Marsyas Portfolio

Birthday: 3 May 2008

Age: 6
Height: 106 cm
Weight: 11 kg
Marsya Irdina
Binte Mohamed
Ibrahim
Domains
Rubrics
ABBREVIATION EXPANSION DESCRIPTION
I Introductory
The child has just been introduced to the
subject matter.
E Emergent
The child has minimal knowledge/skills,
requires constant guidance from the teacher.
P Progressive
The child has basic knowledge/skills, requires
occasional guidance from teacher.
M Mastery
The child has sound knowledge/skills, is able to
work independently.
NA Not Applicable
The child has not been introduced to the
subject matter.
Language
&
Literacy
STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
1. Speaking &
Listening
1.21
Use adverbs to describe actions (e.g
quickly, slowly)

1.22
Understand more sophisticated
temporal concepts (e.g last month,
last year, later, early, after, before)

1.23
Follow verbal instructions that involve
a series of actions

1.24
Speak in front of a group (e.g show
and tell, making introductions, making
announcements, expressing opinions)

1.25
Convey meaning using intonation (e.g
rising tone for question)

STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
2. Reading
Book & Print
Awareness
2.12
Recognise that a story has an
introduction, middle and an end

2.20
Recognise and know the purpose of
different forms of texts (e.g stories,
poems, lists, newspapers, signs)

2. Reading
Phonological &
Phonemic
Awareness
2.16
Produce correct sounds for
combinations of letters at the end of
words (e.g bin, bat)

2.21
Produce correct sounds for digraphs
(e.g ch, sh, th, cl, pl, pr, st)

2. Reading
Word
Recognition
2.17
Blend sounds to read 3-letter words
(e.g. words ending with an, at, ap)

2.23
Read a range of words by decoding or
by sight

2.24 Read simple sentences

2. Reading
Comprehension
2.25
Anticipate events in stories and make
predictions

2.26 Follow simple written instructions

STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
3. Writing
3.7
Compose and write complete
sentences using invented and
conventional spelling

3.8
Write for varied purposes (e.g making
lists, writing notes to parents and
friends)

3.9
Read back what they have written and
do simple editing with teacher guidance
(e.g add a missing word, correct a
familiar word that is misspelled)

Marsya seemed to have minimal

problem in recognizing the sight words
that have been given weekly. She was
able to identify the correct sight words
with some guidance when given a
whole list of it.
Marsya and her group members had to
listen for the sentences and unscramble
the word cut-outs given to form them.
She seemed to be to identify the words
based on phonic sounds.
Marsya showed her ability to match the starting letter of the
pictures on the bean bag with the letter cards. She seemed to be
able to recognize most, if not all, the beginning sounds of each
word.
This was a card written by Marsya based on the Learning
Experience Approach. She used appropriate language and was aware
of the correct writing conventions when copying the written
message over onto the card.
Numeracy
STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
2. Counting
& Number
Value
3.7
Count reliably, one object at a time up
to a collection of 10 or more

3.8
Know and show that the quantity of a
set up to 10 or more is the same
irrespective of starting point of counting

3.9
Match up to 10 or more; number
names with quantity/numerals,
numerals with quantity and/or number
words with quantity/ numerals

3.10
Use one more and one less for
quantities up to 10 or more (e.g. 10 is 1
more than 9)

3.16 Rote counting 1-30 or more

3.17
Count reliably, one object at a time up
to a collection of 20 or more

3.18
Know and show that the quantity of a
set up to 20 or more is the same
irrespective of starting point of counting

STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
2. Counting &
Number Value
3.19
Match up to 20 or more; number
names with quantity/numerals,
numerals with quantity and/or
number words with
quantity/numerals

3.20
Use one more and one less for
quantities up to 20 or more (e.g. 20 is 1
more than 19)

3.21
Count reliably in twos up to 20 or
more

3.22
Combine 2 sets of objects and indicate
how many there are altogether (10 or
more)

3.23
Compare 2 sets of objects and indicate
how many more/less one set has
than the other

3.24
Know and show the quantity when
some objects are taken away from a
set

STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
2. Counting &
Number Value
3.25
Solve simple number problems
presented in number stories

3.26
Represent addition stories and
subtraction stories with small
numbers

3.27
Demonstrate understanding that
numbers can be used to; indicate
order and/or label things

3.28
Collect, organise and display data using
pictures to make a picture graph

3.29 Describe the data on the picture graph

3.30
Identify coins and notes of different
denomination

STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
3. Shape & Spatial
Awareness
4.6
Name, describe and interpret direction
(e.g. right/left, up/down,
forward/backward) and distance (e.g
far/near) in navigating space

4.7
Identify and name the 4 basic shapes
from 3-dimensional objects (e.g. cube,
cuboid, pyramid and cylinder)

4.8
Recognise that geometric shapes can
be combined to form other shapes

4. Simple
Measurement
5.3
Compare mass of 2 objects and use
appropriate comparative vocabulary
(e.g. heavy/light)

5.4
Use non-standard units to measure
length, height, mass and make
comparison

5.5
Read a calendar using days, weeks and
months

Marsya and her group managed
to complete a task to sort the
stamps based on similarities seen
with some guidance.
Marsya seemed to be able to
count the number of bounces she
had to make based on the
number card her partner chosen.
Marsya was able to apply her counting skills into real life situations
where they had to find out the number of counters it takes to flip
the Styrofoam pieces that came in three different sizes.
Discovery of
the World
STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
1. Exploring The
World
1.8
Conduct simple investigations to find
out why things happen and how things
work

1.9
Record changes over time through
drawing or writing

1.10
Make predictions of outcomes with
simple reasoning

1.11
Present findings of simple
investigations

2. Acquiring The
Right Attitudes
Towards The
Environment
2.3
Be aware of the need to conserve
natural resources in their everyday
life by reducing consumption, reusing
and recycling materials

2.4
Be aware of the consequences of
Mans actions on the environment

Marsya picked up dried leaves,

instead of plucking them,
showing her awareness of
protecting the nature.
Marsya used paint to make
observations of the veins on
the leaf when printed onto a
piece of paper.
She was brought out to post
the handmade postcard where
she was made aware of the
mailing process.
She seemed to be aware of
the proper etiquettes of a
pedestrian as well as seen
below.
Marsya seemed to be able to use
her sense of touch to compare the
temperature of the water in the
different container and distinguish
between them.
Marsya was seen busy observing the
piece of rocks she had chosen using
the magnifying glass. She was then
able to used simple sentences to
verbalise what she had observed.
Aesthetic and
Creative
Expression
STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
1. Visual Arts
Explore &
Express
1.2
Identify the basic elements of art:
- lines (e.g. straight, wavy, zigzag,
dotted, spiral, thick, thin)
- colours (e.g. red, blue, yellow, black,
white)
- shapes (e.g. circle, triangle, square,
rectangle)
- textures (e.g. smooth, rough, hard,
soft, hairy, prickly)

1.6
Experiment with a variety of
techniques (e.g. crayon etching, cotton
bud painting, splatter painting)

1.9
Create 2 and 3 dimensional artworks
from observation and/or imagination

1.10
Create artworks with other children
(e.g. mural painting)

STRAND NO. LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
2. Visual Arts
Appreciate
2.4
Be aware of the different art forms
(e.g. paintings, sculptures, building
designs, photographs) created by
other artists

2.5
Be aware of a variety of artworks
from Singapores diverse cultural
heritage

2.6
Be aware of a variety of artworks
from other parts of the world

2.7
Discuss what they see, think and feel
about a variety of artworks

STRAND NO. LEARNING GOALS AND KNOWLEDGE,

SKILLS AND DISPOSITIONS
I E P M NA
3. Music &
Movement
Explore &
Express
3.11
Create simple rhythmic and melodic
accompaniment using classroom
musical instruments

3.15
Sing with appropriate dynamics and
tempo

3.16 Play in a percussion ensemble

3.17
Create music using a variety of sound
sources, including classroom musical
instruments, voice and non-traditional
sources (e.g paper tearing, pencil
tapping)

3.18
Create dance steps in response to
music

STRAND NO. LEARNING GOALS AND KNOWLEDGE,

SKILLS AND DISPOSITIONS
I E P M NA
4. Music &
Movement
Appreciate
4.3
Be aware of the music and dances
from Singapores diverse cultural
heritage (e.g. chinese ensemble music,
dikir barat, Indian classical dance)

4.4
Discuss what they see, hear and feel
about a variety of music/dance
experiences

4.5
Be aware of the different genres of
music and dances (e.g classical, jazz,
rock, ballet, hip-hop, bhangra, joget)

Marsya and Eryana was seen

building their own shopping
trolley based on a picture that
was put up in the construction
corner.
They displayed their creative
imagination and came up with
a unique local dish made out
of play dough.
Marsya showed her listening
ability where she had to freeze
in a Sir Stamford Raffles pose
when the music stopped playing.
Marsya displayed her creative
ability when she used short
straws to create her name on
a piece of paper.
This was Marsyas interpretation of Singapore where she
had drawn some symbolic representations such as HDB
flat, the Esplanade and the Marina Bay Sands.
Motor Skills
Development
STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
1. Gross Motor
Skills
1.12 Strike a stationary object

1.13
Run and avoid obstacles by changing
direction or level (e.g. crouch under a
beam)

1.14
Jump from a low platform and land
on both feet

1.15 Hop forward on one foot

1.16
Leap forward on one foot and land on
both feet

1.18 Balance on one foot with good control

1.23 Roll a ball

1.24
Bounce and catch a ball with both
hands

1.25 Kick a ball with aim and control

STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
1. Gross Motor
Skills
1.26
Jump over an obstacle and land on
both feet

1.27
Skip forward using alternating step-hop
pattern

1.28 Gallop

1.29
Throw an object with aim and control
with one hand

1.30
Throw an object and catch it with a
container

1.31 Kick or strike a moving object

1.5 Jump forward and land on both feet

1.7
Maintain balance while in motion (e.g.
walking along a line, bending, twisting,
stretching)

STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
2. Fine Motor Skills
2.11 Tie strings or shoelaces

2.12
Use crayons, pencils, or other
drawing/writing tools with good control

2.13 Thread small objects

2.2 Tear paper into smaller pieces

2.6 Pour water into a container

2.8
Use a pair of scissors to cut paper
with good control

2.9
Fold paper or cloth from point to
point

STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
3. Health & Safety
3.3
Know and apply safety practices with
respect to self and others during
physical activity

3.4
Know and apply safety practices in the
environment

3.5
Know the importance of staying
healthy

Marsya was seen walking with a ball
between her legs. She was able to walk
a short distance with some pauses
when she had to pick up the ball.
She is able to flex her body into
different poses by just by observing
others. She understood the need for
the safety mat to protect herself.
Marsya showed her ability to
maneuver her way through a
series of hoop pretty
gracefully with no guidance.
Marsya seemed to be able to
do underarm roll based on the
steps that was taught to her
with some verbal guidance.
She showed good control over
the usage of a pair of scissors
where she was able to
accurately cut based on a thick
black line as a guide.
She showed no difficulty in
putting small items into a
very thin tube, reflecting her
nicely developed fine motor
skills.
Social and
Emotional
Development
STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
1. Social &
Emotional
1.5 Recognise their uniqueness

1.6
Describe and express their feelings in
appropriate ways

1.7 Talk about the causes of their feelings

1.8 Express their opinions

2.7 Persist in a given task

2.8
Discuss appropriate ways to respond
to their own and others feelings

2.9 Initiate, plan and carry out tasks

STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
1. Social &
Emotional
3.2
Interact with peers and adults with
respect

3.7
Show respect for people who are
different (e.g. different races, different
abilities, different views)

3.8
Recognise the feelings of others and
respond appropriately

3.9 Recognise the needs of others

3.10
Express concern and offer help to
people in need

3.11
Recognise situations where they need
to seek help from a trusted adult (e.g.
abuse)

STRAND NO.
LEARNING GOALS AND KNOWLEDGE,
SKILLS AND DISPOSITIONS
I E P M NA
1. Social &
Emotional
4.2
Share toys, tools and resources in
group tasks

4.7
Work and play cooperatively with
others

4.8
Recognise appropriate ways to handle
disagreement

4.9
Negotiate with peers to reach an
agreement

5.4
Discuss and make decisions on
classroom rules and routines that will
make the classroom environment
conducive

5.5
Reflect on the consequences of their
solutions/decisions on self and others

Based on a picture of the Marina
Bay Sands, she worked together
with her group members to
create a miniature version of it
using Lego blocks.
Marsya worked with her group
mates to identify the correct
oceans on the map based on
verbal cues given to the group.
Marsya was able to work with
a partner to create a paper
doll dressed in sari using non-
conventional materials.
Marsya seemed to be able to
interact and communicate well
and work together with her
classmates.
She seemed to be
unafraid to try
something new like this
instance where she
tried the new recipe we
made as a class,
Macaroni and Cheese.
Summary
Marsya has a pleasant disposition and is not afraid to
share her wants and needs on a one-to=one basis with
friends or teacher. She requires a little push to
express her viewpoints and ideas in front of the class.
With a little more confidence, she will be able to share
her many different ideas she tends to keep to herself.
Marsya is also able to give and take with her friends in
different issues once the situation has been explained
to her.