P4 Parents Engagement Session 22 January 2016 Overview of Briefing Introduction of Subject Teachers Class Expectations New updates in 2016 Holistic Education in MJS P4 Assessment Plan & Subject based banding Partnership with Parents Curriculum Time : 7.30 a.m. 1.35p.m. (Reporting time remains at 7.20a.m.) Recess time : 10.40a.m a.m. (25 mins) 3 block periods : For activity based lessons in English, Mathematics & Science Camp : Term 1 Week 10 Thursday 10 Mar- Friday 11Mar E-learning day : Friday 22 April (home-based) Homecoming Carnival: Sat 23 April Founders Day( School holiday) : Monday 25 April Home-Based learning : Mon, 17 October Thu, 20 October 2016 New updates in 2016 Holistic Education in MJS MJS Writing Process Writing Quality vs Quantity Progressive Teaching of Writing Skills -Introduction -Problem -Resolution -Conclusion Reading MJS Boys need rituals - Daily 10 min independent silent reading / read aloud - pupils must bring an English storybook daily Boys need to have direct access to books -weekly library visits -class library books -monthly-themed activities -termly mobile library visits -book recommendations Reading MJS Boys need role models -teachers read with their pupils daily for at least 10 mins -teachers share their favourite story books -silent reading in the hall / courtyard on Mondays, Wednesdays and Fridays with teachers - assembly talks by local authors Home Support Set aside time each day for independent reading time Surround your son with books Read aloud to your son Show that you too love reading / books P4 Assessment Plan TERM 2TERM 4 -Semestral Assessment 1 Grammar Vocabulary Comprehension Oral Listening Comprehension Composition Writing -Semestral Assessment 2 Grammar Vocabulary Comprehension Oral Listening Comprehension Composition Writing Primary 4 Talent Management Programme Term 1Term 2Term 3 Oracy Skills Workshop Spelling Bee / Debate You Can Be An Author Too! by Eliza Teoh Literature & Poetry Appreciation -White Fang Literature & Poetry Appreciation -Charlotte web -Boy-Centric Poems Publish Level Newsletter To build strong foundation in Mathematics, each new topic is taught through a structured approach using the Concrete-Pictorial- Abstract (CPA) approach. 2 T1: Performance Task and Review test T2: Semestral Assessment 1 T3:Performance Task and Review test T4: Semestral Assessment 2 1. Learning through TMP/ TSP/ LSM programme 2. Koobits (Online mathematics resource learning platform daily challenge.) P4 SCIENCE SYLLABUS SYSTEMS & INTERACTIONS THEMETOPIC Human System (Digestive) Functions of digestive system Organ systems in humans Plant System (Plant Parts and Functions) Plant parts and functions Organism is a system Interactions of forces (magnets) Uses of magnets Magnet making Characteristics of magnets P4 SCIENCE SYLLABUS - ENERGY THEME-TOPIC Energy Forms and Uses (Light) Formation of shadow transparency of materials object is a source of light or reflects light Energy Forms and Uses (Heat) Good and bad conductors of heat effects of heat gain and heat loss heat and temperature common sources of heat SectionType of questionMarks AMultiple choice 28 Questions 56 m BOpen-ended 12 Questions 44 m Total:100 m Duration of Exam : 1 h 45 min P4 SA1 and SA2 Format Includes revision topics covered in P3 EXPERIENTIAL LEARNING SUPPLEMENTARY PROGRAMME Objective - To ensure that our students have ample opportunities to appreciate and apply scientific concepts, language and skills Focus Meaningful hands-on activities designed as part of the science curriculum Time Every Friday 2 to 3.30 pm TALENT MANAGEMENT PROGRAMME Objective - To stretch students great potential in science by nurturing the spirit of inquiry, equipping them with higher-order thinking and process skills and granting them exposure through problem-solving Focus Excellence 2000 (E2K) Programme, Competitions Time Every Friday 2 to 3.30 pm Montfort Junior School P4 Mother Tongue Assessment Plan Term 1Term 2Term 3Term 4 Listening Integrated & Interactive Performance task : Book reflection (oral presentation with question and answer segment) Reading Aloud Semestral Assessment 1 1. Listening Comprehension 2. Oral Reading Aloud Picture Description Conversation 3. Composition 4. Language Use & Comprehension Grammar Vocabulary Comprehension Integrated & Interactive Performance task : Dialogue / Presentation based on reading Reading Aloud Semestral Assessment 2 1. Listening Comprehension 2. Oral Reading Aloud Picture Description Conversation 3. Composition 4. Language Use & Comprehension Grammar Vocabulary Comprehension Speaking Reading Written Paper 2 CL 1.Word recognition 2.Choosing the vocabulary 3.Matching of vocabulary 4.Complete the sentence 5.Cloze passage 6.Comprehension (MCQ) 7.Comprehension (OE) ML 1.Idioms (FIB) 2.Cloze passge 3.Comprehension(OE) TL 1.Meaning of the words 2.Cloze Comprehension 3.Comprehension (OE) ML 1.Idioms (FIB) 2.Cloze passge 3.Comprehension(OE) TL 1.Case Markers (MCQ) 2.Comprehension (MCQ) 3.Cloze passage 4.Comprehension (OE) Writing Written Paper 2 CL 1.Word recognition 2.Choosing the vocabulary 3.Matching of vocabulary 4.Complete the sentence 5.Cloze passage 6.Comprehension (MCQ) 7.Comprehension (OE) ML 1.Idioms (FIB) 2.Cloze passge 3.Comprehension(OE) TL 1.Meaning of the words 2.Cloze Comprehension 3.Comprehension (OE) Language use P4 MTL Programmes: 1.Reading programme: - Silent reading - MSSR 2.MTL week (Cultural Base Activities) 3. ICT Lessons IMTL portal CCE Programmes Form Teacher Guidance Period (FTGP) Explicit teaching of values and social emotional competencies Building positive relationship with peers and teachers through play (Interaction Time) Lifeskills Every Montfortian a Scholar and Gentleman Leadership Training Career Awareness Cyberwellness CCE Day CCE Programmes Leadership development Leadership Training Leadership Opportunities Every Montfortian a Leader Based on The Leadership Challenge Model Model The Way Encourage The Heart Enable Others To Act Inspire A Shared Vision Challenge The Process Pupils are given leadership roles in class or other platforms to develop their leadership qualities Primary Four Physical Education Learning Areas (according to MOE syllabus): Sports and Games Educational Gymnastics Outdoor Education Dance Health Education Athletics Items to be tested: Sit up in 1 minute Standing Board Jump Sit & Reach Inclined Pull ups in 30 seconds 4 X 10 m Shuttle Run 1.6km Run-Walk NAPFA (to be conducted in May/July) Modular CCA Claymation Pupils will be using clay figurine to make a stop motion animation based on their own story. Animation will be the focus of our Montfort Art progammes. Pupils will be exposed to many different ways to do animation throughout their six years with us. Curriculum Pupils will be doing: Term 1 Digital Art Term2 Relief Art Term3 Chinese Brush Painting Term 4 Pixel Art Continuation of ensemble playing Guitar Angklung Xylophone and metallophone Creation through soundscapes Recreating sounds from familiar and unfamiliar environments using voice and body percussion Music elements taught through soundscapes: Continuation of learning musical elements through games, singing and other activities Rhythm and time signatures - compound time and advanced simple time Tonality - Chord construction Texture - Melody and accompaniment Timbre Graphic notation Creativity and collaboration Advanced Form Pitch Rhythm Ensemble skills Continuation of ensemble playing Guitar Angklung Xylophone and metallophone Creation through soundscapes Recreating sounds from familiar and unfamiliar environments using voice and body percussion Music elements taught through soundscapes: Continuation of learning musical elements through games, singing and other activities Rhythm and time signatures - compound time and advanced simple time Tonality - Chord construction Texture - Melody and accompaniment Timbre Graphic notation Creativity and collaboration Advanced Form Pitch Rhythm Ensemble skills Primary 3 & 4 MCCA MCCA means Modular CCA. To expose and develop a love for sports, appreciation of visual or performance arts and computational thinking among Montfortians. As a school, on every Friday from 8.10am to 9.40am. MCCA - Every Friday, 8.10 to 9.40am ClassTerm 1Term 2Term 3 3CComputational ThinkingBadmintonPicassos Pal 3HPicassos PalComputational ThinkingBadminton 3RBadmintonPicassos PalComputational Thinking 3IBadmintonPicassos PalComputational Thinking 3SPicassos PalComputational ThinkingBadminton 3TComputational ThinkingBadmintonPicassos Pal ClassTerm 1Term 2Term 3 4CComputational ThinkingFootballPicassos Pal 4HComputational ThinkingFootballPicassos Pal 4RPicassos PalComputational ThinkingFootball 4SPicassos PalComputational ThinkingFootball 4IFootballPicassos PalComputational Thinking P4 Assessment Plan Rationale : Important aspect of learning and teaching to support holistic development of our pupils Term 1Term 2Term 3Term 4 HASA1HASA2 (Streaming Exam.) Why introduce Subject-based Banding? To provide more flexibility to pupils with strengths and abilities that vary across subjects To encourage greater interaction among pupils with different strengths We recognise different abilities... and help each student to proceed at a pace that he can manage. Mr Tharman Shanmugaratnam Former Minister for Education How does Subject-based Banding work? Likely Subject Combinations Any other subject-based combinations will be recommended on a case-by-case basis After Pri 5 Pupils will offer the same subject combination, subject to performance The school will make the final decision, considering the best interest of the child Achievement Bands Criteria for Recommendation for Higher Mother Tongue English, Math and Science: at least high Band 2 Mother Tongue: at least a Band 1 Interest and aptitude for Mother Tongue Language Teachers recommendation HMT will be recommended for all pupils who meet the criteria, regardless of P5 class Process for Subject-based Banding After SA2, option forms will be issued where the school will recommend the subject combination The scores of all 4 subjects (or all 3 subjects if child is exempted from Mother Tongue) and previous years performance will be considered. Process for Subject-based Banding Parents will indicate the options they would prefer their child to take. They are strongly encouraged to adopt the schools recommendation which was carefully analysed based on the childs results and professional inputs from teachers who have taught the child. Parents to meet form teacher to collect results and option form after SA2. Pupils will submit option form to the form teachers by the deadline Pri 5 classes will be assigned by 1 st week of December. A notice will be put up in school and the school website. At the end of Pri 5, any changes to subject combinations will be decided by the school. Progression to Secondary Level Progression to secondary level depends on PSLE Score. Different expectations of standard and foundation subjects will be taken into account when the PSLE score is calculated. Offering subjects at foundation level is not a disadvantage. Your child will be able to focus on building up strong fundamentals in the weaker subjects. Parents are strongly encouraged to prepare their child early for the subject-based banding. Progression to Secondary Level More information on secondary school coursescoursescourses Partnership with Parents Every parent a Supportive partner through : Design daily time-table together with your son for homework and revision so as to manage his time more efficiently Teach them the discipline to follow the time-table Check your sons diary daily for homework or note from teacher Inculcate and nurture good habits completion of homework, revision of topics taught, packing of bag daily, coming to school regularly and punctually Partnership with Parents Contact us if you have any queries or feedback through Montfort diary oror phone call Read all circulars and termly calendar Get schools notifications through SNAAPP (Please download the app in your mobile phone) MT CL MT CL MT CL MT CL stagestage MT CL ML TL CCA / PE Music/Art 5pm -6 pm