Teaching and Learning

Holistic Assessment

English Language

Teaching and Learning

STELLAR Vision:

Children Who Love Reading and Have a Strong

Foundation in the English Language

English Department Vision:

Confident and Competent Communicators

STELLAR at P3 (Semester 1)

STELLAR at P3 (Semester 2)

STELLAR Programme

Supported Reading (SR)

STELLAR Programme

Retelling (RT)

reading comprehension strategy for narrative

texts

recall of events/information, main points and

characters

actively make meaning of texts and share

their understanding with their peers

STELLAR Programme

Know - Want to know - Learnt (KWL)

mainly for non-fiction texts such as

information reports

helps pupils to extract information and relate

it to what they already know about the topic

enables pupils to distinguish between main

ideas and details

STELLAR Programme

Know - Want to know - Learnt (KWL)

STELLAR Programme

Writing Process Cycle (WPC)

Class writing (CW)

Group writing (GW)

Individual writing (IW)

Core Text CW GW IW

Leatherback

Turtles

(P4 Unit 11)

Information

text

White Tigers Endangered

Animals

Endangered

or

Extinct

Animals

STELLAR – Unit Lesson Plan

Holistic Assessment

Holistic Assessment: An OverviewTerm 1 Term 2 Term 3 Term 4

Non-weighted

Assessments

Reading Aloud

Non-weighted

Assessments

Stimulus-based

Conversation

Weighted

Assessments

Mini Test 1

SA1

Paper 1: Writing

Paper 2: Lang

Use & Compre

Paper 3:

Listening

Comprehension

Paper 4: Oral

Communication

Weighted

Assessments

Composition

Mini Test 2

SA2

Paper 1: Writing

Paper 2: Lang

Use & Compre

Paper 3:

Listening

Comprehension

Paper 4: Oral

Communication

10% 30% 20% 40%

Speech & Drama Exam (applicable to some students)

• Term 1 to 2

• 15 weekly sessions

Key English Programmes

Read@SKGPS Programme:• Reading Resonse Activities (Badge)

• Library Activities (NLB collaboration)

• AdventureBOX magazines (Starting in

Term 1

• Silent Reading Programme Literature Programme

(P3A / P3B)• Frindle

Language Fiesta!• 1-week of engaging activities

exploring & celebrating the language

• E.g. language games, Spelling Bee

contest, poetry recitation, etc.

• Collaboration with MT Department

Project Work• Integrating different subjects

• Botanic Gardens

Enrichment Programmes

(P3B to P3F)• Drama Camp (T1W9 –T1W10),

after school hours

Learning Support Programmes• School-based Dyslexic

Remediation Programme (SDR)

• Reading Remediation

Programme (RRP)

• Remedial lessons on Mondays

English Fiesta

The English Department aims to develop

confident and proficient users of the

language who have strong foundation in

and love for the English Language.

We look forward to working with you to

develop your child’s interest in

learning English.

Thank you!

P3 Mathematics

Teaching &

Assessment

• C-P-A: Concrete, Pictorial, Abstract

• Lesson involves hands-on activities with the use of

manipulatives

• Followed by pictorial representations to help children

create meaning of abstract concepts

• Abstract part involves the writing of mathematical

statements using the four operators and other math-

related symbols.

Teaching Approach

L.E.A.P. Programme

• Learning Effective Approach to Problem-solving

(L.E.A.P.)

• Pupil are taught heuristic skills

• Pupils also go through a 4-stage problem-solving

process to assist them in deriving solution to word

problems.

Resources

• Math Textbook

• Math Workbook

• Topical Learning Sheets

• Heuristics Learning Sheets

• Mental Sums/Revision Exercise

• MC Online

• Problem-solving Beyond The Classroom

(3A & 3B)

To be

placed in

black files

Overview of AssessmentTerm 1 Term 2 Term 3 Term 4

• Topical

Exercise

• Math Journal

• Self-

assessment

• Mini Test 1

• Topical

Exercise

• Math Journal

• Semestral

Assessment 1

• Topical

Exercise

• Performance

Task

• Self-

assessment

• Mini Test 2

• Topical

Exercise

• Math Journal

• Semestral

Assessment 2

Weighted Assessments

Term 1 Term 2 Term 3 Term 4

• Mini Test 1 • Semestral

Assessment

1 (SA1)

• Mini Test 2 • Semestral

Assessment 2

(SA2)

10% 20% 10% 60%

Non-weighted

Assessments

Math Journal

• Understanding is necessary for deep learning and

mastery.

• Pupils to demonstrate understanding of a topic through

drawing or writing sentences.

• Rubrics could be used to assess pupils’ work

Performance Task• Involves hands-on materials

• Pupils will be given manipulatives and question paper

• Pupils will write down their answers on paper after

performing the task required

• Use of manipulatives (concrete) in the classroom during

lessons will help pupils in this assessment

Topical Exercise• Topical Exercise are not meant to be graded

• These exercises can help teachers identify gaps and

difficulties in pupils’ learning

• Weakness and misconceptions can be identified

• Provide teachers useful information on areas teachers

need to address

Self-assessment• Often involves self-reflection

• Pupils own reflection originates from their experience of

learning mathematics

• Useful to assess pupils’ appreciation and attitude

towards mathematics

• To understand learning habit and help them improve

Weighted

Assessment

Mini Test / Semestral

Assessment• Pencil and paper test

• To assess pupils on the learning objectives that have been taught in class

• Number of questions will increase as pupils progress

Overview of Assessment

Term 1 Term 2 Term 3 Term 4

• Topical Exercise

• Math Journal

• Self-

assessment

• Mini Test 1

• Topical Exercise

• Math Journal

• Semestral

Assessment 1

• Topical

Exercise

• Performance

Task

• Self-

assessment

• Mini Test 2

• Topical Exercise

• Math Journal

• Semestral

Assessment 2

Additional

Information

Math Events

• iDiscovery Day

• Math Trail (part of Learning Journey)

• Parents Workshop (Term 1, Wk 4)

SCIENCE DEPARTMENT

TEACHING AND LEARNING

P3 HOLISTIC ASSESSMENT 2018

GIVE THE PUPILS

SOMETHING TO DO, NOT

SOMETHING TO LEARN;

AND THE DOING IS OF

SUCH A NATURE AS TO

DEMAND THINKING;

LEARNING NATURALLY

RESULTS

JOHN DEWEY

Science Department aims to

• stimulate child’s curiosity and passion for science through

meaningful, authentic experiences

• nurture reflective thinkers who ask scientific questions and

appreciate how science affects their lives, the society and the

environment

• develop scientific literacy in learners to face challenges of the future

Science Curriculum

Framework✤ Central to the curriculum framework is the

inculcation of the spirit of scientific inquiry.

✤ The conduct of inquiry is founded on three integral

domains of

✤ (a) Knowledge, Understanding and

Application

✤ (b) Skills and Processes and

✤ (c) Ethics and Attitudes.

✤ The curriculum design seeks to enable students to

view the pursuit of science as meaningful and

useful.

✤ Inquiry is thus grounded in knowledge, issues and

questions that relate to the roles played by

science in daily life, society and the environment.

Pedagogy -

Teaching Approach

✤5E Inquiry Model

✤Learning can be synthesized into a

model based on students’ current

knowledge and their new ideas

- connections between prior

knowledge form ideas

✤Teacher explains ideas that students

did not discover

✤Teacher provides opportunities for

students to demonstrate their

understanding

Science Curriculum

Framework✤ Central to the curriculum framework is the

inculcation of the spirit of scientific inquiry.

✤ The conduct of inquiry is founded on three integral

domains of

✤ (a) Knowledge, Understanding and

Application

✤ (b) Skills and Processes and

✤ (c) Ethics and Attitudes.

✤ The curriculum design seeks to enable students to

view the pursuit of science as meaningful and

useful.

✤ Inquiry is thus grounded in knowledge, issues and

questions that relate to the roles played by

science in daily life, society and the environment.

Pedagogy -

Teaching Approach✤5E Inquiry Model

✤Learning can be synthesized into a

model based on students’ current

knowledge and their new ideas

- connections between prior

knowledge form ideas

✤Teacher explains ideas that students

did not discover

✤Teacher provides opportunities for

students to demonstrate their

understanding

Key Programmes

• Blended Inquiry Learning

–Inquiry-based approach

–Experiential Learning

–Aligned to authentic science

practice

–Differentiated Instruction

–Draw-To-Learn Strategy

–Flipped lessons

Key Programmes

• Back 2 Nature

–Nurture naturalistic instinct

–Learning Journey to Botanic

Gardens

–Journey through my eyes –

Observing growth of life specimens

(Caterpillar, Mealworm beetle,

Different types of seeds)

–Experience Project Work (EPW)

Key Programmes

• Thinking Like a Scientist

–Development of concepts and skills

–iDiscovery Day

- Boat Challenge (Materials)

Teaching Strategies

• Concept Cartoon

• Concept Mapping

• Cooperative Learning

• Demonstration

• Field Trip

• Games

• Investigation

✤ Problem Solving

✤ Projects

✤ Questioning

✤ Role Play, Drama, Dance and

Movement

✤ IT

✤ Ethics & Attitudes

✤ NE

Primary Science Syllabus

THEME LIFE SCIENCE

DIVERSITY *DIVERSITY OF LIVING THINGS (T1)

CYCLES *LIFE CYCLES OF PLANTS AND ANIMALS (T1&2)

SYSTEMS

*PLANT SYSTEM (T1)

HUMAN SYSTEM

CELL SYSTEM

INTERACTIONS ENVIRONMENT

ENERGY PHOTOSYNTHESIS

*P3 Topics

THEME PHYSICAL SCIENCE

DIVERSITY*DIVERSITY OF NON-LIVING THINGS

(MATERIALS) (T3)

CYCLESMATTER

WATER

SYSTEMS ELECTRICAL SYSTEM

INTERACTIONS *FORCES (MAGNETS) (T4)

ENERGY

LIGHT

HEAT

ENERGY CONVERSION

*P3 Topics

Primary Science Syllabus

Science Learning Resources• Science Textbooks

• Science Booklet

(Learning Activity Sheets)

• Science Notebook (Journal)

• MCOnline

• Science Rooms (Laboratory)

• Science Kits/Manipulatives

(Apparatus/Equipment)

• Outdoor Experiential Learning

(Outdoor Spaces : Discovery Haven, Science

Corners)

To download the syllabushttp://www.moe.edu.sg

Syllabuses

Sciences

2014 Primary Science Syllabus (pdf)

Overview of P3 Holistic Assessment

TERM 1 TERM 2 TERM 3 TERM 4

NIL

• Semestral

Assessment 1

(SA1) 20%

• Semestral

Assessment 2

(SA2) 50%

• Performance

Task 1 10%

• Performance

Task 2 10%

• Performance

Test 3 10%

30% 70%

Other forms of assessments (Non-weighted)

•Mastery Tests

•Journal (Draw-To-Learn) Reflections

What can we do

at home?• Engage in discussion - TALK, WRITE

• Encourage questioning and researching

• Explore and Experiment

THANK YOU