BRIEFING FOR PARENTS: GEP P5 English LanguageCurriculum Outline 2019

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The GEP Enrichment ModelCONTENT

• Greater depth and breadth (e.g. cultural influences in fairy tales)

• Advanced topics (e.g. word origins, adjectival order)

PROCESS• Higher level thinking skills• Inductive learning• Research & independent study

PRODUCT• Creative expression• Real problems

LEARNING ENVIRONMENT• Learner-centred• Learning centres• Out-of-school learning experiences

(e.g Creative Writing Programme)

Mainstream Core

Syllabus

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The Enriched GEP EL Curriculum

The enriched EL curriculum is differentiated in the following areas:

a) Study of a novel

b) Concept units

c) Extensive Reading Programme (ERP)

d) Reading and Writing

e) Oral Communication

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Overview of P5 EL Enriched Curriculum

Units Term 1 Term 2 Term 3 Term 4

Concept Unit

Mystery Print Advertisement

Myths (HBL)

Literature-oriented

unit

The Giver by Lois Lowry

Text TypesFactual/Personal Recount

Information Report

Explanation Text

Poetry (Enrichment)

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Extensive Reading Programme (ERP)

• 3-year reading programme

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

• 1 ERP assignment (Semester 2) to help pupils respond to text

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Concept Units

• Pupils will focus on Elements of Mystery Stories

Features & Persuasive Techniques in Print Advertisements

Features of Myths & their Influences

• Pupils will be exposed to a variety of text forms through the exploration of these units.

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

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Literature-Oriented Unit (Study of a Novel)

Pupils will learn to • interpret and respond to a rich

text through structured questions and activities;

• analyse the plot, themes and characterization;

• make connections between self as reader and text;

• make connections between text and the real world.

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Overview of P5 GEP EL Assessment

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TERM 1 2 3 4

Weighted

Assessments

(WA)

WA 1(10%)

Common Test

WA 2(15%)

Mystery Story Process Writing

WA 3(10%)

Persuasive Brochure

Task

WA 4(15%)

Creative Performance

Task

Semestral

Assessment

(SA)

SA2(50%)

Total 100%

P5 GEP EL Assessment WA 1: Common Test

WA1

6 March 2019

Components tested • Grammar• Cloze • Comprehension

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P5 GEP EL Semestral Assessment (SA)

Paper Components Date

Paper 1 Writing

7 Oct 2019

Paper 2 Language Use and Comprehension

21 Oct 2019

Paper 3 Listening Comprehension 21 Oct 2019

Paper 4 Oral Communication 23 & 24 Sept 2019

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P5 GEP EL SAPaper 1 (Writing - 55m)

Components:

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

(B) Situational Writing (15m)

e.g. messages, emails, postcards

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P5 GEP EL (SA) Paper 2 (Language Use & Comprehension - 95m) Components:

(A) Grammar (20m)

(B) Vocabulary (5m)

(C) Synthesis & Transformation (10m)

(D) Spelling & Grammar (12m)

(E) Cloze (15m)

(F) Visual Text Comprehension (8m)

(G) Open-ended Comprehension (25m)

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P5 GEP EL (SA) Paper 3 (Listening Comprehension - 20m)

Components:

• Questions on oral & visual texts

–e.g. dialogues, announcements, reports, maps, posters etc

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P5 GEP EL (SA) Paper 4 (Oral Communication- 30m)

Components:

a) Reading aloud (10m)

b) Stimulus-based conversation (20m)

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BRIEFING FOR PARENTS: GEP P5 Mathematics

Curriculum Outline 2019

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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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P5 GEP Mathematics AssessmentTerm Date Assessment Marks/Duration Weighting

Term 1 5 March 2019 Investigative Task 1 (WA) 25 marks / 45 min 5%

Term 2 14 May 2019

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

20 marks / 35 min

15%Common Test 1 Part 2 (WA)[Calculators allowed]

30 marks / 50 min

Term 3 27 Aug 2019

Common Test 2 Part 1 (WA)[No calculators allowed]

20 marks / 35 min

15%Common Test 2 Part 2 (WA)[Calculators allowed]

30 marks / 50 min

Term 4

17 Sep 2019 Investigative Task 2 (WA) 25 marks / 1 h 5%

24 Oct 2019

End-of-Year Exam Paper 1[No calculators allowed]

45 marks / 1 h

60%End-of-Year Exam Paper 2[Calculators allowed]

55 marks / 1 h 30 min

Total 100%18

BRIEFING FOR PARENTS: GEP P5 Science

Curriculum Outline 2019

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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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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 (P5)

Term 1 Term 2 Term 3 Term 4

Unit taught

* SC process skills is taught from T1 – T4

1. Electricity*2. Cells*3. Digestive

system*

1. Respiratory system*

2. Circulatory system*

3. Life cycles

1. Light2. Reproduction

(Plant)

1. Reproduction

(Human)

Content Assessed

ElectricitySC process skills

Unit marked *Selected P4 content

Science process skills

Unit taught in the year

Selected P4 content

Mode of assessment

Hands on inquiry Pen and Paper Hands on inquiry Pen and paper

*Refer to Scheme of Work given by Science Teachers for details 22

Science (P5)

Term 1 Term 2 Term 3 Term 4

Date 25 Feb 15 May Week 6 - 8 22 Oct

Assessment Performance Task (WA)

Common Test (WA)

Science process skills assessment

(WA)

End-of-YearExamination

Max Mark 15 40 10 100

Weighting 15% 15% 10% 60%

*Refer to Scheme of Work given by Science Teachers for details 23

Learning to LearnTOOLS FOR REFLECTION & METACOGNITION

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Self-reflection on learning*Where am I going? Where am I now? How do I close the gap?

Content/Skill What I need to Do Evidence of What I did

Scientific conceptsand related content

Terms I should use and understand …

What I need to be sure to observe and pay attention to …

“Big idea” that might help me connect my learning to what I know or want to learn more about …

*Feedback from activities within units, not just tests ,will guide pupils in developing understanding and skills.25

Self-reflection on learning*3-2-1

What are things you have learnt well in this topic?

What are areas you are still unsure of?

What is thing you can do to understand the topic better?

*Feedback from activities within units, not just tests ,will guide pupils in developing understanding and skills.26

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 P5 Social Studies

Curriculum Outline 2019

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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

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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, keeping abreast of local, regional and global developments

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

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An enriched curriculum• SS is based on the mainstream syllabus, but

differentiated for GEP pupils

• Pupils will learn about the major ancient civilisations (e.g. Egypt, Rome, China and India), and how their legacies continue to impact our lives today. Exploring different civilisations will expand pupils’ view of the world.

• Pupils will also embark on learning journeys to places relevant to the curriculum

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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.

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Assessment

• 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 forms, carried out individually, in pairs or in groups. Examples of graded tasks include map-work, creative assignments and skits.

• At the end of the year, pupils will be awarded A, B, C, or Ungraded.

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BRIEFING FOR PARENTS: GEP P5 Chinese Language Curriculum Outline 2019

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The GEP Enrichment Model

CONTENT• Greater depth and breadth (e.g.

Understanding of essential language concepts; Incorporate culture knowledge)

• CL Alive

PROCESS• Higher level thinking skills• Inductive learning• Research & independent study

PRODUCT• Alternative Assessments• Authentic tasks

LEARNING ENVIRONMENT• Learner-centred• Out-of-school learning experiences

(e.g P5 Enrichment Camp)

Mainstream Core

Syllabus

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CL/HCL Enriched Curriculum

The enriched HCL curriculum is differentiated in the following areas:

Essential language concepts

Cultural knowledge

Thinking skills

Elective module (within curriculum time)

CL enriched curriculum - CL Alive! (within curriculum time)

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P5 CL Assessments

Pupils taking CL subject

take school-based CL weighted assessments

follow school assessment weightings and grading scheme

Unweighted Assessments

Other unweighted assessment (e.g. Assessment for learning,

Assessment as learning) will be incorporated in the GE CL

curriculum and will be conducted during curriculum time –

oral task, writing task

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P5 HCL Assessments

Pupils taking HCL subject

take school-based CL & HCL weighted assessments

follow school assessment weightings and grading scheme

Unweighted Assessments

Other unweighted assessment (e.g. Assessment for learning,

Assessment as learning) will be incorporated in the GE HCL

curriculum and will be conducted during curriculum time –

oral task, writing task

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Encouragement in the use of CL Confidence and resilience

Celebrate the learning process

Provide conducive environmentCommunicate with your child in Chinese

Chinese books, movies, TV programmes, activities

Good habit & attitude Take notes during lessons; Communicate with peers

using Chinese; read good Chinese books; participating

in group discussions/projects

How To Support Your Child?

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http://xuele.moe.edu.sg/xuele/slot/u107/index.html

Chinese Resources –学乐网

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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 should:

• 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 of time-management: Lizzie’s timeline for Ms Neo’s ERP Assignment

Date My Task Completed?

By T1 W10 Ask Mum to help me borrow 2 to 3 books on the ERP list

√

By end of March holidays

Choose one for the ERP assignment √

By T2 W5 Make notes while reading the book √

By T2 W10 Use hamburger model to write outline for persuasive text

By T3 W1 Ask Ms Neo for help (if needed)

By T3 W2 to W4 Write out persuasive text

By T3 W4 to W6 Create and design brochureInsert persuasive text into brochure

By T3 W6 to W8 Submit assignment to Ms Neo44

• 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)

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

encourage ownership of work

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P5 GEP English LanguageContents Page

Grammar

W/S

No.

Date Title Remarks

Example

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Example of GEP EL files

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• Emphasise the following in team work:

– communication skills

– conflict management

– shared responsibility

• Pupil to consult your teacher and ask for help when needed

(C) Social Skills – to develop collaborative skills

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Parental Involvement

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

• 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 will learn to search for information as part of their work.

• We aim to emphasise integrity and authenticity.

• Encourage your child to do the following(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 have different needs in different areas.

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

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