Warmly Welcomes Parents of Self-Discipline Level School/Forms and Circulars/P3 Forum/P3...Term 4 Summative Assessment (Semestral Exam) Balancing Assessment @ CPS . First test 67% or

Warmly Welcomes Parents of Self-Discipline Level

P3 Forum

31 March 2017

Flow of Events • Introduction of Teachers

• School Leader’s Address

• Presentations on

• Level Programmes by:

English Department

Mathematics Department

Science Department

CCA

• Well-Being of Your Child and ICT matters

• Q & A Session

• Presentation by Mother Tongue Department

OUR SCHOOL LEADERS

Mr Sam Wong Principal

Mr Kumar Palaiyan Vice Principal

(Academic)

Mr Kevin Patt Vice Principal

(Admin)

OUR SELF-DISCIPLINE TEAM

Faculty Head

Ms Rajas

Level Rep

Ms Cheok

Deputy Level Rep

Ms Lee

Level Discipline

Master Mrs Aw

Asst Faculty

Head

Ms Maisarah

Form Teachers

Self-Discipline 1

Ms Lee

Self-Discipline 2 Self-Discipline 3

Ms Cher

Self-Discipline 4

Mr Gan

Self-Discipline 5

Ms Cheok

Self-Discipline 6

Mrs Andrew

Self-Discipline 7

Mr Sim

Mrs Aw

Co-Form Teachers

Self-Discipline 1

Mdm Zheng

Self-Discipline 2 Self-Discipline 3

Mrs Aw

Self-Discipline 4

Ms Win

Mr Yue Mdm Teo

Mr Shah

Self-Discipline 5

Mdm Wong

Self-Discipline 7

Mdm Chang

Self-Discipline 6

Mrs Lee

Co-Form Teachers

Mother Tongue Teachers - Chinese

Mdm Zheng Mrs Aw Mdm Chang

Mr Goh Mr Yue

Mdm Khoe

Mdm Wong

Mother Tongue Teachers –

Malay

Cikgu Jannah Cikgu Azean

Mother Tongue Teacher –

Tamil

Mrs Suresh

SUPPORT STAFF

Mrs Vijay

School Counselor

Mdm Teo Siew Lee

Allied Educator

Mr Kumar

Vice - Principal

Opening Address

Education System – Primary Level

Primary 1 to 2

Orientation Stage:

Primary 5 & 6

Subject Based

Banding

Parental Option

PSLE

Primary 3 to 4

Foundation Stage:

Student Outcomes

Confident Person

Thinks independently

Communicates effectively

Has good inter-personal skills

Concerned Citizen

Is informed about local and

world affairs

Empathises with and

respects others

Participates actively

Self-Directed Learner

Takes responsibility

for own learning

Questions, reflects, perseveres

Uses technology adeptly

Active Contributor

Exercises initiative

and takes risks

Is adaptable, innovative,

resilient

Aims for high standards

Growth and Celebration Portfolio • Curation of pupils’

learning. • To showcase best

work or what the pupil is most proud of.

How will this benefit my child?

• More opportunities to showcase their learning

• Caters to wider range

of learning styles

• More confident

• Motivated to learn

• Enjoys learning

Balancing Assessment @ CPS

Confident Children, Self-directed

Learners and Caring Citizens


Redefining our assessment practices to:

provide a student-centric education that

focuses on quality learning and teaching

allow more self-directed learning - get

students to actively engage in the

assessment process to monitor and

improve their own learning

a reflective tool to enable every pupil to

reach his/her potential

streamline assessment

Assessment is NOT just about testing or

examination

Assessment should be holistic to support

learning and development to bring about

Confident Children, Self-directed

Learners and Caring Citizens


CPS Assessment Model - Balancing Assessment

AoL

AaL

AfL


Assessment of Learning

Assessment as Learning

Assessment for

Learning


Learning to learn

Self-improvement

Formal

assessments


AoL

AaL

AfL


Terms Assessments

Term 1 Teaching and Learning in the

classroom

No weighting

Term 2 and 3 Holistic Assessments

Term 4 Summative Assessment

(Semestral Exam)


First test

67% or more

< 67%

Pupils can

choose to sit

for the

Improvement

test

Pupils are

competent and

exceeding – need

not sit for the

improvement test

How is Holistic Assessment administered?

(Term 2 and 3) First assessment will be

administered in Week 5

Improvement test

(second test) will be

administered within next

two weeks for pupils

achieving less than 67%

(only for term 2)

Improvement test

- Max score 66%

Target not

achieved


An example of how holistic assessment is assessed:

First Test Score Does the pupil sit

for the

improvement test

Score for the

improvement

test (Second

test)

Final

Score

Taken

Pupil A

72% No NA 72%

Pupil B

60% Yes 65% 65%

Pupil C

62% Yes 58% 62%

Pupil D 60% Yes 80% 66%

Holistic Assessment - Pupils need to get a minimum

marks of 67% for the first test.


Levels Term 1 Term 2 Term 3 Term 4 Total

Weighting

P3 Formative

Learning

30%

HA

20%

HA

50%

SA

100%

2017 Assessment Weighting as stated

in the pupil’s handbook pg 19


For Holistic Assessment:

No suspension of timetable. Test is administered during

subject periods.

TOS will be given to parents

Exam timetable for parents

Level to fix a day for the test for the individual subject

Papers are to be given by latest week 7 due to retest in

week 8

Absentees need to produce Medical Certificates for

absence


The respective Heads of Department

will elaborate more on the modes of

assessment pertaining to the respective

subjects.


5 Resources for

Self-Directed Learning

Self-learning apps

Videos

Reading for interest

Concept maps

Unique @ P3

• Introduction to Science: Every Child A Seed

• CCA

• Swimsafer

• Leadership Selection (Prefects)

• Sports Education Programme (SEP)

• Interest - based enrichment

Do…

monitor your child’s daily work

give encouragement and support in areas for improvement

praise your child for any progress made

How can I help my child?

Avoid …

placing too much emphasis on marks and grades

making comparison of

your child’s performance 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

To provide opportunities for the intellectually gifted to develop their potential in an

education environment that is designed to stimulate intellectual growth

Gifted Education Programme (GEP)

GEP Schedule 2017

More details of the GEP tests will be given at a closer date.

GEP Screening Test

(English and Mathematics)

(23 August 2017)

GEP Selection Test

(English, Mathematics and General Ability)

(19 and 20 October 2017)

Details of the GEP

tests were given in January.

Mrs Sarahlyn Aw

Senior Teacher, English Language

English Language

Equip Canberrians with the necessary skills to prepare for the changing world

Develop pupils to be

•effective communicators

•confident and self-directed learners

English Language @ Canberra

English

Other Subjects

Curriculum Integration

1:1 Learning Drama Strategies

The Stellar Approach

STELLAR Term 1 Strategies for English Language Learning and Reading

Curriculum Integration Theme : Perception

Emotions Famous People and Places Honesty

Theme – Emotions

Big Book Reading

Language Usage

Vocabulary and Grammar Spelling

Writing, Speaking, Listening, Reading

Splendour of Learning

Differentiated Instruction

Drama Strategies

1 to 1

Personal Learning Device

Drama Strategies

Role Play

Collaborative Learning

Drama Strategies

Readers Theatre


English Enrichment

Readers Theatre Nearing Term 3

1 to 1 Use of Personal Learning Device

• Use of e-dictionary - pronunciation and meanings

• Use of Showbie or Seesaw platforms - oral recording, writing publication and any sharing of work for peer learning

• eBook making • poster making

• STELLAR Unit Booklets (Term 1 - 4)

• Range of supplementary worksheets

• Little Red Dot

• Annual English-Aesthetic Week

• Musical Curriculum

• Competitions

Splendour & Rigour in Learning

Main Changes in P3 English Components

• Composition

• Listening Comprehension

• Main Paper –

Sentence Manipulation and Comprehension

Main Concerns

• Oral

• Composition

Primary 2

Primary 3

• 90 – 110 words • Simpler words and

structure • Expression – e.g. varying pitch

• 120 – 140 words • Increased difficulty in

words and structure • Expression – e.g. varying pitch and tone

Oral Reading Aloud

Oral

Oral Guide

- Guidelines

- Speech Practices

- Sample Practices

Fluency, Accuracy and Expression

Pitch

Pace

Volume

Stress

Tone

Oral – Reading Aloud

Dave listened to the screams coming from the pirate ship.

It seemed very thrilling, so Dave wanted to have a go. However, his parents were worried about him.

“I’m not afraid at all! Let’s go!” Dave said confidently.

When it was finally their turn, Dave sat between his

parents. Once the ship began moving, his excitement turned into anxiety.

“Mum, Dad, can you stop the ship, please?” Dave said weakly.

“Of course not, Dave. Close your eyes. I will hold on to

you,” his mother said to comfort him.

Dave’s mother held him close to her. The pirate ship

swung higher and higher, from one end to the other. Throughout the ride, Dave held his breath and waited for the worst to be over.

At the end of the ride, Dave got off the ship on wobbly legs. “Never again,” Dave muttered.

Oral Passage

Primary 2

Primary 3

• Slight elaboration • Generally correct

language

• More developed elaboration

• Correct language and better vocabulary

Oral Stimulus-Based

Conversation

Answer

Personal Response

A

R

E

A

Oral – Stimulus-based Conversation

Reason

Experience/ Example

Restate Answer

Composition

Previous Format Current Format

Primary 2

Primary 3

• At least 80 words • Given sequence • Generally correct

language and appropriate vocabulary

• At least 100 words • Less guided • Interesting • Relevant content that

aligns with title and pictures

• Correct language and varied vocabulary

Composition

Writing Cycle

PLAN

WRITE

EDIT/REVISE

PUBLISH

Writing Guide

Composition

Use descriptors and teachers’ feedback to identify areas for improvement Review mistakes Give them credit for progress

Composition

English Assessment

Term 1

No

Weighting

Term 2

30%

Term 3

20%

Term 4

50%

Assessment

Mode

Formative

Learning

Holistic

Assessment

Holistic

Assessment

Semestral

Assessment

Reinforcing Language Skills

Consolidation of Language Skills

Acquisition of Language Skills

Term 2 (30%) Holistic Assessment

Term 3 (20%) Holistic Assessment

1) Language Components (20 m)

- Grammar MCQ (12 m)

- Vocabulary MCQ (8 m)

2) Oral and Stimulus-Based (16 m)

Conversation

1) Language Components (21 m)

- Grammar Cloze 1 (4 m)


- Vocabulary Cloze (5 m)

- Sentence Manipulation (3 m)

- Editing (5 m)

2) Listening Comprehension (14 m)

3) Composition (20 m)

English Assessment

Term 4 (50%)

Semestral Assessment

1. Language Components (50 m)

- Vocabulary MCQ (6 m)

- Grammar MCQ (8 m)



- Vocabulary Cloze (5 m)

- Sentence Manipulation (3 m)

- Editing (4 m)

- Comprehension 1 (8 m)

- Comprehension 2 (8 m)

2. Oral and Stimulus-based Conversation (16 m)

3. Composition (20 m)

4. Listening Comprehension (14 m)

English Assessment

Parental Support

Review corrections (e.g. compositions and other English worksheets)

Review guidelines (e.g. oral and writing booklets)

Review and redo learning materials in English files

Encourage your child to apply strategies introduced by teachers (e.g. identifying contextual clues)

Parental Support

• Library Visits • Read aloud

• eBooks and audio

books

• English TV programmes

Fiction Chapter Books

Non-Fiction

eBooks Audio Books

Parental Support

• English games

- iPad versions - board games

Parental Support

• Encourage child to find out what they do not know

- Online Dictionary - www.kiddle.co - Youtube Kids

Mathematics

Miss Low Pei Yi

P3 Math Representative

Mathematics @ Canberra

Objective:

All pupils will achieve a level of mastery of mathematics that will serve them well in life.

Spiral curriculum

Topic Content Changes

Perpendicular & Parallel Lines

Perpendicular & Parallel Lines is covered in P3 instead of P3 and P4

CONTENT CHANGES FROM 2007 TO 2013

MATH SYLLABUS

(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

http://www.k8accesscenter.org/training_resources/CRA_Instructional_Approach.asp

USE OF HANDS-ON MANIPULATIVE

USE OF DIGITAL MANIPULATIVE/APP

• Read the question

• Identify what is ‘asked’

• Concepts or topics

1) Understand the Problem

• Heuristic Skills

• Examples seen

• Strategies taught

2) Devise a Plan

3) Carry Out the Plan

• checking for reasonableness of answer

4) Look Back

R

I

C

H

E

S

APPROACH Polya 4-Steps with RICHES

1)Understand the

Problem

Polya 4-Steps with RICHES

APPROACH

Bala and Ahmad collected 24 seashells altogether. Bala had twice as many seashells as Ahmad. How many seashells had Bala?

3 units 24 1 unit 24 ÷ 3 = 8 2 units 2 x 8 = 16

Bala had 16 seashells.

24

Bala

?

Ahmad

?

2) Devise a Plan

3) Carry Out the

Plan

4) Looking Back

P1 P2 P3 P4-P6

Heuristics / Thinking Skills

Model Drawing Picture Fill in

model

Draw A Diagram

Look for Pattern

Act It Out

Guess and Check

(by table)

Draw A

Diagram Making

Supposition

Systematic Listing Draw A

Diagram

APPROACH Teaching of Heuristics

Use Math language correctly to communicate

Math ideas

For example: Number equation is used instead of ‘number sentence’

• Regroup/rename is used instead of borrow

APPROACH: Mathematical Language

Emphasise the meaning of the mathematical

terms

For example: Acute angle, quotient, parallel lines

APPROACH: Mathematical Language

APPROACH: Mathematical Representation

Not acceptable John = John does not equal the number 14. Not encouraged John – (dash and minus is misleading)

Term 1 (0%)

Term 2 (30%)

Term 3 (20%)

Term 4 (50%)

Assessment Formative Learning

Holistic Assessment

Holistic Assessment

Semestral Assessment

Mode

Weighted

Multiple forms of feedback

Written Test (100%)

Performance Task

(20%)

Written Exam (100%)

Written Test (80%)

Non -weighted

Diagnostic Tests

P3 ASSESSMENT MODE

Term 2 Term 3

Weightage 100% 80% 20%

Structure (Focus & format)

Focus: Topics and concepts

Focus: Topics and concepts

Focus: Skills and concepts

Format: MCQs

Format: SAQs LAQs

Format: Performance Task (T1-T3 topics)

Duration/ Time

45 minutes 1 hour 45 minutes

FORMAT AND FOCUS OF THE

HOLISTIC ASSESSMENT COMPONENTS

Term 4

Weightage 100%

Structure (format)

MCQs (2 marks)

SAQs (2 marks)

LAQs (4 marks)

Base Marks 80 marks

Time/Duration 1 hour 45 minutes

FORMAT OF SEMESTRAL ASSESSMENT

Primary 3

Programmes

Focussed Remediation

Financial Literacy

Math Enrichment

Financial Literacy Programme • Curriculum Infusion

• Young Savvy Spender Saver Card

PROGRAMMES

Manage

Save

Spend

Share

English Math Art Music FTGP

Learn to make and relating to the

use of monies

Understand the of his/her means

PROGRAMMES

Young Savvy Spender Saver Care Responsibility

Self-Discipline Teamwork

Innovation Excellence

PROGRAMMES

Outside curriculum hours

logical skills and analytical reasoning

Logical thinking goes hand in hand with problem solving

Think creatively and ‘out of the box’

PROGRAMMES

Mathematics Enrichment:

Encourage children to make good use of the textbook and online platforms like Koobits and LMS

Provide opportunities to generate interest in Mathematics

Provide opportunities to help relate math concepts to daily life

Reinforce Strategies learnt in school

Read

Refer

Practise

PARENTS’ SUPPORT

Science

Ms Cheok Liying

Level Representative

Levelling Up for Primary 3 Science

• What is happening?

• How can you prepare your child / ward?

LEVEL 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

• Read and understand

• Interpret the question or diagram

• Identify the key words and Concepts that are relevant to the question

• Highlight the keywords

• Elaborate and Solve the question by applying the suitable concepts

Level Themes Description Books

Primary

3

Diversity • Diversity of living and non-

living things (General

characteristics and

classification)

• Diversity of materials

Systems • Plant system (Plant parts and

functions)

• Human System (Digestive

System)

Interactions • Interaction of forces (Magnets)

Primary

4

Cycles • Cycles in plants and animals

(Life Cycles)

• Cycles in matter and water

(Matter)

Energy • Energy forms and uses (Light

and heat)

Term 1 & Term 2

Term 2

Term 3

Term 4

Themes Topics Updated / Removed Learning Outcomes

Diversity (P3)

Living and Non-living

Recognise some broad groups of living things: Animals - Birds, - Fishes, - Insects, - Mammals, - Amphibians, - Reptiles

Diversity (P3)

Materials Compare physical properties of materials based on: - hardness - strength - flexibility - waterproof - transparency - ability to float/sink in water

Some Examples of Changes in 2014 Science Syllabus

Themes Topics Updated / Removed Learning Outcomes

Cycles (P4)

Animals Observe and Compare the life cycles of animals over a period of time - butterfly, - beetle, - mosquito - grasshopper - cockroach - chicken - frog

Some Examples of Changes in 2014 Science Syllabus

For information on MOE 2014 Science Syllabus http://www.moe.gov.sg/education/syllabuses/sciences/files/science-primary-2014.pdf

Assessment Term 1 Term 2 Term 3 Term 4

Formative Assessment

Written Test • 18 Multiple Choice Questions (36m) • 4 Open-ended

questions (12 m) Performance Task (20m)

Written Test • 18 Multiple Choice Questions (36m) • 4 Open-ended

questions (12 m)

SA Written Paper • Booklet A – 24 Multiple Choice Questions (48m) • Booklet B – 10 Open Ended Questions (32m)

Duration: 1h 30min

Expose

Printed materials

Outdoors

Examine Use of the 5 Senses

Effort Time and energy

How can you prepare your child/ward?

Do you know….

Why does….

Parents’ Support

Provide

opportunities to

generate

interest in

Science

Reinforce

Strategies learnt

in school

Help to relate

learning to daily

life

Collaboration

• Keep these books

• Get your child/ward to read them

• Get him /her to ask questions

Science Textbooks

Primary 3 Primary 4

• SciberDiver

(Web portal by MOE containing websites that closely match the learning objectives of the primary and secondary science syllabuses)

https://sciberdiver.wikispaces.com/

Useful Websites

https://sciberdiver.wikispaces.com/

Reminders

• Keep the textbooks and notes as topics are tested in P4-P6 exams.

Co-Curricular

Activities

Mr Mohamed Fauzy Kasdi

PE HOD

Co-Curricular Activities (CCAs)

Co-Curricular Activities(CCAs)



CCA Guiding Principles

• Build Character, Team Spirit and Responsibility

• Be Broad-Based with Opportunities to Specialise

• Be Responsive to Inculcating National Values and Skills

• Promote Social Integration

Pursuit of Excellence

grooming talents to their fullest potential

Authentic Learning

where pupils amalgamate Knowledge-Skill-Value

acquired to signify their learning accomplishments

Discover and Develop

Knowledge-Skill-Value

THE 3E APPROACH IN CCA

ICT

Ms Lee Hui Ting

Deputy Level Representative

iPad for 1 to 1 Learning

ICT Tools for Learning

Learning Management System

(LMS)

Values of Learning

Self-directed Learning


Responsibility Level

Self-Discipline Level

• Theme-based

• Skills-based • More self-directed

learning

English Language

iPad for 1 to 1 Learning

Mathematics

Vocabulary Reinforcement of Concepts

E-book

Digital Manipulatives

Research

Science

Lab Work - Observation

Research

Curation of Learning



LEARNING

MANAGEMENT

SYSTEM

(LMS) Asknlearn

LMS as a Learning Tool

LMS

Pupils’ Portal

Academic Modules

Parents’ Portal

Learning Content for

English, Mathematics,

Science & Mother

Tongue

Self-Directed Learning

School Based E-

Learning

Parents’ Survey

Travel Declaration

Meet the Parents

Scheduling

SOME FEATURES OF THE LMS

Link & Login Info Website: http://lms.asknlearn.com/canberra_ps/

User ID: Your child’s BC Number

Password: Your child’s BC Number

Step by step guide is available on the school website

CyberWellness

What is CyberWellness? Positive well-being of Internet users

Understanding of the correct and appropriate use of the Internet

Awareness of how to protect oneself and other Internet users

Understanding of the risks of harmful online behaviour

Recognition of the power of the Internet to benefit oneself and the community

CYBERWELLNESS @ CPS

Safe Responsible

Respectful

FTGP

Lessons

Cyberwellness

Ambassadors Recess

Activities

Assembly

Programmes

Values Platforms

Do you know your child’s online social lives?

Content Sharing

sites

Social Networking

sites

Messaging apps

Managing Potential Online Risks

R E G U L A T I N G

t i m e a n d a c t i v i t i e s

M A N A G I N G o n l i n e r e p u t a t i o n

D I S C E R N

inappropriate content R E S P E C T inte l lectua l property

Student

Development &

Well-Being @

Faculty 2 Ms Rajasveri

Faculty Head

WELL-BEING OF YOUR CHILD

@ CPS

To inculcate values and

build competencies(21st

Century Skills) in our

students to develop them

to be good individuals and

useful citizens.

WELL-BEING OF YOUR CHILD @

CPS

Mental


CPS

Mental: (IP Heads)

Enrichment Programmes

Learning Support Programme (LSP) & Learning Support Mathematics (LSM) Programmes

Reading Remediation Programme (RRP)

School-based Dyslexic Remediation

Programme (SDR)

Homework Policy – 1hr


CPS

• Physical: (PE Head)

Skills-Based PE Programmes

CCA


CPS

• Social & Emotional: (CCE Head)

Interest-Based Enrichment Programmes

Counselling

Teacher-Student Relationship[TSR]

• Form Teacher Guidance Period[FTGP] &

• Teacher Student Interaction[TSI]

Student Profiling


HOME Work-Life Balance - Set schedule

at home to manage between study and leisure

Provide support, academically and emotionally

Be there for your child all the time

Active listening

Right amount of stress


HOME

• Have sufficient sleep

• Balanced diet

• Regular exercise

EVERY CHILD MATTERS

WORK HAND-IN-HAND FOR

YOUR CHILD’S DEVELOPMENT

& WELL-BEING

Thank You

Q & A

Q&A session

Names of Panel Designation

Mr Kumar Vice - Principal

Ms Rajasveri Faculty Head

Mrs Sarahlyn Aw Senior Teacher, English

Language

Miss Low Pei Yi Math Level Representative

Ms Cheok Liying Level Representative

Miss Lee Hui Ting Assistant Level Representative

Mr Fauzy Head of Department for PE/CCA

Venues for Mother Tongue Breakout Sessions

Mother Tongue Subject Venue Presenter

Chinese Language School hall Mdm Yvonne Khoe

Malay Language Meeting Room (Level 1)

Mdm Azean

Tamil Language Staff Resource Room (Level 1)

Mrs Suresh

Warmly Welcomes Parents of Self-Discipline Level School/Forms and Circulars/P3 Forum/P3...Term 4 Summative Assessment (Semestral Exam) Balancing Assessment @ CPS . First test 67% or

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