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P3&p4 mtp 2010_v5
- 1. P3 and P4 Dialogue Session with the Principal Friday, 9 April 2010 7.30 p.m. – 9 p.m. EVERGREEN PRIMARY SCHOOL WELCOME
- 3. P3 FORM TEACHERS Class Name 3 Care Mrs Tracy Lee (ALM) 3 Charity Mrs Tan Chia Suan 3 Faith Ms Juliana Teo (LM) 3 Grace Mrs Irene Ang 3 Hope Mdm Janet Chin (ALM) 3 Joy Mr Alfiyan 3 Love Ms Sally Tan 3 Mercy Mdm Isnarti 3 Patience Mdm Radin
- 4. P4 FORM TEACHERS Class Name 4 Care Mrs Low Kwee Huang (ALM) 4 Charity Mrs Hazel Low (ALM) 4 Faith Mdm Nornizah (LM) / Ms Rurhernie 4 Grace Mrs Celine Ong 4 Hope Mr Saravanan 4 Joy Ms Teo Tze Yee 4 Love Ms Teo Shi Hui 4 Mercy Mr Khairil 4 Patience Mr Alan Pillay (Acting LM)
- 5. School Mission, Vision and Values
- 6. School Mission Evergreen Primary School is dedicated to providing a quality education to meet the needs of a diverse student population in an environment of care and acceptance. Our students will be successfully prepared in their role as thinking and responsible citizens who find joy in learning and are pure in act.
- 7. School Vision Evergreen Primary School is a happy school where each child is able to realize his potential in an environment which is stimulating, challenging and supportive.
- 10. The school’s expectation of your child
- 11. FACTORS CONTRIBUTING TO GOOD RESULTS CARING TEACHERS CONCERNED PARENTS HIGH EXPECTATIONS + CONSISTENT ATTENTION PAID TO DAILY WORK DILIGENT HIGHLY MOTIVATED GOOD SELF-DISCIPLINE PUPILS 1 2 3 4
- 15. The support the school provides to your child
- 19. Subject-based Banding NURTURING EVERY CHILD
- 22. 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 Minister for Education
- 23. How does Subject-based Banding work?
- 24. How does Subject-based Banding work?
- 25. How does Subject-based Banding work?
- 26. How does Subject-based Banding work?
- 27. How does Subject-based Banding work?
- 28. How does Subject-based Banding work?
- 29. How does Subject-based Banding work?
- 30. How does Subject-based Banding work?
- 31. How does Subject-based Banding work?
- 33. English Language
- 34. Weightage of Papers (Primary 3) Components Weightage Paper 1: Writing 20 marks (20%) Paper 2: Language Use and Comprehension 50 marks (50%) Paper 3: Listening Comprehension 15 marks (15%) Paper 4: Oral Communication 15 marks (15%)
- 35. Weightage of Papers (Primary 4) Components Weightage Paper 1: Writing 20 marks (17%) Paper 2: Language Use and Comprehension 65 marks (56%) Paper 3: Listening Comprehension 15 marks (13%) Paper 4: Oral Communication 16 marks (14%)
- 36. Paper 1 - Writing Paper 1 Guided Writing - Picture Series with helping words or phrases OR -Situational with outline ** Choose 1 Question only
- 37. Paper 2 – Language & Comprehension Component Grammar MCQ Grammar Cloze Synthesis Editing for Spelling & Grammar Vocabulary MCQ Vocabulary Cloze Comprehension Cloze – P4 Comprehension MCQ Comprehension Open-Ended
- 43. “ Language is more caught than taught.”
- 47. MATHEMATICS
- 48. P3 & P4 Mathematics Examination Format The examination consists of ONE written paper comprising Sections A, B & C: Section Item Type Number of questions Number of marks per question Weighting % Duration A Multiple choice 20 2 40 1 h 45 min B Short-answer 20 2 40 C Word Problems 5 4 20 Total 45 - 100 1 h 45 min
- 53. SCIENCE
- 57. Skills and Processes Skills The skill of ……. Observing using senses to gather information about objects or events. Also includes the use of instruments to extend the range of our senses. Comparing identifying the similarities and differences between two or more objects, concepts or processes. Classifying grouping objects or events based on common characteristics. Using apparatus and equipment knowing the functions and limitations of various apparatus, and developing the ability to select and handle them appropriately for various tasks. Communicating transmitting and receiving information presented in various forms – verbal, pictorial, tabular or graphical. Inferring interpreting or explaning observations or pieces of data or information
- 58. Skills and Processes Skills The skill of ……. Predicting assessing the likelihood of an outcome based on prior knowledge of how things usually turn out. Analysing identifying the parts of objects, information or processes, and the patterns and relationships between these parts. Generating possibilities Exploring all the alternatives, possibilities and choices beyond the obvious or preferred one Evaluating Assessing the reasonableness, accuracy and quality of information, processes or ideas. Also assessing the quality and feasibility of objects Formulating hypothesis Making a general explanation for a related set of observations or events. It is an extension of inferring.
- 60. Attitudes and Ethics Attitudes and Ethics Curiosity Desire to explore the environment and question what they find. Creativity Suggest innovative and relevant ways to solve problems. Integrity Handle and communicate data and information with integrity. Objectivity Seek data and information to validate observations and explanations objectively. Open-mindedness Accept all knowledge as tentative and willing to change their view if the evidence is convincing. Perseverance Pursue a problem until a satisfactory solution if found. Responsibility Show care and concern for living things and awareness of the responsibility they have for the quality of the environment.
- 63. Examination Format The examination consists of ONE written paper comprising two booklets, Booklet A and Booklet B and a Practical Test: Booklet Item Type Number of questions Number of marks per question Weighting % Duration A Multiple Choice 30 1 60 1 h 30 min B Open-ended Questions 10 2 40 Total 40 - 100 20 min *Practical Test P3 (SA2) / P4 (SA1) 2/3 Stations 3 / 4 10 - 110 Marks will be converted to 100%
- 67. Chinese Language
- 68. P3 & P4 CL Exam Format Component No. of Questions Marks Weighting Oral Oral Passage 朗读篇章 Picture Conversation 看图说话 Conversation 会话 (Discussion topic is based on the theme for picture conversation) 1 1 1 10 10 5 25% Listening Comprehension (MCQ) 听力测验 10 10 10% Paper 1 SA1 P3: Write a paragraph 写段落 P4: 4-Picture Composition 看图作文 SA2 P3: 4-Picture Composition 看图作文 P4: 4-Picture Composition 看图作文 1 20 20% Paper 2 45 45% Total 100 100%
- 71. Malay Language
- 72. P3 & P4 ML Exam Format Component No. of Questions Marks Weightage Oral (Lisan) Oral Passage (Bacaan) Picture Conversation (Gambar) Conversation (Perbualan) (Discussion topic is based on the theme for picture conversation) 1 1 1 10 10 5 25% Listening Comprehension (MCQ) (Kefahaman Mendengar) 10 10 10% Paper 1 (Karangan) 4-Picture Composition 1 20 20% Paper 2 45 45% Total 100 100%
- 73. P3 ML Paper 2 Exam Format Component Type of Questions No. of Questions Marks (1) Prefixes & Suffixes (Imbuhan) MCQ 5 5 (2) Antonyms (Kata Berlawan) MCQ 5 5 (3) Graphic Stimulus (Rangsangan Grafik) - Simple poster MCQ 5 5 (4) Adage/Proverbs (Peribahasa) FIB 5 5 (5) Cloze Passage (Golongan Kata) FIB 5 5 (6) Sentence Making (Bina ayat) OE 5 10 (7) Comprehension (Kefahaman) OE 5 10 Total for Paper 2 45
- 74. P4 ML Paper 2 Exam Format Component Type of Questions No. of Questions Marks (1) Prefixes & Suffixes (Imbuhan) MCQ 5 5 (2) Graphic Stimulus (Rangsangan Grafik) - Simple poster MCQ 5 5 (3) Fill in phrases (Frasa) - Fill in the corresponding number, do not write the whole phrase FIB 5 5 (4) Adage/Proverbs (Peribahasa) FIB 5 5 (5) Collective Nouns (Penjodoh Bilangan) FIB (no helping words) 5 5 (6) Cloze Passage (Golongan Kata) OE 10 10 (7) Subjective Comprehension (Kefahaman Subjektif) OE 5 10 Total for Paper 2 45
- 75. Tamil Language
- 76. P3 & P4 Tamil Exam Format Component No. of Questions Marks Weighting Oral Oral Passage ( வாசிப்பு ) Picture Conversation ( பட உரையாடல் ) Conversation ( உரையாடல் ) (Discussion topic is based on the theme for picture conversation) 1 1 1 10 10 5 25% Listening Comprehension (MCQ) ( கேட்டல் கருத்தறிதல் ) 10 10 10% Paper 1 SA1 P3: 4-Picture Composition (10-12 sentences) P4: 4-Picture Composition (app. 60 words) SA2 P3: 4-Picture Composition (app. 50 words) P4: 4-Picture Composition (app. 70 words) 1 20 20% Paper 2 45 45% Total 100 100%
- 77. P3 Tamil Paper 2 Exam Format Component Type of Questions No. of Qns Marks Paper 2 (1) Vocabulary ( சொற்பொருள் ) MCQ 5 5 (2) Poetry/Proverbs ( செய்யுள் / பழமொழி ) FIB 5 5 (3) Case Marker ( வேற்றுமை உருபு ) FIB 5 5 (4) Subject Predicate ( மூவிடப் பெயர் ) FIB 5 5 (5) Adjectives/Adverbs ( அடைமொழி / எச்சம் ) FIB 5 5 (6) Cloze Passage ( முன்னுணர்வுக் கருத்தறிதல் ) FIB 5 10 (7) Comprehension ( சுயவிடைக் கருத்தறிதல் ) OE 5 10 Total for Paper 2 35 45
- 78. P4 Tamil Paper 2 Exam Format Component Type of Questions No. of Qns Marks Paper 2 (1) Case Marker ( வேற்றுமை உருபு ) MCQ 5 5 ( 2) Adjectives/Adverbs ( அடைமொழி / எச்சம் ) MCQ 5 5 (3) Comprehension, MCQ ( தெரிவு விடைக் கருத்தறிதல் ) MCQ 5 10 (4) Vocabulary ( சொற்பொருள் ) MCQ 5 5 (5) Comprehension, Cloze ( முன்னுணர்வுக் கருத்தறிதல் ) FIB 5 5 (6) Poetry/Proverbs ( செய்யுள் / பழமொழி ) FIB 5 5 (7) Comprehension ( சுயவிடைக் கருத்தறிதல் ) OE 5 10 Total for Paper 2 35 45
- 79. Q & A
- 80. Thank You
Hinweis der Redaktion
- We would like to share on the topic of Subject-based Banding, which was announced in September last year, and will be implemented in all Singapore schools for Primary 5 in 2008. I will give you the broad overview, followed by some details which are specific to our school.
- What does Subject-based Banding mean for your child? Every child will be encouraged to do the subjects at the level that best meet his abilities. If your child is doing well in all subjects, he will take these subjects at the standard level. If your child is good at some subjects but very weak in others, he will be able to take a mix of standard and foundation subjects. This will help stretch and develop your child further in his strong subjects. It will also allow your child to proceed at a pace he can manage for his weaker subjects. For those of you who are familiar with the previous method of streaming, what this means is that Subject-based Banding will replace the merged and EM3 streams from next year’s Primary 5 cohort, i.e. your child’s cohort. This system is more flexible than the merged and EM3 streams – it allows pupils to take a mix of standard or foundation subjects, depending on the pupils’ abilities. No child would be worse off with Subject-based Banding.
- We recognise that pupils have varying strengths in different subjects. Not everyone is good at every subject, or weak in every subject. To provide more flexibility for pupils to develop their strengths, Subject-based Banding is therefore introduced. Another aim of Subject-based Banding is to encourage greater interaction among pupils with different strengths and abilities. Pupils do not have to attend all lessons with the same classmates, but have the opportunity to interact with other pupils and learn from each other.
- Our Minister for Education shared in 2006 that “we recognise different ……..”
- The Primary 4 examinations will continue to be school-based. The Primary 4 examinations will tell us your child’s academic ability in the various subjects and the school will recommend a subject combination based on the results. Instead of recommending a child to EM3, or merged stream, we will now recommend a combination that is most suited for your child. So for example, we may recommend that the child will do Foundation English, Foundation Science, Foundation Mathematics and Standard Mother Tongue. This remains our recommendation. You will make the final decision on what your child will take in Primary 5. The school will monitor your child’s performance in Primary 5, and decide at the end of the year what combination best suits your child. Parents who are familiar with the previous streaming exercise will notice that the process is exactly similar to the current one.
- Now let’s look at how we will recommend the option for your child at the end of Primary 4. Besides the Primary 4 examination results, we will also take into consideration your child’s performance in a subject from past assessments such as (….), as well as comments and observations by your child’s teachers. What is the school likely to recommend for your child? If your child passes all 4 subjects at the end of Primary 4 and performs very well in Mother Tongue Language, he will be recommended to take 4 standard subjects and Higher Mother Tongue Language. (according to the text in the table).
- If your child passes all 4 subjects at the end of Primary 4, he will be recommended to take 4 standard subjects. (according to the text in the table)
- If your child passes 3 subjects at the end of Primary 4, he will also be recommended to take 4 standard subjects. (according to the text in the table)
- If your child passes 2 subjects… (as per the 4 scenarios, pls read from slides). Our recommendations will be based on how well the child has fared in the subjects. We want to be able to give the child a combination he can cope with and do well in the next year.
- Now that we have looked at the possible subject combinations, let’s move on to see what will happen at the end of Primary 5. At the end of Primary 5, the school will determine what is best for your child, based on our professional judgement. If a pupil who takes 1 or more foundation subjects does very well in them, the school may decide that he can upgrade his strong subjects to the standard level in Primary 6. Otherwise, the pupil would continue with the same subject combination.
- If a pupil who takes 4 standard subjects shows difficulty coping, at the end of Primary 5, the school may decide that it would be better for him to take 1 or more subjects at foundation level in Primary 6.
- All other pupils will continue the same subject combination in Primary 6.
- In summary, your child will take a subject determined by the school at Primary 6, based on our professional judgement of what would be best for your child. At the end of P6, your child will sit for the PSLE. For your child’s cohort, all subjects are examinable except Foundation Science. Examinable Foundation Science will only be offered one year later as we need to review the Foundation Science syllabus to make it examinable, as it is not currently designed as an examinable subject.
- Under Academic Programme, we have several programmes. We have the school supplementary lesson which is conducted twice a week for an hour from 10.15 am – 12.00pm. One hour is for EMS and 45 minutes is for MT. Your child have 3 subject teachers to teach EMS, but do be assured that all the 3 subject teachers take turns to conduct supplementary lessons as well as remedial lesson. We provide remedials for pupils who are weak in their studies or cannot follow certain concept. Also there is the tuition programme from self-help group like mendaki, CDAC and Sinda. If you need any of these assistance, you can come to me and we can help you with it. Lastly, these are the list of 8 activities that we are having in Primary 5. During this activities, we integrate different subjects together so as to enable the child to learn more.
- Under Academic Programme, we have several programmes. We have the school supplementary lesson which is conducted twice a week for an hour from 10.15 am – 12.00pm. One hour is for EMS and 45 minutes is for MT. Your child have 3 subject teachers to teach EMS, but do be assured that all the 3 subject teachers take turns to conduct supplementary lessons as well as remedial lesson. We provide remedials for pupils who are weak in their studies or cannot follow certain concept. Also there is the tuition programme from self-help group like mendaki, CDAC and Sinda. If you need any of these assistance, you can come to me and we can help you with it. Lastly, these are the list of 8 activities that we are having in Primary 5. During this activities, we integrate different subjects together so as to enable the child to learn more.
- We hope to develop a partnership with you in helping your child. We need your support and also to work closely with the staff for the benefit of your child. To help your child succeed, kindly encourage then to do all homework in a quiet environment. Also ensure that they attend supplementary and remedial lessons regularly and punctually.
- All the above mentioned is ultimately to prepare your child for PSLE. After your child sat for the PSLE, these are the following options for your child.
- The 5 core themes provide a broad based understanding of the environment and will help build a foundation upon which students can rely on for further study. The topics under each theme should not be viewed as compartmentalised blocks of knowledge. Conscious effort to show the relationship between themes. Spiral Approach – This is characterised by revisiting of concepts and skills at different levels with increasing depth. It allows the learning of scientific concepts and skills to match students’ cognitive development. It therefore helps students build upon their existing understanding of concepts and facilitates the gradual mastery of skills.
- Topics which are underlined are not required for students taking Foundation Science
- Teachers are encouraged to provide opportunities for students to use concepts and integrate skills and processes to inquire things and phenomena around them.
- Processes are complex operations which call upon the use of several skills. At the primary level, the processes expected of students are as follows. Scientific Inquiry Students need to understand the what(content) and the how(process) of understanding the world that we live in. Using the 5Es approach – Engage, Explore, Explain, Elaborate, Evaluate.
- In all scientific inquiry, the adoption of certain mental attitudes is advocated. Opportunities are provided in the classroom for students to ask questions.
- Science Practical Test is to assess pupils’ ability to apply science process skills. Through following the set of instructions for each station, pupils demonstrate the ability to carry out and completing the tasks and answer the questions therein. Parents will then be given a Science Practical Process Skills Report that will inform them of their child’s ability to apply each of the process skills tested.
- *The panel of examiners would adhere to the weighting specified but may make modifications based on their professional judgement.
- Inquiry-based lessons - degree of responsibility students have in posing and responding to questions (student-guided inquiry) and the degree of involvement the teacher takes (teacher-guided inquiry). Using the 5Es approach – Engage, Explore, Explain, Elaborate, Evaluate. For e.g. using Concept cartoon – To trigger misconception of scientific facts and getting pupils to be engaged and start to explore, explaning and elaborating the concepts. Experiential Learning / Hands-On Lesson P3 Life Cycle of Butterfly – pupils rear butterfly – observing the different stages in its life cycle P3 Life Cycle of Plants – pupils plant seeds and observe the life cycle, pupils were also encouraged to complete the YSB cards to expand their knowledge on plants P4 Properties of Light and Shadow – pupils to complete a holiday project on creating an object that could cast different types of shadows P4 Hydroponics Activity – Learning to grow plants without soil and teaching pupils to do Service Learning – harvested crops are donated to the old folks home P4 Heat Activity – using the knowledge of materials, pupils to create a container that could help to slow down the melting of ice. P4 Investigative Science Project – pupils were taught the skills of conducting a fair test. Pupils make paper airplanes that could fly the longest distance.
- We hope to develop a partnership with you in helping your child. We need your support and also to work closely with the staff for the benefit of your child. To help your child succeed, kindly encourage then to do all homework in a quiet environment. Also ensure that they attend supplementary and remedial lessons regularly and punctually. Think ‘Science’ when answer questions – which theme – what are the facts, concepts and principles – apply the process skills – use the proper science terms.