P2 CURRI CULUM B RI EFI NG 2 0 18 2 0 JA N 2 0 1 8 O GEN ERAL - - PowerPoint PPT Presentation
P2 CURRI CULUM B RI EFI NG 2 0 18 2 0 JA N 2 0 1 8 O GEN ERAL S CHO O L MATTERS Attendance v Attire Assignments and Revision e Administrative Matters S chool Programmes r O verview of Assessment
2 0 JA N 2 0 1 8
CHO O L MATTERS
chool Programmes
tudent’s Progress
UBJ ECT BAS ED CO N TEN T
H
AREN T IN VO L VEMEN T
URVEY
– Mon/ Tues/ Thurs/ Fri: by 12.15 p.m. – Wed: by 1.45 p.m. – Englis
h Language s torybooks from M onday to Wednes day, and M other Tongue Language s torybooks
day and Friday
3.30 p.m. to 4 p.m.
5.30 p.m. to 5.35 p.m.
– Medical Certificate (accepted for assessments) – Parent’s letter or email
– PE T-shirt and shorts; shirt tucked into shorts – N ame Tags right above the school logo – Black school shoes
– Boys: neat short hair – Girls: dark green and black hair accessories (Please refer to Kidz O rganiser page 12 to 14)
–Seal money in an envelope –Label neatly on an envelope:
chool-based Value Inculcation Programme (Connecto)
tudent-Relationship S ession
AL) (For P1-P2)
S ports & Games)
more details will be shared at a later date
Formative Assessment Summative Assessment
Assessment for Learning:
teaching and improve student’s learning
classroom Assessment of Learning:
achievement
Example:
Listening Comprehension & Spelling
Mental Sums & Factual fluency
Example:
Assessment & Individual Writing
Term 1 Term 2 Term 3 Term 4
Curriculum Briefing Parent-Child- Teacher Conference Holistic Portfolio Report Book Holistic Portfolio Holistic Portfolio Holistic Portfolio
Language Learning Area STELLAR School-based curriculum
Reading and Viewing
comprehension skills
school library programme)
Writing and Representing
Approach (MLEA)
Speaking and representing
Listening and Viewing
GRAMMAR
Whole-Part-Whole Approach
VOCABULARY
Text-Based Approach
Working with Words
literature)
ENGLISH PROGRAMME PRIMARY 2
The teacher introduces and shares a Big Book with the children. The teacher then explicitly teaches word identification and reading skills, vocabulary , grammar, language structures and the concepts of print.
Modified Language Experience Approach,
commonly known as MLEA simply means having a shared
experience and talking and
writing about it. The purpose of this shared experience is to provide the context and content for students to think, talk and write about.
The language skills learnt in both SBA and M LEA are reinforced in Learning Centres. In Learning Centres, activities are planned and differentiated for the children in three main learning centres – the Reading Centre, the Word Study Centre and the Listening Centre.
Listening Centre
EXPLI CI T TEACHI NG OF READING COMPREHENSION SKI LLS
literature
– Monitoring (including annotation) – Connecting – Inferring – Summarising
– Connect pupils’ thoughts and ideas in
response to reading through simple writing tasks relating to text read
SCHOOL-BASED CURRICULUM
READIN G CO MPREHEN SIO N SKILLS
To make inferences or intelligent guesses about the ideas in children’s literature using relevant contextual clues in reading comprehension
through:
– authentic setting, context
– understanding the
characteristic(s) of the word
– making inference about
the meaning of the word using contextual clues
– visual representation – expansion activities to
learn more about the word
with it
W ORKI NG W I TH W ORDS: VI SUAL VOCABULARY
Term 1 Term 2 Term 3 Term 4
Assessment Structure for English
Formative
Formative and Summative Formative and Summative Summative
First 50 Sight Words (P2 Fry Word List) MLEA Group Writing (Trip to Singapore Zoo) Listening Comprehension & Spelling Paper 1: Individual Writing (10%) Picture Matching & Sound Discrimination Reading Aloud & Stimulus-based Conversation Show & Tell (5%) Paper 2: Language Use (30%) Mini Language Test
Picture Matching & Sound Discrimination (5%) Paper 4: Oral a. Reading Aloud b. Stimulus-Based Conversation (15%) Paper 3: Listening Comprehension & Spelling (10%) Show & Tell MLEA Individual Writing First 50 Sight Words (P2 Fry Word List) (5%) Mini Language Test
Mini Language Test
(20%)
(0%) (30%) (20%) (50%)
Total: 100%
tudents will write a composition based
pictures
two or all of the pictures
suggested prompts and helping words
Encourage your child to read books and other materials related to his/her interests or hobbies. Have your child read game instructions, recipe directions, comic books, catalogues, toy advertisements and children’s magazines. Make sure he/she is reading at his/her level – something too difficult frustrates the child whereas something too easy does not challenge him/her. Set aside time for your child to read every day – at least 20 minutes/day. Encourage your child to talk about the book that he/she has just read.
http:/ / dictionary.cambridge.org/ dictionary/english/ http:/ / www.oxforddictionaries.com/ http:/ / www.bbc.co.uk/ worldservice/ learningenglish/ http:/ / www.ttms.org
http:/ / www.stellarliteracy.sg http:/ / www.moe.gov.sg/education/syllabuses/ languages-and-
literature/ files/english-primary-secondary-express-normal- academic.pdf
MATHEMATICS INSTRUCTIONAL PROGRAMME
the students with a strong foundation in concepts, skills, thinking process and metacognition.
help students appreciate the importance of mathematics to solve problems in their daily life and the real world.
information about students’ learning process so that feedback can be given to the students to help them to improve and teaching approaches can be reviewed and enhanced.
RIGHT Strategy for Math Problem Solving Read and underline
Have I read and understood the problem? Circle the numbers, Underline the keywords & Bracket the Goal of the Q uestion (CUB)
Information gathering
Have I gathered all the information?
Goal of the question
W hat am I looking for?
Hidden information
Have I formed the correct relationships with the given information?
Try it out
Have I used the correct strategy? Tick To check the Reasonableness of answers O perations and Transfer errors (ROT)
solve problems in Math games
LSM PROGRAMME
– Provide early intervention support to low progress learners in Mathematics. – S upport is given by trained teachers – Focus is on basic mathematical skills/concepts to build good foundation – Aim to build student’s confidence and positive beliefs about their ability to do Mathematics
Semester 1 Semester 2
P2
ubtraction within 1000
(Multiplication and Division)
S ubtraction
Figures
P2 ASSESSMENT STRUCTURE 2 0 18
Level Term 1 Term 2 Term 3
Term 4 Component Component Marks Allocation Component Marks Allocation Component Marks Allocation
P2 PERI HA
O nly Formative Assessments 1) Mini Test 1 30 marks (30%) 3) Mini Test 2 30 marks (30%) 5) SA2 Exam 50 marks (40%) 2) Performance Task 1 (Formative Assessment)
Task 2 (Formative Assessment)
(0%) (30%) (30%) (40%)
summative assessments 1 1 1
File Item
Dark Blue File TopicalWorksheet, Problem S ums Worksheet & Practice Paper Yellow/O range File Maths Workbook (if detached)
Acronym Description
CE Calculation error MS Missing steps TE Transfer error
– Completion of homework daily – Learning from corrections – Child to take PRIDE in his or her work
help each other when in need
– Packing School Bag according to time table – Daily Homework File for Worksheets and Letters – Importance of filing – Clearing homework files
– Parents to sign off acknowledgement having seen the Kidz O rganizer/letter/assignments/assessments/reply slips) – Check for completion of correction before signing
– Meeting deadlines for assignments
– Slow down at drop-off/ pick-up point – Pick up and drop off quickly – Do not park at the season parking (red lots) at the nearby car park at Block 65, or park illegally obstructing traffic there
https://lms.asknlearn.com/LM S/Login_main.aspx
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