bukit timah primary school baseline 2016

Bukit Timah Primary School Baseline 2016

2016


CONTENT

PAGE

1 Overview of IBL-TR 3 2 English 5 3 Mathematics 9 4 Science 16 5 Mother Tongue – Chinese 22 6 Mother Tongue – Malay 25 7 Mother Tongue – Tamil 29


IBL-TR: Foundation, Thinking Behaviour, Engage, Explore, Explain.

I STRIVE FOR THE BEST. I TAKE CHARGE OF MY LEARNING!

PHASES

of INQUIRY

ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE

BEHAVIOURS I Pose Questions I Actively Look for Answers

I Explain my Thinking

I Link What I Learn to Life

I Reflect on My Learning

THINKING

ROUTINES

Question Starts Think Pair Share

I See, I Think, I Wonder

Think

Puzzle

Explore

What Makes You

Say That

Claim Support

Question

Connect Extend

Challenge

Mind Maps

Step Inside

I Used to Think

Now I Think


Thinking

Routines

Progressive Implementation 2016

P1 P2 P3 P4 P5 P6

Question

Starts

Question

Starts

Question

Starts

Question

Starts

Question

Starts

Question Starts

I Used to

Think

Now I Think

I Used to

Think

Now I Think

I Used to

Think

Now I Think

I Used to

Think

Now I Think

I Used to

Think

Now I Think

I Used to Think

Now I Think

Mind Maps Mind Maps Think Pair

Share

What Makes

You Say That

Claim

Support

Question

Claim

Support

Question

What Makes

You Say That

I See

I Think

I Wonder

Think

Puzzle

Wonder

Connect

Extend

Challenge

Mind Maps


ENGLISH

LANGUAGE


EL Baseline Standards for Teaching ( 2016 )

The teaching of English in BTPS is anchored on the EL Syllabus 2010 and the STELLAR or Strategies for English Language Learning and Reading.

The English scheme of work (SOW) is structured on a progressive teaching process.

LOWER PRIMARY STELLAR UPPER PRIMARY STELLAR


STELLAR PEDAGOGY IS CENTERED ON:

a) Pedagogy

To use a variety of teaching strategies including the use of ICT tools to ensure effective delivery of learner-centered lessons.

ELLE – English Language Learning Experience:

To develop pupils’ creative and thinking skills, and self-directed learning.

1. Using Questioning to assess for learning a. Teachers to generate ideas for writing using brainstorming, asking 5'wh' 1 'H' questions about the topic / picture(s). b. Teachers to use models of good writing to stimulate pupils thinking and raise questions on the format, paragraphing structure, use of vocabulary to

enhance development and organisation of ideas c. Teachers to use the graphic organizers like story-maps, mind-maps to stimulate pupils' thinking on the given topic or picture(s).

Learning by interacting to Create confident speakers

2. ORACY PROGRAMME

Show & Tell activities to stimulate and open up creative discussions.


3. Content building by READING

To increase the depth and breadth of content in terms of knowledge and skills: Go Beyond the textbooks

P3 to P6 : LRD (Little Red Dot) articles used for IBL-TR lessons, journaling, class blogs in AsknLearn

P5 & P6: Inspire Magazine - extensive reading

Reading Programmes together with NLB as partners : To create a culture of avid readers

Joy for Writing: Tackling English Diligently (TED)

a. Teachers to teach the different genres of writing: lists, procedures, notes, letters, emails, notices, factual recounts, information reports etc. (as specified in SOW and EL Syllabus 2010).

b. No of written pieces: 7 - Term 1: 3; Term 2: 2 ; Term 3: 2. c. Writing to be a joyful experience – by engaging pupils to write attention-grabbing short paragraphs

Focus on skills development: introduction (different types), development and conclusions ; Skills to be taught in a progressive, spiral manner. d. To explore expository writing – opinions, arguments, explanations – using LRD articles, Inspire Magazine articles to provide content for discussions.

P1: 60words – narrative writing;

P2: 80words – narrative writing: 1st person & 3

rd person;

P3: 100 words – narrative writing: 1st person & 3

rd person; poems ; factual recounts, notes, postcards

P4: 120 words – narrative writing; factual writing – personal recount; poems, letters, notes, procedures, personal views

P5: 150 words – narrative writing; factual writing; information reports – personal recount; letters, emails, notices, opinions and views

P6: 150 – 250 words – narrative writing; factual writing: information reports – personal recounts, letters, emails (formal), notices, opinions and views

SPELLING

Alternate weeks of spelling words and dictation to be given based on ‘Spelling / Dictation Lists’ given to pupils.

GRAMMAR

Explicit teaching of Grammar based on SOW & STELLAR Units, in line with EL Syllabus 2010.


MATHEMATICS


1) Baseline Standards for Teaching of Mathematics 2016


2) Pedagogy - IBL-TR and Polya Strategy

The Polya’s Strategy of Problem Solving is aligned to IBL-TR where each level has a focus of Thinking Routine (TR) in each term.

(a) Polya’s Strategy of Problem Solving

Step 1 Understand

underline key information

Organize the information

Infer information not given

TR – Question Starts

TR – Think Pair Share (about their understanding and activate each other as resource)

Step 2 Plan

Identify the topic and Math concept(s) involved

Select the best strategy from the various heuristics

TR - I See, I Think, I wonder (I wonder if …)

TR – What Makes You Say That (is the best strategy)

Step 3 Do

Solve problem using selected strategy

Revise & modify the plan if necessary

TR – Think Pair Share


Step 4 Check

Check if answer & method are reasonable

Improving on the method used

Seeking alternative solutions to check answer

Extending the method to other problems

TR – I used to think… Now I think

TR – Connect, Extend, Challenge

2B) Activity-Based Lessons

Pupils are to be actively engaged in the learning Mathematics concepts through the Concrete Pictorial, Abstract (CPA) Approach.

The use of manipulative (concrete materials) for hands-on lessons should be part of all pupils’ learning experiences. All P1 to P6 levels are to implement REM

in the teaching of Math with reference to the MOE instructional guide.

Model Method (with Polya’s Strategy)

Types of models to be identified for teaching in each level

Level Types of Models

P1 1) Part-Whole Problems

P2 1) Part-Whole Problems

2) Comparison Problems (with 2 items)

3) Multiplication Problems

4) Sharing Problems

P3 1) Comparison Problems (with 3 items)


2) Multiple Problems

3) Sharing Problems

4) Fraction Problems (Add & Subtract within 1 whole)

P4 1) Comparison Problems (with 3 items with gap)

2) Constant-value Problems

3) Fraction of a set

4) Remainder Problems in Fractions

P5 1) Two Variable Problems

2) Remainder Problems in Fractions (remainder of a remainder)

3) Comparison Models (Fraction, Ratio, Percentage)

4) Gap and Difference Problem

1) Before-After Model (Fraction , Percentage)

2) Remainder Problems in Ratio and Percentage

3) Internal Transfer Problems (Constant Total,

Repeated Identity)

4) External Transfer Problems (Constant difference)


D) Problem Solving Heuristics (PSH)

3) Thinking of Math (TOM) using IBL -TR

Rationale: Develop pupils’ abilities to reason logically, to communicate mathematically using Inquiry-Based Learning.

Pupils may be focusing in any of the 5 phases.

Engage, Explore, Explain, Elaborate, Evaluate

Examples :

Engage pupils in building confidence in Math problem solving by addressing their affect for Math.

Primary 1 Primary 2 Primary 3 Primary 4 Primary 5 Primary 6

1st

Term

NIL - Draw A Diagram

- Look for Pattern

- Guess & check

- Draw A Diagram

- Look for Pattern

- Guess & Check

- Draw A Diagram

- Look for Pattern

- Guess & Check

- Draw A Diagram

- Look for Pattern

All PSS

2nd

Term

Draw A Diagram Guess & Check

Model Drawing

- Make A List

- Model Drawing

- Make A List

- Model Drawing

- Make A List

- Model Drawing

All PSS

3rd

Term

Look for A Pattern

Make A List

Working Backwards - Working backwards

- Logical Reasoning

- Working Backwards

- Logical Reasoning

All PSS

4th

Term

Part-Whole Model Revision Revision Revision Revision NIL

No. Of

PSS

3 5 6 7 7


- Write about feelings about a topic, about values such as resilience, overcoming challenges while working collaboratively.

Engage the pupils by tapping on the prior knowledge to know what they already know, what they know and what they want to find out (KWL) and activate

each other as resource.

Explore different ways of solving a problem and relate it to life application of Math concepts.

Explain in the form of journal writing, drawing or mathematical reasoning to justify if a solution is logical or incorrect and to surface misconceptions.

Elaborate and apply the Math concepts learnt to other context and also to link it to other Mathematical concepts or disciplines.

(May use +Venture magazine for extension of learning.)

Evaluate through self, peer, teacher feedback and do reflection for improvement.

5) Infusion of IT

Rationale: Harness technology in the teaching and learning of mathematics.

Each level uses IT for SDL (Self-directed Learning) & CoL (Collaborative Learning)

6) Feedback (Assessment of Learning)

a) Teachers are to do diagnostic marking for any math problems.

ie circle the part that is incorrect, write comments about what is incorrect

b) Corrections are to be done and marked by the teachers

This includes the marking of exam papers corrections.

c) Feedback is to be given in the TOM book to improve and stretch the pupils’ thinking processes.

Positive comments to be given to highlight the pupils’ strength and to give encouragement.


SCIENCE


Baseline Standards – Science 2014

The BTPS Science scheme of work (SOW) is

based on the MOE Primary Science Inquiry

Package and BTPS progressive development

plans of Skills and Attitudes (refer to next

pages).

In implementing the SOW, teachers will ensure

that instruction embeds all essential features of

inquiry (refer to table) at various points of their

lessons.

Teachers will provide learning experiences that

are balanced and varied – sometimes guided

and at other times allow pupils to direct their

learning.

MOE Science Syllabus 2008 & 2014


Teaching and Learning - Expectations

Teaching

Science CONCEPTS

Revised SOW

(Best SAM exemplar provided)

Topical Worksheets aligned to

Concepts

Hands-on Activities

Teacher Action Use IBL for all lessons in SOW

Follow SOW – any replacement

activity must be documented in lesson

plan

Teach and practise ‘Interacting with

questions’

Compulsory for all activities – in lab or

in class

Note: All resources need to be

returned to lab immediately if used in

class for next class.

Departmental

Monitoring

SAM check (term1/2/3):

1. High fidelity to IBL 2. Alignment to SOW 3. Enrich activities for Small

block are completed

Sign in/out book (termly)

Lab: Sign in (Lab)

Class: Sign in and Sign Out

SAM Journal as a Portfolio

Expectations for SAM Journal Check

Science IDEAS Pupil Self-checklist Skills are explicitly taught and

application encouraged in daily

work.

ATTITUDES Pupil and Teacher

Checklist

Written Teacher FEEDBACK

Comments or questions to guide

the pupil’s thinking forward

After every topic signed by parents

and teacher /

As stipulated in SOW

One SDL activity done by every child

per term.

Term 1/3

Signed by parents and teacher /

pasted in SAM

3 for every topic

pasted in SAM final rubrics pasted in SAM

Evidence of task done in SAM

pasted in SAM written in SAM


Types of feedback for pupils in SAM

Questions to redirect learning: Why don’t you find out more about this? Why makes you say that? Use of question starts to redirect understanding.

Questions to correct misconception: Give examples of how idea written down does not work. o P5/P6: Conversion of energy in oven. “Heat energy of oven chemical potential energy of food”.

Does heat energy produce food for us to eat?

o P3/P4: “The hot tea gained coldness.” How is heat transferred?

Questions to encourage them to think deeper and link to life: How is this Science idea link to life? Can you give me examples of this happening in real life? Can you explain/elaborate further?

Feedback to praise pupils for work done: Based on the 5 Behaviours. Example: o Question: Awesome Questions o Answer: Thank you for taking the initiative to do the research. o Explain: You have developed your explanations well! o Link to life: You linked your examples to real life! o Reflect: Your reflection contains many Science ideas we discussed! Keep it up!


Progressive Skills Plan P3-6

P3 P4 P5/6

Process Skills Process Skills Process Skills

Observation

Classification

Comparison

Inference: Introduce the word 'infer', connect it with activities or data

Inference: Connect the word with questions

Measuring: Length & Mass Measuring: volume of liquid, intensity of light with

datalogger Using: Digital microscopes

Scientific Inquiry Scientific Inquiry Scientific Inquiry

Posing (1st half) & Identifying a testable Questions (2nd Half)

Posing (1st half) & Identifying a testable Questions (2nd Half)

Prediction: With related short reason Hypothesis: With Reason related to Science idea Hypothesis: With Reason related to Science idea

Drawings - Labeling Planning an Investigation - guided with focus on Items needed and Procedural steps

Planning an Investigation - focus on data collection and presentation of data - set up control

Evidence: Drawings - Labeling Evidence: Creating a Table, Bar Graph (with graphpaper and excel)

Evidence: Line Graph (graphpaper and with excel)

Simple explanation of evidence Form explanations based on data Justify explanations based on data

Conclusion guided by teacher Conclusion guided by teachers Form conclusion based on data and Science ideas. Find as many claims as possible and follow-up questions.


I Strive for the BEST

&

Take charge of MY learning!

I Actively for Answers

I choose what evidence I need to

collect.

I discuss how to find the information

with others.

I use different ways to find my own

answers (e.g. book, investigation...)

I Explain my Thinking

I use my own words.

I include Science ideas.

I use many ways to present my

Science thinking.

I support my answers with the

evidence I find.

I Link What I Learn to Life

I apply the skills learnt in

Science.

I can link things around

me to Science ideas.

I actively share about things that use

the Science ideas I learnt.

I Reflect on My Learning

I write about the Science

ideas I have learnt.

I think about what went right or wrong

after doing an investigation.

I think about solutions to problems my

team faces in Science.

I Pose Questions.

I pose questions to learn more about a

topic.

I pose questions to help me solve a

problem.

I pose many types of questions that

can open up my thinking.

Developing Attitudes – 5 Behaviours in Science


MOTHER

TONGUE

CHINESE


Baseline Standard for CL

(i) 教学法 Pedagogy infusing IBL-TR

鹰架结构——扶放收

循序渐进地推广“IBL-TR”的教学技能

将资讯科技融入教学

采用具创意的教学策略

在评价方式上注重综合性、真实性和形成性。

(ii) Expectation of Teaching and Learning

不断提升自己以配合教学所需。

及时、准确批改作业。

定期整理、检查文件夹。

准时上课，与学生保持良好关系。

能随时给予指导，赏识学生并给予鼓励。

适当的教学目标，适当地分配教学时间。

完成部门指定的所有作业。

有效地使用资讯科技／教具／教材。

在各年级的教学上，循序渐进地推广“IBL-TR”的教学技能

(iii) Key Approach (E.g. SAM/ TOM/Concept Teaching/ STELLAR)

先听说、后读写

通过完善的阅读以及写作计划，有规模地进行学生四技的培训

有效的课室管理

能针对性地引导学生思考并引发学生兴趣。

保持学生的学习兴趣，并鼓励学生参与。

在教学活动中推广并强化华族文化知识（文化教育）。

(iv) Progressive Programmes 循序渐进的教学


阅读计划：小书、活动单、阅读列车、伙伴阅读、阅读妈妈活动

写作计划：词句段篇、小练笔、作文

口试教学：“Adopt-a-Kid” Programme

指定（全年）作业：

年级造句

小练笔

写话／作文

听力练习

听写

补充／综合练习

考前复习

考前听力练习

校本阅读

考查／考试

口语练习/互动

其他

一华文 - 10 - 11 19 6 - - 10 6 11 5 堂查字典课(2016 年

没有了，换成 6 次汉语

拼音专项练习)

全面性评估-3

二华文 5 10 5 ４ 19 6 1 １ 5 6+1 20 8 堂诗歌+句式教学

全面性评估-4

三华文 18 9 7 2 18 9 2 2 5 6+2 10

四华文 18 6 7 12 18 10 2 2 5 6+2 9

五华文 18 9 9 7 18 9 2 2 5 4 11 还有 5 份阅读理解专

项练习


五高华 20 9 12 7 20 22 4 2 3 4 11 还有 5 份阅读理解专

项练习

六华文 10 - 12 5 10 18* 3 2 - 3 20 *包括历届考题

六高华 12 4 14 5 12 22* 6 2 4 3 20 *包括历届考题还有 7

份阅读理解专项练习


MOTHER

TONGUE

(MALAY)


Program Tulis dan Baca

Dijalankan sepanjang tahun. Murid dapat membaca secara kelas atau pun secara individu. Bahan bacaan bagi P1-P3 merupakan

hasil kerja murid peringkat atas seperti buku besar dan buku-E. P4 pula akan didedahkan kepada cerita-cerita rakyat manakala P5

dan P6 didedahkan kepada cerpen atau artikel dari majalah.

Tujuan :

o Murid lebih yakin dan minat untuk membaca serta dapat berinteraksi secara aktif sebelum,semasa dan sesudah sesi

membaca

o Murid dapat berfikir secara kreatif semasa mencipta buku sendiri

Program Buddy Reading

Dijalankan seminggu sekali bagi meningkatkan kebolehan membaca di kalangan murid yang lemah. Murid akan didedahkan

bacaan buku-E (Cerita Rakyat Nusantara) dan bahan bacaan lain.

Tujuan :

o memperbaik pencapaian membaca murid o meningkatkan keyakinan dan keseronokan membaca o pembimbing - lebih bertanggungjawab, berdedikasi, dapat membimbing serta membantu rakan

Program Dwi-Mingguan Bahasa Ibunda (MTLF)

Bagi memahami dan mengenali budaya Melayu, MTLF akan dijalankan selama 2 minggu secara berterusan dalam setahun.

Malay Language Baseline 2016


Tujuan :

o meluaskan penggunaan Bahasa Melayu o platform kepada pelajar untuk belajar Bahasa Ibunda dan budaya dengan lebih aktif

Ejaan

Dijalan seminggu sekali. Untuk murid peringkat atas, Imlak juga akan diberikan setiap dua minggu. Senarai ejaan diberikan

kepada

Adopt-A-Kid

Dijalankan seminggu sekali. Hanya murid yang lemah bahagian Perbualan dalam peperiksaan Oral yang akan menyertai kelas ini

selepas sekolah.

Tujuan :

o membantu kemahiran bertutur o meningkatkan keyakinan

Pakaj Penulisan

Pakaj yang dilakarkan untuk memastikan murid dapat menggarap asas penulisan dan ada kesinambungan dalam pembelajaran

dan pengajaran apabila mereka melangkah ke peringkat darjah atas.

Tujuan :

o ada asas penulisan o meningkatkan mutu penulisan o lebih kreatif dan dapat menggunakan bahasa yang lebih baik


Perkhemahan Bahasa Dan Budaya

Perkhemahan ini dikhaskan untuk murid darjah 3. Program ini mendedahkan mereka kepada bahasa dan budaya melalui aktiviti

yang dijalankan.

Tujuan :

o menggalakkan penggunaan Bahasa Melayu o menghargai dan mengenali sejarah, budaya dan tradisi sesebuah bangsa o dapat menimba pengalaman melalui aktiviti di luar bilik darjah


MOTHER

TONGUE

(TAMIL)


தமிழ்மமொழி பொட வரையரை – 2016 Tamil

Language Baseline

தவரை 1, 2

தவரை 3, 4

(Term 3,4)

பொடம் வ-3 வ-4 வ-5 வ-6

ச ொல்வளம் 15 15 15 15

கட்டுரை 10 10 10 10

கருத்தறிதல் 10 10 10 10

ச ொல்வசதழுதுதல் 15 15 15 15

மொதிரி வினொத்தொள் 6 6 6 10

பொடம் வ-3 வ-4 வ-5 வ-6

ச ொல்வளம் 12 12 12 10

கட்டுரை 10 10 10 10

கருத்தறிதல் 10 10 10 10

ச ொல்வசதழுதுதல் 13 13 13 10

மொதிரி வினொத்தொள் 6 6 6 15


சில முக்கிய தகவல்கள்

ச ொல்வளம் ஒலிவவறுபொடு, இனிய ச ொற்சறொடர், ச ொல்வங்கி ஆகியவற்ரறப் சபொருளுணர்ந்து வொக்கியத்தில் அரமப்பர்

கட்டுரை சதொடக்கநிரல3,4 ஆகியவற்றில் பயிலும் மொணவர்கள் படத்ரதப் பொர்த்துச் ிறு ிறு வொக்கியங்களில் தங்கள் கருத்ரதப் பிரையின்றி எழுத முயல்வர். 5-6 ஆம் வகுப்பு மொணவர்கள் கட்டுரையில் கருத்துடன் சபொருத்தமொன இனிய

ச ொற்சறொடர்கரள இரணத்துப் பிரையின்றி எழுதவும் பயிற் ி சபறுவர். கருத்தறிதல் பயிற் ி நூல், பயிற் ித்தொள், வதர்வுத்தொள் ஆகியவற்றிலுள்ள பயிற் ிகரளச் ச ய்வர்


மசய்யுள்

தவரண -3க்குள் முடிக்கப்படும்.

வொசிப்பு வொைந்வதொறும் வொ ிப்புப் பொடம் நடத்தப்படும்.

பயிற்சிநூல்

புத்தகத்தில் உள்ள அரனத்துப் பயிற் ிகளும் வதர்வுக்குள் முடிக்கப்படும்.

ககட்டல் கருத்தைிதல்

பயிற் ிநூலில் உள்ள அரனத்துப் பயிற் ிகளும் முடிக்கப்படும். ஆறொம் வகுப்பு மொணவர்களுக்கு மட்டும்

கூடுதல் பயிற் ி அளிக்கப்படும்.

வொய்மமொழி வொைந்வதொறும் நரடசபறும். பொடத்சதொகுதியொகவும் நடத்தப்படும்.

வளமூட்டும் நடவடிக்ரககள்

சதொகுதிரய அடிப்பரடயொகப் பல்வவறு நடவடிக்ரககள் வமற்சகொள்ளப்படும்.

நூலக வொசிப்பு ஒவ்சவொரு தவரணயிலும் 5 முரற நூலகப்பட்டியல் ரிப்பொர்க்கப்படும் .வொ ித்த நூல்கரள ஒட்டி

வளமூட்டும் நடவடிக்ரககள் வமற்சகொள்ளப்படும்.

கருத்ரதப் புரிந்துசகொண்டு பிரையின்றி எழுதப் பயிற் ி சபறுவர் ச ொல்வசதழுதுதல் பொடநூலிலுள்ள ச ொற்கள், ச ொற்சறொடர்கள், ிறு பத்திகள் , ச ய்யுள் பைசமொைிகள்

வபொன்றவற்ரறப் பிரையின்றி எழுதப் பயிற் ி சபறுவர் மொதிரி வினொத்தொள்

மொதிரி வினொத்தொட்கள் ச ய்வதன் மூலம் தங்கள் தைத்ரத அறிந்து சகொள்வர்

bukit timah primary school baseline 2016

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