ANDERSON PRIMARY. P4 Parents Engagement Session. 31 March Passion for Learning Quest for Excellence Respect for All Service to the Community

Transcription

1 ANDERSON PRIMARY P4 Parents Engagement Session 31 March 2017 Passion for Learning Quest for Excellence Respect for All Service to the Community

2 PROGRAMME 2.45 p.m p.m. Registration 3.00 p.m p.m. Sharing on Subject-Based Banding (SBB) for Primary p.m p.m. Learning of Mathematics Overview of Primary Mathematics curriculum and assessment Supporting your child in Mathematics problem-solving 4.30 p.m p.m. Break 4.45 p.m p.m. Learning of Science Overview of Primary Science curriculum and assessment Supporting your child in the learning of Science

3 Subject-based Banding Catering to your child s abilities 3 Passion for Learning Quest for Excellence Respect for All Service to the Community

4 Intent of Subject-based Banding (SBB) Every child is unique, and has different aptitudes, capabilities and talents. Our schools believe in providing a balanced education that caters to the different abilities of each child so that we can prepare him for life. 4

5 Background of SBB Refinement to the streaming process. Implemented in all Primary Schools from the 2008 P5 cohort. To allow pupils to take subjects at different levels depending on their aptitudes, motivation and performance. To help each child realise his potential, based on his strengths and interests.

6 For example : Excels in English Language and Mother Tongue Language Standard Subjects - English Language and Mother Tongue Language Needs support in Math and Science Foundation Subjects - Math and Science

7 What does SBB mean for my child? (a) SBB is premised on ability-driven education. - Pupils with specific strengths should pursue their subject(s) of strength to the best of their abilities - Pupils who have considerable difficulties coping with certain subjects should focus on building their foundations in these subjects.

8 (b) Ensure pupils have a strong foundation in literacy and numeracy preparing pupils for secondary and postsecondary education, and enhancing their employability and capacity for lifelong learning offering of any subject at the higher level should be premised on a strong foundation in literacy and numeracy

9 How does SBB work? (a) School-based Examinations at P4 Schools will set their own P4 examinations on which recommendations for the subjects a student offers would be based.

10 (b) School-based Recommendations at P4 Schools will recommend pupils for the different subject combinations which pupils can achieve and benefit from. Factors considered by schools: Pupils grasp of basic literacy & numeracy concepts from P1 to P4 Pupils overall academic performance from P1 to P4

11 continued (b) School-based Recommendations at P4

12 continued (b) School-based Recommendations at P4

13 continued (b) School-based Recommendations at P4

14 continued (b) School-based Recommendations at P4

15 (c) Parental Choice at the End of P4 Schools will provide option forms to all parents at the end of P4, on which the school s recommendations will be made. Parents will make the final decision on the subject combination of their children.

16 (d) Final Decision by Schools at the End of P5 At the end of P5, schools have the autonomy to decide on the level of the subjects to be taken by pupils in P6.

17 continued (d) Final Decision by Schools at the End of P5 In deciding on a pupil s subject combination for P6, schools take into account: - Pupil s aptitude, motivation and performance in each subject; - Pupil s ability to cope with a particular subject combination; - Whether the subject combination focuses sufficiently on literacy and numeracy, and facilitates the student s articulation to secondary school and beyond.

18 continued (d) Final Decision by Schools at the End of P5 18

19 Overview At the end of P4 At the end of P5 P6 School-based Examinations School-based Recommendations Final Decision by the School Pupil takes the subject combination determined by the School Parental Choice

20 What subjects are offered in PSLE? Subject / Level Standard Foundation Higher English Chinese Malay Tamil Mathematics Science 20

21 To recommend 4S1H Minimum of 80 marks for MTL Subject-based Banding in Anderson Primary Minimum of 50 marks for EL, MA & SC To recommend 4S Minimum of 35 marks for EL, MA, SC and/or MTL 21

22 Notes about Higher MTL HMTL is an additional subject recommended at P5 & P6 Recommended to pupils who have a very strong grounding, aptitude and interest in MTL from P1 to P4 HMTL has a higher demand in content and assessment requirements 22

23 HMTL pupils will have to sit for both Standard MTL and HMTL exams Important to consider aptitude, motivation and performance in MTL, as well as time management Also, child s learning ability and performance in the other 3 subjects (English, Math and Science) 23

24 HMTL will not be included in the computation of the PSLE aggregate score Bonus Points is only applicable for admission to Special Assistance Plan (SAP) Schools - For students in the top 30% of the PSLE cohort who take HCL at PSLE HCL Grade Bonus Point Distinction 3 Merit 2 Pass 1 24

25 If my child is not offered Higher MTL in P5 & P6, will he/she be able to do Higher MTL in secondary school? Yes, if he/she is in the top 30% of the PSLE cohort and meet the language criteria of scoring an A* in MTL. 25

26 Will taking Higher MTL help my child to do better in Standard MTL? Going back to the intent of SBB, the subject offered should be of appropriate level for the child his/her aptitude, motivation and performance of the subject. If your child has these 3 factors for MTL, taking HMTL may help in his learning. If your child has average performance in MTL and/or is trying to cope with the content mastery of the other subjects (EMS), it would be challenging for him to manage both MTL and HMTL. Higher demand in HMTL curriculum and assessment He may wish to channel more time and effort in strengthening his knowledge acquisition in MTL and other subjects. 26

27 My child is exempted from MTL, how would that affect the allocation of subjects? My child takes a Non-Tamil Indian Language (NTIL), how would that affect the allocation of subjects? The child will be allocated into various subject combinations based on the subjects he/she takes in school, i.e. EMS, taking into consideration his/her aptitude, ability and motivation of the subjects. 27

28 SBB PSLE 28

29 SBB & Secondary School Admission The PSLE aggregate score determines pupils eligibility for secondary school courses and subsequent posting to secondary schools. The PSLE aggregate Score is the sum of the T-Score of each subject. The raw mark for each subject is converted to a transformed score (T-score) The T-score reflects the pupils standing relative to other pupils on a common scale. 29

30 Support from Parents Supervising/ monitoring of progress at home Providing motivation and encouragement Managing pupils anxiety and stress Providing physical and emotional wellbeing (not under or over-stretching) 30

31 Home-School Partnership Working together to help our children enjoy the process of learning and actualise their full potential 31

32 Subject-based Banding Any Question? us at: (HOD Maths) 32 Passion for Learning Quest for Excellence Respect for All Service to the Community

33 Thank You for your Support as Partners-in-Education Passion for Learning Quest for Excellence Respect for All Service to the Community 33

34 31 March 2017

35 Sharing Focus Syllabus 2013 Overview of Mathematics curriculum and assessments across P4 to P6. Spiral Approach in Mathematics. Approach to problem-solving

36 Syllabus 2013 Implemented in 2013 P1 cohort. ]\\ Seeking a better balance between content and skills ( 21 st century competencies) Engaging 21 st century learners ( digital natives) who work and think differently.

37 Aims of Primary Mathematics Acquire concepts and skills for everyday use. Develop thinking skills, reasoning, communication, application and metacognitive skills. Build confidence and foster interest in mathematics.

38 Learning Experiences Connections Problem Solving

39 Curriculum Primary 4 Primary 5 Primary 6 Whole Numbers Whole Numbers Fractions Fractions Fractions Decimals Decimals Decimals Percentage Measurement Percentage (New) Ratio Geometry Ratio (New) Speed (New) Data Analysis Measurement Measurement Circles ( New) Geometry Data Analysis Data Analysis

40 Curriculum Primary 1 Whole Numbers Concept of multiplication and division - Equal groups of objects and finding the total number of objects. Primary 2 Whole Numbers Multiplication tables of 2,3,4,5,10 Primary 3 Fractions Equivalent fractions Expressing fraction in its simplest form. Mixed numbers, Improper fractions Addition and Subtraction of fractions. Primary 3 Whole Numbers ( factual fluency) Multiplication tables of 6,7,8,9 Primary 4 Primary 4 Decimals 4 operations of decimals Whole Numbers Multiplication algorithm

41 Assessments P4 P5 & 6 Item Types No of questions Marks allocated No of questions Marks allocated MCQ 20 2 marks per question 15 1 or 2 marks per question SAQ 20 2 marks per questions 20 1 or 2 marks per question LAQ 5 4 marks per questions 12 3, 4 or 5 marks per question Complexity and demand of the questions Time management

42 How are concepts connected and interdependent? The figure shows a table mat. The outside edge of the mat is formed by 8 semicircles and 4 quarter circles, each of radius 7 cm. (a) Find the perimeter of the mat. (b) Find the area of the mat. Problem Solving ( Circles) Primary 1-3 Geometry ( 2D figures) Identifying squares, semi-circles and circles. Measurement ( Area and perimeter) Finding area and Perimeter of squares and rectangles

43 How are concepts connected and interdependent? The figure shows a table mat. The outside edge of the mat is formed by 8 semicircles and 4 quarter circles, each of radius 7 cm. (a) Find the perimeter of the mat. (b) Find the area of the mat. Problem Solving ( Circles) Primary 4 Area and Perimeter of Squares and Rectangles. Find the area of a composite figure made up of rectangles and squares.

44 How are concepts connected and interdependent? The figure shows a table mat. The outside edge of the mat is formed by 8 semicircles and 4 quarter circles, each of radius 7 cm. (a) Find the perimeter of the mat. (b) Find the area of the mat. Problem Solving ( Circles) Primary 6 Area and circumference of circle Find the area and circumference of a circle. Find the area and perimeter of semi-circle and quarter circle. Area and perimeter of composite figure. Find the area and perimeter of a figure made up of some of the following shapes. - square, rectangle ( P4), triangle (P5), semicircle, quarter circle ( P6)

45 How are concepts connected and interdependent? Primary 4 Primary 6 Area and Perimeter of Squares and Rectangles. Find the area of a composite figure made up of rectangles and squares. Problem Solving ( Circles) Area and circumference of circle Find the area and circumference of a circle. Find the area and perimeter of semi-circle and quarter circle. Area and perimeter of composite figure. Find the area and perimeter of a figure made up of some of the following shapes. - square, rectangle ( P4), triangle (P5), semicircle, quarter circle ( P6)

46 Conceptual Understanding Factual understanding Problem Solving Attitudes Thinking skills and Heuristics

47 Points to note Number operation (14 2) 3 = = 12 3 = = = = = 4

48 Percentage ¼ 100% = 25% 60% - 25%= 35% ¼ 100 = 25% ¼ 100% = = 35% 25% = % = 35% ¼ 100 = 25 60% - 25% = 35

49 Measures 2.50 p.m = 7.30 p.m p.m. + 4h 40 min = 7.30p.m. 2h 50 min + 4 h 40 min = 7h 30 min = 7.30 p.m.

50 Unitary method 6 units $42 6 units = $42 6 = $42 1/6 = 42

51 Referencing

52 Referencing Metacognition Application of ideas Checking

53 What is Problem Solving? It is a process by which a pupil uses previously acquired knowledge, skills and understanding to obtain an answer in an unfamiliar situation.

54 Polya s 4-step model The Polya s 4-step model provides a framework for problem solving that can h e l p p u p i l s p r a c t i s e s y s t e m a t i c t h i n k i n g.

55 Polya s 4-step model 1. Understanding the Problem 2. Devising a Plan 3. Carrying out the Plan 4. Reflecting

56 1. Understanding the Problem Look for information given Visualise the information Organise the information Connect the information

57 2. Devising a Plan (Heuristics) Act it out Use a model/diagram Make a systematic list Look for patterns Work backwards Use before-after concept Guess and Check Make supposition Restate the problem in another way Simplify the problem Solve part of the problem

58 3. Carrying out the Plan Use computational skills Use geometrical skills Use logical reasoning

59 Incorporating these thinking skills Classifying Comparing Sequencing Analysing parts and whole Identifying patterns & relationship Induction Deduction Spatial visualisation

60 4. Reflecting Check solution Improve on the method used Seek alternative solutions Extend the method to other problems

61 Why use model drawing? Represent the mathematical relationships in a problem pictorially Help pupils visualise what could otherwise be abstract concepts Help clarify a problem and plan the steps for the solution

62 PART-WHOLE MODEL from pictures to model whole part part

63 COMPARISON MODEL Using two or more bars to compare two or more items or variables.

64 Comparison model Mark bought a pen and a book. The book cost 3 times as much as the pen. If the book cost $20 more than the pen, how much did Mark pay for both items? Pen Book 2 units 1 unit 4 units $20 1 unit 1 unit $20 2 = $10 4 x $10 = $40 $20 1 unit 1 unit Mark paid $40 for both items.?

65 Before - After John had 850 more chickens than ducks. After selling ¾ of the chickens, he had 140 more ducks than chickens. How many chickens did he have at first? chickens ducks 3 units = unit = units 330 x 4 = 1320 He had 1320 chickens at first.

66 Alan, Betty and Cindy shared a packet of sweets. Alan took took of of the sweets and was given 6 more. Betty the remaining sweets and was given 4 more. Cindy took the remaining 3 sweets. How many sweets were there in the packet? 6 2 units Alan 4 3 Betty Cindy 1 part 2 parts

67 2 units After - Before 6 Alan 4 3 Betty 2 parts 1 part Cindy 1 part = 7 2 parts 7 x 2 = 14 2 units = 20 1 unit 20 2 = 10 3 units 10 x 3 = 30 There were 30 sweets.

68 Guess & Check Involves making a reasonable guess, checking the guess and revising the guess if necessary. A correct solution may not be arrived at immediately but it provides information that can be used to better understand the problem.

69 Guess & Check There were 160 motorcycles and cars at a carpark. The total number of wheels was 510. How many cars were there at the carpark? Total no. of vehicles = 160 Total no. of wheels = 510 Each car has 4 wheels. Each motorcycle has 2 wheels.

70 Guess & Check Condition 1 :Total no. of wheels = 510 Condition 2 :Total no. of vehicles = 160 First guess : 80 cars & 80 motorcycles No. of wheels(cars) No. of wheels (motorcycles) Total no. of wheels Check 80 x 4 = x 2 = = 480 X 90 x 4 = x 2 = = 500 X 95 x 4 = x 2 = = 510 There were 95 cars.

71 Make supposition Involve making use of simulated numbers to make the situation real

72 Make supposition There were 160 motorcycles and cars at a carpark. The total number of wheels was 510. How many cars were there at the carpark? Suppose all vehicles are motorcycles Total no. of wheels 160 x 2 = 320 No. of excess wheels = 190 Each car has ( 4 2 = 2) more wheels than each motorcycle. No. of cars = 95 There were 95 cars.

73 How to help your child to strengthen his/her problem solving skills Get your child to communicate, reason and reflect. Use questions to probe their understanding. Relate to real-life situation.

74 Mathematics Sharing Any Question? us at: (HOD Maths) or (LH Maths)

75 Welcome to Anderson Primary School - SCIENCE SHARING WITH PARENTS

76 Objectives of Session for Parents: To gain an overall understanding of the primary science curriculum To gain an insight into the science learning experiences at Anderson Primary To gain a better understanding of the strategies involved in answering open-ended science questions To work in partnership to help our children enjoy learning science

77 What does my child learn in science? How does my child learn science? Why does my child learn science? How is my child assessed in science? How can I support my child in learning science?

78 Why does my child learn science? Learn basic concepts to understand themselves and things around them Develop skills Cultivate attitudes Have learning experiences which build on interest and stimulate curiosity

79 What does my child learn in science? Why does my child learn science?

80 What does my child learn in science? Syllabus Content Themes * Lower Block (P3-P4) ** Upper Block (P5-P6) Diversity Diversity of living and non-living things (General characteristics and classification) Diversity of materials Cycles Cycles in plants and animals (Life cycles) Cycles in matter and water (Matter) Systems Plant System (Plant parts and functions) Human System (Digestive system) Interaction Interaction of forces (Magnets) Energy Energy Forms and Uses (Light and Heat) Note: *Lower Block (Primary 3 and 4); ** Upper Block (Primary 5 and 6). Topics which are underlined are not required for the Foundation Science. Cycles in plants and animals (Reproduction) Cycles in matter and water (Water) Plant System (Respiratory and circulatory systems) Human System (Respiratory and circulatory systems) Cell System Electrical System Interaction of forces (Frictional force, gravitational force, force in springs) Interaction within the environment Energy Forms and Uses (Photosynthesis) Energy Conversion

81 Science Themes/ Lower Block PRIMARY 3 DIVERSITY (Semester 1) - Living things - Plants - Animals - Fungi & bacteria - Exploring materials SYSTEMS (Semester 2) - Digestive System - Plant parts & functions PRIMARY 4 INTERACTIONs (Term 1) - Magnets CYCLES (Term 2) - Life cycles of Animals - Life cycles of Plants - Matter ENERGY (Term 3 & 4) - Light - Heat

82 Science Themes/ Upper Block PRIMARY 5 SYSTEMS (Semester 1) - Plant & Human systems - Cell system - Electrical system CYCLES (Semester 2) - Reproduction in animals - Reproduction in plants - Water cycle PRIMARY 6 ENERGY (Term 1) - Energy forms & uses, Energy Conversion - Energy in Food, Sources of Energy INTERACTIONS (Terms 2&3) - Forces - Living together, Food chains / Food Webs, Adaptations & Man s Impact

83 What does my child learn in science? Skills & Processes Engaging with an event, phenomenon or problem through: Collecting and presenting evidence through: Reasoning; Making meaning of information and evidence through: Skills Formulating hypothesis Generating possibilities Predicting Observing Using apparatus and equipment Comparing Classifying Inferring Analysing Evaluating Communicating Processes Creative problem-solving, Investigation and Decision-making

84 What does my child learn in science? Ethics & Attitudes Curiosity Creativity Integrity Objectivity Open-mindedness Perseverance Responsibility

85 What does my child learn in science? How does my child learn science? Why does my child learn science?

86 Learning Experiences in Anderson Primary 1. Master Science concepts, surface preconceptions and address misconceptions 2. Create authentic learning experiences through hands-on activities 3. Be involved in active learning with technology 4. Use the C.E.R. thinking model to inculcate the joy of learning

87 1. Mastering Science concepts, surfacing preconceptions and addressing misconceptions Inquiry Approach Clearly defined specific learning objectives Essential inquiry questions in the lesson packages Use of concept cartoon

88 Example: Use of concept cartoon

89 1. Mastering Science concepts, surfacing preconceptions and addressing misconceptions Whole School Approach - Effective communication in English Use of Frayer s Model Use of comparative languages Use of definitions Use of Gap fill activities

90 Example: Use of Frayer s Model Topic

91 2. Creating authentic learning experiences through hands-on activities Science experiments in the classrooms or in the Science Lab Performance tasks for Formative assessment Learning journeys to the Science Centre Localized learning journey to the Anderson Biodiversity Garden

92 Localized learning journey to the Anderson Biodiversity Garden

93 3. Active Learning with Technology To develop 21 st century skills of communication and collaboration. To leverage on the strengths of our technology natives to use ICT tools to create content knowledge and to do research. To make thinking visible. To provide immediate feedback.

94 An ICT lesson in class

95 Example: Using Google Slides

96 Example: Using Padlet

97 Example: Using Bubbl and Padlet

98 4. Use of the C.E.R. thinking model Helps pupils to frame their answers for openended questions C: Claim E: Evidence R: Reasoning Helps pupils to think of the most logical way in solving an open-ended question

99 Example: C.E.R. in upper primary worksheets

100 Inculcating the Joy of Learning The joy of learning for Science is developed via Stimulating their minds through inquiry and the C.E.R. thinking model Interesting hands-on experiments and learning journeys Collaborative and self-directed learning using technology

101 What does my child learn in science? How does my child learn science? Why does my child learn science? How is my child assessed in science?

102 How is my child assessed in science? Holistic Assessment : Both pen-and-paper tests and performance assessments are used Focus is on conceptual understanding and application of concepts and skills Students to explain their understanding of concepts in their own words Concepts which are correct in the context of the questions will be carefully evaluated and awarded marks

103 The graph below shows the number of steel pins attracted to different parts (R, S, T and U) of a bar magnet. 14 Number of staples Number of pins Sample Science Question R S T U Parts Parts of a of magnet a magnet Label the diagram of the bar magnet below with the correct parts for R and U. U R U Bar magnet

104 What does my child learn in science? How does my child learn science? Why does my child learn science? How is my child assessed in science? How can I support my child in learning science?

105 How can I support my child in learning science? Challenges of early science learners: Language - Lack of vocabulary range and language precision Concepts - Unable to visualise abstract concepts Complexity - Unable to link and apply complex concepts

106 How can I support my child in Science is not about : learning science? Memorizing correct keywords Knowing lots of information Drilling theoretical questions that are not workable in real life

107 How can I support my child in learning science? Carry out science activities at home Relate the science learnt in school to things in everyday life Ask questions that require description or explanation. Encourage them to discuss and talk about science ideas Encourage your child to read beyond the textbooks (e.g. science graphic novels)

108 COMMON CONCERNS IN ANSWERING OPEN-ENDED QUESTIONS

109 Sample Science Question 2 Study the diagrams of Animal A and Animal B below. Animal A Animal B Based on what you can observe, list 2 similarities between Animals A and B. (a) Both animals can fly. (b) Both animals lay eggs. The answer must be observed in the diagram. It cannot be stated from prior knowledge. (a) Both animals have wings. (b) Both animals have legs.

110 Sample Science Question 3 In the diagram below, equal amounts of ice cubes were placed in 4 containers each of the same size but made of different materials. The table below shows the time taken for the ice in each container to melt completely. Time taken for ice to melt Material (minutes) A 12 B 40 C 25 D 55

111 (a) Which material, A, B, C, or D would be the most suitable for making a container to keep food warm for the longest time? Explain your choice. Material D. The ice takes the longest time to melt. The answer is just stating the data found in the table. No explanation is provided. Material D. The ice takes the longest time to melt and it can be used to keep food warm for the longest time. No explanation is provided to answer the question. Material D. The ice takes the longest time to melt and this shows that it gains heat most slowly and is the poorest conductor of heat.

112 (b) Besides the amount of ice cubes, name another variable that should be kept constant. The size of the boxes. Given in the question. The material of the boxes. This is the variable being tested. The time taken for the ice cubes to melt. This is the variable being measured. The location where the boxes are kept. The surrounding temperature where the boxes are kept.

113 QUESTION 7 The graph below shows the relationship between the mass of substance X and its volume. More of substance X is gradually introduced into a sealed container with a capacity of 15 m 3. Volume of substance X (m 3 ) Mass of substance X (g)

114 (a) From the graph, what is the relationship between the mass of substance X and its volume? The volume remain constant. The answer is just stating information about the volume. As the mass of substance X increases, its volume remains constant.

115 Common concerns observed: Question not read carefully Vague answers Lack of scientific understanding Incomplete answers which require further elaboration Irrelevant answers

116 Your child needs to: Read the questions carefully Identify and highlight key points in the question (E.g. experiment conducted in a dark room? Water at room temperature?) Study the graph / chart / diagram / table carefully, and pick out the relevant information Link the question back to Science topic or concept Give specific answers

117 Science Sharing Any Question? us at: (HOD Science) or (LH Science)

118 THANK YOU & HAVE A GOOD WEEKEND WITH YOUR FAMILY!