Anglo-Chinese School (Junior) Primary 1 & 2 Pupils - - PowerPoint PPT Presentation

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Anglo-Chinese School (Junior)

Primary 1 & 2 Pupils Meet-The-Parents Session

11 January 2017

His Banner Over Me is Love

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Sheltered Linkway from MPH to Teaching Blocks

Joyful Cheers

• n

Day One

Raising this generation for the future

• Shepherding the Child’s Heart

– Build attitudes and values

• Imparting the gift of joy and gratitude
• Role-modelling how to live for a cause greater

than self

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Train up a child in the way he should go: and when he is old, he will not depart from it. Proverbs 22:6

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Our Vision

Every ACSian a young gentleman of character, ready for the future to lead and to serve

Our Mission

To nurture our Boys with a quality, holistic education, rooted in Christian values and strength of character, that allows each to reach his fullest potential, equipped with life skills to face the future and to serve God and Nation.

Our Values

Integrity, Love, Excellence, Curiosity, Collaboration, Loyalty

ACSian Outcomes

The ACSian embraces the future with an aspiring mindset.

The ACSian Gentleman of Character demonstrates love, integrity and loyalty at all times.

The ACSian works with

• thers to

make a positive difference.

Aspiration

Curiosity Excellence

Service

Collaboration

Character

Love Integrity Loyalty

VALUE WHAT DOES IT MEAN? HOW IS IT DEMONSTRATED? Curiosity

Let the wise hear and increase in learning, and the one who understands obtain guidance Proverbs 1:5

Curiosity is the desire to know or learn something. Joy is experienced through the process of learning and acquiring new knowledge. I demonstrate curiosity when I  am enthusiastic to gain new knowledge  take responsibility for my own learning  am willing to explore new ideas independently Excellence

And whatever you do, in word or deed, do everything in the name of the Lord Jesus, giving thanks to God the Father through him. Colossians 3:17

Excellence is to have an attitude that of ‘the best is yet to be’ in all endeavours. It speaks of having resilience and diligence in the face of challenges. I demonstrate excellence when I  participate in all activities  take pride all my work, regardless of my personal ability or talent  consistently put my best effort in. Love

Be devoted to one another in love. Honour

• ne another above yourselves.

Romans 12:10

Love is caring and showing compassion to those around us. It also speaks of forgiveness. I demonstrate Love when I care for  myself 

• thers

 the community Integrity

Whoever walks in integrity will be delivered, but he who is crooked in his ways will suddenly fall. Proverbs 10:9

Integrity is the quality of being honest and having strong moral principles (moral courage?) in all situations and under all circumstances. I demonstrate Integrity when I consistently  speak the truth  do what is right  keep my word Loyalty

For the LORD is good; his steadfast love endures forever, and his faithfulness to all generations Psalm 100:5

Loyalty speaks of a rootedness to family, school, and

• nation. It is more than mere words. True loyalty

results in action. I demonstrate Loyalty when I support  my classmates  my schoolmates  my nation Collaboration

In the same way, let your light shine before others, that they may see your good deeds and glorify your Father in heaven Matthew 5:16

Collaboration is working with others in order to make a positive difference in the lives of others. Love and loyalty is the motivation to make this positive difference. I demonstrate Collaboration when I contribute to  the class  the school community  my nation

ACSian Outcomes

• This biennial fundraising walk has been supporting 16

Methodist schools in Singapore for 16 years, and is

• rganized by the Methodist Schools’ Foundation.
• 100 percent of proceeds raised by students, will be used by

schools to support different activities of each school.

• ACS(J) : Funds will be channeled towards the upgrading of

school facilities and implementation of school-wide activities

• Fund-raising period : 13th Jan to 24th Feb 2017

INDIVIDUAL EFFORT ● CLASS SPIRIT ● LEVEL UNITY

25th March (Saturday) 7.15 – 10.30am ACJC

ACSJ P4

Parent Volunteers

• Building Our School Together
• Expertise required in many areas
• For NEW volunteers, please sign up through school website from 13

to 26 Jan 2017

• For more information, contact the teacher-in-charge

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Academic Development

• Creative Science Investigation
• Training of Thinkers Captains /

Organisation of DI Competition

• Chinese Oral /English Oral

Enriching School Life

• EcoGarden
• Library
• Aesthetics : Art and Craft
• Adventure Club
• P6 Post-PSLE Activities
• Teachers’ Day

Spiritual Support

• Chapel
• Parents’ Prayer Group &

Fathers’ Prayer Group

Security Measures

Access Control Visitors

• All visitors and authorised contractors must register at the Guard Post
• All parents/care-givers are to display their security pass at all times when
• n Campus
• Parents/guardians will be allowed to enter the school and meet their

children at the foyer from 1:15pm at dismissal time

• All other areas are out of bounds

Vehicles

• Visual checks will be conducted on all incoming vehicles
• Security passes must be shown without demand before entering the

campus

• ONLY drop-offs and pick-ups (at the external lay-by and the internal lay-by

beside the foyer) are allowed during start of school and dismissal.

• Parking is not allowed on campus except for official matters (the General

Office must be informed beforehand) and during emergencies

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Form and co-Form Teachers

1. Provide pastoral care and ensure well-being of students 2. Facilitate lifeskills lessons and one-to-one interaction time with students 3. Communicate with parents and undertake administrative matters

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Mr Yap Kim Hung

HOD Year Head (P1 & P2)

Holistic Support for your Child

Ms Ang An Lian

SH CCE / VIA

Ms Karen Tham

SH CCE / Student Leadership

Miss Noelle Selvadurai

HOD Character & Citizenship Education Mr Chen Jieming

SH Discipline

Mrs Kim Cheang

ST/ Special Needs

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P1 Assessment

Formative

• Absentees from the Bite-sized Assessments will need

to sit for the papers within one week after the actual tests dates.

• Please refer to the emails which will be sent to you by

your son’s subject teachers with regards to the schedule for Bite-sized Assessments.

Term 1 to Term 4 Bite-sized Assessments (100%)

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P2 Assessment

• Formative
• Absentees from the Bite-sized Assessments will need to sit for the papers within
• ne week after the actual tests dates to qualify for academic awards.
• Please refer to the emails which will be sent to you by your son’s subject

teachers with regards to the schedule for Bite-sized Assessments.

• Summative (SA2)
• There is no make up for the main written papers (at SA2). Marks will be

pro-rated accordingly and pupils will not be eligible for academic awards. Term 1 to Term 3 Term 4 Bite-sized Assessments (50%) SA2 (50%) Subject Date MT Oral 10 Oct MT LC 27 Oct Subject Date English & EL LC 30 Oct Mathematics 31 Oct Mother Tongue 1 Nov

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Weighting

Non-Tamil Indian Languages (NTIL)

Based on MOE Guidelines

There will be formal assessments conducted. (Please approach respective language centres / teachers for more information)

SA1 SA2 30% 70%

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We aim to give…

• A memorable year
• Opportunities to build firm ties and friendships
• Sound values education
• Good preparation for academic challenges
• Experiences to prepare ACSJ students for life

ahead

Gro Growin wing g The The Child In Child Into to Ind Indepe epend nden ence ce

Aspiration Character Service

School values Curiosity I want to learn more Excellence I want to do my best Integrity I do what is right in word and deed Love I care for myself and

• thers

Loyalty I am faithful Collaboration I serve others Outcomes I am enthusiastic to gain new knowledge I participate I speak the truth I know how to care for myself I support my classmates I contribute to the class

ACSian Outcomes for P1-P2

Platforms which support the achievement of ACSian outcomes

• Everyday Responsibilities
• Form Teacher Guidance Periods - FTGP
• Life-Long Learning Programs – LLP
• Creative Thinkers – Applied Learning

Program ALP

• Programme for Active Learning – PAL

P1 & P2 THINKERS ALP Programme

Programme Objectives 21st Century Competencies THINKERS Games

• To build team work
• To instil confidence, socio-cultural

sensitivity, discipline, concentration and mental strength

• Effective

Communication

• Effective

Collaboration

• Curiosity and

Creativity

• Socio-Cultural

and Religious Sensitivity and Awareness

• Sound Reasoning

and Decision- Making Creative Problem- Solving Skills  To acquire and apply problem-solving strategies (e.g. Attribute Listing, Morphological Matrix) to generate ideas and solutions creatively

Programme for Active Learning (PAL) PAL equips our P1 and P2 pupils with the necessary skills and values to thrive in a fast-changing and globalised future. Every Wednesday morning. Attire: Red corporate T-Shirt and school shorts.

PAL in Action

The role of PAL in preparing our students for CCA.

• Lays the foundation for building social-emotional

competencies like empathy, respect etc.

• Creates a learning environment that welcomes

play, exploration and teamwork.

• Prepares the students mentally and equips them

with basic skills/knowledge for CCA.

• Allows students to have a better understanding
• f their interests which will lead to greater

enjoyment in learning.

VALUES-IN-ACTION @ ACSJ

P1 & P2 MTP 2017

VIA @ ACSJ Developing Young ACSians

Cultivate Compassion. Collaboration. Service to Others

P6 VIA IA (Natio tion)

• Games

Carnival for P1 to P4

• Recess

Manager

P1 VIA IA (Self)

• SPCA

Assembly Talk

• P1 VIA

Booklet

• P1

Kindergarten Visit

P2 VIA IA (Home me)

• AVA Pet Pal

Programme

• P2 VIA

Booklet

• P2

Kindergart en Visit

• P2

Kindergart en Welcome Booklet P3 VIA IA (Scho hool)

• l)
• Water

Conservati

• n Hero
• Recess

Manager P4 VIA IA (Scho hool

• l

Communi munity)

• P1 Recess

Buddy

• Recess

Manager

• P4 Toy

Drive (EL Dept) P5 VIA IA (Comm mmun unit ity)

• Bethany

Home Visit

• Recess

Manager

• P5 Design

For Change (SS)

Class Cleanliness (Everyday Responsibility), NTUC Textbook Recycling @ ACSJ, MWS Ang Pow Collection, Community Chest Children’s Day Appeal

STAFF VIA CCA VIA

STUDENT LEADERS VIA STUDENTS INITIATED VIA

ACTION AWARENESS ADVOCATE

P1 VIA – VIA BEGINS WITH SELF

P1 VIA booklet (Term 1 & 2) SPCA Assembly Talk (Term 4) P1 Kindergarten Visit (Term 4)

MAKING A DIFFERENCE @ ACSJ FOR P1 & P2S BEGIN WITH EVERYDAY RESPONSIBILITIES…

Research indicates that those children who do have a set of chores have higher self-esteem, are more responsible, and are better able to deal with frustration and delay gratification, all of which contribute to greater success in life.

P2 VIA BOOKLET

UNPACKING THE JOY OF SERVICE FOR OUR BOYS…

• 1. Start by letting your child work alongside you. Role-model the behavior you would

like them to acquire. Teach them more than the mere skills of service, but the spirit of service. * Have conversations at home: Share the joy you experience when you serve; it’s a blessing to be able to serve.

• 2. Teach your children to notice what needs to be done.

What is evident to us will not be as evident to our boys. Sometimes we have to point

it out and then give our boys a chance to care for others. We want to train

• ur boys to be proactive and actively look for ways they can help others.
• 3. Cheer them on as they learn to serve. Take a moment to recognize their effort to

help – no matter what the result. What we care about is their heart to serve.

ENGLISH LANGUAGE

Primary 1 Meet-the-Parents Session

EL Level Head Ms Jane Chen chen_mun_hui_jane@moe.edu.sg EL Level Head Mr Kelvin Lim kelvin_lim_lye_lee@moe.edu.sg EL HOD Mr Roger Teng roger_teng@moe.edu.sg

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Making the Transition

From P1 - P3a

• Learning to Read
• Shared Reading
• Big Books

From P3b - P6

• Reading to Learn
• Silent Reading
• Range of Text Types

Promotion and Feedback

• 1. En bloc promotion as a class into Primary 2
• 2. 6 Mastery Exercises (Bite-sized

Assessments) to check progress

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2016 P1 EL Mastery Exercises (Bite-sized Assessments) (100 %)

When % What 1 Term 2 Week 2 20% Listening Exercise Sound Discrimination, Listening Comprehension (Picture Matching) 2 Term 2 Week 5 10% Reading Exercise Reading Aloud 3 Term 3 Week 1 20% Speaking Exercise Show-and-Tell 4 Term 3 Week 9 10% Written Exercise 1 Unseen Dictation 5 Term 4 Week 1 20% Written Exercise 2 Grammar, Vocabulary & Comprehension 6 Term 4 Week 4 20% Written Exercise 3 Individual Writing Total 100% weightage

Children who love reading and have a strong foundation in the English Language.

What is STELLAR?

• STELLAR is a language teaching programme

that is designed to help our pupils acquire English language skills through activities in listening, speaking, reading, writing and visual literacy.

37

STELLAR Curriculum (Lower Primary)

The STELLAR curriculum is very comprehensive.

• Integrates all language skills
• Skills are enhanced through daily practice
• Key language items are explicitly taught to

children

STELLAR Curriculum (Lower Primary)

• It is in line with the 2010 EL Syllabus.
• Its aim is to move learners towards independence

using quality children’s books and activities that motivate and engage young learners.

38

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

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STELLAR is different because…

• The 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

40

STELLAR is different because…

• English language learning is achieved through:

☺ vocabulary learned in books ☺ expression of thoughts in oral and written forms ☺ discussions with other children and the teacher ☺ informal peer interaction

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Why Books?

• Books:

☼ 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

42

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)  word identification activities (i.e. spelling patterns, letter-sound relationships)  grammar (i.e. present tense, past tense, singular/plural forms)

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Each STELLAR Unit includes…

• Development of the four language skills

 listening  speaking  reading  writing

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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

46

Each STELLAR Unit includes…

• Independent learning

 individual reading  individual writing  working at learning centres

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.

47

• 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.

48

STELLAR needs Parents’ Support

49

MATHEMATICS

Primary 1 Meet-the-Parents Session

Mr Goh Chee Wei HOD Mathematics goh_chee_wei@moe.edu.sg Mr Chee Zhen Yi LH Mathematics chee_zhen_yi@moe.edu.sg

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• Assessment in Mathematics
• P1 Topics

P1 briefing

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Assessment for P1

• 6 Bite-sized Assessment
• Test basic concepts and skills

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Bite-sized Assessments

When Assessment

1 Term 2 Week 3 Assessment 1 Term 2 Week 7 Assessment 2 2 Term 3 Week 5 Assessment 3 Term 3 Week 9 Assessment 4 3 Term 4 Week 3 Assessment 5 Term 4 Week 7 Assessment 6 * Subject Teachers will finalise the topics to be tested prior to the Assessments

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Other forms of Assessment 1) School based activities 2) Teacher’s observations

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Topics Covered in P1

Content Whole Numbers

– Number Bonds – 4 Operations – Ordinal Numbers

Length Geometry (Shapes and Patterns), Picture Graphs Money Time

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Chinese Department

Primary 1 Meet-the-Parents Session

HOD Mother Tongue Mdm Kuah Hui Hui kuah_hui_hui@moe.edu.sg LH Mother Tongue Mdm Lam Yuk Wing lam_yuk_wing@moe.edu.sg

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P1 Briefing

• Features of the Chinese curriculum
• Bite-sized Assessments
• Online Resources
• How you can help

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Features of Primary Chinese Language Instructional Materials (欢乐伙伴)

• 1. 贴近生活的学习内容

Meaningful & Relevant Learning Content

• 2. 丰富多元的学习资源

Rich & Diversified Teaching & Learning Resources

• 3. 体现乐学善用的学习活动

Engaging and Authentic Language Tasks

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• 1. Meaningful & Relevant Learning Content
• 生活化、本土化

Learning content is relevant to students’ lives

• 课程将通过贴近学生生活的学习内容,帮助学生打好语

文基础 Allow students to build a strong language foundation

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• 1. Meaningful & Relevant Learning Content
• 儿童化、趣味化

Interesting content that is appealing to children

• 课程将照顾学生的学习特点,引起学习兴趣

Addresses students’ learning needs and motivate students’ learning interest

• 情境、语言贴近儿童生活

Lively & memorable stories & language

• 版面设计生动有趣

Well-illustrated instructional materials

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• 2. Rich & Diversified Teaching &

Learning Resources

• 重视资源开发,提供多元化的学习资源

Emphasize on teaching resource development

• 教学资源

Teaching & Learning Resources 利用教学资源营造学习氛围,提高教学效益 Use of resources such as flash cards and picture cards to create an engaging and interactive learning environment

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• 2. Rich & Diversified Teaching &

Learning Resources

• 开发更多数码资源 Greater use of ICT

听说教学:通过动画创设语境 Use of animations with real-life settings o help students learn oracy skills 读写教学:通过动画加强汉字形、音、义之间的联系 Use of animations to exemplify the strokes of Chinese characters 通过数码互动游戏自主学习、巩固所学 Use of digital interactive games to engage students in the learning of Chinese language

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• 3. Engaging and Authentic Language Tasks
• 注重互动能力的培养

Emphasis on the development of interaction skills

• 在真实的语境中有效地与人沟通,培养互动能力

Students engage in authentic & meaningful communication to hone their interaction skills

• 注重有意义的活动与任务

Meaningful Tasks & Activities

• 培养孩子自主学习的能力

Lessons are designed to encourage the use of Chinese language in our children’s daily lives.

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Primary 1 Instructional Materials

Learning Content:

• 1. 听说剧场 Listening & Speaking
• 2. 拼音城堡 Hanyu Pinyin
• 3. 读写乐园 Reading & Writing

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Primary 1 Instructional Materials

• 1. 听说剧场 Listening & Speaking

孩子在大图书、动画所创设的情境中学习口语 Learning oral interaction skills through big books & animations

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Primary 1 Instructional Materials

• 2. 拼音城堡 Hanyu Pinyin

帮助孩子学习口语,为读写打下基础 Building on your child’s oracy foundation, Hanyu Pinyin is a tool to help your child understand and make connections between the sounds and meanings of Chinese characters.

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Primary 1 Instructional Materials

• 3. 读写乐园 Reading & Writing
• 在口语的基础上,以系统化的教学策略加强学生的

读写能力 Upon building strong foundation in listening and speaking, your child will venture into reading and writing.

• 认可的华文书写体为：楷体和宋体

Acceptable Chinese font are Kai ti 楷体 or Song ti 宋体

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Primary 1 Instructional Materials

Real-life Interaction

• 结合生活、注重运用、巩固所学

Setting of real-life interaction tasks to consolidate students’ learning Examples of real-life interaction tasks 1A6《我的身体》My body

• 回家把《健康歌》唱给家人听听,大家一起说说都

做到了吗? Sing “Song of Health "for your family and discuss if you are able to practise what the song says.

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Primary 1 Instructional Materials

Another Example: 1B16《水果知多少》Let’s learn more about fruits

• 和家人一起逛逛超市或巴刹,说说水果的名称和味道。

You have learnt to say the names and tastes of different fruits in Chinese. You may want to ask your child to share them with you.

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Bite-sized Assessments ( Summary )

Term Week Assessment 2 3 Oral 1: Sentence Construction (10%) 6 Listening Exercise 1 (10%) 3 4 Oral 2: Reading Aloud (10%) 8 Written Exercise 1 (20%) (Lesson 1 to 10)

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Bite-sized Assessments ( Summary )

Term Week Assessment 4

2

Oral 3 : Picture Description and Conversation (20%) 5 Listening Exercise 2 (10%) 5 Written Exercises 2 (20%) (Lesson 1 to 16)

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• Please take note that the dates of the bite-

sized assessment will be announced to the pupils 2 weeks before they take the papers.

• Pupils will be tested after the relevant

lessons are taught.

72

How you can help?

1

Show interest in your child’s CL learning experiences and encourage him or her to share them with you.

2

Encourage your child to learn through meaningful language games. For example, make use of the small flash cards to play games to help him or her reinforce character recognition etc.

3

Bring your child to the library or bookshops to cultivate a reading habit. You may find out the Chinese story-telling sessions held in the national libraries from http://www.nlb.gov.sg/golibrary/programme/Story-telling%20~2Fcrafts.aspx

4

Make use of objects in your environment such as road signs and advertisements to engage your child in CL conversations.

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How you can help: Oral

Conversational Topic for each lesson ( Textbook) 《我会说》I I can Say & & 和 《生活运用》Real Real-Li Life Application

Objectives Improve pupils’ oral skills and let them revise the sentence structures and vocabulary learnt. How ? Go through the questions of 《我会说》with your son, encourage him to answer in complete sentence and say as much as he

• can. Support your son and affirm his efforts

when he tries to engage you in the 《生活运 用》activities.

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How you can help: Vocabulary

Chinese Flash / character cards （字宝宝）

Objective Revise the characters learnt How to use ? Pupils draw the cards and form sentences

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Online Resources

1 学乐 ( F

From MOE ) http://xuele.moe.edu.sg/xuele/slot/u107/index.html

2 听说e乐园 Oracy eland ( F

From MOE ) http://eland.edumall.sg/eland/slot/u212/index.html

3 Marshall Cavendish Online & Online Oral

exercise 《口试满分》

4 www.ezhishi.net/

The Chinese reading materials 《好朋友》

ENGLISH LANGUAGE

76

Primary 2 Meet-the-Parents Session

EL Level Head Ms Jane Chen chen_mun_hui_jane@moe.edu.sg EL Level Head Mr Kelvin Lim kelvin_lim_lye_lee@moe.edu.sg EL HOD Mr Roger Teng roger_teng@moe.edu.sg

Making the Transition

From P1 - P3a

• Learning to Read
• Shared Reading
• Big Books

From P3b - P6

• Reading to Learn
• Silent Reading
• Range of Text Types

Promotion to P3 is based on:

• 1. 6 Mastery Exercises (Bite-sized Assessments)

to check progress – 50%

• 2. End of Year Examination – 50%

79

2016 EL P2 Mastery Exercises (Bite-sized Assessments) (50 %)

When % What

1 Term 2 Week 3 5% Listening Exercise Sound Discrimination, Listening Comprehension (Picture Matching) 2 Term 2 Week 6 10% Written Exercise 1 Grammar & Vocabulary Exercise 3 Term 3 Week 4 10% Reading Exercise Reading Aloud 4 Term 3 Week 9 5% Speaking Exercise Stimulus-based Picture Discussion 5 Term 4 Week 1 10% Written Exercise 2 Composition Exercise 6 Term 4 Week 4 10% Written Exercise 3 Comprehension MCQ & Open Ended Total 50% weightage

End of Year Examination Format (50%)

Paper Description Components Marks Duration (minutes) Part 1 Language Use & Comprehension Vocabulary/Grammar MCQ, Synthesis (Re- arrange Words), Grammar Cloze 1 & 2 (with helping words), Comprehension MCQ & Open-ended 40 60 Part 2 Listening Comprehension Picture Matching, Spelling 10 ~25 Total 50

STELLAR is a language teaching programme that

is designed to help our pupils acquire English language skills through activities in listening, speaking, reading, writing and visual literacy.

82

STELLAR Curriculum (Lower Primary)

• The STELLAR curriculum is very comprehensive.
• Integrates all language skills
• Skills are enhanced through daily practice.
• Key language items are explicitly taught to

children.

STELLAR Curriculum (Lower Primary)

• It is in line with the 2010 EL Syllabus.
• Its aim is to move learners towards independence

using quality children’s books and activities that motivate and engage young learners.

83

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

84

STELLAR is different because…

• The 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

85

STELLAR is different because…

• English language learning is achieved through:

☺ vocabulary learned in books ☺ expression of thoughts in oral and written forms ☺ discussions with other children and the teacher ☺ informal peer interaction

86

What is a STELLAR lesson like?

87

1.Shared Reading Experiences

• 2. Shared Writing

Experiences

• 3. Language Use Activities in

Learning Centres

Children read storybook 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

Why Books?

• Books:

☼ 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

88

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)  word identification activities (i.e. spelling patterns, letter-sound relationships)  grammar (i.e. present tense, past tense, singular/plural forms)

89

90

Each STELLAR Unit includes…

• Development of the four language skills

 listening  speaking  reading  writing

91

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

92

Each STELLAR Unit includes…

• Independent learning

 individual reading  individual writing  working at learning centres

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.

93

• 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.

94

STELLAR needs Parents’ Support

95

MATHEMATICS

Primary 2 Meet-the-Parents Session

Mr Goh Chee Wei HOD Mathematics goh_chee_wei@moe.edu.sg Mr Chee Zhen Yi LH Mathematics chee_zhen_yi@moe.edu.sg

96

• Assessment in Mathematics
• Assessment format
• Important points

P2 briefing

97

Assessment for P2

• 5 Bite-sized Assessments

– Test basic concepts and skills

• End-of-year Examination

98

Bite-sized Assessments ( 50 % )

When % Topics

1 Term 1 Week 8 10% Numbers to 1000 Addition and Subtraction within 1000 2 Term 2 Week 3 10% Addition and Subtraction within 1000 Addition and Subtraction Word Problems 3 Term 2 Week 7 10% Multiplication and Division Multiplication and Division Word Problems 4 Term 3 Week 4 10% Length 2-step Word Problems 5 Term 3 Week 9 10% Mass Money Total 50%

* Subject Teachers will finalise the topics to be tested prior to the Assessments

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P2 Mathematics Examination Format for SA2

Paper Booklet Item Type

• No. of

questions

• No. of marks

per question Weighting Duration 1 A MCQ 20 2 40% 1hr A LA 2 2 4% 4 4 16% B SA 20 2 40% 50 min Total 46 100% 1 h 50 min

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Examination Format SA2

• One paper with two booklets. Both booklets will be

scheduled on the same day with a break between the two booklets.

• Booklet A – MCQ and LA/structured questions
• Booklet B – SA questions

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Mathematics Format – Booklet A

• There are 20 multiple-choice questions (MCQ).
• The first few questions test basic knowledge and

recall. The rest of the questions test a range of competencies and skills including problem-solving proficiency.

102

Mathematics Format – Booklet A

• There are 6 structured (LA) questions.
• Two 2-mark questions and four 4-mark

questions

• These questions test problem-solving
• proficiency. Some can be quite challenging.

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Mathematics Format – Booklet B

• There are 20 short-answer (SA) questions.
• The first few questions test basic knowledge. Sums

can be done mentally. The rest of the questions test a range of competencies including problem-solving proficiency.

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Breakdown of Time required for each component

Paper Item type

• No. of

questions Time required Total time

A and B

MCQ (2m) 20 30 mins 30 min LA (2m and 4m) 6 2 x 2.5 mins 4 x 5 mins 25 min SA (2m) 20 20 x 2 mins 40 min CHECKING 15 min TOTAL TIME FOR PAPER A and B 110 min

* This is a guide of the estimated timing a pupil need in an examination and it varies for different pupil

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Content to be assessed (P2 SA2)

Content Whole numbers (4 operations, word problems), Fractions Length, Mass, Volume Geometry (2D and 3D Figures), Graphs Money Time

106

Chinese Department

Primary 2 Meet the Parents Session

HOD Mother Tongue Mdm Kuah Hui Hui kuah_hui_hui@moe.edu.sg LH Mother Tongue Mdm Lam Yuk Wing lam_yuk_wing@moe.edu.sg

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P2 Briefing

• Bite-sized Assessments
• SA2 Examination Format
• Online Resources
• How you can help

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Chinese Language Programme

• More focus on Character Recognition
• Emphasis on Interactive Oracy skills
• More Pupil-oriented Activities

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Interactive Chinese Oracy Programme

• Practise sentence structure learnt in the

textbook

• Sentence Construction
• Dialogue sessions
• Picture Description

7

Bite-sized Assessments ( Summary ) (50%)

Term Week Assessment Marks and Weightings 1 7 Listening Exercise 1 10 marks (5%) 10 Oral 1: Conversation 10 marks (5%) 2 4 Oral 2: Reading Aloud and Conversation 20 marks (15%) 6 Written Exercise 1 (Lesson 1 to 6) 20 marks (5%) 3 6 Oral 3:Reading Aloud and Picture Description 30 marks (15%) 8 Written Exercise 2 (Lesson 1 to 12) 20 marks (5%)

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SA2 ( 50% )

Components Marks % Duration 1 Listening Comprehension 10 marks (5%) Appr 20 minutes 2 Oral 40 marks (20%) Appr 5 minutes 3 General Paper 50 marks (25%) 1 hr 15 minutes Total 100 marks ( 50%)

Boys will be re-assigned to C, B or E in P3.

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General Paper SA 2

Format 1 MCQ Hanyu Pinyin (hypy), Choose the correct word/phrase, Comprehension, Cloze Passage 2 Open-ended Hanyu Pinyin (hypy), Sentence structure, written comprehension

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Oral & Listening Comprehension

Oral Components Marks 1 Passage Reading 10 2 Picture Description 20 3 Conversation 10 Total 40 Listening Comprehension Marks 1 10 Questions – 5 pictures and 2 stories 10

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• Please take note that the dates of the bite-

sized assessment will be announced to the pupils 2 weeks before they take the paper.

• Pupils will be tested after the relevant

lessons are taught.

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Online Resources

1 学乐 ( F

From MOE ) http://xuele.moe.edu.sg/xuele/slot/u107/index.html

2 听说e乐园 Oracy eland ( F

From MOE ) http://eland.edumall.sg/eland/slot/u212/index.html

3 Marshall Cavendish Online & Online Oral

Exercise 《口试满分》

4 www.ezhishi.net

The Chinese reading materials 《新朋友》

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How you can help?

1

Show interest in your child’s CL learning experiences and encourage him to share them with you.

2

Encourage your child to learn through meaningful language games. For example, make use of the small flash cards to play games to help him to reinforce character recognition etc.

3

Bring your child to the library or bookshops to cultivate a reading habit. You may find out the Chinese story-telling sessions held in the national libraries from http://www.nlb.gov.sg/golibrary/programme/Story-telling%20~2Fcrafts.aspx

4

Make use of objects in your environment such as road signs and advertisements to engage your child in CL conversations.

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How you can help: Oral

Conversational Topic for each lesson ( Textbook) 《我来说》I I can Say & & 和 《生活运用》Real Real-Li Life Application

Objectives Improve pupils’ oral skills and let them revise the sentence structures and vocabulary learnt. How ? Go through the questions of 《我来说》with your son, encourage him to answer in complete sentence and say as much as he

• can. Support your son and affirm his efforts

when he tries to engage you in the 《生活运 用》activities.

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How you can help: Vocabulary

Chinese Character cards （字宝宝）

Objective Revise the characters learnt How ? Pupils draw the cards and form phrases or sentences