P5 CURRICULUM BRIE FING 2018 20 JAN 2018 OVE RVIE W - - PowerPoint PPT Presentation

P5 CURRICULUM BRIE FING 2018

20 JAN 2018

OVE RVIE W

• Attendance
• Attire
• Revisions & Assignments
• Administrative Matters
• School Programmes
• Communicating Pupils’

Progress

• Mathematics Matters
• English Matters
• Science Matters
• How Parents Can Help
• Safety and Security
• Other Matters
• FAQ
• Online Feedback
• Partnership with Parents

GENERAL SCHOOL MATTERS

ATTE NDANCE

• Punctuality

– Report to school in the hall by 7.30am

• Silent Reading

– Mon/Tues/Wed: English story book – Thurs/Fri: Mother Tongue book (students exempted from

MT may read English story book)

• Medical and other leave

– Medical Certificate – Parent’s letter or email

ATTIRE

• School Attire

– Name Tags, Black School Shoes, T-shirt/shirt tucked into

shorts

– PE Days – Learning Journeys

• General Appearance

–Boys: neat short hair –Girls: dark green and black hair accessories (Please refer to Kidz Organiser page 12-14)

Sample

Sample

Sample of unacceptable haircut

RE VISION & ASSIGNME NTS

• Daily Revision (30mins-1hour per subject)
• Submit assignments promptly
• Neat and legible handwriting
• Corrections (done in green pen / pencil)

ADMINISTRATIVE MATTE RS

• Collection of Forms & Payment
• Submission of reply slips on date stated
• Cash Payment

–seal money in envelope –Label neatly on envelope:

• Name, register no., class, amount, purpose

SCHOOL PROGRAMME S

• Form Teacher Guidance Period (FTGP) on Mondays
• Value Inculcation Programme (Connecto) on Mondays
• 1-to-1 Teacher-Student-Relationship Session on Mondays
• E-Learning Day (28 March)
• VIA
• P5 Camp

COMMUNICATING PUPIL PROGRE SS 2018

Term 1 Term 2 Term 3 Term 4

Mock Test Report Book Mock Test Report Book

Parent- Teacher Meeting Holistic Report Card

MATHE MATICS

MATHEMATICS INSTRUCTIONAL PROGRAMME

• A rigorous instructional programme equips

the students with a strong foundation in concepts, skills, thinking process and metacognition.

• Hands-on and experiential learning

help students appreciate the importance of mathematics to solve problems in their daily life and the real world.

• A balanced assessment system gathers

information about students’ learning process so that feedback can be given to the students to help them to improve and teaching approaches can be reviewed and enhanced.

RIGHT Strategy for Math Problem Solving Read and underline Have I read and understood the problem? Circle the numbers, Underline the keywords & Bracket the Goal of the Question (CUB) Information gathering Have I gathered all the information? Goal of the question What am I looking for? Hidden information Have I formed the correct relationships with the given information? Try it out Have I used the correct strategy? Tick To check the Reasonableness of answers Operations and Transfer errors (ROT)

Instructional Programmes

• Math HP programme (Maths Olympiad-P4 to P6 & E2K-P4 & P5)

– Math Olympiad and E2K training are the key vehicle to stretch the thinking

• f the High Progress students

– To provide opportunities for the High Progress students to be stretched in their thinking capacity and to participate in higher-order thinking activities such as external competitions and carnivals.

• Improving Confidence and Achievement in Numeracy (ICAN-P3 to

P5)

– ICAN is an MOE programme to raise confidence and improve Maths achievement of low progress learners

Topics

Semester 1 Semester 2

P5

• Whole Numbers
• Operations of Whole

Numbers

• Fractions and Mixed

Numbers

• Multiplication of Whole

Number, Fractions and Mixed Numbers

• Fractions: Word Problems
• Area of Triangle
• Ratio
• Volume of Cubes and

Cuboids

• Decimals
• Percentage
• Average
• Rate
• Angles
• Triangles
• Quadrilaterals

P5F

• Whole Numbers: Place

Value

• Whole Numbers: Addition

and Subtraction

• Whole Numbers:

Multiplication and Division

• Fractions: Introduction
• Fractions: Addition and
• Decimals: Place Value
• Decimals: Four Operations
• Fractions: Multiplication
• Time
• Perimeter, Area and Volume
• Rate

P5 Assessment Structure 2018

Overall Weighting (100%) Level SA1 (35%) SA2 (65%) Term 1 Term 2 Term 3 Term 4 Component Component Marks Allocation Component Marks Allocation Component Marks Allocation P5 (Standard) Mock test (0%) Written Paper 100 marks (35%) Mock test (0%)

• (0%)

Written Paper 100 marks (65%) P5 (Foundation) Mock test (0%) Written Paper 90 marks (35%) Mock test (0%) *Practical Test (0%) Written Paper 90 marks (65%) Practical test is for P5 foundation students to reinforce basic skills.

Paper Item Type Number of questions Number

• f marks

per question Number

• f marks

Duration 1 Multiple-choice 10 1 10 1h 5 2 10 Short-answer 5 1 5 10 2 20 2 Short-answer 5 2 10 1h 30 min Structured/ Long-answer 12 3,4,5 45 Total 47

• 100

2h 30 min Note: The use of an approved calculator is allowed in Paper 2 but not Paper

P5 Standard Mathematics: E xam format

Written papers

• The written papers comprises 2 papers

conducted on same day with a break between the 2 papers

• The use of an approved calculators is

allowed in Paper 2 but not Paper 1

Files

File Item Dark Blue File Topical Worksheets & Practice Paper Light Blue File Problem Sums Worksheets Yellow/Orange File Maths Workbook/Homework Book(if detached) Acronym Description

CE Calculation error FS Final S tatement for word problem MS Missing steps S F S implest form S U S tandard units (cm, m, km, cm2, m2 , $, g, kg …) TE Transfer error

ANNOTATED MARKING

E NGLISH

INQUIRY-BASED TEACHING & LEARNING IN AN EL CLASSROOM

• teachers ask authentic questions designed to explore understanding instead of ‘test’

questions that check what students already knew

• more time for open discussion: whole-class discourse devoted to free exchange of

ideas among students

• and more “uptake,” in which a teacher’s question build on a student’s previous

comment, allowing for students to significantly shape the lesson. Nystrand, Martin and Adam Gamoran. 1991. Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English 25: 261–290.

Planning

STELLAR Resources

• STELLAR Specific

Guidelines

• Teaching Slides
• STELLAR

Learning/Activity Sheets

SCHOOL-BASED CURRICULUM - READING

• Explicit Teaching of Reading Comprehension Skills

– Metacognitive approach in explicit teaching of inferring,

summarising and monitoring skills, including in identifying Question-Answer Relationship (QAR), in reading comprehension

– Questioning, surface & deep annotation skills in the

reading strategies

– QAR and annotation mini posters in the Kidz Organiser.

SCHOOL-BASED CURRICULUM - READING

• Use of authentic resources such as the

newspapers i.e. What’s Up (P5 & P6) and children’s literature to elicit reading responses

• Reading responses are still to be

documented or compiled in students’ Reading - Writing journal (RWJ) or EL file.

Grammar lesson based on STELLAR text Responding to a STELLAR text: Do you think John was treated as a coolie or a slave?

Free Writing as a response to a STELLAR text

P6 Unit 3 Defending the Seas – ASEAN vs the pirates

SCHOOL-BASED CURRICULUM - READING

• To pique interest in reading through:

– Read@School programme (school-run

programme + NLB collaboration)

– Class Library / iREAD book collection

SCHOOL-BASED CURRICULUM - WRITING

• 5 Traits of Good Writing
• P4 – P6 STAR strategy for informed writing
• P3 – P6 Drama for Writing
• P1 – P6 Writer’s Notebook/Journal

• 5 + 1 Traits of Good Writing

– Ideas – Organisation – Word Choice – Sentence Fluency – Convention – Voice*

SKILLS TEACHING IN PROCESS WRITING

PUBLISHED WRITING PUBLISHED WRITING

INDIVIDUAL WRITING (You Do, I See) INDIVIDUAL WRITING (You Do, I See)

Draft 2 Mark for Content & Language (AoL & AfL)

GROUP WRITING (We Do Together) GROUP WRITING (We Do Together)

Draft 1

Task-Based Instruction (TBI)

Teacher-Led Class Conferencing (MA, LA)

Peer Editing (HA)

Focussed Marking (AfL)

CLASS WRITING (I Do, You See) CLASS WRITING (I Do, You See) Pre-Writing (2)

Content-Based Instruction (CBI)

Skills-Teaching of 5 Traits of Good Writing

LEARNING EXPERIENCE LEARNING EXPERIENCE Pre-Writing (1)

FBL/LJ (Lower Pri) Video/Parallel Articles etc (Upper Pri)

S

• wing S

eeds in your Writer’s J

• urnal
• List your favourite foods, movies, books and places.
• Write the titles of a special time in your life.
• Stencil the name of a special person.
• Paste a photo.
• Respond to a poem or story and write how it speaks to you.
• Sketch the people you love.
• Jot down memories related to a favourite object.
• Paste a letter, card or a postcard from a special person.
• Collect strong story leads.

SCHOOL-BASED CURRICULUM - WRITING

S

• wing S

eeds in your Writer’s J

• urnal
• Paste tickets from a special event you attended and write about how you feel about your

experience.

• List down all possible writing topics based on the STELLAR texts you have read.
• Sketch something that is going on in your life right now.
• Paste a great picture you’ve found.
• Make a map of your bedroom, house or neighbourhood.
• Copy in some funny / touching / inspiring quotes.
• Make a feeling web relating to a given topic.
• Paste a magazine or newspaper headline / article and pick out adjectives / adverbs to

describe characters’ emotions, thoughts and actions

SCHOOL-BASED CURRICULUM - WRITING

• Learning about a new word through:

– authentic setting, context or reading – understanding the characteristic(s) of the word – making inference about the meaning of the word using

contextual clues

– visual representation – MTV through visuals – expansion activities to learn more about the word or

• ther words associated with it

SCHOOL-BASED CURRICULUM

WORKING WITH WORDS – VISUAL VOCABULARY (VV)

PURCHASE & SUBSCRIPTION OF LEARNING RESOURCES

• STELLAR Readers:
• P5 - $4.95 / $4.50

(FEL)

• P5 & P6 - What’s Up

newspaper: $15.00

• Learn to ask. Ask to learn.
• Prepare to re-learn.
• Be a role model in spoken & w ritten English.
• Be resourceful.
• Share unconditionally.
• Embrace the fluidity & openness of the English

language.

GENERAL EXPECTATIONS OF AN ENGLISH LANGUAGE TEACHER

WRITING: PAPER 1 (55 MARKS)

• Part 1: Sit uat ional Writ ing ( 15 marks)

Components

Task Fulfilment ( 6 marks)

Informat ion is cont ained in st imulus. Pick out t he correct informat ion from st imulus based on point s required by t he t ask. Clear underst anding of PURPOSE, AUDIENCE and CONTEXT

Language/ Organisat ion ( 9 marks)

Clear present at ion of ideas Point s are well-linked and well- sequenced Minimal grammat ical mist akes

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WRITING: PAPER 1 (55 MARKS)

Part 2 : Cont inuous Writ ing ( 4 0 marks)

Components

Cont ent ( 2 0 marks)

Ideas are relevant , clear, developed & int erest ing

Language ( 2 0 marks)

Word choice t hat conveys int ended message Variet y of sent ence st ruct ures Meaningful links across paragraphs

• Writ e a composit ion

about a given t opic

based on eit her one

• r more of t he 3

given pict ures

• Pict ures are not

in sequence.

• St udent s writ e a

cont inuous prose in eit her a narrat ive or non-narrat ive form

1/14/2018

LANGUAGE USE & READING COMPREHENSION : PAPER 2 – (95 MARKS)

Components

Booklet Sect ion Mark

Booklet A ( 28 marks) Grammar MCQ 1 0 marks Vocabulary MCQ 5 marks Vocabulary Cloze MCQ 5 marks Visual Text Comprehension 8 marks Booklet B ( 67 marks) Grammar Cloze 1 0 marks Edit ing for Spelling & Grammar 1 2 marks Comprehension Cloze 1 5 marks Synt hesis & Transformat ion 1 0 marks Comprehension OE ( wit h a range

• f it em-t ypes)

20 marks

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ORAL: PAPER 4 (30 MARKS)

• Reading Aloud ( 10 m)

– Clear & consist ent pronunciat ion – Fluent wit h appropriat e pauses and no hesit at ion – Abilit y t o vary pit ch and t one

• St imulus- based Conversat ion ( 2 0 m)

– Able t o express personal opinions, ideas and

experiences clearly and effect ively in a conversat ion in relat ion t o a pict ure st imulus

– Good explanat ion t o support int erpret at ions – Use a wide range of vocabulary; relevant t o t he

cont ext

– Use a wide range of accurat e sent ence st ruct ures

Components

1/14/2018

SCIE NCE

Outline

• Key pedagogy - 5E Approach
• Key strategies - MTV
• CER, OIC
• New strategy - Understanding of Sci Question
• Resources - Sci Dept Webpage
• Sci Dept Folder
• Key Programmes - Concept Mapping
• Sci Literature Programme
• Environmental Education

Using the 5E Model for Inquiry Based Science Teaching… Engage Explore Evaluate Elaborate Explain

http://files.eric.ed.gov/fulltext/EJ1058007.pdf

Sci Talk/ CER/ OIC/ MTV Experiments/ PBA Innovation Week Group work in class/lab Experiments

LJ to Hydroponics Farm & Sci Centre

Group work in class/lab AsknLearn/Sci Simulation etc

FORMAT OF ASSESSMENT

• Primary 5 SA1,SA2

Source: http://www.seab.gov.sg/content/syllabus/PSLE/2017_PSLE_Subject_Info/0009_2017.pdf

Key Strategy

MTV Routines

• See Think Wonder
• Question Starts
• What Makes You Say That
• Explanation Game
• Generate, Sort, Connect, Elaborate

(for concept mapping)

Refer to: http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_Thinkin gRoutines/03b_Introduction.html

6C (Source: O/Sci Dept/Admin/Book Check)

Key Strategy for Answering Technique

CER

• Introduction of CER for P4 using ….
• Refresher of CER for P5 using ….
• Reinforcement of CER via WS, Activity Book-

Revision, Practice Papers for P4 to P6*

New Strategy for Answering Technique (to merge OIC & CE R)

Understanding & Answering Sci Question Step 1: Read the Question Step 2: Highlight Key Ideas/ Important Information Step 3: Write down Sci Concepts/ Tips Step 4: Use CER (mainly for Open Ended Questions)

Understanding Sci Question

• Read the question.

Understanding Sci Question

• Read the question a second time and highlight key ideas or

important information.

Understanding Sci Question

• Write the key concepts or tips about the key ideas or important

information.

loses heat to… (comparison-e.g., more/less)

Understanding Sci Question*

• Use CER

Evidence: Reason: the tea loses heat to the surrounding air more quickly than if it is left to cool on its own. As he pours the tea from one container to another,

6E (Source: O/Sci Dept/Admin/Book Check)

Concept Mapping

• Science Key Programme -

Requirements

• At least 1 concept mapping* per topic
• Document drawing of concept mapping in Sci Journal
• Include use of rubrics/peer assessment by students (for HP & MP

classes)

• Include encouraging/useful comments by teachers.

Sci Literature

• Science Key Programme -

Subscription of Sci Magazines 2018

Level 2018 P3 Young Scientist P4 Discovery Box P5 National Geographic P6 Science Spy

• After reading, return magazine to the

Magazine Holder located on the EL Reading shelf in every classroom.

Requirements

• At least 1 lesson using Sci Literature* per term
• Document learning during the reading of Sci

Literature via- ICT platforms such as Googledoc, AsknLearn Forum

• Sci Journal
• Reflection Templates
• Include encouraging/useful comments by

teachers.

E nvironmental E ducation

• Science Key Programme -

Roles of Students & Teachers

• Two Green Monitors per class are appointed by Form Teachers

and trained by EE Team in Sci Dept.

• Sci Teachers will assist FTs by reminding the class to recycle waste

products & save electricity and water.

• Sci Teachers will facilitate Sci lessons related to Environmental

Education (e.g., P3- Reusing waste materials for Innovation Programme, P4- Saving Water, P5- Saving Electricity and P6- Conservation of Environment)

Recycling Programme

• Two recycling bins will be placed at the back of the classroom and they are

labelled: “Recycling Bin- Paper Only” “Recycling Bin- Plastic Only”

• The bins have to be washed and cleaned during the Cleaning Day at the end of

the semester.

• Point system will be revised-

average point per class instead of total points per class.

Reminders

Pupils to have:

• Green File for WS, Practice Papers, Mock Tests, SA Papers,

Practical Test and/PBA related papers, Concept Sheet (to file at the top pages… after content page)

• Activity Book for the term/semester
• Sci Journal (new/used) for hands-on extension activities, Concept

Mapping, quiz, Sci Literature activities.

PARENT I NVOLVEMENT

HOW PARE NTS CAN HE LP

• Routine to Reinforce Acceptable Work Attitude

–Completion of homework daily –Learning from corrections –Child to take PR2IDE in his or her work

• Persevere in difficult work
• Respect the teacher’s assignments
• Take personal responsibility in completing and filing work
• Integrity in work (try yourself first, no copying from friends)
• Discipline in daily work
• Empathy with friends: help each other when in need

HOW PARE NTS CAN HE LP

• Organization Skills

–Packing School Bag according to timetable –Daily Homework File for Worksheets and Letters –Importance of filing –Reinforce school values

HOW PARE NTS CAN HE LP

• Close Monitoring of work

–Parents to sign off acknowledgement having seen the Kidz Organizer/letter/reply slips) OR where the parent’s signature stamp appears in the WB/WS/assignments/assignments

• Label all belongings
• Meeting deadlines for assignments

SAFE TY AND SE CURITY

• Parking near School

–Do not park at the season parking (red lots) at the nearby carpark at Block 65, or park illegally obstructing traffic –Don’t block driveway of residents

• Driving in School

–Drop off quickly at the 3 designated slots –Slow down at main gate and drop-off point

OTHE R MATTE RS

• Early Day: Wednesday ends at 12.30pm
• Recess 10.30am to 10.55am
• Snack Break at about 12.30pm – 12.35pm

OTHE R MATTE RS

• School Website http://tanjongkatongpri.moe.edu.sg/home
• AsknLearn Parent’s Portal

https://lms.asknlearn.com/LMS/Login_main.aspx

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