9 March 2018

Introduction

P4 programmes

P4 Subject-based banding

P4 Assessment

Higher Mother Tongue at P5/6

Cyberwellness

Q&A

English Language Mathematics Science

4 Diligence Mrs Fernandez Mr Aidil Mr Aidil

4 Perseverance Miss Teo Kai Ling Miss Teo Kai Ling Mr Lee Beng Lim

4 Integrity Mdm Pavithra Mdm Loo Lai Yin Mdm Loo Lai Yin

4 Compassion Mrs Mann Mrs Khan Mrs Khan

4 Respect Mrs Agnes Choh Mrs Tong Wan Ching Mrs Theresa Lee

4 Responsibility Mdm Erika Chua Mdm Erika Chua Miss Reena

ICAN : Improving Confidence and Achievement in Numeracy(Pull-out class during Mathematics lessons)

Chinese Language Malay Language

Group 1 Miss Tok Chai Leng

Mdm Fauziah

Group 2 Ms Tian Zhe

Group 3 Mdm Ow

Group 4 Mr Hong King Yong

Group 5 Mdm Tan Poh Bee

Group 6 Miss Pauline Teo

For Identified Pupils ICAN (Pull-out during Mathematics lessons)

Math Olympiad Training

Remedial lessons (Mon, Thu)

CDAC Tuition (Wednesdays)

Optional ASEAN Friendship Programme (Malacca Trip, Term 2)

Conversation Mother Tongue Module (5 sessions in Term 3, Wed)

For All PupilsEnglish – Little Red Dot NewspaperScience – Experimental Design Project Mathematics – Heuristics Programme; Koobits online learning portal Mother Tongue – MT Fortnight, P4 Cultural ExposureArt – 3D Wire Sculpture Programme (Theme: "Let Our Dreams Take Flight!')

Music – Guitar Music ProgrammeKnowledge Building / Knowledge Forum online platformLearning Journeys (Chinatown Heritage Museum, Science Centre, Traffic Games) Rainbow Day 1 (cum Total Defence Day)

Subject-based Banding

Provides greater flexibility for your child by offering him/her the option of a combination of standard and foundation subjects, depending on his strengths.

Replaced the EM1/EM2/EM3 streams in Primary 5 and 6 (in the past)

To recognise the different abilities of students and give them greater flexibility to concentrate on the subjects they are good at.

To focus on and stretch his/her potential in the subjects that he/she is strong in while building up the fundamentals in the subjects that he/she needs more support in.

Depending on pupil’s strengths, a combination of Standard or Foundation subjects is offered:

English Language (EL/FEL) Mother Tongue (MT/FMT/HMT)

Mathematics (MA/FMA) Science (SC/FSC)

At end of Primary 4

School recommends a subject combination based on student’s P4 results, needs and abilities

Parents can then choose (option form):to accept the school’s recommendation, or

a different subject combination (applicable only in Primary 4)

Majority will do 4 Standard Subjects

Professional inputs from various teachers and key personnel

Depends on pupil’s aptitude and attitude in the subject

Offer Foundation Subject only when we believe this is the best option for the child

Offering Foundation Subject is not a disadvantage to the pupil.

It enables him to focus on building strong fundamentals and better prepares him/her for progression to secondary school

If your child (at the end of P4)

Your child will be recommended

Passes all 4 subjects and performs very well in

Mother Tongue

• 4 Standard Subjects +• Higher Mother Tongue

Language (HMT)

Passes all 4 subjects • 4 Standard Subjects (4S)

Passes 3 subjects • 4 Standard Subjects (4S)

If your child (at the end of P4)

Your child will be recommended

Passes 2 subjects or less

• 4 Standard Subjects (4S)

• 3 Standard Subjects + 1 Foundation Subject (3S1F)

• 2 Standard Subjects + 2 Foundation Subjects (2S2F)

• 1 Standard Subject + 3 Foundation Subjects (1S3F)

• 4 Foundation Subjects (4F)

In Primary 5

Pupils take the subject combination chosen by parents

End of Primary 5

Most pupils to continue with same subject combination in P6

The school will advise parents accordingly if there is a need to change your child’s subject combination

Pupils who do not do well in Standard Subjects may be allowed to switch to Foundation Subjects.

Pupils who do very well in Foundation Subjects may be allowed to upgrade or to continue with the same combination.

Key focus is to provide the best possible pace and support for different needs of pupils

P5 Form Classes, 2018

2 classes who displayed higher progress (based on performance in EL, Math and Science)

2 classes with pupils with lower progress in Math

2 classes for the rest of the pupils

Mother Tongue Classes

Grouped according to ability in Mother Tongue

Foundation Subjects - Adopts a “pull out” model

Demonstrates the social and emotional competencies to:

Recognise and manage their emotions

Develop care and concern for others

Establish positive relationships

Make responsible decisions

Handle challenging situations effectively

Believes that school is a safe and welcoming place

Demonstrates positive attitude towards school activities and school work

Has good friends in school

Enjoys positive relationships with teachers

Enjoys positive class tone and strong class spirit

Every Parent a Supportive Parent

Parents play a crucial role in supporting our children in a holistic education centred on character development

Parents and school must share the same goal -to bring out the best in our children

Mutual trust and respect are important values to uphold a healthy partnership

Focus on the child and solve problems together as partners.

When you have concerns, stay calm and seek clarification from the teacher.

Teachers hope that parents will trust them and believe that they care for the children.

Show your appreciation. This will go a long way in cheering teachers and motivating them to do better.

Children will benefit from the way their parents and teachers model positive interactions to support their school experience.

Overall Assessment for Subjects

Assessment Weightage

Term 1 Formative Assessment (Class Tests)

---

Term 2 SA1 40%

Term 3 Formative Assessment (Class Tests)

---

Term 4 SA2 60%

Overall 100%

EL Component Term 1 Term 2 Term 3 Term 4

Listening NA SA1 Listening

Comprehension [14m]

NA SA2 Listening

Comprehension [14m]

Reading and

Speaking

NA SA1 Oral [16m]

• Reading Aloud [6m]

• Stimulus-based

Conversation [10m]

NA SA2 Oral [16m]

• Reading Aloud [6m]

• Stimulus-based

Conversation [10m]

Writing NA SA1 Paper 1 [20m] NA SA2 Paper 1 [20m]

Language Use

and

Comprehension

*Topical

Test 1 & 2

SA1 Paper 2 [50m]

• Grammar

• Vocabulary

• Comprehension

*Topical

Test 3 & 4

SA2 Paper 2 [50m]

• Grammar

• Vocabulary

• Comprehension

Base Mark = 100 marks Base Mark = 100 marks

0% SA 1 (40%) 0% SA 2 (60%)

Term 1 Term 2 Term 3 Term 4Chapters 1 – 5:

• Numbers to 100 000

• Factors and Multiples

• Multiplication and

Division

• Word Problems

• Angles

Topical Tests

• Test 1: Chpt 1 -2 &

Heuristics

• Test 2: Chpt 3-4 &

Heuristics

Chapters 5-8:

• Angles

• Squares & Rectangles

• Symmetry

• Fractions

Topical Test

• Test 3: Chpt 5-6 &

Heuristics

SA1 Paper [100m]:

Chapters 1 -7 & Heuristics

• 14 MCQ

• 22 SAQ

• 8 LAQ

Chapters 9-12 & 15:

• Addition &

Subtraction of

Fractions

• Decimals

• 4 Operations of

Decimals

• Decimals Word

Problems

• Time

Topical Test

• Test 4: Chpt 8-9 &

Heuristics

Chapters 13-14:

• Area and Perimeter

• Tables and Line

Graphs

Topical Test

Test 5: Chpt 10 – 12 &

Heuristics

SA2 Paper [100m]:

All Chapters & Heuristics

• 14 MCQ

• 22 SAQ

• 8 LAQ

0% SA1 - 40% 0% SA2 - 60%

0% SA1 - 40% 0% SA2 - 60%

MT Components Term 1 Term 2 Term 3 Term 4

Listening NA SA1 Listening

Comprehension

[10 marks]

NA SA2 Listening

Comprehension

[10 marks]

Speaking &

Reading

NA SA1 Oral

[30 marks]

NA SA2 Oral [30 marks]

Writing NA SA1 Paper 1

[15 marks]

NA SA2 Paper 1

[15 marks]

Language Use &

Comprehension

Topical Test 1 & 2 SA1 Paper 2

[45 marks]

Topical Test 3 & 4 SA2 Paper 2

[45 marks]

Base Mark: 100 Base Mark: 100

0% SA1 40% 0% SA2 60%

EL & Mother Tongue Oral 19 Apr, Thu (p.m.)

EL Paper 1 & Listening Comprehension 30 Apr, Mon

MTL Paper 1 & LC 4 May, Fri

EL Paper 2 7 May, Mon

Mathematics 8 May, Tue

Science 9 May, Wed

MTL Paper 2 10 May, Thu

Parent-Teacher Meeting : 25 May, Friday

* Letter on SA1 (Topics) will be issued

Achievement Band (Mark Range)

Brief Description

Band 1(85 marks and above)

Is very good in the subject

Band 2 (70 – 84 marks)

Is good in the subject

Band 3 (50 – 69 marks)

Has adequate grasp of the subject

Band 4(Below 50 marks)

Has not met the requirement for the subject

Grade Mark Range Brief Description

A* 91 & above Has very good understanding of the subject

A 75 – 90 Has good understanding of the subject

B 60 - 74Has adequate understanding of the subjectC 50 - 59

D 35 - 49 Has fair understanding of the subject

E 20 - 34 Has elementary understanding of the subject

U Below 20 Has not met minimum requirements for the subject

Grade Mark Range Brief Description

1 85 & above Is very good in the subject at the foundation level

2 70 – 84 Is good in the subject at the foundation level

3 50 – 69 Has adequate grasp of the subject at the foundation level

4 30 - 49 Has an elementary grasp of the subject at the foundation level

U Below 30 Has not met minimum requirements for the subject

PSLE results is for progression to secondary schools

Reflect the relative achievement level of pupils among their peers

Places pupils into different courses according to their academic ability

Enables posting to secondary schools by merit and as far as possible into a school of their choice.

Performance of pupils in all 4 PSLE subjects - English, Mother Tongue, Mathematics and Science

Raw score of each subject is converted to T-score (Transformed Score)

PSLE Aggregate is total of the T-scores for 4 subjects

When calculating PSLE scores, the expectation/ demand of Standard Subject and Foundation Subject are taken into consideration

HMT is not counted in PSLE Aggregate score

Higher Mother Tongue

Objective:

For the group of pupils who show strong interest and good ability in Mother Tongue.

Taking HMT will enable them to :

pursue greater interest in MT

develop deeper understanding of the language and culture.

• Pass all subjects at the end of P4

• Do very well in Mother Tongue (85 marks or above)

An extension of the Standard Mother Tongue Language curriculum.

Textbook: HCL textbook only, no need to buy CL textbook.

Additional time allocated to teach Higher Mother Tongue Curriculum after school hours

1hr 15mins each week

Every Thursday : 2.15- 3.30pm(same time as Standard MT Remedial)

HMT is taken as an additional subject at PSLE, not counted into the PSLE aggregate score.

HCL Pupils who are opting for SAP (Special Assistance Plan ) schools will be able to have additional points credited to their PSLE aggregate:

HCL Distinction: 3 points

HCL Merit : 2 points

HCL Pass: 1 point

At the end of P5: Pupils who attain 65 marks and above for SA2 will continue to take HMT at P6.

Q1:

My child shows average performance in MT. Will taking HMT give him more exposure and strengthen his standard MT?

Ans:

Standard MT syllabus is able to develop the necessary MT language competencies in our pupils. There is sufficient teaching, learning materials and homework for the pupils. If the child focuses on standard MT and work hard, he can do very well without taking HMT.

Q2

If my child does not take HMT at PSLE, can he take HMT in secondary school?

Ans:

Yes, he can. If he does well at PSLE, he will be given the option to do HMT. Many secondary schools offer HMT.

Cyberwellness

@ EDP

What is Cyberwellness?

• SENSE: Identify possible risks of harmful online behaviour and learn how to protect oneself

• THINK : Analyse, evaluate and reflect online situations based on the 3 CW principles

• ACT: Put understanding into action so as to be safe and have a positive online presence

Area of Concerns…

• Cyberbullying

• Gaming Addiction

• Inappropriate Content

• Social Media

• Mobile Technology

• Online Privacy

MOE’s Cyber wellness Curriculum

Programme in School

• FTGP and CME/CCE lessons

• Assembly talks

• Post-Assembly activities

• EDP Cyberwellness Ambassadors Programme

• Cyberwellness Carnival (P4-P6)

What can Parents Do at Home to Help Your Child?

• Provide a variety of offline activities. P

• Activate Parental Control in all computing device.A

• Role – model good digital habitsR• Establish ground rules for internet use - Abstain the

use of smart devices during meals / night timeE• Navigate and talk to your child to understand his /

her internet use. N• Track and be aware of the apps your child has been

using / downloaded T

“Gaming Tips” for Parents1. Familiarise by watching your child play the

game and reading the game reviews.2. Look out for signs of game-addiction:

• Losing interest in other things• Thinking only about playing computer games• Becoming more restless and irritable • Negative impact on studies, relationship

with family / peers

3. Re-direct ‘addiction’:• Limit duration of play (or remove the game)• Engage in alternative offline activities

Additional References

Organisation Website

MOE SchoolBag https://www.schoolbag.sg/story/cyber-wellness---useful-resources

Digital Quotient (DQ) Institute

https://www.dqworld.net/

Fei Yue Community Services and TOUCH Cyber Wellness 2017

https://help123.sg//

NLB http://www.nlb.gov.sg/sure/