primary 1 curriculum briefing - moe · p1 and p2 curriculum briefing. 2015 primary mtl curriculum...
TRANSCRIPT
31 January 2020
Primary 1
Curriculum Briefing
English Language
Briefing
by HOD English Language,
Mdm Larene Lim
Strategies forEnglish
LanguageLearning
AndReading
How do we determine the progress of a child?
• As there are no examinations for Primary 1 and Primary 2 students their progress are monitored through their daily work and activities.
• Formative feedback provides more accurate and timely feedback to support students’ learning, gauge their learning progress and address their learning gaps.
• Classwork, discussions and bite-sized assessment are some examples of checkpoints to allow teachers to gather information about students’ learning.
• Qualitative descriptors will also be used in place of marks and grades to report students’ learning progress.
Qualitative Descriptors (QDs)Skills P1 Learning Outcomes P2 Learning Outcomes
Listening • Listen attentively and follow simple
instructions.
• Listen attentively and identify relevant
information.
Speaking • Speak clearly to express thoughts,
feelings and ideas.
• Follow communication etiquette
such as taking turns, and using
appropriate eye contact and volume
in conversations or discussions.
• Speak clearly to express thoughts,
feelings and ideas.
• Build on others’ ideas in the
conversations or discussion
respectfully.
Reading • Demonstrate basic word recognition
skills (e.g. know the letters of the
alphabet; able to pronounce words
accurately).
• Understand Primary 1 Texts (e.g.
STELLAR texts) and are able to
identify simple aspects of fiction
(e.g. main characters and setting).
• Read aloud Primary 1 texts (e.g.
STELLAR texts) with accuracy,
fluency and expression.
• Read multi-syllabic words accurately.
• Read aloud Primary 1 texts (e.g.
STELLAR texts) with accuracy, fluency
and expression.
• Understand Primary 2 Texts (e.g.
STELLAR texts) and are able to
identify the big ideas in the texts and
recall sequence of main events.
Writing • Demonstrate writing readiness and
handwriting skills such as letter
formation, placement, sizing and
spacing.
• Write a simple paragraph of at least
3 sentences to recount appropriately
sequenced events.
• Apply basic spelling strategies using
knowledge about phonic elements and
spelling rules
• Write short paragraphs to recount
appropriately sequences event,
describe details, and use tenses and
connectors accurately.
Our Writing Programme
• The programme draws greater emphasis on the
Reading-Writing connection.
• Students will be immerse in the theme of the writing
activity in addition to their experiential learning.
• Students will share their ideas through which they will be
able to build on each others’ ideas.
• The teacher will also model writing using children’s
language.
• Children will also engage in writing together and
independently.
School-Home Partnership
Why Books?
☼ open up the world for children
☼ help children think and wonder
☼ increase children’s vocabulary and knowledge
about the world around them
☼ provide good examples for reading and writing13
How you can help your child
√ Read to and with your child (or, have
your child read to you)
√ Talk about the books
and the characters
√ Ensure that your child has acceptable penmanship
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Helping your child learn more interesting words by
replacing known words, for example, ‘big’ – huge,
enormous, gigantic, etc.
Getting your child to retell a story to you in
his or her own words
Suggesting that your child give a different ending to
the story read
Model positive communication skills
Some activities you can engage your child in
Mother Tongue
Language Briefing
by HOD Mother Tongue,
Mdm Karen Ting
Mother Tongue Languages Department
P1 and P2 Curriculum Briefing
2015 Primary MTL curriculum
• Strengthening the teaching & learning of interaction skills;
• A more systematic teaching of oral vocabulary & sentence
structures; and
• Greater use of information & communication technology
(ICT) in teaching & learning of MTLs.
Features of Primary School MTL Curriculum
• Greater emphasis on spoken & written interaction skills;
• Greater focus on authentic activities to better engage students and develop their communications skills;
• Continue to expose students to culture & values through MTL learning.
• Story characters set in real-life situations that students can relate to, so as to better engage students in their learning of MTL
• Greater use of ICT
• E.g. videos, animation, digital interactive games etc.
• Development of other language skills remain important.
How do teachers and parents know the progress of your child?
• Students’ progress are monitored through their daily work and activities.
• Different range of non-weighted assessment mode allows teachers to provide more accurate and timely feedback to support students’ learning, gauge their learning progress and address their learning gaps.
• Qualitative descriptors will also be used in place of marks and grades to report students'’ learning progress.
7 Learning Outcomes
3 Qualitative Descriptors
Competent
Developing
Beginning
Holistic Assessment
Qualitative DescriptorsSkills Primary 1 Primary 2
Listening • Listen attentively to
short, simple spoken
content related to daily
life.
• Listen attentively to short,
simple spoken content
related to daily life,
identify the main idea and
some details.
Speaking and
spoken
interaction
• Speak with correct
pronunciation using
vocabulary and
sentence structures
from Primary 1 texts.
• Ask and/or respond to
simple questions
related to daily life.
• Speak with correct
pronunciation using
vocabulary and sentence
structures from Primary 2
texts.
• Participate in short
conversations related to
daily life with some
guidance.
Qualitative DescriptorsSkills Primary 1 Primary 2
Reading • Recognise characters taught in
Primary 1. (CL)
• Recognise words taught in
Primary 1. (ML)
• Recognise letters and words
taught in Primary 1. (TL)
• Read aloud Primary 1 texts
with accuracy.
• Understand Primary 1 texts
and are able to identify some
details with guidance.
• Recognise characters taught in
Primary 2. (CL)
• Recognise words taught in
Primary 2. (ML)
• Recognise letters and words
taught in Primary 2. (TL)
• Read aloud Primary 2 texts
with accuracy and fluency.
• Understand Primary 2 texts
and are able to identify details
with some guidance.
Writing • Write words, phrases and
simple sentence(s) about daily
life with guidance. (CL & ML)
• Write words and simple
phrases with guidance. (TL)
• Write short sentence(s) about
daily life with some guidance.
Speaking and spoken interaction
第八课
你要去哪里？
你要去……做什么？
我要去图书馆。
我要去图书馆借书。
你说我说、我来说
Text
第九课
第十课
第七课
Extension of learning
Show and Tell
个子高高的
眼睛大大的
头发短短的
建立信心
巩固词语
1B第十一课《我的同学》
Linked with Chapter 11
LO3.Ask and/or respond tosimplequestions
related todaily life
猜猜他是谁
听写 Spelling
Learn to write
识写字 认读字 融入语境
Learn to recognize Spelling in
Context
融入语境 Spelling in Context
•我们在台上快 ______（lS）地唱歌。快乐/快了
•我明天 ______ （zDi）来你家玩。再/在
•小丽常去 ______ （gKng）园。公/工
How you can help your child
•Read good story books, newspaper articles and magazines in MTL with your child at home.
•Role model by encouraging your child to speak good MT languages, using everyday experience.
•Go to the library and borrow MT books as well. Follow up by talking about the plot and characters in the books.
35
•Listen to radio and watch relevant TV programmes in MTL.
•Use the small whiteboard to co-write a few simple sentences with your child.
•Encourage your child to learn through meaningful language games. • Make use of the small flash cards to play games to help
your child reinforce character recognition etc.
36
How you can help your child
Useful Learning Resources
37
Chinese Languagehttps://www.mtl.moe.edu.sg/xuele
Malay Languagehttps://www.mtl.moe.edu.sg/ecekap
Tamil Languagehttps://www.mtl.moe.edu.sg/theenthamizh
Additional Reading Materials
38
Mathematics Briefing
by HOD Mathematics,
Mrs Lisa Lee
*
The Mathematical Framework
The Primary Mathematics Syllabus aims to
enable all students to:
• Acquire mathematical concepts and skills for
everyday use and continuous learning in
mathematics
• Develop thinking, reasoning, communication,
application and metacognitive skills through a
mathematical approach to problem-solving;
and
• Build confidence and foster interest in
mathematics
*
Subject Semester 1 Semester 2
Mathematics ● Understand numbers up to
hundred.
● Understand addition and
subtraction.
● Add and subtract numbers.
● Identify, name, describe and
sort shapes.
● Measure and compare lengths
using everyday objects.
● Understand numbers up to
hundred.
● Add and subtract numbers.
● Understand multiplication and
division.
● Tell time to the hour/half hour.
● Read and interpret picture
graphs.
*Subject Semester 1 Semester 2
Mathematics Understand numbers up to
thousand.
Solve mathematical
problems involving
addition and subtraction.
Multiply and divide
numbers within
multiplication tables.
Compare and order objects
by length, mass or volume.
Understand fractions.
Read and interpret picture
graphs with scales.
Tell time to 5 minutes.
Compare and order objects
by length, mass or volume.
Identify, name, describe
and sort shapes and
objects.
*
P1 P2
Understand numbers up to
hundred.
Measure and compare lengths using
everyday objects.
Understand numbers up to
thousand.
Compare and order objects by
length, mass or volume.
How will my child be assessed for Math?
• Assessment for learning to provide timely feedback to
students on their learning and to help them improve
their learning
• Through formative and diagnostic assessments such as
Performance Task
Journal Writing
Topical Review
Day to Day Interactions
Assessment
Assessment
Teaching Learning
Performance Task
• Learning through play
(A “Hands-On” Activity)
• Introduce the use of concrete
objects and measuring
instrument to learn a skill or a
Mathematical concept
Performance Task
Learning through play
48
*
Read, write and count
numbers up to 100
Add and subtract within
100
Performance Task
Object A
Object B
Math Journal
Math Journal allows students to show
understanding of Mathematical concepts
through writing, drawing, models
The hour hand should be between
11 and 12.
*
How can I help my child in the learning of Math?
• Attain good mastery of the basic number
concepts and skills Recognise, read and write number symbols
(numerals) 0 to 20
• Achieve the ability to count, understand that: We count to tell how many there are
The counting words are said in a fixed order
Basic pre-numeracy skills such as matching, sorting and comparing are necessary in
providing a good grounding for pupils to begin learning in Primary 1
How can I help my child in the learning of Math?
• Understand the concept of more than and less than in numbers.
Example: ‘7 is 1 more than 6’ and 7 is 1 less than 8’
• Recognise set of 5 objects, help your child to visualize the number
instead of counting one by one.
• Count objects in various arrangements, and do counting back
from 10 to 0.
You may want to practise this with your child:
Thank you!
