CHIJ
Our Lady of the Nativity
Networking @ OLN
21 January 2017
ENGLISH LANGUAGE
DESIRED OUTCOMES FOR EL
PROFICIENCY IN SINGAPORE
• All students to be able to use English to express themselves.
• All students to attain foundational skills, particularly in grammar, spelling and basic pronunciation.
• The majority of students to attain a good/high level of competency in English, in both speech and writing.
LANGUAGE LEARNING
• Listening, Reading & Viewing (Receptive Skills) • Speaking, Writing & Representing (Productive Skills) • Grammar & Vocabulary (Knowledge about Language)
NATIONAL CURRICULUM
STELLAR STrategies for English Language Learning And Reading
The STELLAR Vision Children who love reading and have a strong foundation in the English Language
EL ENRICHMENT @OLN
STRETCH Reading Programme – REAL (Rich, Enduring & Active Learning)
• Use authentic, rich literary texts to create a language-rich environment • Promotes love of reading through enjoyment of great stories (link to The
STELLAR Vision - Children who love reading and have a strong foundation in the English Language) • P3
• ‘The Magic Paintbrush’ by Laurence Yep
• ‘Freckle Juice’ by Judy
Blume
EL ENRICHMENT @OLN
• P4
• ‘Charlotte’s Web’ by E.B White
• ‘The Jungle Book’
by Rudyard Kipling
EL ENRICHMENT @OLN
DISCUSSION OF CURRENT AFFAIRS
P3 P4 What’s Up (monthly) ST’s Little Red Dot (weekly)
READ! READ! READ!
Whole School Reading Programme with the National Library Board
- Books To Go (Mass Borrowing - once every term)
Pupils are able to borrow a wide variety of reading materials that best fit their reading profile and borrow items on the spot.
- What a Wonderful Read (P4)
EL @ OLN
What Else? • The Writing Workshop Focused teaching of writing skills to boost better acquisition of writing techniques • Teaching of Comprehension Skills By the end of P3 & P4, students will be competent in these Comprehension skills:
Level /
Skill
Finding
Info
Sequencing Inferring Cause and
Effect
Fact or
Opinion
Point of View
and Purpose
1 √
√
2 √
√
3 √
√
√
4 √ √ √
√
5 √
√
√
√
√
6 √
√
√
√
√
√
EL @ OLN
ICT-enriched lessons • Use of media (video clips, movies)
• Use of Web 2.0 tools
• MCOnline –
Assignments (during Term, school holidays and on Home-Based Learning (HBL) Day)
Examples – Language Practices and Writing Buddy
EL @ OLN
Stretch Opportunities (Beyond Curriculum)
• Plain English Speaking Award (PESA)
• Trinity Guildhall Speech and Drama Elective Enrichment (after curriculum hours on Wednesdays)
EL @ OLN
Support Structures • Remediation lessons (Mondays) for selected students • Reading Remediation Programme (RRP) • School-based Dyslexia Remediation Programme (SDR)
ASSESSMENT
Term 1 Term 2 Term 3 Term 4
CA1
Language Use and
Comprehension only
SA1
Papers 1 - 4
CA2
Language Use and
Comprehension only
SA2
Papers 1-4
10% 30% 10% 50%
Home-School Collaboration
READING is imperative to success in English! On your part, please support us by:
- Modelling good language use practices at home. i.e. speaking SE
- Encouraging READING on a daily basis (this is where vocabulary is
acquired and grammar structures taught in school internalized. Kids
also get ideas for writing when they read)
- Children should read a book fortnightly.
- Encouraging your kid to READ WIDELY
(meaning novels, news, guide books, visual images, short stories etc)
- Films are awesome!
- TALK to your kid about what’s current and what she has read. Also talk
about what you see around you. This would get her speaking and
thinking in the language.
MATHEMATICS
Content
1) Aims Of The Maths Curriculum 2) Teaching & Learning Approaches
3) Assessment Matters
Aims of Math Curriculum
• To acquire the necessary mathematical
concepts and skills for everyday life
• To develop mathematical thinking and
problem solving skills and apply these skills to formulate and solve problems
• To be able to use mathematical language to express mathematical ideas precisely,
concisely and logically
Teaching & Learning Approaches
Primary 3 / 4 Mathematics Programme
• Play-and-Learn Mathematics (PALM)
• Problem-solving
• Heuristics
• Challenging Problem-solving
• Math Journals
• Math Enrichment
(1) Play-and-Learn Mathematics (PALM)
Programme
• Infused into daily lessons
• Acquiring concepts through concrete materials
• Interpreting the mathematical solution in the
context of the real-world problem
• Developing cooperative and collaborative skills
Teaching & Learning Approaches
(2) Problem-Solving Programme
• Aims to strengthen pupils’ application of concepts
• Spiral curriculum in developing pupils’ problem
solving ability
• Strategies taught include :
- drawing models
- re-drawing models for better visualization
- using diagrams & pictures
- applying familiar concepts from other topics
Teaching & Learning Approaches
(3) Heuristic Programme
Pupils need to develop their various thinking skills
and heuristics to help them solve mathematical
problems. Thinking skills are skills that can be
used such as classifying, comparing, sequencing,
analysing parts and wholes, identifying patterns
and relationship.
Teaching & Learning Approaches
Heuristic Programme
P1 P2 P3 P4
• Looking for a
Pattern
• Draw-it-out
• Revision of
skills learnt
at P1
• Model-
drawing
• Guess &
Check
• Listing
• Revision of
skills learnt
at P2
• Restating
the Problem
• Working
backwards
• Revision of
skills learnt
at P2 and P3
• Before and
After Concept
• Points and
Spaces
Concept
Teaching & Learning Approaches
(4) Challenging Problem-Solving
• Differentiated learning materials which aims to expose pupils’ to higher-order thinking problems
Teaching & Learning Approaches
(5) Maths Journals
• A communication tool between the pupil
and the teacher.
• Reveals pupils’ learning of knowledge
and skills
• Serves as a tool for teachers to find out
pupils’ learning gap so that follow-up
actions can be taken.
Teaching & Learning Approaches
(6) Enrichment Programmes • Math Olympiad Enrichment Programme
Aims to level up competencies of high performing pupils’ in solving challenging and non-routine problems
Term 2 / 3 (6 to 8-hour programme) Selected pupils
Teaching & Learning Approaches
Assessment Matters
Purpose of Assessment • To gather evidence about pupils’ knowledge
of Mathematics • To ascertain whether learning has taken
place
• To provide parents with information on their children’s achievement
Assessment Matters
When do we
assess our
pupils?
Formative
Assessment
(On-going)
Summative
Assessment
Day-to-day • Performance Tasks
• Questioning & Feedback
• Use of mini-whiteboards
• Evidence from pupils’ work
• Group/Class Presentations
Short Term • Diagnostic Tests • Math Journals
• CA1 and CA2
Long-term • SA1 and SA2
Modes of Assessment
Assessment Matters
Format for CAs & SAs
P3 Duration Total
marks
Section A:
Multiple Choice
Questions
Section B:
Short Answer
Questions
Section C:
Long Answer
Questions
CA1 1 hour 40 1m x 6 = 6m 2m x 10 = 20m 3m x 2 = 6m
4m x 2 = 8m
CA2, SA1
and SA2 1 hour 45 min 80 2m x 10 = 20m 2m x 15 = 30m
3m x 6 = 18m
4m x 3 = 12m
Assessment Matters
Format for CAs & SAs
P4 Paper Duration
Section A:
Multiple Choice
Questions
Section B:
Short Answer
Questions
Section C:
Long Answer
Questions
CA1
CA2, SA1
and SA2
Paper 1 1 h 2m x 15 = 30m 2m x 15 = 30m -
Paper 2 1 h 10 min - - 11 questions
(40m)
Home-School
Collaboration
Monitor your child’s progress regularly. Ensure that your child completes her daily homework. Acknowledge your child’s strengths and learning gaps. Go through daily work with her. Train your child to persevere if a problem seems difficult. Show all workings clearly. Help your child to know that everyone can
learn Math.
Thank you
SCIENCE
What does my child learn
in science?
How does my child learn
science?
How is my child assessed
in science?
How can I support my
child in learning
science?
Why does
my child
learn
science?
Objectives
Science concepts to understand themselves and things around them
Develop process Skills &
Cultivate attitudes
Why Does My Child Learn Science?
Engagement
Exploration Evaluation
Explanation Elaboration
Approach to Teaching & Learning
Themes * Lower Block (Primary 3 and 4)
Diversity • Diversity of living and non-living things
• Diversity of materials
Cycles • Cycles in plants and animals (Life cycles)
• Cycles in matter and water (Matter)
Systems • Plant system (Plant parts and functions)
• Human system (Digestive system)
Interactions • Interaction of forces (Magnets)
Energy Energy forms and uses (Light and heat)
What Does My Child Learn In Science?
Observing
Comparing
Classifying
Predicting
Inferring
Formulating hypothesis
Evaluating
Generating possibilities
Communicating
(chart, pictorial, tabular or graphical)
Analysing
Creative problem solving
Decision making
Investigation
Process Skills
What Does My Child Learn In Science?
P3 Science Modes of Assessment
When Formative
Assessment
(On-going)
Summative
Assessment
Class Time • Questioning & Feedback
• Pupils’ daily’ work
• Group Presentations
• Science Journals
• Supplementary worksheets
Term 1 & 3 • CA1 and CA2
(CA2 include a
Performance Based
Assessment)
Term 2 & 4 • SA1 and SA2
Type of
assessment
&
weightage
(%)
Duration Total
marks
Section A:
Multiple Choice
Questions
Section B:
Long Answer
Questions
CA1 (10%)
&
CA2 (10%)
1 hour 50 2m x 15qns =
30m
10 Qns
(Marks between 2
& 4 marks for each
question)
Total: 20m
SA1 (30%)
&
SA2 (50%)
1 hour 30
mins
100 2m x 30qns =
60m
14 Qns
(Marks between 2
& 4 marks for each
question)
Total: 40m
P3 Science Modes of Assessment
Marks are awarded for correct key concepts and not key words.
Marks will be deducted for additional wrong concepts.
Marking Scheme
Application of Science Concepts
in our daily lives
How can I support my child
in learning Science?
A wooden chair and a metal chair are
placed in an air-conditioned room.
When we touch them, the metal chair
feels colder. Why?
Material
• Use concept maps or mind-maps to
summarise main concepts
• Use mnemonics / acronyms to
remember certain facts, e.g. the four
conditions for photosynthesis:
How to help your child revise
Science Readers
Expose your child to a range of
Science questions focusing on
different skills and processes and
encourage her to practise consistently.
How to help your child revise
Thank You!
