Primary 3 Briefing for Parents. 9 th of January pm 4 pm

Transcription

1 Primary 3 Briefing for Parents 9 th of January pm 4 pm

2 Changes at Primary 3 Introduction of Science 4 Periods of Science Introduction of Modular CCA Modular CCA in place of PAL Introduction of CAs & SAs CAs at Term 1 & 3 SAs at Term 2 & 4 Allocation of Classes Form Classes remain intact EMS Classes allocated for differentiated learning

3 Changes at Primary 3 Form classes remains intact Provide a familiar environment (EMS) English, Mathematics & Science Classes Allocated to provide more focus for teaching & learning Allow teachers to better cater to needs & learning styles of students Allow students to interact with students outside their form classes

4 Subject Teachers for EMS Class Class 3.1 English Mr Aaron Ho, LH English Mathematics Ms Angelynna Lim, HOD Math Science Mr James Long, HOD Science Class 3.2 English Mdm Asyikin, STELLAR Mentor Mathematics Mr James Long, HOD Science Science Ms Eugenia Ong, EE Coordinator Class 3.3 EMS Mr Michael Long, Lead Teacher

5 SCIENCE

6 Briefing Outline 1. Primary Science Curriculum 2. Typical Workload 3. Assessment Components 1. Format of Paper 2. Examples of questions in booklet A and B 4. Not just paper and pen: Performance Tasks and Practical Tests 1. Skills and processes needed by students

7 Primary Science Curriculum The primary school science syllabus is a foundation for science at higher levels. There is a balance between the acquisition of science knowledge, process and attitudes. The learning of science is useful and meaningful, as there are many issues and questions related to the roles played by science in daily life, society and the environment.

8 Primary Science Curriculum Your child will be developed in these skills and processes over the next 4 years. These skills and processes will be introduced in an age-appropriate manner.

9 Primary Science Curriculum is Thematic and Spiral Blocks Levels Themes Upper P6 Interactions Energy P5 Cycles Systems Lower P4 Cycles Energy P3 Diversity Systems Interactions

10 Workload 1. Activity Book (experiments) 2. Mindmapping 3. Topical Worksheets 4. Practice Exam Papers (1-2 per term) Note: Only Diversity is needed for Terms 1 & 2. Please leave the other Science books at home. Systems will be taught in Term 3 and Interactions in Term 4.

11 Assessments CA1 SA1 CA2 SA2 0% 30% 10% 60% Pen-&-paper Pen-&-paper Pen-&-paper Pen-&-paper Performance Task to assess basic skills of observing, comparing and classifying. 0% to give students the opportunity to experience how a Science paper is like in a safe and lowstake situation To assess the understanding of Diversity of living and non-living things. To assess the understanding of Plant and Human Systems. To assess students ability to classify and communicate through tables. To assess the understanding of all P3 topics (Interaction, Diversity and System) and process skills.

12 Performance Tasks & Practical Tests These are hands on assessments which require students to observe and handle the given items, understand the question, and apply their knowledge.

13 Format of the Science Paper at P3 CA1 BOOKLET A 10 Questions 2 marks each 20 marks for this section BOOKLET B 4-5 questions Marks per question: 2 marks to 4 marks 10 marks for this section Duration of the Exam = 1 hour Total Number of questions = 14-15

14 Format of the Science Paper at P3 SA1, CA2 and SA2 BOOKLET A 15 Questions 2 marks each BOOKLET B 6-8 questions Marks per question: 2 marks to 4 marks 30 marks for this section 20 marks for this section Duration of the Exam = 1 hour 15 minutes Total Number of questions = 21 to 23

15 Learning Science the PGPS way Mindmapping Science Journal Reflective Learner Doing Learner Experimentation Project-based Learning Learning Journeys School-based eco-trail Experiential Learner

16 ENGLISH

17 Briefing Outline The English Syllabus and 21 CC skills Differentiated English Classes Similarities and Differences in P3 Changes in Assessment What parents can do

18 Aims of the English Syllabus Listen, read and view critically and with accuracy, understanding and appreciation a wide range of literary and informational/functional texts from print and non-print sources. Speak, write and represent in Standard English that is grammatical, fluent, mutually intelligible and appropriate for different purposes, audiences, contexts and cultures. Understand and use Standard English grammar and vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use language to communicatemeaning and achieve impact.

19 Link to 21 st Century Competencies

20 Link to 21st Century Competencies The English Curriculum develops students confidence: Effective communication skills (Listening, Speaking, Reading and Writing) Critical and Creative thinking (discerning in judgment, able to think independently)

21 Differentiated English Classes Content (STELLAR Syllabus) Focus of Curriculum Mr Aaron Ho Mdm Asyikin Mr Michael Long Extension of Curriculum through stretching activities Balance The Same for all Mrs Juliet Sim More guidance from Teacher Extensive revision on the Fundamentals of the English Language Class Size

22 Similarities & Differences in P3 English STELLAR (Strategies for English Language Learning And Reading) Big Book (1 st Semester) E-books (2 nd Semester) MLEA (Writing Process Cycle) Learning Journeys

23 Similarities & Differences in P3 English Literature (Bringing Text to Life) Benefits of Literature to English Language Learning: Enjoy a novel, appreciate the various literary elements in a story, deepen comprehension skills, build on vocabulary, grammar and character values. Literary elements include: Point of View, Theme, Tone & Mood, Character, Plot, Foreshadowing & Flashback, Setting and Figurative Language.

24 Similarities & Differences in P3 English Text selected will be age-appropriate, interesting, engaging, of rich content and cover a variety of genre, and the activities are developed for targeted grade levels. Example of Activities: Basic understanding of Plot and Characters Deeper understanding of Character motivations and consequences Understanding of the author s writing style to be able to develop a chapter insertion

25 Changes in Assessment Types of Assessment Paper 1 : Composition Paper 2 : Grammar and Comprehension Paper 3 : Listening Comprehension Paper 4 : Oral

26 Changes in Assessment CA1 SA1 CA2 SA2 10% 20% 10% 60% Paper 2 Paper 1 Paper 2 Paper 3 Paper 4 Paper 2 Paper 1 Paper 2 Paper 3 Paper 4

27 Changes in Assessment Paper 1 : Composition (1 Hour) P1 and P2 : To write a narrative based on 4 Pictures P3 to P6 : To write about a given topic given 3 supporting pictures Main Difference: P1 and P2 : Storyline is predictable and formulaic P3 to P6: No predetermined storyline to follow. Student has to craft storyline based on topic and picture stimulus. Thus, more room for personal experiences and originality.

28 Example: Write a composition about 120 words about an unhappy incident at a party. Points to Consider: What was the party about? What happened at the party? What did the people do at the party? What you did after the incident? Helping Words: splashed water / made fun of / laughed / felt embarrassed /

29 Changes in Assessment Paper 2: Grammar & Comprehension (1 Hr 15 Min) Components: Grammar MCQ Vocabulary MCQ Grammar Cloze (With helping words) Comprehension Cloze (With helping words) Comprehension Cloze (Without helping words) Comprehension MCQ Comprehension Open Ended

30 Changes in Assessment Paper 3 : Listening Comprehension Picture Matching Note Taking Comprehension

31 Changes in Assessment Paper 4 : Oral Reading Passage Stimulus Based Conversation

32 What Parents Can Do Read with your child on a regular basis. Encourage your child to read different genres. Encourage them to express their own ideas and views before and after reading. Show that YOU enjoy reading and writing. Discuss a variety of topics with your child and have him/her elaborate on feelings, opinions and ideas. Ask him/her to describe experiences in detail.

33 MATHEMATICS

34 Briefing Overview Mathematics Framework P3 Syllabus Overview Teaching and learning materials Level Programmes Math Trail, Remedial Programme Assessment weightage and format Differentiated Math classes to suit learning needs and pace of students Importance of home support

35 Shaped by learning experiences Students will take on more responsibility Thinking about their own thinking Selections and use of problem solving strategies Specific to Maths Important in the learning and applications of Maths Incorporation of ICT Deal with ambiguity Make connections Select and apply skills and concepts Make decisions Singapore Mathematics Framework

36 Topics Numbers to Addition and Subtraction Within Multiplication Tables Multiplication and Division Money Measures (Length, Mass, Volume) Graphs Fractions Time Perimeter and Area* Angles* Perpendicular and Parallel Lines* Overview of P3 Syllabus Extension of P1 and P2 learning New topics

37 Shaping Maths Coursebook 3A, 3B Shaping Maths Activity Book 3A, 3B Process Skills Booklet 1 Topical Worksheets Practice Papers Set squares, rulers Model drawing ruler (optional) Teaching and Learning Resources

38 P3 Level Programmes Math Trail - Provide an opportunity for students to connect their learning to the real world Weekly Remedial Programme - Provide additional support for selected students outside of curriculum time

39 P3 Summative Assessment Term 1 Term 2 Term 3 Term 4 CA1 (10%) SA1 (20%) CA2 (10%) SA2 (60%) Pen and Paper Assessment Pen and Paper Assessment Pen and Paper Assessment Pen and Paper Assessment Format of papers: Short answer questions (1 to 2 marks per question) Long answer questions (3 to 4 marks per question)

40 Other ongoing modes of assessments Daily assignments Class/group discussions Group activities Teachers observations

41 Differentiated Math Classes Subject Teacher Ms Angelynna Lim Mr James Long Mr Michael Long Content (What we teach) Focus of Curriculum More focus on thinking skills and heuristics More teacherdirected inquiry Same Balance of both Grounding of fundamental skills More teacher guided direct instruction Class size

42 Daily revision Check for understanding Consistent use of mathematical language Importance of home support