primary 3 form teacher time - ministry of education
TRANSCRIPT
Overview
Our Learning Environment
Pupils’ Contribution
Teacher’s Expectations
Learning Environment
• In the classroom
– Seating: in groups, on the floor
– Class display boards
• Beyond the classroom
– Learning journeys
Contributions
• Leadership Roles
– Foster a sense of ownership
– Encourage them to take
responsibility for the upkeep of
the class
– Take initiative to care for one
another and school property
Values in Action
• Aims and objectives
– Create awareness about the
community they live in
– Inculcate the spirit of giving
and serving
– Provide leadership
opportunities
– Foster civic responsibility
Values in Action
• Planned Activities
– Being A Good Neighbour
– Use Your Hand Campaign
– PE Storeroom Duty
Homework Expectations
• Weekly Spelling and Dictation
– Should tests fall on a public
holiday, they will be tested the
following week.
• Parents’ Acknowledgement
– Please sign on returned files
and assignments.
Discipline
• Form Teacher’s Intervention
– Investigation of misconduct
• Teacher-Parent Communication
– Parents will be informed
• Consequences
• P3 English Curriculum
• Stellar Approach
• Writing - Project Write Right
• Oracy - Retelling
• Assessment
• Working hand-in-hand
Listening Speaking
Reading Writing
Self-directed learners
Knowledge of the Language
Building 21st century competencies Critical thinkers & listeners Effective communicator & Confident speakers
Literacy Development
English Language
Curriculum @ Kellock
STELLAR
READ & REAP
Programme
Project
Write Right
SPEAK
Awards
Book Café
Book Buzz @
Kellock
Reading Writing Speaking
Reading, Writing, Speaking, Listening
Retelling Read, Swop,
Share
Books – To -
Go
Orals
English Language
Curriculum @ Kellock
STELLAR
READ & REAP
Programme
Project
Write Right
SPEAK
Awards
Book Café
Book Buzz @
Kellock
Reading Writing Speaking
Reading, Writing, Speaking, Listening
Retelling Read, Swop,
Share
Books – To -
Go
Orals
Project Write Right
Project Write Right
English Language
Curriculum @ Kellock
STELLAR
READ & REAP
Programme
Project
Write Right
SPEAK
Awards
Book Café
Book Buzz @
Kellock
Reading Writing Speaking
Reading, Writing, Speaking, Listening
Retelling Read, Swop,
Share
Books – To -
Go
Orals
English Language
Curriculum @ Kellock
STELLAR
READ & REAP
Programme
Project
Write Right
SPEAK
Awards
Book Café
Book Buzz @
Kellock
Reading Writing Speaking
Reading, Writing, Speaking, Listening
Retelling Read, Swop,
Share
Books – To -
Go
Orals
• First pillar: Generation and Selection of Ideas
• Second pillar: Organization and Development of Ideas
• Third pillar: Review, Revision and Editing
English Language
Curriculum @ Kellock
STELLAR
READ & REAP
Programme
Project
Write Right
SPEAK
Awards
Book Café
Book Buzz @
Kellock
Reading Writing Speaking
Reading, Writing, Speaking, Listening
Retelling
through
Storytelling
Read, Swop,
Share
Books – To -
Go
• Build on retelling skills taught in P2.
Retelling through
Storytelling
English Language Curriculum
@ Kellock
Evidence Novice Storyteller Apprentice Storyteller Master Storyteller
Use of voice and language
I can be heard some of the time
I have some appropriate pauses and intonation
I pronounce some
words correctly
I can be heard most of the time
I have appropriate pauses and some intonation
I pronounce most
words correctly
I can be easily heard I speak at a good
pace with appropriate pauses and intonation
I am accurate in my pronunciation
Use of Body and Facial Expression
I attempt to use body
gestures to improve the story telling
I attempt to vary my facial expression
I use some body
gestures to improve the story telling
I vary my facial expression sometimes
I use appropriate body
gestures to make the story alive
My face is expressive when I tell the story
Audience Engagement
I maintain eye contact
with my audience
occasionally
I maintain eye
contact with a with
my audience most of the time
I am able to maintain
good eye contact and
use questions to engage the audience
Characterisation
I speak with the same
voice for different characters
I vary my voice for the
different characters
I vary my voice
appropriate and consistently to suit the
characters
Rubric for P3 Storytelling Speak
Awards
• SPEAK (Speak Proper English at Kellock) Awards – Storytelling Competition (Week 9)
• Book Café (4 March, Wednesday)
–Aim: To inculcate the love of reading by introducing books from different countries.
Term 1 Term 2
Speaking: Speak Award (Story-Telling)
Compo Writing
Stimulus-based conversation
Term 3 Term 4
Composition Retelling
Stimulus-based conversation
• Go to the library together
• Have lots of books, magazines and newspapers in your home
• Allow your child to choose books to read and reread
• Read to and with your child (or, have your child read to you) • Talk about the books and characters read
• Keeping a personal diary
PRIMARY 3 MATHEMATICS
• Assessment
• Math Alive
• Multiplication Whiz
• Problem Solving Package (PSP)
• Expectations of Word Problems
Term 1 Term 2 Term 3 Term 4 Topical Practices
1. Numbers to
10000 Problem Solving Skills
1. Addition &
Subtraction within 10000
Problem Solving Skills
Topical Practice
1. Multiplicatio
n and
Division Problem Solving Skills
Topical Practice
1. Measures Problem Solving Skills
NIL
Formative Assessment
MATH ALIVE!
• Learning beyond the classroom
• Connect Math to their daily lives
Intent: To engage students
in authentic tasks to explore
mathematics concepts and
ideas at students’ own pace
and together with their
parents.
Collect 12
stars to
exchange
for this
badge
Compulsory Task – An Example
Start time: 12.40 p.m.
Duration: 108 minutes
End time: 2.28 p.m.
Multiplication Whiz
• To be carried out from Terms 2-3
• Encourages students to commit the
multiplication tables to memory
• Students will receive a badge upon
completion
Problem Solving Package (PSP)
• Application of heuristics using POLYA
problem-solving strategies
• Intent: To develop problem solving skills through the
teaching of heuristics and thinking skills using the
thinking routine UPER
Step 1 (A) :
Understand the
Problem
What are you asked to find/solve?
What facts do you have?
What do you know that is not
stated in the problem?
Step 2 (B) : Plan What strategies do you know? Try a strategy that seems workable
Step 3 (C) : Execute
the Plan
Write out the steps Think of the big steps first, and then
do the little steps
Step 4 (D) : Review Re-read the question
Did you answer the questions
asked?
Does your answer make sense?
Steps in PSP
Make a list A group of 6 people shook hands
with one another in a meeting.
Each person shook hand with
another person once. What was
the number of handshakes
exchanged?
PSP – An Example
Step 1 (A) : Understand the Problem
A group of 6 people shook hands with one
another in a meeting. Each person shook
hand with another person once. What was
the number of handshakes exchanged?
Number of people 6
What they did? Shook each others’ hands
once
Step 2 (B): Plan the strategy to use
• Based on the question, we need to find out
the number of handshakes exchanged. So
we will use ‘Making a list’ strategy to help us
answer the question.
Step 3 (C) : Execute the plan
+ 6
+ 6
+ 6
+ 6
Person
Number
People they shook
hands with
No. of
handshak
es
1 2, 3, 4, 5, 6 5
2 3, 4, 5, 6 4
3 4, 5, 6 3
4 5, 6 2
5 6 1
6
6 has already
shaken hands with
everyone else
Making a list:
Total handshakes = 5 + 4 + 3 + 2 + 1
= 15
15 handshakes were exchanged.
Step 4 (D) : Review • My Claim
□ Is my answer correct?
• My Evidence
□ Have I written the numbers correctly?
□ How do I know that my answer make sense?
• My Confirmation
□ I have gotten the right answer after my review.
• To find out if my answer is right,
List out the number of people who shook hands with
each other, I am sure that there are no handshakes that
I counted twice. So I can be sure that the answer makes
sense. I will list the sequence of the number of handshakes by each person on a table.
Step 4 (D) : Review
Science
• http://www.moe.gov.sg/education/syllabuses/
Choose ‘2014 Science (Primary) Syllabus’
5 Themes
Diversity
Cycles
Interactions
System
Energy
Block Textbook Activity Book
P3 - P4
Lower Block
In 5 themes
(1 booklet per
theme)
In 5 themes
(1 booklet per
theme)
P5 - P6
Upper Block
In 4 themes
(1 booklet per
theme)
In 4 themes
(1 booklet per
theme)
Term 1 Diversity
Diversity of
Living
Things
Term 3
Diversity
Materials
Term 2
Cycles
Life Cycle
of Plants
and
Animals
Term 4
Interactions
Magnets
• Science Journal
• Science File - a green ring file.
• Science Activity Books
• Science Textbooks
Science Process Skills
- Incorporates the basic process
skills stipulated in the syllabus -
observing, comparing,
classifying, measuring,
communicating, analysing,
generating and evaluating.
Note:
All textbooks, activity books,
books, process skills booklets and
science journals should not be
disposed and must be kept till
PSLE.
Science – HA Plan
Term 1
1. Reflective series and concept cartoon
(Living and Non-Living Things)
2. Performance based Task: My Imaginary
Animal (Animal Groupings)
Term 3
1. Reflective series and concept cartoon
(Materials)
2. Performance based Task: It’s a material
world (Materials)
Term 2
1. Reflective series and concept cartoon
(Plant Parts and Life Cycles of Animals)
2. Performance based Task: Comic Life
Cycle (Life Cycle)
Term 4
1. Reflective series and concept cartoon
(Magnetic Materials)
2. Performance based Task: Magnet Magic
(Uses of Magnets)
Concept Cartoons and Reflective Series
check the student’s knowledge of Science concepts
Written Assessment
Term 2 SA1 and Term 4 SA2
Format
SA1 Section A: 15 Questions, Section B: 8 Questions
SA2 Section A: 30 Questions, Section B: 16 Questions
Practical Assessment
• There will be a practical test in term 3.
(20 marks)
• The Science Practical comprises 4 stations
where students have to perform a simple task
and complete short-answer questions
• Weighting: 20 marks [5m x 4 stations]
• Marks will be included in the final Semestral
Assessment (SA2)
An introduction to a structured thinking
process that students engage in when
approaching open-ended questions.
– Identifying CONTEXTUAL CLUES
– Applying science CONCEPTS
– Making the LINKS between clues
Description of TCCL • T • Identify the TOPIC and THEME in which the question is related to • Which topic/theme does this question belong to?
• C
• Identify the contextual CLUES from the question (the given situation) • Information, Data or Evidence gathered from the question • Annotate key phrases/keywords, seek patterns and trends
• C
• Identify the relevant science CONCEPT(S) • What is the concept that will help you explain your answer? • LINK the clues to the concept(s)
• The answer has to be specific to the question, explaining the concept clearly in the given context
Objectives:
1. To engage students in writing, doing and thinking science
beyond the confines of the syllabus.
2. To promote school-parent partnership through the activities
which provide opportunities for bonding with your child.
The activities from the young scientist cards have been
integrated into school-based worksheets and weekend
assignments where appropriate.
• Cards to be completed this year are Young Zoologist and
Young Botanist
• Stars [15 stars] earned from completing the activities in the
worksheet/weekend assignments will help them to earn the
young scientist badge.
• Scientist in Focus (New*)
• Each term we will focus on: – contributions and
character traits of a famous scientist or
– careers in science related to the topic learnt
• Articles will be printed for the students to read and reflect on the impact of the scientist’s work on society as well as the values role modelled
Nature of
Science Nature of
Science(New*)
• Students will learn
how science is
conducted in the
real world.
• They will also learn
how scientists
approach science.
• Science Enrichment lesson at the
Science Centre – Magnets
– Students will be going to the Science
Centre for the enrichment lesson in Term
4.
– Visit to the Frog Farm in Term 2. This will be
linked with the Formative Assessment in
Term 2.
P3 MTL Assessment Plan
Term 1 Term 2 Term 3 Term 4
• Listenin
g
Practice
• Letter
Writing
• Picture
Description using
iPad
• Mini Written Test
(Grammar &
Vocab)
• Mini Written Test
(OE
Comprehension)
• Listening
Practice
FO
RM
AT
IVE
P3 MTL Programme
“We are Campus Reporters” Programme 我们是校园小记者
targeted at higher ability students
Dikir Barat Workshop
History of Tamil Language and People Workshop
Customized CL Programme
(We are Campus Reporters)
Targeted at students taking Enrichment
module in P3
Objectives
To improve students’ oracy and
communication skills To generate interest in the learning of
Chinese Language
Customized CL Programme
(We are Campus Reporters)
“Our Heritage, Our Pride” Mini Carnival
To be held during MT Fortnight
Various stations to introduce students to
different cultures and dialects.
CL Learning resources:
iflashbook Game (游戏乐翻天)
Mc Online (华文、冠军王)
Xuele (学乐)
Oracy Eland (听说E乐园)
ML Enrichment Programme
Traditional Games
Tapak gajah
Tarik upih
In-class activity
Acting
(Layar Perak – memainkan
watak 60-70an)
Dikir Barat Workshop
ML Enrichment Programme
Dikir Barat Workshop
o Enhance the spirit of patriotism
and love for the country among
the younger generation
o Inculcate the spirit of united and
strengthen relationship among
students
o Widen students’ knowledge on
the Malay culture and the use of
Malay language
Engage your child with a host of interesting and
relevant digital multimedia learning resources,
including games and grammar practices that
can be found in the TINTA and
MC online website.
Tinta Tunas
Mekar Dalam Talian
MC Online
ML Learning Resources
TL Enrichment Programme
TL Enrichment Programme History of Tamil Language
and People Workshop • Boost the spirit of patriotism and
love for the country among the
students.
• Create awareness of our
pioneers contribution to
Singapore
• Instil unitedness and strengthen
relationship among students
• Widen students’ knowledge on
the Tamil culture and the use of
Tamil language. Date: 12 February 2015
Time: 11.10-12.10 (Thursday)
Venue: School _ Computer Lab 1
Tamil Learning Resources:
Pazhahutamil – E-learning Portal
Engage your child with a cloud of attention-
grabbing and relevant digital multimedia learning
resources, including games that can be found in
Pazhahutamil website.
Please return the completed
evaluation form to us