First Day of School (Part 2)

2 January 2018

Learning

English Language

EL Department-Key Personnel

Mrs Jean Tan Senior Teacher SN/LS

Mrs Pauline Loo HOD / English

Mdm Shanti Senior Teacher EL

Mdm Sri Khairunnisa Bte Paat

Sumanto

Subject Level Rep P1

Contents

1. EL Department Vision and Mission

2. A Typical STELLAR Lesson

3. S.I.R Programme

4. Alignment to C2015 D.O.E.

5. Level Focus

6. Holistic Assessment

7. Revision

EL Department Vision

Integrated and Engaging Approaches,

Effective and

Confident Communicators

EL Department Mission

To develop independent lifelong learners, avid readers

and creative thinkers who can communicate

effectively in English

STELLAR- Strategies for English Language Learning And Reading

-strengthen language & reading skills

-taught to listen, speak, read & write

through a variety of activities & lessons

-programme for helping them improve

language & learning through engaging

materials and activities

STELLAR Lesson 1.SBA

Students read a storybook

with the teacher and engage

in oral discussions with

teacher and peers.

2. MLEA

Students engaged

in class activities

related to the

theme of the story.

3. Shared Writing

The teacher models writing

using students’ ideas.

Students engage in writing

together and writing

independently.

Step-Into-Reading Programme

• Read beyond the books taught

in class

• Graded readers are chosen to

expose students to different

text types (20 books)

• Post-reading discussions

(activity sheets)

Connections between Reading & Listening

• Reading to students is a way of teaching active listening

skills

• To listen to what was said, think about something that

relates to it and add to the story

• To express views as a response to the story

C2015 Desired

Outcomes of

Education

Confident Person

Thinks independently

Communicates effectively

Has good inter-personal skills

Reading:

Class and Individual Reading

Reading books and IRead Step-into-Reading

Speaking:

Pick-n-Tell

Class/Group Discussions

Writing:

Reflection after each thematic unit, learning

journeys and school events

Self-directed Learner

Takes responsibility for own learning

Questions, reflects, perseveres

Uses technology adeptly

Speaking:

Pair Discussions to provide individual feedback for

improvement

Writing:

Reflection after each unit, reading, learning journeys and school events

Reflection after pick-n-tell performance

Sets targets for their performances, including reading targets

C2015 Desired Outcomes of Education

Concerned Citizen

Is informed about world and local

affairs

Empathises with and respects others

Participates actively

Speaking:

Class, Group & Pair Discussions

Pick-n-Tell

EL Alive!

Learning Centres

Writing:

Reflection after each learning experience. E.g. International Friendship

Day, Zoo, MLEA etc.

Reading:

STELLAR themes –caring for others, environment, animals, responsibility,

respect

Wide variety of books Learning Centres

C2015 Desired Outcomes of Education

Active Contributor

Exercises initiative and takes risks

Is adaptable, innovative, resilient

Aims for high standards

Speaking:

Class & Group Discussions

Pick-and-Tell

EL Alive!

Writing:

Sets targets for their performances

Creative writing and expressions

C2015 Desired Outcomes of Education

P1 Level Focus

Oracy:

• speak confidently by having eye contact, smiles

• speak with common sentence starters

Writing:

• Develop writing readiness and penmanship, Draw,

Label and Caption, Subject-Verb-Object structure

Holistic Assessment

Skills Formative Assessment Summative Assessment

Speaking

and

Reading

Pick-n-tell Pick-n-tell

Running Record

Stimulus-based

Conversation

Reading Aloud &

Stimulus-based

Conversation

Listening Picture-Matching &

Sound Discrimination

Listening for Details

Picture-Matching & Sound

Discrimination

Listening for Details

Formative Assessment is carried out before Summative Assessment

(refer to Student Handbook for weighting of Progress Tests)

(T2-20%, T3-30%, T4-50%)

Holistic Assessment

Skills Formative Assessment Summative Assessment

Writing Simple Recount of class

activities and Learning

Journeys

Simple Recount

Language

Use

Unit Worksheets

Practice Papers

Progress Tests

Formative Assessment is carried out before Summative Assessment

(refer to Student Handbook for weighting of Progress Tests)

(T2-20%, T3-30%, T4-50%)

Revision • Learn Spelling lists

• EL worksheets

(cover pg for grammar , vocab & phonics)

• Read storybooks

• Listen to phonics, main ideas

• Practise penmanship

• Write journals and free write on any topic of interest

• More conversations-speak

What do you do on Sunday? How do you feel about the

visits? Why do you visit the place?

Learning Mathematics

Mathematics Department Key Personnel and Level Rep

Mr Sean Lim

HOD (Mathematics) Ms Dion Ng

LH (Mathematics)

Ms Chan Siew Buay

ST (Mathematics)

Ms Par Hwee Ling

ST (Mathematics) Mrs Aw Li Ting

P1 Math Level Rep

Primary School Mathematics Mathematics Framework

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

Mathematics Department

At the end of their primary education in Mee Toh School, all

Mee Tohians will be able to

• acquire and apply mathematical concepts and skills;

• develop thinking, reasoning, communication, application

and metacognitive skills;

• develop positive attitudes towards Mathematics

thus laying a strong foundation in mathematical problem-

solving.

Types of Knowledge in Mathematics

• Connect types of

knowledge to build

understanding of

Mathematics

• Connect within topics

• Connect between

topics

• Connect across

levels

Conceptual Knowledge

Procedural Knowledge

Factual Knowledge

Metacognitive Knowledge

Example

Choose some numbers from the box to complete the subtraction equations.

Check if your classmate’s answers are correct.

(a) – 75 = 10 (b) 99 – = 60

(c) – = 30 (d) – = 40

87 25 99 57 75 39 85 65

− 75 = 10

Able to identify the concept of working backwards

(Conceptual Knowledge)

Able to translate the question in algorithm

(Procedural Knowledge)

Able to tell 7 + 1 = 8

(Factual Knowledge)

Able to check for reasonableness of answer

(Metacognitive Knowledge)

7 5

+ 1 0

Example

P1 Topics

Numbers to 100 Multiplication

Addition and Subtraction Within 100 Division

Number Bonds Time

Numbers showing position Money

Shapes Picture Graph

Length

P1 Key Focus

Concepts Develop a good foundation of whole number concepts • Concept of place value • Concepts of addition and subtraction • Concepts of multiplication and division (grouping

and sharing)

Skills Acquire factual and procedural fluency for addition and subtraction

Processes Apply mathematical reasoning and communication Acquire proficiency in making comparisons

Attitudes Develop the Interest in learning Mathematics

Metacognition Develop from ‘Tacit’ learners to ‘Aware’ learners

Key Learning Experiences

Building Conceptual Understanding via Activity-Based Learning

Providing Opportunities for Collaboration, Reasoning and Communication

Key Learning Experiences

Engaging Students and Reinforcing Learning using ICT

Promoting Self-Directed Learning and Motivated Practice via KooBits

Holistic Assessment

Formative Assessment to Provide Timely Feedback

Progress Test

Term 1 Nil

Term 2 20%

Term 3 30%

Term 4 50%

Summative Assessment in the form of ‘Bite-sized’ Progress Tests starting Term 2

Learning Mathematics A 21st Century Necessity

• The learning of mathematics provides an excellent vehicle to train the mind, and to develop the capacity to think logically, abstractly, critically and creatively.

• These are important 21st century skills that will prepare our children for the future that holds many unknowns.

Learning Mother Tongue

Mdm Pamela Chng E Hwei

HOD - Chinese Language

Mdm Tinie Tan Mui Ngin

Subject Head - Chinese

Language

Mother Tongue Department - Key Personnel

Mdm Loh Tiah Cheng

Lead Teacher

Mdm Ho Lee Ling

Senior Teacher - Chinese

Language

Ms Soon Min Wah

Senior Teacher - Chinese

Language

Mdm Neo Li Ting

Senior Teacher - Chinese

Language

Mother Tongue Department - Key Personnel and Coordinator

Mdm Zuraini Bte

Abdul Rahim

Coordinator- Malay

Language

Department Vision and Mission

Vision

激发学生对华文华语和华族文化的兴趣

Budiman, Berilmu dan Berhemah

Mission

学生积极学习华文华语并欣赏华族文化

Menyemai cinta terhadap bahasa dan budaya Melayu di samping memupuk daya pembelajaran secara berdikari di kalangan para pelajar Melayu

Emphasis of Mother Tongue Language Curriculum

• Greater emphasis on spoken & written interaction skills;

• Greater focus on authentic activities to better engage students and develop their communication skills; and

• Continue to expose students to culture & values through MTL learning

Features of Mother Tongue Language Curriculum

• Story characters set in real-life situations that students can relate to, so as to better engage students in their learning of MTL and;

• Greater use of ICT e.g. videos, animations, digital interactive games etc.

• Greater use of authentic language activities to better develop our students’ communication skills;

• Encourage language use in its various forms; and

• Development of other language skills remain important.

Learning Outcomes

• Language skills: • Language Competencies - emphasis on oral, aural and

reading

• Communication and Application: • Application of knowledge, analyse questions, offering

solutions, effective communication with others

• Values and Culture: • inculcation of values, appreciation of culture and traditions,

love for family and society, respect for different races

Language Competencies

Oral Interaction

Aural Reading

Speaking Writing Written

Interaction

Level Focus

• Speaking and Aural

• Reading

• Oral Interaction Skills

Holistic Assessment

Holistic Assessment