Briefing by Form Teachers Building Sense of Responsibility Treat - - PowerPoint PPT Presentation

Briefing by Form Teachers

Building Sense of Responsibility

Treat the school like their second home by:

• Keeping their classroom and school environment

clean and neat

– Classroom and canteen duty, and spring cleaning – Pick up litters when they see one – Organise their tables neatly in between lessons

Building Sense of Responsibility

Play their role as a child and a student by:

• Being a serious learner

– Understand that parents play their roles in taking care of the household – As a child and student, they do their best when learning – To be ready for the future

• Paying attention in class

Building Sense of Responsibility

Play their role as a child and a student by:

• Completing the assigned work punctually

– Practise what was learnt so they can check their understanding – Remember their learning better after practise – P2 students take greater responsibility in writing the homework into Student Handbook

Building Good Habits

Good habits starts from young:

• Being punctual for school

– Arrive at the assembly area no later than 7.15 a.m. – To cultivate a reading habit, students read silently at the assembly area – Being late means a lost opportunity in silent reading

• Dress smartly

– Name tags should be sown under the school name – Uniform should be pressed – P.E. T-shirt to be tucked in at all times

Building Sense of Care

Build sense of care for the people around them by:

• Treating others with respect

– Be mindful of their words and tone of speech – With their kind acts

• Remembering that their actions affect others

– Exercise decision-making: be aware of possible consequences of their actions – One’s action will cause inconvenience or hurt to others – Every mistake has a learning point – Be brave to apologise

Building Sense of Care

Build sense of care for the people around them by:

• Understand that everyone is learning

– Growth mindset, believe in others too – Be patient with friends who are still learning (in their studies and behavior) – Be forgiving when their friends make mistakes

Know Our Mistakes

• What do we need when we apologise?
• Courage. Be brave.
• We all make mistakes.
• It is important that we take courage to admit it and not do it again.

Forgive or not?

• Should the victim forgive? Why?
• Give others the chance to learn from their mistakes.

Forgive or not?

Be kind to others Be forgiving

Who is this?

• Small fin
• Can not swim

very well

Be Like Nemo

When things get tougher, just keep trying. Believe in what each child can do.

When things get tougher, just keep trying.

Form Teacher Guidance Period (FTGP)

• Develops Social Emotional Competencies
• Focuses on learning to manage one’s emotions and

getting along with friends at the P2 Level

Some examples of the different themes covered:

 Self Awareness

I know Myself Happy Talk

 Self Management

Planning my Time Setting my Goals

 Growing Together

Our class is safe & happy

FTGP: P2 Lessons

Strategies to Ensure More Attention to Individual Pupil Development  1-1 Teacher conferencing session with students  Focuses establish teacher-student relationship  To better understand the students’ needs & aspirations

SEAIP

• Remind your child to speak politely
• Role-model courtesy: As adults, we also thank the

children for the favours they do for us

• Lights out (for bed) latest by 10 p.m.
• Arrive punctually for family events and other occasions
• Encourage your child to do their best and never give

up

• Get your child to return the plates and cutlery to the

basin after meals

Reinforcing Habits and Values at Home

Classroom Presentation English Language

• 1. Joy of Learning
• 2. Unit Coverage
• 3. Level Focuses
• 4. Level-Wide Strategy
• 5. Helping Your Child

Joy of Learning -valuing experience and group work

Learning Journeys Students involving in MLEA Students working in groups

Joy of Learning - Fantastic Mr. Fox

• To enrich language learning

experiences for our students

• Introduce Fantastic Mr Fox to

promote reading of literary text

Joy of Learning Step-Into-Reading (SIR)

• The

SIR programme provides an

• pportunity

for students to read different titles and genres

• 6-8 books each semester

 Class discussions to promote reasoning and higher-level thinking  Students respond to various texts’ through journals and activities eg. Making of book marks

Unit Coverage

Chicken Rice The Underground Dance Magnetic Max Postcards to David A Butterfly is Born Life in a Shell A Snake in the Garden What will the Weather be like Today? Bad Dreams The Growl The Feast The Bicycle Race Goal! Roti Prata Willy and Hugh The Best Pet Beware of the Cat! A World of Tools Delicious Slither and Slide Bubble Trouble! A Day in the Kitchen with Grandma A Kitten for the King Food Fit for a King The Chinese Opera Game Granny The Grasshopper and the Ant The Fisherman and His Wife

Level Focuses Oracy Writing

speak confidently by having eye contact, smiles speak with common sentence starters with ease and confidence Develop accurate and consistent spelling, Draw, Label and Caption

• SVO structure

Level-wide Strategies

Revision at Home

• Spelling and Dictation

(For dictation, remember to have 2-finger spacing, punctuation and start sentences with upper case letters)

• EL unit worksheets

(Refer to cover page for grammar and vocabulary items covered for each unit)

• Reading of story books
• More talk time

Can you share with me the Big Book story you’ve read today?

Helping your child in EL learning

Reading and listening skills Speaking skills Writing skills Read to your child often and ask questions Create opportunities for child to share his/her thoughts on various issues Guide child in penning down his/her thoughts and ideas (e.g. diary and journal) Read different genres of books and ask questions Have frequent conversations with your child Build vocabulary and adjectives through reading Choose age-appropriate texts for reading Practise speaking in front of an audience to build up confidence Make use of the words in spelling lists in writing Look up meanings of words in dictionary Highlight the use of vocabulary words in different experiences Expose child to good

• writing. Highlight good

phrases and sentences Create word lists and ask the difference in meanings Encourage child to ask questions and provide reasons for their opinions Guide child in sentence construction

Helping your child in EL learning

Taken from: https://www.tes.com/lessons/QrZ2Qfpj65lMRw/five-finger-rule

Mathematics

Agenda

• Joy of Learning
• Topical Coverage
• Level Focus
• School-Wide Strategy

Joy of Learning

• In our lessons, we design learning

experiences to develop students’ appreciation for Mathematics.

• We make the learning of Mathematics fun by

engaging our students through a variety of activities like activity-based learning, ICT- infused lessons, group discussions and games, etc.

• We also make the learning of Mathematics

meaningful and relevant to students by making connections to real-world context. Activity-Based Learning Mastery through Games ICT-Infused Lessons

Topical Coverage

Unit 2A Topics 1 Numbers to 1000

• Odd and even numbers

2 Addition and Subtraction Within 1000

• Addition and subtraction algorithms

3 Multiplication Tables of 2, 5 and 10

• 1-step word problems

4 Multiplication Tables of 3 and 4

• 1-step word problems

5 Length

• Measuring with a ruler

6 Mass Unit 2B Topics

7

More Word Problems

• Solving up to 2-step word problems involving

addition and subtraction

8

Fractions

• Comparing, adding and subtracting fractions

9

Shapes, Solid Figures and Patterns

• 2D and 3D Shapes

10

Time

• Telling time to 5 minutes

11

Money

12

Volume

13

Picture Graphs (with scales)

• A spiral approach is adopted in the building up of content across the levels.
• P2 concepts and skills are built upon the P1 content. (Importance of Revision)

Topical Coverage

• Students are introduced progressively to a variety of heuristics.
• Teachers guide the students on the use of heuristics to solve problem effectively.

P1 P2 P3 P4 P5 P6 Draw a diagram       Working Backwards       Looking for a Pattern       Guess n Check      Logical Reasoning      Making a supposition     Systematic Listing    Restate/Simplify a Problem  

• The level focus is identified based on the 5 components of the

Mathematics Framework.

Level Focus

Concepts Develop a good understanding of whole number concepts

• Concept of place value
• Concepts of multiplication and division (grouping and sharing)

Develop a good foundation of fraction concepts (NEW) Skills Acquire procedural fluency for addition and subtraction Acquire factual fluency for multiplication and division Acquire proficiency in use of mathematical tools for measurement

Level Focus

Importance of Factual Fluency

Factual Fluency Examples

P1

Mental calculation involving addition and subtraction

• within 20

9 + 7 = 16 ; 14 – 6 = 8

• f a 2-digit number and ones without

renaming 24 + 5 = 29 ; 37 – 6 = 31

• f a 2-digit number and tens

35 + 20 = 55 ; 74 – 30 = 34

P2

Mental calculation involving addition and subtraction of a 3-digit number and

• nes/tens/hundreds

250 + 300 = 550 ; 460 – 40 = 420 Mental calculation involving multiplication and division within the multiplication tables of 2, 3, 4, 5 and 10 4 x 7 = 28 ; 36 ÷ 4 = 9

Processes Apply mathematical reasoning and communication Acquire proficiency in making comparisons Develop a basic understanding of model method in problem solving (NEW) Attitudes Develop the Interest and confidence in learning Mathematics

Level Focus

Introduction to Model Drawing

Part-Whole Model Mr Lim had 41 ducks at first. He sold 18 of them. How many ducks had he left?

Labels

Introduction to Model Drawing

Comparison Model 188 girls and 65 boys took part in a Spelling Competition. How many fewer boys than girls took part in the competition?

Labels Common Starting Point

Metacognition Develop from ‘Tacit’ learners to ‘Aware’ learners

• ‘Tacit’ learners are unaware of their metacognitive knowledge.

They do not think about any particular strategies for learning and merely accept if they know something or not.

• ‘Aware’ learners know about some of the kinds of thinking that

they do – generating ideas, finding evidence, etc. – but thinking is not necessarily deliberate or planned.

Level Focus

Polya’s 4 Steps Problem Solving

Choose a strategy

• Model drawing (Key approach)
• Other heuristics (Progressive

learning across the levels)

3 Do 4 Check 1 Understand 2 Plan

• Is my Solution Reasonable?
• Can I Solve it Another Way?

School-Wide Strategy

Home Support

• Math is all around us. Find opportunities to connect the

math content to real-world context e.g. use of time, shapes around us, use of money, measurement of length, mass and volume, etc.

• Help your child to achieve mastery and fluency in addition

and subtraction facts, e.g. 8 + 9 and 14 – 6

• Help your child to achieve mastery and fluency in

multiplication and division facts of 2, 3, 4, 5 and 10

• Allow your children to spend 10 to 20 minutes daily to

access the KooBit e-learning platform as a form of motivation and self-directed practice

Thanks!

Happy 2019