ANDERSON PRIMARYP4 Parent Engagement Session
6 April 2018
Passion for Learning Quest for Excellence Respect for All Service to the Community
Parents and Teachers
as Role-Models
“When people are in their Element, they
connect with something fundamental to
their sense of identity, purpose, and well-
being.”
Sir Ken Robinson
The Element: How Finding Your Passion
Changes Everything
Parents and Teachers
as Role-Models
…..the system must recognise the diversity of strengths and
talents amongst our young, and that only a passion-driven
learning process will be self-directed, lifelong, and resilient to
disruption because the young person is motivated to learn,
unlearn and re-learn. In this system, the goal post has shifted
from teaching a student enough so that they can graduate, to
helping students learn to learn so that they actually never really
graduate.
Mr Ong Ye Kung
Minister for Education
(Higher Education and Skills)
Parents and Teachers
as Role-Models
“Beware. Your degree is not a proxy for your ability to
do any job. The world only cares about – and pays off
on – what you can do with what you know (and it
doesn’t care how you learned it!). And in an age
where innovation is increasingly a group endeavour, it
also cares about a lot of soft skills – leadership,
humility, collaboration, adaptability and loving to learn
and re-learn. This will be true no matter where you go
to work. ”
Laszlo Bock
Senior VP of People Operations, Google
New York Times 2014
Parents and Teachers
as Role-Models
“What matters most in a child's development, they
say, is not how much information we can stuff into her
brain in the first few years. What matters, instead, is
whether we are able to help her develop a very
different set of qualities, a list that includes
persistence, self-control, curiosity, conscientiousness,
grit and self-confidence.”
Paul Tough
How Children Succeed: Grit, Curiosity, and the
Hidden Power of Character
Parents and Teachers
as Role-Models
“When children aren’t given the space to
struggle through things on their own, they don’t
learn to problem-solve very well. They don’t
learn to be confident in their own abilities, and
it can affect their self-esteem.”
Sir Ken Robinson
The Element: How Finding Your Passion
Changes Everything
The 3Is of Innovation – Imagination, Inquisitiveness, Interconnections
“As educators, what can we do to encourage our students to make those interconnections, to ‘light
up’ their minds like a Christmas tree and make new connections?
The disposition that we should encourage in our students is one of an appreciation of each subject
they learn, complemented by the ability to look across different areas of learning.
In this regard, I am again very encouraged. Some schools have already embarked on this journey
of encouraging our students to make these interconnections. At Anderson Primary School,
students consider the academics with the aesthetics through their signature ANDventure
programme – one hour per week is set aside for all P4 to P6 students to explore
interconnections between the Arts and the Sciences. For example, students investigate how
energy conversions can be realised and explained through ceramic art; students also learn
about life cycles by creating a dance that depicts a life cycle of their choice.”
Mr Ng Chee Meng
Minister for Education (Schools)
20th Appointment and Appreciation Ceremony for Principals
29 December 2017
The Anderson Experience
Parents and Teachers
as Role-Models
Seeing how the schools and educators are changing, I sincerely urge all
parents to join us in creating similar opportunities for our children. The
results of such opportunities may not be immediately apparent. But the true
test for all of us, is not any single exam. It is the test of life. It is such
opportunities that will benefit our children for a lifetime – much more than
cramping their free time with excessive tuition…..
I hope all parents will encourage their children when they participate in their
school’s ALP, Outdoor Education Programme and Values-in-Action
activities. Engage them in conversation over their Applied Learning
experiences, share in their successes and setbacks, share in their joy
and empathise with their failings and create more of such learning
experiences for them outside of school.
Mr Ng Chee Meng
Minister for Education
(Schools)
Subject-Based Banding
Catering to your child’s abilities
Passion for Learning Quest for Excellence Respect for All Service to the Community9
Subject-based Banding (SBB) –Catering to Your Child’s Abilities
10
Every child is unique, and has different
aptitudes, capabilities and talents. Our
school believes in providing a balanced
education that caters to the different
abilities of each child so that we can
prepare him for life.
Background of SBB
• Refinement to the streaming process
• Implemented in all Primary Schools from the 2008 P5cohort
• To allow pupils to take subjects at different levelsdepending on their aptitudes and abilities in thesesubjects
• To help each child realise his potential, based on hisstrengths and interests
What is SBB?
• Provides greater flexibility for your child by offering him the option of a combination of standard and foundation subjects
• Allows your child to focus on and stretch his potential in the subjects that he is strong in while building up the fundamentals in the subjects that he needs more support in
John, a P4 pupil:
Excels inEnglish and
Mother Tongue
Needs support in Math and Science
Standard Subjects - English and Mother Tongue
Foundation Subjects - Math and Science
An Example
Guiding Philosophy of SBB
(a) SBB is premised on ability-driven education
- Pupils with specific strengths should pursue their subject(s) of strength to the best of their abilities
- Pupils who have considerable difficulties coping with certain subjects should focus on building their foundations in these subjects
(b) Offering of any subject at the higher level should be premised on a strong foundation in literacy and numeracy
- In the offering of subject combination to pupils, the aptitude, ability and motivation of each pupil should be taken into consideration
Guiding Philosophy of SBB
How does SBB work? – An Overview
Pupil sits for
School-based
Examinations
School recommends a
subject combination
based on pupil’s results
Parents fill up an
option form
indicating the
preferred
combination
Primary 4
Pupil takes subject
combination
chosen by parents
Primary 5
Pupil takes subject
combination
decided by the
School and sits for
the PSLE at the
end of P6
Primary 6
School assesses
pupil’s ability to cope
with the current subject
combination at the end
of P5. Adjustments to
the number of standard
and foundation
subjects can be made
if necessary
School-based Examinations at P4
- School sets P4 examinations
- Pupil sits for school-based examinations
- After the exams, School Leaders, Heads of Departments and subject teachers come together as a collective group for discussion
How does SBB work?
School-based Recommendations at P4
- School will recommend pupils for the different subject combinations which pupils can achieve and benefit from
- Some factors considered by the School:
Pupil’s grasp of basic literacy & numeracy concepts
Pupil’s overall academic performance
Pupil’s aptitude, motivation and performance
How does SBB work?
School-based Recommendations at P4
continued How does SBB work?
If your child( at the end of P4):
Your child will be recommended to take:
• Passes all 4 subjects & performs very well in Mother Tongue Language
• 4 standard subjects + HigherMother Tongue Language
• Passes all 4 subjects • 4 standard subjects
• Passes 3 subjects • 4 standard subjects
School-based Recommendations at P4
continued How does SBB work?
If your child( at the end of P4):
Your child will be recommended to take:
• Passes 2 subjects or less
• 3 standard subjects + 1 other foundation subjects; or
• 2 standard subjects + 2 other foundation subjects; or
• 1 standard subject + 3 other foundation subjects; or
• 4 foundation subjects
Parental Choice at the End of P4
- School will provide option forms to all parents at the end of P4, on which the school’s recommendation will be made
- Parents will make the final decision on the subject combination of their children
How does SBB work?
In Primary 5
- Pupil takes subject combination chosen by parents
- School assesses pupil’s ability to cope with the current subject combination at the end of P5. Adjustments to the number of standard and foundation subjects can be made, if necessary
How does SBB work?
At the end of P5, the School decides
- In deciding a pupil’s subject combination for Primary 6, the school takes into account:
Pupil’s aptitude, motivation and performance in each subject;
Pupil’s ability to cope with a particular subject combination;
Whether the subject combination focuses sufficiently on literacy and numeracy, and facilitates the student’s articulation to secondary school and beyond
How does SBB work?
At the end of P5, the School decidescontinued
24
How does SBB work?
How does SBB work? – Recap
School-based
Examinations
School-based
recommendation
Parental choice
Primary 4
Pupil takes subject
combination
chosen by parents
Primary 5
Pupil takes subject
combination
decided by the
School and sits for
PSLE
Primary 6
School’s decision
at the end of P5
SBB in Anderson Primary SchoolRecommend 4S1H (4 standard subjects + 1 Higher Mother Tongue):
- Minimum of 80 marks for Mother Tongue
- Minimum of 50 marks for English, Math & Science
Recommend 4S (4 standard subjects)
- Minimum of 35 marks for English, Math, Science and/or Mother Tongue
26
Notes on Higher MTL
• HMTL is an additional subject recommended at P5 & P6
• Recommended to pupils who have very strong grounding, aptitude and interest in MTL from P1 to P4
• HMTL has a higher demand in content and assessment requirements
27
SBB in Anderson Primary School
Notes on Higher MTL
28
SBB in Anderson Primary School
• HMTL pupils will have to sit for both Standard MTL and HMTL exams
Important to consider aptitude, ability and motivation in MTL, as well as time management ability
Also to consider pupil’s learning ability and performance in the other 3 subjects (English, Math and Science)
• HMTL will not be included in the computation of the PSLE aggregate score
• Bonus Points is only applicable for admission to Special Assistance Plan (SAP) Schools(For students in the top 30% of the PSLE cohort who take Higher Chinese Language at PSLE)
HCL Grade Bonus Point
Distinction 3
Merit 2
Pass 1
29
More on HMTL
If my child is not offered Higher MTL in P5 & P6, will he be able to do Higher MTL in secondary school?
Yes, if he is in the:- top 10% of the PSLE cohort; or- top 11% to 30% of the PSLE cohort and meet the
language criteria of scoring an A* in MTL
30
Frequently-Asked Questions
Will taking HMTL help my child to do better in Standard MTL?
• Intent of SBB – appropriate level for the child
• Given positive aptitude, performance and motivation for MTL, taking HMTL may help in his learning
• If your child is less proficient in MTL and/or is trying to cope with the content mastery of the other subjects, it would be a challenge
31
Frequently-Asked Questions
My child is exempted from MTL, how would that affect the allocation of subjects?
The child will be allocated into various subject combinations
based on the subjects he takes in school, i.e. EMS, taking
into consideration his aptitude, ability and motivation of the
subjects
32
Frequently-Asked Questions
SBB (Pri) & Secondary School Admission
– How are they related?
• Progression to secondary level depends on your child’s PSLE score. The different expectations of standard and foundation subjects will be taken into account when his PSLE score is calculated
• Offering subjects at the foundation level in primary school is not a disadvantage to your child. It enables him to focus on building up strong fundamentals
33
Parent-School Partnership
• Working together to help our children enjoy the process of learning and
actualise their full potential
34
Passion for Learning Quest for Excellence Respect for All Service to the Community35
Any Question?
Email to me at:
[email protected] (AYH MP)
Subject-Based Banding
Thank You
for your Support as Partners-in-Education
Passion for Learning Quest for Excellence Respect for All Service to the Community36
Subject-Based Banding
Cyber Wellness SharingICT DEPARTMENT
Cyber Wellness Content
• Cyber Trends in Singapore
• Signs of Excessive Internet Use
• How Parents Can Help
• Cyber Wellness Education in Anderson
Cyber Trends in Singapore
6.3
68.5
22.6
2.4 0.20
10
20
30
40
50
60
70
80
Daily 4 - 6 days aweek
2 - 3 days aweek
Once a week Less than aweek
Frequency of Internet Usage (%)
Media Development Authority’s 2015 study on children up to 14 years old
50.30%42.20%
7.50%
Starting Age of Children Using Internet
0 to 6 yo
7 to 10 yo
11 to 14 yo
Trends of Internet Usage by Children in Singapore
• Children started using the Internet at 6.1 years old.
• Children go online 4 to 6 days a week.
• Nearly 80% of the children from age 0 – 14 use the Internet.
Cyber Trends among Andersonians (2017, P3-P6 Cohort)
• 91.6% of pupils use the Internet for work and leisure between 1 to 3 hours at least once a week.
• 54.3% of pupils spend weekday afternoons online.
Students’ Survey on Online Experience and Habits 2017
Percentage of pupils who use the Internet for school work
Percentage of pupils who use the Internet for hobbies/interests
Time that pupils are online from Monday to Friday
Instant Messaging
Messenger
Social Networking
Blogging, Micro-blogging
Media Sharing
Entertainment
Information-seeking
Our Children’s Online Activities
Information from MOE, ICT Connection and Media Literacy Council
Our Children’s Online ActivitiesSocial Media:
• Ease of connecting with friends and family creates fear of missing out on their lives.
• Social validation drives users to update their lives regularly online
Entertainment:
• The need to keep abreast of the latest trends, news, songs, video releases of popular Youtubers, status in their game play or ways to ‘level up’.
Information-seeking/sharing:
• Completion of online assignments, research for tasks/projects
Information from MOE, ICT Connection and Media Literacy Council
Excessive Internet Use
What is Excessive Internet Use?
When an individual uses the Internet to the extent where he/she experiences problematic outcomes that negatively affect his/her life.
Signs of Excessive Internet Use
Information from MOE, ICT Connection
How Parents Can HELP
• Promote and role-model balance tech use
• Know your children’s online habits
Walk the Talk
• Create tech-free zones
• Set reasonable screen time limits
• Set up filters and anti-virus software (search engine, web & mobile filters, Avast, BitDefender)
Boundaries, boundaries
• Create tech-free family time
• Enjoy the outdoors together
Widen their perspectives
Information from MOE, ICT Connection and Media Literacy Council
Cyber Wellness Education in Anderson Primary
MOE Cyber Wellness EducationCyber Wellness (CW) refers to the positive well-being of Internet users. • It involves an understanding of online behaviour• awareness of how to protect oneself in cyberspace.
The focus of CW is to help pupils:• Become responsible digital learners. • Demonstrate respect for self and others• Practise safe and responsible use• Be a positive peer influence by harnessing technology for
collaboration, learning and productivity• Advocating positive use of technology for the good of the
community
Information from MOE, ICT Connection
MOE Cyber Wellness Framework
Information from MOE, ICT Connection
The goal of CW lessons is to equip pupils with life-long social-emotional competencies and sound values so that they can become safe, respectful and responsible users of Information Communications Technology (ICT).
The four key messages for students are:• Embrace ICT yet maintain a balanced lifestyle between the
physical and the cyber world• Harness the power of ICT for positive purposes• Maintain a positive presence in cyberspace• Be a safe and responsible user of ICT
MOE Cyber Wellness Education Goals
Information from MOE, ICT Connection
Cyber Wellness in Anderson Primary
• Part of FTGP curriculum
• Termly school-wide assembly sharing
• Termly MOE circular
• Baseline Programme
• P4 & P5 ANDventure
• Cyber Wellness Day
• CW Ambassadors
Useful Resources
• Ministry of Educationhttps://ictconnection.moe.edu.sg/cyber-wellness/for-parents
• Media Literacy Councilhttps://www.medialiteracycouncil.sg/
• Common Sense Mediahttps://www.commonsensemedia.org/
Contact Us
• HOD ICT - Mdm Suzanah Saparwan: [email protected]
• SH ICT – Mdm Aatiyah Tan: [email protected]
Thank You.
P4 Parent Engagement Session
• P4 – P6 Mathematics curriculum and assessment
• Joy of learning Mathematics
• Problem-solving approach
Sharing Focus
• Acquire concepts and skills for everyday use
Aims of Primary Mathematics
• Develop thinking skills, reasoning, communication , application and metacognitive skills
• Build confidence and foster interest in mathematics
Primary 4 Primary 5 Primary 6
Whole Numbers Whole Numbers Fractions
Fractions Fractions Decimals
Decimals Decimals Percentage
Measurement Percentage (New) Ratio
Geometry Ratio (New) Speed (New)
Data Analysis Measurement
Geometry
Average (New)
Measurement
Pie Charts
Curriculum
Spiral and Hierarchical in Nature
Assessment
P4 P5 & 6
Item Types No of questions Marks allocated No of questions Marks allocated
MCQ 202 marks per
question 15
1 or 2 marks per question
SAQ 20 2 marks per questions
20 1 or 2 marks per question
LAQ 5 4 marks per questions
12 3, 4 or 5 marks per question
Complexity and demand of the questions
Time management
Curriculum ( E.g. Whole Numbers)
Primary 1 - Concept of multiplication - Solving 1-step word problems with pictorial representation
Primary 2 - Multiplication tables of 2,3,4,5,10 - Solving 1-step word problems within multiplication tables
There are 2 plates of pears. Each plate has 4 pears. How many pears are there altogether?
There are 8 bags of pears at a fruit stall. There are 5 pears in each bag. How many pears are there altogether?
Multiplication as repeated addition
Visualise and connect the informationMultiplication tables
Curriculum ( E.g. Whole Numbers)
Primary 3- Multiplication tables of 6,7,8,9 - Multiplication algorithms - Solving up to 2-step word problems
Primary 4- Multiplication algorithms - Solving up to 3-step word problems
Ravi has 36 coins. Peter has 3 times as many coins as Ravi. Siti has twice as many coins as Peter How many coins does Siti have?
During a Math workshop, 685 people attended it on the first day. On the second day, there were 3 times as many people as on the first day, Each person had to pay $8 to attend the workshop. What was the total amount collected for the two days?
Heuristic : Model drawing Multiplication algorithm with knowledge of multiplication tables
Heuristic : Model drawing Multiplication algorithm with knowledge of multiplication tables
Curriculum ( E.g. Whole Numbers)
Spiral & Hierarchical in Nature
Cognitive demand
Complexity
Concepts ( Connected and interdependent)
Heuristics
Mathematics Skills
Context Varies( Applications and
Modelling)
Within and across the topics
Curriculum ( E.g. Whole Numbers)
Concepts ( Connected and interdependent)
Within and across the topics
Whole Numbers - Multiplication and division of
numbers
Fractions
- Equivalent Fractions - Improper / mixed numbers- Fraction of a set of objects - Addition, subtraction, multiplication
and division of fractions - Solving word problems
Decimals
- Multiplication and division of decimals
- Converting decimals to fractions - Conversion of measurements - Solving word problems
Percentage
Ratio
Concept of Multiplication
And Multiplication Facts
Curriculum ( E.g. Whole Numbers)
Fractions
- Equivalent Fractions - Improper / mixed numbers- Fraction of a set of objects - Addition, subtraction, multiplication
and division of fractions - Solving word problems
P2 to P4 Addition and Subtraction of fractions
P5 Multiplication of fractions
P6 Division of fractions
Curriculum ( E.g. Whole Numbers)
P2 to P4 Addition and Subtraction of fractionsP5 Multiplication of fractions
P4 Fraction of a set
Curriculum ( E.g. Whole Numbers)
Learning of concepts
Sequential and progressive with Relational Understanding
Mathematics
Mrs Raju was given 13 m of ribbon to make
some bows. She used 2
5m of the ribbon to make
each bow. Find the greatest number of bows she could make?
Mrs Raju was given 13 m of ribbon to make
some bows. She used 2
5of the ribbon to make
some bows. How much ribbon did she use to make the bows?
For example
Joy of Learning Math
Bite-sized success (Formative
Assessment)
Relevant to daily situations
Learning Experiences
Relevant and meaningful
Joy of Learning Math
Bringing Mathematics to Life
Make explicit connections
Develop their metacognition - Monitoring of one’s own thinking
- Self-regulation of learning
Joy of Learning Math
Multiplication and division
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Joy of Learning Math
Increase awareness of numbers beyond thousands
Area and Perimeter
Deposits and Instalments
Joy of Learning Math
Joy of Learning Math
Joy of Learning Math
Concept of time
Joy of Learning Math
Promotion ‘ 1-FOR-1’
Joy of Learning Math
Arrival / Departure time and wait time
Provide scenarios
Joy of Learning Math
Reading of the chart and table
Rate and Average
Provide scenarios
Joy of Learning Math
Postage Rates
GST
Meaning of ‘Weight Step Up to ‘
Joy of Learning Math
Make comparison
Parking Fee
Joy of Learning Math
GST
Meaning of ‘thereafter’
Taxi Fare
Joy of Learning Math
Mathematical modelling Mathematical representation or
idealisation of a real-world situation
Pupils learn to deal with ambiguity, make connections , select and apply
appropriate concepts and skills, identify assumptions, reflect and make
informed decisions.
Problem-Solving Approach
It is a process by which a pupil usespreviously acquired knowledge, skillsand understanding to obtain ananswer in a situation.
The Polya’s 4-step model provides a framework for problem-solving that can help pupils practise systematic thinking.
Polya’s 4-step model
Polya’s 4-step model
1. Understanding the Problem
2. Devising a Plan
3. Carrying out the Plan
4. Reflecting
1. Understanding the Problem
Point out the principal parts of the problem, the unknown, the data and the conditions
• What is the unknown?
• What are the data?
• What is the condition?
• Is the condition sufficient to determine the
unknown?
• Or is it insufficient? Or redundant? Or contradictory?
• Draw a figure and write down the conditions.
2. Devising a Plan
Establish a connection between the data provided to the choice of approach, heuristics and plan to solve the problem
Act it outUse a model/diagramMake a systematic list
Look for patternsWork backwards
Use before-after conceptGuess and CheckMake supposition
Restate the problem in another waySimplify the problem
Solve part of the problem
3. Carrying out the Plan
Use computational skills
Use geometrical skills
Use logical reasoning
Carry out the plan of the solution and check each step
Incorporating these thinking skills
Classifying
Comparing
Sequencing
Analysing parts and whole
Identifying patterns & relationship
Induction
Deduction
Spatial visualisation
4. Reflecting
• Have you checked your solution?
• Can you use the method for some other problems?
• Can you derive the answer differently?
Examine the solution obtained
Alan, Betty and Cindy shared a packet of sweets.
Alan took of the sweets and was given 6 more.
Betty took of the remaining sweets and was given 4 more.
Cindy took the remaining 3 sweets. How many sweets were there in
the packet?
1
3
2
1
Fraction of a set
Unknown
Quantity
1. Understanding the Problem
Alan
Betty Cindy
6
4 3
?
2. Devise a Plan
Alan
Betty Cindy
6
4 3
Use a model/diagram
Work backwards
Use before-after concept
Alan
Betty
2 parts 7 x 2 = 14
1 part 4 + 3 = 7
There were 30 sweets.
Cindy
6
4 3
1 part
2 parts
2 units 14 + 6 = 20
2 units
1 unit 20 ÷ 2 = 10
3 units 10 x 3 = 30
3. Carrying out the Plan
4. Reflecting
Alan, Betty and Cindy shared a packet of sweets.
Alan took of the sweets and was given 6 more.
Betty took of the remaining sweets and was given 4 more.
Cindy took the remaining 3 sweets. How many sweets were there in
the packet?
1
3
2
1
Unknown 30 sweets
Develop the positive attitudes towards learning Mathematics
Design joyful learning experiences with everyday situations
We got out from the lift. The boy said, “ Mama, 4 times 7 is 28, right?” I looked at him and said, “ Yes, you are right.”
Did you see it in a book?” “No. I saw the lift buttons. 25 plus 3 is 28. That makes 4 rows of 7.”
I went back to the lift to take a closer look at the buttons. I am glad you are able to see the beauty of Mathematics everywhere and that learning is not confined to textbooks.
Mathematics Sharing
Any Question?
Email us at:
[email protected] (HOD Math)
or
yeo_sharon @moe.edu.sg (LH Math)
P4 Parent Engagement Session
Objectives
• To gain an overall understanding of the primary science curriculum
• To gain an insight into the science learning experiences at Anderson Primary
• To share strategies on how to support our children in the learning of science
• To understand some of the strategies involved in answering open-ended science questions
What does my child learn in science?
How does my child learn science?
How is my child assessed in science?
How can I support my child in learning
science?
Why does my child
learn science?
Have learning experienceswhich build on interest and stimulate curiosity
Learn basic conceptsto understand themselves and things around them
Develop skills Cultivate attitudes
Why does my child learn science?
What does my child learn in science?
Why does my child
learn science?
Themes * Lower Block (P3-P4) ** Upper Block (P5-P6)
Diversity Diversity of living and non-living things
(General characteristics and classification)
Diversity of materials
Cycles Cycles in 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
Interaction Interaction of forces
(Magnets)
Interaction of forces
(Frictional force, gravitational force, force in
springs)
Interaction within the environment
Energy Energy Forms and Uses
(Light and Heat)
Energy Forms and Uses (Photosynthesis)
Energy Conversion
Note:
•*Lower Block (Primary 3 and 4); ** Upper Block (Primary 5 and 6).
•Topics which are underlined are not required for the Foundation Science .
What does my child learn in science?Syllabus Content
Science Themes/ Topics @ Lower Block
PRIMARY 3
• DIVERSITY (Semester 1)
- Living things
- Plants
- Animals
- Fungi & bacteria
- Exploring materials
• SYSTEMS (Semester 2)
- Digestive System
- Plant parts & functions
PRIMARY 4
• CYCLES (Term 1)
- Life cycles of Animals
- Life cycles of Plants
- Matter
• INTERACTIONS (Term 2)
- Magnets
• ENERGY (Term 3 & 4)
- Light
- Heat
PRIMARY 5
• SYSTEMS (Semester 1)
- Plant & Human systems
- Cell system
- Electrical system
• CYCLES (Semester 2)
- Reproduction in animals
- Reproduction in plants
- Water cycle
PRIMARY 6
• ENERGY (Term 1)
- Energy forms & uses, Energy Conversion
- Energy in Food, Sources of Energy
• INTERACTIONS (Terms 2&3)
- Forces
- Living together, Food chains / Food Webs, Adaptations & Man’s Impact
Science Themes/ Topics @ Upper Block
Engaging with an
event, phenomenon
or problem through:
Collecting and
presenting
evidence through:
Reasoning; Making
meaning of
information and
evidence through:
Skills
Formulating hypothesis
Generating possibilities
Predicting
Observing Using apparatus
and equipment
Comparing Classifying Inferring Analysing Evaluating
Communicating
Processes Creative problem-solving, Investigation and Decision-making
What does my child learn in science?Skills & Processes
• Curiosity
• Creativity
• Integrity
• Objectivity
• Open-mindedness
• Perseverance
• Responsibility
What does my child learn in science?Ethics & Attitudes
What does my child learn in science?
How does my child learn science?
Why does my child
learn science?
Learning Experiences in Anderson Primary
1. Master Science concepts, surface preconceptions and address misconceptions
2. Create authentic learning experiences through hands-on activities
3. Be involved in active learning with technology
4. Use the C.E.R. thinking model
to inculcate the joy of learning…
1. Mastering Science concepts, surfacing preconceptions and addressing misconceptions
• Effective communication through
– Use of Frayer’s Model
– Class discussions using Concept Cartoons
– Use of comparative languages
Example: Use of Frayer’s Model
Topic
Example: Use of concept cartoon
2. Creating authentic learning experiences through hands-on activities
• Science experiments in the classrooms or in the Science Lab
• Performance tasks for Formative assessment
• Learning journeys to the Science Centre
2. Creating authentic learning experiences through hands-on activities
• Localized learning journey to the Anderson Biodiversity Garden
• P4 Hydroponics Programme during ANDrich
3. Active Learning with Technology
• To develop 21st century skills of communication and collaboration.
• To leverage the strengths of our technology natives to use ICT tools to create content knowledge and to do research.
• To make thinking visible.
• To provide immediate feedback.
Example: Using Google Slides
4. Use of the C.E.R. thinking model
• Helps pupils to frame their answers for open-ended questions
– C: Claim
– E: Evidence
– R: Reasoning
• Helps pupils to think of the most logical way in solving an open-ended question
Example:• C.E.R. in
middle primary worksheet
Inculcating the Joy of Learning
• The joy of learning for Science is developed via
– Stimulating their minds through inquiry and the C.E.R. thinking model
– Interesting hands-on experiments and learning journeys
– Collaborative and self-directed learning using technology
How is my child assessed in science?
• Holistic Assessment : Both pen-and-paper tests and performance assessments are used
• Focus is on conceptual understanding and application of concepts and skills
• Students to explain their understanding of concepts in their own words
• Concepts which are correct in the context of the questions will be carefully evaluated and awarded marks
What does my child learn in science?
How does my child learn science?
How is my child assessed in science?
How can I support my child in learning
science?
Why does my child
learn science?
• Carry out science activities at home
• Relate the science learnt in school to things in everyday life
• Ask questions that require description or explanation. Encourage them to discuss and talk about science ideas
• Encourage your child to read beyond the textbooks (e.g. science graphic novels)
How can I support my child in learning science?
COMMON CONCERNS
IN ANSWERING
OPEN-ENDED QUESTIONS
The graph below shows the number of steel pins attracted to different parts (R, S, T and U) of a bar magnet.
Label the diagram of the bar magnet below with the correct parts for R and U.
0
2
4
6
8
10
12
14
R S T U
Parts of a magnet
Number of staples
Nu
mb
er o
f p
ins
Parts of a magnet
R UU
Bar magnet
Sample Science Question 1
Science Process Skills- Interpreting Graphs
Study the diagrams of Animal A and Animal B below.
Animal A Animal B
Based on what you can observe, list 2 similarities between Animals A and B.
(a) Both animals can fly.(b) Both animals lay eggs.
The answer must be observed in the diagram.
It cannot be stated from prior knowledge.
(a) Both animals have wings.(b) Both animals have legs.
Sample Science Question 2
In the diagram below, equal amounts of ice cubes were placed in 4 containers each of the same size but made of different materials.
MaterialTime taken for ice to melt
(minutes)
A 12
B 40
C 25
D 55
The table below shows the time taken for the ice in each
container to melt completely.
Sample Science Question 3
(a) Which material (A, B, C, or D) would be the most suitable
for making a container to keep food warm for the longest time? Explain your choice.
Material D. The ice takes the longest time to melt and this shows that it gains heat most slowly and is the poorest conductor of heat.
Material D. The ice takes the longest time to melt and it can be used to keep food warm for the longest time.
Material D. The ice takes the longest time to melt.
The answer is just stating the data found in the table.
No explanation is provided.
No explanation is provided to answer the question.
(b) Besides the amount of ice cubes, name another variable that should be kept constant.
The time taken for the ice cubes to melt.
The material of the boxes.
The size of the boxes.
The location where the boxes are kept.
The surrounding temperature where the boxes are kept.
Given in the question.
This is the variable being tested.
This is the variable being measured.
Science Process Skills- Variables in an Experiment
Science Process Skills- Variables in an Experiment
The graph below shows the relationship between the mass of substance X and its volume. More of substance X is gradually introduced into a sealed container with a capacity of 15 m3.
Volume of
substance X
(m3)
5
10
15
20
0
20 40 60 80
Mass of substance X (g)
Sample Science Question 4
(a) From the graph, what is the relationship between the mass of substance X and its volume?
The volume remain constant.
The answer is just stating information about the
volume.
As the mass of substance X increases, its
volume remains constant.
Science Process Skills
- Stating Relationships
• Question not read carefully
• Vague answers
• Lack of scientific understanding
• Incomplete answers which require further
elaboration
• Irrelevant answers
Common concerns observed:
• Read the questions carefully
• Identify and highlight key points in the question
(E.g. experiment conducted in a dark room?
Water at room temperature?)
• Study the graph / chart / diagram / table
carefully, and pick out the relevant information
• Link the question back to Science topic or
concept
• Give specific answers
Your child needs to:
Science Sharing
Any Question?
Email us at:
[email protected] (HOD Science)
or
[email protected] (LH Science)
THANK YOU