MEET THE PARENTS SESSION Primary 3 15 February 2019 Agenda 1. - - PowerPoint PPT Presentation

MEET THE PARENTS SESSION

Primary 3

15 February 2019

Agenda

• 1. School Updates
• 2. Level Programme
• 3. Science Curriculum

• 3

Principal’s Address

Mrs Daphne Yeoh

200 years since the Founding of Singapore

ST HILDA’S SCHOOLS’ 85TH ANNIVERSARY

Run with Endurance – Race with Joy

School Theme 2019

One Family – Honouring Our Legacy

Founder Archdeacon Graham White’s Legacy Faith

Courage

Service

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School Values

Serve Humbly Love Sincerely Learn Continuously Lead Wisely Live Responsibly

St Hilda’s Schools’ 85th Anniversary

• Fund-raising Carnival (Sat, 9 Mar)
• Combined Founders’ Day (12 Apr)
• Prize Giving Day / Hildan Vision Night

(Fri, 5 Jul)

• Combined Teachers’ Day Lunch (Thu, 5 Sep)
• Thanksgiving Gala Dinner (Fri, 15 Nov)

One Family – Honouring our Legacy

Staff Staff Well-being & Engagement Students Learn for Life Embrace All Learners Enhance Student Well-being School & Nation Honouring Our Legacy Charting our Future

Focus Areas 2019

MOE’s Focus Areas from 2019

Learn for Life Embrace all Learners Enhance Student Well-being

Rationale for the changes

Need to re-balance the trade offs in our educational system:

• Rigour vs Joy in Learning
• Sharpening vs Blurring of Academic

Differentiation

• Customisation vs Stigmatisation
• Skills vs Paper Qualifications

2019 P3 Class Allocation

Rationale:

• To enhance student well-being, reduce over-

emphasis on academic results and stress resulting from fine-sorting of students based on test scores Implementation: Students were allocated to mixed ability classes in P3 with the following considerations: 1) Students’ pace of learning (broad banding based

• n students’ English and Mathematics results)

2) Social mix (race, gender, social dispositions and interactions)

2020 P4 Class Allocation

• Introduction of Mixed Form Class in all GE

Centres in 2020

• GE students will be placed in the same form

class as non-GE students

• GE students will leave their form class during

EL, Math, Science and SS periods to attend GE lessons.

• GE students will join non-GE students in all
• ther lessons.

Let our students know:

• Academic grades and

scores are not the only indicators of their success. Instead, they should learn to acquire deep knowledge and skills.

• Their examination results

do not define them.

• 20

Year Head’s Briefing

Mr Andrew Soong

LEVEL FOCUS

21

Time Exploration Relationships Presentation

P3 Level Outcomes

• Innovative
• Caring
• Confident
• Articulate

Time Exploration Relationships Presentation

Confident Articulate Caring Innovative

Hildan Distinctives

Hildan Ambassadors

Key School Programmes

1. Hildan Ambassador’s Education (Applied Learning Programme) 2. Imprints Alive! (Learning for Life Programme) 3. School Distinctive Programme (Co-Curriculum)

Applied Learning Programme (ALP) Developing Confident Communicators Through an Enriched Global Education The Hildan Ambassadors Education

A Hildan Ambassador

Confident & Articulate

• Express knowledge and ideas

fluently Authentic

• Able to communicate information

effectively through the use of appropriate forms/mediums for various social & cultural contexts

Values In Action CCA (P2 - 6) Student Leadership Enrichment & Life skills HILDAN DISTINCTIVES

• 1. Conflict

Management

• 2. Swimsafer
• 3. Talent Fiesta

School Distinctive Programme (SDP) Co-Curriculum

CARNIVAL ZONES

Gifted Education Programme (GEP)

1. Screening Exercise for all: 23 Aug 2019 (Friday) (English & Math) 2. Selection Exercise for shortlisted students: 15 & 16 Oct 2019 (Tuesday, Wednesday)

LIGHTENING STUDENTS’ SCHOOL BAG

Lockers have been provided for P3 students

Mode of Communication with Parents

1. Main channel of communication 2. You will receive PDF attachment, message notification and event notification from the school in real-time. 3. An app for 3G/4G/WIFI enabled smartphone (iPhone and Android)

@ Schools

KENNETH SOH

Family Matters @ School Coordinator Mobile 9799 2038 Kenneth_Soh_Hock_Koon@moe.edu.sg

1.School-based programmes offering parents and students access to family life education (FLE) resources. 2.Helps parents enhance quality of family life by equipping them with the skills and confidence to build strong relationships. FAMILY MATTERS @ SCHOOL (FLE) PROGRAMME

Sustaining a Strong Home-School- Community Partnership

• 35

It takes a whole village to raise a child

African proverb

St Hilda’s Primary School P3 Science Curriculum Briefing to Parents 2019

The Two Sculptors

I dreamt I stood in a studio And saw two sculptors there. The clay they used was a young child’s mind And they fashioned it with care.

One was a teacher; Whose tools were used to ignite curiosity and the world around With passion and patience for the child that was placed in her hands.

One was a parent ; with a guiding hand and a loving heart Always being there , encouraging each step of the way.

And when at last their work was done They were proud of what they had moulded For the things they worked into the child could never be bought or sold.

And each agreed she would have failed if she had worked alone. For behind the parent stood the school, And behind the teacher stood the home. Author: Annoymous

Agenda for P3 Science Curriculum Briefing

• Overview of the Science Framework and

Primary Science curriculum

• What does my child learn in Science?
• How does my child learn Science in SHPS?
• How is my child assessed in Science?
• Joy in Learning Science with your child

AN OVERVIEW SINGAPORE SCIENCE CURRICULUM FRAMEWORK The Science Curriculum seeks to nurture the student as an inquirer. We want the students to enjoy science and explore and appreciate the natural and physical world around them.

SCIENCE CURRICULUM IN SHPS

Using Inquiry Based Learning Approach

SCIENCE AS INQUIRY

Question - Learner engages in scientific questions Evidence - Learner collects data in response to questions Explanation - Learner formulates explanations from evidence Connection - Learner connects explanations to scientific knowledge Communication - Learner communicates and justifies explanations What does my child learn in Science?

What does my child learn in Science? How does my child learn Science? How is my child assessed in Science? How can I (as a parent) support my child in learning Science?

Science Learning in SHPS

Learn basic concepts to understand themselves and things around them Develop Skills and Cultivate

Attitudes

Having learning experiences which build on

interest and curiosity

What does my child learn in Science?

Knowledge, Understanding and Application Skills and Processes Ethics and Attitudes

• Scientific phenomena,

facts, concepts and principles

• Scientific vocabulary,

terminology and convention

• Scientific

instruments and apparatus including techniques and aspects of safety

• Scientific and

Technological applications

• Observing
• Comparing
• Classifying
• Using apparatus and

equipment

• Communicating
• Inferring
• Formulating hypothesis
• Predicting
• Analysing
• Generating possibilities
• Evaluating Processes
• Creative problem

solving

• Decision-making
• Investigation
• Curiosity
• Creativity
• Integrity
• Objectivity
• Open-mindedness
• Perseverance
• Responsibility

What does my child learn in Science?

The skill of using our senses

to gather information about

• bjects or events.

Includes the use of

instruments to extend range

• f senses.

PROCESS SKILL- OBSERVING

What does my child learn in Science?

PROCESS SKILL- COMPARING

The skill of identifying the

similarities and differences between 2 or more objects, concepts or processes. What does my child learn in Science?

PROCESS SKILL- CLASSIFYING

• The skill of grouping objects
• r events based on common

characteristics.

What does my child learn in Science?

PROCESS SKILL- MEASURING AND USING APPARATUS

The skill of knowing the

functions and limitations of various apparatus, and developing the ability to select and handle them appropriately for various tasks.

What does my child learn in Science?

Examples of Process Skills tested in Exams Qns

Analyzing data & given information. Classification of

given organisms or

• bjects into 2

groups

5 Themes – Lower Block (P3 & P4)

DIVERSITY

• Eg. Living & non-living things (P3)

Materials (P3) SYSTEMS

• Eg. Plant system (P3)

Human systems (eg. digestive) (P4) CYCLES

• Eg. Life cycles of plants & animals (P3)

3 states of Matter (P4) ENERGY

• Eg. Light energy (P4)

Heat & Temperature (P4) INTERACTIONS

• Eg. Magnets (P3)

What does my child learn in Science?

4 Themes – Upper Block (P5 & P6)

SYSTEMS Cells system (P4) Systems in living things (P5) Electrical system (P5) CYCLES Water and Water cycle, Human reproduction cycle (P5) & Plant reproduction cycle (P5) ENERGY Energy & Photosynthesis (P5) Energy Forms & uses (P6) Energy conversion INTERACTIONS Web of Life (P5) Forces (P6) Environment (P6) Adaptations (P6) Man’s impact on the Environment (P6) Gentle Reminder: Please keep the Science books and files for 4 years

What does my child learn in Science?

How does my child learn Science in SHPS?

• Use of innovative pedagogies to engage our

pupils in Science (Visible Thinking, Assessment for Learning Strategies)

How does my child learn Science in SHPS?

• Hands on Activities in Science Laboratories

How does my child learn Science in SHPS?

• Outdoor Learning and Learning Journeys

How does my child learn Science in SHPS?

• Use of ICT (SLS, Multimedia/Ask and

Learn/Virtual Experiment)

How does my child learn Science in SHPS?

• Use of strategies (in answering MCQ and OE)
• Explicit teaching of process skills to use when

answering open-ended questions (ie CER Approach, Reading of Tables and Graphs)

• Grow a Mushroom (Class Activities) (Term 1)
• Mobilised Learning Journey to Zoo (T2 W10)
• Every Child A Seed Programme- Planting seeds at Home

(Term 3)

• Mobilised Learning at Eco – Garden (Term 3)

How does my child learn Science in SHPS? P3 Level Programme

• Life Cycle of Mealworm and Butterfly (Term 3)

– larva to be given for hands-on rearing of a live animal in class for monitoring and discussion.

• Nature Scavenger Hunt with Parents (Term 2 June

Hols) – Neighbourhood Nature Trail Package will be provided to student for them to bring home to do with parents

How does my child learn Science in SHPS? P3 Level Programme

Types of Assessment Purpose

Topical Tests / Bite-size assessment To assess content mastery Performance task / Sc Practical test To assess application & manipulative skills Practice papers / (Formative assessment) To provide developmental feedback on pupils’ learning to parents and opportunity for self-assessment Term 1 Term 2 Term 3 Term 4 P3 Topical practice papers (Formative Assessment) Non-weighted SA1 (half paper) Topical practice papers / Science Practice (Formative Assessment) Not weighted SA2 (Full paper)

How is my child assessed in Science? HOLISTIC ASSESSMENT

Science Assessment for P3 2019

Booklet Item Type

• No. of

questions

• No. of

marks per question Marks A MCQ 14 Qns 2 28 marks B Open ended qns 6 Qns (with sub- parts) 2, 3 or 4 marks 22 marks Exam Format for SA1 (Term 2) – Half Paper (50 marks) – 1 hour paper Pupils need to read and comprehend the question very carefully in

• rder to answer specifically to what the question asked for. Diagrams,

info /data given in table must be studied thoroughly.

Science Assessment for P3 2019

Booklet Item Type

• No. of

questions

• No. of

marks per question Marks A MCQ 28 Qns 2 56 marks B Open ended qns 12 or 13 Qns (with sub- parts) 2, 3, 4 or 5 marks 44 marks Exam Format for SA2 (Term 4) – 100 marks - 1 hr 45 min paper Pupils need to read and comprehend the question very carefully in

• rder to answer specifically to what the question asked for. Diagrams,

info /data given in table must be studied thoroughly.

To answer questions well, pupils need to:-

• REMEMBER: Possess the Science

Knowledge

• UNDERSTAND: Understand science

concepts and explain

• ANALYSE and APPLY: Link Science

Concepts to real life context

• COMMUNICATE: Express Science ideas

clearly

Science Diagnostic Marking

– To help student identify the gaps in the open ended answers and refine their answers. The list is given to students.

Is Learning Science all about an memorising an

• rganised collection of facts?

How can we get our child to get excited about Science? Joy of Learning in Science

Role of parents in Joy of Learning for Science

As a parent, you are your child’s first and most influential teacher. Your child is on a passionate quest to understand their world. Your child is curious about their environment and begin to interact with their surroundings. You can provide rich sensory experiences (5 senses) to help your child to become more observant and curious.

How can I support my child in Learning Science?

Strategy 1: Starting it Right

Check your child’s handbook to assist in monitoring homework/correction/signing

• f returned work.

Supporting your child’s on-line learning and Bring Home Task Keep Abreast of Science happenings through Class Dojo by Science teachers.

Strategy 2: ENGAGED LEARNING FUN SCIENCE @ HOME

Involve your children in supermarket purchase to learn about classification Watch plant and animal documentary shows on TV with your children and talk about them. A video/picture speaks a thousand words/explanation. It brings Science learning alive and authentic. Baking, Cooking , doing science experiments together

Strategy 2: Fun Science @Home

Reading and discussing science books, newspaper articles, non-fiction and science magazines. Observing together and explaining cause and effects Asking more of ‘how’ and ‘why’ questions

Strategy 2: Fun Science @Home

EXAMPLE: Why are there water droplets on the inside cover? (Water & Changes of State)

EXAMPLE: Why is there a mirror at the road corner? (LIGHT ENERGY)

EXAMPLE: Why are there bare patches under trees and shrubs? (PLANTS’ NEEDS)

Strategy 3: ENGAGED LEARNING FUN SCIENCE OUTDOORS

Go for nature walks, pick leaves: examine its shape, texture, veins etc. watch an ant trail, insects around plants, etc.. Bring to Zoo, Bird Park, Gardens by the Bay, RWS SEA Aquarium and learn about the different classification. Go around the neighbourhood ie playground, supermarket for trails

Strategy 3: Fun Science @ Outdoors

Strategy 4: PROBLEM SOLVING in SCIENCE

• THINK. MAKE. TINKER

• Provide time and space for the child to think

with his/her hands and embark on a fun journey of making and experimenting.

• Let them build things (and take them apart)

household items.

Strategy 4: Problem Solving in Science

• Believe in them and encourage their pursuits.
• Give kids tools ( ie lego, blocks, raw materials but not

limited to tech) for problem solving.

• Teach them research skills (move beyond Wikipedia)

and make research sources available to them.

• Teach them that there’s often more than one answer

to a problem.

Strategy 4: Problem Solving in Science

For being part of the HILDAN FAMILY!

• 84

Thank You