Briefing by Form Teachers

Cultivate a Classroom Spirit – develop

sense of belonging to their second home

• Set up a conducive learning environment – decorate classroom : Class theme is ??

Use of recycled materials. Welcome parental support

• Be supportive – help classmates in times of need

• show great care & concern – be mindful & refrain from hurting others in words & actions

• gracefully apologise for wronging someone

• Take responsibility for the cleanliness of classroom & canteen tables (Done in the spirit of our school value of care & services & development of life skills)

• Let’s work together to build resilience & positive social skills among peers in the children – help them manage challenges at hand

• build up essential life skills- social emotional competencies

• shape students’ characters

Supportive home & school

Self-awareness - develop positive self concept through the development of good social etiquette • speaking in appropriate tones and language both at home and in school

• greet & speak politely (‘I beg your pardon’ instead of ‘What?’)

• carry themselves well (no bags on chair; no dragging of feet)

• check that their attires fall in place at all times, develop a sense of belonging so that they will develop a love for the school (tuck in t-shirts, clean and smart uniforms, name tag is a requirement)

• sport with acceptable hairstyle (page 11 handbook)

Supportive home & school

Self-management - develop good habits

• keep classroom clean (helping out with household chores)

• keep canteen clean (return empty plate to the sink)

• organise their desk in between lessons (organise study table after doing homework)

• take good care of their belongings (don’t leave valuables)

• be punctual and be present on all school days (be punctual for family meals)

• have 9 to 10 hours of sleep per day

• submit work assigned punctually

Supportive home & school

Social Awareness

• develop empathy for others • Others’ views and thoughts matters

• appreciate diversity • Celebrate festive seasons with neighbours or friends with different ethnics.

• Recycle newspaper, bottles, plastic

• working in teams

• Be a volunteer with your child

Relationship management - develop positive relationships • getting along with siblings, playmates and peers,

• spending time with family

• conflict resolution • Agree on the root cause of the problem

• Take turns to offer solution

• Decide on a solution

Supportive home & school

Responsible Decision Making • guide children to be aware of possible consequences of their actions (e.g. see

Handbook Page 21 to 22)

• guide & encourage children to work out solutions to problems faced

• E.g . giving them the responsibility in helping out with home celebrations

Supportive home & school

Cultivate Singapore Spirit – develop sense

of belonging to school & country

Develop good citizenry - click on the Youtube links to practice singing the National Anthem & School Song: • National Anthem https://www.youtube.com/watch?v=XJlDt-FwfmU

• Refer to the student handbook to practice saying the pledge and singing the national

anthem right

• Celebrating National Day, invite / visit neigbours or friends of different ethnic on festive

celebrations, visit heritage museums

•School Song https://www.youtube.com/watch?v=fiOkMFVwh6Q

Ignite the

Singapore Spirit

Classroom Presentation English Language

Classroom Presentation Mathematics

Classroom Presentation Science

English Language

P4 Parents Engagement Session 2017

SSR – Sustained Silent Reading 10 min of silent reading

Sharing of book read by teacher or some pupils

To promote reading for enjoyment and sharing of good books read.

SR – Supported Reading (Narrative texts) Reading for understanding and enjoyment Prediction and questioning Reading strategies Text types Text features

KWL – Know-Want to Know-Learnt (Non-fiction texts) Helps readers relate a new topic or information to what they already know Anticipate what they will be reading about Become involved in the text by having them look for information they want to find.

Follow-up activities Vocabulary words Grammar items Sentence manipulation Whole-text study Writing Process

The Scarecrow and his Servant

Literature text in Semester 2

To expand pupil’s vocabulary

To expose pupils to different sentence structures

To promote discussion and in-depth analysis of

characters and plots in the story

To develop and promote: Reading for Enjoyment

and Reading to Learn

Little Red Dot Newspapers

To expose pupils to current affairs in Singapore and the world

2-3 selected articles with accompanied activity sheets

Discussions and completion of activity sheets

• Take time to read and really understand

* May need to read the text more than once

• Make connection of the text to themselves and connect ideas from different parts of the text

• Apply B.C.U. strategy to given questions before answering them (awareness):

Box the question words

Circle the tense

Underline the key words from the question

• Practise T.A.P.S. check for every single question attempted for Comprehension:

Tenses, Agreement, Punctuation and Spelling

Paper 1 – Continuous Writing Strategies

• Examine the question carefully

e.g. “Write a composition of at least 120 words about a snatch theft.” (theme)

• Use one or more of the 3 given pictures

• Spend • 5 min on planning • 40 minutes to write • 5 min to check

• Expand main ideas with details

• Exploring more on the characters. Senses, Thoughts and Feelings, Actions and Behaviour

Continuous Writing

Oral Reading Aloud

• Clear pronunciation

*More lips movement

• Consistent fluency: pausing at the right moment

• No jerks or awkward pauses

• Varying pitch

• Using appropriate tone and pace

Oral Stimulus Based Conversation

• Test on students’ ability to express their thoughts and ideas with clarity and in standard English

• Pupils should NOT merely describe given picture

• Use the picture to engage in a conversation

• Give the “why” (provide reasons), describe feelings, suggest possible actions and explain

• Use a wide range of appropriate vocabulary with accurate language structures

Examination Format CA1 (10%) and CA2 (20%)

CA1 (objective-testing) CA2

Visual text comprehension

MCQ

Comprehension MCQ and

OE

Vocabulary MCQ Vocabulary OE

Grammar MCQ Grammar OE

Punctuation MCQ Editing

Synthesis/Transformation

Examination Format

SA1 (30%) & SA2 (40%)

Paper Components Marks Weighting

%

Duration

1 Picture Writing 20 marks 20 50 min

2 Language Use

Comprehension

50 marks 50 1h 15 min

3 Listening Comprehension

14 marks 14 Approx. 30

min

4 Reading Aloud

Stimulus-based

Conversation

16 marks 16 Approx. 11

min

Total 100 marks 100

Home Support-Reading & Discussion • Find quality age-appropriate texts

eg http://www.lovereading4kids.co.uk

• Exposure to different authors and genres

• Discuss the book • Self-study (with supervision)

Between 30 to 90 min a day

Thank you.

P4 Mathematics

Parent Engagement Session 2017

Mee Toh School Mathematics Department

Vision Appreciate the beauty of Mathematics; Enjoy the process of Problem-Solving

Mission To foster Mee Tohians’ interest in Mathematics and develop their ability in mathematical problem-solving

Joy of Learning In Mee Toh School,

• We design learning activities to develop students’ appreciation for Math and making the learning of Math fun, meaningful and relevant to their daily lives

• We are set to provide opportunities for students to develop

- critical and inventive thinking - collaborative and communication skills

P4 Key Focus

• Develop a good understanding of the numeracy concepts and their connections

– Factors and Multiples

– Fractions

– Decimals

• Develop a good understanding of the geometry concepts

– Angles, Symmetry, 8-point compass

• Acquire procedural fluency for multiplication and division

• 3-step application problems and model drawing

• Develop the confidence in learning Mathematics

• From ‘Aware’ to ‘Strategic’ Learners

Solving Word Problems Polya’s 4 Steps

Choose a strategy

• Model drawing (Key approach)

• Other heuristics (Progressive learning across the levels)

3 Do 4 Check

1 Understand 2 Plan

O Is my Solution Reasonable?

O Can I Solve it Another Way?

• Understand the problem and plan the use of

heuristics in solving word problems

Importance of Heuristics

Primary 4

Draw a Diagram

Work Backwards

Look for Patterns

Make a Supposition

Logical Reasoning

Guess and Check

Systematic Listing

1) Draw a model and use it solve the problem 2) Write an equation : 21 - 7 = 14

21 - 7 3) Write a Final statement. Serves to help pupil check answers and present their answers with the correct unit of measurement (if any).

This is called a side working. It should not replace the number equation.

Ken

Pam

7

21 ?

2 units = 21 – 7 or = 14 1 unit = 14 ÷ 2 = 7 Ken has 7 pens.

21 - 7 = 14 (2 units) 14 ÷ 2 = 7 (1 unit) Ken has 7 pens.

Importance of Model Drawing

Learning Mathematics A 21st Century Necessity

• It is important to place emphasis on aspects such as skills and competencies that will make the child a better 21st century learner.

• The process of learning is more important than just what is to be taught and remembered.

Primary 4 Parent Engagement

Session

13 February 2017

2.30 p.m. to 5.00 p.m.

1. Designing learning for Science

2. Experiential learning through ecotrail and learning journey

3. Collaborative learning through lab work

4. Self-directed learning through online learning

5. 2014 Science syllabus

Transition from P3 to P4 assessments

6. Support of parents in the child’s learning

Agenda

There is a greater emphasis on Physical Science and scientific thinking on the investigative work in Primary Four.

In designing the learning, we emphasise on ★ Experiential learning through ecotrail and learning journey

★ Collaborative learning through lab work

★ Self-directed learning through online learning

Designing Learning for Science

Aim: To make science learning more authentic

Students get to

examine the life cycles of mealworm beetle and butterfly.

observe the life stages of a mealworm beetle by rearing their own mealworms.

Experiential Learning through Ecotrail

• The NEWater Visitor Centre is an education hub that promotes water sustainability in Singapore and emphasises the importance of our 3rd National Tap.

• To appreciate the importance of conserving our water

Experiential Learning through Learning Journey

• To arouse students’ curiosity and guide them in understanding the concepts through hands-on and collaborative work

14/02/2017 6

Collaborative Learning through Lab Work

• Use of datalogger in lab work for the following topics: • Heat and Light energy

• Knowledge and understanding of the aims and procedures in investigative work

• Ability to interpret data such as graphs and tables

• Links to daily life applications

Collaborative Learning through Lab Work

• Students are strongly encouraged to access the Mconline portal (videos and quizzes) for self-directed learning.

• Parents may also guide your child to visit SciberDiver

• http://sciberdiver.wikispaces.com/

• SciberDiver is a web portal containing a repository of the best science websites, specially selected to closely match the learning objectives in the Primary science syllabus.

Self-directed Learning through Online Learning

Science Syllabus 2014

THEMES LOWER BLOCK (P3 & P4) UPPER BLOCK (P5 & P6)

DIVERSITY Diversity of living and non-living things Diversity of materials

CYCLES Cycles in plants and animals Cycles in matter and water (matter)

Cycles in plants and animals Cycles in matter and water (water)

SYSTEMS Plant system (parts and functions) Human system (digestive)

Plant system (respiratory and circulatory systems) Human system ((respiratory and circulatory systems) Cell system Electrical system

INTERACTIONS Interaction of forces (Magnets) Interaction of forces Interaction within the environment

ENERGY Energy forms and uses (Light and Heat)

Energy forms and uses (photosynthesis) Energy conversion

*P4 topics are in highlighted in blue

Booklet Item Type Number of

questions

Number of

marks per

question

Marks

allocated

A Multiple-

choice 28 2 56

B Open-ended 12 or 13 2,3,4, 5 44

Duration of paper: 1 hour 45 minutes

* Based on 2017 PSLE format

SA1 and SA2

Transition from P3 to P4 Assessments

Parents’ Support

The identification and annotation of scientific terms in a question stem is important. Parents can help to reinforce this as daily revision is carried out at home.

Go through your child’s work and check their knowledge and understanding of what they have learnt.

Arouse your child’s curiosity through observations of daily phenomenon.

Help your child to apply their learning in daily life contexts. Encourage your child to ask questions and make connections between concepts and observations.

Keep all Science learning resources (workbook, files) from Primary 3 till Primary 6.

欢 迎 您参与四年级

家长会

弥陀学校华文部

•愿景 Vision 激发学生对华文华语和中华文化的兴趣

•使命 Mission 学生积极学习华文华语并欣赏中华文化

四年级相关活动

• 阅读活动 • 网上学习 • 文化活动

文化活动

阅读活动

•晨读 •导读课 《西游记》 《小屁孩日记》

亲子阅读 亲子阅读能培养孩子的学习兴趣、口语表达能力及拓展思维等。更重要的是，给父母创造与孩子沟通以及分享读书乐趣的机会。 带领您的孩子一起阅读

如何让学生自主学习？ （Independent Learning）

数码资源是其中的一个途径

网上学习

弥陀松青网

• 学乐网

•艺通网上学堂 Etutor Online Chinese Learning Portal

http://xuele.moe.edu.sg/xuele/slot/u107/index1.html

9

必须使用Google Chrome浏览器

《学乐》网站 －教育部制作(配合课文)

不需要密码登入

http://www.meetohchinese.net

10

网上学堂Home-Based Learning

11

http://www.meetohchinese.net/home_bl.asp

• 学乐 • 乐学善用互动

平台

• 艺通网上学堂 Etutor Online Chinese

Learning Portal

课程总目标

语言能力

－ 指的是语言技能的综合运用，

包括聆听、说话、写作及互动能力。

－ 在发展语言能力的同时，兼顾人文素养和通用能力的培养

(一) 会话

＊根据所观看的视频，口头叙述内容

(二)看图作文

＊训练、提升写作水平

形成性评价练习

Holistic Assessment

发现每个学生的潜质，强化改进学生的学习

(三)听写单

＊提供语境，让学生更有效地学习华文并掌握词语的应用

项目 内容 比重

试卷一 看图作文 20分

20分

试卷二

一、辨字测验 2题 4分

二、词语选择 4题 8分

三、短文填空 2题 4分

四、阅读理解

（包括书面互动）

3题 8分

五、词语搭配 4题 8分

六、造句 2题 4分

七、理解问答 5题 9分

试卷三

口试

听力

一、朗读 10分

二、视频会话 20分

听力理解 10分

10分

45分

30分

－提醒孩子每天检查学生手册

－检查孩子的功课

我怎么参与孩子的学习之旅

－提醒孩子要经常温习功课

－让孩子多聊学校生活

－鼓励孩子多阅读

－多用华语跟孩子交谈及互动

五年级高级华文

－综合发展各语言技能，着重阅读、写作和书面互动的训练

－注重较深层次的思考

关于高华

PSLE总分前30% (全国)

报读特选中学（SAP）

Distinction（80-100）:+3

Merit（65-79）:+2

Pass：( 50-64):+1

有

无

有

无

不参考高华成绩

* Subject to change, 仅供参考，可能有变动

如有疑问，可通过孩子的手册、发送电邮或致电跟老师沟通。

家长和老师是孩子学习过程中的伙伴，双方携手合作，让孩子的学习过程更顺畅。

谢 谢