gep p4 curriculum outline 2016 - ministry of education

BRIEFING FOR PARENTS: GEP P5 English LanguageCurriculum Outline 2021

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The GEP Enrichment ModelCONTENT

• Greater depth (e.g. concept of genre)• Greater breadth (e.g. Extended

Reading Programme)• Advanced topics

(e.g. Elements of Mystery novels)

PROCESS• Higher level thinking skills• Inductive learning • Inquiry & independent study• Creative Writing (portfolio)

PRODUCT• Creative Writing Tasks• Creative Expression (performance)• Authentic products• Real problem solving

LEARNING ENVIRONMENT• Learner-centred• Differentiated Options & Choices• Out-of-school learning experiences

(e.g. Creative Writing Programme)

Mainstream Core

Syllabus

The Enriched GEP EL Curriculum

The enriched EL curriculum is differentiated in the following aspects/areas:

a) Concept unitsb) Study of a novelc) Extensive Reading Programme (ERP)d) Reading and Writing e) Oral Communicationf) Poetry Appreciation

Overview of P5 EL Enriched Curriculum

Units Term 1 Term 2 Term 3 Term 4

Concept Unit Mystery

Print Advertisement Myths (HBL)

Literature-oriented

unit

The Giver (novel) Lois Lowry

Text Types Factual/Personal Recount

Information Report

Explanation Text

Poetry Enrichment

Extended Reading

ERP Assignment

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Extensive Reading Programme (ERP)

• 3-year reading programme• To encourage pupils to read self-selected

books from recommended list• 1 ERP assignment (Semester 2) to develop

pupils’ confidence in responding to books

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Concept Units

• Pupils will focus on Pupils will be exposed to Elements of Mystery

Stories Features & Persuasive Techniques in Print

Advertisements Features of Myths & their Influences

• Pupils will be exposed to a variety of text forms through the exploration of these units.

• Pupils will learn to appreciate how Purpose, Audience and Context determine Language Use.

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Literature-Oriented Unit (Study of a Novel)

Pupils will learn to • interpret and respond to a rich

text through structured questions and activities;

• analyse the plot, themes and characterization;

• make connections between self as reader and text;

• make connections between text and the real world.

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Overview of P5 GEP EL Assessment

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TERM 1 2 3 4Weighted

Assessments (WA)

WA1(10%)

Common Test

WA2(15%)

Mystery Story Process

Writing

WA3(10%)

Persuasive Brochure

Task

WA4(15%)

Creative Performance

Task

End-of-Year Examination

EYE(50%)

Total 100%

P5 GEP EL Assessment WA 1: Common Test

WA13 March 2021

Components tested• Grammar• Cloze • Comprehension

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P5 GEP EL End-of-Year Examination

Paper Components DatePaper 1 Writing 6 Oct

Paper 2 Language Use and Comprehension

25 Oct

Paper 3 Listening Comprehension

25 Oct

Paper 4 Oral Communication 27 & 28 Sept

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P5 GEP EL End-of-Year Examination Paper 1 (Writing - 55m)

Components: (A) Continuous Writing (40 m)

e.g. Narratives, recount

(B) Situational Writing (15 m)e.g. messages, emails, postcards

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P5 GEP End-of-Year Examination Paper 2 (Language Use & Comprehension - 95m)

Components: (A) Grammar (20m)(B) Vocabulary (5m)(C) Synthesis & Transformation (10m)(D) Spelling & Grammar (12m)(E) Cloze (15m)(F) Visual Text Comprehension (8m)(G) Open-ended Comprehension (25m)

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P5 GEP EL End-of-Year Examination Paper 3 (Listening Comprehension - 20m)

Components: • Questions on oral & visual texts

e.g. dialogues, announcements, reports, maps, posters, instructions, etc.

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P5 GEP EL End-of-Year Examination Paper 4 (Oral Communication- 30m)

Components: a) Reading aloud (10 m)b) Stimulus-based conversation (20 m)

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BRIEFING FOR PARENTS: GEP P5 Mathematics

Curriculum Outline 2021

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The Enriched GEP Math Curriculum

The enriched Math curriculum is differentiated in terms of:

a) Level of complexity and connectivity b) Depth of conceptsc) Pacingd) Mathematical communication

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How can your children optimise their learning in mathematics?

• Revise math concepts regularly and reflect on the connections among the concepts;

• Avoid reliance on calculators and acquire good time management skills;

• Cultivate good habits such as striving for accuracy, diligently taking down notes during lessons and filing worksheets neatly;

• Be confident in using mathematics to solve problem, to communicate ideas and to reason;

• Persevere in Mathematical tasks;

• Engage actively in asking questions and offering solutions;

• Be open in exploring new ideas and trying alternative methods in solving problems;

• Do not be afraid to make mistakes, but learn from mistakes.

“The most valuable thing you can make is a mistake –you can’t learn from being perfect.”

Adam Osborne17

Content Coverage for GEP P5 MathTerm TopicsTerm 1 • Whole Numbers

• Number Sequences• Factors and Multiples

Term 2 • Triangles• 4-sided Figures & Polygons• Area & Perimeter

Term 3 • Fractions & Decimals• Ratio & Proportion• Percentage• Solid Figures

Term 4 • Volume & Surface Area• Math Modelling

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P5 GEP Mathematics AssessmentTerm Date Assessment Marks/Duration Weighting

Term 1 2 March 2021 Investigative Task 1 (WA1) 25 marks / 45 min 8%

Term 2 11 May 2021

Common Test 1 Part 1 (WA2)[No calculators allowed]

20 marks / 35 min16%

Common Test 1 Part 2 (WA2)[Calculators allowed]

30 marks / 50 min

Term 3 24 Aug 2021

Common Test 2 Part 1 (WA3)[No calculators allowed]

20 marks / 35 min16%

Common Test 2 Part 2 (WA3)[Calculators allowed]

30 marks / 1h

Term 4 28 Oct 2021

End-of-Year Exam Paper 1[No calculators allowed]

45 marks / 1 h60%

End-of-Year Exam Paper 2[Calculators allowed]

55 marks / 1 h 30 min

Total 100%

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BRIEFING FOR PARENTS: GEP P5 Science


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Science learningthinking, doing, communicating

•Making sense of phenomena: Read, observe, ask

•Testing ideas: Gather data, interpret observations

•Explaining observations, science concepts and phenomena

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Enriched Science curriculum

Environment

Product

ProcessContent

• Learning centre / Learning journey• Grouping (interest and readiness)

• Model / Poster• Presentation

• Question or Problem driven• Inquiry-based• Concept-based• Connections to real-world

applications/phenomena and other subjects through enriched “Process“

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Science Assessment (P5) Term 1 Term 2 Term 3 Term 4

Unit taught

* SC process skills is taught from T1 – T4

1. Electricity*2. Cells*3. Digestive

system*

1. Respiratory system*

2. Circulatory system*

3. Life cycles

1. Light2. Reproduction

(Plant)

Reproduction (Human)

Content Assessed

ElectricityScience process

skills

Units marked (*)Selected P4 content

Science process skills

Units taught in P5Selected P4 content

Mode of assessment

Hands on inquiry(WA1: Performance

Task)

Pen and Paper(WA2: Common

Test)

Hands on inquiry(WA3: Process Skills

assessment)

Pen and paper(End-of-Year Examination)

Max Mark 15 40 10 100

Weighting 15% 15% 10% 60%

Date 23 Feb 17 May 16 Jul – 5 Aug 27 Oct

Refer to Scheme of Work given by Science Teachers for details 23

Learning to Learn: Tools for Reflection & Metacognition

How do I close the gap?

3-2-1

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The Einstellung effect

The way in which we observe the world is conditioned by our beliefs and previous experiences.

This cognitive bias may keep us from solving problems or answering questions effectively.

Hence it is important to reflect and develop metacognition.

Parent Support

1. Nurture interest and wonder: reading, trips to parks & museums

2. Encourage sense making, discovery and application/tinkering

3. Adopt growth mindset

4. Reinforce habit of reflection (i.e. re-examine learning/thinking and goals)

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BRIEFING FOR PARENTS: GEP P5 Social Studies


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Social Studies in the GEP

• Social Studies (SS) is non-examinable (similar to mainstream)

• However, it is an enriched subject, taught by GEP teachers

• SS in the GEP will be based on the mainstream syllabus, but appropriately differentiated for gifted and high-ability learners

• In P5, pupils will learn about (1) Singapore’s development as a nation, and (2) Understanding Southeast Asia’s Diversity and Interconnectedness.

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An Enriched Curriculum

• Pupils will be exposed to concepts such as Causes and Consequences, historical significance and Identity. They will also appreciate the importance of Diversity, Harmony and Inter-dependence.

• Pupils will also have opportunities to develop critical thinking and exercise creativity. They will learn to make inferences, compare and contrast evidence, and develop well-reasoned explanations.

• SS will require pupils to consider varying points of view, thus learning to respect perspectives different from their own, and developing important values such as empathy.

• Pupils will also be required to work collaboratively with others, in pairs or in groups.

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An Enriched Curriculum

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SLS packages with enriched content

Learning about coordinates through

games

eLearning Journey to the National Gallery to learn more

about how to investigate history and social issues

through artwork.

How do we know pupils have learnt?• There will be graded tasks as well as quizzes, spread

throughout the year to find out how well pupils have acquired the knowledge and skills, and to identify learning gaps

• Quizzes help us to monitor pupils’ learning, and will be administered at different times across the nine GEP centres.

• Graded tasks allow pupils to demonstrate their understanding in a variety of ways, carried out individually, in pairs/groups. Examples of graded tasks include map-work, creative assignments and skits.

• Based on the graded tasks and quizzes, pupils will be awarded A, B, C, or Ungraded, at the end of the year.

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What are some learning experiences and activities in P5?

Exploring the question:

‘What makes us Singaporeans?’

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Understanding the world around us

using mapping skills

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Creative representation

of Social Studies concepts

through political cartoons


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Working in groups to identify problems and

develop possible solutions, based on real-world

scenarios


How pupils have benefitted from SS

• Through SS, pupils have gained a better understanding of important issues, and developed a keen interest in current affairs

• Many GEP pupils have found SS to be stimulating and interesting. We hope parents will encourage pupils to see the importance of the subject.

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BRIEFING FOR PARENTS: GEP P5 Chinese Language Curriculum Outline 2021

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高才华文及高华增益课程GE CL & HCL Enriched Curriculum

高华增益课程在教育部高华课程基础上加深加广，课程的差异性体现在以下几个方面：The enriched HCL curriculum is differentiated in the following areas: 系统学习核心语言概念 Core language concepts 注重思维发展 Thinking skills 华族文化知识 Cultural knowledge 选修课 Elective modules

华文增益课程主要体现适应高才学生能力的教学流程，以及将CL Alive!课程的元素（通过生动有趣的活动提升学生对华文的兴趣）融入课堂

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五年级华文增益活动GE CL & HCL Enrichment Activity

38趣味翻译Fun in Translation 小记者 Little Journalist绘本创作 Picture Book Creation

小五语林大会 P5 Enrichment Camp参加由华文领域的专家录制的线上工作坊，完成网上课程Attend online workshops conducted by professionals who use Chinese in their respective fields, such as translators, writers and journalists 与华文领域的专家进行现场交流与学习Attend a live webinar where they can interact with and learn from these professionals

小五选修课 P5 Elective Modules在语林大会活动后参加一门选修课，对学习自己感兴趣的内容进行延伸学习Attend an Elective Module after the camp to gain more knowledge and skills on the topic they are interested in

五年级华文及高华评估P5 CL & HCL Assessments

修读华文的高才学生参加校本计分项评估GE pupils taking CL subject will take School-based CLWeighted assessments

修读高华的高才学生参加校本华文及高华计分项评估GE pupils taking HCL subject will take School-based CL andHCL Weighted assessments

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鼓励孩子在生活中多使用华文Encourage the use of CL on a daily basis注重学习和成长的过程

Focus on learning process培养孩子的信心和克服困难的决心

Develop confidence and resilience

提供语言环境Provide conducive environment尽量用华语和孩子沟通

Communicate with your child in Chinese提供足够的华文书、电影、电视节目等，带孩子参加华文活动

Expose your child to Chinese books, movies, TV programmes, and Chinese-related activities

怎样帮助你的孩子学好华文？How To Support Your Child?

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培养孩子的良好的习惯和正确的学习态度Develop good habit & attitude 强调学习华文的重要性

Emphasise the importance of learning Chinese

在课堂上记笔记、和同学用华语进行交流、阅读华文书籍、积极参加课堂讨论等等Take notes during lessons; communicate with peers using Mandarin; read Chinese books; participate actively in group discussions/projects

怎样帮助你的孩子学好华文？How To Support Your Child?

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BRIEFING FOR PARENTS: GEP P5 ISO 2021

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Individualised Study Options

Individualised Research Study (IRS)

Innovation Programme (IvP)

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Individualised Research Study (IRS) WHAT … is IRS In-depth investigation of a topic worth learning about

Is ethical Based on pupils’ interest Leads to acquisition of important skills and dispositions

Asking different kinds of questions Gathering information and evidence Analysing and interpreting information/evidence to draw sound conclusion Curiosity Risk-taking Perseverance Resourcefulness Intellectual humility and integrity etc.

Undertaken by an individual, a pair or a small group of pupils

Guided by teacher-supervisors 44

WHY … are these skills and dispositions important

Transferable across subjects and to life in general

Useful skills for regulating own learning Learn to be clear about task demands and goals Plan how to achieve these demands and goals Evaluate extent to which these demands and

goals are met

HOW … are these acquired

Hands-on, experiential learning (e.g., learning how to gather data through observations, interviews, scientific experiments)

The early years are important years of pupils’ intellectual

growth and affective development. As children

have a natural inclination to be curious about their environment and things around

them, it is important that pupils are given the

opportunity toinvestigate their surroundings to

satisfy their curiosity as well as the

opportunity to experience active, engaged learning.Doing an IRS project will

provide these opportunities to the pupils.

Individualised Research Study (IRS)

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Examples of projects completed by P5 pupils

USEFULNESS OF CHLORINE-REMOVAL SHAMPOOS Motivation for doing the project

Used to be a competitive swimmer and was concerned that the swimming pool chlorine would damage his hair.

Mother complained that chlorine-removal shampoos cost much more than ordinary shampoos.

Designed an experiment to verify claims

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What can I do?

What do you think was the finding? Did the pupil continue using the chlorine-removal shampoo?

Examples of projects completed by P5 pupils

WHAT ARE THE THINGS THAT PEOPLE IN SINGAPORE COLLECT AS A HOBBY? Motivation for doing the

project To meet other hobbyists

(young and adult hobbyists)

Gathered data through surveys and interviews to address project aim

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Many other projects that show pupils’ wide range of interests

Reducing academic stress through physical exercise

The impact of PSLE on the learning attitudes of P6 GEP Rosythians

Motivating pupils to clean up their classrooms

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• A study on Fruits with Vitamin C

• Which is the best method to cool down the interior a hot car

• How do natural plant fertilisers made from food waste affect the growth of a plant?

• Tray returning at hawker centres

• Pigeon feeding in the Tampines neighbourhood

• A study of the impact of colouring on food choices and taste

come up with innovative ideas or products; develop problem-solving and inventive

skills; engage in productive problem-solving

scenarios; and be exposed to knowledge and experiences

beyond the classroom through interaction with innovation mentors from the following tertiary institutions and other organisations:

For 26 years, the Innovation Programme (IvP) has provided the unique opportunity for P5 and S2/S3 students to:

Nanyang Technological University, National University of Singapore, Singapore University of Technology and Design, Nanyang Polytechnic, Ngee Ann Polytechnic, Republic Polytechnic, Singapore Polytechnic, Temasek Polytechnic,

Innovators and Entrepreneurs Association (IdEA), SG Enable and 3M Singapore

The Innovation Programme (IvP)

Experience three innovation mindshifts in the IvP!

Mindshifts! It’s about developing new attitudes and habits of mind!

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Innovation Programme – Young Innovators’ Virtual Fair 2020

2020 IvP ProjectsProblem Statement: How might we prevent the toothbrush from falling off the cup?

Final Solution: Toothbrush Cup with ridge positioned on the rim of the cup

Problem Statement:How might we help people who have weak handgripstrength and dexterity to use existing grabbers?

Final solution: A Motorised Grabber which requires minimal strength and effort

HOW TO SUPPORT YOUR CHILD

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Parental Involvement

Help your child to acquire(A) time management skills(B) organisational skills(C) social skills

These need to be stressed and practised at home, to reinforce instruction in school.

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(A) Time management skills -to develop self-discipline

Pupils should: • list deadlines for work to be completed• plan their schedule on a daily/weekly basis• break each task down into bite size

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Example of time-management: Lizzie’s timeline for Ms Neo’s ERP AssignmentDate My Task Completed?

By T1 W10 Ask Mum to help me borrow 2 to 3 books on the ERP list

√

By end of March holidays

Choose one for the ERP assignment √

By T2 W5 Make notes while reading the book √

By T2 W10 Use hamburger model to write outline for persuasive text

By T3 W1 Ask Ms Neo for help (if needed)

By T3 W2 to W4 Write out persuasive text

By T3 W4 to W6 Create and design brochureInsert persuasive text into brochure

By T3 W6 to W8 Submit assignment to Ms Neo

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• No textbook or workbook, except for (Higher) Chinese

• Printed worksheets e.g. Grammar, Vocabulary, Reading for EL etc

• Pupils are required to file their worksheets regularly (good work habit, for review)

(B) Organisational Skills -to develop self-regulation & encourage

ownership of work

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P5 GEP English LanguageContents Page

Grammar

W/SNo.

Date Title Remarks

Example

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Example of GEP EL files

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• Emphasise the value of team work, involving:– communication skills– conflict management– shared responsibility

• Encourage your child to consult the teacher and ask for clarification, guidance and help whenever needed

(C) Social Skills –to develop collaborative skills

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Parental Involvement • Products should reflect the

child’s own effort and thinking.• Trust that the work will be

assessed according to their age and readiness level.

• Honour effort and celebrate the learning process, rather than focus solely on results.

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Plagiarism

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• Pupils may be required to search for relevant information as part of their work.

• Emphasise authenticity and the learning process by encouraging your child to(1) Avoid cut-and-paste work(2) Express ideas using their own words(3) Acknowledge the source(s) of information

• Teachers will penalise work that is plagiarized.

Support for pupils• GEP pupils, as all children, have different strengths and

needs in different areas.• Teachers will identify specific areas of need and provide

the necessary support and guidance for your child. • Teachers will also differentiate instruction according to

children’s learning readiness.

gep p4 curriculum outline 2016 - ministry of education

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