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Overview of Curriculum Design in St Nicks
Primary 1 to 4
(A) MOE subject curriculum• Foundation building from P1 to P4
• Spiral approach, connected topics
(B) School-based curriculum • Development of thinking skills, introduction to
answering techniques
• Targeted component-based teaching, to
scaffold learning for areas of concerns
Laying a strong foundation
Overview of Curriculum Design in St Nicks
Primary 5 to 6
(A) MOE subject curriculum• Fewer new topics, more interconnections between
concepts taught
(B) School-based curriculum • More application of thinking skills, mastery of
answering techniques
• In-depth component-based teaching
Consolidation of Learning
Deepening of Concepts and Thinking Skills
Overview of Curriculum Design in St Nicks
Example: Math No addition and subtraction topics in P4, but it is subsumedInto the “4 operations” topic This means by P4, word problems are no longer just involving addition and/or subtraction.
Overview of Curriculum Design in St Nicks
Example: Math
At P4, pupils need to be able to make the correct decision which operations (+/-/x/÷) to use to solve the 3-step word problem (critical thinking skills involved)
Overview of Curriculum Design in St Nicks
Example: Math Primary 1 Primary 2 Primary 3 Primary 4
•Numbers to 100•Addition & Subtraction •Multiplication & Division•Money • Length •Time •2D Shapes •Picture Graphs
•Numbers to 1000 •Addition & Subtraction •Multiplication & Division • Fraction of a Whole •Addition and Subtraction
of Fractions•Money • Length, Mass & Volume •Time •2D Shapes •3D Shapes •Picture Graphs with Scales
•Numbers to 10 000•Addition & Subtraction •Multiplication & Division •Equivalent fractions •Addition & subtraction of
Fractions •Money • Length, Mass & Volume•Time •Area & Perimeter •Angles •Perpendicular & Parallel
Lines •Bar Graphs
•Numbers to 100 000 • Factors & Multiples • Four Operations •Mixed Numbers &
Improper Fractions • Fraction of a Set of Objects•Addition & Subtraction of
Fractions•Decimals up to 3 decimal
places •Addition & Subtraction of
Decimals•Multiplication & Division
of Decimals•Time•Area & Perimeter •Angles •Rectangle & Square • Line Symmetry •Tables & Line Graphs
Critical foundation building at P3 & P4
Highlighted in red are the new topics introduced from P2 to P4. It is very important at P3 & P4 that pupils build a strong foundation for these new topics so that they can do well for their P5 & P6 Math
Overview of Curriculum Design in St Nicks
Example: Science
(A) Formal curriculum at P3
Challenges:
• Pupils come to Science class with their own
ideas (preconceptions)
• They are still new to the language of science
and scientific process skills
• They are still building competencies in
gathering information, understanding what a
question requires and formulating an answer
Overview of Curriculum Design in St Nicks
Example: Science
(B) Academic expectations at P3 & P4
• Understand basic concepts
• Apply concepts in different contexts
• Demonstrate understanding by using own
words
• Communicate some levels of clarity
Overview of Curriculum Design in St Nicks
Example: Science (C) Syllabus design- Lower Block (P3&4) + Upper Block (P5&6)
Term 1 Term 2 Term 3 Term 4
P3 Diversity
• Living and
Non-living
things
• Living things -
Animals &
Plants
Diversity
• Living things -
Fungi &
Bacteria
• Materials
Interactions
• Magnets
• Systems
• Human
Digestive
System
• Plant parts &
functions
P4 Cycles
• Life Cycles of
Plants &
Animals
• Matters
Energy
• Light
Energy
• Heat &
Temperature
Energy
• Heat &
Temperature
Overview of Curriculum Design in St Nicks
Example: Science (D) Inquiry Based Learning – 5E Approach
ENGAGE - create interest, reveal pre-existing ideas and beliefs (preconceptions)
EXPLORE - explore questions and test student ideas
EXPLAIN - compare ideas, construct explanations and justify them in terms of observations and data
ELABORATE - apply concepts and explanations in new contexts
EVALUATE - evidence of changes in student’s ideas, beliefs and skills
1
2
3
4
5
1. Stretch and Support Programmes catering
to different learning pace of pupils
• Differentiated Processes of Learning
• School-based lesson packages to build
strengths and scaffold areas of concerns
• Smaller class sizes for some, more targeted
intervention replacing weekly remedial
P3&4 CURRICULUM SUPPORT
2. Skills-based Supplementary Programme (P4-6)
• Need for more focus on Maths and Science related learning skills
• P4 English Literature
• Pupils are taught multiple ways of learning, e.g. through research, hands-on exploration, fieldwork, experiments, group discussions and varied ICT tools
P3&4 CURRICULUM SUPPORT
Critical Thinking and Problem-Solving Skills
Critical and Creative Thinking Skills
P4 Supplementary Programme • Term 2 and 4 – 8 sessions, Monday, 2.30 – 4.15pm
2017 After School Programme Schedule – School Website (PDF)
P4 Subject-Based Banding
Background:
MOE policy that was implemented in all Primary Schools from the 2008 P5 cohort of pupils onwards
To recognise the different abilities of pupilsPupils are allowed to take subjects at either standard or foundation level, depending on their aptitudes and abilities in these subjects
P4 SUBJECT-BASED BANDING (SBB)
How does Subject-Based Banding Work?
14
Pupil takes subject combination chosen by parents
Student sits for school-based examinationsBased on student’s results, school recommends a subject combination.Parents fill up option form indicating preferred combination.
[At P4]
[At P5]
End of P5 – SBB is School’s decision
School-Based Selection Criteria
Pupil’s overall combined marks at the end of P4 for each PSLE subject – English, Chinese, Math and Science
Recommendations by Form Teacher and Subject Teachers based on past years’ results, daily class performance and learning attitude of Pupil
15
Subject Combinations Offered
16
Recommended End of Primary 4 End of Primary 5
4 Standard+ 1 HCL
• Overall Results 70%• Chinese 75%
• Pass EL, CL, MA and SC• Chinese 65%• Higher Chinese 55%
4 Standard• Pass 3 or 4 subjects at
P4• Pass at least 1 subject at
P5
3 Standard+
1 Foundation(FMA/FCL)
• Pass 2 subjects or less at P4
• Below 30 marks for Math/ Chinese Overall results
• Pupils who are offered 3S1F or 2S2F in P4
Important Dates for P4 SBBTerm 4 Week 10
Earlier Release of P4 End of Year Results• Monday 13 Nov 2017• Issue of Report Book• Issue of P4 Option Forms
Consultation Period with IP HODs, FTs and Subject Teachers - 13 to 16 Nov 2016
Final Confirmation• Friday 17 Nov 2016• Submission of P4 Option Forms by Parents (No
changes will be allowed after this date)
Pupils will be informed of their P5 (2018) Class Allocation via
School Website by end November.
1. HCL in St Nicks (Mission of SAP School)
Promote love for CL and increase
pupils’ CL proficiency
More pupils will pursue HCL at higher
levels of education
2. At P5 and P6, pupils offer either
• Higher Chinese (高华)+ Chinese (普华)curriculum
• Chinese curriculum
HIGHER CHINESE LANGUAGE (HCL)
3. Additional curriculum time for HCL pupils:
Every Monday 2.30 – 4.15 pm
HCL curriculum content more than CL
No clash with other after-school
programmes
HIGHER CHINESE LANGUAGE (HCL)
Pupils who seek exemption from taking Chinese in
Primary School and obtain approval, will not be eligible
to apply for SNGS (Sec) through affiliation – SAP School
PSLE Higher Chinese
1. Weighted assessments - Only SA1 and SA2 Examinations
2. Weightings, Exam Formats and Exam Dates
P1 to P6 Assessment Information
Pupil Calendar
Test scopes will be given nearer to exams
3. Formative assessments – topical reviews, revision worksheets and past-year practice papers
P3&4 Assessments
Download from School Website
WORKSHOPS FOR PARENTS
1 April
(Sat)
P3&4 English (8-10am)
- Answering Techniques for Open-
Ended Comprehension Questions
P3&4 Science (10.30am-12.30pm)
- Introduce Pri Science Curriculum
- Answering Techniques for Open-
Ended Questions
Introduction to CCA
1. Platform to discover interests and talents which can fuel a life-long love for a particular activity, leading to a balanced lifein adulthood.
2. Progressive development of CCA-specific knowledge, skills, values and attitudes
Learning Outcomes of CCA
Passion for Learning
Leadership and teamwork
Friendship and belonging
Spirit of service to the community
CCA-related knowledge, skills and values
Positive values such resilience, fair play, respect for others
CCA Leadership Development
P5 Exco Members
P6 Exco Members
CCA Members
Vice-Captain/ Vice-President
Captain/ President
CCA Attendance and Commitment
1. At least 80% attendance for the whole year e.g. 8 out of 10 times (requirement for Eagles and Good Service awards for CCA)
2. MC or letter of excuse if pupil is unable to attend any session
3. Sustained Participation – No CCA Hopping
• help her prioritize school work and
submit on time
• Understand and support school’s
learning approaches and programmes
• Monitor your child’s attendance
• Partner closely with teachers
• Praise efforts and good learning attitudes,
instead of grades
HOW CAN I SUPPORT MY CHILD?
EVERY ST NICKS STUDENT – FUTURE READY
We need to move from the position of STRENGTH…
NOT from the position of DESPERATION!
We need to help our pupils to…
Make informed choices
in their education & career
Enjoy learning to build their foundation for
lifelong learning (e.g. identifying strengths and interest through holistic
curriculum)
Value skills and mastery
rather than focus solely on grades
Acquire deep skills to thrive in a constantly changing environment
EVERY ST NICKS PUPIL – FUTURE READY
2 Areas of Focus:
- Deepening 21st
Century
Learning Skills in our St Nicks
Curriculum and Co-Curriculum
- More Engaging and
Empowering Learning
Experiences through ICT
Quality Learning through ICT @ St Nicks1. Communication and
Information Skills2. Collaborative Skills
1. Critical and Inventive Thinking2. Collaborative Skills
English Chinese Math Science
Blended Learning, Flipped Classroom, Online Collaboration
Tools:● Moo-O● Social Learning
Wall● Vocaroo● Google tools● P4 Project
Work
Tools:● Hansvision● Google
Applications● eTutor (online
assessment, eMagazine, eReading)
● 10C Project● Vocaroo
Tools:● Math Applets● Padlet● Photo Sharing
tools● Google Doc and
Spreadsheet● Social Learning
Wall● Todaysmeet
Tools:● Google Sites● Science Applets
(Sunflower)● Data-loggers
Pupils’ IT & CyberWellness Training Workshops
P3 and P4 IT Training
P4
Linked with ScienceLesson 1: Create and edit video clips with Windows Movie MakerLesson 2: Create and use Google Docs to collaborate with others online and
co-create new knowledge. Lesson 3: Use Google Slides to collaborate with others to co-create new
knowledge.Lesson 4: Know Copyright rules on digital resources and how to avoid
infringement of Copyrights online;Learn self-management strategies to ensure responsible use of online computer time.
P3
Linked with EnglishLesson 1: Learn MC-Online Apps for Online Discussions (Social Learning Wall,
Blogs, Forums & Online Tools) Lesson 2: Learn to use ‘Vocaroo’ app to enhance Oral and CommunicationLesson 3: How to create powerpoint presentations using Google SlidesLesson 4: Cyber safety - Identify inappropriate online content and refrain from
spreading them; How to avoid succumbing to online scams
EVERY ST NICKS PUPIL – FUTURE READY
Parents’ Role as Partners of School:
• Consistent messaging as school on holistic education to your child
• Be supportive of school’s curriculum directions
• Give constructive feedback and suggestions
New ICT Initiatives for Parents:
• St Nicks Parents’ ICT Google Site (launch in Feb)
- Learning modules, step-by-step guides to the ICT
tools pupils use in school
• Class Dojo (launch in Feb)
- Teachers share class moments through photos,
videos and announcements with parents
- Sign-Up details will be given by the Form Teacher
- School’s Stand to Parents
EVERY ST NICKS PUPIL – FUTURE READY