Meet the Parents Primary 3 Briefing Session 24 Jan 2015 PERI - - PowerPoint PPT Presentation

Meet the Parents

Primary 3

Briefing Session 24 Jan 2015

PERI Holistic Assessment English

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ENGLISH BRIEFING OUTLINE

• P3 EL Curriculum
• P3 English Holistic

Assessment Plan

• Suggested EL activities for

parent and child

Main EL Curriculum

• Use of Big Books (Sem 1) and PowerPoint

slides (Sem 2)

• Big Book title linked to Project Work and

Writing (Information Text – Term 1)

Holistic Assessment @ Westwood Primary

5

Formative and Summative Assessment (Primary 3)

Term 1 Term 2 Term 3 Term 4 Termly Weighting

• 30%
• 70%

Listening and Viewing Tasks

Picture Matching

Question: Colin helps his father lift heavy sacks of mail. What is Colin’s father’s occupation? Pupil will choose the correct option and write their number in the

• bracket. ( )

Listening and Viewing Tasks

Picture Sequencing

Pupil will choose the correct sequence and write it down. Teacher’s Script: To make sunflower using seashells, first you have to remove the contents from the packet. Next, pour the contents into a sieve so that the seashells can be separated from the sand. After that, pick the seashells from the sieve and glue them one at a time around a circular box.

Listening and Viewing Tasks

Note-Taking

Pupils will then fill in a short cloze passage with information they have heard from the teacher. Eg: Your friend Weixin called. His Q1)_______________ is not contagious so he will meet you tomorrow. …. Teacher’s Script: Your brother, Nate, is out of the house. Take down the telephone message for him. This is what Weixin says: Hello, this is Weixin. May I speak to Nate, please? Oh, he’s not home? Can you take down this message for him please? Please let him know that my illness is not contagious so I will meet him tomorrow. I need to give Nate directions on how to get to the place to meet me. Please take them down. First, he has to take bus number 100 to the town

• library. On its right, he will find the shop “Celebrations”. It sells all

kinds of gifts at very low prices. Ask Nate to meet me at the shop. Thanks.

Reading and Viewing Tasks

• Reading a familiar text aloud

Details:

• one-to-one testing
• Focus: volume, clarity, pronunciation,

intonation, fluency

Speaking and Representing Tasks

• Picture Description (P2)
• Stimulus-Based Picture Conversation

Teacher’s Prompting Question: Look at the following pictures. Which of these would you choose as a pet? Why?

Writing and Representing Tasks

Guided Writing

• based on 3 pictures given to them
• Helping words/phrases given
• Structure is esssential (paragraphing and
• rganisation of ideas)

Write a story of at least 100 words based on the pictures

• below. Give the story your own ending. You may use the

words and phrases in the box. You are encouraged to include

• ther relevant points to make your composition interesting.

?

1 4 2 3 parents not home hide-and-seek cover eyes count to 100 run excitedly good hiding place wait quietly confident Searchcarefully disappointed at being found a long time realise

Written Language Tasks

Paper and Pencil Tasks:

• Grammar MCQ
• Vocabulary MCQ
• Grammar Cloze
• Vocabulary Cloze
• Comprehension MCQ
• Comprehension Open Ended
• Graphic Stimulus (new)

Term 1 HA Plan

Time Frame (Term 1) Language Skill Assessment Task Weighting (0%) Week 6 Writing and Representing Tasks Guided Writing: Writing an Information Text (Project Work)

• Week 8

Written Language Tasks Paper and Pencil Task:

• Grammar/Vocabulary MCQ
• Grammar/Vocabulary Cloze
• Sentence Completion and

Word Order

• Comprehension MCQ and OE

Term 2 HA Plan

Time Frame (Term 2) Language Skill Assessment Task Weighting (30%) Week 5 Reading and Viewing Tasks Speaking and Representing Tasks Reading Aloud: Read a text aloud Stimulus-Based Picture Conversation: Describe a picture aloud 5% 5% Week 6 Listening and Viewing Tasks Writing and Representing Tasks Listening Comprehension: Picture Matching, Picture Sequencing and Note- Taking Guided Writing: Writing based on given pictures and helping words/phrases 7% 3% Week 7 Written Language Tasks Paper and Pencil Test:

• Grammar/Vocabulary MCQ
• Grammar/Vocabulary Cloze
• Sentence Completion and Word Order
• Comprehension MCQ and OE

10%

Term 3 HA Plan

Time Frame (Term 3) Language Skill Assessment Task Weighting (20%) Week 4 Speaking and Representing Tasks Stimulus-Based Picture Conversation: Describe a picture aloud

• Week 8

Written Language Tasks Paper and Pencil Task:

• Grammar/Vocabulary MCQ
• Grammar/Vocabulary Cloze
• Sentence Completion and Word Order
• Comprehension MCQ and OE

• All language components tested – listening,

reading, speaking, writing and language use

• Highest weighting out of the 4 terms (70%)

Term 4 HA Plan

Year End Examinations

Term 4 HA Plan-Year End Examinations

Time Frame (Term 4) Language Skill Assessment Task Weighting (50%) Week 4 Reading and Viewing Tasks Speaking and Representing Tasks Reading Aloud: Read a text aloud Stimulus-Based Picture Conversation: Describe a picture aloud 5% 5% Week 5 Listening and Viewing Tasks Writing and Representing Tasks Listening Comprehension: Picture Matching, Picture Sequencing and Note-Taking Guided Writing: Writing based on given pictures and helping words/phrases 10% 15% Week 7 Written Language Tasks Paper and Pencil Test:

• Grammar/Vocabulary MCQ
• Grammar/Vocabulary Cloze
• Sentence Completion and Word Order
• Comprehension MCQ and OE

35%

Recommended Literature

• Fiction (stories – fairy tales)
• Non-fiction (General Knowledge – National

Geographic/ Little Red Dot)

• Highlights Magazine

20

Selecting an appropriate book for your child…

Website for parents:

http://www.stellarliteracy.sg/

21

PERI Holistic Assessment Mathematics

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MATH BRIEFING OUTLINE

• P3 Math Curriculum
• P3 Mathematics Assessment Plan
• Strategies to help your child

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P3 Math Curriculum

Term 1 Chapter 1 - Numbers to 10 000 Chapter 2 - Addition and Subtraction Within 10 000 Chapter 3 - Multiplication tables 6,7,8,9 Chapter 4 - Multiplication and Division Term 2 Chapter 5 - Money Chapter 6 - Length, Mass and Volume (Part 1) Term 3 Chapter 6 - Length, Mass and Volume (Part 2) Chapter 8 - Fractions Chapter 9 - Angles Chapter 10 - Perpendicular and Parallel Lines Chapter 11 - Area and Perimeter (Part 1) Term 4 Chapter 11 - Area and Perimeter (Part 2) Chapter 7 - Time Chapter 12 – Bar Graphs

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P3 Mathematics Assessment Plan

Time Frame HA Tasks Weighting Term 1 Week 5 -Mini Test 1

Apply concepts and skills acquired in Chapters 1 and 2:

• Numbers to 10 000
• Addition/Subtraction within 10 000

Week 9 - Mini Test 2

Apply concepts and skills acquired in Chapters 2, 3 and 4:

• Addition/Subtraction within 10 000
• Multiplication tables 6,7, 8 and 9
• Multiplication and Division
• Term 2

Week 8 - Semestral Assessment 1

Apply concepts and skills acquired in Chapters 1 to 5:

• Numbers to 10 000
• Addition/Subtraction within 10 000
• Multiplication tables 6,7, 8 and 9
• Multiplication and Division
• Money

30%

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P3 Mathematics Assessment Plan

Time Frame HA Tasks Weighting Term 3 Week 3 - Mini Test 3

Apply concepts and skills acquired in Chapter 6:

• Length, Mass and Volume

Week 8 - Mini Test 4

Apply concepts and skills acquired in Chapters 8, 9 and 10:

• Fractions
• Angles
• Perpendicular Lines and Parallel Lines
• Term 4

Semestral Assessment 2

Apply concepts and skills acquired in all the 12 Chapters

70%

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Strategies Please continue to ….

Mastery of Basic Math Facts

• Multiplication Tables

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Strategies

• Do not just stop when your child gives the correct answer.

Ask questions such as ‘why?’, ‘how?’, ‘what if?’ to make them verbalise their thoughts.

• Encourage your child to use models in their word problem
• solving. Instil the importance of labelling the models accurately.

PERI Holistic Assessment Science

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SCIENCE BRIEFING OUTLINE

• MOE Science Framework
• P3 Science Curriculum
• Westwood Science Programme
• P3 Science Assessment Plan

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Westwood Science Programme Experiential Learning

Science Trail Learning Experiences in lessons

Science in Society, Daily Life & The Environment Learner-Centred Environment

Opportunities to develop Skills, Habits of Mind and Attitudes necessary for Scientific Inquiry Inquiry-Based Learning Collaborative / Self-Directed Learning Use of Thinking Routines to engage in meaningful discourse & Making Thinking Visible

Differentiated Support

Steady Science Programme (SSP) Environmental Education Understanding Man’s Impact Activities for 3Rs

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P3 Science Curriculum

Term 1-Diversity Chapter 1 – Living and Non-living things Chapter 2 - Plants Chapter 3 – Animals Chapter 4 – Bacteria and Fungi Term 2-Diversity Chapter 5 – Exploring Materials Term 3-Systems Chapter 1 – Your Amazing Body as a System Chapter 2 – Plants and their Parts Term 4-Interactions Chapter 1-Magnets and their Characteristics Chapter 2 – Making Magnets

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2 Main Features in our School-Based Curriculum

Inquiry based instruction incorporate the features of :

• 1. Question
• 2. Evidence
• 3. Explanation
• 4. Connections
• 5. Communication

Inquiry- based Learning Experiences (IBL) Characteristics of an inquiry classroom: Children often work in groups Emphasis is on understanding of concepts Allows for pursuit of student questions Activities rely on a variety of resources Teachers facilitate an interactive learning environment Assessment is interwoven with teaching

Example of Thinking Routines A key feature of the Science Programme

Thinking Routines Purpose Concept Mapping Making connections and organising thoughts & knowledge “What makes you say that?” Weaving of questions that encourage scientific discourse & drawing of evidence-based conclusion

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P3 Science Assessment Plan

Time Frame HA Tasks Weighting (%) Term 1 Week 5 – Performance Task 1 Diversity Chapters 1 and 2 (Living and Non-Living Things, Plants) Week 9 - Performance Task 2 Diversity Chapters 1 to 4 (Living and Non-Living Things, Plants, Animals and Bacteria and Fungi)

• Term 2

Week 8 – Semestral Assessment 1 Diversity Chapters 1 to 5 (Living and Non-Living Things, Plants, Animals, Bacteria and Fungi and Exploring Materials) 30%

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P3 Science Assessment Plan

Time Frame HA Tasks Weighting (%) Term 3 Week 4- Performance Task 3 (Hands-on) Diversity Chapter 5-Exploring Materials Week 8- Performance Task 4 Systems-Chapters 1 and 2 (Your Amazing Body as a System and Plants and their Parts)

• Term 4 Week 7-Semestral Assessment 2

Diversity Chapters 1 to 5 (Living and Non-Living Things, Plants, Animals, Bacteria and Fungi and Exploring Materials) Systems-Chapters 1 and 2 (Your Amazing Body as a System and Plants and their Parts) Interactions-Chapters 1 and 2 (Magnets and their characteristics and Making Magnets)

On-going formative assessment practices and strategies used in class, e.g., providing rich feedback, making explicit assessment criteria, questioning, self & peer assessments. Performance-based practical may include observation, basic skills, illustrative practical and investigation. Reporting:  Self/Peer Reflection Checklists (skills/attitude)  Report Book

70%

Partnership with Parents to maximise Children’s Learning

How do I nurture my child’s interest in Science?

• 1. You can do simple Science Activities at home with your

child.

• 2. You may also subscribe quality reading materials such as

Young Scientist to broaden your child’s understanding of scientific concepts and general Science applications in daily life.

• 3. Always encourage your child to describe their
• bservations in the environment as observation is an

essential basic skill.

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P3 Project Work

Project Proposal Project overview/ learning objectives Project timeline (by end Term 1) Formulate questions and generate inquiries for project Information gathering

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P3 Project Work

Sharing Project Ideas with my Family 

Guide your child on his/ her project work by asking questions Discuss the relevant information to research on Rehearse the presentation/ script with your child

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P3 Project Work

Preparing for Presentation

Pupils learns to: organize information interact and communicate ideas with peers ask questions to clarify and

• ffer constructive feedback

use checklists to guide oral and visual presentations

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P3 Project Work

Reflection Self-evaluate and thinking about what one has learnt Seek ways to improve Reflect on learning extended beyond the curriculum (care for and be responsible for our environment)

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P3 Project Work

Collaboration with Others Negotiate and set individual learning tasks between group members Putting together information gathered

Research Area We will have to share our duties: Who is doing this? Date to complet e Put a ( ) after completi

• n

(1) General facts about the endangered animal:  Appearance How does it look like? Description of its body parts  Habitat Where the endangered animal is usually found? Where does it live?  Diet What kind of food does it eat? (2) Conserving these endangered animals from extinction:  What are some of the threats faced by the endangered animal?  Propose some solutions to save this endangered animal. (3) Conserving these endangered animals from extinction:  What are the current efforts made by man to protect the endangered animal?  Other interesting information about the endangered animal?

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P3 Project Work

Teacher Evaluation (non-weighted assessment)

Focus of Evaluation Description

Knowledge Application Content Relevant information in logical sequence Main ideas are clear and supported with appropriate graphics Use of Media Effective use to create an appealing presentation Credits Credits given/ References cited Communication Oral Presentation Clarity of speech, pacing, shows understanding of project Collaboration Group Work Contribution towards group targets, working cooperatively and listens to group members’ ideas and opinions Independent Learning Attitude and Responsibility Completes individual tasks assigned, demonstrates positive learning and work attitude

School Rules, Discipline Matters and Homework Policy

Punctuality

• All pupils should report to the

hall by 7.30am sharp. Pupils to reach the school gate by 7.25am.

• Pupils will be considered late for

school if he or she is not present at the hall at 7.30am.

Road Safety

Please ensure your child alights at the foyer

Homework Policy

• Maximum of two homework

assignments for all core subjects to be assigned to pupils on Tuesdays, Thursdays and Fridays. On days preceding their spelling days (Mondays and Wednesdays), pupils should be given one homework assignment.

Learning Journeys (Primary 3)

Time Frame Location Objective Term 1 Singapore Discovery Centre Social Studies: Appreciation of Singapore’s History Term 2 River Safari Science Curriculum (Diversity) Term 3 Science Centre-My Body Workshop Science Curriculum (Systems) Term 4 Science Centre- Magnets Workshop Science Curriculum (Interactions-Magnets)

How can you help?

• Be a Parent Volunteer 
• Fill up the PV Form (handouts with dates)
• Submit reply slips through your child by

Tuesday, 27 Jan 2015

P3 Mother Tongue Briefing

Venue : P3 MT Classrooms *Refer to floor plan

(10.30am-11.15am)

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Venues for P3 Mother Tongue Briefing Session

• Please proceed to your child’s Mother Tongue

classroom

• Classroom are located on Level 4, 5 & 6
• Level 4 MT classes: 3ML1, 3ML2, 3CL3, 3CL4
• Level 5 MT classes: 3ML3, 3CL1, 3CL2 , 3CL6
• Level 6 MT classes: 3CL5

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Venues for P3 Mother Tongue Briefing Session

MT Class MT Teacher Classroom

3CL1 Mrs Yeo Poh San 3 Confidence 3CL2 Ms Yap Hui Tee 3 Teamwork 3CL3 Ms Ng Ley Huey 3 Diligence 3CL4 Ms Liu Hua 3 Gratitude 3CL5 Ms Koh Kah Neng 6 Gratitude 3CL6 Ms Yeow / Ms Wong Sheang Yun MC Rm 1/2 3ML1 Mdm Siti Juwani 3 Synergy 3ML2 Mdm Nurul 3 Resilience 3ML3 Ms Khairuzan SBB 2

3CL4 3CL3 3ML1 3ML2

4th Floor Layout 2015

3ML3

3CL1 3CL2

3CL6

5th Floor Layout 2015

3CL5

6th Floor Layout 2015

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Dear Parents, Please join us in nurturing our community by penning a word of encouragement for your child on the butcher sheet located at the back of the classroom. We are certain that your child will greatly appreciate your positive thoughts! Your partner in education, The Westwood Staff