbols are

used instead. Students

manipulate the symbols

using the math concepts

learned from the

previous stages

Schultz, 1986; Sowel, 1989; Keller, 1993

Concrete-Pictorial-Concrete Approach in teaching

Mathematics

2) Fun booklets (applicable to

P1 to P4)

ACTIVITY BOOKLET (P1 – P4)

Resources

P2 Activity booklet

Photos

Celebrating successes

3) Use of ICT • Mobile racks for Picture Graphs & Mass

• Students will collate data and plot picture graphs

using PPT

• Students will complete questions for Mass using PPT

• Learning Centre using ipads

• Students access websites to attempt questions on

fraction using the ipads

4) Integrated LearningLevel Activity Integration

P1 Learning Journey Math, English and SS

P2 Learning Journey Math, English and SS

P3 Learning Journey at Changi Airport Math, English and SS

P4 Teaching of Bar Graphs (Math) Math, Science

Teaching Symmetry Math and Art

Angles Math and PE

P5 Learning Journey to Science Centre (Life

Science activity)

Math and Science

P6 Learning Journey to Science Centre (Life

Science activity)

Math and Science

Content Changes (P1 to P6)

Quality of work

1. Pupils present their methods neatly and clearly in pencil (P1 to P3) and pen (P4 to P6). They need to write answer statements for all problem sums.

2. Pupils complete corrections in green/blue pen/pencils.

3. For construction questions and drawing of models, insist the use of rulers, pencils and mathematical sets.

4. Date every piece of work assigned.5. Request parent’s signatures after every topic (P4

to P6 MPAH) and after every unit (P1 to P3 Parts A and B of the C-cube Booklets).

6. Organise all P1 to P3 C-cube booklets by unit (Parts A and B) and all P4 to P6 worksheets by the 3 blue files: 1) MPAH, 2) Other Worksheets (differentiated worksheets) 3) Problem Sums

7. Encourage the use of model. Teach pupils the importance of labelling the models. Pupils are not allowed to use model rulers during examination from Primary Six onwards.

8. Pupils who are absent are still required to complete their work they have missed.

Quality of work

Missing Equation

Model Drawing

•Encourage your child to draw models.

•Model drawing is a useful strategy to help students

visualize the problem, and translate words into pictorial

representation.

•Model drawing aids the child in problem solving

especially at the upper primary.

•Please also note that the use of model rulers will not be

allowed during examination from Primary Six onwards.

Your child is strongly encouraged to draw models with

rulers and not with model rulers.

Term 1

1 Numbers to 1000

2 Addition and Subtraction

3 Using Models in Addition and

Subtraction

Term 2

4 Multiplication

5 Division

6 Using Models in Multiplication

and Division

7 Picture Graphs

Term 3

8 Fractions

9 Mass

10 Length

11 Money

12 Time

Term 4

12 Time

13 Volume

14 Geometry

Recommended Textbooks

(Supplementary)

1) My Pals Are Here! (MPAH) by Marshall

Cavendish

2) Primary Mathematics syllabus (objectives)

http://www.moe.gov.sg/education/syllabuses/sci

ences/files/maths-primary-2013.pdf

Supportive Parents

1) Spend time with your child daily (where possible) or at

least once a week to interact with your child regarding the

school activities or homework assignments. Sign your

child’s booklets as and when the signatures are requested

by your child’s teacher.

2) To provide AsknLearn access for the child to be engaged

in self-directed learning and consolidation of concepts.

3) Make Math alive and fun to learn(e.g. Shopping for grocery

in supermarket). To provide opportunities to help pupils

see how Math concepts are applied in their daily lives.

4) Encourage your child even if he / she has difficulty

coping / understanding a problem. Praise your child even

if he / she makes minimal improvement.

For any queries or clarifications, you may wish to

contact me:

Email: _____________________ (Math Teacher)

Administrative Matters

• Birthday celebration: In the canteen, only birthday cake is allowed, discourage the distribution of goodies bag

• Only school jacket is allowed

• Healthy snacks are allowed during snack time. No Twisties, Potato chips, Oreo, etc.

Administrative Matters• Absence from School*

– require a Medical Certificate or Letter stating the reason for absence

– The MC or Letter must be promptly produced on the first day when your child returns to School.*

• All students must attend school on school days, approval will not be given to any student who goes on holiday during school days.*

* This was stated in July 2017 Admin Letter.

P2 Subject slides will be available from 15 Jan to 27 Jan on the school website