Welcome to Yu Neng Primary School

15 February 2014

MEET-PARENTS-SESSION 1

Objectives of this session

To know important information concerning assessment, school policies and key school programmesTo meet up with class teachersStrategies to teach various subjectsHow to reach the teachers (contact)

HELPFULNESS 4

Level Advisor Level Managernorasniza_sarbini@moe.edu.sg debbie_koh_ling_zhi@moe.edu.sg

HOD CCE

Helpfulness 4 Level FTs

Mrs Debbie Goh•Helpfulness 4-1debbie_koh_lingzhi@moe.edu.sg

Mrs Jaslyn Quek• Helpfulness 4-2kong_peiling@moe.edu.sg

Mr Robin Koh• Helpfulness 4-3koh_kum_kong@moe.edu.sg

Helpfulness 4 Level FTs

Mr Md. Haniffa•Helpfulness 4-4mohammad_haniffa_mohd@moe.edu.sg

Mrs Nancy Chong• Helpfulness 4-5ng_mee_chin_nancy@moe.edu.sg

Helpfulness 4 MT teachers

Mr Ngeiw Chaw Yeengeiw_chaw_ yee@moe.edu.sg

Mdm Joyce LeeLee_poh_ling_joyce@moe.edu.sg

Mr Md. Anuarmohamed_anuar_mohamed_sahri@moe.edu.sg

Mr Seah Kok Zhongseah_kok_zhong@moe.edu.sg

Ms Phan Huey Juphan_huey_ju@moe.edu.sg

Ms Shelwyn Tantan_xin_hui_shelwyn@moe.edu.sg

Helpfulness 4 MT teachers

Curriculum

(Skills Development Framework)

Academic & Non- Academic

Subjects

21st Century Skills

Life

Ski

lls &

Car

eer

Ski

lls

Information M

edia &

Technology Skills

Learning & Innovation Skills

Leadership

Personal productivity

Responsibility

Cross-cultural skills

Citizenship (Social

Responsibility)

Social skills

Self-directed

Computer literacy

Media awareness

Information management

Cyberwellness

Critical thinking

Creativity

Problem solving

Communication

Collaboration & Teamwork

English Language

English Language

The aims of primary English education:

By the end of Primary education pupils will be able to communicate effectively in English:

1. Listen, read and view critically with accuracy

2. Speak, write and represent in grammatical, fluent and appropriate English for different purposes

3. Understand and use internationally acceptable Standard English grammar and vocabulary

English Language

The assessment criteria resides in 4 broad components:

•Listening Speaking Reading Writing

SA1 (40%) and SA2 (50%) components

Paper 1 (OE) – Composition Writing skills

Paper 2 (MCQ/OE) – Listening, Reading & Understanding skills

Oral Exam – Reading aloud, Speaking &

Conversational skills

*OE – Open-ended Questions

Paper Component Marks Weighting Duration

1 ContinuousWriting

20 20% 50min

2 Listening Comprehension, Language Use & Comprehension

64 64% 1h 30min

Oral Exam

Oral Communication

16 16% About 10min

Total 100 100%

SA1 (40%) / SA2 (50%)

English Language

Paper 1 (Writing)

Pupils will write a composition of at least 120 words in continuous prose on a given topic. Three pictures will be provided on the topic offering different angles and interpretation. Pupils may come up with their own interpretation of the topic.

Example: An unexpected event

English Language

Paper 2 (Listening Comprehension, Language Use and Reading Comprehension)

Pupils will listen to texts and answer MCQs which test their ability to understand spoken English. A Dictation Passage will be read for the sentences to be written down.

Pupils will use their language ability to comprehend visual and textual information. Grammar and vocabulary sections are tested explicitly.

Oral Exam

Part 1 (Reading Aloud): Pupils are required to read a given passage with good pronunciation and articulation.

Part 2 (Stimulus-based Conversation): Pupils are required to give a personal response to a visual stimulus and engage in a conversation relevant to the topic.

English Language

English Language

TERM 3 Mini Test (10%)

Rationale: A check on pupils’ readiness

on basic items

Essentially, this is a Grammar Test.30 questions 30 marks 30 minutesSection 1: Grammar MCQ (10 questions - 1 mark each)Section 2: Grammar Cloze (10 blanks with helping words - 1 mark each)Section 3: Editing on Spelling and Grammar (10 blanks - 1 mark each)

Mathematics

Mathematics Multiple Approaches to Problem-Solving

(MAPS)Level HeuristicsP4 Model Drawing

Look for a PatternGuess and Check

Working backwardsSystematic Listing

Problem-solving heuristics skills will be taught through MAPS lessons by constantly modelling (thinking aloud) George Polya’s problem-solving steps: 1. Understand the problem 2. Plan a solution 3. Carry out the plan 4. Check & Reflect

Mathematics Formative Assessment (AfL) in Math Learning

• Journal writing • Performance tasks – SSM2 activity-based lessons• Teacher/ Peer / Self-assessment• Mental sums / speed tests• Mathematics Games• Problem-Based Activities• Topical Mastery Tests• Strategic teacher questioning

Booklet

Item Type No. of Question

s

Marks Allocatio

n

AMultiple-Choice 20 40

Short-Question 20 40

BStructured / Long-answer

5 20

Total Marks:

100N.A. 100

19

Mathematics SA1/SA2 Format

Science

Science

Key Learning Area : Mad Science Enrichment

Focus Area : Acquisition of Process Skills

Using RIP Strategy &

Concept Maps

Tell me and I'll forget. Show me, and I may not remember. Involve me, and I'll understand.

How can you help your child?

Raise your child’s awareness of Science in their daily life. It is a way of understanding the world around us.

Connect the concepts learnt in the textbooks to actual happening that takes place around them.

Create opportunities for Science learning at home while watching educational programmes or perhaps embarking on inquiry-based experiments right in your very own home.

Inject fun into Science learning and revision through games, quizzes and crossword puzzles. Show excitement/passion for science.

Develop existing skills, reinforce what is learnt in school.

Science

Suggested Websites

http://www.brainpopjr.com/http://www.brainpop.com/

Username: yunengpsPassword: 1658stud

https://lms.asknlearn.com/(Asknlearn Portal)

Science

Science Assessment

Formative : Concept Map, Worksheets, Topical Tests Summative: : Semestral Assessment & Practical Test

Assessment Modes :

Exam Format Overall Weighting

SA1 MCQ (60m)OPEN-ENDED(40m)

40 %

Practical Test

OPEN-ENDED (20m)(Wk of 4 August 2014)

10%

SA2 MCQ (60m)OPEN-ENDED(40m)

50%

Mother Tongue

Things to note

P4 CL Spelling Day: Thursday

Pupils will be assigned daily homework,

assignments on Asknlearn.

For e.g. blogs, journal writing, quizzes etc.

There will also be online holiday assignments

for March, June and September School

Holidays on Asknlearn portal.

Pupils will … • Be Issued with a library story book at the beginning of the year. • Return books at the end of the year.• Exchange story books with classmates weekly / fortnightly. • Record the titles of the books read on the reading card issued• Receive rewards upon meeting reading targets.• Display / submit their book reviews / projects at designated time.

Parents’ role:Help to ensure that your child take good care of the books & encourage them by reading with them.

Chinese Reading Programme

Objective: Cultivate pupils’ interest in reading and expose

them to books of different genres.

INTRODUCTION OF HIGHER CHINESE LANGUAGE AT

P2, P3 & P4 LEVELS IN 2014

Rationale for introduction of HCL at lower level

To engage pupils in learning Chinese language pitched at a higher level & with a richer content at a younger age.

To close the learning gap for pupils taking HCL in P5 & P6

HCL selection criterion

Ability-driven: Based on pupils’ 2013 overall CL results.

Rationale: As HCL syllabus demands a higher commitment from the pupils, the school does not want the child to lose interest in the subject or confidence in himself due to the more rigorous and challenging syllabi pitched above Standard CL.

For pupils who are keen to study HCL when they move on to P5, the criteria is:

All 4 subjects overall results: 80 marks and above.

Tips for learning1. More exposure to Chinese:

• Story books• Meaningful Chinese TV programme• Meaningful Radio station• xuele.moe.edu.sg (MOE online

textbook, P1-P6)

2. Revision of Chinese learning resources: oral booklet, compo booklet etc.

Conversational Chinese and Malay Programme 2014

To enable pupils to understand cultures of other races, so as to strengthen bonds between students.

To acquire the languages that would enable them to communicate confidently in the region.

Objectives

Chinese LanguageMini Test

During Term 3 Week 510% of overall CL result

Pupils will be tested on Topics / Chapters from the CL Textbook and Composition Booklet.

P4 MALAY LANGUAGE OVERVIEWPROGRAMMES DESCRIPTION TIME FRAME

1 MT Fortnight

Theme: ‘Traditional & Modern Games’ Inter Class Competition

Term 1, Week 4 – 5

2 SuLaMStructured Tiered Essay Writing Training

Semester 1 & 2Fortnightly

3 Vocabulary & Spelling Test - Fortnightly

4 Online ResourcesiMTL, Cybermelayu Portal & Mekar dalam Talian

2 ICT lessons per term

5 Learning JourneySingapore River Cultural Camp

Term 2 (tentative)

P4 MALAY LANGUAGEMT FORTNIGHT

• Mother Tongue Fortnight (Term 1, Week 4 & 5) Rationale:

Awareness and appreciation of the culture will lead to passion for the language

• 2014 MT Fortnight Theme (ML) – (‘Modern and Traditional Games’) Objectives:

1) To expose pupils to Malay traditional games and able to learn, play and appreciate the traditional games

2) To use modern games through the use of ICT to enthuse learning of Malay language.

• Recess activities: Sepak takraw, capteh, batu seremban, congkak, yeye, gasing

• P4 Level games: Who Wants To Be A Millionaire, Boggle & Win, Lose or Draw

P4 MALAY LANGUAGEMT FORTNIGHT

P4 MALAY LANGUAGE

• Structured Tiered Essay Writing Training (SuLaM) Rationale:

Pupils need to master a number of language application skills in order to write good essays.

Objectives: Develop pupils’ essay writing skills progressively by providing the

scaffolding to master specific skills at various levels from P1 to P6

• Online Learning CyberMelayu, Mekar dalam Talian, iMTL portal

P4 MALAY LANGUAGE

• Vocabulary and Spelling Test (Every Thursday)

Rationale: As assessment drives behaviour, regular spelling and

vocabulary tests are required to ensure mastery of basic skills in learning the language.

Objectives: Reinforce learning of meaning and spelling of words and

phrases through tests.

For further enquiries, please emailmohamed_anuar_mohamed_sahri@moe.edu.sg

P4 MALAY LANGUAGEKEY PROGRAMMES

• Singapore River Cultural Camp • Tentatively in Term 2• Date to be advised

• Rationale: Enhancement of passion for the language and culture through

immersion in an authentic cultural environment.

• Objectives: To provide ML pupils with a deeper understanding of Singapore’s

history and heritage through exploration using an Ipod.

ICTInformation & Communication Technology

ICT Programme(iPad Videography & Screencast)

In Yu Neng Primary School, all our students will attend a weekly (double period) structured ICT lessons

In Primary 4, they will learn :

• to plan, script, film and edit video using an iPad• to practise oral using Screen-Cast-O-Matic

Cyberwellness Programme

In Primary 4, pupils will :• Attend Assembly talk on Copyright • Participate in a Cyber Wellness

Roadshow.

They will learn:• What copyright and intellectual property are• How to cite sources

Form Teacher Guidance Period (FTGP)

Form Teacher Guidance Period (FTGP) is structured Protected Time to enhance positive Teacher-Pupil relationship

Purpose• To provide for quality interaction time between Form Teacher

and his/her pupils• To provide for the explicit teaching of Social-Emotional (SE) skills

so as to equip pupils with SE competencies – self-awareness, self-management, social awareness, relationship management and responsible decision making.

Concept• Interaction activities for meaningful play among form teacher

and pupils• SEL lessons based on programme for explicit teaching of social-

emotional competencies

Other co-curricular programmes

Learning Journeys

• Malacca 29 May – 30 May (to be confirmed)

• Singapore National Museum (July)

• Traffic Games @ Road Safety Park (September)

Dates of Assessment

SA 1 – from 2 May 2014 to 16 May 2014

Mini Test – August 2014

SA 2 – from 7 October to 28 October 2014

Level Summative Assessment

Weighting

P4 SA1 and SA2Mini Test (T3)

SA1: 40%Term 3: 10%SA2: 50%

ASSESSMENT GUIDELINES

School Safety & Pupil Well-Being Matters

Absences – Parents to call teacher when child is absent.

Contagious Diseases (H1N1, HFMD)

The need to practise social responsibility.

To submit MC when child is back.

Re-certification from doctor is needed if child were to attend school prior to MC expiry.

Valid MC is required if child is absent from school during exam period

Importance of sufficient sleep and having breakfast daily before coming to school

Reminder about school bag

To keep a working thermometer in child’s bag at all times

Pack bag according to the time-table

Avoid trolley school bag (if possible)

Information on Learning and Behavioral Support

What do we need?Any document or diagnosis report from any agencies, e.g. Report from KKWCH, DAS, CGC.

Why is it important?For the school to understand the needs of the child and provide necessary support

Who provides additional support?Learning support coordinator, Learning and behavioural officer and school counsellor and respective teacher.

How do we provide additional support to your child?

•In-class support

•Individual / small group session

•Referral to external agencies for further assessment or

support if necessary

•Help the child to apply for special exam accommodation

in school and PSLE. E.g. Extra time, exemption for Mother

Tongue language and etc.

Information on Learning and Behavioral Support

How to seek help or working with school?

Speak to your child’s Form teacher, he or she will facilitate you to meet up with the respective coordinator for further discussion.

If you have any current report, kindly pass to your child Form teacher for reference.

Information on Learning and Behavioral Support

Attendance

All pupils are discouraged from leaving the country during term time.

Pupils absent during an examination must produce a valid medical

certificate in order to be allowed to sit for the paper upon return to

school ( within stipulated date – 1 day after the last paper of the

exam ).

Pupils returning without a valid MC will be allowed to attempt the

exam paper but marks will not be computed.

Pupils returning after the cut-off date with valid MC will be allowed

to attempt the exam paper but marks will not be computed. Marks

will be pro-rated or a VR will be reflected in the report slip.

P1/P2 Class Allocation

All pupils at P1/P2 level are NOT banded.

Pupils at foundation stage to enjoy learning in a holistic and diverse environment; to work with pupils of different ability, culture and background.

Random mix; balanced gender and race to facilitate healthy mix.

P3/P4 Class Allocation

P1 = no exam.P2 = year-end exam.P3 = 1 top class based on overall English and Math results.3-2, 3-3, 3-4, 3-5 etc = Mixed abilities (HA, MA, LA pupils in each class). 3-2 is the same as 3-3 or 3-4 or 3-5 etc.P3 to P4 = enbloc; minimal movement to maintain stability of environment.

P5/P6 Class Allocation

P4 to P5 = promotion is based on merit; overall English, Math & Science results.Pupils lined up based on results – 1st 40 pupils = class 5-1; next 40 pupils = class 5-2; following 40 pupils = class 5-3, etc.Increased academic rigor & demands; preparing for PSLE.P5 to P6 = enbloc; with minimal movement.

Additional Academic Support

Types of extra classes

Supplementary Classes are intended for the whole class. The activities will not be an extension of the normal curriculum time.

Remedial Classes are intended for a selected group of pupils who underachieve and need additional support.

Enrichment classes: provide enriching learning experiences to pupils with exceptional abilities in the subjects.

General Guidelines

Supplementary Class

Remedial class Remarks

P3 NA Max 2 days E/M/S/MT* Option for top band class to conduct Sup class

P4 NA Max 3 days

Supplementary Class• 1330 - 1500• Shared by E/M/S trs• 1st session teachers have to take attendance & to call

up pupils who are absent from lesson.• Last period teacher must dismiss pupils by 1500

Types of activities permissible:• Enrichment /Skill- based activities. E.g. Heuristics and

Process Skills

General Guidelines

CCA Policy

Objectives of Co-curricular Activities (CCAs):

CCAs are an integral part of our students’ holistic, well-rounded education. They aim to build character, inculcate values and develop leadership amongst our pupils as they learn, collaborate and interact with one another as well as the community at large.

All CCAs are official school activities and all pupils from P3 to P6 are to participate in at least one CCA.

Pupils need to achieve a minimum attendance rate of 75% in the CCA. Pupils will be awarded badges (CCA Star) yearly if they attain 90% annual attendance rate.

CCA Policy

Communication Channels

• Pupil Handbook

• Email address:

• School Tel: 6449-0121

• School Website www.yunengpri.moe.edu.sg

• Parents’ Portal password: ynpp

• School Newsletter

• Principal’s monthly letter to parents

• Meet-the-Parent Sessions

Home-School Partnership

• Fully-engaged parents recognise that effective parenting cannot occur in isolation from the school

• Partner school to ensure child’s development is on track

At Yu Neng, you can:

• Join the Very Supportive Parents Group

• Participate in monthly Family Matters @ School workshops

For more details, visit the VSP booth.

Join us at

• Annual event by MOE to showcase the importance of holistic education in nurturing the child

• See how schools develop engaged learners by catering to their unique needs and abilities and equipping them with the knowledge, skills and values to become lifelong learners

Join us at Suntec Convention Centre on 12 April 2014! Register at www.excelfest.com.

Q & A Session

Please submit the Feedback Form before leaving the classroom at the end of the session.

Thank you