p4 parents engagement session 13 january...
TRANSCRIPT
P4 Parents Engagement Session
13 January 2017
Overview of Briefing
Introduction of Subject Teachers
Class Expectations
Updates in 2017
Holistic Education in MJS
P4 Assessment Plan & Subject based banding
Partnership with Parents
Recess time : 10.40a.m. -11.05a.m. (25 mins)
Dry snack time : 8.55a.m. – 9.05 a.m.
Use of white board and FAST kit
Camp : Term 1 Week 10
Wed 8 Mar & Thurs 9 Mar
Home-Based learning : Thurs, 19 October – Tue,
24 October 2017
E-learning day : Term 4
New updates in 2017
Holistic Education in MJS
Reading Programme @ MJS
Boys need routine - Daily 10min independent silent reading / read aloud - Pupils must bring an English storybook daily Boys need to have direct access to books - Use of educational magazines ‘I’ and ‘Discovery Box’ - Weekly library visits (Student Pass/photocopy) - Monthly-themed activities - Termly mobile library visits - Book recommendations
Reading Programme @ MJS
Boys need role models
- Teachers read with their pupils daily for at least
10min
- Teachers share their favourite story books
- Assembly talks by local authors
Home Support
Set aside time each day for independent reading time
Surround your son with books Read aloud to your son Show that you too love reading / books “Studies have shown that parents who read a book with their children do as much good as hours of tutoring.” Thomas L. Friedman (The New York Times)
ENGLISH @ MJS
I CAN WRITE
A series of modular booklets that spans over 4 terms
Systematic and progressive teaching of writing skills
1 module = 1 skill is taught
Includes useful words and phrases, interesting introductions and conclusions
Use of Lego to engage pupils in brainstorming sessions
ENGLISH @ MJS
I CAN WRITE
Process Writing
Quality vs Quantity
-Introduction
-Problem
-Resolution
-Conclusion Sample - P4 - Module 1
P4 Assessment Plan
TERM 2 TERM 4
Semestral Assessment 1
Grammar
Vocabulary
Comprehension
Oral
Listening
Comprehension
Composition Writing
Semestral Assessment 2
Grammar
Vocabulary
Comprehension
Oral
Listening
Comprehension
Composition Writing
To build strong foundation in Mathematics,
each new topic is taught through a
structured approach using
the Concrete-Pictorial-
Abstract (CPA) approach.
2
PROBLEM SOLVING STEPS
now Highlight stem of sum
ind
Working
1. Learning through TMP/
TSP/ ICAN programme
2. Koobits (Online mathematics resource learning
platform – daily challenge.)
T1: Formative Assessment
T2: Semestral Assessment 1
T3: Formative Asssessment
T4: Semestral Assessment 2
P4 SCIENCE SYLLABUS – SYSTEMS &
INTERACTIONS
THEME TOPIC
Human System
(Digestive)
•Functions of digestive system
•Organ systems in humans
Plant System
(Plant Parts and
Functions)
•Plant parts and functions
•Organism is a system
Interactions of forces
(magnets)
•Uses of magnets
•Magnet making
•Characteristics of magnets
P4 SCIENCE SYLLABUS - ENERGY
THEME- TOPIC
Energy Forms and
Uses (Light)
•Formation of shadow
• transparency of materials
• object is a source of light or
reflects light
Energy Forms and
Uses (Heat)
•Good and bad conductors of heat
• effects of heat gain and heat loss
•heat and temperature
• common sources of heat
Section Type of question Marks
A
Multiple choice
28 Questions
56 m
B
Open-ended
12 Questions
44 m
Total:
100 m
Duration of Exam : 1 h 45 min
P4 SA1 and SA2 Format
Includes revision topics covered in P3
PR. 4C : TALENT MANAGEMENT PROGRAMME
Objective - To stretch students’ great potential in science
by nurturing the spirit of inquiry, equipping them with
higher-order thinking and process skills and granting
them exposure through problem-solving
Focus – Exellence 2000 (E2K) Programme, Competitions
Time – Every Friday 2 to 3.30 pm
PR. 4H TO 4T : EXPERIENTIAL LEARNING
SUPPLEMENTARY PROGRAMME
Objective - To ensure that our students have ample
opportunities to appreciate and apply scientific
concepts, language and skills
Focus – Meaningful hands-on activities designed as part
of the science curriculum
Time – Every Friday 2 to 3.30 pm
Montfort Junior School
P4 Mother – Tongue Assessment Plan Term 1 Term 2 Term 3 Term 4
Listening
Integrated & Interactive Performance
task : Book reflection (oral presentation
with question and answer segment)
Reading Aloud
Semestral Assessment
1
1. Listening Comprehension
2. Oral
Reading Aloud
Picture Description
Conversation
3. Composition
4. Language Use &
Comprehension
Grammar
Vocabulary
Comprehension
Integrated & Interactive Performance task
: Dialogue / Presentation based on
reading
Reading Aloud
Semestral Assessment
2
1. Listening Comprehension
2. Oral
Reading Aloud
Picture Description
Conversation
3. Composition
4. Language Use &
Comprehension
Grammar
Vocabulary
Comprehension
Speaking
Reading
Written Paper 2
CL
1.Word recognition
2.Choosing the vocabulary
3.Matching of vocabulary
4.Complete the sentence
5.Cloze passage
6.Comprehension (MCQ)
7.Comprehension (OE)
ML
1.Idioms (FIB)
2.Cloze passge
3.Comprehension(OE)
TL
1.Meaning of the words
2.Cloze Comprehension
3.Comprehension (OE)
ML
1.Idioms (FIB)
2.Cloze passge
3.Comprehension(OE)
TL
1.Case Markers (MCQ)
2.Comprehension (MCQ)
3.Cloze passage
4.Comprehension (OE)
Writing Written Paper 2
CL
1.Word recognition
2.Choosing the vocabulary
3.Matching of vocabulary
4.Complete the sentence
5.Cloze passage
6.Comprehension (MCQ)
7.Comprehension (OE)
ML
1.Idioms (FIB)
2.Cloze passge
3.Comprehension(OE)
TL
1.Meaning of the words
2.Cloze Comprehension
3.Comprehension (OE)
Language use
P4 MTL Programmes: 1.Reading programme: - Silent reading - MSSR 2.MTL week (Cultural Base Activities) 3. ICT – Lessons – IMTL portal
CCE Programmes
Form Teacher Guidance Period (FTGP)
Explicit teaching
of our School
values,
CHRISTE and
social emotional
competencies
Building positive
relationship with
peers and teachers
through play
(Interaction Time)
Lifeskills
Every Montfortian a Scholar and Gentleman
• Financial Literacy
• Leadership
Training
• Career Awareness
• Cyberwellness
CCE Programmes
Leadership development
Leadership Training
Leadership Opportunities
Every Montfortian a Leader
Based on The Leadership
Challenge Model
• Model The Way
• Encourage The Heart
• Enable Others To Act • Inspire A Shared Vision
• Challenge The Process
Pupils are given leadership roles in
class or other platforms to develop
their leadership qualities
CCE Programmes Discipline
Positive tone of discipline by affirming pupils
• Caught Doing Right –> Avenue of Stars
• I Am A Star Pupil
• We Are A Star Class
• Pupils must learn that there is consequences to
their behaviour – be it good or bad
• Refer to Pupil’s Handbook Pg. 18 – 24
CCE Programmes
Values In Action (VIA)
At home In School
CCE Programmes
National Education
Social Studies
Pupils will require to do
a project or attempt a
quiz
4 Core Events
• Total Defence Day
• International Friendship Day
• Racial Harmony Day
• National Day
1 NE Learning Journey
• A Visit to Chinatown
Primary Four Physical Education
Learning Areas (according to MOE syllabus):
Sports and Games Educational Gymnastics Outdoor Education Dance Health Education Athletics
Items to be tested:
Sit up in 1 minute
Standing Board Jump
Sit & Reach
Inclined Pull ups in 30 seconds
4 X 10 m Shuttle Run
1.6km Run-Walk
NAPFA (to be conducted in May)
Objectives: To experience independence through camp stay To promote confidence and excellence through high
elements and night walk To equip students with basic survival knowledge and
skills To instil a sense of belonging to the school
P4 Camp Experience (Overnight Camp in school)
Modular CCA
Claymation – Pupils will be
using clay figurine to make a
stop motion animation based
on their own story.
Animation will be the focus of
our Montfort Art progammes.
Pupils will be exposed to
many different ways to do
animation throughout their six
years with us.
Curriculum
Pupils will be doing:
Term 1 – Digital Art
Term2 – Relief Art
Term3 – Chinese Brush Painting
Term 4 – Pixel Art
Creating an e portfolio for your child
◎- Your child will bring home a letter with QR quote
for you to sign up the Class See Saw App.
◎This app will allows you to see the process and
the artworks that your child has made in school.
◎Through this app, you could also see the music
activities, other interesting class activities, photos
of Learning Journey…etc
◎This portfolio will follow your child all the way to
P6. It will be a great gift for your child to archive all
these precious learning and memories for their time
in Montfort.
◎ Do download the app and follow your child’s
exciting journey.
• Continuation of ensemble playing
• Guitar
• Angklung
• Xylophone and metallophone
• Creation through “soundscapes”
• Recreating sounds from familiar and unfamiliar environments
using voice and body percussion
• Music elements taught through soundscapes:
• Continuation of learning musical elements through games, singing and other activities
• Rhythm and time signatures - compound time and advanced simple time
• Tonality - Chord construction
• Texture - Melody and accompaniment
• Timbre
• Graphic notation
• Creativity and collaboration
• Advanced Form
• Pitch
• Rhythm
• Ensemble skills
2017 CCA
Modular CCA (MCCA) & CCA
Why join a CCA?
• To learn new skills and learn how to play and
work as a team.
• An opportunity to represent the school and
experience a competition or performance.
• Apply the skills, values and experiences into daily
lives as a student and as an individual.
Coaches &
Instructors
Discuss the skills &
experiences learned for
the day.
CCA teachers Discuss the soft
skills learned,
teachable moments
and values learned
for the day. Character
Education
CCA members
- Joint community service
- Games Organizers
P3 to P6
- Sportsmanship &
Spectatorship
CCA Leaders
- Leadership training
- Joint service learning
Primary 3 & 4 MCCA
• To expose and develop a love for sports, appreciation of visual or performance arts and computational thinking among Montfortians
MCCA structure
• 3 modules (Sports /Art /Computer) are introduced to Primary 3 and Primary 4 in a year.
• Friday 8.10am to 9.40am for 7 sessions.
• MCCA occurs in Term 1 to Term 2.
• Pri 4 boys can choose their CCA in Term 3
.
Understanding the Programme
Class Module 1 Module 2 Term 3 onwards
4C Computational Picasso’s Pal
CCA by Choice
(Boys select their
own CCA)
4H Computational Picasso’s Pal
4R Computational Picasso’s Pal
4I Picasso’s Pal Computational
4S Picasso’s Pal Computational
4T Picasso’s Pal Computational
Pri 3 & Pri 4 - Can I join other CCA?
• You can join in other after-curriculum CCA
Time: 3.30pm to 5.30pm*
Day: Tuesday / Thursday
After-curriculum CCA (3.30pm)
• Wushu*
• Softball
• Football
• Badminton
• Taekwondo*
• Table Tennis
• Guitar
• International Dance
P4 Assessment Plan
Rationale : Important aspect of learning and
teaching to support holistic development of our
pupils
Term 1 Term 2 Term 3 Term 4
HA SA1 HA SA2
(Streaming
Exam.)
Why introduce Subject-based Banding?
• To provide more flexibility to pupils with strengths and abilities that vary across subjects
• To encourage greater interaction among pupils with different strengths
“We recognise different abilities... and help each student to proceed at a pace that he can manage.”
Mr Tharman Shanmugaratnam
Former Minister for Education
How does Subject-based Banding work?
How does Subject-based Banding work?
Likely Subject Combinations
Likely Subject Combinations
•Any other subject-based combinations will be recommended on a case-by-case basis
After Pri 5 • Pupils will offer the same subject combination,
subject to performance
• The school will make the final decision, considering the best interest of the child
Achievement Bands
Criteria for Recommendation for Higher Mother Tongue
English, Math and Science: at least high Band 2
Mother Tongue: at least a Band 1
Interest and aptitude for Mother Tongue Language
Teachers’ recommendation
HMT will be recommended for all pupils who meet
the criteria, regardless of P5 class
Process for Subject-based Banding
After SA2, option forms will be issued where the
school will recommend the subject combination
The scores of all 4 subjects (or all 3 subjects if child
is exempted from Mother Tongue) and previous
years’ performance will be considered.
Process for Subject-based Banding
• Parents will indicate the options they would prefer their child to take. They are strongly encouraged to adopt the school’s recommendation which was carefully analysed based on the child’s results and professional inputs from teachers who have taught the child.
• Parents to meet form teacher to collect results and option form
after SA2. • Pupils will submit option form to the form teachers by
the deadline • Pri 5 classes will be assigned by 1st week of December. A
notice will be put up in school and the school website.
• At the end of Pri 5, any changes to subject combinations will be decided by the school.
Progression to Secondary Level
Progression to secondary level depends on PSLE Score. Different expectations of standard and foundation subjects will be taken into account when the PSLE score is calculated.
Offering subjects at foundation level is not a disadvantage. Your child will be able to focus on building up strong fundamentals in the weaker subjects.
Parents are strongly encouraged to prepare their child early for the subject-based banding.
Progression to Secondary Level
More information on secondary school courses
http://www.moe.edu.sg/education/secondary/courses
Partnership with Parents
Every parent a Supportive partner through :
Design daily time-table together with your son for homework and revision so as to manage his time more efficiently
Teach them the discipline to follow the time-table
Check your son’s diary daily for homework or note from teacher
Inculcate and nurture good habits – completion of homework, revision of topics taught, packing of bag daily, coming to school regularly and punctually
‘Not to smoothen the pathway for your children but to allow them to fail and try again,’ Education Minister Mr Ng Chee Meng.
Let’s build in our children the resilience to overcome obstacles and succeed in life
Partnership with Parents
Contact us if you have any queries or feedback
through Montfort diary or email or phone call
Read all circulars and termly calendar
Get school’s notifications through SNAAPP
(Please download the app in your mobile phone)