Welcome to P4

Parents’ Briefing

15 February 2019

English Language

Vision

Every Hildan a confident and proficient user of the Englishlanguage

Mission

To provide an exciting, exploratory and rich language learningexperience for students to be well grounded in their languageskills and proficiencies

English Language Department

• Listening and Viewing

• Reading and Viewing

• Grammar• Vocabulary

• Speaking and Representing

• Writing and Representing

Areas of Language Learning

Scope

Stellar UnitsGrammar HandbookSpellingContinuous Writing (CW) Oral & Listening ComprehensionNICELit-based Curriculum

SemestralAssessment

Overview of English Language Learning

Paper 1 (CW)Paper 2 (Booklets A & B)LCOral (Reading Aloud & Stimulus-Based Conversation

P4 English CurriculumKey components

Term 1 Term 2 Term 3 Term 4

• STELLAR

Programme

• NICE*

• STELLAR

Programme

• NICE*

• Literature-

based

Curriculum

(James &

The Giant

Peach)

• NICE*

• STELLAR

Programme

• NICE*

* Subscription of newspapers borne by school on a year-to-year basis subject to availability of funds

P4 Highlights

Note: Oratorical and writing competitions either for selected students or open to all. More info in due time

Learning Outcomes:

Develop creative and higher order thinking

skills.

Acquire a basic understanding of literary

elements such as character analysis,

theme and plot development.

Become a critical reader and a confident

writer.

Portray verbal and written texts through art, craft, drama or oral presentation.

Literature-based Curriculum(Term 3)

Highlight:

Go through a “JGP Day” experience at the end of the “James & The Giant Peach” curriculum.

Literature-based Curriculum(Term 3)

P4 Writing – Various Themes

• Build the field through shared ‘experiences’ – stories, newspapers articles or video clips

• Develop the plot through Story Mountain

Some Writing Tips

Strive to get the basics right. - Important to achieve accuracy in spelling, punctuation and application of grammar rules.

Actively use what they have learnt and apply it in their writing.- Words and phrases from Spelling Lists and Preston Primary English as well as techniques learnt in class.

Criteria for Success in WritingContent (10m)

Ideas are relevant and story thoroughly developed to

provide vivid details about settings, characters and

events.

Organisation & Language (10m)

Sequencing, paragraphing and linking of ideas and

facts.

Includes use of transition words and phrases (eg. while, just then, soon after, immediately etc).

Hardly any errors for grammar, expression, spelling &

punctuation.

Variation in sentence structure.

Appropriate and wide range of vocabulary/expressions

used.

Reading Aloud (6m)

• Clear and accurate pronunciation.

• Fluent, expressive reading with variation in tone, pace and

volume.

• Appropriate stress and intonation to convey meaning according

to the purpose, audience and context.

• Stimulus-based Conversation (10m)

• Give developed personal responses.

• Express oneself clearly and confidently.

• Use a wide range of vocabulary and sentence structures,

supported by correct pronunciation.

• Interact with the examiner.

Criteria For Success for Oral

Welcome to P4

Parents’ Briefing

15 February 2019

Mathematics

CPA activities with in-

house Activity-based

booklets to provide opportunities for hands-on

activities when teaching and learning

the Math concepts

Concrete, Pictorial, Abstract (CPA) was developed by American

psychologist Jerome Bruner. It is an activity-based approach in

teaching Maths for Mastery.

Concrete stage – the

stage of learning in

which students work

only with the

manipulatives to

understand a

mathematical

concept, symbols

are absent during

this stage

Representational stage – also called the

“pictorial stage”, the stage in which

students use pictures in the same manner as

manipulatives, the manipulatives may or may

not be present. It is also the stage in which

students may watch the manipulation of

manipulatives instead of doing it themselves.

Abstract – the stage in

which there are no

manipulative or pictorial

help but symbols are

used instead. Students

manipulate the symbols

using the math concepts

learned from the

previous stages

Schultz, 1986; Sowel, 1989; Keller, 1993

Concrete-Pictorial-Concrete Approach in teaching

Mathematics

Student Learning Space

Use of Student Learning Space

STEADFAST RESILENT PERSEVERING

Differentiated Learning Resources

Quality of work

1. Pupils present their methods neatly and clearly in pen. They need to write answer statements for all problem sums.

2. Pupils complete corrections in green pen.3. For construction questions and drawing of models, insist the use of rulers,

pencils and mathematical sets.4. Date every piece of work assigned.5. Parents’ signatures are requested (every chapter in Targeting Maths), termly

worksheets and activity-based booklets.6. Put all P5 worksheets in 3 blue files:

A. Targeting MathsB. Problem SumsC. Other Worksheets (differentiated worksheets, Activity-based booklets)

7. Encourage the use of model. Stress on the importance of labelling the models. Pupils are not allowed to use model rulers during examination from Primary Six onwards.

8. Stationery required:3 Blue files (P4 to P6)Mathematical sets (from P3 onwards)Approved scientific calculator (P5 onwards) See SEAB website for latest model.Math journal (optional). For working/mental sums/group discussion.

Equation

Rationale: The marking code is used as a form of diagnostic marking. It is used to communicate the type of mistakes made by the students so that they can make improvement.

Model Drawing

•Encourage your child to draw models.

•Model drawing is a useful strategy to help students

visualize the problem, and translate words into pictorial

representation.

•Model drawing aids the child in problem solving

especially at the upper primary.

•Please also note that the use of model rulers will not be

allowed during examination from Primary Six onwards.

Your child is strongly encouraged to draw models with

rulers and not with model rulers.

Unit TERM 1

1 Whole Numbers

2 Factors and Multiples

3 Four Operations of Whole

Numbers

5 Angles

Unit TERM 2

11 Tables and Graphs

4 Fractions

6 Squares & Rectangles

Unit TERM 3

7 Decimals

8 Four operations of Decimals

10 Area and Perimeter

Unit TERM 4

9 Symmetry

12 Time

Recommended Textbooks

(Supplementary)

1) Targeting Mathematics by Star Publishing

2) Primary Mathematics syllabus (objectives)

3)https://www.moe.gov.sg/docs/default-

source/document/education/syllabuses/scien

ces/files/mathematics_syllabus_primary_1_to

_6.pdf

For any queries or clarifications, you may wish to

contact Math Teacher

P4 ScienceSt Hilda’s Primary School

15 February 2019

Agenda

• Syllabus

• Exam Format

• Level Programmes & Activities

• Tips to help your child/ward

P4 Science Syllabus

Term 1 Term 2 Textbk : SYSTEMS

Unit 1: Your amazing body as a system

Textbk : CYCLES

Unit 3 : Matter

Topical Test: Week 9 (unweighted)

Textbk : ENERGY

Unit 2 : Heat and

temperature

Revision

SA1 Science

P4 Science Syllabus

Term 3 Term 4 Textbk : ENERGY

Unit 1 : Light and shadows

P3 Syllabus revision

Diversity, Life Cycles of Plants &

Animals, Plant & Body Systems

Science Practical Test

(week 8 to 9) – unweighted

CYCLES (2 wks, not in SA2)

P5 & P6 Textbk (Upper block)

Chap 2 Cells – The Unit of Life

REVISION : P3 & P4

SA2 Science: Week 9

SA1 & SA2 Exam Format

Section Item Type

Duration for

the paper

(Booklet A &

B) is

1hour 45

minutes

Booklet A

[56marks]

Multiple Choice Questions

(2m per qn)

Booklet B

[44marks] Open-Ended Questions

(2, 3, 4 or 5m per qn)

Topics for exam will be given in the assessment letter printed for all parents

Level Programmes & Activities

• 2D model making of Digestive System

• Augmented Reality of Digestive System (using ipads

in class)

• Experiments on light topics with video making

• Hydroponics

– Hands-on investigative approach to harvest

vegetables in semester 1 & 2

Level Programmes & Activities

• Science Diagnostic Marking

– To help student identify the gaps in the open

ended answers and refine their answers

– The list is given to students

Tips to help your child

• Ensure that your child complete all the school based

science homework

• Encouraged to subscribe to Science Magazines

• Question your child on his/her understanding to instil

an inquisitive mind

• Use mind maps to draw out what they had learnt

• Allow them to try out safe experiments at home

Mrs Elaine Wong Head of Department (Science)lam_hui_ern_elaine@schools.gov.sg

Mrs Jocelyn Chan Subject Head (Science)lin_xiuqin@schools.gov.sg

Partnership

圣希尔达小学

四年级

家长说明会15-02-2019

在学习华文的过程中，

我希望学生们能……

互相尊重、互相学习、互相帮助

专心上课、积极提问

准时呈交功课、认真地学习

养成每天复习功课的好习惯

在学习华文的过程中，

我希望爸爸妈妈能……

与老师紧密合作

陪伴孩子一起学习

聆听孩子的心声

适时给予孩子鼓励

欢乐伙伴数码资源https://xuele.moe.edu.sg/xuele/MOE_web/main.html

• 校方会发信 (Assessment Letter) 通知家长考试日期与考查项目

•考试前会有一份考前练习让学生熟悉题型

考试事项

考评局核准的词典／电子词典

e-知识https://www.ezhishi.net/Contents/index.html

登入 Login

Click on “eChinese Magazine”

点击“易华文”

自主学习：Self-Directed Learning

“ECHINESE MAGAZINE”

“易华文”

易华文ECHINESE MAGAZINE

“小学华文 欢乐伙伴”

与课本相关

语文技能训练：“听、说、读、写”

“课外阅读 趣味学习”

例如：儿歌、游戏

“MY E-ASSIGNMENT”

“电子作业”

电子作业MY E-ASSIGNMENT

班级老师给的网上作业

孩子能为自己做什么？

孩子能够……

每天花至少15至30分钟复习

能够做什么：温习当天所学的字词、

朗读课文、阅读《小拇指》、

阅读一篇作文范文/阅读理解篇章等等

善用时间学好听写字词和佳句

准时完成当天的功课

给爸爸妈妈的建议

把学习华文的机会融入生活中，

学习华文也可以很快乐、很轻松。

听广播 、听流行音乐（在车上）

听学乐网和e-知识的课文／故事

与孩子一同观看华语电视节目

https://tv.toggle.sg/en/channel8/shows

https://tv.toggle.sg/en/channelu/shows

听

看

• 针对日常生活进行对话

• 鼓励孩子利用华语进行交谈

• 父母也一起尝试说华语（互相学习）

• 要能够接受孩子参杂英语

（有尝试＝值得鼓励）

说

切记：

在此的目的要建立孩子的信心

我们不该过分纠正孩子的错误

• 阅读《大拇指》

• 到图书馆或书局去借阅或购买故事书

• 作文范文、课文、阅读理解篇章

（一起阅读、一起讨论、发表看法）

读

SEKOLAH RENDAH ST. HILDA’S

Taklimat

Ibu Bapa 2019

JABATAN BAHASA IBUNDA (BAHASA MELAYU)

Darjah

JABATAN BAHASA IBUNDA (BAHASA MELAYU)

Cikgu Rohayah

Ketua Subjek

Guru Darjah 5 & 6

Cikgu Norashida

Guru Darjah 1 & 5

Cikgu Nurliyana

Guru Darjah 2 & 6

Cikgu Khairunnisa

Guru Darjah 3 & 4

VISI PENGAJARAN & PEMBELAJARAN BM

MATLAMAT KURIKULUM BAHASA MELAYU

Memupuk pelajar aktif &

pengguna mahir

PROGRAM BACAAN LUAS

• menggalakkan murid membaca seberapa banyak bahan bacaan

• untuk keseronokan dan penguasaan serta pengayaan bahasa

Program Bacaan dapat menyumbang ke arah pencapaian akademik yang baik serta

membina budaya membaca.

PROGRAM BACAAN LUAS

Majalah Mari Membaca

PROGRAM BACAAN LUAS

Siri Bacaan Nabil Nabilah (10 siri)

DWIMINGGU BAHASA IBUNDA

DARJAH AKTIVITI TARIKH

1 Permainan Tradisional:

Guli / Keleret

18 Feb

2 Kuih-muih Tradisional:

Ondeh-ondeh

19 Feb

3 Tarian Tradisional: Joget 21 Feb

4 Muzik Tradisional: Kompang 19 Feb

5 Persembahan Tradisional: Boria 18 Feb

6 Persembahan Tradisional:

Dikir Barat

20 Feb

PENILAIAN SEMESTER 1 & 2

PENGGAL JENIS PENILAIAN

1 Kertas 2

2 SA 1

3 Karangan

4 SA 2

TUGASAN HARIAN

1 Cekap – Buku Teks & Aktiviti

2 Rakyat Budiman – Buku Teks & Aktiviti

3 Fail Bahasa Melayu: Lembaran Kerja

Karangan, Kefahaman & Bahasa

4 Buku Ejaan

5 Buku Kosa Kata

SENARAI KAMUS

SENARAI KAMUS

Kamus yang kami gunakan

LAMAN WEB MLCS

LAMAN MLLPC

PENDEKATAN PENGAJARAN (ICT)

SOKONGAN IBU BAPA

• Pendedahan bahasa Melayu di rumah atau di luar

• Memastikan bahawa anak-anak andamelengkapkan kerja rumah yang diberi olehguru

• Menggalakkan pembacaan buku-buku Bahasa Melayu, sekurang-kurangnya 15 minit setiaphari

• Komunikasi dengan guru: e-mel, ‘Class Dojo’

SOALAN

St Hilda’s Primary School

PARENTS’ BRIEFING 2019

PRIMARY THREE/FOUR

(TAMIL DEPARTMENT)

Tamil Department

Mrs Bala – P3 & P4

Mdm Thilaga – P1 & P5

Ms Meera – P2 & P6

Communication Channel

•E-mail address:

(k_balasundaram@schools.gov.sg)

•Message broadcasts via Class Dojo

Tamil Language Programmes

• MTL Fortnight (After-school activity)

- 22nd February 2019 (Date to be Confirmed)

• TL Learning Journey

– 24th June 2019 (P3 – P5)

•Every Thursdays and Fridays are set aside for

reading of Mother Tongue Books.

Revised Tamil Language Curriculum

Importance given to two-way interactive

communication (இருவழிக் கருத்துப் பரிமாற்றம்)

– This will include more Oral Activities.

Revised Tamil Language Curriculum

SA1/SA2

Term 2 and Term 3

Paper Component Item TypePaper 1(40 min)

[15 marks]

கட்டுரை (Composition Writing) Open Ended

Paper 2(1 h)[45

marks]

காலங்கள் (Tenses) Multiple Choice Questions

அரைம ாழி/எச்சம் (Adjectives/Adverbs) Multiple Choice Questions

மூவிைப்மெயர்கள் (Subject, Predicate & Pronouns) Multiple Choice Questions

மசய்யுள்/ெழம ாழி (Proverbs) Multiple Choice Questions

முன்னுணர்வுக் கருத்தறிதல் (Cloze Passage) Multiple Choice Questions

சுயவிரைக் கருத்தறிதல் (Comprehension) Open-Ended

Paper 3[40

marks]

ககட்ைல் கருத்தறிதல் (Listening Comprehension) Multiple Choice Questions

வாய்விட்டு வாசித்தல் (Reading Aloud)

ெை உரையாைல் (Picture Talk)

உரையாைல் (Conversation)

-

ST HILDA’S PRIMARY SCHOOL

Thanks to each and everyone of you for your

support and collaboration☺