Parents Briefing - Guangyang Primary School · • Either A3 Clear Button Portfolio / A3 Black...
Transcript of Parents Briefing - Guangyang Primary School · • Either A3 Clear Button Portfolio / A3 Black...
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Parents BriefingPrimary 3
31 January 2020
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Scope of Briefing• School Programmes
• Subject Specific programmes• Assessments• How parents can support learning
• Tips on developing confidence and resilience • Identifying signs of stress in children• Setting expectations with children• Promoting a Growth Mindset• Praising the right way• Building positive peer relationships• Dealing with negative peer pressure
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What’s New in Primary 3
• SwimSafer programme
• Project Work
• Busking
• Level Bonding activities
• Gifted Education Programme (Screening & Selection)
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What’s New in Primary 3
• Level Remediation (for selected students)
• New subject - Science
• Reduced School-Based Assessment
• Good Progress Award
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Is your child too stressed?
Children who are not coping well with stress tend to behave out of character.
Look out for these signs.
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Setting Realistic
Expectations
How to motivate children and
encourage them to learn at their
own pace.
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ProgrammesCharacter & Citizenship
Education (CCE)
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Explicit Learning
Awareness
Programmes
Social Studies
FTGP
Assembly
ProgrammesNE
Events
PAL
VIA
CyberwellnessECG
Sexuality Education
Experiential
Learning
SE Support for Students
Living with
Values
Programme
Learning
Journeys
Counselling and
Special Needs
Discipline
Structure
CCE
Student
Leadership
Programme
Core
values
Courage
Honesty
TeamworkLoyalty
Diligence
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Living with Values Programme
Focus on school’s core values : • Honesty, Loyalty, Teamwork, Courage,
Diligence
• Motivate & encourage pupils to display the desired character traits through various activities
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• Customised FTGP lessons focused on core values
• Value quotes shared with pupils in class• Assembly programme based on core
values• Lessons infused with core values• Pre-assembly story-telling by prefects • “Character Pupil of the Month” Award
Living with Values Programme
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• Do talk to your child about the school’s core values and how he/she could display these values in school and at home
• Reinforce good habits• Work in close collaboration with the
teachers
Partnership with Home
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Academic ProgrammesEnglish Language
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The EL curriculum adopts STELLAR: Strategies for English Language Learning and Reading
STELLAR vision :For children to love reading and have a strong foundation in the English Languagehttp: // www.stellarliteracy.sg
English Language Learning
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STELLAR Lessons in GYPS
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STELLAR Lessons in GYPS
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Academic ProgrammesMother Tongue Languages
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MTL Teachers aim to:
• Equip students with the language knowledge, skills and imbibe them with attitudes and ethics.
• Develop students to be confident users of and passionate about MTL.
MTL Programme :• Introduces poetry recitation and singing session to
stimulate students’ interest.• Cultivates good reading habits by designating curriculum
time for reading. • Ensure effective teaching and engaged learning by
harnessing affordances of ICT.
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MTL HighlightsMTL Fortnight (Term 2) : A platform for pupils to learn
beyond the MTL curriculum, in a fun and interesting way.
MTL Drama Programme :A programme to develop confident speakers through authentic setting comprising interactive group and individual activities conducted by professional drama coaches.
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Parents’ Support in Language Learning
• Encourage your child to read storybooks • Parent-child reading at home• National Library, school library and book stores.
(Start with easy books)• Multi-media books, newspapers
• Read model essays • Pay attention to setting, character, development,
description of events• Help your child compile newspaper articles• Focus on vocabulary and content• Relevant Themes :
Crime, Natural Disasters, Fire, Accidents, Human Rights.
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• Provide opportunities to use & listen to the language • Ensure your child speaks in complete sentences• Ask them to express their opinion• Provide common experiences
(e.g.: marketing, going to parks & places of interest)• Listen to the news frequently
• Exposure• Expose your child to educational television programmes
or videos (e.g.: cartoons with sound values)• Tap on resources in the vicinity to generate
conversations / debates
Parents’ Support in Language Learning
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Mother Tongue Languages(MOE Educational Website)Parents should access this with your child to reinforce learning.
https://www.mtl.moe.edu.sg/
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Promote a Growth Mindset
Children need to believe that abilities can be developed through hard work and perseverance.
With a growth mindset, they can develop a love for learning and mental resilience. This would help them view challenges and failures as opportunities to improve.
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Academic ProgrammesMathematics
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At the primary school level, we aim to enable all students to:- Acquire mathematical concepts and skills
for everyday use and continuous learning in mathematics
- Develop thinking, reasoning, communication, application and metacognition skills through a mathematical approach to problem-solving
- Build confidence and foster interest in mathematics
MOE Mathematics Framework
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• Develop mathematical conceptual understanding through the Concrete-Pictorial-Abstract (CPA) approach
• Promote mathematical communication and reasoning skills through mathematical tasks and activities
• Apply mathematical concepts and skills through problem solving
GYPS Approach
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• Numbers to 10 000• Money• Length• Mass• Volume• Bar Graphs
• Fractions• Time• Angles• Perpendicular & Parallel Lines• Area & Perimeter
Topics
• Learning Reviews• Alternative Assessments (non-weighted)
• Daily Work• Journal Writing• Performance Tasks
(focusing on skills & use of manipulatives)
Assessments
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• Play mathematics games with them.
• Make sense of what they learn in Mathematics by linking mathematical concepts to everyday life(e.g. newspaper, shopping).
• Ensure that your child knows the Math Facts (e.g. Multiplication Tables).
Parents’ Support in Mathematics Learning
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Academic ProgrammesScience
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P3 Science Topics
• Living and Non-Living Things
• Characteristics of Plants and Animals
• Life Cycles of Plants and Animals
• Materials and their Properties
• Interactions (Magnets)
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• Have your child talk about what he/she has learnt, with reference to the textbook
• Allow supervised Googling of information• Ensure that annotation, highlighting of key words and
‘Science working’ is done when answering questions
Annotations Science workings
Parents’ Support in Science
Learning
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Hot tea
Cold water
Heat Flow
Science workings
Drawing of arrows to heat flow
directions
Science workings
Drawing of arrows to show flow of
thinking process in a chart
Parents’ Support in Science
Learning
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• Ensure pupils do their Daily Dose book homework when assigned
• Have your child recite the concepts listed• Revise all topics taught in previous years• Practise on topics taught in previous years
at home• Keep these books till end of P6 for revision.
Do not throw them away even after P3, P4 or P5.
Parents’ Support in Science
Learning
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• Exposure to televised Science programmes(eg: Abraureka! On Channel 5)
• Exposure to Science publications (magazines & non-fiction books)e.g.: Science Adventures, National Geography)
• Visit venues with Science-rich learning and get your child to apply what he/she has learn to explain observations• Singapore Zoo, Botanical Gardens, Science Centre,
Lee Kong Chian Natural History Museum, Art and Science Museum, etc
Parents’ Support in Science
Learning
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Praise your ChildDo it well
Research shows that praising our children effectively can help to increase their confidence, motivation and engagement in learning. Conversely, inappropriate praise may affect children’s self-esteem, create excessive pressure or hinder their growth. How we praise our children matters.
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Curricular ProgrammesPhysical Education &
Co-Curricular Activities (CCA)
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SwimSafer Programme• Water-safety programme
• Aims to impart children with necessary water safety knowledge and water survival skills
• Pupils are assessed at the end of the programme
• Co-funded between the Singapore Sports Council and MOE
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Sports Education Programme
• To promote sports as a life-long leisure activity for pupils
• One full-day in-line skating clinic • Introduce in-line skating to pupils
• Learn fundamentals and safety aspects of the sport
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GYPS Sports Carnival
• Pupils participate in team events involving skills learnt during PE Lessons• Develop teamwork and team spirit
amongst pupils• Apply Olympic Values of Friendship,
Respect and Excellence
• Incorporated into the line-up of activities to celebrate Children’s Day
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Inter House Games Day• House Practice sessions will be held
in Term 2, in preparation for Games Day
• Pupils participate in individual and team sports (Badminton, Basketball, Football)
• Develop teamwork and team spirit among pupils in the same House
• Apply Olympic Values of Friendship, Respect and Excellence
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Health Week Activity :Parent-Child-Community Walk • 3 Feb 2020 (Monday) 8.00 - 9.00 am
• Part of Health Week activities
• Walk around the Bishan community (around 3km)
• An opportunity to bond with your child over a healthy activity
Will you join us?
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• Do ensure your child is in PE attire on PE and CCA days. (Do refer to the school handbook – School Attire)
• Pupils are to carry a filled water bottle during PE lessons for hydration
• Please provide a letter/note to the PE teachers if your child is unable to attend PE lesson e.g.: recovering from injury.
• Do bring your child out to playe.g.: Playground, football, basketball, etc
Parents’ Support in
Physical Education Learning
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Curricular ProgrammesVisual Art
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• Pupils will be exposed to selected artworks by local and international artists
• Through these works, pupils will learn how to analyse, create and appreciate art
• One academic term will be dedicated to a Drawing Module
Starry Night
Van Gogh
Tetrahedron
-Tetrahedron
Han Sai Por
Drying
Salted Fish
Cheong Soo
Pieng
The Art Curriculum
Curriculum HighlightPrintmakingPupils will acquire the knowledge and skills in Printmaking
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• Sketchbook (For weekly developmental activities)
• Drawing Block • Either A3 Clear Button Portfolio / A3 Black
Portfolio folder(to keep completed artworks in). This portfolio is to be kept till the child is P6.
Materials Required
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• Term 1 to 4 :A performance task with a qualitative comments as feedback.
• Terms 2 and 4 : Levels of achievement (grades A/B/C) reflected in Report Book
Art Assessments
• Art Discussion : Participation in talking about artworks during class• Developmental Work : A series of scaffolding & planning activities • Main Project• Reflection/Presentation : Pupils’ response to the process of art
making & explanation of their work• Art Skills : Ability to control & manipulate materials in appropriate
ways• Values and Attitudes : Learning attitude & behaviour
Assessments Dimensions
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Curricular ProgrammesMusic
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• Singing & Playing Instruments • Accurate pitch, rhythm articulation and phrasing• Appropriate tempo and dynamic combining
movement with singing• Play the Recorder and Ukulele at ELEMENTARY level
• Creating / Improvising Music• Create 4-bar rhythmic and melodic structures based
on C major pentatonic scale• Compose soundscapes and produce graphic
notations of their soundscapes
• Listening to & Appreciating Music Kindly remind
your child to
bring along the
recorder for
lesson every
week. Thank
you.
Music Curriculum
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Terms 1 and 3 :
• Progress Report A checklist of learning attitudes and qualitative comments
Terms 2 and 4 :
• Recording of performance task using a Holistic Assessment Sheet, incorporating students’ reflections
• Levels of achievement reported in HDP as grades A, B or C
Music Assessment
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Performance Opportunities
• Class-based performances
• School Concerts
• Busking during recess in April 2020
• Talent identification and recommendations to pursue pathways based on interest levels.
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‘Learning for Life’ ProgrammeE3 Framework
Stakeholders’
CommitmentCo-curricular
Activities (Visual &
Performing Arts
Groups)
Tier 2
Talent
Development
Programme
Tier 2+
Broad-based Music Curriculum
Modular Approach
Programme for Active Learning (PAL)
Tier 1
Competent
Teachers
School Support
Excellence
Extension
Exposure
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Curricular ProgrammesSocial Studies
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Aim of the Social Studies Curriculum
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Understanding Singapore (Past & Present)Understanding Singapore’s Environment & Challenges
Key
Content
in Social
Studies
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Learn through stories Learn through experience Learn through ICT
Understanding Singapore (Past & Present)Understanding Singapore’s Environment & Challenges
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• Students will learn about location of places in Singapore.
Knowledge
• Students will learn how people have adapted to overcome challenges so as to meet their needs.
Skill
• As students learn about the consequences of their actions on the environment, they will recognise the importance of resources.
Values
Understanding Singapore (Past & Present)Understanding Singapore’s Environment & Challenges
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ProgrammesInfo-Communication &
Technology (ICT)
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ICT Framework
Outcomes :
• infuse the use of ICT in teaching and learning
• groom pupils to be competent and responsible users who show respect for self and others.
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ICT Programme Aims• Develop the pupils’ acquisition of ICT skills
progressively from Primary 1 to 4 • Develop competency in ICT usage • Promote cyber wellness awareness and the ethical
and safe use of ICT to ensure that GYPS pupils are responsible ICT users
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ICT Programme• Basic skills
- Touch typing - MS Word - MS Powerpoint- MS Excel
• Use of ICT to search for and present information
• Computer Laboratory etiquette and cyber wellness
• Digital art
Sample of work from P3
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Media Resource Library (MRL)•A means to encourage pupils to
• read widely and regularly• develop reading as a habit for life
• Parent Volunteers (PV) reads• Platform for PV to contribute to school• Run solely by PV
- Rostering done by PV-in-charge of library reading sessions
• Conducted during Lower Primary Recess • School provides assistance and A/V support
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E-Learning (A National Prerogative)
• SLS - Learning portal of MOE
• E-learning on a regular basis for all subjects
• Do assist in ensuring that your child completes work assigned here
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• Platform for schools to disseminate information and seek parental consent
• Do read messages and respond to the letters of consent in a timely manner
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Building PositivePeer Relationships
From Primary 2 … To Primary 3
Let’s help our students transition
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Building Positive Peer Relationships
A supportive network of positive relationships helps our children feel safe and confident
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Building Positive Peer Relationships
A supportive network of positive relationships helps our children feel safe and confident
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Dealing with Negative Peer Pressure
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Let us work together, with your child
at the centre of it all
T h a n k y o u