RGPS

P4 Curriculum Briefing

2014

English, Math, Science

P4 ENGLISH CURRICULUM

BRIEFING FOR PARENTS

• MISSION

• APPROACH TO EL TEACHING

• P4 ENGLISH CURRICULUM

• HOW PARENTS CAN PROVIDE SUPPORT

• ASSESSMENT

OUTLINE

To equip our pupils with literacy

skills that enable them to be

linguistically competent and

confident users of the English

Language.

MISSION

Emphasis on

•Strengthening the foundation of language learning

•Enriching the EL curriculum in our schools

EL Syllabus 2010

APPROACH TO EL TEACHING

• Systematic and explicit instruction

• A contextualised and holistic

approach to learning

APPROACH TO EL TEACHING

The foundation of language learning will be strengthened through:

• A greater focus on oral communication

• Development of word study skills

• Development of writing skills

APPROACH TO EL TEACHING

• Use of print and non-print resources

• Promotion of extensive reading

APPROACH TO EL TEACHING

DRAMA

• Adopts a learner-centred approach

• Develops linguistic skills (reading, writing, speaking and listening)

• Helps shy pupils to speak in class

• Motivates learners

SYLLABUS AIMS

Listening, Reading

and Viewing

(Receptive Skills)

Speaking, Writing and

Representing

(Productive Skills)

Understanding and use

internationally acceptable English

grammar and vocabulary

P4 ENGLISH CURRICULUM

•STELLAR

•LITERATURE-IN-ACTION PROGRAMME

•MUSICAL THEATRE

STrategies for

English

Language

Learning

And

Reading

STELLAR

Sustained Silent Reading

Writing Process

Cycle

(a) Supported Reading

(b) KWL (c) Retelling

Reading for Understanding & enjoyment

Explicit teaching of Language

items, structures &

skills

Sentence manipulation

Class Individual Group

STELLAR PEDAGOGIC FRAMEWORK

Rich Texts

P4: Explanation

P5: Information

Report

To know more about STELLAR,

you may wish to visit

www.stellarliteracy.sg

Objectives

• To learn literary devices

• To be exposed to good writing and see the world through the eyes of different characters

LITERATURE-IN-ACTION

PROGRAMME

MUSICAL THEATRE

HOW PARENTS CAN PROVIDE

SUPPORT

• Help your child learn English by providing varied English language reading materials at home.

• Encourage your child to read books and other materials related to their interests or hobbies

• Talk about the books and characters read – 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

Assessment is part of learning and

teaching. Children will be assessed

on what they have been taught.

ASSESSMENT

EL Guided Writing

EL Oral Communication

These are examples of changes in assessment

to give students greater scope for interpretation and

personal response.

EXAM MATTERS

Component Content Item

Type

Marks

Oral Reading

Aloud

Stimulus-

Based

Conversation

Open-

ended

Open-

ended

6

10

Component Content Item

Type

Marks

Listening

Comprehension

Picture-

Matching

Note-taking

&

Dictation

MCQ

Open-

ended

4

4

6

Component Content Item

Type

Marks

Composition

(Guided

Writing)

Guided Writing

with helping

words

Open-

ended

20

THANK YOU

MOE Mathematics Framework (sets the direction for the teaching, learning and

assessment of mathematics)

Mathematical

Problem

Solving

Concepts

Mathematical problem solving is central to mathematics learning. It

involves the acquisition and application of mathematical concepts and

skills in wide range of situations, including non-routine, open-ended and

real world problems

Concepts

• Numerical

• Algebraic

• Geometrical

• Statistical

• Probabilistic

• Analytical

Mathematical

Problem

Solving

Concepts

Use of manipulatives, hands-on

activities and technological aids

will be part of the learning

experiences of the pupils

Skills • Numerical calculation

• Algebraic manipulation

• Spatial visualisation

• Data analysis

• Measurement

• Use of mathematical

tools

• Estimation

Mathematical

Problem

Solving

Concepts

The development of skills proficiencies

in the pupils is essential in the learning

and application of mathematics

Processes

• Reasoning,

communication and

connections

• Thinking skills and

heuristics

• Application and

modelling

Mathematical

Problem

Solving

Concepts

To develop a habit of mind through

applications of mathematics in different

contexts

Attitudes

• Beliefs

• Interest

• Appreciation

• Confidence

• Perseverance Mathematical

Problem

Solving

Concepts

Making learning of mathematics fun,

meaningful and relevant goes a long

way to inculcating positive attitudes

towards the subject

Metacognition

• Monitoring of one’s

own thinking

• Self-regulation of

learning Mathematical

Problem

Solving

Concepts

To help pupils develop their problem

solving abilities by encouraging them to

seek alternative ways of solving the

same problem, allow them to discuss

and explain how to solve a particular

problem etc

Topics in Primary 4

1) Whole numbers

2) Fractions

3) Decimals

4) Time

5) Money

6) Area and Perimeter

7) Geometry

8) Data Analysis

Whole numbers

• Up to 100 000

• Multiplication and division

• Factors and multiples

• Word problem

Fractions

• Mixed numbers and improper fractions

• Addition and subtraction

• Fractions of a set of objects

• Multiplication

• Word problem

Decimals

• Decimals up to 3 decimal places

• Addition and subtraction

• Multiplication and division

• Word problem

Time

• Measurement of time in seconds

• 24-hour clock

• Word problem

Money

• Multiplication and division of money in decimal

notation

• Word problems

Area and Perimeter

• Area and perimeter of composite figure

Geometry

• Perpendicular and parallel lines

• Angles (includes 8 point compass)

• Properties of rectangle and square

• Symmetry

• Tessellation

Data Analysis

• Tables

• Line graphs

Exam Format

Time allowed: 1h 45 min

Section A : MCQ (25 marks)

15 questions

Section B : SAR (40 marks)

20 questions

Section C : Word Problem (35 marks)

9 questions

In class… • 11 periods of Math per week

• Completion of syllabus

• Heuristic booklet (non-routine questions)

• Topical worksheets and tests

• Depending on pace of class, enrichment may be done

• Development of visual spatial skills

• Use of games to reinforce and teach selected topics

Sample visual spatial lesson • Fraction-Tac-Toe Game

2 players to a board game and a fraction die,

pupils master concepts of fractions and additions

of fractions

• Fraction Chess Game

1 or 2 players to a chess board, pupils form 6

math sentences with the given fraction and

operation cards.

Points to note

• the curriculum takes on a spiral approach.

Some of the concepts taught are built on

concepts taught in other years

• Exams may test on topics taught in previous

years.

How you can help your child?

• Do go through the work we have done in class with your child. Let them try the word problems again.

• Help them memorize their times tables by testing them randomly

• Encourage them to check their work for accuracy

• Ensure that they do their homework.

• Encourage them to approach their math teachers if they encounter difficulty in understanding.

• Ensure that they have shown you their work and file it properly to facilitate revision.

THANK YOU

Curriculum Briefing

Primary 4 Science

The description of each domain which frames the practice of Science is

illustrated as

follows:

Science as an Inquiry

(The 5 important elements in Science Inquiry)

1. Question - Learner engages in scientific questions

2. Evidence - Learner collects data in response to questions

3. Explanation - Learner formulates explanations from evidence

4. Connection - Learner connects explanations to scientific knowledge

5. Communication - Learner communicates and justifies explanations

P4 Science

An Overview : Big Ideas in the Primary Science Syllabus

Big Ideas

(Themes)

Key Inquiry Questions

Diversity • What is the environment made up of?

• Why is it important to maintain diversity?

• How do we go about understanding the diverse range of

living and non-living things?

Systems • What are different parts of a system?

• How do parts of a system or different systems interact

together to perform a function?

Interactions • How does Man interact with the surroundings?

• What are the consequences of Man’s interactions with his

surroundings?

Cycles

• What are the cycles in our everyday life?

• How are cycles important to life?

Energy • How does energy affect Man and his surroundings?

• Why is it important to conserve energy?

Overview of the Primary Science Syllabus Themes Lower Block (P3 & 4) Upper Block (P5 & 6)

Diversity • Diversity of living and non-living things

• Diversity of materials

Cycles • Cycles of Plants and Animals (Life Cycles)

• Cycles in matter and water (Matter)

• Cycles in plants and animals (Reproduction) • Cycles in matter and water (Water)

Systems • Plant system (Plant parts and functions)

• Human system (Digestive system)

• Plant system (Respiratory and circulatory systems)

• Human system (Respiratory and circulatory systems)

• Cell system • Electrical system

Interactions • Interaction of forces (magnets) • Interaction of forces (Frictional, gravitational forces, force in springs)

• Interaction within the environment

Energy • Energy forms and uses (light and heat)

• Energy forms and uses (photosynthesis) • Energy conversion

Themes and Units taught at P4 Themes Lower Block (P3 & 4) Upper Block (P5 & 6)

Diversity • Diversity of living and non-living things

• Diversity of materials

Cycles • Cycles of Plants and Animals (Life Cycles)

• Cycles in matter and water (Matter)

• Cycles in plants and animals (Reproduction) • Cycles in matter and water (Water)

Systems • Plant system (Plant parts and functions)

• Human system (Digestive system)

• Plant system (Respiratory and circulatory systems)

• Human system (Respiratory and circulatory systems)

• Cell system • Electrical system

Interactions • Interaction of forces (magnets) • Interaction of forces (Frictional, gravitational forces, force in springs)

• Interaction within the environment

Energy • Energy forms and uses (light and heat)

• Energy forms and uses (photosynthesis) • Energy conversion

Attitude Coverage

1) Curiosity

2) Creativity

3) Integrity

4) Objectivity

5) Open-mindedness

6) Perseverance

7) Responsibility

P4 Science

Skills and Processes at P4 level

Skills

• Observing

• Comparing

• Classifying

• Using apparatus and equipment

• Communicating

• Inferring

• Predicting

• Analysing

• Generating possibilities

• Formulating hypothesis

P4 Science

Skills and Processes

Processes

• Creative Problem Solving

• Decision Making

• Investigation

*At the level appropriate to P4

P4 Science

SKILL : OBSERVING

Using the 5 senses (sight, hearing, touch, smell, taste) to find

out about objects and events: their characteristics,

properties,

differences,

similarities, and changes.

Using instruments to extend the range of the senses and

accuracy of the observation (eg. the use of magnifying glass,

datalogger with sensors)

Identifying observations that are relevant to a particular

investigation

SKILL : CLASSIFYING •Grouping or ordering objects or events according to similarities or differences in

properties :

- Grouping a set of objects into two groups based on any one common

property

- Grouping a set of objects into two or more groups according to one or

more common property

- Identifying the basis of classification

- Identifying a common pattern in events or a behaviour pattern in organisms

- Generating criteria for grouping

- Use simple classification schemes: (Lists, tables, or charts are generated)

SKILL : USING APPARATUS & EQUIPMENT

•Comparing an unknown quantity with a known (metric units, time, student-

generated frames of reference)

•Observations are quantified using proper measuring devices and

techniques

• Using measuring devices (eg ruler, weighing scale, thermometer &

datalogger etc) correctly

•Selecting appropriate units and instruments when measuring

•Exercising estimates and confirm by measuring

•Recognising the validity/ reliability of measurement and the need to

repeat and check the measurement

SKILL : INFERRING

•Skill of providing explanations for observation or drawing conclusion based

on logic and reasoning; inferences, generally, follow observations for which

the cause is not apparent.

•When making inferences, it is helpful to follow these steps:

- Make as many observations about the object/ event as possible.

- Recall from experience as much relevant info about the object/event

and integrate the info with what you observe

“What have you seen before that reminds you of this?”

- State each inference in a way clearly distinguishes it from other

kind of statement ( observation/prediction)

“From what I observe I infer that…”

“From those observations, it can be inferred that…”

“From what I observe, I conclude that….”

“The evidence suggests that….may have happened.”

“A possible explanation for what I see is that…”

SKILL : PREDICTING

•Skill of forecasting future events or condition based on prior

knowledge of how things usually turn out.

•It allows us to use what we know to extend our thinking to what

we do not know.

• Hypothesis is a special type of prediction.

In an experiment, a hypothesis, predicts what

the researcher thinks the relationship between

the independent (manipulated) variable and the

dependent variable.

“What’s going to happen?

“If I do this, this will happen…

how will we find out what will happen?”

“What are we going to do to find out what happens?”

SKILL : ANALYSING

•Skill of identifying the parts of objects,

information or processes, and the patterns

and the relationships between these parts.

•Pupils should be able to:

- identify parts of a system

- identify patterns and trends in data

- specify variables to be controlled

SKILL : EVALUATING

•This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas. •This is also the skill of assessing the quality and feasibility of objects. •Pupils should be able to: - construct an idea to explain observations and then test it - decide on the accuracy of data obtained in an investigation

SKILL : GENERATING POSSIBILITIES

•This is the skill of adding to, extending or

connecting given ideas by tapping into

prior knowledge or gathered information.

•Pupils should be able to:

- draw inferences or conclusions from

observations

- give reasonable explanations based on

evidence

SKILL : COMMUNICATING

•This is the process of sharing information with

others which can take many different forms :oral

written, non verbal or symbolic.

•Example :sharing information/ideas through talking

and listening, drawing and labelling pictures, drawing

and labelling graphs and acting things out.

Integrated processes-complex processes which call

upon the use of several basic process skills.

PROCESS: CREATIVE PROBLEM SOLVING

•This is a process of analysing a problem or choosing

a novel but relevant solution in order to remedy or

alter a problem situation

•The steps can include:

-analysing : define the problem

-generating : think of many ideas

-evaluating : choose a solution

Integrated processes-complex processes which call

upon the use of several basic process skills.

PROCESS: DECISION MAKING

•This is the process of establishing and applying

criteria to select from among seemingly equal

alternatives.

•Pupils should be able to:

-analyse

-generate

-evaluate

Integrated processes-complex processes which call

upon the use of several basic process skills.

PROCESS : INVESTIGATION

•This involves formulating questions or hypotheses, devising

fair methods and carrying out those methods to find out the

answers to the questions to verify the hypotheses.

•Pupils should be able to:

- control variables, select appropriate apparatus and measure

accurately, generate, analyse and evaluate results,

communicate and justify explanations with evidence, connect

explanation to scientific knowledge

Integrated processes-complex processes which call

upon the use of several basic process skills.

SKILL : INVESTIGATION Question asked :

“ I wonder what will happen if we do this?”

“I predict that this will happen. What do I have to do to find out if I’m right or

wrong?”

“What materials will I need?”

“What steps (procedures) will I take?”

“How will I know if I’m wrong?”

“How will I measure it?”

“Was my prediction right? If so, why? If not, why not?”

Components of Lessons

1) Theory – Concept teaching

2) Hands-on : Practical Sessions in the science

laboratory

3) Topical notes

4) Topical Supplementary Worksheets :

Worksheet 1 : Misconception

Worksheet 2 : MCQ

Worksheet 3 : Open-ended

5) Topical reflection by pupil for each unit

P4 Science

Written Assignments

1) Science Activity book (Cycles, System, Energy)

2) Topical unit Supplementary Worksheets

3) Topical Reflection (on content page)

NOTE : Worksheets will be returned

for parents’ checking and signature

upon completion of each topic.

To be filed

in the

Science File

P4 Science

ASSESSMENT MODES

•FORMATIVE ASSESSMENT

•SUMMATIVE ASSESSMENT

ASSESSMENT MODES FORMATIVE ASSESSMENT

Purpose: Provides pupils continual feedback during the instructional and learning

process to help pupils actively manage and adjust their own learning.

Non-graded.

Helps the pupils to answer these questions:

“Where am I going?”

“Where am I now?

“How can I close the gap?”

Through:

Teacher/ Self and peer assessment on identified performance tasks

using rubric indicators

Teacher’s feedback on identified qualities of pupil’s learning on topical

unit content page

Pupils’ reflection of own learning for each topic

• Feedback on the pupil’s

performance

• Opportunity for the pupil to

take charge of her own

learning

Rubrics related

to the activity

Assessment Modes (Summative)

Type SA1 Practical Assessment

(31 July 2014)

SA2

Format Section A (MCQ): 30 questions Section B (OE): 14 questions

3 questions on 1) Life Science 2) Physical Science

Section A (MCQ): 25 questions Section B (OE) : 14 questions

Duration 1 h 45 min 30 min 1 h 30 min

Marks 100 (100% of SA1)

15 (20% of SA2)

90 (80% of SA2)

Overall Weightage

30% 70%

How can you help to bridge the gap between home and school to

motivate your child in the learning of Science

1) Stimulate your child to make use of all senses in discovering

the surrounding world.

2) Train your child to look carefully and to see beyond the

surface appearance of the environment.

3) Encourage them to find answers to questions by patient

observation and through the uses of references and making

scientific connection between concepts and observations.

4) Ask them to manipulate and learn about familiar objects eg

discarded appliances, old doorbells, dripping faucet etc.

P4 Science

How can you help to bridge the gap between home and school to

motivate your child in the learning of Science

5) Include your child as observer when making household

repairs or domestic equipment

6) Consider subscription to a scientific magazine, a general

science kit, aquarium or terrarium, a biography of an

inventor

7) Help to reinforce your child’s formal science training by

working with your child on simple family projects eg caring

for pet , preparing a potted garden etc.

8) Listen with interest, encourage and ask questions, be

generous with praise, enthusiasm and sympathy.

P4 Science

Available Supplementary Reading Materials

Science Supplementary Reading Materials

(Optional) :

• Explorer Pioneer

• Explorer Pathfinder

• Extreme Explorer

P4 Science

Useful Website

http://www.sciberdiver.edu.sg

• Sciberdiver is a web portal containing a repository of the best science websites, specially selected to closely match the learning objectives in the Primary and Lower Secondary science syllabuses in Singapore schools. The range of e-resources includes simulations, text, images, videos, games, quizzes

• You can also find the website useful to learn more about the science your children are studying in school.

P4 Science

Thank you