welcome p3 parents’ briefing pri 2020/ptm/2020 … · • boys’ brigade • girls’ brigade...

WELCOME P3 Parents’ Briefing

7 Feb 2020

School Values: Kindness, Integrity, Resilience, Responsibility, Creativity

Objectives

• To provide an overview of the school’s direction andlevel-related matters.

• To strengthen home-school partnership to optimiseyour child’s/ward’s learning and experiences.

• To provide a platform for your child’s/ward’s FormTeachers to interact with you.


Agenda

• School Personnel • School Vision, Mission, Values & Motto• Curriculum Updates:

• English Language, Mathematics, Mother Tongue Languages, Science, Character, Physical and Aesthetic development

• Guidelines for Home-School Partnership


School Leaders

Principal Vice Principal (EO) Vice Principal (Admin)

Mr Chua Choon Hock Ms Choong Pei Chin Mr Tan Meng Khiang


Executive Committee Members

School Staff Developer Year Head (P1-P2) Assistant Year Head (P3-P4) Year Head (P5-P6)

Mr Muhammad Zaki Jalil Mrs Constance Chia Mdm Faridah A Hamid Ms Julee Noordin



HOD English HOD Mother Tongue HOD Math

Mdm Anita Abdul Gani Ms Serene Tee Mrs Elaine Loke



HOD CCE HOD PE, CCA & Aesthetics HOD ICT Subject Head Discipline

Miss Rachel Koh Mr Muhammad Jabbar Jaaffar Mr Ivan Foo Mr Tan Wei Qiang Jeffrey


Teacher Leaders

Lead Teacher CLMdm Lim Chun Ling

Lead Teacher TLMdm Narayanan

Thanaletchimi

Senior Teacher ELMdm MaimonAbdul Samad

Senior Teacher MathMdm Anita June

Purasamy

Senior Teacher ArtMiss Nurjannah Ayub

SocialEmotional

Competencies

KindnessIntegrity

Resilience Responsibility

Creativity

School Vision

School Values

School Motto

Our School Vision, Mission, Values and Motto

Nurturing Minds. Inspiring Hearts. Empowering Lives.

School Mission


School Motto

Effort Determines Success• The motto Effort Determines Success encapsulates our belief that, when given equal

opportunities, all of us can succeed, if we have the determination and put in hardwork. Success is not dependent solely on the abilities or brains we are born with,because these abilities can be developed with the right attitude and effort.

• The word Determines highlights the importance of the choice every individual makes,in the pursuit of success.

• Success in the motto refers to success in the different areas of growth: cognitive,physical, aesthetics, social, moral and emotional. Success is about achieving the goalswe set for ourselves in these aspects; it is also about having the excellence mindsetand giving our best in everything that we do.

School Values: Integrity, Kindness, Resilience, Responsibility, Creativity

What is Different at Primary 3?

• Class size

• Class allocation

• 4 subjects (EL, MTL, Mathematics & Science)

• Assessments

• CCA


School-Based Assessment

For 2020 P3 students, they will sit for the following :

* P3 students will not be sitting for Mid-Year exam, to provide adequate runway for students to learn while adjusting to new subjects, content and expectations in this transition year.

Term 1 *Term 2 Term 3 Term 4

Class Testfor all subjects



Year-End examination

10% 15% 15% 60%


CCAs in 2020

2-tier CCA model - For the interested and the talentedValues inculcation and developing 21CC through CCAs Leverage cross-age interaction opportunities and initiativesService and Leadership opportunities and experiences

CCAs in 2020

INVENTIVENESS SPORTS ANDOUTDOOR EDUCATION

THE ARTS UNIFORMEDGROUPS

LANGUAGE AND OTHERS

• Future Innovators Programme

• InfoComm Club• Robotics Club

• Adventure Club• Athletics• Football• Softball• Sports Club

• Art Club• Brass Band• Ethnic Ensemble• International

Dance

• Boys’ Brigade• Girls’ Brigade

• Kindness Club• Literary, Drama

and Debate Club.


P3 Gifted Education Programme (GEP) Identification Exercise

• The GEP identification exercise aims to identify students with high intellectual potential.

• As students develop at different rates, we should allow them to blossom at their ownpace.

• Parents should not enrol your children in test-preparation activities for theidentification exercise.

• Test preparation activities could inflate students’ scores and not reflect their actualpotential.

• Students who are not ready to handle the intellectual rigour and demands of theGEP will struggle to cope with the enriched curriculum and not benefit fully from it.This would put undue stress on the students, and may even impact their self-esteem and cause them to lose confidence.

• For the screening, students will be required to work on some questions based on whatthey have learnt from Pri 1 – 3 in the English Language and Mathematics syllabuses.

School Values: Integrity, Kindness, Resilience, Responsibility, CreativityS/N Description Areas Date / Day

1

GEP ScreeningExercise

▪ English Language

▪ Mathematics

19 August 2020(Wed)

All topics in the P3 Mathematics syllabus are included except for:

▪ Area and Perimeter

▪ Geometry

▪ Time

2

GEP SelectionExercise

▪ English Language

▪ Mathematics

▪ General Ability

20, 21 October 2020(Tue, Wed)

All topics in the P3 Mathematics syllabus are included except for:

▪ Angles

▪ Perpendicular and Parallel lines in the topic of Geometry

P3 Gifted Education Programme Identification Exercise

English Language Curriculum Matters

Primary 3

• Listening & Viewing

• Reading & Viewing

• Speaking & Representing

• Writing & Representing

• Grammar

• Vocabulary

Areas of Language Learning


An Overview

Language Learning Area STELLAR School-based Curriculum

Reading & Viewing • Shared Book Approach (SBA)• Sustained Silent Reading (SSR)• Supported Reading

• Explicit teaching of reading comprehension skills

• Library curriculum (monthly)• Structured Reading Programme (SRP)

Writing & Representing • Modified Language Experience Approach (MLEA)• Writing Process Cycle (WPC)• Text-type writing

• CPS Writing Package (P.O.E.M)• Journal (weekly)

Speaking & Representing • Effective and purposeful interaction and group discussion embedded in all key strategies

• Stimulus-based Conversation• Current Affairs (Mini Red Dot)

Listening & Viewing Listening and viewing skills for understanding and critical thinking taught through all key strategies using audio and graphic stimuli

Grammar Whole-Part-Whole Approach • Explicit teaching of grammar in meaningful context using Big Books and STELLAR readers

Vocabulary Text-Based Approach• Big Books & STELLAR Readers

Working with Words• Spelling (in context)


What is STELLAR?

Strategies for English Language Learning and Reading

• Teaching and learning of English using more speaking and listening activities

• Children learn reading and writing using rich and interesting books, with discussions led by the teacher


Shared Book Approach (SBA)

The teacher introduces and shares a Big Book with the children.

The teacher then explicitly teaches word identification and reading skills, vocabulary, grammar, language structures and the concepts of print.


Supported Reading (SR)

• A bridge between teacher-supported reading aloud and independent silent reading.

• Explicit teaching of reading comprehension skills & strategies:

- Inferring/Summarising

- Annotation

- KWL

- Retelling


Writing

Writing Process Cycle (WPC)

• Teacher Models Writing ➲ Class Writing ➲ Individual Writing

Individual Writing

• P.O.E.M approach:PurposeOrganisationElaborationMechanics


Assessment - English

Level Term 1 Term 2 Term 3 Term 4

Primary 3

10% 15% 15% 60%

1 h 1 h 1 h -

Paper 2(Language Use &

Comprehension)

Paper 3(Picture Matching &

Comprehension)

Paper 1(Writing)

Paper 2(Language Use &

Comprehension)

Paper 3(Picture Sequencing &

Note-taking)

Paper 1(50 min)

Paper 2(1 h 15 min)

Paper 3(Abt 20 min)

Paper 4(Abt 10 min)

Mother Tongue LanguagesCurriculum Matters

Primary 3


P3 MT ASSESSMENT STRUCTURE

• PAPER 1 (COMPOSITION WRITING)

• Standard MT – Picture composition, 15 marks (15%)

• PAPER 2 (LANGUAGE USE & COMPREHENSION)

• Standard MT – 45 marks (45%)

• Higher Chinese – 60 marks (100%)

• PAPER 3 (ORAL & LISTENING COMPREHENSION)

• Standard MT eOral – 30 marks (30%)

• Standard MT LC – 20 marks (20%)


MT PROGRAMME HIGHLIGHTS

MTL Fortnight

• Cultural activities for pupils after school, such as traditional handicraft and performing arts

• Learning Journeys after school, such as theatrical drama experience

MT Competitions

• National and School-based competitions


HOW TO HELP YOUR CHILD IN MT?

• Encourage your child to read MTL story books at home

• Encourage conversations in MTL at home

• Allow your child to watch educational MTL TV shows

• Make use of authentic situations to learn MTL (eg. Buying groceries at the supermarket, taking the MRT etc)

• Help your child to manage his/her time at home in:• learning spelling

• completing his/her homework

• Work hand-in-hand with the MTL teacher

MathematicsCurriculum Matters

Primary 3


P3 Math Curriculum


P3 Math Syllabus

Content

Whole Number up to 10 000 / 4 Operations / Fractions / Money

Length, Mass and Volume / Time / Area and Perimeter / Angles / Perpendicular and Parallel Lines

Bar Graphs


P3 Math Approach

Teacher Demonstrates

Teacher/Students Do Together

Students Try on Their Own

(Apply)


Assessment - Mathematics


Primary 3

10% 15% 15% 60%

45 min 1 h 1 h 1 h 45 min

Multiple

Choice

Question

(MCQ)

Short Answer

Question

(SAQ)

MCQ

SAQ

Long Answer

Question (LAQ)

MCQ

SAQ

LAQ

MCQ

SAQ

LAQ


Supporting your child in Math

Encourage your child to:

• question when in doubt

• learn from mistakes, practise and revise daily• set routines and schedule a timetable at home

• focus on his/her effort and celebrate small successes

ScienceCurriculum Matters

Primary 3


Science – Paper Format

Booklet Item Type

A MCQ

B Structured and Open-Ended


Theme and Topics (P3)

Term Theme Topics

1 Diversity Classification of living and non-living thingsPlantsAnimalsFungi and Bacteria

2 Diversity

Systems

Fungi and Bacteria (Continued)MaterialsHuman Body

3 Systems

Interactions

Human Body (Continued)PlantsMagnets

4 Interactions Magnets (Continued)


Answering MCQ and OE


Science Enrichment @ School

• Science Toy Making Project• Application of Science - allowing students to go beyond just knowing scientific facts

and concepts from textbooks to applying them creatively.

• Creative and Inventive Thinking (CIT) curriculum• Hone students’ capacity for higher order thinking and equip them with a problem

solving mind-set.


How to do better in Science

• Revise P3 Science concepts regularly • (using TB, WB and practice papers)

• Be fully present in class and participate actively in class discussions and lab sessions

• To remember the thought process and CCER when attempting questions

• Read more!

• to improve command of English Language

• to read beyond what is taught in the textbook

Character, Physical & Aesthetic Development

Primary 3


Character Development


Developing Joyful Learners

CCE Mother Tongue Lessons

a) Values –based lessons

b) Classroom discussion and role play

School- based CCE Lessons

a) Social Emotional Learning (SEL) lessons

b) Social Skills Lesson

c) Interaction Activities, role play and discussions

d) Reflection in FTGP Journals


Developing Joyful Learners

Social Studies Lessons

a) Inquiry-based approach

b) Field-based Learning Journeys

c) Performance Tasks for different levels


Nurturing Responsible Citizens

National Education: Cultivating Citizenship Dispositions

a) A Sense of Belonging

b) A Sense of Reality

c) A Sense of Hope

d) The Will to Act

School-wide approach to National Education (NE)

a) School-wide activities

b) Level-based activities e.g. P5 NE Show, Learning Journeys

c) Assembly Presentations

d) Learning Packages

e) Space for Reflection


Nurturing Responsible Citizens

Values In Action Initiatives

a) Canteen Cleanliness Duty Roster

b) P3 and P4 Project CARE

c) P5 and P6 Service Learning Projects


Physical Development

• The purpose of physical education is to enable students todemonstrate individually and with others, the physical skills,practices and values to enjoy a lifetime of active, healthy living.


Physical Development

Primary 1 Primary 2 Primary 3 Primary 4 Primary 5 Primary 6

Sports and Games

Dance

Gymnastics

Outdoor Education

(LJ: In our neighbourhood)

Physical and Health Education

(Book: Active and Healthy Me)

Athletics

Swimming

(SwimSafer)NAPFA

Primary 5

CampNAPFA


Aesthetic Development

• Art at primary level is a core subject in the formal curriculumoffered to all students throughout their six years of primaryeducation.

• The primary art syllabus provides the foundation for all primarystudents to understand art as a way of• Learning about themselves to express visually

• Connecting with their own and world cultures


Aesthetic Development (ART)


ThemesSelf and Immediate

Envronment

Singapore’s Past, Present

and Future

The World and Region

Around us

CORE Drawing Module

P1My Self-Portrait

Portrait Drawing

My Neighbourhood

Oil Pastel Drawing

The Underwater World

Powerpoint Collage

P2My Family and I

Printmaking

Our Local Food

Clay Sculpture

My Garden

Powerpoint Collage

P3Superhero Me

Figure Drawing

SG icons

Clay Relief Sculpture

Transportation

3D Pen

P4Dare to Dream

Stop Motion Animation

Life by the River

Museum Based Learning

Friendship Totem

Clay Sculpture

P5Me, Myself and Mine

Still Life Drawing

Current Affairs

Photojournalism

My Urban World

Land Art

P6My Identity

Doodling and Mask Design

SG Fashion

T-shirt Design and

Reconstruction

Around the World

Light and Paper Sculpture


Aesthetic Development (MUSIC)

Focus Level Term 1 Term 2 Term 3 Term 4

Perform

1

Rhythm and Movement, Music Games, Singing

Resonator Bells, Simple Percussion

(Simple Meter / Ta-Titi-Ta-a / Curwen Handsigns)

2

Rhythm and Movement, Music Games, Singing

Resonator Bells, Latin Percussion

(Compound Meter / Tika-Tika-Tikati-Titika / Angklung)

Create

3

Composing A

Cheer (Ostinato

Percussion)

iPad GarageBand

(Virtual

Instruments)

Orff Instruments

(Performance)

Orff Instruments

(Improvisation)

4

Composing A

Cheer (With

Melody)

Orff Instruments

(Performance)

Orff Instruments

(Improvisation)

iPad GarageBand

(Digital Audio

Workstation)

Listen and

Respond

5 Poster MakingKeyboard I

(Melody)

Folk Song

(Local & Regional)

Ukulele I

(Basic Chord

Progressions)

6 Poster MakingKeyboard II

(Accompaniment)

Folk Song

(International)

Ukulele II

(Songs and Group

Performances)OR

FF

D

EL

CR

OZ

E

Working Together to Support your Child:Guidelines for School-Home Partnership

57

• Increased involvement of parents in their child’s educational journey

• Range of expectations and practices in School-Home Partnership within and across schools

• Guidelines for School-Home Partnership help to clarify what meaningful parent engagement looks like

58

Guiding Principles for School-Home Partnership

1. Students succeed when schools and parents work hand in hand to support students in learning self-management skills, taking responsibility and building resilience.

2. Mutual respect and trust forms the strong foundation for positive engagement between schools and parents.

59

Developing good habits

We want to nurture your child to be a self-directed learner with good habits and takes

responsibility for his/her own learning.

Relating to others

We want your child to be confident,

respectful and have integrity

when interacting with others.

Managing selfWe want your child

to be able to manage challenges and make ethical

responsible decisions to thrive in

the VUCA future.

60

Working with the school to know and support your child

We want to develop and strengthen mutual

understanding, respect and trust between the school and parents

for the benefit of your child.

61

Guidelines for School-Home Partnership


Student Well-being and Holistic Development:


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We want to nurture your child to be a self-directedlearner with good habits and takes responsibility forhis/her own learning.

How parents can partner us:

oEstablish a daily routine for your child – time forhomework, reading, exercise, household chores,packing of school bag etc.

oRead with your child daily for at least 20minutes.

oEnsure your child has sufficient sleep – about 9hours each night.

o Limit your child’s use of mobile and gamingdevices.




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How parents can partner us: Guide your child to

• Pack his/her school bag daily

• Bring all study materials as instructed by teacher(s).

• Prepare appropriate attire for the next day’s lessons


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How parents can partner us: Encourage your child to

o attempt his/her homework on his/her own.

o put in his/her best effort to complete allhomework

o hand in homework and assignments on time.

o approach the teacher if he/she needs help with the homework.





65


oDesignate a specific quiet study area at home with awell-lit desk for your child to complete or revise schoolwork.

oEnsure family member(s) do not distract or disturb yourchild whilst doing/ revising school work.

oEncourage and affirm your child’s efforts to study.Avoid nagging or scolding.





66


oYour child will jot down homework, remindersand tests in his/her Student Handbook so thathe/she can follow up at home.

oYour child should put the homework andCommuniques for parents in the Homework Fileand share the information with you.

We want your child to be able to manage challenges and make ethical responsible decisions to thrive in the VUCA future.


Managing Self


67


o spend time every day talking to your child about his/her day in school

o check your child’s handbook daily for messages from teachers

o acknowledge by signing in the handbook after you have read the message and

o follow up with the necessary action

We want your child to be able to manage challenges and make ethical responsible decisions to thrive in the VUCA future.


Managing Self


68


oWe discourage you from delivering your child’s forgotten items to school so that he/she will learn to take personal responsibility.

oEncourage your child to be resilient and learn from the consequences when he/she can’t complete homework or forgets to bring items to school.


Managing Self

We want your child to be able to manage challenges and make ethical responsible decisions to thrive in the VUCA (volatile, uncertain, complex, ambiguous) future.


69

How parents can partner us: To communicatewith us, you could:

o Leave a message for us in the StudentHandbook.

o Leave a message with the General Officestaff (e.g. to inform us that your child isunable to attend school).

o Call us at 6288 5633.

We want to develop and strengthen mutualunderstanding, respect and trust between theschool and parents for the benefit of your child.

Communication between Teachers and Parents:



70


oWe seek your understanding to contact usduring official school operating hours (7 am to5 pm, Monday to Friday on school days)

oIf a request is received after official schooloperating hours, we might not be able torespond to you immediately.

Communication between Teachers and Parents:


We want to develop and strengthen mutualunderstanding, respect and trust between the schooland parents for the benefit of your child.


Parents Gateway: Digitally Connecting Parents and School

• one-stop mobile app for parents and schools to communicate key administrative matters

• available on IOS and Android for parents

• allows schools to send updates on programmes and activities.

• allows parents to perform administrative functions such as providing consent for their children to participate in school activities.

Home-School Communication


Step 1 – SingPass Registration and 2FA Setup

SingPass 2-Step Verification (2FA) is required.

If you have not registered for a SingPass or have not set up the 2FA, please visit the SingPass website

(https://www.singpass.gov.sg), or scan the QR codes to do so. Should you require further assistance, please contact SingPass Helpdesk at 6643-0555.


SingPass

Registration2FA Activation

https://www.singpass.gov.sg/



Step 2

• Download Parents Gateway Mobile App

on Apple App Store or Google Play Store app on your mobile

phone.

• Install the app onto your phone.

• Enable ‘Allow Notifications’ to receive push

notifications.Note: Supported OS Versions - Android 5.0 or later & iOS 9.1 or later

For Android For iOS


Step 3 – One-Time On-boarding 1. Tap on “Log in with SingPass”

2. Log in with your

SingPass (2FA)

STEP 3 – One time On-

boarding 2. Log in with your

SingPass(2FA)

Step 3 – One-Time On-boarding 1. Tap on “Log in with SingPass”

2. Log in with your

SingPass (2FA)

1. Tap on “Log in

with SingPass”

3. Tap on “Retrieve” to retrieve your child(ren)’s information



STEP 3 – One time On-

boarding 5. You should see your child(ren)’s school announcements and activities (if any)

4. Tap on ‘Done” to complete

boarding


welcome p3 parents’ briefing pri 2020/ptm/2020 … · • boys’ brigade • girls’ brigade...

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