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Welcome to
P2 Parents’ Briefing15 February 2019
Vision
Every Hildan a confident and proficient user of the Englishlanguage
Mission
To provide an exciting, exploratory and rich languagelearning experience for students to be well grounded intheir language skills and proficiencies
English Language Department
What is STELLAR ? Strategies for English Language
Learning and Reading
An English Language Curriculum for
Primary Schools in Singapore
What does a STELLAR lesson look like?
1.Shared Reading
Experiences
2. Shared Writing
Experiences
3. Learning Centres
What does a STELLAR lesson look like?
1.Shared Reading
Experiences
• Sharing a story together, reading for understanding and
enjoyment
• Focus on building prediction skills to improve comprehension
• Engage in oral discussions with teacher and peers
• Explicit teaching of language items, structures and skills
What does a STELLAR lesson look like?
2. Shared Writing
Experiences
• MLEA – immersive experience
based on STELLAR units
• Shared experience followed
by class writing
• Students progress to writing
in groups before writing
independently.
1.Shared Reading
Experiences
What does a STELLAR lesson look like?
1.Shared Reading
Experiences
2. Shared Writing
Experiences
Activity-based lessons to
reinforce and differentiate
learning:
Reading centres, listening post
activities, ICT games, grammar
or vocabulary activities)
3. Learning Centres
“To develop caring, articulate, confident and innovative Hildans”
Readers’ Theatre for all students in Semester 1Students will
1. learn to read aloud expressively
2. develop personal confidence and poise for public speaking
Oratorical and writing competitionsEither for selected students or open for all to participate.
Provide home support – help your child pick up reading as a habit by providing English language reading materials at home. How about reading together?
Activate child’s interest – show your child that you believelearning English is both enjoyable and useful in your dailylife.
Understand language learning – English Language learning requires frequent exposure to listening, speaking, reading and writing opportunities and activities rather than use of worksheets alone.
NICE @ Primary 1 & 2
Objectives of the programme
• To enrich students’ general knowledge and widen their outlook• To foster critical thinking in students through engagement with
the newspaper articles using the ACTS Thinking Tool.
Procedure
• Students to attend sessions conducted by parent volunteers on Tuesdays and Fridays
Portfolio Keeping
Hildan Portfolio
Includes filing of:
Holistic assessment materials to showcase progress of learning on a termly basis
Concrete stage –
the stage of
learning where
students work only
with the
manipulatives so as
to understand a
mathematical
concept. Symbols
are absent during
this stage.
Pictorial stage – the stage where students
use pictures in the same manner as
manipulatives. The manipulatives may or may
not be present. It is also the stage where
students may watch the manipulation of
manipulatives instead of doing it themselves.
Abstract stage – the stage
where there is no
manipulative or pictorial
help but symbols are used
instead. Students
manipulate the symbols
using the math concepts
learned from the previous
stages.
Schultz, 1986; Sowel, 1989; Keller, 1993
Concrete-Pictorial-Abstract Approach in teaching
Mathematics
Use of Student Learning Space
A Math Story
Enhancing Joy of Learning
through Mathematics
Level Activity Integration
P1 Learning Journey to Tampines Hub Math, English and SS
P2 Learning Journey to Peranakan Museum Math, English and SS
P3 Learning Journey to the zoo Math, Science and SS
Model Drawing
•Encourage your child to draw models.
•Model drawing is a useful strategy to help students
visualize the problem, and translate words into pictorial
representation.
•Model drawing aids the child in problem solving
especially at the upper primary.
•Please also note that the use of model rulers will not be
allowed during examination from Primary Six onwards.
Your child is strongly encouraged to draw models with
rulers and not with model rulers.
Equation
Rationale: The marking code is used as a form of diagnostic marking. It is used to communicate the type of mistakes made by the students so that they can make improvement.
Unit TERM 1
1 Numbers to 1000
2 Addition and Subtraction
3 Multiplication Tables of 2, 5,
and 10
Unit TERM 2
4 Multiplication Tables of 3
and 4
5 Length
6 Mass
7 More Word Problems
Unit TERM 4
11 Money (2 weeks)
12 Volume
13 Picture Graphs
Unit TERM 3
8 Fractions
9 Shapes, Solid Figures and
Patterns
10 Time
11 Money (1 week)
Quality of work
1. Pupils present their methods neatly and clearly in pencil. They need to write answer statements for all problem sums.
2. Pupils complete corrections in green pen.
3. For drawing of models, insist the use of rulers and pencils.
4. Date every piece of work assigned.
5. Parents’ signatures are requested (every chapter in Targeting Math, Activity Booklets, practice and review papers).
6. Put all P2 Math worksheets in 3 blue files:
(1) Targeting Math 2A Part 1 and 2
(2) Targeting Math 2B Part 1 and 2
(3) Other Worksheets (Activity Booklets, practice and review papers,
differentiated worksheets, etc)
7. *Encourage the use of model. Stress on the importance of labelling
the models. Pupils are not allowed to use model rulers during
examination from Primary Six onwards.
Supportive Parents
1) Spend time with your child daily (where possible) or at
least once a week to interact with your child regarding the
school activities or homework assignments. Sign your
child’s booklets as and when the signatures are requested
by your child’s teacher.
2) To provide SLS access for the child to be engaged in self-
directed learning and consolidation of concepts.
3) Make Math alive (e.g. Use of coins in the canteen to buy
food). To provide opportunities to help pupils see how
Math concepts are applied in their daily lives.
4) Encourage your child even if he / she has difficulty
coping / understanding a problem. Praise your child even
if he / she makes minimal improvement.
Recommended Textbooks
(Supplementary)
1) Targeting Mathematics by Star Publishing
2) Primary Mathematics syllabus (objectives)https://www.moe.gov.sg/docs/default-
source/document/education/syllabuses/sciences/files/mathematics_syllabus_primary_1_to_6.pdf
For any queries or clarifications, you may wish to
contact me:
Email: _____________________ (Math Teacher)
圣希尔达小学
二年级
家长说明会15-02-2019
在学习华文的过程中，
我希望学生们能……
互相尊重、互相学习、互相帮助
专心上课、积极提问
准时呈交功课、认真地学习
养成每天复习功课的好习惯
在学习华文的过程中，
我希望爸爸妈妈能……
与老师紧密合作
陪伴孩子一起学习
聆听孩子的心声
适时给予孩子鼓励
欢乐伙伴数码资源https://xuele.moe.edu.sg/xuele/MOE_web/main.html
乐乐读 @ 一二年级低年级学生导读报章的阅读计划
引起学生对时事及周围事件的兴趣与意识
促进学生的批判性思维
通过与家长义工的互动来培养沟通技巧
老师会在华文课时进一步指导及巩固所学
什么时候？
依据时间表在星期一及星期四进行
（由家长义工来进行导读）
e-知识https://www.ezhishi.net/Contents/index.html
登入 Login
Click on “eChinese Magazine”
点击“易华文”
自主学习：Self-Directed Learning
“ECHINESE MAGAZINE”
“易华文”
易华文ECHINESE MAGAZINE
“小学华文 欢乐伙伴”
与课本相关
语文技能训练：“听、说、读、写”
“课外阅读 趣味学习”
例如：儿歌、游戏
“MY E-ASSIGNMENT”
“电子作业”
电子作业MY E-ASSIGNMENT
班级老师给的网上作业
孩子能为自己做什么？
每天花至少15至30分钟复习
能够做什么：温习当天所学的字词、
朗读课文、阅读《小拇指》、
阅读华文故事书等等
善用时间学好听写字词和句子
准时完成当天的功课
孩子能够……
给爸爸妈妈的建议
把学习华文的机会融入生活中，
学习华文也可以很快乐、很轻松。
听广播 、听流行音乐（在车上）
听学乐网和e-知识的课文／故事
与孩子一同观看华语电视节目
https://tv.toggle.sg/en/channel8/shows
https://tv.toggle.sg/en/channelu/shows
听
看
• 针对日常生活进行简单对话
• 鼓励孩子利用华语进行交谈
• 父母也一起尝试说华语（互相学习）
• 要能够接受孩子参杂英语
（有尝试＝值得鼓励）
说
切记：
在此的目的要建立孩子的信心
我们不该过分纠正孩子的错误
• 阅读《小拇指》
• 到图书馆或书局去借阅或购买故事书
• 课文（请孩子朗读给爸爸妈妈听）
（一起阅读、一起讨论、听听孩子的分享）
读
SEKOLAH RENDAH ST. HILDA’S
Taklimat
Ibu Bapa 2019
JABATAN BAHASA IBUNDA (BAHASA MELAYU)
Darjah
JABATAN BAHASA IBUNDA (BAHASA MELAYU)
Cikgu Rohayah
Ketua Subjek
Guru Darjah 5 & 6
Cikgu Norashida
Guru Darjah 1 & 5
Cikgu Nurliyana
Guru Darjah 2 & 6
Cikgu Khairunnisa
Guru Darjah 3 & 4
VISI PENGAJARAN & PEMBELAJARAN BM
MATLAMAT KURIKULUM BAHASA MELAYU
Memupuk pelajar aktif &
pengguna mahir
PROGRAM BACAAN LUAS
• menggalakkan murid membaca seberapa banyak bahan bacaan
• untuk keseronokan dan penguasaan serta pengayaan bahasa
Program Bacaan dapat menyumbang ke arah pencapaian akademik yang baik serta
membina budaya membaca.
PROGRAM BACAAN LUAS
Majalah Mari Membaca
PROGRAM BACAAN LUAS
Siri Bacaan Nabil Nabilah (10 siri)
DWIMINGGU BAHASA IBUNDA
DARJAH AKTIVITI TARIKH
1 Permainan Tradisional:
Guli / Keleret
18 Feb
2 Kuih-muih Tradisional:
Ondeh-ondeh
19 Feb
3 Tarian Tradisional: Joget 21 Feb
4 Muzik Tradisional: Kompang 19 Feb
5 Persembahan Tradisional: Boria 18 Feb
6 Persembahan Tradisional:
Dikir Barat
20 Feb
PENILAIAN SEMESTER 1 & 2
PENGGAL JENIS PENILAIAN
1 i. Bacaan Lantang
ii. Kefahaman Mendengar
2 i. Unjuk & Ujar
ii. Kuiz Bahasa
3 i. Bacaan Lantang
ii. Kefahaman Mendengar
4 i. Lisan
ii. Kuiz Bahasa
TUGASAN HARIAN
1 Cekap – Buku Teks & Aktiviti
2 Buku kecil Cekap – 8 buku kecil
3 Rakyat Budiman – Buku Teks & Aktiviti
4 Fail Bahasa Melayu
5 Buku Ejaan
LAMAN WEB MLCS
LAMAN MLLPC
PENDEKATAN PENGAJARAN (ICT)
SOKONGAN IBU BAPA
• Pendedahan bahasa Melayu di rumah atau di luar
• Memastikan bahawa anak-anak andamelengkapkan kerja rumah yang diberi olehguru
• Menggalakkan pembacaan buku-buku Bahasa Melayu, sekurang-kurangnya 15 minit setiaphari
• Komunikasi dengan guru: e-mel, ‘Class Dojo’
SOALAN
St Hilda’s Primary School
PARENTS’ BRIEFING 2019
PRIMARY TWO
(TAMIL DEPARTMENT)
Tamil Department
Mrs Bala – P3 & P4
Mdm Thilaga – P1 & P5
Ms Meera – P2 & P6
Communication Channel
•E-mail address:
•Message broadcasts via Class Dojo
Tamil Language Programmes
• MTL Fortnight (After-school activity)
- 22nd February 2019
•Every Thursdays and Fridays are set aside for
reading of Mother Tongue Books.
Revised Tamil Language Curriculum
Importance given to two-way interactive
communication (இருவழிக் கருத்துப் பரிமாற்றம்)
– This will include more Oral Activities.
Revised Tamil Language Curriculum
Revised Tamil Language Curriculum
Revised Tamil Language Curriculum
Revised Tamil Language Curriculum
ST HILDA’S PRIMARY SCHOOL
Thanks to each and everyone of you for your
support and collaboration☺
