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We would like to equip our students with the 21st CC skills; Confident Person,Concerned Citizen, Self-Directed Learner, Active Contributor, to prepare them for the future.

The existing motto is kept as the school believes that for everything that a staff/student does it has to be performed to the best of his or her ability.Excellence - anchor on values and purpose and give our best in all that we do and take pride in whatever we do. Success - seek to improve and learn from mistakes so that the next attempt is a better one, persevere.

The word SPRING, means bounce or leap, to encourage both staff and students to bounce back from setbacks and be able to leap forward to another peak of excellence. The school believes that in all things we do, we need to be grounded on values and purpose. These values are also in line with the school's mission of nurturing caring citizens, innovative individual and independent learners. The word SPRING means bounce or leap. The school would like to see the staff and students being able to bounce back from setbacks and be able to leap forward to another peak of excellence. Hence the acronym "SPRING" is used not just for the school core values but also a reference term used by the school e.g. SPRING Hub, SPRING Trail to constantly remind everyone in the school to be resilient and persevere and go towards the desired success.

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Learn for Life

The key aim of our school system is to develop students not only to be ready for examination, but also to be ready for the future. Thus, Learn for Life, as a value, an attitude and a skill is what our students need to possess. It is also what the SkillsFuture Movement is about.It is in this spirit that changes to the school-based assessment structures have been made. That is, we want to deepen the joy of learning in our schools, instill a stronger intrinsic motivation in students to learn, instead of just preparing for examinations. In 2019, we have removed year-end examination for P2, and mid-year examination for P3. Schools will also not count any assessment towards an overall score for P1 and P2. We want to continue to ensure that there is rigour in what our children learn, and at the same time ensure that there is joy in learning. The changes also aim to free up time and space in schools, allowing students and teachers to focus on holistic development, and different ways of learning such as through self-discovery.

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As we reduce the assessment load, the aim is not to erode the pursuit of excellence. We are starting from a high point of rigour. With these changes, students will:• Have more time and space to deepen their learning, especially in the transition

years of schooling (i.e. P3, P5, S1 and S3). These are years where they will take on new subjects or have to adjust to a new stage of learning for example moving from lower to middle or middle to upper primary levels, entering secondary school from primary school at secondary 1, as well as moving from lower to upper secondary levels.

• Better enjoy the process of learning and develop dispositions for lifelong learning.

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This is an example of a Math FA for Primary 2

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This is an example of a rubric for FA.

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Example for MT FA rubrics

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How will I know about my child’s progress?

Even with the removal of mid-year examinations for some levels, information about the students’ understanding and content mastery will continue to be gathered through check-points such as reviewing students’ homework, class work and tests. Teachers will also be able to monitor and understand students’ learning progress through daily teaching and learning in the classrooms. Our teachers care for their students’ well-being and progress in learning. As such, teachers would update and partner parents when they have observed and have concerns with students’ learning progress.

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Will my child be ready for national examinations?

The removal of mid-year examination in P3, P5, S1 and S3 affects only one of four examination points in the 2-year block (P3-P4, P5-P6, S1-S2, S3-S4). There will still be adequate possibilities for assessment and familiarising students to national examination requirements in the remaining examination points (year-end examination and the mid-year examination in other academic years).

Opportunities for students to understand and make connections across different themes or topics in a subject are also provided during teaching and learning in class.

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How will my child’s academic progress be measured if there are completely no examinations and weighted assessments at P1 and P2?

For P1 and P2 students, non-weighted assessments will be used to support students’ learning, gauge their learning progress, and address learning gaps. Thus current practices to gather information about students’ learning through checkpoints (e.g. class discussions, in-class work, homework, and bite-sized tests) will continue. The change is that these checkpoints will no longer count towards an overall result.

For P1 and P2 students, we will also be using qualitative descriptors instead of marks and grades to report students’ learning progress in the report book (Holistic Development Profile).

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What will the new report book look like?

This is what the report book would look like from 2019 for Pri 1 and 2 students. Changes made will focus on a student’s progress in learning, and discourage peer comparison. Children should focus on how they have improved in their own performance. These adjustments will also help to reduce test anxiety.

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How will we allocate classes for Primary 3?

It will be based on non-academic attributes. This will benefit the students as they will gain experience and be able to interact among students from different ethnic, nationality and gender..

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How will my child be selected for Edusave Academic Awards?

The revised eligibility criteria for P1, P2 Edusave Merit Bursary Award (EMB) and P2, P3 Good Progress Award (GPA) recognise positive learning dispositions, instead of academic performance. For P1 and P2 EMB, teachers will select students who display positive learning dispositions consistently, while the GPA will recognise P2 and P3 students who have made significant improvement in learning dispositions. These include diligence, curiosity, collaboration and enthusiasm.

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Strategies for language learning and reading in P2 and P3 English include SBAwhere the teacher introduces a book to the students. Students are taught reading strategies like prediction as the teacher goes through the story. Other reading strategies introduced include questioning, mainly modelled by the teacher. Students also learn language in context and this includes vocabulary. Students are also taught to connect with the text as it is read. Again, teachers model how this is done by reminding students of what they had previously read that connects with the text that is being read. After teachers have taught the language and vocabulary items, writing is done in class. During writing lessons, through careful scaffolding students are taught skills ranging from sequencing to writing in paragraphs. Reinforcement activities include listening, reading aloud, and completing additional worksheets. Teachers will also work with small groups of students in areas like reading. The routine use of these strategies provide students with familiarity in language learning.

As part of the Shared Book Approach, the teacher will use the Big Book in class and model reading aloud, thus creating a social experience. "Through questioning techniques, the teacher will get the students to respond to the books while also teaching grammar, punctuation conventions and concepts of print,

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The students need concrete experiences and this is where developmentally appropriate lessons come in.The shared experiences provided the context and content for the students to think and talk about. With the help of the teacher who transcribes the students‘input, they will come up with a piece of class writing. This will become the basis for group writing, when the students work in small groups, before they go on toindividual writing.

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At the heart of the STELLAR programme, it is the belief that enjoyment is afundamental aspect of shared reading and writing experiences. We would alsowant our students to deepen their interest in reading through these variousavenues.

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OREOS is being used to guide students in their oral presentation.

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Learning portals to support the students’ learning

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The Mother Tongue(MT) department focus is to lay a strong MT Language Foundation in the following areas,

Writing Reading Listening Oral

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• Writing is an essential part of language learning. • We want our students to write well and also knowing what to write. • Hence, the MT Department has put together a writing package for our students.• The package seeks to teach lower primary students the essential skills of

sentence construction and synthesis etc.• With a good foundation in sentence constructions and sentence structures then

can we get students to proceed to paragraph writing and eventually proceed to composition in Primary 4.

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• Reading forms the basis of language learning. • The department has an extensive reading programme that aims to cultivate an

interest in reading in our students and at the same time, increase their vocabulary mastery.

• To bridge the gap among the different level of readers, the school has this programme – sight words recognition. This will help the weaker readers to broaden their vocabulary bank and catch up with their peers.

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• Listening to song is also a form of language appreciation.• Lyrics is also a form of literature. And being concise, it is also good for teaching

students inferential skills. • For students to appreciate MT as a language that is useful in real life and not see

it as a classroom language, authentic listening tasks are planned. They refer to various practices that involves active listening and performing tasks based on content heard.

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• Oral plays just an important role in language learning. • While students need to learn to express their thoughts and understanding on

paper, it is as important for them to be able to vocalize their thoughts. • Our focused practice is structured to guide our students to speak confidently

and presenting their thoughts logically. • Students need to see MT as a language that is part and parcel of daily living,

hence we set authentic tasks such as getting students to go home and talk to their parents about their favourite food in school.

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The Mother Tongue(MT) department focus is to Lay a strong MT Language Foundation in the following areas,

Writing Reading Listening Oral

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Although there is no Science in P2, the school has leveraged on English to arouse the students’ interest in Science through STarS, Science Teaching Around STELLAR,

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Our school adopts Restorative Approach when managing our students. We would like the students to take responsibility over their own actions and be able to acceptthe consequences for their actions. In order for them to be responsible adults, they need to understand accountability. This is the story like the butterfly struggling to get out from its cocoon. You snip the cocoon to make the hole bigger for the butterfly to get out. As the butterfly came out, it had a swollen body and small, shriveled wings. The butterfly spent the rest of its life crawling around with a swollen body and shriveled wings. Without the struggle, the butterfly would never, ever fly. The good intention has hurt the butterfly. This is part of growing up. As parents, we would like to protect our children as much as possible but in the long run, it will not help them. Teach them responsibility and independence. Ultimately, we want them to have the resilience and strength to face challenges, and integrate well with the school community.

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Late-coming may seem trivial to some students. What difference does five minutes make? If a student is five minutes late three times a week, this equates to nine hours of education missed in a year. If you reach school after 7.30 am, you will be stopped at the security post.-Late coming slip -Report to the General Office-Name will be recorded.-Return to your class for lessons.-Latecomers will also affect others as it will create distraction and disrupt the lesson

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Learning cannot take place if there is no discipline in the classroom. Discipline is a set of behaviour which is accepted in a classroom set by the teacher. If a child does not have discipline, the significant adult must guide the students until the appropriate behaviour is observed. At some points we have to be strict but we also have to take time out to understand and sit the child down to identify his point of weakness. This will allow the student to understand that we can be firm yet approachable at the same time.

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On 10 March, our P4 students will be exposed to an EL Drama experience.

On 2 June, our P4 students will participate in a Cross Cultural Camp. The camp aims to instil life skills and provide opportunities for students to have a better understanding of friends from other ethnic groups.

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On 10 March, our P4 students will be exposed to an EL Drama experience.

On 2 June, our P4 students will participate in a Cross Cultural Camp. The camp aims to instil life skills and provide opportunities for students to have a better understanding of friends from other ethnic groups.

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