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Principal’s address
P6 matters
P6 Assessment Format
P6 Programmes
PSLE
DSA
Engagement session with Teachers
Every child a Passionate
Learner, a Resilient Individual
and a Gracious Citizen
Nurturing and inspiring every
child to be an engaged learner
who is holistically developed,
future-ready and anchored in
values in a caring environment.
Care
Respect
Integrity
Responsibility
Resilience
Excellence
6
• to be aware of and responsible for the roles that we play• to commit to building positive relationships in which we
seek to make a positive impact on others• to contribute to the betterment of our community and
environment
• appreciate that everyone has his/her innate worth• to seek first to understand• to embrace differences and to celebrate diversity• treat others as we would like to be treated
1. CARE
2. RESPECT
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• being honest• being committed to upholding shared principles and values• doing what is right always
3. INTEGRITY
• know that our words and actions affect others• to fulfil our duty to self and others• to say and/or do things positively and constructively
4. RESPONSIBILITY
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• learn from failures• have courage to overcome difficulties• persevere to achieve intended goals
• know and fulfil our roles and responsibilities to the best of our ability
• strive for self-betterment• contribute to the improvement of others and the
community
5. RESILIENCE
6. EXCELLENCE
Our Beliefs
Every Child Matters,
Can Learn,
Wants to Learn
Need to recognise that:
Every child has different talent
They learn at different pace and need
customisation
Positive self-esteem is important for them
They need to be resilient to press on
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Provide opportunities to develop holistically
Cognitive
Leadership
Aesthetics
Social & Moral
Physical
Competencies – e.g. team work, resilience, communication skills, self-directed
11
Opportunities for All to Explore & Discover – Type I
Provide Students with Choices to explore deeper – Type II
Identify to Further Develop Potential and Passion – Type III
12
Cognitive Leadership Aesthetics Social & Moral Physical Fitness
Type I EL Communication
Programme: Persuasive
Speech
MTL : Appreciating MTL
through Culture
SC : DILE &
Science Learning Journey
Post PSLE Coding
Class Monitors
Subject Leaders
Integrated Learning Week
- National Day Musical
Panning for Gold
Welcome Back Programme
Road Safety
Community Lunch (VIA)
ACES (Achieving Character
Excellence through Sports),
Sports Carnival
Type II Literacy Club
Active Recess IP
Science & Environment
Club
CCA Leaders
CCE Ambassadors
Prefects
Cyber-wellness Ambassadors
Active Recess Reps
Performing & Visual Arts CCA Science & Environmental
Club
Sports CCA
Active Recess
Type III Debate sessions EXCO Prefects School Representatives
CCA School Representatives
CCA School Representatives
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Student Allocation Structure
Mixed ability classes to:
Encourage levelling up
Inculcate values of respect, acceptance and care
Every class a good class – every class comprises students with
different strengths
14
Structures Curriculum
• During CurriculumTime
• School Hours- Informal Learning
• After school • Differentiation• School wide
teachingstrategy
• Meaningful learning
15
During Curriculum Time
Grouping based on ability
- 3 ability bands
(Math, Science, Mother Tongue Language)
In-class support
- English Language
During School Hours –
Informal Learning through Active
Recess
EL, Math, Science and Mother Tongue Language
Extension of learning from core
subjects
Hands on application
Excite learning16
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Remedial to bridge based on
needs – EL, MA, MTL, Science
(Semester 1 & 2)
Enrichment to stretch ability –
English Language
Consolidate learning and revise -Supplementary lessons for all, pending feeding from teachers) - Semester 2
Enhanced outreach (iStudy)
(consultation; peer to peer support)
- Semester 2
After School
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Differentiated Instruction
To challenge and excite
Not to discourage
Different approaches to teaching for different ability groups
– e.g. less guided for high progress group
Balance between readiness and challenge
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Differentiated content for different
ability groups
Example:
Students who need more support – more
time to build students’ knowledge and
understanding
Higher progress students – more time on
developing application, analytical and
evaluating skills
20
Teaching strategies
- Questioning Techniques
To engage students to question
and construct their own learning
Examples: MTL (Composition Writing)
Math (Problem Solving Skills)
EL (Writing)
Authentic Learning
Examples
Learning Journeys
- Singapore Science Centre ( Energy)
- LJ to Garden by the Bay (apply digital photography)
Active Recess
Assignments
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Remedial
Supplementary
Sup
ple
me
nta
ry
Ban
din
g
Supplementary
Enrichment Banding Banding
Different parts to make the whole for different student
23
Positive Emotional Well-Being Is Important
Resilience:• not to give up, believe in themselves, we believe in them• focus on what they have achieved (not measured by quantitative results
only)• Affirm effort of students - school leverages different platforms to develop
resilience in students
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Positive Emotional Well-Being Is Important
• Positive peer relationships – dedicated time e.g. Circle time
• Sense of gratitude – e.g. Panning for Gold
• Ability to cope with challenges
Sharing by Counsellor
1-to-1 Support by Counsellor
leverage teachable moments to teach and strengthen ability to manage
• Balanced life style – time for recreation, rest, exercise and study
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Social Emotional Well-Being
Appreciate that every child is unique,
has different strengths, and interests.
Know available options and consider
what is best for your child.
Avoid making comparisons
Tune in to child’s emotions
Identify signs of stress and stress
factors
Work out solutions with, not for, your
child
27
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Direct School Admission for
secondary schools (DSA-Sec)
allows students to apply to some
schools before taking the PSLE.
Students apply based on their
talent in sports, CCAs and
specific academic areas.
If your child is admitted to a
secondary school through DSA-Sec,
they are not allowed to:
Submit school choices during the
Secondary 1 (S1) posting process.
Transfer to another school. They
must commit to their chosen school
for the duration of the program
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Examples:
Sports and games
Visual, literary and performing arts
Debate and public speaking
Science, mathematics and engineering
Languages and humanities
Uniformed groups
Leadership (for example, prefects)31
Understand your child’s
interest and strengths
Look for schools that
match your child’s
strengths
Learn about the school’s
pace of learning and
overall programme
Visit the school’s website
to find out more
information
Attend Open House to get
a feel of the environment
and culture
Visit MOE-DSA site to
understand the process
32
Students who accepted DSA offers are not allowed to take
part in S1 Posting Exercise
They must honour the commitment made at DSA
Students must remain in the programme selected during
DSA for the full duration committed to33
Provide conducive environment for learning
A place at home that is not distracting
Establish routines and instil discipline
Time for study, rest and play
Good to have a broad time-table to guide child for each day on how to spend his/her time
productively
Coach and Equip
Note process of child doing work – process to communicate thinking, take pride, clear
communication of thinking is as important as completion
- leverage time to develop good work
habits as well as thinking process
Be systematic in approach – Understanding Learning34
Some Questions to ask …
What work should your child do?
Assessment books?
Exam papers?
When to do those assignments?
How does your child do his/her work?
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Need to approach revision
systematically
Ensure good understanding of
each topic first, observe levels of
learning (Remember,
Understand, Apply…)
Ensure understanding of subject
across topics
Do exam papers only after having
a good grasp of understanding of
topics
Read questions carefully
Plan answer
Reflect thought processes clearly
in work presentation.
Subject
Topic 1
Topic 2
Topic 3
38
Exam Papers OR
Exam Format Papers
Need to work together to enable child to develop holistically
Seek parents’ co-operation to develop child beyond cognitive
development
Work together on character development - discipline together with
love
Help child to develop life skills
Independence – child to take responsibility of things and learning –
- good to refrain from checking with teachers on HW
to be done
Allow child to navigate relationships with peers39
Partnering with staff
Communication is key – do work with teachers to find
understand better happenings in class as well as his/her
learning to better support your child
Parents are requested to contact teachers between 7.30am to
6pm during weekdays, during curriculum days except for
emergency matters.
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Together, We Can Help Your Child to FLOURISH
Primary 6 MattersMr Mike Tan
Year Head
Important Dates for 2020
Dates Events
Term 2 - > week 7 & 8 (4 to 15 May) SA1 Written Exam
May to August Direct School Admission (DSA)
Term 3 -> Mid-AugustTentative : 13 & 14 Aug
PSLE Oral Exam
Term 3 -> Week 9 (24 to 28 Aug) School Preliminary Written Exam
Term 4 ->Mid-SeptemberTentative : 18 Sept
PSLE Listening Comprehension Exam
Term 4 -> End of September to Early October Tentative : 01 to 07 Oct
PSLE Written Exam
Important Dates for 2020
Dates Events
Term 4 - > Mid October
Tentative : 19 to 22 Oct
PSLE marking days
Term 4 -> 23 October onwards to
end of term
Post Exam activities
4th week of November Release of PSLE results and Sec One
application
3rd to 4th week of December Release of Sec One posting results
and reporting to Secondary School
Supporting our P6 Students- Curriculum Support
Level Support Supporting Learners according to their Ability
P6 Curriculum MA banding (teacher matching + adjusting group size)
SC banding
MT banding
EL in-class support (extra teacher to support)
After- School EL Enrichment & EL remedial
MA remedial
SC remedial
MT remedial
Supporting our P6 Students- Remedial Schedule
Remedial lessons are for selected pupils only.
Mondays: 2.00pm to 2.45pm, Mother Tongue Language
Wednesdays: 2.00pm to 2.45pm, Mathematics2.45pm to 3.30pm, Science
Thursdays: 1.45pm to 2.30pm, English Language
June Holidays lessons
Either Week 1 or Week 4
Weeks 2 and 3 is a good window to plan for any overseas holidays
Supporting our P6 Students- Supplementary
The school will assess the students’ learning at end of Semester 1.
Where there is a need, the school will organise additional lessons for students to supplement their learning. Such lessons will focus on revision and there will not be new content taught.
These additional lessons, will begin in Term 3 to ensure students’ performance will peak at the right timing.
We will keep parents updated at a later date.
Supporting our P6 Students- Supervised Self-Study
Our school has been opening up our Library to P6 students, who
may need a conducive environment to do their self-revision, on
selected evenings in Term 3 and early Term 4
At least 1 teacher will be around to monitor the students and to
provide help if needed.
Partnership with Parents
End of Term 2
One-to-One Parent-Teacher Conference
Mid of Term 4
Briefing on DSA-Sec and S1 Posting matters
Assessment Format
Examination Format English FoundationEnglish
Paper 1 – Writing 27.5% 26.7%
Paper 2 – Language Use & Comprehension 47.5% 40%
Paper 3 – Listening Comprehension 10% 13.3%
Paper 4 – Oral Communication 15% 20%
Total 100% 100%
25%
75% 66.7%
33.3%
Paper 1 – Writing (1h 10mins)
Situation Writing, students will be required to write a short functional
piece (e.g. letter, email, report) to suit the purpose, audience and
context of a given situation.
Continuous Writing
English Foundation English
Student will be required to write a composition of at least 150 words in continuous prose on a given topic. Three pictures will be provided on the topic offering different angles of interpretation. Candidates may also come up with their own interpretation of the topic.
Students will be required to write a composition of at least 120 words in continuous prose based on a series of pictures.
Paper 2 – Language Use & Comprehension
Students will be assessed on their ability to use the language correctly
and to comprehend visual and textual information.
EnglishDuration: 1h 50min
Foundation EnglishDuration: 1h 20min
Booklet A (MCQ)1. Grammar2. Vocabulary3. Vocabulary Cloze4. Visual Text Comprehension
Booklet A (MCQ)1. Grammar2. Punctuation3. Vocabulary4. Visual Text Comprehension
Booklet B (Open Ended)1. Grammar Cloze2. Editing for Spelling and Grammar3. Comprehension Cloze4. Synthesis / Transformation5. Comprehension (Open Ended)
Booklet B (Open Ended)1. Form Filling2. Editing for Grammar and Spelling3. Comprehension (Completion of Sentences)4. Synthesis5. Comprehension Cloze6. Comprehension (Open Ended)
Paper 3 – Listening Comprehension (35 mins)
Students will be assessed on their ability to understand spoken English.
20 Multiple Choice Question
English Foundation English
The texts may be in the form of news items, announcements, advertisements, instructions, explanations, conversations, speeches and stories.
Graphic representations will be used for the first seven items.
Each text will be read twice.
The texts may be in the form of announcements, advertisements, instructions, explanations, conversations, speeches and stories.
Graphic representations will be used for the first six items.
Each text will be read twice
Tip: Engage your child in conversation to improve his listening skills. Get your child to rephrase what you have said to check the child’s understanding.
Paper 4 – Oral Communication (10 mins; 5 min preparation time and about 5min examination time)
For Reading Aloud, students will be assessed on their ability to pronounce and articulate words clearly, as well as their ability to read fluently with appropriate expression and rhythm.
For Stimulus-based Conversation, students are assessed on their ability to give a personal response to a visual stimulus and engage in a conversation on a relevant topic.
Tip:
Let your child practice reading aloud.
Correct their pronunciation, speed of reading, intonation.
Ask more open ended questions, let them express their opinions on matters.
Paper Booklet Item Type Number of Questions
Number of marks per question
Total marks
Duration
1
A Multiple-choice10 1 10
1 h5 2 10
B Short-answer5 1 5
10 2 20
2
Short-answer 5 2 10
1 h 30minStructured/ Long answer
12 3, 4 or 5 45
Total 47 - 100 2h 30min
Notes 1. Both papers will be scheduled on the same day with a break between the two papers. 2. Paper 1 comprises two booklets. The use of calculators is not allowed. 3. Paper 2 comprises one booklet. The use of calculators is allowed.
30qns
45mks
Paper Booklet Item Type Number of Questions
Number of marks per question
Total marks
Duration
1A Multiple-choice
10 1 10
1 h10 2 20
B Short-answer 10 2 20
2
Short-answer 10 2 20
1 hStructured/ Long answer
6 3 or 4 20
Total 46 - 90 2h
Notes 1. Both papers will be scheduled on the same day with a break between the two papers. 2. Paper 1 comprises two booklets. The use of calculators is not allowed. 3. Paper 2 comprises one booklet. The use of calculators is allowed.
50mks
30qns
Multiple Choice Question, For each question, four options are
provided of which only one is the correct answer.
Short-answer Question, For each question, the student has to
write his answer in the space provided. Any unit required in an
answer is provided and a student has to give his answer in that
unit.
Structure / Long-answer Question, For each question, the
student has to show his method of solution (working steps)
clearly and write his answer(s) in the space(s) provided.
Booklet Item Type Number of Questions
Number of marks per question
Total Marks
A MultipleChoice
28 2 56
B Open Ended 13 2, 3, 4 or 5 44
Students are required to answer all the questions in the two booklets.
The duration of the paper is 1 hour 45 minutes
Booklet Item Type Number of Questions
Number of marks per question
Total Marks
A MultipleChoice
18 2 36
B StructuredOpen Ended
6 – 7 5 – 6
2 or 32, 3 or 4
1420
Students are required to answer all the questions in the two booklets. The duration of the paper is 1 hour 15 minutes
Provision of Word List The Foundation Science paper focuses on assessing students’ grasp of basic scientific knowledge. A word list is provided during the examination to allow students to display their knowledge and understanding without being unduly disadvantaged by their weakness in the English language. It should be appreciated that the list is not exhaustive.
Primary 6 Programmes
Learning Journeys :
Sci : Singapore Science Centre (Energy)
Art : Gardens by the Bay for Digital Photography (post exams)
Special Activities :
Art : Digital Photography
Music : Garage Band Percussion Ensemble
Community lunch with Seniors Students will show care for the elderly by helping out in various ways in our school’s
annual Chinese New Year Community Lunch for seniors.
Opportunity for students to practise school values
Opportunity to develop life skills and competencies
Each P6 student’s achievement in PSLE is represented by his / her Aggregate Score.
The Aggregate Score is the sum of all the T-scores for the 4 subjects. The 4 main subjects which include English, Maths, Science and Mother Tongue will contribute equally towards a student’s PSLE aggregate score. In other words, each of the 4 main subjects carries equal weighting.
The Aggregate Score will then be used to place him or her in the appropriate stream and secondary school.
The changes to PSLE scoring system announced 3 years ago does not apply to this cohort.
Higher Chinese
Up to 3 bonus points will be awarded to students who take
Higher Chinese and are applying for admission into a SAP school
during Sec 1 application phase
Distinction – 3 bonus points
Merit – 2 bonus points
Pass – 1 bonus point
1. Anglican High School
2. Catholic High School (boys school)
3. CHIJ St Nicholas Girls’ School (girls school)
4. Chung Cheng High School (Main)
5. Dunman High School
6. Hwa Chong Institution (Sec – Boys, JC – Co-ed)
7. Maris Stella High School (boys school)
8. Nan Hua High School
9. Nanyang Girls’ High School (girls school)
10. Nan Chiau High School
11. River Valley High School
T-Score = Transformed Score
A need for standardisation of the
raw scores
• It gives the relative position of a pupil’s performance as compared to the performance of all the other pupils in that subject
• The raw mark obtained in the examination only shows how good the pupil is in that subject, not how good he is as compared to others
T-Score is the transformed score that reflects the pupil’s standing relative to other pupils in that subject
x is the pupil’s markm is the average mark scored by all pupils who
sat for the subjectSD is the standard deviation (ie. the
spread of marks around the average)
𝑻𝒔𝒄𝒐𝒓𝒆 = 𝟓𝟎 + 𝟏𝟎(𝒙 −𝒎)
𝑺𝑫
H U R R A Y !
Scored 85% forEnglish Language & Mother Tongue
DOLLY
T-Score
ave = 60
EL MTL
ave = 80
50
85% 85%
T-Score converts average mark of each subject to a common score of 50 points.
It also converts other marks taking into consideration the extent to which they
differ from the average and the size of spread of the marks around the average
PSLE Aggregate Score
= TEL + TMTL + TMATH + TSC
= 61 + 54 + 55 + 58
= 228
Pupil English Math Science MT AGG
Candidate A A A A A 219
Candidate B A A A A 225
Candidate C A A A A 228
Candidate D A A A A 235
Candidate E A A A A 243
Candidate F A A A A 248
Note: Students scoring same grades may have different T-Scores, depending on the marks he/she obtained based on the mark range in each grade
Grade Mark Range
A* 91-100
A 75-90
B 60-74
C 50-59
D 35-49
E 20-34
U 0-19
Grade Mark Range
G1 85 - 100
G2 70 - 84
G3 50 - 69
G4 30 - 49
U Below 30
200 and above : Express
188 – 199 : Express / Normal Academic
161 – 187 : Normal
152 – 160 : Normal Academic / Normal
Technical
Below 152 : Normal Technical
T-score : 204 (Exp)T-score : 225 (Exp) T-score : 190 (E/N)
A
B
C
D
School Posting Phase - After 6 choices…
Manually Posted by PPS
Grouped Postal District
Postal Sector
Postal District
Secondary schools will be holding open houses at various dates during the year
Parents may wish to consider visiting some of them and
use the visits to start engaging your child in goal setting, understanding niche programmes of different secondary schools and sec school options.
As part of Post-Exams activities, the school will also invite various secondary schools to share with our students their programmes and school niches.
DSA-Sec is an admission exercise that provides opportunities for admission to Secondary 1 based on their talent in sports, CCAs and specific academic areas.
Students are offered places before the PSLE results are released.
Application of DSA is a personal process. It will not go through the primary school.
If your child is admitted to a secondary school through
DSA-Sec, they are not allowed to:
Submit school choices during the Secondary 1 (S1) posting
process.
Transfer to another school. They must commit to their chosen
school for the duration of the program
Understand your child’s
interest and strengths
Look for schools that
match your child’s
strengths
Learn about the school’s
pace of learning and
overall programme
Visit the school’s website
to find out more
information
Attend Open House to get
a feel of the environment
and culture
Visit MOE-DSA site to
understand the process
Students who accepted DSA offers are not allowed to take
part in S1 Posting Exercise
They must honour the commitment made at DSA
Students must remain in the programme selected during
DSA for the full duration committed to90
Stages in DSA
Application Stage
Selection Stage
Exercise School Preference Stage
Results release Stage
Students and parents will make applications via a common online portal* for the 2020 DSA-Sec Exercise
*Students interested to apply to Singapore School of the Arts (SOTA) or Singapore Sports School (SSS) should continue to apply directly to the school. (You may visit school website for more information.)
All schools have a common DSA-Sec application timeline. Applicants only need to fill in one online form to apply to multiple schools, and their details will be provided electronically to the schools.
School information such as the student’s Primary 5 and Primary
6 academic results, Co-curricular Activities (CCA), school-based
achievements/awards will be automatically shared with the
schools that the student applies to.
No certificates, transcripts or testimonials will be required from
the students.
DSA-Sec application is free-of-charge. It will be open for four weeks, tentatively from early May to June.
Students can indicate up to three choices during the application. For each choice, student will need to choose a secondary school and a talent area from that school.
Of the three choices, a maximum of two choices can be used to apply to the same school, for two different talent areas of that school.
Which school should your child apply to?
When selecting a DSA-Sec school, consider the following:
Schools with talent areas that match your child’s strengths
and interests;
The pace of learning
The overall range of programmes offered
What will you need to provide during the application?
1) Your child’s choice of schools and talent areas/areas of
strenghts
2) Your contact details
3) An optional field will allow you to indicate any non-school-
based activities and achievements your child may have
participated in.
End June to End August
Selection by schools
Shortlisted student goes for selection tests / camps or
interviews at the DSA-Sec school(s).
Selection Outcome
Student receives outcome of application from the school(s)
he/she has applied to (i.e. Confirmed Offer, Waiting List or
Unsuccessful) by end Aug.
Confirmed Offer: You have a place reserved in the school as subject to
qualifying for the course the school offers. [Express, Normal (Academic) or
Normal (Techincal)
Waiting List: You will be considered if other students with Confirmed Offer
choose not to go to the school during the School Preference Stage.
Allocation will be based on students’ priority on the school’s waiting list.
Unsuccessful: Your DSA application was not successful. However, if you still
wish to enter the school, you can submit the school as one of your choices
in the S1 posting exercise based on PSLE aggregate, except for NUSH, SOTA,
SSS & SST
October, 2020
Students with "Confirmed" Offers or who have been put on the "Waiting List" of a school will receive a School Preference Form from their primary schools.
The student can submit up to three school choices, in order of preference, online or at the primary school.
If your child has accepted an offer from Singapore Sports School (SSS), they will contact you separately. You should NOT submit the DSA-Sec School Preference. Otherwise, your child’s offer from SSS will be void.
End November.
Student collects his/her DSA-Sec posting result from his/her
primary school, together with his/her PSLE results.
Student who is unsuccessful in the DSA-Sec Exercise will be
notified of the outcome of the application and will participate in
the Secondary One Posting Exercise.
4 specialised schools
NUS High
School of Science and Technology
School of the Arts
Singapore Sports School
Admission into these 4 schools is only through DSA
Parents who are interested to enroll their child into any of these
4 schools should do so during DSA
Parent as a Coach on this journey
https://beta.moe.gov.sg/secondary/
