welcome to p6 meet-the-parents-session...

Welcome to P6 Meet-the-Parents-Session

2017

• 2016 PSLE Results

• School Motto, Vision, Mission and Values

• School Culture and Learning Environment

• School Plans

• PSLE

• Choosing A Secondary School

• Important Dates

• School Programmes

Content

2016 PSLE Results

Pupils taking 4 standard subjects

234 pupils

Pupils taking at least 1 foundation subject

47 pupils

Total – 281 pupils

2016 PSLE Results

School Indicator 2012 2016

% Eligible For Secondary School with MOE-

defined comparable school results

Target Above MCS Above MCS

Actual 96.86% 98.90%

MCS 97.26% 97.93%

% Eligible For Express Stream W/O (E/NA) 4S

with MOE-defined comparable school results


Actual 47.33% 58.97%

MCS 48.86% 58.61%

% Eligible For Express Stream W/O (E/NA)

overall with MOE-defined comparable school

results


Actual 37.11% 49.11%

MCS 40.89% 48.43%

2016 PSLE ResultsMCS represents MOE-Defined Comparable Schools

School Indicator 2012 2016

PSLE Mean aggregate score (4S) with MOE-defined

comparable school results


Actual 197.21 204.60

MCS 199.09 206.36

PSLE Mean aggregate score (Overall) with MOE-

defined comparable school results


Actual 183.92 194.28

MCS 188.68 195.29

Percentage of 4S pupils achieving a PSLE aggregate

score of 250 and above with MOE-defined comparable

school results


Actual 4.28% 8.12%

MCS 5.10% 8.84%

2016 PSLE Results

School Motto, Vision, Mission & Values

SCHOOL MOTTO

Guidance to Wisdom

SCHOOL VISIONMotivated Learners

Critical Thinkers

Leaders of Character(Reviewed in 2013 and renewed to capture the 21CC outcomes )

SCHOOL VALUESWise, Enterprising

Gracious, Responsible

Resilient, Open(Reviewed in 2013 and concised based on SEM feedback and 21CC)

SCHOOL MISSIONTo nurture individuals into

lifelong learners and responsible

citizens through a well-rounded

education.

(Reviewed in 2013 and retained as it is still relevant)

School Culture & Learning Environment

School Culture

WE C4ARE IN GWPSWEll Being

Coaching

Compasssion

Commitment

Continuous Learning

Positive Attitude

HumouR

IntEgrity

INnovation

School Plans

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 .


ST 3 –Character Development

• A concerned citizen who is rooted to Singapore, takes an active role to better the lives of others around him.


ST4 – Staff Excellence

ST5 – Service Excellence

THRUST

1 2 3 4 5

AREACOGNITIVE

DEVELOPMENTPERSONAL

EFFECTIVENESSCHARACTER

DEVELOPMENTSTAFF

EXCELLENCESERVICE

EXCELLENCE

STRATEGIC GOALS (SG)

1.1 A school achievingabove comparableschools in theoverall school mean

1.2 Pupils with potentialare stretched toachieve anaggregate score ofat least 250 in PSLE

2.1 Every pupil is able toapply thinking toolsto create a conceptor product

Pupils are confident in self-leadership

Pupils are responsible citizens who contribute actively

Staff are positive, reflective, innovative and contribute actively to the pupils’ development in a nurturing and caring environment

Conducive learning environment where there is mutual respect and staff is proactive, prompt and think win/win in arriving at the best outcome together

School Plan

• Reflect the relative achievement level of pupils within their peers.

• Place pupils into different courses according to theiracademic ability

• Enable posting to secondary schools by merit and asfar as possible into a school of their choice.

PSLE (A placement exam)

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

PolytechnicsJunior

Colleges

Centralised

Institutes (MI)

GCE A-level

Universities

E M P L O Y M E N T

INTEGRATED

PROGRAMME

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

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)

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)

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

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

Grades

DistinctionMeritPass

Subject

•Higher Mother Tongue

PSLE Grading System –Higher Mother Tongue

Ungraded

1 85 and above

2 70 to 84

3 50 to 69

4 30 to 49

U below 30

Grades Marks RangeSubjects:

•Foundation English

•Foundation Mathematics

•Foundation Science

•Basic Mother Tongue

PSLE Grading System –Foundation Subjects

3 Stages Selection Stage Months of July and August

Exercise school preference Stage Month of October

Results Release Stage 3rd/4th Week of Nov 2017

Direct School Admission (DSA)

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

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

• Application is done through DSA

• NUS High School of Mathematics and Science

• School of Science & Technology,

• School of the Arts and

• Singapore Sports School

• 2 GWPS Pupils have been posted to these schools

Specialised Schools

Choosing A Secondary School

Express Course

Normal AcademicNormal Technical

Integrated

Programme

•Independent

•Special Assistance Plan (SAP)

•Autonomous

•Niche Programme Schools

•Specialised Schools

Types of Secondary Schools

Secondary School Course Option(For borderline cases)

Express / Normal Academic

Normal Academic / Normal Technical

Pupils in option bands must exercise course preference

•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

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

Independent Schools

8 GWPS Pupils have been posted to these schools

Independent Schools

Express(Based on 2015 cut-off scores)

Hwa Chong Institution 260 - 275

Nanyang Girls’ High 264 - 279

Raffles Girls School 260 - 278

Raffles Institution 261 - 276

St. Joseph Institution 246 - 263

Special Assistance Plan (SAP) Schools


SAP Schools Express(Based on 2015 cut-off scores)

Catholic High 251 - 263

CHIJ St. Nicholas 253 - 280

Cheung Cheng High School (Main)

239 - 266

Maris Stella 235 - 253

Nan Chiau High 243 - 266

Nan Hua High 245 - 261

River Valley High 253 - 272

Autonomous Schools


Express(Based on 2015 cut-off

scores)

NA(Based on 2015 cut-

off scores)

NT(Based on 2015 cut-

off scores)

Anderson Sec 247 - 266 186 - 199 139 - 159

Bukit Panjang GovtHigh

247 - 272 190 - 199 146 - 158

Cedar Girls School 250 - 263 - -

CHIJ Secondary (Toa Payoh)

247 - 255 184 - 199 109 - 143

Tanjong KatongGirls School

236 - 258 - -

Yishun Town Sec 237 - 262 187 - 199 145 - 159

Schools around Woodlands that GWPS pupils are also posted to


scores)

NA(Based on 2015 cut-off

scores)

NT(Based on 2015 cut-off

scores)

Admiralty Sec 196 - 240 167 - 198 120 - 159

Christ Church Sec 199 - 245 165 - 197 107 - 151

Evergreen Sec 225 - 256 180 - 198 132 - 157

Fuchun Sec 188 - 252 152 - 192 113 - 151

Marsiling Sec 188 - 247 152 - 182 122 - 156

Schools around Woodlands that GWPS pupils are also posted to


scores)

NA(Based on 2015 cut-off

scores)

NT(Based on 2015 cut-off

scores)

Riverside Sec 232 - 253 185 - 199 142 - 158

Woodgrove Sec 204 - 230 171 - 199 139 - 158

Woodlands Ring Sec

215 - 237 172 - 198 126 - 156

Woodlands Sec 188 - 219 152 - 185 129 - 159

Admission to Northlight School (NLS) and Assumption Pathway School (APS)

Category of students APS NLS

Admission Criteria

1st Time PSLE Failures(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 Failures(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.

Important Dates

Written Exam

EL/MA/MT/SC/HMT

15/9/17

28/9, 29/9

2/10, 3/10 & 4/10

17/8/17 - 18/8/17

Listening

Comprehension

Oral

Examination

Exam Dates

Release of Results: Between 20 Nov and 24 Nov 2017

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

•Update of latest home addresses of PSLE pupils and mobile

numbers by end Oct 2017

•Appointment of proxies if parents need to travel overseas during critical dates (Proxy must be at least 21 years old)

Important Points to Note

Secondary One Posting Results

Dec 2017Online

Interactive Voice Response System

Dec 2017Pupils to report to the secondary

school

School Programmes

Holistic Education Programmes for P6Strategic Thrusts

Instructional Programmes Co-Curriculum Programme

ST 1 -Cognitive Development

• Supplementary• Remedial• STAR Heuristic• Process Skills Package • Values in the Woods

• ICAS Competition (English, Math, Science)

• Olympiad (Math)

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

Holistic Education Programmes for P6Strategic Thrusts

Instructional Programmes Co-Curriculum Programme

ST 3 –Character Development

• CareIn Programme• Assembly Programmes on

Values Education

• Values-In-Action (VIA) withKTPH

• CCAs: Sports and Games,Uniformed Groups, Performing Arts, Clubs and Societies

• Bowling Enrichment

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


Approach

Driven through Strategic Thrust 2 and 3oCareIn ProgrammeoProject WorkoValues in the WoodsoLife-skills ProgrammeoEnchanting Experience in collaboration with ACMoVIA in collaboration with Khoo Teck Puat Hospital

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


Values in Action (VIA)Applying the Thinking Skills and School Values to contribute to the Community

ACM

KTPH

HDB Project


Student Leadership Framework

Adapted from the Leadership Framework developed by MIT

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.

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

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

CCE - Assessment

P R I M A R Y S C H O O L

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.

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 ApprecIationStudent Series

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 ApprecIationStudent Series

By Shel Silverstein

The story is about the relationship of a tree and a boy. They were great friends. The tree gave everything that it had to the boy.

When the boy was young, he used to visit the tree everyday, gathered its leaves to make into crown, climb up the trunk, swing from its branches and eat the apples it produced.

When he was tired, he would sleep in its shade.

The boy loved the tree very much and the tree was happy.

But when the boy grew older, the tree was often alone.

One day, the boy returned.

The tree said, “Come, boy, come and climb up my trunk, eat the apples and play in my shade”

But the boy said that he was too big to climb and play. He want to buy things and have fun.

The tree suggested to him to pluck the apples and sell them in city. Then he would have money and be happy. So the boy collected the apples and carried them away.

The tree was happy.

But the boy stayed away for a long time.

One day, the boy came back. The tree said, “Welcome back boy. Come and climb my branches and play in my leaves and be happy!” But the boy replied, “I am too busy to climb tree! I need a house so that I can start a family. Can you give me a house?” The tree said, “ I have no house. But you may cut off my branches to build a house and have a family, then you can be happy. ” So the boy cut down it branches and left once more.

The tree was happy.

The boy stayed away for a long time…… and the tree

was sad. And when he came back, the tree was so

happy that it whispered, “Come, boy, come and play.”

“I am too old and sad to play,” said the boy. “I want a

boat that will take me away from here. Can you give me

a boat?”

“ Cut down my trunk and make a boat,” said the tree.

The boy cut down its trunk and made a boat and sailed

away.

And the tree was happy…..

The tree was alone for many years.

Many years later, the boy came back. The tree was happy to see him but it told the boy that it has nothing left to give him.

The boy said, “I am much too old and tired to play now. All I want is a place to sit and to rest.”

The tree said, “Well, an old stump is good for

sitting and resting. Come, boy, sit down and

rest”. And the boy did.

And the tree was happy.

• 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.

Comprehension (SQ) cum P4C Discussion

• When the boy grows up, how could the boy

have treated the tree differently

• How would you describe their relationship?

Explain 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

English Briefing

Components for PSLE English (w.e.f 2015)

PAPER COMPONENT ITEM TYPE MARKS WEIGHTING DURATION

1 Situational WritingContinuous Writing

Open Ended 4015

27.5% 1h 10 min

2 Language Use & Comprehension Open EndedMCQ

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%

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)

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.

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 notwant to take part in? Why?

• Would you try a new activity that your friends may recommend to you?

Mathematics Briefing

Singapore Mathematics Framework

Increasing prevalence of questions requiring thinking skills and heuristics. More non-routine questions

Examination Format (Mainstream)

Paper Booklet Item Type No of qns

Marksper qn

Weighting Duration

1(Calculators not allowed)

A Multiple-choice 10 1 10% 50 min

5 2 10%

B Short-answer 10 1 10%

5 2 10%

2 Short-answer 5 2 10% 1 h 40 min

Structured / Long-answer

13 3, 4, 5 50%

Total 48 - 100% 2 h 30 min

Examination Format (Foundation)

Paper Booklet Item Type No of qns

Marksper qn

Weighting Duration

1(Calculators not allowed)

A Multiple-choice 10 1 10% 1 h

10 2 20%

B Short-answer 10 2 20%

2 Short-answer 10 2 20% 1 h 15 min

Structured 8 3, 4, 5 30%

Total 48 - 100% 2 h 15 min

Sample Question – Reasoning and/or Heuristics (listing)

1) 24

2) 26

3) 28

4) 30

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?

Sample Question – Thinking skill and Reasoning

The average of three different 2-digit numbers is 25. Of the three numbers, find the largest possible number.

Science Briefing

Science Primary Science Syllabus (2014)

Changes in Assessment (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 withUnderstanding

Application of knowledgeand 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.

Recall vs Concept Question

Which of the following is

not an insect?

(1) Grasshopper

(2) Cockroach

(3) Spider

(4) BeeThis 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.

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.

P6 Inquiry-based Learning Package• 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 learningopportunities.

• 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

Mother Tongue Briefing

2017 PSLE Assessment ( Mother Tongue)Paper 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%

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%

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.

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’ ?

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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