2020 Subject Information Parents Engagement … · main characters to different countries Jean...
Transcript of 2020 Subject Information Parents Engagement … · main characters to different countries Jean...
P5 & P6 NICE Programme
NICE Programme (Newspaper is Interesting, Cool & Enriching)
- articles from Straits Times, IN pull-out section
Objectives of the NICE programme are to:
• inculcate in students the love for newspaper reading
• develop in students an interest for current affairs and developglobal and cultural awareness
• help students acquire new vocabulary weekly and acquire afamiliarity with formal writing
• foster critical thinking through reflection using the ACTSThinking Tool
• strengthen students’ ability to communicate effectively asthey develop their voice and articulate their thoughts
• create opportunities for bonding over discussions of currentaffairs at home
The P5 Literature-based unit seeks to:
• enrich students’ literary appreciation and language learning through literature study
• make connections between self, text and the world through critical analysis of the text using ACTS Thinking Tool
• infuse the joy of learning as they ‘travel’ alongside the main characters to different countries
Jean Passepartout, newly employed French valet, all packed to circumnavigate the world in 80 days on a 20,000 pound wager at 8.45 p.m. on Wednesday, October 2,
1872.
How to support your child’s learning?• Use standard English as much as possible in your
interactions with your child. This will go a long way in helping your child gain competence and grow in confidence in oral communication. A starting point could be the IN subscriptions as an extension of classroom activities.
• Encourage your child to read widely and be selective in the choice of reading materials. NLB and the school library has a good spread of age-appropriate books. Make reading a habit and your child will stand to gain from it immeasurably. Read together with your child if you can. Nothing beats role modelling to get your child going!
Primary 5 and 6 Mother Tongue Languages Key Programmes
Newspaper in Education
The “Newspapers in Education” initiative incorporated into the teaching and learning of Mother Tongue serves to raise students’ awareness of both local and international current affairs, broaden their outlook, enrich their thinking and encourage them to form opinions.
Guided by the school’s ACTS Thinking Tool (Ask a Question, Challenge an Idea, Think further, Speak up), which aims to foster critical thinking, teachers facilitate in-depth class discussions that enable students to gain general knowledge, examine real-world dilemmas critically and empathetically, and articulate their thoughts in Mother Tongue.
A Character and Citizenship Education (CCE) component is also included which guides students to understand their global surroundings and analyse and perceive events from different perspectives based on our six core values, Respect, Responsibility, Resilience, Integrity, Care and Harmony.
Mother Tongue Languages Fortnight
• A range of activities (Cultural aspects) for the students to experience and enjoy during the week-long event.
• Through this event, we hope to create an immersive environment for the fun learning of our Mother Tongue Languages amongst our students. Various cultural activities have been planned for the different levels, involving mass participation. We hope that this will enhance the learning experience of each Hildan to actively use their Mother Tongue as well as experience its rich culture.
Chinese Language
• ICT Resources (欢乐伙伴 Huan Le Huo Ban)
https://www.mtl.moe.edu.sg
A website to access the ICT resources used in the teaching and
learning of Chinese Language in school.
• Committee to Promote Chinese Language Learning
http://www.cpcll.sg/
A website that contains information about the various events and
programmes organized by the community to support children in the
learning of Chinese Language outside schools.
Malay Language
• Portal e-Cekap
https://www.mtl.moe.edu.sg/
Website that contains various teaching resources in Malay language. Interesting
digital games are available at the website.
• Malay Language Learning and Promotion Committee
http://www.mllpc.sg/
Website that shares various suggested activities to encourage use of Malay language. Interesting interactive games are available for primary school pupils.
Tamil Language
• Sangamam
https://www.mtl.moe.edu.sg
A website to access the ICT resources used in the teaching and learning of Tamil Language in school.
• Tamil Language Learning and Promotion Committee
https://www.tamil.org.sg/en
A website that contains information about the various events and programmes organized by the community to support children in the learning of Tamil Language outside schools.
How to support your child’s learning?
• Create an environment that supports your child’s learning of MTL
• Be the MOTIVATOR, ROLE MODEL and FACILITATOR in your child’s learning journey
Math Key Instructional StrategyThe Concrete-Pictorial-Abstract (C-P-A) sequence is the key instructional strategy for the development of primary mathematics concepts in Singapore(MOE, 2007, 2012).
This strategy was developed by American psychologist Jerome Bruner in the 1960s. It enables students to uncover abstract mathematical concepts by constructing meanings and understandings (MOE, 2012)
Concrete stage –
the stage of
learning where
students work only
with the
manipulatives so as
to understand a
mathematical
concept. Symbols
are absent during
this stage.
Pictorial stage – the stage where students
use pictures in the same manner as
manipulatives. The manipulatives may or may
not be present. It is also the stage where
students may watch the manipulation of
manipulatives instead of doing it themselves.
Abstract stage – the stage
where there is no
manipulative or pictorial
help but symbols are used
instead. Students
manipulate the symbols
using the math concepts
learned from the previous
stages.
Schultz, 1986; Sowel, 1989; Keller, 1993
Concrete-Pictorial-Abstract Approach in teaching
Mathematics
• Students enjoy the learning of Mathematics through fun, engaging and meaningful hands-on activities which are aligned with the Playscapephilosophy, nurturing joy of learning play.
• This Concrete, Pictorial, Abstract (CPA) is a highly effective approach to teaching that develops a deep and sustainable understanding of Mathematics in students.
Playscape Activities
P3 to P6 MODEL ELICITING APPROACH
The Model Eliciting Approach (MEA) is a process of formulating and improving a mathematical model to represent and solve real-world problems. Students apply mathematical problem-solving and reasoning skills to tackle a variety of problems, including open-ended and real-world problems.
P3: Potato Chip ActivityP4: Correction Tape ActivityP5: Handphone ActivityP6: Choice of Secondary Schools Activity
P5 MEA : Handphone Problem
Your current handphone is a basic model and can
neither go online nor has the touchscreen capability.
You are looking forward to buying a new handphone.
You go shopping with your parents and see the latest
model handphone in a telco shop.
$300
Just when I needed a
new handphone!!
Making Thinking Visible -P5 Reasoning Package using SLS
• To focus on visible thinking.• To develop important 21st century competencies
such as collaborative and communicative skillsthrough the new features of visible thinking routine in SLS.
• To keep the discussions focused on the evidence and how it supports or highlight student misconceptions and disagreements.
• To promote active thinking and deep learning. • To encourage students to think independently.
How can your children optimise their learning in mathematics?• Revise math concepts regularly and reflect on the connections among the
concepts;
• Avoid reliance on calculators and acquire good time management skills;
• Cultivate good habits such as striving for accuracy, diligently taking down notes during lessons and filing worksheets neatly;
• Be confident in using mathematics to solve problem, to communicate ideas and to reason;
• Persevere in Mathematical tasks;
• Engage actively in asking questions and offering solutions;
• Be open in exploring new ideas and trying alternative methods in solving problems;
• Do not be afraid to make mistakes, but learn from mistakes.
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“The most valuable thing you can make is a mistake –you can’t learn from being perfect.”
Adam Osborne
SCIENCE FOCUS FOR 2020
- Deepening Inquiry Based Approach to teach Science.
- Engaging programmes for pupils to create their own products based on concepts that they have learnt.
- Inculcate the love of science in our students and ignite the curiosity in them through programmes like Science Alive.
- Aspire to Inspire for knowledge creation and be daring to try out different pedagogies for learner-centeredness.
ENGAGE - Activities to engage students and activate prior knowledge
- Use of discrepant events toactivate learning
- Usage of visible thinking routineseg See Think to activate priorknowledge
- Usage of Challenge to engagelearnning
EXPLORE – Use of Science Modelling to reinforce concepts
Students engage in scientific modelling to notice patterns
and develop and revise representations that become useful
models to help them predict and explain thus making their
own scientific knowledge stronger, helping them to think
critically, and helping them know more about the nature
of science.
Innovative Models were created by students to demonstrate the workings of the human respiratory system.
Application of concepts-Illustration of process of water cycle using modelling
EXPLORE – Use of Science Modelling to reinforce concepts
Elaborate - Design Challenges Incorporated into the Curriculum
- To deepen and extend student’s learning,
opportunities are created for students to take part in
design challenges.
- Through the challenges, students can apply their
knowledge towards new situations like making motor
cars and motor boats using Recycled Materials for the
topic on Electricity.
Elaborate - Fostering innovation and creative thinking though play
- To inject fun and create more
experiential learning experiences
are also conducted in the Playscape.
- The space provides students the
opportunity to learn alternative
ways of approaching learning or
utilizing new tools and resources to
reach a solution. These skills are
fundamental to and enhanced by
the learning experiences in a
makerspace.
Tinkering and Problem Solving (Blinking Light)- P5 Electricity
Elaborate and Evaluate- Using ICT to deepen understanding
• Students will have access to a technology-focused educational experience through the useof augmented reality programs and apps thatprovide access to more in-depth informationthrough the use of mobile devices in theteaching of human systems.
• Hands-on exploration is also possible with AR,as students can manipulate and engage with theimages they see through the device’s camerathus offering benefits such as visual memoryand improved concept absorption.
• SLS also provides students with rich contentonline which also enables them to learn fromone another.
P5 SCIENCE SYLLABUSTerm 1 Term 2
Textbk : Cycles
Unit 3: Water and Changes of State
Unit 4: The Water Cycle
Textbk : Cycles
Unit 2: Reproduction in Humans
Textbk : Systems
Unit 2 : Air and the Respiratory System
Unit 3: The Circulatory System
Unit 4 : Plant Transport System
Term 3 Term 4
Textbk : Systems
Unit 5: Electrical SystemUnit 6: Using Electricity
Textbk : EnergyUnit 1: Energy in Food
Textbk : Cycles
Unit 1: Reproduction in Plants
Textbk : Interaction
Unit 3: Food Chain and Food Web
- Ensure that your child complete all the school
based science homework
- Subscribe to Science Magazines
- Question your child on his/her understanding
to instil an inquisitive mind
- Use mind maps to draw out what they had
learnt.
- Allow them to try out safe experiments at
home
- File worksheets properly to facilitate revision
How to better support your child in the learning of Science