P3 & P4 MTP Homework Policy

26 January 2019

Mdm Tan Li Ting & Mdm Lee Yen Ling

HOD & Level Head (EL)

QHPS Homework Policy 作业政策

•Homework refers to any learning activity that students are required by the school to complete outside of curriculum time

作业是指学校要求学生在课程时间之外完成的任何学习活动

• The mode of delivery can be pen-and-paper, virtual or online

作业可以有不同形式 比如：书写，网上作业

• This includes assignments and projects but not revision of school work or studying for tests and examinations

这包括小组作业，但不包括为了应付考试的复习

Objectives of Homework 作业的目标

• Homework can reinforce students’ learning, provide feedback on their progress and cultivate a healthy disposition towards continual learning

作业可以巩固学生的学习，提供能引导他们进步的反馈，并让学生培养对持续学习的兴趣和倾向。

Objectives of Homework 作业的目标

• Homework allows teachers to: 家庭作业允许教师：

a) consolidate learning that has taken place in class;

巩固课堂上的学习;

b) check for students’ understanding and progress, so as to provide timely feedback, intervention and support; and

了解学生的学习进度，以便及时提供反馈和帮助;

c) review effectiveness of lesson

审查课程的有效性

Levels年级

Weekly Time Norms每周花在作业上的

时间

Approximate Daily Time Norms

每日花在作业上的时间

P1 & P2 3 – 7 hr 0.5 – 1.0 hr

P3 & P4 6 – 10 hr 1.0 - 1.5 hr

P5 & P6 9 – 13 hr 1.5 - 2.0 hr

Guidelines on Quantity of Homework

作业数量指南

Guidelines on Quantity of Homework

作业数量指南• Extension of deadlines will be given for students who may be heavily

involved in CCA commitments so that they are not over-taxed

对于大量参与课外活动的学生，老师将延后交作业的时间，以免他们过度劳累

• Amount of homework assigned are differentiated, such as by academic

courses or learning pace

作业的数量会根据学生的学习步伐和学术课程而设定

• If homework is to be given during the school holidays, the daily homework

load should not be more than 50% of the daily load given during the

school week

学校放假期间的作业，每日作业量不应超过学期每日作业量的50％

Coordinating and Monitoring of Homework协调和监督作业的质量Subject Teachers 学科教师 :Coordinate and record the homework daily on the class

whiteboard

每天在课堂白板上记录作业

Year Heads 级主任 :Conduct checks to ensure that quantity of homework given is

manageable

进行检查以确保作业数量是适当的

Students 学生们:Keep track of homework instructions and deadlines in the

Student Diary daily

每天在学生日记中注明作业项目和交差日期

P3 Gifted Education Programme资优教育计划

Identification of Pupils for the GEP 识别资优生• The GEP identification exercise aims to identify pupils with high intellectual

potential

资优教育计划筛选有高智力潜力的学生

• As students develop at different rates, we should allow them to blossom at their own pace.

我们应该让孩子们按照自己的学习步伐茁壮成长

• Parents should not enrol their children in test-preparation activities for the identification exercise. Test preparation activities could inflate pupils’ scores and not reflect their actual potential家长不应为了应付测试而让孩子参加测试准备课程。测试准备活动可能会提高孩子的表现，但不会反映他们的实际潜力。

Identification of Pupils for the GEP 识别资优生• The entry point into the GEP is at Primary 4

进入的资优教育计划入口点是小学四年级

• Pupils are identified for the GEP through a two-stage exercise in Primary 3.

通过小学三年级的两阶段练习确定了资优生

Stage Month Participants Papers

Screening August

Primary 3 pupils enrolled in

government and government-

aided schools

English Language

Mathematics

Selection OctoberOnly shortlisted pupils will be

invited to the Selection stage

English Language

Mathematics

General Ability

Eligibility of Pupils for the Identification Exercise 参加资格• All Primary 3 pupils studying in Singapore government and

government-aided schools are eligible to participate in the Screening exercise

所有在新加坡政府和政府资助学校就读的小三学生都有资格参加筛选活动

• Parental consent to be given for the screening (opt-in).

父母同意接受筛选（选择加入）

Outcome of the GEP Identification Exercise

资优生鉴定结果• Parents are informed of the outcome of the Selection exercise through

the school

通过学校向家长通报选拔结果

• Successful pupils will receive a letter of invitation to join the GEP. 成功入选的学生将收到加入资优教育计划的邀请函

• There will be a briefing on the GEP for parents and pupils in early November将于11月初向家长和学生介绍资优教育计划

Schools Offering the Gifted Education Programme 提供资优教育计划的学校

SchoolNature of School

Gender Type

Anglo-Chinese School (Primary) Boys

Catholic High School (Primary) Boys SAP*

Henry Park Primary School Co-ed

Nan Hua Primary School Co-ed SAP*

Nanyang Primary School Co-ed SAP*

Raffles Girls' Primary School Girls

Rosyth School Co-ed

St Hilda's Primary School Co-ed

Tao Nan School Co-ed SAP*

https://www.moe.gov.sg/education/programmes/gifted-education-programme

P3 & P4 MTP (EL)家长分享会 (英文)

26 January 2019

Mdm Tan Li Ting & Mdm Lee Yen Ling

HOD & Level Head (EL)

• STELLAR Curriculum 英语教学大纲与课程

• Holistic Assessment 全面性评估

• Supporting your child… 家长的支持

• Mastery-Based Learning 基于掌握的学习计划

Outline 主讲内容

English Language Syllabus 2010

英语教学大纲

• Listening 听力技巧

• Reading 阅读和理解能力

Receptive Skills

语文的接收技能

• Speaking 口语技能

• Writing 写作技能

Productive Skills

语文的输出技能

• Grammar 语法

• Vocabulary 词汇

Knowledge about Language

语言的知识

Strategies for each component

for Teaching and Learning

有助于孩子掌握各个技能的策略

What is STELLAR ?

- Research Based 基于研究- Developmentally appropriate 适合孩子- Need to prepare our children for life and work in the

21st century 为孩子的未来做好准备•Hopes to deliver children who 培养孩子：• Love reading 热爱阅读• Have a strong foundation in the English Language 在英语方面有稳固的基础

课程：

The Approach 课程内容

• Experience it! 体验• Comes up with a story as a

class led by the teacher

班级写作

• In small groups, write a

parallel story 小组对比写作• Write about your own story

using ideas and vocabulary from previous lessons

利用课堂中学到的词汇来写自己的故事

• Explicit teaching of grammar and vocabulary items using the context of the big books

根据书籍对语法和词汇做明确的教学

• Reading of Big Books in a non-threatening environment

在没威胁的环境一起阅读• A variety of genres – fiction &

non-fiction

接触各种各样的书类型 Strategies:

Shared Book Approach

(SBA1)/ KWL*/ Supported Reading

SBA2

Modified Learning

Experience Approach (MLEA 1)

MLEA 2 & 3/ Writing process

根据学习经验学习写作

STELLAR (P3, Semester 1)

Shared Book Approach

STELLAR Texts

P3, Semester 2 onwards

STELLAR Texts

Learning Resources

学习素材:

• 10 STELLAR booklets

•Writing and Oral

worksheets

• Listening book

• Notes

• Red and yellow files

红与黄色文件夹

*Literature package

(selected P4 classes)

*What’sup Newspaper

Holistic Assessment 整体评估

• Education = is about developing the whole child教育是全面性的

• Move away from an overly strong emphasis on examinations不再过分强调考试的重要性

• Use of bite-sized forms of assessment to help build pupils‘ confidence and desire to learn小型评估形式建立自信与学习的欲望

Primary 3 Holistic Assessment – EL小三年级整体评估 – 英文

Primary 3Language Use and Comprehension 语文应用与理解

Term 1Reader’s Theatre 剧本朗读

Language Use and Comprehension 语文应用与理解Term 2

Oral 口试

Writing 写作Term 3

Listening Comprehension听试

Writing写作

Term 4Language Use and Comprehension语文应用与理解

Listening Comprehension 听试

Oral口试

Primary 4 Holistic Assessment – EL小四年级整体评估 – 英文

Primary 4Language Use and Comprehension语文应用与理解 Term 1

Writing写作 Term 2

Language Use and Comprehension语文应用与理解

Listening Comprehension听试

Oral口试

Writing写作 Term 3

Language Use and Comprehension语文应用与理解

Writing写作 Term 4

Language Use and Comprehension语文应用与理解

Listening Comprehension听试

Oral口试

P3&P4 EL Examination Format 分数比重

Examination Format

测试项目Weightage

比重

Paper 1Writing

写作20%

Paper 2Language Use and Comprehension

语文理解与应用50%

Paper 3Listening Comprehension

听力理解14%

Paper 4Oral Communication

口试16%

Paper 1 – Writing 写作

Expectations：

- Relevant and developed

与主题的关联性，故事的发展度

- Accurate and well-organised with amplevocabulary

文法的准确度，故事的条理性，

词汇的丰富度

Time given: 50 minutes

Paper 4: Oral 口试

1. Reading Aloud

朗读

2. Stimulus-based Conversation 会话

Good pronunciation, clarity, fluency and expression

发音准确，朗读清晰流畅

Justify a choice, share an experience and your thoughts with confidence.

有信心地分享经验，观点

Parents’ Support 引导孩子

• Encourage your child to express and justify his/ her opinions based on real-life scenarios etc 进行有质量的交谈

• Talk about shared experiences with your child

• Encourage your child to read 鼓励孩子阅读

*English learning resources

善于利用学习资源

Input

• LISTEN to it! 多听！

• READ it! 多读！

Output

• SPEAK it! 多说！

• WRITE in it! 多写！

MASTERY-BASED LEARNING

基于掌握的学习

Teaching of EL (Middle Pri)

英文教学 （中年级）

STELLAR Support Programmes 辅助课程

Remedial

堂外补课

Mastery-Based Learning

基于掌握的学习计划

RRP & SDR

阅读辅助计划

Structure (Literacy) 结构（识字）

Ground 0 (Learning alphabets) 对字母的认识

Level 1 Reading 阅读(Phonics 拼音 – Word Sounds 单词的声音)

Level 1 Reading 阅读(Phonics 拼音 – Blending of Words 混合拼音)

Level 2-3 Reading Fluency 阅读流畅度

Level 4-6 Reading Comprehension 阅读理解

Support Programmes 支持英语教学课程

If your child has been identified 如果您的孩子被选中参与:

• Parents’ support is important家长的支持是重要的

• Ensure regular attendance确保定期出席

Remedial

堂外补课

Mastery-Based Learning

基于掌握的学习计划

RRP & SDR

阅读辅助计划