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PRIMARY 3 FORUM17 April 2015
7.15 P.M. – 9.30 P.M.
Education System – Primary Level
Primary 1 to 2
Orientation Stage:Primary 5 & 6
Subject Based Banding
Parental OptionParental Option
P5/P6: Mother Tongue, English Language, Math,
Science, Higher Mother Tongue, Foundation EL,
Foundation Math, Foundation Science, Foundation
Mother Tongue
PSLEPSLE
Primary 3 to 4
Foundation Stage:
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Achievement Bands Mark Range Brief Description
1 85 and above Is very good in the subject
2 70-84 Is good in the subject
3 50-69 Has adequate grasp of the subject
4 Below 50 Has not met minimum requirements for
the subject
Description for Achievement Bands
*Development & Well-Beingof Primary 3 Pupils
• Acceptance by friends is becoming more important
• Peer-influence becomes stronger
• Good and developed coordination
• Concerned with appearance
• Sensitive to praise and recognition
• Have a mind of their own; capacity of reasoning
• Developing and shaping of values and beliefs
Mental Emotional
SocialPhysical
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To provide opportunities for the intellectually gifted to develop their potential in an education environment that is designed to
stimulate intellectual growth
* Gifted Education Programme (GEP)
Details of the GEP tests will be given out closer to the date.
GEP Screening Test
(English and Mathematics)
(28 August 2015)
GEP Selection Test
(English, Mathematics and General Ability)
(20 and 21 October 2015)
Based on Primary 1 to 3 English Language and Mathematics Syllabuses.
Note: Notification on the test will be issued in August.
GEP Schedule 2015
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*How can you help your child?
Do…
�monitor your child’s daily work
�give encouragement and support in
areas for improvement
�praise your child for any progress
made
Avoid …
�placing too much emphasis on marks and grades
�making comparison of your child’s performance with other pupils/siblings/relatives
�giving more homework than necessary, or as punishment
*Work out a timetable for studies & play
*Practical – avoid having too many activities
*Include time for rest & recreation
*Set priority for weaker subject
*More does not mean better; children must be given support & guidance
*Take him seriously when he says that he cannot do his homework. Find out why.
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*Towards a Holistic Development of Your Child
*Importance of Aesthetics and Non-core subjects
- Art
- Music
- Social Studies
- Physical Education
*Motivate your child towards his goal
*Active listening
*Recognise your child’s effort and improvements
*Acknowledge his strengths before weaknesses
*Provide practical support
*Reward
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*Character & Citizenship Education
(CCE)
*Every Child Matters
Every moment in the school matters
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*Outline
�Objectives of CCE
�Components in CCE
�Discipline
�Pupils’ Well-Being
*Objectives of CCE
*To inculcate values and build competencies in our students to
develop them to be good individualsand useful citizens.
*CCE is central to the Framework for
21st Century Competencies and Student
Outcomes.
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*Components in CCE
CME / CCE lessonsForm Teacher Guidance
Period
(FTGP)
School-based CCE(Assembly programmes)
CCE Guidance Module (P5 & P6 only)
(Sexuality Education)
CCE
*Form Teacher Guidance Period (FTGP)
*Form teachers’ quality interaction with pupils.
*Strengthen pupils’ social and emotional competencies.
*1 period is allocated per week for FTGP.
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*Discipline Matters
*Homework is completed and submitted on time.
*Students to report to school by 7.15 a.m.
*Your child returns home on time and safely after school.
*Well-Being of Your Child
Mind
BodyHeart
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*Help your child to develop a healthy body & mind
*Well-Nourished Body
*Have sufficient sleep (sleep early)
*Balanced diet
*Regular exercise
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*Focused Mind
*Set schedule at home to manage between study and
leisure.
*Provide support, academically and emotionally.
*Right amount of stress.
*Create a conducive study environment
*Free from distractions
*Good lighting
*Proper ventilation
*Reference books
*Proper furniture
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*Happy Heart
*Be there for your child
*Active listening
*Create recreational activities
*Allow them to have their personal space
*ENGLISH LANGUAGE
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*Overview
EL Department’s Vision
EL Exam Syllabus
Approach to Learning English Language
Assessment Matters
Partnership with Parents
Every child to love, appreciate and be
effective communicators of the English
language.
*EL Department’s Vision
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*New skills for a changing world
*Prepare our children for life and work in the 21st
century
*Develop pupils to be
*Effective communicators
*Confident, self-directed learners
*EL Syllabus 2010
Emphasis on
•Strengthening the foundation of language learning
•Enriching the EL curriculum in our schools
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*STELLAR
Strategies for English Language Learning and Reading
Aims to move EL learners towards independence using authentic texts and
learning activities that motivate and engage different learners
*STELLAR Lessons Develop…
Language Skills
�Listening & Viewing
�Speaking & Representing
�Reading & Viewing
�Writing & Representing
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*STELLAR Lessons Develop…
Social Skills
�oral interaction among peers in non-threatening situations
�working in partnership with other children
�taking turns & respecting others during class discussions
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*What is a lower primary STELLAR lesson like?
1.Shared Reading Experiences
2. Shared Writing
Experiences3. Language Use Activities
Children read a storybook with the teacher and engage in discussion
with teacher and peers.
The teacher prepares mini-lessons based on specific needs of children to prepare them for
reading & writing activities, e.g. grammar, vocabulary, word recognition, decoding skills &
spelling.
The teacher models writing using children’s language. Children
engage in writing together and writing independently.
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*What is an upper primary STELLAR lesson like?
Reading To Learn
Writing
As Process
Differentiated Instruction
The teacher modifies her teaching to cater to the specific needs of children to build their language
skills.The teacher models the writing
processes for different text types. Children engage in
writing together and writing independently.
Teacher uses different strategies to help children read and understand
different types of texts.
*Term 1(10%)
Term 2 (SA1 -20%)
Term 3(10%)
Term 4(SA2-60%)
Reading 6 marks
Listening
Comprehension14 marks
Review 135 marks
Paper 1 Writing 20 marks
Paper 2Language Use and Comprehension 50 marks
Paper 3Listening
Comprehension14 marks
Paper 4Oral16 marks
Writing Task20 marks
Review 2Language Use and Comprehension 35 marks
Paper 1 Writing 20 marks
Paper 2Language Use and Comprehension50 marks
Paper 3Listening Comprehension
14 marks
Paper 4Oral 16 marks
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*P3 Assessment
These are examples of changes in assessment to give students greater scope for interpretation and personal response.
Paper 1 - Writing (3 Pictures)
Paper 2 – Editing
Comprehension (Mixed Items)
Sentence Manipulation (Combining sentences)
Visual Text Comprehension
Paper 3 -Listening Comprehension
Paper 4 –Stimulus-Based Conversation
*Paper 1 Composition (20 marks)
Continuous Writing
•3 pictures with an open-ended
ending
•3 Pictures in non-sequential order*
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* Paper 2 Language Use and Comprehension (50 marks)
Vocabulary (MCQ, Cloze)
Grammar (MCQ, Cloze)
Sentence Manipulation*
Editing*
Visual-Text Comprehension*
2 Comprehension Texts*(1 with mixed items & 1 OE)
Picture Matching
Sequencing of events*
Note-Taking*
Text-Based listening*
* Paper 3Listening Comprehension (14 marks)
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Reading Aloud (6 marks)
Stimulus-Based Conversation* (10 marks)
*Paper 4Oral (16 marks)
*Support @CPS
*STELLAR Unit
Worksheets
*Little Red Dot
*Structured Reading
Approach
*News-In-Class
*School-wide programmes
(E.g. EL Week)
*Partnership with parents
Communication Plan(termly)
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*PARENTS’ SUPPORT
*Put in place, a culture of reading.
-Visit the library
-Have conversations about the books that are read.
*Engage in conversations in English about their
day to develop their thinking skills and
confidence.
*Encourage journaling
Mathematics@ Canberra
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*OVERVIEWTERM 1 TERM 2 TERM 3 TERM 4
Topics • Numbers to
10 000
• Addition &
Subtraction Within
10000
• Multiplication
Tables of 6, 7, 8 & 9
• Heuristics
• Multiplication &
Division
• Money
• Bar Graphs
• Heuristics
• Time
• Fractions
• Length, Mass &
Volume
• Heuristics
• Angles
• Perpendicular &
Parallel Lines
• Perimeter & Area
• Heuristics
Assessment Topical Test 1
Topical Test 2
Semestral
Assessment 1
(Term 1 & 2 topics)
Topical Test
Practical Test
Semestral
Assessment 2
(Term 1 to 4 topics)
Marks 25 marks each test 80 marks 25 marks – Topical Test
20 marks – Practical Test
80 marks
Weightings 10% each 20% 10% each 60%
CombinedPercentages
30% 70%
OverallPercentages
100 %
*ASSESSMENTTERM 1 TERM 2 TERM 3 TERM 4
Topics • Numbers to
10 000
• Addition &
Subtraction Within
10000
• Multiplication
Tables of 6, 7, 8 &
9
• Heuristics
• Multiplication &
Division
• Money
• Bar Graphs
• Heuristics
• Time
• Fractions
• Length, Mass & Volume
• Heuristics
• Angles
• Perpendicular &
Parallel Lines
• Perimeter & Area
• Heuristics
Assessment Topical Test 1
Topical Test 2
Semestral
Assessment 1
(Term 1 & 2 topics)
Topical Test
Practical Test
Semestral
Assessment 2
(Term 1 to 4 topics)
Marks 25 marks each test 80 marks 25 marks – Topical Test
20 marks – Practical Test
80 marks
Weightings 10% each 20% 10% each 60%
CombinedPercentages
30% 70%
OverallPercentages
100 %
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*ASSESSMENT FORMATPrimary 3
(Term 1) (Term 3) (Term 2 & 4)
Topical Test 1 and 2 Practical Test Topical Test Semestral Assessment
1 & 2
Written paper Hands-on Written paper Written paper
Total – 25 marks each Total – 20 marks Total – 25 marks Total – 80 marks each
Section A (16 marks)
8 SAQ x 2 marks
Section B (9 marks)
3 LAQ x 3 marks
Section A (16 marks)
8 SAQ x 2 marks
Section B (9 marks)
3 LAQ x 3 marks
Section A (30 marks)
15 MCQ x 2 marks
Section B (30 marks)
15 SAQ x 2 marks
Section C (20 marks)
5 LAQ x 4 marks
40 min About 30 min 40 min 1 h 45 min
*APPROACH
• Concrete Pictorial Abstract (CPA)
�Develop more precise and more comprehensive mental
representations, often show more motivation and on-task
behaviour, understand mathematical ideas and better apply
these ideas to life situations
(Harrison & Harrison, 1986; Suydam & Higgins, 1977)
� http://www.k8accesscenter.org/training_resources/
CRA_Instructional_Approach.asp
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*APPROACH
• Consolidating of Understanding through Diagnostic Packages
�Diagnostic tests
�Intervention worksheets (Parallel Questions)
*APPROACH
*Teaching of Heuristics
Primary 1 Primary 2 Primary 3
Heuristics • Model
Drawing
• Draw A
Diagram
• Number
Pattern
• Act It Out
• Model
Drawing
• Draw A
Diagram
• Number
Pattern
• Act It Out
• Guess and
Check
• Model
Drawing
• Draw A
Diagram
• Look for
Pattern
• Act It Out
• Guess and
Check
• Listing
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*PROGRAMMES
*Financial Literacy Programme
�Learn to make informed and responsible
decisions relating to the use of money
�Understand the consequences of spending
beyond his/her means
*PROGRAMMES
*Math and Science Day
�Using ‘Play’ as Pedagogy
�Creation of games
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*PROGRAMMES
*Mathematics Enrichment
�Understand and appreciate the different problem
solving techniques
�Think creatively and ‘out of the box’
�Apply the various techniques with more confidence
*PARENTS’ SUPPORTParents play a KEY ROLE
*Develop interest in Mathematics
�Be a role model
�Play games and solve puzzles
�Engage in Mathematical Reasoning
�Relate concepts to authentic situations
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*PARENTS’ SUPPORTParents play a KEY ROLE
*Multiplication tables
*Word problems
*PARENTS’ SUPPORTParents play a KEY ROLE
*Parents in Education (PiE) Website
http://parents-in-education.moe.gov.sg
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SCIENCE @ CANBERRA
Official Opening Ceremony of The Learning Oasis on
16 Feb 2015
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*‘Every Child A Seed’ Project
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*
*
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Term 1 & Term 2
Term 3
Term 4
Term 2
P4
P4
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*Assessment
Term 1 Term 2 Term 3 Term 4
Alternative Assessment
• Spelling(20m), week 6
• Practical(15m), week 9
SA1 Written Paper
• Booklet A (48m)
• Booklet B (32m)
Alternative Assessment
• Performance Task(20m), week 6
• Topical Test (20m), week 9
SA2 Written Paper
• Booklet A (48m)
• Booklet B (32m)
Duration: 1h 30min
MCQs: 2 marks each
Open-ended: 3 or 4 marks each
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*STRATEGIES
• to build on their interest
• stimulate their curiosityInquiry-based
Learning
• to consolidate learning
• to have a deeper understanding linkage of the themes
Concept map
• to scaffold learning ‘RICHES’
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*What does ‘RICHES’ stand for?
R Read
I Interpret
C Concept(s)
H Highlight
E Elaborate
S Solve
*Pupils will read and
understand/interpret the
question. (RI)
*They will also observe the given
diagrams.
*They will know what the question
requires and identify the key
words and concepts (C)that are
relevant.
*They will highlight (H) the
keywords
*Pupils will elaborate and solve the
question by applying the suitable
concepts.(ES)
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*Useful resources
*Textbook/ Worksheets
*Newspapers
*Magazines
*Animal Planet
*Activities on LMS
Parents’ Support
Encourage children to make
good use of textbook (read, refer, highlight,
take notes)
Provide opportunities to generate interest in
Science
Reinforce Strategies
learnt in school
Help to relate learning to daily life
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*Reminders
*Keep the textbooks and notes as topics taught in the lower block will not be repeated at upper block.
ICT @ CANBERRA
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1. Personal Learning Device (PLD)
2. Cyber Wellness
3. Learning Management System (LMS)
The Curation of Learning
Modified by Canberra Primary School
Original Source: http://www.curatr3.com/wp-content/uploads/2013/12/iaia.jpg
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Responsibility Level
Self-Discipline Level
• Theme-based
• Skills-based
• More self-directed learning
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*Apps to support learning
Spellosaur Dictionary Showbie PIcCollage Number Pieces
Thinking Blocks
Addition
Thinking Blocks
MultiplicationMultiplication Division
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*What is Cyber-Wellness?
Positive well-being of Internet users
Understanding of the correct and appropriate use
Awareness of how to protect oneself and other Internet users
Understanding of the risks of harmful online behaviour
Recognition of the power of the Internet to benefit oneself and
the community
*Cyber-Wellness Education: Goal of MOE’s Cyber-Wellness Curriculum
To equip our children with
life-long social-emotional competencies and sound values
so that they can become
safe, respectful responsible users
of ICT.
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*
SafeResponsible
Respectful
FTGP Lessons
Cyberwellness Ambassadors
Recess Activities
Assembly Programmes
Values Platforms
*Do you know your child’s online social lives?
� Content Sharing sites
� Social Networking sites
� Messaging apps
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*Managing Potential Online Risks
R E G U L A T I N Gt i m e a n d a c t i v i t i e s
M A N A G I N Go n l i n e r e p u t a t i o n
D I S C E R Ni n a p p r o p r i a t e c o n t e n t
R E S P E C Ti n t e l l e c t u a l p r o p e r t y
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LMS
Pupils’ Portal
Academic Modules
Parents’ Portal
Admin Modules
SOME FEATURES OF
THE LMS
• Learning Content for English, Mathematics, Science & Mother Tongue
• Self-Directed Learning• School Based E-Learning
• Parents’ Survey• Travel Declaration• Meet the Parents
Scheduling
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Step by step guides will be made available on the school website
*Link & Login Info
Website: http://lms.asknlearn.com/canberra_ps
User ID: Your child’s BC Number
Password: Your child’s BC Number
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CURRICULUM INTEGRATION (CI)
Term 2&3 Curriculum Integration
Big Idea:
There Is A Reason For Every Thing That Happens
English Art Science
Through meaningful activities across the curriculum, pupils will brainstorm, select, justify their choices. They will then evaluate and
give reasons for the outcomes of their end products.
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Term 3 ENGLISH BOOKS
• Life On A River
• Stephanie Investigates
• Thank You, Mr T
Term 3 ART
• River Collage
Term 2 SCIENCE
(Diversity)
• Exploring Materials
Big Idea:
There Is A Reason For
Every Thing That
Happens
Term 3 Assessment:-Composition Writing
-Mindmap of story events (Popplet)-- Creative Writing (Pic Collage)
TERM 3 Assessment:- Personal Response
- Peer Evaluation
Term 3 Assessment:
- Boat Making
Term 2-3: CI Shared Model
*
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*
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