P4 Parents Engagement Session 13 January 2017...- Pupils must bring an English storybook daily ......

P4 Parents Engagement Session

13 January 2017

Overview of Briefing

Introduction of Subject Teachers

Class Expectations

Updates in 2017

Holistic Education in MJS

P4 Assessment Plan & Subject based banding

Partnership with Parents

Recess time : 10.40a.m. -11.05a.m. (25 mins)

Dry snack time : 8.55a.m. – 9.05 a.m.

Use of white board and FAST kit

Camp : Term 1 Week 10

Wed 8 Mar & Thurs 9 Mar

Home-Based learning : Thurs, 19 October – Tue,

24 October 2017

E-learning day : Term 4

New updates in 2017

Holistic Education in MJS

Reading Programme @ MJS

Boys need routine - Daily 10min independent silent reading / read aloud - Pupils must bring an English storybook daily Boys need to have direct access to books - Use of educational magazines ‘I’ and ‘Discovery Box’ - Weekly library visits (Student Pass/photocopy) - Monthly-themed activities - Termly mobile library visits - Book recommendations

Reading Programme @ MJS

Boys need role models

- Teachers read with their pupils daily for at least

10min

- Teachers share their favourite story books

- Assembly talks by local authors

Home Support

Set aside time each day for independent reading time

Surround your son with books Read aloud to your son Show that you too love reading / books “Studies have shown that parents who read a book with their children do as much good as hours of tutoring.” Thomas L. Friedman (The New York Times)

ENGLISH @ MJS

I CAN WRITE

A series of modular booklets that spans over 4 terms

Systematic and progressive teaching of writing skills

1 module = 1 skill is taught

Includes useful words and phrases, interesting introductions and conclusions

Use of Lego to engage pupils in brainstorming sessions

ENGLISH @ MJS

I CAN WRITE

Process Writing

Quality vs Quantity

-Introduction

-Problem

-Resolution

-Conclusion Sample - P4 - Module 1

P4 Assessment Plan

TERM 2 TERM 4

Semestral Assessment 1

Grammar

Vocabulary

Comprehension

Oral

Listening

Comprehension

Composition Writing

Semestral Assessment 2

Grammar

Vocabulary

Comprehension

Oral

Listening

Comprehension

Composition Writing

To build strong foundation in Mathematics,

each new topic is taught through a

structured approach using

the Concrete-Pictorial-

Abstract (CPA) approach.

2

PROBLEM SOLVING STEPS

now Highlight stem of sum

ind

Working

1. Learning through TMP/

TSP/ ICAN programme

2. Koobits (Online mathematics resource learning

platform – daily challenge.)

T1: Formative Assessment

T2: Semestral Assessment 1

T3: Formative Asssessment

T4: Semestral Assessment 2

P4 SCIENCE SYLLABUS – SYSTEMS &

INTERACTIONS

THEME TOPIC

Human System

(Digestive)

•Functions of digestive system

•Organ systems in humans

Plant System

(Plant Parts and

Functions)

•Plant parts and functions

•Organism is a system

Interactions of forces

(magnets)

•Uses of magnets

•Magnet making

•Characteristics of magnets

P4 SCIENCE SYLLABUS - ENERGY

THEME- TOPIC

Energy Forms and

Uses (Light)

•Formation of shadow

• transparency of materials

• object is a source of light or

reflects light

Energy Forms and

Uses (Heat)

•Good and bad conductors of heat

• effects of heat gain and heat loss

•heat and temperature

• common sources of heat

Section Type of question Marks

A

Multiple choice

28 Questions

56 m

B

Open-ended

12 Questions

44 m

Total:

100 m

Duration of Exam : 1 h 45 min

P4 SA1 and SA2 Format

Includes revision topics covered in P3

PR. 4C : TALENT MANAGEMENT PROGRAMME

Objective - To stretch students’ great potential in science

by nurturing the spirit of inquiry, equipping them with

higher-order thinking and process skills and granting

them exposure through problem-solving

Focus – Exellence 2000 (E2K) Programme, Competitions

Time – Every Friday 2 to 3.30 pm

PR. 4H TO 4T : EXPERIENTIAL LEARNING

SUPPLEMENTARY PROGRAMME

Objective - To ensure that our students have ample

opportunities to appreciate and apply scientific

concepts, language and skills

Focus – Meaningful hands-on activities designed as part

of the science curriculum

Time – Every Friday 2 to 3.30 pm

Montfort Junior School

P4 Mother – Tongue Assessment Plan Term 1 Term 2 Term 3 Term 4

Listening

Integrated & Interactive Performance

task : Book reflection (oral presentation

with question and answer segment)

Reading Aloud

Semestral Assessment

1

1. Listening Comprehension

2. Oral

Reading Aloud

Picture Description

Conversation

3. Composition

4. Language Use &

Comprehension

Grammar

Vocabulary

Comprehension

Integrated & Interactive Performance task

: Dialogue / Presentation based on

reading

Reading Aloud

Semestral Assessment

2

1. Listening Comprehension

2. Oral

Reading Aloud

Picture Description

Conversation

3. Composition

4. Language Use &

Comprehension

Grammar

Vocabulary

Comprehension

Speaking

Reading

Written Paper 2

CL

1.Word recognition

2.Choosing the vocabulary

3.Matching of vocabulary

4.Complete the sentence

5.Cloze passage

6.Comprehension (MCQ)

7.Comprehension (OE)

ML

1.Idioms (FIB)

2.Cloze passge

3.Comprehension(OE)

TL

1.Meaning of the words

2.Cloze Comprehension

3.Comprehension (OE)

ML

1.Idioms (FIB)

2.Cloze passge

3.Comprehension(OE)

TL

1.Case Markers (MCQ)

2.Comprehension (MCQ)

3.Cloze passage

4.Comprehension (OE)

Writing Written Paper 2

CL

1.Word recognition

2.Choosing the vocabulary

3.Matching of vocabulary

4.Complete the sentence

5.Cloze passage

6.Comprehension (MCQ)

7.Comprehension (OE)

ML

1.Idioms (FIB)

2.Cloze passge

3.Comprehension(OE)

TL

1.Meaning of the words

2.Cloze Comprehension

3.Comprehension (OE)

Language use

P4 MTL Programmes: 1.Reading programme: - Silent reading - MSSR 2.MTL week (Cultural Base Activities) 3. ICT – Lessons – IMTL portal

CCE Programmes

Form Teacher Guidance Period (FTGP)

Explicit teaching

of our School

values,

CHRISTE and

social emotional

competencies

Building positive

relationship with

peers and teachers

through play

(Interaction Time)

Lifeskills

Every Montfortian a Scholar and Gentleman

• Financial Literacy

• Leadership

Training

• Career Awareness

• Cyberwellness

CCE Programmes

Leadership development

Leadership Training

Leadership Opportunities

Every Montfortian a Leader

Based on The Leadership

Challenge Model

• Model The Way

• Encourage The Heart

• Enable Others To Act • Inspire A Shared Vision

• Challenge The Process

Pupils are given leadership roles in

class or other platforms to develop

their leadership qualities

CCE Programmes Discipline

Positive tone of discipline by affirming pupils

• Caught Doing Right –> Avenue of Stars

• I Am A Star Pupil

• We Are A Star Class

• Pupils must learn that there is consequences to

their behaviour – be it good or bad

• Refer to Pupil’s Handbook Pg. 18 – 24

CCE Programmes

Values In Action (VIA)

At home In School

CCE Programmes

National Education

Social Studies

Pupils will require to do

a project or attempt a

quiz

4 Core Events

• Total Defence Day

• International Friendship Day

• Racial Harmony Day

• National Day

1 NE Learning Journey

• A Visit to Chinatown

Primary Four Physical Education

Learning Areas (according to MOE syllabus):

Sports and Games Educational Gymnastics Outdoor Education Dance Health Education Athletics

Items to be tested:

Sit up in 1 minute

Standing Board Jump

Sit & Reach

Inclined Pull ups in 30 seconds

4 X 10 m Shuttle Run

1.6km Run-Walk

NAPFA (to be conducted in May)

Objectives: To experience independence through camp stay To promote confidence and excellence through high

elements and night walk To equip students with basic survival knowledge and

skills To instil a sense of belonging to the school

P4 Camp Experience (Overnight Camp in school)

Modular CCA

Claymation – Pupils will be

using clay figurine to make a

stop motion animation based

on their own story.

Animation will be the focus of

our Montfort Art progammes.

Pupils will be exposed to

many different ways to do

animation throughout their six

years with us.

Curriculum

Pupils will be doing:

Term 1 – Digital Art

Term2 – Relief Art

Term3 – Chinese Brush Painting

Term 4 – Pixel Art

Creating an e portfolio for your child

◎- Your child will bring home a letter with QR quote

for you to sign up the Class See Saw App.

◎This app will allows you to see the process and

the artworks that your child has made in school.

◎Through this app, you could also see the music

activities, other interesting class activities, photos

of Learning Journey…etc

◎This portfolio will follow your child all the way to

P6. It will be a great gift for your child to archive all

these precious learning and memories for their time

in Montfort.

◎ Do download the app and follow your child’s

exciting journey.

• Continuation of ensemble playing

• Guitar

• Angklung

• Xylophone and metallophone

• Creation through “soundscapes”

• Recreating sounds from familiar and unfamiliar environments

using voice and body percussion

• Music elements taught through soundscapes:

• Continuation of learning musical elements through games, singing and other activities

• Rhythm and time signatures - compound time and advanced simple time

• Tonality - Chord construction

• Texture - Melody and accompaniment

• Timbre

• Graphic notation

• Creativity and collaboration

• Advanced Form

• Pitch

• Rhythm

• Ensemble skills

2017 CCA

Modular CCA (MCCA) & CCA

Why join a CCA?

• To learn new skills and learn how to play and

work as a team.

• An opportunity to represent the school and

experience a competition or performance.

• Apply the skills, values and experiences into daily

lives as a student and as an individual.

Coaches &

Instructors

Discuss the skills &

experiences learned for

the day.

CCA teachers Discuss the soft

skills learned,

teachable moments

and values learned

for the day. Character

Education

CCA members

- Joint community service

- Games Organizers

P3 to P6

- Sportsmanship &

Spectatorship

CCA Leaders

- Leadership training

- Joint service learning

Primary 3 & 4 MCCA

• To expose and develop a love for sports, appreciation of visual or performance arts and computational thinking among Montfortians

MCCA structure

• 3 modules (Sports /Art /Computer) are introduced to Primary 3 and Primary 4 in a year.

• Friday 8.10am to 9.40am for 7 sessions.

• MCCA occurs in Term 1 to Term 2.

• Pri 4 boys can choose their CCA in Term 3

.

Understanding the Programme

Class Module 1 Module 2 Term 3 onwards

4C Computational Picasso’s Pal

CCA by Choice

(Boys select their

own CCA)

4H Computational Picasso’s Pal

4R Computational Picasso’s Pal

4I Picasso’s Pal Computational

4S Picasso’s Pal Computational

4T Picasso’s Pal Computational

Pri 3 & Pri 4 - Can I join other CCA?

• You can join in other after-curriculum CCA

Time: 3.30pm to 5.30pm*

Day: Tuesday / Thursday

After-curriculum CCA (3.30pm)

• Wushu*

• Softball

• Football

• Badminton

• Taekwondo*

• Table Tennis

• Guitar

• International Dance

P4 Assessment Plan

Rationale : Important aspect of learning and

teaching to support holistic development of our

pupils

Term 1 Term 2 Term 3 Term 4

HA SA1 HA SA2

(Streaming

Exam.)

Why introduce Subject-based Banding?

• To provide more flexibility to pupils with strengths and abilities that vary across subjects

• To encourage greater interaction among pupils with different strengths

“We recognise different abilities... and help each student to proceed at a pace that he can manage.”

Mr Tharman Shanmugaratnam

Former Minister for Education

How does Subject-based Banding work?

How does Subject-based Banding work?

Likely Subject Combinations

Likely Subject Combinations

•Any other subject-based combinations will be recommended on a case-by-case basis

After Pri 5 • Pupils will offer the same subject combination,

subject to performance

• The school will make the final decision, considering the best interest of the child

Achievement Bands

Criteria for Recommendation for Higher Mother Tongue

English, Math and Science: at least high Band 2

Mother Tongue: at least a Band 1

Interest and aptitude for Mother Tongue Language

Teachers’ recommendation

HMT will be recommended for all pupils who meet

the criteria, regardless of P5 class

Process for Subject-based Banding

After SA2, option forms will be issued where the

school will recommend the subject combination

The scores of all 4 subjects (or all 3 subjects if child

is exempted from Mother Tongue) and previous

years’ performance will be considered.

Process for Subject-based Banding

• Parents will indicate the options they would prefer their child to take. They are strongly encouraged to adopt the school’s recommendation which was carefully analysed based on the child’s results and professional inputs from teachers who have taught the child.

• Parents to meet form teacher to collect results and option form

after SA2. • Pupils will submit option form to the form teachers by

the deadline • Pri 5 classes will be assigned by 1st week of December. A

notice will be put up in school and the school website.

• At the end of Pri 5, any changes to subject combinations will be decided by the school.

Progression to Secondary Level

Progression to secondary level depends on PSLE Score. Different expectations of standard and foundation subjects will be taken into account when the PSLE score is calculated.

Offering subjects at foundation level is not a disadvantage. Your child will be able to focus on building up strong fundamentals in the weaker subjects.

Parents are strongly encouraged to prepare their child early for the subject-based banding.

Progression to Secondary Level

More information on secondary school courses

http://www.moe.edu.sg/education/secondary/courses

Partnership with Parents

Every parent a Supportive partner through :

Design daily time-table together with your son for homework and revision so as to manage his time more efficiently

Teach them the discipline to follow the time-table

Check your son’s diary daily for homework or note from teacher

Inculcate and nurture good habits – completion of homework, revision of topics taught, packing of bag daily, coming to school regularly and punctually

‘Not to smoothen the pathway for your children but to allow them to fail and try again,’ Education Minister Mr Ng Chee Meng.

Let’s build in our children the resilience to overcome obstacles and succeed in life

Partnership with Parents

Contact us if you have any queries or feedback

through Montfort diary or email or phone call

Read all circulars and termly calendar

Get school’s notifications through SNAAPP

(Please download the app in your mobile phone)