rgps p4 curriculum briefing 2014 - swt3.vatitude.comswt3.vatitude.com/qql/slot/u451/curriculum...
TRANSCRIPT
RGPS
P4 Curriculum Briefing
2014
English, Math, Science
P4 ENGLISH CURRICULUM
BRIEFING FOR PARENTS
• MISSION
• APPROACH TO EL TEACHING
• P4 ENGLISH CURRICULUM
• HOW PARENTS CAN PROVIDE SUPPORT
• ASSESSMENT
OUTLINE
To equip our pupils with literacy
skills that enable them to be
linguistically competent and
confident users of the English
Language.
MISSION
Emphasis on
•Strengthening the foundation of language learning
•Enriching the EL curriculum in our schools
EL Syllabus 2010
APPROACH TO EL TEACHING
• Systematic and explicit instruction
• A contextualised and holistic
approach to learning
APPROACH TO EL TEACHING
The foundation of language learning will be strengthened through:
• A greater focus on oral communication
• Development of word study skills
• Development of writing skills
APPROACH TO EL TEACHING
• Use of print and non-print resources
• Promotion of extensive reading
APPROACH TO EL TEACHING
DRAMA
• Adopts a learner-centred approach
• Develops linguistic skills (reading, writing, speaking and listening)
• Helps shy pupils to speak in class
• Motivates learners
SYLLABUS AIMS
Listening, Reading
and Viewing
(Receptive Skills)
Speaking, Writing and
Representing
(Productive Skills)
Understanding and use
internationally acceptable English
grammar and vocabulary
P4 ENGLISH CURRICULUM
•STELLAR
•LITERATURE-IN-ACTION PROGRAMME
•MUSICAL THEATRE
STrategies for
English
Language
Learning
And
Reading
STELLAR
Sustained Silent Reading
Writing Process
Cycle
(a) Supported Reading
(b) KWL (c) Retelling
Reading for Understanding & enjoyment
Explicit teaching of Language
items, structures &
skills
Sentence manipulation
Class Individual Group
STELLAR PEDAGOGIC FRAMEWORK
Rich Texts
P4: Explanation
P5: Information
Report
To know more about STELLAR,
you may wish to visit
www.stellarliteracy.sg
Objectives
• To learn literary devices
• To be exposed to good writing and see the world through the eyes of different characters
LITERATURE-IN-ACTION
PROGRAMME
MUSICAL THEATRE
HOW PARENTS CAN PROVIDE
SUPPORT
• Help your child learn English by providing varied English language reading materials at home.
• Encourage your child to read books and other materials related to their interests or hobbies
• Talk about the books and characters read – Getting your child to retell a story to you in his or her own words
– Suggesting that your child give a different ending to the story read
Assessment is part of learning and
teaching. Children will be assessed
on what they have been taught.
ASSESSMENT
EL Guided Writing
EL Oral Communication
These are examples of changes in assessment
to give students greater scope for interpretation and
personal response.
EXAM MATTERS
Component Content Item
Type
Marks
Oral Reading
Aloud
Stimulus-
Based
Conversation
Open-
ended
Open-
ended
6
10
Component Content Item
Type
Marks
Listening
Comprehension
Picture-
Matching
Note-taking
&
Dictation
MCQ
Open-
ended
4
4
6
Component Content Item
Type
Marks
Composition
(Guided
Writing)
Guided Writing
with helping
words
Open-
ended
20
THANK YOU
MOE Mathematics Framework (sets the direction for the teaching, learning and
assessment of mathematics)
Mathematical
Problem
Solving
Concepts
Mathematical problem solving is central to mathematics learning. It
involves the acquisition and application of mathematical concepts and
skills in wide range of situations, including non-routine, open-ended and
real world problems
Concepts
• Numerical
• Algebraic
• Geometrical
• Statistical
• Probabilistic
• Analytical
Mathematical
Problem
Solving
Concepts
Use of manipulatives, hands-on
activities and technological aids
will be part of the learning
experiences of the pupils
Skills • Numerical calculation
• Algebraic manipulation
• Spatial visualisation
• Data analysis
• Measurement
• Use of mathematical
tools
• Estimation
Mathematical
Problem
Solving
Concepts
The development of skills proficiencies
in the pupils is essential in the learning
and application of mathematics
Processes
• Reasoning,
communication and
connections
• Thinking skills and
heuristics
• Application and
modelling
Mathematical
Problem
Solving
Concepts
To develop a habit of mind through
applications of mathematics in different
contexts
Attitudes
• Beliefs
• Interest
• Appreciation
• Confidence
• Perseverance Mathematical
Problem
Solving
Concepts
Making learning of mathematics fun,
meaningful and relevant goes a long
way to inculcating positive attitudes
towards the subject
Metacognition
• Monitoring of one’s
own thinking
• Self-regulation of
learning Mathematical
Problem
Solving
Concepts
To help pupils develop their problem
solving abilities by encouraging them to
seek alternative ways of solving the
same problem, allow them to discuss
and explain how to solve a particular
problem etc
Topics in Primary 4
1) Whole numbers
2) Fractions
3) Decimals
4) Time
5) Money
6) Area and Perimeter
7) Geometry
8) Data Analysis
Whole numbers
• Up to 100 000
• Multiplication and division
• Factors and multiples
• Word problem
Fractions
• Mixed numbers and improper fractions
• Addition and subtraction
• Fractions of a set of objects
• Multiplication
• Word problem
Decimals
• Decimals up to 3 decimal places
• Addition and subtraction
• Multiplication and division
• Word problem
Time
• Measurement of time in seconds
• 24-hour clock
• Word problem
Money
• Multiplication and division of money in decimal
notation
• Word problems
Area and Perimeter
• Area and perimeter of composite figure
Geometry
• Perpendicular and parallel lines
• Angles (includes 8 point compass)
• Properties of rectangle and square
• Symmetry
• Tessellation
Data Analysis
• Tables
• Line graphs
Exam Format
Time allowed: 1h 45 min
Section A : MCQ (25 marks)
15 questions
Section B : SAR (40 marks)
20 questions
Section C : Word Problem (35 marks)
9 questions
In class… • 11 periods of Math per week
• Completion of syllabus
• Heuristic booklet (non-routine questions)
• Topical worksheets and tests
• Depending on pace of class, enrichment may be done
• Development of visual spatial skills
• Use of games to reinforce and teach selected topics
Sample visual spatial lesson • Fraction-Tac-Toe Game
2 players to a board game and a fraction die,
pupils master concepts of fractions and additions
of fractions
• Fraction Chess Game
1 or 2 players to a chess board, pupils form 6
math sentences with the given fraction and
operation cards.
Points to note
• the curriculum takes on a spiral approach.
Some of the concepts taught are built on
concepts taught in other years
• Exams may test on topics taught in previous
years.
How you can help your child?
• Do go through the work we have done in class with your child. Let them try the word problems again.
• Help them memorize their times tables by testing them randomly
• Encourage them to check their work for accuracy
• Ensure that they do their homework.
• Encourage them to approach their math teachers if they encounter difficulty in understanding.
• Ensure that they have shown you their work and file it properly to facilitate revision.
THANK YOU
Curriculum Briefing
Primary 4 Science
The description of each domain which frames the practice of Science is
illustrated as
follows:
Science as an Inquiry
(The 5 important elements in Science Inquiry)
1. Question - Learner engages in scientific questions
2. Evidence - Learner collects data in response to questions
3. Explanation - Learner formulates explanations from evidence
4. Connection - Learner connects explanations to scientific knowledge
5. Communication - Learner communicates and justifies explanations
P4 Science
An Overview : Big Ideas in the Primary Science Syllabus
Big Ideas
(Themes)
Key Inquiry Questions
Diversity • What is the environment made up of?
• Why is it important to maintain diversity?
• How do we go about understanding the diverse range of
living and non-living things?
Systems • What are different parts of a system?
• How do parts of a system or different systems interact
together to perform a function?
Interactions • How does Man interact with the surroundings?
• What are the consequences of Man’s interactions with his
surroundings?
Cycles
• What are the cycles in our everyday life?
• How are cycles important to life?
Energy • How does energy affect Man and his surroundings?
• Why is it important to conserve energy?
Overview of the Primary Science Syllabus Themes Lower Block (P3 & 4) Upper Block (P5 & 6)
Diversity • Diversity of living and non-living things
• Diversity of materials
Cycles • Cycles of Plants and Animals (Life Cycles)
• Cycles in matter and water (Matter)
• Cycles in plants and animals (Reproduction) • Cycles in matter and water (Water)
Systems • Plant system (Plant parts and functions)
• Human system (Digestive system)
• Plant system (Respiratory and circulatory systems)
• Human system (Respiratory and circulatory systems)
• Cell system • Electrical system
Interactions • Interaction of forces (magnets) • Interaction of forces (Frictional, gravitational forces, force in springs)
• Interaction within the environment
Energy • Energy forms and uses (light and heat)
• Energy forms and uses (photosynthesis) • Energy conversion
Themes and Units taught at P4 Themes Lower Block (P3 & 4) Upper Block (P5 & 6)
Diversity • Diversity of living and non-living things
• Diversity of materials
Cycles • Cycles of Plants and Animals (Life Cycles)
• Cycles in matter and water (Matter)
• Cycles in plants and animals (Reproduction) • Cycles in matter and water (Water)
Systems • Plant system (Plant parts and functions)
• Human system (Digestive system)
• Plant system (Respiratory and circulatory systems)
• Human system (Respiratory and circulatory systems)
• Cell system • Electrical system
Interactions • Interaction of forces (magnets) • Interaction of forces (Frictional, gravitational forces, force in springs)
• Interaction within the environment
Energy • Energy forms and uses (light and heat)
• Energy forms and uses (photosynthesis) • Energy conversion
Attitude Coverage
1) Curiosity
2) Creativity
3) Integrity
4) Objectivity
5) Open-mindedness
6) Perseverance
7) Responsibility
P4 Science
Skills and Processes at P4 level
Skills
• Observing
• Comparing
• Classifying
• Using apparatus and equipment
• Communicating
• Inferring
• Predicting
• Analysing
• Generating possibilities
• Formulating hypothesis
P4 Science
Skills and Processes
Processes
• Creative Problem Solving
• Decision Making
• Investigation
*At the level appropriate to P4
P4 Science
SKILL : OBSERVING
Using the 5 senses (sight, hearing, touch, smell, taste) to find
out about objects and events: their characteristics,
properties,
differences,
similarities, and changes.
Using instruments to extend the range of the senses and
accuracy of the observation (eg. the use of magnifying glass,
datalogger with sensors)
Identifying observations that are relevant to a particular
investigation
SKILL : CLASSIFYING •Grouping or ordering objects or events according to similarities or differences in
properties :
- Grouping a set of objects into two groups based on any one common
property
- Grouping a set of objects into two or more groups according to one or
more common property
- Identifying the basis of classification
- Identifying a common pattern in events or a behaviour pattern in organisms
- Generating criteria for grouping
- Use simple classification schemes: (Lists, tables, or charts are generated)
SKILL : USING APPARATUS & EQUIPMENT
•Comparing an unknown quantity with a known (metric units, time, student-
generated frames of reference)
•Observations are quantified using proper measuring devices and
techniques
• Using measuring devices (eg ruler, weighing scale, thermometer &
datalogger etc) correctly
•Selecting appropriate units and instruments when measuring
•Exercising estimates and confirm by measuring
•Recognising the validity/ reliability of measurement and the need to
repeat and check the measurement
SKILL : INFERRING
•Skill of providing explanations for observation or drawing conclusion based
on logic and reasoning; inferences, generally, follow observations for which
the cause is not apparent.
•When making inferences, it is helpful to follow these steps:
- Make as many observations about the object/ event as possible.
- Recall from experience as much relevant info about the object/event
and integrate the info with what you observe
“What have you seen before that reminds you of this?”
- State each inference in a way clearly distinguishes it from other
kind of statement ( observation/prediction)
“From what I observe I infer that…”
“From those observations, it can be inferred that…”
“From what I observe, I conclude that….”
“The evidence suggests that….may have happened.”
“A possible explanation for what I see is that…”
SKILL : PREDICTING
•Skill of forecasting future events or condition based on prior
knowledge of how things usually turn out.
•It allows us to use what we know to extend our thinking to what
we do not know.
• Hypothesis is a special type of prediction.
In an experiment, a hypothesis, predicts what
the researcher thinks the relationship between
the independent (manipulated) variable and the
dependent variable.
“What’s going to happen?
“If I do this, this will happen…
how will we find out what will happen?”
“What are we going to do to find out what happens?”
SKILL : ANALYSING
•Skill of identifying the parts of objects,
information or processes, and the patterns
and the relationships between these parts.
•Pupils should be able to:
- identify parts of a system
- identify patterns and trends in data
- specify variables to be controlled
SKILL : EVALUATING
•This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas. •This is also the skill of assessing the quality and feasibility of objects. •Pupils should be able to: - construct an idea to explain observations and then test it - decide on the accuracy of data obtained in an investigation
SKILL : GENERATING POSSIBILITIES
•This is the skill of adding to, extending or
connecting given ideas by tapping into
prior knowledge or gathered information.
•Pupils should be able to:
- draw inferences or conclusions from
observations
- give reasonable explanations based on
evidence
SKILL : COMMUNICATING
•This is the process of sharing information with
others which can take many different forms :oral
written, non verbal or symbolic.
•Example :sharing information/ideas through talking
and listening, drawing and labelling pictures, drawing
and labelling graphs and acting things out.
Integrated processes-complex processes which call
upon the use of several basic process skills.
PROCESS: CREATIVE PROBLEM SOLVING
•This is a process of analysing a problem or choosing
a novel but relevant solution in order to remedy or
alter a problem situation
•The steps can include:
-analysing : define the problem
-generating : think of many ideas
-evaluating : choose a solution
Integrated processes-complex processes which call
upon the use of several basic process skills.
PROCESS: DECISION MAKING
•This is the process of establishing and applying
criteria to select from among seemingly equal
alternatives.
•Pupils should be able to:
-analyse
-generate
-evaluate
Integrated processes-complex processes which call
upon the use of several basic process skills.
PROCESS : INVESTIGATION
•This involves formulating questions or hypotheses, devising
fair methods and carrying out those methods to find out the
answers to the questions to verify the hypotheses.
•Pupils should be able to:
- control variables, select appropriate apparatus and measure
accurately, generate, analyse and evaluate results,
communicate and justify explanations with evidence, connect
explanation to scientific knowledge
Integrated processes-complex processes which call
upon the use of several basic process skills.
SKILL : INVESTIGATION Question asked :
“ I wonder what will happen if we do this?”
“I predict that this will happen. What do I have to do to find out if I’m right or
wrong?”
“What materials will I need?”
“What steps (procedures) will I take?”
“How will I know if I’m wrong?”
“How will I measure it?”
“Was my prediction right? If so, why? If not, why not?”
Components of Lessons
1) Theory – Concept teaching
2) Hands-on : Practical Sessions in the science
laboratory
3) Topical notes
4) Topical Supplementary Worksheets :
Worksheet 1 : Misconception
Worksheet 2 : MCQ
Worksheet 3 : Open-ended
5) Topical reflection by pupil for each unit
P4 Science
Written Assignments
1) Science Activity book (Cycles, System, Energy)
2) Topical unit Supplementary Worksheets
3) Topical Reflection (on content page)
NOTE : Worksheets will be returned
for parents’ checking and signature
upon completion of each topic.
To be filed
in the
Science File
P4 Science
ASSESSMENT MODES
•FORMATIVE ASSESSMENT
•SUMMATIVE ASSESSMENT
ASSESSMENT MODES FORMATIVE ASSESSMENT
Purpose: Provides pupils continual feedback during the instructional and learning
process to help pupils actively manage and adjust their own learning.
Non-graded.
Helps the pupils to answer these questions:
“Where am I going?”
“Where am I now?
“How can I close the gap?”
Through:
Teacher/ Self and peer assessment on identified performance tasks
using rubric indicators
Teacher’s feedback on identified qualities of pupil’s learning on topical
unit content page
Pupils’ reflection of own learning for each topic
• Feedback on the pupil’s
performance
• Opportunity for the pupil to
take charge of her own
learning
Rubrics related
to the activity
Assessment Modes (Summative)
Type SA1 Practical Assessment
(31 July 2014)
SA2
Format Section A (MCQ): 30 questions Section B (OE): 14 questions
3 questions on 1) Life Science 2) Physical Science
Section A (MCQ): 25 questions Section B (OE) : 14 questions
Duration 1 h 45 min 30 min 1 h 30 min
Marks 100 (100% of SA1)
15 (20% of SA2)
90 (80% of SA2)
Overall Weightage
30% 70%
How can you help to bridge the gap between home and school to
motivate your child in the learning of Science
1) Stimulate your child to make use of all senses in discovering
the surrounding world.
2) Train your child to look carefully and to see beyond the
surface appearance of the environment.
3) Encourage them to find answers to questions by patient
observation and through the uses of references and making
scientific connection between concepts and observations.
4) Ask them to manipulate and learn about familiar objects eg
discarded appliances, old doorbells, dripping faucet etc.
P4 Science
How can you help to bridge the gap between home and school to
motivate your child in the learning of Science
5) Include your child as observer when making household
repairs or domestic equipment
6) Consider subscription to a scientific magazine, a general
science kit, aquarium or terrarium, a biography of an
inventor
7) Help to reinforce your child’s formal science training by
working with your child on simple family projects eg caring
for pet , preparing a potted garden etc.
8) Listen with interest, encourage and ask questions, be
generous with praise, enthusiasm and sympathy.
P4 Science
Available Supplementary Reading Materials
Science Supplementary Reading Materials
(Optional) :
• Explorer Pioneer
• Explorer Pathfinder
• Extreme Explorer
P4 Science
Useful Website
http://www.sciberdiver.edu.sg
• Sciberdiver is a web portal containing a repository of the best science websites, specially selected to closely match the learning objectives in the Primary and Lower Secondary science syllabuses in Singapore schools. The range of e-resources includes simulations, text, images, videos, games, quizzes
• You can also find the website useful to learn more about the science your children are studying in school.
P4 Science
Thank you