BRIEFING FOR PARENTS: GE-Enriched P6 Chinese Language

Curriculum Outline 2019

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The GEP Enrichment Model

CONTENT• Greater depth and breadth (e.g.

Understanding of essential language concepts; Incorporate culture knowledge)

PROCESS• Higher level thinking skills• Inductive learning• Research & independent study

PRODUCT• Alternative Assessments• Authentic tasks

LEARNING ENVIRONMENT• Learner-centred

Mainstream Core

Syllabus

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CL/HCL Enriched Curriculum

The enriched CL/HCL curriculum is differentiated in the following areas:

Essential language concepts

Inter-disciplinary units

Cultural knowledge

Thinking skills

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P6 CL Assessments

Pupils taking CL subject

take School-based CL weighted assessments

Follow GE assessment weightings and grading scheme

Unweighted Assessments

Other unweighted assessment (e.g. Assessment for learning,

Assessment as learning) will be incorporated in the GE CL

curriculum and will be conducted during curriculum time –

oral task, writing task

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P6 HCL Assessments

Pupils taking HCL subject

take school-based CL & HCL weighted assessments

follow GE assessment weightings and grading scheme

Unweighted Assessments

Other unweighted assessment (e.g. Assessment for learning,

Assessment as learning) will be incorporated in the GE HCL

curriculum and will be conducted during curriculum time –

oral task, writing task

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http://xuele.moe.edu.sg/xuele/slot/u107/index.html

Chinese Resources –学乐网

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BRIEFING FOR PARENTS: GEP P6 English LanguageCurriculum Outline 2019

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The GEP Enrichment ModelCONTENT

• Greater depth and breadth (e.g. narrative point of view)

• Advanced topics (e.g. biography writing)

PROCESS• Higher level thinking skills• Inductive learning• Research & independent study

PRODUCT• Creative expression• Real problems

LEARNING ENVIRONMENT• Learner-centred• Learning centres• Out-of-school learning experiences

(e.g Creative Writing Programme)

Mainstream Core

Syllabus

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The Enriched GEP EL Curriculum

The enriched EL curriculum is differentiated in the following areas:

a) Study of a novel

b) Concept units

c) Extensive Reading Programme (ERP)

d) Reading and Writing

e) Oral Communication

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Overview of P6 EL Enrichment

Units Term 1 Term 2 Term 3 Term 4

Concept Unit

BiographyShort

Stories

PSLE

Literature-oriented

unit

Friedrich, a novel by

Hans Richter

Text TypesFactual

Recounts Persuasive Texts

NarrativeTexts

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Extensive Reading Programme (ERP)

• 3-year reading programme

• To encourage pupils to read self-selected books and work on reading tasks

• 1 ERP assignment (Semester 1) to help pupils respond to book read

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Concept Units

• Pupils will focus on Biographies Short Stories

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

• Pupils will understand and critically analyse the elements of the text types.

• Pupils will apply these elements to their writing.

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Literature-Oriented Unit (Study of a Novel)

Pupils will learn to

• interpret and respond to a rich text with the help of structured questions and activities;

• analyse the plot, themes and characterization;

• make connections between self as reader and the text;

• make connections between text and the real world.

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Overview of P6 GEP EL Assessment

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Term 1 Term 2 Term 3 Term 4

Weighted Assessment (WA)

Preliminary Exam(60%)

PSLE

WA 1Biography

Writing (10%)

WA 2Persuasive Speech

(5%)

Semestral

Assessment (SA)

SA aka MYE (25%)

P6 GEP EL Semestral Assessment (SA)

Paper Components Date

Paper 1 Writing

9 May 2019

Paper 2 Language Use and Comprehension

9 May 2019

Paper 3 Listening Comprehension 15 May 2019

Paper 4 Oral Communication 23 & 24 Apr 2019

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P6 GEP EL SAPaper 1 (Writing - 55m)

Components:

(A) Continuous Writing (40m)e.g. Narratives, recount

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

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P6 GEP EL (SA) Paper 2 (Language Use & Comprehension - 95m)

Components: (A) Grammar (20m)

(B) Vocabulary (10m)

(C) Synthesis & Transformation (10m)

(D) Spelling & Grammar (12m)

(E) Cloze (15m)

(F) Visual Text Comprehension (8m)

(G) Open-ended Comprehension (20m)

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P6 GEP EL (SA) Paper 3 (Listening Comprehension - 20m)

Components:

•Questions on oral & visual texts • e.g. dialogues, announcements, reports,

maps, posters etc.

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P6 GEP EL (SA) Paper 4 (Oral Communication- 30m)

Components:

a) Reading aloud (10m)

b) Stimulus-based conversation (20m)

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BRIEFING FOR PARENTS: GEP P6 Mathematics

Curriculum Outline 2019

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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 concepts

c) Pacing

d) 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 Osborne

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P6 GEP Mathematics Assessment

Term Date Assessment Marks/Duration Weighting

Term 17 Jan to 15 Mar 2019

Alternative Assessment (WA) 20 marks 5%

Term 2

9 Apr 2019

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

22 marks / 35 min

10%Common Test Part 2 (WA)[Calculators allowed]

28 marks / 50 min

14 May 2019

Mid-Year Exam Paper 1[No calculators allowed]

45 marks / 1 h

25%Mid-Year Exam Paper 2[Calculators allowed]

55 marks / 1 h 30 min

Term 3Date to be announced

Preliminary Exam Paper 1[No calculators allowed]

45 marks / 1 h

60%Preliminary Exam Paper 2[Calculators allowed]

55 marks / 1 h 30 min

Total 100%23

BRIEFING FOR PARENTS: GEP P6 Science

Curriculum Outline 2019

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P6 GEP Science

Term 1 Term 2

Unit taught

* SC process skills is taught from T1 – T4

1. Forces2. Energy conversion

1. Ecology (Interactionsof Organisms)

2. Adaptation3. Man and

Environment

Content Assessed

Units taught in Term 1Selected P4 and P5 content

P4 – P6 content except “Man and Environment”

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

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Term 1 Term 2 Term 3

Date 6 Mar 15 May To be advised

Assessment Common Test Mid-Year Examination

PreliminaryExam

Max Mark 60 100 100

Weighting 10% 30% 60%

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

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P6 GEP Science

GEP Science curriculum

Environment

Product

Process

Content

• 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 Teaching Resources

• GEP Worksheets

• Notes/powerpoint slides/extra-reading materials (hardcopy/SLS)

• Vitamindz Science – Newton series

• Past-years GEP test/exam papers

• Past-years PSLE questions

Administrative Guidelines

• Topical file • worksheets & notes

• feedback

• Parent’s signature on files

• Completed topical files will be transferred to the green ring file after file check

• Green ring file will be returned to pupils for revision before test/examination

How can your children optimise their learning in Science?

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

• Diligently taking down notes during lessons and completing corrections with understanding:

• Always analyse the questions carefully to avoid unnecessary careless mistakes;

• When explaining an observation, use Science concept(s) and evidence to support their argument;

• Play a more active role in their own learning and seek help when in doubts.

Self-reflection on learning (sample tool)Where am I going? Where am I now? How do I close the gap?

Content/Skill What I need to Do Evidence of What I did

Scientific conceptsand related content

Terms I should use and understand …

What I need to be sure to observe and pay attention to …

“Big idea” that might help me connect my learning to what I know or want to learn more about …

*Feedback from activities within units, not just tests ,will guide pupils in developing understanding and skills.

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Tips for Parents

How you can support them?

– Show care & concern for their physical and social emotional health

– Encourage good work habits (reminders may be needed for some to complete work on time & to revise their P3 to P5 work)

– Guide them in time management & organisationalskills

– Encourage them to clarify doubts & to ask questions

BRIEFING FOR PARENTS: GEP P6 Social Studies

Curriculum Outline 2019

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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

• Many GEP pupils find SS to be stimulating and interesting

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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, keeping abreast of local, regional and global developments

• We hope that pupils will enjoy the learning, and that parents will encourage pupils to see the importance of the subject

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An enriched curriculum• SS is based on the mainstream syllabus, but

differentiated for GEP pupils

• Pupils will learn about Southeast Asia, allowing them to find out more about the region we live in.

• Pupils will also embark on learning journeys to places relevant to the curriculum

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An enriched curriculum• Pupils will be exposed to concepts such as Causes and

Consequences, and Change and Continuity. They will also appreciate the importance of Diversity 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.

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Assessment

• 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

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

• At the end of the year, pupils will be awarded A, B, C, or Ungraded.

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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 could:

• 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: Biography AssignmentDeadline: End of Term 1 2019

Timeline

Date Task Completed

Term 1 Week 4 Plan and carry out research for Biography Writing Assignment

Term 1 Week 5 Prepare the first draft of the BiographyWriting Assignment

By end of Week 5(8 Feb)

Submit the first draft

Term 1 Week 7 Based on feedback given on the first draft, make revisions

By 15 March 2019 Complete and submit the final Biography assignment 42

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

ownership of work

• 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)

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(C) Social Skills –to develop collaborative skills

• Emphasise the following in team work:• communication skills• conflict management• shared responsibility

• Pupil to consult teacher and ask for help when needed

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Parental Involvement

• Assignment products should reflect the child’s own effort.

• Trust that the work will be assessed according to their developmental age and readiness level.

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

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Plagiarism

• Pupils will learn to search for information as part of their work.

• We aim to emphasise integrity and authenticity.

• Encourage your child to do the following(1) avoid cut-and-paste work(2) express ideas using their own words(3) acknowledge the source(s)

• Teachers will penalise work that is plagiarized.

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Support for pupils

• GEP pupils have different needs in different areas.

• Teachers will identify specific areas of need and provide necessary support and guidance for your child accordingly.

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