Parents Briefing 25 January 2019 English Language S T E L LA R The - - PowerPoint PPT Presentation

Parents’ Briefing

Primary 3 25 January 2019

English Language

S T E L LA R

The EL curriculum adopts STELLAR:

Strategies for English Language Learning and Reading

Our vision is for children to love reading and have a strong foundation in the English Language

http: / / www.stellarliteracy.sg

Five areas

• f

language learning to achieve curricular goal: Confident and Effective Communicators

Listening and Viewing Reading and Viewing Speaking and Representing Writing and Representing Language Use

STELLAR Lessons in GYPS

STELLAR Lessons in GYPS

Parent-Child : Working Hand-in-Hand

• Remind your child to do corrections
• Go through your child’s files and books

(when these are returned for signature)

• Praise effort
• Encourage your child to give his/ her views and
• pinions during conversations
• Go to the library together
• Read to and with your child (different genres)
• Play language games (e.g. Scrabble)

Help Your Child Write Better

• Read model essays
• Pay attention to setting, character,

development, description of events

• Help your child compile newspaper articles
• Focus on vocabulary and content
• Relevant Themes : Crime, Natural Disasters, Fire,
• Accidents. Human Rights

Help Your Child Speak Better

• Provide common experiences such as going to

the market, beach and places of interest.

• Ask for their opinions frequently
• Ensure your child speaks in complete

sentences

• Listen to the news frequently
• Read the newspapers to acquire content

M athematics

Our Learning Focus

Explore (P1 and P2) Experience (P3 and P4) Hands-on activities Games -

• utdoor and

indoor Experiential learning and Investigation. Link to real life situation. Application of M ath knowledge and skills in problem solving Excel (P5 and P6)

• Whole Numbers
• Fractions
• Length, M ass, Volume
• Area and Perimeter
• Time
• M oney
• Geometry
• Volume

Primary 3 M athematics Topics

NB: Details of each assessment is communicated at the start of each term

Assessment Types

• Continual and Semestral Assessments
• Alternative Assessment (Non-weighted)
• Topical Tests / Performance Tasks / Journal Writing

Performance Tasks

• Focus on the use of manipulatives
• Assess skills that cannot be observed

during pen-and- paper tests

• Observation checklists

Holistic Assessment



Help your child develop his/ her interest in M athematics by playing games together



M ake sense of what they learn in M athematics by linking M athematical concepts to everyday life. (E.g.: allow pupils to handle money)



Ensure that your child remembers M ultiplication Facts.

• Allow your child to learn through experience
• Relate M athematics concepts to real-life contexts

Help Your Child in M athematics

Science

P3 Science Topics

• Living and Non-Living Things
• Characteristics of Plants and Animals
• Life Cycles of Plants and Animals
• M aterials and their Properties
• Interactions (M agnets)

Primary 3 Science Assessments

• Written examinations
• Booklet A (M ultiple Choice Questions)
• Booklet B (Open-Ended Questions)
• Alternative assessments
• Practical Test
• Journalling

NB: Details of each assessment is communicated at the start of each term

• Have your children talk about what they have

learnt, with reference to the textbook

• Allow supervised Google-ing of information
• Ensure that annotation, highlighting of key words

and ‘Science working’ is done when answering questions

• Exposure to Science publications

(magazines & non-fiction books, e.g.: Science Adventures, National Geography)

Home-School Partnership

(Science Learning)

Home-School Partnership

(Science Learning)

• Exposure to televised Science programmes
• Visit venues with Science-rich learning and get your

child to apply what he/ she has learn to explain

• bservations
• Singapore Zoo, Botanical Gardens, Science Centre,

Lee Kong Chian Natural History M useum, Art and Science M useum, etc

• Practice at home
• Use off-the-shelf resources (Promote self-directedness)

M other Tongue Languages

M TL teachers aim to:

• equip pupils with the knowledge,

skills and imbibe them with attitudes and ethics

• develop pupils to be passionate

about their M other Tongue Language and be confident users

• f the language

M OE Curriculum Chinese M alay T amil

欢乐伙伴

Huan Le Huo Ban Cekap

ேதன ் தழ்

Theen Thamizh

• Aims to develop pupils as proficient language

users who can communicate in a confident and effective way

• Contextualised in real-life situations for better

engagement of M TL learning

• Greater emphasis on spoken interaction skills.
• Greater focus on authentic activities to better

develop pupils communication skills

The Curriculum

Parents can access these websites with your child to reinforce learning.

Educational M OE Websites

CHINESE M ALAY TAM IL

学乐网

http:/ / xuele.moe.edu.sg/ xuele/ slot/ u107/ index.ht ml

E-Cekap

http:/ / tinta.moe.edu.sg/ mekar/ slot/ u112/ eceka p/ index.html

Sangamamசங்கமம்

http:/ / sangamam.moe.edu.sg / tamilosai/ slot/ u113/ web/ pri mary.html

M TL Drama Programme

• Aims to develop confident speakers

through authentic settings so as to build confidence in pupils, to learn and appreciate their respective M TL GYPS Live your Character Day

• Dress up as their favourite character

and to share on the character with their classmates using their M TL

GYPS-Initiated Programmes

Programme Highlights

MTL Fortnight (Terms 1 & 2)

• A platform for pupils to learn more about their MTL

beyond curriculum, in fun and interesting ways

MTL Drama Programme

• Pupils go through a drama course comprising

interactive group and individual activities, conducted by professional drama coaches. The programme revolves around the attainment and confidence in oral communication skills and social skills.

M otivate your Child to Learn M TL

• Create a conducive learning environment
• Encourage your child to speak using his/her

mother tongue language at home

• Show interest in your child’s MTL learning by

encouraging him/her to share his/her learning experiences with you.  A good opportunity for family bonding.

Strategies for Better M TL Learning

• Encourage your child to read MTL story books
• Parent-child reading at home
• Pre-assembly Silent Reading every Friday
• Reading resources from National Library, school

library and book stores, multi-media books

• Expose your child to educational MTL television

programmes

• cartoons with sound moral values
• Tap on the items in the neighbourhood
• Engage your child in MTL conversations re road signs

and advertisements

Physical Education

Health Week (M ass Walk)

• 28 January 2019 (Monday)
• 8.00 am to 9.00 am
• One activity in a series of Health Week

activities

• Walk around our Bishan community

(around 2km)

• A time of healthy activity and bonding

with your child. Join us!

Sports Education Programme

• Intent is to promote the sports as

a life-long leisure activity for pupils

• One full day of an in-line skating

clinic

• To introduce in-line skating to

Primary 3 pupils

• Teaches fundamentals and safety

aspects of the sport

SwimSafer Programme

• Water-safety programme
• Aims to impart children with

necessary water safety knowledge and water survival skills

• Pupils are assessed at the end of

the programme

• Co-funded between the Singapore

Sports Council and MOE

GYPS Sports Carnival

• Pupils will be engaged in team

events involving skills learnt in their PE Lessons

• Develop teamwork and team

spirit amongst pupils

• Apply Olympic Values of

Friendship, Respect and Excellence

• In the line-up of activities to

celebrate Children’s Day

Inter House Games Day

• House Practices will be held in

preparation for the Games Day, in Term 2

• Pupils will be engaged in individual

and team sports (Badminton, Basketball, Football)

• Develop teamwork and team spirit

among pupils in the same House

• Apply Olympic Values of

Friendship, Respect and Excellence

Reminders

• Do ensure your child dons the PE attire on

PE and CCA days. (Do refer to the School Handbook, pgs 39 - 41)

• Pupils are to carry a water bottle during PE

lessons for drinking.

• Please provide a letter/note to the PE teachers if

your child is unable to attend PE lesson, e.g. : recovering from an injury.

• Do bring your child out to play!

E.g. : Playground, football, basketball

M usic, Performing and Visual Arts

‘Learning for Life’ Programme

E3 Framework

Stakeholders’ Commitment Co-curricular Activities (Visual & Performing Arts Groups)

T ie r 2

Talent Development Programme

T ie r 2+

Broad-based Music Curriculum Modular Approach

Programme for Active Learning (PAL)

Tier 1

Competent Teachers School Support

E xce lle n ce E xte n s io n E xp

• s

ure

M usic

Assessment for Learning

Terms 1 and 3 :

• Progress Report

(includes a checklist of learning attitudes and qualitative comments) Terms 2 and 4 :

• Recording of performance task using a Holistic

Assessment Sheet (incorporating students’ reflections)

• Levels of achievement reported in HDP as grades:

A (Proficient), B (Satisfactory) and C (Emergent)

1. Singing & Playing Instruments

• Accurate pitch, rhythm articulation and phrasing
• Appropriate tempo and dynamic combining

movement with singing

• Play the Recorder and Ukulele at ELEM ENTARY

level 2. Creating / Improvising M usic

• Create 4-bar rhythmic and melodic structures

based on C major pentatonic scale

• Compose soundscapes and produce graphic

notations of their soundscapes 3. Listening to & Appreciating M usic

Kindly remind your child to bring along the recorder for lesson every week. Thank you.

Assessment Dimensions

Performance Opportunities

• Class-based performances
• Busking during Recess in April
• Talent identification and recommendations

to pursue pathways based on interest levels.

Visual Arts

Visual Arts

• Pupils will be exposed to

selected artworks by local and international artists

• Through these works, pupils

will learn how to analyse, create and appreciate art

• Term long drawing module to

train pupils in this foundational art skill

Starry Night, Van Gogh T etrahedron-T etrahedron Han Sai Por Weeping Woman Pablo Picasso

Visual Arts Highlights

Ceramics Enrichment Program

• Pupils will acquire the

knowledge and skills required in the creation of Ceramic Art through the creation of a Ceramic Relief Tile

Art Assessment for Learning

Term 1 and 3 :

• Progress Report from Art teacher

(includes a checklist of learning attitudes). Recording of termly performance task with rubric and qualitative comments. Term 2 and 4 :

• Levels of achievement reflected in HDP

as grades: A (Proficient), B (Satisfactory) and C (Emergent).

• Recording of performance task with a rubric and

qualitative comments.

• 1. Developmental Work
• A series of scaffolding and planning activities
• 2. M ain Project
• 3. Reflection/ Presentation
• Pupils respond to the process of art-making and

explain their work

• 4. Art Related Behaviours
• Ability to control and manipulate materials in

appropriate ways

• 5. Values and Attitudes
• Learning attitude and behaviour

Visual Arts (Assessment)

Information & Communications Technology

Information and Communications (ICT) Technology Framework

Outcomes :

• infuse the use ICT in

teaching and learning

• groom pupils to be

competent and responsible users who show respect for self and

• thers.

ICT Programme

ICT programme aims to

• develop the pupils’ acquisition of ICT skills

progressively from Primary 1 to 4

• develop competency in ICT usage
• promote cyber wellness awareness and the

ethical and safe use of ICT to ensure that GYPS pupils are responsible ICT users

(Details on GYPS website)

ICT Programme

Programme objectives

• Basic skills
• Touch typing
• M S Word
• M S Powerpoint
• M S Excel
• Use of ICT to search for

and present information

• Computer Laboratory

etiquette and cyber wellness

• Digital art

Sample of work from P3

E-Learning (A National Prerogative)

• SLS – Learning portal of MOE
• E-learning on a regular basis for all subjects

M edia Resource Library (M RL)

• A means to encourage pupils to
• read widely and regularly
• develop reading as a habit for life
• Parent Volunteers (PV) reads
• Platform for PV to contribute to school
• Conducted during Lower Primary

Recess

• Run solely by PV
• School provides assistance and A/ V

support

• Rostering done by PV-in-charge of

library reading sessions

Character and Citizenship Education

CCE Chinese Language : XX XX (M dm) CCE M alay Language : XX XX (M dm) CCE Tamil Language : XX XX (M dm) CCE English Language (for NM TL pupils) : XX XX (M dm)

Explicit Learning Awareness Programmes

Social Studies FTGP Assembly Programmes NE Events PAL VIA Cyberwellness ECG Sexuality Education

Experiential Learning SE Support for Students

Living with Values Programme Learning J

• urneys

Counselling and Special Needs Discipline Structure CCE Student Leadership Programme

Core values

Courage

Teamwork

Loyalty Diligence Honesty

Living with Values Programme

• Focus on school’s core values

Honesty, Loyalty, Teamwork, Courage, Diligence

• M otivate & encourage pupils to display

the desired character trait through various activities

Living with Values Programme

• Customised FTGP lessons focused on core

values

• Value quotes shared with pupils in class
• Assembly programme based on core values
• Lessons infused with core values
• Pre-assembly story-telling by prefects
• Character Pupil of the M onth Award

• Do talk to your child about the school’s core

values and how he/she could display these values in school and at home

• Reinforce good habits
• Work in close collaboration with the teachers

Home-School Partnership

Gifted Education Programme

Aims to identify suitable pupils with high intellectual potential.

• Test-preparation activities could inflate pupils’ scores and

not reflect their actual potential.

• Pupils who are not ready to handle the intellectual rigour

and demands of the programme

• will struggle with the enriched curriculum,
• will not benefit fully from it,
• will be unduely stressed,
• may lose confidence and impact their self-esteem.

GEP Identification Exercise

Topic/ Scope of Exercise

The GEP Screening and Selection Exercises will be based on the Primary 1 to Primary 3 English Language and M athematics syllabuses.

Topic/ Scope for M athematics

Screening Exercise

• All topics in the Primary 3 M athematics syllabus

are included except for the topics of “Area and Perimeter”, “Geometry” and “ Time”. Selection Exercise

• All topics in the Primary 3 M athematics syllabus

are included except for “Angles” and “ Perpendicular and Parallel Lines” in Geometry.

GEP Screening Exercise

• 23 August 2019 (Friday)
• English Language, M athematics
• In GYPS

Two Stages of GEP Selection Exercise

GEP Selection Exercise

• 15 & 16 October 2019 (Tuesday, Wednesday)
• English Language, M athematics, General Ability
• At an external venue (notification in due course)

Note : The dates above are tentative schedules as per the most recent information received

Inter-Disciplinary Project Work (IPW)

Aims to provide pupils with the opportunity to synthesise knowledge from various areas of learning, and critically and creatively apply it to real life situations.

Inter-Disciplinary Project Work (IPW)

Enhances pupils’ knowledge and enables them to acquire skills like collaboration, communication and independent learning, prepares learners for lifelong learning and the challenges ahead.

Theme : Our Fabric, Our Costume Pupils gain a deeper understanding of the traditional costumes of the various ethnic groups by taking a closer look at how the symbols, motifs and styles have come to symbolize the values and cultures of each ethnic group in Singapore.

Primary 3 Inter-Disciplinary Project Work (IPW)

Timeframe : Five days over Term 01 Week 10 and Term 2 Week 01.

Co-Curricular Activities (CCA)

• An integral part of our pupils’ holistic education.
• Pupils discover their interests and talents while

developing values and competencies that will render them more future-ready.

• Promotes friendships among pupils from diverse

backgrounds as they learn, play and grow together.

• Fosters social integration and deepens pupils’

sense of belonging, commitment and sense of responsibility to school, community and nation.

Co-Curricular Activities (CCA)

Four Types of CCA in GYPS

Visual & Performing Arts Group

• Art Club
• Angklung Ensemble
• Chinese Dance
• Malay Dance
• Indian Dance
• Handbell Ensemble

Physical Sports

• Basketball
• Badminton
• Wushu

Clubs & Societies

• Science and

Environment Club

• Weiqi

Uniformed Groups

• Brownies