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Overview of Briefing
Introduction of Subject Teachers
Class Expectations
Updates in 2017
Holistic Education in MJS
Partnership with Parents
Recess time : 10.40a.m. -11.05a.m. (25 mins)
Dry snack time : 8.55a.m. – 9.05 a.m.
Use of white board and FAST kit
New updates in 2017
P6 Preparatory Programme
Holiday classes
Activities
Term break Date Time
First week of June holidays (selected pupils for
Remedial)
29 & 30 May TBC
Last week of June holidays (Supp. Class for all) 19 – 22 June 8-12.30 p.m.
Last 3 days of Sept holidays (Supp. Class for all) 6-8 Sept 8-12.30 p.m.
Type of activity Objective
Motivational talks Inspire them to be self-motivated
Mass Lectures on Eng/Math/ Science Revise and prepare them for PSLE
Stress Management workshop Confidence building and keeping calm during
examinations
TERM 2 TERM 4
-Semestral Assessment 1GrammarVocabulary ComprehensionOral Listening
Comprehension Composition Writing
-Semestral Assessment 2GrammarVocabulary ComprehensionOral Listening
Comprehension Composition Writing
Reading Programme @ MJS
• Boys need routine- Daily 10min independent silent reading / read aloud
- Pupils must bring an English storybook daily
• Boys need to have direct access to books- Use of info-educational magazines ‘Ace’ and ‘Inspire”- Weekly library visits (Student Pass/photocopy)- 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 10min
- Teachers share their favourite story books
- 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
“Studies have shown that parents who read a book with their children do as much good as hours of tutoring.” Thomas L. Friedman (The New York Times)
ENGLISH @ MJS
I CAN WRITE• A series of modular booklets that spans over 4 terms• Systematic and progressive teaching of writing skills• 1 module = 1 skill is taught• Includes useful words and phrases, interesting
introductions and conclusions • Use of Lego to engage pupils in brainstorming
sessions
ENGLISH @ MJS
I CAN WRITE• Process Writing• Quality vs Quantity-Introduction-Problem-Resolution-Conclusion
Sample - P6 - Module 1
Paper 1 Booklet A 20
marks
15 MCQ
Questions
10 x 1 mark
5 x 2 marks
50 min
Paper 2 Calculator
Allowed
10
marks
5 short-
answer
questions
5 x 2 marks
1 h 40 min50
marks
13 structured/
long answer
questions
5 x 3 marks
5 x 4 marks
3 x 5 marks
Total 48 questions 2 h 30 min
FORMAT OF P6 MAINSTREAM MATHEMATICS
Pupils will need the calculator and geometry set for assessment.
1. Learning through
TMP/ TSP programme
2. Koobits(Online mathematics resource
learning platform – daily challenge.)
If you are able to coach your child, youmay wish to:
Model to your child :• the desired characteristics when you solve
problems with your child• the whole process, not just the solutions• how you try to understand the problem initially
and how you make sense of the problem• how he think, select and discard methods• how you persevere
Ask your child to show you :• how he solves a problem• the steps and sequence• the methods and strategies
Encourage your child to:• solve a problem using different heuristics and
strategies• create a new problem• make up another problem that can be solved
using the same steps or strategy• modify the problems
Get your child into the habit of checking • Help them to understand how to check if their
answer is reasonable (make sense).
Scaffold for your child :• Provide hints through questioning and not the
solutions. • Have your child to think aloud or explain to
you. • Fade away assistance given as they become
more independent.
If you are not an expert in solving mathematical problems, you can still coach your child and may wish to:• supervise your child’s mathematics homework.• monitor your child’s work at least every weekend.• interact with your child and get him to talk about
the mathematics lessons and work.• suggest to your child to teach you what he has
learnt at school.• take note of any message that the teacher has sent
home for your attention.• Act promptly if you find out that your child is
performing badly in mathematics. • Discuss your concerns with your child’s teacher. • Seek help if necessary. • Keep an eye on the progress of your child.
P6 SCIENCE SYLLABUS – FORCES & ENERGY
THEME TOPICS
Interactions of forces •Effects of forces
•Examples of types of forces – magnetic
force, gravitational force, elastic spring force,
frictional force
•Push or pull
Energy Forms and
Uses
(Photosynthesis)
•Requirements for photosynthesis
•Food for plants and animals
•Sun as primary source of energy
•Living things need energy
Energy Conversions •Conversion of energy
•Examples of forms of energy
•Sun as the main source of energy
P6 SCIENCE SYLLABUS - INTERACTIONS
THEME - TOPIC
Interactions
within the
Environment
•Differentiating organism, population,
community
•Factors affecting organisms’ survival
•Habitats support different
communities
•Energy pathway in food chains or
food webs
•Structural and behavioural
adaptations
•Examples of man’s impact on the
environment
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
P6 CA1, SA1 and Prelims Format
Includes revision topics covered in P3, P4 and P5
PR. 6C : 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 – Lego Training using Forces and Energy Kits (4
sessions)
Time – Every Thursday 2 to 3.30 pm (from 19 Jan)
PR.6H TO 6T : 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 Thursday 2 to 3.30 pm
MCQ Strategies - MCQ
Requires working!
• Highlighting key words
• Identifying concepts
• Jotting down or drawing what you know
• Eliminating options
Useful steps to follow for OE
Questions:Step 1: Identify what the question wants – Read and
obtain clues from the question stem/ diagram
Step 2: Identify the science topic and concept.
Step 3: Study the diagram/ data (if any) and use
the key words/ concepts from the topic (s) to
answer the question.
Step 4: Frame an answer that links the key
words/ concepts to a logical reason and answer
within the context.
P6 STANDARD MOTHER TONGUE ASSESSMENT PLAN
PAPER Term 1 Term2 Term3 Term 4 (PSLE)
1 COMPOSITION COMPOSITION COMPOSITION
2 LANGUAGE USE AND COMPREHENSION(1 hr 40 min)
LANGUAGE USE AND COMPREHENSION
LANGUAGE USE AND COMPREHENSION
LANGUAGE USE AND COMPREHENSION
3 LISTENING COMPREHENSION
LISTENING COMPREHENSION
LISTENING COMPREHENSION
4 ORAL ORAL ORAL
P6 HIGHER MOTHER TONGUE ASSESSMENT PLAN
PAPER Term1 Term2 Term 3 Term 4 (PSLE)
1 COMPOSITION COMPOSITION COMPOSITION
2 LANGUAGE USE AND COMPREHENSION
LANGUAGE USE AND COMPREHENSION
LANGUAGE USE AND COMPREHENSION
LANGUAGE USE AND COMPREHENSION
P6 MTL Programmes:
1.Reading programme:- Silent reading - MSSR
2.MTL week (Cultural Base Activities)
3. ICT – Lessons – IMTL Portal
CCE Programmes
Form Teacher Guidance Period (FTGP)
Explicit teaching
of our School
values,
CHRISTE and
social emotional
competencies
Building positive
relationship with
peers and teachers
through play
(Interaction Time)
Lifeskills
Every Montfortian a Scholar and Gentleman
• Leadership
Training
• Career Awareness
• Sexuality Education
• Cyberwellness
CCE Programmes
Leadership development
Leadership Training
Leadership Opportunities
Every Montfortian a Leader
Based on
The Leadership Challenge Model
• Model The Way
• Encourage The Heart
• Enable Others To Act
• Inspire A Shared Vision
• Challenge The Process
Pupils are given leadership roles in
class or other platforms to develop
their leadership qualities
CCE ProgrammesDiscipline
Positive tone of discipline by affirming pupils
• Caught Doing Right –> Avenue of Stars
• I Am A Star Pupil
• We Are A Star Class
• Pupils must learn that there is consequences to
their behaviour – be it good or bad
• Refer to Pupil’s Handbook Pg. 18 – 24
CCE Programmes
National Education
Social Studies
Pupils will require to do
a project and attempt a
NE quiz
4 Core Events
• Total Defence Day
• International Friendship Day
• Racial Harmony Day
• National Day
Primary Six Physical Education
Learning Areas (according to MOE syllabus):
Sports and GamesEducational GymnasticsOutdoor EducationDanceHealth EducationAthletics
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
NAPFA(to be conducted in May/July)
This year we have combined
music and art lessons of 3
periods each week.
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 – Wire art
Term2 – Digital Music
Term3 – Mangamation
Term 4 – Optical art
Creating an e portfolio for your child
◎- Your child will bring home a letter with QR quote
for you to sign up the Class See Saw App.
◎This app will allows you to see the process and
the artworks that your child has made in school.
◎Through this app, you could also see the music
activities, other interesting class activities, photos
of Learning Journey…etc
◎This portfolio will follow your child all the way to P6.
It will be a great gift for your child to archive all
these precious learning and memories for their time
in Montfort.
◎ Do download the app and follow your child’s
exciting journey.
• Application of music - Music in the Media
• Creation through music technology
• Pupils add sound and music to animation through Foley Effects project
• Incorporating musical elements learned from P1-5
• Sound editing
• Gradual volume changes
• Balance
• Panning (surround sound)
• Advanced form
• Pitch
• Rhythm
• Awareness and usage of music from other countries
• Texture
• Timbre
• Creativity and collaboration
Why join a CCA?
• To learn new skills and learn how to play and
work as a team.
• An opportunity to represent the school and
experience a competition or performance.
• Apply the skills, values and experiences into daily
lives as a student and as an individual.
Coaches &
Instructors
Discuss the skills &
experiences learned for
the day.
CCA teachersDiscuss the soft
skills learned,
teachable moments
and values learned
for the day. Character
Education
CCA members
- Joint community service
- Games Organizers
P3 to P6
- Sportsmanship &
Spectatorship
CCA Leaders
- Leadership training
- Joint service learning
After-curriculum CCA (3.30pm)
• Wushu*
• Softball
• Football
• Badminton
• Taekwondo*
• Table Tennis
• Guitar
• International Dance
Primary 5 & 6 CCA
• All Primary 5 & 6 boys must be in a CCA on Friday
mornings.
• They can choose from 11 CCA groups.
• Selected members especially school team members are
required to attend at least once a week 3.30pm-5.30pm
session.
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 son’s 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
‘Not to smoothen the pathway for your children but to allow them to fail and try again,’ Education Minister Mr Ng Chee Meng.
Let’s build in our children the resilience to overcome obstacles and succeed in life
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