ANDERSON PRIMARY P4 Parent Engagement Session...Paul Tough How Children Succeed: Grit, Curiosity, and the Hidden Power of Character Parents and Teachers as Role-Models “When children

ANDERSON PRIMARYP4 Parent Engagement Session

6 April 2018

Passion for Learning Quest for Excellence Respect for All Service to the Community

Parents and Teachers

as Role-Models

“When people are in their Element, they

connect with something fundamental to

their sense of identity, purpose, and well-

being.”

Sir Ken Robinson

The Element: How Finding Your Passion

Changes Everything


as Role-Models

…..the system must recognise the diversity of strengths and

talents amongst our young, and that only a passion-driven

learning process will be self-directed, lifelong, and resilient to

disruption because the young person is motivated to learn,

unlearn and re-learn. In this system, the goal post has shifted

from teaching a student enough so that they can graduate, to

helping students learn to learn so that they actually never really

graduate.

Mr Ong Ye Kung

Minister for Education

(Higher Education and Skills)


as Role-Models

“Beware. Your degree is not a proxy for your ability to

do any job. The world only cares about – and pays off

on – what you can do with what you know (and it

doesn’t care how you learned it!). And in an age

where innovation is increasingly a group endeavour, it

also cares about a lot of soft skills – leadership,

humility, collaboration, adaptability and loving to learn

and re-learn. This will be true no matter where you go

to work. ”

Laszlo Bock

Senior VP of People Operations, Google

New York Times 2014


as Role-Models

“What matters most in a child's development, they

say, is not how much information we can stuff into her

brain in the first few years. What matters, instead, is

whether we are able to help her develop a very

different set of qualities, a list that includes

persistence, self-control, curiosity, conscientiousness,

grit and self-confidence.”

Paul Tough

How Children Succeed: Grit, Curiosity, and the

Hidden Power of Character


as Role-Models

“When children aren’t given the space to

struggle through things on their own, they don’t

learn to problem-solve very well. They don’t

learn to be confident in their own abilities, and

it can affect their self-esteem.”

Sir Ken Robinson

The Element: How Finding Your Passion

Changes Everything

The 3Is of Innovation – Imagination, Inquisitiveness, Interconnections

“As educators, what can we do to encourage our students to make those interconnections, to ‘light

up’ their minds like a Christmas tree and make new connections?

The disposition that we should encourage in our students is one of an appreciation of each subject

they learn, complemented by the ability to look across different areas of learning.

In this regard, I am again very encouraged. Some schools have already embarked on this journey

of encouraging our students to make these interconnections. At Anderson Primary School,

students consider the academics with the aesthetics through their signature ANDventure

programme – one hour per week is set aside for all P4 to P6 students to explore

interconnections between the Arts and the Sciences. For example, students investigate how

energy conversions can be realised and explained through ceramic art; students also learn

about life cycles by creating a dance that depicts a life cycle of their choice.”

Mr Ng Chee Meng

Minister for Education (Schools)

20th Appointment and Appreciation Ceremony for Principals

29 December 2017

The Anderson Experience


as Role-Models

Seeing how the schools and educators are changing, I sincerely urge all

parents to join us in creating similar opportunities for our children. The

results of such opportunities may not be immediately apparent. But the true

test for all of us, is not any single exam. It is the test of life. It is such

opportunities that will benefit our children for a lifetime – much more than

cramping their free time with excessive tuition…..

I hope all parents will encourage their children when they participate in their

school’s ALP, Outdoor Education Programme and Values-in-Action

activities. Engage them in conversation over their Applied Learning

experiences, share in their successes and setbacks, share in their joy

and empathise with their failings and create more of such learning

experiences for them outside of school.

Mr Ng Chee Meng

Minister for Education

(Schools)

Subject-Based Banding

Catering to your child’s abilities

Passion for Learning Quest for Excellence Respect for All Service to the Community9

Subject-based Banding (SBB) –Catering to Your Child’s Abilities

10

Every child is unique, and has different

aptitudes, capabilities and talents. Our

school believes in providing a balanced

education that caters to the different

abilities of each child so that we can

prepare him for life.

Background of SBB

• Refinement to the streaming process

• Implemented in all Primary Schools from the 2008 P5cohort

• To allow pupils to take subjects at different levelsdepending on their aptitudes and abilities in thesesubjects

• To help each child realise his potential, based on hisstrengths and interests

What is SBB?

• Provides greater flexibility for your child by offering him the option of a combination of standard and foundation subjects

• Allows your child to focus on and stretch his potential in the subjects that he is strong in while building up the fundamentals in the subjects that he needs more support in

John, a P4 pupil:

Excels inEnglish and

Mother Tongue

Needs support in Math and Science

Standard Subjects - English and Mother Tongue

Foundation Subjects - Math and Science

An Example

Guiding Philosophy of SBB

(a) SBB is premised on ability-driven education

- Pupils with specific strengths should pursue their subject(s) of strength to the best of their abilities

- Pupils who have considerable difficulties coping with certain subjects should focus on building their foundations in these subjects

(b) Offering of any subject at the higher level should be premised on a strong foundation in literacy and numeracy

- In the offering of subject combination to pupils, the aptitude, ability and motivation of each pupil should be taken into consideration

Guiding Philosophy of SBB

How does SBB work? – An Overview

Pupil sits for

School-based

Examinations

School recommends a

subject combination

based on pupil’s results

Parents fill up an

option form

indicating the

preferred

combination

Primary 4

Pupil takes subject

combination

chosen by parents

Primary 5

Pupil takes subject

combination

decided by the

School and sits for

the PSLE at the

end of P6

Primary 6

School assesses

pupil’s ability to cope

with the current subject

combination at the end

of P5. Adjustments to

the number of standard

and foundation

subjects can be made

if necessary

School-based Examinations at P4

- School sets P4 examinations

- Pupil sits for school-based examinations

- After the exams, School Leaders, Heads of Departments and subject teachers come together as a collective group for discussion

How does SBB work?

School-based Recommendations at P4

- School will recommend pupils for the different subject combinations which pupils can achieve and benefit from

- Some factors considered by the School:

Pupil’s grasp of basic literacy & numeracy concepts

Pupil’s overall academic performance

Pupil’s aptitude, motivation and performance

How does SBB work?


continued How does SBB work?

If your child( at the end of P4):

Your child will be recommended to take:

• Passes all 4 subjects & performs very well in Mother Tongue Language

• 4 standard subjects + HigherMother Tongue Language

• Passes all 4 subjects • 4 standard subjects

• Passes 3 subjects • 4 standard subjects


continued How does SBB work?

If your child( at the end of P4):

Your child will be recommended to take:

• Passes 2 subjects or less

• 3 standard subjects + 1 other foundation subjects; or

• 2 standard subjects + 2 other foundation subjects; or

• 1 standard subject + 3 other foundation subjects; or

• 4 foundation subjects

Parental Choice at the End of P4

- School will provide option forms to all parents at the end of P4, on which the school’s recommendation will be made

- Parents will make the final decision on the subject combination of their children

How does SBB work?

In Primary 5

- Pupil takes subject combination chosen by parents

- School assesses pupil’s ability to cope with the current subject combination at the end of P5. Adjustments to the number of standard and foundation subjects can be made, if necessary

How does SBB work?

At the end of P5, the School decides

- In deciding a pupil’s subject combination for Primary 6, the school takes into account:

Pupil’s aptitude, motivation and performance in each subject;

Pupil’s ability to cope with a particular subject combination;

Whether the subject combination focuses sufficiently on literacy and numeracy, and facilitates the student’s articulation to secondary school and beyond

How does SBB work?

At the end of P5, the School decidescontinued

24

How does SBB work?

How does SBB work? – Recap

School-based

Examinations

School-based

recommendation

Parental choice

Primary 4

Pupil takes subject

combination

chosen by parents

Primary 5

Pupil takes subject

combination

decided by the

School and sits for

PSLE

Primary 6

School’s decision

at the end of P5

SBB in Anderson Primary SchoolRecommend 4S1H (4 standard subjects + 1 Higher Mother Tongue):

- Minimum of 80 marks for Mother Tongue

- Minimum of 50 marks for English, Math & Science

Recommend 4S (4 standard subjects)

- Minimum of 35 marks for English, Math, Science and/or Mother Tongue

26

Notes on Higher MTL

• HMTL is an additional subject recommended at P5 & P6

• Recommended to pupils who have very strong grounding, aptitude and interest in MTL from P1 to P4

• HMTL has a higher demand in content and assessment requirements

27

SBB in Anderson Primary School

Notes on Higher MTL

28

SBB in Anderson Primary School

• HMTL pupils will have to sit for both Standard MTL and HMTL exams

Important to consider aptitude, ability and motivation in MTL, as well as time management ability

Also to consider pupil’s learning ability and performance in the other 3 subjects (English, Math and Science)

• HMTL will not be included in the computation of the PSLE aggregate score

• Bonus Points is only applicable for admission to Special Assistance Plan (SAP) Schools(For students in the top 30% of the PSLE cohort who take Higher Chinese Language at PSLE)

HCL Grade Bonus Point

Distinction 3

Merit 2

Pass 1

29

More on HMTL

If my child is not offered Higher MTL in P5 & P6, will he be able to do Higher MTL in secondary school?

Yes, if he is in the:- top 10% of the PSLE cohort; or- top 11% to 30% of the PSLE cohort and meet the

language criteria of scoring an A* in MTL

30

Frequently-Asked Questions

Will taking HMTL help my child to do better in Standard MTL?

• Intent of SBB – appropriate level for the child

• Given positive aptitude, performance and motivation for MTL, taking HMTL may help in his learning

• If your child is less proficient in MTL and/or is trying to cope with the content mastery of the other subjects, it would be a challenge

31


My child is exempted from MTL, how would that affect the allocation of subjects?

The child will be allocated into various subject combinations

based on the subjects he takes in school, i.e. EMS, taking

into consideration his aptitude, ability and motivation of the

subjects

32


SBB (Pri) & Secondary School Admission

– How are they related?

• Progression to secondary level depends on your child’s PSLE score. The different expectations of standard and foundation subjects will be taken into account when his PSLE score is calculated

• Offering subjects at the foundation level in primary school is not a disadvantage to your child. It enables him to focus on building up strong fundamentals

33

Parent-School Partnership

• Working together to help our children enjoy the process of learning and

actualise their full potential

34


Any Question?

Email to me at:

[email protected] (AYH MP)


Thank You

for your Support as Partners-in-Education



Cyber Wellness SharingICT DEPARTMENT

Cyber Wellness Content

• Cyber Trends in Singapore

• Signs of Excessive Internet Use

• How Parents Can Help

• Cyber Wellness Education in Anderson

Cyber Trends in Singapore

6.3

68.5

22.6

2.4 0.20

10

20

30

40

50

60

70

80

Daily 4 - 6 days aweek

2 - 3 days aweek

Once a week Less than aweek

Frequency of Internet Usage (%)

Media Development Authority’s 2015 study on children up to 14 years old

50.30%42.20%

7.50%

Starting Age of Children Using Internet

0 to 6 yo

7 to 10 yo

11 to 14 yo

Trends of Internet Usage by Children in Singapore

• Children started using the Internet at 6.1 years old.

• Children go online 4 to 6 days a week.

• Nearly 80% of the children from age 0 – 14 use the Internet.

Cyber Trends among Andersonians (2017, P3-P6 Cohort)

• 91.6% of pupils use the Internet for work and leisure between 1 to 3 hours at least once a week.

• 54.3% of pupils spend weekday afternoons online.

Students’ Survey on Online Experience and Habits 2017

Percentage of pupils who use the Internet for school work

Percentage of pupils who use the Internet for hobbies/interests

Time that pupils are online from Monday to Friday

Instant Messaging

Messenger

Social Networking

Blogging, Micro-blogging

Media Sharing

Entertainment

Information-seeking

Our Children’s Online Activities

Information from MOE, ICT Connection and Media Literacy Council

Our Children’s Online ActivitiesSocial Media:

• Ease of connecting with friends and family creates fear of missing out on their lives.

• Social validation drives users to update their lives regularly online

Entertainment:

• The need to keep abreast of the latest trends, news, songs, video releases of popular Youtubers, status in their game play or ways to ‘level up’.

Information-seeking/sharing:

• Completion of online assignments, research for tasks/projects


Excessive Internet Use

What is Excessive Internet Use?

When an individual uses the Internet to the extent where he/she experiences problematic outcomes that negatively affect his/her life.

Signs of Excessive Internet Use

Information from MOE, ICT Connection

How Parents Can HELP

• Promote and role-model balance tech use

• Know your children’s online habits

Walk the Talk

• Create tech-free zones

• Set reasonable screen time limits

• Set up filters and anti-virus software (search engine, web & mobile filters, Avast, BitDefender)

Boundaries, boundaries

• Create tech-free family time

• Enjoy the outdoors together

Widen their perspectives


Cyber Wellness Education in Anderson Primary

MOE Cyber Wellness EducationCyber Wellness (CW) refers to the positive well-being of Internet users. • It involves an understanding of online behaviour• awareness of how to protect oneself in cyberspace.

The focus of CW is to help pupils:• Become responsible digital learners. • Demonstrate respect for self and others• Practise safe and responsible use• Be a positive peer influence by harnessing technology for

collaboration, learning and productivity• Advocating positive use of technology for the good of the

community


MOE Cyber Wellness Framework


The goal of CW lessons is to equip pupils with life-long social-emotional competencies and sound values so that they can become safe, respectful and responsible users of Information Communications Technology (ICT).

The four key messages for students are:• Embrace ICT yet maintain a balanced lifestyle between the

physical and the cyber world• Harness the power of ICT for positive purposes• Maintain a positive presence in cyberspace• Be a safe and responsible user of ICT

MOE Cyber Wellness Education Goals


Cyber Wellness in Anderson Primary

• Part of FTGP curriculum

• Termly school-wide assembly sharing

• Termly MOE circular

• Baseline Programme

• P4 & P5 ANDventure

• Cyber Wellness Day

• CW Ambassadors

Useful Resources

• Ministry of Educationhttps://ictconnection.moe.edu.sg/cyber-wellness/for-parents

• Media Literacy Councilhttps://www.medialiteracycouncil.sg/

• Common Sense Mediahttps://www.commonsensemedia.org/

Contact Us

• HOD ICT - Mdm Suzanah Saparwan: [email protected]

• SH ICT – Mdm Aatiyah Tan: [email protected]

https://ictconnection.moe.edu.sg/cyber-wellness/for-parents

https://www.medialiteracycouncil.sg/

https://www.commonsensemedia.org/

mailto:[email protected]

mailto:[email protected]

Thank You.

P4 Parent Engagement Session

• P4 – P6 Mathematics curriculum and assessment

• Joy of learning Mathematics

• Problem-solving approach

Sharing Focus

• Acquire concepts and skills for everyday use

Aims of Primary Mathematics

• Develop thinking skills, reasoning, communication , application and metacognitive skills

• Build confidence and foster interest in mathematics

Primary 4 Primary 5 Primary 6

Whole Numbers Whole Numbers Fractions

Fractions Fractions Decimals

Decimals Decimals Percentage

Measurement Percentage (New) Ratio

Geometry Ratio (New) Speed (New)

Data Analysis Measurement

Geometry

Average (New)

Measurement

Pie Charts

Curriculum

Spiral and Hierarchical in Nature

Assessment

P4 P5 & 6

Item Types No of questions Marks allocated No of questions Marks allocated

MCQ 202 marks per

question 15

1 or 2 marks per question

SAQ 20 2 marks per questions

20 1 or 2 marks per question

LAQ 5 4 marks per questions

12 3, 4 or 5 marks per question

Complexity and demand of the questions

Time management

Curriculum ( E.g. Whole Numbers)

Primary 1 - Concept of multiplication - Solving 1-step word problems with pictorial representation

Primary 2 - Multiplication tables of 2,3,4,5,10 - Solving 1-step word problems within multiplication tables

There are 2 plates of pears. Each plate has 4 pears. How many pears are there altogether?

There are 8 bags of pears at a fruit stall. There are 5 pears in each bag. How many pears are there altogether?

Multiplication as repeated addition

Visualise and connect the informationMultiplication tables


Primary 3- Multiplication tables of 6,7,8,9 - Multiplication algorithms - Solving up to 2-step word problems

Primary 4- Multiplication algorithms - Solving up to 3-step word problems

Ravi has 36 coins. Peter has 3 times as many coins as Ravi. Siti has twice as many coins as Peter How many coins does Siti have?

During a Math workshop, 685 people attended it on the first day. On the second day, there were 3 times as many people as on the first day, Each person had to pay $8 to attend the workshop. What was the total amount collected for the two days?

Heuristic : Model drawing Multiplication algorithm with knowledge of multiplication tables

Heuristic : Model drawing Multiplication algorithm with knowledge of multiplication tables


Spiral & Hierarchical in Nature

Cognitive demand

Complexity

Concepts ( Connected and interdependent)

Heuristics

Mathematics Skills

Context Varies( Applications and

Modelling)

Within and across the topics


Concepts ( Connected and interdependent)

Within and across the topics

Whole Numbers - Multiplication and division of

numbers

Fractions

- Equivalent Fractions - Improper / mixed numbers- Fraction of a set of objects - Addition, subtraction, multiplication

and division of fractions - Solving word problems

Decimals

- Multiplication and division of decimals

- Converting decimals to fractions - Conversion of measurements - Solving word problems

Percentage

Ratio

Concept of Multiplication

And Multiplication Facts


Fractions

- Equivalent Fractions - Improper / mixed numbers- Fraction of a set of objects - Addition, subtraction, multiplication

and division of fractions - Solving word problems

P2 to P4 Addition and Subtraction of fractions

P5 Multiplication of fractions

P6 Division of fractions


P2 to P4 Addition and Subtraction of fractionsP5 Multiplication of fractions

P4 Fraction of a set


Learning of concepts

Sequential and progressive with Relational Understanding

Mathematics

Mrs Raju was given 13 m of ribbon to make

some bows. She used 2

5m of the ribbon to make

each bow. Find the greatest number of bows she could make?

Mrs Raju was given 13 m of ribbon to make

some bows. She used 2

5of the ribbon to make

some bows. How much ribbon did she use to make the bows?

For example

Joy of Learning Math

Bite-sized success (Formative

Assessment)

Relevant to daily situations

Learning Experiences

Relevant and meaningful


Bringing Mathematics to Life

Make explicit connections

Develop their metacognition - Monitoring of one’s own thinking

- Self-regulation of learning


Multiplication and division

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Increase awareness of numbers beyond thousands

Area and Perimeter

Deposits and Instalments




Concept of time


Promotion ‘ 1-FOR-1’


Arrival / Departure time and wait time

Provide scenarios


Reading of the chart and table

Rate and Average

Provide scenarios


Postage Rates

GST

Meaning of ‘Weight Step Up to ‘


Make comparison

Parking Fee


GST

Meaning of ‘thereafter’

Taxi Fare


Mathematical modelling Mathematical representation or

idealisation of a real-world situation

Pupils learn to deal with ambiguity, make connections , select and apply

appropriate concepts and skills, identify assumptions, reflect and make

informed decisions.

Problem-Solving Approach

It is a process by which a pupil usespreviously acquired knowledge, skillsand understanding to obtain ananswer in a situation.

The Polya’s 4-step model provides a framework for problem-solving that can help pupils practise systematic thinking.

Polya’s 4-step model

Polya’s 4-step model

1. Understanding the Problem

2. Devising a Plan

3. Carrying out the Plan

4. Reflecting


Point out the principal parts of the problem, the unknown, the data and the conditions

• What is the unknown?

• What are the data?

• What is the condition?

• Is the condition sufficient to determine the

unknown?

• Or is it insufficient? Or redundant? Or contradictory?

• Draw a figure and write down the conditions.

2. Devising a Plan

Establish a connection between the data provided to the choice of approach, heuristics and plan to solve the problem

Act it outUse a model/diagramMake a systematic list

Look for patternsWork backwards

Use before-after conceptGuess and CheckMake supposition

Restate the problem in another waySimplify the problem

Solve part of the problem


Use computational skills

Use geometrical skills

Use logical reasoning

Carry out the plan of the solution and check each step

Incorporating these thinking skills

Classifying

Comparing

Sequencing

Analysing parts and whole

Identifying patterns & relationship

Induction

Deduction

Spatial visualisation

4. Reflecting

• Have you checked your solution?

• Can you use the method for some other problems?

• Can you derive the answer differently?

Examine the solution obtained

Alan, Betty and Cindy shared a packet of sweets.

Alan took of the sweets and was given 6 more.

Betty took of the remaining sweets and was given 4 more.

Cindy took the remaining 3 sweets. How many sweets were there in

the packet?

1

3

2

1

Fraction of a set

Unknown

Quantity


Alan

Betty Cindy

6

4 3

?

2. Devise a Plan

Alan

Betty Cindy

6

4 3

Use a model/diagram

Work backwards

Use before-after concept

Alan

Betty

2 parts 7 x 2 = 14

1 part 4 + 3 = 7

There were 30 sweets.

Cindy

6

4 3

1 part

2 parts

2 units 14 + 6 = 20

2 units

1 unit 20 ÷ 2 = 10

3 units 10 x 3 = 30


4. Reflecting

Alan, Betty and Cindy shared a packet of sweets.

Alan took of the sweets and was given 6 more.

Betty took of the remaining sweets and was given 4 more.

Cindy took the remaining 3 sweets. How many sweets were there in

the packet?

1

3

2

1

Unknown 30 sweets

Develop the positive attitudes towards learning Mathematics

Design joyful learning experiences with everyday situations

We got out from the lift. The boy said, “ Mama, 4 times 7 is 28, right?” I looked at him and said, “ Yes, you are right.”

Did you see it in a book?” “No. I saw the lift buttons. 25 plus 3 is 28. That makes 4 rows of 7.”

I went back to the lift to take a closer look at the buttons. I am glad you are able to see the beauty of Mathematics everywhere and that learning is not confined to textbooks.

Mathematics Sharing

Any Question?

Email us at:

[email protected] (HOD Math)

or

yeo_sharon @moe.edu.sg (LH Math)

P4 Parent Engagement Session

Objectives

• To gain an overall understanding of the primary science curriculum

• To gain an insight into the science learning experiences at Anderson Primary

• To share strategies on how to support our children in the learning of science

• To understand some of the strategies involved in answering open-ended science questions

What does my child learn in science?

How does my child learn science?

How is my child assessed in science?

How can I support my child in learning

science?

Why does my child

learn science?

Have learning experienceswhich build on interest and stimulate curiosity

Learn basic conceptsto understand themselves and things around them

Develop skills Cultivate attitudes

Why does my child learn science?


Why does my child

learn science?

Themes * Lower Block (P3-P4) ** Upper Block (P5-P6)

Diversity Diversity of living and non-living things

(General characteristics and classification)

Diversity of materials

Cycles Cycles in plants and animals (Life cycles)

Cycles in matter and water (Matter)

Cycles in plants and animals (Reproduction)

Cycles in matter and water (Water)

Systems Plant System

(Plant parts and functions)

Human System

(Digestive system)

Plant System

(Respiratory and circulatory systems)

Human System

(Respiratory and circulatory systems)

Cell System

Electrical System

Interaction Interaction of forces

(Magnets)

Interaction of forces

(Frictional force, gravitational force, force in

springs)

Interaction within the environment

Energy Energy Forms and Uses

(Light and Heat)

Energy Forms and Uses (Photosynthesis)

Energy Conversion

Note:

•*Lower Block (Primary 3 and 4); ** Upper Block (Primary 5 and 6).

•Topics which are underlined are not required for the Foundation Science .

What does my child learn in science?Syllabus Content

Science Themes/ Topics @ Lower Block

PRIMARY 3

• DIVERSITY (Semester 1)

- Living things

- Plants

- Animals

- Fungi & bacteria

- Exploring materials

• SYSTEMS (Semester 2)

- Digestive System

- Plant parts & functions

PRIMARY 4

• CYCLES (Term 1)

- Life cycles of Animals

- Life cycles of Plants

- Matter

• INTERACTIONS (Term 2)

- Magnets

• ENERGY (Term 3 & 4)

- Light

- Heat

PRIMARY 5

• SYSTEMS (Semester 1)

- Plant & Human systems

- Cell system

- Electrical system

• CYCLES (Semester 2)

- Reproduction in animals

- Reproduction in plants

- Water cycle

PRIMARY 6

• ENERGY (Term 1)

- Energy forms & uses, Energy Conversion

- Energy in Food, Sources of Energy

• INTERACTIONS (Terms 2&3)

- Forces

- Living together, Food chains / Food Webs, Adaptations & Man’s Impact

Science Themes/ Topics @ Upper Block

Engaging with an

event, phenomenon

or problem through:

Collecting and

presenting

evidence through:

Reasoning; Making

meaning of

information and

evidence through:

Skills

Formulating hypothesis

Generating possibilities

Predicting

Observing Using apparatus

and equipment

Comparing Classifying Inferring Analysing Evaluating

Communicating

Processes Creative problem-solving, Investigation and Decision-making

What does my child learn in science?Skills & Processes

• Curiosity

• Creativity

• Integrity

• Objectivity

• Open-mindedness

• Perseverance

• Responsibility

What does my child learn in science?Ethics & Attitudes



Why does my child

learn science?

Learning Experiences in Anderson Primary

1. Master Science concepts, surface preconceptions and address misconceptions

2. Create authentic learning experiences through hands-on activities

3. Be involved in active learning with technology

4. Use the C.E.R. thinking model

to inculcate the joy of learning…

1. Mastering Science concepts, surfacing preconceptions and addressing misconceptions

• Effective communication through

– Use of Frayer’s Model

– Class discussions using Concept Cartoons

– Use of comparative languages

Example: Use of Frayer’s Model

Topic

Example: Use of concept cartoon

2. Creating authentic learning experiences through hands-on activities

• Science experiments in the classrooms or in the Science Lab

• Performance tasks for Formative assessment

• Learning journeys to the Science Centre

2. Creating authentic learning experiences through hands-on activities

• Localized learning journey to the Anderson Biodiversity Garden

• P4 Hydroponics Programme during ANDrich

3. Active Learning with Technology

• To develop 21st century skills of communication and collaboration.

• To leverage the strengths of our technology natives to use ICT tools to create content knowledge and to do research.

• To make thinking visible.

• To provide immediate feedback.

Example: Using Google Slides

4. Use of the C.E.R. thinking model

• Helps pupils to frame their answers for open-ended questions

– C: Claim

– E: Evidence

– R: Reasoning

• Helps pupils to think of the most logical way in solving an open-ended question

Example:• C.E.R. in

middle primary worksheet

Inculcating the Joy of Learning

• The joy of learning for Science is developed via

– Stimulating their minds through inquiry and the C.E.R. thinking model

– Interesting hands-on experiments and learning journeys

– Collaborative and self-directed learning using technology


• Holistic Assessment : Both pen-and-paper tests and performance assessments are used

• Focus is on conceptual understanding and application of concepts and skills

• Students to explain their understanding of concepts in their own words

• Concepts which are correct in the context of the questions will be carefully evaluated and awarded marks




How can I support my child in learning

science?

Why does my child

learn science?

• Carry out science activities at home

• Relate the science learnt in school to things in everyday life

• Ask questions that require description or explanation. Encourage them to discuss and talk about science ideas

• Encourage your child to read beyond the textbooks (e.g. science graphic novels)

How can I support my child in learning science?

COMMON CONCERNS

IN ANSWERING

OPEN-ENDED QUESTIONS

The graph below shows the number of steel pins attracted to different parts (R, S, T and U) of a bar magnet.

Label the diagram of the bar magnet below with the correct parts for R and U.

0

2

4

6

8

10

12

14

R S T U

Parts of a magnet

Number of staples

Nu

mb

er o

f p

ins

Parts of a magnet

R UU

Bar magnet

Sample Science Question 1

Science Process Skills- Interpreting Graphs

Study the diagrams of Animal A and Animal B below.

Animal A Animal B

Based on what you can observe, list 2 similarities between Animals A and B.

(a) Both animals can fly.(b) Both animals lay eggs.

The answer must be observed in the diagram.

It cannot be stated from prior knowledge.

(a) Both animals have wings.(b) Both animals have legs.


In the diagram below, equal amounts of ice cubes were placed in 4 containers each of the same size but made of different materials.

MaterialTime taken for ice to melt

(minutes)

A 12

B 40

C 25

D 55

The table below shows the time taken for the ice in each

container to melt completely.


(a) Which material (A, B, C, or D) would be the most suitable

for making a container to keep food warm for the longest time? Explain your choice.

Material D. The ice takes the longest time to melt and this shows that it gains heat most slowly and is the poorest conductor of heat.

Material D. The ice takes the longest time to melt and it can be used to keep food warm for the longest time.

Material D. The ice takes the longest time to melt.

The answer is just stating the data found in the table.

No explanation is provided.

No explanation is provided to answer the question.

(b) Besides the amount of ice cubes, name another variable that should be kept constant.

The time taken for the ice cubes to melt.

The material of the boxes.

The size of the boxes.

The location where the boxes are kept.

The surrounding temperature where the boxes are kept.

Given in the question.

This is the variable being tested.

This is the variable being measured.

Science Process Skills- Variables in an Experiment

Science Process Skills- Variables in an Experiment

The graph below shows the relationship between the mass of substance X and its volume. More of substance X is gradually introduced into a sealed container with a capacity of 15 m3.

Volume of

substance X

(m3)

5

10

15

20

0

20 40 60 80

Mass of substance X (g)


(a) From the graph, what is the relationship between the mass of substance X and its volume?

The volume remain constant.

The answer is just stating information about the

volume.

As the mass of substance X increases, its

volume remains constant.

Science Process Skills

- Stating Relationships

• Question not read carefully

• Vague answers

• Lack of scientific understanding

• Incomplete answers which require further

elaboration

• Irrelevant answers

Common concerns observed:

• Read the questions carefully

• Identify and highlight key points in the question

(E.g. experiment conducted in a dark room?

Water at room temperature?)

• Study the graph / chart / diagram / table

carefully, and pick out the relevant information

• Link the question back to Science topic or

concept

• Give specific answers

Your child needs to:

Science Sharing

Any Question?

Email us at:

[email protected] (HOD Science)

or

[email protected] (LH Science)

THANK YOU

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