CURRICULUM BRIE FING 2018 20 JAN 2018 OVE RVIE W Mathematics - PowerPoint PPT Presentation

CURRICULUM BRIE FING 2018 20 JAN 2018

OVE RVIE W • Mathematics Matters • Introduction • English Matters • Attendance • Science Matters • Attire • How Parents Can Help • Revisions & Assignments • Safety and Security • Administrative Matters • Other Matters • School Programmes • FAQ • Communicating Pupils’ • Online Feedback Progress • Partnership with Parents

GENERAL SCHOOL MATTERS

ATTE NDANCE • Punctuality – Report to school in the hall by 7.30am • Silent Reading – Mon/Tues/Wed: English story book – Thurs/Fri: Mother Tongue book (students exempted from MT may read English story book) • Medical and other leave – Medical Certificate – Parent’s letter or email

ATTIRE • School Attire – Name Tags, Black School Shoes, T-shirt/shirt tucked into shorts – PE Days – Learning Journeys • General Appearance –Boys: neat short hair –Girls: dark green and black hair accessories (Please refer to Kidz Organiser page 12-14)

Sample of unacceptable haircut

RE VISION & ASSIGNME NTS • Daily Revision (30mins-1hour per subject) • Submit assignments promptly • Neat and legible handwriting • Corrections (done in green pen / pencil)

ADMINISTRATIVE MATTE RS • Collection of Forms & Payment • Submission of reply slips on date stated • Cash Payment –seal money in envelope –Label neatly on envelope: • Name, register no., class, amount, purpose

SCHOOL PROGRAMME S • Form Teacher Guidance Period (FTGP) on Mondays • Value Inculcation Programme (Connecto) on Mondays • 1-to-1 Teacher-Student-Relationship Session on Mondays • E-Learning Day (28 March) • VIA • P5 Camp

COMMUNICATING PUPIL PROGRE SS 2018 Term 1 Term 2 Term 3 Term 4 Mock Test Report Book Mock Test Report Book Parent- Holistic Report Teacher Card Meeting

E NGLISH

Language STELLAR School-based curriculum Learning Area  Reading and • Supported Reading Explicit teaching of reading • Retelling comprehension skills Viewing  • KWL Newspaper in the EL class  • Sustained Silent Reading (SSR) Self-Selected Reading (includes school library programme)  ENGLISH Reading & Writing Journal (RWJ) • Writing Process Cycle (WPC) • Process Writing (Narrative) Writing and PROGRAMME • Text-Type Writing • 5 Traits of Good Writing Representing • Text-Type Writing PRIMARY 5 • Personal Journal • Writer’s Notebook Speaking and • Effective and purposeful • Stimulus-based conversation interaction and group discussion • ICT-integrated EL lesson Representing embedded in all key strategies (Podcast) Listening and • Listening and viewing skills for understanding and critical thinking taught through all key strategies using audio and graphic stimuli Viewing GRAMMAR Whole-Part-Whole Approach • Explicit teaching of grammar in meaningful context using STELLAR readers Text-Based Approach Working with Words VOCABULARY • STELLAR readers • Visual Vocabulary • Spelling (in context) • Text-Based Approach (children’s literature) 1/14/2018

EXPLICIT TEACHING OF READING COMPREHENSION SKILLS Through the use of authentic children’s • literature, What’s Up newspaper & STELLAR readers Comprehension Skills & Strategies • Inferring/Summarising etc – Surface & Deep Annotation – Question & Answer Relationship (QAR) – – Supported Reading – KWL – Retelling Reading & Writing Journal (RWJ) • – Connect pupils’ thoughts and ideas in response to reading through simple writing tasks relating to text read 1/14/2018

TEACHING OF 5 TRAITS OF GOOD WRITING  5 (+1)* Traits of Good Writing (Steve Peha) ◦ Ideas ◦ Organisation ◦ Word Choice ◦ Sentence Fluency ◦ Convention ◦ Voice* 1/14/2018

WRITE R’S NOTE BOOK Encourage students to • develop their repertoire of materials for individual writing based on given topics Encourage students to • write extensively to activate schema before their actual individual writing based on given topics https://www.pinterest.com/deb040473/cafe-writers- notebook/?lp=true 1/14/2018

WORKING WITH WORDS: Visual Vocabulary • Learning about a new word through: authentic setting, context or – reading understanding the – characteristic(s) of the word making inference about the – meaning of the word using contextual clues visual representation – expansion activities to learn – more about the word or other words associated with it 1/14/2018

E nglish assessments (primary 5] Term 1 Term 2 Term 3 Term 4 Assessment Structure for English Formative Summative Formative Summative Paper 1: Writing (27.5%) Paper 1: Writing (27.5%) a.Situational Writing a.Situational Writing T eachers will conduct Teachers will conduct b.Continuous Writing b.Continuous Writing formative assessments formative assessments Paper 2: Language Use & and Paper 2: Language Use & and provide students with Comprehension (47.5%) Comprehension (47.5%) provide students with constructive feedback via constructive feedback Paper 3: Listening Paper 3: Listening mock tests, checklists via mock tests, Comprehension (10%) Comprehension (10%) and rubrics. checklists and rubrics. Formative assessments Formative Paper 4: Oral (15%) Paper 4: Oral (15%) are not weighted. assessments are not a.Reading Aloud a.Reading Aloud weighted. b.Stimulus-based Conversation b.Stimulus-based Conversation (0%) (100%) (0%) (100%) 35% 65% Total: 100% 1/14/2018

ENGLISH LANGUAGE ASSESSMENT A CLOSER LOOK AT THE ASSESSMENT COMPONENTS 1/14/2018

Writing: Paper 1 (55 marks) Components • Part 1: Sit uat ional Writ ing ( 15 marks) Task Fulfilment Language/ Organisat ion ( 6 marks) ( 9 marks) Informat ion is cont ained in Clear present at ion of ideas st imulus. Point s are well-linked and well- Pick out t he correct sequenced informat ion from st imulus based on point s required by Minimal grammat ical mist akes t he t ask. Clear underst anding of PURPOSE, AUDIENCE and CONTEXT 1/14/2018

Writing: Paper 1 (55 marks) Components Part 2 : Cont inuous Writ ing ( 4 0 marks) Cont ent • Writ e a composit ion ( 2 0 marks) about a given t opic based on eit her one Ideas are relevant , clear, or more of t he 3 developed & int erest ing given pict ures Language • Pict ures are not ( 2 0 marks) in sequence. Word choice t hat conveys int ended message • St udent s writ e a cont inuous prose in Variet y of sent ence st ruct ures eit her a narrat ive or Meaningful links across non -narrat ive form paragraphs 1/14/2018

Language Use & Reading Comprehension : Paper 2 – (95 marks) Components Booklet Sect ion Mark Grammar MCQ 1 0 marks Vocabulary MCQ 5 marks Vocabulary Cloze MCQ 5 marks Booklet A ( 28 marks) Visual Text Comprehension 8 marks Grammar Cloze 1 0 marks Edit ing for Spelling & Grammar 1 2 marks Booklet B Comprehension Cloze 1 5 marks ( 67 marks) Synt hesis & Transformat ion 1 0 marks Comprehension OE ( wit h a range 20 marks of it em-t ypes) 1/14/2018

Oral: Paper 4 (30 marks) Components • Reading Aloud ( 10 m) – Clear & consist ent pronunciat ion – Fluent wit h appropriat e pauses and no hesit at ion – Abilit y t o vary pit ch and t one St imulus- based Conversat ion ( 20 m) • – Able t o express personal opinions, ideas and experiences clearly and effect ively in a conversat ion in relat ion t o a pict ure st imulus – Good explanat ion t o support int erpret at ions – Use a wide range of vocabulary; relevant t o t he cont ext – Use a wide range of accurat e sent ence st ruct ures 1/14/2018

SOME TIPS FOR PARE NTS  Encourage your child t o read books and ot her mat erials such as t he newspapers and educat ional magazines.  Encourage your child t o t alk about t he book or art icle t hat he/ she has just read.  Ask him/ her t o explain his/ her inferences and support t hem wit h cont ext ual clues.  Ask him/ her t o ret ell or summarise what he or she has just read.  Encourage your child t o look up t he meaning of new and challenging words in t he dict ionary. Get him or her t o const ruct his or her own sent ence using t he new word learnt t o demonst rat e his or her underst anding of t he word. 1/14/2018

USE FUL WE BSITE S  http:/ / dictionary.cambridge.org/ dictionary/ english/  http:/ / www.oxforddictionaries.com/  http:/ / www.bbc.co.uk/ worldservice/ learningenglish/  http:/ / www.ttms.org - Steve Peha’s Writing Strategies  http:/ / www.stellarliteracy.sg  http:/ / www.moe.gov.sg/ education/ syllabuses/ languages-and- literature/ files/ english-primary-secondary-express-normal- academic.pdf 1/14/2018

MATHE MATICS

MATHEMATICS INSTRUCTIONAL PROGRAMME • A rigorous instructional programme equips the students with a strong foundation in concepts, skills, thinking process and metacognition. • Hands-on and experiential learning help students appreciate the importance of mathematics to solve problems in their daily life and the real world. • A balanced assessment system gathers information about students’ learning process so that feedback can be given to the students to help them to improve and teaching approaches can be reviewed and enhanced.