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 .


ST 3 – Character Development

• A concerned citizen who is rooted to Singapore, takes an active role to better the lives of others around him.


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


the Community

Values in Action (VIA)

• Applying the Thinking Skills and School Values to contribute to the Community

• ACM

• KTPH

• HDB Project


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.


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


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


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

http://www.stellarliteracy.sg/

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

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


VA : Mix Media

1 INTEGRITY 1 INNOVATION

1 EMPATHY VA : Mix Media

SG: Create & Play


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


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


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


Speaking Tasks (20 %)


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?

Thank

You

briefing for parents of p1 pupils - greenwood...

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