Briefing by P1 Form Teachers Tip 2: Practise Routines How parents - - PowerPoint PPT Presentation

Briefing by P1 Form Teachers

Tip 2: Practise Routines

How parents can support:

• Help your child develop good

habits at home. E.g. packing school bag, checking their pencil case

• Start by doing it with your

child then let him/her show you

• Praise your child for being

responsible

Tip 2: Practise Routines

• Some students forgot to bring

their pencil case to school

• Sometimes, they forgot to

transfer to the pencil from their enrichment bag to school bag

• Recommend that they use a

different pencil case so it minimises the need to transfer the pencil case from one bag to another

Building Good Habits

Pack their bags daily:

• Bring only the necessary books to school

– Student Handbook – Personal file for letters and homework – Storybooks (CL: Mon, Tues. EL: Wed to Fri) – Stationery – Waterbottle – Textbooks for lessons for the day

• Look through personal files regular

– Discard outdated letters

• Keep school bags to below 3.5kg

Building Good Habits

How parents can support:

• Some students have been forgetting to bring

storybooks

• Allow your child access to storybooks from

– home – National Library – exchange with cousins

• Encourage your child to reread books (just like

watching their favourite movies again and again)

Building Good Habits

Habit of time management:

• Taking note of the time
• Know that learning can and

should continue at home

• Limit screen time and keep to it

– Some students may continue on the mobile device wihout parents’ awareness – Affects children’s rest time

• Include reflection time to

inculcate mindfulness of their behaviour

Building Good Habits

Good habits starts from young:

• 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 Responsibility

Start taking care of themselves:

• Taking responsibility of their belongings

– Bring their valuables with them for recess, P.E. lessons, going to special rooms – Bring the necessary books and learning materials to school and home

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

• Involve your child in simple chores at home, e.g.

bring the bowl to the sink, setting up the dining table

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

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

– One’s action will cause inconvenience or hurt to others – Every mistake has a learning point

Form Teacher Guidance Period (FTGP)

 Develops Social Emotional Competencies  Focuses on transition and making friends and managing oneself at the P1 Level

Other Publications

Some examples of the different themes covered:

 Self Awareness

Introducing Myself Knowing my Likes & Dislikes

 Social Awareness

Knowing my Teachers & Friends

 Relationship Management

Making New Friends

FTGP: P1 Lessons

SEAIP

 1-1 Teacher conferencing session with students  Focuses on helping students establish relationship with the teachers  To better understand the students’ needs & aspirations

Character Development Programme – 大爱妈妈

• Volunteers inculcating

values such as respect, filial piety, care for the environment, etc.

• Tell meaningful stories and

sing songs to engage the students

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

children for the favours they do for us

• Clearing up after meals
• Lights out (for bed) latest by 10 p.m.
• Keeping study area clean
• Arrive punctually for family events and other occasions
• Encourage your child to do their best and never give

up

Reinforcing Habits and Values at Home

Others Matters to Highlight

• FTs to customise according to issues in class. E.g.

habit of borrowing money amongst students (slides can be found in YH folder), punctuality in handing in work/forms, etc.

• Do share both positive and negative matters

English Language

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

Valuing experience and group work

Learning Journeys Pre-writing activities for MLEA Group activities

Joy of Learning

Step Into Reading (SIR) Programme

• To read extensively beyond

STELLAR books

• Graded readers that expose

students to a variety of text types

• Post-reading activities

including oral discussions and journal writing

Joy of Learning

Unit Coverage

Term 1 Term 2 Term 3 Term 4 Dan, the Flying Man Crocodile Tea I Want My Mum! The King’s Cake Mrs Wishy- Washy The Hungry Giant Mid-Autumn Festival The Broken Bangle Walking through The Jungle Ants in a Hurry The First Day

• f Hari Raya

Mr Gumpy’s Outing To Town Dan’s Lost Hat Lazy Duck

Oracy Writing

• To speak confidently

by having eye contact, smiles and good posture

• To speak with

common sentence starters

• Develop writing

readiness and penmanship

• Draw-Label-Caption

strategy

• Construct sentences

using Subject-Verb- Object structure

Level Focuses

Level-Wide Strategies

Helping Your Child

Reading and Listening Skills

• Set a reading routine for your child (e.g. 10 minutes of

reading before bedtime)

• Read with your child often and ask questions to check

understanding and build vocabulary.

• Involve your child in reading by getting them to retell,

make prediction, give opinions on the characters’ actions, relate to personal or real-life experiences, etc.

• Read a variety of text types (e.g. storybooks,

newspapers and magazines).

• Choose age-appropriate and interesting texts for

reading.

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

Helping Your Child

Helping Your Child

Speaking Skills

• Create opportunities for your child to share his/her

thoughts on various issues.

• Have frequent conversations with your child to widen

their world knowledge.

• Practise speaking in front of an audience to raise

confidence.

• Highlight the use of better vocabulary words to

express ideas clearly.

• Encourage child to ask questions and provide reasons

for their opinions.

Helping Your Child

Writing Skills

• Guide your child in penning down his/her thoughts and

ideas (e.g. diary).

• Make use of the words in the spelling lists in writing.
• Expose your child to good writing. Highlight good

phrases and sentences used in model compositions.

• Guide your child in sentence construction using

accurate grammar, spelling and punctuation.

Helping Your Child

Writing Skills Importance of Spelling

• Spelling supports reading and comprehension
• Proficient spelling aids fluent writing
• Spelling instruction can aid vocabulary development

Helping Your Child

Writing Skills How can spelling be taught?

Words with regular spelling

• Use phonemic awareness, letter knowledge and letter

sounds.

• Match sounds to the letters/letter combinations which

represent them.

• Start from base word

f i sh sh un un friend nd ly ly + +

Helping Your Child

Writing Skills How can spelling be taught?

Words with irregular spelling

• Use multi-sensory techniques

Look Say Cover er Write Check ck

Observe the word Say each letter of the word and the word, while skywriting Without looking at the word, say the letters and word again Write the word Check if the word is spelt correctly

Helping Your Child

Being ready for school every day!

• Train your child to follow the timetable and pack

his/her school bag every day

• Ensure your child is equipped with necessary

stationery and books:

• sharpened pencils
• quality erasers
• ruler
• storybook (for daily silent reading)

Mathematics

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

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.

• 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 Topics A1 Numbers to 10 A2 Number Bonds A3 Addition Within 10 A4 Subtraction Within 10 A7 B11 B13 Numbers to 20 (Part 1: Counting) Numbers to 40 (Part 1: Counting) Numbers to 100 (Part 1: Counting) A7 Numbers to 20 (Part 2) A8 Addition Within 20 A9 Subtraction Within 20 A6 Shapes and Patterns (2D Shapes) A5 Number Positions to 10th A10 Length (non-standard units)

• Sequence of teaching P1 topics is adjusted to make the learning of concepts

more meaningful.

• Allow the students to better observe

structure of numbers

• Allow verbal counting up to 100
• Allow time to consolidate counting
• f numbers to 100 prior to learning
• rdinal numbers

Topical Coverage

• Combined numbers to 40

with 100

• Exposure of numbers to 100

(Counting) lays the foundation in learning numbers to 100 (Part 2)

Unit Topics B11 B13 Numbers to 40 (Part 2) Numbers to 100 (Part 2) B12 Addition and Subtraction Within 40 B14 Addition and Subtraction Within 100 B17 Multiplication (within 40) B18 Division (within 20) B16 Money (cents and dollars) B15 Time (hour and half hour) B19 Picture Graphs

• Sequence of teaching P1 topics is adjusted to make the learning of concepts

more meaningful.

Topical Coverage

• Students are introduced progressively to a variety of heuristics.
• In P1, draw a diagram, work backwards and look for a pattern are strategies that

they will be exposed to.

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 foundation of whole number concepts

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

Skills Acquire factual and procedural fluency for addition and subtraction

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 – 40 = 34

• At the end of P1, students must be able to mentally add and subtract numbers

within 20 accurately and fluently. (within 2 seconds)

Importance of Procedural Fluency

• Students must be able to translate addition and subtraction expressions into algorithms

fluently and solve them.

43 + 28 = ________

4 3 + 2 8

• 90 – 26 = ________

9 0

• 2 6
• At the end of P1, students must be able to add and subtract numbers within

100 accurately and fluently.

Processes Apply mathematical reasoning and communication Acquire proficiency in making comparisons Attitudes Develop the Interest in learning Mathematics

Level Focus

Making Comparisons

Develop good understanding of the question instead of solving problems based

• n key words
• the word more does not necessarily implies addition
• the word fewer does not necessarily implies subtraction

Question 1 Peter has 11 toy cars. Ravi has 3 more toy cars than Peter. How many toy cars does Ravi have? Question 2 Mr Li has 26 red balls in his shop. He has 17 more red balls than blue balls. How many blue balls does he have?

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, money, shapes around us, measurement of length and mass.

• Help your child to achieve mastery and fluency in addition

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

• 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