1 / 67

PRIMARY 3 FORUM

PRIMARY 3 FORUM. 21 February 2014 7.15 P.M. – 9.00 P.M. Adapting to changes…. Education System – Primary Level. Subject Based Banding. Primary 3 to 4. Primary 1 to 2. Parental Option. Foundation Stage :. Orientation Stage : Primary 5 & 6. PSLE.

louis
Download Presentation

PRIMARY 3 FORUM

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. PRIMARY 3 FORUM 21 February 2014 7.15 P.M. – 9.00 P.M. Adapting to changes…

  2. Education System – Primary Level Subject Based Banding Primary 3 to 4 Primary 1 to 2 Parental Option Foundation Stage: Orientation Stage:Primary 5 & 6 PSLE P5/P6: Mother Tongue, English Language, Math, Science, Higher Mother Tongue, Foundation EL, Foundation Math, Foundation Science, Foundation Mother Tongue

  3. Description for Achievement Bands

  4. Development & Well-Beingof Primary 3 Pupils

  5. Gifted Education Programme (GEP) To provide opportunities for the intellectually gifted to develop their potential in an education environment that is designed to stimulate intellectual growth

  6. GEP 2014 Schedule Based on Primary 1 to 3 English Language and Mathematics Syllabuses. Note: Refer to the MOE letter dated 10 Feb 2014 for more details

  7. How can I help my child? Do… • monitor your child’s daily work • give encouragement and support in areas for improvement • praise your child for any progress made Avoid … • placing too much emphasis on marks and grades • making comparison of your child’s performance with other pupils/siblings/relatives • giving more homework than necessary, or as punishment

  8. Work out a timetable for studies & play • Practical – avoid having too many activities • Include time for rest & recreation • Set priority for weaker subject • More does not mean better; children must be given support & guidance • Take him seriously when he says that he cannot do his homework. Find out why.

  9. Motivate your child towards his goal • Active listening • Recognise your child’s effort and improvements • Acknowledge his strengths before weaknesses • Provide practical support • Reward

  10. Every Child Matters Every moment in the school matters

  11. Character & Citizenship Education(CCE)

  12. Outline • Goal of CCE • Components in CCE • Discipline • Pupils’ Well-being

  13. Goal of CCE • Toinculcate values andbuild competenciesin our students to develop them to be good individualsanduseful citizens. • CCE is central to the Framework for 21st Century Competencies and Student Outcomes.

  14. Components in CCE

  15. Form Teacher Guidance Period (FTGP) • Form teachers’ quality interaction with pupils • Strengthen pupils’ social and emotional competencies • School hour has not been extended • Part of FTGP is conducted during supplementary lesson time

  16. Discipline • Homework is completed and submitted on time • Your child returns home on time and safely after school

  17. Well-being of Your Child

  18. Help your child to develop a healthy body & mind

  19. Well-nourished Body • Have sufficient sleep (sleep early) • Balanced diet • Regular exercise

  20. Focused Mind • Set schedule at home to manage between study and leisure • Provide support, academically and emotionally • Right amount of stress

  21. Create a conducive study environment • Free from distractions • Good lighting • Proper ventilation • Reference books • Proper furniture

  22. Happy Heart • Be there for your child • Active listening • Create recreational activities • Allow them to have their personal space

  23. English Language @ Canberra A Strong Foundation for Rich Language & Life

  24. Overview EL Syllabus Approach to Learning English Language Assessment Matters Partnership with Parents

  25. Outcome… All children should enjoy learning English, develop good language skills, be effective communicators and lifelong learners.

  26. New skills for a changing world • Prepare our children for life and work in the 21st century • Develop pupils to be • Effective communicators • Confident, self-directed learners

  27. Rich Language For All A Strong Foundation EL Syllabus 2010 Emphasis on • Strengthening the foundation of language learning • Enriching the EL curriculum in our schools

  28. STELLAR 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

  29. STELLAR Lessons STELLAR lessons develop … Language Skills • Listening & Viewing • Speaking & Representing • Reading & Viewing • Writing & Representing

  30. STELLAR Lessons STELLAR lessons develop … Social Skills • oral interaction among peers in non-threatening situations • working in partnership with other children • turn-taking & respect for others during class discussions

  31. 1.Shared Reading Experiences Children read a storybook with the teacher and engage in discussion with teacher and peers. 2. Shared Writing Experiences 3. Language Use Activities The teacher models writing using children’s language. Children engage in writing together and writing independently. The teacher prepares mini-lessons based on specific needs of children to prepare them for reading & writing activities, e.g. grammar, vocabulary, word recognition, decoding skills & spelling. What is a lower primary STELLAR lesson like?

  32. Reading To Learn Writing As 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. What is an upper primary STELLAR lesson like? Teacher uses different strategies to help children read and understand different types of texts.

  33. Making the TransitionFrom Lower to Upper Primary Learning to Read  Reading to Learn Shared Reading  Silent Reading Big Books  Range of Text Types

  34. Overview of Assessment 2014

  35. P3 Assessment These are examples of changes in assessment to give students greater scope for interpretation and personal response. Paper 1 - Writing Paper 2 - Visual Text Comprehension Comprehension Sentence Manipulation (Combining sentence) Paper 3 -Listening Comprehension Paper 4 –Stimulus-Based Conversation

  36. Continuous Writing • 3 pictures with an open-ended ending • 3 Pictures in sequential order Paper 1 Composition (20 marks)

  37. Paper 2 Language Use and Comprehension (50 marks) Vocabulary (MCQ, Cloze) Grammar (MCQ, Cloze) Sentence Manipulation* Visual Text Comprehension* Comprehension*

  38. Paper 3Listening Comprehension (14 marks) Picture Matching Sequencing of events Note-Taking Text-Based listening

  39. Paper 4Oral (16 marks) Reading Aloud (6 marks) Stimulus-Based Conversations (10 marks)

  40. Timeframe • Changes will be introduced in phases • Teachers will have adequate time to prepare pupils.

  41. Support @CPS • STELLAR Unit Worksheets • Little Red Dot • Structured Reading Approach • Reader’s Theatre • School-wide programmes • Partnership with parents Communication Plan(termly)

  42. Mathematics@ Canberra

  43. OVERVIEW

  44. ASSESSMENT FORMAT

  45. APPROACH • Concrete Pictorial Abstract (CPA) • Develop more precise and more comprehensive mental representations, often show more motivation and on-task behaviour, understand mathematical ideas and better apply these ideas to life situations (Harrison & Harrison, 1986; Suydam & Higgins, 1977) • http://www.k8accesscenter.org/training_resources/ CRA_Instructional_Approach.asp

  46. APPROACH • Consolidating of Understanding through Diagnostic Packages • Diagnostic-tests • Intervention worksheets (Parallel Questions)

  47. APPROACH • Teaching of Heuristics

  48. PROGRAMMES • Financial Literacy Programme • Learn to make informed and responsible decisions relating to the use of monies • Understand the consequences of spending beyond his/her means

  49. PROGRAMMES • Math and Science Day • Using ‘Play’ as Pedagogy • Creation of games

  50. PROGRAMMES • Mathematics Enrichment • Understand and appreciate the different problem solving techniques • Think creatively and ‘out of the box’ • Apply the various techniques with more confidence

More Related