YEAR HEAD

BRIEFING

Primary Two

Rationale

•Fostering collaboration between parents and school

•Sharing of matters pertaining to the level

Outline of Briefing

Content Details

Part 1

Level Key Programmes PAL, Learning Journey, CCA

Assessment MattersP2 Examination Format,P3 Emplacement

Part 2 Feedback SessionConcerns, Suggestions for Improvement

Key Level

Programmes

Key Level Programmes -

PAL

•PAL (Programme for Active Learning)•Provide broad exposure and experiences

•4 modules in a year:•Term 1: Visual Arts •Term 2: Outdoor Education•Term 3: Performing Arts (Dance)•Term 4: Sports and Games

•Emphasis: Social Emotional Learning

Key Level Programmes –

Learning Journey

•EL Learning Journey to Sea-Aquarium in Term 2

•Aesthetic Learning Journey in Term 2

•SS Learning Journey to Orchid Gardens in Semester 2

Key Level Programmes -

CCA

•CCA Open House in Term 3

•CCA Selection in Term 3

MOE CCA Objectives

• Integral part of our students’ holistic education

•Discover their interests and talents while developingvalues and competencies that will prepare them for a rapidly changing world

•Foster social integration and deepens students’ sense of belonging, commitment and sense of responsibility to school, community and nation.

P2 CCA OPEN

HOUSE 2019

Assessment

Matters

P2 Assessment

Plan

Assessment

•Assessment is carried out for 2 main purposes:

•To measure students’ attainment and report evidence of learning in different learning areas

•To support students’ learning and classroom teaching

•Schools will cut down on examinations across different levels, in an effort to move away from an overemphasis on academic results.

•From this year, all exams and weighted assessments that count towards a final grade for Primary 2 pupils will be removed.

Assessment

•With the removal of all exams and weighted assessments at Primary 2, we will continue to use non-weighted assessments to support students' learning, inform their learning progress and address learning gaps.

•We will continue with our current practices to gather information about students' learning through checkpoints such as class discussions, class work, homework and bite-sized tests.

Assessment

•Learning at the early stages, particularly at the lower primary levels, should focus on buildingstudents' confidence and intrinsic motivation to learn, and avoid conditioning them to be extrinsically motivated from a young age.

•Students will have more time to learn, and experience more joy in their learning. Teachers use the freed-up lesson time to focus on enhancing content mastery.

Assessment

Term 1 Term 2 Term 3 Term 4

1. Show and Tell(Scripting and Delivery)

2. 100 sight words (Pre)

3. DiagnosticTest

1. Oral –Stimulus-based Conversation (SBC)

2. 100 sight words (Post)

3. Language Use & Comprehension 1

1. Oral –Stimulus-based Conversation (SBC)

2. Oral – Read Aloud

3. Listening Comprehension

4. Diagnostic Test

1. Individual Writing

2. Language Use & Comprehension2

4 Language Skills: Reading, Listening, Speaking, Writing

English Assessment

Skills/ Topics Term Week

Show & Tell – Scripting & Delivery Term 1 Week 7 to 9

Oral - Stimulus-based Conversation (SBC)

Term 2

Week 5

Language Use and Comprehension (1)

Grammar Vocabulary

Synthesis Comprehension

Week 7

Oral – Read Aloud & SBC

Term 3

TBC

Listening Comprehension TBC

Individual Writing – Composition

Term 4

TBC

Language Use and Comprehension (2)

Grammar Vocabulary

Synthesis Comprehension

TBC

English Assessment

Structure of

Assessment - Math

Term 1 Term 2 Term 3 Term 4

• Review 1 • Review 2 • Review 3 • Performance

Task

• Review 4 • Review 5

Mathematics Assessment

Skills/ Topics Term Week

Review 1Term 1

Week

10 Numbers to 1000 Addition & subtraction within 1000

Review 2

Term 2Week

10 Multiplication tables of

2, 5 & 10 Multiplication tables of 3 & 4

Performance Task

Term 3

TBC Length Mass

Review 3

TBC More word problems

Fractions Shapes, solids figures and Patterns

Review 4

Term 4

TBC

Time Money

TBC

Review 5

Volume Picture Graphs

Mathematics Assessment

Structure of Assessment –

Mother Tongue

Term 1 Term 2 Term 3 Term 4

• Listening

• Oral (Read Aloud)

• Oral

• Written

• Listening

• Oral

• Written

• Oral

• Written

4 Components (Reading, Listening, Speaking, Writing)

Mother Tongue Assessment

Skills/ Topics Term Week

Listening- Ability to listen to instructionsTerm 1

Week 6

Reading – Reading aloud and understanding of passage Week 7

Oral - Picture Discussion & Short Conversation

Term 2

Week 6

Written- Writing of Short Sentences with a given picture/s Week 8

Listening- Ability to listen to instructions and

understanding the content of a passage

Term 3

TBC

Oral – Reading Aloud and understanding of a passage TBC

Written- Writing of Short Sentences with given picturesTBC

Oral – Picture Description and Short Conversation

Term 4

TBC

Written – Mini Test

-spelling, Grammar, Vocabulary & Comprehensions (MCQs)

TBC

Mother Tongue Assessment

P3 Emplacement

Past Practice:

•Based on overall results (English and Maths)

•Structure:•Top 80 (2 classes, 40 each, no differentiation)•Bottom 20 (1 class)•Rest (other classes, no differentiation)

P3 Emplacement -2019

•7 classes •1 class of 20 pupils•Focused Intervention (pupils who need greater support)

•The remaining 220 students (6 classes of 36/37 pupils) based on:

•Gender•Race•Teachers’ Feedback

Edusave Merit Bursary

With the removal of all weighted assessmentsat Primary 1 and 2 next year, MOE will alsoadjust the academic criteria for awarding theEdusave Merit Bursary to these students, aswell as the Edusave Good Progress Award toPrimary 2 and 3 students.

Previous Practice:

•Edusave Merit Bursary is awarded to Singaporeanstudents who are in the top 25 per cent of academicperformance of their level

•Edusave Good Progress Award is meant for Singaporeanstudents who are not recipients of any EdusaveScholarship or the Edusave Merit Bursary, if they arewithin the top 10 per cent of their level in terms ofimprovement in academic performance.

Edusave Merit Bursary

•Selection of both awards will no longer bebased on academic scores.

•Eligibility criteria will be adjusted torecognise “positive learning dispositions”such as diligence, curiosity, perseverance,receptiveness, self-control and confidence indaily lessons and learning activities.

Edusave Merit Bursary - 2019

Learning Dispositions

•Curiosity

•Receptiveness

•Self-Control

•Confidence

•Perseverance

•Diligence

Learning Dispositions

Managing Your

Child’s Screen

Time

The Straits Times, published on Dec 10, 2018

Study: Heavy screen time appears to

impact children's brains

In U.S, National Institute of Health (NIH) study showed that 9- and 10-year-old children who spend more than seven hours a day using such devices show signs of premature thinning of the cortex, the brain's outermost layer that processes sensory information.

The data also showed that children who spend more than two hours a day on screens score worse on language and reasoning tests.

Signs of excessive internet use:

• Becomes angry or violent when disrupted from the use of digital devices

• Academic performance and health are affected

• Prefers digital device / internet use to social events or offline activitieswhich lead to strained relationships with family and friends

• Constantly looking out for mobile phone /tablets/Ipads and feels distressed when it cannot be found

• Needs to spend an increasing amount of time using the Internet before achieving satisfaction

What can parents do to help their

children manage their use of

digital devices?

• Talk about the consequences of excessive internet use with your child

• Set screen time limit (parental control on gadgets)

• Set free tech time (meal times)

• Set free tech zone (bedroom)

•Organise tech-free family activities ( games night, movie night)

• Promote tech-free hobbies (play a musical instrument/sports)

• Be a good role model

Parent Engagement

3 things families should know about their

child’s school and school work:

they are an integral part of their

child’s development

they have knowledge about their

children that we need

Parent Engagement

3 things families should know about their

child’s school and school work:

they should not be afraid to

reach out to their children’s

teacher and the school

Platforms for Communication

Matters relating to: Staff

Class or Subjects P2 Form or Subject Teachers

Departmental programmes

Respective HODs, Subject Heads (SH) / Level Heads (LH)

P2 General Matters P2 Year Head

School policies Principal, Vice-Principals

Operations and Administration matters

General Office, Operations Manager (OM) or Administration Manager (AM)

Expected Reporting TIME

• Students to be seated by 7.30 am in the

- hall / BBC for silent reading and pre- assembly programmes.

- classroom for silent reading and FTGP lessons on Wednesdays.

LATE COMING

• Between 7.30am to 7.45am

– Names tracked in google form by prefects.

– FTs to call parents after 3rd time in a week.

• After 7.45am

– Names tracked in google form and Late Coming stamp

stamped in Handbook.

Measures Taken For Late

Coming

• 3 Late Coming stamps in a Term

– Issued warning letter. Form Teacher will follow-up with parents on the warning letter.

• 4th stamp in a term

– Conferencing between school and parents on how to help their child.

• 5th Restorative Practice Sessions (RPS)

– Student to attend RPS sessions after receiving 5th

stamp within a term.

House T-Shirts

They are allowed to wear on:

• On days when they are having PE lessons

• On Fridays

On Monday, pupils are to be in their uniform as it’s the official uniform day.

Platforms for Communication

•P2 Year Head : Mr Ganesan

ganesan_arumugan@schools.

gov.sg