p5 (enthusiasm) meet-the-parents’ session 15 february 2020

P4 (KINDNESS)MEET-THE-PARENTS’ SESSION

15 FEBRUARY 2020

KindnessEnglish Teachers

Class Teacher(s)

Kindness 1 Ms Bala Punitha/

Mdm Ameenal

Kindness 2 Mdm Shamini/

Mdm Patsy Poh

Kindness 3 Mr Mahader/

Mr Ali

Kindness 4 Mdm Hazilah

Kindness 5 Mdm Raheelah

Kindness 6 Mdm Sakuntala

JWPS English DepartmentVision and Mission

◦Vision

A confident and effective communicator of good standard English.

◦Mission

To inculcate the joy of learning through the provision of a language-rich environment where students acquire and use the standard English proficiently and confidently.

Listening and Viewing

Speaking and Representing

Reading and Viewing

Writing and Representing

Language Use

Receptive Skills:-skills that are required for the making of meaning from ideas or information

Listening and Viewing

Reading and Viewing

Productive Skills:- skills that enable the creating of meaning

Speaking and Representing

Writing and Representing

Knowledge about Language:- The building blocks that are required for the application of the receptive and productive skills for effective communication

Grammar

Vocabulary

Curriculum : STELLAR @ JWPS

◦use a contextualised approach to EL learning with systematic and explicit grammar instruction

◦make extensive use of stories and articles to enrich students’ learning

◦emphasise on foundational skills in grammar and vocabulary

◦provide students with opportunities to speak extensively, discuss and share their views with the teacher and their peers in an enjoyable and purposeful environment

STEL

LAR

@ U

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Pri

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Key Programmes

◦Read Culture: Read@JWPS

- Weekly Extensive Reading Period (includes library activities, myON, Recess Activities

◦ALP (Storytelling)

- Term 2, every Thursday, Wk 2 - Wk 6 only

jwps + last 5 digit number of BC/NRIC + BC/NRIC alphabet

student

Learning Materials

◦STELLAR Readers and STELLAR PACK

◦Customised Learning Packages (Grammar, Writing etc.)

◦Listening Comprehension and Oral Booster

◦Spelling lists

ASSESSMENT

TERM 1 TERM 2 TERM 3 TERM 4

Non-weighted

Class-based

Assessment

Mid-Year

Examination

(100 marks)

Non-weighted

Class-based

Assessment

Year-End

Examination

(100 marks)

0% 40% 0% 60%

Make-up Policy for SA1 and SA2 Exams

◈ Only MC is accepted or due to any unfortunate circumstances.

◈ Make-up is only for Paper 1 and Oral.

Paper Component Item Type Mark

s

Weighta

ge

Duration

1 (Paper 1)

Continuous Writing

OE 20 20% 50 min

2 (Paper 2)

Listening Comprehension,

Language Use &

Comprehension

OE / MCQ 64 64% 1 hr 35 min

3 Oral Communication OE 16 16% 5 min

preparation

time

Total 100 100%

Examination Format

Paper 1 Continuous Writing (20 marks)

o Content : 10 marks

o Language and Organisation: 10 marks

Students are required to write

a story in paragraphs using

tenses and connectors

accurately based on a series

of pictures.

No Requirements

1 Relevance to topic

- Is the writing relevant to the topic given?

2 Relevance made to at least 1 picture

- At least 1 picture must be used.

3 Connection between the pictures

- Applicable only if 2 or all 3 pictures are used in the

writing

- The linkages between the pictures must be coherent.

4 Use of questions

- Students must use all the questions listed in the question

Paper 2 (Booklet A and B)

Section A: Listening Comprehension (MCQ) 9 marks

Section B: Vocabulary (MCQ) 6 marks

Section C: Grammar (MCQ) 10 marks

Section D: Grammar Cloze 8 marks

Section E: Editing for Spelling and Grammar 4 marks

Section G: Comprehension Cloze 4 marks

Section H: Sentence Combining 3 marks

Section I: Comprehension (Variety of Questions) 10 marks

Section J: Comprehension (Variety of Questions) 10 marks

_______________________________________________________________________

Total 64 marks

Paper 2: Listening Comprehension, Language Use & Comprehension

Paper 3: Oral

Oral (16 marks)

◈ Reading Aloud – 6 marks

◈ Stimulus-Based Conversation – 10 marks

Reading Aloud (6 marks)

• Read with confidence (Sit with right posture, with

hands holding the passage) Read with confidence

(Sit with right posture, with hands holding the

passage)

• Read loudly and clearly

• Read fluently with appropriate pauses and without

necessary hesitations

• Pronounce all words clearly and consistently

throughout, good stresses on consonants

• Read with expression, especially at the dialogues

• Read with good and appropriate variation of pitch

and tone

For reading

aloud, students

will be assessed

on their ability to

pronounce and

articulate words

clearly, as well as

their ability to

read fluently with

appropriate

expression and

rhythm.

Stimulus-based conversation (10 marks)

For Stimulus-based

Conversation,

students will be

assessed on their

ability to give a

personal response to a

visual stimulus and

engage in a

conversation on a

relevant topic.

• Maintain appropriate posture.

• Interact very well with good eye contact.

• Answer questions in a complete sentences.

• Present experiences, feelings and thoughts

with confidence.

• Elaborate ideas with personal experiences

which are well-developed and engaging.

• Support opinions and ideas with reasons.

• Use a wide range of appropriate vocabulary

and structures, supported by correct

pronunciation.

Strategies to help the child

1. Promote the use of standard English, encourage your child to

read quality books, newspapers and magazineswatch and listen to programmes that use

Standard English e.g. Channel NewsAsiause the dictionary regularly and good reference

bookso https://dictionary.cambridge.org/

(online dictionary)

https://dictionary.cambridge.org/


2. Focus on areas of weakness, advise your child to

o Identify areas of weakness or concern through daily class work, and practice papers. Provide practice in these areas

o do his /her homework and corrections regularly and accurately

o do his/her English revision/homework for at least half an hour every day (by studying notes or doing additional exercises)


3. Read widely to increase knowledge and expand vocabulary

borrow books from the library regularly and read every day

read stories, information texts, newspaper articles and even poems.


4. Encourage your child to seek clarifications and ask questions in class

as this allows him/her to clear his/her doubts and deepen his/her understanding


5. Practise what has been taught in class

•Ensure that he/she learns the weekly Spelling/Dictation

•Ensure that he/she annotates his/her work


6. Close monitoring of your child’s work

•Sign and acknowledge when assignments are returned


•7. Ensure that his/her handwriting is neat and accurate

•8. Ensure that your child eats well and sleeps well

Thank

You!

Primary 4

Meet the Parents Session

Mathematics

2020 Assessment

How can you help your child?

Attitudes for mathematics

Use of Calculators in Primary Mathematics

Contents

2020 AssessmentModes of

AssessmentTerm 1 Term 2 Term 3 Term 4 Total

Class Exercises 0% 0%

100%Semestral

Assessment 40% 60%

Sa1 & sa2EXAMINATION FORMAT

Components No. of

questions

Marks

Multiple-Choice Questions (MCQ)

(2 marks each)

20 40

Short-Answer Questions

(2 marks each)

15 30

Long-Answer Questions

(3 marks / 4 marks)

8 30

Total 43 100

Topics Tested

SA1 • Numbers to 100 000

• Factors and Multiples

• Multiplication and Division of Whole Numbers

• Whole Numbers: Word Problems

• Angles

• Squares and Rectangles

• Symmetry

2020 Assessment

Topics Tested

SA2 • Semester One topics

• Fractions

• Addition and Subtraction of Fractions

• Decimals

• The Four Operations of Decimals

• Decimals: Word Problems

• Area and Perimeter

• Tables and Line Graphs

• Time

2020 Assessment

• Mathematical problem solving is central to mathematics learning.

It involves the acquisition and application of mathematics

concepts and skills in a wide range of situations, including non-

routine, open-ended and real-world problems.

• The development of mathematical problem solving ability is

dependent on five inter-related components, namely, Concepts,

Skills, Processes, Attitudes and Metacognition.

Mathematical problem solving

Student’s work

• Monitor your child’s progress

• Help in the mastery of Multiplication Tables

• Reinforce the use of model-drawing while

solving word problems

How can you help your child?

Attitudes refer to the affective aspects of mathematics learning such as:

• Beliefs about mathematics and its usefulness

• Interest and enjoyment in learning mathematics

• Appreciation of the beauty and power of mathematics

• Confidence in using mathematics

• Perseverance in solving a problem

Attitudes for mathematics

Use of Calculators inPrimary Mathematics

CALCULATOR ACTIVITY - Example

To solve real-life problem – Budget Tour

Your family is planning for a holiday. Look at the different packages offered in the newspaper and work out a budget for your family.


CALCULATOR ACTIVITY - Example

To explore – Broken key on calculator

Your calculator has a broken key, .

(i) How do you show ’55’ on your calculator without using the broken key?

(ii) Find as many ways as you can of showing the number ’55’ on your calculator.

5


CALCULATORS IN PSLE

To align the assessment with the curriculum, calculators will be allowed in one part of the Primary School Leaving Examination (PSLE) Mathematics and Foundation Mathematics examinations from 2009.


PSLE FORMAT

As calculators will be allowed in one part of the examination, there is a need to restructure the examination format into two papers: –

• Paper 1 is the non-calculator component to ensure that important computational skills continue to receive emphasis.

• Paper 2 is the component which allows the use of calculators.

The two papers will be taken on the same day with an administrative break between the papers.


TYPES OF CALCULATORS

Only calculators that are approved by the Singapore Examinations & Assessment Board (SEAB) will be allowed in the examination.

To maintain continuity from primary to secondary education, these calculators can also be used at the secondary level.


TRAINING FOR PUPILSP4 pupils will undergo training on the use of calculatorsat the end of this year (after SA2) to equip them withthe knowledge and skills in the use of calculators.

The school will arrange for a vendor for the sale ofcalculators. Parents may choose to purchase from thevendor or from the bookstores outside of school.

Thank you!

Meet The Parents Sessions

Primary 4 Science

2020

47

Introduction

<Name of teacher>

•Science teacher of Kindness ____

Vision - JWPS Science student

49

To develop inquiring learner who is able to use his

Senses,

Think,

Ask questions and

Reflect critically.

P4 Science Topics

Term 1 (Cycles)

Matter & 3 states of matter

Term 2 (Energy)

Heat

Term 3 (Systems and Energy)

Body systems

Plant systems

Light

Term 4 (Energy)

Light50

Process Skills Taught @ P4

P3 skills learnt (revision)-Observing, comparing and contrasting, organising data, measuring, communicating, analysing, predicting, generating possibilities, inferringNew skills taught in P4:Organising data – classifying using charts, tables, bar graphs and flow charts, labelling diagrams, drawing line graphsMeasuring using appropriate apparatus and equipment (length, mass, temperature, brightness, volume and time)Inferring and applying conclusions

51

Term 1: Class-based Assessment

(non-weighted)

Term 2: SA1 (80 marks)

(24 MCQ & 10 OE Qns)

weightage 40%

Term 3: Practical Test (non-weighted)


(28 MCQ & 12-13 OE Qns)

weightage 60%52

Science Practical Test

• Will be held in Term 3 (non-weighted)

• assess scientific concepts, skills and processes

Basic skills Reading an instrument, selecting

and using an instrument,

measuring, analysing, inferring,

communication

Observation

work

Observing & drawing, comparing,

classifying

Illustrative

practical

Following instructions, performing

an activity to solve a problem

Helping Your Child in Science

1. Encourage your child to :

• ask more questions (Why? How? What

happen?) promoting the spirit of

scientific inquiry

• read more Science books or magazines

(eg Science Spy, Young Scientists)

• relate to real-life examples by providing

them the exposure examples Eg cooking (making soft boiled eggs), shadow

play, going to parks (looking at plants)

54


2. Sign on their activity booklets and

worksheets• Be aware of their progress (understanding, attitude towards work,

neatness in work)

55

Please sign here

56

4As to Ace the subject

•Attitude

•Attention

•Attendance

•Ask questions

Helping students in answering Science questions Teachers will be:

• conducting spelling and dictation tests

• teaching students how to use R.I.S.E. to analyse questions and identify concepts tested

• Teaching students how to explain their answers thoroughly using school-created answering structure eg CCE

Modes of Communication

• handbook

• email <email address>

• phone calls (optional for teacher to include)

THANK YOU

59

Meet The Parents Sessions

Primary 4 Science

2020

60

Introduction

<Name of teacher>

•Science teacher of Kindness ____

Vision - JWPS Science student

62

To develop inquiring learner who is able to use his

Senses,

Think,

Ask questions and

Reflect critically.

P4 Science Topics

Term 1 (Cycles)

Matter & 3 states of matter

Term 2 (Energy)

Heat

Term 3 (Systems and Energy)

Body systems

Plant systems

Light

Term 4 (Energy)

Light63

Process Skills Taught @ P4

P3 skills learnt (revision)-Observing, comparing and contrasting, organising data, measuring, communicating, analysing, predicting, generating possibilities, inferringNew skills taught in P4:Organising data – classifying using charts, tables, bar graphs and flow charts, labelling diagrams, drawing line graphsMeasuring using appropriate apparatus and equipment (length, mass, temperature, brightness, volume and time)Inferring and applying conclusions

64

Term 1: Class-based Assessment

(non-weighted)


(24 MCQ & 10 OE Qns)

weightage 40%

Term 3: Practical Test (non-weighted)


(28 MCQ & 12-13 OE Qns)

weightage 60%65

Science Practical Test

• Will be held in Term 3 (non-weighted)

• assess scientific concepts, skills and processes

Basic skills Reading an instrument, selecting

and using an instrument,

measuring, analysing, inferring,

communication

Observation

work

Observing & drawing, comparing,

classifying

Illustrative

practical

Following instructions, performing

an activity to solve a problem


1. Encourage your child to :

• ask more questions (Why? How? What

happen?) promoting the spirit of

scientific inquiry

• read more Science books or magazines

(eg Science Spy, Young Scientists)

• relate to real-life examples by providing

them the exposure examples Eg cooking (making soft boiled eggs), shadow

play, going to parks (looking at plants)

67


2. Sign on their activity booklets and

worksheets• Be aware of their progress (understanding, attitude towards work,

neatness in work)

68

Please sign here

69

4As to Ace the subject

•Attitude

•Attention

•Attendance

•Ask questions

Helping students in answering Science questions Teachers will be:

• conducting spelling and dictation tests

• teaching students how to use R.I.S.E. to analyse questions and identify concepts tested

• Teaching students how to explain their answers thoroughly using school-created answering structure eg CCE

Modes of Communication

• handbook

• email <email address>

• phone calls (optional for teacher to include)

THANK YOU

72

p5 (enthusiasm) meet-the-parents’ session 15 february 2020

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