Primary 2 10 February 2017 7.30am to 9.00am • Vision: Hearts of Service * M inds of Inquiry * Joy in Learning * Confidence in Life • M ission: Together we bring out the best in every child for a better nation. • M otto: Standing Tall Achieving Results • School Core Values: • Loyalty * Honesty * Compassion * Diligence * Excellence * Unity * Resilience * Self- Discipline
Objectives 1. Strengthen home-school partnership 2. Enhance parent & teacher interaction 3. Inform about school/class practices & expectations
Agenda • Introduction • Holistic School Experience@LHPS • School & Class M atters • Announcements • Q&A
History of Lianhua 1987 2016 Became a Celebrating government our 70 th school Anniversary
Our School Vision Hearts of Service Minds of Inquiry Joy in Learning Confidence in Life
Our School M ission Together we bring out the best in every child for a better nation
Our 8 School Values Start with M e I’m here to be a better person I’ll grow more in compassion I’ll care and share and put my hands to action I’ll be a better person, have a really big ambition I’ll start with me, self-discipline and Loyalty – I’ll stand by you and all Honesty – I’ll never lie to you Unity – We are all in this, all in this for good Excellence – The best I’ll be somehow Diligence – I’ll go for one more round Resilience – Noting will get me down, Nothing will get me down
Being Pupil-Focused Social-moral Physical Intellectual & Emotional Aesthetics E ngaged in E njoy G rounded in I mmersed in Sport Activities Learning Values the Arts T hink critically E mpowered A ppreciate L ead a Healthy and creatively to Lead the Arts Lifestyle L ove Singapore Holistic School Experience @ LHPS
Social-M oral & Emotional
Student Leadership • Our leadership philosophy is that every child is given the opportunity to lead and that every child can lead. • Our focus on leadership is leading self, service to others and student empowerment. • Through this, we hope for every child to be self-disciplined, confident and able to make a difference for others around them.
Student Leadership Framework
Character and Citizenship Education (CCE) Form Teacher National Guidance Education & Period (FTGP) Social Studies CCE Lessons Values-in- Action (VIA) (4 languages)
Form Teacher Guidance Period • FTGP lessons guide students to develop 5 key domains of social emotional competencies – Self-awareness – M anaging self – Social awareness – Building relationships – M aking responsible decisions Interaction time with Form & Co-Form Teachers to build quality Teacher-Student Relationships
Character & Citizenship Education Lessons • Adapting to a new school and making friends • Self-responsibilities • Building positive relationships • Respecting others • Caring for others
National Education & Social Studies National Education Social Studies Commemorative Events Cluster of Inquiry Focus - Total Defence Day Study - International Friendship Day Coming What unite us - Racial Harmony Day together as a as people of - National Day nation Singapore
Values in Action • Develop socially responsible citizens who contribute meaningfully to the community • Approach: Know the Understand Apply the Internalize Values the Values Values the Values • Recent involvement: – Festive Giving (Chinese New Y ear, Hari Raya & Deepavali) – Environment Education Week
Code for Fun • Code for Fun Enrichment Programme will be offered to students to increase their exposure to coding and computational thinking. • Students will go through a 10 hour programming training using a visual, drag and drop software with robotic kits.
Intellectual
STELLAR in Lower Primary 1.Shared Reading Experiences Children read a storybook with the teacher and engage in discussion with teacher and peers. 2. Shared Writing 3. Language Use Experiences Activities in Learning Centres The teacher models writing The teacher prepares mini-lessons using children’s language. based on specific needs of children Children engage in writing to prepare them for reading & writing together and writing activities, e.g. grammar, vocabulary, independently. word recognition, decoding skills & spelling.
English Programmes • Reading Programme – SURF (Silent Uninterrupted Reading for Fun) – Recess Activities – Extra support provided for struggling learners • Oracy Programme – Prsentation : Fractured Fairy Tales • Writing Programme – M odififed Language Experience Approach (M LEA) – Publication of Good Stories – Writing Buddy on M COnline
Library Programme School Activities Partnership with NLB Book Quizzes NLB Library M embership Drive E-reading (iPads) Reading Interest Profile Book Talks M ass Borrowing sessions Storytelling Read, Swap & Share
Holistic Assessment Term 1 Term 2 Term 3 Term 4 1)Picture M atching End-of-Y ear Assessment Listening & 1)Sound 1)Sound 2)Sequencing of (50%) Viewing Discrimination Discrimination events (5%) 2)Picture M atching 2)Sequencing of a. Listening events Comprehension (15%) Picture Discussion Speaking & Fractured Tales Skit Picture Discussion (Picture M atching, Sound (5%) Representing Discrimination and Sequencing of events) Reading & Reading Aloud Reading Aloud (5%) Reading Aloud b. Oral (20%) Viewing 1. Reading Aloud 2. Picture Discussion 1)Spelling 1)Spelling Individual Writing- Writing & c. Composition (15%) 2) Picture 2)Picture Picture Composition Representing (30 min) Composition Composition- (5%) Individual writing d. Language Use (50%) (1h 15min) M ini T est (15%) M ini T est (15%) M ini T est Language Use -Grammar -Grammar -Grammar -Grammar -Vocabulary -Vocabulary -Vocabulary -Vocabulary Vision: Hearts of Service * M inds of Inquiry * Joy in Learning * Confidence in Life -Comprehension -Comprehension -Comprehension -Comprehension M ission: Together we bring out the best in every child for a better nation. M otto: Standing Tall Achieving Results School Core Values: Loyalty * Honesty * Compassion * Diligence * Excellence * Unity * Resilience * Self-Discipline Total (100%) 20% 20% 10% 50%
M at hem at i cs Content / Mastery of Basic Concepts • Counting in tens and hundreds • Comparing Numbers (greater, greatest, smaller, smallest) Numbers • Addition and Subtraction Algorithms • Multiplication and Division within Multiplication Tables of 2, 3, 4, 5 and 10 • Understanding Fractions as part of a whole • Counting Money in Dollars and Cents • Telling Time to 5 minutes Measurement • Understanding duration of 1 hour / half hour • Measuring Length / Mass / Volume in Standard and Geometry Units • Identifying and Describing 2D and 3D Shapes Statistics • Reading Data from Picture Graphs with scales
M at hem at i cs Hi-Five! Problem-Solving Process • What do I KNOW? • What do I WANT to KNOW? • Choose a STRATEGY or ACTION and SOL VE. • Does my answer M AKE SENSE? • I DID IT!
M at hem at i cs To acquire conceptual understanding and make sense of one’s learning Learning by Doing Learning by Interacting
M at hem at i cs A ssessm en t Term 1 Term 2 Term 3 Term 4 Non- Journal Journal Journal - Weighted Diagnostic Diagnostic Diagnostic Test Test Test Performance Assessment Weighted Mini-Test Mini-Tests Mini-Test Semestral (15%) (22%) (13%) Assessment (50%)
‘P.O.T.S.’ – Primary One and Two Science
Rationale To formalise a structure to facilitate pupils’ learning in Science in Primary 1 and 2 To prepare pupils for the formal Science curriculum in Primary 3 Timeframe: • Commencing from Term 1 • One period a week
Learning Content • Primary 2 Science Content: – Germination of seeds – Plant parts and their functions – Identification of some plants – Life cycle of some animals (bird, grasshopper and butterfly) • Science Process Skills: – Observing – Classifying (leaves, animals, objects) – M easuring (volume)
M other Tongue Languages Teaching Strategies Fli pped L ear ni ng : Shar estar t 4C C ommunication Skill W C ritical Thinking Skill H C ollaboration Skill Y C reativity
M other Tongue Languages Programmes • M other Tongue Fortnight • Flipped learning • Reading programme : Story time / Reading time • ICT platforms eg M C online (refer to school website for more ICT platforms and resources) • Publication of students’ work eg good stories • Language competitions
R ead i n g Pi ctur e Book w i th Chi ld r en Why ? To help students think independently, creatively, and critically, while improving listening and reading comprehension.
Stor y Ti m e 1 period per week -Why? a) To make reading habitual, a routine. b) To guide and teach students how to read a book. c) To provide students a platform in in-depth book discussion. ML & TL: Every Thursday CL: Every Friday
M TL Fi esta & Cultur al Cam p I nsti l lov e i n M TL lear ni ng
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