to Parents of the Responsibility Level to the P2 Forum 2017: - - PowerPoint PPT Presentation

A warm welcome to Parents of the Responsibility Level to the P2 Forum 2017: Canberra Experience

Outline of Programme

Introduction of Teachers Miss Karen Sin Vice-Principal’s Address Mr Kumar Presentation on Instructional Programmes:

• English

Mrs Sarahlyn Aw

• Mathematics

Miss Low Pei Yi

• ICT & Cyberwellness

Mdm Liana

• Physical Education

Mr Huang Guorong

• Well-being of Your Child

Mrs Suresh

• Q & A Session

Presentation by Mother Tongue Department:

• Chinese

Miss Yip Mei Thim

• Malay

Cikgu Zawiyah

• Tamil

Miss Buven

Our school leaders

Mr Kumar Palaiyan Vice Principal (Academic) Mr Sam Wong Principal Mr Kevin Patt Vice Principal (Admin)

Our Primary 2 Team

Faculty Head Mrs Suresh Level Representative Mdm Nornizah

Assistant Level Representative Mdm Liana

Level Discipline Teacher Miss Karen Sin

P2 Form Teachers

Responsibility 1 Mr Farid Responsibility 2 Mdm Liana Responsibility 3 Mdm Mardiana Responsibility 4 Mdm Jessie Responsibility 5 Mdm Nornizah Responsibility 6 Miss Low Pei Yi Responsibility 7 Mr Huang Guorong Responsibility 8 Miss Karen Sin

P2 Co-Form Teachers

Responsibility 1 Mrs Goh Responsibility 2 Ms Zhang Responsibility 3 Mdm Rozi Responsibility 4 Miss Goh Responsibility 5 Ms Tung Responsibility 6 Mrs Selva Responsibility 7 Mdm Zawiyah Responsibility 8 Mdm Sohrah

Subject Teachers

Responsibility 1 Mrs Goh (English & Mathematics ) Responsibility 3 & 7 Mr Faizal (English) Responsibility 6 Mrs Selva (English)

P2 Mother Tongue Teachers (Chinese)

Responsibility 1 Mr Lo Chien Chi Responsibility 2 Mdm Han Xue Mei Responsibility 3 Ms Zhang Jinling Responsibility 4 Miss Goh Chuin Pei Responsibility 5 Ms Tung Bee Geok Responsibility 6 Miss Yip Mei Thim

P2 Mother Tongue Teachers (Malay & Tamil)

Miss Buven Cikgu Zawiyah

Support Staff

Mrs Vijay School Counsellor Mdm Rozi Level Allied Educator

Opening Address Mr Kumar Vice-Principal

Education System – Primary Level

Primary 1 to 2

Orientation Stage: Primary 5 & 6

Subject Based Banding

Parental Option

PSLE

Primary 3 to 4

Foundation Stage:

Stud Student Outcomes ent Outcomes

Confident Person Thinks independently Communicates effectively Has good inter-personal skills Concerned Citizen Is informed about local and world affairs Empathises with and respects others Participates actively Self-directed Learner Takes responsibility for own learning Questions, reflects, perseveres Uses technology adeptly Active Contributor Exercises initiative and takes risks Is adaptable, innovative, resilient Aims for high standards

21st CC Skills

iCREST

An innovative, caring and responsible citizen who strives for excellence through self-discipline and teamwork.

Student-Centric, Values- Driven Education: A Broad and Deep Foundation for a Lifelong Journey

Depth Breadth Length Canberra Experience Rigour of Learning Splendour of Learning Graduation

Canberra’s Teaching and Lear Learning F ning Framew amewor

• rk

Teaching & Learning

TEACHING AND LEARNING

To nurture the whole child Main Aim of Primary Education

ASSESSMENT AT P2

Holistic Assessment Shorter tests  More feedback given  Wider range of tasks Semestral Assessment Oral tests  Written tests  Activity-based tests  End-of-Year Exam

PERI HOLISTIC ASSESSMENT

Building children’s confidence & desire to learn through age- appropriate assessments Various modes

• f assessments

e.g. bite-size tests Rich and timely feedback on child’s learning through periodic reports

PERI HOLISTIC ASSESSMENT

Subjects Term 1 Term 2 Term 3 Term 4 English

Speaking Listening Reading Writing

Mother Tongue Math

Mathematical Skills / Concepts

Weightage

(%) Formative Learning (0%) HA (25%) HA (35%) SA (40%)

How will this benefit my child?

More

• pportunities to

show learning Caters to wider range of learning styles Regular and timely feedback

More confident Motivated to learn Enjoys learning

Holistic Assessment Outcomes

POSITIVE SUPPORT IN EVERY CHILD’S LEARNING FROM NOW TO 2021

How will you receive feedback on your child’s progress?

• Termly Reports
• Mid-Year and End-of-Year Report Cards

– Marks and/or grades to show your child’s attainment – Overall qualitative comments on your child’s learning

• Holistic Assessment Portfolio

Holistic Assessment Portfolio

• Showcases pupil’s best

works and documents pupil’s learning and progress

• Pupils given the opportunity

to communicate their learning

• Presented during Parent-

Child- Teacher Conferencing

Parent-Child-Teacher Conferencing

• Date: 24th May 2017 (Once a Year)
• Start of Conversation – Gives Child a voice
• Focus on learning opportunities
• Supports development of self-directed

learners who take ownership of their learning

• Build relationship with parents/guardians

How can I help my child?

DO…

 monitor your child’s daily work  give encouragement and support in areas for improvement  praise your child for any progress made

AVOID…

 placing too much emphasis on marks and grades  making comparison of your child’s performance  giving more homework than necessary, or as punishment

Ability-based Grouping

Nurturing Every Child

What Ability-Based Grouping means for your child

Pupils will be nurtured to do their best and achieve their potential.

Why Ability-Based Grouping?

• To provide more flexibility to pupils to strengthen their

area of excellence while levelling up on the other subjects

• To allow teachers to focus more on the learning needs
• f each pupil and to tailor their teaching strategies
• To recognise pupils with different abilities and allow

them to proceed at their pace.

Class Allocation from P2 to P3

Based On English & Mathematics Overall Results

Group 1

Smaller class enrolment for pupils who require additional attention and support

Group 2

To accommodate pupils with a balance of various academic abilities

Group 3

Greater focus on strengthening pupils’ area of excellence while levelling up on

• ther subjects

P2 to P3 MT Class Allocation

Pupils will be grouped accordingly based

• n their MT performance.

Self-Discipline Level 2018

Emphasis on the need for each pupils to be self-disciplined

Inculcating good learning habits and routines

• Time Management

(prioritise work, balance work & CCA)

• Self-directed Learning

(setting personal learning goals) Setting and being responsible for their

• wn timetable

(e.g. after school hours) Self Care Practicing safety rules independently (e.g. using the pedestrian crossing)

Prepare our children for the test of life and not a life of tests

Primary 2 Curriculum Integration & English Language

A Strong Foundation for Rich Language & Life

English Other Subjects

Curriculum Integration

1:1 Learning Drama Strategies The Stellar Approach

P2 Curriculum Integration Themes

Term 1

STELLAR

Strategies for English Language Learning and Reading

Big Book Reading Mini Lessons & Unit Booklets Learning Journey Marina Barrage Writing Class/Group/Individual Dramatisation Role on the Wall Art Friendship

Theme – Friendship

Drama

Characterisation through Role on the Wall

Learning Journey to the Marina Barrage

Bonding over a Picnic

Learning Journey to the Marina Barrage First Attempt at Kite Flying

Class Writing about Marina Barrage LJ

Show and Tell

My Family Outing

Art

Apes and Chimpanzees Kite Flying with Friends

Enrichment Programme

Speech and Drama

English

Other Subjects

Curriculum Integration

1:1 Learning Drama Strategies The Stellar Approach

P2 English Assessment

Term 1 0% Term 2 25% Term 3 35% Term 4 40% Formative Learning Holistic Assessment Spelling 3% Show & Tell 7% Writing 5% Review 2 10% Holistic Assessment Spelling 3% Listening 5% Oral 7% Review 3 20% Holistic Assessment Listening 5% Oral 5% Writing 5% SA2 Exam 25%

Spelling

• Reinforce sound awareness and spelling patterns

e.g. be ware neigh bour hood e.g. hurryied

• Strengthens an essential skill in writing
• Helps to prevent careless mistakes in

the main paper

Parental Support

shopping list/ birthday wish list holiday plans/ reflections journals/ letter to you

Provide more writing

• pportunities

Writing – 4-Picture Composition

• Content
• Develop the details
• Language
• Minimise errors
• Use a variety of

vocabulary

Listening

• Beginning Sounds

e.g. bridge

• Ending Sounds

e.g. giant

• Rhyming Words

e.g. ‘sky’ and ‘high’

• Categorising Information

e.g. badminton, tennis and basketball

• Picture Matching

Oral – Reading Aloud

• 1. Accuracy
• 2. Pronunciation
• 3. Fluency
• 4. Expression

(pitch, pace, tone, stress and volume)

Oral – Stimulus-based Conversation

• 1. Use vivid vocabulary and

correct language

• 2. Develop response

Answer Reason Experience

Parental Support

Look out for guidelines in

• ral booklets

Practise the examples with your child Record Voice

Parental Support

Look up meanings and pronunciations with dictionary apps

Parental Support

• Provide books
• f different

genres

• eBooks are

interactive and include audio functions

• Watch English

programmes

Fiction Chapter Books Non-Fiction eBooks Audio Books

Primary 2 Mathematics

 Whole Numbers  Numbers to 1000  Addition and Subtraction  Multiplication  Division  Money  Fractions  Addition and Subtraction of Fractions  Statistical  Picture Graphs  Geometry  Shapes and Solids  Patterns with Shapes  Measurement  Length  Mass  Volume  Time

OVERVIEW

• P2 Mathematics Topics

APPROACH

• Teaching of heuristics

APPROACH

Heuristic Skill P 1 P 2 Number Pattern   Act It Out   Draw A Diagram   Model Drawing (Fill in model)  Guess and Check (by drawing) 

• Teaching of heuristics

• RICHES-infused POLYA’S 4 Step Approach
• Read the question
• Identify what is ‘asked’
• Concepts or topics

1) Understand the Problem

• Heuristic Skills
• Examples seen
• Strategies taught

2) Devise a Plan 3) Carry Out the Plan

• checking for reasonableness of answer

4) Look Back

R I C H E S

Assessment Content Duration Weightage Term 1

• Practice

Paper (0%) Term 1 45 minutes 0% Term 2 Performance Task (5%) Topical (20%) Term 1– Term 2 45 minutes 25% Term 3 Performance Task (5%) Review (30%) Term 1 – Term 3 1 hour 15 minutes 35% Term 4

• SA Exam*

(40%) Term 1 – Term 4 1 hour 30 minutes 40% Total 100%

*SA Exam : Semestral Assessment Examination

• P2 Mathematics Assessment

Faculty 1 Programmes and Events

Learning Support Mathematics (LSM) Focus Remediation Math Trail Financial Literacy KooBits

–

Financial Literacy Programme

• Curriculum Infusion
• Young Savvy Spender Saver Card

Manage Save Spend Share

English Math Art Music FTGP

Learn to make and relating to the use of monies Understand the

• f

his/her means

Young Savvy Spender Saver

Care Responsibility Self-Discipline Teamwork Innovation Excellence

Engaging the Digital Kids.

KooBits Challenge

All topics aligned to the latest MOE maths syllabus 10,000+ problem sum questions for your child to practise Detailed video lessons in each topic for self-learning Step-by-step solutions with necessary models & diagrams

“ I become a learner because I find myself in a community of learners.”

Pupils’ thoughts and comments…

How Parents Can Help

Encourage children to make good use of the Coursebook and online platforms like Koobits and LMS Provide opportunities to generate interest in Mathematics Provide opportunities to help relate math concepts to daily life Reinforce Strategies learnt in school

Read Refer Practise

Personal Learning Device (PLD)

ICT Tools for Learning

Learning Management System (LMS) Values of Learning Self-directed Learning Collaborative Learning

LEARNING MANAGEMENT SYSTEM (LMS)

Asknlearn

LMS as a Learning Tool LMS

Pupils’ Portal

Academic Modules

Parents’ Portal  Learning Content for English, Mathematics & Mother Tongue  Self-Directed Learning  School Based E-Learning  Parents’ Survey  Travel Declaration  Meet the Parents Scheduling

SOME FEATURES OF THE LMS

Link & Login Info

Website: http://lms.asknlearn.com/canberra_ps/ User ID: Your child’s BC Number Password: Your child’s BC Number

Step by step guides will be made available

• n the school website

Baseline ICT Exposed to 4 sessions of 1 hour ICT baseline lessons

ADOBE Video Sparks iBrainstorm SeeSaw

Show and Tell Oral & Picture Discussion Creative Writing

Cyber Wellness

What is Cyber Wellness?

Positive well-being of Internet users Understanding of the correct and appropriate use Awareness of how to protect oneself and other Internet users Understanding of the risks of harmful online behaviour

Some Popular Social Media Sites

 Content Sharing sites  Social Networking sites  Messaging apps

Managing Potential Online Risks

R E G U L A T I N G

t i m e a n d a c t i v i t i e s

M A N A G I N G

• n l i n e r e p u t a t i o n

D I S C E R N

inappropriate content

R E S P E C T

intellectual property

PHYSICAL EDUCATION

Agenda

• CPS PE Syllabus
• 3 E Approach
• Progress Card
• CPS CCA Program
• Introduction
• P2 Interest Groups

PE Syllabus in CPS

2016 CPS revamped its PE SOW to align to the new PE syllabus. –Structured –In-Depth –Fun and enjoyable new PE syllabus by MOE

Teaching & Learning / Programs / Events

P1P2 PAL P1-P6 PE & Aesthetics Curriculum P1-P6 Sporting/ Cultural Events and CCA Activities P3-P6 School Representative for Competitions & Performances

Conceptualisation

Foundation Consolidation Application

Holistic Education: 3 E approach

Expose | Experience | Enrich

Assessment in PE

With the PE Progress Card:

• Monitor their learning
• Receive feedback on skills they have done well

and skills that they can improve.

• Transparency on overall PE grade.

CPS CCAs for pupils from P3 onwards

CCA Program

CPS P2 Interest Groups

Purpose of Interest Group Sessions

1) To expose P2 pupils to different CPS CCAs 2) To allow the pupils to realize their potential for various CCAs

Interest Groups

• Term 2 – Aesthetics and certain clubs and

societies

• Term 3 – Sports and certain clubs and

societies

• Through these sessions, pupils who displays

great interest, and certain levels of attainment, will be given options (consent forms provided) to be allocated to certain CCAs when they are in P3.

PUPIL WELL-BEING

STUDENT DEVELOPMENT @CPS

Student development aims to build a culture of care in the school which is conducive for holistic development of the

• pupils. We strive to provide pupils with a safe and

disciplined learning environment so as to enable them to have opportunities to engage in quality learning experience and to acquire values to support lifelong learning and their well-being.

STUDENT DEVELOPMENT @CPS

Student Development

Faculty 1 Care & Responsibility Levels

Knowing Your Part through

Care & Responsibility

Faculty 2 Self-Discipline & Teamwork Levels

Level Up through Self-Discipline & Teamwork

Faculty 3 Innovation & Excellence Levels

Capture the Moment through Innovation & Excellence

• To imbue in pupils value of care and responsibility
• To develop good organizational skills
• To develop a sense of ownership among pupils
• Designed with partitions to facilitate in managing

and filing daily work

• Parents can also better support and monitor

child’s work and school matters that require attention

My Learning Folio

Form Teacher Guidance Period (FTGP)

• Form Teachers’ quality interaction with pupils
• Teacher-Student Interaction (TSI)
• Strengthen pupils’ social and emotional

competencies

• Teacher- Student Relationship (TSR)

Well-Being of your child

Mind Body Heart

Focused Mind

• Set schedule at home to manage

between study and leisure

• Provide support, academically and

emotionally

• Right amount of stress

Well-Nourished Body

• Have sufficient sleep
• Balanced diet
• Regular exercise

Happy Heart

• Be there for your child
• Active listening
• Create recreational activities
• Allow them to have their personal

space

Every Moment in the School Matters.

Every Child Matters!