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CURRICULUM BRIEFING 2018
20JAN 2018
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OVERVIEW• Attendance• Attire• Revisions & Assignments• Administrative Matters• School Programmes• Communicating Pupils’
Progress
• English Matters• Mathematics Matters• Science Matters• How Parents Can Help• Safety and Security• Other Matters• FAQ• Online Feedback • Partnership with Parents
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ATTENDANCE• Punctuality
–Report to school in the Pavilion 1 by 7.30am• Silent Reading
–Mon/Tues/ Wed/Fri: English story book–Thursday: Mother Tongue book (students exempted from
MT may read English story book)• Medical and other leave
–Medical Certificate–Parent’s letter or email
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ATTIRE• School Attire
–Name Tags, Black School Shoes, T-shirt/shirt tucked into shorts
–PE Days–Learning Journeys
• General Appearance–Boys: neat short hair–Girls: dark green and black hair accessories(Please refer to Kidz Organizer pg 12-14)
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Sample
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Sample
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Sample of unacceptable haircut
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REVISION & ASSIGNMENTS• Daily Revision (30mins-1hour per subject)• Submit assignments promptly• Neat and legible handwriting• Corrections when required
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ADMINISTRATIVE MATTERS• Collection of Forms & Payment• Submission of reply slips on date stated• Cash Payment
–seal money in envelope–Label neatly on envelope:
• Name, register no., class, amount, purpose
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SCHOOL PROGRAMMES• Form Teacher Guidance Period (FTGP) on Mondays• Value Inculcation Programme (Connecto) on Mondays• 1-to-1 Teacher-Student-Relationship Session on Mondays• E-Learning Day (28 March)• P3 VIA - Cleanliness Restroom Project• P3 GEP (24 Aug)
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COMMUNICATING PUPIL PROGRESS 2018
Term 1 Term 2 Term 3 Term 4Mock Tests Report Book Mock Tests Report Book
Parent-Teacher Meeting
Holistic Report Card
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ENGLISH
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Language Learning Area
STELLAR School-based curriculum
Reading and Viewing
• Shared Book Approach (SBA)• Supported Reading • Sustained Silent Reading (SSR)
Explicit teaching of reading comprehension skills
Guided Reading Self-Selected Reading (includes
school library programme) Reading Writing Journal (RWJ)
Writing and Representing
• Modified Language Experience Approach (MLEA)
• Writing Process Cycle (WPC)• Text-Type Writing
• Process Writing (Narrative)• 5 Traits of Good Writing• Text-Type Writing• Personal Journal • Writer’s Notebook
Speaking and Representing
• Effective and purposeful interaction and group discussion embedded in all key strategies
• Stimulus-based conversation• Reader’s Theatre
Listening and Viewing
• Listening and viewing skills for understanding and critical thinking taught through all key strategies using audio and graphic stimuli
GRAMMAR Whole-Part-Whole Approach• Explicit teaching of grammar in meaningful context using Big Books &
STELLAR readers
VOCABULARY Text-Based Approach• Big Books & STELLAR readers
Working with Words • Visual Vocabulary• Spelling (in context)• Text-Based Approach (children’s
literature)
ENGLISH PROGRAMME
PRIMARY 3
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English assessments (primary 3]Term 1 Term 2 Term 3 Term 4
Assessment Structure for EnglishFormative Formative and Summative Formative Summative
Stimulus-based Conversation MLEA Individual Writing Stimulus-based ConversationReader’s Theatre
Paper 4: Oral (16%)a. Reading Aloudb. Stimulus-based Conversation
MLEA Individual Writing Paper 4: Oral (16%)a. Reading Aloudb. Stimulus-based Conversation
Listening Comprehension: Picture Matching, Note-taking & Listening Comprehension
Paper 3: Listening Comprehension: Picture Matching, Note-taking & Listening Comprehension
Mock Test / Language Test:a. Vocabularyb. Grammarc. Comprehension
Reading Comprehension Skill Reading Comprehension Skill Paper 1: Composition (20%)
Listening Comprehension: Picture Matching, Note-taking & Listening Comprehension
Paper 3: Listening Comprehension (14%): Picture Matching, Note-taking & Listening Comprehension
Mock Test / Language Test:a. Vocabularyb. Grammarc. Comprehension
Paper 2: Language Use & Comprehension (50%)a. Vocabularyb. Grammarc. Comprehension
Paper 1: Composition (20%)
Paper 2: Language Use & Comprehension (50%)a. Vocabularyb. Grammarc. Comprehension
(0%) (100%) (0%) (100%)
35% 65%Total: 100%1/14/2018
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STELLAR IN SEMESTER 2• Students will learn to read a
variety of text-types and acquire reading comprehension skills using reading texts instead of Big Books.
• Reading strategies: (a) Supported Reading (b) KWL and (c) Retelling.
• Reading texts are also used as the main source of text for the teaching of grammar and vocabulary1/14/2018
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EXPLICIT TEACHING OF READING COMPREHENSION SKILLS
• Through the use of authentic children’s literature & STELLAR readers
• Comprehension Skills & Strategies– Inferring/Summarising– Surface & Deep Annotation– Supported Reading – KWL– Retelling
• Reading & Writing Journal (RWJ)– Connect pupils’ thoughts and ideas in
response to reading through simple writing tasks relating to text read
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Chapter 1The Witching Hour
The other children in the dormitory had been asleep for hours. Sophie closed her eyes and lay quite still. She tried very hard to doze off.
It was no good. The moonbeam was like a silver blade slicing through the room on to her face.
The house was absolutely silent. No voices came up from downstairs. There were no footsteps on the floor above either.
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I DO, YOU SEE
I HAVE A QUESTION….
As I read the first part of the story,
I wonder why Sophie could not sleep.
Let’s infer why from the clues in the text.
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When I read the first part of the chapter…
1) QUESTIONI wonder…why Sophie
could not sleep. 2) CLUES- The moonbeam was
shining right on her pillow.
- It was like a silver blade slicing
through the room on her face.
3) SUPPORTFrom my experience, when light shines brightly on my face, I find it difficult to sleep. Most people may have the same problem too.
4) INFERENCESophie found it too bright for her to fall asleep.
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5 (+1)* Traits of Good Writing (Steve Peha)
◦ Ideas◦ Organisation◦ Word Choice◦ Sentence Fluency◦ Convention◦ Voice*
TEACHING OF 5 TRAITS OF GOOD WRITING
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WRITER’S NOTEBOOK• Encourage students to
develop their repertoire of materials for individual writing based on given topics
• Encourage students to write extensively to activate schema before their actual individual writing based on given topics
1/14/2018https://www.pinterest.com/deb040473/cafe-writers-notebook/?lp=true
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• Learning about a new word through:
– authentic setting, context or reading
– understanding the characteristic(s) of the word
– making inference about the meaning of the word using contextual clues
– visual representation
– expansion activities to learn more about the word or other words associated with it
WORKING WITH WORDS:Visual Vocabulary
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SOME TIPS FOR PARENTS Encourage your child to read books and other materials related to
his/her interests or hobbies. Have your child read game instructions, recipe directions, comic
books, catalogues, toy advertisements and children’s magazines. Make sure he/she is reading at his/her level – something too difficult
frustrates the child whereas something too easy does not challenge him/her.
Set aside time for your child to read every day – at least 20 minutes/day.
Encourage your child to talk about the book that he/she has just read.
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USEFUL WEBSITES http://dictionary.cambridge.org/dictionary/english/ http://www.oxforddictionaries.com/ http://www.bbc.co.uk/worldservice/learningenglish/ http://www.ttms.org
- Steve Peha’s Writing Strategies http://www.stellarliteracy.sg http://www.moe.gov.sg/education/syllabuses/languages-and-
literature/files/english-primary-secondary-express-normal-academic.pdf
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MATHEMATICS
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MATHEMATICS INSTRUCTIONAL PROGRAMME• A rigorous instructional programme equips the students with a strong foundation in concepts, skills, thinking process and metacognition.
• Hands-on and experiential learninghelp students appreciate the importance of mathematics to solve problems in their daily life and the real world.
• A balanced assessment system gathers information about students’ learning process so that feedback can be given to the students to help them to improve and teaching approaches can be reviewed and enhanced.
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RIGHT Strategy for Math Problem SolvingRead and underline Have I read and understood the problem?
Circle the numbers, Underline the keywords & Bracket the Goal of the Question (CUB)
Information gathering Have I gathered all the information?
Goal of the question What am I looking for?
Hidden information Have I formed the correct relationships with the given information?
Try it out Have I used the correct strategy?
Tick To check the Reasonableness of answersOperations and Transfer errors (ROT)
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Instructional Programmes
• Improving Confidence and Achievement in Numeracy (ICAN)– ICAN is an MOE programme to raise
confidence and improve Maths achievement of low progress learners
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School based activitiesLevel EventsP3 Math Games Day
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TopicsSemester 1 Semester 2
P3 • Numbers to 10 000• Addition within 10 000• Subtraction within 10 000• Word Problem: Addition and
Subtraction• Multiplication Tables of 6, 7,
8 and 9• Multiplication• Division• Word Problems involving the
4 Operation• Money
• Length, Mass and Volume• Bar Graphs• Fractions• Time• Angles• Perpendicular and Parallel Lines• Area and Perimeter
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P3 Assessment Structure 2018
Overall Weighting (100%)
Level
SA1 (35%) SA2 (65%)
Term 1 Term 2 Term 3 Term 4
Component Component Marks Allocation
Component Marks Allocation
Component Marks Allocation
P3 Mock test(0%)
Written Paper
80 marks(35%)
Mock test(0%)
Practical test
(0%) Written Paper
80 marks(65%)
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Files File Item
Dark Blue File Topical Worksheets & Practice Paper
Light Blue File Problem Sums Worksheets
Yellow/Orange File Maths Workbook(if detached)
Acronym Description
CE Calculation error
FS Final Statement for word problem
MS Missing steps
SF Simplest form
SU Standard units (cm, m, km, cm2, m2 , $, g, kg …)
TE Transfer error
ANNOTATED MARKING
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SCIENCE
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Information on TKPS Science Curriculum
Website: http://tanjongkatongpri.moe.edu.sg/our-life-at-tkp/we-learn/science
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Science Programmes
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Science Programmes
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Topics for P3 2018Term 1 Term 2 Term 3 Term 4
Diversity1. Classification: Living and Non-Living Things
2. Plants
3. Animals
4. Fungi and Bacteria
Mock Test
Diversity 1. Exploring Materials
Practical Test
SA1
Interactions1. Magnets and their Characteristics
2. Making Magnets
3. nnovationWeek
Performance-based Assessment
Mock Test
Systems1.Your Amazing Body as a System
2. Plants and their Parts
SA2
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Assessment
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Format of Assessment• Science Practical Test (15 marks)
26 April (Thursday)
• SA1 & SA2
Booklet Item type Number of questions
Number of marks
per question
Marks Totalmarks
SA1(1h)
A Multiple-choice
10 2 20
35B Open-ended
5 2-5 15
SA2(1h 30min)
A Multiple-choice
24 2 48
80B Open-ended
10 2-5 32
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How to support your child in the learning of Science?
• Other tips to be inserted by Science Teachers on slide (if any)
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HOW PARENTS CAN HELP• Routine to Reinforce Acceptable Work Attitude
–Completion of homework daily–Learning from corrections–Child to take PR2IDE in his or her work
• Persevere in difficult work• Respect the teacher’s assignments• Take personal responsibility in completing and filing work• Integrity in work (try yourself first, no copying from friends)• Discipline in daily work• Empathy with friends: help each other when in need
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HOW PARENTS CAN HELP• Organization Skills
–Packing School Bag according to timetable–Daily Homework File for Worksheets and Letters–Importance of filing–Reinforce school values
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HOW PARENTS CAN HELP• Close Monitoring of work
–Parents to sign off acknowledgement having seen the KidzOrganizer/letter/reply slips) OR where the parent’s signature stamp appears in the WB/WS/assignments/assignments
• Label all belongings• Meeting deadlines for assignments
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SAFETY AND SECURITY
• Parking near School–Don’t park at the season parking (red slots) at the nearby
carpark at Block 65–Don’t block driveway of residents
• Driving in School–Drop off quickly at the 3 designated slots –Slow down at main gate and drop-off point
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OTHER MATTERS• Early Day: Wednesday ends at 12.30pm • Recess 10.00am to 10.25am• Snack Break at about 12.30pm
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OTHER MATTERS• School Website http://tanjongkatongpri.moe.edu.sg/home• AsknLearn Parent’s Portal
https://lms.asknlearn.com/LMS/Login_main.aspx
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ONLINE FEEDBACK FORM
https://goo.gl/forms/NEh9JZN77DhCNZ9b2
• Thank you for attending today’s briefing. Please take sometime to give us your feedback via the QR Code or link asabove.
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Parent Support Group Or Email to [email protected]
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