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PRIMARY 3 FORUM17 April 2015

7.15 P.M. – 9.30 P.M.

Education System – Primary Level

Primary 1 to 2

Orientation Stage:Primary 5 & 6

Subject Based Banding

Parental OptionParental Option

P5/P6: Mother Tongue, English Language, Math,

Science, Higher Mother Tongue, Foundation EL,

Foundation Math, Foundation Science, Foundation

Mother Tongue

PSLEPSLE

Primary 3 to 4

Foundation Stage:

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Achievement Bands Mark Range Brief Description

1 85 and above Is very good in the subject

2 70-84 Is good in the subject

3 50-69 Has adequate grasp of the subject

4 Below 50 Has not met minimum requirements for

the subject

Description for Achievement Bands

*Development & Well-Beingof Primary 3 Pupils

• Acceptance by friends is becoming more important

• Peer-influence becomes stronger

• Good and developed coordination

• Concerned with appearance

• Sensitive to praise and recognition

• Have a mind of their own; capacity of reasoning

• Developing and shaping of values and beliefs

Mental Emotional

SocialPhysical

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To provide opportunities for the intellectually gifted to develop their potential in an education environment that is designed to

stimulate intellectual growth

* Gifted Education Programme (GEP)

Details of the GEP tests will be given out closer to the date.

GEP Screening Test

(English and Mathematics)

(28 August 2015)

GEP Selection Test

(English, Mathematics and General Ability)

(20 and 21 October 2015)

Based on Primary 1 to 3 English Language and Mathematics Syllabuses.

Note: Notification on the test will be issued in August.

GEP Schedule 2015

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*How can you help your 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 with other pupils/siblings/relatives

�giving more homework than necessary, or as punishment

*Work out a timetable for studies & play

*Practical – avoid having too many activities

*Include time for rest & recreation

*Set priority for weaker subject

*More does not mean better; children must be given support & guidance

*Take him seriously when he says that he cannot do his homework. Find out why.

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*Towards a Holistic Development of Your Child

*Importance of Aesthetics and Non-core subjects

- Art

- Music

- Social Studies

- Physical Education

*Motivate your child towards his goal

*Active listening

*Recognise your child’s effort and improvements

*Acknowledge his strengths before weaknesses

*Provide practical support

*Reward

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*Character & Citizenship Education

(CCE)

*Every Child Matters

Every moment in the school matters

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*Outline

�Objectives of CCE

�Components in CCE

�Discipline

�Pupils’ Well-Being

*Objectives of CCE

*To inculcate values and build competencies in our students to

develop them to be good individualsand useful citizens.

*CCE is central to the Framework for

21st Century Competencies and Student

Outcomes.

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*Components in CCE

CME / CCE lessonsForm Teacher Guidance

Period

(FTGP)

School-based CCE(Assembly programmes)

CCE Guidance Module (P5 & P6 only)

(Sexuality Education)

CCE

*Form Teacher Guidance Period (FTGP)

*Form teachers’ quality interaction with pupils.

*Strengthen pupils’ social and emotional competencies.

*1 period is allocated per week for FTGP.

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*Discipline Matters

*Homework is completed and submitted on time.

*Students to report to school by 7.15 a.m.

*Your child returns home on time and safely after school.

*Well-Being of Your Child

Mind

BodyHeart

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*Help your child to develop a healthy body & mind

*Well-Nourished Body

*Have sufficient sleep (sleep early)

*Balanced diet

*Regular exercise

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*Focused Mind

*Set schedule at home to manage between study and

leisure.

*Provide support, academically and emotionally.

*Right amount of stress.

*Create a conducive study environment

*Free from distractions

*Good lighting

*Proper ventilation

*Reference books

*Proper furniture

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*Happy Heart

*Be there for your child

*Active listening

*Create recreational activities

*Allow them to have their personal space

*ENGLISH LANGUAGE

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*Overview

EL Department’s Vision

EL Exam Syllabus

Approach to Learning English Language

Assessment Matters

Partnership with Parents

Every child to love, appreciate and be

effective communicators of the English

language.

*EL Department’s Vision

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*New skills for a changing world

*Prepare our children for life and work in the 21st

century

*Develop pupils to be

*Effective communicators

*Confident, self-directed learners

*EL Syllabus 2010

Emphasis on

•Strengthening the foundation of language learning

•Enriching the EL curriculum in our schools

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*STELLAR

Strategies for English Language Learning and Reading

Aims to move EL learners towards independence using authentic texts and

learning activities that motivate and engage different learners

*STELLAR Lessons Develop…

Language Skills

�Listening & Viewing

�Speaking & Representing

�Reading & Viewing

�Writing & Representing

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*STELLAR Lessons Develop…

Social Skills

�oral interaction among peers in non-threatening situations

�working in partnership with other children

�taking turns & respecting others during class discussions

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*What is a lower primary STELLAR lesson like?

1.Shared Reading Experiences

2. Shared Writing

Experiences3. Language Use Activities

Children read a storybook with the teacher and engage in discussion

with teacher and peers.

The teacher prepares mini-lessons based on specific needs of children to prepare them for

reading & writing activities, e.g. grammar, vocabulary, word recognition, decoding skills &

spelling.

The teacher models writing using children’s language. Children

engage in writing together and writing independently.

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*What is an upper primary STELLAR lesson like?

Reading To Learn

Writing

As Process

Differentiated Instruction

The teacher modifies her teaching to cater to the specific needs of children to build their language

skills.The teacher models the writing

processes for different text types. Children engage in

writing together and writing independently.

Teacher uses different strategies to help children read and understand

different types of texts.

*Term 1(10%)

Term 2 (SA1 -20%)

Term 3(10%)

Term 4(SA2-60%)

Reading 6 marks

Listening

Comprehension14 marks

Review 135 marks

Paper 1 Writing 20 marks

Paper 2Language Use and Comprehension 50 marks

Paper 3Listening

Comprehension14 marks

Paper 4Oral16 marks

Writing Task20 marks

Review 2Language Use and Comprehension 35 marks

Paper 1 Writing 20 marks

Paper 2Language Use and Comprehension50 marks

Paper 3Listening Comprehension

14 marks

Paper 4Oral 16 marks

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*P3 Assessment

These are examples of changes in assessment to give students greater scope for interpretation and personal response.

Paper 1 - Writing (3 Pictures)

Paper 2 – Editing

Comprehension (Mixed Items)

Sentence Manipulation (Combining sentences)

Visual Text Comprehension

Paper 3 -Listening Comprehension

Paper 4 –Stimulus-Based Conversation

*Paper 1 Composition (20 marks)

Continuous Writing

•3 pictures with an open-ended

ending

•3 Pictures in non-sequential order*

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* Paper 2 Language Use and Comprehension (50 marks)

Vocabulary (MCQ, Cloze)

Grammar (MCQ, Cloze)

Sentence Manipulation*

Editing*

Visual-Text Comprehension*

2 Comprehension Texts*(1 with mixed items & 1 OE)

Picture Matching

Sequencing of events*

Note-Taking*

Text-Based listening*

* Paper 3Listening Comprehension (14 marks)

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Reading Aloud (6 marks)

Stimulus-Based Conversation* (10 marks)

*Paper 4Oral (16 marks)

*Support @CPS

*STELLAR Unit

Worksheets

*Little Red Dot

*Structured Reading

Approach

*News-In-Class

*School-wide programmes

(E.g. EL Week)

*Partnership with parents

Communication Plan(termly)

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*PARENTS’ SUPPORT

*Put in place, a culture of reading.

-Visit the library

-Have conversations about the books that are read.

*Engage in conversations in English about their

day to develop their thinking skills and

confidence.

*Encourage journaling

Mathematics@ Canberra

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*OVERVIEWTERM 1 TERM 2 TERM 3 TERM 4

Topics • Numbers to

10 000

• Addition &

Subtraction Within

10000

• Multiplication

Tables of 6, 7, 8 & 9

• Heuristics

• Multiplication &

Division

• Money

• Bar Graphs

• Heuristics

• Time

• Fractions

• Length, Mass &

Volume

• Heuristics

• Angles

• Perpendicular &

Parallel Lines

• Perimeter & Area

• Heuristics

Assessment Topical Test 1

Topical Test 2

Semestral

Assessment 1

(Term 1 & 2 topics)

Topical Test

Practical Test

Semestral

Assessment 2

(Term 1 to 4 topics)

Marks 25 marks each test 80 marks 25 marks – Topical Test

20 marks – Practical Test

80 marks

Weightings 10% each 20% 10% each 60%

CombinedPercentages

30% 70%

OverallPercentages

100 %

*ASSESSMENTTERM 1 TERM 2 TERM 3 TERM 4

Topics • Numbers to

10 000

• Addition &

Subtraction Within

10000

• Multiplication

Tables of 6, 7, 8 &

9

• Heuristics

• Multiplication &

Division

• Money

• Bar Graphs

• Heuristics

• Time

• Fractions

• Length, Mass & Volume

• Heuristics

• Angles

• Perpendicular &

Parallel Lines

• Perimeter & Area

• Heuristics

Assessment Topical Test 1

Topical Test 2

Semestral

Assessment 1

(Term 1 & 2 topics)

Topical Test

Practical Test

Semestral

Assessment 2

(Term 1 to 4 topics)

Marks 25 marks each test 80 marks 25 marks – Topical Test

20 marks – Practical Test

80 marks

Weightings 10% each 20% 10% each 60%

CombinedPercentages

30% 70%

OverallPercentages

100 %

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*ASSESSMENT FORMATPrimary 3

(Term 1) (Term 3) (Term 2 & 4)

Topical Test 1 and 2 Practical Test Topical Test Semestral Assessment

1 & 2

Written paper Hands-on Written paper Written paper

Total – 25 marks each Total – 20 marks Total – 25 marks Total – 80 marks each

Section A (16 marks)

8 SAQ x 2 marks

Section B (9 marks)

3 LAQ x 3 marks

Section A (16 marks)

8 SAQ x 2 marks

Section B (9 marks)

3 LAQ x 3 marks

Section A (30 marks)

15 MCQ x 2 marks

Section B (30 marks)

15 SAQ x 2 marks

Section C (20 marks)

5 LAQ x 4 marks

40 min About 30 min 40 min 1 h 45 min

*APPROACH

• Concrete Pictorial Abstract (CPA)

�Develop more precise and more comprehensive mental

representations, often show more motivation and on-task

behaviour, understand mathematical ideas and better apply

these ideas to life situations

(Harrison & Harrison, 1986; Suydam & Higgins, 1977)

� http://www.k8accesscenter.org/training_resources/

CRA_Instructional_Approach.asp

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*APPROACH

• Consolidating of Understanding through Diagnostic Packages

�Diagnostic tests

�Intervention worksheets (Parallel Questions)

*APPROACH

*Teaching of Heuristics

Primary 1 Primary 2 Primary 3

Heuristics • Model

Drawing

• Draw A

Diagram

• Number

Pattern

• Act It Out

• Model

Drawing

• Draw A

Diagram

• Number

Pattern

• Act It Out

• Guess and

Check

• Model

Drawing

• Draw A

Diagram

• Look for

Pattern

• Act It Out

• Guess and

Check

• Listing

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*PROGRAMMES

*Financial Literacy Programme

�Learn to make informed and responsible

decisions relating to the use of money

�Understand the consequences of spending

beyond his/her means

*PROGRAMMES

*Math and Science Day

�Using ‘Play’ as Pedagogy

�Creation of games

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*PROGRAMMES

*Mathematics Enrichment

�Understand and appreciate the different problem

solving techniques

�Think creatively and ‘out of the box’

�Apply the various techniques with more confidence

*PARENTS’ SUPPORTParents play a KEY ROLE

*Develop interest in Mathematics

�Be a role model

�Play games and solve puzzles

�Engage in Mathematical Reasoning

�Relate concepts to authentic situations

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*PARENTS’ SUPPORTParents play a KEY ROLE

*Multiplication tables

*Word problems

*PARENTS’ SUPPORTParents play a KEY ROLE

*Parents in Education (PiE) Website

http://parents-in-education.moe.gov.sg

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SCIENCE @ CANBERRA

Official Opening Ceremony of The Learning Oasis on

16 Feb 2015

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*‘Every Child A Seed’ Project

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*

*

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Term 1 & Term 2

Term 3

Term 4

Term 2

P4

P4

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*Assessment

Term 1 Term 2 Term 3 Term 4

Alternative Assessment

• Spelling(20m), week 6

• Practical(15m), week 9

SA1 Written Paper

• Booklet A (48m)

• Booklet B (32m)

Alternative Assessment

• Performance Task(20m), week 6

• Topical Test (20m), week 9

SA2 Written Paper

• Booklet A (48m)

• Booklet B (32m)

Duration: 1h 30min

MCQs: 2 marks each

Open-ended: 3 or 4 marks each

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*STRATEGIES

• to build on their interest

• stimulate their curiosityInquiry-based

Learning

• to consolidate learning

• to have a deeper understanding linkage of the themes

Concept map

• to scaffold learning ‘RICHES’

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*What does ‘RICHES’ stand for?

R Read

I Interpret

C Concept(s)

H Highlight

E Elaborate

S Solve

*Pupils will read and

understand/interpret the

question. (RI)

*They will also observe the given

diagrams.

*They will know what the question

requires and identify the key

words and concepts (C)that are

relevant.

*They will highlight (H) the

keywords

*Pupils will elaborate and solve the

question by applying the suitable

concepts.(ES)

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*Useful resources

*Textbook/ Worksheets

*Newspapers

*Magazines

*Animal Planet

*Activities on LMS

Parents’ Support

Encourage children to make

good use of textbook (read, refer, highlight,

take notes)

Provide opportunities to generate interest in

Science

Reinforce Strategies

learnt in school

Help to relate learning to daily life

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*Reminders

*Keep the textbooks and notes as topics taught in the lower block will not be repeated at upper block.

ICT @ CANBERRA

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1. Personal Learning Device (PLD)

2. Cyber Wellness

3. Learning Management System (LMS)

The Curation of Learning

Modified by Canberra Primary School

Original Source: http://www.curatr3.com/wp-content/uploads/2013/12/iaia.jpg

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Responsibility Level

Self-Discipline Level

• Theme-based

• Skills-based

• More self-directed learning

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*Apps to support learning

Spellosaur Dictionary Showbie PIcCollage Number Pieces

Thinking Blocks

Addition

Thinking Blocks

MultiplicationMultiplication Division

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*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

Recognition of the power of the Internet to benefit oneself and

the community

*Cyber-Wellness Education: Goal of MOE’s Cyber-Wellness Curriculum

To equip our children with

life-long social-emotional competencies and sound values

so that they can become

safe, respectful responsible users

of ICT.

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*

SafeResponsible

Respectful

FTGP Lessons

Cyberwellness Ambassadors

Recess Activities

Assembly Programmes

Values Platforms

*Do you know your child’s online social lives?

� Content Sharing sites

� Social Networking sites

� Messaging apps

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*Managing Potential Online Risks

R E G U L A T I N Gt i m e a n d a c t i v i t i e s

M A N A G I N Go n l i n e r e p u t a t i o n

D I S C E R Ni n a p p r o p r i a t e c o n t e n t

R E S P E C Ti n t e l l e c t u a l p r o p e r t y

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LMS

Pupils’ Portal

Academic Modules

Parents’ Portal

Admin Modules

SOME FEATURES OF

THE LMS

• Learning Content for English, Mathematics, Science & Mother Tongue

• Self-Directed Learning• School Based E-Learning

• Parents’ Survey• Travel Declaration• Meet the Parents

Scheduling

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Step by step guides will be made available on the school website

*Link & Login Info

Website: http://lms.asknlearn.com/canberra_ps

User ID: Your child’s BC Number

Password: Your child’s BC Number

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CURRICULUM INTEGRATION (CI)

Term 2&3 Curriculum Integration

Big Idea:

There Is A Reason For Every Thing That Happens

English Art Science

Through meaningful activities across the curriculum, pupils will brainstorm, select, justify their choices. They will then evaluate and

give reasons for the outcomes of their end products.

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Term 3 ENGLISH BOOKS

• Life On A River

• Stephanie Investigates

• Thank You, Mr T

Term 3 ART

• River Collage

Term 2 SCIENCE

(Diversity)

• Exploring Materials

Big Idea:

There Is A Reason For

Every Thing That

Happens

Term 3 Assessment:-Composition Writing

-Mindmap of story events (Popplet)-- Creative Writing (Pic Collage)

TERM 3 Assessment:- Personal Response

- Peer Evaluation

Term 3 Assessment:

- Boat Making

Term 2-3: CI Shared Model

*

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*