Welcome to YNPS Meet Parents Session 1 13 January 2018 · Spelling/Vocabulary (Ejaan/Kosa Kata) Towards 80 Years of Enabling and Inspiring Education Mini Tests (Ujian Mini)

Learn with Passion • Serve with Compassion • Lead with Vision

Welcome to YNPS Meet Parents Session 1

13 January 2018

Passionate Learners, Creative Thinkers, Caring Leaders.

P3 Level

Mdm Dewi Wati RahmatLevel Head Science and Assistant

Year Head (P3 & P4)


• Email : [email protected]

• School Tel: 6449-0121 School Website (www.yunengpri.moe.edu.sg)

• Student’s Handbook

• ClassDojo (NEW)

• Parents’ Portal

• School Newsletters

• Principal’s Monthly Letter to Parents

• Meet-the-Parents Sessions

• Parent-Teacher-Child Conference

Home-School Partnership

mailto:[email protected]

http://www.yunengpri.moe.edu.sg/


A Vibrant Connected Community that Aspires, Learns and Leads

Our refreshed

- GR3IT



I think before I speak so that I do not hurt

the feelings of others.

I show consideration for others.

I make peace with others.



I take care of the school environment.

I value the needs of others who are

different from me.

I accept the differences in cultures and

religions of others.



I hand in quality work punctually.

I take ownership of tasks assigned to me.

I am accountable for my words and

behaviour.



I learn from my mistakes and improve.

I think of different and positive ways to

handle challenges.

I am open to learn new things.

I know how to manage my emotions when

I face challenges.



I am willing to admit to my mistakes and

accept the consequences.

I am truthful in all circumstances.



I encourage others and affirm their efforts

when working as a team.

I take initiative to help my team.


Holistic

Assessment


Holistic Assessment (HA)“Our children should grow up to be confident persons,

adept at working in teams and able to communicate their

thoughts and ideas effectively. They should be self-

directed learners who view education as a life-long

process……

At the same time, Singapore needs citizens who are

morally upright, have a strong sense of civic

responsibility and who will contribute actively to

society.”

Source: Report of the Primary Education Review and Implementation Committee, March 2009 p3


• Build child’s confidence and desire to learn

• Child will take greater ownership of his/her learning when

he/she has a clear vision of goals aimed for and know what

to work on to improve based on richer feedback given.

• Balance knowledge with skills and values

-Use of engaging pedagogies to teach skills and values

-Emphasise non-academic programmes within curriculum

Holistic Assessment (HA)


Four Key Aspects of HA

• Focus on the development of the whole child

• Strike a balance between summative (AoL) and formative

assessments (AfL)

• Guide teachers in the design and delivery of their teaching

practices

• Use appropriate methods and modes of assessments

Source: Pedagogy & Assessment Guide (revised) Holistic Assessment



Assessment of Learning (AoL)

• to measure pupil achievement and

report evidence of learning

• for accountability purposes –

grading, ranking and certification.

• tends to be summative in nature

• carried out at the end of a unit,

semester or year

Assessment for Learning (AfL)

• to support classroom learning and

teaching and improve pupil learning

• to redirect learning in ways that help

pupils master learning goals

• formative in nature,

• takes place all the time in the

classroom, a process that is embedded

in instruction.

Source: Pedagogy & Assessment Guide (revised) Holistic Assessment



Assessment for Learning

(AfL)

Pupils use the FAST-kits to show

their understanding of their learning

in the classrooms


• Place less emphasis on single-point assessment such as semestralexaminations

• Equip teachers with skills to provide pupils with richer and more holisticfeedback on their development and skills acquisition to enable moremeaningful learning.

• Provide parents with a more comprehensive “Holistic DevelopmentProfile“ which captures a fuller picture of their child’s progress andlearning throughout the year.

Re: Pedagogy & Assessment Guide (revised) Holistic Assessment


HA practices @ Yu Neng –Engaging Pedagogies

& Authentic Learning

Experiences


HA practices @ YNPS -

Holistic Reporting System● Pupil Portfolio - All formative & weighted assessment

according to HA Plan, rubrics, self and peer assessment pieces are

filed in Portfolio file to document the child’s performance and

learning progress

● Report Card – Mid-Year & Year-End feedback comprisesAssessment grades, rating of PQs and HDP remarks

● Parent-Teacher-Child Conference - The process of conferencingand reporting is changed from a teacher-directed, end-of-term event toa collaborative process designed to promote and support learning.

• Monitor your child’s daily work

• Give encouragement and support in areas for

improvement

• Give praises for any progress made

• Communicate with your child’s teachers regularly

whenever you need clarifications, assistance and

feedback to better support your child in his learning

Supporting your child in HA journey


P3 Key Level Programmes★Social Studies Learning Journey to LTA(25/1. 26/1, 30/1,

Term 1)

★Chinese Cultural Camp (12/2-14/2)

★Life Skill cum Teambonding 2-day Camp (7/3 & 8/3 Term 1, TBC )

★Science Learning Journey to the Zoo (22/3, Term 2)

★Swimsafer Programme (Term 3)

★GEP Screening Exercise (24 Aug 2018)


Level Academic support● Supplementary Classes are intended for the whole

class. The activities will not be an extension of the normal curriculum time.

● Remedial Classes are intended for a selected group of pupils who underachieve and need additional support.

● Enrichment classes: Provide enriching learning experiences to pupils with exceptional abilities in the subjects.

SUPPLEMENTARY /

REMEDIAL CLASSESRemedial Class for selected pupils only

• A note from parents will be greatly appreciated if their child is unable to attend the supplementary/ remedial class

Day Time Subject

Monday 2.15pm-3.15pm Science (Semester 2)

3.15pm-4.15pm Mother Tongue

Thursday 2.15pm-3.15pm English

3.15pm-4.15pm Maths


Class Rules & Class Teachers’ Expectations (FT to customize and update)

• Attendance & Punctuality

• Homework & work attitude

• Behaviour in the classroom

• Behaviour at home


Homework GuidelinesExamples of assignment include:

● Unfinished class work

● Corrections

● Drill and practice

● Preparation for tests

● Research activities and reports

● Reading and writing assignments

● Online assignments


Homework Guidelines

Level Estimated Time Spent on Homework

Mon to Fri Mon to Sun

P1 to P3 4 - 5 hours 4.5 - 6 hours

P4 to P6 6 - 8 hours 7.5 – 10 hours


• Homework assigned for the day is written on

the board. Pupils are to copy them into the

handbook to remind themselves of the

homework they have to complete for the day.

• Parents should assist by checking that their

child/children complete their homework at

the end of each day.

Homework Guidelines


P3 ENGLISH


English Holistic Assessment Plan

Term

1

Reading

(10%)

Reading Aloud – Phrasing

and Intonation (Poetry

Recitation)

Group Writing

Grammar

Vocabulary

Comprehension

Sound Discrimination

Show and Tell

Ter

m

2

Reading Aloud Listening Comprehension

- Picture Matching

Comprehension

Stimulus-based Conversation

Writing

Individual Writing with a theme and based on at least

1 out of the 3 given pictures

Spelling/Dictation

Grammar

Vocabulary

Comprehension


Ter

m

3

Reading Aloud Group Writing

Mini Test (10%)

Grammar

Vocabulary

Comprehension

Listening Comprehension -

Narrative

Grammar

ComprehensionTer

m

4

Reading Aloud Listening Comprehension

Stimulus-based Conversation Spelling/Dictation

Writing

Individual Writing with a theme and based on at least

1 out of the 3 given pictures

Grammar

Vocabulary

ComprehensionA Parent’s Letter with more details will be sent out nearing mid year examination.

English Holistic Assessment Plan


Learning Strategies● Questioning (sharpening of thoughts)

● Factual

● Inference

● Opinions (critical and inventive thinking)

● Reasoning (critical and inventive thinking)

● Retelling (strengthening memory, retention power)

● Child reads a story (from a storybook)

● Child retells the story (as closely to the story as possible)

● Child reads the story (from the storybook again)

● Child retells the story (for improvement)


Learning Strategies

● Writing

● Construct correct sentences habitually

● Writing in different genres e.g. narrative (story mountain), recount, info text, procedural text

● Summarising a story in 5 sentences

● E.g.: Summarising stories or news articles in 5 sentences

● Connecting a story to a real-life story

● E.g.: Relating stories to a real-life story that you have heard.

● Reading● Reading widely - different genres (fiction - graphic novels, stories / non-

fiction - Science/Math, news articles etc.


Learning Strategies● Speaking

● Speaking with confidence - expressing ideas and opinions, discussions, presentations and readers’ theatre

● Listening● Active listening for gist and details

● Spelling● Look up the words in a dictionary for meaning● Listen to the pronunciation of the words through online

dictionaries● Strive for spelling accuracy by using the Look-Say-Cover-

Write strategy


P3 MOTHER TONGUE

(Chinese Language)


Holistic Assessment Plan

● Mini Test Term 1 & 3 (10% each)

● SA1(30%) and SA2 (50%)

● Format of the SA papers

● Paragraph writing

● Paper 2 (Language Use & Comprehension)

● Oral

● Listening comprehension


Tips for parents● Visit http://xuele.moe.edu.sg/ (MOE CL Resource Portal)

● Supervise your child in learning spelling, monitor their work regularly and sign after you have checked.

● Ensure that they attend Remedial lessons punctually (Selected pupils).

● Make use of the Activity Book, Oral and Compo package for self-revision.

http://xuele.moe.edu.sg/


P3 Cultural Camp● Date: 12 to 14 Feb 2018

● Duration: during Chinese lessons

(curriculum hours)

● Rationale: To allow pupils to learn and

appreciate Chinese language & culture

through interesting, hands-on activities.

● Do strongly encourage your child to

participate in this activity.


Criteria for taking Higher Chinese (HCL)

For pupils who are keen to study HCL when they move on to P4, they must achieve:

At least 80 marks and above for their P3 CL Overall Results

Towards 80 Years of Enabling and Inspiring Education

P3 Malay Language Teacher

Mdm Wahidah


P3 MOTHER TONGUE

(Malay Language)


MALAY LANGUAGE (BAHASA MELAYU)

4 main language skills:

• Listening (Mendengar)• Reading (Membaca)• Writing (Menulis)• Speaking (Bertutur)

Holistic Assessment Plan

Term 1 Term 2 (SA1) Term 3 Term 4 (SA2)

Mini Test 1 Oral : • Reading Aloud• Picture Description• Picture Conversation

Mini Test 2 Oral : • Reading Aloud• Picture Description• Picture Conversation

Listening Comprehension

Listening Comprehension

Paper 1 (Picture Composition)

Paper 1 (Picture Composition)

Paper 2 Paper 2


• Spelling & Vocabulary List will be given at the beginning of each term and conducted every Thursday

• Please go through and practice the weekly spelling/vocabulary list with your child to further facilitate their understanding

• Parents’ signature is required on weekly spelling exercise

Spelling/Vocabulary (Ejaan/Kosa Kata)


Mini Tests (Ujian Mini)

• Pupils will be tested on chapters that they have learnt in the CEKAP books

• An oral package (reading and picture description) will be given prior to the oral tests

• Please bring along a Malay story book every Friday(silent reading in the hall/reading programme in classroom)

Reading/Oral (Bacaan/Lisan)


P3 Malay Key Programmes

Programme Duration

MT Fortnight Week (Dwiminggu Bahasa Ibunda)

Term 1, Week 7 & 8

Malay Cultural Camp Term 1 Week 8

Structured Reading Programme(Anthology of Short Stories &Subscription of Majalah Mari Membaca)

Term 1 - 4

Contact information:

Email: [email protected]


P3 Mathematics


The Primary Mathematics syllabus aims to enable allpupils to:

• acquire mathematical concepts and skills foreveryday use and for continuous learning inmathematics;

• develop thinking, reasoning, communication,application and metacognitive skills through amathematical approach to problem solving; and

• build confidence and foster interest inmathematics.

Mathematics


Mathematics


Factual Fluency – Provide opportunities to achieve mastery of Mathfacts

Readiness – Check on prior knowledge or readiness throughactivities/diagnostic tests

Engagement – Demonstrate, model and practice the use of proceduresand manipulatives (if used)

Mastery – Use typical/similar task/work to guide practice & independentlearning

Consolidation – Summarize key learning points and make connectionsbetween what the pupils have already known and what they have justlearnt.

Mathematics - FREMC

Math Holistic Assessment Plan 2018

Term Communication Creativity Problem-SolvingTerm 1 Journal Writing

(Individual) Multiplication &

Division

Performance Task (Group) Multiplication &

Division

Speed Test Numbers to 1000 Addition and Subtraction

within 1000 Multiplication Tables

Topical Reviews Numbers to 10 000 Addition & Subtraction

within 10 000 Mini Test 1• Numbers to 10 000• Addition & Subtraction

within 10 000• Multiplication Tables 2, 3,

4, 5 & 10


Term 2 Journal Writing (Individual)

Addition & Subtraction of Money

Performance Task (Group )

Money

Speed Test

Money – Dollars and Cents

Money – Addition & Subtraction

Topical Reviews

Multiplication and Division (up to 3-digit number with 1-digit number)

Money

Semestral Assessment 1


Term 3 Journal Writing (Individual) Fractions

Performance Task (Individual) Bar Graph Fractions

Speed Tests Addition and Subtraction Multiplication and Division

Topical Reviews Measures Bar Graphs Fractions Time

Mini Test 2 Measures Bar Graphs Fractions Time


Term 4 Journal Writing (Individual) Area &

Perimeter

Performance Task (Individual) Perpendicular &

Parallel Lines

Speed Tests Addition &

Subtraction within 1000

Multiplication and Division

Topical Reviews Geometry Area & Perimeter

Semestral Assessment 2 All topics

Performance Tasks

Teachers create student-centred lessons through an array ofhands-on activities to build pupils’ desire and confidence tolearn. Pupils are engaged in performance assessment in theirMath learning with the use of manipulatives and iPads as part oftheir formative assessment.


Helps to boost confidence in solving mathsproblems – with bite-sized daily practices,engaging activities and instant rewards.

Pupils will receive personalised questionssuitable for strength & weakness to encourageregular practice and good learning habits.

Koobits Online Portal


P3 SCIENCE


The Primary Science Syllabus aims to:● To provide pupils with an avenue to develop a passion

for the sciences.● To provide pupils with opportunities to develop skills,

habits of mind & attitudes necessary for scientific inquiry.

● To provide pupils with basic scientific concepts to help them understand themselves & the world around them.

● To nurture pupils as inquirers by providing them with experiences which arouse their interest & curiosity about their environment.


Focus Area : Acquisition of Process Skills using RIP Strategy

Term Process Skills

Term 1 Observation & Classification

Term 2 Investigation & Experiment 1

Term 3 Observation & Comparing

Term 4 Investigation & Experiment 2

AssessmentSummative: : Mini Test, Practical Test, Semestral

AssessmentsFormative : Revision Worksheets, Diagnostic Tests,

Holistic Assessment, Process Skill Package

P3 Science Holistic Assessment 2018

DIVERSITY

· - Classification:

Living and Non-

living things

· - Diversity of

Living things

- Animals

Term 1 Journal writing

(Individual)

Learning Journey

Zoo Trip

· -Using any medium to

draw, label all the parts

and identify the

characteristics of an

animal featured in

activity booklet

Performance Task

(Group)

Diversity Activity

Book 1.2 Staying

Alive

Performance Task

(Individual)

Diversity Activity

Book 4.1 Mouldy

Bread

Mini Test 1 (10%)

22 February 2018

- Classification: Living

and Non-living things

· - Diversity of Living

things

-Animals

DIVERSITY

· o Plants

· Materials

Term 2 No Journal writing

Performance Task

(Group)

Diversity Activity

Book 2.1 Exploring

plants in the school

Semestral Assessment

1 (30%

P3 Science Holistic Assessment 2018

SYSTEM

· What is a

System?

· Plant and

their parts

Term 3

Performance Task

(Group)

System Activity

Book 2.2 Plant and

its uses

Science Practical

(10%)

24 July 2018

Possible topics:

· Fungi

· Plant System

· Materials

SYSTEM

· Your Amazing

Body

Digestive

System

CYCLES

· Life Cycles

of Plants

Term 4

Journal Writing

(Individual)

System Activity

Book 2.1 Growing

Seeds

·

Performance Task

(Individual)

Every Child A seed

Programme

Semestral Assessment

2 (50%)

Booklet Item Type No of

Questions

No of

marks per

qn

Marks

A Multiple

Choice

15 2 30

B Open-ended 7-8 2-4 20

Total 22-23 50

P3 Science SA1 Exam Format 2018Duration: 1 hour 15 min

P3 Science SA2 Exam Format 2018Duration: 1 hr 30 min

Booklet Item Type No of

Questions

No of

marks per

qn

Marks

A Multiple

Choice

20 2 40

B Open-ended 9-10 2-4 30

Total 29-30 70


Other Department Programmes

• Assembly talk on Project Green ( Clean Plate

and Collection of Old Newspapers)

• Singapore Amazing Flying Machine Competition (Term 1)

• Environmental Awareness Week (Term 2)

• Learning Journey to the Zoo (Term 2)


How can you help your child?

● Raise your child’s awareness of Science in their daily life. It is a

way of understanding the world around us.

● Connect the concepts learnt in the textbooks to actual happening

that takes place around them.

● Create opportunities for Science learning at home while watching

educational programmes or perhaps embarking on inquiry-based

experiments right in your very own home.


How can you help your child?

● Inject fun into Science learning and revision through games,

quizzes and crossword puzzles. Show excitement/passion for

science.

● Develop existing skills, reinforce what is learnt in school.

Tell me and I'll forget. Show me, and I may not remember. Involve me, and I'll understand..


CCA Open HouseCCA as an integral part of our pupils’ holistic education. Through their active participation in CCA, pupils can cultivate strong values such as Graciousness, Respect, Responsibility, Resilience, Integrity and Teamwork as well as develop vital 21st Century Competencies. To help them to make an informed-choice, the school is organising the CCA Open house for pupils and parents to have a better understand on the CCA available.

Date / Time : 23 Jan 2018, Tuesday from 2.15 - 4,30 pm.


MATTERS PERTAINING TO P3 CCA & SWIMSAFER PROGRAMMEQ: What is Swimsafer Program?

How does this cater to differing swimming abilities of pupils?

A: This is a MOE-SportsSG endorsed 8-week swimming program to teach basic water survival skills. If your child has attended similar swimming programs and obtained certification at any level of competency, please give a photocopy of such certificate(s) to his/her form teacher. Swimming instructors will teach according to their level of competency.


MATTERS PERTAINING TO P3 CCA & SWIMSAFER PROGRAMME

Q: My child is in a competitive sports CCA and herepresents Yu Neng in Inter-Primary School competitions,can he be excused from Swimsafer Program?

A: Teachers will try to schedule your child’s Swimsafer in such away that he/she does not miss it due to sports competitions. Forexample, your child may join another class in Swimsafer. Pleasecall or approach the following teachers to assist you in this.

Mr Low Hao Rong HOD / HH CCA or Mr Ho Wei Hao


• Absences – Parents to call teacher when child is absent.

• Contagious Diseases (H1N1, HFMD)

- The need to practise social responsibility.

- To submit MC when child is back.

- Re-certification from doctor is needed if child were to attend school prior to MC expiry.

• Valid MC required if child is absent from school during exam period.

• The need for child to keep a working thermometer in their bags at all times.

• School bags to be packed (instill responsibility) and kept at manageable weight (spinal health)

Safety & Pupil Well-Being Matters


- Exam time can be stressful for your child

and everyone in the family

- Take care of your child’s emotional and

mental well-being

- If he/she shows signs of stress, it indicates

that your child needs support and help

PUPIL WELL-BEING:Understanding Pupils’ Mental Health


Common warning signs of

distress in children

o Sudden loss of interest in study

o Feelings of hopelessness, helplessness and worthlessness

o Ideas and themes of death, suicide or self-harm

o Having frequent negative or worrying thoughts

o Frequently feeling anxious, afraid, guilty

o Unexpected change in mood, behaviour and/or personality.


School Counsellor

Mr See Siang Hua


Information on Learning and

Behavioural support● How to seek help or working with school?

● Speak to your child’s Form teacher, he or she will facilitate you to meet up with the respective coordinator for further discussion.

● If you have any current report, kindly pass to your child Form teacher for reference


Learning and Behavioural Support Staff

Mdm SyafiqahLearning and Behavioural

Support

Miss RaihanLearning and Behavioural

Support


Triple P –Positive Parenting Programme

• Family Matters @ School programme by MSF

• An evidence-based parenting programme that originated from Australia that’s proven to work in Singapore

• Consists of either parenting seminars, one-on-one or group consultations

• Details are in package; survey form to be completed and returned to FTs by 26 Jan

• After collation of survey results, the FMS coordinator will contact parents


Q&A Session


Please submit the online Feedback Form now. https://tinyurl.com/2018mps1

Thank You.

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Documents

Welcome to YNPS Meet Parents Session 1 13 January 2018 · Spelling/Vocabulary (Ejaan/Kosa Kata) Towards 80 Years of Enabling and Inspiring Education Mini Tests (Ujian Mini)