Briefing for Parents of P1 pupils - Greenwood...
Transcript of Briefing for Parents of P1 pupils - Greenwood...
Briefing for Parents of
P1 pupils
Greenwood Primary School 29 January 2016
Overview of the session
• School Vision, Mission and Values
• Essence of Greenwood Primary School
• P1 Teachers
• Emergency Preparations
• School Strategic Thrusts
• Holistic Education Programmes
• LLP & ALP
• Department Sharings
• PERI
• Question & Answer Session
School Vision, Mission and Values
Our Motto
Guidance to Wisdom
Our Mission To nurture individuals into lifelong learners and responsible citizens through a well-rounded education. (Reviewed in 2013 and retained as it is still relevant)
6
School Vision Motivated Learners
Critical Thinkers
Leaders of Character (Reviewed in 2013 and renewed to capture the 21CC
outcomes )
School Values Wise, Enterprising Gracious, Responsible Resilient, Open (Reviewed in 2013 and concised based on SEM
feedback and 21CC)
Essence of Greenwood Primary School
Essence – what we want GWPS Pupils to feel
Happy
Safe / Secure
Empowered Motivated
Sense of Belonging
Enriched
Sense of Pride Sense of Purpose
Enthusiastic
Confident
Valued
Respected
Understood
Essence – what we want GWPS Parents to feel
Happy
Assured
Supported
Well-Informed
Sense of Belonging
Sense of Pride
Guided
Confident
Valued
Respected
Understood
Essence – what we want Community around GWPS to feel
Happy
Positive Influenced
Recognised
Well-Connected
Committed
Sense of Pride
Purposeful
Involved
Confident
Valued
Essence of Greenwood Primary School
P1 Teachers
P1 Teachers
P1 Care Mrs Sharon Teo
P1 Respect Mdm Rebecca Ng
P1 Progress Mdm Fareeha
P1 Positive Mdm Noorazimah (Mrs Ali)
P1 Integrity Ms Ruth Huang
P1 Innovation Mdm Celeste Teo
P1 Empathy Mdm Azizah
P1 Joy Mrs Jacquline Yeo
School Emergency Preparations
Emergency Exercises
• Fire Dill (Once a semester)
• Temperature Taking Exercise (Once a year)
• Haze Preparation Exercise (Once a year)
School Strategic Thrusts
School Strategic Thrusts in Alignment with the Desired Outcomes of Education Strategic Thrusts
Desired Outcomes of Education
ST 1 - Cognitive Development
• A confident person who has a strong sense of right and wrong and able to communicate effectively.
• An active contributor who is able to work effectively in teams, is innovative and strives for excellence.
ST 2 – Personal Effectiveness
• A self-directed learner who takes responsibility for his own learning and perseveres in the pursuit of learning .
• An active contributor who is able to work effectively in teams, is innovative and strives for excellence.
ST 3 – Character Development
• A concerned citizen who is rooted to Singapore, takes an active role to better the lives of others around him.
• An active contributor who is able to work effectively in teams, is innovative and strives for excellence.
ST4 – Staff Excellence
ST5 – Service Excellence
THRUST
1 2 3 4 5
AREA COGNITIVE DEVELOPMENT PERSONAL
EFFECTIVENESS CHARACTER
DEVELOPMENT STAFF EXCELLENCE SERVICE EXCELLENCE
STRATEGIC GOALS (SG)
1.1 A school achieving above comparable schools in the overall school mean 1.2 Pupils with potential are stretched to achieve an aggregate score of at least 250 in PSLE 2.1 Every pupil is able to apply thinking tools to create a concept or product
Pupils are confident in self-leadership
Pupils are responsible citizens who contribute actively
Staff are positive, reflective, innovative and contribute actively to the pupils’ development in a nurturing and caring environment
Conducive learning environment where there is mutual respect and staff is proactive, prompt and think win/win in arriving at the best outcome together
School Plan
Holistic Programmes for
P1 & P2 Levels
Holistic Education Programmes for P1 & P2
Strategic Thrusts Instructional Programmes Co-Curriculum Programme
ST 1 - Cognitive Development
• Project Work • Remedial • STAR Reader • STAR Heuristic
Holistic Education Programmes for P1 & P2
Strategic Thrusts
Instructional Programmes Co-Curriculum Programme
ST 2 – Personal Effectiveness
• Life-skills Lessons (FTGP, Leaders In Me & Financial Literacy)
• Thematic and Modular Approach for Aesthetic
• Motivation Programme • ICT Baseline Lessons
• Cyber Wellness
Holistic Education Programmes for P1 – P3
Strategic Thrusts Instructional Programmes Co-Curriculum Programme
ST 3 – Character Development
• CareIn Programme & CCE Lessons • PAL - Play and Active Learning programme
• Assembly Programmes on Values Education
• Sports Day
• Learning Journeys
• CCA Enrichment Programmes
LLP – Lifelong Learning Programme
ALP – Applied Learning
Programme
LLP - WHIZZ – We are THinking, Inventive and Zealous KIdZ to serve the Community
Philosophy
• Provide opportunities for pupils to be exposed to various thinking skills to promote critical and inventive thinking
• Develop pupils with core values and give them the moral compass to be rooted to Singapore through a values-based customised curriculum
Approach
• Driven through Strategic Thrust 2 and 3 o CareIn Programme o Project Work o Values in the Woods o Life-skills Programme o Enchanting Experience in
collaboration with ACM o VIA in collaboration with
Khoo Teck Puat Hospital
LLP - WHIZZ – We are THinking, Inventive and Zealous KIdZ to serve
the Community
7 Habits of Highly Effective People by Stephen Covey Be Proactive Begin with an end in Mind Put First Thing First Think Win Win Seek to Understand before being
Understood Synergy Sharpen the Saw
Thinking Skills
• Appreciative Inquiry (AI)
• Four Player Model
• Systems Thinking
• 6 Thinking Hats
• PDCA Cycle (Plan, Do, Check, Action)
• Innowits Protocol
• Design Thinking
LLP - WHIZZ – We are THinking, Inventive and Zealous KIdZ to serve
the Community
Values in Action (VIA)
• Applying the Thinking Skills and School Values to contribute to the Community
• ACM
• KTPH
• HDB Project
LLP - WHIZZ – We are THinking, Inventive and Zealous KIdZ to serve
the Community
ALP – BLISS – Bilingual Literature ApprecIation Student Series
• Aligning to GWPS vision of nurturing pupils to be Motivated Learners, Critical Thinkers and Leaders of Character, and mission of nurturing individuals to be lifelong learners, we have planned a literature appreciation programme for our Primary 1 to Primary 6 pupils
Pupils will be introduced and required to practise Socratic Questioning and Philosophy for Children to develop 21st century skills such as inventive and critical thinking, collaborative and information skills, communication and constructing meaning and opinions relating to the real world.
Socratic Questioning
• Focus on fundamental concepts, principles, theories, issues or problems
• Illuminate the importance of questioning in learning
• Teach the pupils to dig beneath the surface of ideas
• Teach the pupils the value of developing questioning minds in cultivating deep learning.
ALP – BLISS – Bilingual Literature ApprecIation Student Series
Philosophy for Children (P4C)
• Teach reasoning and argumentative skills
• Enable thinking about the relationships between facts and values; means and ends
• Set learning in the context of experience as a whole and against a horizon of questions that matter - questions about central human concerns such as fairness, justice, truth, freedom, responsibility, right and wrong
ALP – BLISS – Bilingual Literature ApprecIation Student Series
GWPS believes that through Socratic Questioning and P4C, our pupils are able to:
• relate children literature to our School Values
• apply reasoning and argumentative skills to construct meaning and opinions
• connect to societal concerns in the real world
ALP – BLISS – Bilingual Literature ApprecIation Student Series
Department Sharings
English Language Information for Primary 1 Parents
Confident and Competent
users of the English Language
Vision
Mission
To provide a strong foundation and rich
language environment for pupils through
fun and meaningful programmes and
activities
Primary 1 Curriculum: English
• Anchored on STELLAR –
STrategies for English Language
Learning And Reading
• The three teaching strategies
underpinning the STELLAR model
are : Reading, Writing & Learning
Centres (Reading Centre, Word
Study Centre, Listening Centre)
Primary 1 Curriculum: English
Aims of STELLAR :
• To strengthen children’s language and reading skills
• To promote a positive attitude towards learning in the
foundation years
http://www.stellarliteracy.sg
Reading
•Shared Reading(Big Books)
•Sustained Silent Reading
(SSR) – daily for 10 min
(leisure reading)
•Reading Buddies (weak
readers)
•Home Support Reading
Programme
• Learning Support Programme
•Monthly Guest Reader
•STAR Reading Programme
Programmes for English
Writing
• Shared Writing – CDS,
group & individual writings
• Writing package for
teachers – to teach the
techniques of narrative
writing
• How to write effectively booklet
• Comprehension Plus Booklet
Listening &
Speaking
• Show & Tell sessions
• Group discussions
• Class Presentations
• Listening Centres (DI)
Programmes for English
Super Thinker, Active Reader
(S.T.A.R)
Reading Programme
Objectives:
1) Enable pupils to have a good foundation in reading by providing a source of rich, high - quality texts ranging from fiction to non – fiction for beginning readers 2) Cater to the differentiated reading levels of pupils. 3) Enable pupils to become fluent readers 4) Immerse pupils in a ‘print-rich’ environment to foster a love for reading in every pupil 5) Enrich pupils’ vocabulary and develop thinking young readers.
6) Foster a stronger parent – child relationship through reading together.
STAR Reading Programme
• Key Links Series by Jill Eggleton
• Written by well – known children’s author : Jill Eggleton • Graded readers with engaging stories and appealing visuals.
• Questions at side of the page to guide teacher and parent to
scaffold.
• These questions develop and boost the reader’s - comprehension - processing strategies - knowledge of high frequency words in context - phonemic awareness - vocabulary - grammar components • Easily carried out by both teachers and parents
Timeline
Teacher carries out benchmarking to determine child’s
reading level
Teacher conducts guided
reading with pupil in class
Every Friday, pupils bring home the
same book to read with his/her parent
Parent to comment on
child’s reading ability, enjoyment
Teacher to conduct post
reading task once the child has
completed all the books for the level
Questions to check
for pupil’s
understanding
Questions to check
for pupil’s
understanding
Support at Home
1. Cultivate a culture of reading. Children who enjoy reading end up being good writers too
2. Choose books that are age – appropriate. 5 words that a child cannot read on a page is a good start,
3. Change the books often. Let children choose what they want to read,
4. Get children to observe their surroundings – read environmental print. Discuss what they see.
5. Encourage and motivate little successes
6. Encourage writing – writing notes to each other. Journal writing at home.
Mathematics Every pupil must and can learn mathematics
• Vision and Mission
• Singapore Mathematics Framework
• Primary 1 Topics
• Primary 1 Programmes and Resources
• STAR Strategy to Problem Solving
• Primary 1 Assessment
• Parental Involvement in Learning
Overview
Confident Thinkers,
Competent and Excellent Problem-Solvers
Vision
To instil in pupils the love for Mathematics
and to help them attain a level of mastery in
problem-solving skills which will serve them
well in life.
Mission
Singapore Mathematics Framework
Source: Singapore Ministry of Education
Monitoring of one’s own thinking Self-regulation of learning
Reasoning, communication and connections Applications and modelling Thinking skills and heuristics
Numerical Algebraic Geometric Statistical
Probabilistic Analytical
Numerical calculation Algebraic manipulation
Spatial visualisation Data analysis Measurement
Use of mathematical tools
Estimation
Beliefs Interest
Appreciation Confidence
Perseverance
• Whole Numbers
• Money
• Measurement: Length and Time
• Data Analysis: Picture Graph
• Geometry: Shapes
Primary 1 Topics
Primary 1 Curriculum: Mathematics
Teaching and learning is in alignment to the following
principles: • Early Success
•Strong Basics
•Steady Progress (Source: Teaching and Learning Guide)
Engagement of pupils through: • Differentiated learning
• Independent Learning
• Collaborative learning
• Experiential learning
• STAR Strategy to Problem Solving (Polya’s Model)
• Learning Support for Mathematics
• Mathematics Activities and Resources
• ATM (At Home with Maths)
• Math Games during Recess
• Math Week activities
Primary 1 Programmes and
Resources
Mathematics Activities
• Story telling
• Journaling
• Group story writing
• ICT integrated learning
• Hands-on activities
• Learning journey
Hands-on activities
using Math resources
1) Study the Problem
2) Think of a Plan
3) Act out the Plan
4) Reflect on the Solution
STAR Strategy to Problem Solving
(Polya’s Model)
STAR Strategy to Problem Solving
(Polya’s Model)
Primary 1 Assessment
Formative
• Performance Tasks
• Review Exercises
• Journal Writing
Summative
• Learning Tasks
• Project Work
• Development of number sense through early math conversations
• Learning through real world activities and experiences (e.g. shopping, measuring of height and desk’s length)
• Daily revision and practice on the concepts taught and learnt in school (e.g. counting using concrete objects at home)
• Oral and written mental sums
Parental Involvement in Learning
Confucius, 451 BC
“What I hear, I forget, What I see, I remember,
What I do, I understand.”
Mother Tongue Languages Information for Primary 1 Parents
A community of passionate MTL learners
who has the global mindset and yet rooted.
Mission
Vision
To build a conducive environment for the
teaching and learning of Mother Tongue and
establish a team of competent teachers.
Primary 1 Curriculum: Mother Tongue
Enjoy learning Chinese
Language
Listening and
speaking
Recognise character effectively
Reading and writing
Listening & speaking
(Eg. Show & Tell,
classroom presentation)
To encourage your child to
express himself or herself
and develop a strong
foundation
in oral communication.
Recognise words
effectively
Useful strategies will be
taught to help your child to
recognise and remember
characters/ words
effectively and allow them to
adapt these strategies in
learning new characters to
suit his or her needs
Reading and Writing
(Phonics, penmanship,
simple sentence structure,
reading activities)
HYPY and Character
recognition facilitates early
reading and motivates your
child to learn the language
well.
Classroom activities during Mother
Tongue Lessons
Dramatisation Show and Tell Session Reading of Big Books
Inter-class competitions
Classroom activities during Mother
Tongue Lessons
Learning Through Games
Values in the Woods Information for Primary 1 Parents
School based MT CCE programme- Values in The Woods
Objectives:
• Enable our pupils to understand and appreciate the
school values, Wise, Enterprise, Gracious,
Responsible, Resilient, Open (WEGR2O) through
authentic experiences that have happened around
them.
• Bring our Greenwood Mascot, the owl to limelight as
pupils use owl as the characters of the stories.
Character & Citizenship Education (CCE) Information for Primary 1 Parents
Primary 1 Curriculum: Character & Citizenship
(CCE)
Programmes for CCE
-CareIn
-Lifeskills
-Student Leadership Roles
-Values in Action
-Reflection through Journaling
Primary 1 Curriculum: Character &
Citizenship Education (CCE)
• CareIn is a curriculum developed by the school to educate
pupils on values and to build citizenry in them.
• Package consists of worksheets, articles for discussion and
pupils’ reflection on current issues
• Appreciative Inquiry pedagogical is one approach used in
teaching of CareIn
Example of a CCE CareIn Lesson on
Gracious
Objectives :
•Pupils will learn to be polite and respectful to their family,
school staff and peers
•Pupils will learn to work well with others
Teacher will use the Appreciative Inquiry Approach by
asking pupils questions to lead them to the objective
Appreciative Inquiry – Positive Life Giving Core
Appreciative Inquiry
Examples of Questions Asked During the
Lesson on Being Gracious
Discover: Valuing the best of what works well
What are some of the ways in which you are
gracious to your family, teachers and friends?
Dream : The envisioning of process that would work
well in the future
Do you think it is important to be gracious? Why?
How does a gracious society look like?
Design: Planning and prioritising process that could
work well
How can you be a more gracious person at home
and in school?
Destiny: The implementation of the proposed design
What do you think are some of the things that we
need to do to become a more gracious nation?
Primary 1 Curriculum: Lifeskills
• Aims to build personal effectiveness in pupils through self-leadership
• The lessons consist of:
- Leader in Me lesson packages developed by the school based on
Stephen R Covey’s 7 Habits.
- Package developed by the school to build financial literacy in pupils
- Form Teacher Guidance Period lessons
Character & Citizenship Education (CCE)
Assessment Booklet
CCE BEHAVIOUR INDICATORS
REFLECTION AND COMMENTS
PAL Programme WHIZ kidZ : We Build Community
Information for Primary 1 Parents
Rationale
• To enable our pupils to face the challenges and capitalise on the opportunities of the future by developing pupils’ critical and inventive thinking where they can apply the various thinking skills and systems to derive alternative solutions and perspectives and relate to real-life problems.
Philosophy
The school believes that early exposure to thinking dispositions and values-based inquiry would groom our pupils to be lifelong learners and prepare them for greater goals in their lives.
• Pupils to exhibit confidence in what they do & express themselves effectively.
• Exhibit curiosity and positive attitude to learn.
• Enjoy group experiences & teamwork
Learning Outcomes in PAL: 3Cs
We build communities through:
1)Creating meaningful experiences for
me and my family.
2) Making a difference for me and my
friends.
Greenwood Primary School WHIZ kidZ
• Extended curriculum on Mondays for P1 & P2 pupils.
• The theme for P1 is ‘Me and My Family’
• The theme for P2 is ‘Me and My Friends’
Curriculum Structure
i. Sports & Games
ii. Performing Arts
iii. Visual Arts
iv. Outdoor Education
Structure of Modules – Primary 1
Class
Term 1
Term 2
Term 3
1 CARE
PA : Music & Movements
VA : Mix Media
SG: Create & Play 1 RESPECT
1 PROGRESS 1 POSITIVE
SG: Create & Play
PA : Music & Movements
VA : Mix Media
1 INTEGRITY 1 INNOVATION
1 EMPATHY VA : Mix Media
SG: Create & Play
PA : Music & Movements
1 JOY
Structure of Modules – Primary 2
Class
Term 1
Term 2
Term 3
2 CARE
Outdoor Education
PA : Music
SG: Gymnastics 2 RESPECT
2 PROGRESS
2 POSITIVE SG: Gymnastics
Outdoor Education
PA : Music
2 INTEGRITY
2 INNOVATION
2 EMPATHY
PA : Music
SG: Gymnastics
Outdoor Education
2 JOY
Thank You
Physical Education & Aesthetics Information for Primary 1 Parents
P1 Curriculum : Physical Education (PE)
• The purpose of physical education is to enable students to
demonstrate individually and with others the physical
skills, practices, and values to enjoy a lifetime of active,
healthy living.
• Learning Outcomes focus on Fundamental Motor Skills and Concepts( 2014
PE Syllabus)
Goals in Physical Education (PE)
• Goal 1: Acquire a range of movement skills to participate in a variety of physical activities.
• Goal 2: Understand and apply movement concepts, principles and strategies in a range of physical activities.
• Goal 3: Demonstrate safe practices during physical and daily activities with respect to themselves, others and the environment.
• Goal 4: Display positive personal and social behavior across different experiences
• Goal 5: Acquire and maintain health enhancing fitness through regular participation in physical activities
• Goal 6: Enjoy and value the benefits of living a physically active and healthy life
Syllabus for P1 PE
• Games and Sports (Fundamental
Movements)
• Gymnastics
• Rhythmic Dance
• Physical Health & Fitness (Health
Education)
Vision
Life Long ARTS Learners
Mission
LOVE – Learn and explore ARTS through Opportunities provided in a Vibrant ARTS Environment.
GWPS Arts Policy
Every child has a talent in ARTS
• SYF
• Exh i b i t i on
• Compe t i t i on s
• Art C l ub CCA
• AEP
• PAM Week
• As s emb l y P rog ramme
• I n t e g ra t i v e P rog ramme
• Lev e l F o cu s E xpe r i en c e s
• Art s H i s t o r i c i t y& Appre c i a t i on
Pa ckag e
Vanessa Lim 2G
Programme for Aesthetics
P1 Music Learning Objectives
LEARNING
OBJECTIVES
LO1: Perform Music in both
instrumental and vocal
settings, individually and in
groups
LO2: Create Music in both
instrumental and vocal
settings, individually and in
groups
LO3: Listen and Respond to
Music
LO4: Appreciate Music in
local and global cultures
LO5: Understand musical
elements and concepts
Curriculum
Learn the Violin
Programme Historicity Curriculum
Standard Curriculum
P1 Music Curriculum
Introduction
Art plays an
important
role in our
everyday life.
beautifies
captures
memories
communicates
ideas exists all
around us
in different
forms
imparts
values
evokes
emotions
Desired Outcomes • The aims of art education are to enable every child to be visually
literate and to appreciate art.
Appreciate Art
Students will be able to
see the value and
recognise the
relevance of art
in their lives.
Visually Literate
Being visually literate,
our students are able
to observe, understand
and make meaning of
what they see.
They are also able to
communicate their ideas
by using and creating
visuals.
Content
P1 Art Curriculum
• A continuous and progressive approach
• Identify simple visual qualities and be curious in what they see, enjoy and share their thoughts.
• Anchored on exposing pupils throughout the primary school years to various art activities.
Digital Art
Lion
Integration
Historicity Appreciation
Curriculum
Standard Curriculum
(Ceramics, Digital, Drawing &
Painting)
Curriculum
Assembly Programme
P1 Art Curriculum
Level Term 1 Term 2 Term 3 Term 4
P1
Drawing & Painting
Basic art elements Using
Lines/Dots/ Shapes to
create an art piece
Integration
CNY
Ceramics
Making an animal
using slab.
Learning basic skills of
ceramics.
Digital Art – Using Paint
Create a digital flower
Drawing & Painting
Draw an animal
(ie Lion) with lines and dots
accompanied with complete
landscape
Craft – PAM
Integration
Science ~ Chromatography
Early
Civilisation
Art Appreciation: Aborigines
(African) Cavemen engraving
Art Appreciation:
Hieroglyphics
Art Appreciation: Greek Art
(Architecture)
Art Appreciation: Mask
designing (Aboriginal/
Australians) (patterns and
lines)
Ceramics
P1 Art
AHA – Caveman engraving
Project Work Information for Primary 1 Parents
Vision
To promote critical and creative thinking in our
pupils through authentic life experiences
Aim
Pupils will acquire literacy and presentation skills
as well as the
opportunity to apply mathematics and science
concepts in real life situations.
• Themes were planned based on the interest of the pupils
• Provides opportunities for pupils to be exposed to the
various thinking systems thus helping them develop
critical and creative thinking skills
• Builds on CCE framework to strengthen pupils’ character
Philosophy of Project work
SKILLS IN PROJECT WORK @ P1
Micro skills
Brainstorming Criteria Setting Decision Making
Evaluation
Thinking Systems
6 Thinking Hats 5 Whys
ICT Baseline skill
MS Words
1 Theme
2 Scenarios
3 Tasks
TASKS
Experiment
Research
Design &
Invent
Pupils are to work in groups on one of the tasks.
Pupils In Action – Planning Stage
Pupils In Action – Researching for Information
Pupils In Action – Conducting surveys
Pupils In Action – Creating the product
Final Products
PERI Holistic Assessment
Information for Primary 1 Parents
Background of PERI
• ‘PERI’ refers to the Primary Education Review and
Implementation Committee.
• It was set up by the Ministry of Education in October
2008 to look at ways to raise the quality of primary
education
• Greenwood Primary School is in Phase 3. Extending
Holistic Assessment to Primary 3 in 2015.
Aims of PERI Holistic Assessment
Use of ‘bite-sized’ forms of assessment in P1 to build confidence and desire to
learn.
Provide parents with a more comprehensive “Holistic Development Profile” :
A fuller picture of their child’s progress and
learning throughout the year.
Less emphasis on single-point assessment such as
semestral examinations in P1 to smoothen transition to
primary school
Continue to ensure students’ continued mastery of
foundational skills
Provide pupils with richer and more
holistic feedback
Feedback to Parents
Term 1 Term 2 Term 3 Term 4
Pupil Portfolio Pupil Portfolio Pupil Portfolio
Pupil Holistic
Development Report
•Progress on pupil
holistic development
•Ratings on Personal
Qualities (PQs)
[Teamwork,
Communication Skills
and Motivation]
Mid-Year Report Card
• Mid-Year results
• Conduct, Attendance
•Comments by form
teacher
Pupil Holistic
Development Report
•Progress on pupil
holistic development
•Ratings on Personal
Qualities (PQs)
Year-End Report Card
•Overall results (% marks for EL,
MA and MTL; letter grades for
other subjects.
• Conduct, Attendance
• Comments by form teacher
• Ratings on PQs (School Values +
Teamwork, Communication Skills
and Motivation)
What is a Portfolio?
• A portfolio
provides a holistic
view of a child’s
learning, progress
and achievement
• It complements
the Pupil
Progress Card
Sample :Pupil Holistic Development Report:
English Language
LISTENING
LANGUAGE
SKILLS
SPEAKING
READING
Pupil Holistic Development Report
2. TEAMWORK
1. MANAGING SELF
PERSONAL QUALITIES
Planning for Holistic Assessment
• A balance of assessment tasks is maintained
• Assessment tasks are weighted appropriately based on pupils’ ability to cope with the assessment tasks.
• There is scaffolding and practice of the assessment task/s during the learning and teaching process before the weighted task
• Varied modes of assessment are used and spread out appropriately to avoid over-loading the pupils
Primary 1 Assessment Plan : English
Term 1 Term 2 Term 3 Term 4
Listening & Viewing
(10%)
LT1 - Listening
Comprehension (10%)
Sound Discrimination
Following Instructions
Picture matching
Listening comprehension
Speaking &
Representing
(15%)
Integrated Task - LT2
Show and Tell (5%)
Reading of short text
(5%)
LT3 – Project Work: Oral
Presentation (5%)
Integrated Task
LT5 –Simple
Conversation (5%)
LT5 - Reading Aloud
(5%)
Show and Tell
Reading & Viewing
(10%)
DOLCH Word list
Primary 1 Assessment Plan : English Writing & Representing
(10%)
LT5 - Individual writing
(10%)
Penmanship
MLEA Group Writing
MLEA individual Writing I
MLEA Group Writing
MLEA Individual Writing
(Post LJ)
Individual Writing
MLEA Group Writing
MLEA Individual Writing
Individual Writing – Written
Expression
MLEA Group Writing
MLEA individual Writing
Individual Writing –
Written Expression
Language Use
(55%)
LT4 (25%)
Grammar
Vocabulary
Editing
Synthesis
Graphic Stimulus
LT6 (30%)
Spelling
Grammar
Vocabulary
Synthesis
Comprehension OE
Practice 1
Grammar
Vocabulary
Word Order
Editing for Punctuation
Practice 2
Grammar
Vocabulary
Editing for Punctuation
Word Order
No. of weighted
assessments 0 2 2 2
Total (100%) 0% 20% 30% 50%
Sample Rubric : Reading
Try harder
Good
Excellent
Comments/
Score
1m 2-3m 4m
Pronunciation
I am unable to
pronounce most of the
words
I skip many words
I can pronounce most
of the words correctly
I make a few mistakes
I can pronounce all
the words correctly
Tone
I read in a monotone
I try to read with
different tones at times
I change my tone
when necessary
Volume & Pace
I read in a hesitant and
jerky manner
I read fluently with a
few pauses
I read loudly and
clearly
I read fluently and
at a steady pace all
the time
I change my volume
when necessary
Missing consonants : d s t
Addition & Omission of words Substitution of words
12
Assessment Plan: Mathematics
Topics Term 1 Term 2 Term 3 Term 4
WHOLE NUMBERS (70%) Numbers up to 100 Addition & Subtraction Multiplication & Division MONEY (10%) MEASUREMENT (10%) Length (5%) Time (5%) DATA ANALYSIS (5%) Picture Graphs
GEOMETRY (5%) Shapes
Review 1 (P51-54, 1A) •Numbers to 10 Performance Task (P48) Let’s Find Out (Magic Square) •Addition (within 10) Review 2 (P89-92, 1A) Numbers to 10 Naming Positions
Review 3 (P133-138, 1A) •Whole Numbers up to 20 Learning Task 1 (10%) Whole Numbers to 20 (10%) (includes addition and subtraction) Shapes (5%) Learning Task 2 (15%) •Numbers to 100 (10%) Length (5%)
Journal (P67, 1B) Addition and Subtraction within 100 LT4 (Project Work) (5%) Whole numbers Learning Task 3 (20%) Addition and Subtraction within 100 Multiplication and Division
Learning Task 5 (20%) Whole Numbers up to 100 (10%) (includes four operations) Time (5%) Money (5%) Learning Task 6 (30%) Whole Numbers up to 100 (20%) (includes four operations) Picture Graph (5%) Money (5%)
No of weighted assessments
0 2 2 2
Total (100%): 0% 25% 25% 50%
Sample of Performance Task
Sample of Learning Task
Assessment Plan: Mother
Tongue
Term 1 Term 2 Term 3 Term 4
Listening
(20 %)
Simple Listening Tasks
Simple Listening Tasks (20%)
Listening Task
Listening Task
Speaking
(30 %)
Speaking Tasks CL/ML/TL:
Simple Questions and answers in daily conversations
Speaking Tasks (10 %)
Show & Tell (Level 1)
Speaking Tasks
Show & Tell (Level 2)
Speaking Tasks (20 %)
Show & Tell (Level 3)
Reading
(15 %)
Reading Tasks
Recognise and pronounce, read with accuracy and fluency for given passage
Reading Tasks
Read Aloud
Reading Tasks (15%)
Read Aloud
Reading Tasks
Read Aloud
Assessment Plan: Mother
Tongue
Writing &
Language Use
(35 %)
Simple Writing
Tasks
Penmanship
Words and simple phrases
Simple Writing
Tasks:
Penmanship
Words and simple
phrases
Mini Test (15%) CL: Vocabulary/
HYPY/simple
phrases/sentence
structure
ML: Vocabulary/ simple
phrase / sentence
structure
TL: Penmanship/
Vocabulary/ simple
phrases
Mini Test (20%) CL: Vocabulary/ HYPY/
simple phrases/
sentence structure/
Comprehension
ML: Vocabulary/
simple phrases/
sentence structures/
Comprehension
TL: Penmanship /
Vocabulary/
Simple phrases/
formation of words
Diagnostic Class
Test: CL : Vocabulary/words/
simple phrase
ML : Syllables/words/
vocabulary/simple
phrases
TL: Penmanship/
Alphabets
Mini Test: CL :
Vocabulary/words/
simple phrases/
Penmanship/ HYPY
ML :
Vocabulary/words/
simple phrases
TL :
Vocabulary/words/
simple phrases/
Penmanship
Sample : Show & Tell
Who is that person?
What is his occupation?
Physical appearance of the person-
Tall or short? Fat or thin?
What is his hobby?
How do you feel about the person?
What is the object?
How do you get it?
Physical appearance of the object- colour,
texture, size etc
What do you like about the object?
How do you feel about the object?
Q & A
Thank
You