BRIEFING FOR PARENTS: GEP P6 English LanguageCurriculum Outline 2020

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Overview of P6 EL Curriculum

Units Term 1 Term 2 Term 3 Term 4

Concept Unit

BiographyShort

Stories

PSLE

Literature-oriented

unit

Friedrich, a novel by

Hans Richter

Text Types Factual Recounts

Persuasive Texts

+ Persuasive Speech

NarrativeTexts

Extensive Reading Programme (ERP)

• 3-year Reading Programme

• To encourage pupils to read self-selected books and work on reading tasks

• 1 assignment - woven into Persuasive Speech task (WA2) to help pupils develop response to books

Concept Units• Pupils will focus on Biographies Short Stories

• Pupils will learn to appreciate how Purpose, Audience and Context determine Language Use.

• Pupils will understand and critically analyse the elements of the text types.

• Pupils will apply these elements to their writing.

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Literature-Oriented Unit (Study of a Novel)

Pupils will learn to

interpret and respond to a rich text with the help of structured questions and activities;

analyse the plot, themes and characterization;

make connections between self as reader and the text;

make connections between text and the real world.

Persuasive Speech(Enriched Oral Competency)

Term 2 Unit on the structure, language and art of Oral Persuasion

Performance Task: Pupils will write and deliver a Persuasive Speech (individual)

Culminates in an inter-school (GEP) podcast competition at the end of term

Overview of P6 GEP EL Assessment 2020

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Term 1 Term 2 Term 3 Term 4

Weighted Assessment (WA)

Prelims(60%)

PSLE

WA 1Biography

Writing (10%)

WA2Persuasive Speech

(5%)

Mid-Year Examination

MYE (25%)

P6 GEP EL Mid-Year Exam (MYE)2020

Paper Components Date

Paper 1 Writing 6 May

Paper 2Language Use and

Comprehension11 May

Paper 3Listening

Comprehension14 May

Paper 4 Oral Communication 21 & 22 Apr

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P6 GEP EL MYEPaper 1 (Writing – 55 m)

Components:

(A) Continuous Writing (40 m)e.g. Narratives, recount

(B) Situational Writing (15 m)e.g. messages, emails, postcards

P6 GEP EL (MYE) Paper 2 (Language Use & Comprehension – 95 m)

Components: (A) Grammar (20 m)

(B) Vocabulary (10 m)

(C) Synthesis & Transformation (10 m)

(D) Spelling & Grammar (12 m)

(E) Cloze (15 m)

(F) Visual Text Comprehension (8 m)

(G) Open-ended Comprehension (20 m)

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P6 GEP EL (MYE) Paper 3 (Listening Comprehension – 20 m)

Components:

Questions on oral & visual texts e.g. dialogues, announcements, reports, maps, posters etc.

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P6 GEP EL (MYE) Paper 4 (Oral Communication- 30 m)

Components:

a) Reading aloud (10 m)

b) Stimulus-based conversation (20 m)

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BRIEFING FOR PARENTS: GEP P6 Mathematics

Curriculum Outline 2020

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The Enriched GEP Math Curriculum

The enriched Math curriculum is differentiated in terms of:

a) Level of complexity and connectivity

b) Depth of concepts

c) Pacing

d) Mathematical communication

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How can your children optimise their learning in mathematics?

• Revise math concepts regularly and reflect on the connections among the concepts;

• Avoid reliance on calculators and acquire good time management skills;

• Cultivate good habits such as striving for accuracy, diligently taking down notes during lessons and filing worksheets neatly;

• Be confident in using mathematics to solve problem, to communicate ideas and to reason;

• Persevere in Mathematical tasks;

• Engage actively in asking questions and offering solutions;

• Be open in exploring new ideas and trying alternative methods in solving problems;

• Do not be afraid to make mistakes, but learn from mistakes.

“The most valuable thing you can make is a mistake –you can’t learn from being perfect.”

Adam Osborne

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Content Coverage for GEP P6 MathTerm Topics

Term 1 • Algebra• Rate & Speed• Circles (including Area of composite figures)

Term 2 • Pie Charts • Nets• Revision on Whole Numbers, Fractions &

Decimals, Geometry, Volume, Percentage, Ratio & Proportion, and Average

Term 3 - 4 • Revision

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P6 GEP Mathematics Assessment

Term Date Assessment Marks/Duration Weighting

Term 16 Jan to 13 Mar 2020

Alternative Assessment (WA) 20 marks 5%

Term 2

6 Apr 2020

Common Test Part 1 (WA1)[No calculators allowed]

22 marks / 35 min

10%Common Test Part 2 (WA1)[Calculators allowed]

28 marks / 50 min

13 May 2020

Mid-Year Exam Paper 1[No calculators allowed]

45 marks / 1 h

25%Mid-Year Exam Paper 2[Calculators allowed]

55 marks / 1 h 30 min

Term 3Date from

school

Preliminary Exam Paper 1[No calculators allowed]

45 marks / 1 h

60%Preliminary Exam Paper 2[Calculators allowed]

55 marks / 1 h 30 min

Total 100%17

BRIEFING FOR PARENTS: GEP P6 Science

Curriculum Outline 2020

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Science learningthinking, doing, communicating

•Making sense of phenomena: Read, observe, ask

•Testing ideas: Gather data, interpret observations

•Explaining observations, science concepts and phenomena

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Enriched Science curriculum

Environment

Product

Process

Content

• Learning centre / Learning journey

• Grouping (interest and readiness)

• Model / Poster

• Presentation

• Question or Problem driven

• Inquiry-based

• Concept-based• Connections to real-world

applications/phenomena and other subjects through enriched “Process“

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Science Assessment (P6) Term 1 Term 2 Term 3

Unit taught

* SC processskills is taught from T1 – T4

1. Forces2. Energy conversion

1. Ecology (Interactions of Organisms)

2. Adaptation3. Man and

Environment

Revision

Content Assessed

Units taught in Term 1

*Selected P4 and P5 units

P4 – P6 units except “Man and

Environment”

P4 – P6 units

Mode of Assessment

Pen and Paper (WA1: Common Test)

Pen and Paper(Mid-year Exam)

Pen and Paper(Preliminary Exam)

Max Mark 40 100 100

Weighting 10% 30% 60%

Date 4 Mar 14 May Date from school

*Refer to Scheme of Work given by Science Teachers for details 21

Advice for Revision

UNIQUE TO GEP

While all mainstream learningoutcomes are covered in the GEPSC curriculum,

o60% higher-order questions in pen-and-paper tests versus 40% in PSLE

oWhen revising, refer to feedback on concepts, terms, and science reasoning skills given during activities, not just tests.

oDrill-and-practice reinforces basic concepts and simple skills but

opredisposes pupils to thinking in a pre-set way. This is not helpful for answering higher-order / complex questions.

Learning to LearnTOOLS FOR REFLECTION & METACOGNITION

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Parent Support

1. Nurture interest and wonder: reading, trips to parks & museums

2. Encourage sense making, discovery and application/tinkering

3. Adopt growth mindset

4. Reinforce habit of reflection (i.e. re-examine learning/thinking and goals)

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BRIEFING FOR PARENTS: GEP P6 Social Studies

Curriculum Outline 2020

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Social Studies in the GEP

• Social Studies (SS) is non-examinable (similar to mainstream)

• However, it is an enriched subject, taught by GEP teachers

• SS is based on the mainstream syllabus, but appropriately differentiated for gifted and high-ability learners

• In P6, pupils will learn about Southeast Asia and ASEAN, allowing them to find out more about the region we live in.

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An enriched curriculum• Pupils will be exposed to concepts such as Causes and Consequences, and

Change and Continuity. They will also appreciate the importance of Diversity and Inter-dependence.

• Pupils will also have opportunities to develop critical thinking and exercise creativity. They will learn to make inferences, compare and contrast evidence, and develop well-reasoned explanations.

• SS will require pupils to consider varying points of view, thus learning to respect perspectives different from their own, and developing important values such as empathy.

• Pupils will also be required to work collaboratively with others, in pairs or in groups.

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An enriched curriculum

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SLS packages with enriched content

Learning about coordinates through

games

Learning Journey to a vegetable farm, to learn more about food

sources in Singapore.

How do we know pupils have learnt?

• There will be graded tasks as well as quizzes, spread throughout the year to find out how well pupils have acquired the knowledge and skills, and to identify learning gaps

• Graded tasks allow pupils to demonstrate their understanding in a variety of ways, carried out individually, in pairs/groups. Examples of graded tasks include map-work, creative assignments and skits.

• Based on the graded tasks and quizzes, pupils will be awarded A, B, C, or Ungraded, at the end of the year.

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Examples of P6 SS Learning Activities and Experiences

Understanding the world

around us using mapping skills

Creative representation

of Social Studies concepts

through political cartoons

Group 5

Working in groups to identify problems and develop

possible solutions, based on real-world scenarios

Sample response(from survey of pupils, carried out at the end of the year)

“The [P6] SS curriculum has taught me more about ASEAN and I am nowmore interested, as someone living in Southeast Asia, to learn more aboutASEAN’s developments and current issues around me.”

“I learned not to only view one side of the story from the rainforestpresentation. I learned that I need to see both sides to understand theissue.”

“Problem-Solving taught me that when solving problems, lawmakers mustconsider a lot more factors that the general public realises, so it makes memore interested to find out how they work around such problems.”

“I liked the online packages as they gave me more detailed information andalso allowed me to learn at my own pace.”

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How pupils have benefitted from SS

• Through SS, pupils have gained a better understanding of important issues, and developed a keen interest in current affairs.

• Many GEP pupils have found SS to be stimulating and interesting. We hope parents will encourage pupils to see the importance of the subject.

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BRIEFING FOR PARENTS: GEP P6 Chinese Language Curriculum Outline 2020

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高才华文及高华增益课程GE CL & HCL Enriched Curriculum

高华增益课程在教育部高华课程基础上加深加广，课程的差异性体现在以下几个方面：

The enriched HCL curriculum is differentiated in the following areas:

系统学习核心语言概念 Core language concepts

注重思维发展 Thinking skills

华族文化知识 Cultural knowledge

选修课 Elective modules

华文增益课程主要体现适应高才学生能力的教学流程，以及将CL Alive!课程的元素（通过生动有趣的活动提升学生对华文的兴趣）融入课堂

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六年级华文及高华评估P6 CL & HCL Assessments

修读华文的高才学生参加校本计分项评估

GE pupils taking CL subject will take School-based CL

Weighted assessments

修读高华的高才学生参加校本华文及高华计分项评估

GE pupils taking HCL subject will take School-based CL and

HCL Weighted assessments

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鼓励孩子在生活中多使用华文

Encourage the use of CL on a daily bases

注重学习和成长的过程

Focus on learning process

培养孩子的信心和克服困难的决心

Develop confidence and resilience

提供语言环境

Provide conducive environment

尽量用华语和孩子沟通

Communicate with your child in Chinese

提供足够的华文书、电影、电视节目等，带孩子参加华文活动

Expose your child to Chinese books, movies, TV programmes, and Chinese-related activities

怎样帮助你的孩子学好华文？How To Support Your Child?

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培养孩子的良好的习惯和正确的学习态度

Develop good habit & attitude

强调学习华文的重要性

Emphasise the importance of learning Chinese

在课堂上记笔记、和同学用华语进行交流、阅读华文书籍、积极参加课堂讨论等等

Take notes during lessons; communicate with peers using Mandarin; read Chinese books; participate actively in group discussions/projects

怎样帮助你的孩子学好华文？How To Support Your Child?

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https://www.mtl.moe.edu.sg/xuele/MOE_web/main.html

Chinese Resources –学乐网

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BRIEFING FOR PARENTS: IRS Exhibition cum Presentation

2020

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Every year, we invite P6 pupils to attend the IRS Exhibition cum Presentation

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WHY?

• ACSI

• DHS

• HCI

• NYGH

• NUS High

• RGS

• RI

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A Glimpse At Project Work from….

• Cedar Girls’

• CHIJ St Nicholas Girls’

• MGS

• NJC

• SJI

• …

A chance to ….Listen to oral presentations and view posters by IP school students that cut across various disciplines

Humanities

Languages

Mathematics

Sciences

Social science

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Examining the Cold War Through Comics

Evolving English – The Role of Social Media

Optimising Bus Services Through Big Data Analysis

Investigation of External Factors Preventing Coalescence of Liquids

Recycling Used Textbooks

So as to….

• learn about project work possibilities in lower to upper secondary levels

• speak with seniors in IP schools about their project work experiences

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IRS Exhibition cum Presentation 2020

Please encourage your child to engage their seniors from IP schools during the event

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WHEN?

3 Nov 2020

How to support your child

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Parental Involvement

Help your child to acquire(A) time management skills(B) organisational skills(C) social skills

These need to be stressed and practised at home, to reinforce instruction in school.

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(A) Time management skills -to develop self-discipline

Pupils could:

• list deadlines for work to be completed

•plan their schedule on a daily/weekly basis

•break each task down into bite size

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Example: Biography AssignmentDeadline: End of Term 1 2020

Timeline

Date Task Completed

Term 1 Week 4 Plan and carry out research for Biography Writing Assignment

Term 1 Week 5 Prepare the first draft of the BiographyWriting Assignment

By end of Week 5(8 Feb)

Submit the first draft

Term 1 Week 7 Based on feedback given on the first draft, make revisions

By 13 March 2020 Complete and submit the final Biography assignment 50

(B) Organisational Skills -to develop self-regulation & encourage

ownership of work

• No textbook or workbook, except for (Higher) Chinese

• Printed worksheets e.g. Grammar, Vocabulary, Reading for EL etc

• Pupils are required to file their worksheets regularly (good work habit, for review)

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(C) Social Skills –to develop collaborative skills

• Emphasise the value of team work, involving• communication skills• conflict management• shared responsibility

• Encourage your child to consult the teacher and ask for clarification, guidance and help whenever needed

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Parental Involvement

• Assignment products should reflect the child’s own effort and thinking.

• Trust that the work will be assessed according to their developmental age and readiness level.

• Honour effort and celebrate the learning process, rather than focus solely on results.

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Plagiarism

• Pupils may be required to search for information as part of their work.

• Empahsise authenticity and the learning process by encouraging your child to (1) Avoid cut-and-paste work

(2) Express ideas using their own words

(3) Acknowledge the source(s)

• Teachers will penalise work that is plagiarized.

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Support for pupils

• GEP pupils, as all children, have different strengths and needs in different areas.

• Teachers will identify specific areas of need and provide the necessary support and guidance for your child.

• Teachers will also differentiate instruction according to children’s learning readiness.

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