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CURRICULUM BRIEFING 2018 20JAN 2018

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Page 1: CURRICULUM BRIEFING 2018tanjongkatongpri.moe.edu.sg/qql/slot/u742/Our Family... · 2018-01-26 · ATTIRE • School Attire –Name Tags, Black School Shoes, T-shirt/shirt tucked into

CURRICULUM BRIEFING 2018

20JAN 2018

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

Progress

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

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ATTENDANCE• Punctuality

–Report to school in the Pavilion 1 by 7.30am• Silent Reading

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

MT may read English story book)• Medical and other leave

–Medical Certificate–Parent’s letter or email

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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 Organizer pg 12-14)

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Sample

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Sample

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Sample of unacceptable haircut

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REVISION & ASSIGNMENTS• Daily Revision (30mins-1hour per subject)• Submit assignments promptly• Neat and legible handwriting• Corrections when required

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ADMINISTRATIVE MATTERS• 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

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SCHOOL PROGRAMMES• 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)• P3 VIA - Cleanliness Restroom Project• P3 GEP (24 Aug)

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COMMUNICATING PUPIL PROGRESS 2018

Term 1 Term 2 Term 3 Term 4Mock Tests Report Book Mock Tests Report Book

Parent-Teacher Meeting

Holistic Report Card

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ENGLISH

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Language Learning Area

STELLAR School-based curriculum

Reading and Viewing

• Shared Book Approach (SBA)• Supported Reading • Sustained Silent Reading (SSR)

Explicit teaching of reading comprehension skills

Guided Reading Self-Selected Reading (includes

school library programme) Reading Writing Journal (RWJ)

Writing and Representing

• Modified Language Experience Approach (MLEA)

• Writing Process Cycle (WPC)• Text-Type Writing

• Process Writing (Narrative)• 5 Traits of Good Writing• Text-Type Writing• Personal Journal • Writer’s Notebook

Speaking and Representing

• Effective and purposeful interaction and group discussion embedded in all key strategies

• Stimulus-based conversation• Reader’s Theatre

Listening and Viewing

• Listening and viewing skills for understanding and critical thinking taught through all key strategies using audio and graphic stimuli

GRAMMAR Whole-Part-Whole Approach• Explicit teaching of grammar in meaningful context using Big Books &

STELLAR readers

VOCABULARY Text-Based Approach• Big Books & STELLAR readers

Working with Words • Visual Vocabulary• Spelling (in context)• Text-Based Approach (children’s

literature)

ENGLISH PROGRAMME

PRIMARY 3

1/14/2018

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English assessments (primary 3]Term 1 Term 2 Term 3 Term 4

Assessment Structure for EnglishFormative Formative and Summative Formative Summative

Stimulus-based Conversation MLEA Individual Writing Stimulus-based ConversationReader’s Theatre

Paper 4: Oral (16%)a. Reading Aloudb. Stimulus-based Conversation

MLEA Individual Writing Paper 4: Oral (16%)a. Reading Aloudb. Stimulus-based Conversation

Listening Comprehension: Picture Matching, Note-taking & Listening Comprehension

Paper 3: Listening Comprehension: Picture Matching, Note-taking & Listening Comprehension

Mock Test / Language Test:a. Vocabularyb. Grammarc. Comprehension

Reading Comprehension Skill Reading Comprehension Skill Paper 1: Composition (20%)

Listening Comprehension: Picture Matching, Note-taking & Listening Comprehension

Paper 3: Listening Comprehension (14%): Picture Matching, Note-taking & Listening Comprehension

Mock Test / Language Test:a. Vocabularyb. Grammarc. Comprehension

Paper 2: Language Use & Comprehension (50%)a. Vocabularyb. Grammarc. Comprehension

Paper 1: Composition (20%)

Paper 2: Language Use & Comprehension (50%)a. Vocabularyb. Grammarc. Comprehension

(0%) (100%) (0%) (100%)

35% 65%Total: 100%1/14/2018

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STELLAR IN SEMESTER 2• Students will learn to read a

variety of text-types and acquire reading comprehension skills using reading texts instead of Big Books.

• Reading strategies: (a) Supported Reading (b) KWL and (c) Retelling.

• Reading texts are also used as the main source of text for the teaching of grammar and vocabulary1/14/2018

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EXPLICIT TEACHING OF READING COMPREHENSION SKILLS

• Through the use of authentic children’s literature & STELLAR readers

• Comprehension Skills & Strategies– Inferring/Summarising– Surface & Deep Annotation– Supported Reading – KWL– Retelling

• Reading & Writing Journal (RWJ)– Connect pupils’ thoughts and ideas in

response to reading through simple writing tasks relating to text read

1/14/2018

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Chapter 1The Witching Hour

The other children in the dormitory had been asleep for hours. Sophie closed her eyes and lay quite still. She tried very hard to doze off.

It was no good. The moonbeam was like a silver blade slicing through the room on to her face.

The house was absolutely silent. No voices came up from downstairs. There were no footsteps on the floor above either.

1/14/2018

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I DO, YOU SEE

I HAVE A QUESTION….

As I read the first part of the story,

I wonder why Sophie could not sleep.

Let’s infer why from the clues in the text.

1/14/2018

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When I read the first part of the chapter…

1) QUESTIONI wonder…why Sophie

could not sleep. 2) CLUES- The moonbeam was

shining right on her pillow.

- It was like a silver blade slicing

through the room on her face.

3) SUPPORTFrom my experience, when light shines brightly on my face, I find it difficult to sleep. Most people may have the same problem too.

4) INFERENCESophie found it too bright for her to fall asleep.

1/14/2018

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5 (+1)* Traits of Good Writing (Steve Peha)

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

TEACHING OF 5 TRAITS OF GOOD WRITING

1/14/2018

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WRITER’S NOTEBOOK• Encourage students to

develop their repertoire of materials for individual writing based on given topics

• Encourage students to write extensively to activate schema before their actual individual writing based on given topics

1/14/2018https://www.pinterest.com/deb040473/cafe-writers-notebook/?lp=true

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• 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

– expansion activities to learn more about the word or other words associated with it

WORKING WITH WORDS:Visual Vocabulary

1/14/2018

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SOME TIPS FOR PARENTS Encourage your child to read books and other materials related to

his/her interests or hobbies. Have your child read game instructions, recipe directions, comic

books, catalogues, toy advertisements and children’s magazines. Make sure he/she is reading at his/her level – something too difficult

frustrates the child whereas something too easy does not challenge him/her.

Set aside time for your child to read every day – at least 20 minutes/day.

Encourage your child to talk about the book that he/she has just read.

1/14/2018

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USEFUL WEBSITES http://dictionary.cambridge.org/dictionary/english/ http://www.oxforddictionaries.com/ http://www.bbc.co.uk/worldservice/learningenglish/ http://www.ttms.org

- Steve Peha’s Writing Strategies http://www.stellarliteracy.sg http://www.moe.gov.sg/education/syllabuses/languages-and-

literature/files/english-primary-secondary-express-normal-academic.pdf

1/14/2018

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MATHEMATICS

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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 learninghelp 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.

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RIGHT Strategy for Math Problem SolvingRead 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 answersOperations and Transfer errors (ROT)

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Instructional Programmes

• Improving Confidence and Achievement in Numeracy (ICAN)– ICAN is an MOE programme to raise

confidence and improve Maths achievement of low progress learners

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School based activitiesLevel EventsP3 Math Games Day

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TopicsSemester 1 Semester 2

P3 • Numbers to 10 000• Addition within 10 000• Subtraction within 10 000• Word Problem: Addition and

Subtraction• Multiplication Tables of 6, 7,

8 and 9• Multiplication• Division• Word Problems involving the

4 Operation• Money

• Length, Mass and Volume• Bar Graphs• Fractions• Time• Angles• Perpendicular and Parallel Lines• Area and Perimeter

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P3 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

P3 Mock test(0%)

Written Paper

80 marks(35%)

Mock test(0%)

Practical test

(0%) Written Paper

80 marks(65%)

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Files File Item

Dark Blue File Topical Worksheets & Practice Paper

Light Blue File Problem Sums Worksheets

Yellow/Orange File Maths Workbook(if detached)

Acronym Description

CE Calculation error

FS Final Statement for word problem

MS Missing steps

SF Simplest form

SU Standard units (cm, m, km, cm2, m2 , $, g, kg …)

TE Transfer error

ANNOTATED MARKING

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SCIENCE

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Information on TKPS Science Curriculum

Website: http://tanjongkatongpri.moe.edu.sg/our-life-at-tkp/we-learn/science

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Science Programmes

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Science Programmes

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Topics for P3 2018Term 1 Term 2 Term 3 Term 4

Diversity1. Classification: Living and Non-Living Things

2. Plants

3. Animals

4. Fungi and Bacteria

Mock Test

Diversity 1. Exploring Materials

Practical Test

SA1

Interactions1. Magnets and their Characteristics

2. Making Magnets

3. nnovationWeek

Performance-based Assessment

Mock Test

Systems1.Your Amazing Body as a System

2. Plants and their Parts

SA2

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Assessment

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Format of Assessment• Science Practical Test (15 marks)

26 April (Thursday)

• SA1 & SA2

Booklet Item type Number of questions

Number of marks

per question

Marks Totalmarks

SA1(1h)

A Multiple-choice

10 2 20

35B Open-ended

5 2-5 15

SA2(1h 30min)

A Multiple-choice

24 2 48

80B Open-ended

10 2-5 32

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How to support your child in the learning of Science?

• Other tips to be inserted by Science Teachers on slide (if any)

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HOW PARENTS CAN HELP• 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

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HOW PARENTS CAN HELP• Organization Skills

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

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HOW PARENTS CAN HELP• Close Monitoring of work

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

• Label all belongings• Meeting deadlines for assignments

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SAFETY AND SECURITY

• Parking near School–Don’t park at the season parking (red slots) at the nearby

carpark at Block 65–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

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OTHER MATTERS• Early Day: Wednesday ends at 12.30pm • Recess 10.00am to 10.25am• Snack Break at about 12.30pm

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

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

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ONLINE FEEDBACK FORM

https://goo.gl/forms/NEh9JZN77DhCNZ9b2

• Thank you for attending today’s briefing. Please take sometime to give us your feedback via the QR Code or link asabove.

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Parent Support Group Or Email to [email protected]

Get Involved! We value your partnership!

Scan it now!