Primary 3 Briefing for Parents

9th of January 2015 3 pm – 4 pm

Changes at Primary 3 • Introduction of Science

– 4 Periods of Science

• Introduction of Modular CCA – Modular CCA in place of PAL

• Introduction of CAs & SAs – CAs at Term 1 & 3

– SAs at Term 2 & 4

• Allocation of Classes – Form Classes remain intact

– EMS Classes allocated for differentiated learning

• Form classes remains intact

– Provide a familiar environment

• (EMS) English, Mathematics & Science Classes

– Allocated to provide more focus for teaching & learning

– Allow teachers to better cater to needs & learning styles of students

– Allow students to interact with students outside their form classes

Changes at Primary 3

Subject Teachers for EMS Class • Class 3.1

– English Mr Aaron Ho, LH English – Mathematics Ms Angelynna Lim, HOD Math – Science Mr James Long, HOD Science

• Class 3.2 – English Mdm Asyikin, STELLAR Mentor – Mathematics Mr James Long, HOD Science – Science Ms Eugenia Ong, EE Coordinator

• Class 3.3 – EMS Mr Michael Long, Lead Teacher

SCIENCE

Briefing Outline 1. Primary Science Curriculum 2. Typical Workload 3. Assessment Components

1. Format of Paper

2. Examples of questions in booklet A and B

4. Not just paper and pen: Performance Tasks and Practical Tests

1. Skills and processes needed by students

Primary Science Curriculum The primary school science syllabus is a foundation for science at higher levels. There is a balance between the acquisition of science knowledge, process and attitudes. The learning of science is useful and meaningful, as there are many issues and questions related to the roles played by science in daily life, society and the environment.

Your child will be developed in these skills and processes over the next 4 years. These skills and processes will be introduced in an age-appropriate manner.

Primary Science Curriculum

Blocks Levels Themes

Upper P6 Interactions Energy

P5 Cycles Systems

Lower P4 Cycles Energy

P3 Diversity Systems Interactions

Primary Science Curriculum is Thematic and Spiral

1. Activity Book (experiments)

2. Mindmapping

3. Topical Worksheets

4. Practice Exam Papers (1-2 per term)

Note: Only Diversity is needed for Terms 1 & 2. Please leave the other Science books at home. Systems will be taught in Term 3 and Interactions in Term 4.

Workload

Assessments CA1 SA1 CA2 SA2

0% 30% 10% 60%

Pen-&-paper Pen-&-paper Pen-&-paper Pen-&-paper

Performance Task to assess basic skills of observing, comparing and classifying. 0% to give students the opportunity to experience how a Science paper is like in a safe and low-stake situation

To assess the understanding of Diversity of living and non-living things.

To assess the understanding of Plant and Human Systems. To assess students’ ability to classify and communicate through tables.

To assess the understanding of all P3 topics (Interaction, Diversity and System) and process skills.

Performance Tasks & Practical Tests

• These are hands on assessments which require students to observe and handle the given items, understand the question, and apply their knowledge.

Format of the Science Paper at P3 CA1

BOOKLET A 10 Questions 2 marks each

20 marks for this section

BOOKLET B 4-5 questions

Marks per question: 2 marks to 4 marks

10 marks for this section

Duration of the Exam = 1 hour Total Number of questions = 14 - 15

Format of the Science Paper at P3 SA1, CA2 and SA2

BOOKLET A 15 Questions

2 marks each

30 marks for this section

BOOKLET B 6-8 questions

Marks per question: 2 marks to 4 marks

20 marks for this section

Duration of the Exam = 1 hour 15 minutes Total Number of questions = 21 to 23

Doing Learner

Experiential Learner

Reflective Learner

Learning Science the PGPS way Experimentation

Project-based Learning

Learning Journeys

School-based eco-trail

Mindmapping

Science Journal

ENGLISH

Briefing Outline

• The English Syllabus and 21 CC skills

• Differentiated English Classes

• Similarities and Differences in P3

• Changes in Assessment

• What parents can do

Aims of the English Syllabus • Listen, read and view critically and with accuracy,

understanding and appreciation a wide range of literary and informational/functional texts from print and non-print sources.

• Speak, write and represent in Standard English that is

grammatical, fluent, mutually intelligible and appropriate for different purposes, audiences, contexts and cultures.

• Understand and use Standard English grammar and

vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use language to communicatemeaning and achieve impact.

Link to 21st Century

Competencies

Link to 21st Century Competencies

• The English Curriculum develops students’ confidence:

– Effective communication skills (Listening, Speaking, Reading and Writing)

– Critical and Creative thinking (discerning in judgment, able to think independently)

Differentiated English Classes 3.1 3.2 3.3

Mr Aaron Ho Mdm Asyikin Mr Michael Long

Mrs Juliet Sim

Content (STELLAR Syllabus)

The Same for all

Focus of Curriculum

Extension of Curriculum

through stretching activities

Balance More guidance from Teacher Extensive revision on the

Fundamentals of the English Language

Class Size 38 36 10 10

Similarities & Differences in P3 English

STELLAR (Strategies for English Language Learning And Reading)

• Big Book (1st Semester)

• E-books (2nd Semester)

• MLEA (Writing Process Cycle)

• Learning Journeys

Literature (Bringing Text to Life)

Benefits of Literature to English Language Learning:

• Enjoy a novel, appreciate the various literary elements in a story, deepen comprehension skills, build on vocabulary, grammar and character values.

• Literary elements include: Point of View, Theme, Tone & Mood, Character, Plot, Foreshadowing & Flashback, Setting and Figurative Language.

Similarities & Differences in P3 English

• Text selected will be age-appropriate, interesting, engaging, of rich content and cover a variety of genre, and the activities are developed for targeted grade levels.

Example of Activities: • Basic understanding of Plot and Characters • Deeper understanding of Character motivations and

consequences • Understanding of the author’s writing style to be able

to develop a chapter insertion

Similarities & Differences in P3 English

Changes in Assessment

Types of Assessment

• Paper 1 : Composition

• Paper 2 : Grammar and Comprehension

• Paper 3 : Listening Comprehension

• Paper 4 : Oral

Changes in Assessment

CA1 SA1 CA2 SA2

10% 20% 10% 60%

Paper 2 Paper 1 Paper 2 Paper 3 Paper 4

Paper 2 Paper 1 Paper 2 Paper 3 Paper 4

Changes in Assessment Paper 1 : Composition (1 Hour)

• P1 and P2 : To write a narrative based on 4 Pictures

• P3 to P6 : To write about a given topic given 3 supporting pictures

Main Difference:

P1 and P2 : Storyline is predictable and formulaic

P3 to P6: No predetermined storyline to follow. Student has to craft storyline based on topic and picture stimulus. Thus, more room for personal experiences and originality.

Example: Write a composition about 120 words about

an unhappy incident at a party.

Points to Consider:

• What was the party about?

• What happened at the party?

• What did the people do at the party?

• What you did after the incident?

Helping Words:

splashed water / made fun of / laughed /

felt embarrassed /

Changes in Assessment Paper 2: Grammar & Comprehension (1 Hr 15 Min) Components: • Grammar MCQ • Vocabulary MCQ • Grammar Cloze (With helping words) • Comprehension Cloze (With helping words) • Comprehension Cloze (Without helping words) • Comprehension MCQ • Comprehension Open Ended

Changes in Assessment Paper 3 : Listening Comprehension

• Picture Matching

• Note Taking

• Comprehension

Changes in Assessment Paper 4 : Oral

• Reading Passage

• Stimulus Based Conversation

What Parents Can Do… • Read with your child on a regular basis.

• Encourage your child to read different genres.

• Encourage them to express their own ideas and views before and after reading.

• Show that YOU enjoy reading and writing.

• Discuss a variety of topics with your child and have him/her elaborate on feelings, opinions and ideas.

• Ask him/her to describe experiences in detail.

MATHEMATICS

Briefing Overview • Mathematics Framework • P3 Syllabus Overview • Teaching and learning materials • Level Programmes – Math Trail, Remedial Programme • Assessment weightage and format • Differentiated Math classes – to suit learning needs and pace of

students • Importance of home support

Singapore Mathematics Framework

• Specific to Maths • Important in the learning

and applications of Maths • Incorporation of ICT

• Deal with ambiguity • Make connections • Select and apply skills and concepts • Make decisions

• Thinking about their own thinking

• Selections and use of problem solving strategies

• Shaped by learning experiences

• Students will take on more responsibility

Extension of P1 and P2 learning

New topics

Topics • Numbers to 10 000 • Addition and Subtraction Within 10 000 • Multiplication Tables • Multiplication and Division • Money • Measures (Length, Mass, Volume) • Graphs • Fractions • Time • Perimeter and Area* • Angles* • Perpendicular and Parallel Lines*

Overview of P3

Syllabus

Teaching and

Learning Resources

• ‘Shaping Maths’ Coursebook 3A, 3B • ‘Shaping Maths’ Activity Book 3A, 3B • Process Skills Booklet 1 • Topical Worksheets • Practice Papers • Set squares, rulers • Model drawing ruler (optional)

P3 Level Programmes • Math Trail - Provide an opportunity for students to connect their learning to the real world • Weekly Remedial Programme - Provide additional support for selected students

outside of curriculum time

P3 Summative Assessment

Term 1 Term 2 Term 3 Term 4 CA1 (10%) SA1 (20%) CA2 (10%) SA2 (60%)

Pen and Paper

Assessment

Pen and Paper

Assessment

Pen and Paper

Assessment

Pen and Paper

Assessment

• Format of papers: Short answer questions (1 to 2 marks per question) Long answer questions (3 to 4 marks per question)

Other ongoing modes of assessments • Daily assignments • Class/group discussions • Group activities • Teachers’ observations

Differentiated Math Classes

3.1 3.2 3.3 Subject Teacher Ms Angelynna Lim Mr James Long Mr Michael Long

Content (What we teach)

Same

Focus of Curriculum

More focus on thinking skills and

heuristics

More teacher-directed inquiry

Balance of both Grounding of fundamental skills

More teacher guided direct

instruction

Class size 38 36 20

Importance of

home support

• Daily revision • Check for understanding • Consistent use of

mathematical language