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Sharing with Parents 27 June 2008. Sharing with Parents MATHEMATICS.

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Presentation on theme: "Sharing with Parents 27 June 2008. Sharing with Parents MATHEMATICS."— Presentation transcript:

1 Sharing with Parents 27 June 2008

2 Sharing with Parents MATHEMATICS

3 Mathematics Framework

4 MOE Syllabus There are 3 strands  Numbers and Algebra  Geometry and Measurement  Statistics and Probability

5 Assessment Format PaperDurationDescriptionMarksWeighting 12 h There will be about 25 short answer questions testing more on the fundamental skills and concepts. Answer all questions 8050% 2 h There will be 10 to 11 questions of varying marks and lengths testing more on higher order thinking skills. Answer all questions 10050%

6 Skills Tested

7 Plan for Semester 2  Topical Revision in Term 3  Practice Papers in Term 3 & 4  Mock Exams (for P1 & P2)  Small group clinic sessions for weaker pupils  General consultation for all others

8 How can you help? Have conversations with your child Monitor your child’s learning Provide further resources –O and N level syllabus and exam details –HeyMath! Encourage your child to persevere –Pay attention in class –Do all homework punctually –Ask questions

9 Sharing with Parents English Language

10 Outline of Presentation  MOE Syllabus  Assessment Format  Skills Tested

11 MOE Syllabus AIMS (MOE) At the end of their secondary education students will be able to communicate effectively in English. They will be able to: listen to, read and view with understanding, accuracy and critical appreciation, a wide range of fiction and non-fiction texts from print, non- print and electronic devices.

12 MOE Syllabus They will be able to: think through, interpret and evaluate fiction and non-fiction texts from print and electronic sources to analyse how language is used to evoke responses and construct meaning; how information is presented; and how different modes of presentation create impact interact effectively with people from their own or different cultures

13 Section 1 Free Writing Five topics are set. Candidates choose one and will write 350 – 500 words on it. 30 marks Weighting 40% Duration 1hr 45 min Section 2 Situational Writing Candidates write 250 – 300 words on it. 30 marks EL Paper 1 Assessment

14 Skills required in Paper 1 Section 1 Writing Skills - Narratives - Personal Recounts - Expositions: Discursive & Argumentative - Reflective essays

15 Sample Questions (Nov 2005) 1.‘Parents and teachers are partners in the education of children.’ In what ways can parents and teachers contribute to the education of the children? 2.Write about how a serious accident led to an area being made safer for those who live or work there.

16 Sample Questions (Nov 2005) 3. It is not only shopping that brings visitors to Singapore. Describe some other tourists attractions and say why you think visitors enjoy them. 4. Choosing a career is one of the most important decisions to be made in life. What factors will affect your choice? 5. Marriage

17 Skills required in Papers 1 Section 2 Critical Thinking Skills -Brainstorming, Categorising, Organisation, Analysis, Evaluation -Creative Thinking Skills Familiarity with different text types -Letters (formal/ informal) -Information Reports -Procedures -Speech Ability to interpret given situation and identify task requirements (including register & tone)

18 How you can help Encourage your child to read widely (fiction & non-fiction) Engage in discussions with your child Encourage your child to share his opinions and thoughts about issues and provide alternatives to his viewpoints

19 Your school is organizing a two day camp for all graduating class students. The Principal wants the students to learn new skills, to develop confidence in facing challenges, to work together as a team and have fun during the camp. The student members of the organizing committee have submitted two proposals for the camp. As the chairman of the Student Leader Board, you have to decide which proposal is more suitable in meeting the expectations laid out by the Principal. The details of the two proposals are as follow: Write a letter to the school principal to recommend which proposal your Student Leader Board prefers and explain in detail the reasons for your choice. You are also to propose relevant activities that could meet the objectives of the camp in your letter. Proposal AProposal B Activities will be conducted by student leaders and some teachers Activities are fun and entertaining Activities conducted will include ball games, telematch, inter-class drama competition and campfire Most of the activities will be held in the school compound Meals will be catered Activities will be conducted by trained instructors engaged by the school. Activities are challenging and based on initiative Activities conducted will include rock climbing, kayaking, trekking, campfire and some games Most activities will be held outdoors Students will prepare own meals Sample Paper 1 Section 2 (Upper Sec)

20 This paper contains one or two passages of a total length of about 1200 words. All questions are compulsory. Comprehension questions. Vocabulary questions. Summary question (Candidates write a 150-word summary not including the introductory words). Total of 50 marks: 20 5 25 Weighting 40% Duration 1hr 40 min EL Paper 2 – Comprehension

21 Reading Skills - skimming - scanning for details - identify main points and the elaboration - identify text structure and organisation - inference Skills required in Paper 2

22 Summary Skills (50%) Wide vocabulary General Knowledge (topics on tourism, animals exploitation, environment, technology, communication, etc.) Answering Questions - PRECISION Skills required in Paper 2

23 Encourage your child to READ widely Monitor your child’s self-assessment work (E.g. Focus on Grammar, Vocabulary Building) Encourage your child to use the strategies taught by the teachers How you can help

24 This paper consists of three parts: Part 1 – Reading Aloud Part 2 – Picture Discussion Part 3 – Conversation All parts are compulsory. All three parts are thematically linked. Total of40 marks: 12 16 Weighting 20% Duration 20 min Assessment for Oral Component

25 3 components – Reading Aloud, Picture Discussion and Conversation Skills for Reading Aloud - Pronunciation & Articulation - Rhythm & Fluency - Expressiveness Skills required for Oral Component

26 Skills for Picture Discussion - Interpretation & Explanation - Language (wide vocabulary and varied sentence structures) -Coherence Skills for Conversation - Personal response - Clarity of expression - Engagement in conversation Skills required for Oral Component

27 Getting your child to practice reading aloud with good expression Use pictures from The Straits Times/ 10 year series and engage your child in discussion about the picture Engage in discussions about both personal and general issues (e.g. his hobbies, involvement in school and family; his opinions about social issues) How you can help


29 What the school will be doing Focus on sections of the papers which will help the pupils to do well Continue to meet pupils one-to-one / in small groups for conferencing Continue to closely monitor pupils’ completion and prompt submission of any given task Mock Exams in Weeks 7 and 8 of Term 3, and more after prelim

30 Sharing with Parents Combined Humanities

31 COMBINED HUMANITIES SOCIAL STUDIES  Geography Elective  History Elective  Literature Elective

32 SOCIAL STUDIES Themes/ Topics  Understanding Governance  Singapore’s transport & population policies  Conflict & Harmony in Multi-ethnic Societies  Sri Lanka & Northern Ireland  Managing International Relations  Iraq-Kuwait conflict; transnational terrorism  Sustaining Economic Development  Singapore  Facing Challenges & Change  Rise & fall of Venice

33 SOCIAL STUDIES ASSESSMENT FORMAT  Duration: 1 hr 30 min  Paper comprises 2 sections: (I)Section A: (25 marks) One source-based case study (II) Section B: (25 marks) Structured-essay questions Candidates answer 1 out of 3 questions set Candidates are required to answer the compulsory source- based case study from Section A and 1 structured-essay question from Section B.

34 SOCIAL STUDIES More about Section A…  Interpreting & evaluating sources  Skills: inference, compare & contrast, reliability, usefulness, evaluation Candidates should be able to: comprehend and extract relevant information; draw inferences from given information; analyse and evaluate evidence; compare and contrast different views; distinguish between fact, opinion and judgement; recognise values and detect bias; and draw conclusions based on reasoned consideration of evidence and arguments.  Levels of Response Mark Scheme (LORMS)

35 SOCIAL STUDIES More about Section B…  Constructing explanations  Skills: explain, analyse, make judgements on events and/or issues Candidates should be able to: demonstrate an understanding of concepts and terms appropriate to the syllabus; select, organise and apply the concepts, terms and facts learnt; and make judgements, recommendations and decisions.  Levels of Response Mark Scheme (LORMS)

36 SOCIAL STUDIES Specimen Paper

37 GEOGRAPHY ELEC Themes/ Topics  Section A: Physical Geography  Natural Vegetation  Rivers & Coasts  Section B: Human Geography  Geography of Food  Development

38 GEOGRAPHY ELEC ASSESSMENT FORMAT  Duration: 1 hr 30 min  Paper comprises 2 sections: (I)Section A: Physical Geog (25 marks) Structured-essay questions Candidates answer 1 out of 2 questions set (II) Section B: Human Geog (25 marks) Structured-essay questions Candidates answer 1 out of 2 questions set Each question includes an open-ended question which will be marked according to level-descriptors (LORMS)and capped at a maximum of 8 marks. Each open-ended question will be marked based on 3 levels.

39 GEOGRAPHY ELEC Skills Required…  Critical Understanding & Constructing Explanation Select, organise & apply concepts, terms & facts learnt Make judgements, recommendations & decisions  Interpreting and Evaluating Geographical data Comprehend & extract relevant information from geographical data (numerical, diagrammatic, pictorial & graphical forms) Use & apply geographical knowledge & understanding to interpret geographical data (a) recognise patterns in geographical data & deduce r/ships (b) compare & contrast different views (c) draw conclusions based on a reasoned consideration of evidence

40 GEOGRAPHY ELEC Specimen Paper

41 HISTORY ELEC Themes/ Topics 20th Century World History, 1910s-1991  Unit 1: Impact of WW1 (non-exam)  Unit 2: Hope for a Better World In what ways were the years between World War I and World War II a time of both new hopes and great troubles?  Establishing peace  *Rise of authoritarian regimes  Unit 3: The Breakdown of World Order Why had international peace collapsed by 1939?  *War in Europe  War in the Asia Pacific  Unit 4: A World Divided & United How stable was the post-World War II era?  *The outbreak and escalation of the Cold War  End of the Cold War

42 HISTORY ELEC ASSESSMENT FORMAT ( Similar to Social Studies)  Duration: 1 hr 30 min  Paper comprises 2 sections: (I)Section A: (25 marks) One source-based case study (refer to *topics) (II) Section B: (25 marks) Structured-essay questions Candidates answer 1 out of 3 questions set Candidates are required to answer the compulsory source- based case study from Section A and 1 structured-essay question from Section B.

43 HISTORY ELEC Specimen Paper

44 LITERATURE ELEC Texts  Section A: To Kill a Mockingbird  Section B: Unseen Text Areas of Study  Viewpoint  Style  Plot & structure  Setting  Characterisation Students to comprehend, interpret & respond to the literary texts.

45 LITERATURE ELEC ASSESSMENT FORMAT  Duration: 1 hr 30 min  Paper comprises 2 sections: (I)Section A: Set Text (25 marks) 2 text-based questions 1 passage-based question Candidates answer 1 out of 3 questions set (II) Section B: Unseen Text (25 marks) 1 unseen poem 1 unseen prose Candidates answer 1 out of 2 questions set

46 PREPARATION FOR ‘O’s SCHOOL  Topical/ skill-based revision  Practice papers (TYS, other schools’)  Mock exams  Small group remediation  Targeted topics for weaker pupils

47 PREPARATION FOR ‘O’s HOME  Discussion of current issues  Offer varied perspectives on issues  Allocate time for the subject

48 Sharing with Parents Craft and Technology

49 The C&T Vision

50 C&T Subjects  C&T Subjects - Art, Design & Technology, Food & Nutrition  Theory and Coursework Components NoSubjectTheoryCoursework 1Art40%60% 2D&T30%70% 3F&N40%60%

51 Coursework  Work over a period of 8 to 10 months  The benefits of doing coursework - Learn important life skills - I&E & TLLM in action - ‘Open book’ exam - Has opportunity to work under the close guidance of teacher towards the desired outcome

52 The C&T Subjects

53 F&N Theory Syllabus  Syllabus - Nutrition - Planning Meals - Analysis of Meals using SNDG, HDP,RDA, Diet/Recipe Analyser - Diet-Related Health Problems - Reading labels & Shopping Smart - Food Safety - Digestion - Commodities – Meat, milk, soya beans,fruit, vegetables. and many more topics...

54 F&N Coursework  Stages of Coursework - Task Analysis - Research & Development - Decision Making - Planning - Execution - Evaluation

55 F&N Coursework  Investigative Work - An investigation is a step-by-step research process that involves a number of interrelated processes:

56 F&N Coursework  Components of a Scientific Investigation AIM What is the Objective? METHOD How to carry out ? CONCLUSION Judgement made from information collected RESULTS What to observe & measure ?

57 Food & Nutrition Exam Requirement Components Theory (100m) Practical (100m) Coursework (70m) {Feb – Sept} Investigative Work (30m) {July-Aug} 40% + 60% = 100%

58 The C&T Subjects

59 D&T Theory Syllabus  Syllabus Design - Project Management - Research - Need Definition - Idea Generation and Development - Realisation Plan - Evaluation - Ergonomics and Anthropometry Technological Area - Structures - Mechanisms - Electronics Materials and Practical Processes - Resistant and Smart Materials - Practical Processes

60 D&T Coursework  Coursework Requirement (70% of exams) -Part A: The Design Journal (include one or more of the following: A-3 sheets securely fastened, A3-size sketch pad, models and/or mock-ups -Part B: Final Presentation: Presentation Boards & Artefact -Deadline: 28 Aug 2008

61 The C&T Subjects

62 Art Broad Framework of Art Education Three Domains: Perceiving, Communicating and Appreciating Art

63 Art - P1: Coursework (compulsory), 60% It may be 2D or 3D piece of artwork Our pupils do Oil Painting, Mixed Media Painting and Drawing, Fashion Illustration and Environmental Design Questions (6 themes) were given to them in January. They are supposed to work on one theme, coming up with initial quality observational drawings, combine these together to make a final pictorial composition based on their life experiences Deadline: 22 September 2008  Exam Requirement

64 Art P2 –Drawing and Painting – 40% A 3-hour paper which pupils have to sit for during the O level exams. Question Paper will be given 3 weeks in advance for pupils to start Preparatory Work Pupils have to work independently as SEAB does not allow any formal art lesson to be conducted once the question paper is released

65 The C&T Subjects

66 Department Strategies  Department Strategies - Lots of personal guidance for coursework - Set earlier deadlines - Revision of theory components upon completion of coursework

67 The C&T Subjects

68 Parental Involvement  Some Suggestions - Help to monitor/ remind them - Encourage them (Help them to see the things in right perspective)

69 Parental Involvement  Special Suggestions from Art teacher - Get involved! Ask to look at their works. See what your child have created! - Paper 1: A good piece of work is usually related to a convincing story. Help your child score by coming up with a convincing story about his/her art work. Help him relate his visual art work to his life experiences so that he/she can bring out the personal qualities in his work. The teacher also has no access to the child’s personal life so they do not score very well in this area. - Paper 2: Preparatory work must be done. Self discipline otherwise, discipline by the parent is essential as no more art lessons can be conducted once the paper is issued. 5 pieces of Preparatory work (front and back) must be done before the exams and must be submitted. Quantity and quality are both important. Add the magic touch of a personal story to bring the art work to life.

70 Sharing with Parents Science

71 Science  Format Of Assessment  Strategies Used In Term 3 & 4  How Parents Can Help

72 Science  Format Of Assessment -For Physics (5057), Chemistry (5067) and Biology (5100) PaperType of PaperDurationMarksWeighting 1Multiple Choice1h4030% 2Structured and Free Response 1h 45min8050% 3Practical test1h 30min3020%

73 Science - Paper 1: Forty compulsory multiple choice items. - Paper 2: Section A (Compulsory structured questions) Section B (First two questions compulsory, one of which will be a data-based question requiring candidates to interpret, evaluate or solve problems using a stem of information. The last question will be presented in an either/or form.) - Paper 3: Two compulsory 45min practical experiment questions.

74 Science - Example of data-based question:

75 Science

76 Science

77 Science  Format Of Assessment -For Science(Physics/Chemistry) (5116 or 5152), Science(Physics/Biology) (5117) and Science(Chemistry/Biology) (5118) PaperType of PaperDurationMarksWeighting 1Multiple Choice1h4020% 2/3/4Structured and Free Response (Physics/ Chemistry/ Biology) 1h 45min6532.5% 5Practical test1h 30min3015%

78 Science - Paper 1: Forty compulsory multiple choice items. - Paper 2/3/4: Section A (Compulsory structured questions) Section B (Three questions choose any two to answer) - Paper 5: One or two compulsory practical experiment questions on each of the two Sciences.

79 Science  Strategies Used In Term 3 & 4 - Intensive practical sessions to equip pupils with the desired experimental skills required for the Practical Test. -Topical revision coupled with revision tests to assess pupils mastery of the topics. - Completion of Ten-Year-Series questions, as class work/ mock exams/ homework, to help pupils familiarise with the types of questions tested at the National Exam. -Small group remediation for identified weaker pupils.

80 Science  How Parents Can Help Strategies usedWhat parents can do Intensive practical sessionsEnsure that your child turns up for all practical sessions as each session is extremely important. Topical revisionEncourage your child to do up a concept map after the teacher completes revision for each chapter.

81 Science Strategies usedWhat parents can do Completion of Ten-Year-Series questions Monitor your child’s progress in completing the Ten-Year-Series. Small group remediationIf your child has been identified to be part of the small group remediation, encourage him/her to attend.  How Parents Can Help

82 Sharing with Parents School-Wide Initiatives

83 School Wide Initiatives  School Wide Initiatives InitiativeObjectiveTime Frame Target Group Motivational & Study Skills Workshop To equip pupils with the necessary skills (motivational & study) to cope with their exams JanAll Stress & Time Management To equip pupils with the necessary skills (stress & time management) to cope with their exams On-going (During ACE lesson) All

84 School Wide Initiatives  School Wide Initiatives InitiativeObjectiveTime Frame Target Group Mock ExamsTo give pupils the opportunity to practise under exam conditions After Prelims All Study with The End in Mind (STEM) Programme To provide a structured time slot for under- achievers to revise/consult their teachers Term 3 Week 5 Selected under- achievers Extension of school’s opening hours To provide a conducive environment for pupils to prepare for their exams 2 weeks before “O” Levels Voluntary basis

85 Sharing with Parents Thank You

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