Primary 2 Parents’ Meeting · Core values Courage Loyalty Teamwork Diligence Honesty. ... •...
Transcript of Primary 2 Parents’ Meeting · Core values Courage Loyalty Teamwork Diligence Honesty. ... •...
Primary 2Parents’ Meeting
25 January 2019
• Welcome to the GYPS Family Vision, Mission Values GYPS Culture• A Typical Day in GYPS & Good Habits• Changes at a Glance Adjusting School-based Assessment Structure Holistic Development Profile Revising Edusave Merit Bursary (EMB)• Partnership between home and school• Video – Learn For Life• Holistic Development of Pupils• Homework Policy
VISIONA VIBRANT SCHOOL,
A LEARNING COMMUNITYCOMMITTED TO EXCELLENCE
MISSIONMAXIMISING THE POTENTIAL OF ALL
LEARNERS
VALUESLOYALTY
DILIGENCECOURAGEHONESTY
TEAMWORK
The GYPS Culture
• Mindset of Excellence
• All Hands on Deck
• Culture of Care
Typical Day in GYPS
• Silent reading at 7.10 am to 7.30 a.m.• Flag raising ceremony at 7.30 a.m. • Recess at 9.30 am • Daily responsibility at 9.25 am and 1.25 pm• Snack time at 12.00 pm (please pack healthy
food)• Dismissal at 1.30 pm
Develop Good Habits• Have a healthy breakfast before coming to
school• Bring water bottle to school• See the doctor when unwell. Submit the medical
certificate upon return to school• Impress the importance of punctuality and
attendance• General Safety (road safety, safety before and
after school hours, during school activities and recess)
Changes at a Glance
What is it like in School?
• Moving away from over-emphasis on grades with revised PSLE scoring
• Reduction in assessment load• Removal of all weighted assessment in P1
& P2• Removal of End of Year examination at P2
• Strengthening efforts to nurture all-rounded individuals
Changes at a Glance
Changes at a Glance
Examples of Positive Learning Dispositions
Learning Dispositions
Open-mindednesse.g. willingness to try out ideas or solutions offered by peers, willing to explore possibilities or consider other viewpoints
Joy of Learning e.g. enjoys problem-solving, derives satisfaction from learning new skills or discovering new ideas
Resilience & Grite.g. does not give up easily when the problem is difficult
Curiositye.g. asks questions to develop deeper understanding
Enthusiasme.g. shows an interest in learning new things
Partnership - Parent’s Support• Support and partnership of parents are crucial in realising
these changes• Parents can play a part to encourage Joy of Learning and
Learn for Life
Partnership - Encourage Joy of Learning by • not over-emphasising academic performance. • focus on your child’s learning journey, rather
than compare them to others.
Partnership - E-Learning
• SLS – Learning portal of MOE• E-learning on a regular basis for all subjects
Partnership - Communication• Class Dojo, Email, Phone, Pupil Handbook• We seek your understanding to give us time
to respond• Teachers are in class and teaching during
curriculum time• Please make appointment in advance if you
wish to meet so that we can make the necessary plans and arrangement
Learn for Life
HOLISTIC EDUCATIONPrimary Two
English Language
Primary Two
S T E L L A R
The EL curriculum adopts STELLAR: Strategies for English Language Learning and Reading
Our vision is for children to love reading and have a strong foundation in the English Language
http: // www.stellarliteracy.sg
Areas of language learning to achieve curricular goal: Confident and Effective Communicators
Listening and Viewing
Reading and Viewing
Speaking and Representing
Writing and Representing
Language Use
What is a Stellar lesson like in GYPS?
What pupils do in class
• Shared Book Reading Pupils learn in a fun way!
Modified Learning Experience Approach
• Group writing -----Class writing -----Individual writing
Working Hand in Hand• Go to the library together • Read to and with your child (different genres)• Go through your child’s files and books (when they
are returned for signature) • Remind your child to do corrections • Play language games, e.g. Scrabble • Encourage your child to give his/her views and
opinions during conversations • Praise effort
MathematicsPrimary Two
Our Learning Focus
Explore(P1 and P2)
Experience(P3 and P4)
Hands-on activitiesGames -
outdoor and indoor
Experiential learning and Investigation.
Link to real life situation.
Application of Math knowledge
and skills in problem solving
Excel(P5 and P6)
• Numbers to 1000• Length• Mass• Money• Geometry
• Fractions • Time• Picture Graphs• Volume
P2 Mathematics Topics
Help your child to develop their interest in the subject by playing games with them.
Make sense of what they learn in Mathematics by linking Mathematical concepts to everyday life. (eg. allow pupils to handle money)
Ensure that your child knows the Multiplication Facts.
• Allow your child to learn through Experience• Relate Mathematical Concepts to real-life
situations
How can you help your child?
Mother Tongue Languages
Primary Two
We aim to:• equip our pupils with the knowledge, skills
and imbibe them with attitudes and ethics• develop our pupils to be confident users of
MTL who are passionate about the language
In Guangyang Primary School…
• We introduce poetry recitation and singing session during MTL lessons to stimulate the pupils’ interest in learning.
• Designated time during curriculum time for reading to cultivate good reading habits.
• Implement ICT programmes and harness ICT to support effective teaching and engaged learning.
• Class library to encourage and increase readership.• MTL Fortnight(Term 1 & 2) as a platform for pupils to
learn more about their MTL beyond curriculum in fun and interesting ways.
In GYPS…
How can you motivate your child in learning MTL?
• Creating a Conducive Learning Environment.• Encourage your child to speak using his/her Mother
Tongue Language at home.• For pupils who are non-native speaker, they should be
encouraged to watch more TV programmes in their MTL. (Do refer to their MTL teachers for suitable programmes)
• Show interest in your child’s MTL learning by encouraging him/her to share their learning experiences with you. This also creates a good opportunity for family bonding.
Strategies for learning• Encourage your child to read MTL storybooks
• Parent-child reading at home• Pre-assembly Silent Reading every Friday• National Library, school library and book stores. (Start
with easy books)• Multi-media books
• Expose your child to educational MTL television programmes(For eg, cartoons with moral values)
• Tap on the surroundings such as road signs and advertisements to engage your child in MTL conversations during outings
Parents can access these websites with your child to reinforce learning.
Educational websites provided by MOE
CHINESE MALAY TAMIL学乐网
http://xuele.moe.edu.sg/xuele/slot/u107/index.html
E-Cekap
http://tinta.moe.edu.sg/mekar/slot/u112/ecekap/index.html
Sangamamசங்கமம்
http://sangamam.moe.edu.sg/tamilosai/slot/u113/web/primary.html
Character and Citizenship Education
Primary Two
Explicit Learning
Awareness Programmes
Social Studies
FTGP
Assembly Programmes NE
Events
PAL
VIA
CyberwellnessECG
Sexuality Education
Experiential Learning
SE Support for Students
Living with Values Programme
Learning Journeys
Counselling and Special Needs
Discipline Structure
CCE
Student Leadership Programme
Core values
Courage
TeamworkLoyalty
Diligence Honesty
Living with Values Programme
• Focus on school’s core valuesHonesty, Loyalty, Teamwork, Courage, Diligence
• Motivate & Encourage pupils to display the desiredcharacter trait through various activities
Living with Values Programme• Customised FTGP lessons focused on core values• Value quotes shared with pupils in class• Assembly programme based on core values• Lessons infused with core values• Pre-assembly story-telling by prefects• Character Pupil of the Month Award
• Do talk to your child about the school’s core valuesand how he/she could display these values in schooland at home
• Reinforce good habits
• Work in close collaboration with the teachers
Partnership with Home
Programme for Active Learning (PAL)
Primary Two
Background of PAL
Primary Education Review Implementation(PERI) Recommendations (2009):
• To enhance primary education
• To realise a more holistic primary education
• To equip pupils with skills and values to thrive in a fast-changing and globalisedfuture
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From Pre-school to Primary School
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• Hands-on learning experiences
• Fun and enjoyable
• Peer interaction
• Self-discovery
PAL facilitates smooth transition from Pre-school to Primary School education
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Sports & Games
Outdoor Education Performing
Arts
Visual Arts
(1) Broad exposure & experiences through fun and varied activities
OBJECTIVES OF PAL
(2) Values and Social & Emotional Competencies46
Values
ResponsibilityRespect
ResilienceIntegrity
CareHarmony
Social Emotional CompetenciesSelf Awareness
Social AwarenessSelf Management
Relationship Management
Responsible Decision Making
OBJECTIVES OF PAL
(3) Holistic Development of the Child 47
Moral
Cognitive
Physical
Social
Aesthetics
OBJECTIVES OF PAL
• Fun and Enjoyable
• Encompasses learning in a creative way
• Provides opportunities for children to create
• Incorporates values education* and social and emotional learning(* responsibility, respect, resilience, integrity, care, harmony)
• Experiential in nature
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CHARACTERISTICS OF PAL
In PAL, pupils will:
• Exhibit confidence in what they do and express themselves effectively
• Exhibit curiosity and positive attitudes to learn
• Enjoy group experiences and teamwork
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PAL LEARNINGOUTCOMES
All Primary 1 & 2 pupils will participate in PAL.
2 hours of PAL a week
4 Domains over 2 years: Sports & Games Outdoor Education Performing Arts (Music / Dance / Drama) Visual Arts
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PAL @ GYPS
Programme for Active LearningOutdoor Education – Let’s Go Out!Pupils will be engaged in experiential learning insmall groups / pairs. The programme aims to createan understanding of the elements in nature. Pupilswill be able to demonstrate observation skills,beyond the constraints of the classroom. A LearningJourney to Bishan Park will also be organised.
Performing Arts – Dance Pupils will be engaged in a variety of activities involving body movements pairs / small groups involving music and dance. Pupils will also be able to express themselves through creating, performing and appreciating movements.
Programme for Active Learning
Visual Art - Art ExposéPupils will be engaged in a variety of art activities individually / small groups. These activities will enable them to explore their abilities and express ideas & feelings through art forms, materials and techniques
Programme for Active Learning
PAL Showcase• A PAL Showcase will be organised on Thursday 7
Nov 2019 from 8.00 am to 9.15 am• Intent is for pupils to demonstrate and share what
they have learnt throughout the year• All are invited • A letter will be sent out in due course
Information & Communications Technology
Primary Two
ICT ProgrammeICT programme aims to • develop the pupils’ acquisition of ICT skills
progressively from P1 – P4 to develop competency in usage
• promote cyber wellness awareness and the ethical and safe use of ICT in order to ensure that GYPS pupils are responsible when using ICT
*Details on GYPS website
ICT Programme
• Basic skillsTouch typing, MS Word, MS Powerpoint, MS Excel• Skills are applied in their
work and parents will view these at PTCC
• Using ICT to find and present information
• Lab etiquette and cyber wellness
• Digital Art
Sample of P2 work
MRL – Media Resource Library• Encourage reading as a habit for life• Read widely and regularly• Volunteer for EL reading in GYPS via
Lower Primary Recess PV Reads• Organised and conducted run by Parent Volunteers
(PVs)• School provides assistance
and A/V support• Rostering done by PV
in-charge of library reading
Aesthetics
Primary Two
Music, Performing & Visual Arts E3 Framework
‘LEARNING FOR LIFE’ PROGRAMME
Stakeholders’ Commitment Co-curricular Activities
(Visual & Performing Arts Groups)
Tier 2
Talent DevelopmentProgrammeTier 2+
Broad-based Music Curriculum Modular Approach
Programme for Active Learning (PAL)Tier 1
Competent Teachers
School Support
Excellence
Extension
Exposure
Music Assessment for Learning
• Term 1 and Term 3 – Progress Report from Music teacher - includes a checklist of learning attitudes and qualitative comments
• Term 2 and Term 4 – Recording of performance task with a Holistic Assessment Sheet with space for students’ reflections. Levels of achievement reflected in Report Book in grades as A (Proficient), B (Satisfactory) and C (Emergent)
Platforms for Performances for P2
• Class-based performances• Feedback given to pupils based on recordings• Talent identification and recommendations to
pursue pathways based on interest levels.
Visual ArtsWhat will the P2 pupils be learning?
• Pupils will be exposed to selected artworks by localand international artists
• Through these works, pupilswill learn how to analyse,create and appreciate art
• Term long DRAWING moduleto train pupils in thisfoundational art skill
We Are FamilyVincente Delgado
Painting ClassLim Yew Kuan
Summertime 9A, Jackson Pollock
Art Assessment for Learning
• Term 1 and Term 3 – Progress Report from Art teacher -includes a checklist of learning attitudes. Recording of termly performance task with rubric and qualitative comments.
• Term 2 and Term 4 – Levels of achievement reflected in Report Book in grades as A (Proficient), B (Satisfactory) and C (Emergent). Recording of performance task with a rubric and qualitative comments.
Physical Education
Primary Two
Physical Education Goals
• To see GYPS pupils physically fit and adopt a healthy lifestyle
• To help GYPS pupils be engaged in mass physical activities
• To ensure GYPS pupils are engaged in quality PE lessons & CCA
Health Week – Mass Walk
• 28 Jan 2019 (Monday) 8.00 – 9.00 am • Part of Health Week activities• Walk around the Bishan community (around 2km) • A great time to participate in a healthy activity and
bond with your child! Join us!
Department Highlights: GYPS Sports Carnival• Will be held as part of Children’s Day celebration• Pupils will be engaged in team events involving
skills learnt in their PE Lessons• Develop teamwork and team • spirit among pupils• Apply Olympic Values of
Friendship, Respect and Excellence
Reminders
• Do ensure your child wears the PE attire (refer to the Pupil Handbook pg 39 - 41) on PE and PAL days.
• Pupils are to carry a water bottle during PE & PAL lessons for drinking.
• Please provide a letter/note to the PE teachers if your child is unable to attend PE lesson e.g. recovering from injury.
• Do bring your child out to play and lead an active lifestyle! E.g. Playground, football, basketball
Holistic Development Profile (HDP)
Learning progress in the Holistic Development Profile (HDP)
• From 2019, schools will use subject-specific LearningOutcomes (LOs) and qualitative descriptors to report P1 &P2 students’ learning progress for all subjects in the HDP
• Subject-specific LOs reflects the syllabus outcomes for P1 &P2 respectively
• Every LO will be reported at least once in a year, either inSemester 1 or 2, or in both semesters
• The LOs are meant as feedback to students and parents forlearning
• The teachers will continue to make use of HolisticAssessment Practices to provide feedback on students’learning
How will my child’s academic progress be measured if there are completely no examinations
and weighted assessments at P1 & P2?• Current practices to gather information about students’ learning
through checkpoints such as class discussions, in-class work,homework, and bite-sized tests will continue.
• The change is that these assessments no longer count towardsan overall result (not weighted).
• Use qualitative descriptors instead of marks and grades toreport students’ learning progress in the Holistic DevelopmentProfile (HDP).
How will I know about my child’s progress?
• Even with the removal of examinations, teachers will continue toassess their students.
• Continue to partner parents to monitor students’ learning iePTM, phone calls or emails and that parents can approach theteachers when they have queries about their children’slearning.
How will school provide feedback to parents on the child’s learning progress?
ENGLISH LANGUAGE
Skill Learning Outcomes Tasks
Listening • Listen attentively and identify relevant information
• Listening activity : sound discrimination, picture matching, comprehension passage
Speaking • Speak clearly to express their thoughts, feelings and ideas
• Stimulus Based Conversation
Reading • Read multi-syllabic words accurately • Reading of a P2 Stellar text• Comprehension (sequencing and main
ideas
Writing • Apply basic spelling strategies using knowledge about phonic elements and spelling rules
• Group Writing• Individual Writing• Spelling
Semester 1
ENGLISH LANGUAGE
Skill Learning Outcomes Tasks
Listening • Listen attentively and identify relevant information
• Listening activity : sound discrimination, picture matching, comprehension passage
Speaking • Build on others’ ideas in the conversations or discussions
• Presentation of a Parallel Story (related to the Big Book)
• Stimulus Based Conversation
Reading • Identify big ideas in the texts and recall sequence of main events
• Reading of the Parallel Story• Comprehension (sequencing and main
ideas
Writing • Apply basic spelling strategies using knowledge about phonic elements and spelling rules
• Write short paragraphs to recount appropriately sequenced events, describe details and use tenses and connectors accurately.
• Spelling• Individual Writing
Semester 2
MATHEMATICS
Learning Outcomes Activity (Hands-on) Written Work
Understand numbers up to thousand
Roll a diceWhat number am I? (add and subtract within 1000)
Review Exercise
Solving mathematical problems involving addition and subtraction
• Find the mistake of some word problem given and explain the reasons
• Topical Review
Multiply and divide numbers within multiplication tables
Card game Guided Math Journal
Compare and order objects by length, mass, or volume
Comparing and ordering lengthsGuess and Check mass of objects
Review Exercise
Semester 1
Learning Outcomes Activities Written work
Identify, name, describe and sort shapes and objects
Name and describe a 3D objects
Topical Review
Tell time to 5 minutes Bingo
Compare and order objects by mass and volume
Find and compare mass and volume of given objects
Review Exercise
Read and interpret picture graphs with scales
Create a bar graph and pose questions
Understand fractions • Guided Math Journal• Topical Review
MATHEMATICSSemester 2
Skill Learning Outcomes Tasks
Listening 1. Listen attentively to short, simple spoken content related to daily life, identify the main idea and some details.
Listening activity: sound discrimination, picture matching, comprehension of short passages
Speaking 2. Speak with correct pronunciation using vocabulary and sentence structures from Primary 2 texts.3. Participate in short conversations related to daily life with some guidance.
Singing Song/Poetry recitation; Show & Tell (Live your Character)
Reading 4. Recognise characters taught in Primary 2. (CL)/Recognise words taught in Primary 2. (ML)/ Recognise letters and words taught in Primary 2. (TL)5. Read aloud Primary 2 texts with accuracy and fluency.6. Understand Primary 2 texts and are able to identify details with guidance.
Spelling Scrabble; Word List from Spelling
Writing 7. Write short sentence(s) about daily life with some guidance.
Penmanship exercise;Language Use Practice
MOTHER TONGUE LANGUAGESSemester 1
Skill Learning Outcomes Task
Listening 1. Listen attentively to short, simple spoken content related to daily life, identify the main idea and some details.
Listening activity: sound discrimination, picture matching, comprehension of short passages
Speaking 2. Speak with correct pronunciation using vocabulary and sentence structures from Primary 2 texts.3. Participate in short conversations related to daily life with some guidance.
Speaking based on Scenario
Reading 4. Recognise characters taught in Primary 2. (CL)/Recognise words taught in Primary 2. (ML)/ Recognise letters and words taught in Primary 2. (TL)5. Read aloud Primary 2 texts with accuracy and fluency.6. Understand Primary 2 texts and are able to identify details with guidance.
Passage reading
Writing 7. Write short sentence(s) about daily life with some guidance.
Penmanship exercise;Paragraph/Picture Writing; Language Use
MOTHER TONGUE LANGUAGESSemester 2
Learning Outcomes Tasks
• Perform Music in both instrumental and vocal setting, individually and in groups
1. Sing with accurate rhythm and pitch in 2/4 and 4/4time.
2. Combine movement with singing.3. Perform as an ensemble using classroom
instruments (melodic and rhythmic patterns).4. Sing with appropriate tempo and dynamics
• Create Music in both instrumental and vocal settings, individually and in groups
1. Compose rhythmic ostinati and melodic phrase of at least 4 bars.
2. Representation of sounds using graphic notation and performing it.
• Listen & Respond to Music
1. Imitate rhythmic and melodic patterns using body percussion, voice and classroom instruments
2. Respond to changes in elements of Music through movement.
3. Describe music using proper musical terms.
MUSIC
Learning Outcomes Tasks• Identify simple visual qualities in
what they see around them• Ask questions about what they
see• Draw from their imagination and
observation
1. Art Discussion – See, Think, Wonder2. Live Observational Drawing3. Drawing from Pictures and Imagination
• Play with a variety of materials and tools to make art
• Share their imagination, thoughts and feelings through art making
1. Medium Experimentation – Pencil, Paint,Colour Pencil, Oil Pastel, Plasticine, Collage, Sculpture
2. Artist Statement3. Art Conversations
• Show interest in looking at a variety of artworks
• Talk about what they see, feel and experience using art vocabulary
1. Art Exposure and Discussion2. Note-taking
ART
Learning Areas
Learning Outcomes Performance tasks
Gymnastics Perform a gymnastic sequence of two different movements with smooth transitions, and different start and end body positions
1. Performs rolls using basic shape of round tuck in a forward direction (forward roll) (Sem 2)
2. Balance on the front, back and side surfaces of the body, demonstrating momentary stillness, with hand(s) and leg(s) raised to different heights in relation to the floor. (Sem 1)
Games & Sports
Demonstrate a range of motor skills in catching, dribbling, and striking a variety of objects.
1. Throw using the underhand and overhead movement a small ball to a stationary partner who will catch with one hand and two hands (Sem 1)
2. Strike using the underhand movement pattern, a drop ball (or shuttlecock) with a large, short-handed paddle against the wall. (Sem 1)
3. Strike using the 2-handed side arm movement a ball from a tee/cone. (Sem 1)
PHYSICAL EDUCATION
Learning Areas
Learning Outcomes Performance tasks
Physical Health & Fitness
Acquire a range of safety practices while playing,using the road, and in public places.
Demonstrate good health practices (oral care and disease prevention) and habits (make healthier choices), and participate in regular physical activities.
Written assessment (Sem 1)
Dance Perform the pre-selected movement sequence to the music “Ode To Joy” in unison.
Perform the pre-selected movement sequence to the music “Ode To Joy” in unison. (Sem 2)
OutdoorEducation
Move to landmarks in school safely and confidently, and apply knowledge about weather conditions and their effects on oneself
1. List some environmental hazards that may cause harm to self and others during an activity in the outdoors, e.g., lightning, UV radiation etc.
2. Suggest ways to protect self against some of the environmental hazards listed.
PHYSICAL EDUCATION
Learning outcomes Tasks
Knowledge OutcomesIdentify the different ethnic communities living in Singapore.
Skills OutcomesAsk questions to collect information/data.
Values OutcomesAppreciate different customs and traditions that are practised by the diverse communities in Singapore.
Able to ask questions related to the Big Bookor the lesson when teacher is teaching thetopic.E.g.: New Girl in Town.Able to understand that actions haveconsequences.E.g.: Big Book, Kucinta Finds Home.Able to appreciate different customs and traditions.E.g.: Match the correct customs and costumesof ethnic communities in Singapore.
Able to show sense of pride of being in Singapore.E.g.: Big Book, Things so Singaporean.
SOCIAL STUDIESSemester 1
Learning outcomes Tasks
Knowledge OutcomesRecognise that a common identityunites the people of Singapore.
Skills OutcomesProcess information/data with thehelp of the teacher.
Values OutcomesAppreciate different customs andtraditions that are practised by thediverse communities in Singapore.
Able to use questions to collect information.E.g.: What makes Singapore unique.Big Book, We are Singapore.
Able to process information with help of theteacher through activities in the Activity book.E.g.: The meaning of our national symbols,National flag or State Crest.
Able to present their work to the class fromthe activity book.E.g. Build the Tallest Tower Competition
Able to interact with pupils from diversecommunities in the classroom related to thestories shared in big books.E.g.: Big Book, Show Some Respect.
SOCIAL STUDIESSemester 2
Homework Policy