P2 CURRI CULUM B RI EFI NG 2 0 18 2 0 JA N 2 0 1 8 O GEN ERAL - PowerPoint PPT Presentation

P2 CURRI CULUM B RI EFI NG 2 0 18 2 0 JA N 2 0 1 8

O  GEN ERAL S CHO O L MATTERS • Attendance v • Attire • Assignments and Revision e • Administrative Matters • S chool Programmes r • O verview of Assessment • Communicating S tudent’s Progress v  S UBJ ECT BAS ED CO N TEN T • EN GLIS H I • MATHMATICS  P AREN T IN VO L VEMEN T e  S URVEY  Q &A w

GENERAL SCHOOL MATTERS

ATTENDANCE • Punctuality and Silent Reading – Mon/ Tues/ Thurs/ Fri: by 12.15 p.m. – Wed: by 1.45 p.m. – Englis h Language s torybooks from M onday to Wednes day, and M other Tongue Language s torybooks on Thurs day and Friday • Recess : 3.30 p.m. to 4 p.m. • Snack Break : 5.30 p.m. to 5.35 p.m. • Absence from School – Medical Certificate (accepted for assessments) – Parent’s letter or email

ATTIRE • School Attire – PE T-shirt and shorts; shirt tucked into shorts – N ame Tags right above the school logo – Black school shoes • General Appearance – Boys: neat short hair – Girls: dark green and black hair accessories (Please refer to Kidz O rganiser page 12 to 14)

Samples of unacceptable haircuts

REVISION & ASSIGNMENTS • Daily Revision (30mins-1hour per subject) • Submit Promptly • N eat and legible handwriting • Corrections

ADMINISTRATIVE MATTERS  Collection of Forms & Payment • Submission of reply slips by the given date  Cash/Cheque Payment – Seal money in an envelope – Label neatly on an envelope: • N ame, register no., class, amount, purpose

SCHOOL PROGRAMMES  Form Teacher Guidance Period (FTGP) • Designated Mondays in class  S chool-based Value Inculcation Programme (Connecto) • Every Friday in class  1-to-1 Teacher-S tudent-Relationship S ession • During Connecto • Every Friday in class  Programme for Active Learning (P AL) (For P1-P2) • Authentic platforms for the learning of social emotional competencies • 4 modules a year (Visual Arts, Performing Arts, O utdoor Education and S ports & Games)  Lower Primary E-Learning Day 2 days in Term 3; more details will be shared at a later date •

OVERVIEW OF ASSESSMENT 2018 Formative Assessment Summative Assessment Assessment for Learning: Assessment of Learning: - to support classroom learning and - to measure student’s academic teaching and improve student’s learning achievement - takes place most of the time in the - carried out at the end of a unit, semester classroom or year Example: Example: - EL Reading Aloud, Group Writing, - EL Mini Language Test, Integrated Oral Listening Comprehension & Spelling Assessment & Individual Writing - Math Performance Tasks, Journal, - Math Mini Tests Mental Sums & Factual fluency - Holistic Portfolio

COMMUNICATING STUDENT’S PROGRESS Term 1 Term 2 Term 3 Term 4 Curriculum Parent-Child- Holistic Report Book Briefing Teacher Portfolio Conference Holistic Holistic Holistic Portfolio Portfolio Portfolio

ENGLI SH

Language Learning STELLAR School-based curriculum Area  • Shared Book Approach (SBA) Explicit teaching of reading Reading and • Sustained Silent Reading (SSR) comprehension skills Viewing  Guided Reading  Reading & Writing Journal (RWJ)  Self-Selected Reading (includes ENGLISH school library programme) • Penmanship • Process Writing (Narrative) Writing and PROGRAMME • Spelling (in context) • Text-Type Writing Representing • Modified Language Experience • Writer’s Notebook Approach (MLEA) PRIMARY 2 • Text-Type Writing • Speech & Drama • Show & Tell Speaking and • Stimulus-based conversation representing Listening and • Recognition of sounds and words in context through phonics instruction • Embedded in all key strategies Viewing GRAMMAR Whole-Part-Whole Approach • Explicit teaching of grammar in meaningful context using Big Books VOCABULARY Text-Based Approach Working with Words • Big Books • Visual Vocabulary • Spelling (in context) • My Word Bank Book • Text-Based Approach (children’s literature)

SHARED BOOK APPROACH The teacher introduces and shares a Big Book with the children. The teacher then explicitly teaches word identification and reading skills, vocabulary , grammar, language structures and the concepts of print.

MODIFIED LANGUAGE EXPERIENCE APPROACH Modified Language Experience Approach , commonly known as MLEA simply means having a shared experience and talking and writing about it. The purpose of this shared experience is to provide the context and content for students to think, talk and write about.

A Trip to the Zoo

PETZ DAY

LEARNING CENTRES Listening Centre The language skills learnt in both SBA and M LEA are reinforced in Learning Centres. In Learning Centres, activities are planned and differentiated for the children in three main learning centres – the Reading Centre, the Word Study Centre and the Listening Centre.

EXPLI CI T TEACHI NG OF READING COMPREHENSION SKI LLS • Through the use of authentic children’s literature • Comprehension Skills – Monitoring (including annotation) – Connecting – Inferring – Summarising • Reading & Writing Journal (RWJ) – Connect pupils’ thoughts and ideas in response to reading through simple writing tasks relating to text read

SCHOOL-BASED CURRICULUM READIN G CO MPREHEN SIO N SKILLS To make inferences or intelligent guesses about the ideas in children’s literature using relevant contextual clues in reading comprehension

MY WRITER’S NOTEBOOK (PERSONAL JOURNAL)

W ORKI NG W I TH W ORDS: VI SUAL 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

ENGLISH ASSESSMENTS (PRIMARY 2] Term 1 Term 2 Term 3 Term 4 Assessment Structure for English Formative Formative and Summative Formative and Summative Summative First 50 Sight Words Listening Comprehension & Spelling MLEA Group Writing (Trip to Paper 1: Individual Writing (10%) (P2 Fry Word List) Singapore Zoo) Picture Matching & Sound Reading Aloud & Stimulus-based Show & Tell (5%) Paper 2: Language Use (30%) Discrimination Conversation Mini Language Test Paper 4: Oral Picture Matching & Sound Paper 3: Listening Comprehension & a. Vocabulary a. Reading Aloud Discrimination (5%) Spelling (10%) b. Grammar b. Stimulus-Based Conversation c. Comprehension (15%) Show & Tell MLEA Individual Writing First 50 Sight Words Mini Language Test (P2 Fry Word List) a. Vocabulary (5%) b. Grammar c. Comprehension Mini Language Test a. Vocabulary b. Grammar c. Comprehension (20%) (0%) (30%) (20%) (50%) Total: 100%

PAPER 1: INDIVIDUAL WRITING (SA2) • S tudents will write a composition based on a given topic and related pictures • Composition must be based on one, two or all of the pictures • Guided writing format including suggested prompts and helping words

SOME TIPS FOR PARENTS  Encourage your child to read books and other materials related to his/her interests or hobbies.  Have your child read game instructions, recipe directions, comic books, catalogues, toy advertisements and children’s magazines.  Make sure he/she is reading at his/her level – something too difficult frustrates the child whereas something too easy does not challenge him/her.  Set aside time for your child to read every day – at least 20 minutes/day.  Encourage your child to talk about the book that he/she has just read.

USEFUL WEBSITES  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

MATHEMATI CS

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.

FORMATIVE ASSESSMENT • Mental sums • Diagnostic Test • J ournal • Performance Task

RIGHT Strategy for Math Problem Solving R ead and underline Have I read and understood the problem? Circle the numbers, Underline the keywords & Bracket the Goal of the Q uestion (CUB) I nformation gathering Have I gathered all the information? G oal of the question W hat am I looking for? H idden information Have I formed the correct relationships with the given information? T ry it out Have I used the correct strategy? Tick To check the Reasonableness of answers O perations and Transfer errors (ROT)