Warm Welcome · - commonly mispronounced words • Expressiveness: • Practise saying direct...
Transcript of Warm Welcome · - commonly mispronounced words • Expressiveness: • Practise saying direct...
Warm Welcome !
PRIMARY 4 PARENTS’ BRIEFING 2019
Overview & Level specific
Change of format
Vision
Ladies of compassion, eloquence & intellect with God as our shepherd
Thanksgiving
‘God as our Shepherd’
Quality School Experience Survey 2018
Rooted in sound values
Look to God for guidance & direction
Our girls appreciated & affirmed..
Support for learning
Teaching Practices
Positive Discipline**
School Pride
Personas, Mid term letters
Differentiated InstructionsBanding
Punctuality,Homework, Hand phones
‘God as our Shepherd’
Side gate and footpath to Caldecott MRT
We must thank…Bishan-Toa Payoh North CDC
LTA
URA
SLA
Toa Payoh West-Balestier Constituency
Samsung
No Cost to
MCS for
FootpathConstruction
No Cost to
MCS for
Footpath
Demolition &
Reinstatement
in 2026
No TOL
by
MCS on
Footpath
Land till
2026
Vision
Ladies of compassion, eloquence & intellect with God as our shepherd
‘Intellect’
Curricular & Co-curricular
Life-long learner
‘Intellect’ Life-long learner
“One person is of more value than the whole world” S t Mar y Euphras ia
Subject Time (215-345pm)
To cater to dif ferent needs and readiness
“One person is of more value than the whole world” St Mary Euphrasia
Remedial Stretch
School Dyslexic Programme
(SDR)
Reading Remediation
(RRP)
Subject Time/Acad support
“One person is of more value than the whole world” St Mary Euphrasia
Ref to Parents’ Letter Sep 2018English
The English Stretch Programme aims to develop our students into charismatic presenters who speak with conviction and aptness. The skills are imparted in stages from Primary Three to Primary Five.
In the Readers’ Theatre Programme in Primary Three, the pupils will learn how to modulate their voice to bring across the meaning of a text or story. Content development and forming opinions about issues and about pieces of writing are the foci of the Creative Writing Programme in Primary Four and Five.
This is a two-year programme that could see some of our outstanding students participating in a writing camp organised by the Gifted Education Branch.
In Primary Five, the pupils can also sign up for debate. This course will be tiered by ability and the focus for the more advanced students will be to develop their critical thinking skills and sharpen their ability to persuade.
Mother Tongue (MT)
The objective of our MT Stretch Programme is to develop our students into effective and confident users of their MT Languages, able to speak fluently with conviction and aptness, and strong in written communication.
Through extended learning, the programme also aims to develop a passion for the MT languages which would eventually lead to self-directed learning and continuous pursuit to excel in the area.
The oral and writing skills imparted in this programme are introduced over three years from Primary Three to Primary Five, namely Speech and Drama, Little Reporters Programme and Creative Writing, offering students both breadth (variety of programmes) and depth (scaffolded learning) to stretch their competency.
Science
The Science Stretch Programme aims to help pupils acquire, refine, extend and apply concepts in Biology, Physics and Chemistry.
The Programme also provides opportunities for students to explore and develop their analytical, critical and creative thinking skills through challenging questions and practical work.
The programme comprises of two components: a collaboration with National Junior College (South Zone Centre of Excellence for Science and Technology) and the Science Olympiad training programme.
Students can participate a plethora of interesting workshops conducted in the Sigma Labs at National Junior College. These workshops help to broaden the minds of aspiring scientists and challenge them to think critically.
The Olympiad training programme provides students with opportunities to plan and execute interesting Science experiments and to hone their analytical and critical thinking skills as they learn to solve problems.
Mathematics
The Mathematics Stretch Programme aims to nurture our students to be confident, articulate and effective problem solvers through the Olympiad training and Numbers D’Light programme.
Numbers D’Light is adapted from the works of Professor Berinderjeet Kaur, a renowned Singapore Mathematician, who also sits on the Board of the School.
During the course of this programme, students will participate in learning tasks and activities that are designed to enhance their reasoning and communication in mathematics, so as to help them develop habits of mind and a repertoire of process and visual thinking skills necessary for higher order thinking and understanding in mathematical problem solving.
Opportunities will be provided for students to acquire and use mathematical language to express ideas and arguments precisely, concisely and logically during discussions.
Vision
Ladies of compassion, eloquence & intellect with God as our shepherd
‘Ladies’
Character & Citizenship
Co-Curricular Activities
Week of Experiential
Learning
Outdoor Education
OELE PAL Value-in-focus
‘Ladies’
OELE
Our Expanded Learning Experience
OELEObjectives
Developing life-long learner equipped with social-emotional competencies and 21st century skills.
Self-Management
Social Skills
Leadership Skills and
Explorations of various pursuits
OELELeadership training across 6 years
Mission
Empowering lives, Restoring rights, upholding dignity
Vision
Ladies of compassion, eloquence & intellect with God as our shepherd
‘Compassion & Eloquence’
Integrity
Value-in-focus
Integrity
We demonstrate moral
courage and uprightness
in
word and deed
Reflection & Advocacy
Staff,P6, P5, P4 Max 5 minutes Teamwork Assembly
Our Partnership
“Groom them from where they are”Beliefs & guiding Principle- Every child can learn and wants to learn- Every child has talents and strengths
Intelligence plus character is the true goal of education.
(Martin Luther King, Jr)
Every Child can learn and wants to learn. If we teach
today as we taught yesterday, we rob our children of
tomorrow. (John Dewey)
Physiological & Physical changes
Psychological impact
Assurance & Affirmation
Photos of all the Thank U cards!GRATITUDE IS THE MEMORY OF THE HEART ST MARY EUPHRASIA
‘God as our Shepherd’
Examples of Girls’ work
Our Partnership
Thank you &
Blessed 2019!
ENGLISH LANGUAGE
• Vision
• Approach
• Fine-tuning
• Partnership
Outline
Ladies of compassion, eloquence and intellect
All should attain foundational skills,
particularly in grammar, spelling and
basic pronunciation The majority of our pupils will
attain a good level of
competence in English, in both
speech and writing.
School Vision
APPROACH
STELLAR
School-Based
Curriculum
Supported
Reading
KWL
Retelling
Teacher Read-Aloud
In-house
packages
SDR & RRPSilent reading
WSA-EC
Reading
@MCS
remedial
Upper
Primary
Creative Writing Programme
Public Speaking School-wide
presentations /
emcee opportunities
Differentiated Instruction
• Thematic unit lessons are differentiated by :
- content
- process
- product
• Tiered after-school level programmes
Reading@MCS
• Supported Reading
• KWL
• Silent Reading
• Teacher Read-Aloud
• Oral Package
• Class library
• Recommended reading list
• Guide on choosing books (displayed in class library)
• Library programmes:
- Book talks
- Sale of reading materials
- Other activities like quiz based on author, series
• Fringe activities e.g. movie screening, games day
Reading@MCS
For those who need a little more help in reading
well, we run the following programmes:
• Remedial
• Reading Remediation Programme (RRP)
• School-Based Dyslexia Remediation Programme
(SDR)
Reading is more than just decoding
Build children's vocabulary
by talking and reading to
them so they encounter
words in all their many and
varied guises. Seeing a
word in many different
contexts is more important
than just seeing the word
flashed at you many times.
Straits Times, 24 April 2017
By P4, students should be reading longer and more complex texts from a
wide variety of sources. If your daughter has not progressed much from her
lower primary years or is only reading the same type of books, do guide her
to make better choices.
Some of the things you can do with your daughter are:
• Set aside quiet reading time at home each day
• Encourage her to read a variety of materials – both fiction
and non-fiction
• Read with your daughter
• Discuss some of the content you read with her
• Take her to the library regularly
• Check with her about the kind of materials she is reading
• Model reading – If your daughter sees you reading, the
chances are she will follow suit
Communication@MCS
Class/School Presentations
• Presentation of Values –
Integrity
• Student emcees at events
• Classroom presentations
Communication@MCS
Creative Writing Programme
Objectives:
• broaden students
thought processes
• improve communication
and persuasion skills
• explore different genres
of writing
• to incorporate meaningful
use of sensory details,
dialogue and tone
• to be able to engage in
self and peer critique
More details will be provided
at a later date
Public speaking
Objectives:
• develop effective tools for
research, organization and
presentation
• develop oral and written
communication skills
• learn to organise thoughts
and to present them
eloquently
• build confidence
STELLAR – Process Writing
Students will do drafts when it comes to writing.
Assessment – Mark Allocation
Components Content
Marks
SA
Oral (16m) Reading Aloud 6
Stimulus-Based Conversation 10
Listening
Comprehension (14m)
Picture matching (MCQ)/
Picture Sequencing
4
Note-taking + dictation 10
Composition
(50 min)
-- 20
Paper 2 (1h15min) Grammar, Vocab,
Comprehension, Punctuation
50
Total --- 100
Fine-Tuning(of basic concepts)
• P1-P4: mastery of basic concepts
• Ensure that your daughter has mastered the basic concepts:
- Subject-verb-agreement e.g. She sing/sings beautifully.
- Learn word lists and rules (RPE)
- Tenses & forms of verbs are of particular importance
- Spelling
- Meanings of words and phrases they have come across from P1 to
P4, including words that appear in comprehension passages and
books they read (having a word bank book is a good idea)
Mrs Tan walked into her son’s bedroom and switched
on the lights.
“It’s time to get up, Joshua. It’s the first day of school
and I’m sure you’re excited about meeting your new
classmates!” said Mrs Tan happily.
Joshua’s family had moved from Indonesia to
Singapore as his father had started on a new job here.
Joshua was a new pupil at Green Lake Primary School,
but he did not like making new friends.
He rolled out of bed and in a grumpy voice and said,
“I am going to have a terrible day and I do not like this
school!” Then he stamped his feet and marched off to the
toilet.
Students are assessed on:
• Pronunciation
• Expressiveness &
Fluency
• Appropriateness of Voice
Quality for the Purpose,
Audience & Context
• Pronunciation:
- /th/ sounds
- end consonants
- commonly mispronounced words
• Expressiveness:
• Practise saying direct speech in different ways
to work out how to bring across the meaning
Prompts:
(a) Which one of the items would you buy as a present for your classmate’s
birthday? Why?
(b) Do you have a special present you have given to someone? Tell me about
it & what made it special.
(c) What are some meaningful gifts or acts of kindness you have received?
Assessed on:
• Personal
Response
• Clarity of
Expression
• Engagement
in
Conversation
Work on adding details to the explanations
Write a composition of at least 120 words about a
party game you disliked.
Some pointers & helping words will be given
Points:
What was the party game about?
Why did you dislike that party game?
What did you do after the party game?
Helping Words:
party game, splash water, made fun of, others
laughed, embarrassed
• Write a simple, sensible story
• Keep a word bank book
• Use good and appropriate words and phrases
• Work on sentence fluency
• Vary the sentences
• Read the stimulus at least twice
• Read the question
• Highlight where the answer comes from
Comprehension OE
• Read the text at least twice
• Make notes
written in point form by the side
concept map/mind map
timeline
• Read the question
• Highlight where the answer comes from
• Answer in such a way that it addresses the question; avoid
lifting as often it does not answer the question.
This forces the
student to read
more closely and
take in hidden
meanings
Partnership - Immersion
Use the language correctly at home and with friends
Lots of fun and interesting conversations
Play language games eg. Scrabble, Charades
Watch programmes with good language
MOTHER TONGUE
P4 MT Curriculum (2015)
Skills Assessed
1. Oral Reading aloud
Picture description and
conversation
2. Listening Choosing hanyu pinyin (CL)
Picture matching
Comprehension of simple
passages, continue the
dialogue etc.
Skills Assessed
3. Writing 4-picture compo (by sem 2)
4. Language Use Grammar
Vocabulary
Comprehension skills Requiring pupils to give their
own opinions in answers.
Examples of tasksOral Picture Description:
Conversation: (Examples) Do you enjoy
shopping and why? / You witnessed an incident in a
shopping centre, describe to us.
Examples of tasksListening Comprehension:
问题 2. 坐在大树下让我觉得很 。 .................... ( )
1. lián suăng
2. liáng shuăn 3. liáng shuăng
(二)听话选图
问题 3. ································································· ( )
Examples of tasksListening Comprehension (cont’d):
(三)听对话选回应
问题6. 丁丁接下来会说什么? ………………………………………( )
1.老师,我把功课放在书包里了。
2.老师,我会在放学之前完成功课。
3.老师,请别打电话告诉我的妈妈。
(四)听力理解
理解篇章一问题7. 什么事情让狮子很失望?………………………( )
1.动物们觉得它很凶。2.动物们没来它的家。3.动物们不喜欢狮子。
Examples of tasks
Writing (P4 SA1):
Writing a
selected
paragraph in
the context of
an essay.
Examples of tasks
Writing (P4 SA2):
仔 细 观 察 下 图, 运 用 所 提 供 的 参 考 词 语 写 一 篇 作 文,
字 数 不 少 于 80 字。
参 考 词 语:
图书馆 看书 安静 电脑游戏
不愿意 争吵 管(guCn)理员 教训
Examples of tasks
Language Use
(P4):
Reading
Comprehension
(Written
Interaction) –
New Exam
Format
3.如果你是小华,请完成以下的短信,向伟强道歉,并请他原谅你。
(4分)
伟强:
我想向你____________________________
____________________________________
____________________________________
____________________________________
After the comprehension passage (including
advertisement, dialogue, notification etc.), pupils
will be asked to write a short note, sms, email etc.
related to the content of the earlier reading
comprehension passage.
Scaffolding of Learning (Oral)
P1 & P2
• Sentence, then short passage reading
• Active Dialoguing
• Picture Dialogue and Description
P3 & P4
• Passage Reading
• Picture Conversation + Giving opinions
P5 & P6
• Passage Reading
• Video conversation
Scaffolding of Learning (Writing)
P1 & P2
• P1 and 2: Short sentences based on given picture (helping word provided)
• P2: Writing about 5 to 8 sentences sequentially based on given pictures
P3 & P4
• P3: Complete paragraph based on stimulus / pictures
• P4: 4-picture compo
P5 & P6
• 5 Picture with one Question Mark Composition
• Continuous writing with given topic.
At the end of P4:
Depending on child’s results, school may
recommend the child to do certain subjects at
foundation level, or do Mother Tongue at a
higher level in P5.
Further details will be provided at SBB
Briefing for P4 parents in May.
SUBJECT BASED BANDING (SBB)
29 JAN:
• CHINESE STORYBOOK READING WORKSHOP FOR P1-P4 PARENTS
SOON TO COME:
• CURATED RECOMMENDED LIST OF BOOKS FROM THE SCHOOL LIBRARY (ACROSS ALL 3 LANGUAGES)
• COLLATED LIST OF RECOMMENDED BOOKS FROM NLB
Library Programmes
• SCHEDULED LIBRARY VISITS DURING CURRICULUM TIME
• STORYTELLING DURING RECESS
• READING ACTIVITIES DURING MT FORTNIGHT IN JULY
• BOOK FAIRS DURING RECESS AND PARENT TEACHER CONFERENCE DAYS
• SCREENING OF CHINESE MOVIE/ANIMATION ON THE FIRST FRIDAY OF APRIL AND AUGUST
Library Programmes
Speech and Drama
OTHER KEY PROGRAMMES
Festive Celebrations
MT Fortnight
Conversational
Chinese and Malay
OTHER KEY PROGRAMMES
ABLE Programme
- For weaker CL Learners
- Separate Briefing will be
given to parents with
children selected.
Remedial, Game-Changer and
Stretch Programmes
- Help weaker learners
- Help underachievers
- Stretch pupils with higher competency.
OTHER KEY PROGRAMMES
•Train and monitor your child’s spelling
consistently (Thurs/Fri).
•Make full use of electronic platforms, language
apps, children’s newspaper etc. provided by
school to stretch child’s learning.
•Expose your child to the language in daily life.
HOW CAN I HELP MY CHILD?
• https://www.schoolbag.sg/story/how-parents-can-support-
their-children-in-the-learning-of-mother-tongue-languages
For CL Pupils:
• https://xuele.moe.edu.sg/xuele/MOE_web/main.html
• http://www.ezhishi.net (Login details will be provided soon)
For ML Pupils:
• http://asas.50.com
• http://tinta.moe.edu.sg
For TL Pupils:
• http://sangamam.moe.edu.sg
Useful websites
MATHEMATICS
Targeting Mathematics Textbooks
Targeting Mathematics Workbooks
Mathematics Resources
Topical Practices
(self & teacher assessment)
Mathematics Resources
Quick Maths
Mathematics Resources
Problem Sums Worksheets
Heuristics Worksheets
Mathematics Resources
Engaging Lessons - Manipulatives
Engaging Lessons - Differentiation
Maths Trail
Maths Trail
Textbooks & Workbooks
Quick Maths
Topical Practices
Practice Papers
Maths Journal
Problem Sums &
Heuristics Packages
Engaging
lessons
Small successes
Online Portals
Homework
Exam Format - SAs (P4)
Section A (MCQ) 15 Q 30 m
Section B (SAQ) 22 Q 44 m
Section C (LAQ) 7 Q 26 m
Total 44 Q 100 m
1 h 45 min
Interleaved Distributed Practice (IDP)
Factual Fluency
Neatness
Prompt submission of assignments
Model-drawing Ruler (not allowed in exams)
How you can partner the school
SCIENCE
Science
Curriculum
Framework
Topics taught in Primary 4
Cycles: Matter
Cycles: Water exists in 3 states
Energy: Heat
Energy: Light
Interactions: Magnets
Teaching and Learning Resources
My Pals Are Here! Textbooks and Workbooks
(2014 Syllabus)
Science Thinking Book (Eureka!) – for note-taking
Topical worksheets
Past-year Practice Papers
2016 – 2018 PSLE (Topical)
Magnetic Kit
Daily work
Practical work
Participation during lessons
Practice papers
Assessment for Learning
Formative assessment- to check for just-in-time learning
Plickers
Collaborative and Self-directed Learning – active grouping (e.g. Padlet)
Examination FormatBooklet Item Type No. of
Qn
No. of
marks/Qn
Weighting
(marks)
A Multiple-
choice
24-28 48 – 56
80 - 100B Open-ended 10-13 32 - 44
Duration of Paper = 1h 30min to 1 h 45min
Help her to apply scientific concepts to authentic situations
Encourage her to ask questions
Ask her questions
Watch documentary shows on Okto, Discovery Channel, National Geographic., Animal Planet
e.g. ‘Science of Stupid’,
David Attenborough series
‘The Magic of Science’
Helping your child ace in Science
Sale of 2016 – 2018 PSLE Science Book (Topical)
Date: 19 February 2019
(Tuesday)
Cost: $1 only
PLEASE DO NOT
THROW AWAY THE
BOOK!
YOUR DAUGHTER
WILL STILL BE USING
IT IN P5 AND P6!
Year Head
PRIMARY 4 PARENTS’ BRIEFING
• In-charge of leading the level teachers in the holistic development of students in the level
• Focuses on the welfare of the pupils – their needs and development
• To build a culture of care in which students are engaged in learning and motivated to give their best
• Lead and monitor teacher-student relationship and interactions
Role of a Year Head
Presentation Outlineo Co-Curriculum
o Other School Matters
CO-CURRICULUM
To instil life skills through interactive and experiential activities.
To promote physical and character development holistically.
To inculcate and appreciate values in an authentic environment.
To forge team spirit and camaraderie.
Co-Curricular Activities (CCA - Optional)
Week of Experiential Learning
Character & Citizenship Education
Pupils exhibit confidence in what they do and express themselves effectively
Pupils exhibit curiosity and positive attitudes to learn
Pupils enjoy group experiences and teamwork (character development)
Learning Outcomes 21CC FRAMEWORK
Character & Citizenship EducationOutdoor Education (Camp)
Values in Action
National Education
Pupil Leadership Programme
Values & Social Emotional Learning Education
CCE lessons are also conducted during curriculum in the Mother Tongue Languages. Girls taking NTIL will attend lessons in English.
Treks during WELL to develop an appreciation and care for nature
Camps – P4 – 2-day 1-night camp at Sentosa – to develop resilience and class camaraderie
Outdoor Education
- A 6-year journey of self-discoveryLevel Primary 1 Primary 2 Primary 3 Primary 4 Primary 5 Primary 6
Themes My Special Talent
My Community My Culture My Heritage My Hopes and Dreams
My Grateful Heart
To better understand ourselves and how everyone is special in our own way
To better understand the community and how you can contribute to it
Understanding Singapore’s diverse culture throughvarious races and religions
Understanding Singapore’s past and present
Appreciating Singapore’s Achievements and Daring to Dream
Appreciating what we have been blessed with
Week of ExperientiaLLearning (WELL)
- 22 to 29 May 2019, during curriculum time- Allows the girls to put what they’ve learnt
into real-world situations- Some activities experienced by the girls in
2018: (Note: activities may differ in 2019)
Activity
Art Museum & Cathedral of
the Good Shepherd
Eurasian Association
Learning Journey to Places
of Worship
Fabric Painting
Learning Journey to Lorong
Halus
MCS Heritage Gallery
School Matterso Birthday Celebration
Birthday Celebrations• No birthday parties within the school
• Goodie bags are strongly discouraged.
Reasons:
While we want our students to build quality relationships within the class, we do not want to encourage comparison amongst them.
THANK YOU!