P5 CURRICULUM BRIE FING 2018 20 JAN 2018
OVE RVIE W • Mathematics Matters • Attendance • English Matters • Attire • Science Matters • Revisions & Assignments • How Parents Can Help • Administrative Matters • Safety and Security • School Programmes • Other Matters • Communicating Pupils’ • FAQ Progress • Online Feedback • 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
Sample
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
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.
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 Question (CUB) I nformation gathering Have I gathered all the information? G oal of the question What 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? To check the Reasonableness of answers Tick Operations and Transfer errors (ROT)
Instructional Programmes • Math HP programme (Maths Olympiad-P4 to P6 & E2K-P4 & P5) – Math Olympiad and E2K training are the key vehicle to stretch the thinking of the High Progress students – To provide opportunities for the High Progress students to be stretched in their thinking capacity and to participate in higher-order thinking activities such as external competitions and carnivals. • Improving Confidence and Achievement in Numeracy (ICAN-P3 to P5) – ICAN is an MOE programme to raise confidence and improve Maths achievement of low progress learners
Topics Semester 1 Semester 2 P5 • Whole Numbers • Decimals • Operations of Whole • Percentage Numbers • Average • Fractions and Mixed • Rate Numbers • Angles • Multiplication of Whole • Triangles Number, Fractions and • Quadrilaterals Mixed Numbers • Fractions: Word Problems • Area of Triangle • Ratio • Volume of Cubes and Cuboids P5F • Whole Numbers: Place • Decimals: Place Value Value • Decimals: Four Operations • Whole Numbers: Addition • Fractions: Multiplication and Subtraction • Time • Whole Numbers: • Perimeter, Area and Volume Multiplication and Division • Rate • Fractions: Introduction • Fractions: Addition and
P5 Assessment Structure 2018 Overall Weighting (100%) SA1 (35%) SA2 (65%) Term 1 Term 2 Term 3 Term 4 Level Component Component Marks Component Marks Component Marks Allocation Allocation Allocation P5 Mock test Written Paper 100 Mock test - (0%) Written Paper 100 marks (Standard) (0%) marks (0%) (65%) (35%) (0%) P5 Mock test Written Paper 90 marks Mock test *Practical Written 90 marks (Foundation) (0%) (35%) (0%) Test Paper (65%) Practical test is for P5 foundation students to reinforce basic skills.
P5 Standard Mathematics: E xam format Number of marks Number of Number Paper Item Type Duration questions per of marks question 10 1 10 Multiple-choice 5 2 10 1 1h 5 1 5 Short-answer 10 2 20 Short-answer 5 2 10 2 1h 30 min Structured/ 12 3,4,5 45 Long-answer Total 47 - 100 2h 30 min Note: The use of an approved calculator is allowed in Paper 2 but not Paper
Written papers • The written papers comprises 2 papers conducted on same day with a break between the 2 papers • The use of an approved calculators is allowed in Paper 2 but not Paper 1
Files File Item Dark Blue File Topical Worksheets & Practice Paper Light Blue File Problem Sums Worksheets Yellow/Orange File Maths Workbook/Homework Book(if detached) ANNOTATED MARKING Acronym Description CE Calculation error FS Final S tatement for word problem MS Missing steps S F S implest form tandard units (cm, m, km, cm 2 , m 2 , $, g, kg …) S U S TE Transfer error
E NGLISH
INQUIRY-BASED TEACHING & LEARNING IN AN EL CLASSROOM • teachers ask authentic questions designed to explore understanding instead of ‘test’ questions that check what students already knew • more time for open discussion: whole-class discourse devoted to free exchange of ideas among students • and more “uptake,” in which a teacher’s question build on a student’s previous comment, allowing for students to significantly shape the lesson. Nystrand, Martin and Adam Gamoran. 1991. Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English 25: 261–290.
Planning
STELLAR Resources • STELLAR Specific Guidelines • Teaching Slides • STELLAR Learning/Activity Sheets
SCHOOL-BASED CURRICULUM - READING Explicit Teaching of Reading Comprehension Skills • – Metacognitive approach in explicit teaching of inferring, summarising and monitoring skills, including in identifying Question-Answer Relationship (QAR) , in reading comprehension – Questioning , surface & deep annotation skills in the reading strategies – QAR and annotation mini posters in the Kidz Organiser.
SCHOOL-BASED CURRICULUM - READING • Use of authentic resources such as the newspapers i.e. What’s Up (P5 & P6) and children’s literature to elicit reading responses Reading responses are still to be • documented or compiled in students’ Reading - Writing journal (RWJ) or EL file.
Grammar lesson based on STELLAR text Responding to a STELLAR text: Do you think John was treated as a coolie or a slave? Free Writing as a response to a STELLAR text
P6 Unit 3 Defending the Seas – ASEAN vs the pirates
SCHOOL-BASED CURRICULUM - READING • To pique interest in reading through: – Read@School programme (school-run programme + NLB collaboration) – Class Library / iREAD book collection
SCHOOL-BASED CURRICULUM - WRITING • 5 Traits of Good Writing • P4 – P6 STAR strategy for informed writing • P3 – P6 Drama for Writing • P1 – P6 Writer’s Notebook/Journal
SKILLS TEACHING IN PROCESS WRITING 5 + 1 Traits of Good Writing • – Ideas – Organisation – Word Choice – Sentence Fluency – Convention – Voice*
LEARNING EXPERIENCE LEARNING EXPERIENCE Pre-Writing (1) FBL/LJ (Lower Pri ) Video/Parallel Articles etc (Upper Pri) CLASS WRITING (I Do, You See) CLASS WRITING (I Do, You See) Content-Based Instruction Skills-Teaching of 5 Traits of Good Pre-Writing (2) Writing (CBI) GROUP WRITING (We Do Together) GROUP WRITING (We Do Together) Focussed Marking Teacher-Led Class Draft 1 Peer Editing (HA) Task-Based Instruction (TBI) Conferencing (MA, LA) (AfL) INDIVIDUAL WRITING (You Do, I See) INDIVIDUAL WRITING (You Do, I See) Draft 2 Mark for Content & Language (AoL & AfL) PUBLISHED WRITING PUBLISHED WRITING
SCHOOL-BASED CURRICULUM - WRITING S owing S eeds in your Writer’s J ournal • List your favourite foods, movies, books and places. • Write the titles of a special time in your life. • Stencil the name of a special person. • Paste a photo. • Respond to a poem or story and write how it speaks to you. • Sketch the people you love. • Jot down memories related to a favourite object. • Paste a letter, card or a postcard from a special person. • Collect strong story leads.
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