Primary 2 10 February 2017 7.30am to 9.00am Vision: Hearts of - - PowerPoint PPT Presentation

Primary 2

10 February 2017 7.30am to 9.00am

• Vision: Hearts of Service * M inds of Inquiry * Joy in Learning * Confidence in Life
• M ission: Together we bring out the best in every child for a better nation.
• M otto: Standing Tall Achieving Results
• School Core Values:
• Loyalty * Honesty * Compassion * Diligence * Excellence * Unity * Resilience * Self-

Discipline

Objectives

• 1. Strengthen home-school

partnership

• 2. Enhance parent &

teacher interaction

• 3. Inform about school/class

practices & expectations

Agenda

• Introduction
• Holistic School Experience@LHPS
• School & Class M atters
• Announcements
• Q&A

1987 Became a government school 2016 Celebrating

• ur 70th

Anniversary

History of Lianhua

Hearts of Service Minds of Inquiry Joy in Learning Confidence in Life

Our School Vision

Together we bring out the best in every child for a better nation

Our School M ission

Our 8 School Values

Start with M e

I’m here to be a better person I’ll grow more in compassion I’ll care and share and put my hands to action I’ll be a better person, have a really big ambition I’ll start with me, self-discipline and

Loyalty – I’ll stand by you and all Honesty – I’ll never lie to you Unity – We are all in this, all in this for good Excellence – The best I’ll be somehow Diligence – I’ll go for one more round Resilience – Noting will get me down,

Nothing will get me down

Being Pupil-Focused

Physical Engaged in

Sport Activities

Lead a Healthy

Lifestyle

Intellectual Enjoy

Learning

Think critically

and creatively

Social-moral & Emotional Grounded in

Values

Empowered

to Lead

Love Singapore Aesthetics Immersed in

the Arts

Appreciate

the Arts

Holistic School Experience @ LHPS

Social-M oral & Emotional

Student Leadership

• Our leadership philosophy is that every child is

given the opportunity to lead and that every child can lead.

• Our focus on leadership is leading self, service

to others and student empowerment.

• Through this, we hope for every child to be

self-disciplined, confident and able to make a difference for others around them.

Student Leadership Framework

Character and Citizenship Education (CCE)

Form Teacher Guidance Period (FTGP) CCE Lessons (4 languages) National Education & Social Studies Values-in- Action (VIA)

Interaction time with Form & Co-Form Teachers to build quality Teacher-Student Relationships

Form Teacher Guidance Period

• FTGP lessons guide students to develop 5 key

domains of social emotional competencies – Self-awareness – M anaging self – Social awareness – Building relationships – M aking responsible decisions

Character & Citizenship Education Lessons

• Adapting to a new school and

making friends

• Self-responsibilities
• Building positive relationships
• Respecting others
• Caring for others

National Education & Social Studies

National Education Social Studies Commemorative Events

• Total Defence Day
• International Friendship Day
• Racial Harmony Day
• National Day

Cluster of Study Inquiry Focus Coming together as a nation What unite us as people of Singapore

• Develop socially responsible citizens who contribute

meaningfully to the community

• Approach:
• Recent involvement:

– Festive Giving (Chinese New Y ear, Hari Raya & Deepavali) – Environment Education Week

Know the Values Understand the Values Apply the Values Internalize the Values

Values in Action

Code for Fun

• Code for Fun Enrichment Programme will be offered

to students to increase their exposure to coding and computational thinking.

• Students will go through a 10 hour programming

training using a visual, drag and drop software with robotic kits.

Intellectual

1.Shared Reading Experiences

• 2. Shared Writing

Experiences

• 3. Language Use

Activities in Learning Centres

Children read a storybook with the teacher and engage in discussion with teacher and peers. The teacher prepares mini-lessons based on specific needs of children to prepare them for reading & writing activities, e.g. grammar, vocabulary, word recognition, decoding skills & spelling. The teacher models writing using children’s language. Children engage in writing together and writing independently.

STELLAR in Lower Primary

English Programmes

• Reading Programme

– SURF (Silent Uninterrupted Reading for Fun) – Recess Activities – Extra support provided for struggling learners

• Oracy Programme

– Prsentation : Fractured Fairy Tales

• Writing Programme

– M odififed Language Experience Approach (M LEA) – Publication of Good Stories – Writing Buddy on M COnline

Library Programme

School Activities Partnership with NLB Book Quizzes E-reading (iPads) Book Talks Storytelling NLB Library M embership Drive Reading Interest Profile M ass Borrowing sessions Read, Swap & Share

Vision: Hearts of Service * M inds of Inquiry * Joy in Learning * Confidence in Life M ission: Together we bring out the best in every child for a better nation. M otto: Standing Tall Achieving Results School Core Values: Loyalty * Honesty * Compassion * Diligence * Excellence * Unity * Resilience * Self-Discipline

Holistic Assessment

Term 1 Term 2 Term 3 Term 4 Listening & Viewing 1)Sound Discrimination 2)Picture M atching 1)Sound Discrimination 2)Sequencing of events 1)Picture M atching 2)Sequencing of events (5%) End-of-Y ear Assessment (50%)

• a. Listening

Comprehension (15%) (Picture M atching, Sound Discrimination and Sequencing of events)

• b. Oral (20%)

1. Reading Aloud 2. Picture Discussion

• c. Composition (15%)

(30 min)

• d. Language Use (50%) (1h

15min)

• Grammar
• Vocabulary
• Comprehension

Speaking & Representing Picture Discussion (5%) Fractured Tales Skit Picture Discussion Reading & Viewing Reading Aloud Reading Aloud (5%) Reading Aloud Writing & Representing 1)Spelling 2) Picture Composition 1)Spelling 2)Picture Composition- Individual writing Individual Writing- Picture Composition (5%) Language Use M ini T est (15%)

• Grammar
• Vocabulary
• Comprehension

M ini T est (15%)

• Grammar
• Vocabulary
• Comprehension

M ini T est

• Grammar
• Vocabulary
• Comprehension

Total (100%) 20% 20% 10% 50%

M at hem at i cs

Content / Mastery of Basic Concepts

• Counting in tens and hundreds
• Comparing Numbers (greater, greatest, smaller,

smallest)

• Addition and Subtraction Algorithms
• Multiplication and Division within Multiplication

Tables of 2, 3, 4, 5 and 10

• Understanding Fractions as part of a whole
• Counting Money in Dollars and Cents

Numbers

• Telling Time to 5 minutes
• Understanding duration of 1 hour / half hour
• Measuring Length / Mass / Volume in Standard

Units

• Identifying and Describing 2D and 3D Shapes

Measurement and Geometry

• Reading Data from Picture Graphs with scales

Statistics

M at hem at i cs

Hi-Five! Problem-Solving Process

• What do I KNOW?
• What do I WANT to KNOW?
• Choose a STRATEGY or ACTION

and SOL VE.

• Does my answer M AKE SENSE?
• I DID IT!

M at hem at i cs

To acquire conceptual understanding and make sense of one’s learning

Learning by Doing Learning by Interacting

M at hem at i cs A ssessm en t

Term 1 Term 2 Term 3 Term 4 Non- Weighted Journal Diagnostic Test Journal Diagnostic Test Journal Diagnostic Test Performance Assessment

• Weighted

Mini-Test (15%) Mini-Tests (22%) Mini-Test (13%) Semestral Assessment (50%)

‘P.O.T.S.’ – Primary One and Two Science

Rationale

 To formalise a structure to facilitate pupils’ learning

in Science in Primary 1 and 2

 To prepare pupils for the formal Science curriculum

in Primary 3 Timeframe:

• Commencing from Term 1
• One period a week

Learning Content

• Primary 2 Science Content:

– Germination of seeds – Plant parts and their functions – Identification of some plants – Life cycle of some animals (bird, grasshopper and

butterfly)

• Science Process Skills:

– Observing – Classifying (leaves, animals, objects) – M easuring (volume)

M other Tongue Languages Teaching Strategies

Fli pped L ear ni ng : Shar estar t 4C

Communication Skill Critical Thinking Skill Collaboration Skill Creativity

W H Y

M other Tongue Languages Programmes

• M other Tongue Fortnight
• Flipped learning
• Reading programme : Story time / Reading time
• ICT platforms eg M C online (refer to school website

for more ICT platforms and resources)

• Publication of students’ work eg good stories
• Language competitions

R ead i n g Pi ctur e Book w i th Chi ld r en

To help students think independently, creatively, and critically, while improving listening and reading comprehension.

Why ?

Stor y Ti m e

1 period per week

• Why?

a) To make reading habitual, a routine. b) To guide and teach students how to read a book. c) To provide students a platform in in-depth book discussion.

ML & TL: Every Thursday CL: Every Friday

M TL Fi esta & Cultur al Cam p

I nsti l lov e i n M TL lear ni ng

School Based Cur r i culum : R ead i ng & Wr i ti ng

To create different experience and platform for students in enhancing CL learning.

Story Compilation Story Creation Young Journalist Picture Book Reading

30% of the Activities: Oral 20% of the Activities : Reading 30% of the Activities : Lis tening 20% of the Activities : W riting

• Sh ow a n d T e l l
• Con v e r s a t i on

36

• L i s t e n i n g t o

I n s t r u c t i on

• L i s t e n i n g

Com p r e h e n s i on

H oli sti c A ssessm ent

• R e a d i n g A l ou d
• R e a d i n g S t or y

B ook / T e x t

• R e a d i n g

Com p r e h e n s i on

• P e n m a n s h i p
• Co n s t r u c t

Se n t e n c e s

• W r i t t e n E x p r e s s i o n

• We engage our students using various ICT tools.
• Every child has the opportunity to experience and

learn ICT skills through various subjects in the following areas:

• Word processing
• Learning with multimedia
• Using online tools
• For example, students learn more about shapes

through M icrosoft Office

Use of ICT to Support Curriculum

• M COnline (www.mconline.sg)
• Brainpop (www.brainpop.com)
• Provide pupils with opportunity for self-directed

learning

Online Learning Portal

Cyberwellness

We focus on developing the students’ instinct to protect themselves and empower them to take responsibility for their own well-being in cyberspace.

Physical

How to Raise A Healthy Child

Healthy Child

Safety First Growth & Health Good Health Habits Active Lifestyle

Physical Development Programme

• Weekly PE Lessons (taught by qualified PE teachers)
• P

AL Games & Sports (Thursdays)

• P

AL Outdoor Education (Thursdays)

• SwimSafer Programme (Term 2, after school)
• Lower Primary Sports Day (TBC)
• CCA Exposure Week (Term 4, after school)

Sports Talent M anagement Programme

Formative Assessment (Skills, Attitude & Cognitive)

Child’s Sports Talents are identified at Primary Two (PE, PAL)

Sports Academy CCA (P3) Direct School Admission (Sports)

Physical Education Curriculum

Learning Areas Primary 2 Dance PE Games & Sports PE Gymnastics PE Outdoor Education PE Physical Health & Fitness Health Ed (An Active & Healthy M e Book)

Aesthetics

Visual Arts & M usic

• Philosophy and belief
• Plays an important role in our daily life
• Imparts values and evokes emotions
• Learn to reflect and express one’s uniqueness by

communicating their thoughts and emotions using images and objects.

• Develop visual literacy which enables pupils to
• bserve and perceive the world with increased

awareness and aesthetic sensitivity

Visual Arts

• 4Es In our Approach to Visual Arts
• Exposure – expose to various forms and genres of art
• Explore – create safe space to exploration
• Experience – provide meaningful learning experiences
• Excel – motivate students to do their best

Programmes 1) Visual Art Jam! 2) Art Competitions 3) Community Outreach Art Projects with external community

Visual Arts

S/ n Themes Description 1. 2D Exploration Pupils will explore the various medium to create their 2-Dimensional artwork 1. 3D Create! Pupils will create 3-Dimensional artwork using the specific techniques and skills shared. 1. Creative Expression! Pupils will interpret the artworks and create their own artwork. 1. Reuse and Recreate! Pupils will explore creative ways to make artwork using recyclable materials. 1. Digital Art Pupils will express their art interpretations through the ICT App in 3-Dimensional artwork.

Visual Art

Visual Art Department 2016 Framework

Level Primary 2

Skills Art Techniques (i) Drawing, painting, moulding, rendering Visual Inquiry (i) Visible Thinking Approach Art Form 2-dimensional (i) Drawing, painting, collage, Photography with i-pad (ii) 3-dimensional (ii) Assemblage, recyclable artwork i.e robot Art medium Oil pastels , colour pencils , acrylic paint Research and Processing Observe, record, compare Sketchbook serves as documentation and reflection Communication Express ideas visually and orally through presentation and group and pair discussions

Level Portfolio Assessment Rubrics

Primary 2 Celebration Portfolio Generalized Rubrics

Assessment

M usic

Every student is able to appreciate, create and perform music.

• Educate students in music knowledge
• Enable students to create original pieces
• Empower students to perform confidently

Key Curriculum Framework P1-6

Programmes

M ass singing Assembly Performances Showtime!

SHOWTIM E!

• If you are interested to see students’

performances during showcase, the videos can be found in our school website.

School M atters

Late Coming

• Absent during Bitesize Assessments

– M ake up will only be conducted within the next 2 days of the assessment – The marks will be taken into consideration.

• A medical certificate from a doctor must be

produced to be considered absent

Bitesize Assessments

0 marks will be given when there is no M edical Certificate produced

• Absent during Semestral Assessment

– There will be no make-up for exams missed – Student will take the paper when he/she returns to school – M arks will not be taken into consideration in the computation of results, but feedback on the performance will be given.

• A medical certificate from a doctor must be

produced to be considered absent.

Examination M atters

0 marks will be given when there is no M edical Certificate produced

Homework Policy

• Purpose of homework

– Practise what is learnt – Acquire knowledge prior to lesson – Assess what students have learnt

• Considerations

– Time spent in school (Longer days, less homework) – Public holidays (homework should be minimal) – Level of difficulty ( difficulty, quantity)

Homework Policy

• General guidelines:

P1 & P2 P3 & P4 P5 & P6

0.5 h to 1 h 1 h to 1.5 h 1.5 h to 2 h Complete school homework first

Speak with your Form Teachers or Subject Teachers Speak with P2 Y ear Head M rs Victoria Low Speak with your Vice-Principals & Principal

Getting Help in School

Class M atters Find out more when you meet your form

• teachers. 

Announcements

Breakfast Chat with Principal

Level Date Time

P1 & P2 5 April (Wed) 8.00am to 10.00am P3 & P4 29 M ar (Wed) P5 & P6 15 Feb (Wed)

http:/ / pa re nts-in-e duc a tio n.mo e .g o v.sg /

Parents, Our Supportive Partners