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丰伟小学华文部 FERNVALE PRIMARY CHINESE LANGUAGE DEPARTMENT
小四华文老师 P4 Chinese Language Teachers
Graciousness 1: 刘香君师 Ms Liu Hsiang-Chun
Graciousness 2: 胡颢龄师 Ms Oh Haw Ling
Graciousness 3: 陈雅英师 Mdm Tan Ah Eng
Graciousness 4: 陈丽芬师 Mdm Tan Lei Feng
Graciousness 5: 李雅暄师 Mrs Chia Seng Heng
Graciousness 6: 郑玫莉师 Ms Tay Bee Li
教学目标
全体学生：激发他们学习华文的兴趣
大部分学生：教学应注重有效的口语交际及阅读训练，并以写作活动进一步巩固语文学习
能力强、对华文感兴趣的学生：有效掌握四种语文技能，并对中国历史、文化有较深入的认识
需要辅助的学生
70-80%
核心单元
20-30%
强化单元
核心单元
70-80%
有兴趣和能力的
学生 20-30%
深广单元
70-80%
核心单元 大部分的学生
单元教学模式 （小四）
20-30%
校本课程
试卷 考查项目 题数 比重 基本题
题数 比重
一 作文 1 15% 0 0%
二 语文运用与阅读理解
23 45% 9 17%
三 听力测验 10 10% 4 4%
四 口试 3 30% 0 9%
共计 37 100% 13 30%
小四华文年终考试
基本题的题数与比重 P4 Semestral Assessment 2
考查项目 比重
第一学段 试卷二 10%
第二学段 试卷一 （作文/口试/听力）
试卷二
30%
第三学段 试卷二 10%
第四学段 试卷一 （作文/口试/听力）
试卷二
50%
小四试卷蓝图 P4 Assessment
小四校内辅助活动
学习之旅（戏曲学院/茶渊） 唐诗朗诵 母语周 “阅读悦读”导读计划 教育部“爱心书”阅读计划 创意作文写作比赛 硬笔书法比赛
《易 · 华文》动画周刊
纸张印刷周刊
ETUTOR网上题库与电子作业
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A Parent’s Guide to
A new English Language Curriculum for Primary Schools in Singapore
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PROGRAMME What is STELLAR?
The STELLAR Vision
STELLAR & language learning
What makes up a STELLAR unit
The STELLAR programme in a
school’s EL curriculum
STELLAR & Parents
11
The STELLAR Vision
Children who
love reading and
have a strong
foundation in the
English Language
12
STELLAR & Language Learning
Teaching and learning of English using more
speaking and listening activities
Children learn reading and writing using rich
and interesting books, with discussions led
by the teacher
13
STELLAR is different because…
Classroom environment is:
☺focused on children’s interaction rather than on
teacher talk
☺enriched with children’s written language
☺filled with various reading materials for children’s
use
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STELLAR is different because…
English language learning is achieved through:
☺ vocabulary learned in books
☺ expression of thoughts in oral and written
forms
15
STELLAR is different because…
English language learning is achieved through:
☺ discussions with other children and the
teacher
☺ informal peer interaction
16
What is a STELLAR lesson like?
1. Supported Reading Experiences
2. Shared Writing
Experiences
3. Language Use Activities in Learning Centres
Children read text with the teacher and engage in oral discussions with teacher and peers
The teacher prepares mini lessons based on specific needs of children to prepare them for reading & writing activities; e.g. grammar, vocabulary, word recognition, decoding skills, spelling
The teacher models writing using children’s language. Children engage in writing together and in writing independently
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Each STELLAR Unit includes…
Focused Reading using Rich text (PDF format)
reading for enjoyment
reading for knowledge
18
Each STELLAR Unit includes…
Key Teaching Points
concepts about print:
(i.e. spacing between words, reading from
left to right, punctuation)
vocabulary
(i.e. meaning of words, phrases)
19
Each STELLAR Unit includes…
word identification activities
(i.e. spelling patterns, letter-sound relationships)
grammar
(i.e. present tense, past tense, singular/plural
forms)
20
Each STELLAR Unit includes…
Development of the four
language skills
listening
speaking
reading
writing
21
Each STELLAR Unit includes…
Development of social skills:
oral interaction among peers in
non-threatening situations
working in partnership with
other children
turn taking & respect for others
during class discussions
22
Each STELLAR Unit includes…
Independent learning
individual reading
individual writing
working at learning centres
23
STELLAR needs Parents’ Support
Home support – help your child learn English by providing English language reading materials at home.
Activate child’s interest – show your child that you believe learning English is both enjoyable and useful in your daily life.
24
STELLAR needs Parents’ Support
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.
25
Word of Caution…
Children need support and encouragement
Doing lots of worksheets and homework could
create negative association with school
26
How you can help your child
Go to the library together
Have lots of books, magazines and
newspapers in your home
Give your child books about their special
interests
27
How you can help your child
Allow your child to choose books to read and reread
Read to and with your child (or, have your child read to you) Remember that reading in a mother tongue language
also fosters a love for books and knowledge
Talk about the books and characters read
28
Why Read Extensively?
Reading can:
☼ open up the world for children
☼ help children think and wonder
☼ increase children’s vocabulary and knowledge
about the world around them
☼ provide good examples for reading and writing
29
Books that interest children have…
Clear print and colourful, attractive
illustrations or photographs
A strong storyline
Interesting characters
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Books that interest children …
Are about everyday life
Are repetitive and have rhyming
words to help children remember
words
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Some language activities you can do
with your child include…
Playing language games like word scavenger hunt. (Looking for a word in print materials.)
Reading aloud a book and asking your child to identify words beginning with the same sound, for example, ‘p’ – pancake, pick, put, police, pat, etc.
32
Some language activities you can do
with your child include…
Helping your child learn more interesting words
by thinking of new words to replace known
words, for example, ‘big’ – huge, enormous, large,
gigantic, etc.
Getting your child to retell a story to you in his or
her own words
Suggesting that your child give a different ending
to the story read
Primary 4
Level Band Mark Range
P4 1 1 85 and above
2 70 to 84
3 50 to 69
4 30 to 49
U below 30
Examination
Format
Revised PSLE EL Examination Syllabus
Assessment Objectives
Table of Specifications
Revised PSLE EL Examination Syllabus
Paper 2 (Language Use and Comprehension)
Paper 3 (Listening Comprehension)
Paper 4 (Oral Communication)
Paper 1 (Writing)
Assessment Objectives
Largely similar to existing ones
Aligned with revisions in teaching syllabus
Paper 1 Situational Writing (15m)
No change to item
Change to holistic marking criteria
Task Fulfilment Language and Organisation
Context and Content Language Use and Organisation
Paper 1 Continuous Writing (40m)
A change from the current item type
One topic, but with greater scope for writing from different perspectives.
Visuals to provide ideas for various perspectives
Flexibility for candidates to write in any appropriate text type, in continuous prose
Assessment is on writing skills, not on text type
Part 2 : Continuous Writing (40 marks)
Write a composition of at least 150 words about a challenge.
The pictures are provided to help you think about this topic.
Your composition should be based on one or more of these pictures.
Consider the following points when you plan your composition :
- What was the challenge?
- Why was it challenging?
You may use the points in any order and include other relevant points as well.
Paper 2 Booklet A
Grammar
Number of items increased from 7 to 10
Aligned with emphasis on explicit teaching/learning of grammar
Punctuation
No longer tested as separate component
Could be tested in new Visual Text Comprehension component
Paper 2 Booklet A
Visual Text Comprehension
A merging of Graphic Stimulus and Comprehension MCQ
An item with multimodal print text
Aligned with emphasis on integrating viewing with reading
skills in 2010 EL Syllabus
Eg of questions : questions can be based on punctuation usage.
Paper 2 Booklet B
Editing for Spelling and Grammar
Number of items increased from 10 to 12
Candidates now required to identify the nature of errors
(spelling or grammatical) and correct them
Aligned with emphasis on editing skills in the curriculum
Paper 2 Booklet B
Comprehension OE
Varied question types with mark allocation ranging from 1 to 4 per question.
Marks awarded only for content; no deduction for language errors.
Eg of questions : rearranging of the statements according to the sequent of the story. True or False questions with reasoning to support the answer.
Paper 3 (Listening Comprehension)
No longer a common paper with the Foundation English paper
Still purely MCQ
Number of graphic items increased from 4 to 7 – in alignment
with emphasis on viewing skills being integrated with listening in curriculum.
Time will be given for candidates to read the questions before
each text is heard; options will not be read out.
Paper 4 (Oral Communication)
Reading Aloud
No change
Stimulus-based Conversation
A merging of Picture Discussion and Conversation
The themes in the topics under this section will be broadly linked to those in the reading passage
NEWS@Fernvale Channel
P4 & P5 English Key Programme
Impact Of Socratic Questioning Through Infusion Of Current Affairs Curriculum On
Students’ Critical Thinking
NEWS@Fernvale Channel
Objective:
•school’s effort to equip students with the 21st century
competencies namely global awareness, critical thinking,
information and communication skills.
Description:
•students will undergo a series of lessons designed by the
teachers through infusing the following components:
- current affairs curriculum (via news articles
i.e. Little Red Dot)
[Weekly subscription will start early March 2013]
- critical thinking strategies: (a) using Socratic questioning
technique
(b) usage of graphic organisers
NEWS@Fernvale Channel
•Will be carried out during English lessons
(P4 Term 2 to Term 3)
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Mathematics
Department
Primary 4
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Strategic Goal
• To develop a confident, creative and
competent Mathematics problem solver
– Mathematical problem solving is central to
mathematics learning
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Mathematical Framework
Mathematical
Problem
Solving
Concepts
Reasoning, communication & Connections
Thinking skills and heuristics
Applications and modelling
Monitoring of one’s own thinking
Self-regulation of learning
Numerical, Algebraic, Geometrical
Statistical, Probabilistic, Analytical
Numerical calculation
Algebraic manipulation
Spatial visualisation
Data analysis
Measurement
Use of mathematical tools
Estimation
Beliefs
Interest
Appreciation
Confidence
Perseverance
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CPA Approach
• Concrete (C): Use of manipulative to
experience the learning of the concepts
• Pictorial (P): Use of pictures/diagrams
to illustrate the understanding of the
concepts
• Abstract (A): Application of the
understanding of concepts
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Use of ICT
• MCOnline Portal in school
• Online assignments, i.e. E-Practice
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Programmes / Activities
• Activity-Based Lessons
- engaging, fun, related to daily life
• Heuristics Lessons
• Remedial Lessons for selected pupils
- Term 1 – Term 4
• Problem Solving Skills Worksheets
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Programmes / Activities
• Differentiated worksheets
• Mental Sums
• Topical Diagnostic Quiz for selected
topics
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Assessment for Primary 4
Time Assessment Weighting
Term 1 CA1 10%
Term 2 SA1 30%
Term 3 CA2 10%
Term 4 SA2 50%
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Continual Assessment
Item Type No. of Questions Marks
Multiple Choice
Questions
10 questions
15 marks
Short Answer
Questions
5 questions
10 marks
Long Answer
Questions
7 questions
25 marks
Total 22 questions 50 marks
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Semestral Assessment
Item Type No. of Questions Marks
Multiple Choice
Questions 20 questions 35 marks
Short Answer
Questions 15 questions 30 marks
Long Answer
Questions 10 questions 35 marks
Total 45 questions 100 marks
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Partnership with Parents
• Monitor your child’s learning in Mathematics closely
• Infuse Math concepts in daily situations
• Highlight key words in questions
• Train your child to show proper and detailed
working
• Time management
• Regular practice to achieve mastery, improve
speed and accuracy.
• Resilience – Never give up!
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0011 0010 1010 1101 0001 0100 1011Level Head (Mathematics)
Mrs Junice Tay-Seah Teck Ping
Email:
Science Curriculum Briefing Primary 4 Fernvale Primary School
Curriculum Framework
Themes in Lower Block (P4)
• Systems
( My Amazing Body, Digestive System)
• Energy
• Interactions
Strategies Used to Facilitate the Inquiry Process
• Explicit teaching of Process Skills
• Practical Lab Sessions
• ICT-based lessons (ConTAS)
• Concept Mapping
Programmes/Activities
• Learning Journey to SengKang Floating Wetlands
• Interdisciplinary Project Work (IPW)
• National Geographic Programme
• Young Scientist Programme
• Science Carnival
• Competitions ( Sony Creative Science Awards)
• Science Olympiad Training (for selected pupils)
Assessment Assessment
Type Weightage Assessment Format
CA1 (Term 1)
10% Written Papers
SA1 (Term 2)
30%
CA2 (Term 3)
10%
SPA (Term 3)
10% ( Component
of SA2)
Practical
SA2 (Term 4)
50% Written Paper
Assessment – 2 Question types
• Knowledge with Understanding
Questions (40%)
• Application of Knowledge and Process
Skills Questions (60%)
An Example Knowledge with Understanding
The following pictures show the different stages of growth of a bean plant.
(a) Rearrange the above stages, A – D, in the correct order.
____________________________________________
(b) At which stage is photosynthesis able to occur?
____________________________________________
A B C D
An Example Application of Knowledge and Process Skills
Nancy performs an experiment on germination using the apparatus shown below.
She places three string beans seeds into each container. After two days, she notices that the seeds in Container Y germinate whereas those in Container X do not.
a) Give an explanation to Nancy's observation.
Science Practical Assessment (SPA)
• SPA forms 10% of the end of the year Science Examination (SA2).
• Pupils are individually assessed on their hands-on and process skills which are important in the learning of Science.
• Format: 2 questions totalling 15 marks. • Total time: 10 minutes per station • Date: In Term 3
An Example Science Practical Assessment
Process Skills: Observing , Measuring and using Apparatus (a) Place the empty beaker on the weighing scale. Make sure it is not wet. Record the mass of the empty beaker on the blank below. (b)Fill the empty beaker with 200ml of water. Place the empty beaker on the weighing scale and record the total mass of the beaker and water in the blank below.
Common Areas of Weaknesses
•Pupils are generally weak in applying concepts learned. •Pupils are weak in answering techniques. They either give answers already mentioned in question stem or not related to question. Some give very generalised answers. ( The temperature will change)
Doing Well in Science
1. Acquire content knowledge - Read Science magazines
- Watch Science programmes such as National Geographic
- Research on topics on internet/books
2. Sharpen thinking skills and process skills - Ask questions about Science issues
- Share his/her knowledge/observation with teacher/ classmates
Doing Well in Science
3. Improve answering techniques during exams - Use concept maps to link up facts / concepts.
- Use scientific concepts to answer the question (Metal bar became bigger (expanded) when heated)
Partners in Education
• Work closely with your child’s Science
teacher.
• Arouse your child’s curiosity in Science.
• Infuse Science into daily situations.
• Experience Science by exploring with
your child.
