P4 Parents Engagement Session. 13 January 2017

Transcription

1 P4 Parents Engagement Session 13 January 2017

2 Overview of Briefing Introduction of Subject Teachers Class Expectations Updates in 2017 Holistic Education in MJS P4 Assessment Plan & Subject based banding Partnership with Parents

3 New updates in 2017 Recess time : 10.40a.m a.m. (25 mins) Dry snack time : 8.55a.m a.m. Use of white board and FAST kit Camp : Term 1 Week 10 Wed 8 Mar & Thurs 9 Mar Home-Based learning : Thurs, 19 October Tue, 24 October 2017 E-learning day : Term 4

4 Holistic Education in MJS

5 Reading MJS Boys need routine - Daily 10min independent silent reading / read aloud - Pupils must bring an English storybook daily Boys need to have direct access to books - Use of educational magazines I and Discovery Box - Weekly library visits (Student Pass/photocopy) - Monthly-themed activities - Termly mobile library visits - Book recommendations

6 Reading MJS Boys need role models - Teachers read with their pupils daily for at least 10min - Teachers share their favourite story books - Assembly talks by local authors

7 Home Support Set aside time each day for independent reading time Surround your son with books Read aloud to your son Show that you too love reading / books Studies have shown that parents who read a book with their children do as much good as hours of tutoring. Thomas L. Friedman (The New York Times)

8 MJS I CAN WRITE A series of modular booklets that spans over 4 terms Systematic and progressive teaching of writing skills 1 module = 1 skill is taught Includes useful words and phrases, interesting introductions and conclusions Use of Lego to engage pupils in brainstorming sessions

9 MJS I CAN WRITE Process Writing Quality vs Quantity -Introduction -Problem -Resolution -Conclusion Sample - P4 - Module 1

10 P4 Assessment Plan TERM 2 TERM 4 Semestral Assessment 1 Grammar Vocabulary Comprehension Oral Listening Comprehension Composition Writing Semestral Assessment 2 Grammar Vocabulary Comprehension Oral Listening Comprehension Composition Writing

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12 To build strong foundation in Mathematics, each new topic is taught through a structured approach using the Concrete-Pictorial- Abstract (CPA) approach. 2

13 PROBLEM SOLVING STEPS Working now Highlight stem of sum ind

14 1. Learning through TMP/ TSP/ ICAN programme 2. Koobits (Online mathematics resource learning platform daily challenge.)

15 T1: Formative Assessment T2: Semestral Assessment 1 T3: Formative Asssessment T4: Semestral Assessment 2

16 P4 SCIENCE SYLLABUS SYSTEMS & INTERACTIONS THEME Human System (Digestive) Plant System (Plant Parts and Functions) Interactions of forces (magnets) TOPIC Functions of digestive system Organ systems in humans Plant parts and functions Organism is a system Uses of magnets Magnet making Characteristics of magnets

17 P4 SCIENCE SYLLABUS - ENERGY THEME- Energy Forms and Uses (Light) TOPIC Formation of shadow transparency of materials object is a source of light or reflects light Energy Forms and Uses (Heat) Good and bad conductors of heat effects of heat gain and heat loss heat and temperature common sources of heat

18 P4 SA1 and SA2 Format Section Type of question Marks A B Multiple choice 28 Questions Open-ended 12 Questions Total: 56 m 44 m 100 m Duration of Exam : 1 h 45 min Includes revision topics covered in P3

19 PR. 4C : TALENT MANAGEMENT PROGRAMME Objective - To stretch students great potential in science by nurturing the spirit of inquiry, equipping them with higher-order thinking and process skills and granting them exposure through problem-solving Focus Exellence 2000 (E2K) Programme, Competitions Time Every Friday 2 to 3.30 pm

20 PR. 4H TO 4T : EXPERIENTIAL LEARNING SUPPLEMENTARY PROGRAMME Objective - To ensure that our students have ample opportunities to appreciate and apply scientific concepts, language and skills Focus Meaningful hands-on activities designed as part of the science curriculum Time Every Friday 2 to 3.30 pm

21 Listening Speaking Reading Montfort Junior School P4 Mother Tongue Assessment Plan Integrated & Interactive Performance task : Book reflection (oral presentation with question and answer segment) Reading Aloud Writing Written Paper 2 Language use CL 1.Word recognition 2.Choosing the vocabulary 3.Matching of vocabulary 4.Complete the sentence 5.Cloze passage 6.Comprehension (MCQ) 7.Comprehension (OE) ML 1.Idioms (FIB) 2.Cloze passge 3.Comprehension(OE) TL 1.Meaning of the words 2.Cloze Comprehension 3.Comprehension (OE) Term 1 Term 2 Term 3 Term 4 Semestral Assessment 1 1. Listening Comprehension 2. Oral Reading Aloud Picture Description Conversation 3. Composition 4. Language Use & Comprehension Grammar Vocabulary Comprehension Integrated & Interactive Performance task : Dialogue / Presentation based on reading Reading Aloud Written Paper 2 CL 1.Word recognition 2.Choosing the vocabulary 3.Matching of vocabulary 4.Complete the sentence 5.Cloze passage 6.Comprehension (MCQ) 7.Comprehension (OE) ML 1.Idioms (FIB) 2.Cloze passge 3.Comprehension(OE) TL 1.Meaning of the words 2.Cloze Comprehension 3.Comprehension (OE) ML 1.Idioms (FIB) 2.Cloze passge 3.Comprehension(OE) TL 1.Case Markers (MCQ) 2.Comprehension (MCQ) 3.Cloze passage 4.Comprehension (OE) Semestral Assessment 2 1. Listening Comprehension 2. Oral Reading Aloud Picture Description Conversation 3. Composition 4. Language Use & Comprehension Grammar Vocabulary Comprehension

22 P4 MTL Programmes: 1.Reading programme: - Silent reading - MSSR 2.MTL week (Cultural Base Activities) 3. ICT Lessons IMTL portal

23 CCE Programmes Every Montfortian a Scholar and Gentleman Form Teacher Guidance Period (FTGP) Explicit teaching of our School values, CHRISTE and social emotional competencies Lifeskills Financial Literacy Leadership Training Career Awareness Cyberwellness Building positive relationship with peers and teachers through play (Interaction Time)

24 CCE Programmes Every Montfortian a Leader Leadership development Leadership Training Based on The Leadership Challenge Model Model The Way Encourage The Heart Enable Others To Act Inspire A Shared Vision Challenge The Process Leadership Opportunities Pupils are given leadership roles in class or other platforms to develop their leadership qualities

25 CCE Programmes Discipline Positive tone of discipline by affirming pupils Caught Doing Right > Avenue of Stars I Am A Star Pupil We Are A Star Class Pupils must learn that there is consequences to their behaviour be it good or bad Refer to Pupil s Handbook Pg

26 CCE Programmes Values In Action (VIA) At home In School

27 CCE Programmes National Education 4 Core Events Total Defence Day International Friendship Day Racial Harmony Day National Day Social Studies Pupils will require to do a project or attempt a quiz 1 NE Learning Journey A Visit to Chinatown

28 Primary Four Physical Education Learning Areas (according to MOE syllabus): Sports and Games Educational Gymnastics Outdoor Education Dance Health Education Athletics

29 NAPFA (to be conducted in May) Items to be tested: Sit up in 1 minute Standing Board Jump Sit & Reach Inclined Pull ups in 30 seconds 4 X 10 m Shuttle Run 1.6km Run-Walk

30 P4 Camp Experience (Overnight Camp in school) Objectives: To experience independence through camp stay To promote confidence and excellence through high elements and night walk To equip students with basic survival knowledge and skills To instil a sense of belonging to the school

31 Modular CCA Claymation Pupils will be using clay figurine to make a stop motion animation based on their own story. Animation will be the focus of our Montfort Art progammes. Pupils will be exposed to many different ways to do animation throughout their six years with us. Curriculum Pupils will be doing: Term 1 Digital Art Term2 Relief Art Term3 Chinese Brush Painting Term 4 Pixel Art

32 Creating an e portfolio for your child - Your child will bring home a letter with QR quote for you to sign up the Class See Saw App. This app will allows you to see the process and the artworks that your child has made in school. Through this app, you could also see the music activities, other interesting class activities, photos of Learning Journey etc This portfolio will follow your child all the way to P6. It will be a great gift for your child to archive all these precious learning and memories for their time in Montfort. Do download the app and follow your child s exciting journey.

33 Continuation of ensemble playing Guitar Angklung Xylophone and metallophone Creation through soundscapes Recreating sounds from familiar and unfamiliar using voice and body percussion Music elements taught through soundscapes: environments Advanced Form Graphic notation Rhythm Pitch Creativity and collaboration Ensemble skills Continuation of learning musical elements through games, singing and other activities Rhythm and time signatures - compound time and advanced simple time Tonality - Chord construction Texture - Melody and accompaniment Timbre

34 Modular CCA (MCCA) & CCA 2017 CCA

35 Why join a CCA? To learn new skills and learn how to play and work as a team. An opportunity to represent the school and experience a competition or performance. Apply the skills, values and experiences into daily lives as a student and as an individual.

36 CCA teachers Discuss the soft skills learned, teachable moments and values learned for the day. Character Education Coaches & Instructors Discuss the skills & experiences learned for the day. P3 to P6 - Sportsmanship & Spectatorship CCA members - Joint community service - Games Organizers CCA Leaders - Leadership training - Joint service learning

37 Primary 3 & 4 MCCA To expose and develop a love for sports, appreciation of visual or performance arts and computational thinking among Montfortians

38 MCCA structure 3 modules (Sports /Art /Computer) are introduced to Primary 3 and Primary 4 in a year. Friday 8.10am to 9.40am for 7 sessions. MCCA occurs in Term 1 to Term 2. Pri 4 boys can choose their CCA in Term 3

39 Understanding the Programme Class Module 1 Module 2 Term 3 onwards 4C Computational Picasso s Pal 4H Computational Picasso s Pal 4R Computational Picasso s Pal 4I Picasso s Pal Computational 4S Picasso s Pal Computational 4T Picasso s Pal Computational CCA by Choice (Boys select their own CCA)

40 Pri 3 & Pri 4 - Can I join other CCA? You can join in other after-curriculum CCA Time: Day: 3.30pm to 5.30pm* Tuesday / Thursday

41 After-curriculum CCA (3.30pm) Wushu* Softball Football Badminton Taekwondo* Table Tennis Guitar International Dance

42 P4 Assessment Plan Rationale : Important aspect of learning and teaching to support holistic development of our pupils Term 1 Term 2 Term 3 Term 4 HA SA1 HA SA2 (Streaming Exam.)

43 Why introduce Subject-based Banding? To provide more flexibility to pupils with strengths and abilities that vary across subjects To encourage greater interaction among pupils with different strengths We recognise different abilities... and help each student to proceed at a pace that he can manage. Mr Tharman Shanmugaratnam Former Minister for Education

44 How does Subject-based Banding work?

45 How does Subject-based Banding work?

46 Likely Subject Combinations

47 Likely Subject Combinations Any other subject-based combinations will be recommended on a case-by-case basis After Pri 5 Pupils will offer the same subject combination, subject to performance The school will make the final decision, considering the best interest of the child

48 Achievement Bands

49 Criteria for Recommendation for Higher Mother Tongue English, Math and Science: at least high Band 2 Mother Tongue: at least a Band 1 Interest and aptitude for Mother Tongue Language Teachers recommendation HMT will be recommended for all pupils who meet the criteria, regardless of P5 class

50 Process for Subject-based Banding After SA2, option forms will be issued where the school will recommend the subject combination The scores of all 4 subjects (or all 3 subjects if child is exempted from Mother Tongue) and previous years performance will be considered.

51 Process for Subject-based Banding Parents will indicate the options they would prefer their child to take. They are strongly encouraged to adopt the school s recommendation which was carefully analysed based on the child s results and professional inputs from teachers who have taught the child. Parents to meet form teacher to collect results and option form after SA2. Pupils will submit option form to the form teachers by the deadline Pri 5 classes will be assigned by 1 st week of December. A notice will be put up in school and the school website. At the end of Pri 5, any changes to subject combinations will be decided by the school.

52 Progression to Secondary Level Progression to secondary level depends on PSLE Score. Different expectations of standard and foundation subjects will be taken into account when the PSLE score is calculated. Offering subjects at foundation level is not a disadvantage. Your child will be able to focus on building up strong fundamentals in the weaker subjects. Parents are strongly encouraged to prepare their child early for the subject-based banding.

53 Progression to Secondary Level More information on secondary school courses courses

54 Partnership with Parents Every parent a Supportive partner through : Design daily time-table together with your son for homework and revision so as to manage his time more efficiently Teach them the discipline to follow the time-table Check your son s diary daily for homework or note from teacher Inculcate and nurture good habits completion of homework, revision of topics taught, packing of bag daily, coming to school regularly and punctually Not to smoothen the pathway for your children but to allow them to fail and try again, Education Minister Mr Ng Chee Meng. Let s build in our children the resilience to overcome obstacles and succeed in life

55 Partnership with Parents Contact us if you have any queries or feedback through Montfort diary or or phone call Read all circulars and termly calendar Get school s notifications through SNAAPP (Please download the app in your mobile phone)