Welcome To Yew Tee Primary School

Welcome To

Yew Tee Primary School

Primary 4

Parent Briefing 2014

21 Jan 2014

Programme Outline

9.45am Introduction of P4 teachers by LA

9.50am Principal’s Address

10.30am Vice-principal’s Address

11.00am Briefing on Curriculum Matters

12.00pm End of Programme

School Leaders

Principal Miss Ang Mui [email protected]

Vice-principal Mrs Sharon [email protected]

Vice-principal Mdm Noorismawaty [email protected]

Key Personnel

Mdm Kamisah Salleh

Mdm Jan Lin Shihua

Mdm Lekha

Mdm Miriam Khan

Mdm Evelyn Cheam

Ms Ananthy

Ms Ng Yaw Ling

Mdm Tan Hsuen Fang

Mdm Nageswari

Mdm Norlizah Ali

HOD EL

LH EL

LH EL

HOD Maths

SH Maths

HOD Science

LH Science

HOD MT

SH TL

SH ML

Key Personnel

Mr Mohd Helmi

Mrs Jaehen

Mr Rodney Mohan

Miss Kim QingXian

Mdm Fadzilah Moideen

Mr Sharul Hisham

Miss Soh Siew Cheng

Mdm Chang Mei Cheng

HOD PD

SH PW

SH Discipline

SH VIA

SH NE & SS

HOD PE/Aes/CCA

SH CCA

SH Aesthetics

Key Personnel

Mr Gwee Yee Tat

Mrs Tan Yoke Yin

Mdm Junaina Ahmad

Mr Low Hock Siang

Mdm Chan Siew Hoon

Mr Peter Chong

HOD ICT

HOD KM

SSD

SH Special Projects

Admin Manager

Operations Manager

P4 Level AdvisorsMdm Junaina Bte Haji Ahmad (School Developer)

Mrs Tan Yoke Yin (HOD Knowledge Management)

P4 Year Heads

Mdm Siti Zaleha (Academic)

Mdm Irma Hassan (Pupil Development)

School Counsellors

Ms Lim Kar Geok (AED Counselling)

Mdm Sarasvathy (AED Counselling)

Form Teachers

Form Teachers Form Class

Mr Jegendren

Mdm Irma Hassan Mdm Mdm

Mdm Junaina Bte Haji Ahmad

Mdm Bong Mei Yun

Mdm Husnawati

Mdm Siti Zaleha

4 Care

4 Diligence

4 Empathy

4 Integrity

4 Perseverance

4 Respect

CL TeachersMdm Tan Chai Hia Mdm Tan Meow Huang

Mr Wong Song Pei Mdm Liu Bei Bei

Ms Zheng Ke Jun Mdm Yang Lili

Mrs Serene Han Mrs Tan Yoke Yin

ML & TL Teachers

Mr Najeeb Mr Prabhu

Mr Daud

Mdm Hartini

10

Principal’s Address

Our Philosophy

Every child has intrinsic worth

Every child can and wants to learn

Every child can contribute as a gracious and responsible citizen of the world

Our Mission

Engaging minds

Touching hearts

Inspiring growth

Our School Vision

Reflective Learners

Gracious Citizens

What is a Reflective Learner?

• Confident and articulate

• Curious about learning yet discerning –

Critical Thinker

• Resourceful - Takes initiative to seek

clarification

• Adaptable & Resilient - Dares to explore &

try new things

What is a Gracious Citizen?

• Are persons of character, possessing Integrity, Responsibility, Respect, Perseverance & Care

• Possess social emotional competencies of Self-Awareness, Self-Management, Social Awareness, Relationship Management and Responsible Decision-making

• Will actively contribute to the school, nation and environment

Our School Values

Integrity

Responsibility

Respect

Perseverance

Care

How do we nurture a

Reflective Learner,

Gracious Citizen?

• Empowering Curriculum

• Synergistic Staff

• Collaborative Partnerships

Empowering Curriculum

• Provides space and structure for the

explicit and implicit teaching of the Pupil

Vision Outcomes.

• Provides meaningful and well-designed

school experiences to allow pupils to

apply these outcomes so that there is

deep learning.

Total Curriculum Framework

C.C.L.A.SK.N.L

Integrity

Responsibility

Respect

Perseverance

Care

Gracious Citizens

Reflective Learners

Differentiated

Instruction

Circle Time

Kolb Model

Key Points to Note

• Promotion to the next level

• School policy on early dismissal,

discipline and leave matters

Promotion in the Middle Primary1. From P3 to P4

Pupils are promoted to P4 en-bloc (ie they remain in the same class)

2. From P4 to P5 (Subject-Based Banding)

– Pupils are grouped by ability in the individual subject.

– A vast majority of the pupils will offer subjects at the Standard Level.

– A small minority will offer subject/s that they have difficulty in coping with, at the Foundation Level.

– Pupils are split into 2 groups

(Top 3 classes – by ability, the next 7 classes –by mixed ability)

Promotion in the Upper Primary

From P5 to P6

If the same subject combination is offered,

pupils will be promoted to P6 en-bloc

If pupils are offering subjects at a different

level, they may be allocated new classes.

School Policy – Early Dismissal

Early Dismissal

• When child is unwell or is hurt– School will contact the parent to pick the child up to see the doctor

– Parent/ Guardian MUST accompany the child home

– If immediate medical attention is required, the ambulance will also be contacted

• During the fasting month– Approval must be given by parents

– Parent/Guardian must accompany the child home

• Other reasons– Must be accompanied by parents’ letter

– In the case of an external examination, the official notice must be submitted to the form teacher for permission and endorsement for early dismissal

– Parent/ Guardian must accompany the child home

School Policy – Discipline

• When the child misbehaves or flouts a rule– The child will be given a warning by the teacher

– When it is repeated, parents will be informed

– Details are provided in the pupil diary

• When there is a misunderstanding or an issue between pupils– Parents will be informed

– School will conduct the investigation and decide on the necessary course of action

– Parents will not be allowed to interrogate or conduct independent investigations

– School will facilitate mediation sessions between pupils, not parents

School Policy – Leave Matters

• Holidays during the official school term– Term holidays; please submit online travel declaration

– School Days; leave will not be granted. However, should parents insist on taking your child abroad, you must

• inform the school in writing and

• note that no additional or make-up lessons will be conducted for lessons missed

• Leave of Absence– For parents who are posted overseas and wish to take their

child along; and would like the child’s vacancy to be retained• An official application form must be completed to submitted to MOE

through the Principal

• Fees must be paid for the period of absence

Home-School Partnership

• Communicate with your child’s

teachers

• Reinforce the school values at home

• Trust your child’s teacher(s) and school

• Monitor your child’s learning

• Get to know his friends/ classmates/

other parents

• Be a Parent Volunteer

Final Words

• Have confidence in your child

• Have confidence and trust in the school

• Keep your communication open with the

school

• Love but don’t smother

• Let your child take responsibility and face

consequences

• Let Go…

29

Vice-principal’s

Address

30

School Safety &

Partnerships

Safety & Traffic

• Adhere to traffic regulations

• To avoid disruption to traffic flow and ensure

safety for our pupils and other road users, we

would like to request that parents DO NOT

– stop their vehicles in front of the school main

gates to allow their children to alight.

– make a u-turn at the yellow box or in front of the

main gates.

– park their cars illegally along the roads whilst

waiting for their children but to park at the HDB

carparks while waiting for their children.

Sending Your Child to School

• Choose to walk your child to school

• Drop off or pick up children at the HDB

car park

• Please allow child to come into school

by himself / herself, hence, send child

up to the school gate ONLY

• Wet weather

• Pupils to be seated in the hall by 7.10

am

Dismissal and EC • Choose to walk your child home

• Security in school

– Parents to wait outside the school gate /

HDB side road

– EC , CCAs, varied dismissal times on different

days

– Special diet

Parade Square

Canteen

Indoor Sports Hall(Future)

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Pedestrian Flow

Pedestrian Flow

Traffic Flow

Traffic Flow

SecurityPost

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Gate

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Gate C

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Gate D

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no access

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Safety and Security

• Entry to school only on official business– Strictly by appointment with staff only – security

post clearance - obtain a visitor pass

– E-mail the teacher for an appointment

• Visitors in the school premises must

wear the visitor pass at all times

• All visitors must report to the General

Office to seek assistance

Safety and Security

• Should you wish to purchase an item

from the school bookshop, please

arrange to do so only from 3.30 to

4.00 pm

• Closed from 12.30 to 1.30 pm

Safety Updates

PERI School Upgrading• new facilities to encourage greater

interaction and self-discovery, and

facilitate experiential and hands-on

learning

• Indoor Sports Hall, performing arts

studio, outdoor running track, covered

bus bay, etc

Collaborative Partnerships

Research on parent involvement has shown

consistently that there are many benefits for

students, their families and schools, when parents

are involved in their children's lives and education.

“The fourth attribute…is Every Parent a Supportive

Partner. Parents are a child’s first teachers. Parents

are our most important partners… ‘I hope to see an

independent, confident and disciplined young adult

who is resilient and positive in times of crisis’.” - Mr Heng Swee Keat, Minister for Education, at the MOE

Work Plan Seminar, 12 September 2012

PSG - Network of Support

• The PSG creates a network of links for the

school, its families and the community.

• The end result is not only a rich diversity of

talents, but also an extended networking

system for the benefit of the pupils and the

school.

• Parents are valued as partners in their

children's education

• Enrich and support school personnel, pupils

and their families

Collaborative Partnerships

• Objectives of Parent Support Group (PSG)

– Support school vision, mission and values

– Enhance collaboration between parents and

school

– Increase parental involvement

– Enhance networking among parents to

support school.

– Provide platform to give constructive

feedback to enhance staff and pupil well-

being

Structure of Home-School

Partnership

All Parents

ClassLeaders

PSG

EXCO

Participation in school

programmes/events

Class RepresentativesInvolved in FGDs on CD &

Holistic Education, parent

activities

PSG EXCO

School Policies – give input, plan

& organise parent activities

How YOU can be part of this

partnership!

• PSG Tea Party for Parent Leaders – Term 1

• Class get-together – Term 1 - 2

• Breakfast Dialogue sessions – Terms 1, 3

• Parent Education – Terms 1-4

• Mini-fair – Term 2

• P6 Motivation Kit – Term 3

• Children’s Day – Term 4

• Grandparents’ Walk – Term 4

• PSG EXCO get together / Learning Journey – Term 4

How YOU can be part of this

partnership!

• Participate actively

• Volunteer for LJs, PSG activities, etc

• Class get-together

• Parent talks organised by PSG – email alert

through portal to sign up online

• Keep email address active / updated

• http://parents-in-

education.moe.gov.sg/parents-in-

education/how-can-parents-be-involved

Briefing on Curriculum

Matters

Subject-based Banding(SBB)

• Allows pupils the flexibility of taking a mix of

standard or foundation subjects, depending

on their strength in each subject

• To provide more flexibility to pupils with

strengths and abilities that vary across

subjects

• To encourage greater interaction among

pupils with different strengths

Purpose & Aim

Operationalising SBBAt the end of P4:

SA2 Performance Recommendation

Passes 4 subjects &

does very well in

MT

4 standard subjects + Higher MT

Passes 4 subjects 4 standard subjects

Passes 3 subjects or

less

Less demanding subject

combinations

Eg. 3S1F, 2S2F, 3F1S, etc

Fails all 4 subjects 4 Foundation subjects

Operationalising SBB

At P5:

Pupil sits for school-based examinations

School recommends a subject combination

Pupils take that subject combination


English

Assessment

Formative Assessment

� Holistic Assessment (HA)

Term 1 – 10%

Term 3 – 10%

Summative Assessment

� SA1 – 30%

� SA2 – 50%

Term 1 Term 2 Term 3 Term 4

Listening and

Viewing

Picture Matching

-Picture Matching

(To test pupil’s

ability to listen

for specific

information)

-Picture

Association (To

test pupil’s ability

to listen for the

main idea)

Listening and

Viewing

Picture Matching

and Note-taking

-Note Taking

(To test pupil’s

ability to listen

for specific

information)

-Picture

Association (To

test pupil’s

ability to listen

for the main

idea)

Listening and

Viewing

Picture

Matching and

Note-taking

-Note Taking

(To test pupil’s

ability to listen

for specific

information)

-Picture

Association (To

test pupil’s

ability to listen

for the main

idea)

Listening and

Viewing

Picture

Matching and

Note-taking

-Note Taking

(To test pupil’s

ability to listen

for specific

information)

-Picture

Association (To

test pupil’s

ability to listen

for the main

idea)


Reading and

Viewing

Reading Aloud

Reading aloud

from a

passage

(To test pupil’s

ability to read a

passage

accurately and

with expression)

Reading and

Viewing

Reading Aloud

Reading aloud

from a passage

(To test pupil’s

ability to read a

passage

accurately and

with

expression)

Reading and

Viewing

Reading Aloud

Reading aloud

from a

passage

(To test pupil’s

ability to read

a passage

accurately and

with

expression)

Reading and

Viewing

Reading Aloud

Reading aloud

from a

passage

(To test pupil’s

ability to read a

passage

accurately and

with

expression)


Speaking and

Representing

Story Retelling

(To test pupil’s

ability to speak

clearly and

audibly with

confidence in a

range of

contexts)

Speaking and

Representing

Reader’s

Theatre

(To test pupil’s

ability to speak

clearly and

audibly with

confidence in a

range of

contexts)

Speaking and

Representing

Show and Tell

To measure

pupil’s ability to

engage in a

conversation

Speaking and

Representing

Picture

Stimulus

(To measure

pupil’s ability

to describe a

picture)


Writing and

Representing

MLEA Individual

Writing

Creative Writing

(Pupils to write a

story creatively

based on

pictures and

guidelines)

Writing and

Representing

MLEA Individual

Writing

Creative Writing

- Pupils to write

a story

creatively based

on a series of

pictures / topic

Writing and

Representing

MLEA Individual

Writing

Creative Writing

- Pupils to write

a story

creatively based

on a series of

pictures / topic

Writing and

Representing

MLEA Individual

Writing

Creative Writing

- Pupils to write

a story

creatively based

on a series of

pictures / topic

Language Use

and

Comprehension

Checkpoints

Grammar

Vocabulary

Comprehension

Language Use

and

Comprehension

Checkpoints

Grammar

Vocabulary

Comprehension

Language Use

and

Comprehension

Grammar

Vocabulary

Comprehension

Language Use

and

Comprehension

Checkpoints

Grammar

Vocabulary

Comprehension

English Language

P4

Semestral Examination

Weighting of Papers

English Language Weighting

Writing 20%

Language Use and Comprehension 50%

Listening Comprehension 14%

Oral Communication 16%

ENGLISH LANGUAGE

PAPER 1

WRITING

Paper 1

Writing Guided Writing with picture

prompts and helping words

ENGLISH LANGUAGE

PAPER 2

LANGUAGE USE &

COMPREHENSION

Paper 2

Language Use

and

Comprehension

Vocabulary (MCQ)

Grammar

- MCQ

- Two Cloze Passages (with

helping words)

Synthesis & Transformation

Comprehension

- Visual Text

- 2 passages (with a variety of

items test. E.g. MCQ, sequencing,

open-ended)

ENGLISH LANGUAGE

LISTENING COMPREHENSION

Listening

Comprehension

Listening

Comprehension

1. Picture Matching

2. Listening for Information (2

texts)

3. Note–taking

ENGLISH LANGUAGE

ORAL COMMUNICATION

Oral Communication

Oral

Communication

Reading Aloud

Stimulus –based

Conversation

Teaching & Learning

Reading- Structured Reading Programme

- Web-based Reading Programme

- STAR Reading

- Accelerated Reader

Objectives:

• To motivate pupils to read and enhance comprehension skills

Approach

Star Reading (P1 to P5)

•To determine the reading level of pupils using a system-based computer adaptive diagnostic test.

•To generate and chart growth data related to individual pupil’s reading level

•Diagnostic practice (pupil’s general reading skills will be issued to parents)

Approach

Accelerated Readers (P3 - P5)

•To collect, track and sort data pertaining to pupils’ reading and comprehension skills

•To grade and match books available to quizzes suitable for the pupils

Teaching & Learning

Writing

- Structured Writing Programme

Speaking & Listening

- Developing effective presentation skills

- Public Speaking Workshop

Teaching & Learning

Inter-disciplinary Learning Programmes

- Project Work (LJ to Images of Singapore)

Academic Support Programme

• Focused – group remedial


Mathematics

Teaching & Learning

Aims to nurture confident and independent Mathematics problem-solvers through:

-Conceptual Approach to Problem-solving

-Non-routine Problems

-Love Math Learn Math Programme

-Eminence Programme

Examples of P4 Mathematics Concepts:

• Repeated Items

• Equal Stage

• Working backwards with unknown beginning

• Internal Transfer

• Gaps and Difference

Conceptual Approach

- Sam, Calvin and Krisnan had a total of

$2100. The amount that Sam had was

thrice as much as Calvin, and the

amount that Krisnan had was twice as

much as Calvin (Whole Numbers)

- Sam had ½ as much money as Calvin.

Calvin had ¾ as much money as Krisnan.

If Sam had $60 less than Krisnan, find

the total sum of money among the

three of them. (Fractions)

Repeated ItemsConceptual Approach

• Danny and Peter had an equal number of

stickers at first. Danny then gave away 24

of his stickers to his friend Melvin and

Peter bought another 10 stickers. In the

end, Peter had twice as many stickers as

Danny. Find the number of stickers Danny

had at first. (Whole Numbers)

• Serene had 100 pencils and pens. After

giving away of her pencils and 15 pens,

she had an equal number of pencils and

pens left. How many pens did she have in

the end? (Fractions)

4

3

Equal StageConceptual Approach

Internal Transfer

• Jenny had thrice as much money as Mary.

After Jenny had given Mary $140, they

had an equal amount of money left. How

much money did each of them have at

first? (Multiplication)

• Mary and Jane shared some stickers

equally. After Mary gave 36 stickers to

Jane, how many more stickers does Jane

have than Mary?

(Whole Numbers)

Conceptual Approach

Teaching & Learning

Create meaningful learning experiences to

arouse interest in Mathematics through:

– Integration of learning (IT lessons, Thinking

skills)

– Learnlogy.com

– Sustained Support in Math (SSM) Resources

– Math Journal Writing

– Performance Tasks

– Calculator Workshop

Assessment

• Daily Work

– Activity Books / Worksheets

– Mathematics Journal

– Practice Papers

• Mastery of concepts

– Performance Tasks

– Checkpoints

– SA1,SA2

Assessment

Assessment Task & Weighting

Time Assessment Task Weighting

Term 1 Checkpoint 10%

Term 2 SA1 30%

Term 3 Checkpoint 10%

Term 4 SA2 50%

Total 100%

Difference between P3 and P4

Mathematics Exam Paper

Types of

questions

P3

Number of

questions

P4

Number of

questions

MCQ 17 17

Short

answer

20 17

Long

Answer

7 9

Duration : 1 hr 45 min

Primary 4 Examination Format

Booklet Item Type Number

of Qn

Number

of Marks

per Qn

Weighting

A Multiple-

choice

17 2 34%

B

Short-answer 17 2 34%

Structured/

Long-answer

4 3 32%

5 4

Total 43 - 100%

Cognitive Levels

Cognitive Level Weighting

Knowledge 30%

Comprehension 40%

Application & Analysis 30%

Total 100%

Examples of Knowledge/

Short-Answer Questions

1. Find the value of 54 x 6

Ans: _______

2. What is the missing number?

______ x 9 = 108

Ans: _______

Example of Comprehension Short-

Answer Question

Case 1: Incorrect Answer Without Any Working

Answer: 85

Case 2: Correct Method But Wrong Answer

For 10 packets, Mary uses 15 X 5 M1

= 85 cups A0

x

Mrs Wong used 2 packets of powder to make 15

cups of jelly. How many cups of jelly can she

make with 10 packets of powder?

Irene spent of her money on a pair of

shoes and of it on food. If she had $126 at first,

how much money had she left?

3

1

9

5

14$:

14x 1269

1

9

1

9

5

3

11

Ans

=

=−− (M1) Correct method

(M1) Correct method

(A1) Correct answer

Example of Analysis

Long-Answer Question (3 marks)

Example of Analysis

Long-Answer Question

(4 marks)A box of cookies was shared equally among 34 children. 6 of them gave all their cookies to the rest

of the children. As a result, the rest of the children received 3 more cookies each. How many cookies were there in the box at first?

34 – 6 = 28

28 x 3 = 84 (6 children) M1

84 ÷ 6 = 14 ( 1 child) M1

14 x 34 = 476 M1 A1

Tips for Parents

Pupils are generally weak in division of whole

numbers and fraction

• Help your child to master the multiplication table

• Reinforce the concept of Fractions as division of a

whole into equal parts by using real-life examples

such as cutting of fruits, cakes, pizzas into equal

pieces

• Help them to have the good habit of showing

proper and detailed working steps in his/her daily

work

• Train your child to check the reasonableness and

accuracy of the answers obtained.

Always motivate and encourage your child

Workshop For Parents

• Saturday, 12 April 2014

• Introduction to Conceptual Approach to solving Word Problems


Science

Teaching & Learning

• Aims to enthuse pupils in Science learning and

build up their scientific skills through:

– Learning Journey

– Young Scientist Programme

– Experiments Using Datalogger

– Inquiry Based Learning

(Revised Activity Book)

– Independent and Experiential Learning

Introduction to Holistic Assessment

Formative Assessment

• Checkpoints

• Unit Worksheets

• Process Skill Worksheets

• Alternative Assessment

• Practical Test

Summative Assessment

• SA1

• SA2

Assessment

Assessment Tasks & Weighting

Time Assessment Task Weighting

Term 2 Alternative Assessment

(Ice-box)

10%

Term 2 Practical Test 10%

Term 2 SA1 30%

Term 4 SA2 50%

Total 100%

Assessment

AssessmentFormative Assessment (10%)

Topic: Heat and Temperature

Task: Design a model that involves heat insulation.

Semester 1 (icebox making) Please Mck (√)

The child is able to: ☺☺☺☺ ☺☺☺☺☺☺☺☺ ☺☺☺☺☺☺☺☺☺☺☺☺

1. Analyse the problem

2. Do research (books, internet) to understand the science concepts

involved in various ways to slow the melting of ice.

3. Decide on an innovative and relevant solution in order to remedy

or alter a problem situation.

4. Select or use an instrument to make a simple reading or measure

the quantity of something.

5. Explain the concept involved in the melting of ice.

Example of Qualitative Feedback

AssessmentPractical Test (10%)

Example of Qualitative Feedback

Semester 1 (Practical Test) Please tick

(√)

The child is able to: ☺☺☺☺ ☺☺☺☺

☺☺☺☺

☺☺☺☺☺☺☺☺

☺☺☺☺

1. Generate a classification for objects.

2. Select or use an instrument to make a simple reading

or measure the quantity of something.

3. Follow carefully a series of instructions in an

investigation.

4. Identify variables changed and kept constant

5. Compare results and make inference

AssessmentSA1

• Total Time for Booklets A and B: 1 h 15 min

BookletItem

Type

Number

of

Questions

Number

of Marks

per

Question

Total

MarksWeighting

AMultiple

Choice 25 2 50

30%

BOpen-

Ended12 2, 3, 4 30

SA2

• Total Time for Booklets A and B: 1 h 30 min

BookletItem

Type

Number

of

Questions

Number

of Marks

per

Question

Total

MarksWeighting

AMultiple

Choice 30 2 60

50%

BOpen-

Ended14 2, 3, 4 40

Assessment

Assessment

Theme Life Science Physical Science

Diversity

• Diversity of living

things

• Diversity of non-

living things

• Diversity of

materials

Cycles• Cycles in plants

and animals

• Cycles in matter and

water

Systems• Plant system

• Human system

Energy • Light and heat

Interactions • Magnet

Weighting 45 – 55% 45 – 55%

Assessment

Types of Questions Weightage

Knowledge with Understanding 40%

Application of Knowledge &

Process Skills

60%

Areas of Concern

• Weak in inferring and interpretation of data

• Weak in applying knowledge & concepts

learnt in a new context

• Weak in answering techniques

– No comparison

– Incomplete answer

– Not answering the question

Karen conducted an experiment to find out whether a styrofoam or metal cup

is better in keeping coffee hot.

She poured an equal amount of hot coffee into each cup of identical size and

thickness. For 20 minutes, she recorded the temperature of the coffee in the

styrofoam and metal cup and plotted the graph as shown below.

Metal cup

Styrofoam cup

A water tank used for flushing a toilet bowl is shown below. The

flushing and re-filling system is not shown in the diagram.

After flushing, water enters and re-fills the tank. The tank will stop

filling when the water reaches level L.

James wanted to use less water to flush the toilet bowl. Michelle

suggested putting a plastic bottle filled with stones into the water tank.

(a) Explain how Michelle’s suggestion would help reduce the amount

of water used to flush the toilet bowl. (1)

(b) Michelle’s method is based on a property of matter. State this

property. (1)

Workshop for Parents

How to Answer Open-ended Questions

12th April 2014

Saturday

Pupil Development

Citizenship

Creativity

Leadership

Action

Service

Mission

To develop pupils who are

Informed, Concerned

and Participative Citizens

National Education (NE)

• NE is part of Character & Citizenship

Education. It aims to

– develop national cohesion

– cultivate the instinct for survival as a

nation and instill in our pupils

confidence in our nation's future

– cultivate a sense of belonging and

emotional rootedness to Singapore.

107

Curriculum Co-Curriculum

Social Studies Total Defence Day Commemoration

(TDD) – 15 Feb

Discovering Self & Immediate

Environment

-Knowing Myself, Others and My

Surroundings

-Who am I in relation to the

people and places around me?

International Friendship Day (IFD) –

21 April

Integration into core & non-core

subjects

Racial Harmony Day – 21 July

Project Work National Day – 9 August

Learning Journey

Assessment

Total Marks: 50

Formative Assessment Weighting

Chosen Activities from the Activity Book 30

Performance Task:

To create a digital presentation that features a

particular street, bridge or building in

Singapore.

20

Support

• Actively reinforce NE Messages

• Be involved with your child in

commemorating the 4 NE Core

events

• Give your child the necessary

support when they need any

information on aspects pertaining

to NE

CREATIVITY

Mission

To develop pupils’ potential for

creativity and expression through the

arts as well as deepen their

understanding of the arts and culture.

Arts Exposure Arts Experience Arts Excursion

Pupils are introduced to

different art forms

through performances.

Accompanying the

programme is the

explanation on the

background and

development of the art

form.

Pupils are provided

with opportunities

for hands-on

participation of the

different art forms.

Programmes are

interactive and

enhance pupils’

skills while

expanding their

capacity for creative

thinking.

Pupils are provided

with opportunities to

attend performances

at purpose-built

performing venues

and visit museums,

galleries, art centres,

artists' studios and

theatres.

113


ART

Seeing

•identify and differentiate visual qualities

•gather information from visuals and what

they see

Expressing

•share ideas and experiences in artworks

and through artmaking

•explore and experiment different ways to

use art materials and media

Appreciating

•take pride in their own artmaking

•discuss artworks using basic art vocabulary

(elements of art and principles of design)

MUSIC

•Understanding of music elements/

concepts

•Discern and understand music form various

cultures and of various genres

Participate in Visual or Performing

Arts CCA

-Artist Hub

-Angklung Ensemble

-Choir

-Dance

-String Ensemble

Arts Assembly Programme

Recess time performances

Budding Star Concert

Aesthetics Week

114

Assessment

Personal Response

Share ideas and experiences through images

Use of media and materials

Control of tools and materials

Aesthetics Qualities

Use of art elements and design principles in art-

making

Understanding of music elements/ concepts

Eg quick/ slow, high/low, thick/thin, long/short,

loud/soft, silence/sounded, rhythmic/melodic

patterns, simple structure

Discern and understand music from various

cultures and of various genres

The Formative Assessment Criteria for Art &

Music is as follows:

Support

• Encourage and motivate your

child.


support when they need any

information on aspects

pertaining to Art and Music

LEADERSHIP

MissionEngaging and Inspiring the minds and

hearts of our pupils as Reflective and

Gracious Pupil Leaders.

Philosophy

• Every pupil can lead.

• Every pupil can contribute as

gracious & responsible citizens of the

world.

Lead Self

• emphasis on character development as

part of good citizenship

• curriculum is organised around the

desired qualities of a leader and school

values

• delivered through Leadership Lectures,

FTGP, ECG, Sexuality Education & Co-

Curricular Programme

LEAD SELF ( All pupils )

Class Council : Leadership Roles &

Opportunities

• Chairperson

• Vice Chairperson

• Secretary

• Subject Representatives

• Class-based opportunities eg MOCCCA, YTIW

Developing Pupil Leadership

LEAD PEERS

Department : Leadership Roles & Opportunities

• NICE Leaders

• Health Ambassadors

• Aesthetics Leaders

• Junior Environment Ambassadors

• CCA Leaders

• Library Leaders

• Level-based & School-based opportunities eg NE

Days, Aesthetics Week


LEAD SCHOOLSchool : Leadership Roles & Opportunities

• Prefects & Junior Prefects

• Sports Leaders & Junior Sports Leaders

• School-based opportunities eg Teachers’ Day,

Sports Fiesta, Lower Primary Games

• Beyond school at Zonal Sports Development

Programme, etc



Form Teacher Guidance

Period (FTGP)

Values Sharing

Health Education Leadership Lectures

Counselling Support

Leadership Training &

Development

Mentor-Mentee

Programme

Pupil Leaders’ Assemblee

Assessment• Lead Self : Holistic Development Profile

Conduct Grade.• Pupils are assessed on how their actions manifest

the school values and SEL competencies displayed in

the course of year

• Lead Peer : Lead Peer Assessment Rubric• Class Council Chairman & Vice-Chairman, NICE

Leaders, Aesthetics Leaders, Health Ambassadors,

Junior Environment Ambassadors, CCA Leaders,

Junior Prefects & Junior Sports Leaders

• Lead School : Lead School Assessment &

Portfolio • Prefects & Sports Leaders

Support

• Encourage and motivate your child.

• Give your child the necessary support

when he/she needs information on

aspects pertaining to Leadership.

Engaging and inspiring learners who

embrace active and healthy

lifestyles

Mission

ACTION

Skill Acquisition

40%

Modified Games

10%

Olympic Education

10%

Fitness

40%

Percentage Graph of PE

Curriculum for Primary 4


Focus is on fundamental

movements, educational

gymnastics and dance

which develop pupils’

psychomotor skills,

control and co-ordination.

P4 Adventure Camp

Sports Fiesta –

Caterpillar Series

AssessmentItem Description Weightage

PE assessment

rubrics

Pupils will be assessed on

locomotor and psychomotor skills

in the lower primary and on sports

skills acquisition from P3 – 6.

Pupils will be assigned a

grade at the end of the

year.

Body Mass Index

(BMI)

Pupils’ height and weight will be

taken twice (Semester 1 & 2).

Computation is by the Body Mass

Index.

BMI (By category)

Severely Underweight

Underweight

Acceptable weight

Overweight

Severely overweight

NAPFA

Pupills will need to sit for a physical

test comprising of:

1. Standing broad jump

2. Sit-up

3. Sit & Reach

4. Shuttle run

5. Inclined pull-up

6. 1.6km run & walk

Gold Award

Silver Award

Bronze Award

Support

• Ensure that your child takes part in all

PE programmes

• Monitor the weight of your child

• Provide proper nutrition for your child

SERVICE

Values in Education (VIA)

VIA is part of holistic education. It aims

to:-

• nurture our pupils to become socially

responsible

• develop their sense of belonging and

• commitment to Singapore

• learn the value of service

• develop lasting friendships with one

another


CCE – Character & Citizenship

Education

Syllabus focuses on six core

values, namely Respect,

Responsibility, Integrity, Care,

Resilience and Harmony

Service to Peers

-Classroom Cleanliness

Service to School

-Use Your Hands Campaign

-Lion’s Club Plegde Cards

-Making of Festival Cards

-Project 11

Service to Community

-The littleBIG Community

Project

-Grandparents’ Walk

Assessment

• There is no formal assessment for VIA.

• Pupils are assessed on how their actions

manifest the school values and SEL

competencies displayed in the course of

their service to the school and

community.

• Pupils will write reflections and share

their feelings and thoughts on the

experience.

Support

• Actively reinforce the correct

values

• Be involved with your child in

their Values In Action activities


guidance when he/she explores in

Values In Action activities

136

Chrysallis Award

• Award will be given at the end of P4

if the pupil completes all activities

in both P3 & P4


Mother-Tongue

2014

小小小小四四四四华文分享会华文分享会华文分享会华文分享会

P4 CL BRIEFING

讲解流程讲解流程讲解流程讲解流程

• 年中、终升级试 (SA1、SA2)

• 考试注意事项

• 年级活动

•听 Listening

•说 Speaking

•读 Reading

•写 Writing

• SA1/SA2

2014年华文各技能的评估年华文各技能的评估年华文各技能的评估年华文各技能的评估

考查活动和模式考查活动和模式考查活动和模式考查活动和模式

（（（（Mode of Assessment)

Assessment

S/N Area Weightage

1 Paper 1: Composition 15%

2 Paper 2: Language Use &

Comprehension

45%

3 Paper 3: Listening

Comprehension

10%

4 Paper 4: Oral 30%

Assessment

S/N Area Weightage

1 Knowledge-based

questions

30%

2 Average difficulty to higher

order thinking questions

70%

Individual Reading Portfolio

听听听听

说说说说

读读读读

写写写写

语文应用语文应用语文应用语文应用

汉字短文汉字短文汉字短文汉字短文

我能流利流利流利流利和准确准确准确准确地读出短文短文短文短文。

(Read a passage)

晚上晚上晚上晚上，，，，路灯都亮了路灯都亮了路灯都亮了路灯都亮了，，，，给来往的行人给来往的行人给来往的行人给来往的行人

照明照明照明照明。。。。行人说行人说行人说行人说：：：：““““路灯比月光有用多路灯比月光有用多路灯比月光有用多路灯比月光有用多

了了了了！！！！””””路灯听了路灯听了路灯听了路灯听了，，，，得意地说得意地说得意地说得意地说：：：：““““月亮月亮月亮月亮，，，，

人们再也不需要你了人们再也不需要你了人们再也不需要你了人们再也不需要你了！！！！””””月亮不说话月亮不说话月亮不说话月亮不说话，，，，

只是静静地在黑夜里发光只是静静地在黑夜里发光只是静静地在黑夜里发光只是静静地在黑夜里发光。。。。

这晚这晚这晚这晚，，，，突然停电了突然停电了突然停电了突然停电了。。。。路人在月光的路人在月光的路人在月光的路人在月光的

帮助下帮助下帮助下帮助下，，，，安全地走回家安全地走回家安全地走回家安全地走回家。。。。这时这时这时这时，，，，路灯才路灯才路灯才路灯才

明白月光的用处明白月光的用处明白月光的用处明白月光的用处，，，，再也不敢小看月亮了再也不敢小看月亮了再也不敢小看月亮了再也不敢小看月亮了

听听听听

说说说说

读读读读

写写写写

语文应用语文应用语文应用语文应用

看图说话看图说话看图说话看图说话

地点地点地点地点：：：：学校草场学校草场学校草场学校草场

(Picture Description)

1.这里是学校的草场学校的草场学校的草场学校的草场。

2. 现在应该是休息休息休息休息时

间，有很多学生草

场上玩耍。

3. 一个女孩和一个男孩在玩球玩球玩球玩球。他们玩

得很开心。

4. 一个女孩和一个男孩在玩你追我跑你追我跑你追我跑你追我跑

的游戏。

5. 一个顽皮的男孩

爬爬爬爬到树上去。

6. 一个男孩坐在树下

静静地看书看书看书看书。

7. 一个男孩吃了东西就把包装纸

丢丢丢丢在地上。

AssessmentRecommendation for Higher CL选修高华选修高华选修高华选修高华

• Shows keen interest in the language.

• P4 SA2 marks – at least 85 for MT.

• For CL – All pupils who are keen to opt for HCL

will sit for a HCL Diagnostic Test in Nov.

• Parents’ Option Form.

•对华文有兴趣

• P4 SA2考获至少85分

•奠定考试

Expectations of HMT Pupils

• Attend 2 periods of HMT outside

Curriculum

•Time, every Wed, 1.30-2.30pm.

(Compulsory)

• Take the Enrichment Module.

• Sit for BOTH MT & HMT exams.

Note: MT & HMT are reflected as 2 different

subjects on Report Slip.

Assessment

Higher MT:

Paper 1 Composition

Paper 2 Language Use (2 cloze/2 compre)

Grading:

Distinction : 80 marks & above

Merit : 65-79

Pass : 50-64

Ungraded : Below 50

Impact of HMT

At PSLE:

• Grades are converted to points ONLY if

pupils are offered SAP schools:

Distinction 80 & above 3 points

Merit 65-79 2 points

Pass 50-64 1 points

HMT at the End of P5

If a pupil:

• Has not shown a keen interest in the

language.

• Has not performed well in HMT/MT exams

as well as other subjects.

Standard MT at P6 Level

Reading Programme

-《《《《西游记西游记西游记西游记》》》》Multi-media Chinese

Classics

-书展书展书展书展 Book fair

专题作业专题作业专题作业专题作业Project Work

• Learning Journey to Sentosa

•圣淘沙历史博物馆圣淘沙历史博物馆圣淘沙历史博物馆圣淘沙历史博物馆(4大种族传统文化大种族传统文化大种族传统文化大种族传统文化））））

年级辅助活动年级辅助活动年级辅助活动年级辅助活动

157

Standard MT - Oral

• Common Errors - Conversation:

Eg. Eg. Eg. Eg. 我喜欢去公园因为可以我喜欢去公园因为可以我喜欢去公园因为可以我喜欢去公园因为可以玩玩玩玩脚脚脚脚

车车车车。。。。我很开心我很开心我很开心我很开心。。。。

跟谁跟谁跟谁跟谁？？？？什么时候去什么时候去什么时候去什么时候去？？？？

158

Standard MT - Oral

School Support:

• Oral Packages.口试配套口试配套口试配套口试配套

• Teaching of Oral Exam skills.

• Good phrases/Bilingual word list

provided for pupils.

159

Standard MT - Composition

Common Errors - Expression:

• Lack of descriptive words/good phrases

used.

• Incorrect sentence structure.

Eg. (Mother bought a fish at the market.)

�� 妈妈买鱼在巴刹妈妈买鱼在巴刹妈妈买鱼在巴刹妈妈买鱼在巴刹。。。。

��妈妈到巴刹去买鱼妈妈到巴刹去买鱼妈妈到巴刹去买鱼妈妈到巴刹去买鱼。。。。

160

Standard MT - Composition

School Support:

• Teaching of Writing Skills.写作配套写作配套写作配套写作配套

• Composition Writing Packages/Worksheets.

• Model Essays selected.

• Good phrases/descriptive words

provided.

161

Standard MT - Comprehension

Common Error:

• Incomplete answers.

Eg. 你认为小明是个怎样的小孩你认为小明是个怎样的小孩你认为小明是个怎样的小孩你认为小明是个怎样的小孩？？？？请请请请

举例说明举例说明举例说明举例说明。。。。

�� 很孝顺很孝顺很孝顺很孝顺。。。。////他愿意照顾生病的他愿意照顾生病的他愿意照顾生病的他愿意照顾生病的

妈妈妈妈妈妈妈妈。。。。

��我认为他是一个很孝顺的孩子我认为他是一个很孝顺的孩子我认为他是一个很孝顺的孩子我认为他是一个很孝顺的孩子

。。。。他愿意照顾生病的妈妈他愿意照顾生病的妈妈他愿意照顾生病的妈妈他愿意照顾生病的妈妈。。。。

162

Standard MT - Comprehension

School Support:

• Read passage and pick up important clues/info. 搜集资料搜集资料搜集资料搜集资料

• Teach answering techniques for different type of questions. 作答技巧作答技巧作答技巧作答技巧

• Encourage pupils to read widely.

广泛阅读广泛阅读广泛阅读广泛阅读

育智华文育智华文育智华文育智华文

网上学习资源和平台网上学习资源和平台网上学习资源和平台网上学习资源和平台

教育部网上学习资源和平台教育部网上学习资源和平台教育部网上学习资源和平台教育部网上学习资源和平台

• 学乐学乐学乐学乐

www.xuele.sg

• 语文乐翻天语文乐翻天语文乐翻天语文乐翻天

http://game.iflashbook.com/

感谢您的聆听感谢您的聆听感谢您的聆听感谢您的聆听！！！！

家长+育智小学=

品学兼优的AAAA学生

The End

167

JABATAN BAHASA

MELAYU

DARJAH 3

Taklimat Bagi Ibu Bapa

Darjah 4

Bahasa Melayu

Guru-guru Darjah 3

� Cikgu Hartini

� Cikgu Najeeb

Penilaian Holistik

Peratusan (%)

HTR1 10

SA1 30

HTR2 10

SA2 50

JUMLAH 100

• Portfolio Bacaan (Reading Portfolio)

• Aktiviti-aktiviti berdasarkan buku –buku cerita

terpilih.

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