Warm Welcome !

PRIMARY 4 PARENTS’ BRIEFING 2019

Overview & Level specific

Change of format

Vision

Ladies of compassion, eloquence & intellect with God as our shepherd

Thanksgiving

‘God as our Shepherd’

Quality School Experience Survey 2018

Rooted in sound values

Look to God for guidance & direction

Our girls appreciated & affirmed..

Support for learning

Teaching Practices

Positive Discipline**

School Pride

Personas, Mid term letters

Differentiated InstructionsBanding

Punctuality,Homework, Hand phones

‘God as our Shepherd’

Side gate and footpath to Caldecott MRT

We must thank…Bishan-Toa Payoh North CDC

LTA

URA

SLA

Toa Payoh West-Balestier Constituency

Samsung

No Cost to

MCS for

FootpathConstruction

No Cost to

MCS for

Footpath

Demolition &

Reinstatement

in 2026

No TOL

by

MCS on

Footpath

Land till

2026

Vision

Ladies of compassion, eloquence & intellect with God as our shepherd

‘Intellect’

Curricular & Co-curricular

Life-long learner

‘Intellect’ Life-long learner

“One person is of more value than the whole world” S t Mar y Euphras ia

Subject Time (215-345pm)

To cater to dif ferent needs and readiness

“One person is of more value than the whole world” St Mary Euphrasia

Remedial Stretch

School Dyslexic Programme

(SDR)

Reading Remediation

(RRP)

Subject Time/Acad support

“One person is of more value than the whole world” St Mary Euphrasia

Ref to Parents’ Letter Sep 2018English

The English Stretch Programme aims to develop our students into charismatic presenters who speak with conviction and aptness. The skills are imparted in stages from Primary Three to Primary Five.

In the Readers’ Theatre Programme in Primary Three, the pupils will learn how to modulate their voice to bring across the meaning of a text or story. Content development and forming opinions about issues and about pieces of writing are the foci of the Creative Writing Programme in Primary Four and Five.

This is a two-year programme that could see some of our outstanding students participating in a writing camp organised by the Gifted Education Branch.

In Primary Five, the pupils can also sign up for debate. This course will be tiered by ability and the focus for the more advanced students will be to develop their critical thinking skills and sharpen their ability to persuade.

Mother Tongue (MT)

The objective of our MT Stretch Programme is to develop our students into effective and confident users of their MT Languages, able to speak fluently with conviction and aptness, and strong in written communication.

Through extended learning, the programme also aims to develop a passion for the MT languages which would eventually lead to self-directed learning and continuous pursuit to excel in the area.

The oral and writing skills imparted in this programme are introduced over three years from Primary Three to Primary Five, namely Speech and Drama, Little Reporters Programme and Creative Writing, offering students both breadth (variety of programmes) and depth (scaffolded learning) to stretch their competency.

Science

The Science Stretch Programme aims to help pupils acquire, refine, extend and apply concepts in Biology, Physics and Chemistry.

The Programme also provides opportunities for students to explore and develop their analytical, critical and creative thinking skills through challenging questions and practical work.

The programme comprises of two components: a collaboration with National Junior College (South Zone Centre of Excellence for Science and Technology) and the Science Olympiad training programme.

Students can participate a plethora of interesting workshops conducted in the Sigma Labs at National Junior College. These workshops help to broaden the minds of aspiring scientists and challenge them to think critically.

The Olympiad training programme provides students with opportunities to plan and execute interesting Science experiments and to hone their analytical and critical thinking skills as they learn to solve problems.

Mathematics

The Mathematics Stretch Programme aims to nurture our students to be confident, articulate and effective problem solvers through the Olympiad training and Numbers D’Light programme.

Numbers D’Light is adapted from the works of Professor Berinderjeet Kaur, a renowned Singapore Mathematician, who also sits on the Board of the School.

During the course of this programme, students will participate in learning tasks and activities that are designed to enhance their reasoning and communication in mathematics, so as to help them develop habits of mind and a repertoire of process and visual thinking skills necessary for higher order thinking and understanding in mathematical problem solving.

Opportunities will be provided for students to acquire and use mathematical language to express ideas and arguments precisely, concisely and logically during discussions.

Vision

Ladies of compassion, eloquence & intellect with God as our shepherd

‘Ladies’

Character & Citizenship

Co-Curricular Activities

Week of Experiential

Learning

Outdoor Education

OELE PAL Value-in-focus

‘Ladies’

OELE

Our Expanded Learning Experience

OELEObjectives

Developing life-long learner equipped with social-emotional competencies and 21st century skills.

Self-Management

Social Skills

Leadership Skills and

Explorations of various pursuits

OELELeadership training across 6 years

Mission

Empowering lives, Restoring rights, upholding dignity

Vision

Ladies of compassion, eloquence & intellect with God as our shepherd

‘Compassion & Eloquence’

Integrity

Value-in-focus

Integrity

We demonstrate moral

courage and uprightness

in

word and deed

Reflection & Advocacy

Staff,P6, P5, P4 Max 5 minutes Teamwork Assembly

Our Partnership

“Groom them from where they are”Beliefs & guiding Principle- Every child can learn and wants to learn- Every child has talents and strengths

Intelligence plus character is the true goal of education.

(Martin Luther King, Jr)

Every Child can learn and wants to learn. If we teach

today as we taught yesterday, we rob our children of

tomorrow. (John Dewey)

Physiological & Physical changes

Psychological impact

Assurance & Affirmation

Photos of all the Thank U cards!GRATITUDE IS THE MEMORY OF THE HEART ST MARY EUPHRASIA

‘God as our Shepherd’

Examples of Girls’ work

Our Partnership

Thank you &

Blessed 2019!

ENGLISH LANGUAGE

• Vision

• Approach

• Fine-tuning

• Partnership

Outline

Ladies of compassion, eloquence and intellect

All should attain foundational skills,

particularly in grammar, spelling and

basic pronunciation The majority of our pupils will

attain a good level of

competence in English, in both

speech and writing.

School Vision

APPROACH

STELLAR

School-Based

Curriculum

Supported

Reading

KWL

Retelling

Teacher Read-Aloud

In-house

packages

SDR & RRPSilent reading

WSA-EC

Reading

@MCS

remedial

Upper

Primary

Creative Writing Programme

Public Speaking School-wide

presentations /

emcee opportunities

Differentiated Instruction

• Thematic unit lessons are differentiated by :

- content

- process

- product

• Tiered after-school level programmes

Reading@MCS

• Supported Reading

• KWL

• Silent Reading

• Teacher Read-Aloud

• Oral Package

• Class library

• Recommended reading list

• Guide on choosing books (displayed in class library)

• Library programmes:

- Book talks

- Sale of reading materials

- Other activities like quiz based on author, series

• Fringe activities e.g. movie screening, games day

Reading@MCS

For those who need a little more help in reading

well, we run the following programmes:

• Remedial

• Reading Remediation Programme (RRP)

• School-Based Dyslexia Remediation Programme

(SDR)

Reading is more than just decoding

Build children's vocabulary

by talking and reading to

them so they encounter

words in all their many and

varied guises. Seeing a

word in many different

contexts is more important

than just seeing the word

flashed at you many times.

Straits Times, 24 April 2017

By P4, students should be reading longer and more complex texts from a

wide variety of sources. If your daughter has not progressed much from her

lower primary years or is only reading the same type of books, do guide her

to make better choices.

Some of the things you can do with your daughter are:

• Set aside quiet reading time at home each day

• Encourage her to read a variety of materials – both fiction

and non-fiction

• Read with your daughter

• Discuss some of the content you read with her

• Take her to the library regularly

• Check with her about the kind of materials she is reading

• Model reading – If your daughter sees you reading, the

chances are she will follow suit

Communication@MCS

Class/School Presentations

• Presentation of Values –

Integrity

• Student emcees at events

• Classroom presentations

Communication@MCS

Creative Writing Programme

Objectives:

• broaden students

thought processes

• improve communication

and persuasion skills

• explore different genres

of writing

• to incorporate meaningful

use of sensory details,

dialogue and tone

• to be able to engage in

self and peer critique

More details will be provided

at a later date

Public speaking

Objectives:

• develop effective tools for

research, organization and

presentation

• develop oral and written

communication skills

• learn to organise thoughts

and to present them

eloquently

• build confidence

STELLAR – Process Writing

Students will do drafts when it comes to writing.

Assessment – Mark Allocation

Components Content

Marks

SA

Oral (16m) Reading Aloud 6

Stimulus-Based Conversation 10

Listening

Comprehension (14m)

Picture matching (MCQ)/

Picture Sequencing

4

Note-taking + dictation 10

Composition

(50 min)

-- 20

Paper 2 (1h15min) Grammar, Vocab,

Comprehension, Punctuation

50

Total --- 100

Fine-Tuning(of basic concepts)

• P1-P4: mastery of basic concepts

• Ensure that your daughter has mastered the basic concepts:

- Subject-verb-agreement e.g. She sing/sings beautifully.

- Learn word lists and rules (RPE)

- Tenses & forms of verbs are of particular importance

- Spelling

- Meanings of words and phrases they have come across from P1 to

P4, including words that appear in comprehension passages and

books they read (having a word bank book is a good idea)

Mrs Tan walked into her son’s bedroom and switched

on the lights.

“It’s time to get up, Joshua. It’s the first day of school

and I’m sure you’re excited about meeting your new

classmates!” said Mrs Tan happily.

Joshua’s family had moved from Indonesia to

Singapore as his father had started on a new job here.

Joshua was a new pupil at Green Lake Primary School,

but he did not like making new friends.

He rolled out of bed and in a grumpy voice and said,

“I am going to have a terrible day and I do not like this

school!” Then he stamped his feet and marched off to the

toilet.

Students are assessed on:

• Pronunciation

• Expressiveness &

Fluency

• Appropriateness of Voice

Quality for the Purpose,

Audience & Context

• Pronunciation:

- /th/ sounds

- end consonants

- commonly mispronounced words

• Expressiveness:

• Practise saying direct speech in different ways

to work out how to bring across the meaning

Prompts:

(a) Which one of the items would you buy as a present for your classmate’s

birthday? Why?

(b) Do you have a special present you have given to someone? Tell me about

it & what made it special.

(c) What are some meaningful gifts or acts of kindness you have received?

Assessed on:

• Personal

Response

• Clarity of

Expression

• Engagement

in

Conversation

Work on adding details to the explanations

Write a composition of at least 120 words about a

party game you disliked.

Some pointers & helping words will be given

Points:

What was the party game about?

Why did you dislike that party game?

What did you do after the party game?

Helping Words:

party game, splash water, made fun of, others

laughed, embarrassed

• Write a simple, sensible story

• Keep a word bank book

• Use good and appropriate words and phrases

• Work on sentence fluency

• Vary the sentences

• Read the stimulus at least twice

• Read the question

• Highlight where the answer comes from

Comprehension OE

• Read the text at least twice

• Make notes

written in point form by the side

concept map/mind map

timeline

• Read the question

• Highlight where the answer comes from

• Answer in such a way that it addresses the question; avoid

lifting as often it does not answer the question.

This forces the

student to read

more closely and

take in hidden

meanings

Partnership - Immersion

Use the language correctly at home and with friends

Lots of fun and interesting conversations

Play language games eg. Scrabble, Charades

Watch programmes with good language

MOTHER TONGUE

P4 MT Curriculum (2015)

Skills Assessed

1. Oral Reading aloud

Picture description and

conversation

2. Listening Choosing hanyu pinyin (CL)

Picture matching

Comprehension of simple

passages, continue the

dialogue etc.

Skills Assessed

3. Writing 4-picture compo (by sem 2)

4. Language Use Grammar

Vocabulary

Comprehension skills Requiring pupils to give their

own opinions in answers.

Examples of tasksOral Picture Description:

Conversation: (Examples) Do you enjoy

shopping and why? / You witnessed an incident in a

shopping centre, describe to us.

Examples of tasksListening Comprehension:

问题 2. 坐在大树下让我觉得很 。 .................... ( )

1. lián suăng

2. liáng shuăn 3. liáng shuăng

(二)听话选图

问题 3. ································································· （ ）

Examples of tasksListening Comprehension (cont’d):

(三)听对话选回应

问题6. 丁丁接下来会说什么？ ………………………………………( )

1.老师，我把功课放在书包里了。

2.老师，我会在放学之前完成功课。

3.老师，请别打电话告诉我的妈妈。

(四)听力理解

理解篇章一问题7. 什么事情让狮子很失望？………………………( )

1.动物们觉得它很凶。2.动物们没来它的家。3.动物们不喜欢狮子。

Examples of tasks

Writing (P4 SA1):

Writing a

selected

paragraph in

the context of

an essay.

Examples of tasks

Writing (P4 SA2):

仔 细 观 察 下 图， 运 用 所 提 供 的 参 考 词 语 写 一 篇 作 文，

字 数 不 少 于 80 字。

参 考 词 语：

图书馆 看书 安静 电脑游戏

不愿意 争吵 管(guCn)理员 教训

Examples of tasks

Language Use

(P4):

Reading

Comprehension

(Written

Interaction) –

New Exam

Format

3．如果你是小华，请完成以下的短信，向伟强道歉，并请他原谅你。

（4分）

伟强：

我想向你＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

After the comprehension passage (including

advertisement, dialogue, notification etc.), pupils

will be asked to write a short note, sms, email etc.

related to the content of the earlier reading

comprehension passage.

Scaffolding of Learning (Oral)

P1 & P2

• Sentence, then short passage reading

• Active Dialoguing

• Picture Dialogue and Description

P3 & P4

• Passage Reading

• Picture Conversation + Giving opinions

P5 & P6

• Passage Reading

• Video conversation

Scaffolding of Learning (Writing)

P1 & P2

• P1 and 2: Short sentences based on given picture (helping word provided)

• P2: Writing about 5 to 8 sentences sequentially based on given pictures

P3 & P4

• P3: Complete paragraph based on stimulus / pictures

• P4: 4-picture compo

P5 & P6

• 5 Picture with one Question Mark Composition

• Continuous writing with given topic.

At the end of P4:

Depending on child’s results, school may

recommend the child to do certain subjects at

foundation level, or do Mother Tongue at a

higher level in P5.

Further details will be provided at SBB

Briefing for P4 parents in May.

SUBJECT BASED BANDING (SBB)

29 JAN:

• CHINESE STORYBOOK READING WORKSHOP FOR P1-P4 PARENTS

SOON TO COME:

• CURATED RECOMMENDED LIST OF BOOKS FROM THE SCHOOL LIBRARY (ACROSS ALL 3 LANGUAGES)

• COLLATED LIST OF RECOMMENDED BOOKS FROM NLB

Library Programmes

• SCHEDULED LIBRARY VISITS DURING CURRICULUM TIME

• STORYTELLING DURING RECESS

• READING ACTIVITIES DURING MT FORTNIGHT IN JULY

• BOOK FAIRS DURING RECESS AND PARENT TEACHER CONFERENCE DAYS

• SCREENING OF CHINESE MOVIE/ANIMATION ON THE FIRST FRIDAY OF APRIL AND AUGUST

Library Programmes

Speech and Drama

OTHER KEY PROGRAMMES

Festive Celebrations

MT Fortnight

Conversational

Chinese and Malay

OTHER KEY PROGRAMMES

ABLE Programme

- For weaker CL Learners

- Separate Briefing will be

given to parents with

children selected.

Remedial, Game-Changer and

Stretch Programmes

- Help weaker learners

- Help underachievers

- Stretch pupils with higher competency.

OTHER KEY PROGRAMMES

•Train and monitor your child’s spelling

consistently (Thurs/Fri).

•Make full use of electronic platforms, language

apps, children’s newspaper etc. provided by

school to stretch child’s learning.

•Expose your child to the language in daily life.

HOW CAN I HELP MY CHILD?

• https://www.schoolbag.sg/story/how-parents-can-support-

their-children-in-the-learning-of-mother-tongue-languages

For CL Pupils:

• https://xuele.moe.edu.sg/xuele/MOE_web/main.html

• http://www.ezhishi.net (Login details will be provided soon)

For ML Pupils:

• http://asas.50.com

• http://tinta.moe.edu.sg

For TL Pupils:

• http://sangamam.moe.edu.sg

Useful websites

MATHEMATICS

Targeting Mathematics Textbooks

Targeting Mathematics Workbooks

Mathematics Resources

Topical Practices

(self & teacher assessment)

Mathematics Resources

Quick Maths

Mathematics Resources

Problem Sums Worksheets

Heuristics Worksheets

Mathematics Resources

Engaging Lessons - Manipulatives

Engaging Lessons - Differentiation

Maths Trail

Maths Trail

Textbooks & Workbooks

Quick Maths

Topical Practices

Practice Papers

Maths Journal

Problem Sums &

Heuristics Packages

Engaging

lessons

Small successes

Online Portals

Homework

Exam Format - SAs (P4)

Section A (MCQ) 15 Q 30 m

Section B (SAQ) 22 Q 44 m

Section C (LAQ) 7 Q 26 m

Total 44 Q 100 m

1 h 45 min

Interleaved Distributed Practice (IDP)

Factual Fluency

Neatness

Prompt submission of assignments

Model-drawing Ruler (not allowed in exams)

How you can partner the school

SCIENCE

Science

Curriculum

Framework

Topics taught in Primary 4

Cycles: Matter

Cycles: Water exists in 3 states

Energy: Heat

Energy: Light

Interactions: Magnets

Teaching and Learning Resources

My Pals Are Here! Textbooks and Workbooks

(2014 Syllabus)

Science Thinking Book (Eureka!) – for note-taking

Topical worksheets

Past-year Practice Papers

2016 – 2018 PSLE (Topical)

Magnetic Kit

Daily work

Practical work

Participation during lessons

Practice papers

Assessment for Learning

Formative assessment- to check for just-in-time learning

Plickers

Collaborative and Self-directed Learning – active grouping (e.g. Padlet)

Examination FormatBooklet Item Type No. of

Qn

No. of

marks/Qn

Weighting

(marks)

A Multiple-

choice

24-28 48 – 56

80 - 100B Open-ended 10-13 32 - 44

Duration of Paper = 1h 30min to 1 h 45min

Help her to apply scientific concepts to authentic situations

Encourage her to ask questions

Ask her questions

Watch documentary shows on Okto, Discovery Channel, National Geographic., Animal Planet

e.g. ‘Science of Stupid’,

David Attenborough series

‘The Magic of Science’

Helping your child ace in Science

Sale of 2016 – 2018 PSLE Science Book (Topical)

Date: 19 February 2019

(Tuesday)

Cost: $1 only

PLEASE DO NOT

THROW AWAY THE

BOOK!

YOUR DAUGHTER

WILL STILL BE USING

IT IN P5 AND P6!

Year Head

PRIMARY 4 PARENTS’ BRIEFING

• In-charge of leading the level teachers in the holistic development of students in the level

• Focuses on the welfare of the pupils – their needs and development

• To build a culture of care in which students are engaged in learning and motivated to give their best

• Lead and monitor teacher-student relationship and interactions

Role of a Year Head

Presentation Outlineo Co-Curriculum

o Other School Matters

CO-CURRICULUM

To instil life skills through interactive and experiential activities.

To promote physical and character development holistically.

To inculcate and appreciate values in an authentic environment.

To forge team spirit and camaraderie.

Co-Curricular Activities (CCA - Optional)

Week of Experiential Learning

Character & Citizenship Education

Pupils exhibit confidence in what they do and express themselves effectively

Pupils exhibit curiosity and positive attitudes to learn

Pupils enjoy group experiences and teamwork (character development)

Learning Outcomes 21CC FRAMEWORK

Character & Citizenship EducationOutdoor Education (Camp)

Values in Action

National Education

Pupil Leadership Programme

Values & Social Emotional Learning Education

CCE lessons are also conducted during curriculum in the Mother Tongue Languages. Girls taking NTIL will attend lessons in English.

Treks during WELL to develop an appreciation and care for nature

Camps – P4 – 2-day 1-night camp at Sentosa – to develop resilience and class camaraderie

Outdoor Education

- A 6-year journey of self-discoveryLevel Primary 1 Primary 2 Primary 3 Primary 4 Primary 5 Primary 6

Themes My Special Talent

My Community My Culture My Heritage My Hopes and Dreams

My Grateful Heart

To better understand ourselves and how everyone is special in our own way

To better understand the community and how you can contribute to it

Understanding Singapore’s diverse culture throughvarious races and religions

Understanding Singapore’s past and present

Appreciating Singapore’s Achievements and Daring to Dream

Appreciating what we have been blessed with

Week of ExperientiaLLearning (WELL)

- 22 to 29 May 2019, during curriculum time- Allows the girls to put what they’ve learnt

into real-world situations- Some activities experienced by the girls in

2018: (Note: activities may differ in 2019)

Activity

Art Museum & Cathedral of

the Good Shepherd

Eurasian Association

Learning Journey to Places

of Worship

Fabric Painting

Learning Journey to Lorong

Halus

MCS Heritage Gallery

School Matterso Birthday Celebration

Birthday Celebrations• No birthday parties within the school

• Goodie bags are strongly discouraged.

Reasons:

While we want our students to build quality relationships within the class, we do not want to encourage comparison amongst them.

THANK YOU!