Primary 2Parents’ Meeting

25 January 2019

• Welcome to the GYPS Family Vision, Mission Values GYPS Culture• A Typical Day in GYPS & Good Habits• Changes at a Glance Adjusting School-based Assessment Structure Holistic Development Profile Revising Edusave Merit Bursary (EMB)• Partnership between home and school• Video – Learn For Life• Holistic Development of Pupils• Homework Policy

VISIONA VIBRANT SCHOOL,

A LEARNING COMMUNITYCOMMITTED TO EXCELLENCE

MISSIONMAXIMISING THE POTENTIAL OF ALL

LEARNERS

VALUESLOYALTY

DILIGENCECOURAGEHONESTY

TEAMWORK

The GYPS Culture

• Mindset of Excellence

• All Hands on Deck

• Culture of Care

Typical Day in GYPS

• Silent reading at 7.10 am to 7.30 a.m.• Flag raising ceremony at 7.30 a.m. • Recess at 9.30 am • Daily responsibility at 9.25 am and 1.25 pm• Snack time at 12.00 pm (please pack healthy

food)• Dismissal at 1.30 pm

Develop Good Habits• Have a healthy breakfast before coming to

school• Bring water bottle to school• See the doctor when unwell. Submit the medical

certificate upon return to school• Impress the importance of punctuality and

attendance• General Safety (road safety, safety before and

after school hours, during school activities and recess)

Changes at a Glance

What is it like in School?

• Moving away from over-emphasis on grades with revised PSLE scoring

• Reduction in assessment load• Removal of all weighted assessment in P1

& P2• Removal of End of Year examination at P2

• Strengthening efforts to nurture all-rounded individuals

Changes at a Glance

Changes at a Glance

Examples of Positive Learning Dispositions

Learning Dispositions

Open-mindednesse.g. willingness to try out ideas or solutions offered by peers, willing to explore possibilities or consider other viewpoints

Joy of Learning e.g. enjoys problem-solving, derives satisfaction from learning new skills or discovering new ideas

Resilience & Grite.g. does not give up easily when the problem is difficult

Curiositye.g. asks questions to develop deeper understanding

Enthusiasme.g. shows an interest in learning new things

Partnership - Parent’s Support• Support and partnership of parents are crucial in realising

these changes• Parents can play a part to encourage Joy of Learning and

Learn for Life

Partnership - Encourage Joy of Learning by • not over-emphasising academic performance. • focus on your child’s learning journey, rather

than compare them to others.

Partnership - E-Learning

• SLS – Learning portal of MOE• E-learning on a regular basis for all subjects

Partnership - Communication• Class Dojo, Email, Phone, Pupil Handbook• We seek your understanding to give us time

to respond• Teachers are in class and teaching during

curriculum time• Please make appointment in advance if you

wish to meet so that we can make the necessary plans and arrangement

Learn for Life

HOLISTIC EDUCATIONPrimary Two

English Language

Primary Two

S T E L L A R

The EL curriculum adopts STELLAR: Strategies for English Language Learning and Reading

Our vision is for children to love reading and have a strong foundation in the English Language

http: // www.stellarliteracy.sg

Areas of language learning to achieve curricular goal: Confident and Effective Communicators

Listening and Viewing

Reading and Viewing

Speaking and Representing

Writing and Representing

Language Use

What is a Stellar lesson like in GYPS?

What pupils do in class

• Shared Book Reading Pupils learn in a fun way!

Modified Learning Experience Approach

• Group writing -----Class writing -----Individual writing

Working Hand in Hand• Go to the library together • Read to and with your child (different genres)• Go through your child’s files and books (when they

are returned for signature) • Remind your child to do corrections • Play language games, e.g. Scrabble • Encourage your child to give his/her views and

opinions during conversations • Praise effort

MathematicsPrimary Two

Our Learning Focus

Explore(P1 and P2)

Experience(P3 and P4)

Hands-on activitiesGames -

outdoor and indoor

Experiential learning and Investigation.

Link to real life situation.

Application of Math knowledge

and skills in problem solving

Excel(P5 and P6)

• Numbers to 1000• Length• Mass• Money• Geometry

• Fractions • Time• Picture Graphs• Volume

P2 Mathematics Topics

Help your child to develop their interest in the subject by playing games with them.

Make sense of what they learn in Mathematics by linking Mathematical concepts to everyday life. (eg. allow pupils to handle money)

Ensure that your child knows the Multiplication Facts.

• Allow your child to learn through Experience• Relate Mathematical Concepts to real-life

situations

How can you help your child?

Mother Tongue Languages

Primary Two

We aim to:• equip our pupils with the knowledge, skills

and imbibe them with attitudes and ethics• develop our pupils to be confident users of

MTL who are passionate about the language

In Guangyang Primary School…

• We introduce poetry recitation and singing session during MTL lessons to stimulate the pupils’ interest in learning.

• Designated time during curriculum time for reading to cultivate good reading habits.

• Implement ICT programmes and harness ICT to support effective teaching and engaged learning.

• Class library to encourage and increase readership.• MTL Fortnight(Term 1 & 2) as a platform for pupils to

learn more about their MTL beyond curriculum in fun and interesting ways.

In GYPS…

How can you motivate your child in learning MTL?

• Creating a Conducive Learning Environment.• Encourage your child to speak using his/her Mother

Tongue Language at home.• For pupils who are non-native speaker, they should be

encouraged to watch more TV programmes in their MTL. (Do refer to their MTL teachers for suitable programmes)

• Show interest in your child’s MTL learning by encouraging him/her to share their learning experiences with you. This also creates a good opportunity for family bonding.

Strategies for learning• Encourage your child to read MTL storybooks

• Parent-child reading at home• Pre-assembly Silent Reading every Friday• National Library, school library and book stores. (Start

with easy books)• Multi-media books

• Expose your child to educational MTL television programmes(For eg, cartoons with moral values)

• Tap on the surroundings such as road signs and advertisements to engage your child in MTL conversations during outings

Parents can access these websites with your child to reinforce learning.

Educational websites provided by MOE

CHINESE MALAY TAMIL学乐网

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

E-Cekap

http://tinta.moe.edu.sg/mekar/slot/u112/ecekap/index.html

Sangamamசங்கமம்

http://sangamam.moe.edu.sg/tamilosai/slot/u113/web/primary.html

Character and Citizenship Education

Primary Two

Explicit Learning

Awareness Programmes

Social Studies

FTGP

Assembly Programmes NE

Events

PAL

VIA

CyberwellnessECG

Sexuality Education

Experiential Learning

SE Support for Students

Living with Values Programme

Learning Journeys

Counselling and Special Needs

Discipline Structure

CCE

Student Leadership Programme

Core values

Courage

TeamworkLoyalty

Diligence Honesty

Living with Values Programme

• Focus on school’s core valuesHonesty, Loyalty, Teamwork, Courage, Diligence

• Motivate & Encourage pupils to display the desiredcharacter trait through various activities

Living with Values Programme• Customised FTGP lessons focused on core values• Value quotes shared with pupils in class• Assembly programme based on core values• Lessons infused with core values• Pre-assembly story-telling by prefects• Character Pupil of the Month Award

• Do talk to your child about the school’s core valuesand how he/she could display these values in schooland at home

• Reinforce good habits

• Work in close collaboration with the teachers

Partnership with Home

Programme for Active Learning (PAL)

Primary Two

Background of PAL

Primary Education Review Implementation(PERI) Recommendations (2009):

• To enhance primary education

• To realise a more holistic primary education

• To equip pupils with skills and values to thrive in a fast-changing and globalisedfuture

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From Pre-school to Primary School

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• Hands-on learning experiences

• Fun and enjoyable

• Peer interaction

• Self-discovery

PAL facilitates smooth transition from Pre-school to Primary School education

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Sports & Games

Outdoor Education Performing

Arts

Visual Arts

(1) Broad exposure & experiences through fun and varied activities

OBJECTIVES OF PAL

(2) Values and Social & Emotional Competencies46

Values

ResponsibilityRespect

ResilienceIntegrity

CareHarmony

Social Emotional CompetenciesSelf Awareness

Social AwarenessSelf Management

Relationship Management

Responsible Decision Making

OBJECTIVES OF PAL

(3) Holistic Development of the Child 47

Moral

Cognitive

Physical

Social

Aesthetics

OBJECTIVES OF PAL

• Fun and Enjoyable

• Encompasses learning in a creative way

• Provides opportunities for children to create

• Incorporates values education* and social and emotional learning(* responsibility, respect, resilience, integrity, care, harmony)

• Experiential in nature

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CHARACTERISTICS OF PAL

In PAL, pupils will:

• Exhibit confidence in what they do and express themselves effectively

• Exhibit curiosity and positive attitudes to learn

• Enjoy group experiences and teamwork

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PAL LEARNINGOUTCOMES

All Primary 1 & 2 pupils will participate in PAL.

2 hours of PAL a week

4 Domains over 2 years: Sports & Games Outdoor Education Performing Arts (Music / Dance / Drama) Visual Arts

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PAL @ GYPS

Programme for Active LearningOutdoor Education – Let’s Go Out!Pupils will be engaged in experiential learning insmall groups / pairs. The programme aims to createan understanding of the elements in nature. Pupilswill be able to demonstrate observation skills,beyond the constraints of the classroom. A LearningJourney to Bishan Park will also be organised.

Performing Arts – Dance Pupils will be engaged in a variety of activities involving body movements pairs / small groups involving music and dance. Pupils will also be able to express themselves through creating, performing and appreciating movements.

Programme for Active Learning

Visual Art - Art ExposéPupils will be engaged in a variety of art activities individually / small groups. These activities will enable them to explore their abilities and express ideas & feelings through art forms, materials and techniques

Programme for Active Learning

PAL Showcase• A PAL Showcase will be organised on Thursday 7

Nov 2019 from 8.00 am to 9.15 am• Intent is for pupils to demonstrate and share what

they have learnt throughout the year• All are invited • A letter will be sent out in due course

Information & Communications Technology

Primary Two

ICT ProgrammeICT programme aims to • develop the pupils’ acquisition of ICT skills

progressively from P1 – P4 to develop competency in usage

• promote cyber wellness awareness and the ethical and safe use of ICT in order to ensure that GYPS pupils are responsible when using ICT

*Details on GYPS website

ICT Programme

• Basic skillsTouch typing, MS Word, MS Powerpoint, MS Excel• Skills are applied in their

work and parents will view these at PTCC

• Using ICT to find and present information

• Lab etiquette and cyber wellness

• Digital Art

Sample of P2 work

MRL – Media Resource Library• Encourage reading as a habit for life• Read widely and regularly• Volunteer for EL reading in GYPS via

Lower Primary Recess PV Reads• Organised and conducted run by Parent Volunteers

(PVs)• School provides assistance

and A/V support• Rostering done by PV

in-charge of library reading

Aesthetics

Primary Two

Music, Performing & Visual Arts E3 Framework

‘LEARNING FOR LIFE’ PROGRAMME

Stakeholders’ Commitment Co-curricular Activities

(Visual & Performing Arts Groups)

Tier 2

Talent DevelopmentProgrammeTier 2+

Broad-based Music Curriculum Modular Approach

Programme for Active Learning (PAL)Tier 1

Competent Teachers

School Support

Excellence

Extension

Exposure

Music Assessment for Learning

• Term 1 and Term 3 – Progress Report from Music teacher - includes a checklist of learning attitudes and qualitative comments

• Term 2 and Term 4 – Recording of performance task with a Holistic Assessment Sheet with space for students’ reflections. Levels of achievement reflected in Report Book in grades as A (Proficient), B (Satisfactory) and C (Emergent)

Platforms for Performances for P2

• Class-based performances• Feedback given to pupils based on recordings• Talent identification and recommendations to

pursue pathways based on interest levels.

Visual ArtsWhat will the P2 pupils be learning?

• Pupils will be exposed to selected artworks by localand international artists

• Through these works, pupilswill learn how to analyse,create and appreciate art

• Term long DRAWING moduleto train pupils in thisfoundational art skill

We Are FamilyVincente Delgado

Painting ClassLim Yew Kuan

Summertime 9A, Jackson Pollock

Art Assessment for Learning

• Term 1 and Term 3 – Progress Report from Art teacher -includes a checklist of learning attitudes. Recording of termly performance task with rubric and qualitative comments.

• Term 2 and Term 4 – Levels of achievement reflected in Report Book in grades as A (Proficient), B (Satisfactory) and C (Emergent). Recording of performance task with a rubric and qualitative comments.

Physical Education

Primary Two

Physical Education Goals

• To see GYPS pupils physically fit and adopt a healthy lifestyle

• To help GYPS pupils be engaged in mass physical activities

• To ensure GYPS pupils are engaged in quality PE lessons & CCA

Health Week – Mass Walk

• 28 Jan 2019 (Monday) 8.00 – 9.00 am • Part of Health Week activities• Walk around the Bishan community (around 2km) • A great time to participate in a healthy activity and

bond with your child! Join us!

Department Highlights: GYPS Sports Carnival• Will be held as part of Children’s Day celebration• Pupils will be engaged in team events involving

skills learnt in their PE Lessons• Develop teamwork and team • spirit among pupils• Apply Olympic Values of

Friendship, Respect and Excellence

Reminders

• Do ensure your child wears the PE attire (refer to the Pupil Handbook pg 39 - 41) on PE and PAL days.

• Pupils are to carry a water bottle during PE & PAL lessons for drinking.

• Please provide a letter/note to the PE teachers if your child is unable to attend PE lesson e.g. recovering from injury.

• Do bring your child out to play and lead an active lifestyle! E.g. Playground, football, basketball

Holistic Development Profile (HDP)

Learning progress in the Holistic Development Profile (HDP)

• From 2019, schools will use subject-specific LearningOutcomes (LOs) and qualitative descriptors to report P1 &P2 students’ learning progress for all subjects in the HDP

• Subject-specific LOs reflects the syllabus outcomes for P1 &P2 respectively

• Every LO will be reported at least once in a year, either inSemester 1 or 2, or in both semesters

• The LOs are meant as feedback to students and parents forlearning

• The teachers will continue to make use of HolisticAssessment Practices to provide feedback on students’learning

How will my child’s academic progress be measured if there are completely no examinations

and weighted assessments at P1 & P2?• Current practices to gather information about students’ learning

through checkpoints such as class discussions, in-class work,homework, and bite-sized tests will continue.

• The change is that these assessments no longer count towardsan overall result (not weighted).

• Use qualitative descriptors instead of marks and grades toreport students’ learning progress in the Holistic DevelopmentProfile (HDP).

How will I know about my child’s progress?

• Even with the removal of examinations, teachers will continue toassess their students.

• Continue to partner parents to monitor students’ learning iePTM, phone calls or emails and that parents can approach theteachers when they have queries about their children’slearning.

How will school provide feedback to parents on the child’s learning progress?

ENGLISH LANGUAGE

Skill Learning Outcomes Tasks

Listening • Listen attentively and identify relevant information

• Listening activity : sound discrimination, picture matching, comprehension passage

Speaking • Speak clearly to express their thoughts, feelings and ideas

• Stimulus Based Conversation

Reading • Read multi-syllabic words accurately • Reading of a P2 Stellar text• Comprehension (sequencing and main

ideas

Writing • Apply basic spelling strategies using knowledge about phonic elements and spelling rules

• Group Writing• Individual Writing• Spelling

Semester 1

ENGLISH LANGUAGE

Skill Learning Outcomes Tasks

Listening • Listen attentively and identify relevant information

• Listening activity : sound discrimination, picture matching, comprehension passage

Speaking • Build on others’ ideas in the conversations or discussions

• Presentation of a Parallel Story (related to the Big Book)

• Stimulus Based Conversation

Reading • Identify big ideas in the texts and recall sequence of main events

• Reading of the Parallel Story• Comprehension (sequencing and main

ideas

Writing • Apply basic spelling strategies using knowledge about phonic elements and spelling rules

• Write short paragraphs to recount appropriately sequenced events, describe details and use tenses and connectors accurately.

• Spelling• Individual Writing

Semester 2

MATHEMATICS

Learning Outcomes Activity (Hands-on) Written Work

Understand numbers up to thousand

Roll a diceWhat number am I? (add and subtract within 1000)

Review Exercise

Solving mathematical problems involving addition and subtraction

• Find the mistake of some word problem given and explain the reasons

• Topical Review

Multiply and divide numbers within multiplication tables

Card game Guided Math Journal

Compare and order objects by length, mass, or volume

Comparing and ordering lengthsGuess and Check mass of objects

Review Exercise

Semester 1

Learning Outcomes Activities Written work

Identify, name, describe and sort shapes and objects

Name and describe a 3D objects

Topical Review

Tell time to 5 minutes Bingo

Compare and order objects by mass and volume

Find and compare mass and volume of given objects

Review Exercise

Read and interpret picture graphs with scales

Create a bar graph and pose questions

Understand fractions • Guided Math Journal• Topical Review

MATHEMATICSSemester 2

Skill Learning Outcomes Tasks

Listening 1. Listen attentively to short, simple spoken content related to daily life, identify the main idea and some details.

Listening activity: sound discrimination, picture matching, comprehension of short passages

Speaking 2. Speak with correct pronunciation using vocabulary and sentence structures from Primary 2 texts.3. Participate in short conversations related to daily life with some guidance.

Singing Song/Poetry recitation; Show & Tell (Live your Character)

Reading 4. Recognise characters taught in Primary 2. (CL)/Recognise words taught in Primary 2. (ML)/ Recognise letters and words taught in Primary 2. (TL)5. Read aloud Primary 2 texts with accuracy and fluency.6. Understand Primary 2 texts and are able to identify details with guidance.

Spelling Scrabble; Word List from Spelling

Writing 7. Write short sentence(s) about daily life with some guidance.

Penmanship exercise;Language Use Practice

MOTHER TONGUE LANGUAGESSemester 1

Skill Learning Outcomes Task

Listening 1. Listen attentively to short, simple spoken content related to daily life, identify the main idea and some details.

Listening activity: sound discrimination, picture matching, comprehension of short passages

Speaking 2. Speak with correct pronunciation using vocabulary and sentence structures from Primary 2 texts.3. Participate in short conversations related to daily life with some guidance.

Speaking based on Scenario

Reading 4. Recognise characters taught in Primary 2. (CL)/Recognise words taught in Primary 2. (ML)/ Recognise letters and words taught in Primary 2. (TL)5. Read aloud Primary 2 texts with accuracy and fluency.6. Understand Primary 2 texts and are able to identify details with guidance.

Passage reading

Writing 7. Write short sentence(s) about daily life with some guidance.

Penmanship exercise;Paragraph/Picture Writing; Language Use

MOTHER TONGUE LANGUAGESSemester 2

Learning Outcomes Tasks

• Perform Music in both instrumental and vocal setting, individually and in groups

1. Sing with accurate rhythm and pitch in 2/4 and 4/4time.

2. Combine movement with singing.3. Perform as an ensemble using classroom

instruments (melodic and rhythmic patterns).4. Sing with appropriate tempo and dynamics

• Create Music in both instrumental and vocal settings, individually and in groups

1. Compose rhythmic ostinati and melodic phrase of at least 4 bars.

2. Representation of sounds using graphic notation and performing it.

• Listen & Respond to Music

1. Imitate rhythmic and melodic patterns using body percussion, voice and classroom instruments

2. Respond to changes in elements of Music through movement.

3. Describe music using proper musical terms.

MUSIC

Learning Outcomes Tasks• Identify simple visual qualities in

what they see around them• Ask questions about what they

see• Draw from their imagination and

observation

1. Art Discussion – See, Think, Wonder2. Live Observational Drawing3. Drawing from Pictures and Imagination

• Play with a variety of materials and tools to make art

• Share their imagination, thoughts and feelings through art making

1. Medium Experimentation – Pencil, Paint,Colour Pencil, Oil Pastel, Plasticine, Collage, Sculpture

2. Artist Statement3. Art Conversations

• Show interest in looking at a variety of artworks

• Talk about what they see, feel and experience using art vocabulary

1. Art Exposure and Discussion2. Note-taking

ART

Learning Areas

Learning Outcomes Performance tasks

Gymnastics Perform a gymnastic sequence of two different movements with smooth transitions, and different start and end body positions

1. Performs rolls using basic shape of round tuck in a forward direction (forward roll) (Sem 2)

2. Balance on the front, back and side surfaces of the body, demonstrating momentary stillness, with hand(s) and leg(s) raised to different heights in relation to the floor. (Sem 1)

Games & Sports

Demonstrate a range of motor skills in catching, dribbling, and striking a variety of objects.

1. Throw using the underhand and overhead movement a small ball to a stationary partner who will catch with one hand and two hands (Sem 1)

2. Strike using the underhand movement pattern, a drop ball (or shuttlecock) with a large, short-handed paddle against the wall. (Sem 1)

3. Strike using the 2-handed side arm movement a ball from a tee/cone. (Sem 1)

PHYSICAL EDUCATION

Learning Areas

Learning Outcomes Performance tasks

Physical Health & Fitness

Acquire a range of safety practices while playing,using the road, and in public places.

Demonstrate good health practices (oral care and disease prevention) and habits (make healthier choices), and participate in regular physical activities.

Written assessment (Sem 1)

Dance Perform the pre-selected movement sequence to the music “Ode To Joy” in unison.

Perform the pre-selected movement sequence to the music “Ode To Joy” in unison. (Sem 2)

OutdoorEducation

Move to landmarks in school safely and confidently, and apply knowledge about weather conditions and their effects on oneself

1. List some environmental hazards that may cause harm to self and others during an activity in the outdoors, e.g., lightning, UV radiation etc.

2. Suggest ways to protect self against some of the environmental hazards listed.

PHYSICAL EDUCATION

Learning outcomes Tasks

Knowledge OutcomesIdentify the different ethnic communities living in Singapore.

Skills OutcomesAsk questions to collect information/data.

Values OutcomesAppreciate different customs and traditions that are practised by the diverse communities in Singapore.

Able to ask questions related to the Big Bookor the lesson when teacher is teaching thetopic.E.g.: New Girl in Town.Able to understand that actions haveconsequences.E.g.: Big Book, Kucinta Finds Home.Able to appreciate different customs and traditions.E.g.: Match the correct customs and costumesof ethnic communities in Singapore.

Able to show sense of pride of being in Singapore.E.g.: Big Book, Things so Singaporean.

SOCIAL STUDIESSemester 1

Learning outcomes Tasks

Knowledge OutcomesRecognise that a common identityunites the people of Singapore.

Skills OutcomesProcess information/data with thehelp of the teacher.

Values OutcomesAppreciate different customs andtraditions that are practised by thediverse communities in Singapore.

Able to use questions to collect information.E.g.: What makes Singapore unique.Big Book, We are Singapore.

Able to process information with help of theteacher through activities in the Activity book.E.g.: The meaning of our national symbols,National flag or State Crest.

Able to present their work to the class fromthe activity book.E.g. Build the Tallest Tower Competition

Able to interact with pupils from diversecommunities in the classroom related to thestories shared in big books.E.g.: Big Book, Show Some Respect.

SOCIAL STUDIESSemester 2

Homework Policy