Welcome to Primary 6 Networking Session 31 March PDF Free Download

Welcome to Primary 6 Networking Session 31 March 2017 (All presentation slides will be uploaded on the MC Online system by 5 April, Wed)

Developing the Sense of Purpose in our OLN Graduates WHAT HOW WHY For all What I need to do for myself (Academic/Character/CCA) For majority How I can do well For minority Why I want to do well Finding meaning for what they are doing

Cognitive Development @ Pri 6 Every P6 GRACIA Star learns and will succeed in her own way. Stretched Programme PESA and RCS Essay Competitions and Trinity Guildhall Speech and Drama Elective Enrichment Math Olympiad Science Higher Order Thinking Skills MT Oral and Writing Competitions Support Structures Weekly support lessons and smaller class size for various segments of students Differentiated Learning for Math and Mother Tongue Languages Integrating ICT in all subjects Supplementary Programme (June and Sept) For All

Cognitive Development @ Pri 6 Remediation support for selected pupils to bridge gaps. Subject teachers will review pupils progress termly to decide if the child needs to attend remedial lessons. English Science MT Math Monday 2.30 3.30 p.m. Tuesday 2.30 3.30 p.m. Thursday 2 3 p.m. Pri 2 to Pri 6 (Chinese Language) Pri 5 & Pri 6 only (Malay & Tamil Languages) Friday 2 3 p.m.

Supporting Students @ Primary 6 Supplementary Lessons for ALL P6 classes The objective is to provide opportunities for revision and focused teaching June holiday: 29 31 May Sept holiday: 4 and 5 Sept Term 3: Daily, except on Wed Conditioning Exercise on selected Wednesday (All CCAs will be on stand-down for P6 from Term 3 onwards) More details will be given at a later date. We would like to encourage your child/ward to attend the sessions.

Assessment Schedule (Semester 1) EL Math MT Sci HMT Oral 20 21 April Oral 20 21 April Term 2: SA1 (100%) Paper 1 3 May Paper 2 and 3 5 May 8 May Paper 1 3 May Paper 2 and 3 12 May 15 May Paper 1 and 2 28 Apr

Assessment Schedule (Semester 2) EL Math MT Sci HMT Oral 29 July Oral 29 July Term 3: Combined IJ Prelim (100%) Paper 1-2 21 Aug Paper 3 24 Aug 22 Aug Paper 1 2 23 Aug Paper 3 24 Aug 24 Aug Paper 1 and 2 25 Aug

PSLE Schedule (as published on SEAB website) Pls note that pupils will be dismissed after each paper on PSLE examination days.

PSLE T-Score

Peter s Results Maths 85 % Science 85 % How did Peter fare compared to his friends? Are his marks average, below average or above average? Peter did as well in Maths as in Science.

In reality Peter scored 15 marks below the highest achieved & 2 marks below the mean score. Highest mark in Maths is 100. The mean score for Maths is 87.

In reality Highest mark in Science is 85. The mean score for Science is 76. Peter achieved the highest score in Science, which is 9 marks above the mean score

Raw scores are the simple sum of answers the student answered correctly. The raw mark obtained in the exam only shows how good the pupil is in that subject, not how good he is as compared to others. Peter s Results Maths 85 % Science 85 % Raw Scores

Can raw scores be used? A need for standardisation of the raw scores Transformed Score or T-Score It gives the relative position of a pupil s performance as compared to the performance of all the other pupils in that subject

How is T-Score calculated for each subject? T = 50 + 10 (X Z - Y) where X: pupil s mark for the subject Y: average mark (mean) scored by all pupils Z: spread of marks around the average mark (standard deviation)

Using Peter s Maths exam as an example, Peter s mark (X) in Maths exam = 85.0 Mean mark (Y) scored by all pupils = 80.0 Spread of marks (Z) around the average mark = 30.5 T = 50 + 10 (85.0-80.0) = 51.6 30.5

What is PSLE Aggregate Score? incorporates performance of pupils in all four subjects Aggregate Score = Sum of T-scores of all 4 subjects Higher Mother Tongue Languages: Add 3 points for Distinction, 2 for Merit, and 1 for Pass. For application to SAP schools only.

Using Peter s Example: Subject Total Raw Score T-Score EL 200 85 68 MT 200 85 52 Maths 100 67 51 Science 100 58 47 Aggregate: 218

Points to take note for Target-Setting For school-based exams, T-scores (for 4 standard subjects only) will be calculated and given to the students through the Form Teachers after each exam. The T-Score on the target-setting card is only based on the sample size of our P6 cohort. It is not a representation of the national cohort.

N A M E EL MT M AT H S SC A G G P U P I L A A* A* A* A* 277 P UPIL B A A* A* A* 264 P U P I L C A A* A* A* 264 P U P I L D A A A* A* 260 P U P I L E A* A* A A 258 P U P I L F A A A A* 254 P U P I L G B A* A* A 248

How are pupils posted to secondary schools? By Merit and then by Choice

Faith Sec FULL 1 st Choice Posting by Merit & then Choice Student A (score = 288) Truth Sec FULL Peace Sec 2nd Choice Student J (score = 270) Student V (score = 240) 3rd Choice

After 6 choices Manually Posted by Pupil Placement Section (MOE) Group Postal District Postal District Postal Sector

Types of Sec SchoolsPOST-SECONDARY

What to look out for in a secondary school Academic Criteria: Last year s posting aggregate ranges of the schools Academic Performance of the child School Criteria Programmes offered including subjects, CCAs Your child s talents, e.g. niche of school Accessibility: Distance, bus/mrt services Single-gender vs co-ed schools Affiliated school (CHIJ St Joseph s) 6 choices

Finding out more about a school: MOE School Information Service MOE Website: www.moe.gov.sg

DSA-Sec Exercise Talents & achievements, in both academic and non-academic areas, can be considered for S1 admission. Each participating school sets its own criteria for selection, based on the academic and/or non-academic areas that the school would like to emphasise. Include portfolios, trials, interviews or tests Visit the websites of participating schools through Visit MOE s DSA-Sec website of https://www.moe.gov.sg/admissions/direct-admissions/dsasec/overview https://www.moe.gov.sg/admissions/direct-admissions/dsasec/participating-schools

Thank You!

English Language Curriculum

Outcomes of English Proficiency All pupils to be able to use English to express themselves. All pupils to attain foundational skills, particularly in grammar, spelling and basic pronunciation. The majority of pupils to attain a good/high level of competency in English, in both speech and writing.

Areas of Language Learning Listening, Reading & Viewing (Receptive Skills) Speaking, Writing & Representing (Productive Skills) Grammar & Vocabulary (Knowledge about Language)

English @ OLN NATIONAL CURRICULUM STELLAR STrategies for English Language Learning And Reading The STELLAR Vision Children who love reading and have a strong foundation in the English Language STELLAR @ P6 - Discussion of 6 STELLAR texts in class. - Teaching of grammar and vocabulary items listed in STELLAR s Scope & Sequence for P6 - Difference Pedagogical strategies are not limited to those within STELLAR Breadth of work is also not confined to STELLAR.

English @ OLN

English @ OLN STRETCH Reading Programme REAL (Rich, Enduring & Active Learning) Use authentic, rich literary text to create a language-rich environment Promotes love of reading through enjoyment of great stories (link to The STELLAR Vision - Children who love reading and have a strong foundation in the English Language) Empathy developed through discussions about characters and themes. Thinking Skills honed and Discussions based on the book stretch our pupils cognitive, linguistic and aesthetic abilities of our pupils. P6 reader C.S Lewis The Chronicles of Narnia, The Lion, Witch and the Wardrobe - Judy Blume s Superfudge

English @ OLN Main Comprehension Skills Finding Information Sequencing Inferring (evaluating) Fact or Opinion & True or False Cause & Effect Point of View and Purpose Sub-Comprehension Skills Problems & Solutions Comparing Advantages & Disadvantages, Past & Present Events

English @ OLN Honing Writing Skills Plot Development (elements of a narrative) Creativity Use of vocabulary Creative sentence structures Developing interesting characters Infusing meaningful and purposeful interactions between characters Publishing Quality Editing for grammar, spelling and punctuation Neat and legible presentation so that ideas are communicated with ease to the reader

English @ OLN The Straits Times - LRD Class Activities: Discussion of current affairs articles to build national and global awareness Infusing 21CC and Social and Emotional Learning into discussions Self-Access activities: Language Practices within LRD (Cloze, Comprehension, S&T) Look out for the Exam Series!

English @ OLN ICT-enriched lessons Use of media (video clips, movies) Use of Web 2.0 tools MCOnline Assignments (during Term and on Home-Based Learning (HBL) Day Assignments during school holidays (March, June and September) Examples Language Practices, Discussions on the Discussion Forum and Discussion on the Social Learning Wall.

English @ OLN Whole School Reading Programme with the National Library Board Books To Go (Mass Borrowing - once every term) Pupils are able to borrow a wide variety of reading materials that best fit their reading profile and borrow items on the spot. & Trips to school library

English @ OLN STRETCH Opportunities (beyond curriculum) Trinity Guildhall Speech and Drama Elective Enrichment After curriculum-hours Plain Good English Speaking Award (PESA) Competition Royal Commonwealth Society (RCS) Essay Competition

PSLE Pointers Paper 1 Paper 2 Paper 3 Paper 4 Situational Writing Awareness of Audience determines the tone Purpose must be stated Format of writing to be adhered to All question points to be addressed Continuous Writing Adhere to the topic Develop the topic/story based on at least ONE of the given pictures Use the structure of a NARRATIVE (the presence of the PROBLEM) Language Use and Comprehension Strong grammar foundation and wide vocabulary are paramount. Reading Comprehension skills understanding text, understanding questions and linking info from text to answer questions Everything hinges on reading in this paper. Students MUST read for contextual clues and identify them in order to arrive at the correct answer. Listening and responding to texts Understand the question Listen for contextual clues in the information and link it to answering the question Reading Aloud & Stimulus-based Conversation FLUENCY! Accurate pronunciation Clarity Prosody (Expressiveness) CONFIDENCE, FRIENDLY- DISPOSITION & ABIILTY TO THINK ON ONE S FEET (this depends largely on schema so It s important to be well-read and accustomed to giving opinions

PSLE Pointers

Home-School Collaboration READING & SPEAKING are imperative to success in English! Please support us by: - Modelling good language use practices at home. i.e. speaking SE - Encouraging READING on a daily basis (this is where vocabulary is acquired and grammar structures taught in school internalised) - P6 kids should be devouring a book a week or a fortnight - Encouraging your kid to READ WIDELY (novels, news, guide books, visual images, short stories, information texts etc) - TALK to your kid about what s current and what she has read. Also talk about what you see around you. This would get her speaking and thinking on her feet.

Mathematics Curriculum

Outline 1) Aims Of Math Curriculum 2) P6 Math Curriculum 3) Assessment Matters

Aims Of Math Curriculum To acquire the necessary mathematical concepts and skills for everyday life To develop mathematical thinking and problem solving skills and apply these skills to formulate and solve problems To be able to use mathematical language to express mathematical ideas precisely, concisely and logically

Mathematics Curriculum Primary 6 Mathematics Programme Teaching of Problem-solving Teaching of Heuristics Challenging Problem-solving Practice / PSLE Papers Math Remediation & Enrichment

Mathematics Curriculum Teaching of Problem-solving The process in which a person who is faced with a mathematical problem applies mathematical concepts, skills and process to solve the problem

Mathematics Curriculum Teaching of Problem-solving Draw models Redraw models for better visualization Use familiar concepts from other topics Use pictures & diagrams

Mathematics Curriculum Teaching Of Problem-Solving Is drawing models compulsory? Can Algebra be used to solve problem sums?

Mathematics Curriculum Teaching of Heuristics Methods that guide pupils to solve mathematical problems systemically by learning from past experiences and investigating practical ways.

Mathematics Curriculum Teaching of Heuristics P1 P2 P3 P4 P5 P6 Looking for a Pattern Revision of skills learnt at P1 Draw-itout Modeldrawing Guess & Check Listing Revision of skills learnt at P2 Restating the Problem Working backwards Revision of skills learnt at P2 and P3 Before and After Concept Points and Spaces Concept Skills learnt at P4 Patterns with No Constant Change Restating the Problem Revision

Mathematics Curriculum Challenging Problem-Solving To further stretch the potential of pupils who have the ability to excel in the subject. Solving of higher-order, non-routine Maths questions.

Mathematics Curriculum Enrichment Maths Olympiad training will be conducted for pupils who are very proficient in the subject. (Jan - April) Selected pupils will participate in competitions like the Singapore Mathematics Olympiad For Primary Schools. (April)

Assessment Difficulty Level Of Maths Exam Paper knowledge-type questions (easy) comprehension-type questions (average) application-type questions (difficult)

Assessment Paper Format Format Of Standard Maths Paper Paper Booklet Item Type No. of qns No. of marks per qn Weighting Duration 1 (40%) No calculators allowed A B Multiplechoice Shortanswer 10 1 10 % 5 2 10 % 10 1 10 % 5 2 10 % 50 min 2 (60%) Calculators allowed Shortanswer 5 2 10 % Structured / Longanswer 13 3, 4, 5 50 % 1 h 40 min

Assessment Paper Format Format Of Foundation Maths Paper Paper Booklet Item Type No. of qns No. of marks per qn Weighting Duration 1 (50%) No calculators allowed A B Multiplechoice Shortanswer 10 1 10 % 10 2 20 % 10 2 20 % 1 hour 2 (50%) Calculators allowed Shortanswer Structured / Longanswer 10 2 20 % 8 3, 4, 5 30 % 1 hour 15 minutes

What Must My Child Do To Be Able To Cope With Maths Practise daily and work through new problems.

CONCLUSION EMOTIONAL PROBLEM

ENCOURAGEMENT + MOTIVATION + HARD WORK =

Thank you

Science Curriculum

What does my child learn in science? How is my child assessed in science? Why does my child learn science? How does my child learn science? How can I support my child in learning science?

Why Does My Child Learn Science? Learn Science Concepts to understand themselves and things around them Develop Process Skills & Cultivate Attitudes

4 How Does My Child Learn Science? 1 2 5 3

What Does My Child Learn In Science? Themes **Upper Block (Primary 5 and 6) Cycles Systems Interactions Cycles in plants and animals (Reproduction) Cycles in matter and water (Water) Plant system (Respiratory and Circulatory) Human system (Respiratory and Circulatory) Cell system Electrical system Interaction of forces (Frictional force, gravitational force, force in springs & Magnetic force) Interactions within the environment Energy Energy forms and uses (Photosynthesis) Energy conversion

Primary 5 Term Theme Topic 1 Cycles Water 1 Systems Cells 2 Cycles Reproduction in Animals 2 Cycles Reproduction in Plants 3 Systems Electricity 3 Systems Respiratory System 3 Systems Circulatory System 3 Systems Transport system in flowering plants Sequence of Topics 4Simple in Virtue, Steadfast Energy in Duty Photosynthesis

Sequence of Topics Primary 6 Term Theme Topic 1 Energy Energy forms and Uses 1 Interactions Forces 1 Interactions Environment 2 Interactions Web of Life 2 Interactions Adaptations 3 Interactions Man s Impact on the Environment

Process Skills Observing Comparing Creative problem solving Classifying Decision making Predicting Investigation Inferring Formulating hypothesis Evaluating Generating possibilities Communicating (chart, pictorial, tabular or graphical) Analysing

How Is My Child Assessed In Science? Exam Format for Science Paper (1h 45 mins) Booklet Item Type Number of Questions Number of Marks per Question Marks A 28 2 56 B Multiplechoice Openended 12 2 to 5 44 Total 40 100

Marking Scheme Marks are awarded for correct key concepts and not key words Marks will be deducted for additional wrong concepts

How Can I Support My Child In Learning Science? Observe /Ask questions /Predict Explain observations and make connections Do simple hands-on activities

How Can I Support My Child In Learning Science? How do I keep my drink hot for a longer time? What characteristics does this animal have? Why do things drop downwards? Why do I need to wear gloves when I hold a hot pot? Science in Everyday Life Be curious. Ask questions Which materials should I use to make the curtain in my room? Why do I not fall down when walking?

Application of Science Concepts in our Daily Lives

Ms Lim bought some crispy fried spring rolls from the hawker centre and noticed that some holes were punched on the styrofoam box. holes styrofoam box (a) How do the holes on the styrofoam box help to keep her spring rolls crispy?

The next day, Ms Lim bought a pizza home for lunch and realized it was packed in a paper box instead of a plastic or styrofoam box. The paper box also did not have holes on it. Clip Paper box She ate her pizza and realized that it was not soggy. Explain why.

Keegan observed how the Teh Tarik drink (hot milk tea) was prepared one morning. He noticed that the hot milk tea was pulled successively by pouring it from one cup (A) to another cup (B). Keegan tried preparing his own Teh Tarik drink at home. He first prepared a cup of ho milk tea and measured its temperature. Then, he pulled the hot milk tea several times and recorded its temperature between each successive pull in the table below. No. of pulls 0 1 2 3 4 5 Temperature of Teh Tarik drink ( o C) 96 93 91 89 86 84

How to help your child revise Magnetic Materials S teel I ron N ickel C obalt Superman Is Not Cool Texture of Surfaces & Friction smooth rough less friction more friction

How to help your child revise Use concept maps or mind-maps to summarise main concepts

Thank You!

Briefing for Mother Tongue Languages Chinese Language: Hall Malay Language: Malay Room 1 @ Level 3 Tamil Language: 2 Hope Classroom @ Level 3 Networking with Form / Co-Form trs will be held after the MTL session in the respective classrooms.

Chinese Language Curriculum

MT Department Mission To develop pupils into confident and competent Mother Tongue Language users who are able to appreciate their own culture and traditional values.

MT Department Mission To nurture pupils interest and passion for the language by creating a fun and interesting learning environment for them.

Assessment Format Chinese Language Paper 1 Paper 2 Paper 3 Paper 4 Essay Writing Language Use & Comprehension Listening Comprehension Oral - Theme Essay - Picture Essay - Grammar - Vocabulary - Comprehension - Comprehension - Reading Aloud - Picture Description - Conversation

Paper 1 PAPER COMPONENT ITEM TYPE NO OF ITEMS MARKS Writing Topic Essay OE 2 Choose 1 40 (50min) Picture Essay OE

Paper 2 PAPER COMPONENT ITEM TYPE NO OF ITEMS QUESTION NO MARKS Language Use & Comprehension (1hr 40min) Booklet A Language Use MCQ 15 1-15 30 Close Passage MCQ 5 16-20 10 Reading Comprehension MCQ 5 21-25 10 Booklet B Completing the Dialogues MCQ 4 26-29 8 Reading Comprehension MCQ + OE 3 30-33 10 Reading Comprehension OE 7 34-40 22

Paper 3 PAPER COMPONENT ITEM TYPE NO OF ITEMS MARKS Listening Comprehension & Oral Listening Listening Comprehension MCQ 10 20 Oral Reading Aloud OE 1 20 Conversation OE 1 30

Higher Chinese PAPER COMPONENT ITEM TYPE NO OF ITEMS MARKS Paper 1 Topic Essay OE 2 choose 1 Writing (50 min) Complete the Essay OE 40 Paper 2 Language Use & Comprehension (1hr 20min) Close Passage MCQ 5 10 Character/Word Correction OE 5 10 Reading Comprehension 1 OE 6 16 Reading Comprehension 2 OE 7 24

Foundation Chinese PAPER COMPONENT ITEM TYPE NO OF ITEMS MARKS Paper 1 Writing (40 min) Paper 2 Listening Comprehension & Oral Language Application MCQ 5 5 Reading Comprehension MCQ/OE 5 10 Listening Listening Comprehension MCQ 15 30 Oral Reading Aloud OE 1 15 Conversation OE 1 40