Parents’ Briefing2017

Primary 5

Before School ProgrammeSilent Reading

Silent Reading

When?Monday to Friday, 7.10 to 7.25 a.m.

Why?• Research has shown student improvement in :reading comprehensionwriting skillvocabularyspelling

• Create a reading habit in students

Flag-Raising Ceremony

Flag-Raising Ceremony

Pupils are to be present for and take part in thedaily Flag-Raising Ceremony

Part of the efforts to build a national identity and asense of belonging to Singapore

Flag-Raising Ceremony takes place at 7.25 a.m.from Monday to Friday

English Department

Stellar Vision

Children who

love reading and

have a strong foundation in the English Language

Part/Component 1 2 3 4 5 6

Activity Sustained Silent Reading

Supported

Reading

Or KWL

Or Retelling

Language:

Oral and

Written

Activities

Class

writing

Group

writing

Individual

writing

Learning

Centres

Examples of

Targeted

Skills/Knowledge

Reading

strategies,

thinking

study skills

Explicit

instruction

in oracy,

word study

Writing, both composing and editing

processes with some opportunities

for speaking, listening and visual

literacy

Differentiate

d practice of

all language

skills

The Stellar Unit Plan (Upper Primary)

Sustained Silent Reading

Children to read silently without interruption and engage in oral discussion with teacher and peers

Supported Reading

Children will read aloud and silently and comprehend a variety of texts at literal, inferential and evaluative level. It also includes whole study text, grammar and vocabulary studies

Writing Process Cycle

The teacher models writing using children’s language. Children engage in writing together and in writing independently

Changes in format from P4 to P5Paper Component Marks

(Weighting)

1 ( Writing) Situational Writing

Continuous Writing

15 (7.5%)

40 (20%)

2 (Language use and

Comprehension)

Grammar

Vocabulary

Visual Text ComprehensionComprehension Cloze

Synthesis/ Transformation

Comprehension OE

95 (47.5%)

3 (Listening

Comprehension)

20 (10%)

4 (Oral Communication) Reading Aloud

Stimulus-based

Conversation

10 (5%)

20 (10%)

Total 200 (100%)

Writing Component

• Continuous Writing

• Flexibility for candidates to write in any appropriate text type

• Assessment is on writing skills and not text type

• A given topic with 3 pictures

Example

Visual Text Comprehension

• Visuals: pictures, diagrams, charts, graphs, tables together with written texts

• A text with visuals (photos/graphics), 8 MCQs

Example

Comprehension OE

• A text, 10 OE questions (in tables and sentences)

• To test sequencing, true-false justification, comparison)

Oral Communication

How you can help your child in oral

• Provide common experiences such as going to market, beach and places of interest.

• Ask for their opinions frequently

• Ensure your child speaks in complete sentences

• Listen to the news frequently

• Read the newspapers to acquire content

How you can help your child in writing?

• Read model essays

• Pay attention to setting, character, development,description of events

• Help your child compile newspaper articles

• Focus on vocabulary and content

• Relevant Themes : Crime, Natural Disasters, Fire,Accidents. Human Rights

Things to note for Language

• Revise all worksheets everyday

• Analyse mistakes made in daily work and correct them carefully

English is also

a subject that

has to be

revised for the

exams

Other ways you can assist

• Check through your child’s work

• See that they have done their work correctly

• Encourage your child to read widely across different genres

• Check to see that they have followed the strategies taught – highlighting key words, underlining

• Spend time talking to them about school

Mathematics Department

Our Learning Focus

Explore(P1 and P2)

Experience(P3 and P4)

Hands-on activitiesGames -

outdoor and indoor

Experiential learning and Investigation.

Link to real life situation.

Application of Math knowledge

and skills in problem solving

Excel(P5 and P6)

1. Whole Numbers Up To 10 million2. Operations of Whole Number3. Fractions4. Area of a Triangle5. Ratio and Percentage6. Decimals7. Average and Rate8. Area and Perimeter9. Volume

10. Angles11. Triangles12. Quadrilaterals

Mathematics Curriculum of P5

Contents

1. Whole Numbers Up To 10 million2. Fractions3. Geometry4. Decimals5. Time6. Perimeter, Area and Volume7. Rate 8. Tables and Graphs

Mathematics Curriculum of P5 Fdn Math

Contents

Thinking Skills

- Classifying - Comparing- Identifying patterns - Data analysis

Heuristics and Thinking Skills P5 & P5 Fdn Math

Heuristics (Process Skills)

- Model Drawing / Picture- Guess and Check- Make a Table or List- Find a Patterns- Work Backwards- Use Logical Reasoning - Process Data from a

Picture / Graph / Table or Map

Assessment Types

• Quizzes

• CAs and SAs

• Journal Writing

Holistic Assessment

Math Fun Day in Term 3

Math Experiential Learning

Paper BookletItem type

No ofquestions

No of marks per qn

Weighting

Duration

1Non-

Calculator

A MCQ10 1 10%

1 h5 2 10%

B SAQ5 1 5%

10 2 20%

2Calculator allowed

SAQ 5 2 10%1h

30 minStruc/LAQ 12 3, 4, 5 45%

Total 47 - 100%2h

30 min

Mathematics Exam Format for P5

Paper BookletItem type

No of questions

No of marks per qn

Weighting Duration

1Non-

calculator

A MCQ10 1 10%

1h10 2 20%

B SAQ 10 2 20%

2Calculator allowed

SAQ 10 2 20%1h

Struc 6 3,4 30%

Total 46 - 90% 2h

Foundation Mathematics Exam Format for P5

Guidelines on the use of Electronic Calculators in National ExaminationsCalculators must have the following minimum features:

(a) Four arithmetic operations (+, −, ×, ÷) including the order of operations and use of brackets;

(b) Fractional function which retains thefraction in the form ‘a/b’ and ‘a b/c’;

(c) square root (√) and cube root (3√) functions; and

(d) value of Pi (π).

Calculators must be silent with a visual display only

List of Approved Scientific Calculators

S/N Calculator Brand Calculator Model Approved Period1

1 CASIO FX 82MS 2003 – 2021 2 FX 85MS 2003 – 2021 3 FX 95MS 2003 – 2021 4 FX 95SG Plus 2009 – 2018 5 FX 96SG Plus 2013 – 2021 6 FX 350MS 2003 – 2021

7 CANON F-960SG 2017 – 2021

8 HEWLETT PACKARD HP10S 2008 – 2018 9 HP10S+ 2014 – 2018

The following scientific calculator models are suitable for: • PSLE Mathematics and Foundation Mathematics Examinations • GCE N(T), N(A), O and A-Level Examinations

List of Approved Scientific Calculators

S/N Calculator Brand Calculator Model Approved Period1

10 SHARP EL 509WM 2005 – 2018 11 EL 509WS 2005 – 2018 12 EL 509X 2015 – 2019 13 EL W531S 2010 – 2019 14 EL W531XM 2014 – 2018 15 EL 533X 2013 – 2020

16 TEXAS INSTRUMENTS TI 30XIIS 2010 – 2018

The following scientific calculator models are suitable for: • PSLE Mathematics and Foundation Mathematics Examinations • GCE N(T), N(A), O and A-Level Examinations

Help your child to develop their reasoning skills through questioning.

Have interesting problems and stimulating math conversations each day.

Cultivate their interest in Mathematics through Authentic learning.

How you can help your child?

Help your child to make sense of what they learn in Mathematics by linking Mathematical concepts to everyday life

Example:

Money - allow pupils to handle money

Games - On-line games / Sudoku / Master Mind

Relate to real-life situations

How you can help your child?

Mother Tongue Department

MTL Fortnight (Term 3) & MTL Culture Camp (Term 2)are platforms for pupils to learn more about their MTLbeyond curriculum in fun and interesting ways. Bothevents also aim to enhance pupils’ development in theusage and appreciation of their MTL as well as tocultivate their love for the language.

P5 MTL Highlights

P5 MTL Holistic Assessment

Term 1

Task

(P5MTL) Speaking: Conversation

(P5MTL) Topical Test:Language Use(New 2017 PSLE format)

(P5HMTL) Topical Test:Language Use(New 2017 PSLE format)

(P5FMTL) Oral:Reading(New 2017 PSLE format)

(P5FMTL) Topical Test:Language Use(New 2017 PSLE format)

How can you motivate your child in MTL?Creating a Conducive Learning Environment

Encourage your child to speak using his/her Mother Tongue language at home.

Show interest in your child’s MTL learning by encourage him or her to share their learning experiences with you. This also creates a good opportunity for family bonding.

Strategies for learning

Encourage your child to read MTL storybooks

Pre-assembly Silent Reading every Friday

Parent-child reading at home

National Library, school library and book stores.

Multi-media books

Expose your child to educational MTL television programmes(For eg, news & cartoons with moral values)

Parents can access these websites with your child to reinforce learning.

Educational websites provided by MOE

CHINESE MALAY TAMIL

学乐网

http://xuele.moe.edu.sg/xuele/slot/u107/index.html

Mekar Dalam Talian

http://tinta.moe.edu.sg/mekar/slot/u112/ML/index.swf

Sangamamசங்கமம்

http://sangamam.moe.edu.sg/tamilosai/slot/u113/web/primary.html

Character & Citizenship Education Department

Desired CCE Pupil Outcomes

A Confident Person

A Self-Directed Learner

An Active Contributor

A Concerned Citizen

Programmes & PlatformsCCE is delivered via multiple programmes & platforms

Explicit LearningCharacter & Citizenship Education (CCE)Form Teacher Guidance Period (FTGP)Assembly ProgrammesSocial Studies

Programmes & Platforms

Awareness ProgrammesEducation & Career GuidanceSexuality EducationCyberwellness

Social & Emotional Support for StudentsCounselling & Support for Special NeedsDiscipline

Experiential LearningProgramme for Active Learning (PAL)Social Studies Field-based learningStudent Leadership ProgrammeValues in Action (VIA)Learning JourneysNE EventsCCA

Living with Values Programme

• Focus on school’s core valuesHonesty, Loyalty, Teamwork, Courage, Diligence

• Motivate & Encourage pupils to display the desiredcharacter trait through various activities

Living with Values Programme

Character Pupil of the MonthLessons infused with core valuesSharing of core value quotes with pupilsPre-assembly story-telling with focus on the core

value

Partnership with HomeDo talk to your child about the school’s core values

and how he/she could display these values in schooland at home

Reinforce good habits

Work in close collaboration with the teachers

PE & CCA Department

• 3D/2N camp organised for all P5 pupils during theMarch Holidays (13 Mar – 15 Mar)

• Jalan Bahtera MOE Adventure Centre

• The Camp aims to help the pupils gain a betterunderstanding of their own personal strengthsand weaknesses and to develop their situationalleadership skills and self-confidence.

P5 Adventure Camp

• The camp also aims to instill in the participants thevalue of taking responsibility for their own actionsand the impact of their actions on themselves andothers around them.

• Highlight is the campfire night and the high elementactivities. Parents are invited to the campfire.

Upper Primary Games Day• House Practices will be held in preparation for the

Games Day in Term 2

• Pupils will be engaged in individual and team events

• Develop teamwork and team spirit among pupils in the same House

• Apply Olympic Values of Friendship,

• Respect and Excellence

PE: Sports Education Programme

• 1-day bowling clinic aimed at introducing the sport to P5 pupils

• Covers basic fundamentals and safety aspect of the sport

• Intent is to promote the sports as a life-long leisure activity for pupils

Aesthetics Department

NICHE AREA – Performing Arts

‘Live Your Passion’ Programme

• This is GYPS’ signature programme to develop its pupils in performing arts.

• Being accorded Niche status in this area is a recognition (by MOE and NAC) of our sound approaches and programme outcomes.

Strengthen linkages between curricular and co-curricular activities through:

• Early identification of talent to join core CCAs such as Angklung, Handbell/Handchime Ensembles, Drama & Dance Groups through the MUSIC MODULES and PAL MODULES (Exposure)

• Developing interests and talents through CCA (Extension)

Performing Arts Modules in MusicE3 - Exposure, Extension & Excellence

Strengthen linkages between curricular and co-curricular activities through (continued):

• Joining the A# (A-Sharp) Programme – Talent Development in Music (mainly Handbells & other ethnic percussion)

• Participation in competitions at national & international platforms (Excellence)

Performing Arts Modules in Music

Level Term 1 Term 2 Term 3 Term 4

P1Singing Song & Movement Handchime Creative Percussion

P2Singing Song & Movement Handchime Creative Percussion

P3 Song & Recorder

Vocal techniques

UkuleleHandchime

P4 Song & Recorder

Ukulele HandchimeAppreciation & Improvisation

P5Singing Handchime Recorder

Post ExamDANCE

Experience

P6

Singing Handchime RecorderPost Exam

Music, Dance & Drama for APP

Classroom Music Modules 2017

Classroom Music Modules

Vocal Techniques

Classroom Percussion

Classroom Music Modules

HandchimesCajon

(Mexican Box Drum)

Recorder

Music Assessment (P5) – 3 areas

1. Singing & Playing Instruments • Accurate pitch, rhythm articulation and phrasing• Appropriate tempo and dynamic combining

movement with singing

2. Creating / Improvising Music• Create 4-bar rhythmic and melodic structures based

on C major pentatonic scale• Compose soundscapes and produce graphic

notations of their soundscapes

Music Assessment (P5) …. continued

3. Listening & Responding to Music• Respond to changes in musical elements and

mood through movement

• Describe music using appropriate vocabulary

• Awareness & identification instruments used in ensemble playing

Enrichment Programmes

• P1 & P2 – PAL Programme (Modules in both Visual Art and Performing Arts)

• P3 – Drama in Mother Tongue Languages & Musical for Open House (2017) and Centennial Musical (2018)

• P4 - Ukulele Programme & Showcase and Formation of Centennial Choir for 2018

• P5 – Post Exam Programme – DANCE Experience

• P6 – Post Exam Programme – Music, Dance & Drama items for Annual Prize Presentation

Master Artist Learning Centres

Visual Arts Lessons• Master Artist Programme

Vincent Van GoghHenri Matisse

Gustav KlimntPablo Picasso

Paul KleeWassily Kandinsky

Andy Warhol MC Escher

P3

P4

P5

P6

Using Photoshop Software to add Colour and DetailLearning to Draw Manga Figures

Visual Arts Lessons• Digital Art

• 8 hr Manga Drawing Programme

Art Assessment (P5)1. Motor Skills

The ability to perform motor tasks such as cutting, pasting, folding, tearing, colouring etc.

2. Creativity and Self ExpressionThe ability to come up with their own ideas and express them through artmaking

3. Artist AppreciationUnderstanding of art theory and history and using it to appreiciateartwork

4. CraftmanshipPatience and attention to detail

5. Time Management

Being able to stay on task and complete their work on time

ICT Department

ICT Framework

The ICT department strives for

• Use of ICT in teaching and learning

• Competent users

• Responsible users

• Anchored in values

ICT ProgrammeICT programme aims to

•develop the pupils’ acquisition of ICT skills progressively from P1 – P4 to develop competency in usage

•promote cyber wellness awareness and the ethical and safe use of ICT in order to ensure that GYPS pupils are responsible when using ICT

ICT Programme• Basic skills

Touch typing, Msword, MS Powerpoint

MSExcel

• Using ICT to find and present information

• Lab etiquette and cyber wellness

• Digital Art

Overview of ICT SkillsPrimary 3 Login and changing of password in

IAMS and LMS

Refresh of TouchTyping skills

Refresher to LMS system (MC Online)

Refresher to internet searching, using

Google Search (incl. image search)

Microsoft Powerpoint – create a file,

insert and manipulate pictures, insert

audio, slide layout, animation, links,

etc.)

Lab etiquette and cyber wellness

School Communication Platforms

Communication Platforms

• School Website

• Access information on school vendors, information

• Contact details or teachers

• Access to school letters

• Access to Photos of events

Primary School Leaving Examination (PSLE)

PSLE : A Placement Examination

• Enables posting to secondary schools by meritand as far as possible into a school of theirchoice

• Places pupils into different coursesaccording to their academic ability

• Need to reflect the relative achievement levelof pupils compared to their peers

Grading System (Merged Stream)English LanguageMother Tongue LanguagesMathematicsScience

M a r k R a n g e G r a d e

91 and above A*

75 to 90 A

60 to 74 B

50 to 59 C

35 to 49 D

20 to 34 E

Below 20 U

Grading System (Merged Stream)

Higher Mother Tongue Languages

M a r k R a n g e G r a d e

80 to 100 Distinction

65 to 79 Merit

50 to 64 Pass

Grading System (Foundation Stream)Foundation English LanguageFoundation Mother Tongue LanguagesFoundation MathematicsFoundation Science

M a r k R a n g e G r a d e

85 and above 1

70 to 84 2

50 to 69 3

30 to 49 4

Below 30 U

The PSLE Aggregate Score

• Incorporates relative performance of pupils inall four subjects

• Allows pupils to be ranked fairly relative totheir peers

• Is not the sum of the individual raw scores• Sum of T-Scores for each subject

Raw Scores cannot be used because …

• Different subjects have different levels ofdifficulty

• Pupils’ marks are spread over a wide range fromthe average mark

• Raw scores do not take into considerationpupils’ marks, in comparison to that of theirpeers’

A Scenario (Belle’s Results)

English Language : 85 %Mother Tongue Language: 85%

To ponder:- Has Belle done well for both subjects?- How well has she performed?- Has Belle done equally well for both

subjects?

How did Belle really perform?

To understand whether she had performedbetter in English Language or Mother TongueLanguage, we need to consider• How her peers have performed at the same

examination• The spread (or standard deviation) of marks

around the average or mean

Belle Scored 85% for EL

Belle’s Score = 85%

EL

EL average = 60

Her performance is much better in EL as compared to her peers

0

Belle Scored 85% for MTL

Belle’s Score = 85%

MTL

MTL average= 80

Her performance in MTL is close to that of her peers

0

Belle Scored 85% for both EL & MTL

Belle’s Score = 85%

EL

EL average = 60

MTL

MTL average= 80

Her performance in MTL is close to that of her peers

Her performance is better in EL as compared to her peers

0

There is a need to standardisethe raw scores

Transformed Score (T-Score)

Calculation of T-Score for each subject

Z

Y)-(X1050T +=

where X : pupil’s mark for the subjectY : average mark (mean) scored by all

pupilsZ : spread of marks around the average

mark (standard deviation)

Raw Score•only shows how good the pupil is in that

subject,•not how good he is as compared to others

T-Score•gives the relative position of a pupil’s

performance•compared to the performance of all the

other pupils in that subject

An Example

• Pupil’s mark (X) in exam= 50.0

• Average mark (Y) scored by all pupils = 68.0

• Spread of marks (Z) around the average mark (Y) = 14.0

T-score = 50 + 10 (50.0 - 68.0)

14.0= 37.14

Z

Y)-(X1050T +=

How is the Aggregate

Score calculated?

Sum of the T-Scores of the 4 subjects

An Example :

Subject

EL

MTL

Maths

Science

Total

200

200

100

100

Mark

105

152

67

58

T-Score

34

51

53

47

Aggregate: 185

Pupils’ Ranking

All pupils are ranked according to their Aggregate Scores.

Pupils’ Ranking

Is it possible for a pupil with 3A* and 1A to be ranked lower than another pupil who has only 1A* and 3As?

Yes, it is possible.

It is possible for a pupil with 3A* and 1A to be ranked lower than

another pupil who has only 1A* and 3As.

Subj John’s Anthony’s

Mark (Grade)

T-Score Mark (Grade)

T-Score

EL 182 (A)

60 190 (A*)

68

MT 185 (A*)

70 180 (A)

68

MA 91 (A*)

60 80 (A)

58

SC 92 (A*)

56 86 (A)

55

Aggregate T-Score

246 249

Direct School Admission (DSA) to Secondary 1

• Intent of DSA

•Timeline of DSA

•FAQs based on scenarios

•Post PSLE

•DSA Website

For the selected secondary schools,

- ability to select a percentage of their students foradmission outside of the centralised postingsystem;

- admission criteria may include diverse academicand non-academic achievements and talents.

For students,

- An opportunity to demonstrate a more diverserange of achievements and talents in seekingadmission to participating schools.

What is DSA?

More about DSA

• Introduced in 2004, to promote flexible, broad-based holistic education;

• Not a centralized posting exercise;

• Participating secondary schools have theautonomy to decide who to admit via DSAExercise; and

• MOE HQ performs the role as a clearing houseagent for this exercise.

Four Main Categories

• IP (Integrated Programme) Schools : 100%

• Independent Schools : 20%

• Autonomous Schools : 10%

• Niche Programme Schools : 5%

The list of schools under each category is found in the MOE website

DSA TimelinePeriod Process

Pre-selection Stage

Note: The application for each DSA Sec School may be different

(~June)

Gathering information on Schools

Student obtain information on DSA-Sec Schools, such as Niche areas, selection criteria, dates of trials, interviews, etc. by• checking the school’s website• calling the schools, and / or• visiting the schools

Application

•Student identifies the school(s) he would like toapply to•Student checks with the secondary schools thathe is interested in, on how to apply

DSA TimelinePeriod Process

Stage 1:

Selection Stage

(~late June to early Sep)

During the Selection Stage, participating schools will - Identify, select and categorise students

who have applied to their schools, and- Inform them of the results

i.e. Confirmed Offer (CO), placed on Waiting List (WL) or Rejected

Students given a CO are guaranteed a place in the school provided they qualify for an academic course offered by the school e.g. Express,

Normal (Academic) or Normal (Technical) based on their PSLE results.

DSA Timeline

Period Process

Stage 2

Exercise School Preference Stage(~late Oct)

During the Exercise School Preference stage, candidates who receive at least one DSA offer may indicate their school preferences, up to a maximum of three choices.

They can do so online via the DSA-Sec Internet System (DSA-Sec IS) or physically at their primary schools.

DSA offers not taken up will be considered as

lapsed.

DSA Timeline

Period Process

Stage 3:

Results Release Stage

(Nov)

The results of the DSA-Sec Exercise will be released together with the PSLE

Results to students

DSA Timeline

Period Process

Stage 3:

Results Release Stage

Results

• Student collects his DSA allocation result from his primary school, together with his PSLE results

• Student who is unsuccessful in the DSA-Sec Exercise will be notified of the outcome of the application and the Secondary 1 Posting Exercise

Before Release of DSA-Sec Results

• PPS (Pupil Placement Section) will allocatestudents to the respective Secondary schools,based on the student choices and sec schools’ranking.

• Successful DSA-Sec candidates are NOT allowedto make any school selection in the S1 PostingExercise

• Successful DSA-Sec candidates who are eligiblefor special programme and/or qualify for thecourse option bands may exercise their optionsin the S1 Posting Exercise

Scenario 1Who will be allocated to School X first?

Student A On the Waiting List in School X has selected the school as his 1st choice

Student BHas been given a Confirmed Offer in the same school but opted for the school as his 2nd choice

Student B will be allocated to School X first as he has a Confirmed Offer from the school.

Scenario 2

If two students are placed on a school’s Waiting List, and both have indicated the school as their 1st choice, who will be allocated first?

Since both students are on the school’swaiting list, the one who is placed higher inthe school’s ranking will be allocated first.

Results Release Stage

• DSA results release through Primary Schoolstogether with PSLE results

• Successful DSA candidates will not be allowedto make any school selection in thecentralised S1 Posting Exercise

Successful DSA Candidates (Application for Special Programmes)

• Some successful DSA candidates may beeligible for special programmes in thesecondary schools

• Students who are eligible and wish to take upspecial programmes will have to submit theirS1 Option Form

• Students who are offered EESIS (EdusaveEntrance Scholarship for Independent Schools)will be informed.

Successful DSA Candidates (In the Option Band)• DSA applicant with PSLE aggregate within the

Option Band, - Express/N(A) band- N(A) /N(T) band, if allocated to a school which offers both courses, is allowed to select a course of his preference during the S1 Option.

• Students will have to indicate the course in the S1 Option Form and submit to their primary schools.

Unsuccessful DSA Applicants

• Unsuccessful DSA applicants will be issued with aS1 Option Form, informing them that their DSAapplication had been unsuccessful.

• They have to indicate their school choices in theS1 Option Form and participate in the S1 PostingExercise.

Direct School Admission

http://www.moe.gov.sg/education/admissions/dsa-sec/

Google : DSA