Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
BRIEFING FOR PARENTS: GE-Enriched P6 Chinese Language
Curriculum Outline 2019
1
The GEP Enrichment Model
CONTENT• Greater depth and breadth (e.g.
Understanding of essential language concepts; Incorporate culture knowledge)
PROCESS• Higher level thinking skills• Inductive learning• Research & independent study
PRODUCT• Alternative Assessments• Authentic tasks
LEARNING ENVIRONMENT• Learner-centred
Mainstream Core
Syllabus
2
CL/HCL Enriched Curriculum
The enriched CL/HCL curriculum is differentiated in the following areas:
Essential language concepts
Inter-disciplinary units
Cultural knowledge
Thinking skills
3
P6 CL Assessments
Pupils taking CL subject
take School-based CL weighted assessments
Follow GE assessment weightings and grading scheme
Unweighted Assessments
Other unweighted assessment (e.g. Assessment for learning,
Assessment as learning) will be incorporated in the GE CL
curriculum and will be conducted during curriculum time –
oral task, writing task
4
P6 HCL Assessments
Pupils taking HCL subject
take school-based CL & HCL weighted assessments
follow GE assessment weightings and grading scheme
Unweighted Assessments
Other unweighted assessment (e.g. Assessment for learning,
Assessment as learning) will be incorporated in the GE HCL
curriculum and will be conducted during curriculum time –
oral task, writing task
5
http://xuele.moe.edu.sg/xuele/slot/u107/index.html
Chinese Resources –学乐网
6
BRIEFING FOR PARENTS: GEP P6 English LanguageCurriculum Outline 2019
7
The GEP Enrichment ModelCONTENT
• Greater depth and breadth (e.g. narrative point of view)
• Advanced topics (e.g. biography writing)
PROCESS• Higher level thinking skills• Inductive learning• Research & independent study
PRODUCT• Creative expression• Real problems
LEARNING ENVIRONMENT• Learner-centred• Learning centres• Out-of-school learning experiences
(e.g Creative Writing Programme)
Mainstream Core
Syllabus
8
The Enriched GEP EL Curriculum
The enriched EL curriculum is differentiated in the following areas:
a) Study of a novel
b) Concept units
c) Extensive Reading Programme (ERP)
d) Reading and Writing
e) Oral Communication
9
Overview of P6 EL Enrichment
Units Term 1 Term 2 Term 3 Term 4
Concept Unit
BiographyShort
Stories
PSLE
Literature-oriented
unit
Friedrich, a novel by
Hans Richter
Text TypesFactual
Recounts Persuasive Texts
NarrativeTexts
10
Extensive Reading Programme (ERP)
• 3-year reading programme
• To encourage pupils to read self-selected books and work on reading tasks
• 1 ERP assignment (Semester 1) to help pupils respond to book read
11
Concept Units
• Pupils will focus on Biographies Short Stories
• Pupils will learn to appreciate how Purpose, Audience and Context determine Language Use.
• Pupils will understand and critically analyse the elements of the text types.
• Pupils will apply these elements to their writing.
12
Literature-Oriented Unit (Study of a Novel)
Pupils will learn to
• interpret and respond to a rich text with the help of structured questions and activities;
• analyse the plot, themes and characterization;
• make connections between self as reader and the text;
• make connections between text and the real world.
13
Overview of P6 GEP EL Assessment
14
Term 1 Term 2 Term 3 Term 4
Weighted Assessment (WA)
Preliminary Exam(60%)
PSLE
WA 1Biography
Writing (10%)
WA 2Persuasive Speech
(5%)
Semestral
Assessment (SA)
SA aka MYE (25%)
P6 GEP EL Semestral Assessment (SA)
Paper Components Date
Paper 1 Writing
9 May 2019
Paper 2 Language Use and Comprehension
9 May 2019
Paper 3 Listening Comprehension 15 May 2019
Paper 4 Oral Communication 23 & 24 Apr 2019
15
P6 GEP EL SAPaper 1 (Writing - 55m)
Components:
(A) Continuous Writing (40m)e.g. Narratives, recount
(B) Situational Writing (15m)e.g. messages, emails, postcards
16
P6 GEP EL (SA) Paper 2 (Language Use & Comprehension - 95m)
Components: (A) Grammar (20m)
(B) Vocabulary (10m)
(C) Synthesis & Transformation (10m)
(D) Spelling & Grammar (12m)
(E) Cloze (15m)
(F) Visual Text Comprehension (8m)
(G) Open-ended Comprehension (20m)
17
P6 GEP EL (SA) Paper 3 (Listening Comprehension - 20m)
Components:
•Questions on oral & visual texts • e.g. dialogues, announcements, reports,
maps, posters etc.
18
P6 GEP EL (SA) Paper 4 (Oral Communication- 30m)
Components:
a) Reading aloud (10m)
b) Stimulus-based conversation (20m)
19
BRIEFING FOR PARENTS: GEP P6 Mathematics
Curriculum Outline 2019
20
The Enriched GEP Math Curriculum
The enriched Math curriculum is differentiated in terms of:
a) Level of complexity and connectivity
b) Depth of concepts
c) Pacing
d) Mathematical communication
21
How can your children optimise their learning in mathematics?
• Revise math concepts regularly and reflect on the connections among the concepts;
• Avoid reliance on calculators and acquire good time management skills;
• Cultivate good habits such as striving for accuracy, diligently taking down notes during lessons and filing worksheets neatly;
• Be confident in using mathematics to solve problem, to communicate ideas and to reason;
• Persevere in Mathematical tasks;
• Engage actively in asking questions and offering solutions;
• Be open in exploring new ideas and trying alternative methods in solving problems;
• Do not be afraid to make mistakes, but learn from mistakes.
“The most valuable thing you can make is a mistake –you can’t learn from being perfect.”
Adam Osborne
22
P6 GEP Mathematics Assessment
Term Date Assessment Marks/Duration Weighting
Term 17 Jan to 15 Mar 2019
Alternative Assessment (WA) 20 marks 5%
Term 2
9 Apr 2019
Common Test Part 1 (WA)[No calculators allowed]
22 marks / 35 min
10%Common Test Part 2 (WA)[Calculators allowed]
28 marks / 50 min
14 May 2019
Mid-Year Exam Paper 1[No calculators allowed]
45 marks / 1 h
25%Mid-Year Exam Paper 2[Calculators allowed]
55 marks / 1 h 30 min
Term 3Date to be announced
Preliminary Exam Paper 1[No calculators allowed]
45 marks / 1 h
60%Preliminary Exam Paper 2[Calculators allowed]
55 marks / 1 h 30 min
Total 100%23
BRIEFING FOR PARENTS: GEP P6 Science
Curriculum Outline 2019
24
P6 GEP Science
Term 1 Term 2
Unit taught
* SC process skills is taught from T1 – T4
1. Forces2. Energy conversion
1. Ecology (Interactionsof Organisms)
2. Adaptation3. Man and
Environment
Content Assessed
Units taught in Term 1Selected P4 and P5 content
P4 – P6 content except “Man and Environment”
*Refer to Scheme of Work given by Science Teachers for details
25
Term 1 Term 2 Term 3
Date 6 Mar 15 May To be advised
Assessment Common Test Mid-Year Examination
PreliminaryExam
Max Mark 60 100 100
Weighting 10% 30% 60%
*Refer to Scheme of Work given by Science Teachers for details
26
P6 GEP Science
GEP Science curriculum
Environment
Product
Process
Content
• Learning centre / Learning journey
• Grouping (interest and readiness)
• Model / Poster
• Presentation
• Question or Problem driven
• Inquiry-based• Concept-based
• Connections to real-world applications/phenomena and other subjects through enriched “Process“
27
Science Teaching Resources
• GEP Worksheets
• Notes/powerpoint slides/extra-reading materials (hardcopy/SLS)
• Vitamindz Science – Newton series
• Past-years GEP test/exam papers
• Past-years PSLE questions
Administrative Guidelines
• Topical file • worksheets & notes
• feedback
• Parent’s signature on files
• Completed topical files will be transferred to the green ring file after file check
• Green ring file will be returned to pupils for revision before test/examination
How can your children optimise their learning in Science?
• Revise Science concepts regularly and reflect on the connections among the concepts;
• Diligently taking down notes during lessons and completing corrections with understanding:
• Always analyse the questions carefully to avoid unnecessary careless mistakes;
• When explaining an observation, use Science concept(s) and evidence to support their argument;
• Play a more active role in their own learning and seek help when in doubts.
Self-reflection on learning (sample tool)Where am I going? Where am I now? How do I close the gap?
Content/Skill What I need to Do Evidence of What I did
Scientific conceptsand related content
Terms I should use and understand …
What I need to be sure to observe and pay attention to …
“Big idea” that might help me connect my learning to what I know or want to learn more about …
*Feedback from activities within units, not just tests ,will guide pupils in developing understanding and skills.
31
Tips for Parents
How you can support them?
– Show care & concern for their physical and social emotional health
– Encourage good work habits (reminders may be needed for some to complete work on time & to revise their P3 to P5 work)
– Guide them in time management & organisationalskills
– Encourage them to clarify doubts & to ask questions
BRIEFING FOR PARENTS: GEP P6 Social Studies
Curriculum Outline 2019
33
Social Studies in the GEP
• Social Studies (SS) is non-examinable (similar to mainstream)
• However, it is an enriched subject, taught by GEP teachers
• Many GEP pupils find SS to be stimulating and interesting
34
How pupils have benefitted from SS
• Through SS, pupils have gained a better understanding of important issues, and developed a keen interest in current affairs, keeping abreast of local, regional and global developments
• We hope that pupils will enjoy the learning, and that parents will encourage pupils to see the importance of the subject
35
An enriched curriculum• SS is based on the mainstream syllabus, but
differentiated for GEP pupils
• Pupils will learn about Southeast Asia, allowing them to find out more about the region we live in.
• Pupils will also embark on learning journeys to places relevant to the curriculum
36
An enriched curriculum• Pupils will be exposed to concepts such as Causes and
Consequences, and Change and Continuity. They will also appreciate the importance of Diversity and Inter-dependence.
• Pupils will also have opportunities to develop critical thinking and exercise creativity. They will learn to make inferences, compare and contrast evidence, and develop well-reasoned explanations.
• SS will require pupils to consider varying points of view, thus learning to respect perspectives different from their own, and developing important values such as empathy.
37
Assessment
• There will be graded tasks as well as quizzes, spread throughout the year to find out how well pupils have acquired the knowledge and skills, and to identify learning gaps
• Graded tasks allow pupils to demonstrate their understanding in a variety of forms, carried out individually, in pairs or in groups. Examples of graded tasks include map-work, creative assignments and skits.
• At the end of the year, pupils will be awarded A, B, C, or Ungraded.
38
How to support your child
39
Parental Involvement
Help your child to acquire(A) time management skills(B) organisational skills(C) social skills
These need to be stressed and practised at home, to reinforce instruction in school.
40
(A) Time management skills -to develop self-discipline
Pupils could:
• list deadlines for work to be completed
• plan their schedule on a daily/weekly basis
• break each task down into bite size
41
Example: Biography AssignmentDeadline: End of Term 1 2019
Timeline
Date Task Completed
Term 1 Week 4 Plan and carry out research for Biography Writing Assignment
Term 1 Week 5 Prepare the first draft of the BiographyWriting Assignment
By end of Week 5(8 Feb)
Submit the first draft
Term 1 Week 7 Based on feedback given on the first draft, make revisions
By 15 March 2019 Complete and submit the final Biography assignment 42
(B) Organisational Skills -to develop self-regulation & encourage
ownership of work
• No textbook or workbook, except for (Higher) Chinese
• Printed worksheets e.g. Grammar, Vocabulary, Reading for EL etc
• Pupils are required to file their worksheets regularly (good work habit, for review)
43
(C) Social Skills –to develop collaborative skills
• Emphasise the following in team work:• communication skills• conflict management• shared responsibility
• Pupil to consult teacher and ask for help when needed
44
Parental Involvement
• Assignment products should reflect the child’s own effort.
• Trust that the work will be assessed according to their developmental age and readiness level.
• Honour effort and celebrate the learning process, rather than focus solely on results.
45
Plagiarism
• Pupils will learn to search for information as part of their work.
• We aim to emphasise integrity and authenticity.
• Encourage your child to do the following(1) avoid cut-and-paste work(2) express ideas using their own words(3) acknowledge the source(s)
• Teachers will penalise work that is plagiarized.
46
Support for pupils
• GEP pupils have different needs in different areas.
• Teachers will identify specific areas of need and provide necessary support and guidance for your child accordingly.
47