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P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010
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P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010

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Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010

Slides of the P3 and P4 Dialogue Session with the Principal on Friday, 9 April 2010

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  • We would like to share on the topic of Subject-based Banding, which was announced in September last year, and will be implemented in all Singapore schools for Primary 5 in 2008. I will give you the broad overview, followed by some details which are specific to our school.
  • What does Subject-based Banding mean for your child? Every child will be encouraged to do the subjects at the level that best meet his abilities. If your child is doing well in all subjects, he will take these subjects at the standard level. If your child is good at some subjects but very weak in others, he will be able to take a mix of standard and foundation subjects. This will help stretch and develop your child further in his strong subjects. It will also allow your child to proceed at a pace he can manage for his weaker subjects. For those of you who are familiar with the previous method of streaming, what this means is that Subject-based Banding will replace the merged and EM3 streams from next year’s Primary 5 cohort, i.e. your child’s cohort. This system is more flexible than the merged and EM3 streams – it allows pupils to take a mix of standard or foundation subjects, depending on the pupils’ abilities. No child would be worse off with Subject-based Banding.
  • We recognise that pupils have varying strengths in different subjects. Not everyone is good at every subject, or weak in every subject. To provide more flexibility for pupils to develop their strengths, Subject-based Banding is therefore introduced. Another aim of Subject-based Banding is to encourage greater interaction among pupils with different strengths and abilities. Pupils do not have to attend all lessons with the same classmates, but have the opportunity to interact with other pupils and learn from each other.
  • Our Minister for Education shared in 2006 that “we recognise different ……..”
  • The Primary 4 examinations will continue to be school-based. The Primary 4 examinations will tell us your child’s academic ability in the various subjects and the school will recommend a subject combination based on the results. Instead of recommending a child to EM3, or merged stream, we will now recommend a combination that is most suited for your child. So for example, we may recommend that the child will do Foundation English, Foundation Science, Foundation Mathematics and Standard Mother Tongue. This remains our recommendation. You will make the final decision on what your child will take in Primary 5. The school will monitor your child’s performance in Primary 5, and decide at the end of the year what combination best suits your child. Parents who are familiar with the previous streaming exercise will notice that the process is exactly similar to the current one.
  • Now let’s look at how we will recommend the option for your child at the end of Primary 4. Besides the Primary 4 examination results, we will also take into consideration your child’s performance in a subject from past assessments such as (….), as well as comments and observations by your child’s teachers. What is the school likely to recommend for your child? If your child passes all 4 subjects at the end of Primary 4 and performs very well in Mother Tongue Language, he will be recommended to take 4 standard subjects and Higher Mother Tongue Language. (according to the text in the table).
  • If your child passes all 4 subjects at the end of Primary 4, he will be recommended to take 4 standard subjects. (according to the text in the table)
  • If your child passes 3 subjects at the end of Primary 4, he will also be recommended to take 4 standard subjects. (according to the text in the table)
  • If your child passes 2 subjects… (as per the 4 scenarios, pls read from slides). Our recommendations will be based on how well the child has fared in the subjects. We want to be able to give the child a combination he can cope with and do well in the next year.
  • Now that we have looked at the possible subject combinations, let’s move on to see what will happen at the end of Primary 5. At the end of Primary 5, the school will determine what is best for your child, based on our professional judgement. If a pupil who takes 1 or more foundation subjects does very well in them, the school may decide that he can upgrade his strong subjects to the standard level in Primary 6. Otherwise, the pupil would continue with the same subject combination.
  • If a pupil who takes 4 standard subjects shows difficulty coping, at the end of Primary 5, the school may decide that it would be better for him to take 1 or more subjects at foundation level in Primary 6.
  • All other pupils will continue the same subject combination in Primary 6.
  • In summary, your child will take a subject determined by the school at Primary 6, based on our professional judgement of what would be best for your child. At the end of P6, your child will sit for the PSLE. For your child’s cohort, all subjects are examinable except Foundation Science. Examinable Foundation Science will only be offered one year later as we need to review the Foundation Science syllabus to make it examinable, as it is not currently designed as an examinable subject.
  • Under Academic Programme, we have several programmes. We have the school supplementary lesson which is conducted twice a week for an hour from 10.15 am – 12.00pm. One hour is for EMS and 45 minutes is for MT. Your child have 3 subject teachers to teach EMS, but do be assured that all the 3 subject teachers take turns to conduct supplementary lessons as well as remedial lesson. We provide remedials for pupils who are weak in their studies or cannot follow certain concept. Also there is the tuition programme from self-help group like mendaki, CDAC and Sinda. If you need any of these assistance, you can come to me and we can help you with it. Lastly, these are the list of 8 activities that we are having in Primary 5. During this activities, we integrate different subjects together so as to enable the child to learn more.
  • Under Academic Programme, we have several programmes. We have the school supplementary lesson which is conducted twice a week for an hour from 10.15 am – 12.00pm. One hour is for EMS and 45 minutes is for MT. Your child have 3 subject teachers to teach EMS, but do be assured that all the 3 subject teachers take turns to conduct supplementary lessons as well as remedial lesson. We provide remedials for pupils who are weak in their studies or cannot follow certain concept. Also there is the tuition programme from self-help group like mendaki, CDAC and Sinda. If you need any of these assistance, you can come to me and we can help you with it. Lastly, these are the list of 8 activities that we are having in Primary 5. During this activities, we integrate different subjects together so as to enable the child to learn more.
  • We hope to develop a partnership with you in helping your child. We need your support and also to work closely with the staff for the benefit of your child. To help your child succeed, kindly encourage then to do all homework in a quiet environment. Also ensure that they attend supplementary and remedial lessons regularly and punctually.
  • All the above mentioned is ultimately to prepare your child for PSLE. After your child sat for the PSLE, these are the following options for your child.
  • The 5 core themes provide a broad based understanding of the environment and will help build a foundation upon which students can rely on for further study. The topics under each theme should not be viewed as compartmentalised blocks of knowledge. Conscious effort to show the relationship between themes. Spiral Approach – This is characterised by revisiting of concepts and skills at different levels with increasing depth. It allows the learning of scientific concepts and skills to match students’ cognitive development. It therefore helps students build upon their existing understanding of concepts and facilitates the gradual mastery of skills.
  • Topics which are underlined are not required for students taking Foundation Science
  • Teachers are encouraged to provide opportunities for students to use concepts and integrate skills and processes to inquire things and phenomena around them.
  • Processes are complex operations which call upon the use of several skills. At the primary level, the processes expected of students are as follows. Scientific Inquiry Students need to understand the what(content) and the how(process) of understanding the world that we live in. Using the 5Es approach – Engage, Explore, Explain, Elaborate, Evaluate.
  • In all scientific inquiry, the adoption of certain mental attitudes is advocated. Opportunities are provided in the classroom for students to ask questions.
  • Science Practical Test is to assess pupils’ ability to apply science process skills. Through following the set of instructions for each station, pupils demonstrate the ability to carry out and completing the tasks and answer the questions therein. Parents will then be given a Science Practical Process Skills Report that will inform them of their child’s ability to apply each of the process skills tested.
  • *The panel of examiners would adhere to the weighting specified but may make modifications based on their professional judgement.
  • Inquiry-based lessons - degree of responsibility students have in posing and responding to questions (student-guided inquiry) and the degree of involvement the teacher takes (teacher-guided inquiry). Using the 5Es approach – Engage, Explore, Explain, Elaborate, Evaluate. For e.g. using Concept cartoon – To trigger misconception of scientific facts and getting pupils to be engaged and start to explore, explaning and elaborating the concepts. Experiential Learning / Hands-On Lesson P3 Life Cycle of Butterfly – pupils rear butterfly – observing the different stages in its life cycle P3 Life Cycle of Plants – pupils plant seeds and observe the life cycle, pupils were also encouraged to complete the YSB cards to expand their knowledge on plants P4 Properties of Light and Shadow – pupils to complete a holiday project on creating an object that could cast different types of shadows P4 Hydroponics Activity – Learning to grow plants without soil and teaching pupils to do Service Learning – harvested crops are donated to the old folks home P4 Heat Activity – using the knowledge of materials, pupils to create a container that could help to slow down the melting of ice. P4 Investigative Science Project – pupils were taught the skills of conducting a fair test. Pupils make paper airplanes that could fly the longest distance.
  • We hope to develop a partnership with you in helping your child. We need your support and also to work closely with the staff for the benefit of your child. To help your child succeed, kindly encourage then to do all homework in a quiet environment. Also ensure that they attend supplementary and remedial lessons regularly and punctually. Think ‘Science’ when answer questions – which theme – what are the facts, concepts and principles – apply the process skills – use the proper science terms.
  • Transcript

    • 1. P3 and P4 Dialogue Session with the Principal Friday, 9 April 2010 7.30 p.m. – 9 p.m. EVERGREEN PRIMARY SCHOOL WELCOME
    • 2.
      • Introduction of P3/P4 Teachers
      • School mission, vision and values
      • School’s focus for 2010
      • The school’s expectation of
      • your child
      • Home Parental Support
      • The support the school provides to your child
      • Subject-based Banding
      • Curriculum Matters and Assessment
      Agenda
    • 3. P3 FORM TEACHERS Class Name 3 Care Mrs Tracy Lee (ALM) 3 Charity Mrs Tan Chia Suan 3 Faith Ms Juliana Teo (LM) 3 Grace Mrs Irene Ang 3 Hope Mdm Janet Chin (ALM) 3 Joy Mr Alfiyan 3 Love Ms Sally Tan 3 Mercy Mdm Isnarti 3 Patience Mdm Radin
    • 4. P4 FORM TEACHERS Class Name 4 Care Mrs Low Kwee Huang (ALM) 4 Charity Mrs Hazel Low (ALM) 4 Faith Mdm Nornizah (LM) / Ms Rurhernie 4 Grace Mrs Celine Ong 4 Hope Mr Saravanan 4 Joy Ms Teo Tze Yee 4 Love Ms Teo Shi Hui 4 Mercy Mr Khairil 4 Patience Mr Alan Pillay (Acting LM)
    • 5. School Mission, Vision and Values
    • 6. School Mission Evergreen Primary School is dedicated to providing a quality education to meet the needs of a diverse student population in an environment of care and acceptance. Our students will be successfully prepared in their role as thinking and responsible citizens who find joy in learning and are pure in act.
    • 7. School Vision Evergreen Primary School is a happy school where each child is able to realize his potential in an environment which is stimulating, challenging and supportive.
    • 8.
      • School Values
      • Care and Concern
      • Graciousness
      • Honesty
      • Perseverance
      • Respect for self and others
      • Self Discipline
    • 9.
      • School’s focus for 2010
      • Teaching and Learning
      • National Education
    • 10. The school’s expectation of your child
    • 11. FACTORS CONTRIBUTING TO GOOD RESULTS CARING TEACHERS CONCERNED PARENTS HIGH EXPECTATIONS + CONSISTENT ATTENTION PAID TO DAILY WORK DILIGENT HIGHLY MOTIVATED GOOD SELF-DISCIPLINE PUPILS 1 2 3 4
    • 12. Home Parental Support
    • 13.
      • Parents’Role
      • Provide a study area; quiet, well-lit, free from
      • distractions.
      • Be realistic in the targets and goals you set
      • for your child.
      • Start a fixed study routine.
    • 14.
      • Ensure your child completes assigned
      • homework and does consistent revision
      • on their own.
      • Assign work and guide your child in
      • areas he/she is weak in.
      • Ensure your child reads books,
      • newspapers and magazines to improve
      • their command of English language.
      Parents’Role (con’t)
    • 15. The support the school provides to your child
    • 16.
      • SCHOOL’S ROLE
      • - towards a Holistic Development
      • of a child
      • Academic
      • Supplementary Lessons
      • Remedials
      • Motivate And Provide Guidance
      • Soft Skills
      • SEL – Social and Emotional Learning
    • 17.
      • Character Building
      • CCA
      • House System
      • Inter Class Games
      • Inter School Tournaments
      • (Syf, Zonal Championship, National
      • Championship)
      • Community Involvement Programme
    • 18.
      • Student outcomes
      • Confident Person
      • Self-Directed Learner
      • Concerned Citizen
      • Active Contributor
    • 19. Subject-based Banding NURTURING EVERY CHILD
    • 20. What Subject-based Banding means for your child
      • Every child will be encouraged to do the subjects at the levels that best meet his abilities
      • Removal of streams in Primary 5 and 6
    • 21. Why introduce Subject-based Banding?
      • To provide more flexibility to pupils with strengths and abilities that vary across subjects
      • To encourage greater interaction among pupils with different strengths
    • 22. Why introduce Subject-based Banding? “ We recognise different abilities... and help each student to proceed at a pace that he can manage.” Mr Tharman Shanmugaratnam Minister for Education
    • 23. How does Subject-based Banding work?
    • 24. How does Subject-based Banding work?
    • 25. How does Subject-based Banding work?
    • 26. How does Subject-based Banding work?
    • 27. How does Subject-based Banding work?
    • 28. How does Subject-based Banding work?
    • 29. How does Subject-based Banding work?
    • 30. How does Subject-based Banding work?
    • 31. How does Subject-based Banding work?
    • 32. CURRICULUM MATTERS
    • 33. English Language
    • 34. Weightage of Papers (Primary 3) Components Weightage Paper 1: Writing 20 marks (20%) Paper 2: Language Use and Comprehension 50 marks (50%) Paper 3: Listening Comprehension 15 marks (15%) Paper 4: Oral Communication 15 marks (15%)
    • 35. Weightage of Papers (Primary 4) Components Weightage Paper 1: Writing 20 marks (17%) Paper 2: Language Use and Comprehension 65 marks (56%) Paper 3: Listening Comprehension 15 marks (13%) Paper 4: Oral Communication 16 marks (14%)
    • 36. Paper 1 - Writing Paper 1 Guided Writing - Picture Series with helping words or phrases OR -Situational with outline ** Choose 1 Question only
    • 37. Paper 2 – Language & Comprehension Component Grammar MCQ Grammar Cloze Synthesis Editing for Spelling & Grammar Vocabulary MCQ Vocabulary Cloze Comprehension Cloze – P4 Comprehension MCQ Comprehension Open-Ended
    • 38. Types of Questions
      • Reference Questions
      • Reference questions – What does ‘it’ in line 5 refer to?
      • Quotation Questions
      • Which sentence in the passage tells you that the boy was angry?
    • 39.
      • Vocabulary Questions
      • (Meaning of words/ phrases)
      • What does the word ‘inquisitive’ (line 12) tell you about Aaron as a child?
      • Paraphrase Questions
      • (requires understanding of whole meaning of text, personal response)
      • Explain clearly what made the man run away
      • when the couple“closed in on him” (line 18).
    • 40. Paper 3: Listening Comprehension
        • Picture – Matching
        • Note-taking
        • Dictation
    • 41. Paper 4: Oral Communication
        • Reading Aloud - assess on pupils’ ability to pronounce and articulate words clearly ; read fluently with appropriate expression & rhythm
        • Pic Discussion- interpret the situation using correct grammar and appropriate vocabulary
        • Conversation - engage in conversation on a given topic (Primary 4)
    • 42. Academic Programmes
      • School Supplementary lesson
      • Remedial/Enrichment lesson
      • Language Fiesta
      • Literature-in-class
      • Class Library & School Library
      • Little Red Dot
      • Learning Journeys
    • 43. “ Language is more caught than taught.”
    • 44.
      • Expose your child to language through:
      • • Print Media
        • Newspapers articles e.g. Little Red Dot
        • Kids Geographic magazines
        • Reader’s Digest
      • • Broadcast Media
        • News on Channel NewsAsia
        • 938 LIVE is Singapore's only English news and talk station.
    • 45.
      • Reading Aloud
      • practise reading aloud diligently
      • for stories, read expressively
      • not to rush through the passage
      • Picture Discussion
      • provide pictures to your child( magazine/ commercially produced books)
      • Describe the setting, action and people
      • Interpret with their own opinion
      • Explain their interpretation
    • 46.
      • Conversation
      • Converse with your child in the language consistently
      • speak in complete sentences
      • not to stop at “Yes”or “No”in their answers
      • do not shrug your shoulders or give “I don’t know”answers.
      • elaborate on responses without prompting from the examiners.
      • Composition
      • Read model composition
      • Enhance sentences with relevant phrases (e.g. apologised profusely, words fell on deaf ears, etc.)
      • Use relevant adjectives in sentences (e.g. I had to jostle with other passengers for space in the jam-packed MRT train.)
    • 47. MATHEMATICS
    • 48. P3 & P4 Mathematics Examination Format The examination consists of ONE written paper comprising Sections A, B & C: Section Item Type Number of questions Number of marks per question Weighting % Duration A Multiple choice 20 2 40 1 h 45 min B Short-answer 20 2 40 C Word Problems 5 4 20 Total 45 - 100 1 h 45 min
    • 49.
      • Primary 3
        • AREA AND PERIMETER
        • PERPENDICULAR AND PARALLEL LINES
        • ANGLES
      • Primary 4
        • FACTORS AND MULTIPLES
        • RECTANGLES AND SQUARES
        • SYMMETRY
        • TESSELLATION
        • TABLES AND LINE GRAPHS
      New Topics Covered
    • 50.
      • School Supplementary lesson
      • Remedial/Enrichment lesson
      • Tuition Programme (Self help group)
      • Activities For 2010:
      • - Primary 3
        • MATH TELEMATCH (P1 TO P3)
        • YOUNG MATHEMATICIAN BADGE (YMB)
        • TLLM IGNITE
        • SAIL
      • - Primary 4
        • MATH & SCIENCE FAIR (P4 & P5)
        • TLLM IGNITE
        • SAIL
        • MATH OLYMPIAD TRAINING
      Academic Programmes
    • 51.
      • Support from parents
      • Work closely with the staff for the benefit of the pupils
      • Ensure all homework are done punctually and attend all remedial or enrichment lessons
      Parent-School Partnership
    • 52.
      • Consistent revision
      • Daily practices
      • Time management when doing paper
      Preparing for Examination
    • 53. SCIENCE
    • 54. Syllabus Framework
      • The Primary Science Syllabus comprises:
      • The knowledge, skills and attitudes that all students should acquire.
      • The freed up curriculum time, known as the white space, to enable teachers to use more engaging teaching and learning approaches to make learning more meaningful and enjoyable for their students.
    • 55. An Overview of the Primary Science Syllabus Focus on 5 broad themes: Syllabus Requirement Themes Lower Block (Primary 3 and 4) Upper Block (Primary 5 and 6) Diversity
      • Diversity of living and non-living things
      • (General characteristics and classification)
      • Diversity of materials
      Cycles
      • Cycles in plants and animals
      • (Life Cycles)
      • Cycles in matter and water
      • (Matter)
      • Cycles in plants and animals (Reproduction)
      • Cycles in matter and water
      • (Water)
    • 56. An Overview of the Primary Science Syllabus Syllabus Requirement Themes Lower Block (Primary 3 and 4) Upper Block (Primary 5 and 6) Systems
      • Plant system (Plant parts and functions)
      • Human system (Digestive system)
      • Plant system (Respiratory and circulatory system)
      • Human system (Respiratory and circulatory systems)
      • Cell system
      • Electrical system
      Interactions
      • Interaction of forces
      • (Magnets)
      • Interaction of forces (Frictional force, gravitational force, force in springs )
      • Interaction within the environment
      Energy
      • Energy forms and uses
      • (Light and Heat)
      • Energy forms and uses (Photosynthesis)
      • Energy conversion
    • 57. Skills and Processes Skills The skill of ……. Observing using senses to gather information about objects or events. Also includes the use of instruments to extend the range of our senses. Comparing identifying the similarities and differences between two or more objects, concepts or processes. Classifying grouping objects or events based on common characteristics. Using apparatus and equipment knowing the functions and limitations of various apparatus, and developing the ability to select and handle them appropriately for various tasks. Communicating transmitting and receiving information presented in various forms – verbal, pictorial, tabular or graphical. Inferring interpreting or explaning observations or pieces of data or information
    • 58. Skills and Processes Skills The skill of ……. Predicting assessing the likelihood of an outcome based on prior knowledge of how things usually turn out. Analysing identifying the parts of objects, information or processes, and the patterns and relationships between these parts. Generating possibilities Exploring all the alternatives, possibilities and choices beyond the obvious or preferred one Evaluating Assessing the reasonableness, accuracy and quality of information, processes or ideas. Also assessing the quality and feasibility of objects Formulating hypothesis Making a general explanation for a related set of observations or events. It is an extension of inferring.
    • 59.
      • All the skills and processes listed above are seen as part of the total process of scientific inquiry.
      Skills and Processes Processes Creative Problem Solving This is a process of analysing a problem and choosing an innovative and relevant solution in order to remedy or alter a problem situation Decision-Making Decision-making is the process of establishing and applying criteria to select from among seemingly equal alternatives. The process of establishing criteria involves consideration of the consequences and values. Investigation This involves formulating questions or hypothesis, devising fair methods and carrying out those methods to find out answers to the questions or to verify the hypothesis
    • 60. Attitudes and Ethics Attitudes and Ethics Curiosity Desire to explore the environment and question what they find. Creativity Suggest innovative and relevant ways to solve problems. Integrity Handle and communicate data and information with integrity. Objectivity Seek data and information to validate observations and explanations objectively. Open-mindedness Accept all knowledge as tentative and willing to change their view if the evidence is convincing. Perseverance Pursue a problem until a satisfactory solution if found. Responsibility Show care and concern for living things and awareness of the responsibility they have for the quality of the environment.
    • 61.
      • The examination assesses pupils’ attainment in Science with respect to the aims of the Primary Science Education as stated in the 2008 Science syllabus.
      Purpose of the Examination
    • 62. Assessment Objectives
      • The assessment objectives are as follows:
      • Knowledge with Understanding
      • Pupils should be able to demonstrate knowledge and understanding of scientific facts , concepts and principles.
      • Application of Knowledge and Process Skills
      • Pupils should be able to;
      • a . Apply scientific facts, concepts and principles to new situations.
      • b. Use one or a combination of the following basic process skills :
      • Observing, Comparing, Classifying, Using apparatus and equipment, Communicating, Inferring, Predicting, Analysing, Generating possibilities, Evaluating, Formulating hypothesis.
    • 63. Examination Format The examination consists of ONE written paper comprising two booklets, Booklet A and Booklet B and a Practical Test: Booklet Item Type Number of questions Number of marks per question Weighting % Duration A Multiple Choice 30 1 60 1 h 30 min B Open-ended Questions 10 2 40 Total 40 - 100 20 min *Practical Test P3 (SA2) / P4 (SA1) 2/3 Stations 3 / 4 10 - 110 Marks will be converted to 100%
    • 64. Tables of Specification The weighting for each of the assessment objectives is shown below Assessment Objectives *Weighting (%) Knowledge with Understanding 40 Application of Knowledge and Process Skills 60
      • Observing
      • Comparing
      • Classifying
      • Using apparatus and equipment
      • Communicating
      • Inferring
      • Predicting
      • Analyzing
      • Generating possibilities
      • Evaluating
      • Formulating hypothesis
      Total 100
    • 65. Academic Programmes
      • Inquiry-based lessons
      • Experiential Learning/ Hands-On Lessons
          • Life Cycle of Animals – Rearing of Butterfly
          • Life Cycles of Plants - Taking care of plants
          • Light and Shadow Holiday Project
          • Hydroponics Project
          • Investigative Science Lesson
      • Supplementary /Remedial lessons
      • Enrichment Activities – YSB, Sony Creative Toy, Elementz Competition, UNSW Examinations
      • Level Activities - P4 Math and Science Fair
    • 66. Preparation for Examination
      • Support from parents.
      • Work closely with the science teachers for the benefit of the pupils.
      • Ensure all homework are done punctually and attend all remedial or supplementary lessons.
      • Consistent revision – use of graphic organisers e.g concept map to consolidate concepts of a particular topic.
      • Time management when doing paper and always think ‘Science’ when approaching a science question.
    • 67. Chinese Language
    • 68. P3 & P4 CL Exam Format Component No. of Questions Marks Weighting Oral Oral Passage 朗读篇章 Picture Conversation 看图说话 Conversation 会话 (Discussion topic is based on the theme for picture conversation) 1 1 1 10 10 5 25% Listening Comprehension (MCQ) 听力测验 10 10 10% Paper 1 SA1 P3: Write a paragraph 写段落 P4: 4-Picture Composition 看图作文 SA2 P3: 4-Picture Composition 看图作文 P4: 4-Picture Composition 看图作文 1 20 20% Paper 2 45 45% Total 100 100%
    • 69. P3 CL Paper 2 Exam Format Component No. of Questions Marks Weighting
      • (1) Language Application 语文应用
      • Hanyu Pinyin 汉语拼音
      • Choose the correct character 辨字
      • Choose the correct phrase 词语选择
      • Complete the sentence 完成句子
      • Choose the correct sentence 选择正确句子
      2 2 2 2 2 2 2 2 2 2 10% (2) Cloze Passage 短文填空 6 6 6% (3) Complete the conversation 完成对话 5 5 5%
      • (4) Comprehension 1 阅读理解(一)
      • Section A – Advertisement 广告
      • Section B – Story 故事
      2 3 4 6 10% (5) Sentence Making 造句 2 4 4%
      • (6) Comprehension 2 阅读理解(二)
      • Passage 篇章
      5 10 10% Total for Paper 2 45 45%
    • 70. P4 CL Paper 2 Exam Format Component No. of Questions Marks Weighting (1) Language Application 语文应用 10 10 10% (2) Cloze Passage 短文填空 7 7 7%
      • (3) Comprehension 1 阅读理解(一)
      • Advertisement 广告
      • Notice 通告
      • Story 故事
      7 7 7% (4) Complete the conversation 完成对话 5 5 5% (5) Sentence Making 造句 2 4 4%
      • (6) Comprehension 2 阅读理解(二)
      • Passage 篇章
      6 12 12% Total for Paper 2 45 45%
    • 71. Malay Language
    • 72. P3 & P4 ML Exam Format Component No. of Questions Marks Weightage Oral (Lisan) Oral Passage (Bacaan) Picture Conversation (Gambar) Conversation (Perbualan) (Discussion topic is based on the theme for picture conversation) 1 1 1 10 10 5 25% Listening Comprehension (MCQ) (Kefahaman Mendengar) 10 10 10% Paper 1 (Karangan) 4-Picture Composition 1 20 20% Paper 2 45 45% Total 100 100%
    • 73. P3 ML Paper 2 Exam Format Component Type of Questions No. of Questions Marks (1) Prefixes & Suffixes (Imbuhan) MCQ 5 5 (2) Antonyms (Kata Berlawan) MCQ 5 5 (3) Graphic Stimulus (Rangsangan Grafik) - Simple poster MCQ 5 5 (4) Adage/Proverbs (Peribahasa) FIB 5 5 (5) Cloze Passage (Golongan Kata) FIB 5 5 (6) Sentence Making (Bina ayat) OE 5 10 (7) Comprehension (Kefahaman) OE 5 10 Total for Paper 2 45
    • 74. P4 ML Paper 2 Exam Format Component Type of Questions No. of Questions Marks (1) Prefixes & Suffixes (Imbuhan) MCQ 5 5 (2) Graphic Stimulus (Rangsangan Grafik) - Simple poster MCQ 5 5 (3) Fill in phrases (Frasa) - Fill in the corresponding number, do not write the whole phrase FIB 5 5 (4) Adage/Proverbs (Peribahasa) FIB 5 5 (5) Collective Nouns (Penjodoh Bilangan) FIB (no helping words) 5 5 (6) Cloze Passage (Golongan Kata) OE 10 10 (7) Subjective Comprehension (Kefahaman Subjektif) OE 5 10 Total for Paper 2 45
    • 75. Tamil Language
    • 76. P3 & P4 Tamil Exam Format Component No. of Questions Marks Weighting Oral Oral Passage ( வாசிப்பு ) Picture Conversation ( பட உரையாடல் ) Conversation ( உரையாடல் ) (Discussion topic is based on the theme for picture conversation) 1 1 1 10 10 5 25% Listening Comprehension (MCQ) ( கேட்டல் கருத்தறிதல் ) 10 10 10% Paper 1 SA1 P3: 4-Picture Composition (10-12 sentences) P4: 4-Picture Composition (app. 60 words) SA2 P3: 4-Picture Composition (app. 50 words) P4: 4-Picture Composition (app. 70 words) 1 20 20% Paper 2 45 45% Total 100 100%
    • 77. P3 Tamil Paper 2 Exam Format Component Type of Questions No. of Qns Marks Paper 2 (1) Vocabulary ( சொற்பொருள் ) MCQ 5 5 (2) Poetry/Proverbs ( செய்யுள் / பழமொழி ) FIB 5 5 (3) Case Marker ( வேற்றுமை உருபு ) FIB 5 5 (4) Subject Predicate ( மூவிடப் பெயர் ) FIB 5 5 (5) Adjectives/Adverbs ( அடைமொழி / எச்சம் ) FIB 5 5 (6) Cloze Passage ( முன்னுணர்வுக் கருத்தறிதல் ) FIB 5 10 (7) Comprehension ( சுயவிடைக் கருத்தறிதல் ) OE 5 10 Total for Paper 2 35 45
    • 78. P4 Tamil Paper 2 Exam Format Component Type of Questions No. of Qns Marks Paper 2 (1) Case Marker ( வேற்றுமை உருபு ) MCQ 5 5 ( 2) Adjectives/Adverbs ( அடைமொழி / எச்சம் ) MCQ 5 5 (3) Comprehension, MCQ ( தெரிவு விடைக் கருத்தறிதல் ) MCQ 5 10 (4) Vocabulary ( சொற்பொருள் ) MCQ 5 5 (5) Comprehension, Cloze ( முன்னுணர்வுக் கருத்தறிதல் ) FIB 5 5 (6) Poetry/Proverbs ( செய்யுள் / பழமொழி ) FIB 5 5 (7) Comprehension ( சுயவிடைக் கருத்தறிதல் ) OE 5 10 Total for Paper 2 35 45
    • 79. Q & A
    • 80. Thank You

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