welcome to p6 meet-the-parents-session 2018 · p6 dsa successful in psle normal academic/technical...
TRANSCRIPT
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Welcome to P6 Meet-the-Parents-Session
2018
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• School Motto, Vision, Mission and Values
• School Culture and Learning Environment
• School Plans
• PSLE
• Choosing A Secondary School
• Important Dates
• School Programmes
Content
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School Motto, Vision, Mission & Values
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SCHOOL MOTTO
Guidance to Wisdom
SCHOOL VISION Motivated Learners
Critical Thinkers
Leaders of Character (Reviewed in 2013 and renewed to capture the 21CC outcomes )
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SCHOOL VALUES Wise, Enterprising
Gracious, Responsible
Resilient, Open (Reviewed in 2013 and concised based on SEM feedback and 21CC)
SCHOOL MISSION To nurture individuals into
lifelong learners and responsible
citizens through a well-rounded
education.
(Reviewed in 2013 and retained as it is still relevant)
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School Culture & Learning Environment
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School Culture
WE C4ARE IN GWPS WEll Being
Coaching
Compasssion
Commitment
Continuous Learning
Positive Attitude
HumouR
IntEgrity
INnovation
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Class Culture Posters
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Class Culture Posters
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Class Culture Posters
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+ Functionality – High Significance - High
+ POISE LE 1
LE 2
SEE
Pupils – actively thinking and finding out more, they are contributing to class learning.
Teachers – engaging in discussion with pupils.
HEAR
Pupils – actively asking questions.
Teachers- asking thinking questions to spark curiosity and application of skills. Pupils and teachers – encouraging words to fellow pupils.
FEEL Pupils & Teachers – proud of their work and themselves.
First Cycle (2013-2016)
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SEE
Pupils – Actively discovering, collaborating & problem solving using thinking routines.
Teachers – Build character through fun & meaningful learning using DICE & real- world applications.
HEAR
Pupils – Articulate reasoning, Ask questions, Lead peer & self-evaluation of alternative solutions.
Teachers- Deepen pupils’ inquiry & reflection using PR2AISES * Pupils & Teachers – Affirm fellow pupils with feedback & praises.
FEEL
Pupils & Teachers – Passionate about Teaching & Learning, Proud of their work and school
+ Functionality – High Significance - High
+ POISE LE 1
LE 2
Second Cycle (2017-2019)
*PR2AISES – P4C, RISES & RISSA, Appreciative Inquiry, Socratic questioning, 5 Es, STAR
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School Strategic Thrusts
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THRUSTS 1 2 3 4 5
AREA COGNITIVE
DEVELOPMENT
PERSONAL
EFFECTIVENESS
CHARACTER
DEVELOPMENT
STAFF
EXCELLENCE
SERVICE
EXCELLENCE
STRATEGIC
GOALS
(SG)
1.1 A school achieving
above comparable
schools in eligibility for
Secondary Schools
(overall) and eligibility
for Express (4S)
1.2 Pupils with
potential are stretched
to achieve an
aggregate score of at
least 250 in PSLE
2.1 Every pupil is
engaged in critical
and inventive
thinking to generate
and evaluate
alternative
viewpoints or
solutions.
Confident pupils
who dare to try and
have the grit to lead
self and others
Socially
responsible pupils
who serve the
community
Staff are innovative1
and reflective2
curriculum
designers3 who
leverage on
innovative teaching
pedagogies (DICE),
questioning
techniques and
thinking routines to
deepen teaching
and learning and
foster the ‘WE
C4ARE IN GWP’
school culture and
the ‘POISE’ learning
environment to
heighten civic and
global awareness.
To provide a conducive
learning environment
through innovative
practices where staff
think win-win in
leveraging strong
partnerships with
stakeholders through
mutual respect and
trust.
School Plan
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School Strategic Thrusts in Alignment with the Desired Outcomes of Education
Strategic
Thrusts
Desired Outcomes of Education
ST 1 -
Cognitive
Development
• A confident person who has a strong sense of right and
wrong and able to communicate effectively.
• An active contributor who is able to work effectively in
teams, is innovative and strives for excellence.
ST 2 –
Personal
Effectiveness
• A self-directed learner who takes responsibility for his
own learning and perseveres in the pursuit of learning.
• An active contributor who is able to work effectively in
teams, is innovative and strives for excellence.
ST 3 –
Character
Development
• A concerned citizen who is rooted to Singapore, takes
an active role to better the lives of others around him.
• An active contributor who is able to work effectively in
teams, is innovative and strives for excellence.
ST4 – Staff Excellence
ST5 – Service Excellence
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PSLE
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• Reflect the relative achievement level of pupils within their peers.
• Place pupils into different courses according to their academic ability
• Enable posting to secondary schools by merit and as far as possible into a school of their choice.
PSLE (A placement exam)
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P6 DSA
Successful in PSLE
Normal Academic/Technical
4-year Course
Express
4-year Course
DSA
GCE N-level
S 5 N
GCE O-level
Ap
pre
nti
cesh
ip
Institute
of Technical
Education
Polytechnics
Junior
Colleges
Centralised
Institutes (MI)
GCE A-level
Universities
E M P L O Y M E N T
INTEGRATED
PROGRAMME
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Foundation Subjects
Foundation Mathematics, Foundation
English, Foundation Science
Basic Mother Tongue
Standard Subjects
English, Mother Tongue, Mathematics &
Science
Higher MT
Subjects That Are Being Tested
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Subjects:
• English
• Mathematics
• Mother Tongue
• Science
Grades Marks Range
A * 91 and above
A 75 to 90
B 60 to 74
C 50 to 59
D 35 to 49
E 20 to 34
U below 20
PSLE Grading System – Standard Subjects
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Grades
Distinction Merit Pass
Subject
•Higher Mother Tongue
PSLE Grading System – Higher Mother Tongue
Ungraded
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1 85 and above
2 70 to 84
3 50 to 69
4 30 to 49
U below 30
Grades Marks Range Subjects:
•Foundation English
•Foundation Mathematics
•Foundation Science
•Basic Mother Tongue
PSLE Grading System – Foundation Subjects
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3 Stages Selection Stage Months of July and August
Exercise school preference Stage Month of October
Results Release Stage 3rd/4th Week of Nov 2018
Direct School Admission (DSA)
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Overview of Posting Process
Pupil A will be considered first, then Pupil B, and finally Pupil C
For Pupil A, MOE will try to admit him/her to 1st choice school, if not
possible, then 2nd choice, if not then 3rd choice and so on…
until schools have filled up their vacancies
When PSLE result is released, all pupils will be ranked according to
their aggregate scores:
Example
1st 2nd 3rd 4th 5th 6th
Pupil A (score = 240) Sch A Sch B Sch C Sch D Sch E Sch F
Pupil B (score = 239) Sch A Sch W Sch C Sch X Sch Y Sch Z
Pupil C (score = 220) Sch B Sch D Sch W Sch X Sch Z Sch Y
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Unposted Pupils
Post to a school
within the same
Postal District that
still has vacancy
Post to a school
in a neighbouring
Postal District
that still has a
vacancy
Post to a school
anywhere in
Singapore that still
has a vacancy
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• Application is done through DSA
• NUS High School of Mathematics and Science
• School of Science & Technology,
• School of the Arts and
• Singapore Sports School
• GWPS Pupils have been posted to these schools
Specialised Schools
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Choosing A Secondary School
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Express Course
Normal Academic Normal Technical
Integrated
Programme
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Express Course
4 years in Secondary School
May offer or opt to study HMT
Offer for HMT Top 10% of the cohort
Top 11 to 30% who meet language criteria
MT – A* or HMT – at least a Merit
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Normal Academic Course
4 or 5 years in Secondary school
Sit for GCE (N)
Good results in Sec 1 and 2 will enable to
be transferred to the Express course
Decide to do GCE(O), join technical-
vocational education at ITE after GCE (N)
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Normal Technical Course
4 to 5 years in Secondary school
Subjects offered are English, Basic MT
& a range of technical-oriented subjects
Sit for GCE (NT)
Good result in GCE (NT) enable pupils
to sit for GCE (N)
May join technical-vocational education at ITE
after GCE (NT)
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•Independent
•Special Assistance Plan (SAP)
•Autonomous
•Niche Programme Schools
•Specialised Schools
Types of Secondary Schools
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Secondary School Course Option (For borderline cases)
Express / Normal Academic
Normal Academic / Normal Technical
Pupils in option bands must exercise course preference
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•Since posting is done based on aggregate score first, it is important to choose schools that are comparable to your child’s academic ability.
•Reference • School teachers’ assessment of child’s interests and talents.
• Sec school’s cut-off scores in previous years.
•The 6 choices should reflect a spread of academic standards.
Factors to consider when making an option
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Besides school’s academic standard, there are other important factors to consider:
•Distance
•School Culture and Programmes
•Choose school that offer HMT if there is very good performance in HMT.
•Affiliated schools
Other Factors to consider
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Independent Schools
Express (Based on 2016 cut-off scores)
Hwa Chong Institution 259 - 279
Nanyang Girls’ High 264 - 281
Raffles Girls School 261 - 277
Raffles Institution 260 - 278
Singapore Chinese Girls’ School 252 - 258
Schools that GWPS Pupils are posted to
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SAP Schools Express (Based on 2016 cut-off scores)
Catholic High 248 - 268
CHIJ St. Nicholas 253 - 264
Cheung Cheng High School (Main)
237 - 256
Maris Stella 236 - 259
Nan Chiau High 241 - 268
Nan Hua High 243 - 271
River Valley High 251 - 273
Schools that GWPS Pupils are posted to
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Autonomous Schools
Express (Based on 2016 cut-
off scores)
NA (Based on 2016 cut-
off scores)
NT (Based on 2016 cut-
off scores)
Anderson Sec 245- 264 186 - 199 141 - 159
Bukit Panjang Govt High
245 - 267 191 - 199 146 - 157
Cedar Girls School 250 - 271 - -
CHIJ Secondary (Toa Payoh)
243- 260 184 - 199 103 - 151
Tanjong Katong Girls School
229 - 257 - -
Yishun Town Sec 235 - 259 183 - 199 141 – 159
Schools that GWPS Pupils are posted to
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Schools around Woodlands that GWPS pupils are also posted to
Express (Based on 2016 cut-off
scores)
NA (Based on 2016 cut-off
scores)
NT (Based on 2016 cut-off
scores)
Admiralty Sec 193 - 225 161 - 196 127 - 157
Christ Church Sec 200 - 244 165 - 193 118 - 151
Evergreen Sec 225 - 268 172 - 198 139 - 159
Fuchun Sec 188 - 224 152 - 188 117 - 151
Marsiling Sec 188 - 242 152 - 187 106 - 154
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Schools around Woodlands that GWPS pupils are also posted to
Express (Based on 2016 cut-off
scores)
NA (Based on 2016 cut-off
scores)
NT (Based on 2016 cut-off
scores)
Riverside Sec 231 - 250 175 - 199 141 - 159
Woodgrove Sec 204 - 242 169 - 199 123 - 159
Woodlands Ring Sec
212 - 236 168 - 199 130 - 159
Woodlands Sec 188 – 231 161 - 189 130 – 155
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Admission to Northlight School (NLS) and Assumption Pathway School (APS)
Category of students APS NLS
Admission Criteria
1st Time PSLE Failure (Not over-aged for Primary School)
• Can apply to APS or NLS directly with Primary School Principal’s recommendation and be admitted on a case-by-case basis. • Alternatively, pupils can repeat PSLE
2nd Time PSLE Failure (Not over-aged for Primary School)
• Can apply to APS or NLS or repeat PSLE. • Can submit application forms to APS or NLS. By default, pupils who do not make a choice will repeat PSLE.
3rd Time PSLE Failure (Over-aged for Primary School)
• Can apply to APS or NLS by submitting application forms to APS or NLS. • APS or NLS will contact students who do not make the choice.
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Important Dates
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Written Exam
EL/MA/MT/SC/HMT
14/9/18
27/9, 28/9
1/10, 2/10 & 3/10
16/8/18 - 17/8/18
Listening
Comprehension
Oral
Examination
Exam Dates (Tentative)
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Release of Results: Between 19 Nov and 23 Nov 2018
Exercising 0f Secondary School Options is done after the release of the PSLE results via
• Online Submission through School • 5 working days starting from the release of PSLE results
• 12 noon to 3 pm on the first day
• 9 am to 3 pm on the other day
• Via S1 Internet System (S1-IS) • 7 calendar day starting from the release of PSLE results
• S1-IS is accessible 24 hours
• Starting 12 noon on the first day till 3 pm on the last day
Release of Results
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•Update of latest home addresses of PSLE pupils and
mobile numbers by end Oct 2018
•Appointment of proxies if parents need to travel overseas during critical dates (Proxy must be at least 21 years old)
Important Points to Note
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Secondary One Posting Results
Dec 2018 Online
Interactive Voice Response System
Dec 2018 Pupils to report to the secondary
school
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School Programmes
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Holistic Education Programmes for P6 Strategic Thrusts
Instructional Programmes Co-Curriculum Programme
ST 1 - Cognitive Development
• Supplementary Lessons • Department Consultations • Remedial • STAR Heuristic • Process Skills Package • Values in the Woods
• ICAS Competition (English, Math, Science)
• Olympiad (Math & Science)
ST 2 – Personal Effectiveness
• Life-skills Lessons (FTGP, Leader in Me and Financial Literacy)
• Thematic and Modular Approach for Aesthetic
• Art Elective Programme • Motivation and Stress
Management Programme
• P6 Graduation Dinner and Personal Etiquette Workshop
• CCAs • Cyber Wellness
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Holistic Education Programmes for P6
Strategic Thrusts
Instructional Programmes Co-Curriculum Programme
ST 3 – Character Development
• CareIn Programme • Assembly Programmes on
Values Education
• Values-In-Action (VIA) with KTPH
• CCAs: Sports and Games, Uniformed Groups, Performing Arts, Clubs and Societies
• Bowling Enrichment
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Learning for Life Programme (LLP) - WHIZZ – We are THinking, Inventive and Zealous KIdZ to serve the Community
Philosophy
Provide opportunities for pupils to be exposed to various thinking skills to promote critical and inventive thinking
Develop pupils with core values and give them the moral compass to be rooted to Singapore through a values-based customised curriculum
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LLP - WHIZZ – We are THinking, Inventive and Zealous KIdZ to serve the Community
Approach
Driven through Strategic Thrust 2 and 3 oCareIn Programme oProject Work oValues in the Woods oLife-skills Programme oEnchanting Experience in collaboration with ACM oVIA in collaboration with Khoo Teck Puat Hospital
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Thinking Skills
Appreciative Inquiry (AI)
Four Player Model
Systems Thinking
6 Thinking Hats
PDCA Cycle (Plan, Do, Check, Action)
Innowits Protocol
Design Thinking
7 Habits of Highly Effective People by Stephen Covey Be Proactive Begin with an end in Mind Put First Thing First Think Win Win Seek to Understand before
being Understood Synergy Sharpen the Saw
LLP - WHIZZ – We are THinking, Inventive and Zealous KIdZ to serve the Community
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Values in Action (VIA) Applying the Thinking Skills and School Values to contribute to the Community
ACM
KTPH
HDB Project
LLP - WHIZZ – We are THinking, Inventive and Zealous KIdZ to serve the Community
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Student Leadership Framework
Adapted from the Leadership Framework developed by MIT
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Desired Outcomes
At the end of six years, the Greenwood Pupil is: 1. A Wise pupil who follows school rules and is able to
distinguish right from wrong. 2. An Enterprising pupil who is resourceful and willing to try
different ideas and experiences. 3. A Gracious pupil who respects and cares for people, and is
able to work well with others. 4. A Responsible pupil who is reflective and strives to always be
the best that he can be. 5. A Resilient pupil who is able to face challenges with
confidence. 6. An Open pupil who understands and accepts the different
racial and religious background of people, and has a strong sense of civic mindedness.
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LLP - Lifeskills
• Lessons are aimed at building self-leadership in pupils
• Comprises of : Leader in Me lessons School-based curriculum centred on the 7 Habits of
Highly Effective People Financial Literacy lessons School-based curriculum aimed at building financial
literacy in pupils FTGP lessons
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LLP - CareIn
• Lessons are aimed at building Character and Citizenry in pupils
• News in Class (NIC) clips are used to bring current affairs and issues around the world that have a bearing on Singapore into the classroom.
• NIC is used to engage the pupils and give them a better understanding of citizenry issues.
• Three pedagogies were selected: Appreciative Inquiry Four Player Model Systems Thinking
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CCE - Assessment
P R I M A R Y S C H O O L
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Applied Learning Programme (ALP) – BLISS – Bilingual Literature ApprecIation Student Series
Aligning to GWPS vision of nurturing pupils to be Motivated Learners, Critical Thinkers and Leaders of Character, and mission of nurturing individuals to be lifelong learners, we have planned a literature appreciation programme for our Primary 1 to Primary 6 pupils.
Pupils will be introduced and required to practise Socratic Questioning and Philosophy for Children to develop 21st century skills such as inventive and critical thinking, collaborative and information skills, communication and constructing meaning and opinions relating to the real world.
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Socratic Questioning
Focus on fundamental concepts, principles, theories, issues or problems
Illuminate the importance of questioning in learning
Teach the pupils to dig beneath the surface of ideas
Teach the pupils the value of developing questioning minds in cultivating deep learning.
Philosophy for Children (P4C)
Teach reasoning and argumentative skills
Enable thinking about the relationships between facts and values; means and ends
Set learning in the context of experience as a whole and against a horizon of questions that matter - questions about central human concerns such as fairness, justice, truth, freedom, responsibility, right and wrong
ALP – BLISS – Bilingual Literature ApprecIation Student Series
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GWPS believes that through Socratic Questioning and P4C, our pupils are able to:
relate children literature to our School Values
apply reasoning and argumentative skills to construct meaning and opinions
connect to societal concerns in the real world
ALP – BLISS – Bilingual Literature ApprecIation Student Series
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By Shel Silverstein
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The story is about a tree and a boy.
They were great friends.
The tree gave everything that it had to the boy.
The boy visited the tree everyday.
When he was tired, he would sleep in its shade.
The boy loved the tree very much and the tree was
happy.
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But when the boy grew older, he no longer visit the
tree.
The tree was sad.
One day, the boy visited the tree.
The tree said, “Come, boy, come and climb up my
trunk and be happy.”
The boy said, “I am too big to climb. I want to
buy things but I have no money.”
The tree told to him to pluck its apples and
sell them. Then he would have money
and be happy.
The boy was happy and the tree was happy.
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The boy did not visit the tree for a long time. The tree
was sad.
One day, the boy came back.
The tree said, “Welcome back boy. Come and climb my
branches and be happy!”
The boy replied, “I am too busy to climb tree! I need a
house.”
The tree said, “ I have no house. But you may cut off
my branches to build a house. ”
So the boy cut down it branches and left once more.
The boy was happy and the tree was happy.
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The boy did not visit the tree for a long time. The tree
was sad.
One day, the boy came back.
The tree said, “Welcome back boy. Come and climb my
branches and
be happy!”
The boy replied, “I am too old to play. I want a boat that
will take me away.”
“Cut down my trunk and make a boat,” said the tree.
The boy cut down its trunk and made a boat.
The boy was happy and the tree was happy.
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The tree was alone for a long time.
Many years later, the boy came back.
The tree was happy to see him but it has nothing left
to give him.
The boy said, “I am too old and tired to play now. I
want a place to sit and rest.”
The tree said, “I am left with an old stump. I am good
for sitting and resting.”
The boy sat down and rest.
The boy was happy and the tree was happy.
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• Why did the boy go to the tree when he was
young ?
• How did the tree feel when it was with the child?
Please give evidences to support your answer.
• Did their relationship change when the child grew
up? Please elaborate on your answer.
• Can you think of any people in your life who care
for you just like the tree care for the boy?
• What have you learnt from the story?
Comprehension (SQ) cum P4C Discussion
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Department Sharings
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English Language
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Components for PSLE English (w.e.f 2015)
PAPER COMPONENT ITEM
TYPE
MARKS WEIGHTING DURATION
1 Situational
Writing
Continuous
Writing
Open
Ended
15
40
27.5% 1h 10 min
2 Language Use &
Comprehension
Open
Ended
MCQ
95 47.5% 1h 50 min
3 Listening
Comprehension
MCQ 20 10% About 35 min
4 Oral
Communication
Open
Ended
30 15% About 10-15 min
(5 min prep time,
10 mins exam time)
Total 200 100%
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Changes in Components (Writing : w.e.f 2015)
GWPS- PRELIM 2016 P6- EL Part 2: Continuous Writing (40 marks) 2. Write a composition of at least 150 words about a frightening experience.
The pictures are provided to help you think about this topic.
Your composition should be based on one or more of
these pictures. Consider the following points when you plan your composition:
What was the frightening experience?
Why was it frightening? You may use the points in any order and include other relevant points as well. End of paper
• Pictures are no longer given in sequence. Pupils need to be able to develop and sequence their stories independently
• Pupils must be able to use
at least 1 of the pictures to develop their story according to the theme ( eg frightening experience)
• The theme must be developed throughout the story
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Changes in Components (w.e.f 2015) – Stimulus Based Conversation (20 marks)
• Pupils have to respond to a stimulus given • Stimulus could be a picture of a poster,
flyer or even object. • Questions will be asked by the teacher
based on a theme linked to the stimulus.
*CAPES package as a resource for you to practise with your child will be given in Term 1
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Sample Prompts Prompts for Stimulus-Based Conversation
1) Look at the picture. Which one of the activities is the most fun/interesting for you to do? Why?
• What kind of person do you think Adam is?
2) Do you have a favourite activity that you enjoy doing? Tell me about it.
3) What kind of activities would you not want to take part in? Why?
• Would you try a new activity that your friends may recommend to you?
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Mathematics
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What is new?
• Examination Format
• Content
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Examination Format (Mainstream)
Paper Booklet Item Type No of
qns
Marks
per
qn
Weighting Duration
1
(Calculators
not allowed)
A Multiple-
choice
10 1 10% 50 min
(1 h) 5 2 10%
B Short-
answer
10
(5)
1 10%
(5%)
5
(10)
2 10%
(20%)
2
(Calculators
are allowed)
Short-
answer
5 2 10% 1 h 40
min
(1 h 30
min) Structured /
Long-
answer
13
(12)
3, 4, 5 50%
(45%)
Total 48
(47)
- 100% 2 h 30
min
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Changes in Format
Section Up to 2017 New in 2018
Paper 1
Section B
10 x 1 mark and
5 x 2 marks
Short answer
questions
5 x 1 mark and
10 x 2 marks
Short answer
question
Paper 2
Structured /
Long answer
13 questions 12 questions
Both Papers 48 questions 47 questions
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Changes in Marks Allocation
Section Up to 2017 New in 2018
Paper 1 40 marks 45 marks
Paper 2 60 marks 55 marks
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Changes in Time Allocation
Section Up to 2017 New in 2018
Paper 1 50 minutes 1 hour
Paper 2 1 hour 40
minutes
1 hour 30
minutes
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Examination Format (Foundation)
Paper Booklet Item Type No
of
qns
Marks
per qn
Total
Marks
Duration
1
(Calculators
not allowed)
A Multiple-
choice
10 1 10 1 h
10 2 20
B Short-
answer
10 2 20
2
(Calculators
are allowed)
Short-
answer
10 2 20 1 h 15 min
(1 h)
Structured 8
(6)
3, 4, 5
(3 or 4)
30
(20)
Total 48 - 100
(90)
2 h 15
min
(2 h)
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Changes in Format
Section Up to 2017 New in 2018
Paper 2
Structured /
Long answer
8 questions
(3, 4 and 5
marks)
6 questions
(3 and 4 marks)
Both Papers 48 questions 46 questions
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Changes in Marks Allocation
Section Up to 2017 New in 2018
Paper 2 50 marks 40 marks
Total 100 marks 90 marks
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Changes in Time Allocation
Section Up to 2017 New in 2018
Paper 2 1 hour 15
minutes 1 hour
Total 2 hours 15
minutes 2 hours
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Content (Mainstream)
• Whole numbers; Fractions; Decimals
• Ratio; Percentage
• Rate; Speed
• Algebra
• Measurement
• Geometry
• Statistics
Minimal content
changes. Mainly
movements.
Topic on Tessellation
is removed
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Content (Foundation)
• Whole numbers; Fractions; Decimals
• Percentage
• Rate
• Measurement
• Geometry
• Statistics
Minimal content
changes. Mainly
movements.
Topic on Tessellation
is removed
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Singapore Mathematics Framework
Increasing prevalence
of questions requiring
thinking skills and
heuristics.
More non-routine
questions
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Sample Question – Reasoning and /or Heuristics (listing)
A string of beads on a table is partly covered by a piece of cloth as shown. There are 2 white beads between every 2 black beads. Altogether, there are 14 black beads. What is the total number of white beads?
Reasoning: I can see a repeated pattern of 1 black and 2 whites. I can also see that the last black bead does not have white beads
14 – 1 = 13
13 x 2 = 26
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Sample Question – Thinking Skill and Reasoning
25 x 3 = 75
Thinking: If I want one of the numbers to be the
largest possible, the other 2 numbers must be as
small as possible.
Limitations: The other 2 numbers must be 2-digit
numbers
Conclusion: I will choose 10 and 11 to be the other 2
numbers
75 – 10 – 11 = 54
The average of three different 2-digit numbers is 25.
Of the three numbers, find the largest possible number.
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Science
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Science Primary Science Syllabus (2014)
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Changes in Assessment (w.e.f 2017 PSLE )
Questions are more applicative in nature and pupils are expected to understand and apply Science concepts learnt and will be required to demonstrate their mastery of a set of skills and processes.
Knowledge with Understanding
Application of knowledge and Process Skills
40% 60%
Exam MCQ Open-ended
Main Stream
Foundation
56 marks
(28 questions)
36 marks
(18 questions)
44marks
34 marks
• Pupils take the new syllabus examination where there are 28 MCQs instead of 30.
• More weightage given to section B where there would be 1 or 2, 5marks question
• Focus would be on real life application questions
• Foundation pupils will have more MCQs, 18 instead of 16.
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Recall vs Concept Question
Which of the following is
not an insect?
(1) Grasshopper
(2) Cockroach
(3) Spider
(4) Bee This is a recall question that requires pupils to have specific knowledge.
Answer: 3
Which of the following is an insect?
Does it have a pair of wings?
Does it lay eggs?
Does it have three body
parts?
Does its young resemble the
adult?
(1) Yes No Yes No
(2) Yes Yes No No
(3) No Yes Yes Yes
(4) No No No Yes
Answer: 3
This is a concept question that requires pupils to apply concepts they have learnt.
1. Using RISES strategy, eliminate option 2 and 4 as all insects
must have 3 body parts. 2. Next distinct characteristic of insect is to see whether it
lays eggs, so option 1 would be eliminated.
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Recall Question : How is a shadow formed?
A shadow is formed when the path of light is blocked.
Concept Question : An overhead projector is used to project pictures
from a transparency onto a screen. The diagram below shows this set-up.
Recall vs Concept Question
mirror
light bulb
transparency
During an investigation, a group of pupils noticed when a blue box was placed on the overhead projector, the image appeared black on the screen. Why was this so?
The light from the light bulb was blocked by the blue box forming a
shadow of the box which is seen on the screen and hence it is black.
This is a recall question that requires pupils to have specific knowledge.
This is a concept question that requires pupils to apply concepts they have learnt.
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P6 Inquiry-based Book • Only Textbook used, No Activity book
• Teachers provided with Lesson Package comprising of lesson plans and activity sheets
• Alternative Assessments (Practical) included for CA
• More hands on experiences and self directed learning opportunities.
• Gives pupils richer learning experience.
• Enable more opportunity to infuse inquiry based lessons and real life application questions.
• Cultivate curiosity and creativity in our pupils
• Get pupils to be responsible for their own
learning
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Mother Tongue Languages
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2018 PSLE Assessment ( Mother Tongue) Content Item Type Marks/ Weightage
1 Composition
20%
(50 min)
Topic Essay OE 40/20%
Picture Essay
2 Language usage
and
Comprehension
45%
( 1 hr 40 min)
Booklet A
Language Application &
Comprehension
MCQ 50/25%
Booklet B
Language Application &
Comprehension
OE 40/20%
3 Listening
Comprehension
10%
(approx. 30 min)
Listening Comprehension MCQ 20/10%
4 Oral
25%
(Approx 10 min)
Reading aloud OE 20/10%
Conversation OE 30/15%
Total 200/100%
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Higher Mother Tongue
Paper 1 Composition 20%
(50 min)
Topic Essay OE 40/40%
Picture Essay
Paper 2 Language usage
and Comprehension
60%
( 1 hr 40 min)
Language Application
& Comprehension
MCQ/
OE
20/20%
Comprehension 1 & 2 OE 40/40%
Total 100/100%
Foundation Mother Tongue
Paper 1 Language usage
and Comprehension
15%
(40 min)
Language Application MCQ 5/5%
Reading
Comprehension
MCQ/
OE
10/10%
Paper 2 Oral 55%
(Approx 10 min)
Reading aloud OE 15/10%
Conversation OE 40/40%
Paper 3 Listening
Comprehension 10%
(approx. 30 min)
Listening
Comprehension
MCQ 30/30%
Total 100/100%
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Changes in Exams
format
Objectives
Written Paper Testing of written
interaction skills
Pupils can communicate
through email or simple
personal letters, describing
events related to familiar
contexts and expressing
feelings and ideas
Oral Video stimuli for oral
examinations
Pupils can engage in
conversations on topics
familiar to students, asking
for clarifications when
unsure. Can exchange
simple ideas with others in
discussion.
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Question 1: Describe a good deed shown in the video
Question 2: Other than the good deed shown in the video, describe a
good deed that you have encountered.
Question 3: In your opinion, do you think the school should conduct a ‘
Act of kindness week’ ?
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Requirement
Question 1 & 2: Make use of 5W1H to describe the
good deed as shown in the picture and your personal
experiences
Skills: Recall, Reorganise ( Qn 1)
Recall , Relate, Reorganise ( Qn 2)
Question 3: Apply the thinking skills to make a moral
judgment on the current issue and justify your answers
with valid reasoning
Skills: Critical thinking - Exposure, Explain (with Moral
reasoning), Elaborate with example
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Q & A