ANDERSON PRIMARY P4 Parents Engagement Session€¦ · 3.30 p.m. –4.30 p.m. Learning of...

ANDERSON PRIMARYP4 Parents Engagement Session

31 March 2017

Passion for Learning Quest for Excellence Respect for All Service to the Community

PROGRAMME

2.45 p.m. – 3.00 p.m. Registration

3.00 p.m. – 3.30 p.m. Sharing on Subject-Based Banding (SBB) for Primary 4

3.30 p.m. – 4.30 p.m.Learning of Mathematics Overview of Primary Mathematics curriculum and assessment Supporting your child in Mathematics problem-solving

4.30 p.m. – 4.45 p.m. Break

4.45 p.m. – 5.45 p.m.Learning of Science Overview of Primary Science curriculum and assessment Supporting your child in the learning of Science

Subject-based Banding

Catering to your child’s abilities

Passion for Learning Quest for Excellence Respect for All Service to the Community3

Intent of Subject-based Banding

(SBB)

4

Every child is unique, and has different

aptitudes, capabilities and talents. Our

schools believe in providing a balanced

education that caters to the different

abilities of each child so that we can

prepare him for life.

Background of SBB

• Refinement to the streaming process.

• Implemented in all Primary Schools from the 2008 P5cohort.

• To allow pupils to take subjects at different levelsdepending on their aptitudes, motivation andperformance.

• To help each child realise his potential, based on hisstrengths and interests.

For example :

Excels in English Language

and Mother Tongue Language

Needs support in Math and Science

Standard Subjects - English Language and Mother

Tongue Language

Foundation Subjects - Math and Science

What does SBB mean for my child?

(a) SBB is premised on ability-driven education.

- Pupils with specific strengths should pursue their subject(s) of strength to the best of their abilities

- Pupils who have considerable difficulties coping with certain subjects should focus on building their foundations in these subjects.

(b) Ensure pupils have a strong foundation in literacy and numeracy

preparing pupils for secondary and post-secondary education, and enhancing their employability and capacity for lifelong learning

offering of any subject at the higher level should be premised on a strong foundation in literacy and numeracy

(a) School-based Examinations at P4

Schools will set their own P4 examinations on which recommendations for the subjects a student offers would be based.

How does SBB work?

(b) School-based Recommendations at P4

Schools will recommend pupils for the differentsubject combinations which pupils can achieveand benefit from.

Factors considered by schools:

Pupils’ grasp of basic literacy & numeracyconcepts from P1 to P4

Pupils’ overall academic performance from P1 toP4

(b) School-based Recommendations at P4

continued

(c) Parental Choice at the End of P4

Schools will provide option forms to all parents at the

end of P4, on which the school’s recommendations will

be made.

Parents will make the final decision on the subject

combination of their children.

(d) Final Decision by Schools at the End of P5

At the end of P5, schools have the autonomy to decide on the level of the subjects to be taken by pupils in P6.

(d) Final Decision by Schools at the End of P5

In deciding on a pupil’s subject combination for P6, schools take into account:

- Pupil’s aptitude, motivation and performance in each subject;

- Pupil’s ability to cope with a particular subject combination;

- Whether the subject combination focuses sufficiently on

literacy and numeracy, and facilitates the student’s

articulation to secondary school and beyond.

continued

(d) Final Decision by Schools at the End of P5continued

18

Overview

School-based

Examinations

School-based

Recommendations

Parental Choice

At the end of P4

Final Decision by

the School

At the end of P5

Pupil takes the

subject

combination

determined by the

School

P6

What subjects are offered in PSLE?

Subject / Level

Standard Foundation Higher

English

Chinese

Malay

Tamil

Mathematics

Science

20

Subject-based Banding in

Anderson Primary

To recommend 4S1H

•Minimum of 80 marks for MTL

•Minimum of 50 marks for EL, MA & SC

To recommend 4S

•Minimum of 35 marks for EL, MA, SC and/or MTL

21

Notes about Higher MTL

• HMTL is an additional subject recommended at P5 & P6

• Recommended to pupils who have a very strong grounding, aptitude and interest in MTL from P1 to P4

• HMTL has a higher demand in content and assessment requirements

22

• HMTL pupils will have to sit for both Standard MTL and HMTL exams

Important to consider aptitude, motivation and performance in MTL, as well as time management

Also, child’s learning ability and performance in the other 3 subjects (English, Math and Science)

23

• HMTL will not be included in the computation of the PSLE aggregate score

• Bonus Points is only applicable for admission to Special Assistance Plan (SAP) Schools

- For students in the top 30% of the PSLE cohort who take HCL at PSLE

HCL Grade Bonus Point

Distinction 3

Merit 2

Pass 1

24

If my child is not offered Higher MTL in P5 & P6, will he/she be able to do Higher MTL in secondary school?

Yes, if he/she is in the top 30% of the PSLE cohort and meet the language criteria of scoring an A* in MTL.

25

Will taking Higher MTL help my child to do better in Standard MTL?

Going back to the intent of SBB, the subject offered should be ofappropriate level for the child – his/her aptitude, motivation andperformance of the subject.

•If your child has these 3 factors for MTL, taking HMTL may help inhis learning.

•If your child has average performance in MTL and/or is trying tocope with the content mastery of the other subjects (EMS), itwould be challenging for him to manage both MTL and HMTL.Higher demand in HMTL curriculum and assessment

He may wish to channel more time and effort instrengthening his knowledge acquisition in MTL and othersubjects.

26

My child is exempted from MTL, how would that affect the allocation of subjects?

My child takes a Non-Tamil Indian Language (NTIL), how would that affect the allocation of subjects?

The child will be allocated into various subjectcombinations based on the subjects he/she takes inschool, i.e. EMS, taking into consideration his/heraptitude, ability and motivation of the subjects.

27

SBB PSLE

28

http://www.freepik.com/index.php?goto=27&opciondownload=4&id=aHR0cDovL3d3dy5lYXN5dmVjdG9ycy5jb20vYnJvd3NlL290aGVyL2dyZWVuLWppZ3Nhdy1wdXp6bGUtY2xpcC1hcnQ=&fileid=377206

http://www.freepik.com/index.php?goto=27&opciondownload=4&id=aHR0cDovL3d3dy5lYXN5dmVjdG9ycy5jb20vYnJvd3NlL290aGVyL2dyZWVuLWppZ3Nhdy1wdXp6bGUtY2xpcC1hcnQ=&fileid=377206

SBB & Secondary School Admission

• The PSLE aggregate score determines pupils’ eligibility for secondary school courses and subsequent posting to secondary schools.

• The PSLE aggregate Score is the sum of the T-Score of each subject.

• The raw mark for each subject is converted to a transformed score (T-score) – The T-score reflects the pupils’ standing relative to other pupils on a common scale.

29

Support from Parents

• Supervising/ monitoring of progress at home

• Providing motivation and encouragement

• Managing pupils’ anxiety and stress

• Providing physical and emotional well-being (not under or over-stretching)

30

Home-School Partnership

• Working together to help our children enjoy the process of learning and

actualise their full potential

31

Subject-based Banding


Any Question?

Email us at:

[email protected] (HOD Maths)

Thank Youfor your Support as Partners-in-Education


31 March 2017

• Syllabus 2013

• Overview of Mathematics curriculum and

assessments across P4 to P6.

• Spiral Approach in Mathematics.

• Approach to problem-solving

Sharing Focus

• Implemented in 2013 P1 cohort.

]\\

• Seeking a better balance between content and skills ( 21st

century competencies)

• Engaging 21st century learners ( digital natives) who work and think differently.

Syllabus 2013

• Acquire concepts and skills for everyday use.

Aims of Primary Mathematics

• Develop thinking skills, reasoning, communication , application and metacognitive skills.

• Build confidence and foster interest in mathematics.

Learning Experiences – Connections – Problem Solving

Primary 4 Primary 5 Primary 6

Whole Numbers Whole Numbers Fractions

Fractions Fractions Decimals

Decimals Decimals Percentage

Measurement Percentage (New) Ratio

Geometry Ratio (New) Speed (New)

Data Analysis Measurement Measurement Circles ( New)

Geometry Data Analysis

Data Analysis

Curriculum

Curriculum Primary 1

Whole Numbers Concept of multiplication and division - Equal groups of objects and finding the total

number of objects.

Primary 2

Whole Numbers Multiplication tables of 2,3,4,5,10

Primary 3

Whole Numbers ( factual fluency) Multiplication tables of 6,7,8,9

Primary 3

Fractions Equivalent fractions Expressing fraction in its simplest form. Mixed numbers, Improper fractions Addition and Subtraction of fractions .

Primary 4

Whole Numbers Multiplication algorithm

Primary 4

Decimals 4 operations of decimals

Assessments

P4 P5 & 6

Item Types No of questions Marks allocated No of questions Marks allocated

MCQ 202 marks per

question 15

1 or 2 marks per question

SAQ 20 2 marks per questions

20 1 or 2 marks per question

LAQ 5 4 marks per questions

12 3, 4 or 5 marks per question

Complexity and demand of the questions

Time management

How are concepts connected and interdependent?

The figure shows a table mat. The outside edge of the mat is formed by 8 semicircles and4 quarter circles, each of radius 7 cm.

(a) Find the perimeter of the mat.(b) Find the area of the mat.

Primary 1-3

Geometry ( 2D figures) Identifying squares , semi-circles and circles.

Measurement ( Area and perimeter) Finding area and Perimeter of squares and rectangles

Problem Solving ( Circles)




Primary 4

Area and Perimeter of Squares and Rectangles.

Find the area of a composite figure made up of rectangles and squares.





Primary 6

Area and circumference of circle • Find the area and circumference of a circle. • Find the area and perimeter of semi-circle

and quarter circle.

Area and perimeter of composite figure.

• Find the area and perimeter of a figure made up of some of the following shapes. - square, rectangle ( P4) , triangle (P5) ,

semicircle, quarter circle ( P6)



Primary 4 Primary 6

Area and Perimeter of Squares and Rectangles.

Find the area of a composite figure made up of rectangles and squares.

Area and circumference of circle • Find the area and circumference of a circle. • Find the area and perimeter of semi-circle

and quarter circle.

Area and perimeter of composite figure.

• Find the area and perimeter of a figure made up of some of the following shapes. - square, rectangle ( P4) , triangle (P5) ,

semicircle, quarter circle ( P6)


Problem Solving

ConceptualUnderstanding

Factual understanding

Thinking skills and Heuristics

Attitudes

Points to note

Number operation

(14 – 2) ÷ 3 = 4 14 – 2 = 12 ÷ 3 = 4

14 – 2 = 12 2 – 14 = 12

12 ÷ 3 = 4 3 ÷ 12 = 4

Percentage

¼ ×100% = 25%¼ ×100 = 25%

¼ ×100% = 25

60% - 25%= 35%

60 - 25 = 35%

60 - 25% = 35%

60% - 25% = 35

25% = 0.25

¼ ×100 = 25

Measures

2.50 p.m. + 4.40 = 7.30 p.m.

2.50 p.m. + 4h 40 min = 7.30p.m.

2h 50 min + 4 h 40 min = 7h 30 min

= 7.30 p.m.

Unitary method

6 units $42

6 units = $42

6 = $42

1/6 = 42

Referencing

Referencing

Metacognition

Checking

Application of ideas

It is a process by which a pupil uses

previously acquired knowledge, skills

and understanding to obtain an

answer in an unfamiliar situation.

What is Problem Solving?

The Polya’s 4-step model

provides a framework for

problem solving that can

h e l p p u p i l s p r a c t i s e

s y s t e m a t i c t h i n k i n g .

Polya’s 4-step model

Polya’s 4-step model

1. Understanding the Problem

2. Devising a Plan

3. Carrying out the Plan

4. Reflecting

1. Understanding the Problem

• Look for information given

• Visualise the information

• Organise the information

• Connect the information

2. Devising a Plan (Heuristics)

• Act it out

• Use a model/diagram

• Make a systematic list

• Look for patterns

• Work backwards

• Use before-after concept

• Guess and Check

• Make supposition

• Restate the problem in another way

• Simplify the problem

• Solve part of the problem

3. Carrying out the Plan

• Use computational skills

• Use geometrical skills

• Use logical reasoning

Incorporating these thinking skills

• Classifying

• Comparing

• Sequencing

• Analysing parts and whole

• Identifying patterns &

relationship

• Induction

• Deduction

• Spatial visualisation

4. Reflecting

• Check solution

• Improve on the method used

• Seek alternative solutions

• Extend the method to other

problems

Why use model drawing?

• Represent the mathematical

relationships in a problem pictorially

• Help pupils visualise what could

otherwise be abstract concepts

• Help clarify a problem and plan the

steps for the solution

PART-WHOLE MODEL

…from pictures to model

part part

whole

COMPARISON MODEL

Using two or more bars to compare

two or more items or variables.

$20 ÷ 2 = $10

Mark paid $40 for both items.

Mark bought a pen and a book. The book cost 3 times as much as the pen. If the book cost $20 more than the pen, how much did Mark pay for both items?

Pen

Book

$20

?

4 x $10 = $40

1 unit

1 unit

2 units

1 unit

1 unit 1 unit

$20

4 units

Comparison model

John had 850 more chickens than ducks. After selling ¾ of the chickens, he had 140 more ducks than chickens. How many chickens did he have at first?

8501403 units 140 + 850

= 990

1 unit

ducks

chickens

990 ÷ 3

= 330

4 units 330 x 4= 1320

He had 1320 chickens at first.

Before - After

Alan

Betty Cindy

6

4 3

1 part

2 parts

2 units

Alan, Betty and Cindy shared a packet of sweets.

Alan took of the sweets and was given 6 more. Betty

took of the remaining sweets and was given 4 more.

Cindy took the remaining 3 sweets. How many sweets were

there in the packet?

1

3

2

1

Alan

Betty

2 parts 7 x 2 = 14

1 part 4 + 3 = 7

There were 30 sweets.

Cindy

6

4 3

1 part

2 parts

2 units 14 + 6 = 20

2 units

1 unit 20 ÷ 2 = 10

3 units 10 x 3 = 30

After - Before

Guess & Check

Involves making a reasonable

guess, checking the guess and

revising the guess if necessary.

A correct solution may not be

arrived at immediately but it

provides information that can be

used to better understand the

problem.

There were 160 motorcycles and cars ata carpark. The total number of wheelswas 510. How many cars were there atthe carpark?

Total no. of vehicles = 160Total no. of wheels = 510Each car has 4 wheels.Each motorcycle has 2 wheels.

Guess & Check

No. of

wheels(cars)

No. of wheels

(motorcycles)

Total no. of

wheels

Check

80 x 4 = 320 80 x 2 = 160 320 + 160 = 480 X

90 x 4 = 360 70 x 2 = 140 360 + 140 = 500 X

95 x 4 = 380 65 x 2 = 130 380 +130 = 510

Condition 1 :Total no. of wheels = 510

Condition 2 :Total no. of vehicles = 160First guess : 80 cars & 80 motorcycles

Guess & Check

There were 95 cars.

• Involve making use of

simulated numbers to

make the situation real

Make supposition

There were 160 motorcycles and cars at acarpark. The total number of wheels was510. How many cars were there at thecarpark?

Make supposition

Suppose all vehicles are motorcycles…

Total no. of wheels 160 x 2 = 320

No. of excess wheels 510 – 320 = 190

Each car has ( 4 –2 = 2) more wheels than each motorcycle.

No. of cars 190 ÷ 2 = 95

There were 95 cars.

• Get your child to communicate, reason and

reflect.

• Use questions to probe their understanding.

• Relate to real-life situation.

How to help your child to strengthen his/her

problem solving skills

Mathematics Sharing

Any Question?

Email us at:

[email protected] (HOD Maths)

or

yeo_sharon @moe.edu.sg (LH Maths)

Welcome to

Anderson Primary School

- SCIENCE SHARING

WITH PARENTS

Objectives of Session for Parents:

• To gain an overall understanding of the primary science curriculum

• To gain an insight into the science learning experiences at Anderson Primary

• To gain a better understanding of the strategies involved in answering open-ended science questions

• To work in partnership to help our children enjoy learning science

What does my child learn in science?

How does my child learn science?

How is my child assessed in science?

How can I support my child in learning

science?

Why does my child

learn science?

Have learning experienceswhich build on interest and stimulate curiosity

Learn basic conceptsto understand themselves and things around them

Develop skills Cultivate attitudes

Why does my child learn science?


Why does my child

learn science?

Themes * Lower Block (P3-P4) ** Upper Block (P5-P6)

Diversity Diversity of living and non-living things

(General characteristics and classification)

Diversity of materials

Cycles Cycles in plants and animals (Life cycles)

Cycles in matter and water (Matter)

Cycles in plants and animals (Reproduction)

Cycles in matter and water (Water)

Systems Plant System

(Plant parts and functions)

Human System

(Digestive system)

Plant System

(Respiratory and circulatory systems)

Human System

(Respiratory and circulatory systems)

Cell System

Electrical System

Interaction Interaction of forces

(Magnets)

Interaction of forces

(Frictional force, gravitational force, force in

springs)

Interaction within the environment

Energy Energy Forms and Uses

(Light and Heat)

Energy Forms and Uses (Photosynthesis)

Energy Conversion

Note:

•*Lower Block (Primary 3 and 4); ** Upper Block (Primary 5 and 6).

•Topics which are underlined are not required for the Foundation Science .

What does my child learn in science?Syllabus Content

Science Themes/ Topics @ Lower Block

PRIMARY 3

• DIVERSITY (Semester 1)

- Living things

- Plants

- Animals

- Fungi & bacteria

- Exploring materials

• SYSTEMS (Semester 2)

- Digestive System

- Plant parts & functions

PRIMARY 4

• INTERACTIONs (Term 1)

- Magnets

• CYCLES (Term 2)

- Life cycles of Animals

- Life cycles of Plants

- Matter

• ENERGY (Term 3 & 4)

- Light

- Heat

PRIMARY 5

• SYSTEMS (Semester 1)

- Plant & Human systems

- Cell system

- Electrical system

• CYCLES (Semester 2)

- Reproduction in animals

- Reproduction in plants

- Water cycle

PRIMARY 6

• ENERGY (Term 1)

- Energy forms & uses, Energy Conversion

- Energy in Food, Sources of Energy

• INTERACTIONS (Terms 2&3)

- Forces

- Living together, Food chains / Food Webs, Adaptations & Man’s Impact

Science Themes/ Topics @ Upper Block

Engaging with an

event, phenomenon

or problem through:

Collecting and

presenting

evidence through:

Reasoning; Making

meaning of

information and

evidence through:

Skills

Formulating hypothesis

Generating possibilities

Predicting

Observing Using apparatus

and equipment

Comparing Classifying Inferring Analysing Evaluating

Communicating

Processes Creative problem-solving, Investigation and Decision-making

What does my child learn in science?Skills & Processes

• Curiosity

• Creativity

• Integrity

• Objectivity

• Open-mindedness

• Perseverance

• Responsibility

What does my child learn in science?Ethics & Attitudes



Why does my child

learn science?

Learning Experiences in Anderson Primary

1. Master Science concepts, surface preconceptions and address misconceptions

2. Create authentic learning experiences through hands-on activities

3. Be involved in active learning with technology

4. Use the C.E.R. thinking model

to inculcate the joy of learning…

1. Mastering Science concepts, surfacing preconceptions and addressing misconceptions

• Inquiry Approach

– Clearly defined specific learning objectives

– Essential inquiry questions in the lesson packages

– Use of concept cartoon

Example: Use of concept cartoon

1. Mastering Science concepts, surfacing preconceptions and addressing misconceptions

• Whole School Approach - Effective communication in English

– Use of Frayer’s Model

– Use of comparative languages

– Use of definitions

– Use of Gap fill activities

Example: Use of Frayer’s Model

Topic

2. Creating authentic learning experiences through hands-on activities

• Science experiments in the classrooms or in the Science Lab

• Performance tasks for Formative assessment

• Learning journeys to the Science Centre

• Localized learning journey to the Anderson Biodiversity Garden

Localized learning journey to the Anderson Biodiversity Garden

3. Active Learning with Technology

• To develop 21st century skills of communication and collaboration.

• To leverage on the strengths of our technology natives to use ICT tools to create content knowledge and to do research.

• To make thinking visible.

• To provide immediate feedback.

An ICT lesson in class

Example: Using Google Slides

Example: Using Padlet

Example: Using Bubbl and Padlet

4. Use of the C.E.R. thinking model

• Helps pupils to frame their answers for open-ended questions

– C: Claim

– E: Evidence

– R: Reasoning

• Helps pupils to think of the most logical way in solving an open-ended question

Example:• C.E.R. in

upper primary worksheets

Inculcating the Joy of Learning

• The joy of learning for Science is developed via

– Stimulating their minds through inquiry and the C.E.R. thinking model

– Interesting hands-on experiments and learning journeys

– Collaborative and self-directed learning using technology




Why does my child

learn science?


• Holistic Assessment : Both pen-and-paper tests and performance assessments are used

• Focus is on conceptual understanding and application of concepts and skills

• Students to explain their understanding of concepts in their own words

• Concepts which are correct in the context of the questions will be carefully evaluated and awarded marks

The graph below shows the number of steel pins attracted to different parts (R, S, T and U) of a bar magnet.

Label the diagram of the bar magnet below with the correct parts for R and U.

0

2

4

6

8

10

12

14

R S T U

Parts of a magnet

Number of staples

Nu

mb

er o

f p

ins

Parts of a magnet

R UU

Bar magnet

Sample Science Question 1




How can I support my child in learning

science?

Why does my child

learn science?

How can I support my child in learning science?

Challenges of early science learners:

• Language - Lack of vocabulary range and language precision

• Concepts - Unable to visualise abstract concepts

• Complexity - Unable to link and apply complex concepts

Science is not about :

• Memorizing ‘correct’ keywords

• Knowing lots of information

• Drilling theoretical questions that are not workable in real life


• Carry out science activities at home

• Relate the science learnt in school to things in everyday life

• Ask questions that require description or explanation. Encourage them to discuss and talk about science ideas

• Encourage your child to read beyond the textbooks (e.g. science graphic novels)


COMMON CONCERNS

IN ANSWERING

OPEN-ENDED QUESTIONS

Study the diagrams of Animal A and Animal B below.

Animal A Animal B

Based on what you can observe, list 2 similarities between Animals A and B.

(a) Both animals can fly.(b) Both animals lay eggs.

The answer must be observed in the diagram.

It cannot be stated from prior knowledge.

(a) Both animals have wings.(b) Both animals have legs.


In the diagram below, equal amounts of ice cubes were placed in 4 containers each of the same size but made of different materials.

MaterialTime taken for ice to melt

(minutes)

A 12

B 40

C 25

D 55

The table below shows the time taken for the ice in each

container to melt completely.


(a) Which material, A, B, C, or D would be the most suitable

for making a container to keep food warm for the longest time? Explain your choice.

Material D. The ice takes the longest time to melt and this shows that it gains heat most slowly and is the poorest conductor of heat.

Material D. The ice takes the longest time to melt and it can be used to keep food warm for the longest time.

Material D. The ice takes the longest time to melt.

The answer is just stating the data found in the table.

No explanation is provided.

No explanation is provided to answer the question.

(b) Besides the amount of ice cubes, name another variable that should be kept constant.

The time taken for the ice cubes to melt.

The material of the boxes.

The size of the boxes.

The location where the boxes are kept.

The surrounding temperature where the boxes are kept.

Given in the question.

This is the variable being tested.

This is the variable being measured.

The graph below shows the relationship between the mass of substance X and its volume. More of substance X is gradually introduced into a sealed container with a capacity of 15 m3.

QUESTION 7

Volume of

substance X

(m3)

5

10

15

20

0

20 40 60 80

Mass of substance X (g)

(a) From the graph, what is the relationship between the mass of substance X and its volume?

The volume remain constant.

The answer is just stating information about the

volume.

As the mass of substance X increases, its

volume remains constant.

• Question not read carefully

• Vague answers

• Lack of scientific understanding

• Incomplete answers which require further

elaboration

• Irrelevant answers

Common concerns observed:

• Read the questions carefully

• Identify and highlight key points in the question

(E.g. experiment conducted in a dark room?

Water at room temperature?)

• Study the graph / chart / diagram / table carefully, and pick out the relevant information

• Link the question back to Science topic or concept

• Give specific answers

Your child needs to:

Science Sharing

Any Question?

Email us at:

[email protected] (HOD Science)

or

[email protected] (LH Science)

THANK YOU

&

HAVE A

GOOD WEEKEND

WITH YOUR FAMILY!

ANDERSON PRIMARY P4 Parents Engagement Session€¦ · 3.30 p.m. –4.30 p.m. Learning of...

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Transcript of ANDERSON PRIMARY P4 Parents Engagement Session€¦ · 3.30 p.m. –4.30 p.m. Learning of...