Overview of Curriculum Design in St Nickschijstnicholasgirls.moe.edu.sg/qql/slot/u569/UPDATED-P3 P4 MTP Hall... · Overview of Curriculum Design in St Nicks ... •Spiral approach,

Overview of Curriculum Design in St Nicks

Primary 1 to 4

(A) MOE subject curriculum• Foundation building from P1 to P4

• Spiral approach, connected topics

(B) School-based curriculum • Development of thinking skills, introduction to

answering techniques

• Targeted component-based teaching, to

scaffold learning for areas of concerns

Laying a strong foundation


Primary 5 to 6

(A) MOE subject curriculum• Fewer new topics, more interconnections between

concepts taught

(B) School-based curriculum • More application of thinking skills, mastery of

answering techniques

• In-depth component-based teaching

Consolidation of Learning

Deepening of Concepts and Thinking Skills


Example: Math No addition and subtraction topics in P4, but it is subsumedInto the “4 operations” topic This means by P4, word problems are no longer just involving addition and/or subtraction.


Example: Math

At P4, pupils need to be able to make the correct decision which operations (+/-/x/÷) to use to solve the 3-step word problem (critical thinking skills involved)


Example: Math Primary 1 Primary 2 Primary 3 Primary 4

•Numbers to 100•Addition & Subtraction •Multiplication & Division•Money • Length •Time •2D Shapes •Picture Graphs

•Numbers to 1000 •Addition & Subtraction •Multiplication & Division • Fraction of a Whole •Addition and Subtraction

of Fractions•Money • Length, Mass & Volume •Time •2D Shapes •3D Shapes •Picture Graphs with Scales

•Numbers to 10 000•Addition & Subtraction •Multiplication & Division •Equivalent fractions •Addition & subtraction of

Fractions •Money • Length, Mass & Volume•Time •Area & Perimeter •Angles •Perpendicular & Parallel

Lines •Bar Graphs

•Numbers to 100 000 • Factors & Multiples • Four Operations •Mixed Numbers &

Improper Fractions • Fraction of a Set of Objects•Addition & Subtraction of

Fractions•Decimals up to 3 decimal

places •Addition & Subtraction of

Decimals•Multiplication & Division

of Decimals•Time•Area & Perimeter •Angles •Rectangle & Square • Line Symmetry •Tables & Line Graphs

Critical foundation building at P3 & P4

Highlighted in red are the new topics introduced from P2 to P4. It is very important at P3 & P4 that pupils build a strong foundation for these new topics so that they can do well for their P5 & P6 Math


Example: Science

(A) Formal curriculum at P3

Challenges:

• Pupils come to Science class with their own

ideas (preconceptions)

• They are still new to the language of science

and scientific process skills

• They are still building competencies in

gathering information, understanding what a

question requires and formulating an answer


Example: Science

(B) Academic expectations at P3 & P4

• Understand basic concepts

• Apply concepts in different contexts

• Demonstrate understanding by using own

words

• Communicate some levels of clarity


Example: Science (C) Syllabus design- Lower Block (P3&4) + Upper Block (P5&6)

Term 1 Term 2 Term 3 Term 4

P3 Diversity

• Living and

Non-living

things

• Living things -

Animals &

Plants

Diversity

• Living things -

Fungi &

Bacteria

• Materials

Interactions

• Magnets

• Systems

• Human

Digestive

System

• Plant parts &

functions

P4 Cycles

• Life Cycles of

Plants &

Animals

• Matters

Energy

• Light

Energy

• Heat &

Temperature

Energy

• Heat &

Temperature


Example: Science (D) Inquiry Based Learning – 5E Approach

ENGAGE - create interest, reveal pre-existing ideas and beliefs (preconceptions)

EXPLORE - explore questions and test student ideas

EXPLAIN - compare ideas, construct explanations and justify them in terms of observations and data

ELABORATE - apply concepts and explanations in new contexts

EVALUATE - evidence of changes in student’s ideas, beliefs and skills

1

2

3

4

5

1. Stretch and Support Programmes catering

to different learning pace of pupils

• Differentiated Processes of Learning

• School-based lesson packages to build

strengths and scaffold areas of concerns

• Smaller class sizes for some, more targeted

intervention replacing weekly remedial

P3&4 CURRICULUM SUPPORT

2. Skills-based Supplementary Programme (P4-6)

• Need for more focus on Maths and Science related learning skills

• P4 English Literature

• Pupils are taught multiple ways of learning, e.g. through research, hands-on exploration, fieldwork, experiments, group discussions and varied ICT tools

P3&4 CURRICULUM SUPPORT

Critical Thinking and Problem-Solving Skills

Critical and Creative Thinking Skills

P4 Supplementary Programme • Term 2 and 4 – 8 sessions, Monday, 2.30 – 4.15pm

2017 After School Programme Schedule – School Website (PDF)

P4 Subject-Based Banding

Background:

MOE policy that was implemented in all Primary Schools from the 2008 P5 cohort of pupils onwards

To recognise the different abilities of pupilsPupils are allowed to take subjects at either standard or foundation level, depending on their aptitudes and abilities in these subjects

P4 SUBJECT-BASED BANDING (SBB)

How does Subject-Based Banding Work?

14

Pupil takes subject combination chosen by parents

Student sits for school-based examinationsBased on student’s results, school recommends a subject combination.Parents fill up option form indicating preferred combination.

[At P4]

[At P5]

End of P5 – SBB is School’s decision

School-Based Selection Criteria

Pupil’s overall combined marks at the end of P4 for each PSLE subject – English, Chinese, Math and Science

Recommendations by Form Teacher and Subject Teachers based on past years’ results, daily class performance and learning attitude of Pupil

15

Subject Combinations Offered

16

Recommended End of Primary 4 End of Primary 5

4 Standard+ 1 HCL

• Overall Results 70%• Chinese 75%

• Pass EL, CL, MA and SC• Chinese 65%• Higher Chinese 55%

4 Standard• Pass 3 or 4 subjects at

P4• Pass at least 1 subject at

P5

3 Standard+

1 Foundation(FMA/FCL)

• Pass 2 subjects or less at P4

• Below 30 marks for Math/ Chinese Overall results

• Pupils who are offered 3S1F or 2S2F in P4

Important Dates for P4 SBBTerm 4 Week 10

Earlier Release of P4 End of Year Results• Monday 13 Nov 2017• Issue of Report Book• Issue of P4 Option Forms

Consultation Period with IP HODs, FTs and Subject Teachers - 13 to 16 Nov 2016

Final Confirmation• Friday 17 Nov 2016• Submission of P4 Option Forms by Parents (No

changes will be allowed after this date)

Pupils will be informed of their P5 (2018) Class Allocation via

School Website by end November.

1. HCL in St Nicks (Mission of SAP School)

Promote love for CL and increase

pupils’ CL proficiency

More pupils will pursue HCL at higher

levels of education

2. At P5 and P6, pupils offer either

• Higher Chinese （高华）+ Chinese （普华）curriculum

• Chinese curriculum

HIGHER CHINESE LANGUAGE (HCL)

3. Additional curriculum time for HCL pupils:

Every Monday 2.30 – 4.15 pm

HCL curriculum content more than CL

No clash with other after-school

programmes

HIGHER CHINESE LANGUAGE (HCL)

Pupils who seek exemption from taking Chinese in

Primary School and obtain approval, will not be eligible

to apply for SNGS (Sec) through affiliation – SAP School

PSLE Higher Chinese

1. Weighted assessments - Only SA1 and SA2 Examinations

2. Weightings, Exam Formats and Exam Dates

P1 to P6 Assessment Information

Pupil Calendar

Test scopes will be given nearer to exams

3. Formative assessments – topical reviews, revision worksheets and past-year practice papers

P3&4 Assessments

Download from School Website

WORKSHOPS FOR PARENTS

1 April

(Sat)

P3&4 English (8-10am)

- Answering Techniques for Open-

Ended Comprehension Questions

P3&4 Science (10.30am-12.30pm)

- Introduce Pri Science Curriculum

- Answering Techniques for Open-

Ended Questions

Introduction to CCA

1. Platform to discover interests and talents which can fuel a life-long love for a particular activity, leading to a balanced lifein adulthood.

2. Progressive development of CCA-specific knowledge, skills, values and attitudes

Learning Outcomes of CCA

Passion for Learning

Leadership and teamwork

Friendship and belonging

Spirit of service to the community

CCA-related knowledge, skills and values

Positive values such resilience, fair play, respect for others

CCA Leadership Development

P5 Exco Members

P6 Exco Members

CCA Members

Vice-Captain/ Vice-President

Captain/ President

CCA Attendance and Commitment

1. At least 80% attendance for the whole year e.g. 8 out of 10 times (requirement for Eagles and Good Service awards for CCA)

2. MC or letter of excuse if pupil is unable to attend any session

3. Sustained Participation – No CCA Hopping

• help her prioritize school work and

submit on time

• Understand and support school’s

learning approaches and programmes

• Monitor your child’s attendance

• Partner closely with teachers

• Praise efforts and good learning attitudes,

instead of grades

HOW CAN I SUPPORT MY CHILD?

Our Students, Our Future

Moving beyond grades and achievements to being…

FUTURE READY

EVERY ST NICKS STUDENT – FUTURE READY

We need to move from the position of STRENGTH…

NOT from the position of DESPERATION!

We need to help our pupils to…

Make informed choices

in their education & career

Enjoy learning to build their foundation for

lifelong learning (e.g. identifying strengths and interest through holistic

curriculum)

Value skills and mastery

rather than focus solely on grades

Acquire deep skills to thrive in a constantly changing environment

MOE 21st Century Competencies FRAMEWORK

EVERY ST NICKS PUPIL – FUTURE READY

2 Areas of Focus:

- Deepening 21st

Century

Learning Skills in our St Nicks

Curriculum and Co-Curriculum

- More Engaging and

Empowering Learning

Experiences through ICT

21st Century Learning Skills

Quality Learning through ICT @ St Nicks1. Communication and

Information Skills2. Collaborative Skills

1. Critical and Inventive Thinking2. Collaborative Skills

English Chinese Math Science

Blended Learning, Flipped Classroom, Online Collaboration

Tools:● Moo-O● Social Learning

Wall● Vocaroo● Google tools● P4 Project

Work

Tools:● Hansvision● Google

Applications● eTutor (online

assessment, eMagazine, eReading)

● 10C Project● Vocaroo

Tools:● Math Applets● Padlet● Photo Sharing

tools● Google Doc and

Spreadsheet● Social Learning

Wall● Todaysmeet

Tools:● Google Sites● Science Applets

(Sunflower)● Data-loggers

Pupils’ IT & CyberWellness Training Workshops

P3 and P4 IT Training

P4

Linked with ScienceLesson 1: Create and edit video clips with Windows Movie MakerLesson 2: Create and use Google Docs to collaborate with others online and

co-create new knowledge. Lesson 3: Use Google Slides to collaborate with others to co-create new

knowledge.Lesson 4: Know Copyright rules on digital resources and how to avoid

infringement of Copyrights online;Learn self-management strategies to ensure responsible use of online computer time.

P3

Linked with EnglishLesson 1: Learn MC-Online Apps for Online Discussions (Social Learning Wall,

Blogs, Forums & Online Tools) Lesson 2: Learn to use ‘Vocaroo’ app to enhance Oral and CommunicationLesson 3: How to create powerpoint presentations using Google SlidesLesson 4: Cyber safety - Identify inappropriate online content and refrain from

spreading them; How to avoid succumbing to online scams


Parents’ Role as Partners of School:

• Consistent messaging as school on holistic education to your child

• Be supportive of school’s curriculum directions

• Give constructive feedback and suggestions

New ICT Initiatives for Parents:

• St Nicks Parents’ ICT Google Site (launch in Feb)

- Learning modules, step-by-step guides to the ICT

tools pupils use in school

• Class Dojo (launch in Feb)

- Teachers share class moments through photos,

videos and announcements with parents

- Sign-Up details will be given by the Form Teacher

- School’s Stand to Parents


Thank you and here’s wishing

Overview of Curriculum Design in St Nickschijstnicholasgirls.moe.edu.sg/qql/slot/u569/UPDATED-P3 P4 MTP Hall... · Overview of Curriculum Design in St Nicks ... •Spiral approach,

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