Welcome To
Yew Tee Primary School
Primary 4
Parent Briefing 2014
21 Jan 2014
Programme Outline
9.45am Introduction of P4 teachers by LA
9.50am Principal’s Address
10.30am Vice-principal’s Address
11.00am Briefing on Curriculum Matters
12.00pm End of Programme
School Leaders
Principal Miss Ang Mui [email protected]
Vice-principal Mrs Sharon [email protected]
Vice-principal Mdm Noorismawaty [email protected]
Key Personnel
Mdm Kamisah Salleh
Mdm Jan Lin Shihua
Mdm Lekha
Mdm Miriam Khan
Mdm Evelyn Cheam
Ms Ananthy
Ms Ng Yaw Ling
Mdm Tan Hsuen Fang
Mdm Nageswari
Mdm Norlizah Ali
HOD EL
LH EL
LH EL
HOD Maths
SH Maths
HOD Science
LH Science
HOD MT
SH TL
SH ML
Key Personnel
Mr Mohd Helmi
Mrs Jaehen
Mr Rodney Mohan
Miss Kim QingXian
Mdm Fadzilah Moideen
Mr Sharul Hisham
Miss Soh Siew Cheng
Mdm Chang Mei Cheng
HOD PD
SH PW
SH Discipline
SH VIA
SH NE & SS
HOD PE/Aes/CCA
SH CCA
SH Aesthetics
Key Personnel
Mr Gwee Yee Tat
Mrs Tan Yoke Yin
Mdm Junaina Ahmad
Mr Low Hock Siang
Mdm Chan Siew Hoon
Mr Peter Chong
HOD ICT
HOD KM
SSD
SH Special Projects
Admin Manager
Operations Manager
P4 Level AdvisorsMdm Junaina Bte Haji Ahmad (School Developer)
Mrs Tan Yoke Yin (HOD Knowledge Management)
P4 Year Heads
Mdm Siti Zaleha (Academic)
Mdm Irma Hassan (Pupil Development)
School Counsellors
Ms Lim Kar Geok (AED Counselling)
Mdm Sarasvathy (AED Counselling)
Form Teachers
Form Teachers Form Class
Mr Jegendren
Mdm Irma Hassan Mdm Mdm
Mdm Junaina Bte Haji Ahmad
Mdm Bong Mei Yun
Mdm Husnawati
Mdm Siti Zaleha
4 Care
4 Diligence
4 Empathy
4 Integrity
4 Perseverance
4 Respect
CL TeachersMdm Tan Chai Hia Mdm Tan Meow Huang
Mr Wong Song Pei Mdm Liu Bei Bei
Ms Zheng Ke Jun Mdm Yang Lili
Mrs Serene Han Mrs Tan Yoke Yin
ML & TL Teachers
Mr Najeeb Mr Prabhu
Mr Daud
Mdm Hartini
10
Principal’s Address
Our Philosophy
Every child has intrinsic worth
Every child can and wants to learn
Every child can contribute as a gracious and responsible citizen of the world
Our Mission
Engaging minds
Touching hearts
Inspiring growth
Our School Vision
Reflective Learners
Gracious Citizens
What is a Reflective Learner?
• Confident and articulate
• Curious about learning yet discerning –
Critical Thinker
• Resourceful - Takes initiative to seek
clarification
• Adaptable & Resilient - Dares to explore &
try new things
What is a Gracious Citizen?
• Are persons of character, possessing Integrity, Responsibility, Respect, Perseverance & Care
• Possess social emotional competencies of Self-Awareness, Self-Management, Social Awareness, Relationship Management and Responsible Decision-making
• Will actively contribute to the school, nation and environment
Our School Values
Integrity
Responsibility
Respect
Perseverance
Care
How do we nurture a
Reflective Learner,
Gracious Citizen?
• Empowering Curriculum
• Synergistic Staff
• Collaborative Partnerships
Empowering Curriculum
• Provides space and structure for the
explicit and implicit teaching of the Pupil
Vision Outcomes.
• Provides meaningful and well-designed
school experiences to allow pupils to
apply these outcomes so that there is
deep learning.
Total Curriculum Framework
C.C.L.A.SK.N.L
Integrity
Responsibility
Respect
Perseverance
Care
Gracious Citizens
Reflective Learners
Differentiated
Instruction
Circle Time
Kolb Model
Key Points to Note
• Promotion to the next level
• School policy on early dismissal,
discipline and leave matters
Promotion in the Middle Primary1. From P3 to P4
Pupils are promoted to P4 en-bloc (ie they remain in the same class)
2. From P4 to P5 (Subject-Based Banding)
– Pupils are grouped by ability in the individual subject.
– A vast majority of the pupils will offer subjects at the Standard Level.
– A small minority will offer subject/s that they have difficulty in coping with, at the Foundation Level.
– Pupils are split into 2 groups
(Top 3 classes – by ability, the next 7 classes –by mixed ability)
Promotion in the Upper Primary
From P5 to P6
If the same subject combination is offered,
pupils will be promoted to P6 en-bloc
If pupils are offering subjects at a different
level, they may be allocated new classes.
School Policy – Early Dismissal
Early Dismissal
• When child is unwell or is hurt– School will contact the parent to pick the child up to see the doctor
– Parent/ Guardian MUST accompany the child home
– If immediate medical attention is required, the ambulance will also be contacted
• During the fasting month– Approval must be given by parents
– Parent/Guardian must accompany the child home
• Other reasons– Must be accompanied by parents’ letter
– In the case of an external examination, the official notice must be submitted to the form teacher for permission and endorsement for early dismissal
– Parent/ Guardian must accompany the child home
School Policy – Discipline
• When the child misbehaves or flouts a rule– The child will be given a warning by the teacher
– When it is repeated, parents will be informed
– Details are provided in the pupil diary
• When there is a misunderstanding or an issue between pupils– Parents will be informed
– School will conduct the investigation and decide on the necessary course of action
– Parents will not be allowed to interrogate or conduct independent investigations
– School will facilitate mediation sessions between pupils, not parents
School Policy – Leave Matters
• Holidays during the official school term– Term holidays; please submit online travel declaration
– School Days; leave will not be granted. However, should parents insist on taking your child abroad, you must
• inform the school in writing and
• note that no additional or make-up lessons will be conducted for lessons missed
• Leave of Absence– For parents who are posted overseas and wish to take their
child along; and would like the child’s vacancy to be retained• An official application form must be completed to submitted to MOE
through the Principal
• Fees must be paid for the period of absence
Home-School Partnership
• Communicate with your child’s
teachers
• Reinforce the school values at home
• Trust your child’s teacher(s) and school
• Monitor your child’s learning
• Get to know his friends/ classmates/
other parents
• Be a Parent Volunteer
Final Words
• Have confidence in your child
• Have confidence and trust in the school
• Keep your communication open with the
school
• Love but don’t smother
• Let your child take responsibility and face
consequences
• Let Go…
29
Vice-principal’s
Address
30
School Safety &
Partnerships
Safety & Traffic
• Adhere to traffic regulations
• To avoid disruption to traffic flow and ensure
safety for our pupils and other road users, we
would like to request that parents DO NOT
– stop their vehicles in front of the school main
gates to allow their children to alight.
– make a u-turn at the yellow box or in front of the
main gates.
– park their cars illegally along the roads whilst
waiting for their children but to park at the HDB
carparks while waiting for their children.
Sending Your Child to School
• Choose to walk your child to school
• Drop off or pick up children at the HDB
car park
• Please allow child to come into school
by himself / herself, hence, send child
up to the school gate ONLY
• Wet weather
• Pupils to be seated in the hall by 7.10
am
Dismissal and EC • Choose to walk your child home
• Security in school
– Parents to wait outside the school gate /
HDB side road
– EC , CCAs, varied dismissal times on different
days
– Special diet
Parade Square
Canteen
Indoor Sports Hall(Future)
BlkA
BlkC
BlkD
Pedestrian Flow
Pedestrian Flow
Traffic Flow
Traffic Flow
SecurityPost
X X
X X
no accessto visitors
X X X XGate B
safe
ty b
arr
ier
Gate
A
X X
X X
Gate C
X X
X X
Gate D
no accessto visitors
no access
to visitors
CHOA CHU KANG NORTH 6
CH
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64
Blk 634
Blk 635
Gate
A
From School
premises
Pedestrian Flow
Sch
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Un
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Ca
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Ca
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Wait
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A
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Pare
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Wait
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A
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Pare
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Safety and Security
• Entry to school only on official business– Strictly by appointment with staff only – security
post clearance - obtain a visitor pass
– E-mail the teacher for an appointment
• Visitors in the school premises must
wear the visitor pass at all times
• All visitors must report to the General
Office to seek assistance
Safety and Security
• Should you wish to purchase an item
from the school bookshop, please
arrange to do so only from 3.30 to
4.00 pm
• Closed from 12.30 to 1.30 pm
Safety Updates
PERI School Upgrading• new facilities to encourage greater
interaction and self-discovery, and
facilitate experiential and hands-on
learning
• Indoor Sports Hall, performing arts
studio, outdoor running track, covered
bus bay, etc
Collaborative Partnerships
Research on parent involvement has shown
consistently that there are many benefits for
students, their families and schools, when parents
are involved in their children's lives and education.
“The fourth attribute…is Every Parent a Supportive
Partner. Parents are a child’s first teachers. Parents
are our most important partners… ‘I hope to see an
independent, confident and disciplined young adult
who is resilient and positive in times of crisis’.” - Mr Heng Swee Keat, Minister for Education, at the MOE
Work Plan Seminar, 12 September 2012
PSG - Network of Support
• The PSG creates a network of links for the
school, its families and the community.
• The end result is not only a rich diversity of
talents, but also an extended networking
system for the benefit of the pupils and the
school.
• Parents are valued as partners in their
children's education
• Enrich and support school personnel, pupils
and their families
Collaborative Partnerships
• Objectives of Parent Support Group (PSG)
– Support school vision, mission and values
– Enhance collaboration between parents and
school
– Increase parental involvement
– Enhance networking among parents to
support school.
– Provide platform to give constructive
feedback to enhance staff and pupil well-
being
Structure of Home-School
Partnership
All Parents
ClassLeaders
PSG
EXCO
Participation in school
programmes/events
Class RepresentativesInvolved in FGDs on CD &
Holistic Education, parent
activities
PSG EXCO
School Policies – give input, plan
& organise parent activities
How YOU can be part of this
partnership!
• PSG Tea Party for Parent Leaders – Term 1
• Class get-together – Term 1 - 2
• Breakfast Dialogue sessions – Terms 1, 3
• Parent Education – Terms 1-4
• Mini-fair – Term 2
• P6 Motivation Kit – Term 3
• Children’s Day – Term 4
• Grandparents’ Walk – Term 4
• PSG EXCO get together / Learning Journey – Term 4
How YOU can be part of this
partnership!
• Participate actively
• Volunteer for LJs, PSG activities, etc
• Class get-together
• Parent talks organised by PSG – email alert
through portal to sign up online
• Keep email address active / updated
• http://parents-in-
education.moe.gov.sg/parents-in-
education/how-can-parents-be-involved
Briefing on Curriculum
Matters
Subject-based Banding(SBB)
• Allows pupils the flexibility of taking a mix of
standard or foundation subjects, depending
on their strength in each subject
• To provide more flexibility to pupils with
strengths and abilities that vary across
subjects
• To encourage greater interaction among
pupils with different strengths
Purpose & Aim
Operationalising SBBAt the end of P4:
SA2 Performance Recommendation
Passes 4 subjects &
does very well in
MT
4 standard subjects + Higher MT
Passes 4 subjects 4 standard subjects
Passes 3 subjects or
less
Less demanding subject
combinations
Eg. 3S1F, 2S2F, 3F1S, etc
Fails all 4 subjects 4 Foundation subjects
Operationalising SBB
At P5:
Pupil sits for school-based examinations
School recommends a subject combination
Pupils take that subject combination
Empowering Curriculum
English
Assessment
Formative Assessment
� Holistic Assessment (HA)
Term 1 – 10%
Term 3 – 10%
Summative Assessment
� SA1 – 30%
� SA2 – 50%
Term 1 Term 2 Term 3 Term 4
Listening and
Viewing
Picture Matching
-Picture Matching
(To test pupil’s
ability to listen
for specific
information)
-Picture
Association (To
test pupil’s ability
to listen for the
main idea)
Listening and
Viewing
Picture Matching
and Note-taking
-Note Taking
(To test pupil’s
ability to listen
for specific
information)
-Picture
Association (To
test pupil’s
ability to listen
for the main
idea)
Listening and
Viewing
Picture
Matching and
Note-taking
-Note Taking
(To test pupil’s
ability to listen
for specific
information)
-Picture
Association (To
test pupil’s
ability to listen
for the main
idea)
Listening and
Viewing
Picture
Matching and
Note-taking
-Note Taking
(To test pupil’s
ability to listen
for specific
information)
-Picture
Association (To
test pupil’s
ability to listen
for the main
idea)
Term 1 Term 2 Term 3 Term 4
Reading and
Viewing
Reading Aloud
Reading aloud
from a
passage
(To test pupil’s
ability to read a
passage
accurately and
with expression)
Reading and
Viewing
Reading Aloud
Reading aloud
from a passage
(To test pupil’s
ability to read a
passage
accurately and
with
expression)
Reading and
Viewing
Reading Aloud
Reading aloud
from a
passage
(To test pupil’s
ability to read
a passage
accurately and
with
expression)
Reading and
Viewing
Reading Aloud
Reading aloud
from a
passage
(To test pupil’s
ability to read a
passage
accurately and
with
expression)
Term 1 Term 2 Term 3 Term 4
Speaking and
Representing
Story Retelling
(To test pupil’s
ability to speak
clearly and
audibly with
confidence in a
range of
contexts)
Speaking and
Representing
Reader’s
Theatre
(To test pupil’s
ability to speak
clearly and
audibly with
confidence in a
range of
contexts)
Speaking and
Representing
Show and Tell
To measure
pupil’s ability to
engage in a
conversation
Speaking and
Representing
Picture
Stimulus
(To measure
pupil’s ability
to describe a
picture)
Term 1 Term 2 Term 3 Term 4
Writing and
Representing
MLEA Individual
Writing
Creative Writing
(Pupils to write a
story creatively
based on
pictures and
guidelines)
Writing and
Representing
MLEA Individual
Writing
Creative Writing
- Pupils to write
a story
creatively based
on a series of
pictures / topic
Writing and
Representing
MLEA Individual
Writing
Creative Writing
- Pupils to write
a story
creatively based
on a series of
pictures / topic
Writing and
Representing
MLEA Individual
Writing
Creative Writing
- Pupils to write
a story
creatively based
on a series of
pictures / topic
Language Use
and
Comprehension
Checkpoints
Grammar
Vocabulary
Comprehension
Language Use
and
Comprehension
Checkpoints
Grammar
Vocabulary
Comprehension
Language Use
and
Comprehension
Grammar
Vocabulary
Comprehension
Language Use
and
Comprehension
Checkpoints
Grammar
Vocabulary
Comprehension
English Language
P4
Semestral Examination
Weighting of Papers
English Language Weighting
Writing 20%
Language Use and Comprehension 50%
Listening Comprehension 14%
Oral Communication 16%
ENGLISH LANGUAGE
PAPER 1
WRITING
Paper 1
Writing Guided Writing with picture
prompts and helping words
ENGLISH LANGUAGE
PAPER 2
LANGUAGE USE &
COMPREHENSION
Paper 2
Language Use
and
Comprehension
Vocabulary (MCQ)
Grammar
- MCQ
- Two Cloze Passages (with
helping words)
Synthesis & Transformation
Comprehension
- Visual Text
- 2 passages (with a variety of
items test. E.g. MCQ, sequencing,
open-ended)
ENGLISH LANGUAGE
LISTENING COMPREHENSION
Listening
Comprehension
Listening
Comprehension
1. Picture Matching
2. Listening for Information (2
texts)
3. Note–taking
ENGLISH LANGUAGE
ORAL COMMUNICATION
Oral Communication
Oral
Communication
Reading Aloud
Stimulus –based
Conversation
Teaching & Learning
Reading- Structured Reading Programme
- Web-based Reading Programme
- STAR Reading
- Accelerated Reader
Objectives:
• To motivate pupils to read and enhance comprehension skills
Approach
Star Reading (P1 to P5)
•To determine the reading level of pupils using a system-based computer adaptive diagnostic test.
•To generate and chart growth data related to individual pupil’s reading level
•Diagnostic practice (pupil’s general reading skills will be issued to parents)
Approach
Accelerated Readers (P3 - P5)
•To collect, track and sort data pertaining to pupils’ reading and comprehension skills
•To grade and match books available to quizzes suitable for the pupils
Teaching & Learning
Writing
- Structured Writing Programme
Speaking & Listening
- Developing effective presentation skills
- Public Speaking Workshop
Teaching & Learning
Inter-disciplinary Learning Programmes
- Project Work (LJ to Images of Singapore)
Academic Support Programme
• Focused – group remedial
Empowering Curriculum
Mathematics
Teaching & Learning
Aims to nurture confident and independent Mathematics problem-solvers through:
-Conceptual Approach to Problem-solving
-Non-routine Problems
-Love Math Learn Math Programme
-Eminence Programme
Examples of P4 Mathematics Concepts:
• Repeated Items
• Equal Stage
• Working backwards with unknown beginning
• Internal Transfer
• Gaps and Difference
Conceptual Approach
- Sam, Calvin and Krisnan had a total of
$2100. The amount that Sam had was
thrice as much as Calvin, and the
amount that Krisnan had was twice as
much as Calvin (Whole Numbers)
- Sam had ½ as much money as Calvin.
Calvin had ¾ as much money as Krisnan.
If Sam had $60 less than Krisnan, find
the total sum of money among the
three of them. (Fractions)
Repeated ItemsConceptual Approach
• Danny and Peter had an equal number of
stickers at first. Danny then gave away 24
of his stickers to his friend Melvin and
Peter bought another 10 stickers. In the
end, Peter had twice as many stickers as
Danny. Find the number of stickers Danny
had at first. (Whole Numbers)
• Serene had 100 pencils and pens. After
giving away of her pencils and 15 pens,
she had an equal number of pencils and
pens left. How many pens did she have in
the end? (Fractions)
4
3
Equal StageConceptual Approach
Internal Transfer
• Jenny had thrice as much money as Mary.
After Jenny had given Mary $140, they
had an equal amount of money left. How
much money did each of them have at
first? (Multiplication)
• Mary and Jane shared some stickers
equally. After Mary gave 36 stickers to
Jane, how many more stickers does Jane
have than Mary?
(Whole Numbers)
Conceptual Approach
Teaching & Learning
Create meaningful learning experiences to
arouse interest in Mathematics through:
– Integration of learning (IT lessons, Thinking
skills)
– Learnlogy.com
– Sustained Support in Math (SSM) Resources
– Math Journal Writing
– Performance Tasks
– Calculator Workshop
Assessment
• Daily Work
– Activity Books / Worksheets
– Mathematics Journal
– Practice Papers
• Mastery of concepts
– Performance Tasks
– Checkpoints
– SA1,SA2
Assessment
Assessment Task & Weighting
Time Assessment Task Weighting
Term 1 Checkpoint 10%
Term 2 SA1 30%
Term 3 Checkpoint 10%
Term 4 SA2 50%
Total 100%
Difference between P3 and P4
Mathematics Exam Paper
Types of
questions
P3
Number of
questions
P4
Number of
questions
MCQ 17 17
Short
answer
20 17
Long
Answer
7 9
Duration : 1 hr 45 min
Primary 4 Examination Format
Booklet Item Type Number
of Qn
Number
of Marks
per Qn
Weighting
A Multiple-
choice
17 2 34%
B
Short-answer 17 2 34%
Structured/
Long-answer
4 3 32%
5 4
Total 43 - 100%
Cognitive Levels
Cognitive Level Weighting
Knowledge 30%
Comprehension 40%
Application & Analysis 30%
Total 100%
Examples of Knowledge/
Short-Answer Questions
1. Find the value of 54 x 6
Ans: _______
2. What is the missing number?
______ x 9 = 108
Ans: _______
Example of Comprehension Short-
Answer Question
Case 1: Incorrect Answer Without Any Working
Answer: 85
Case 2: Correct Method But Wrong Answer
For 10 packets, Mary uses 15 X 5 M1
= 85 cups A0
x
Mrs Wong used 2 packets of powder to make 15
cups of jelly. How many cups of jelly can she
make with 10 packets of powder?
Irene spent of her money on a pair of
shoes and of it on food. If she had $126 at first,
how much money had she left?
3
1
9
5
14$:
14x 1269
1
9
1
9
5
3
11
Ans
=
=−− (M1) Correct method
(M1) Correct method
(A1) Correct answer
Example of Analysis
Long-Answer Question (3 marks)
Example of Analysis
Long-Answer Question
(4 marks)A box of cookies was shared equally among 34 children. 6 of them gave all their cookies to the rest
of the children. As a result, the rest of the children received 3 more cookies each. How many cookies were there in the box at first?
34 – 6 = 28
28 x 3 = 84 (6 children) M1
84 ÷ 6 = 14 ( 1 child) M1
14 x 34 = 476 M1 A1
Tips for Parents
Pupils are generally weak in division of whole
numbers and fraction
• Help your child to master the multiplication table
• Reinforce the concept of Fractions as division of a
whole into equal parts by using real-life examples
such as cutting of fruits, cakes, pizzas into equal
pieces
• Help them to have the good habit of showing
proper and detailed working steps in his/her daily
work
• Train your child to check the reasonableness and
accuracy of the answers obtained.
Always motivate and encourage your child
Workshop For Parents
• Saturday, 12 April 2014
• Introduction to Conceptual Approach to solving Word Problems
Empowering Curriculum
Science
Teaching & Learning
• Aims to enthuse pupils in Science learning and
build up their scientific skills through:
– Learning Journey
– Young Scientist Programme
– Experiments Using Datalogger
– Inquiry Based Learning
(Revised Activity Book)
– Independent and Experiential Learning
Introduction to Holistic Assessment
Formative Assessment
• Checkpoints
• Unit Worksheets
• Process Skill Worksheets
• Alternative Assessment
• Practical Test
Summative Assessment
• SA1
• SA2
Assessment
Assessment Tasks & Weighting
Time Assessment Task Weighting
Term 2 Alternative Assessment
(Ice-box)
10%
Term 2 Practical Test 10%
Term 2 SA1 30%
Term 4 SA2 50%
Total 100%
Assessment
AssessmentFormative Assessment (10%)
Topic: Heat and Temperature
Task: Design a model that involves heat insulation.
Semester 1 (icebox making) Please Mck (√)
The child is able to: ☺☺☺☺ ☺☺☺☺☺☺☺☺ ☺☺☺☺☺☺☺☺☺☺☺☺
1. Analyse the problem
2. Do research (books, internet) to understand the science concepts
involved in various ways to slow the melting of ice.
3. Decide on an innovative and relevant solution in order to remedy
or alter a problem situation.
4. Select or use an instrument to make a simple reading or measure
the quantity of something.
5. Explain the concept involved in the melting of ice.
Example of Qualitative Feedback
AssessmentPractical Test (10%)
Example of Qualitative Feedback
Semester 1 (Practical Test) Please tick
(√)
The child is able to: ☺☺☺☺ ☺☺☺☺
☺☺☺☺
☺☺☺☺☺☺☺☺
☺☺☺☺
1. Generate a classification for objects.
2. Select or use an instrument to make a simple reading
or measure the quantity of something.
3. Follow carefully a series of instructions in an
investigation.
4. Identify variables changed and kept constant
5. Compare results and make inference
AssessmentSA1
• Total Time for Booklets A and B: 1 h 15 min
BookletItem
Type
Number
of
Questions
Number
of Marks
per
Question
Total
MarksWeighting
AMultiple
Choice 25 2 50
30%
BOpen-
Ended12 2, 3, 4 30
SA2
• Total Time for Booklets A and B: 1 h 30 min
BookletItem
Type
Number
of
Questions
Number
of Marks
per
Question
Total
MarksWeighting
AMultiple
Choice 30 2 60
50%
BOpen-
Ended14 2, 3, 4 40
Assessment
Assessment
Theme Life Science Physical Science
Diversity
• Diversity of living
things
• Diversity of non-
living things
• Diversity of
materials
Cycles• Cycles in plants
and animals
• Cycles in matter and
water
Systems• Plant system
• Human system
Energy • Light and heat
Interactions • Magnet
Weighting 45 – 55% 45 – 55%
Assessment
Types of Questions Weightage
Knowledge with Understanding 40%
Application of Knowledge &
Process Skills
60%
Areas of Concern
• Weak in inferring and interpretation of data
• Weak in applying knowledge & concepts
learnt in a new context
• Weak in answering techniques
– No comparison
– Incomplete answer
– Not answering the question
Karen conducted an experiment to find out whether a styrofoam or metal cup
is better in keeping coffee hot.
She poured an equal amount of hot coffee into each cup of identical size and
thickness. For 20 minutes, she recorded the temperature of the coffee in the
styrofoam and metal cup and plotted the graph as shown below.
Metal cup
Styrofoam cup
A water tank used for flushing a toilet bowl is shown below. The
flushing and re-filling system is not shown in the diagram.
After flushing, water enters and re-fills the tank. The tank will stop
filling when the water reaches level L.
James wanted to use less water to flush the toilet bowl. Michelle
suggested putting a plastic bottle filled with stones into the water tank.
(a) Explain how Michelle’s suggestion would help reduce the amount
of water used to flush the toilet bowl. (1)
(b) Michelle’s method is based on a property of matter. State this
property. (1)
Workshop for Parents
How to Answer Open-ended Questions
12th April 2014
Saturday
Pupil Development
Citizenship
Creativity
Leadership
Action
Service
Mission
To develop pupils who are
Informed, Concerned
and Participative Citizens
National Education (NE)
• NE is part of Character & Citizenship
Education. It aims to
– develop national cohesion
– cultivate the instinct for survival as a
nation and instill in our pupils
confidence in our nation's future
– cultivate a sense of belonging and
emotional rootedness to Singapore.
107
Curriculum Co-Curriculum
Social Studies Total Defence Day Commemoration
(TDD) – 15 Feb
Discovering Self & Immediate
Environment
-Knowing Myself, Others and My
Surroundings
-Who am I in relation to the
people and places around me?
International Friendship Day (IFD) –
21 April
Integration into core & non-core
subjects
Racial Harmony Day – 21 July
Project Work National Day – 9 August
Learning Journey
Assessment
Total Marks: 50
Formative Assessment Weighting
Chosen Activities from the Activity Book 30
Performance Task:
To create a digital presentation that features a
particular street, bridge or building in
Singapore.
20
Support
• Actively reinforce NE Messages
• Be involved with your child in
commemorating the 4 NE Core
events
• Give your child the necessary
support when they need any
information on aspects pertaining
to NE
CREATIVITY
Mission
To develop pupils’ potential for
creativity and expression through the
arts as well as deepen their
understanding of the arts and culture.
Arts Exposure Arts Experience Arts Excursion
Pupils are introduced to
different art forms
through performances.
Accompanying the
programme is the
explanation on the
background and
development of the art
form.
Pupils are provided
with opportunities
for hands-on
participation of the
different art forms.
Programmes are
interactive and
enhance pupils’
skills while
expanding their
capacity for creative
thinking.
Pupils are provided
with opportunities to
attend performances
at purpose-built
performing venues
and visit museums,
galleries, art centres,
artists' studios and
theatres.
113
Curriculum Co-Curriculum
ART
Seeing
•identify and differentiate visual qualities
•gather information from visuals and what
they see
Expressing
•share ideas and experiences in artworks
and through artmaking
•explore and experiment different ways to
use art materials and media
Appreciating
•take pride in their own artmaking
•discuss artworks using basic art vocabulary
(elements of art and principles of design)
MUSIC
•Understanding of music elements/
concepts
•Discern and understand music form various
cultures and of various genres
Participate in Visual or Performing
Arts CCA
-Artist Hub
-Angklung Ensemble
-Choir
-Dance
-String Ensemble
Arts Assembly Programme
Recess time performances
Budding Star Concert
Aesthetics Week
114
Assessment
Personal Response
Share ideas and experiences through images
Use of media and materials
Control of tools and materials
Aesthetics Qualities
Use of art elements and design principles in art-
making
Understanding of music elements/ concepts
Eg quick/ slow, high/low, thick/thin, long/short,
loud/soft, silence/sounded, rhythmic/melodic
patterns, simple structure
Discern and understand music from various
cultures and of various genres
The Formative Assessment Criteria for Art &
Music is as follows:
Support
• Encourage and motivate your
child.
• Give your child the necessary
support when they need any
information on aspects
pertaining to Art and Music
LEADERSHIP
MissionEngaging and Inspiring the minds and
hearts of our pupils as Reflective and
Gracious Pupil Leaders.
Philosophy
• Every pupil can lead.
• Every pupil can contribute as
gracious & responsible citizens of the
world.
Lead Self
• emphasis on character development as
part of good citizenship
• curriculum is organised around the
desired qualities of a leader and school
values
• delivered through Leadership Lectures,
FTGP, ECG, Sexuality Education & Co-
Curricular Programme
LEAD SELF ( All pupils )
Class Council : Leadership Roles &
Opportunities
• Chairperson
• Vice Chairperson
• Secretary
• Subject Representatives
• Class-based opportunities eg MOCCCA, YTIW
Developing Pupil Leadership
LEAD PEERS
Department : Leadership Roles & Opportunities
• NICE Leaders
• Health Ambassadors
• Aesthetics Leaders
• Junior Environment Ambassadors
• CCA Leaders
• Library Leaders
• Level-based & School-based opportunities eg NE
Days, Aesthetics Week
Developing Pupil Leadership
LEAD SCHOOLSchool : Leadership Roles & Opportunities
• Prefects & Junior Prefects
• Sports Leaders & Junior Sports Leaders
• School-based opportunities eg Teachers’ Day,
Sports Fiesta, Lower Primary Games
• Beyond school at Zonal Sports Development
Programme, etc
Developing Pupil Leadership
Curriculum Co-Curriculum
Form Teacher Guidance
Period (FTGP)
Values Sharing
Health Education Leadership Lectures
Counselling Support
Leadership Training &
Development
Mentor-Mentee
Programme
Pupil Leaders’ Assemblee
Assessment• Lead Self : Holistic Development Profile
Conduct Grade.• Pupils are assessed on how their actions manifest
the school values and SEL competencies displayed in
the course of year
• Lead Peer : Lead Peer Assessment Rubric• Class Council Chairman & Vice-Chairman, NICE
Leaders, Aesthetics Leaders, Health Ambassadors,
Junior Environment Ambassadors, CCA Leaders,
Junior Prefects & Junior Sports Leaders
• Lead School : Lead School Assessment &
Portfolio • Prefects & Sports Leaders
Support
• Encourage and motivate your child.
• Give your child the necessary support
when he/she needs information on
aspects pertaining to Leadership.
Engaging and inspiring learners who
embrace active and healthy
lifestyles
Mission
ACTION
Skill Acquisition
40%
Modified Games
10%
Olympic Education
10%
Fitness
40%
Percentage Graph of PE
Curriculum for Primary 4
Curriculum Co-Curriculum
Focus is on fundamental
movements, educational
gymnastics and dance
which develop pupils’
psychomotor skills,
control and co-ordination.
P4 Adventure Camp
Sports Fiesta –
Caterpillar Series
AssessmentItem Description Weightage
PE assessment
rubrics
Pupils will be assessed on
locomotor and psychomotor skills
in the lower primary and on sports
skills acquisition from P3 – 6.
Pupils will be assigned a
grade at the end of the
year.
Body Mass Index
(BMI)
Pupils’ height and weight will be
taken twice (Semester 1 & 2).
Computation is by the Body Mass
Index.
BMI (By category)
Severely Underweight
Underweight
Acceptable weight
Overweight
Severely overweight
NAPFA
Pupills will need to sit for a physical
test comprising of:
1. Standing broad jump
2. Sit-up
3. Sit & Reach
4. Shuttle run
5. Inclined pull-up
6. 1.6km run & walk
Gold Award
Silver Award
Bronze Award
Support
• Ensure that your child takes part in all
PE programmes
• Monitor the weight of your child
• Provide proper nutrition for your child
SERVICE
Values in Education (VIA)
VIA is part of holistic education. It aims
to:-
• nurture our pupils to become socially
responsible
• develop their sense of belonging and
• commitment to Singapore
• learn the value of service
• develop lasting friendships with one
another
Curriculum Co-Curriculum
CCE – Character & Citizenship
Education
Syllabus focuses on six core
values, namely Respect,
Responsibility, Integrity, Care,
Resilience and Harmony
Service to Peers
-Classroom Cleanliness
Service to School
-Use Your Hands Campaign
-Lion’s Club Plegde Cards
-Making of Festival Cards
-Project 11
Service to Community
-The littleBIG Community
Project
-Grandparents’ Walk
Assessment
• There is no formal assessment for VIA.
• Pupils are assessed on how their actions
manifest the school values and SEL
competencies displayed in the course of
their service to the school and
community.
• Pupils will write reflections and share
their feelings and thoughts on the
experience.
Support
• Actively reinforce the correct
values
• Be involved with your child in
their Values In Action activities
• Give your child the necessary
guidance when he/she explores in
Values In Action activities
136
Chrysallis Award
• Award will be given at the end of P4
if the pupil completes all activities
in both P3 & P4
Empowering Curriculum
Mother-Tongue
2014
小小小小四四四四华文分享会华文分享会华文分享会华文分享会
P4 CL BRIEFING
讲解流程讲解流程讲解流程讲解流程
• 年中、终升级试 (SA1、SA2)
• 考试注意事项
• 年级活动
•听 Listening
•说 Speaking
•读 Reading
•写 Writing
• SA1/SA2
2014年华文各技能的评估年华文各技能的评估年华文各技能的评估年华文各技能的评估
考查活动和模式考查活动和模式考查活动和模式考查活动和模式
((((Mode of Assessment)
Assessment
S/N Area Weightage
1 Paper 1: Composition 15%
2 Paper 2: Language Use &
Comprehension
45%
3 Paper 3: Listening
Comprehension
10%
4 Paper 4: Oral 30%
Assessment
S/N Area Weightage
1 Knowledge-based
questions
30%
2 Average difficulty to higher
order thinking questions
70%
Individual Reading Portfolio
听听听听
说说说说
读读读读
写写写写
语文应用语文应用语文应用语文应用
汉字短文汉字短文汉字短文汉字短文
我能流利流利流利流利和准确准确准确准确地读出短文短文短文短文。
(Read a passage)
晚上晚上晚上晚上,,,,路灯都亮了路灯都亮了路灯都亮了路灯都亮了,,,,给来往的行人给来往的行人给来往的行人给来往的行人
照明照明照明照明。。。。行人说行人说行人说行人说::::““““路灯比月光有用多路灯比月光有用多路灯比月光有用多路灯比月光有用多
了了了了!!!!””””路灯听了路灯听了路灯听了路灯听了,,,,得意地说得意地说得意地说得意地说::::““““月亮月亮月亮月亮,,,,
人们再也不需要你了人们再也不需要你了人们再也不需要你了人们再也不需要你了!!!!””””月亮不说话月亮不说话月亮不说话月亮不说话,,,,
只是静静地在黑夜里发光只是静静地在黑夜里发光只是静静地在黑夜里发光只是静静地在黑夜里发光。。。。
这晚这晚这晚这晚,,,,突然停电了突然停电了突然停电了突然停电了。。。。路人在月光的路人在月光的路人在月光的路人在月光的
帮助下帮助下帮助下帮助下,,,,安全地走回家安全地走回家安全地走回家安全地走回家。。。。这时这时这时这时,,,,路灯才路灯才路灯才路灯才
明白月光的用处明白月光的用处明白月光的用处明白月光的用处,,,,再也不敢小看月亮了再也不敢小看月亮了再也不敢小看月亮了再也不敢小看月亮了
听听听听
说说说说
读读读读
写写写写
语文应用语文应用语文应用语文应用
看图说话看图说话看图说话看图说话
地点地点地点地点::::学校草场学校草场学校草场学校草场
(Picture Description)
1.这里是学校的草场学校的草场学校的草场学校的草场。
2. 现在应该是休息休息休息休息时
间,有很多学生草
场上玩耍。
3. 一个女孩和一个男孩在玩球玩球玩球玩球。他们玩
得很开心。
4. 一个女孩和一个男孩在玩你追我跑你追我跑你追我跑你追我跑
的游戏。
5. 一个顽皮的男孩
爬爬爬爬到树上去。
6. 一个男孩坐在树下
静静地看书看书看书看书。
7. 一个男孩吃了东西就把包装纸
丢丢丢丢在地上。
AssessmentRecommendation for Higher CL选修高华选修高华选修高华选修高华
• Shows keen interest in the language.
• P4 SA2 marks – at least 85 for MT.
• For CL – All pupils who are keen to opt for HCL
will sit for a HCL Diagnostic Test in Nov.
• Parents’ Option Form.
•对华文有兴趣
• P4 SA2考获至少85分
•奠定考试
Expectations of HMT Pupils
• Attend 2 periods of HMT outside
Curriculum
•Time, every Wed, 1.30-2.30pm.
(Compulsory)
• Take the Enrichment Module.
• Sit for BOTH MT & HMT exams.
Note: MT & HMT are reflected as 2 different
subjects on Report Slip.
Assessment
Higher MT:
Paper 1 Composition
Paper 2 Language Use (2 cloze/2 compre)
Grading:
Distinction : 80 marks & above
Merit : 65-79
Pass : 50-64
Ungraded : Below 50
Impact of HMT
At PSLE:
• Grades are converted to points ONLY if
pupils are offered SAP schools:
Distinction 80 & above 3 points
Merit 65-79 2 points
Pass 50-64 1 points
HMT at the End of P5
If a pupil:
• Has not shown a keen interest in the
language.
• Has not performed well in HMT/MT exams
as well as other subjects.
Standard MT at P6 Level
Reading Programme
-《《《《西游记西游记西游记西游记》》》》Multi-media Chinese
Classics
-书展书展书展书展 Book fair
专题作业专题作业专题作业专题作业Project Work
• Learning Journey to Sentosa
•圣淘沙历史博物馆圣淘沙历史博物馆圣淘沙历史博物馆圣淘沙历史博物馆(4大种族传统文化大种族传统文化大种族传统文化大种族传统文化))))
年级辅助活动年级辅助活动年级辅助活动年级辅助活动
157
Standard MT - Oral
• Common Errors - Conversation:
Eg. Eg. Eg. Eg. 我喜欢去公园因为可以我喜欢去公园因为可以我喜欢去公园因为可以我喜欢去公园因为可以玩玩玩玩脚脚脚脚
车车车车。。。。我很开心我很开心我很开心我很开心。。。。
跟谁跟谁跟谁跟谁????什么时候去什么时候去什么时候去什么时候去????
158
Standard MT - Oral
School Support:
• Oral Packages.口试配套口试配套口试配套口试配套
• Teaching of Oral Exam skills.
• Good phrases/Bilingual word list
provided for pupils.
159
Standard MT - Composition
Common Errors - Expression:
• Lack of descriptive words/good phrases
used.
• Incorrect sentence structure.
Eg. (Mother bought a fish at the market.)
���� 妈妈买鱼在巴刹妈妈买鱼在巴刹妈妈买鱼在巴刹妈妈买鱼在巴刹。。。。
����妈妈到巴刹去买鱼妈妈到巴刹去买鱼妈妈到巴刹去买鱼妈妈到巴刹去买鱼。。。。
160
Standard MT - Composition
School Support:
• Teaching of Writing Skills.写作配套写作配套写作配套写作配套
• Composition Writing Packages/Worksheets.
• Model Essays selected.
• Good phrases/descriptive words
provided.
161
Standard MT - Comprehension
Common Error:
• Incomplete answers.
Eg. 你认为小明是个怎样的小孩你认为小明是个怎样的小孩你认为小明是个怎样的小孩你认为小明是个怎样的小孩????请请请请
举例说明举例说明举例说明举例说明。。。。
���� 很孝顺很孝顺很孝顺很孝顺。。。。////他愿意照顾生病的他愿意照顾生病的他愿意照顾生病的他愿意照顾生病的
妈妈妈妈妈妈妈妈。。。。
����我认为他是一个很孝顺的孩子我认为他是一个很孝顺的孩子我认为他是一个很孝顺的孩子我认为他是一个很孝顺的孩子
。。。。他愿意照顾生病的妈妈他愿意照顾生病的妈妈他愿意照顾生病的妈妈他愿意照顾生病的妈妈。。。。
162
Standard MT - Comprehension
School Support:
• Read passage and pick up important clues/info. 搜集资料搜集资料搜集资料搜集资料
• Teach answering techniques for different type of questions. 作答技巧作答技巧作答技巧作答技巧
• Encourage pupils to read widely.
广泛阅读广泛阅读广泛阅读广泛阅读
育智华文育智华文育智华文育智华文
网上学习资源和平台网上学习资源和平台网上学习资源和平台网上学习资源和平台
教育部网上学习资源和平台教育部网上学习资源和平台教育部网上学习资源和平台教育部网上学习资源和平台
• 学乐学乐学乐学乐
www.xuele.sg
• 语文乐翻天语文乐翻天语文乐翻天语文乐翻天
http://game.iflashbook.com/
感谢您的聆听感谢您的聆听感谢您的聆听感谢您的聆听!!!!
家长+育智小学=
品学兼优的AAAA学生
The End
167
JABATAN BAHASA
MELAYU
DARJAH 3
Taklimat Bagi Ibu Bapa
Darjah 4
Bahasa Melayu
Guru-guru Darjah 3
� Cikgu Hartini
� Cikgu Najeeb
Penilaian Holistik
Peratusan (%)
HTR1 10
SA1 30
HTR2 10
SA2 50
JUMLAH 100
• Portfolio Bacaan (Reading Portfolio)
• Aktiviti-aktiviti berdasarkan buku –buku cerita
terpilih.
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