Transcript www.yangzhengpri.moe.edu.sg

* Introduction of Form and Co-Form Teachers
* Level Activities for P3 and P4
* Assessment Weighting for P3 and P4
* Format of Assessments and Programmes of
English, Maths, Science, Mother Tongue and
Physical Education Departments
* Subject-based Banding for P4
Primary 3
Form and Co-Form Teachers
P3A
P3C
P3B
Mdm Liyana
Mr Kandesan
Mrs Celestia Tan
Mrs Kathy Tham
Ms May Tan
P3D
Ms Hazel Neo
Mdm Zhang Sha
P3E
Mr Jason Goh
Mdm Norsena
Ms Cindy Lim
P3F
Mr Roger Tan
Ms Lam Wai Ling
Primary 4
Form and Co-Form Teachers
P4A
P4B
P4C
Mdm Farrah Ms Lim Sok Ping
P4D
Ms Rafidah
Mrs Koh Ling Shan
Ms Zakiyah
Mrs Laura Tan Mrs Cindy Seah
P4E
P4F
Mdm Li Hui Wen
Ms Lim Pei Wen Mdm Tan Kuan Bee
Ms Cindy Ng Mdm Nurellysa
Primary 3 & 4 Level Events/ Activities
Term 1 and Term 2
Events/ Activities
P3 & P4
Maths Games Day
Meet-the-Parents cum
E-learning Day
Dates
8 March
26 March
Primary 3 & 4 Level Events/ Activities
Term 1 and Term 2
Events/ Activities
Dates
28 January to
8 February
Multicultural Programmes Term 1 – Term 3
P3 & P4 Maths Games Day
17 May
P4 Camp
30 May to 31 May
English Spelling Bee
May
Mother Tongue
Fortnight
Primary 3 & 4 Level Events/ Activities
Term 3
Events/ Activities
Dates
E3 Day
P3 - Jurong Bird Park
P4 - NEwater Visitor Centre
4 July
P3 GEP Screening Tests
August
P3 & P4 ASSESSMENT WEIGHTING
(For English, Maths, Science and Mother Tongue)
Exam
Weighting
Semestral Assessment 1
30%
Semestral Assessment 2
50%
Alternative Assessments
20%
Total
100%
With effect from 2012, for P3 and P4,
CA2 exam has been replaced with a
range of alternative assessments.
Primary 3 and 4 STELLAR Programme
English Language Department 2013
* P3 & P4 STELLAR Programme
* English Language Examination Syllabus (P3 & P4)
* Modes of Assessment in P3 & P4
* Other EL Programmes for P3 & P4
What is STELLAR ?
Strategies for English Language Learning
and Reading
–Developmentally appropriate
–Research-based
P3 & P4 STELLAR
Programme
• Upper primary students can look forward to
more interactive English lessons with the
implementation of the revised 2010 English
Language (EL) Syllabus at Pri 4 from 2013.
• The new syllabus aims to enable our students
to communicate effectively and confidently and
be well prepared for the next stage of learning
• Pupils will sit for the revised Primary School
Leaving Examination (PSLE) EL papers in
2015.
P3 & P4 STELLAR
Programme
EL Syllabus 2010:
A document that sets out what, when, how
and why we teach English.
STELLAR:
A programme of instruction to deliver the
desired outcomes of EL Syllabus 2010
STELLAR is aligned with the current &
revised PSLE
STELLAR Website
http://www.stellarliteracy.sg/
This website gives a list of
tips to parents on how to
support their children in
their learning.
Primary 3 & 4
Allocation of Marks
1 Diagnostic Test
(open-ended comprehension, cloze passage)
0%
SA1
30%
SA2
50%
ALTERNATIVE ASSESSMENTS:
•Writing Portfolio
•Situational Writing Test
•Storytelling in Class
•Paper 2
20%
Total
100%
Primary 3
Allocation of Marks
English Paper 1
English Paper 2
45%
55%
Total
100%
EL Paper 1 (Primary 3)
*Reading- any text-type:
6 marks
announcement / instructional text / recount…
*Picture Conversation
Listening Comprehension –
*Picture Matching: choose the picture
10 marks
9 marks
that matches the description
*Note-taking - any text-type
*Dictation - unseen
*Composition
Total
20 marks
45 marks
Primary 4
Allocation of Marks
English Paper 2
50%
50%
Total
100%
English Paper 1
EL Paper 1 (Primary 4)
*Reading- any text-type:
6 marks
announcement / instructional text / recount…
*Picture Conversation
10 marks
Listening Comprehension –
*Picture Matching: choose the picture
14 marks
that matches the description
*Note-taking - any text-type
Dictation - unseen
*Composition
Total
20 marks
50
marks
ORAL (P3 & P4)
- READING ALOUD (6 marks)
- PICTURE CONVERSATION (10 marks)
* Reading aloud To assess the ability to read aloud a given text with
fluency, correct pronunciation, and appropriate
stress and intonation to suit purpose, audience and
context.
* Picture conversation To assess the ability to describe and interpret a
picture.
Composition
(P3 & 4)
• To assess the ability to write:
- legibly, coherently and cohesively;
- narrative/personal recounts based
on a given structure to suit the
purpose, audience and context.
• Total of 20 marks
Composition
Level
Type
P3
Picture Composition
(series of 3 pictures
+ 1 question mark)
P4
Picture AND
Situation with Outline
English Paper 2 – Primary 3
Grammar
10 marks
Vocabulary
9 marks
Comprehension – MCQ
Comprehension – Open-ended
Grammar Cloze
Vocabulary Cloze
Total
10 marks
10 marks
8 marks
8 marks
55 marks
Duration of Exam : 1 h 30 min
English Paper 2 – Primary 4
Grammar
8 marks
Vocabulary
6 marks
Comprehension – MCQ
10 marks
Comprehension – Open-ended 10 marks
Grammar Cloze
8 marks
Vocabulary Cloze (with and
without helping words)
Total
8 marks
50 marks
Duration of Exam : 1 h 30 min
Other alternative assessments (20%)
P3
Writing Portfolio:
40 marks
Select scores of 2 best
compositions (1 of them to be
completed in class. Discussions
to be done.)
Text-Type Writing:
10 marks
Informal letters, messages,
replies to letters, instructions
Storytelling in Class
Tell any story/recite a poem
within 5-10 minutes
30 marks
Paper 2
55 marks
135 marks
Total
Other alternative assessments (20%)
P4
Writing Portfolio:
40 marks
Select scores of 2 best
compositions (1 of them to be
completed in class. Discussions
to be done.)
Text-Type Writing:
Diary entries, postcards,
emails
10 marks
Storytelling in Class
Tell any story/recite a poem
within 5-10 minutes
30 marks
Paper 2
50 marks
130 marks
Total
Text-Type Writing
(P3 & 4)
• To assess the ability to:
- write effectively in Standard English;
- write legibly, coherently and
cohesively;
- select ideas, an appropriate focus and
format to write the target text;
- write with the purpose, audience and
context in mind.
• Total of 10 marks
Text-Type Writing (P3 & 4)
Level
Text forms tested
P3
Informal letters, messages,
replies to letters, instructions
P4
P3 topics +
Diary entries, postcards,
emails
Storytelling in Class (P3 & 4)
• To assess the ability to:
- understand and retell a story/
poem;
- speak coherently and expressively
using the correct grammar and
appropriate vocabulary to hold the
attention of the audience.
• Total of 30 marks
How to prepare your P3/P4
child for the written examination
•
•
•
•
Unit Worksheets (P3/4)
Other supplementary worksheets (P3/4)
Grammar Handbook for Primary 3 & 4
Grammar Workbook (P3/P4)
• Encourage your child to READ! (All)
P3 Programmes
* Little Red Dot (in the Classroom)
* Extensive Reading Programme (ERP)
- termly visits to the school library
- book exchange with friends
- writing book reviews
* Remedial Programme for selected
pupils
P4 Programmes
* Little Red Dot (in the Classroom)
* Extensive Reading Programme (ERP)
- termly visits to the school library
- book exchange with friends
- writing book reviews
* Remedial Programme for selected pupils
* Language & Literature Programme (P4A/B)
The belief and research on the
power of reading
and
books
underpin the
STELLAR Programme.
To enable your child to excel in English ,
encourage him/her to READ!
P3 and P4 Assessment Components for
Maths
TERM 1
TERM 2
TERM 3
TERM 4
1 Diagnostic 1 Diagnostic Alternative SA2 (50%)
Test (Term 1 Test (Term 2 Assessments
selected
selected
*Standard
topics)
topics)
Paper and
(0%)
(0%)
Pencil Test
(Mini-Test)
(10%)
SA1 (30%)
* Maths
Skills Test
(10%)
Format of Semestral Assessments
(SA1 and SA2)
P3 & 4
Sections
A
MCQ
B
Short-answer
Questions
C
No. of
Qns
20
Marks
20
40%
40%
Structured
5
20%
Questions
Total
45
100%
Duration of Exam : 1 h 45 min
Awarding of marks for Semestral
Assessments
Important Notes:
• Method marks are given for Sections B and C
word problems
• Take note that in Section C, in alignment to PSLE
marking, no answer mark is given for correct
answer with no working.
• It is not compulsory for pupils to draw models to
solve word problems in exams. However, model
drawing is an essential skill to master when the
pupils progress to upper primary.
Format of Standard Paper and Pencil
Test (Mini-Test) in Term 3
P3 & 4
Sections
No. of
Qns
5
Marks
10
20%
Structured
5
Questions
Total
20
Duration of Exam : 1 h
20%
A
MCQ
B
Short-answer
Questions
C
10%
50%
P3 & P4 Standard Paper and Pencil
Test (Mini-Test)

* Not as rigorous as the Semestral
Assessments
* Based on selected topics
P3 & P4 Maths Skills Tests


P3 & P4 pupils will be tested on
problem solving skills (Heuristics)
For example, “Make a Systematic
List”, “Guess & Check”, “Simplify a
Problem”.
P3 & P4 Maths Skills Test
The format of the P3 & P4 Maths
Skills tests are the same.
 Pupils will be required to solve
3-4 questions on Heuristics.
 The duration of the test will be
about ½ hour.

P3 & P4 Maths Skills Test

The Test will be conducted in
Term 3.
P3 & P4 Maths Skills Test

P3 & P4 pupils will be given practices in
their Mathematics Process Skills Booklets
starting from Term 1.
P3 & P4 Maths Skills Test

They are also given practices in our school
production – YZPS Mathematics
Supplementary Booklets
Key Departmental
Programmes/Activities
Sustained Support for Mathematics
(SSM) Programme (P3 & P4)
•Aims to engage learners in the learning and
mastery of essential Mathematics concepts using
well-researched pedagogical approaches.
• Infused in daily lessons.
• The worksheets for the various activities are given
in the P3 and P4 YZPS SSM booklets.
Heuristics Programme
•Our school places great emphasis in
building the problem solving skills of
our pupils.
•For Primary 3 & 4 pupils, they will be
exposed to solving non-routine
problems using heuristics throughout
the four terms.
Solve N Learn Portal
Pupils will be taught how to do problem posing
by their class teachers.
• Selected entries will be collated and published
in “Solve N Learn” portal.
• The “Solve N Learn” portal can be accessed
via MC Online portal.
•
P3 and P4 Assessment
Components for Science
 Diagnostic Test – 0% (Term 1)
 Semestral Assessment 1 – 30% (Term 2)
 Alternative Assessment – 20% (refer to next slide)
 Semestral Assessment 2 – 50% (Term 4)
P3 and P4 Assessment
Components for Science
Alternative Assessments – 20%
• Mini-Test (Term 3)
• *Spelling Test 1 (Term 2)
• *Practical Test 1 (Term 2)
• *Spelling Test 2 (Term 3)
• *Practical Test 2 (Term 3)
*The better of Practical and Spelling Test will be computed as 50%
(half) of the overall Alternative Assessments
Format of Semestral Assessment (SA1)
P3
Sections
A
MCQ
B
Open-Ended
Questions
Total
No. of
Qns
25
Marks
5
10
30
60
Duration of Exam : 1 h 30 min
50
P3
Format of Mini-Test
(Alternative Assessment)
Sections
A
MCQ
B
Open-Ended
Questions
Total
No. of
Qns
30
Marks
5
10
35
70
Duration of Exam : 1 h 30 min
60
Format of Semestral Assessment (SA2)
P3
Sections
A
MCQ
B
Open-Ended
Questions
Total
No. of
Qns
30
Marks
10
20
40
80
Duration of Exam : 1 h 45 min
60
Format of Semestral Assessment (SA1)
P4
Sections
A
MCQ
B
Open-Ended
Questions
Total
No. of
Qns
30
Marks
14
40
44
100
Duration of Exam : 1 h 45 min
60
P4
Format of Mini-Test
(Alternative Assessment)
Sections
A
MCQ
B
Open-Ended
Questions
Total
No. of
Qns
30
Marks
14
40
44
100
Duration of Exam : 1 h 45 min
60
Format of Semestral Assessments (SA2)
P4
Sections
A
MCQ
B
Open-Ended
Questions
Total
No. of
Qns
30
Marks
14
40
44
100
Duration of Exam : 1 h 45 min
60
SYLLABUS CONTENT
THEMES AND TOPICS ACROSS LEVELS
LEVEL
P3
P4
THEME
(Lower Block)
Diversity
Systems
(Lower Block)
Cycles
Energy
ASSESSMENT TOPICS (P3)
Assessment
Type
Topics
SA1
Diversity Chapter 1 – 7
Mini Test
(Alternative
Assessment)
Diversity Chapter 1 – 7
Systems Chapter 1 – 3
SA2
Diversity Chapter 1 – 7
Systems Chapter 1 – 4
Other Alternative
Assessments
Best of 2 Science Practical Tests (SPT)
Best of 2 Science Spelling Tests (SST)
ASSESSMENT TOPICS (P4)
Assessment
Type
Topics
SA1
Diversity Chapter 1 – 7
Interactions Chapter 1 – 3
Systems Chapter 1 – 4
Cycles Chapter 1 – 5
Energy Chapter 1 – 2
Mini Test (Alternative
Assessment)
Diversity Chapter 1 – 7
Interactions Chapter 1 – 3
Systems Chapter 1 – 4
Cycles Chapter 1 – 5
Energy Chapter 1 – 3
SA2
Diversity Chapter 1 – 7
Interactions Chapter 1 – 3
Systems Chapter 1 – 4
Cycles Chapter 1 – 5
Energy Chapter 1 – 3
Other Alternative
Assessments
Best of 2 Science Practical Tests (SPT)
Best of 2 Science Spelling Tests (SST)
Science lessons leverage on
students’ curiosity and seek to fuel
this spirit.
The goal is to develop students who
enjoy and value science as an
important tool in helping them
explore their natural and physical
world.
FOCUS
Inquiry-based lessons incorporating
5E (engage, explore, explain,
elaborate, evaluate) learning cycle.
Some of these lessons are vertical and
vegetable farming.
P3 and P4 Assessment Components
TERM 1
1 Diagnostic
Test
(Cloze passage
&
Comprehension)
TERM 2
SA1
(30%)
TERM 3
TERM 4
Alternative SA2 (50%)
Assessments
*Talk on a
given topic
(10%)
*Composition
writing(10%)
P3 & P4 MT Exam Format (SA1 & SA2)
Oral
30 m
* Reading a passage(10 m)
* Picture Conversation(10 m)
* Conversation based on a given topic
(10 m)
Listening Comprehension
10 m
Paper 1 (Composition)
15 m
Paper 2 (Written/Language Use)
45 m
Total
100 m
Duration of Exam : 1 h 15 min
P3 & P4 MT PROGRAMMES
E-learning
• Pupils are encouraged to access the Lead
portal (MC Online) for e-learning
P3 & P4 MT PROGRAMMES
 Multicultural programmes 
• Mother Tongue Fortnight Week :
The purpose of these programmes is to provide
platforms for pupils to actively learn MTL and the
associated cultures and traditions so as to
experience MTL as ‘living languages’.
• Adopted a more integrated approach in
incorporating these programmes into our overall
Mother Tongue and National Education Learning
plans.
P3 & P4 MT PROGRAMMES
CHINESE
• VIEWING OF THEATRICAL
PERFORMANCE (CPES)
• DRAMA LESSONS
• SINGING WORKSHOP USING
UKULELE
• CULTURAL CAMP
P3 & P4 MT PROGRAMMES
MALAY & TAMIL
•
•
•
•
SPEECH & DRAMA
CREATIVE WRITING PROGRAMME
CULTURAL CAMP
DRAMA LESSONS
• CONVERSATIONAL CHINESE & MALAY
PROGRAMME
HIGHER CHINESE @ P3 & P4
Levels
 MOE’s Educational goal : Enable every
pupil to learn Mother Tongue
Language(MTL) to as high a level as each
pupil is able to.
 With this in mind, the school introduced
Higher Chinese to identified pupils in P3
& P4 in 2013
HIGHER CHINESE @ P3 & P4
Levels
• Pupils are selected based on an internal
criteria set by the school
• An additional 2 periods of Chinese lessons
are conducted outside curriculum time
• Pupils are using Higher Chinese
Instructional materials
HIGHER CHINESE @ P3 & P4
Levels
• Closely monitor pupils’ progress and advise
underperforming pupils to drop Higher Chinese
and take Chinese as per norm.
• After P3 & P4 SA2, the school will recommend
a subject combination based on your child’s
P3 & P4 year-end combined results.
HEALTH
PROMOTION
IN YZPS
Obesity and its Health Impact
• Start promotion of healthy lifestyle from
young
• Overweight children will become overweight
adults
• Likely to get joint pain
• Hearts work harder
• Breathless & tire easily
Obesity and its Health Impact
• Bodies carry excess weight
• Likely to get illnesses linked to being
overweight when they grow up
• Likely to have short attention span
• Impact on Academic Performance
Parents’ Role:
School-Aged Children and Youth
– Encourage family meals
– Keep track of children’s
intake on unhealthy food
– Limit TV viewing
– Increase physical activity
PAM @YZPS
P Art and Music Programme)
( .E. ,
PAM @ YZPS :
Physical Education
Our Philosophy
‘Healthy Child, Happy
Child’
Our Vision
Continual Pursuit of
Healthy Lifestyle
Our Mission
Our Values
Visual Art
Love Music, Enjoy Arts
Every Yangzhengnite
artistically literate
Every Yangzhengnite to be Provide a supportive
able to play 3 sports games environment where every
competently
child will be able to develop:
i.Visual literacy
ii.Creativity through
Seeing
Expressing
Appreciating
Art forms
PRISM,
Fairplay, Teamwork,
Sportsmanship &
Olympic Values
(Friendship, Respect &
Excellence)
Performing Arts
(Music/ Dance)
PRISM
Appreciation of the Arts
Provide a supportive
environment for every
child to acquire musical
knowledge
PRISM
How can schools help?
The YZPS Way…
• Reinstate the importance of PE and HE lessons.
• Quality PE Program
• Loan of PE equipment during breaks.
• Develop effective programs to address the needs of
overweight and obese children.
• Develop capacity of PE & HE teachers
PE, Sports & Nutrition @ YZPS:
5 – PRONGED APPROACH
• Physical Education Programme
– Games Concept Approach & Fundamental movements, Fun
Friday, Intra & Inter- Class Competition
– Sports Fiesta, Post Exam activities, Camps
– Loan of PE Equipment, FruiTime, Pupil’s Recognition
• Co Curricular Programme
– Badminton, Basketball, Fun & Fitness, Skipping & Soccer
• Fun and Fitness (FNF) Programme
• Enrichment Programme
– Swimming, Skipping, Cheerleading, Dance
• Programme for Active Learning (PAL)
PE Assessment
Percentage
Points
25%
Attitude/ Values
25%
Participation
25%
Cognitive
25%
Skills
Weight Management Program
for P3 – P6
“Fun N Fitness” Activities
• P3 to P6 play games during recess (4 times
a week).
• Before and after school activities for FNF
members (once a week).
• Before school jogs (twice a week)
• Sandwiches and fruits meals for recess
Weight Management Program
for P3 – P6
“Fun N Fitness” Activities
• Termly Health Booklet updates
• Semestral excursion
• Severely overweight pupils are encouraged
to go for their clinic appointment at School
Health Service. Additional letter sent to give
more information.
FUTURE DIRECTION
• Engage Parents Support Group as Health
Ambassadors
• Emphasize the importance of healthy lifestyle to
pupils, parents and staff through workshops and
seminars
• Building a Culture of Physical Activities and Sports
Visual Art @ YZPS:
4 – PRONGED APPROACH
• YZPS Art Curriculum
– Aesthetics Week Experience (AWE)
• AMIS Programme
–
–
–
–
3D Animal Paper Sculpture
Mixed Medium
Relief Portraits
Chinese Brush Painting
• PAL Programme
• Co Curricular Programme
– Art Club
– Media Club
Performing Art @ YZPS:
4 – PRONGED APPROACH
• Music Curriculum
– Aesthetics Week Experience (AWE)
• AMIS Programme
–
–
–
–
Ukelele
Beat Box
Stomp
Song Writing
• PAL Programme
• Co Curricular Programme
– Guzheng & Coloured Bell
– Chinese Dance & International Dance
CONTACT
Physical Education
Mr Adnan [email protected]
Ms Celine Chew [email protected]
Subject-based Banding
NURTURING EVERY CHILD
Why introduce Subject-based
Banding?
• Every child will be encouraged to do the
subjects at the levels that best meet his
abilities
• To provide more flexibility to pupils with
strengths and abilities that vary across
subjects
• To encourage greater interaction among
pupils with different strengths
Why introduce Subject-based
Banding?
“We recognise different abilities...
and help each student to proceed
at a pace that he can manage.”
Mr Tharman Shanmugaratnam
How does Subject-based Banding
work?
• After P4 SA2, the school will recommend a
subject combination based on your child’s P4
year-end combined results. Parents will select
the preferred combination.
• The school will continue to monitor and review
your child’s progress in his/her subject
combination when your child is in P5. After P5
SA2, there may be some changes to your child’s
subject combination based on his/her
performance.
How does Subject-based
Banding work?
Pupils who
cannot cope with
their subject
combinations
Switch some
subjects to
Foundation Level
Pupils who can
cope with their
subject
combinations
Continue with the
same subject
combination
Primary 4 SBB
Combination
4S1H
(4 Standard 1 Higher Mother Tongue)
Criteria
• Band 1 for Mother Tongue
• Band 1 for English, Math & Science
4S
(4 Standard)
• Band 3 for English, Math, Science & Mother Tongue
4F
(4 Foundation)
• Band 4 for English, Math, Science & Mother Tongue
1S (MT) 3F
(1 Standard Mother Tongue 3 Foundation)
• Band 3 for Mother Tongue
• Band 4 for English, Math & Science
3S
(3 Standard)
• Band 3 for English, Math & Science
• Exemption from Mother Tongue with Approval from
MOE
3F
(3 Foundation)
• Band 4 for English, Math & Science
• Exemption from Mother Tongue with Approval from
MOE
CONTACTS
English
Mr Chew Yi <[email protected]>
Mdm Aline Ng <[email protected]>
Mathematics
Mrs Toh Peng Tee <[email protected]>
Mdm Janice Tow <[email protected]>
Science
Mdm Norain <[email protected]>
Mdm Noryati <[email protected]>
Mother Tongue
Mdm Alli <[email protected]>
Mdm Chin Siew Hoon <[email protected]>
Other Matters
• Enrolment for P3 to P6 – Up to 42 pupils in a class
• Shoes
–
P5 and P6 are encouraged to wear YZPS black shoes.
(Phasing in was done since 4 years ago and parents have been
informed through Letters to Parents.) Otherwise they are to
wear normal white canvas shoes (not sports shoes).
• Biometrics
–
Pupils are to take their attendance at the ‘Biometrics’
station by 7.30 am. An SMS will be sent to the parents of
those pupils who ‘clock’ in their attendance after 7.30 am
to inform them that their child is late for school. The
conduct grades for pupils who are late for 5 times or more
in a term will be affected.
• Homework policy
–
Implemented for all levels
–
Communicated with parents through Letters to Parents
–
Tuesday, Wednesday and Thursday are ‘no homework day’
for English, Maths and Mother Tongue respectively
–
Tasks assigned take up approximately 30 minutes to complete