Lower Primary Learners Chapter
The Lower Primary Learners (LPL) Chapter champions quality learning in Primary 1 and Primary 2 by building teacher capacity, encouraging pedagogical innovations and facilitating research-informed practice to impact student learning. It engenders the professional belief that every student can learn, and that children learn best through multi-sensory methods and through authentic and active learning. The LPL Chapter will serve as a focal point for Primary 1 and Primary 2 teachers to collaborate and network. Through partnerships with various MOE divisions and external partners, the LPL Chapter seeks to raise the professional standards in the teachers to support learners as they transit from Kindergarten to Primary Schools.
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Objectives of the LPL Chapter
To deepen the pedagogical content knowledge of lower primary teachers for quality student learning.
To champion professional collaboration and networked learning among lower primary teachers.
Mission of LPL Chapter
To build a teacher-led culture of professional excellence to engender quality learning* in P1 and P2 students in their transition from preschool to primary school education.
* levelling up their knowledge and skills of P1 and P2 students to prepare them for the next level (P3) as well as to foster the holistic development of each child
Vision of LPL Chapter (What)
A community of competent teacher leaders with strong pedagogical leadership in leading, guiding and inspiring lower primary learners.
We organise various professional learning activities for you:
Courses and Learning Programmes
Learning Journeys to MKs
Networked Learning Sessions e.g. ST-LT network
Masterclasses
Professional Conversations
LPL Learning Day -
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Our LPL Chapter Core Team
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Lower Primary Chapter Workshop in 2023
No. TRAISI Course Code Course Title Conducted By Course Date & Time Course Objectives 1 PD-000025 Creating Your Own Recipe to Foster Joyful Learning for Young Children 1: Exploring our beliefs about children
NIE
1 half day
27 Mar
Participants will be able to:
•explore their beliefs about children;
•understand how their beliefs influence their actions towards children;
•learn some of the beliefs about children that guide early childhood education.2 PD-000026 Creating Your Own Recipe to Foster Joyful Learning for Young Children 2: Understanding neuroscience and the lower primary learner NIE 1 half day
30 Mar
Participants will be able to:
•understand what neuroscience tells us about children’s learning and development;
•value the importance of socioemotional learning;
•reflect on how these understandings can enable them to create a learning environment that is safe and stimulating for children.
No. TRAISI Course Code Course Title Conducted By Course Date & Time Course Objectives 3 PD-000027 Creating Your Own Recipe to Foster Joyful Learning for Young Children 3: Incorporating play into our teaching
NIE
1 half day
3 AprParticipants will be able to:
•explore this phenomenon we call play;
•consider how they can strengthen their pedagogical practice by incorporating play into their teaching in ways that consider the teacher’s and children’s perspectives.4 PD-000028 Creating Your Own Recipe to Foster Joyful Learning for Young Children 4: Exploring our role as an advocate for joyful learning NIE
1 half day
5 AprParticipants will be able to:
•develop their understanding of advocacy;
•reflect on how they can be a champion and an advocate for joyful learning in their role as a teacher.5 PED-000124
Transition from Pre-School to Primary School (including LJ to pre-schools) Master
Teacher
2 half days
13 Sep &
11 Oct
Participants will be able to:
•have a better understanding of the types of learning resources and pedagogical practices that engage the pre-schoolers
•appreciate the importance of creating a smooth transition
•apply and reflect on transition strategies to support diverse learner.No. TRAISI Course Code Course Title Conducted By Course Date & Time Course Objectives 6
PED-000025
Differentiated Instruction: Making Learning Accessible for Young Learners (P1 & P2) Master Teacher
2 half days
11 Apr &
17 May
Participants will be able to:
•understand the What, Why, Who and How of Differentiated Instruction (DI)
•understand the guiding principles of DI in lower primary classroom practice
•use a range of instructional strategies and tools in the design of DI lessons
•collaboratively plan, conduct and share a differentiated lesson using the guiding principles of DI
7 MA-000028 Making Mathematics Learning Meaningful
(Pri 1 and Pri 2)
Master Teacher 2 half days
23 Feb &
8 Mar
Participants will be able to:
•leverage STP Pedagogical Practices to deepen conceptual understanding through meaningful learning experiences;
•design learning experiences that provide opportunities for students to explore mathematical ideas and to develop their collaborative and communication skills;
•understand how manipulatives are used and why they are used.No. TRAISI Course Code Course Title Conducted By Course Date & Time Course Objectives 8 MA-000296 Holistic Assessment Performance Tasks: For Pri 1 & 2 Teachers (Mathematics)
NIE 1 half day
22 May
Participants will be able to:
•to identify the mathematical thinking and reasoning processes from different performance tasks for P1 and P2 pupils and implications from various task designs.9
For LPL teacher leaders
(an email will be sent out nearer the date)Delving Deeper into PLAY! Outside the classroom
NIE 2 half days
16 May & 20 Jul
Participants will be able to extend on outdoor PLAY! :
•to support children’s holistic development and well-being
•to provide children with opportunities for self- and peer-assessment
•to reflect on the role of the outdoors as a meaningful learning environment for children’s learning and development.
No. TRAISI Course Code Course Title Conducted By Course Date & Time Course Objectives 10
For LPL teacher leaders
(an email will be sent out nearer the date)
Connecting the Dots 2: The Critical Role of Contextual Knowledge in Pedagogical Leadership for Teacher Leaders (Lower Primary Learners)
NIE 2 half days
28 Feb & 13 Apr
Participants will be able to:
•understand how contextual knowledge in terms of different profiles of learners in the Singapore classroom shapes pedagogy in relation to content for quality teaching and learning.
•strengthen their pedagogical leadership by understanding how a repertoire of research-informed pedagogical practices can cater to the learning needs of different profiles of learners.11 For LPL teacher leaders
(an email will be sent out nearer the date)
Teaching in Enjoyable ways to motivate and engage lower primary learners NIE 2 half days and 1 full day
1 Mar (PM),
2 Mar (FD) &
4 Apr (PM)
Participants will be able to:
•learn and inquire collaboratively to examine and reflect on their instructional practices in motivating and engaging students (lower primary learners) in learning
•select, adapt and apply principles of the Relevant, Appealing and Personal (RAP) pedagogical guideline in designing lessons that will move students from ‘having to learn’ to ‘wanting to learn’
•share successes and challenges in and reflection of their collaborative inquiry with fellow teachers and teacher leaders of students. -
All teachers teaching Primary 1 and Primary 2 are members of the Lower Primary Learners (LPL) Chapter – this is where we learn from each other, learn with each other and learn on behalf of others. You are most welcome to join us at any of our LPL Chapter events.
We invite you to be an inspiring member of U in Lower Primary Learners (LPL) or via https://go.gov.sg/lowerprimarylearners
This is a collaborative space in OPAL. You will get to know more about our LPL Chapter, and to network with fellow lower primary learners teachers.
For general enquiries on our chapter events or workshops, kindly send an email to our Academy Officer:
Audrey SIM (Ms): Audrey_sim@moe.gov.sg