This document provides information from a briefing for parents of P4 pupils at Frontier Primary School. It outlines the programme for the briefing, which includes discussions of P4 assessment weighting, subject-based banding for P5, the P4 to P5 promotion exercise, and curriculum and co-curriculum briefings. It also addresses frequently asked questions about subject-based banding and the school's approach to subjects like English language, mother tongue, and mathematics.
Teacher portfolio inclusive of teaching philosophy, methodology and preferred practice. Herein, you may find artifacts and evidences of teaching and learning.
Designing a test is an uneasy task. It is proven by the fact that many teachers find difficulties in designing a good test. The present article attempts to review the English school exam in Indonesia and present an example of the test design of a midterm reading test for junior high school students in Semarang. To this end, firstly, a sample of test script of the school exam for JHS students in Semarang in the academic year 2017/2018 was reviewed. The review of the test shows that creating a good quality of test items still become a concern for English teachers as they made some grammatical errors. Consecutively, a midterm reading test was also designed and administered in a junior high school in Semarang, Central Java. Then, the test designed was evaluated by considering the validity, reliability, and practicality as suggested by (Brown & Abeywickrama, 2010). The administration of the test and evaluation show some weaknesses; therefore, the suggestions for the betterment of the test design are also made, such as revising some test items with a very low facility index and negative discrimination index. This study implicates pedagogically the teachers to train students on how to summarize and paraphrase since these skills underrepresented.
Teacher portfolio inclusive of teaching philosophy, methodology and preferred practice. Herein, you may find artifacts and evidences of teaching and learning.
Designing a test is an uneasy task. It is proven by the fact that many teachers find difficulties in designing a good test. The present article attempts to review the English school exam in Indonesia and present an example of the test design of a midterm reading test for junior high school students in Semarang. To this end, firstly, a sample of test script of the school exam for JHS students in Semarang in the academic year 2017/2018 was reviewed. The review of the test shows that creating a good quality of test items still become a concern for English teachers as they made some grammatical errors. Consecutively, a midterm reading test was also designed and administered in a junior high school in Semarang, Central Java. Then, the test designed was evaluated by considering the validity, reliability, and practicality as suggested by (Brown & Abeywickrama, 2010). The administration of the test and evaluation show some weaknesses; therefore, the suggestions for the betterment of the test design are also made, such as revising some test items with a very low facility index and negative discrimination index. This study implicates pedagogically the teachers to train students on how to summarize and paraphrase since these skills underrepresented.
Curriculum Inception
Taya Hervey-McNutt
Dr. Teresa Lao
EDU 555: K-12 Curriculum Design & Development
July 27, 2021
Introduction
Farrell School District is a rural public school located in Mercer County, Pennsylvania. It has
been ranked as one of the worst-performing schools in the state. This poor performance is linked
to the low level of education among the adults, only 16 % of the adult population have a
bachelor’s degree (Stebbins & Sauter, 1). 43.9% of the school children live below the poverty
line, explaining the poor performance in schools. The most problematic subjects in the schools
are math and reading. The percentage of students who are proficient in math and English are 16
and 31 % respectively (Stebbins & Sauter, 1). I, therefore, believe it would be important to
develop a pivot curriculum that improves the math performance in the school.
● Geographical Location
Farrell School District is located in Mercer County, Pennsylvania. It serves a population of 6,798
in Farell, Wheatlands, and Sharon, Pennsylvania.
● Demographic of the Student population
The school has currently enrolled 700 students in pk-12 with only 60 teachers. It operates an
elementary school and a high school. According to Niche, the ratio of students to teachers is 12:1
which is below the statutory requirement of 15:1. The average spending per student in the district
is $26,975 (Farell, 2).
● Cultural Influences
Mercer county has different racial and ethnic compositions. 90.2% of the population is
non-Hispanic white,5.6 % non-Hispanic African Americans,1.04 % Hispanic whites, and 0.677
% non-Hispanic Asians. 90% of the students speak the English language at home while the rest
speak other languages such as Spanish, Asian, Indio-European, ect (Farell, 2).
● Regional accrediting body standards for curriculum development
The accredited body standards for curriculum development in Pennsylvania include academic
standards on different subjects which must be covered in the curriculum. The body responsible
for this is the Pennsylvania Board State of Education. The other standards include assessment
anchors for the different disciplines and eligible content that is regulated by the Pennsylvania
System of School Assessment (PSSA). The state education department has also issued early
learning standards that must be incorporated into the curriculum for elementary students
(Pennsylvania, 3).
● State and Local policies on curriculum development
The policies on curriculum development are contained in Title 22, Chapter 4 of Pennsylvania’s
code (Pennsylvania, 3). The code requires that the basis for curriculum development of all
students be based on the accredited academic standards. The curriculum should instill critical
thinking skills in the students, communication, developmental writing, and literacy skills.
The discipline and grade for which the curriculum will be developed
The pilot curriculum will address the poor performance of ...
Poole Grammar School, Ringwood School and the University of Southampton are investigating how schools can improve progress and achievement between year 13 and year 1 of an undergraduate degree course by implementing a relevant (co-constructed) tutorial intervention programme that provides students with the necessary transferable skills to unlock their full potential in higher education.
ICT Workshop for P1 Parents – Use of MC Onlinefrontierpri
On 5th January this year, the ICT committee conducted a workshop, ‘ICT Workshop for P1 Parents – Use of MC Online’, in school. The aim of this workshop was to let parents have an overview on the use of MC Online to monitor their child’s e-learning and assignments. The workshop also allows parents to familiarise themselves with the various functions that can enhance their communication with the school. Parents were further introduced to the different learning tools such as Oral Buddy, Writing Buddy and other useful subject-related resources in MC Online, which can help to facilitate self-directed learning among their children. The workshop was very well-received by parents who attended and the committee received positive and encouraging feedback.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
6. What is Subject Based Banding (SBB)?
A refinement to the streaming process.
Removes the previous EM3 stream in
Primary 5 & Primary 6.
Provides greater flexibility for your
child by offering options comprising a
combination of Standard and
Foundation subjects, depending on
his/her strengths.
7. Why Subject Based Banding (SBB)?
Recognises the different abilities of
pupils and give them greater flexibility to
focus on the subjects they are good at.
Enables school to better provide
enrichment and support programmes for
pupils with different learning abilities.
Encourages more interaction among
pupils with different strengths.
8. Some Terms Used
Standard Subject (S)
A subject that is pitched at the level of
the previous EM2 level.
Foundation Subject (F)
A subject that is pitched at the level of
the previous EM3 level.
Higher Mother Tongue (H)
HMT subject is meant for pupils who are
able to manage EMS and MT very well.
9. SBB Choices Offered
If a pupil
(end of P4)
Possible Recommendations
Passes all 4 Subjects 4 Standard Subjects
Passes 3 Subjects 4 Standard Subjects
Passes 2 Subjects
or less
4 Standard Subjects; or
3 Standard Subjects + 1 Other Foundation Subject; or
2 Standard Subjects + 2 Other Foundation Subjects; or
1 Standard Subject + 3 Other Foundation Subjects; or
4 Foundation Subjects
10. How does SBB Work?
At the end of P4 At the start of P5
Based on pupils’ school-
based examinations
results, school
recommends a subject
combination.
Parents fill up options
form indicating their
preferred combinations.
The school may get back
to parents on preferred
combinations.
Pupil takes subject
combination chosen by
parents.
11. How does SBB Work?
At End of P5 At Start of P6 At the end of P6
School reviews and may
change the subject
combination of the pupil
based on his/her
academic results.
Pupil takes subject
combination decided by
the school.
Pupil sits for the Primary
School Leaving
Examinations (PSLE).
12. Subject Based Banding @ Frontier
At end of Primary 4
Parental Choice at the end of P4.
Parent may still make the final decision on
their child’s subject combination, but
strongly suggest that parents accept
school’s recommendation
13. Subject Based Banding @ Frontier
At the end of Primary 5, school will decide on:
the level of subjects to be taken by pupils
when they progress to P6. Parents’
requests may not be accepted.
placing pupils in a less/more demanding
subject combination.
14. SBB and Admission to Sec Schools
SEAB has put in place a system that
computes the PSLE score fairly for pupils
taking Standard and Foundation subjects
Subjects Eligible Course
4 Standard Subjects Express, N(A) or N(T)
3 Standard Subjects + 1 Foundation Subject Express (if they do very well)
N(A) or N(T)
4 Foundation Subjects N(A) (if they do very well)
or N(T)
15. Higher Mother Tongue (HMT)
• School may recommend pupils to take up
HMT based on their performance at P4
school-based examinations
• Pupils must do well in EMS and Mother
Tongue to be eligible
• HMT is offered if the pupil meets the
criteria.
16. Higher Mother Tongue (HMT)
• Mainstream MT and HMT are 2
different subjects.
• Pupils who are offered HMT will have
an addition of 1 hour of curriculum
time than other pupils. These
additional periods will be carried out
outside usual curriculum time.
• HMT pupils will have to take separate
examinations for MT and HMT.
17. Eligibility Criteria
MT HMT EMS
For P4 pupils
to be eligible
for HMT in P5
Band 1
(85 and above)
NA Band 1
(85 and above)
For P5 HMT
pupils to
continue with
HMT in P6
A
(A good Band 2)
Pass A
(75 and above)
18. Admission to SAP School
HMT will not be included in the computation of
PSLE aggregates.
Pupils who are among the top performers of
the PSLE cohort and pass HCL will be eligible
for bonus points for admission to Special
Assistance Plan (SAP) secondary schools
1-3 points may be awarded according to
performance in HCL which can only be used
to gain entry into SAP secondary schools.
19. Admission to SAP School
HCL Grade Bonus Point
Distinction 3
Merit 2
Pass 1
20. SAP Schools
Anglican High School 圣公会中学
Catholic High School 公教中学
CHIJ Saint Nicholas Girls' School 圣尼各拉女校
Chung Cheng High School (Main) 中正中学(总校)
Dunman High School 德明政府中学
Hwa Chong Institution 华侨中学
Maris Stella High School 海星中学
Nan Chiau High School 南侨中学
Nan Hua High School 南华中学
Nanyang Girls' High School 南洋女子中学校
River Valley High School 立化中学
21. FAQs on Subject-Based Banding
Can I opt for my child to take HMT (Higher
Mother Tongue) even if it is not
recommended by the school?
For a child to be offered HMT, he/she needs to
meet the school’s academic criteria of having Band
1 for all four subjects (Mother Tongue, English,
Math and Science). A child who does not meet
the criteria is unlikely to be able to cope with
HMT. The school discourages pupils who do not
meet the criteria from taking HMT.
22. FAQs on Subject-Based Banding
Does the school offer Higher Tamil?
The school will be having its first P5 batch of
Tamil pupils in 2019. The school may offer
Higher Tamil depending on the aptitude of
pupils.
23. FAQs on Subject-Based Banding
Will my child be able to take Higher
Mother Tongue (HMT) at secondary
school if he does not take the subject in
primary school?
Yes, pupils are able to take HMT at
secondary school regardless of whether
he/she has taken the subject in primary
school, subject to the secondary school’s
academic requirement. Taking HMT in
primary school does not guarantee the ability
to take HMT at secondary level.
24. FAQs on Subject-Based Banding
Would there be any bonus point(s) given
to a pupil taking Higher Malay or Higher
Tamil in the PSLE?
No.
Bonus points apply only to HCL pupils who
are seeking entry to SAP schools.
25. P4 to P5 Promotion Exercise
Will my child be in the same class in
P5?
Pupils will be banded according to their
learning pace at the end of P4 to best
enable teachers to support pupils’
learning needs. It is likely that not all
pupils will have the same classmates in
P5.
28. Key Learning Outcomes
Develop effective and affective language use in pupils in
the following areas:
• Listen to, read and view critically with accuracy,
understanding and appreciation of a wide array of texts.
• Speak, write and represent in standard English
appropriate for different purposes, audiences, contexts
and cultures.
• Use standard English to communicate meaning.
• Use standard English with impact, effect and affect.
29. 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
30. UPPER PRIMARY STELLAR
Reading To Learn
Writing
As A 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.
31. Other EL programmes
I Love
Literature
• Develop pupils’ communication and
critical thinking skills via a set of
questioning techniques
• Encourage pupils to articulate their
knowledge, ideas and thinking clearly
and confidently while exploring the
themes of the book as well as current
affairs
Hot Off The
Press
Remediation/
Enrichment
• Address learning gaps
• Enable pupils to achieve stronger
academic outcomes
32. • Applied Learning Programme (Term 2)
– Aim to develop all Frontierers to be effective
communicators who are able to articulate their
knowledge and thinking CLEARLY,
CONFIDENTLY through CRITICAL
THINKING.
• Speak Good English Movement Week (Term 3)
– Aim to encourage pupils to speak standard
English that is universally understood
– A week of fun-filled English activities will be
carried out during curriculum
Key Events
33. P4 EL Assessment
Term Assessment Areas
1 to 3 Milestone checks • Listening Comprehension
• Oral Communication
• Writing Tasks
• Language use & comprehension (daily work)
2 Mini-Test • Grammar & Vocabulary MCQ
• Sentence Combining
• Comprehension
3 Mini Test • Grammar & Vocabulary Cloze
• Sentence Combining
• Comprehension
4 End-of-Year
Examination
• Listening
• Oral
• Guided Writing
• Written Paper
Feedback on the pupils’ learning will be done through the following:
Checklist, comments on daily work, conferencing, teacher-designed tasks / class
quiz.
34. How can we work together?
• Align our Efforts
• Communicate with each other
• Encourage your child
• Supervise your child
36. CURRICULUM OBJECTIVES
Language
Ability
Integration of ALL Language Skills
Listening
Speaking
Reading
Writing
Spoken
Interaction
Written
Interaction
Self-Directed
Learning Ability
Civic Literacy &
Cultural
Awareness
Curriculum Objectives
37. Our 3E Approach
Enrich
Embrace
Excite
Cater to the different learning
needs of our pupils
Modular Curriculum
Differentiated School
based Curriculum
Enhance learning experiences by
stimulating motivation and interest
Motivational Reading
Programme (ALP)
Structured Approach for
teaching the various language
skills. (TS)
Infusion of ICT into T & L
Create authentic
learning content to
made MTL a living
language
MTL Fortnight
Competitions
38. 70-80%20-30% (3 periods/week)
来自家庭少或完
全没有接触华文
的学生
(pupils with little or no
home CL exposure)
核心课程
(Core Module)
导入课程
(Bridging
Module (B))
70-80% 20-30%
核心课程
(Core Module)
华文程度较强的
学生
(pupils with interest and
ability)
深广课程
(Enrichment
module (E))
70-80%
核心课程
(Core Module)
华文程度中等的
学生
(Majority of pupils)
校本课程
(School-based
Curriculum (C))
20-30%
Modular Curriculum
39. P4 MT Assessment
Term Weighted Assessment
Non-Weighted
Assessment
1 -
1. Listening Tasks
2. Reading & Oral
Conversation
3. Language Use
4. Composition Writing
Task
5. Comprehension
Mode of Report on
Learning Progress:
Checklist, Rubrics,
Feedback, Daily homework
2 Language Test
3
Composition &
Reading Test
4 End-of-Year Examination
41. P4 Oral
Development of Pupils’
Observation skills.
Priority is on laying a good
foundation for Video Conversation
in Primary 5.
Focus on building oracy skills and
vocabulary building.
44. P4 Language Use & Comprehension
Skills needed for Written Interaction
Able to identify key information
from the graphic stimulus
provided.
Present this information in the
form of note, card, email, letter
etc.
45. Parent as Motivator
Place equal emphasis on MTL so as to encourage and
promote excellence in your child when it comes to the
learning of MT Languages.
Encourage your child to speak in MT Languages
especially to family members.
Check your child’s work and progress regularly. Take
time to read MTL books with your child.
Remind your child to bring Mother Tongue Language
Storybook for Silent Reading on Thursdays and Fridays.
48. Mathematics Framework
• Appreciation
• Interest
• Confidence
• Perseverance
• Monitoring of one’s
own learning
• Self-regulation of
learning
• Reasoning,
communication
and connections
• Application and
modeling
• Thinking skills
and Heuristics
• Numerical calculation
• Algebraic manipulation
• Spatial visualization
• Data analysis
• Measurement
• Use of mathematical tools
• Estimation
• Numerical
• Algebraic
• Geometric
• Statistical
• Probabilistic
• Analytical
49. Laying a Strong Foundation
To enable our pupils to:
• acquire Mathematical concepts & skills
for everyday use
• develop thinking, reasoning,
communication, application and
metacognitive skills
• build confidence and foster interest in
Mathematics.
Creative & Reflective Problem-Solvers
50. P4 Mathematics Syllabus
Number and Algebra
Whole Numbers • Numbers to 100 000
• Factors and Multiples
• Four Operations
Fractions • Mixed Numbers and Improper Fractions
• Fractions of a Set of Objects
• Addition and Subtraction
Decimals • Decimals up to 3 decimal places
• Addition and Subtraction
• Multiplication and Division
Creative & Reflective Problem-Solvers
51. P4 Mathematics Syllabus
Measurement and Geometry
Measurement • Time
Area and Volume • Area and Perimeter
Geometry • Angles
• Rectangle and Square
• Line Symmetry
Statistics
Data Representation and
Interpretation
• Tables and Line Graphs
Creative & Reflective Problem-Solvers
52. Learning experiences
Skills/ Intent
Hands-on activities Develop mathematical
concepts from Concrete to
Pictorial to Abstract
Show and Say Communication/Reasoning skills
Pair and Share Collaborative skills
Play and Learn Building of conceptual
understanding through
exploration
Creative & Reflective Problem-Solvers
Teaching Approach
53. P4 Mathematics Assessment
Creative & Reflective Problem-Solvers
Term Milestone Checks Remarks
1 Mental Sums
2 Mental Sums
Review 1*
3 Mental Sums
Performance Task
Review 2*
Use of Rubrics for
Performance Task :
Feedback
4 Thinking Silhouette
End-of-Year Examination*
54. P4 Mathematics Assessment
Creative & Reflective Problem-Solvers
End of Year Examination
• Booklet A
Section A : Multiple-choice Questions
• Booklet B
Section B : Short Answer Questions (SAQ)
Section C : Long Answer Questions (LAQ)
(Booklets A and B will be taken in 1 setting)
57. Tips for Parents
• Spend at least 15 – 30 minutes every day to
revise their daily work or concepts.
• If your child has made a mistake in a specific
question, allow him/her to redo it without
referring to the answer provided by the teacher.
• Encourage your child to share their solutions
with you.
• Go through the steps in problem solving.
• Encourage them to persevere.
Creative & Reflective Problem-Solvers
58. P3-6 Mathematics Workshop for Parents
26 January, Saturday
Focus
P3/4: Problem Solving through
Model-Drawing
Parents’ Workshop
Creative & Reflective Problem-Solvers
61. - P3 to P6
- Comprises two blocks
- Lower block (P3 to P4)
- Upper block (P5 to P6)
Science Curriculum
62. Coverage in P4
Themes Topics Sub-topics
Cycles • Cycles in Plants
and Animals
• Life cycles of some
animals
• Life cycles of plants
• Cycles in Matter
and Water
• Matter
Energy • Energy Forms
and Uses
• Light and Shadows
• Heat and
temperature
63. • Conceptual understanding and application
of concepts and skills
• Pupils can explain their understanding of
concepts in their own words
• Concepts which are correct in the context of
the questions will be carefully evaluated and
awarded marks
Science Assessment
64. Science Non-Weighted Assessment
Term 1 Term 2 Term 3 Term 4
Journaling
Key Ideas Booklet (Checklists)
Performance
Task
Science &
Math Fair
(6-10 May
2019)
Revision Papers
65. Science Weighted Assessment
Term Assessment Marks Duration
2 Review 1 25 30 min
3 Review 2 25 30 min
4 End-of-Year
Examination
(EOYE)
100 1 h 45
min
71. Pri Topics Key Concepts Inquiry Focus Question
1
Knowing Myself,
Others and My
Surroundings
Identity, belonging,
respect & place
Who am I in relation to the
people and places around me?
2
Coming Together as a
Nation
National identity &
community
What unites us as people of
Singapore?
3
Understanding
Singapore
Location, environment,
conservation, change &
continuity
How do we appreciate the
country we live in?
4 Valuing Our Past
Contributions, heritage,
diversity, independence,
identity, change &
continuity
How is life in Singapore today
shaped by what happened in
the past?
5 Appreciating the World
Civilisation, achievement,
legacy, culture, heritage,
interconnectedness,
change & continuity
How have the legacies of the
world impacted our lives
today?
6
Discovering Southeast
Asia
Cooperation, diversity,
culture,
interconnectedness,
heritage, preservation,
change & continuity
How is Southeast Asia
important to Singapore?
Social Studies Syllabus Framework
72. P4 Social Studies Assessment
Formative Assessment
• 1 performance task
• Observation on learning attitude
Summative Assessment
• Social Studies Quiz
74. CCA Participation
Pupils are strongly encouraged to participate in CCA:
• Develop positive character values/traits such as resilience and
thoughtfulness
• Learn new skills
• Interact and play well with others
CCA participation will be considered when determining a child’s
conduct grade:
• At least 80% participation for the year to qualify for Semester 2
conduct grade of “Very Good” and beyond
• An Advisory Notice will be issued to pupils who are frequently
absent from CCA without valid reasons.
75. Slides will be available
for download
on the school website
by end Jan 2019