P1 PARENT-TEACHER MEETING PTM Slides_ website.pdf · Obser-vable Out-comes •I will greet my friends, teachers and school staff •I will take turns during group work, playtime and

Introduction of Staff

P1 PARENT-TEACHER MEETING

26 January 2018

6.30 p.m. – 7.30 p.m.

Vision: Global Learners, Discerning Citizens Mission: Nurturing Hearts and Minds

All Jieminites will be able to: • interact politely and effectively in a variety of situations using good social skills

• offer support and assist their peers whenever the need arises.

Primary 1: Every Jieminite is respectful and motivated. SE Competencies focus: Self-management, Relationship management, Self-awareness

Social Skills

1. Being prepared for class

2. Completing class work/homework well

3. Asking for help

Peer Support

Peer Bonding: Foster bonds and a sense of

belonging within the class

Help-seeking: Identify social support (people

they can go to for help in school and at

home), Learn the 3 steps for seeking help

FTGP SEL Lessons

Making new friends, Knowing my likes and

dislikes, I love myself, Introduction to feelings

Sad/Happy Times, Managing

Sadness/Excitement, Stop! Think! Do!, Being a

good listener, Taking Turns, Showing love to my

family


Obser-vable Out-comes

• I will greet my friends, teachers and school staff • I will take turns during group work, playtime and

when queuing up to buy food. • I will seek permission to go to the toilet/ water

cooler and dustbin. • I will organise my schoolbag, books and

stationery on my own. • I will try my best in all subjects. • I will come to school every day and enjoy

learning.


Applied Learning Programme

Vision Pupils to become confident, creative

and critical thinkers who can communicate and disseminate their thoughts and ideas through different

modes of journalism.

JiM (Journalist-in-Making)

Learning Outcomes

Block 1 (P1 and P2)

Pupils to be able to speak and present their thoughts confidently in front of an audience.

Block 2 (P3 to P6)

Pupils to not only speak and articulate their thoughts well but also be able to think critically and respond to different situations with confidence.

P1

• Presentation skills

• Writing skills

• Comprehension skills

P2

P3

Infused in the curriculum such as the reading programme

JiM Journalist-in Making

• Choral Reading Sessions during curriculum

(Term 2, Weeks 1 and 2)

ALP for Primary 1

P1 CURRICULUM MATTERS

English Curriculum

STELLAR: Strategies for English Language Learning and Reading

A new English Language Curriculum for Primary Schools in Singapore

Children who

• Love reading and

• Have a strong foundation in the English Language

The STELLAR Vision

1.Shared Reading Experiences

Children read storybook with the teacher and engage

in oral discussions with teacher and peers.

2. Shared Writing Experiences

The teacher models writing using children’s

language. Children engage in writing together and

in writing independently.

Books

• open up the world for children

• help children to think and wonder

• increase children’s vocabulary and knowledge about the world around them

• provide good examples for reading and writing

Why Books?

• Role models – read and write notes and messages in front of your child.

• Understanding – English language learning requires frequent exposure to listening, speaking, reading and writing opportunities and activities rather than use of worksheets alone.

STELLAR Needs Parents’ Support

2018 P1 Assessment Plan for English (Aligned with 2015 syllabus) Components Term 1 Term 2 Term 3 Term 4

Listening (15%) - Sound Discrimination &

Specific Information

- Picture Association

- Spelling

Listening (5%)

- Sound Discrimination &



Listening & Spelling (10%)




- Spelling




- Spelling

Reading (5%) Reading Aloud

Oral (5%)

Show and Tell

Reading Aloud

Stimulus-Based Conversation

Oral (10%)

Reading Aloud


Speaking (10%) PRACTICE

Show and Tell

Writing (15%) PRACTICE

- *MLEA 1

- MLEA 2

- MLEA 3

Guided Writing

*Modified Language

Experience Approach (MLEA)

PRACTICE

- MLEA 1

- MLEA 2

- MLEA 3

Guided Writing

MLEA (5%)

- MLEA 1

- MLEA 2

- MLEA 3

Guided Writing

Guided Writing (10%)

Language Use and

Comprehension (55%)

- Grammar Discrete

- Vocabulary Discrete

Common Test 1 (10%)

- Word Order

- Grammar Discrete


- Comprehension – a variety

of questions

Common Test 2 (15%)

- Visual Text

Comprehension

- Sentence Completion

- Grammar Cloze -

Personal Pronouns

- Comprehension – a

variety of questions

Common Test 3 (30%)

- Visual Text

Comprehension

- Grammar Discrete


- Sentence Completion

- Word Order

- Grammar Cloze-Personal

Pronouns

- Comprehension – a

variety of questions

Total (100%) 0% 20% 30% 50%

No. of weighted

assessments

- 3 3 3

On-going Formative Assessment Strategies used in class e.g. Clarifying, sharing and understanding learning intentions and criteria for success; Engineering effective classroom discussions, activities and tasks that elicit evidence of learning;

Providing feedback that moves learning forward; Activating learners as instructional resources for one another; and Activating learners as the owners of their own learning

Personal Quality Focus: Teamwork, Communication and Motivation

Listening

Sound Discrimination

Picture Association

Spelling

Reading & Speaking

Show and Tell

Reading Aloud


Assessment Components for English Language

Writing

Modified Language

Experience Approach

(MLEA)

Guided Writing

(Individual Writing)

Language Use & Comprehension

Grammar

Vocabulary

Comprehension

Written Language Task

Language items tested will be largely based on STELLAR Books, Grammar Booklet and Term Booklets.

(Terms 2-4)

• Visual Text Comprehension

• Grammar Discrete

• Vocabulary Discrete

• Sentence Completion

• Word Order

• Grammar Cloze- Personal Pronouns

• Comprehension – a variety of questions

Written Language Task

Term 3 - MLEA

Hands-on experience Class Dictated Story Group Writing activities Individual writing

For the individual writing, the students will be asked to write a piece of text that is in the same format as the class and group writing activities.

Term 4 - Guided Writing

Write a story based on the pictures given. The students may use the words and phrases below each box in their stories.

Assessment for Writing Task

Mathematics Curriculum

P1 Mathematics curriculum in Jiemin

Aims to enable pupils to:

acquire and apply mathematical concepts and skills for everyday use and continuous learning;

develop thinking, reasoning, communication, application and metacognitive skills through a mathematical approach to problem solving;

build positive attitudes towards mathematics

Mathematics curriculum in Jiemin Content Primary 1

Whole Numbers Numbers up to 100

Addition and Subtraction (up to 2-digit)

Money Counting

Comparing Adding and subtracting

Measurement Length Time

Geometry 2D shapes

Data representation

Picture graphs

Teaching Approaches Concrete – Pictorial – Abstract

Concrete manipulatives and pictorial representations were used to scaffold pupils’ learning of Mathematics.

Effective Communication in Mathematics

Teachers develop pupils’ mathematical language through group work and classroom discussion.

Making Thinking Visible

Teachers adopt a systematic approach to solve problems and ‘think aloud’ strategy to make the problem solving processes visible to pupils.

Types of Assessments

Non-weighted assessments

Provides feedback to teachers on pupils’ progress and teaching approaches.

Speed Test

Diagnostic Test

Performance Task

Pop Quiz

Math Journal


Weighted assessment

Marks from the tests will be added up towards pupils’ overall result at the end of the year.

Term 2 Term 3 Term 4

Common Test 1 Common Test 2 Common Test 3


Format of the paper

Section A – Multiple Choice Questions

Section B – Short Answer Questions

Section C – Long Answer Questions

( )

Parents as Partners in Education

Provide a positive environment

Encourage and praise your child’s effort.

Follow up on homework

Ask questions that guide without telling them the answer.

Play mathematical games / quizzes that reinforce memorisation of addition and subtraction facts within 20

Encourage your child to login to the Math Online Portal ( )

Features of the MTL Curriculum

• Greater emphasis on spoken & written interaction skills;

• Greater focus on authentic activities to better engage students and develop their communication skills; and

• Continue to expose students to culture & values through MTL learning.

• Mother Tongue Language Fortnight (12 Feb – 28 Feb 2018)

• Theme : Our Language, Our Culture

Objective :To provide platforms for pupils to actively learn MTL and the culture so as to experience MTL as ‘living languages’.

MTL Fortnight

Formative Assessment

On-going Formative Assessment Strategies will be used in class to monitor pupils learning to provide on-going feedback. These strategies will help pupils to identify their strengths and weaknesses. e.g. • Clarifying, sharing and understanding learning attentions • Teacher’s observation on activities and tasks that elicit evidence of

learning • Provide constructive feedback • Activating pupils as owners of their own learning

Assessment Weighting

Primary 1

Term 1

(0%)

Term 2

(20%) Term 3

(30%) Term 4

(50%)

For more information about the topics and dates, please refer to the Assessment Plan that the Form Teacher has given you.

• Essential part of child’s learning

• Volume of homework

• Submission date

• Monitoring at home

• Date has to be written for all pieces of work

• Homework written in Student Handbook

Homework Policy

• Attendance

- Punctuality (seated in the hall by 7.30am)

• Conduct-Related

- Attire & Appearance

- Handing in homework on time

• Others – please refer to Student Handbook

School Rules & Discipline

• Dismissal arrangement

• Incidents within school

• Arrangements on wet weather days

• Use of traffic light crossing outside school

Safety & Security

Packing of school bags / Timetable

• Pupils are expected to pack their school bags according to the timetable

• Parents can help to check afterwards

• Not more than 3.5kg

Things to bring every day:

• Water bottle

• Pencil box (pencils, eraser, ruler, glue)

• Coloured pencils

• Student handbook

• Math textbook

• Mother Tongue textbook

• Storybook (Mon-Wed = English; Thurs & Fri = MT)

• HOMEWORK

• Student Handbook - notes to Form teachers / Subject teachers

• Phone calls – to leave message with the office staff.

• Teacher to return call once he or she is able to. • Number to call: 6758 6472 • Turnaround period – 2 to 3 days • Class chat group via Tok Tok • Weekly Memo

Communication

Absenteeism • If your child is sick, please call to inform the

school.

General Office (6758 6472) or

Staff Room (6752 0970)

• MC or parent’s letter (valid reason) must be submitted the next day.

• MC for common tests and EOY examination.

• No MC = 0 mark for the test and examination.

New Implementation What? When? Why? Parents’ Support

Breakfast Time

Monday & Tuesday 7.30 a.m. to 7.45 a.m.

Promote pupils’ well-being Strengthen Teacher-Pupil relationship

Pack sandwich or biscuit.

Snack Break

Daily 12.05 p.m. to 12. 15 p.m. PAL (11.30 a.m.)

Studies have shown that pupils have smaller stomachs that are unable to retain sufficient energy to meet their high energy expenditure.

Pack dry finger food, such as, nuts and biscuits. Wednesdays are dedicated as ‘Fruits Day’

WE LOOK FORWARD TO WORKING TOGETHER

WITH YOU!

THANK YOU!

Documents

P1 PARENT-TEACHER MEETING PTM Slides_ website.pdf · Obser-vable Out-comes •I will greet my friends, teachers and school staff •I will take turns during group work, playtime and