p1 mps 2015-updated_230115

A Vibrabt Connected Community that Aspires, Learns and Leads

Welcome to YNPS Meet Parent Session 1

24 January 2015

A Vibrant Connected Community that Aspires, Learns and Leads

Honesty P1 Level

Assistant Year Head (Lower Primary)

Level Manager


P1 Personal Quality

Honesty - I am able to distinguish right from wrong. Respect - I show respect to my school by taking care of all school properties. - I show respect to my school staff, parents and members of the community. Responsibility - I am responsible for my neat appearance and personal hygiene. - I take care of my personal belongings. - I attend school punctually and regularly.

Helpfulness - I treat others with kindness. - I help those who are in need. Teamwork - I am able to work well with my peers. - I listen, take turns and share. Resilience - I do not give up easily. - - I stay focused when teacher is teaching.


P1 Key Level Programmes

Maths Trail (Term 1)

Learning Journey

- Stellar learning journey (Term 2)

- Neighbourhood trail (Term 3)

Portfolio Presentation Day

- Term 4

Remedial Lessons


P1 Level Academic Support Programmes

Remedial Lessons

- Begin from Term 2 onwards

LSP

LSM


An MOE early intervention programme for P1 & P2 pupils with weak oral & reading skills in English.

To teach pupils who enter P1 with weak oral and reading skills in English with basic oral language, reading and spelling skills in English

so that they can learn confidently in the regular classes.

Daily withdrawn during EL –

1 period

Taught by qualified teachers – LSCs


Learning Support Coordinators

Parents will be notified via a formal letter from school


P1 Enhanced LSM


P1 Enhanced LSM • At the start of the year, Early Numeracy Indicator test (ENI)

was administered to all P1 pupils to assess their mathematical language and numerical skills.

• The focus of Enhanced LSM is on basic mathematical skills/ concepts to build good foundation.

• Aims to support pupils with weak basic numeracy and build pupils’ confidence and positive beliefs about their ability to do Math.


P1 Enhanced LSM • P1 Enhanced LSM lessons will be

conducted by Enhanced LSM coordinator during the P1 Math lessons within curriculum hours.

• Briefing for parents of P1 and P2 Enhanced LSM pupils will be conducted on 14 March 2015.

Enhanced LSM Coordinator


Class Rules & Class Teachers’ Expectations

• Attendance & Punctuality

• Homework & work attitude

• Behaviour in the classroom

• Behaviour at home


Homework Guidelines Examples of assignment include:

• Unfinished class work

• Corrections

• Drill and practice

• Preparation for tests

• Research activities and reports

• Reading and writing assignments

• Online assignments


Homework Guidelines

Level Estimated Time Spent on Homework

Mon to Fri Mon to Sun

P1 to P3 4 - 5 hours 4.5 - 6 hours

P4 to P6 6 - 8 hours 7.5 – 10 hours


Parents to note:

• Homework assigned for the day is written on the

board. Pupils are to copy them into the handbook to

remind themselves of the homework they have to

complete for the day.

• Parents should check that pupils complete their

homework at the end of every day.


Important Dates

• ENGLISH

Sight Words – 26/1 -30/1 (Week4)

Poetry Recitation – 9/2 – 13/2 (Week 6)

Show & Tell – 9/3 – 13/3 (Week 10)

**Term 1: formative assessment


ENGLISH


English

The aims of lower primary English education

By the end of lower primary education pupils will be able to:

1.Love reading

2.Communicate effectively in English

3.Have a strong foundation in English

Skills learnt: Listening & Viewing, Speaking & Representing,

Reading & Viewing, Writing & Representing, and Language Use


English Holistic Assessment Plan

Term 1

Poetry

Recitation

(Class)

Sight Words

Sound

Discrimination

Show and Tell

Grammar

Vocabulary

Comprehension

Spelling

* Assessment includes elements of communication, creativity and problem-solving



Term 2

Show and Tell

Poetry

Recitation

(Group)

Sound

Discrimination

Reading Aloud

Running Record

Spelling

Listening

Comprehension

-Picture Matching

MLEA 1 – Class

Writing

Grammar

Vocabulary

Comprehension




Term 3

Reading Aloud

MLEA 2 –

Group

Writing

Spelling/Dictation

Stimulus-based

Conversation

Listening

Comprehension

-Picture Matching

Mini Test 1

Grammar

Vocabulary

Comprehension




Term 4

Stimulus-based

Conversation

Mini-Test 2

Grammar

Vocabulary

Comprehension

Reading

Spelling/Dictation

Writing

Individual Writing based on

5 related pictures



English

Formative Assessment

• Sight words

• Poetry Recitation

• Show and Tell

• Running Record


Learning Strategies/Study Skills

• Spelling – Look up the words in a dictionary for meaning – Listen to the pronunciation of the words through online

dictionaries – Read aloud, Cover the word(s), Write, Check

• Reading – Share a book

• Parent reads, Read together, Child reads

• Speaking – An item/a topic of interest – discuss and form opinions


Learning Strategies

• Questioning (sharpening of thoughts) – Factual

– Inference

– Opinions

– Reasoning

• Retelling (strengthening memory, retention power) – Child reads a story (from a storybook)

– Child retells the story (as closely to the story as possible)

– Child reads the story (from the storybook again)

– Child retells the story (for improvement)


Learning Strategies

• Writing

– Write with proper sentence structures

– Write at least 3-4 sentences about each of the 5 pictures

– Connect the ideas to form a story


MOTHER TONGUE

P1 Mother Tongue Teachers

Chinese Language

(1-6)

Chinese Language

(1-4)

Chinese Language

(1-3) Chinese Language

(1-1)

Malay Language

(1-1, 1-2, 1-3, 1-4, 1-5, 1-6)

Chinese Language

(1-2)

Chinese Language

( 1-5)

Ms Yong Lin Lin

P1 SBC focus on the words recognition, aiming to

promote reading at young age. Through interesting and

rhythmic children songs, stories or games, the students

learn to recognize Chinese words.

The Chinese words are carefully chosen and are close

to them in their daily lives, thus making it easier for

them to comprehend and recognize.

The students will work in groups, role play and show

their creativity in their group presentations. It is also a

good platform for them to foster teamwork and respect

among classmates, improve their communication and

presentation skills.

School Based Curriculum (SBC) 校本课程

Important information 重要讯息

• Spelling: Every Thursday

• Show and Tell: Term 3 (details will be made known

to students at a later date)

• Mini Tests in T2, T3 & T4 (TOS will be given to the

child in due date.). There will be NO make-up

session for Mini Tests.

• Parent’s Signature: required for spellings and

worksheets.

• To bring a Chinese Story Book on Fridays for silent

reading in the hall.

Pupils will … •Buy a story book at the beginning of the year (order by the school, pay with Edusave). •Exchange story books with classmates weekly / fortnightly. •Record the titles of the books read on the reading card issued •Receive rewards upon meeting reading targets. •Display / submit their book reviews / projects at designated time. •Bring the last story book back home at the end of the year. •Read Chinese magazine (bi-weekly).

Parents’ role: Help to ensure that your child take good care of the books & encourage them by reading with them.

Chinese Reading Programme (P1-3)

Objective: Inculcate the love of reading in pupils and expose

them to books of different genres.

Selection Criteria for 2016 P2 HCL class

Ability-driven: Based on pupils’ 2015 overall CL results

CL results

P1 90 marks & above

P2 85 marks & above

P3 80 marks & above

Rationale:

As HCL syllabus demands a higher commitment from the

pupils, the school does not want the child to lose interest

in the subject or confidence in himself due to the more

rigorous and challenging syllabi pitched above Standard

Chinese Language.

Higher Chinese (HCL) 高级华文

Tips for Parents 小建议

•To encourage your child to borrow Mother Tongue

Language story book from the library and read with

them;

• To make an effort to converse in Mother Tongue

Language at home;

•To arrange for your child to watch educational TV

programmes or videos from the internet;

• To work closely with Mother Tongue Language

teacher via student handbook, voice call or email.

• Parents to complete “家庭时间 ” activity in the

Activity Book together with your child.

Character and Citizenship Education (CCE)

品格与公民教育

What is Family Time?

“Family Time” is a new feature in the Character and Citizenship Education (CCE) (《好品德、好公民》) lessons, which provides suggested bonding activities for the family. Family Time includes: •Active Dialogue •Bonding Time •Continuous Feedback Brochure on “Family Time” will be given to the pupils soon.

I-care Card • CCE will be launching I-care Card in Term 2 for P1

and P2 pupils.

• I-card card consist of values and good habits that we want pupils to acquire. E.g. I can pack my schoolbag (Responsibility).

• Parents are encourage to give written feedback on the card. Feedback can be written in English or Mother Tongue language.

Character and Citizenship Education (CCE)

品格与公民教育

MALAY LANGUAGE (BAHASA MELAYU) 4 main language skills:

• Listening (Mendengar)

• Reading (Membaca)

• Writing (Menulis)

• Speaking (Bertutur)

Term 1 Term 2 Term 3 Term 4 Reading Show and Tell Reading Reading

Show and Tell Picture Description

School-based curriculum



Picture Writing

Listening (Picture Matching)



Mini Test 1

Mini Test 2

Mini Test 3

Spelling and Vocabulary




Holistic Assessment Plan

Listening (Kefahaman Mendengar) • Pupils will be given a listening booklet per semester as practice • Please ensure that your child brings his/her colour

pencils everyday

Reading/Oral (Bacaan/Lisan) • An oral package (reading and picture description) will be given prior to the oral tests in Term 3 & 4 • Please bring along a Malay story book every

Friday (silent reading in the hall/reading programme in classroom)

Mini Tests (Ujian Mini) • Pupils will be tested on chapters that they have

learnt in the Cekap books and the table of specifications (TOS) can be found in the Parents’ Portal

Show and Tell (Unjuk dan Ujar)

• Spelling & Vocabulary List will be given at the beginning of each term and conducted every Thursday

• Please go through and practice the weekly spelling/vocabulary list with your child to further facilitate their understanding

Spelling/Vocabulary (Ejaan/Kosa Kata)

• Show and Tell topics and planning booklet will be given 2 weeks in advance

• Relevant objects (toys/images) can be used to help your child during presentation

• Parents may help your child gain more confidence by practicing the script at home

Programme Description Duration

MT Fortnight Week (Dwiminggu Bahasa Ibunda)

Objectives: • To expose and make pupils appreciate

the Malay Language, Arts and Culture • To use modern games through the use

of ICT to enthuse learning of Malay Language

Term 1, Week 6 & 7

Activities: • Quatrain (Pantun) • Don’t Forget The Lyrics • Batik Colouring

P1 Reader’s Theater Programme (Program Teater Pembaca)

To learn to communicate effectively using the Malay language and expand their vocabulary and language skills in order to do classroom presentations creatively and with confidence.

Term 2

Malay Language Month (Bulan Bahasa)

To promote the love for Malay language and culture through story-telling activities.

Term 3

Reading Programme (Kembara Buku)

A comprehensive reading programme called ‘Kembara Buku’ (Reading Exploration) will be conducted every Friday.

Term 1 - 4

P1 Malay Key Programmes

Online resources Cybermelayu Portal • Online assignments will be given accordingly • Log in with pupils’ IC number • URL: http://www.cybermelayu.com/

Contact information (ML Tr): Email:[email protected] Tel: 64490121 ext. 143


Mathematics


The Primary Mathematics syllabus aims to enable all pupils to: • acquire mathematical concepts and skills for everyday use

and for continuous learning in mathematics; • develop thinking, reasoning, communication, application

and metacognitive skills through a mathematical approach to problem solving; and

• build confidence and foster interest in mathematics.

Mathematics

Term 1 Journal Writing (Class Dictated) • Number Bonds

Performance Task (Group) • Ordinal Numbers –

Numbers Showing Positions

Topical Review Number Bonds Addition & Subtraction within 10

Term 2 Journal Writing (Group Writing) • Shapes &

Patterns

Performance Task (Group) • Length

Speed Test • Addition & Subtraction within 20 Topical Review • Addition & Subtraction within 20 • Length Mini Test 1 Number Bonds Addition & Subtraction within 20 Ordinal Numbers

Performance Task – Individual Length Shapes & Patterns

Math Holistic Assessment Plan 2015


Term 3 Journal Writing (Individual) • Money – Based

on the Math Trail

Performance Task • Money – Based on

the Math trail

Speed Test • Comparing Numbers • Numbers to 100 • Addition and Subtraction within 100

Topical Review Addition & Subtraction within 40 Addition & Subtraction within 100 Money

Mini Test 2 Comparing Numbers Numbers to 100 Length Mini Test 3 Addition & Subtraction within 100 Money



Term 4 Journal Writing (Individual) • Time

Performance Task (Group) • Picture Graphs

Speed Test Multiplication Money

Topical Review Multiplication Division

Review Test 1 Comparing Numbers Numbers to 100 Multiplication Time

Review Test 2 Addition and Subtraction within 100 Division Picture Graphs Shapes & Patterns




Learning by interacting - CoL, cooperative learning, mathematical puzzles, quizzes and games etc.

Learning by doing - Use of SSM2 manipulatives, performance tasks, speed tests

Learning by reflecting – Journal writing & MRt@Yu Neng, peer & self-assessment

Learning by questioning

Formative Assessment (AfL) in Math Learning


In its efforts to partner parents in education to support the children’s learning of Math, the Math department will continue with its efforts to provide parents with the just in time Math Misconception Fact Sheet for all levels prior to semestral assessments. The Math Misconception Fact Sheet is a collation of the misconceptions of various Math concepts and the common errors made by the pupils in their math learning. It identifies the areas of concern and aims to assist parents in supporting their children in their revision for the semestral assessments.

Math Misconception Fact Sheet


The Math teachers will continue to correct the pupils' misconceptions and alert them of the common errors made during lessons. Do look out for the Math Misconception Fact Sheet in April and in September.

Math Misconception Fact Sheet


Parents’ Symposium

14 March 2015

Department Level Titles

English

P4/5/6 Understanding the new PSLE Exam Format (Paper 1 – Writing)

All Reading Aloud & Stimulus-based Conversation

Maths

P1/2/3 Math Comes Alive & Improving Confidence and Achievement in Numeracy (ICAN) strategies

P2/3/4 Let’s STAR the Way! 1 ( Model Drawing )

P4/5/6 Let’s STAR the Way! 2 (Model Drawing & other Heuristics Strategies)

Science

P3/4 Making Science Come Alive

P5/6 Strategies in Acquisition of Science Process Skills

Chinese

Lower Pri An introductory session about APPRECIATING CHINESE

Upper Pri Comprehension strategy in the teaching of Chinese Language


Assessment


Assessment • Holistic

• Formative Assessment

• Summative Assessment


Summative Assessment

Term 1 Term 2 Term 3 Term 4

P1

NIL

20%

35%

45%

ASSESSMENT

P1 Pupils will be assessed based on performance-based tasks, mini tests and formative assessments assigned to them over the year.

Note: There will be no make-up for all mini-tests, tasks/ formative assessments.

- Parents have to take their children to see a doctor to get

MC if they are unwell on exam/test days. Without MC or valid reasons, the child CANNOT sit for a make-up

assessments in P2 – P6 levels.


Non-academic Subjects


Assessment – Non-Academic Subjects

Grades given for performance for

• Social Studies

• Art

• Music

• PE

Based on projects/ activities/ workbook or class assignments/ tests.


Non-Academic Subjects

ICT Programme (Touch-typing & Picasso Cubism) In Yu Neng Primary School, all our students will attend a weekly (double-period) structured ICT lessons

In Primary 1, they will learn to:

Develop basic computer literacy Express creativity by creating digital art through the integration of Art & ICT


Cyber Wellness Programme

Pupils will attend 2 cyberwellness talks and participate in a cyber wellness roadshow.

Cyberwellness is integrated in FTGP lessons.


USING ICT for self-directed learning

BrainPoP for EMS • http://www.brainpopjr.com/ • http://www.brainpop.com/ Username: yunengps Password: 1658stud AsknLearn Learning Management System • https://lms.asknlearn.com/

http://www.brainpop.com/

https://lms.asknlearn.com/

https://lms.asknlearn.com/

Form Teacher Guidance Period (FTGP)

FTGP Form Teacher Guidance Period

A structured protected time to enhance positive Teacher-Pupil rapport (as a class)

Purpose • To provide for quality interaction time between Form Teacher and his/her pupils • To provide for the explicit teaching of Social-Emotional (SE) skills so as to equip

pupils with SE competencies – self-awareness, self-management, social awareness, relationship management and responsible decision making.

Concept • Interaction activities for meaningful play among form teacher and pupils • SEL lessons based on programme for explicit teaching of social-emotional

competencies

http://www.facebook.com/photo.php?pid=6138217&id=706637353




FTP Form Teacher Period

A structured protected time to enhance positive Teacher-Pupil rapport through one-to-one interaction

Form Teacher Period (FTP)


• Absences – Parents to call teacher when child is absent.

• Contagious Diseases (H1N1, HFMD)

- The need to practise social responsibility.

- To submit MC when child is back.

- Re-certification from doctor is needed if child were to attend school prior to MC expiry.

• Valid MC required if child is absent from school during exam period.

• The need for child to keep a working thermometer in their bags at all times.

• School bags to be packed (instill responsibility) and kept at manageable weight (spinal health)

Safety & PUPIL WELL-BEING MATTERS


Information on Learning and Behavioural support

• How to seek help or working with school?

• Speak to your child’s Form teacher, he or she will facilitate you to meet up with the respective coordinator for further discussion.

• If you have any current report, kindly pass to your child Form teacher for reference


• Handbook

• Email :

• School Tel: 6449-0121

• School Website (www.yunengpri.moe.edu.sg)

Communication Channels


• Parents’ Portal

• School Newsletters

• Principal’s Monthly Letter

• MPS 1/2

p1 mps 2015-updated_230115

Documents