ENGLISH DEPARTMENT 2015

ENGLISH DEPARTMENT 2015

Overview STELLAR Assessment How can parents support their children?

STELLAR & its Vision STELLAR: Strategies for English Language Learning and Reading Children who love reading have a strong foundation in the English Language

STELLAR & Language Learning Teaching and learning of English using more speaking and listening activities Children learn reading and writing using rich and interesting books, with discussions led by the teacher

STELLAR & its Classroom Classroom environment is: focused on children s interaction rather than on teacher talk enriched with children s written language filled with various reading materials for children s use English language learning is achieved through: discussions with other children and the teacher informal peer interaction

STELLAR in action

STELLAR Strategies Sustained Silent Reading (SSR) Provides pupils with authentic opportunities to enjoy reading while practising their silent reading skills Supported Reading (SR) Provides opportunities for pupils to make predictions, read assigned sections quietly, discuss text and difficult words as a class Know Want to know Learnt (KWL) Helps pupils to extract information and relate it to what they already know. Organise, access and remember information.

STELLAR Strategies Retelling (RT) Reading comprehension strategy Opportunities for all the major language skills to be applied Language Activities and Sentence Manipulation Oracy, Word Study, Genre, Grammar and Language use Writing Process Cycle (WPC) Applying planning, writing and reviewing process in writing Differentiated Instruction (DI) Appropriate activities to support, reinforce and extend learning

For more information on STELLAR, Visit http://www.stellarliteracy.sg 9

Assessment Grading System Band Mark Range 1 85 and above 2 70 to 84 3 50 to 69 4 30 to 49 U Below 30

Assessment Mark Allocation Paper 1 (20 marks) Paper 2 (50marks) Paper 3 (14 marks) Paper 4 (16 marks) Writing Language Use & Comprehension Listening Comprehension Oral Communication

Writing Writing (20 marks) Pupils are to write a composition based on the picture prompts.

Language Use & Comprehension Booklet A Booklet B Multiple Choice Questions Fill-in-the-Blanks, Open-ended Grammar, Vocabulary, Comprehension, Sentence Combining Comprehension questions may come in different forms reasoning, sequencing, graphic organisers, checking, open-ended etc.

Language Use & Comprehension Component Item Type No. of Items Marks 1.1 Grammar MCQ 8 8 1.2 Vocabulary MCQ 6 6 1.3 Grammar Cloze - with helping words 1.4 Vocabulary Cloze - with helping words 1.5 Sentence Combining Fill-in-the-Blanks 8 8 Fill-in-the-Blanks 8 8 OE 4 4 1.6 Comprehension (2 passages) MCQ, Checking( ), Sequencing, Open-ended etc Up to 8 per passage 16 Total 50

Listening Comprehension Skills tested: noting details, following instructions & making inferences Comprises up to 14 questions which test candidates ability to understand spoken English. The texts may be in the form of news items, announcements, advertisements, instructions, conversations, telephone conversations, speeches and stories.

Oral Communication Part 1 Part 2 Reading Aloud (6 marks) Stimulus-based Conversation (10 marks) 3 criteria for assessment for Reading Aloud: Pronunciation and Articulation Rhythm and Fluency Expressiveness There are 3 criteria for assessment for Conversation: Personal Response Clarity of Expression Engagement in Conversation

Parents Support 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. Role models read and write notes and messages in front of your child. Understanding English language learning requires frequent exposure to listening, speaking, reading and writing opportunities and activities rather than use of worksheets alone.

How you can help your child Go to the library together Provide books, magazines and newspapers in your home for reading Allow your child to choose books to read and reread Read to and with your child (or, have your child read to you) Remember that reading in a mother tongue language also fosters a love for books and knowledge Talk about the books and characters read

Why Read Extensively? Reading can: open up the world for children help children think and wonder increase children s vocabulary and knowledge about the world around them provide good examples for reading and writing

Some language activities you can do with your child include Reading aloud a book and asking your child to identify words beginning with the same sound, for example, p pancake, pick, put, police, pat, etc. Helping your child learn more interesting words by thinking of new words to replace known words, for example, big huge, enormous, large, gigantic, etc.

Some language activities you can do with your child include Playing language games like word scavenger hunt. (Looking for a word in print materials.) Getting your child to retell a story to you in his or her own words Suggesting that your child give a different ending to the story read

Key Programmes Reading O Uninterrupted Sustained Silent Reading (U.S.S.R.) O A whole school approach towards the cultivation of a reading culture O Provision of iread books which are of high quality and age-appropriate to further support the vision of a school of avid readers O Guided Reading Programme Graded readers to be rotated between classes within level every 2 weeks with emphasis on vocabulary and reading comprehension

0011 0010 1010 1101 0001 0100 1011 Mathematics Department Primary 3 4 12

0011 0010 1010 1101 0001 0100 1011 Strategic Goal To develop a confident, creative and competent Mathematics problem solver 4 12 Mathematical problem solving is central to mathematics learning

Mathematical Framework 0011 0010 1010 1101 0001 0100 1011 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 of one s own thinking Self-regulation of learning 4 12 Reasoning, communication & Connections Thinking skills and heuristics Applications and modelling

New Syllabus 2013 Emphasise the use of Mathematics 0011 0010 1010 1101 0001 0100 1011 language Reasoning, Communication and Connection 4 12

Programmes / Activities Activity-based lessons 0011 0010 1010 1101 0001 0100 1011 Problem Solving and Heuristics Package Fernvale Trail I Do, We Do, You Do Package ICT Lessons 4 12

Programmes / Activities Interactive Quiz 0011 0010 1010 1101 0001 0100 1011 Fun @ Recess 4 12 Diagnostic Quizzes for selected topics READY Programme for selected pupils

Support for Child in Learning 1) Work closely with your child s Math teacher 0011 0010 1010 1101 0001 0100 1011 2) Create a homework routine 3) Focus on effort, not mistakes 4 12 4) Make learning of Mathematics fun & relevant

Gentle Reminders to Child o Read questions / word problems carefully and Highlight the Key Words 0011 0010 1010 1101 0001 0100 1011 o Devise a Plan / Strategy / Method so as to solve the problem 4 12 o Encourage your child to show proper and detailed working steps o Reinforce the importance of checking answers o Reinforce the necessity of writing legibly and neatly

Head of Department Mrs Junice Tay Email: seah_teck_ping_junice@moe.edu.sg 0011 0010 1010 1101 0001 0100 1011 Level Head Mrs Anville Chia Email: anville_tan_hwee_li@moe.edu.sg 4 12 Level Head Mdm Geraldine Chua Email: chua_shan_shan_geraldine@moe.edu.sg

Science Curriculum Primary 3 Fernvale Primary School

Curriculum Framework

Themes in Lower Block DIVERSITY CYCLES SYSTEMS Variety & characteristics of living and non-living things (P3) Diversity of Materials (P3) Cycles in plants & animals - life cycles (P3) Plant System - Plant parts and functions (P3)

Science Learning Experiential Learning Collaborative Inquiry Performance Tasks Leveraging on ICT

Key Programmes Fernvale Trail cum Interdisciplinary Project Work National Geographic Programme Sony Creative Science Award LJ to Science Centre Morning Remedial Sessions UNSW Science Competition*

P3 Exam Format Structure Marks Duration SECTION A MCQs (2 marks each) SECTION B Open-ended questions (2-4 marks each) CA1: 30m SA1: 50m CA2 and SA2: 80m 40 min 1 hr 1 hr 15 min Knowledge with Understanding Questions (40%) Application of Knowledge and Process Skills Questions (60%)

Common Areas of Weaknesses Pupils misconceptions Lack of Understanding of Application questions Lack of Answering techniques - repeating information in question/ generalised answers ( The temperature will change.)

Doing Well in Science 1. Acquire content knowledge 2. Sharpen thinking skills and process skill 3. Improve answering techniques during exams 4. Revise P3 topics using concept mapping/ thematic revision 5. Using ACRONYMS eg WOW in seed germination

Partners in Education Work closely with your child s Science teacher. Arouse your child s curiosity in Science. Infuse Science into daily situations. Experience Science by exploring with your child.

Contact Us: Mrs Bhavani Chandra bhavani_rajagopal@moe.edu.sg Mrs Teo Ong Puay Hoon ong_puay_hoon@moe.edu.sg Thank you

Character & Citizenship Education Home-School Partnership Fernvale Primary School

Character & Citizenship Education Character and Citizenship Education (CCE) aims to inculcate values and build social and emotional competencies in students. To develop them into good individuals and useful citizens in a fast changing and globalised world. It develops students through an understanding of the values that define the Singapore society, inspiring them to show concern about the world they live in, and demonstrate empathy in their relationships with others.

The Big Ideas Identity, Relationships and Choices, are core concepts of the syllabus. They are interconnected and impact one another.

CCE in School National Education Events Values in Action Student Leadership CCE Lessons Sexuality Education (P5 & P6) Form Teacher Guidance Period Values in daily lessons Social Studies PAL Greenova (Environmental Education)

Character and Citizenship Education