C U R R I C U L U M B R I E F I N G 2 0 1 7

2 1 J A N 2 0 1 7

OVERVIEW • Introduction

• Attendance

• Attire

• Assignment & Revision

• Administrative Matters

• School Programmes

• Overview of Assessment

• Communicating Student’s

Progress

• English Matters

• Mathematics Matters

• Additional Support

• How Parents Can Help

• Safety and Security

• Communication Platforms

• Partnership with Parents

• Feedback

ATTENDANCE • Punctuality and Silent Reading

– Mon/ Tues/ Thurs/ Fri: before 12.30 p.m.

– Wed: before 2.00 p.m.

• Recess : 3.30 pm to 4 pm

• Snack Break: 5.30 pm – 5.35 pm

• Absence from School

– Medical Certificate (accepted for assessments)

– Parent’s letter or email

ATTIRE

• School Attire

– PE T-shirt and shorts; shirt tucked into shorts

– Name Tags

– Black school shoes

• General Appearance

– Boys: neat short hair

– Girls: dark green and black hair accessories

(Please refer to Kidz Organiser page 9)

Samples of unacceptable haircuts

ASSIGNMENT & REVISION

• Daily Revision (30 min to 1 hour per subject)

• Submit Promptly

• Neat and legible handwriting

• Corrections

ADMINISTRATIVE MATTERS

• Collection of Forms & Payment

• Submission of reply slips by the given date

• Cash/Cheque Payment

– Seal money/cheque in an envelope

– Label neatly on an envelope:

• Name, register no., class, amount and purpose

SCHOOL PROGRAMMES & EVENT • Form Teacher Guidance Period (FTGP) & School-based Value Inculcation

Programme (Connecto) on Mondays

• 1-to-1 Teacher-Student-Relationship Session during Conecto

• Programme for Active Learning (PAL) (For P1-P2)

- Authentic platforms for the learning of social emotional competencies

- 4 modules a year (Visual Arts, Performing Arts, Outdoor Education and

Sports & Games. )

• Wednesday Pre-Assembly Programme

- Talks on social-emotional skills by our school counsellors

- Termly games & activities conducted by PSG

• Lower Primary E-Learning Day

– Tentatively on the day of PSLE LC (15 Sep, Friday)

OVERVIEW OF ASSESSMENT 2017 Formative Assessment Summative Assessment

Assessment for Learning:

- to support classroom learning and

teaching and improve student’s

learning

- takes place most of the time in the

classroom

Assessment of Learning:

- to measure student’s academic

achievement

- carried out at the end of a unit,

semester or year

Example:

- EL First 50 Sight Words, Group Writing ,

Listening Comprehension & Spelling

- Math Performance Tasks, Journal,

Mental Sums & Factual fluency

- Holistic Portfolio

Example:

- EL Mini Language Test, Integrated Oral

Assessment & Individual Writing

- Math Mini Tests

COMMUNICATING STUDENT PROGRESS

Term 1 Term 2 Term 3 Term 4

Curriculum

Briefing

Parent-Child-

Teacher

Conference

Holistic

Portfolio

Report Book

Holistic

Portfolio

Holistic

Portfolio

Holistic

Portfolio

Language Learning

Area

STELLAR School-based curriculum

Reading and

Viewing

• Shared Book Approach (SBA)

• Sustained Silent Reading (SSR)

Explicit teaching of reading

comprehension skills

Guided Reading

Self-Selected Reading (includes

school library programne)

Writing and

Representing

• Penmanship

• Spelling (in context)

• Modified Language Experience

Approach (MLEA)

• Text-Type Writing

• Process Writing (Narrative)

• Text-Type Writing

• Personal Journal

• Reading & Writing Journal (RWJ)

Speaking and

representing

• Speech & Drama • Show & Tell

• Stimulus-based conversation

Listening and

Viewing

• Recognition of sounds and words in context through phonics instruction

• Embedded in all key strategies

GRAMMAR Whole-Part-Whole Approach

• Explicit teaching of grammar in meaningful context using Big Books

VOCABULARY Text-Based Approach

• Big Books

Working with Words

• Visual Vocabulary

• Spelling (in context)

• My Word Bank Book

• Text-Based Approach (children’s

literature)

ENGLISH

PROGRAMME

PRIMARY 2

SHARED BOOK APPROACH The teacher introduces and shares a Big Book with the

children.

The teacher then explicitly teaches word identification and

reading skills, vocabulary, grammar, language structures and

the concepts of print.

SCHOOL-BASED CURRICULUM

READING COMPREHENSION SKILLS

To make inferences or intelligent guesses about the

ideas in children’s literature using relevant contextual

clues in reading comprehension

Title : Shock Monday

Written by : Gillian Bradshaw

TANJONG KATONG PRIMARY SCHOOL

READING COMPREHENSION: INFERRING

PRIMARY 2

Name: ______________________ Class: ___________________________

Day: ________________________ Date: ___________________________

Try this!

Did Tom feel tired after walking for some time?

How do you know?

Read the text below and answer the questions.

Somehow my bag felt lighter. Suddenly we were at the school crossing.

Answer: Tom _____________________________________________.

Explanation: ______________________________________________

_______________________________________________________

_______________________________________________________

Let’s do together!

Read the text below and answer the questions.

Miriam’s pockets bulged with seed pods she’d collected. She looked like a bee with full pollen sacs. Circle the correct answer:

Miriam collected ( a few / many ) seed pods.

Explanation: ______________________________________________

_______________________________________________________

_______________________________________________________

MODIFIED LANGUAGE EXPERIENCE APPROACH

Modified Language

Experience Approach,

commonly known as MLEA

simply means having a shared

experience and talking and

writing about it.

The purpose of this shared

experience is to provide

the context and content for

students to think, talk and write

about.

PETZ DAY

A Trip to the Zoo

LEARNING CENTRES The language skills learnt in both SBA and MLEA are reinforced in Learning Centres. In Learning Centres, activities are planned and differentiated for the children in three main learning centres – the Reading Centre, the Word Study Centre and the Listening Centre.

Listening Centre

EL-MEDIUM LEARNING JOURNEY

English: Singapore Zoo ( in Term 2)

Social Studies: Orchid Garden (in Term 3)

ENGLISH ASSESSMENTS (PRIMARY 2] Term 1 Term 2 Term 3 Term 4

Assessment Structure for English Formative Formative and Summative Formative and

Summative

Summative

First 50 Sight Words

(P2 Fry Word List) MLEA Group Writing (Trip to

Singapore Zoo)

Listening Comprehension & Spelling Paper 1: Individual Writing (10%)

Picture Matching & Sound

Discrimination Reading Aloud & Stimulus-based

Conversation

Show & Tell (5%) Paper 2: Language Use (30%)

Mini Language Test

a. Vocabulary

b. Grammar

c. Comprehension

Picture Matching & Sound

Discrimination (5%)

Paper 4: Oral

a. Reading Aloud

b. Stimulus-Based Conversation

(15%)

Paper 3: Listening Comprehension &

Spelling (10%)

Show & Tell MLEA Individual Writing

First 50 Sight Words

(P2 Fry Word List)

(5%)

Mini Language Test

a. Vocabulary

b. Grammar

c. Comprehension

Mini Language Test

a. Vocabulary

b. Grammar

c. Comprehension

(20%)

(0%) (30%) (20%) (50%)

Total: 100%

SOME TIPS FOR PARENTS

Encourage your child to read books and other materials related to

his/her interests or hobbies.

Have your child read game instructions, recipe directions, comic books,

catalogues, toy advertisements and children’s magazines.

Make sure he/she is reading at his/her level – something too difficult

frustrates the child whereas something too easy does not challenge

him/her.

Set aside time for your child to read every day – at least 20

minutes/day.

Encourage your child to talk about the book that he/she has just read.

USEFUL WEBSITES

http://dictionary.cambridge.org/dictionary/english/

http://www.oxforddictionaries.com/

http://www.bbc.co.uk/worldservice/learningenglish/

http://www.ttms.org

- Steve Peha’s Writing Strategies

http://www.stellarliteracy.sg

http://www.moe.gov.sg/education/syllabuses/languages-and-

literature/files/english-primary-secondary-express-normal-

academic.pdf

PRIMARY MATHEMATICS SYLLABUS

Foundation Stage:

Primary 1 to Primary 4

• Content is common to all pupils

Orientation Stage (Subject-based Banding):

1) Primary 5 & 6 Standard Mathematics

2) Primary 5 & 6 Foundation Mathematics

• Content of the Foundation Mathematics

is a subset of the Standard Mathematics

• Foundation syllabus also repeats some

of the key topics covered in P1 to P4

MATHEMATICS INSTRUCTIONAL PROGRAMME • A rigorous instructional programme equips

the students with a strong foundation in concepts,

skills, thinking process and metacognition.

• Hands-on and experiential learning

help students appreciate the importance of

mathematics to solve problems in their daily life

and the real world.

• A balanced assessment system gathers

information about students’ learning process so

that feedback can be given to the students to help

them to improve and teaching approaches can be

reviewed and enhanced.

MATHEMATICS PROGRAMMES FOR P2 • Math Games Day for P2

- Pupils will be able to make use of the math skills they have learnt to

solve problems in Math games

- Interactive and collaborative learning

P2 MATHEMATICS ASSESSMENTS

Term 1 Term 2 Term 3 Term 4

Mini Test Mini Test 1

(30%)

Mini Test 2

(30%) SA2 Examinations

(40%)

Performance

Task 1

Performance

Task 2

ADDITIONAL SUPPORT

• Mathematics

– Math Buddy: Monday, Tuesday & Thursday:12 pm to 12.30 pm

– Learning Support for Math: daily, 9 periods per week

• English

- Learning Support Programme: daily, 5 periods per week

HOW PARENTS CAN HELP • Routine to Reinforce Acceptable Work Attitude

– Completion of homework daily

– Learning from corrections

– Child to take PR2IDE in his or her work

• Persevere in difficult work

• Respect the teacher’s assignments

• Take personal responsibility in completing and filing work

• Integrity in work (try yourself first, no copying from friends)

• Discipline in daily work

• Empathy with friends: help each other when in need

HOW PARENTS CAN HELP • Organizational Skills

– Pack School Bag according to class timetable

– Daily Homework File for Worksheets and Letters

– Importance of filing

• Close Monitoring of work

– Parents to sign and acknowledge letters assignments,

assessments, reply slips, etc.

• Label all belongings

• Return assignments within 2 days

SAFETY AND SECURITY

• Driving to School

– Don’t park at zig zag line

– Don’t block driveway of residents

– Drop off quickly

– Slow down at gate and drop-off point

OTHER MATTERS

• School Website http://tanjongkatongpri.moe.edu.sg/home

• AsknLearn Parent’s Portal

https://lms.asknlearn.com/LMS/Login_main.aspx

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Parent Support Group Email to tkpspsg@gmail.com

Get Involved!

We value your partnership! Reading Programme for EL & CL

Learning Support for Math

Education & Career Guidance

Environmental Programme

Heritage Programme

Art Outreach

ICT Lab Lesson

Cyberwellness Week

Kindness Movement Week

Total Defence Day

International Friendship Day

Racial Harmony Day

Festive Celebrations

Lower Primary Games Day