26 JAN 2019MEETING WITH FORM TEACHERSPRIMARY FIVE

Emergency Evacuation Route & Assembly Area

PUNCTUALITY

• Students are encouraged to be in school by 7.15am • Time is dedicated every week to silent reading as

follows:

Day TimeTuesday

7.15am – 7.30amEnglish storybooks/novels

Friday Mother Tongue storybooks/novels

ABSENCE FROM SCHOOL• If your child is absent for medical reasons, a medical

certificate has to be submitted • If your child is absent for other valid reason, a letter

from parents must be submitted to the Form Teacher on the next school day to explain absence from school.

• Student must not leave school without official permission during school hours

• Permission must be sought from the Form Teacher to leave early in the event of illness or unexpected circumstances

[KCS] Dear Parent/Guardian, your child/ward is not in school at 09:30. Please contact the General Office at 6255 2502 for clarifications. Thank you.

An SMS will be sent to the students’ guardians at 9.30am if the student’s attendance is marked as absent without valid reason.

The SMS will look like this:

HOME-SCHOOL PARTNERSHIPDAILY ATTENDANCE IN SCHOOL

BEING RESPONSIBLE DIGITAL LEARNERS

Students must learn to be responsible digital learners to ensure that there is a safe, healthy and conducive online environment.

ICT USER ACCEPTANCE POLICY (AUP) AGREEMENT:Pg10 (Student Handbook 2019)

KCS CYBER WELLNESS PLEDGE:Pg11 (Student Handbook 2019)

HOME-SCHOOL PARTNERSHIP

HOW YOU CAN SUPPORT YOUR CHILD

• Do ensure that your child only brings required books and stationery to school.

• Please check his/her Homework file and Handbook daily for homework

• Up to 4 hours/day

• Sign any forms/letters required and return by the due date

• Sign class assignments returned to the students

COMMUNICATION WITH TEACHERSContact number: General Office: 6255 2502If you are not able to contact me, you can leave a message with the general office. I will get back to you within working hours.

Email address: 1. Form teacher’s email address: 2. Form teacher’s email address:

Student Handbook: We will inform all students to write down any updates.You can also write notes to me. Do remind your child to pass the handbook to the teacher if there is a message that we need to take note of.

ENGLISH LANGUAGE

EXAM FORMAT(Mid-yr & Year-end exams)Paper Component Item Marks Weighting Duration

1 Situational and Continuous Writing

OE 55 27.5% 1h 10 min

2 Language Use and Comprehension

MCQ/OE

95 47.5% 1h 50 min

3 Listening Comprehension

MCQ 20 10% ~ 40 min

4 Oral Communication

OE 30 15% ~ 11 min

Total 200 100%

TABLE OF SPECIFICATIONSPaper Component Item Type No. of

ItemsMarks Weighting

1 Situational Writing

Continuous Writing

OE

OE

1

1

15

40

27.5%

3 Listening Compre

MCQ 20 20 10%

4 Reading Aloud

Stimulus-based Conversation

OE

OE

1

1

10

20

15%

TABLE OF SPECIFICATIONSPaper Component Item

TypeNo. of Items

Marks Weighting

2 Booklet A:Grammar

Vocabulary

Vocabulary Cloze

Visual Text Comprehension

MCQ 10

5

5

8

10

5

5

8

47.5%

TABLE OF SPECIFICATIONSPaper Component Item

TypeNo. of Items

Marks Weighting

2 Booklet B:Grammar Cloze

Editing (Sp & Gr)

Comprehension Cloze

Synthesis and Transformation

Comprehension OE

OE 10

12

15

5

10

10

12

15

10

20

47.5%

• Mid-year Exam (SA1) Papers 1-4 (100 marks) - 25%

• Term 3 (T3W7) Weighted Assessment for Continuous Writing (40 marks) - 15%

• Year-end Exam (SA2) Papers 1-4 (100 marks) – 60%

Changes to assessments in 2019

Areas for improvement- Comprehension OE- Comprehension cloze- Composition writing

AREAS FOR IMPROVEMENT

• Strategies used:– Critical Scene Development and improving

Sentence Fluency for Composition Writing– Making Thinking Visible (using thinking routines)– Annotation for intensive reading of

Comprehension passages– Doing backward and forward referencing for

Cloze Passages – Highlighting key words– Opportunities for students to read to learn

• Bulk loans (loans are rotated to classrooms once in 5 weeks)

• Writing Enrichment Classes (Term 3)• What’s Up! Newspaper reading

TEACHING FOCUS

• Provide experiences for the use of English at home or with family members– Borrowing a variety of books from the public

libraries for your child to READ.– Watching and discussing the news on TV– Encouraging your child to READ aloud from any

storybook or news article to you.– Communicate in EL at home (whenever possible)– Family discussions during grocery shopping, while

planning for holidays, during meal times, etc.

PARENTS’ SUPPORT

• Check that your child – completes his/her homework/corrections and

learns from the mistake/s made– studies for weekly spelling/dictation (take

note of the spelling/dictation day for the class)

– revises all the work done, especially in the Learning Sheets & Supplementary Booklets

• Encourage your child to READ widely across different genres, including model essays.

PARENTS’ SUPPORT

MATHEMATICS

Mathematics Framework

WorkbookFactual Fluency

Learning Sheets

Problem SumsPackage

Engaging LessonsMathemagicSmall Successes

Homework

÷ and ConquerC-P-A ApproachVisible Thinking Routines

P5 Mathematics AssessmentTerm 1 Term 2

(25%)Term 3 (15%)

Term 4 (60%)

Topical Reviews

- - TR 1Wk 10

-

SA1 & SA 2

-

Wk 8-

Wk 7Checkpoints & Learning Sheets

Non-weighted

Non-weighted

Non-weighted

Non-weighted

Topical Review Format (50 min)Item Types No. of

QuestionsMarks Per Question

Marks

Section AMultiple Choice Questions

10 1 105 2 10

Section B Short Answer Questions

10 2 20

Total 25 40

Calculator is not allowed.

Mathematics Exam FormatPaper Booklet Item Type No. of

QnNo. of Marks per Qn

Number of

Marks

Duration

1 A Multiple-choice

10 1 10 1 h5 2 10

B Short-answer

5 1 510 2 20

2 Short-answer

5 2 10 1 h 30 min

Structured / Long-answer

12 3, 4, 5 45

Total 47 100 2 h 30 minBoth papers will be scheduled on the same day with a break between

the two papers.The use of an approved calculator is allowed in Paper 2 but not Paper 1.

• P1 – 4 concepts• Whole Numbers• Fractions• Area of Triangle• Ratio• Volume

Topics for SA 1

*Topics tested may be reduced, depending on students’ progress

Topics for Topical Review

• Decimals• Percentage• Average

Item Types In MathematicsItem Types Descriptors

Multiple Choice Questions

• 1 – 2 marks per question• Four options are provided of which only

one is correctShort AnswerQuestions

• 1 – 2 marks per question• Workings are to be shown• Marks are awarded for correct method

even if answer is wrongLong Answer /Structured Questions

• 3 – 5 marks per question• Workings are to be shown• Only answer mark awarded if answer is

correct but no workings are provided

Types of MarksMarkTypes

How They are Given

MethodMark(M Mark)

• Awarded for correct method• Not lost for numerical errors, algebraic slips or

errors in units• Not given for an incorrect method even if it

arrives at a correct answer• Awarded for comparable steps in alternative

solutions• Awarded for follow-through computational

errors in previous steps when necessaryAccuracy or Answer Mark(A Mark)

• Awarded for a numerically correct answer• Not given for ‘correct’ answers obtained from

incorrect method

Checkpoints

• Unlike other form of written tests, Checkpoints are not graded as the total score is not useful.

• Teachers use the error analysis to decide what to remediate or focus on for the subsequent lessons.

Learning Sheet• To gather students’ responses to a specific

question, statement or a set of instructions, with a short write-up to assess their understanding of the concepts.

Presentation of WorkSiti had $840. She bought a bag and had $588 left. How much did the bag cost?

Bag = 840 – 588= 252

Ans: $252

$840

$588 ?840

588

252

‒

Write label to help organise train of thoughts

Model

Workings on the right side

No need to write units in number equation e.g.$840 ‒ $588 = $252

Final answer with units

Write units only when it is standard units e.g. cm, kg, l, cm2. NO need to write for non-standard units e.g. boys, apples

How to Help Your ChildGet your child to:• Show you the whole process of solving the

problem, not just the solutions, i.e. explain the steps and sequence

• Understand the problem initially and how to make sense of the problem

• Look at alternative methods and then choose the most appropriate method

• Reason out his / her solutions• Show all workings clearly and label the number

equations• Check his / her answers

• Review what they have learnt in class – spend at least 15 –30 minutes every day to revise their daily work or concepts

• If your child has made a mistake in a specific question, allow him/her to redo it without referring to the answer provided by the teacher

• Do not over teach. Refer to http://www.moe.edu.sg/ for the syllabus

• Teach conceptual knowledge instead of procedural knowledge

How to Help Your Child

Frequently Asked QuestionsHow to improve in Paper 2?• Ensure your child has a strong foundation in

Mathematics concepts• Expose your child to different question types and

different ways of testing the same question type so as to be able to apply the heuristics aptly in order to solve the questions

• Teach your child a problem solving process to understand and solve the problems

• Provide your child with sufficient practice. Redo the questions that he / she was unable to do after the teacher has explained in class.

SCIENCE

Agenda1. Holistic Assessment

2. Examination Format

3. Themes

4. Science Skills and Processes

5. Teaching approach

6. Formative assessments

7. Strategies

8. Parents’ Support

Holistic AssessmentTopics Individual assignment

marks

Term 1

1. Plant Transport System Non-weighted

2. Human Respiratory and Circulatory System Non-weighted

Term 2

3. Cell Systems Non-weighted

4. Electricity Non-weighted

5. Semestral Assessment 1 Weighted (25%)

Holistic AssessmentTopics Individual Assignment

MarksTerm 3

6. Practical Test Weighted (15%)

7. Reproduction in Flowering Plants Non-weighted

8. Reproduction in Flowering Plants and Humans Non-weighted

Term 4

9. Cycles in Water Non-weighted

10. Semestral Assessment 2 Weighted (60%)

EXAMINATION FORMATThe examination consists of one written paper comprising twobooklets, Booklet A and Booklet B.

Booklet Item Type Number of questions

Number of marks per question

Weighting

A Multiple-choice 28 2 56%

B Open-ended 12-13 2-5 44%

Semestral Assessment 1 & 2 (SA1 & SA2)

ThemesThemes and topics covered in P5:Systems & Cycles• Systems topics:

– Plant transport system– Air and the respiratory system– The circulatory system– The unit of life– Electrical systems– Using electricity

• Cycles topics:– Reproduction in plants– Reproduction in humans– Water and changes of state– The water cycle

Expected Mastery of Process SkillsSkills Lower Block (Pri 3 and 4) Upper Block (Pri 5 and 6)Observing

Comparing

Classifying

Using apparatus and equipment

Communicating (verbal, pictorial, graphical, tabular )

Inferring

Predicting

Analysing

Generating possibilities

Evaluating

Formulating hypothesis

Processes Lower Block (Pri 3 and 4) Upper Block (Pri 5 and 6)Creative Problem Solving

Decision-Making

Investigation

Teaching Approach

Inquiry Based Learning (IBL)

• Using 5Es inquiry model

• Students actively engage in acquiring knowledge

• Apply skills and scientific processes through series of activities (e.g. investigations)

• Topical Test• Multiple Choice Questions• Solve & Discover• Non-weighted Assessments• Just In Time Worksheets• Mindmap / concept map

Formative Assessments (Non-weighted)

• Hands-on experience• Mind mapping• Answering Techniques• AMAZING 6 Experimental method• ICT in lessons

Strategies

Answering Techniques- Cause & Effect StrategyExplain how microorganism A gets its food.

Answer:It has chloroplasts, which contain chlorophyll that traps light for the plant to make its own food photosynthesise.

chloroplast

Chloroplast contains

chlorophyll.

Cause (structure-function)

Effect

The amount of carbon dioxide in blood C is more than in blood F and the amount of oxygen in blood C is lesser than in blood F.

‘State’ QuestionThe diagram below shows how blood circulates in our body system.

State one difference in the amount of gases found between blood C and F.Answer:The amount of carbon dioxide in blood C is more than in blood F and the amount of oxygen in blood C is lesser than in blood F.

Application Question

• Use the ‘W’s and one ‘H’ questions.• Use the correct scientific terms and understand

the objective of the question. • Study and understand the correction which your

child did in his/her written work. • Encourage your child to do concept or mind map

as part of revision.• Study and understand all science concepts

taught over the years (P3 to P6).• Set target at least to achieve 50% for BOOKLET A.

Parents’ Support

Scientific terms:

• Magnets:• When the term ‘ repulsion’ or ‘repel’ is used, LIKE poles

must be used. • The terms ‘end’ or ‘pole’ of the object or magnet are

acceptable. The term ‘side’ is NOT acceptable. • Electricity:

– Open circuit, electricity cannot flow in the circuit– Closed circuit, electricity can flow in the circuit

• Water and Changes of States:• Water evaporates into water vapour. • Water vapour condenses into water droplets.

Scientific terms:

• Circulatory system• Heart pumps blood to all parts of the body.

• Heat• The object GAINS heat FROM _______.• The object LOSES heat TO _______.• Black ABSORBS heat (NOT CONDUCTS heat)

• Respiratory system• Stomata TAKE IN carbon dioxide (NOT breathe in)

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