primary 5 forum - moe links...miss koh mun ling i7 – form & mathtr i4 – math tr mrs yang i5...
TRANSCRIPT
PRIMARY 5 FORUM 4 April 2014 7.00 P.M. – 9.30 P.M.
Do Your Part! Level Up! Capture the Moments!
Housekeeping Matters
• Light snacks are available at the back of the hall.
• Please turn all mobile devices to the silent mode.
• Emergency exits are located at the back of the hall.
• Feedback forms will be collected at the exit points at the end of the forum.
Programme Outline • Introduction of Teachers
• Address by the Principal, Mr Sam Wong
• Pupils’ Well-Being: Miss Sam Choi
• English Language: Mrs Vincy Sebastian
• Mathematics: Mrs Liou Peck Har
• Science: Mrs Sharon Yang
• Q&A
• Break out sessions for Mother Tongue Briefing
OUR LEVEL LEADERS
Miss Sam Choi (Faculty Head)
Mr Fauzy (HOD, PE)
Mrs Sharon Yang (HOD, Science)
Mrs Sebastian (LM, LH English)
OUR TEACHERS
Mrs Sebastian I1- Form Tr I3 – Eng Tr
Mrs Liou I1 – Math & Science Tr
Miss Lee Pei Yan I2 – Form Tr I4 – Eng Tr
Mr Ng Ee Meng I2 – Math Tr I3 – Form & Math Tr
OUR TEACHERS
Mdm Nurul I2 & I3 – Sci Tr I4 – Form & Sci Tr
Mr Vicknesh I5 – Eng & Sci Tr I7 – Sci Tr
Mdm Farrah I6 – Form Tr I7 – Eng Tr
Miss Koh Mun Ling I7 – Form & MathTr I4 – Math Tr
Mrs Yang I5 – Sci Tr I7 – Math & Sci Tr
Mrs Nair I8 – Form, Eng, Math & Sci Tr
Ms Chun Wee Yin I6 - Math I7 – Math Tr
OUR SPECIALISED TEACHERS
From Left to Right: Mr Raakesh Menon (Art), Mr Fauzy (HOD for PE), Mr Tan Keng Hong (Music) & Mr Isham (Allied Educator)
OUR PE TEACHERS
From Left to Right: Mr Mohd Ali Imran (PE), Miss Siti Maisarah (PE),
CHINESE LANGUAGE TEACHERS
From Left to Right: Miss Goh Chun Pei, Mdm Tan Yi Ling, Mrs Shirlee Tay & Mdm Bai Jie
CHINESE LANGUAGE TEACHERS
From Left to Right: Miss Yvonne Tung, Mdm Xi Jun & Mdm Chang Kai Lee
CHINESE LANGUAGE TEACHERS
From Left to Right: Mr Goh Seng Hong & Mr Yue Chee Hong
MALAY LANGUAGE TEACHERS
From Left to Right: Cikgu Ismail, Cikgu Azean, Cikgu Melati and Cikgu Hayati
TAMIL LANGUAGE TEACHERS
From Left to Right: Mr Jesudass Joseph Patros & Mrs Hema Kumar
OPENING ADDRESS Mr Wong PRINCIPAL
Rationale for Subject-based Banding
• Progression to secondary level depends on PSLE scores
• Pupils who are offered subjects at the Foundation Level are not disadvantaged.
• The child can focus on building strong fundamentals in these subjects and better prepare for progression to Secondary School.
• Every child is unique with differing abilities.
Guidelines for Movement From P5 to P6
Pupils must pass at least 2 Standard
Subjects at the end of Primary 5
Pupils must maintain a pass in
the Standard Subject
Pupils who score 19 marks & below in
Math will change to this subject combination.
Proceed to Primary 6 regardless of performance in
Foundation Subjects
4 Standard Combination
1 Standard & 3 Foundation
3 Standard & 1 Foundation (Math)
4 Foundation Subjects
Generally, the pupils take the same subject combination determined by the school
Guidelines for movement from P5 to P6
Continue with the same subject combination
For pupils who do not meet expectations
Switch some subjects to Foundation Level
End of P5
•Do we only stress on academic pursuits? •How can we play a part in nurturing the children holistically?`
Providing a holistic education
P1 & P2 Faculty -Speech & Drama -Reading Programme -STELLAR -Competition -Learning Journeys -VIA Activity
P3 & P4 Faculty - Reader’s Theater - Reading Programme -STELLAR -Competitions -Learning Journeys -Financial Literacy -Swim Safe -Camp -VIA Activity
P5 & P6 Faculty - STELLAR -Reading Programme -P5 Camp -Math & Science Day -Learning Journeys -Study Camp -Target Remediation -Career Guidance Lessons
Developing children holistically
Well-Being of Primary 5 Pupils plays a crucial role in developing them holistically
• Acceptance by
friends is becoming
more important
• Peer-influence
becomes stronger
• Good and developed
coordination
• Concerned with
appearance
• Sensitive to praise
and recognition
• Have a mind of their
own; capacity of
reasoning
• Developing and
shaping of values and
beliefs Mental Emotional
Social Physical
Our students are like the mountain climbers scaling different terrains and heights. Schools are the expedition teams that help each climber chart their different routes and prepare them for the climb. Our teachers are the trainers and the guides. The challenge is to find different pathways to scale the mountain range and push towards different peaks. Once in a while, we must all step back to behold the entire mountain range, assess the climatic changes and review the pathways we have chosen. Sometimes, to climb a higher mountain, we need to descend from the one we are familiar with.
We believe in providing every child with the opportunity to develop to the fullest …
Every Child is different. Therefore the challenge for the parents, teachers and the child himself is to find different pathways to scale the mountain range and reach the peak.
How can I help my tired child?
• Practical – avoid having too many activities
• Include time for rest & recreation. Have time for some family bonding too.
• Set priority for weaker subjects. Work out a timetable.
• More does not mean better; children must be given support & guidance
• Take your child seriously when he says that he cannot cope with his schoolwork. Find out why. Two way communication is important!
• Recognise your child’s effort and improvements
• Acknowledge his strengths before weaknesses
• Provide practical support
• Reward
• Do not compare your child’s grades with siblings or relatives
How can I motivate my child?
So Dear Parents,
Let’s All,
Do Our Part!
Level Up!
Capture the Moments!
Thank you!
Well-Being of Your Child
FTGP
Pupils’ Well-Being
Outline
Form Teacher Guidance Period (FTGP)
• Form teachers’ quality interaction with pupils
• Strengthen pupils’ social and emotional competencies
• School hour has not been extended
• Part of FTGP is conducted during supplementary lesson time
Well-Being of Your Child
Mind
Body Heart
Focused Mind
• Set schedule at home to manage between study and leisure
• Provide support, academically and emotionally
• Right amount of stress
Well-nourished Body
• Have sufficient sleep (sleep early)
• Balanced diet
• Regular exercise
Happy Heart
• Be there for your child
• Active listening
• Create recreational activities
• Allow them to have their personal space
Every Moment in the School Matters.
Every Child Matters!
Capture the Moment!
English Language @ Canberra A Strong Foundation for Rich Language & Life
EL Syllabus
Approach to Learning English Language
Assessment Matters
Partnership with Parents
Overview
Our Vision…
All children should enjoy learning English,
develop good language skills, be effective
communicators and lifelong learners.
Equip our children with the necessary skills to prepare for the changing world
• Prepare our children for life and work in
the 21st century
• Develop pupils to be
•Effective communicators
•Confident, self-directed learners
EL Syllabus 2010 Emphasis on
•Strengthening the foundation of language learning
•Enriching the EL curriculum in our schools
STELLAR Strategies for English Language Learning
and Reading
Aims to strengthen children’s language and reading skills using authentic texts and learning activities that motivate and engage different learners.
STELLAR Lessons STELLAR lessons develop …
Language Skills
Social Skills
What is an upper primary STELLAR lesson like?
44
Reading To Learn
Writing
As Process Differentiated Instruction
The teacher modifies her teaching to cater to the
specific needs of children to build their language
skills. The teacher models the writing
processes for different text
types. Children engage in
writing together and writing
independently.
The teacher uses different strategies
to help children read and
understand different types of texts.
Exposure of different texts
Information Report
Personal Recount
STELLAR & Assessment
Four Major Components: - Reading - Listening - Speaking - Writing
The paper will cover all the four components. Therefore the necessary skills are needed to perform well in exams and for life-long learning.
Overview of Assessment 2014 (Standard Stream)
Term 1
Term 2 Term 3 Term 4
Main Paper:
Booklet A (33 marks)
Booklet B (67 marks)
Total 100 marks
Main Paper:
Booklet A (28 marks)
Booklet B (67 marks)
Minor Papers:
Oral (30 marks)
Listening (20 marks)
Writing (55 marks)
Grand
Total 200 marks
Main Paper:
Booklet A (33 marks)
Booklet B (67 marks)
Total 100 marks
Main Paper:
Booklet A (28 marks)
Booklet B (67 marks)
Minor Papers:
Oral (30 marks)
Listening (20 marks)
Writing (55 marks)
Grand
Total 200 marks
Overview of Assessment 2014 (Foundation Stream)
Term 1 Term 2 Term 3 Term 4
Main Paper:
Booklet A (20 marks)
Booklet B (40 marks)
Total 60 marks
Main Paper:
Booklet A (20 marks)
Booklet B (40 marks)
Minor Papers:
Oral (30 marks)
Listening (20 marks)
Writing (40 marks)
Grand
Total 150 marks
Main Paper:
Booklet A (20 marks)
Booklet B (40 marks)
Total 60 marks
Main Paper:
Booklet A (20 marks)
Booklet B (40 marks)
Minor Papers:
Oral (30 marks)
Listening (20 marks)
Writing (40 marks)
Grand
Total 150 marks
Oral Component (Standard & Foundation) Reading (10 marks) Stimulus-based Conversation (20 marks)
Oral Component (Standard & Foundation)- Reading (10 marks)
“There’s a library at the new shopping mall which has just opened. I
hear they have a good collection of new books. Can we please visit it,
Mum?” Yati asked her mother.
Her classmates had been talking about the new books available in
the library, all through recess that day. Yati loved reading and was excited to
check the books out.
“Well, I need to buy some groceries. I was planning to go to the new
shopping mall myself. We’ll go there together and you can stay in the library
while I do my shopping,” Yati’s mum suggested.
“That’s a great idea, Mum,” Yati said in delight, already making a list
of her favourite authors and the titles she would look for.
Her mother loved shopping and would definitely take her time
visiting the many shops at the new shopping mall. Yati would have plenty of
time to browse through the books. She was not going to complain about
that.
.
Oral Component (Stimulus-based conversation) a) Look at this picture of a book cover. It usually has
information about the book. How important is the
book cover?
Do you choose a book based on the book cover?
Why/why not?
b) Do you enjoy reading? Who is your favourite
author? Why do you like his/her books?
Why do you think reading is encouraged so actively?
c) Reading is a hobby to some. What is your hobby?
How does it benefit you?
What other hobbies would you like to take up?
Paper 1 (Standard/Foundation Stream) Composition Situational Writing
Situational Writing •Email, Report, Letter of complaint, etc Continuous Writing •3 pictures
Situational Writing - Standard (15 marks) - Foundation (10 marks) Pamphlet
Recycle & Create
Recycle materials you have at
home and create a brand new
picture!
What you have to do:
On a piece of art paper, create a picture using recycled materials. The
theme is ‘Save the Earth’.
How to submit artwork:
Hand in your completed picture to the teacher-in-charge in your school before the deadline.
Deadline:
30 June 2014
An Art Competition by the Green Society of Singapore
Attractive Prizes!
1st prize
$500
2nd prize
$300
3rd prize
$100
We have only one Earth and it is
up to us to take good care of it!
Let’s recycle!
Your Task
You are a member of your school’s Green Club. The
teacher-in-charge of the club has given out this
pamphlet about an art competition and would like all
members to participate in it. Your friend, Paul, was sick
that day and he missed this session
Write an email to Paul to tell him about the
competition.
You are to refer to the information in the pamphlet on
the previous page for your email.
In your email, include the following key information:
- who organised the competition
- theme of the competition
- how to participate
- why you think both of you should participate
You may reorder the points. Remember to write in
complete sentences.
Situational Writing – Foundation/ Standard
• Format • Address the content • Language Skills
Continuous Writing - Standard (40 marks)
Write a composition of at least 150 words about a challenge.
GIVEN TASK • One item • Write a composition about the
given topic • Based on 1 or more of 3 given
visuals • Pointers provided
REQUIRED RESPONSE • Continuous prose (narrative/non-
narrative) • Individual response to given topic • Make use of at least 1 out of 3 given
visuals in any order • Address the given pointers in any order
and include other relevant points
• Requires a good content • Linking of ideas • Grammar and Vocab Skills
Continuous Writing - Foundation (30 marks)
?
monkeys in a cage
naughty boys
threw stones
poked the monkeys with a stick
kind-hearted girl
warned the boys to stop
angry
pointed the hose
fell backwards
The pictures below show what happened at a
zoo one morning. Based on these pictures,
write a story of at least 120 words.
Give the story your own ending. You may use
the given helping words and phrases. You may
also include other details.
• Requires a good content • Linking of ideas • Grammar and Vocab Skills
• Grammar (MCQ) • Vocabulary (MCQ) • Visual Text (MCQ) • Grammar Cloze • Editing • Comprehension CLoze • Sentence Manipulation* • Comprehension*
English Language Paper 2 Standard– 95 marks Foundation – 60 marks
Booklet A - Visual Text Comprehension - Standard (8 marks)
Booklet A - Visual Text Comprehension (Standard)
For each question from 1 to 5, choose the most appropriate option and write its number (1, 2, 3 or
4) in the brackets provided.
1. According to the webpage, why is the Singapore Zoo one of the most successful
conservation parks in the region?
(1) It reaches out to people through the Internet.
(2) It has many types of endangered animals in the park.
(3) It has many school children visiting the Zoo regularly.
(4) It has many programmes to educate the public and create awareness.
( )
2. What does the phrase ‘these animals’ under the subheading Conservation through
Breeding Programmes refer to?
(1) endangered animals in the world
(2) endangered animals cared for in the Zoo
(3) animals participating in the animal shows
(4) animals exchanged with other reputable zoos in the world ( )
• Text which includes visuals • Viewing skills used when reading • Multiple-choice questions
According to studies presented by US researchers at a
meeting in Orlando, Florida, a daily dose of laughter may be
good for the heart. Like exercise, a good laugh makes
(1)____blood____ vessels work more efficiently.
(2)Depression, on the (2) ____other________ hand can
raise the risk of dying from (3)______heart failure.
Booklet B (Standard)- Comprehension Cloze (15 marks)
• Requires reading skills • Inference skills • Grammar and Vocab Skills • Prior Knowledge
Booklet B (Standard)- Synthesis & Transformation (10 marks)
For each of the following questions, rewrite the given sentence(s) using the word(s)
provided. Your answer must be in one sentence. The meaning of your sentence must
be the same as the meaning of the given sentence(s).
1.We enjoyed our climb but we did not get to the top of the mountain.
Even though _______________________________________________
__________________________________________________________.
2. Gopal can take part in the singing contest but he must register by this Friday.
Unless _________________________________________________________
_______________________________________________________________.
.
• Grammar rules • Sentence construction • Practice
Booklet B (Standard) - Comprehension Open-ended (20 marks)
As soon as Owen was untied, he scrambled from the
lorry and ran directly to Mzee (pronounced as mm-ZAY), a
grey-coloured creature about the same size as Owen. Owen
crouched behind Mzee like baby hippopotamuses do with
their mothers when they need protection. However, Owen had
no idea he was to live with a 130-year-old, grumpy Aldabra
(pronounced as al-DAH-brah) tortoise.
At first sight, Mzee hissed at Owen, then walked
away. Mzee’s name means “wise old man” in Swahili. He was
known to be unfriendly and was content to live alone in his
enclosure. He neither wanted a companion nor was he
prepared to be a parent to anyone. Yet Owen, the sprightly
baby, kept up easily with Mzee and followed him everywhere.
Soon, Mzee became used to Owen’s presence.
1) Who was Mzee? (1m)
_______________________________________
_______________________________________.
2) How do we know Owen was in a state of panic
when he arrived? (1m)
_______________________________________
_______________________________________.
• Requires reading skills • Inference skills • Analytical Skills • Grammar and Vocab Skills
Some blind people use dogs to guide them. A guide
dog leads its master (1)___safely_____ from place to place and
across busy streets. It leads him carefully along the pavement,
(2) ____avoiding__ obstacles such as people and lamp posts.
The guide dog walks in front of its master. The blind
man holds a handle (3)______which____ is connected to each
side of a harness worn by the dog.
Booklet B (Foundation)- Comprehension Cloze (5 marks)
• Requires reading skills • Inference skills • Grammar and Vocab Skills • Prior Knowledge
Synthesis (Foundation) – 3 marks For each of the following questions 1 to 3, combine the sentences to make one sentence using the word(s) given. The meaning of the sentence
must be the same as the sentences given. (3 marks)
1 It is a public holiday. The students are not in school.
_________________________________________________________________
and _____________________________________________________________.
2 I could not go cycling. It was raining.
As _______________________________________________________________
_________________________________________________________________.
3 Mr Lim swims every day. He wants to keep fit.
_________________________________________________________________
in order to ________________________________________________________.
• Grammar rules • Sentence construction • Practice
Passage A
In the early years of the MRT, an inconsiderate person stuck his
used chewing gum on an MRT door. The door could not close , so the
train could not move. The multi -million-dollar MRT system, the pride of
the country, broke down because of a piece of chewing gum! The result
was the government’s ban on chewing gum.
Image taken from ‘http://g4station.com/blog/wp-content/ uploads/2008/10/mrt_platform1.jpg’
However, that did not
completely solve the problem of
doors that jammed. Passengers
kept accidentally dropping things
that ended up getting caught in
the groove of the MRT doorways.
The doors need to slide along the
groove to close but dropped
items can jam the doors. These
could be tissue paper, coins or
other items that cannot be
banned because everyone needs
them.
SMRT came up with a simple solution. They cut a slot into the
bottom of the groove. Now things that can drop i nto the groove can drop
out again through the slot, leaving the doors free to close.
(157 words)
5
10
15
20
1. What happened when someone
stuck chewing gum on an MRT
door? [1m]
____________________________
____________________________.
2. How did SMRT solve the
problem of MRT doors that
jammed? [2m]
___________________________
___________________________.
Booklet B (Foundation) - Comprehension Open-ended (10 marks)
• Requires reading skills • Inference skills • Analytical Skills • Grammar and Vocab Skills
Support @CPS
• STELLAR Unit Worksheets
• Little Red Dot
• Structured Reading Approach
• Through Exposure – Competitions, New South Wales Exam,
Channel News Asia Video (news)
• Partnership with parents - Communication Plan (termly)
Home support – help your child learn English by providing English language reading materials at home.
Activate child’s interest – show your child that you believe learning English is both enjoyable and useful in your daily life.
Support @home – How can you help your child
Role model – read and write notes and messages in front of your child.
English language learning requires frequent exposure to listening, speaking, reading and writing opportunities and activities rather than use of worksheets alone.
Support @home – How can you help your child
Go to the library together to develop love for reading
Availability of magazines and newspapers in your home Exposure of different genres of books for eg Adventure, Biography, Mystery, etc.
Support @home – How can you help your child
Literary Appreciation…
A good storyline Interesting plots/ characters
Support @home – How can you help your child
Help your child learn more interesting words by thinking of new words to replace known words, for example, ‘big’ – huge, enormous, gigantic, gargantuan etc
Tuning into news (listen or watch) and talk about it
Some language activities you can do with your child include…
Lets work together
Give support and encouragement
Quality vs Quantity - Excessive worksheets and homework could create negative association with school.
Mathematics@ Canberra
•A comparison of P4 and P5 content •P5 examination format •Use of calculators •Strategies to help your child
Mathematics Department
Comparing P4 and P5 Content P4 P5
Whole numbers - Numbers up to 10 000
- Multiplication and division - Factors and multiples
Whole numbers - Numbers up to 10 million
- Four operations - Order of operations
Fractions - Mixed numbers and improper fractions
- Addition and subtraction - Fraction of a set - Multiplication
Fractions - Concept of fractions as division
- Four operations
Decimals - Decimals up to 3 places - Addition and subtraction -Multiplication and division
Decimals - Four operations
P4 P5
Measurement - Time - Money
- Area and perimeter
Measurement - Length - Mass
- Volume - Area of Triangle
- Volume of cube and cuboid
Geometry - Perpendicular and parallel lines
- Angles - Rectangle and square
- Symmetry - Tessellation
Geometry - Angles
- Triangle - Parallelogram, rhombus and trapezium
Data Analysis - Table
- Line Graphs
Data Analysis - Average of a set of data
Percentage
Ratio
Comparing P4 and P5 Content
Standard and Foundation Content Standard Foundation
Fractions – 4 operations Fractions – division
Percentage Decimals
Ratio Percentage
Speed Area of Triangle
Area and circumference of circle Area and perimeter of composite figure
Area and perimeter of composite figure
Volume of cube and cuboid
Volume of cube and cuboid Geometry – Triangle and angles in geometric figures
Geometry – Geometrical figures and nets
Data Analysis – Pie Charts
Data Analysis – Pie Charts
Algebra
Format of paper - Standard
Format of paper - Foundation
Use of calculators
• Achieve a better balance between computational skills and problem solving skills
• Facilitate the use of investigations and problems in authentic situations
• Help students, particularly those with difficulty learning mathematics, develop greater confidence in doing mathematics.
Some Strategies to Share
• Progressive and spiral approach
• Drill Process
• Practice Accuracy
• Understanding is the Key
• Heuristics
• Cascaded to P1
• Strong foundation
Key Recommendations
• Develop interest in Math
• Authentic situations
• Engaging in Mathematical Reasoning
• Mathematical games Arithemet EQ
• Close Gap
• Reinforce Multiplication and Division tables
• Continue to do Math practices
• School will continue with practices
SCIENCE
The study of Science involves acquiring 1) process skills (Doing), 2) inquiry skills (Asking) and 3) meta-cognitive skills (Thinking) in order to understand the natural phenomena around us and to construct new knowledge.
Pupils
Self-
directed Reflective
Strategies for problem solving
Opportunities for learning
STRATEGIES
• to build on their interest
• stimulate their curiosity
Inquiry-based
Learning
• to consolidate learning
• to have a deeper understanding linkage
of the themes
Concept map
• to scaffold learning ‘RICHES’
What does ‘RICHES’ stand for? R Read
I Interpret
C Concept(s)
H Highlight
E Elaborate
S Sieve/
Solve
Science Investigation
Testing and improving
Understanding their roles
Collaborating to learn
Outdoor Experiential Learning
Pond beside canteen
Aquarium
Green Wonderland
Planter Boxes
Science Mobile Library
Eco Garden
Assessment CA and SA Performance-based
assessment
Standard
Science
• MCQ (60 marks)
• Open-ended Questions (40 marks)
• Project
(component)
• Practical
Foundation
Science
• MCQ (32 marks)
• Structured Questions (14 marks)
• Open-ended Questions (24 marks)
-
Parents’ Support
Encourage
children to make
good use of
textbook (read,
refer, highlight,
take notes)
Provide
opportunities to
generate interest
in Science
Reinforce
Strategies learnt
in school
Help to relate
learning to daily
life
Thank you
Q & A session Let us welcome our panel of speakers
Q & A Session
You may : •Use the microphones (in the aisles). •Write your queries on paper. •Please drop the feedback forms into the boxes at the various exit points. •The duration of the Q & A session is 15 minutes.
MOTHER TONGUE SESSIONS VENUE
Chinese Language School Hall (Level 2)
Malay Language Classroom 204
(Care 3 Classroom, Level 2)
Tamil Language Classroom 205
(Care 4 Classroom, Level 2)
Mother Tongue Presentations CHINESE / MALAY / TAMIL