english department 2015 - fernvale

ENGLISH DEPARTMENT 2015

Overview

• STELLAR

• Assessment

• How can parents support their children?

STELLAR & its Vision

STELLAR: Strategies for English

Language Learning and Reading

Children who

• love reading &

• have a strong foundation in the English Language

STELLAR & Language Learning

• Teaching and learning of English using more speaking and listening activities

• Children learn reading and writing using rich and interesting books, with discussions led by the teacher

STELLAR & its Classroom

Classroom environment is:

• focused on children’s interaction rather than on teacher talk

• enriched with children’s written language

• filled with various reading materials for children’s use

English language learning is achieved through:

• discussions with other children and the teacher

• informal peer interaction

STELLAR in action

STELLAR Strategies

Sustained Silent Reading (SSR)

• Provides pupils with authentic opportunities to enjoy reading while practising their silent reading skills

Supported Reading (SR)

• Provides opportunities for pupils to make predictions, read assigned sections quietly, discuss text and difficult words as a class

Know – Want to know – Learnt (KWL)

• Helps pupils to extract information and relate it to what they already know.

• Organise, access and remember information.

STELLAR Strategies

Retelling (RT)

• Reading comprehension strategy

• Opportunities for all the major language skills to be applied

Language Activities and Sentence Manipulation

• Oracy, Word Study, Genre, Grammar and Language use

Writing Process Cycle (WPC)

• Applying planning, writing and reviewing process in writing

Differentiated Instruction (DI)

• Appropriate activities to support, reinforce and extend learning

For more information on STELLAR,

Visit

http://www.stellarliteracy.sg

9

Assessment – Grading System

Band Mark Range

1 85 and above

2 70 to 84

3 50 to 69

4 30 to 49

U Below 30

Assessment – Mark Allocation

• Writing Paper 1

(20 marks)

• Language Use & Comprehension

Paper 2

(50marks)

• Listening Comprehension Paper 3

(14 marks)

• Oral Communication Paper 4

(16 marks)

Writing

Writing (20 marks)

• Pupils are to write a composition based on the picture prompts.

Language Use & Comprehension

Booklet A Multiple Choice Questions

Booklet B Fill-in-the-Blanks, Open-ended

• Grammar, Vocabulary, Comprehension, Synthesis and Transformation, Comprehension Cloze

• Comprehension questions may come in different forms – reasoning, sequencing, graphic organisers, open-ended

Paper 2: Language Use & Comprehension

Area Component Item Type No. of

Items Marks

Language Use

and Comprehension

1.1 Grammar MCQ 8 8

1.2 Vocabulary MCQ 6 6

1.3 Grammar Cloze

- with helping words

Fill-in-the-

Blanks 8 8

1.4 Comprehension

Cloze

Fill-in-the-

Blanks/OE 4 4

1.5 Sentence

Combining OE 4 4

1.6 Comprehension

(2 passages)

MCQ,

Checking(√),

Sequencing,

Open-ended

etc

Up to 10

per

passage

20

Total 50

Listening Comprehension

• Skills tested: noting details, following instructions & making inferences

• Comprises up to 14 questions which test candidates’ ability to understand spoken English.

• The texts may be in the form of news items, announcements, advertisements, instructions, conversations, telephone conversations, speeches and stories.

Oral Communication

Part 1 Reading Aloud (6 marks)

Part 2 Stimulus-based Conversation

(10 marks)

3 criteria for assessment for Reading Aloud:

• Pronunciation and Articulation

• Rhythm and Fluency

• Expressiveness

There are 3 criteria for assessment for Conversation:

• Personal Response

• Clarity of Expression

• Engagement in Conversation

Parents’ Support

Home support – help your child learn English by providing English language reading materials at home.

Activate child’s interest – show your child that you believe learning English is both enjoyable and useful in your daily life.

Role models – read and write notes and messages in front of your child.

Understanding – English language learning requires frequent exposure to listening, speaking, reading and writing opportunities and activities rather than use of worksheets alone.

How you can help your child

• Go to the library together

• Provide books, magazines and newspapers in your home for reading

• Allow your child to choose books to read and reread

• Read to and with your child (or, have your child read to you) – Remember that reading in a mother tongue

language also fosters a love for books and knowledge

• Talk about the books and characters read

Why Read Extensively?

Reading can:

• open up the world for children

• help children think and wonder

• increase children’s vocabulary and knowledge about the world around them

• provide good examples for reading and writing

Some language activities you can do with your child include…

• Reading aloud a book and asking your child to identify words beginning with the same sound, for example, ‘p’ – pancake, pick, put, police, pat, etc.

• Helping your child learn more interesting words by thinking of new words to replace known words, for example, ‘big’ – huge, enormous, large, gigantic, etc.

Some language activities you can do with your child include…

• Playing language games like word scavenger hunt. (Looking for a word in print materials.)

• Getting your child to retell a story to you in his or her own words

• Suggesting that your child give a different ending to the story read

NEWS@Fernvale Channel

P4 & P5 English Key Programme

Impact Of Socratic Questioning Through Infusion Of Current Affairs Curriculum On Students’ Critical Thinking

Will be carried out during English lessons (P5

Early Term 1 to Term 3)


Objective:

• School’s effort to equip students with the 21st century competencies namely global awareness, critical thinking, information and communication skills.


Description:

• students will undergo a series of lessons designed by the teachers through infusing the following components:

– current affairs curriculum (via news articles i.e. Little Red Dot)

– critical thinking strategies:

(a) using Socratic questioning technique

(b) usage of graphic organisers

425

13

0011 0010 1010 1101 0001 0100 1011

Mathematics

Department

Primary 4

425

13

0011 0010 1010 1101 0001 0100 1011

Strategic Goal

• To develop a confident, creative and

competent Mathematics problem solver

– Mathematical problem solving is central to

mathematics learning

425

13

0011 0010 1010 1101 0001 0100 1011

Mathematical Framework

Mathematical

Problem

Solving

Concepts

Reasoning, communication & Connections

Thinking skills and heuristics

Applications and modelling

Monitoring of one’s own thinking

Self-regulation of learning

Numerical, Algebraic, Geometrical

Statistical, Probabilistic, Analytical

Numerical calculation

Algebraic manipulation

Spatial visualisation

Data analysis

Measurement

Use of mathematical tools

Estimation

Beliefs

Interest

Appreciation

Confidence

Perseverance

425

13

0011 0010 1010 1101 0001 0100 1011

Programmes / Activities

• Activity-based lessons with use of

Manipulatives

• Remedial lessons

• Heuristics & Problem Solving Skills

Package

• ‘I Do, You Do, We Do’ Package

425

13

0011 0010 1010 1101 0001 0100 1011

Programmes / Activities

• Diagnostic Quizzes

• Fun @ Recess

• Math Trail

• Termly quizzes

• ICT Lessons

425

13

0011 0010 1010 1101 0001 0100 1011

Mathematics Assessments

Term Assessment

1 CA1

2 SA1

3 CA2

4 SA2

425

13

0011 0010 1010 1101 0001 0100 1011

Continual Assessments (CA1 & CA2)

Item Type No. of Questions Marks

Multiple Choice

Questions

12 questions

16 marks

Short Answer

Questions

10 questions

14 marks

Long Answer

Questions

6 questions

20 marks

Total 28 questions 50 marks

425

13

0011 0010 1010 1101 0001 0100 1011

Semestral Assessments (SA1 & SA2)

Item Type No. of Questions Marks

Multiple Choice

Questions 20 questions 35 marks

Short Answer


Long Answer


Total 45 questions 100 marks

425

13

0011 0010 1010 1101 0001 0100 1011

Support for Child in Learning

1) Work closely with your child’s Math

teacher

2) Create a homework routine

3) Focus on effort, not mistakes

4) Make learning of Mathematics fun &

relevant

425

13

0011 0010 1010 1101 0001 0100 1011

Gentle Reminders to Child

o Read questions / word problems carefully and

Highlight the Key Words

o Devise a Plan / Strategy / Method so as to solve the

problem

o Encourage your child to show proper and detailed

working steps

o Reinforce the importance of checking answers

o Reinforce the necessity of writing legibly and neatly

o Time management

425

13

0011 0010 1010 1101 0001 0100 1011

Gentle Reminders to Child

• Regular practice to achieve mastery,

improve speed and accuracy

o

425

13

0011 0010 1010 1101 0001 0100 1011

Head of Department

Mrs Junice Tay

Email: [email protected]

Level Head

Mrs Anville Chia


Level Head

Mdm Geraldine Chua


Science Curriculum Primary 4 Fernvale Primary School

Curriculum Framework

CYCLES •Cycles in matter and water - Matter (P4)

INTERACTIONS • Interaction of Forces - Magnets (P4)

SYSTEMS

• Human System - Digestive system (P4)

ENERGY • Energy forms and uses - Light and Heat (P4)

Themes in Lower Block (P4)

Science Learning

• Experiential Learning

• Collaborative Inquiry

• Leveraging on ICT

• Performance Tasks

Key Programmes

• Interdisciplinary Project Work

• LJ to SengKang Floating Wetland & Science Centre

• National Geographic Programme

• Sony Creative Science Award

• Morning Remedial Sessions

• Science Olympiad, Excellence 2000 Programme (E2K) & UNSW Science Competition*

P4 Exam Format

SECTION A 30 MCQs 2 marks each

60 marks

SECTION B 14 Open-ended questions

2-4 marks each

40 marks

TOTAL 44 questions 100 marks

Duration of Paper: 1h 45min

• Knowledge with Understanding Questions (40%)

• Application of Knowledge and Process Skills Questions (60%)

Common Areas of Weaknesses

•Pupils’ misconceptions • Lack of Understanding of Application questions • Lack of Answering techniques - repeating information in question/ generalised answers ( The temperature will change.)

Doing Well in Science

1. Acquire content knowledge

2. Sharpen thinking skills and process skill

3. Improve answering techniques during exams

4. Revise P3 and P4 topics using concept mapping/ thematic revision

5. Using ACRONYMS – eg WOW in seed germination

Partners in Education

• Work closely with your child’s Science

teacher.

• Arouse your child’s curiosity in Science.

• Infuse Science into daily situations.

• Experience Science by exploring with

your child.

Thank you

Contact Us:

Mrs Bhavani Chandra

[email protected]

Mrs Teo –Ong Puay Hoon

[email protected]

mailto:[email protected]



Character &

Citizenship

Education Home-School Partnership

Fernvale Primary School

Character & Citizenship

Education Character and Citizenship Education (CCE) aims

to inculcate values and build social and emotional competencies in students.

To develop them into good individuals and useful citizens in a fast changing and globalised world.

It develops students through an understanding of the values that define the Singapore society, inspiring them to show concern about the world they live in, and demonstrate empathy in their relationships with others.

The Big Ideas

Identity, Relationships and

Choices, are core

concepts of the syllabus.

They are interconnected

and impact one another.

CCE in School National Education Events

Values in Action

Student Leadership

CCE Lessons

Sexuality Education (P5 & P6)

Form Teacher Guidance Period

Values in daily lessons

Social Studies

PAL

Greenova (Environmental Education)

Character and Citizenship Education

english department 2015 - fernvale

Documents