PRIMARY 3 FORUM 21 February 2014 7.15 P.M. – 9.00 P.M. Adapting to changes…
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PRIMARY 3 FORUM 21 February 2014 7.15 P.M. – 9.00 P.M.
Adapting to changes…
Education System – Primary Level
Primary 1 to 2
Orientation Stage:
Primary 5 & 6
Subject Based Banding
Parental Option
P5/P6: Mother Tongue, English Language, Math, Science, Higher Mother Tongue, Foundation EL, Foundation Math, Foundation Science, Foundation Mother Tongue
PSLE
Primary 3 to 4
Foundation Stage:
Achievement Bands
Mark Range
Brief Description
1 85 and above
Is very good in the subject
2 70-84 Is good in the subject
3 50-69 Has adequate grasp of the subject
4 Below 50 Has not met minimum requirements for the subject
Description for Achievement Bands
Development & Well-Being of Primary 3 Pupils
• Acceptance by
friends is becoming
more important
• Peer-influence
becomes stronger
• Good and developed
coordination
• Concerned with
appearance
• Sensitive to praise
and recognition
• Have a mind of their
own; capacity of
reasoning
• Developing and
shaping of values and
beliefs Mental Emotional
Social Physical
Gifted Education Programme (GEP)
To provide opportunities for the intellectually gifted to
develop their potential in an education environment that is
designed to stimulate intellectual growth
GEP 2014 Schedule
Details of the
GEP tests will
be given out.
• In August
GEP Screening
Test
(English and
Mathematics)
• Fri, 22 Aug
GEP Selection Test
(English,
Mathematics and
General Ability)
• Tues, 14 Oct and
Wed, 15 Oct
Based on Primary 1 to 3 English Language and Mathematics Syllabuses.
Note: Refer to the MOE letter dated 10 Feb 2014 for more details
How can I help my child?
Do…
monitor your child’s daily work
give encouragement and support
in areas for improvement
praise your child for any progress
made
Avoid …
placing too much emphasis on
marks and grades
making comparison of your child’s performance with other pupils/siblings/relatives
giving more homework than necessary, or as punishment
Work out a timetable for studies & play
• Practical – avoid having too many activities
• Include time for rest & recreation
• Set priority for weaker subject
• More does not mean better; children must be given support & guidance
• Take him seriously when he says that he cannot do his homework. Find out why.
Motivate your child towards his goal
• Active listening
• Recognise your child’s effort and improvements
• Acknowledge his strengths before weaknesses
• Provide practical support
• Reward
Every Child Matters
Every moment in the school matters
Character & Citizenship Education
(CCE)
Goal of CCE
Components in CCE
Discipline
Pupils’ Well-being
Outline
Goal of CCE • To inculcate values and build
competencies in our students to develop them to be good individuals and useful citizens.
• CCE is central to the Framework for 21st Century Competencies and Student Outcomes.
Components in CCE
CME / CCE
lessons
Form Teacher
Guidance Period
(FTGP)
School-based CCE
(Assembly programmes)
CCE Guidance
Module
(Sexuality Education)
CCE
Form Teacher Guidance Period (FTGP)
• Form teachers’ quality interaction with pupils
• Strengthen pupils’ social and emotional competencies
• School hour has not been extended
• Part of FTGP is conducted during supplementary lesson time
Discipline
• Homework is completed and submitted on time
• Your child returns home on time and safely after school
Well-being of Your Child
Mind
Body Heart
Help your child to develop a healthy body & mind
Well-nourished Body
• Have sufficient sleep (sleep early)
• Balanced diet
• Regular exercise
Focused Mind
• Set schedule at home to manage between study and leisure
• Provide support, academically and emotionally
• Right amount of stress
Create a conducive study environment • Free from distractions
• Good lighting
• Proper ventilation
• Reference books
• Proper furniture
Happy Heart
• Be there for your child
• Active listening
• Create recreational activities
• Allow them to have their personal space
English Language @ Canberra A Strong Foundation for Rich Language & Life
EL Syllabus
Approach to Learning English Language
Assessment Matters
Partnership with Parents
Overview
Outcome…
All children should enjoy learning English,
develop good language skills, be effective
communicators and lifelong learners.
New skills for a changing world • Prepare our children for life and work in
the 21st century
• Develop pupils to be
•Effective communicators
•Confident, self-directed learners
EL Syllabus 2010 Emphasis on
•Strengthening the foundation of language learning
•Enriching the EL curriculum in our schools
STELLAR Strategies for English Language Learning
and Reading
Aims to move EL learners towards independence using authentic texts and learning activities that motivate and engage different learners
STELLAR Lessons STELLAR lessons develop …
Language Skills
Listening & Viewing
Speaking & Representing
Reading & Viewing
Writing & Representing
STELLAR Lessons STELLAR lessons develop …
Social Skills oral interaction among peers in non-
threatening situations working in partnership with other
children turn-taking & respect for others during
class discussions
What is a lower primary STELLAR lesson like?
31
1.Shared Reading Experiences
2. Shared Writing
Experiences 3. Language Use Activities
Children read a storybook with the
teacher and engage in discussion
with teacher and peers.
The teacher prepares mini-lessons based on
specific needs of children to prepare them for
reading & writing activities, e.g. grammar,
vocabulary, word recognition, decoding skills &
spelling.
The teacher models writing using
children’s language. Children
engage in writing together and
writing independently.
What is an upper primary STELLAR lesson like?
32
Reading To Learn
Writing
As Process Differentiated Instruction
The teacher modifies her teaching to cater to the
specific needs of children to build their language
skills. The teacher models the writing
processes for different text
types. Children engage in
writing together and writing
independently.
Teacher uses different strategies to
help children read and understand
different types of texts.
Making the Transition From Lower to Upper Primary
Learning to Read Reading to Learn
Shared Reading Silent Reading
Big Books Range of Text Types
Overview of Assessment 2014 Term 1
(10%)
Term 2
(SA1 -20%)
Term 3
(10%)
Term 4
(SA2-60%)
Review 1
30 marks
Review 2
30 marks
Language use and
Comprehension
Vocab
Grammar
Cloze Passage
Sentence
Manipulation
Comprehension
Paper 1
Writing (20m)
Paper 2
Language Use and
Comprehension (50m)
Paper 3
Listening
Comprehension(14m)
Paper 4
Oral (16 m)
Review 3 (5%)
30 marks
Language use and
Comprehension
Vocab
Grammar
Cloze Passage
Sentence
Manipulation
Comprehension
Review 4 (5%)
20 marks
Reader’s Theatre
Paper 1
Writing (20m)
Paper 2
Language Use and
Comprehension (50m)
Paper 3
Listening
Comprehension(14m)
Paper 4
Oral (16 m)
P3 Assessment These are examples of changes in assessment to give students greater scope for interpretation and personal response.
Paper 1 - Writing
Paper 2 - Visual Text Comprehension
Comprehension
Sentence Manipulation (Combining sentence)
Paper 3 -Listening Comprehension
Paper 4 –Stimulus-Based Conversation
Paper 1 Composition (20 marks)
Continuous Writing •3 pictures with an open-ended ending •3 Pictures in sequential order
Paper 2 Language Use and Comprehension (50 marks)
Vocabulary (MCQ, Cloze) Grammar (MCQ, Cloze) Sentence Manipulation* Visual Text Comprehension* Comprehension*
Paper 3 Listening Comprehension (14 marks)
Picture Matching Sequencing of events Note-Taking Text-Based listening
Paper 4 Oral (16 marks)
Reading Aloud (6 marks) Stimulus-Based Conversations (10 marks)
Timeframe
• Changes will be introduced in phases
• Teachers will have adequate time to prepare pupils.
Support @CPS
• STELLAR Unit Worksheets
• Little Red Dot
• Structured Reading Approach
• Reader’s Theatre
• School-wide programmes
• Partnership with parents Communication Plan(termly)
Mathematics@ Canberra
OVERVIEW TERM 1 TERM 2 TERM 3 TERM 4
Topics • Numbers to
10 000
• Addition and
Subtraction
• Solving Word
Problem 1
• Multiplication
• Division
• Heuristics
• Length
• Mass
• Volume
• Word Problem 2
• Bar Graphs
• Heuristics
• Time
• Money
• Equivalent
Fractions
• Addition and
Subtraction of
Fractions
• Heuristics
• Angles
• Perpendicular and
Parallel Lines
• Heuristics
Assessment Topical Test 1
Topical Test 2
Semestral
Assessment 1
(Term 1 & 2 topics)
Topical Test
Practical Test
Semestral
Assessment 2
(Term 1 to 4 topics)
Marks 25 marks each test 80 marks 25 marks each test 80 marks
Weightings 10% each 20% 10% each 60%
Combined
Percentages
30% 70%
Overall
Percentages
100 %
ASSESSMENT FORMAT Primary 3
(Term 1) (Term 3) (Term 2 & 4)
Topical Test 1 and 2 Practical Test Topical Test Semestral Assessment
1 & 2
Written paper Hands-on Written paper Written paper
Total – 25 marks each Total – 25 marks Total – 25 marks Total – 80 marks each
Section A (8 marks)
4 MCQ x 2 marks
Section B (8 marks)
4 SAQ x 2 marks
Section C (9 marks)
3 LAQ x 3 marks
12 – 13 SAQ Section A (8 marks)
4 MCQ x 2 marks
Section B (8 marks)
4 SAQ x 2 marks
Section C (9 marks)
3 LAQ x 3 marks
Section A (40 marks)
15 MCQ x 2 marks
Section B (40 marks)
15 SAQ x 2 marks
Section C (20 marks)
5 LAQ x 4 marks
40 min About 30 min 40 min 1 h 45 min
APPROACH
• Concrete Pictorial Abstract (CPA)
Develop more precise and more comprehensive mental representations, often show more motivation and on-task behaviour, understand mathematical ideas and better apply these ideas to life situations
(Harrison & Harrison, 1986; Suydam & Higgins, 1977)
http://www.k8accesscenter.org/training_resources/
CRA_Instructional_Approach.asp
APPROACH
• Consolidating of Understanding through Diagnostic Packages
Diagnostic-tests
Intervention worksheets (Parallel Questions)
APPROACH • Teaching of Heuristics
Primary 1 Primary 2 Primary 3
Heuristi
cs
• Model
Drawing
• Draw A
Diagram
• Number
Pattern
• Act It Out
• Model
Drawing
• Draw A
Diagram
• Number
Pattern
• Act It Out
• Guess and
Check
• Model
Drawing
• Draw A
Diagram
• Look for
Pattern
• Act It Out
• Guess and
Check
• Listing
PROGRAMMES
• Financial Literacy Programme Learn to make informed and responsible decisions relating to the use of monies
Understand the consequences of spending beyond his/her means
PROGRAMMES
• Math and Science Day
Using ‘Play’ as Pedagogy
Creation of games
PROGRAMMES
• Mathematics Enrichment Understand and appreciate the different problem solving techniques
Think creatively and ‘out of the box’
Apply the various techniques with more confidence
PARENTS’ SUPPORT Parents play a KEY ROLE
• Develop interest in Mathematics
Be a role model
Play games and solve puzzles
Engage in Mathematical Reasoning
Relate concepts to authentic situations
PARENTS’ SUPPORT Parents play a KEY ROLE
• Parents in Education (PiE) Website
http://parents-in-education.moe.gov.sg
CURRICULUM INTEGRATION (CI)
Curriculum Integration
Enduring Understanding: Everyone has different views because we see things from diverse
perspectives
English Art Science
Pupils will discover diverse perspectives through meaningful
activities based on common skills across the curriculum
Skills in CI
• Decision-making
• Presentation skills
• Self-Discipline and Teamwork (iCrest values)
SCIENCE @ CANBERRA
LEVEL / ENRICHMENT PROGRAMMES
STRATEGIES
• to build on their interest
• stimulate their curiosity
Inquiry-based
Learning
• to consolidate learning
• to have a deeper understanding linkage
of the themes
Concept map
• to scaffold learning ‘RICHES’
What does ‘RICHES’ stand for?
R Read
I Interpret
C Concept(s)
H Highlight
E Elaborate
S Sieve/
Solve
Assessment Term 1 Term 2 Term 3 Term 4
Alternative
Assessment
• Spelling
(20m), week 6
• Practical
(20m), week 9
SA1 Written
Paper
• Booklet A (48m)
• Booklet B (32m)
Alternative
Assessment
• Practical
(20m), week 6
• Topical Test
(20m), week 9
SA2 Written
Paper
• Booklet A (48m)
• Booklet B (32m)
Parents’ Support
Encourage
children to make
good use of
textbook (read,
refer, highlight,
take notes)
Provide
opportunities to
generate interest
in Science
Reinforce
Strategies learnt
in school
Help to relate
learning to daily
life
Reminders
•Keep the textbooks and notes as topics are tested in P4-P6 exams
Highlights of P3 Programmes
& CCA
P3 After School Programmes
Term 1
• Swimsafer
• Remedial
• Supplementary
• CCA
AESTHETICS
• CCA SPORTS
Term 2
• House Practice
• Conversational
Chinese & Malay
• Remedial
• Supplementary
• CCA
AESTHETICS
• CCA SPORTS
Term 3
• CCA CLUBS
• CCA Uniformed
Groups
• CCA AESTHETICS
• CCA SPORTS
• Conversational
Chinese & Malay
• Remedial
• Supplementary
Term 4
• CCA CLUBS
• CCA Uniformed
Groups
• CCA
AESTHETICS
• CCA SPORTS
• Remedial
• Supplementary
P1 to P6 PE & Aesthetics
Curriculum
P3 TO P6 Sporting/ Cultural
Events and CCA Activities
P1 & P2 PAL
( Movement Explorations & Performing Arts)
EXPOSE ENGAGE
P3 TO P6 Representing
School in National Competitions and
Performances
P3 to P6 Outdoor Education
ENRICH
PE & AESTHETICS T & L Approach
3 Es
CCA programmes
CCA ( Audition & Selection ) - Choir - Orchestra Band - Malay Dance - Chinese Dance - Indian Dance - Football - Floorball - Badminton - Athletics - Basketball - Robotics - Track and Field
CCA ( Open Entry ) - Media Club - Science & Environment Club - EL Drama Club - Library Ambassadors - Cub Scouts UG - Brownies UG - Art Club
THANK YOU
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