PRIMARY 5 FORUM 4 April 2014 7.00 P.M. – 9.30 P.M.

Do Your Part! Level Up! Capture the Moments!

Housekeeping Matters

• Light snacks are available at the back of the hall.

• Please turn all mobile devices to the silent mode.

• Emergency exits are located at the back of the hall.

• Feedback forms will be collected at the exit points at the end of the forum.

Programme Outline • Introduction of Teachers

• Address by the Principal, Mr Sam Wong

• Pupils’ Well-Being: Miss Sam Choi

• English Language: Mrs Vincy Sebastian

• Mathematics: Mrs Liou Peck Har

• Science: Mrs Sharon Yang

• Q&A

• Break out sessions for Mother Tongue Briefing

OUR LEVEL LEADERS

Miss Sam Choi (Faculty Head)

Mr Fauzy (HOD, PE)

Mrs Sharon Yang (HOD, Science)

Mrs Sebastian (LM, LH English)

OUR TEACHERS

Mrs Sebastian I1- Form Tr I3 – Eng Tr

Mrs Liou I1 – Math & Science Tr

Miss Lee Pei Yan I2 – Form Tr I4 – Eng Tr

Mr Ng Ee Meng I2 – Math Tr I3 – Form & Math Tr

OUR TEACHERS

Mdm Nurul I2 & I3 – Sci Tr I4 – Form & Sci Tr

Mr Vicknesh I5 – Eng & Sci Tr I7 – Sci Tr

Mdm Farrah I6 – Form Tr I7 – Eng Tr

Miss Koh Mun Ling I7 – Form & MathTr I4 – Math Tr

Mrs Yang I5 – Sci Tr I7 – Math & Sci Tr

Mrs Nair I8 – Form, Eng, Math & Sci Tr

Ms Chun Wee Yin I6 - Math I7 – Math Tr

OUR SPECIALISED TEACHERS

From Left to Right: Mr Raakesh Menon (Art), Mr Fauzy (HOD for PE), Mr Tan Keng Hong (Music) & Mr Isham (Allied Educator)

OUR PE TEACHERS

From Left to Right: Mr Mohd Ali Imran (PE), Miss Siti Maisarah (PE),

CHINESE LANGUAGE TEACHERS

From Left to Right: Miss Goh Chun Pei, Mdm Tan Yi Ling, Mrs Shirlee Tay & Mdm Bai Jie

CHINESE LANGUAGE TEACHERS

From Left to Right: Miss Yvonne Tung, Mdm Xi Jun & Mdm Chang Kai Lee

CHINESE LANGUAGE TEACHERS

From Left to Right: Mr Goh Seng Hong & Mr Yue Chee Hong

MALAY LANGUAGE TEACHERS

From Left to Right: Cikgu Ismail, Cikgu Azean, Cikgu Melati and Cikgu Hayati

TAMIL LANGUAGE TEACHERS

From Left to Right: Mr Jesudass Joseph Patros & Mrs Hema Kumar

OPENING ADDRESS Mr Wong PRINCIPAL

Rationale for Subject-based Banding

• Progression to secondary level depends on PSLE scores

• Pupils who are offered subjects at the Foundation Level are not disadvantaged.

• The child can focus on building strong fundamentals in these subjects and better prepare for progression to Secondary School.

• Every child is unique with differing abilities.

Guidelines for Movement From P5 to P6

Pupils must pass at least 2 Standard

Subjects at the end of Primary 5

Pupils must maintain a pass in

the Standard Subject

Pupils who score 19 marks & below in

Math will change to this subject combination.

Proceed to Primary 6 regardless of performance in

Foundation Subjects

4 Standard Combination

1 Standard & 3 Foundation

3 Standard & 1 Foundation (Math)

4 Foundation Subjects

Generally, the pupils take the same subject combination determined by the school

Guidelines for movement from P5 to P6

Continue with the same subject combination

For pupils who do not meet expectations

Switch some subjects to Foundation Level

End of P5

•Do we only stress on academic pursuits? •How can we play a part in nurturing the children holistically?`

Providing a holistic education

P1 & P2 Faculty -Speech & Drama -Reading Programme -STELLAR -Competition -Learning Journeys -VIA Activity

P3 & P4 Faculty - Reader’s Theater - Reading Programme -STELLAR -Competitions -Learning Journeys -Financial Literacy -Swim Safe -Camp -VIA Activity

P5 & P6 Faculty - STELLAR -Reading Programme -P5 Camp -Math & Science Day -Learning Journeys -Study Camp -Target Remediation -Career Guidance Lessons

Developing children holistically

Well-Being of Primary 5 Pupils plays a crucial role in developing them holistically

• Acceptance by

friends is becoming

more important

• Peer-influence

becomes stronger

• Good and developed

coordination

• Concerned with

appearance

• Sensitive to praise

and recognition

• Have a mind of their

own; capacity of

reasoning

• Developing and

shaping of values and

beliefs Mental Emotional

Social Physical

Our students are like the mountain climbers scaling different terrains and heights. Schools are the expedition teams that help each climber chart their different routes and prepare them for the climb. Our teachers are the trainers and the guides. The challenge is to find different pathways to scale the mountain range and push towards different peaks. Once in a while, we must all step back to behold the entire mountain range, assess the climatic changes and review the pathways we have chosen. Sometimes, to climb a higher mountain, we need to descend from the one we are familiar with.

We believe in providing every child with the opportunity to develop to the fullest …

Every Child is different. Therefore the challenge for the parents, teachers and the child himself is to find different pathways to scale the mountain range and reach the peak.

How can I help my tired child?

• Practical – avoid having too many activities

• Include time for rest & recreation. Have time for some family bonding too.

• Set priority for weaker subjects. Work out a timetable.

• More does not mean better; children must be given support & guidance

• Take your child seriously when he says that he cannot cope with his schoolwork. Find out why. Two way communication is important!

• Recognise your child’s effort and improvements

• Acknowledge his strengths before weaknesses

• Provide practical support

• Reward

• Do not compare your child’s grades with siblings or relatives

How can I motivate my child?

So Dear Parents,

Let’s All,

Do Our Part!

Level Up!

Capture the Moments!

Thank you!

Well-Being of Your Child

FTGP

Pupils’ Well-Being

Outline

Form Teacher Guidance Period (FTGP)

• Form teachers’ quality interaction with pupils

• Strengthen pupils’ social and emotional competencies

• School hour has not been extended

• Part of FTGP is conducted during supplementary lesson time

Well-Being of Your Child

Mind

Body Heart

Focused Mind

• Set schedule at home to manage between study and leisure

• Provide support, academically and emotionally

• Right amount of stress

Well-nourished Body

• Have sufficient sleep (sleep early)

• Balanced diet

• Regular exercise

Happy Heart

• Be there for your child

• Active listening

• Create recreational activities

• Allow them to have their personal space

Every Moment in the School Matters.

Every Child Matters!

Capture the Moment!

English Language @ Canberra A Strong Foundation for Rich Language & Life

EL Syllabus

Approach to Learning English Language

Assessment Matters

Partnership with Parents

Overview

Our Vision…

All children should enjoy learning English,

develop good language skills, be effective

communicators and lifelong learners.

Equip our children with the necessary skills to prepare for the changing world

• Prepare our children for life and work in

the 21st century

• Develop pupils to be

•Effective communicators

•Confident, self-directed learners

EL Syllabus 2010 Emphasis on

•Strengthening the foundation of language learning

•Enriching the EL curriculum in our schools

STELLAR Strategies for English Language Learning

and Reading

Aims to strengthen children’s language and reading skills using authentic texts and learning activities that motivate and engage different learners.

STELLAR Lessons STELLAR lessons develop …

Language Skills

Social Skills

What is an upper primary STELLAR lesson like?

44

Reading To Learn

Writing

As Process Differentiated Instruction

The teacher modifies her teaching to cater to the

specific needs of children to build their language

skills. The teacher models the writing

processes for different text

types. Children engage in

writing together and writing

independently.

The teacher uses different strategies

to help children read and

understand different types of texts.

Exposure of different texts

Information Report

Personal Recount

STELLAR & Assessment

Four Major Components: - Reading - Listening - Speaking - Writing

The paper will cover all the four components. Therefore the necessary skills are needed to perform well in exams and for life-long learning.

Overview of Assessment 2014 (Standard Stream)

Term 1

Term 2 Term 3 Term 4

Main Paper:

Booklet A (33 marks)

Booklet B (67 marks)

Total 100 marks

Main Paper:

Booklet A (28 marks)

Booklet B (67 marks)

Minor Papers:

Oral (30 marks)

Listening (20 marks)

Writing (55 marks)

Grand

Total 200 marks

Main Paper:

Booklet A (33 marks)

Booklet B (67 marks)

Total 100 marks

Main Paper:

Booklet A (28 marks)

Booklet B (67 marks)

Minor Papers:

Oral (30 marks)

Listening (20 marks)

Writing (55 marks)

Grand

Total 200 marks

Overview of Assessment 2014 (Foundation Stream)

Term 1 Term 2 Term 3 Term 4

Main Paper:

Booklet A (20 marks)

Booklet B (40 marks)

Total 60 marks

Main Paper:

Booklet A (20 marks)

Booklet B (40 marks)

Minor Papers:

Oral (30 marks)

Listening (20 marks)

Writing (40 marks)

Grand

Total 150 marks

Main Paper:

Booklet A (20 marks)

Booklet B (40 marks)

Total 60 marks

Main Paper:

Booklet A (20 marks)

Booklet B (40 marks)

Minor Papers:

Oral (30 marks)

Listening (20 marks)

Writing (40 marks)

Grand

Total 150 marks

Oral Component (Standard & Foundation) Reading (10 marks) Stimulus-based Conversation (20 marks)

Oral Component (Standard & Foundation)- Reading (10 marks)

“There’s a library at the new shopping mall which has just opened. I

hear they have a good collection of new books. Can we please visit it,

Mum?” Yati asked her mother.

Her classmates had been talking about the new books available in

the library, all through recess that day. Yati loved reading and was excited to

check the books out.

“Well, I need to buy some groceries. I was planning to go to the new

shopping mall myself. We’ll go there together and you can stay in the library

while I do my shopping,” Yati’s mum suggested.

“That’s a great idea, Mum,” Yati said in delight, already making a list

of her favourite authors and the titles she would look for.

Her mother loved shopping and would definitely take her time

visiting the many shops at the new shopping mall. Yati would have plenty of

time to browse through the books. She was not going to complain about

that.

.

Oral Component (Stimulus-based conversation) a) Look at this picture of a book cover. It usually has

information about the book. How important is the

book cover?

Do you choose a book based on the book cover?

Why/why not?

b) Do you enjoy reading? Who is your favourite

author? Why do you like his/her books?

Why do you think reading is encouraged so actively?

c) Reading is a hobby to some. What is your hobby?

How does it benefit you?

What other hobbies would you like to take up?

Paper 1 (Standard/Foundation Stream) Composition Situational Writing

Situational Writing •Email, Report, Letter of complaint, etc Continuous Writing •3 pictures

Situational Writing - Standard (15 marks) - Foundation (10 marks) Pamphlet

Recycle & Create

Recycle materials you have at

home and create a brand new

picture!

What you have to do:

On a piece of art paper, create a picture using recycled materials. The

theme is ‘Save the Earth’.

How to submit artwork:

Hand in your completed picture to the teacher-in-charge in your school before the deadline.

Deadline:

30 June 2014

An Art Competition by the Green Society of Singapore

Attractive Prizes!

1st prize

$500

2nd prize

$300

3rd prize

$100

We have only one Earth and it is

up to us to take good care of it!

Let’s recycle!

Your Task

You are a member of your school’s Green Club. The

teacher-in-charge of the club has given out this

pamphlet about an art competition and would like all

members to participate in it. Your friend, Paul, was sick

that day and he missed this session

Write an email to Paul to tell him about the

competition.

You are to refer to the information in the pamphlet on

the previous page for your email.

In your email, include the following key information:

- who organised the competition

- theme of the competition

- how to participate

- why you think both of you should participate

You may reorder the points. Remember to write in

complete sentences.

Situational Writing – Foundation/ Standard

• Format • Address the content • Language Skills

Continuous Writing - Standard (40 marks)

Write a composition of at least 150 words about a challenge.

GIVEN TASK • One item • Write a composition about the

given topic • Based on 1 or more of 3 given

visuals • Pointers provided

REQUIRED RESPONSE • Continuous prose (narrative/non-

narrative) • Individual response to given topic • Make use of at least 1 out of 3 given

visuals in any order • Address the given pointers in any order

and include other relevant points

• Requires a good content • Linking of ideas • Grammar and Vocab Skills

Continuous Writing - Foundation (30 marks)

?

monkeys in a cage

naughty boys

threw stones

poked the monkeys with a stick

kind-hearted girl

warned the boys to stop

angry

pointed the hose

fell backwards

The pictures below show what happened at a

zoo one morning. Based on these pictures,

write a story of at least 120 words.

Give the story your own ending. You may use

the given helping words and phrases. You may

also include other details.

• Requires a good content • Linking of ideas • Grammar and Vocab Skills

• Grammar (MCQ) • Vocabulary (MCQ) • Visual Text (MCQ) • Grammar Cloze • Editing • Comprehension CLoze • Sentence Manipulation* • Comprehension*

English Language Paper 2 Standard– 95 marks Foundation – 60 marks

Booklet A - Visual Text Comprehension - Standard (8 marks)

Booklet A - Visual Text Comprehension (Standard)

For each question from 1 to 5, choose the most appropriate option and write its number (1, 2, 3 or

4) in the brackets provided.

1. According to the webpage, why is the Singapore Zoo one of the most successful

conservation parks in the region?

(1) It reaches out to people through the Internet.

(2) It has many types of endangered animals in the park.

(3) It has many school children visiting the Zoo regularly.

(4) It has many programmes to educate the public and create awareness.

( )

2. What does the phrase ‘these animals’ under the subheading Conservation through

Breeding Programmes refer to?

(1) endangered animals in the world

(2) endangered animals cared for in the Zoo

(3) animals participating in the animal shows

(4) animals exchanged with other reputable zoos in the world ( )

• Text which includes visuals • Viewing skills used when reading • Multiple-choice questions

According to studies presented by US researchers at a

meeting in Orlando, Florida, a daily dose of laughter may be

good for the heart. Like exercise, a good laugh makes

(1)____blood____ vessels work more efficiently.

(2)Depression, on the (2) ____other________ hand can

raise the risk of dying from (3)______heart failure.

Booklet B (Standard)- Comprehension Cloze (15 marks)

• Requires reading skills • Inference skills • Grammar and Vocab Skills • Prior Knowledge

Booklet B (Standard)- Synthesis & Transformation (10 marks)

For each of the following questions, rewrite the given sentence(s) using the word(s)

provided. Your answer must be in one sentence. The meaning of your sentence must

be the same as the meaning of the given sentence(s).

1.We enjoyed our climb but we did not get to the top of the mountain.

Even though _______________________________________________

__________________________________________________________.

2. Gopal can take part in the singing contest but he must register by this Friday.

Unless _________________________________________________________

_______________________________________________________________.

.

• Grammar rules • Sentence construction • Practice

Booklet B (Standard) - Comprehension Open-ended (20 marks)

As soon as Owen was untied, he scrambled from the

lorry and ran directly to Mzee (pronounced as mm-ZAY), a

grey-coloured creature about the same size as Owen. Owen

crouched behind Mzee like baby hippopotamuses do with

their mothers when they need protection. However, Owen had

no idea he was to live with a 130-year-old, grumpy Aldabra

(pronounced as al-DAH-brah) tortoise.

At first sight, Mzee hissed at Owen, then walked

away. Mzee’s name means “wise old man” in Swahili. He was

known to be unfriendly and was content to live alone in his

enclosure. He neither wanted a companion nor was he

prepared to be a parent to anyone. Yet Owen, the sprightly

baby, kept up easily with Mzee and followed him everywhere.

Soon, Mzee became used to Owen’s presence.

1) Who was Mzee? (1m)

_______________________________________

_______________________________________.

2) How do we know Owen was in a state of panic

when he arrived? (1m)

_______________________________________

_______________________________________.

• Requires reading skills • Inference skills • Analytical Skills • Grammar and Vocab Skills

Some blind people use dogs to guide them. A guide

dog leads its master (1)___safely_____ from place to place and

across busy streets. It leads him carefully along the pavement,

(2) ____avoiding__ obstacles such as people and lamp posts.

The guide dog walks in front of its master. The blind

man holds a handle (3)______which____ is connected to each

side of a harness worn by the dog.

Booklet B (Foundation)- Comprehension Cloze (5 marks)

• Requires reading skills • Inference skills • Grammar and Vocab Skills • Prior Knowledge

Synthesis (Foundation) – 3 marks For each of the following questions 1 to 3, combine the sentences to make one sentence using the word(s) given. The meaning of the sentence

must be the same as the sentences given. (3 marks)

1 It is a public holiday. The students are not in school.

_________________________________________________________________

and _____________________________________________________________.

2 I could not go cycling. It was raining.

As _______________________________________________________________

_________________________________________________________________.

3 Mr Lim swims every day. He wants to keep fit.

_________________________________________________________________

in order to ________________________________________________________.

• Grammar rules • Sentence construction • Practice

Passage A

In the early years of the MRT, an inconsiderate person stuck his

used chewing gum on an MRT door. The door could not close , so the

train could not move. The multi -million-dollar MRT system, the pride of

the country, broke down because of a piece of chewing gum! The result

was the government’s ban on chewing gum.

Image taken from ‘http://g4station.com/blog/wp-content/ uploads/2008/10/mrt_platform1.jpg’

However, that did not

completely solve the problem of

doors that jammed. Passengers

kept accidentally dropping things

that ended up getting caught in

the groove of the MRT doorways.

The doors need to slide along the

groove to close but dropped

items can jam the doors. These

could be tissue paper, coins or

other items that cannot be

banned because everyone needs

them.

SMRT came up with a simple solution. They cut a slot into the

bottom of the groove. Now things that can drop i nto the groove can drop

out again through the slot, leaving the doors free to close.

(157 words)

5

10

15

20

1. What happened when someone

stuck chewing gum on an MRT

door? [1m]

____________________________

____________________________.

2. How did SMRT solve the

problem of MRT doors that

jammed? [2m]

___________________________

___________________________.

Booklet B (Foundation) - Comprehension Open-ended (10 marks)

• Requires reading skills • Inference skills • Analytical Skills • Grammar and Vocab Skills

Support @CPS

• STELLAR Unit Worksheets

• Little Red Dot

• Structured Reading Approach

• Through Exposure – Competitions, New South Wales Exam,

Channel News Asia Video (news)

• Partnership with parents - Communication Plan (termly)

Home support – help your child learn English by providing English language reading materials at home.

Activate child’s interest – show your child that you believe learning English is both enjoyable and useful in your daily life.

Support @home – How can you help your child

Role model – read and write notes and messages in front of your child.

English language learning requires frequent exposure to listening, speaking, reading and writing opportunities and activities rather than use of worksheets alone.

Support @home – How can you help your child

Go to the library together to develop love for reading

Availability of magazines and newspapers in your home Exposure of different genres of books for eg Adventure, Biography, Mystery, etc.

Support @home – How can you help your child

Literary Appreciation…

A good storyline Interesting plots/ characters

Support @home – How can you help your child

Help your child learn more interesting words by thinking of new words to replace known words, for example, ‘big’ – huge, enormous, gigantic, gargantuan etc

Tuning into news (listen or watch) and talk about it

Some language activities you can do with your child include…

Lets work together

Give support and encouragement

Quality vs Quantity - Excessive worksheets and homework could create negative association with school.

Mathematics@ Canberra

•A comparison of P4 and P5 content •P5 examination format •Use of calculators •Strategies to help your child

Mathematics Department

Comparing P4 and P5 Content P4 P5

Whole numbers - Numbers up to 10 000

- Multiplication and division - Factors and multiples

Whole numbers - Numbers up to 10 million

- Four operations - Order of operations

Fractions - Mixed numbers and improper fractions

- Addition and subtraction - Fraction of a set - Multiplication

Fractions - Concept of fractions as division

- Four operations

Decimals - Decimals up to 3 places - Addition and subtraction -Multiplication and division

Decimals - Four operations

P4 P5

Measurement - Time - Money

- Area and perimeter

Measurement - Length - Mass

- Volume - Area of Triangle

- Volume of cube and cuboid

Geometry - Perpendicular and parallel lines

- Angles - Rectangle and square

- Symmetry - Tessellation

Geometry - Angles

- Triangle - Parallelogram, rhombus and trapezium

Data Analysis - Table

- Line Graphs

Data Analysis - Average of a set of data

Percentage

Ratio

Comparing P4 and P5 Content

Standard and Foundation Content Standard Foundation

Fractions – 4 operations Fractions – division

Percentage Decimals

Ratio Percentage

Speed Area of Triangle

Area and circumference of circle Area and perimeter of composite figure

Area and perimeter of composite figure

Volume of cube and cuboid

Volume of cube and cuboid Geometry – Triangle and angles in geometric figures

Geometry – Geometrical figures and nets

Data Analysis – Pie Charts

Data Analysis – Pie Charts

Algebra

Format of paper - Standard

Format of paper - Foundation

Use of calculators

• Achieve a better balance between computational skills and problem solving skills

• Facilitate the use of investigations and problems in authentic situations

• Help students, particularly those with difficulty learning mathematics, develop greater confidence in doing mathematics.

Some Strategies to Share

• Progressive and spiral approach

• Drill Process

• Practice Accuracy

• Understanding is the Key

• Heuristics

• Cascaded to P1

• Strong foundation

Key Recommendations

• Develop interest in Math

• Authentic situations

• Engaging in Mathematical Reasoning

• Mathematical games Arithemet EQ

• Close Gap

• Reinforce Multiplication and Division tables

• Continue to do Math practices

• School will continue with practices

SCIENCE

The study of Science involves acquiring 1) process skills (Doing), 2) inquiry skills (Asking) and 3) meta-cognitive skills (Thinking) in order to understand the natural phenomena around us and to construct new knowledge.

Pupils

Self-

directed Reflective

Strategies for problem solving

Opportunities for learning

STRATEGIES

• to build on their interest

• stimulate their curiosity

Inquiry-based

Learning

• to consolidate learning

• to have a deeper understanding linkage

of the themes

Concept map

• to scaffold learning ‘RICHES’

What does ‘RICHES’ stand for? R Read

I Interpret

C Concept(s)

H Highlight

E Elaborate

S Sieve/

Solve

Science Investigation

Testing and improving

Understanding their roles

Collaborating to learn

Outdoor Experiential Learning

Pond beside canteen

Aquarium

Green Wonderland

Planter Boxes

Science Mobile Library

Eco Garden

Assessment CA and SA Performance-based

assessment

Standard

Science

• MCQ (60 marks)

• Open-ended Questions (40 marks)

• Project

(component)

• Practical

Foundation

Science

• MCQ (32 marks)

• Structured Questions (14 marks)

• Open-ended Questions (24 marks)

-

Parents’ Support

Encourage

children to make

good use of

textbook (read,

refer, highlight,

take notes)

Provide

opportunities to

generate interest

in Science

Reinforce

Strategies learnt

in school

Help to relate

learning to daily

life

Thank you

Q & A session Let us welcome our panel of speakers

Q & A Session

You may : •Use the microphones (in the aisles). •Write your queries on paper. •Please drop the feedback forms into the boxes at the various exit points. •The duration of the Q & A session is 15 minutes.

MOTHER TONGUE SESSIONS VENUE

Chinese Language School Hall (Level 2)

Malay Language Classroom 204

(Care 3 Classroom, Level 2)

Tamil Language Classroom 205

(Care 4 Classroom, Level 2)

Mother Tongue Presentations CHINESE / MALAY / TAMIL