PRIMARY 3 FORUM 21 February 2014 7.15 P.M. – 9.00 P.M.

Adapting to changes…

Education System – Primary Level

Primary 1 to 2

Orientation Stage:

Primary 5 & 6

Subject Based Banding

Parental Option

P5/P6: Mother Tongue, English Language, Math, Science, Higher Mother Tongue, Foundation EL, Foundation Math, Foundation Science, Foundation Mother Tongue

PSLE

Primary 3 to 4

Foundation Stage:

Achievement Bands

Mark Range

Brief Description

1 85 and above

Is very good in the subject

2 70-84 Is good in the subject

3 50-69 Has adequate grasp of the subject

4 Below 50 Has not met minimum requirements for the subject

Description for Achievement Bands

Development & Well-Being of Primary 3 Pupils

• Acceptance by

friends is becoming

more important

• Peer-influence

becomes stronger

• Good and developed

coordination

• Concerned with

appearance

• Sensitive to praise

and recognition

• Have a mind of their

own; capacity of

reasoning

• Developing and

shaping of values and

beliefs Mental Emotional

Social Physical

Gifted Education Programme (GEP)

To provide opportunities for the intellectually gifted to

develop their potential in an education environment that is

designed to stimulate intellectual growth

GEP 2014 Schedule

Details of the

GEP tests will

be given out.

• In August

GEP Screening

Test

(English and

Mathematics)

• Fri, 22 Aug

GEP Selection Test

(English,

Mathematics and

General Ability)

• Tues, 14 Oct and

Wed, 15 Oct

Based on Primary 1 to 3 English Language and Mathematics Syllabuses.

Note: Refer to the MOE letter dated 10 Feb 2014 for more details

How can I help my child?

Do…

monitor your child’s daily work

give encouragement and support

in areas for improvement

praise your child for any progress

made

Avoid …

placing too much emphasis on

marks and grades

making comparison of your child’s performance with other pupils/siblings/relatives

giving more homework than necessary, or as punishment

Work out a timetable for studies & play

• Practical – avoid having too many activities

• Include time for rest & recreation

• Set priority for weaker subject

• More does not mean better; children must be given support & guidance

• Take him seriously when he says that he cannot do his homework. Find out why.

Motivate your child towards his goal

• Active listening

• Recognise your child’s effort and improvements

• Acknowledge his strengths before weaknesses

• Provide practical support

• Reward

Every Child Matters

Every moment in the school matters

Character & Citizenship Education

(CCE)

Goal of CCE

Components in CCE

Discipline

Pupils’ Well-being

Outline

Goal of CCE • To inculcate values and build

competencies in our students to develop them to be good individuals and useful citizens.

• CCE is central to the Framework for 21st Century Competencies and Student Outcomes.

Components in CCE

CME / CCE

lessons

Form Teacher

Guidance Period

(FTGP)

School-based CCE

(Assembly programmes)

CCE Guidance

Module

(Sexuality Education)

CCE

Form Teacher Guidance Period (FTGP)

• Form teachers’ quality interaction with pupils

• Strengthen pupils’ social and emotional competencies

• School hour has not been extended

• Part of FTGP is conducted during supplementary lesson time

Discipline

• Homework is completed and submitted on time

• Your child returns home on time and safely after school

Well-being of Your Child

Mind

Body Heart

Help your child to develop a healthy body & mind

Well-nourished Body

• Have sufficient sleep (sleep early)

• Balanced diet

• Regular exercise

Focused Mind

• Set schedule at home to manage between study and leisure

• Provide support, academically and emotionally

• Right amount of stress

Create a conducive study environment • Free from distractions

• Good lighting

• Proper ventilation

• Reference books

• Proper furniture

Happy Heart

• Be there for your child

• Active listening

• Create recreational activities

• Allow them to have their personal space

English Language @ Canberra A Strong Foundation for Rich Language & Life

EL Syllabus

Approach to Learning English Language

Assessment Matters

Partnership with Parents

Overview

Outcome…

All children should enjoy learning English,

develop good language skills, be effective

communicators and lifelong learners.

New skills for a changing world • Prepare our children for life and work in

the 21st century

• Develop pupils to be

•Effective communicators

•Confident, self-directed learners

EL Syllabus 2010 Emphasis on

•Strengthening the foundation of language learning

•Enriching the EL curriculum in our schools

STELLAR Strategies for English Language Learning

and Reading

Aims to move EL learners towards independence using authentic texts and learning activities that motivate and engage different learners

STELLAR Lessons STELLAR lessons develop …

Language Skills

Listening & Viewing

Speaking & Representing

Reading & Viewing

Writing & Representing

STELLAR Lessons STELLAR lessons develop …

Social Skills oral interaction among peers in non-

threatening situations working in partnership with other

children turn-taking & respect for others during

class discussions

What is a lower primary STELLAR lesson like?

31

1.Shared Reading Experiences

2. Shared Writing

Experiences 3. Language Use Activities

Children read a storybook with the

teacher and engage in discussion

with teacher and peers.

The teacher prepares mini-lessons based on

specific needs of children to prepare them for

reading & writing activities, e.g. grammar,

vocabulary, word recognition, decoding skills &

spelling.

The teacher models writing using

children’s language. Children

engage in writing together and

writing independently.

What is an upper primary STELLAR lesson like?

32

Reading To Learn

Writing

As Process Differentiated Instruction

The teacher modifies her teaching to cater to the

specific needs of children to build their language

skills. The teacher models the writing

processes for different text

types. Children engage in

writing together and writing

independently.

Teacher uses different strategies to

help children read and understand

different types of texts.

Making the Transition From Lower to Upper Primary

Learning to Read Reading to Learn

Shared Reading Silent Reading

Big Books Range of Text Types

Overview of Assessment 2014 Term 1

(10%)

Term 2

(SA1 -20%)

Term 3

(10%)

Term 4

(SA2-60%)

Review 1

30 marks

Review 2

30 marks

Language use and

Comprehension

Vocab

Grammar

Cloze Passage

Sentence

Manipulation

Comprehension

Paper 1

Writing (20m)

Paper 2

Language Use and

Comprehension (50m)

Paper 3

Listening

Comprehension(14m)

Paper 4

Oral (16 m)

Review 3 (5%)

30 marks

Language use and

Comprehension

Vocab

Grammar

Cloze Passage

Sentence

Manipulation

Comprehension

Review 4 (5%)

20 marks

Reader’s Theatre

Paper 1

Writing (20m)

Paper 2

Language Use and

Comprehension (50m)

Paper 3

Listening

Comprehension(14m)

Paper 4

Oral (16 m)

P3 Assessment These are examples of changes in assessment to give students greater scope for interpretation and personal response.

Paper 1 - Writing

Paper 2 - Visual Text Comprehension

Comprehension

Sentence Manipulation (Combining sentence)

Paper 3 -Listening Comprehension

Paper 4 –Stimulus-Based Conversation

Paper 1 Composition (20 marks)

Continuous Writing •3 pictures with an open-ended ending •3 Pictures in sequential order

Paper 2 Language Use and Comprehension (50 marks)

Vocabulary (MCQ, Cloze) Grammar (MCQ, Cloze) Sentence Manipulation* Visual Text Comprehension* Comprehension*

Paper 3 Listening Comprehension (14 marks)

Picture Matching Sequencing of events Note-Taking Text-Based listening

Paper 4 Oral (16 marks)

Reading Aloud (6 marks) Stimulus-Based Conversations (10 marks)

Timeframe

• Changes will be introduced in phases

• Teachers will have adequate time to prepare pupils.

Support @CPS

• STELLAR Unit Worksheets

• Little Red Dot

• Structured Reading Approach

• Reader’s Theatre

• School-wide programmes

• Partnership with parents Communication Plan(termly)

Mathematics@ Canberra

OVERVIEW TERM 1 TERM 2 TERM 3 TERM 4

Topics • Numbers to

10 000

• Addition and

Subtraction

• Solving Word

Problem 1

• Multiplication

• Division

• Heuristics

• Length

• Mass

• Volume

• Word Problem 2

• Bar Graphs

• Heuristics

• Time

• Money

• Equivalent

Fractions

• Addition and

Subtraction of

Fractions

• Heuristics

• Angles

• Perpendicular and

Parallel Lines

• Heuristics

Assessment Topical Test 1

Topical Test 2

Semestral

Assessment 1

(Term 1 & 2 topics)

Topical Test

Practical Test

Semestral

Assessment 2

(Term 1 to 4 topics)

Marks 25 marks each test 80 marks 25 marks each test 80 marks

Weightings 10% each 20% 10% each 60%

Combined

Percentages

30% 70%

Overall

Percentages

100 %

ASSESSMENT FORMAT Primary 3

(Term 1) (Term 3) (Term 2 & 4)

Topical Test 1 and 2 Practical Test Topical Test Semestral Assessment

1 & 2

Written paper Hands-on Written paper Written paper

Total – 25 marks each Total – 25 marks Total – 25 marks Total – 80 marks each

Section A (8 marks)

4 MCQ x 2 marks

Section B (8 marks)

4 SAQ x 2 marks

Section C (9 marks)

3 LAQ x 3 marks

12 – 13 SAQ Section A (8 marks)

4 MCQ x 2 marks

Section B (8 marks)

4 SAQ x 2 marks

Section C (9 marks)

3 LAQ x 3 marks

Section A (40 marks)

15 MCQ x 2 marks

Section B (40 marks)

15 SAQ x 2 marks

Section C (20 marks)

5 LAQ x 4 marks

40 min About 30 min 40 min 1 h 45 min

APPROACH

• Concrete Pictorial Abstract (CPA)

Develop more precise and more comprehensive mental representations, often show more motivation and on-task behaviour, understand mathematical ideas and better apply these ideas to life situations

(Harrison & Harrison, 1986; Suydam & Higgins, 1977)

http://www.k8accesscenter.org/training_resources/

CRA_Instructional_Approach.asp

APPROACH

• Consolidating of Understanding through Diagnostic Packages

Diagnostic-tests

Intervention worksheets (Parallel Questions)

APPROACH • Teaching of Heuristics

Primary 1 Primary 2 Primary 3

Heuristi

cs

• Model

Drawing

• Draw A

Diagram

• Number

Pattern

• Act It Out

• Model

Drawing

• Draw A

Diagram

• Number

Pattern

• Act It Out

• Guess and

Check

• Model

Drawing

• Draw A

Diagram

• Look for

Pattern

• Act It Out

• Guess and

Check

• Listing

PROGRAMMES

• Financial Literacy Programme Learn to make informed and responsible decisions relating to the use of monies

Understand the consequences of spending beyond his/her means

PROGRAMMES

• Math and Science Day

Using ‘Play’ as Pedagogy

Creation of games

PROGRAMMES

• Mathematics Enrichment Understand and appreciate the different problem solving techniques

Think creatively and ‘out of the box’

Apply the various techniques with more confidence

PARENTS’ SUPPORT Parents play a KEY ROLE

• Develop interest in Mathematics

Be a role model

Play games and solve puzzles

Engage in Mathematical Reasoning

Relate concepts to authentic situations

PARENTS’ SUPPORT Parents play a KEY ROLE

• Parents in Education (PiE) Website

http://parents-in-education.moe.gov.sg

CURRICULUM INTEGRATION (CI)

Curriculum Integration

Enduring Understanding: Everyone has different views because we see things from diverse

perspectives

English Art Science

Pupils will discover diverse perspectives through meaningful

activities based on common skills across the curriculum

Skills in CI

• Decision-making

• Presentation skills

• Self-Discipline and Teamwork (iCrest values)

SCIENCE @ CANBERRA

LEVEL / ENRICHMENT PROGRAMMES

STRATEGIES

• to build on their interest

• stimulate their curiosity

Inquiry-based

Learning

• to consolidate learning

• to have a deeper understanding linkage

of the themes

Concept map

• to scaffold learning ‘RICHES’

What does ‘RICHES’ stand for?

R Read

I Interpret

C Concept(s)

H Highlight

E Elaborate

S Sieve/

Solve

Assessment Term 1 Term 2 Term 3 Term 4

Alternative

Assessment

• Spelling

(20m), week 6

• Practical

(20m), week 9

SA1 Written

Paper

• Booklet A (48m)

• Booklet B (32m)

Alternative

Assessment

• Practical

(20m), week 6

• Topical Test

(20m), week 9

SA2 Written

Paper

• Booklet A (48m)

• Booklet B (32m)

Parents’ Support

Encourage

children to make

good use of

textbook (read,

refer, highlight,

take notes)

Provide

opportunities to

generate interest

in Science

Reinforce

Strategies learnt

in school

Help to relate

learning to daily

life

Reminders

•Keep the textbooks and notes as topics are tested in P4-P6 exams

Highlights of P3 Programmes

& CCA

P3 After School Programmes

Term 1

• Swimsafer

• Remedial

• Supplementary

• CCA

AESTHETICS

• CCA SPORTS

Term 2

• House Practice

• Conversational

Chinese & Malay

• Remedial

• Supplementary

• CCA

AESTHETICS

• CCA SPORTS

Term 3

• CCA CLUBS

• CCA Uniformed

Groups

• CCA AESTHETICS

• CCA SPORTS

• Conversational

Chinese & Malay

• Remedial

• Supplementary

Term 4

• CCA CLUBS

• CCA Uniformed

Groups

• CCA

AESTHETICS

• CCA SPORTS

• Remedial

• Supplementary

P1 to P6 PE & Aesthetics

Curriculum

P3 TO P6 Sporting/ Cultural

Events and CCA Activities

P1 & P2 PAL

( Movement Explorations & Performing Arts)

EXPOSE ENGAGE

P3 TO P6 Representing

School in National Competitions and

Performances

P3 to P6 Outdoor Education

ENRICH

PE & AESTHETICS T & L Approach

3 Es

CCA programmes

CCA ( Audition & Selection ) - Choir - Orchestra Band - Malay Dance - Chinese Dance - Indian Dance - Football - Floorball - Badminton - Athletics - Basketball - Robotics - Track and Field

CCA ( Open Entry ) - Media Club - Science & Environment Club - EL Drama Club - Library Ambassadors - Cub Scouts UG - Brownies UG - Art Club

THANK YOU