Warmly Welcomes Parents of Self-Discipline Level
P3 Forum
31 March 2017
Flow of Events • Introduction of Teachers
• School Leader’s Address
• Presentations on
• Level Programmes by:
English Department
Mathematics Department
Science Department
CCA
• Well-Being of Your Child and ICT matters
• Q & A Session
• Presentation by Mother Tongue Department
OUR SCHOOL LEADERS
Mr Sam Wong Principal
Mr Kumar Palaiyan Vice Principal
(Academic)
Mr Kevin Patt Vice Principal
(Admin)
OUR SELF-DISCIPLINE TEAM
Faculty Head
Ms Rajas
Level Rep
Ms Cheok
Deputy Level Rep
Ms Lee
Level Discipline
Master Mrs Aw
Asst Faculty
Head
Ms Maisarah
Form Teachers
Self-Discipline 1
Ms Lee
Self-Discipline 2 Self-Discipline 3
Ms Cher
Self-Discipline 4
Mr Gan
Self-Discipline 5
Ms Cheok
Self-Discipline 6
Mrs Andrew
Self-Discipline 7
Mr Sim
Mrs Aw
Co-Form Teachers
Self-Discipline 1
Mdm Zheng
Self-Discipline 2 Self-Discipline 3
Mrs Aw
Self-Discipline 4
Ms Win
Mr Yue Mdm Teo
Mr Shah
Self-Discipline 5
Mdm Wong
Self-Discipline 7
Mdm Chang
Self-Discipline 6
Mrs Lee
Co-Form Teachers
Mother Tongue Teachers - Chinese
Mdm Zheng Mrs Aw Mdm Chang
Mr Goh Mr Yue
Mdm Khoe
Mdm Wong
Mother Tongue Teachers –
Malay
Cikgu Jannah Cikgu Azean
Mother Tongue Teacher –
Tamil
Mrs Suresh
SUPPORT STAFF
Mrs Vijay
School Counselor
Mdm Teo Siew Lee
Allied Educator
Mr Kumar
Vice - Principal
Opening Address
Education System – Primary Level
Primary 1 to 2
Orientation Stage:
Primary 5 & 6
Subject Based
Banding
Parental Option
PSLE
Primary 3 to 4
Foundation Stage:
Student Outcomes
Confident Person
Thinks independently
Communicates effectively
Has good inter-personal skills
Concerned Citizen
Is informed about local and
world affairs
Empathises with and
respects others
Participates actively
Self-Directed Learner
Takes responsibility
for own learning
Questions, reflects, perseveres
Uses technology adeptly
Active Contributor
Exercises initiative
and takes risks
Is adaptable, innovative,
resilient
Aims for high standards
Growth and Celebration Portfolio • Curation of pupils’
learning. • To showcase best
work or what the pupil is most proud of.
How will this benefit my child?
• More opportunities to showcase their learning
• Caters to wider range
of learning styles
• More confident
• Motivated to learn
• Enjoys learning
Balancing Assessment @ CPS
Confident Children, Self-directed
Learners and Caring Citizens
Balancing Assessment @ CPS
Redefining our assessment practices to:
provide a student-centric education that
focuses on quality learning and teaching
allow more self-directed learning - get
students to actively engage in the
assessment process to monitor and
improve their own learning
a reflective tool to enable every pupil to
reach his/her potential
streamline assessment
Assessment is NOT just about testing or
examination
Assessment should be holistic to support
learning and development to bring about
Confident Children, Self-directed
Learners and Caring Citizens
Balancing Assessment @ CPS
CPS Assessment Model - Balancing Assessment
AoL
AaL
AfL
Balancing Assessment @ CPS
Assessment of Learning
Assessment as Learning
Assessment for
Learning
CPS Assessment Model - Balancing Assessment
Learning to learn
Self-improvement
Formal
assessments
Balancing Assessment @ CPS
AoL
AaL
AfL
CPS Assessment Model - Balancing Assessment
Terms Assessments
Term 1 Teaching and Learning in the
classroom
No weighting
Term 2 and 3 Holistic Assessments
Term 4 Summative Assessment
(Semestral Exam)
Balancing Assessment @ CPS
First test
67% or more
< 67%
Pupils can
choose to sit
for the
Improvement
test
Pupils are
competent and
exceeding – need
not sit for the
improvement test
How is Holistic Assessment administered?
(Term 2 and 3) First assessment will be
administered in Week 5
Improvement test
(second test) will be
administered within next
two weeks for pupils
achieving less than 67%
(only for term 2)
Improvement test
- Max score 66%
Target not
achieved
Balancing Assessment @ CPS
An example of how holistic assessment is assessed:
First Test Score Does the pupil sit
for the
improvement test
Score for the
improvement
test (Second
test)
Final
Score
Taken
Pupil A
72% No NA 72%
Pupil B
60% Yes 65% 65%
Pupil C
62% Yes 58% 62%
Pupil D 60% Yes 80% 66%
Holistic Assessment - Pupils need to get a minimum
marks of 67% for the first test.
Balancing Assessment @ CPS
Levels Term 1 Term 2 Term 3 Term 4 Total
Weighting
P3 Formative
Learning
30%
HA
20%
HA
50%
SA
100%
2017 Assessment Weighting as stated
in the pupil’s handbook pg 19
Balancing Assessment @ CPS
For Holistic Assessment:
No suspension of timetable. Test is administered during
subject periods.
TOS will be given to parents
Exam timetable for parents
Level to fix a day for the test for the individual subject
Papers are to be given by latest week 7 due to retest in
week 8
Absentees need to produce Medical Certificates for
absence
Balancing Assessment @ CPS
The respective Heads of Department
will elaborate more on the modes of
assessment pertaining to the respective
subjects.
Balancing Assessment @ CPS
5 Resources for
Self-Directed Learning
Self-learning apps
Videos
Reading for interest
Concept maps
Unique @ P3
• Introduction to Science: Every Child A Seed
• CCA
• Swimsafer
• Leadership Selection (Prefects)
• Sports Education Programme (SEP)
• Interest - based enrichment
Do…
monitor your child’s daily work
give encouragement and support in areas for improvement
praise your child for any progress made
How can I help my child?
Avoid …
placing too much emphasis on marks and grades
making comparison of
your child’s performance giving more homework
than necessary, or as punishment
Work out a timetable for studies & play
• Practical – avoid having too many activities
• Include time for rest & recreation
• Set priority for weaker subject
• More does not mean better; children must be given support & guidance
• Take him seriously when he says that he cannot do his homework. Find out why.
Motivate your child towards his goal • Active listening
• Recognise your child’s effort and improvements
• Acknowledge his strengths before weaknesses
• Provide practical support
• Reward
To provide opportunities for the intellectually gifted to develop their potential in an
education environment that is designed to stimulate intellectual growth
Gifted Education Programme (GEP)
GEP Schedule 2017
More details of the GEP tests will be given at a closer date.
GEP Screening Test
(English and Mathematics)
(23 August 2017)
GEP Selection Test
(English, Mathematics and General Ability)
(19 and 20 October 2017)
Details of the GEP
tests were given in January.
Mrs Sarahlyn Aw
Senior Teacher, English Language
English Language
Equip Canberrians with the necessary skills to prepare for the changing world
Develop pupils to be
•effective communicators
•confident and self-directed learners
English Language @ Canberra
English
Other Subjects
Curriculum Integration
1:1 Learning Drama Strategies
The Stellar Approach
STELLAR Term 1 Strategies for English Language Learning and Reading
Curriculum Integration Theme : Perception
Emotions Famous People and Places Honesty
Theme – Emotions
Big Book Reading
Language Usage
Vocabulary and Grammar Spelling
Writing, Speaking, Listening, Reading
Splendour of Learning
Differentiated Instruction
Drama Strategies
1 to 1
Personal Learning Device
Drama Strategies
Role Play
Collaborative Learning
Drama Strategies
Readers Theatre
Collaborative Learning
English Enrichment
Readers Theatre Nearing Term 3
1 to 1 Use of Personal Learning Device
• Use of e-dictionary - pronunciation and meanings
• Use of Showbie or Seesaw platforms - oral recording, writing publication and any sharing of work for peer learning
• eBook making • poster making
• STELLAR Unit Booklets (Term 1 - 4)
• Range of supplementary worksheets
• Little Red Dot
• Annual English-Aesthetic Week
• Musical Curriculum
• Competitions
Splendour & Rigour in Learning
Main Changes in P3 English Components
• Composition
• Listening Comprehension
• Main Paper –
Sentence Manipulation and Comprehension
Main Concerns
• Oral
• Composition
Primary 2
Primary 3
• 90 – 110 words • Simpler words and
structure • Expression – e.g. varying pitch
• 120 – 140 words • Increased difficulty in
words and structure • Expression – e.g. varying pitch and tone
Oral Reading Aloud
Oral
Oral Guide
- Guidelines
- Speech Practices
- Sample Practices
Fluency, Accuracy and Expression
Pitch
Pace
Volume
Stress
Tone
Oral – Reading Aloud
Dave listened to the screams coming from the pirate ship.
It seemed very thrilling, so Dave wanted to have a go. However, his parents were worried about him.
“I’m not afraid at all! Let’s go!” Dave said confidently.
When it was finally their turn, Dave sat between his
parents. Once the ship began moving, his excitement turned into anxiety.
“Mum, Dad, can you stop the ship, please?” Dave said weakly.
“Of course not, Dave. Close your eyes. I will hold on to
you,” his mother said to comfort him.
Dave’s mother held him close to her. The pirate ship
swung higher and higher, from one end to the other. Throughout the ride, Dave held his breath and waited for the worst to be over.
At the end of the ride, Dave got off the ship on wobbly legs. “Never again,” Dave muttered.
Oral Passage
Primary 2
Primary 3
• Slight elaboration • Generally correct
language
• More developed elaboration
• Correct language and better vocabulary
Oral Stimulus-Based
Conversation
Answer
Personal Response
A
R
E
A
Oral – Stimulus-based Conversation
Reason
Experience/ Example
Restate Answer
Composition
Previous Format Current Format
Primary 2
Primary 3
• At least 80 words • Given sequence • Generally correct
language and appropriate vocabulary
• At least 100 words • Less guided • Interesting • Relevant content that
aligns with title and pictures
• Correct language and varied vocabulary
Composition
Writing Cycle
PLAN
WRITE
EDIT/REVISE
PUBLISH
Writing Guide
Composition
Use descriptors and teachers’ feedback to identify areas for improvement Review mistakes Give them credit for progress
Composition
English Assessment
Term 1
No
Weighting
Term 2
30%
Term 3
20%
Term 4
50%
Assessment
Mode
Formative
Learning
Holistic
Assessment
Holistic
Assessment
Semestral
Assessment
Reinforcing Language Skills
Consolidation of Language Skills
Acquisition of Language Skills
Term 2 (30%) Holistic Assessment
Term 3 (20%) Holistic Assessment
1) Language Components (20 m)
- Grammar MCQ (12 m)
- Vocabulary MCQ (8 m)
2) Oral and Stimulus-Based (16 m)
Conversation
1) Language Components (21 m)
- Grammar Cloze 1 (4 m)
- Grammar Cloze 2 (4 m)
- Vocabulary Cloze (5 m)
- Sentence Manipulation (3 m)
- Editing (5 m)
2) Listening Comprehension (14 m)
3) Composition (20 m)
English Assessment
Term 4 (50%)
Semestral Assessment
1. Language Components (50 m)
- Vocabulary MCQ (6 m)
- Grammar MCQ (8 m)
- Grammar Cloze 1 (4 m)
- Grammar Cloze 2 (4 m)
- Vocabulary Cloze (5 m)
- Sentence Manipulation (3 m)
- Editing (4 m)
- Comprehension 1 (8 m)
- Comprehension 2 (8 m)
2. Oral and Stimulus-based Conversation (16 m)
3. Composition (20 m)
4. Listening Comprehension (14 m)
English Assessment
Parental Support
Review corrections (e.g. compositions and other English worksheets)
Review guidelines (e.g. oral and writing booklets)
Review and redo learning materials in English files
Encourage your child to apply strategies introduced by teachers (e.g. identifying contextual clues)
Parental Support
• Library Visits • Read aloud
• eBooks and audio
books
• English TV programmes
Fiction Chapter Books
Non-Fiction
eBooks Audio Books
Parental Support
• English games
- iPad versions - board games
Parental Support
• Encourage child to find out what they do not know
- Online Dictionary - www.kiddle.co - Youtube Kids
Mathematics
Miss Low Pei Yi
P3 Math Representative
Mathematics @ Canberra
Objective:
All pupils will achieve a level of mastery of mathematics that will serve them well in life.
Spiral curriculum
Topic Content Changes
Perpendicular & Parallel Lines
Perpendicular & Parallel Lines is covered in P3 instead of P3 and P4
CONTENT CHANGES FROM 2007 TO 2013
MATH SYLLABUS
(CPA)
Develop more precise and more comprehensive
mental representations, often show more
motivation and on-task behaviour, understand
mathematical ideas and better apply these ideas to
life situations
(Harrison & Harrison, 1986; Suydam & Higgins,
1977) http://www.k8accesscenter.org/training_resources/CRA_Instructional_Approach.asp
APPROACH
USE OF HANDS-ON MANIPULATIVE
USE OF DIGITAL MANIPULATIVE/APP
• Read the question
• Identify what is ‘asked’
• Concepts or topics
1) Understand the Problem
• Heuristic Skills
• Examples seen
• Strategies taught
2) Devise a Plan
3) Carry Out the Plan
• checking for reasonableness of answer
4) Look Back
R
I
C
H
E
S
APPROACH Polya 4-Steps with RICHES
1)Understand the
Problem
Polya 4-Steps with RICHES
APPROACH
Bala and Ahmad collected 24 seashells altogether. Bala had twice as many seashells as Ahmad. How many seashells had Bala?
3 units 24 1 unit 24 ÷ 3 = 8 2 units 2 x 8 = 16
Bala had 16 seashells.
24
Bala
?
Ahmad
?
2) Devise a Plan
3) Carry Out the
Plan
4) Looking Back
P1 P2 P3 P4-P6
Heuristics / Thinking Skills
Model Drawing Picture Fill in
model
Draw A Diagram
Look for Pattern
Act It Out
Guess and Check
(by table)
Draw A
Diagram Making
Supposition
Systematic Listing Draw A
Diagram
APPROACH Teaching of Heuristics
Use Math language correctly to communicate
Math ideas
For example: Number equation is used instead of ‘number sentence’
• Regroup/rename is used instead of borrow
APPROACH: Mathematical Language
Emphasise the meaning of the mathematical
terms
For example: Acute angle, quotient, parallel lines
APPROACH: Mathematical Language
APPROACH: Mathematical Representation
Not acceptable John = John does not equal the number 14. Not encouraged John – (dash and minus is misleading)
Term 1 (0%)
Term 2 (30%)
Term 3 (20%)
Term 4 (50%)
Assessment Formative Learning
Holistic Assessment
Holistic Assessment
Semestral Assessment
Mode
Weighted
Multiple forms of feedback
Written Test (100%)
Performance Task
(20%)
Written Exam (100%)
Written Test (80%)
Non -weighted
Diagnostic Tests
P3 ASSESSMENT MODE
Term 2 Term 3
Weightage 100% 80% 20%
Structure (Focus & format)
Focus: Topics and concepts
Focus: Topics and concepts
Focus: Skills and concepts
Format: MCQs
Format: SAQs LAQs
Format: Performance Task (T1-T3 topics)
Duration/ Time
45 minutes 1 hour 45 minutes
FORMAT AND FOCUS OF THE
HOLISTIC ASSESSMENT COMPONENTS
Term 4
Weightage 100%
Structure (format)
MCQs (2 marks)
SAQs (2 marks)
LAQs (4 marks)
Base Marks 80 marks
Time/Duration 1 hour 45 minutes
FORMAT OF SEMESTRAL ASSESSMENT
Primary 3
Programmes
Focussed Remediation
Financial Literacy
Math Enrichment
Financial Literacy Programme • Curriculum Infusion
• Young Savvy Spender Saver Card
PROGRAMMES
Manage
Save
Spend
Share
English Math Art Music FTGP
Learn to make and relating to the
use of monies
Understand the of his/her means
PROGRAMMES
Young Savvy Spender Saver Care Responsibility
Self-Discipline Teamwork
Innovation Excellence
PROGRAMMES
Outside curriculum hours
logical skills and analytical reasoning
Logical thinking goes hand in hand with problem solving
Think creatively and ‘out of the box’
PROGRAMMES
Mathematics Enrichment:
Encourage children to make good use of the textbook and online platforms like Koobits and LMS
Provide opportunities to generate interest in Mathematics
Provide opportunities to help relate math concepts to daily life
Reinforce Strategies learnt in school
Read
Refer
Practise
PARENTS’ SUPPORT
Science
Ms Cheok Liying
Level Representative
Levelling Up for Primary 3 Science
• What is happening?
• How can you prepare your child / ward?
LEVEL PROGRAMMES
Strategies
• to build on their interest
• stimulate their curiosity
Inquiry-based
Learning
• to consolidate learning
• to have a deeper understanding linkage of the themes
Concept map
• to scaffold learning ‘RICHES’
What does ‘RICHES’ stand for?
R Read
I Interpret
C Concept(s)
H Highlight
E Elaborate
S Sieve/ Solve
• Read and understand
• Interpret the question or diagram
• Identify the key words and Concepts that are relevant to the question
• Highlight the keywords
• Elaborate and Solve the question by applying the suitable concepts
Level Themes Description Books
Primary
3
Diversity • Diversity of living and non-
living things (General
characteristics and
classification)
• Diversity of materials
Systems • Plant system (Plant parts and
functions)
• Human System (Digestive
System)
Interactions • Interaction of forces (Magnets)
Primary
4
Cycles • Cycles in plants and animals
(Life Cycles)
• Cycles in matter and water
(Matter)
Energy • Energy forms and uses (Light
and heat)
Term 1 & Term 2
Term 2
Term 3
Term 4
Themes Topics Updated / Removed Learning Outcomes
Diversity (P3)
Living and Non-living
Recognise some broad groups of living things: Animals - Birds, - Fishes, - Insects, - Mammals, - Amphibians, - Reptiles
Diversity (P3)
Materials Compare physical properties of materials based on: - hardness - strength - flexibility - waterproof - transparency - ability to float/sink in water
Some Examples of Changes in 2014 Science Syllabus
Themes Topics Updated / Removed Learning Outcomes
Cycles (P4)
Animals Observe and Compare the life cycles of animals over a period of time - butterfly, - beetle, - mosquito - grasshopper - cockroach - chicken - frog
Some Examples of Changes in 2014 Science Syllabus
For information on MOE 2014 Science Syllabus http://www.moe.gov.sg/education/syllabuses/sciences/files/science-primary-2014.pdf
Assessment Term 1 Term 2 Term 3 Term 4
Formative Assessment
Written Test • 18 Multiple Choice Questions (36m) • 4 Open-ended
questions (12 m) Performance Task (20m)
Written Test • 18 Multiple Choice Questions (36m) • 4 Open-ended
questions (12 m)
SA Written Paper • Booklet A – 24 Multiple Choice Questions (48m) • Booklet B – 10 Open Ended Questions (32m)
Duration: 1h 30min
Expose
Printed materials
Outdoors
Examine Use of the 5 Senses
Effort Time and energy
How can you prepare your child/ward?
Do you know….
Why does….
Parents’ Support
Provide
opportunities to
generate
interest in
Science
Reinforce
Strategies learnt
in school
Help to relate
learning to daily
life
Collaboration
• Keep these books
• Get your child/ward to read them
• Get him /her to ask questions
Science Textbooks
Primary 3 Primary 4
• SciberDiver
(Web portal by MOE containing websites that closely match the learning objectives of the primary and secondary science syllabuses)
https://sciberdiver.wikispaces.com/
Useful Websites
Reminders
• Keep the textbooks and notes as topics are tested in P4-P6 exams.
Co-Curricular
Activities
Mr Mohamed Fauzy Kasdi
PE HOD
Co-Curricular Activities (CCAs)
Co-Curricular Activities(CCAs)
Co-Curricular Activities(CCAs)
Co-Curricular Activities(CCAs)
CCA Guiding Principles
• Build Character, Team Spirit and Responsibility
• Be Broad-Based with Opportunities to Specialise
• Be Responsive to Inculcating National Values and Skills
• Promote Social Integration
Pursuit of Excellence
grooming talents to their fullest potential
Authentic Learning
where pupils amalgamate Knowledge-Skill-Value
acquired to signify their learning accomplishments
Discover and Develop
Knowledge-Skill-Value
THE 3E APPROACH IN CCA
ICT
Ms Lee Hui Ting
Deputy Level Representative
iPad for 1 to 1 Learning
ICT Tools for Learning
Learning Management System
(LMS)
Values of Learning
Self-directed Learning
Collaborative Learning
Responsibility Level
Self-Discipline Level
• Theme-based
• Skills-based • More self-directed
learning
English Language
iPad for 1 to 1 Learning
Mathematics
Vocabulary Reinforcement of Concepts
E-book
Digital Manipulatives
Research
Science
Lab Work - Observation
Research
Curation of Learning
Curation of Learning
Curation of Learning
LEARNING
MANAGEMENT
SYSTEM
(LMS) Asknlearn
LMS as a Learning Tool
LMS
Pupils’ Portal
Academic Modules
Parents’ Portal
Learning Content for
English, Mathematics,
Science & Mother
Tongue
Self-Directed Learning
School Based E-
Learning
Parents’ Survey
Travel Declaration
Meet the Parents
Scheduling
SOME FEATURES OF THE LMS
Link & Login Info Website: http://lms.asknlearn.com/canberra_ps/
User ID: Your child’s BC Number
Password: Your child’s BC Number
Step by step guide is available on the school website
CyberWellness
What is CyberWellness? Positive well-being of Internet users
Understanding of the correct and appropriate use of the Internet
Awareness of how to protect oneself and other Internet users
Understanding of the risks of harmful online behaviour
Recognition of the power of the Internet to benefit oneself and the community
CYBERWELLNESS @ CPS
Safe Responsible
Respectful
FTGP
Lessons
Cyberwellness
Ambassadors Recess
Activities
Assembly
Programmes
Values Platforms
Do you know your child’s online social lives?
Content Sharing
sites
Social Networking
sites
Messaging apps
Managing Potential Online Risks
R E G U L A T I N G
t i m e a n d a c t i v i t i e s
M A N A G I N G o n l i n e r e p u t a t i o n
D I S C E R N
inappropriate content R E S P E C T inte l lectua l property
Student
Development &
Well-Being @
Faculty 2 Ms Rajasveri
Faculty Head
WELL-BEING OF YOUR CHILD
@ CPS
To inculcate values and
build competencies(21st
Century Skills) in our
students to develop them
to be good individuals and
useful citizens.
WELL-BEING OF YOUR CHILD @
CPS
Mental
WELL-BEING OF YOUR CHILD @
CPS
Mental: (IP Heads)
Enrichment Programmes
Learning Support Programme (LSP) & Learning Support Mathematics (LSM) Programmes
Reading Remediation Programme (RRP)
School-based Dyslexic Remediation
Programme (SDR)
Homework Policy – 1hr
WELL-BEING OF YOUR CHILD @
CPS
• Physical: (PE Head)
Skills-Based PE Programmes
CCA
WELL-BEING OF YOUR CHILD @
CPS
• Social & Emotional: (CCE Head)
Interest-Based Enrichment Programmes
Counselling
Teacher-Student Relationship[TSR]
• Form Teacher Guidance Period[FTGP] &
• Teacher Student Interaction[TSI]
Student Profiling
WELL-BEING OF YOUR CHILD @
HOME Work-Life Balance - Set schedule
at home to manage between study and leisure
Provide support, academically and emotionally
Be there for your child all the time
Active listening
Right amount of stress
WELL-BEING OF YOUR CHILD @
HOME
• Have sufficient sleep
• Balanced diet
• Regular exercise
EVERY CHILD MATTERS
WORK HAND-IN-HAND FOR
YOUR CHILD’S DEVELOPMENT
& WELL-BEING
Thank You
Q & A
Q&A session
Names of Panel Designation
Mr Kumar Vice - Principal
Ms Rajasveri Faculty Head
Mrs Sarahlyn Aw Senior Teacher, English
Language
Miss Low Pei Yi Math Level Representative
Ms Cheok Liying Level Representative
Miss Lee Hui Ting Assistant Level Representative
Mr Fauzy Head of Department for PE/CCA
Venues for Mother Tongue Breakout Sessions
Mother Tongue Subject Venue Presenter
Chinese Language School hall Mdm Yvonne Khoe
Malay Language Meeting Room (Level 1)
Mdm Azean
Tamil Language Staff Resource Room (Level 1)
Mrs Suresh