Briefing by Form Teachers Building Sense of Responsibility Treat - PowerPoint PPT Presentation

Briefing by Form Teachers

Building Sense of Responsibility Treat the school like their second home by: • Keeping their classroom and school environment clean and neat – Classroom and canteen duty, and spring cleaning – Pick up litters when they see one – Organise their tables neatly in between lessons

Building Sense of Responsibility Play their role as a child and a student by: • Being a serious learner – Understand that parents play their roles in taking care of the household – As a child and student, they do their best when learning – To be ready for the future • Paying attention in class

Building Sense of Responsibility Play their role as a child and a student by: • Completing the assigned work punctually – Practise what was learnt so they can check their understanding – Remember their learning better after practise – P2 students take greater responsibility in writing the homework into Student Handbook

Building Good Habits Good habits starts from young: • Being punctual for school – Arrive at the assembly area no later than 7.15 a.m. – To cultivate a reading habit, students read silently at the assembly area – Being late means a lost opportunity in silent reading • Dress smartly – Name tags should be sown under the school name – Uniform should be pressed – P.E. T-shirt to be tucked in at all times

Building Sense of Care Build sense of care for the people around them by: • Treating others with respect – Be mindful of their words and tone of speech – With their kind acts • Remembering that their actions affect others – Exercise decision-making: be aware of possible consequences of their actions – One’s action will cause inconvenience or hurt to others – Every mistake has a learning point – Be brave to apologise

Building Sense of Care Build sense of care for the people around them by: • Understand that everyone is learning – Growth mindset, believe in others too – Be patient with friends who are still learning (in their studies and behavior) – Be forgiving when their friends make mistakes

Know Our Mistakes • What do we need when we apologise? Courage. Be brave. • We all make mistakes. • It is important that we take courage to admit it and not do it again.

Forgive or not? • Should the victim forgive? Why? • Give others the chance to learn from their mistakes .

Forgive or not?

Be kind to others Be forgiving

Who is this? • Small fin • Can not swim very well

Be Like Nemo When things get tougher, just keep trying. Believe in what each child can do.

When things get tougher, just keep trying.

Form Teacher Guidance Period (FTGP) • Develops Social Emotional Competencies • Focuses on learning to manage one’s emotions and getting along with friends at the P2 Level

FTGP: P2 Lessons Some examples of the different themes covered:  Self Awareness I know Myself Happy Talk  Self Management Planning my Time Setting my Goals  Growing Together Our class is safe & happy

SEAIP Strategies to Ensure More Attention to Individual Pupil Development  1-1 Teacher conferencing session with students  Focuses establish teacher-student relationship  To better understand the students’ needs & aspirations

Reinforcing Habits and Values at Home • Remind your child to speak politely • Role-model courtesy : As adults, we also thank the children for the favours they do for us • Lights out (for bed) latest by 10 p.m. • Arrive punctually for family events and other occasions • Encourage your child to do their best and never give up • Get your child to return the plates and cutlery to the basin after meals

Classroom Presentation English Language

1. Joy of Learning 2. Unit Coverage 3. Level Focuses 4. Level-Wide Strategy 5. Helping Your Child

Joy of Learning -valuing experience and group work Learning Journeys Students involving in MLEA Students working in groups

Joy of Learning - Fantastic Mr. Fox • To enrich language learning experiences for our students • Introduce Fantastic Mr Fox to promote reading of literary text

Joy of Learning Step-Into-Reading (SIR) • The SIR programme provides an opportunity for students to read different titles and genres • 6-8 books each semester  Class discussions to promote reasoning and higher-level thinking  Students respond to various texts’ through journals and activities eg. Making of book marks

Unit Coverage Chicken Rice The Underground Magnetic Max Postcards to David Dance A Butterfly is Born Life in a Shell A Snake in the What will the Garden Weather be like Today? Bad Dreams The Growl The Feast The Bicycle Race Goal! Willy and Hugh The Best Pet Roti Prata Beware of the Cat! A World of Tools Delicious Slither and Slide Bubble Trouble! A Day in the A Kitten for the Food Fit for a King Kitchen with King Grandma The Chinese Opera Granny The Grasshopper The Fisherman and Game and the Ant His Wife

Level Focuses Oracy Writing speak confidently by Develop accurate and having eye contact, consistent spelling, smiles Draw, Label and Caption speak with common -SVO structure sentence starters with ease and confidence

Level-wide Strategies

Revision at Home • Spelling and Dictation (For dictation, remember to have 2-finger spacing, punctuation and start sentences with upper case letters) • EL unit worksheets (Refer to cover page for grammar and vocabulary items covered for each unit) • Reading of story books • More talk time Can you share with me the Big Book story you’ve read today?

Helping your child in EL learning Reading and listening Speaking skills Writing skills skills Read to your child often and Create opportunities for Guide child in penning ask questions child to share his/her down his/her thoughts and thoughts on various issues ideas (e.g. diary and journal) Read different genres of Have frequent Build vocabulary and books and ask questions conversations with your adjectives through reading child Choose age-appropriate Practise speaking in front of Make use of the words in texts for reading an audience to build up spelling lists in writing confidence Look up meanings of words Highlight the use of Expose child to good in dictionary vocabulary words in writing. Highlight good different experiences phrases and sentences Create word lists and ask Encourage child to ask Guide child in sentence the difference in meanings questions and provide construction reasons for their opinions

Helping your child in EL learning Taken from: https://www.tes.com/lessons/QrZ2Qfpj65lMRw/five-finger-rule

Mathematics

Agenda • Joy of Learning • Topical Coverage • Level Focus • School-Wide Strategy

Joy of Learning • In our lessons, we design learning experiences to develop students’ appreciation for Mathematics. • We make the learning of Mathematics fun by engaging our students through a variety of activities like activity-based learning, ICT- Activity-Based infused lessons, group discussions and games, Learning etc. • We also make the learning of Mathematics meaningful and relevant to students by ICT-Infused making connections to real-world context. Lessons Mastery through Games

Topical Coverage • A spiral approach is adopted in the building up of content across the levels. • P2 concepts and skills are built upon the P1 content. (Importance of Revision) Unit 2A Topics Unit 2B Topics More Word Problems Numbers to 1000 1 • Solving up to 2-step word problems involving 7 • Odd and even numbers addition and subtraction Addition and Subtraction Within 1000 Fractions 2 8 • Addition and subtraction algorithms • Comparing, adding and subtracting fractions Shapes, Solid Figures and Patterns Multiplication Tables of 2, 5 and 10 9 3 • 2D and 3D Shapes • 1-step word problems Time Multiplication Tables of 3 and 4 10 • Telling time to 5 minutes 4 • 1-step word problems 11 Money Length 5 12 Volume • Measuring with a ruler Picture Graphs (with scales) 13 6 Mass

Topical Coverage • Students are introduced progressively to a variety of heuristics. • Teachers guide the students on the use of heuristics to solve problem effectively. P1 P2 P3 P4 P5 P6       Draw a diagram       Working Backwards       Looking for a Pattern      Guess n Check      Logical Reasoning     Making a supposition    Systematic Listing   Restate/Simplify a Problem

Level Focus • The level focus is identified based on the 5 components of the Mathematics Framework.

Level Focus Concepts Develop a good understanding of whole number concepts • Concept of place value • Concepts of multiplication and division (grouping and sharing) Develop a good foundation of fraction concepts (NEW) Skills Acquire procedural fluency for addition and subtraction Acquire factual fluency for multiplication and division Acquire proficiency in use of mathematical tools for measurement