P6 Principal s Briefing and Sharing by IP Heads 10 Feb 2017 5.00 7.00 p.m. 1
Objectives of Session Understanding the P6 journey of the student PSLE and Subjects Expectation Choosing a Secondary School Guiding and Supporting my Child 2
T-Score Stream
PSLE A Placement Examination
Understanding PSLE T-Score
WHAT IS T-SCORE?
Malay Language
Direct School Admission (DSA) Niche Areas Registration period from May - 1 Jul Open House of Secondary Schools from April Specialised Schools SOTA, Singapore Sports School, Crest, Spectra Schools offering Integrated Programme IP 6 Years A Levels IB Programme
Secondary One Posting
Understanding the Posting Process
Mary (240) Alex (238) RFG Secondary School SJ Sec S N Girls C Girls AD Secondary School AD Secondary School YS Secondary School C Secondary School YS Secondary School WDR Secondary School WDR Secondary MS Secondary School
Multiple Pathways
The Singapore Education Landscape
Points to Note for Parents PSLE is just a means not an end to a child s schooling life Choose a path that the child can cope and has interest in Discuss choices with the child Guide him and support him Plan a routine and create a conducive environment for the child
Multiple pathways to better cater to different learning needs Work & Life CET Degree University (3 4 years) GCE A-Level / Other Qualifications Diploma Skill Certs Degree, Diploma, Skill Certs Junior College (2 years) Polytechnic (3 years) ITE (2-3 years) GCE O-Level / N-Level Alternative Qualifications Privately- Funded Schools (4 6 years) Specialised Independent Schools (4 6 years) Integrated Programme Schools (4 6 years) Secondary Schools (4 5 years) Primary School Leaving Examination Specialised Schools (4 years) Special Education Primary School (6 years) 17 17
How can I Support my child 18
Positive Stress Negative Stress
Are you a Carrot, Egg or Coffee
A young woman went to her mother and told her about her life and how things were so hard for her. She did not know how she was going to make it and wanted to give up. She was tired of fighting and struggling. It seemed as one problem was solved, a new one arose. Her mother took her to the kitchen. She filled three pots with water and placed each on a high fire. Soon the pots came to boil. In the first she placed carrots, in the second she placed eggs and in the last she placed ground coffee beans. She let them sit and boil, without saying a word. 21
In about twenty minutes she turned off the burners. She fished the carrots out and placed them in a bowl. She pulled the eggs out and placed them in a bowl. Then she ladled the coffee out and placed it in a bowl. Turning to her daughter, she asked, Tell me what you see. Carrots, eggs, and coffee, she replied. Her mother brought her closer and asked her to feel the carrots. She did and noted that they were soft. The mother then asked the daughter to take an egg and break it. After pulling off the shell, she observed the hardboiled egg. Finally, the mother asked the daughter to sip the coffee. The daughter smiled, as she tasted its rich aroma the daughter then asked, What does it mean, mother? 22
Her mother explained that each of these objects had faced the same adversity: boiling water. Each reacted differently. The carrot went in strong, hard and unrelenting. However, after being subjected to the boiling water, it softened and became weak. The egg had been fragile. Its thin outer shell had protected its liquid interior, but after sitting through the boiling water, its insides became hardened. The ground coffee beans were unique, however. After they were in the boiling water, they had changed the water. Which are you? she asked her daughter. When challenges knocks on your door, how do you respond? Are you a carrot, an egg or a coffee bean? 23
Are you the carrot that seems strong, but with pain and adversity do you wilt and lose your strength? Or are you the egg that starts with a malleable heart, but changes with heat? Did you have a fluid spirit, but after a death, breakup, financial hardship or some other trial, have you become rigid and stiff? Does your shell look the same, but on the inside are you bitter and tough, disconnected from spirit with a hardened heart? Or are you like the coffee bean? The bean actually transforms the hot water, the very circumstance that brings it pain. When the water gets hot, the coffee releases its fragrance and flavor. If you are like the coffee bean, when things are at their worst, you get better and change the situation around you. When the hour is darkest and challenges are their greatest, do you elevate yourself to another level? 24
Do you want your child to grow up into a carrot, egg or coffee bean? It s in Your Hands 25
Let s provide the best Support & Encouragement that we can for our children so that they can realise their dreams
Collaborative Tuition Programme Tuition Classes are conducted on Saturday mornings by the following organisations: CDAC - www.cdac.org.sg/application-forms/ MENDAKI - https://oprs.mendaki.org.sg SINDA - saraswathy_munu_samy@moe.edu.sg
ENGLISH LANGUAGE
EXAM FORMAT (STANDARD) PAPER COMPONENT ITEM TYPE 1 - Situational Writing - Continuous Writing 2 Language Use and Comprehension 3 Listening Comprehension 4 Oral Comprehension MARKS WEIGHTING DURATION OE 55 27.5% 1h 10 min OE/MCQ 95 47.5% 1h 50 min MCQ 20 10% About 35 min OE 30 15% About 10 min Total 200 100%
EXAM FORMAT (FOUNDATION) PAPER COMPONENT ITEM TYPE 1 - Situational Writing - Continuous Writing 2 Language Use and Comprehension 3 Listening Comprehension 4 Oral Comprehension MARKS WEIGHTING DURATION OE 40 26.7% 1h 10 min OE/MCQ 60 40% 1h 20 min MCQ 20 13.3% About 35 min OE 30 15% About 10 min Total 150 100%
EXAM FORMAT (STANDARD) Component Language Use Grammar MCQ Component - Comprehension Visual Text Comprehension Grammar Cloze Comprehension Open-ended Synthesis/Transformation Comprehension Cloze Editing for Spelling & Grammar Vocabulary MCQ Vocabulary Cloze (MCQ)
EXAM FORMAT (FOUNDATION) Component Language Use Grammar MCQ Grammar Cloze Editing for Spelling & Grammar Synthesis/Transformation Vocabulary MCQ Component - Comprehension Form-Filling Graphic Stimulus Completion of sentences Comprehension (A variety of question types) Comprehension Cloze Vocabulary Cloze (MCQ)
APPROACH: Strong Foundation Systematic instruction of grammar and vocabulary Focus on Oral Communication Word study skills to build and use vocabulary Writing skills and strategies for idea generation. Rich Language Use of variety of print & non print Expose to literary and informational texts Promote extensive reading Engage in authentic and creative writing and representation
MATHEMATICS
EXAM FORMAT - SMA
EXAM FORMAT - FMA
APPROACHES Concrete Pictorial Abstract Approach Use of FREMC (Factual fluency, Readiness, Engagement, Mastery and Consolidation) Lesson structure SPA (Speed and Accuracy) Worksheets Explicit teaching of heuristic skills through Heuristics Package and Revision Focused revision package for PSLE Parallel questions in worksheets and remediation
SCIENCE
Scope of Briefing Assessment Objectives (AOs) of PSLE Science PSLE Science Format Key Approach for Primary Science Home Support
Assessment Objectives (AOs) Students should be able to of PSLE Science (1) Demonstrate their knowledge and understanding of scientific concepts (AO1) (2) Use various process skills to interpret and analyse data and apply scientific concepts to different contexts (AO2)
PSLE Science AOs Weighting (i) Knowledge with understanding STANDARD SCIENCE (II) Application of knowledge and process skills (i) Knowledge with understanding FOUNDATION SCIENCE (II) Application of knowledge and process skills 40% 60% 50% 50%
FORMAT OF PAPER (Standard Science) Booklet Item Type No. of Questions Marks per Question Weighting A MCQ 28 2 56% B OE 12 or 13 2,3,4 or 5 44% Duration of Paper : 1 h 45min
FORMAT OF PAPER (Foundation Science) Booklet Item Type No. of Questions Marks per Question Weighting A MCQ 18 2 36% B Structured OE 6 to 7 5 to 6 2 or 3 2 or 4 14% 20% Total marks: 70 marks Duration of Paper : 1h 15 min
Distribution of Marks According to Syllabus Content Life Science 45% to 55 % Physical Science 45% to 55 %
Key Approach for Primary Science To provide the student with a strong foundation in scientific concepts To nurture and develop the student s skills and necessary attitudes for Scientific inquiry To develop the student in using science process skills to apply the scientific concepts to different contexts
Conceptual Understanding Knowing and understanding scientific knowledge is important. But simply acquiring scientific knowledge does not prepare a student sufficiently for the examination. Scientific knowledge is only useful when a student knows which situations to apply it in and how to modify it for new situation.
Gearing towards PSLE Accurate understanding of concepts is very important Make connections between concepts learnt - Materials and Magnets - Heat and Energy - Global Warming Apply concepts / skills in new situations Give reasons for choices made Revision of concepts learnt from P3 to P5. Concepts taught in P3, P4, P6 are tested through more challenging questions
Home Support Read widely, beyond the text book for e.g, Singapore Scientist Watch Science Programmes Documentaries on TV. for e.g. Animal Planet and Discovery Channel Helps to understand how concepts can be applied in varied contexts
Mother Tongue
Exam Format (Standard) Paper Component Item Type Marks Weighting Duration 1 Composition OE 40 20% 50 min 2 Language use and comprehension 3 Oral - Reading Aloud - Conversation with video stimulus 4. Listening Comprehension OE/MCQ 90 45% 1 hr 40 min OE 50 35% About 10 min MCQ 20 30 min
Exam Format (Foundation) Paper Component Item Type 1 Language use and reading comprehension 2 Oral - Reading Aloud - Conversation with video stimulus 3 Listening Comprehension Marks Weighting Duration MCQ/OE 15 15% 40 min OE 70 55% About 10 min MCQ 30 30% 35 min
Higher Mother Tongue Paper Component Item Type Marks Weighting Duration 1 Composition OE 40 40% 50 min 2 Language Application and Comprehension OE 60 60% 1 hr 20 min
APPROACH: A strong foundation in the following skills: Listening Speaking Reading Writing Verbal communication Written communication
Q & A No. Question Remark 1 Are pupils allowed to bring more than one calculator for their examinations? 2 Is the use of Algebra allowed to solve Math questions? As long as the calculator is approved to by MOE and it has the required confirmation by the school (school sticker), pupil can bring more than one calculator into the exam room. A pupil will not be penalised for using Algebra to solve Math questions. As long as the method and answer are correct, a pupil will get the allocated marks. Pupils must have ample practice and be confident if they want to use Algebra method. 55
Q & A No. Question Remark 3 Can the children have less homework on Supplementary/Remedi al/cca days? 4 When will CCA stand down? While some parents request for less homework, there are others who feel the school should give more. The teachers are mindful of the homework load of the pupils, and use the homework policy as a guide when assigning homework. CCA for P6 pupils will stand down at the end of semester 1, except for those in competitive sports like Netball which will stand down in July. 56
Q & A No. Question Remark 5 When and how will the students get their PSLE booklets for revision? 6 What are the PSLE revision packages that were mentioned? Parents will be informed about the purchase of the PSLE booklets sometime this month. The booklets will be delivered to the school once the order has been finalised. The revision packages are created by the departments and complement the workbooks and worksheets, so as to better prepare the pupils for PSLE. 57
Q & A No. Question Remark 7 Will there be revision classes prior to PSLE? 8 What s the difference between Supplementary and Remedial Lessons? There will be Supplementary Lessons during the June and September holidays. Structured revision practice will be given to all pupils from August. While both types of lessons are conducted after school hours, Supplementary Lessons are meant for the entire class to reinforce the lessons learnt in class. Remedial Lessons are meant for a targeted group of pupils who have still not mastered the concepts/skills taught for a particular unit of lesson. 58
Q & A No. Question Remark 9 Why Math Lessons are no longer banded? 10 Why did the school change the class teachers one month into the new year? With the specialisation of the teachers, they are able to provide a more targeted teaching and learning. In addition, the time saved on moving from class to class and adjusting to a new teacher can instead, be used for more productive and deepening of learning to take place. The change is for teachers to specialise in the subject area that he/she is teaching. As such, teachers specialise on one single subject and only teach that cohort of pupils at a level as compare to 2-3 levels previously. Teachers thus will now gain mastery of the subjects that they teach and understand the cohort s needs far better. It is better for the change to take place now, rather than next year, so as to benefit the current P6 cohort of pupils. 59