lamp plus pri maths 12 mar
TRANSCRIPT
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LAMP+Enhanced Leadership and Management Programme
Curriculum Leadership Module (CLM) Part 2
Primary Mathematics
12 March – 14 MarchCPDD & ETD
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Getting to know you…
Introduce yourself to your group members
• tell your name, school, teaching experience
• share something interesting about yourself
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Getting to know others…
BINGO!
Find someone who matches the description in a square. Fill in his/her• Name• School
Rules: • Duplication of names not allowed. • Friends from the same table group not allowed.
Your Goal: Complete all the 9 squares!
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Overview of LAMP+
To equip newly-appointed middle managers (MMs) in schools with the “just-in-time” skills to:• deliver their department’s teaching and
learning programmes effectively• align it to policy intent and curriculum
objectives.
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Objective of CLM (Part 2)
To support new HODs/LHs/SHs in their role as Mathematics
Curriculum Leaders.
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CLM (Mathematics)
At the end of the course, participants will be able to:
understand the aim and organisation of the mathematics curriculum in the context of policies and initiatives
align Mathematics programmes to the curriculum framework and to cater to the diverse groups of students
integrate ICT in teaching and learning in classroom
plan and support teacher learning through professional development and sharing for best practices
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Programme
• Role of Mathematics Curriculum Leader• Support from CPDD• Sharing by experienced HODs
Day 1
• TPACK framework• Lesson Experience• SDL and CoL
Day 2
• Higher order thinking• BY(i)TES• Department Planning
Day 3
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Group discussion…
2. Why do you think Mathematics is important?
1. What is Mathematics to you?
3. From your personal experience, how has mathematics education evolved over the years?
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Mathematics
Science of patterns and relationshipsDiverse discipline that deals with
Data, measurements and observations from science;
with inference, deduction, and proof; and
with mathematical models of natural phenomena, of human behaviour, and of social systems.
Applications of mathematics use these patterns to explain and predict natural phenomena
Mathematics relies on logic rather than on observation as its standard of truth
(Source : Everybody Counts: A Report to the Nation on the Future of Mathematics Education. ©1989 by the National Academy of Sciences)
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Copyright © Ministry of Education, Singapore.
Importance of Mathematics
• Highly-skilled, well-educated, scientific manpower needs strong grounding in Mathematics
• Individuals who can think logically, abstractly, critically and creatively
10
Nation
Individual
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Evolution of Singapore Mathematics Education
1940s to date
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Evolution of Singapore Mathematics Education
1940s - Math taught in different language medium
2013: Revised Primary Math Teaching and Learning Syllabus (Learning Experiences)
1976: Revised Math Syllabus (Revised Pri Edn System)1971: Revised Math Syllabus (content reduction)1970: Math made compulsory in Pri & Sec1960: 1st MOE designed Math Syllabus introduced
1996: Abacus introduced1990: Singapore Math Framework 1st introduced 1979: Revised Syllabus (NES); PMP set up at CDIS
TSLN, DOE, I&E, ICT MP, TLLM, PETALS, C2015, PERI2009: PERI (HA)2008: SBB (Foundation Math)2007: Revised Math Syllabus (calculator)2006: PETALS2005: TLLM2003: Revised Math Framework2002: ICT MP22001: Revised Math Syllabus (new textbooks)1999: Interim measure (content-reduced, IT TSLN)1997: TSLN, ICT MP1
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Initiatives supporting Mathematics Curriculum
...towards our TSLN vision
ICT• MP1 - blueprint for the use of ICT• MP2 – harness ICT for learning (2002)
1997
SAIL• Trialled in 7 Pri & 9 Sec• Piloted in 16 Pri & 20 Sec (2003)
2002
SEED• Phase 1 workshops for 24 champion schs • Phase 2 sch-based workshops for pri schs
2004
LSMFor P1 students
2007
PETALSIntroduced the 5 key principles of engaged learning
2006 2008
SBBFor P5 studentsMP3Continuum of MP1 & 2
2009
PERI HAPrototype with 16 schools
2011 &
2012
Rollout Resources• P1-P4• P5-P6 (2013)
2013
Revised Syllabus
21CC, SDL & CoL
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Mathematics Curriculum Leader
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Your personal thoughts…
How do you see your role of HOD/LH/SH as a Mathematics Curriculum Leader?
Mathematics Curriculum Leader
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Key Roles of HOD as Curriculum Leader
Set directions for the department
Plan, implement, monitor and evaluate instructional programmes
Develop and model effective teaching strategies
Develop evaluation strategies to assess learning effectiveness
Plan the professional development of teachers
Select, prepare and organise teaching and learning resources
STRATEGIC PLANNER
INSTRUCTIONAL LEADER
PEOPLE DEVELOPER
RESOURCE MANAGER
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Curriculum
ContentWhat should my students learn?
AssessmentDid my students learn it?
PedagogyHow should my students learn?
Curriculum
CPA
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Set directions for the department
Interpret the aims and objectives of Mathematics Curriculum
I. Aims of Mathematics Education
II. Mathematics Curriculum Framework
Translate them into the instructional programmes for the subject
Ensure that the syllabus is understood by all teachers
Advise P/VP on the subject
MathematicsCurriculum Leader
Strategic Planner & Instructional Leader
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Aims of Mathematics Education in Singapore
The broad aims of mathematics education in Singapore are to enable students to:
• acquire and apply mathematical concepts and skills;
• develop cognitive and metacognitive skills through a
mathematical approach to problem solving; and
• develop positive attitudes towards mathematics.
(Primary Mathematics Teaching and Learning Syllabus, p. 9)
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Overview of Aims across the Levels
(Refer also to: Primary Mathematics Teaching and Learning Syllabus, 2012, p. 10)
(Mathematics Education in Singapore, 2012, p. 6)
Each syllabus expands on the three broad aims of mathematics education
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Syllabus Design
Spiral Curriculum Connected Syllabuses
(Mathematics Education in Singapore,
2012, p. 6; Primary Mathematics Teaching and Learning Syllabus, 2012, p. 11)
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Transition issuesSubject Based Banding (SBB) @ Primary
School• Foundation Maths
(1 – 4, U)
• Standard Maths
(A* to E, U)
• Download the
“From Foundation
Maths to NA Maths
Handbook”
from EduMall
http://subjects.edumall.sg/subjects/slot/u1030420/From%20Foundation
%20Maths%20to%20NA%20Maths.pdf
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Mathematics Curriculum Framework
(Primary Mathematics Teaching and Learning Syllabus, 2012, p. 16)
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PETALSTM FrameworkPrinciples of Engaged Learning
Student-centredness is the heart of the framework
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21CC FRAMEWORK
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Standards and Benchmarks for the Emerging 21st Century Competencies
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21 Century CompetenciesOPAL>Gateway>Projects & Programmes 21CC
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21CC in Maths Syllabus
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Generating Ideas
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Plan, implement, monitor and evaluate instructional programmes
MathematicsCurriculum Leader
Strategic Planner & Instructional Leader
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How does a Mathematics Programme look like? Share on your school’s Mathematics Programme. How do you plan and implement your Mathematics Programme? What must you consider? (3Ps: Purpose – Process - imPact)
Group discussion…
Whyimplement
Howwas it
implemented
How
aligned
How do you monitor and evaluate your Mathematics Programme?
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Achieve the aims and objectives of the Mathematics Education
Instructional programme in the classroom
Includes co-curriculum: outside classroom programme
Mathematics programme
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Mathematics programme
Instructional Programme
Translate syllabus into SOWs
Design programmes to cater to students with different
learning needs
Interpreting aims, objectives, scope and depth
Explain rationale for changes
Identify strategies and activities to enhance the learning
experience
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Mathematics programme
Remedial/Support programme
Enrichment/Extention activities
• Maths trails, Maths Games day, Maths Day
• Mathematics Competitions
• Maths Camps
• Learning journeys
Maths newsletter
Maths notice board
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Tea Break (15 min)
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Curriculum
ContentWhat should my students learn?
AssessmentDid my students learn it?
PedagogyHow should my students learn?
Curriculum
CPA
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Content
Schemes of work for the various levels
Interpretation of syllabuses – scope and depth
• Communicate aims of maths education
• Familiar with the syllabuses (2007 and 2013) and rationale for changes
• Supporting resources
Syllabus document
Teaching and learning guides
CPDD Homepage (materials, contacts)
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Communicate aims of maths education
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Group discussion…
1. Highlight the differences between the two syllabuses
Compare 2007 & 2013 Syllabuses
2. What are the features of 2013 syllabus
3. What implications does 2013 syllabus have on you as Mathematics Curriculum Leader?
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3 Principles of Teaching
Principle 1: Teaching is for learning; learning is for understanding; understanding is for reasoning and applying and, ultimately problem solving.
Principle 2: Teaching should build on students’ knowledge; take cognizance of students’ interests and experiences; and engage them in active and reflective learning.
Principle 3: Teaching should connect to the real world, harness ICT tools and emphasise 21st century competencies.
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3 Phases of Learning
Effective instruction of a unit typically involves three phases of learning: • Prior Knowledge
• Motivating Contexts• Learning Environment
• Activity-based Learning• Teacher-directed inquiry• Direct Instruction
• Motivated Practice• Reflective Review• Extended Learning
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Learning Experience (LE)
What? Describe what students should do as part of their learning
Why? Influence the way teachers teach and students learn so that the curriculum objectives can be achieved
Where? Included in textbooks and online TL guide to guide the teaching and learning of the topics
How? Students carry out the LE as part of their learning
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Learning Experience (LE)
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Highlights LE
(Primary Mathematics Teaching and Learning Syllabus 2013, p. 56)
Numbers up to 100 (Primary One)
Teaching and Learning Guide (TLG)
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LE matches the activities in TLG
(Teaching and Learning Guide, 2013)
LO1: Count and tell the number of objects in a given set.LO2: Number notation, representation and place value (tens, ones) LO3: Reading and writing numbers in numerals and in words
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LE matches the activities in TLG
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Features: Guidance section
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Implications on Teaching
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Implications on Learning
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Implications on Assessment
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Implications on Processes
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Teaching and Learning Guide (TLG)
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Principles
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Principles
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Principles
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Learning Experiences (LE)
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Numbers up to 1000 (P2)
(Primary Mathematics Teaching and Learning Syllabus 2013, p. 59)
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Learning Experience (LE)
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Money (P2)
(Primary Mathematics Teaching and Learning Syllabus 2013, p. 61)
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Learning Experience (LE)
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Learning Experience (LE)
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Concrete–Pictorial-Abstract (C-P-A)
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Concrete–Pictorial-Abstract (C-P-A)
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Develop and model effective teaching strategies
MathematicsCurriculum Leader
Strategic Planner & Instructional Leader
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Pedagogy
• Suggest specific approaches for different topics
• Share strategies and model how they can be used
• Provide references and sources for teaching ideas
• Encourage teachers to try out strategies
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Repertoire of Teaching Strategies
Share on your teaching strategies which work well for your students.
Highlight one example of implementing a teaching strategy.
What are the key considerations in implementing a particular teaching strategy?
Group discussion…
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Repertoire of Pedagogies
Concrete – Pictorial- Abstract
Activity -based learning
Teacher-directed inquiry
Direct Instruction
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Develop evaluation strategies to assess learning effectiveness
Strategic Planner & Instructional LeaderMathematicsCurriculum Leader
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Developing an Assessment Plan
• The plan should provide information about:
• The topics to be assessed
• The appropriate assessment methods to use
• The schedule of assessment, reporting and feedback
• Whether marks are counted towards the final marks for the year
• If so, the weighting of the components
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Primary Mathematics Assessment Guide 2013
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Chapter 3 – Semestral Assessment
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Format for SA2 (P2 to P4)
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Format for SA2 (P5 to P6)
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Table of Specification
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Chapters 4 - 5
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Plan the professional development of teachers
MathematicsCurriculum Leader
People Developer
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Teachers are key to the success of the instructional programmes
“In education, teachers are the intervention. Well-described innovations inform when and how they interact with students and stakeholders, but it is the person (the teacher) who delivers the intervention through his or her words and actions.”
(Wallace, Blase, Fixsen, & Naoom, 2008, pp. 54–55).
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Leadership
“Leadership is lifting a person’s vision to high sights, the raising of a person’s performance to a higher standard, the building of a personality beyond its normal limitation”
- Peter Drucker
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Professional Development
Sharing and discussions during
Department meetings
Protected time
Invite external speakers, experts
PD Model : Lesson Study Approach
Peer observation
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Select, prepare and organise teaching and learning resources
MathematicsCurriculum Leader
Resource Manager
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Resources
• Identify and buy suitable resources
• Ensure that there are sufficient resources available
• Create awareness and build capacity (if necessary)
– Variety of resources
– Location of the resources (e.g. Maths Room)
– Demonstrate/role model the effective use these resources
– Loan processes
• Monitor the use of these resources
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Resources include
• Textbooks
• Teaching and Learning Guides (from CPDD)
• Teaching aids
– e.g. concrete manipulatives, posters, software, geometrical instruments
• Reference Books
• Publications and journals
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Guide for Selecting Approved Mathematics Textbook and Workbook
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MathematicsCurriculum Leader
Other Responsibilities
Other Responsibilities Staff responsibilities
• Department culture
Administrative duties• Conduct department meetings
• Documentation and filing
• Review of department action plan
• Staff Appraisal
• Plan and manage budget
• Inventory for resource management
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89
Support from CPDD
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Resources given to schoolsNo. Item Year of Distribution1 Primary Mathematics Syllabus(Year of Implementation: From 2007) 20062 A Guide to the Teaching and Learning of Primary Mathematics 2007 – Primary 1 to 4
- File
- CD ( Guide, Primary Maths Syllabus 2007 & SAIL package (P3 to P5) 2007)
2007
3 PSLE Mathematics Information Booklet
(To be implemented from the Year of Examination 2009)
2007
4 PSLE Foundation Mathematics Information Booklet
(To be implemented from the Year of Examination 2009)
2007
5 Information Kit on the Use of Calculators in Primary Mathematics (CD)
- powerpoint presentation on Use of Calculators in Primary Mathematics
- Poster on Use of Calculators in Primary Mathematics
- FAQs
2007
6 A Guide to the Teaching and Learning of Primary Mathematics 2007 – Primary 5 to 6
- File
- CD
2008
7 Guidelines for Setting Basic Items in Primary 4 End-Of-Year Examination for Mathematics
2008
8 The Singapore Model Method for Learning Mathematics 20099 Pathways to Reasoning and Communication in the Primary School Mathematics
Classroom 2009
10 Pedagogy For Engaged Mathematics Learning 201011 Diagnostic Package ( Whole Numbers and Fractions) 2010
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Rollout of Resources
2011P1 & P2
2012P3 & P4
2013P5 & P6
Early Success…Strong Basics…Steady Progress
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Objectives
• To help students build strong foundation in primary Maths through a structured teaching sequence and supporting manipulatives and materials based on the concrete-pictorial-abstract approach.
• To raise teachers' pedagogical content knowledge through the provision of instructional guide, teaching resources and professional development activities.
Early Success…Strong Basics…Steady Progress
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Resources and Materials
Consists of 2 components
• Instructional guide, highlighting teaching and learning sequence, pedagogical approaches and strategies specific to each topic, with a strong emphasis on C-P-A approach
• Learning and teaching aids, including a full set of manipulatives for each class
Early Success…Strong Basics…Steady Progress
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Professional Development
Workshops
• Train-the-trainer workshops, with representatives from each school
• Focusing on effective use of the Instructional Materials and on Pedagogical Content Knowledge as well as Problem Solving (Thinking skills and Heuristics)
Build capacity in:• Use of Instructional Package.
Pedagogical content knowledge (PCK) and content knowledge
• Pedagogy. C-P-A, Thinking Skills and Heuristics
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Repository of Assessment Items
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Repository of Assessment Items
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Professional Development on Assessment Literacy
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Primary Mathematics online Resources in OPAL
Log in to OPALhttp://www.academyofsingaporeteachers.moe.gov.sg/
Click GATEWAY
Click Subjects & select Mathematics
Primary
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Repository of Assessment Items
The Repository of Assessment Items (Mathematics) contains
test items that are aligned with the Primary Mathematics
Syllabus and are appropriately pitched for the respective
levels. This first batch of items is for Primary 4 only (download
).
When using the items from the Repository, teachers should
modify the items to assess students’ learning when setting
Semestral Assessment without changing the nature or
demand of the items. They should refer to the Table of
Specifications (TOS) and format of the paper in the
Assessment Guide (Chapter 3, Semestral Assessment) (
download). This will help teachers manage the overall
difficulty level of the paper and ensure that it is appropriate
for the level.
In setting the end-of-year Primary 4 examination papers,
schools are also reminded to refer to the Guidelines for Setting
Basic Items in Primary 4 End-of-Year Examination for
Mathematics (download). The guidelines provide further
guidance on the setting of the basic items that constitute 30%
of the examination paper. This is to help schools to identify
more accurately students who would benefit from taking the
subject at the foundation level.
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Group online exploration…
Share one resource which is you find useful.
Highlight why and how it is useful.
Explore the Mathematics online Resources in OPAL
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Tea Break
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Sharing by HOD
Mrs Arif HongCHIJ Kellock
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Sharing by HOD
Mr Low Yew Fai Springdale Primary School
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THANK YOU