A Community of Compassionate Leaders and Passionate Learners, in the service of God, Country & Family.

Transcription

1 A Community of Compassionate Leaders and Passionate Learners, in the service of God, Country & Family.

2 MEET-THE-PARENTS SESSION SETTING EXPECTATIONS

3 Outline 1.Form Teachers of P3 and P4 classes 2.English Language 3.Mother Tongue Languages 4.Mathematics 5.Science 6.Character and Citizenship Education 7.How to support your children at home 8.Learning Symposium 9.Forms of communication

4 Working towards: quality learning character development holistic development

5 Form Teachers (Primary 3) 3 Charity

6 Form Teachers (Primary 3) 3 Faith

7 Form Teachers (Primary 3) 3 Humility

8 Form Teachers (Primary 4) 4 Charity

9 Form Teachers (Primary 4) 4 Faith

10 Form Teachers (Primary 4) 4 Humility

11 English Language

12 English Language: P3 / 4 STELLAR (no textbooks & workbooks) Reading Texts & Learning Sheets P3 / 4 English Listening Comprehension & Oral Book Comprehension & Cloze Encounter Booklet

13 English Language (P3): Words & Phrases (Keep this book as a reference) My Grammar Handbook (keep this book as a reference) Reading of articles from newspapers (by teacher) - keep pupils up to date with current affairs and happenings around the world ASKNLearn Portal

14 English Language (P4) Words & Phrases (Keep this book as reference) My Grammar Guide (P4 P6 Do not throw this book away) ASKNLearn Portal Reading of articles from newspapers (by teacher) keep pupils up to date with current affairs and happenings around the world ASKNLearn Portal

15 ENGLISH LANGUAGE STELLAR: Strategies for English Language Learning and Reading

16 STELLAR: Strategies for English Language Learning and Reading Children who love reading and have a strong foundation in the English Language Children learn reading and writing using rich and interesting books, with discussions led by the teacher and express thoughts in oral and written forms Link to STELLAR website for parents

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19 English Language (Silent Reading in STELLAR): To promote the love of reading, pupils will do 10 minutes of silent reading at the start of some lessons.

20 PRIMARY 3 SA1 & SA2 Exam Format Listening Comprehension P3 Paper 3 No of Questions Marks Listening Comprehension 15 (6 MCQ + 7 FIB) 15

21 PRIMARY 3 SA1 & SA2 Exam Format Writing P3 Paper 1 No of Questions Marks Continuous Writing 1 (at least 120 words) 20 Total - 20 Duration - 50 min

22 PRIMARY 3 SA1 & SA2 Exam Format Oral Communication P3 Paper 4 (Oral) No of Questions Marks Reading Aloud 1 5 Stimulus-Based Conversation 1 10 Total 15 5-minute preparation time This component will be tested for SA1 & SA2. EL & MT SA1 & SA2 Oral exams are conducted on a weekday (after school)

23 PRIMARY 3 SA1 & SA2 Exam Format Language Use & Comprehension P3 Paper 2 No of Questions Marks Grammar MCQ Vocab MCQ Grammar Cloze 10 (2 passages) 10 Comprehension OE 10 (2 passages) 20 Total - 50 Duration 1h

24 PRIMARY 4 SA1 & SA2 Exam Format Listening Comprehension P4 Paper 3 No of Questions Marks Listening Comprehension 12 (5 MCQ + 7 FIB) 14

25 PRIMARY 4 SA1 & SA2 Exam Format Writing P4 Paper 1 No of Questions Marks Continuous Writing 1 (at least 120 words) 20 Total - 20 Duration - 50 min

26 PRIMARY 4 SA1 & SA2 Exam Format Oral Communication P4 Paper 4 (Oral) No of Questions Marks Reading Aloud 1 6 Stimulus-Based Conversation 1 10 Total 16 5-minute preparation time This component will be tested for SA1 & SA2 EL & MT SA1 & SA2 Oral exams are conducted on a weekday (after school)

27 PRIMARY 4 SA1 & SA2 Exam Format Language Use & Comprehension P4 Paper 2 (Booklet A) No of Questions Marks Grammar MCQ 8 8 Vocab MCQ 6 6 Total 14

28 PRIMARY 4 SA1 & SA2 Exam Format Language Use & Comprehension P4 Paper 2 (Booklet B) No of Questions Marks Grammar Cloze 8 (2 passages) 8 Synthesis & Transformation 4 8 Comprehension OE 10 (2 passages) 20 Sub-total - 36 Total - 50 Duration 1h 15min

29 Calculation of marks SA1 & SA2 P3 & P4 Total Raw Marks 100 Marks reflected on Result Slips 100%

30 Mother Tongue Languages Canossa Convent Primary School

31 P3 & 4 Mother Tongue Languages Modular Curriculum Structure (a differentiated approach) The new modular structure caters to the unique needs and abilities of the child All pupils will take the core module. Only the core module will be tested in SA.

32 Reading Programme To promote the love of reading, pupils will purchase a Chinese book each. Teachers will conduct postreading activities with the pupils.

33 Assessment Mock Test 1 (End of Term 1) Semestral Assessment 1 (End of Term 2) Mock Test 2 (End of Term 3) Semestral Assessment 2 (Term 4)

34 P3 & P4 Exam Format

35 Assessment Listening Comprehension P3 & 4 No of Questions Marks Listening Comprehension Duration min

36 Assessment Writing P3 & 4 No of Questions Marks Picture Composition 1 15 Total - 15 Duration - 40 min

37 Assessment Oral P3 & 4 No of Questions Marks Reading Aloud 1 10 Video Dialogue Discussion 1 20 Total 30 5-minute preparation time This component will be tested for SA1 & SA2. EL & MT SA1 & SA2 Oral exams are conducted on a weekday (after school)

38 Assessment Language Use & Comprehension P3 & P4 Paper 2 No of Questions Marks MCQ Comprehension 5 10 Total - 45 Duration 1h

39 addresses of P3 MT teachers P3-1 CL: Ms Tong Siew Poh [ P3-2 CL: Mdm Sam Chiew Mun [ P3-3 CL: Ms Wynne Leong [ P3-4 CL: Mdm Boo Seow Fang [ P3 ML: Mdm Norisha Ismail [ P3 TL: Ms Gunavathy [

40 addresses of P4 MT teachers P4-1 CL: Mrs Alice Goh [ P4-2 CL: Mdm Choo Watt Kian [ P4-3 CL: Mdm Hazel Lian [ P4-4 CL: Ms Catherine Sim [ P4 ML: Ms Noorhidah [ P4 TL: Mdm Muthulatchimi [

41 Mathematics

42 Mathematics Framework Mathematics Curriculum Framework Beliefs Interest Appreciation Confidence Perseverance Numerical calculation Algebraic manipulation Spatial Visualisation Data analysis Measurement Use of Mathematical tools Estimation Mathematical Problem Solving Concepts Numerical Algebraic Geometrical Statistical Probabilistic Analytical Monitoring one s own thinking Self-regulation of learning Reasoning, Communication & Connections Application & modelling Thinking skills & Heuristics Mathematical Problem Solving is central in the Mathematics Framework

43 Pedagogical Approach (to learn concepts): Concrete Pictorial Abstract Iinkage Iinkage

44 Pedagogical Approach (to solve word problems): George Polya s 4-stages of problem solving 1.Understand the problem 2.Devise a Plan 3.Execute the Plan 4.Check - Look Back

45 3I Strategy (to process information) Identify Underlining, circling or highlighting key information Interpret Drawing arrows or lines to show relationship or linkages in the information Infer Writing missing or hidden information

46 Presentation for Word Problems When solving word problems, pupils are to show: 1) model 2) equation 3) workings 4) answer with unit

47 Problem Sum (Section C) How to present your answer Model required for questions that state so and marks will be awarded. S M J? = = 33 Must show equations Show working at the side Ans: 33 cm Final answer with unit

48 Teaching resources Math Textbook and Math Workbook Level worksheets, Topical Tests, Heuristic worksheets and supplementary worksheets to be filed in the blue Math file. Learning Math Solution P3 & P4 Its features include auto-gradable questions which provide pupils with immediate feedback, and evaluates pupils' performance and recommends appropriate practices based on their level of achievement. Activity-based learning with manipulatives from MOE s Rollout Programme

49 PRIMARY 3 SA1 & SA2 Exam Format Section A: 17 Multiple Choice Max. Marks Section B: 13 Open Ended (Short-Answer Questions) 20 Section C: 5 Problem Sums (Structured /Long-Answer Questions) 35 Questions : TOTAL (Marks) 80 Duration 1 hour 45 minutes

50 PRIMARY 4 SA1 & SA2 Exam Format Max. Marks Section A: 15 Multiple Choice 30 Section B: 21 Open Ended (Short-Answer Questions) 42 Section C: 8 Problem Sums 28 (Structured /Long-Answer Questions) 44 Questions : TOTAL (Marks) 100 Duration 1 hour 45 minutes

51 Formative Assessment Math Journal Performance Tasks Topical Tests Canossa Convent Primary School

52 Science Canossa Convent Primary School

53 Science

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55 Science P3 Textbooks Systems, Cycles, Energy Activity book / Workbook Science Biology Book for note taking ICT learning platforms Asknlearn Portal and Edmodo P4 Textbooks Interactions Activity book / Workbook Science Biology Book for note taking ICT learning platforms Asknlearn Portal and Edmodo Canossa Convent Primary School

56 PRIMARY 3 SA1 & SA2 Exam Format Level Item Types Number of Questions P3 SA1 P3 SA2 Multiple-Choice Open-Ended* Multiple-Choice Open-Ended* Weighing (marks) Duration 1h 15 min 1h 30 min

57 PRIMARY 4 SA1 & SA2 Exam Format Level Item Types Number of Questions P4 themes/topics P3 themes/topics Multiple-Choice Open-Ended* Weighing (marks) 100 Duration 1h 45 min

58 PRIMARY 3 & 4 SA1 & SA2 Exam Format P3 & 4 Assessment for Science Theory Paper Alternative modes of assessment Term 1 Term 2 Term 3 Term 4 Written Written Paper Paper (100 (100 marks) marks) Practical Test (20 marks)

59 Strategy - MCQ T Identify Topic Which topic is this question from? C Identify concept What scientific concept is this question testing me? A Apply Eg: Elimination method

60 Strategy Open-ended Questions T I C K L E Identify Topic Which topic is this question from? Important Information (highlight) What are the important information in this question? (eg: diagrams, headings of tables, etc) Identify concept What scientific concept is this question testing me? Keywords What are the keywords that I have learnt from this topic and concept? Link Answer to Question & Concept (use keywords) Did I write my answer according to the question and concept? Did I use the correct keywords? Evaluate Check: Did I use TICKLE to write my answer correctly?

61 Grading An Overview Achievement Band Mark Range Brief Description 1 85 and above Below 50 Is very good at the subject Is good at the subject Has adequate grasp at the subject Has not met the minimum requirements for the subject

62 Home Support Endorse pupils work on a regular basis - You will be asked to sign your child s work upon completion of a topic / topical worksheet / test Help to reinforce the importance of completing corrections - Ready resource for independent revision Set aside time at home for self-directed learning through the MLS (Mathematics) Canossa Convent Primary School

63 Home Support Use questions (either from you or from your child) to engage them Use the questions as a springboard to uncover new things together Try an experiment and discuss with your child to form new knowledge Monitor your child s work Science File(s) Biology Book(s) Activity Books / Workbooks

64 Character & Citizenship Education

65 Importance of Character & Citizenship Education To inculcate values and build competencies in our children to develop them to be good individuals and useful citizens

66 A Community of Compassionate Leaders and Passionate Learners, in the service of God, Country & Family.

67 School Values

68 School Values

69 A Compassionate Leader is a Leader of Character with the ability to empathise with others, serving with humility and grounded in Commitment, Compassion and Cheerfulness Outcome

70 To provide positive experiences that nurtures and empowers Canossians to be compassionate leaders, serving God, Country & Family Mission

71 Explicit Teaching Form Teachers Guidance Period (FTGP) Character & Citizenship Education (CCE) Values Education (VE) National Education & Social Studies (NESS)

72 CCE through Co-Curriculum Values In Action (VIA) Programme Student Leadership Programme Co-Curricular Activities (CCA) from P2 Learning Journeys Other Support Programmes (e.g. Starlight camp, Rainbow)

73 CCE through Curriculum HEarts E-Cube (Exposure, Experience, Excursion) Physical & Health Education Team-building Target Setting Design-Thinking (empathy and VIA)

74 Student Leadership Programme The Student Leadership Programme provides opportunities for pupils to be developed in leadership skills. 3 Tiers Student Leadership Programme

75 1-1 Teacher Pupil Interaction Time 1-1 Teacher Pupil Interaction Time is implemented to build quality teacherpupil relationships through in-depth knowledge of every pupil and identify pupils needs and nurture their character traits. Every teacher has a group of pupils whom they would mentor and grow their character through the interaction time.

76 Key Approaches Experiential Learning Reflection Partnership Parents External Organisations

77 Expectations Refer to Student Handbook for Details

78 Commitment RESPONSIBILITY Be punctual Report to school punctually Hand in work on time Put in effort in all that they do e.g. have neat handwriting, attempt every question, do not hand in slipshod work

79 Commitment RESPONSIBILITY Attendance & absence from school Be present in school for lessons and any afterschool programme, which parent/guardian s consent has been given, unless pupil has a valid reason. Absence from school MUST be explained with a medical certificate or letter from parents/guardians.

80 Commitment RESPONSIBILITY Permission to leave school If a pupil has to leave the school before dismissal time because of valid reasons, parent/guardian is required to come to the school to pick her up. Parent/guardian must obtain permission from the office before picking her up. If a pupil is attending extra lessons, she should remain in school for lunch. She is not to leave the school.

81 Commitment RESPONSIBILITY Handphones No handphones are to be used during school hours. They must be switched off. Any unauthorised use of handphone will lead to the confiscation of the handphone. Confiscated handphones will only be returned to parents.

82 Commitment RESPONSIBILITY Take care of personal grooming Refer to Student Handbook for more details Only one pair of small, simple gold or metallic silver ear studs may be worn, one on each ear lobe. Other accessories like friendship bands, bracelets etc. are not permitted.

83 Commitment INTEGRITY Be honest Tell the truth Own up to one s mistake and apologise

84 Compassion RESPECT Greet others in a respectful manner. Say May I. please?, Thank you.

85 Cheerfulness RESILIENCE & POSITVITY Persevere. Do not give up easily. Remain positive when facing a challenge.

86 What can we do as ADULTS who have an influence over our children?

87 What we can do: Be role models (children imitate adults) Build a positive relationship with your child (listening, words) Set boundaries Manage expectations (goals within reach) Rewards reduce extrinsic rewards Praise be specific Get child to take ownership Seek a balance

88 Work closely with the teachers and the school counsellor.

89 The school looks forward to work with all of you to help our girls grow

90 to become a Compassionate Leader and Passionate Learner, in the service of God, Country & Family.

91 Forms of communication s / Letters Child s handbook School number: (office)

92 Learning Symposium 5 th March 2016 (Saturday) 8.30am to 12.30pm Teachers will be sharing strategies with parents Parents are able to support their child at home with strategies learnt in school

93 1 st Meet-The-Parents session 11 th March 2016 (Friday) 8am to 4pm (Pupils need not come to school) Teachers will talk about pupils progress with parents.