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P5 CURRICULUM

BRIEFING

25 May 2018

Student Development Team (SDT)

• Enhance the quality of school experienceand well-being of our students

• Manage student’s holistic development as a level and in working with all Key Personnel on:

• Student Development

• Support for Form Teachers

• Parental Engagement

P5 SDT

• Ms Lo Yen Nie (Principal)

• Miss Phua Ai Lei (Vice-Principal)

• Mdm Wong Yoke Lye (Assistant Year Head, P5)

• Mrs Raihana (Year Head, Upper Primary)

• Ms Chee Fei Wan (School Counsellor)

• Ms Ada Goh (AED LBS)

• All KPs

HOLISTIC DEVELOPMENT –LEVEL PRIORITIES

IPW - Design Thinking

Science - Knowledge Building

English – Effective Use of Feedback

Maths - Polya Problem Solving Approach

Music – Learn to Play the Ukelele

PE – Netball and Gymnastics

Art - Mural Painting on Canvas/Plywood and Sand

Animation/Stop Motion Animation

CCE - P5 Adventure Camp and NE Show

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How HGS Supports Your Child’s Learning (Affective)

• Learning to Learn (Whole School Approach)

• Heart-2-Heart Sessions

• Customised lesson packages for Form Teacher Guidance Period lessons

• Motivational Workshops

• Workshops on study skills, time and stress management

How HGS Supports Your Child’s Learning (Cognitive)

• Learning approaches based on the different disciplines

• Innovative pedagogies & ICT lessons

• Learning packages designed by our key personnel and teachers

• Subject banding and smaller group teaching for pupils who required additional learning support

• Remedial for targeted learning support on Wednesdays and Thursdays

• Stretch lessons in Math on Tuesdays and Science on Fridays

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How can you support your daughters?

Benefits of attending Remedial and Stretch Lessons• Teachers have

– Marked PSLE papers and are familiar with the expectations and finer points to approaching and presenting their answers

– attended briefings by MOEHQ and SEAB about the expectations of the new English exam format

• Reinforcement of concepts taught in class

• Material catered to the needs of the students

– Closing of learning gaps from daily work marked by teachers;

• Exposure to a variety of questions and levels of difficulty; questions are reviewed and aligned to latest PSLE standards

• Opportunities for one to one or small group consultations with teachers

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Homework policy

• 1.5 – 2h of homework per day

• Reinforces lessons taught in class and allows students to apply concepts learnt and to consolidate their learning

• Homework board: to coordinate the daily homework load across subjects and approximate time needed to finish up the work.

• Use of school handbook to record all daily assigned work

How you can support your child

• Take an interest in your child’s schoolwork– Ask: “What homework do you have today?”

– Check the student handbook & homework file

– Look through your child’s homework:

• Are the answers neat and clearly-presented?

• Are the corrections done?

• What are the teachers’ comments?

• What are the kinds of errors that my child tends to make?

How parents can further support the school’s efforts

• Reinforce the school’s expectations of the quality of work expected (PSLE standards: rigour and neat presentation).

• Provide a conducive environment for study and for the attempt of practice papers within the prescribed time

• Monitor your child’s use of social media and handphone usage

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Instilling self-discipline & valuing curriculum time• Self-discipline encompasses being faithful and consistent in

doing things to help oneself e.g. daily practice, rehearsal and application of learning daily

• Being proactive and taking the initiative to plan for oneself e.g. studying timetable at home

• Curriculum time is precious. Instil in your daughter the mindset to value curriculum time and appreciate the effort put in by our teachers to plan the curriculum.

- Valid reason for absence: Medical reasons, compassionate grounds.

Assessment PlanSubjects Term 1 Term 2 Term 3 Term 4

English Oral Presentation (No weightage)

SA1 (30%) Partial Paper(No weightage)

SA2 (70%)

Mathematics Mock Test (No.weightage)

SA1 (30%) Mock Test (No weightage)

SA2 (70%)

Science Mock Test (No. weightage)

SA1 (30%) Practical Test (10%)

SA2 (60%)

Mother Tongue

Mock Test (No. weightage)

SA1 (30%) Mock Test (No weightage)

SA2 (70%)

SUBJECT BASED

BANDING

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P5 Subject Based Banding

• Every Haig girl is important to us.

• We want to provide the learning support that fit the needs of our students.

4F1. Fail 42. Fail 3* 2 subjects below 30

3F1S1. Fail 3• EL and Science are

less than 40 and Math is below 20

• MT is above 60

Criteria for continuing with HMT in P6 :1. HMT : Pass2. MT & EMS : Must be 70 and above3. Provision on a case-by-case basis

DIRECT SCHOOL

ADMISSION

• To allow our schools to recognise a more diverse range of achievements and talents.

• The selection will be based on their achievements and talents before the PSLE results are released.

• Each school involved in DSA will have its set of criteria – refer to school website of the specific school

DIRECT SCHOOL ADMISSION (DSA)

Direct School Admission (DSA)

• Students should limit DSA applications to 2 – 3 schools in consideration of the preparation required for interviews, portfolios etc.

• *Important: Student must attend DSA school she is allocated to. Appeals to other schools are strictly not allowed.

• *Important: Student are expected to nurture their specific talent further in the DSA school

• Know your child’s interests and talents • Find out more about the secondary school

that you would like your child to be admitted to (make it a learning journey for both of you!)

• Start a portfolio – guide your child to compile her works from 2018 – 2019. (It should be your child working on the portfolio)

What to Prepare for DSA

Learning Support for

Subjects

English Language

Examination Format (English)

Paper Component Item Type Marks Weighting Duration

1 Situational WritingContinuous Writing

OEOE

55 27.5% 1 h 10 min

2 Language Use and Comprehension

OE & MCQ 95 47.5% 1 h 50 min

3 ListeningComprehension

MCQ 20 10% About 35 min

4 Oral Communication

OE 30 15% About 10 min

Total 200 100%

Examination Format (Foundation English)

Paper Component Item Type Marks Weighting Duration

1 Situational WritingContinuous Writing

OEOE

40 26.7% 1 h 10 min

2 Language Use and Comprehension

OE & MCQ 60 40.0% 1 h 20 min

3 ListeningComprehension

MCQ 20 13.3% About 35 min

4 Oral Communication OE 30 20% About 10 min

Total 150 100%

1) Reading and Understanding

Able to: (i) Think deeply (ii) Ask good questions (iii) Make good judgement (iv) Share responses clearly

Learning Goals for Each Component:

2) Writing

Able to : See things from the Reader’s perspective

(Believable, Engaging, Embracement of values that resonate)

3) Oracy

Able to speak well & respond in a Mature, Knowledgeable,

Reflective & Clear manner

4) Grammar & Vocabulary

Able to express ideas clearly and in an engaging manner

Developing Reading Skills We teach students to identify: (i) Meaning (ii) Grammar (iii) Contextual Clues

Large animals are (58) ________________ the only ones that are useful

to humans. Even creatures as small as pigeons can be useful. Homing

pigeons are birds with an almost magical (59) _________________ to find

their way home no matter where they are. Their remarkable sense of

(60) _________________ means they would never lose their way. Thus, they

were the ideal postmen before modern transport was invented.

not

ability

direction

Comprehension Cloze

Developing Reading Skills We teach students to identify evidence that will help them make meaning of:(i) events (ii) characters’ behaviours

I hastily plucked the fruit from its stem and staggered with it to a

nearby tangle of bushes. Then, hidden by the bushes, I cracked the

honeydew open on a rock and set about devouring the juicy fruit. I ate until

I could eat no more, then wondered what to do with the rest of the fruit. If I

brought it home with me, would I get scolded for opening it on my own?

Filled with fear, I kicked one half of the opened fruit. Crack! It split easily

into three parts! I then started to stamp on the fruit, crushing the soft flesh

into the earth until there was nothing left except pieces of pale yellow shell.

Comprehension Open-ended

Developing Reading Skills (Comprehension Open-ended)Some Examples of Questions Tested:

True/False Reason

When Sarah first told Peter

about the huge honeydew, she

was not confident she could

find it again.

Peter searched for the huge

honeydew because he wanted

very much to taste the juicy

fruit.

Peter had difficulty carrying the

huge honeydew.

1) True-False Table

Developing Reading Skills (Comprehension Open-ended)Some Examples of Questions Tested:

2) Making Reference and Inferences

Word(s) from the

passage

What the words(s) refer(s) to

the mountain (line 4)

that (line 20)

It (line 28)

Developing Reading Skills (Comprehension Open-ended)Some Examples of Questions Tested:

3) Summarising Main Ideas in Text with Evidence

What do you think Many “instinctively understood (Line 44)? Support your answer with an example of how Mandy showed this understanding.

_____________________________________________________

_____________________________________________________

_____________________________________________________

Oral Assessment

Questions:

• Would you like to have a schoolmate like this? Why?

• Do you like making new friends? Why / Why not?

• Would you like to be a buddy to a younger pupil? Why / Why not?

A Sample of a Stimulus-Based Conversation:

How Parent/Guardian Can Help Your Child/ward

Components Positive Learning Habits to DevelopEncourage your child/ward to:

Reading & Understanding

• Retell what she has read (any material she comes across) in a concise but informative manner

• Support her observation/ideas with evidence

Writing • Engage in Parallel Writing exercises regularly (After reading a good paragraph, use the ideas & phrases to write a totally different story)

Oracy • Listen to good standard EL (e.g. Radio, TV)• Practise 3-min babble (Pick any topic and speak

non-stop for 3 minutes)

Grammar & Vocabulary

• Have a conversation with herself as she looks for clues, applies rules & eliminate options

Mathematics

MATHEMATICAL PROBLEM-SOLVING: POLYA’S 4-STEP APPROACH

Step1: Understanding the Problem• What are the key words? What do you know and want to know?• How would you describe the problem in your own words?

Step 2: Plan• Select the strategy to solve the problem. More than one strategy may be adopted.• Try commonly used heuristics

(Draw a Model/Diagram, Systematic Listing, Look for a Pattern, Working Backwards, Supposition)

Step 3: Solve• Use computational skills – add, subtract, multiply, divide• Use mathematical tools – ruler, metre ruler• Use thinking skills – classifying, comparing, sequencing, identifying pattern

Step 4: Check• Read your question again to make sure you have answered the question.• Is your answer reasonable? Does it make sense in the context of the problem given?• Check the working step by step.

• Start with your answer and work backwards and check if the results satisfy the given conditions.• STAR (Standard unit, Transfer error, Accuracy, Reasonableness)

Presentation of AnswersThere were 4342 buttons altogether in three bags, A B and C. There were 18 more buttons in Bag B than in Bag A. There were 3 times as many buttons in Bag C as in Bag B. How many buttons were there in Bag A?

KnowTotal 4342Bag B 18 more than Bag ABag C 3 times Bag B

Want to KnowNumber of buttons in Bag A?

STAR

Un

der

stan

dP

lan

18 x 4 = 72

4342 – 72 = 4270

5 units = 4270

1 unit = 4270 ÷ 5

= 854

Ans : 854 (buttons)

Solv

e Check

Bag B

Bag C

Bag A18

18 18 43424

Workings

8

4270540

7

2

2

5

0

25

200

Supporting Your Child

1. To ensure your child do all her homework with proper working steps.

2. Talk about Math as used in day-to-day situation.3. Focus on concepts rather than procedural knowledge4. Ask your child to explain the steps and sequence to a

mathematical problem.5. Never give your child answers to problems but guide her with

questions such as• What is the goal of the problem?• Why does that step work?• Why would we want to do that next?• How do I know if my answer is reasonable?

Supporting Your Child

6.Basic computational skills are essential. If your child doesn’t know her Multiplication Tables, Practise!

7. To ensure no calculators is used in daily work unless calculator symbol is indicated.

8. Time management – help to administer each practice paper by setting a time limit.

Mother Tongue

Languages

As a parent , I can … …

• converse in MTL with my child.• cultivate a reading habit in her.

( textbook , newspaper, magazine or any books in MTL)

** Reading aloud helps in building confidence & comprehension of text.

• ensure she does her homework regularly.• identify her area of weakness & work on it.

(regular practice on 1 area at a time) (please see note below)

• praise your child for her commitment & effort.• ensure she has a balance work load & enough

rest.

Conversation

3 main guiding

questions

Read a passage

Preparation

10min

MTL Oral Exam

Content of video

Thoughts/views

Further extension of theme

MTL Oral Exam

• Speak in complete sentences. ( do not give one word answer or respond by nodding )

• Think and talk from different perspectives so that your child can share in depth.e.g. If I was there… …

I hope the boy will not repeat his mistakes … …

Most importantly• Show interest in the topic discussed by

speaking enthusiastically and maintain eye contact with examiners.

Gracious Society

Helping others

Being courteous

Being respectful

Civic-mindedness

MT Oral ConversationSome topics which primary school can relate to are:

School Experiences

CCA

School events

Celebrations

School Rules

Environment

RecyclingKeeping

school clean

Values/Self-management

Perseverance

HabitsEmotional

control

Time-management

Healthy lifestyle

Some useful online resources：

Science

Parental support in Science learning

1. Reinforce strategies used in school should you be going through questions with your child.

• Strategies : Use of RHCTC when answering all

questions

Use of elimination in MCQ (Note : Pupil must know her concepts well. Otherwise, she may eliminate the correct option.)

Use of CER when answering open-ended questions

You can refer to exemplar in the “Science Strategies for Answering OEQ” booklet with your child.

Parental support in Science learning

Step 1

Work example from the “Science Strategies for Answering OEQ”

Step 2

Step 3 : Relate the concept(s) to the CONTEXT

of the question

Relate function of lamp to needs of plants and animals

Strategies to enhance your Science learning

Apply the right skills when answering open-ended questions.

Command words In questions

What you should do Skill(s) Tested

Compare • Find out the similarities and differences between the objects mention

Comparing

Classify • Find out the characteristics of the objects given. Arrange the items in groups according to similar characteristics that they share.

Classifying

Describe • Write a detailed description Communicating

Draw • Draw clearly. Do not shade unless asked to.• Make sure the lines are clean and not messy.• Label objects in the diagram if the question asks

you to do so.

Communicating

Identify • Study the data and diagram given in the question to come up with the answer

ComparingClassifying

Strategies to enhance your Science learning

Apply the right skills when answering open-ended questions.

Command words In questions

What you should do Skill(s) Tested

ExplainWhyHow can you tell

• Write a detailed answer, giving the reason / cause and the effect.

Generating possibilities

Give /State

• Answer the question directly and briefly.• You need not explain the reason for your

answer.

Analyzing

List • You may write the answer in point form.• You need not explain your answer.

Communicating

Predict • Briefly state what you think will happen. Evaluating, generatingpossibilities

2. Help your child revise and retain her science concepts.

• Strategies : Get your child to document her learning through drawing concept

map, taking down notes or drawing pictorial representation with labels.

Parental support in Science learning

2. Help your child revise and retain her science concepts.

• Resources : Science textbooks

PSLE Guide

mconline

Parental support in Science learning

Communication with parents

• Please leave your name and contact no.

• General office no. 63440293

• State the reason for calling eg. to find out about Math remedial

Feedback

https://tinyurl.com/ydewz6zu

Thank You