TOWARDS STUDENT-CENTRIC, VALUES-DRIVEN EDUCATION -Every ...
P4 Parents Engagement Session 22 January 2016 Overview of Briefing Introduction of Subject Teachers Class Expectations New updates in 2016 Holistic Education in MJS P4 Assessment Plan & Subject based banding Partnership with Parents New updates in 2016 Curriculum Time : 7.30 a.m. 1.35p.m. (Reporting time remains at 7.20a.m.) Recess time
: 10.40a.m. -11.05a.m. (25 mins) 3 block periods : For activity based lessons in English, Mathematics & Science Camp : Term 1 Week 10 Thursday 10 Mar- Friday 11Mar E-learning day : Friday 22 April (home-based) Homecoming Carnival: Sat 23 April Founders Day( School holiday) : Monday 25 April Home-Based learning : Mon, 17 October Thu, 20 October 2016 Holistic Education in MJS ENGLISH @ MJS Writing
Process Writing Quality vs Quantity Progressive Teaching of Writing Skills -Introduction -Problem -Resolution -Conclusion Reading Programme @ MJS Boys need rituals - Daily 10 min independent silent reading / read aloud - pupils must bring an English storybook daily Boys need to have direct access to books -weekly library visits -class library books -monthly-themed activities -termly mobile library visits -book recommendations
Reading Programme @ MJS Boys need role models - teachers read with their pupils daily for at least 10 mins - teachers share their favourite story books - silent reading in the hall / courtyard on Mondays, Wednesdays and Fridays with teachers - assembly talks by local authors Home Support Set aside time each day for independent reading time Surround your son with books Read aloud to your son Show that you too love reading / books P4 Assessment Plan TERM 2 -Semestral Assessment 1
Term 1 Oracy Skills Workshop Spelling Bee / Debate Term 2 You Can Be An Author Too! by Eliza Teoh Literature & Poetry Appreciation - White Fang Term 3 Literature & Poetry Appreciation - Charlotte web - Boy-Centric Poems
Publish Level Newsletter To build strong foundation in Mathematics, each new topic is taught through a structured approach using the Concrete-PictorialAbstract (CPA) approach. C P A 2 Holistic Assessment
T1: Performance Task and Review test T2: Semestral Assessment 1 T3:Performance Task and Review test T4: Semestral Assessment 2 P4 Programmes 1. Learning through TMP/ TSP/ LSM programme 2. Koobits (Online mathematics resource learning platform daily challenge.) P4 SCIENCE SYLLABUS SYSTEMS & INTERACTIONS
THEME TOPIC Human System (Digestive) Functions of digestive system Organ systems in humans Plant System (Plant Parts and Functions) Plant parts and functions Organism is a system Interactions of forces (magnets)
Uses of magnets Magnet making Characteristics of magnets P4 SCIENCE SYLLABUS ENERGY THEMEEnergy Forms and Uses (Light) TOPIC Formation of shadow transparency of materials object is a source of light or reflects light Energy Forms and Uses (Heat) Good and bad conductors of heat effects of heat gain and heat loss heat and temperature
common sources of heat P4 SA1 and SA2 Format Section Type of question Marks A Multiple choice 28 Questions 56 m B Open-ended 12 Questions
44 m Total: 100 m Duration of Exam : 1 h 45 min Includes revision topics covered in P3 EXPERIENTIAL LEARNING SUPPLEMENTARY PROGRAMME Objective - To ensure that our students have ample opportunities to appreciate and apply scientific concepts, language and skills Focus Meaningful hands-on activities designed as part of the science curriculum Time Every Friday 2 to 3.30 pm
TALENT MANAGEMENT PROGRAMME Objective - To stretch students great potential in science by nurturing the spirit of inquiry, equipping them with higher-order thinking and process skills and granting them exposure through problem-solving Focus Excellence 2000 (E2K) Programme, Competitions Montfort Junior School P4 Mother Tongue Assessment Plan Term 1 Listening Speaking
Reading Integrated & Interactive Performance task : Book reflection (oral presentation with question and 1. Listening answer segment) Comprehension Reading Aloud Writing Written Paper 2 CL 1.Word recognition 2.Choosing the vocabulary 3.Matching of vocabulary 4.Complete the sentence 5.Cloze passage 6.Comprehension (MCQ)
7.Comprehension (OE) ML 1.Idioms (FIB) 2.Cloze passge 3.Comprehension(OE) Language use Term 2 Semestral Assessment 1 TL 1.Meaning of the words 2.Cloze Comprehension 3.Comprehension (OE) 2. Oral Reading Aloud Picture Description
Conversation 3. Composition 4. Language Use & Comprehension Grammar Vocabulary Comprehension Term 3 Integrated & Interactive Performance task : Dialogue / Presentation based on reading Reading Aloud Written Paper 2 CL 1.Word recognition 2.Choosing the vocabulary 3.Matching of vocabulary 4.Complete the sentence 5.Cloze passage
6.Comprehension (MCQ) 7.Comprehension (OE) ML 1.Idioms (FIB) 2.Cloze passge 3.Comprehension(OE) TL 1.Meaning of the words 2.Cloze Comprehension 3.Comprehension (OE) ML 1.Idioms (FIB) 2.Cloze passge 3.Comprehension(OE) TL 1.Case Markers (MCQ) 2.Comprehension (MCQ) 3.Cloze passage Term 4
3. ICT Lessons IMTL portal CCE Programmes Every Montfortian a Scholar and Gentleman Form Teacher Guidance Period (FTGP) Explicit teaching of values and social emotional competencies Lifeskills Leadership Training Career Awareness Cyberwellness
Building positive relationship with peers and teachers through play (Interaction Time) CCE Programmes Every Montfortian a Leader CC Leadership development Da E y Leadership Opportunities Pupils are given leadership roles in Leadership Training Based on The Leadership Challenge Model Model The Way Encourage The Heart Enable Others To Act
Inspire A Shared Vision Challenge The Process class or other platforms to develop their leadership qualities Primary Four Physical Education Learning Areas (according to MOE syllabus): Sports and Games Educational Gymnastics Outdoor Education Dance Health Education Athletics NAPFA
(to be conducted in May/July) Items to be tested: Sit up in 1 minute Standing Board Jump Sit & Reach Inclined Pull ups in 30 seconds 4 X 10 m Shuttle Run 1.6km Run-Walk P 4 Art Program Modular CCA Claymation Pupils will be using clay figurine to make a stop motion animation based on their own story. Animation will be the focus of our Montfort Art progammes. Pupils will be exposed to
many different ways to do animation throughout their six years with us. Curriculum Pupils will be doing: Term 1 Digital Art Term2 Relief Art Term3 Chinese Brush Painting Term 4 Pixel Art Continuation Music in P4 of ensemble playing Guitar Angklung
Xylophone Creation and metallophone through soundscapes Recreating sounds from familiar and unfamiliar environments using voice and body percussion Music elements taught through soundscapes: Advanced Form
Graphic notation Pitch Creativity and collaboration Continuation Rhythm Ensemble skills of learning musical elements through games, singing and other
activities Rhythm and time signatures - compound time and advanced simple time Tonality - Chord construction Texture - Melody and accompaniment Timbre Continuation Music in P4
of ensemble playing Guitar Angklung Xylophone Creation and metallophone through soundscapes Recreating sounds from familiar and unfamiliar environments using voice and body percussion Music elements taught through soundscapes:
Advanced Form Graphic notation Pitch Creativity and collaboration Continuation
Rhythm Ensemble skills of learning musical elements through games, singing and other activities Rhythm and time signatures - compound time and advanced simple time Tonality - Chord construction Texture - Melody and accompaniment Timbre
Primary 3 & 4 MCCA MCCA means Modular CCA. To expose and develop a love for sports, appreciation of visual or performance arts and computational thinking among Montfortians. As a school, on every Friday from 8.10am to 9.40am. MCCA - Every Friday, 8.10 to 9.40am Class Term 1
Term 2 Term 3 3C Computational Thinking Badminton Picassos Pal 3H Picassos Pal Computational Thinking Badminton
3R Badminton Picassos Pal Computational Thinking 3I Badminton Picassos Pal Computational Thinking 3S Picassos Pal
Computational Thinking Badminton 3T Computational Thinking Badminton Picassos Pal Class Term 1 Term 2 Term 3
4C Computational Thinking Football Picassos Pal 4H Computational Thinking Football Picassos Pal 4R Picassos Pal
Computational Thinking Football 4S Picassos Pal Computational Thinking Football 4I Football Picassos Pal Computational Thinking
P4 Assessment Plan Rationale : Important aspect of learning and teaching to support holistic development of our pupils Term 1 Term 2 Term 3 Term 4 HA SA1 HA SA2 (Streamin g Exam.) Why introduce Subject-based Banding? To provide more flexibility to pupils with strengths
and abilities that vary across subjects To encourage greater interaction among pupils with different strengths We recognise different abilities... and help each student to proceed at a pace that he can manage. Mr Tharman Shanmugaratnam Former Minister for Education How does Subject-based Banding work? How does Subject-based Banding work? Likely Subject Combinations Likely Subject Combinations Any other subject-based combinations will be recommended on a case-by-case basis After Pri 5
Pupils will offer the same subject combination, subject to performance The school will make the final decision, considering the best interest of the child Achievement Bands Criteria for Recommendation for Higher Mother Tongue English, Math and Science: at least high Band 2
Mother Tongue: at least a Band 1 Interest and aptitude for Mother Tongue Language Teachers recommendation HMT will be recommended for all pupils who meet the criteria, regardless of P5 class Process for Subject-based Banding After SA2, option forms will be issued where the school will recommend the subject combination The scores of all 4 subjects (or all 3 subjects if child is exempted from Mother Tongue) and previous years performance will be
considered. Process for Subject-based Banding Parents will indicate the options they would prefer their child to take. They are strongly encouraged to adopt the schools recommendation which was carefully analysed based on the childs results and professional inputs from teachers who have taught the child. Parents to meet form teacher to collect results and option form after SA2. Pupils will submit option form to the form teachers by the deadline Pri 5 classes will be assigned by 1st week of December. A notice will be put up in school and the school website. At the end of Pri 5, any changes to subject combinations will be decided by the school. Progression to Secondary Level
Progression to secondary level depends on PSLE Score. Different expectations of standard and foundation subjects will be taken into account when the PSLE score is calculated. Offering subjects at foundation level is not a disadvantage. Your child will be able to focus on building up strong fundamentals in the weaker subjects. Parents are strongly encouraged to prepare their child early for the subjectbased banding. Progression to Secondary Level More information on secondary school courses http://www.moe.edu.sg/education/secon
dary/courses Partnership with Parents Every parent a Supportive partner through : Design daily time-table together with your son for homework and revision so as to manage his time more efficiently Teach them the discipline to follow the time-table Check your sons diary daily for homework or note from teacher Inculcate and nurture good habits completion of homework, revision of topics taught, packing of bag daily, coming to school regularly and punctually Partnership with Parents Contact us if you have any queries or feedback through Montfort diary or email or phone call
Read all circulars and termly calendar Get schools notifications through SNAAPP (Please download the app in your mobile phone) SEATING ARRANGEMENT IN HALL MT CL MT CL MT CL MT CL MT CL ML
ML MT CL TL TL CCA / PE Music/ Art 5pm -6 pm s t a g
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