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PARENTS’ BRIEFING (P3 & P4) - gongshangpri.moe.edu.sg Parents/Briefing... ·...
Transcript of PARENTS’ BRIEFING (P3 & P4) - gongshangpri.moe.edu.sg Parents/Briefing... ·...
PARENTS’ BRIEFING(P3 & P4)
14 January 2017
WELCOME TO
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MR ISAAC FOO
HOD/MTL
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华文科考试蓝图CL Paper Exam Format
试卷
Paper
考查项目
Test Items
时间
Duration
题数
No. of Qns
分数Weightage
1 作文
Composition40
分钟/min
1 15%
2 语文应用与阅读理解
Understanding of
Language and
Grammar usage
60分钟/min
22 45%
3 听力测验
Listening
Comprehension
20分钟/min
10 10%
4 口试
Oral10
分钟/min
3 30%
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三年级试卷一考试蓝图Primary 3 Paper 1 Exam Format
试卷一Paper 1
项目Test Items
题数No. of Qns
分数Marks
作文Composition
看图写段Picture Composition
2-4幅图
2-4 pictures
1 15
40 min
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四年级试卷一考试蓝图Primary 4 Paper 1 Exam Format
试卷一Paper 1
项目Test Items
题数No. of Qns
分数Marks
作文Composition
字数不少于80
Not less than 80
words
看图作文Picture Composition
4幅图+10个参考词汇
4 pictures + 10 helping words
1 15
40 min
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• 作文时允许使用教育部批准的印刷版词典/电子词典Only MOE approved E-dictionary / hard-copy
dictionary allowed during Composition
• 印刷版词典须盖上学校印章Hard-copy dictionary must be verified by
teachers and bear the school seal
• 印刷版词典内不能有任何涂写或记号No markings / scribbling in hard-copy dictionary
重要信息Important Information
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试卷二考试蓝图Paper 2 Exam Format
试卷二Paper 2
A部分Part A
语文应用与阅读理解Understanding
of Language
and Grammar
usage
项目Test Items
题数No. of Qns
分数Marks
辨字测验
Choose the Correct
Character
2 4
词语选择Choose the Correct Word
4 8
短文填空Cloze Passage
2 4
阅读理解一Comprehension (MCQ &
Written Interaction)
3 8
60 min
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试卷二考试蓝图Paper 2 Exam Format
试卷二
Paper 2B部分 Part B
语文理解与
应用Understanding
of Language
and Grammar
usage
项目
Test Items
题数
No. of Qns
分数
Marks
词语搭配Word Matching
4 8
组词成句Rearranging Words
2 4
阅读问答二Comprehension (Open
ended)
5 9
总共 Total 22 45
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LUES 辨字测验 Choose the correct character
眼___是我们的好帮手,大家要好好保护。[形似字]
(1) 睛
(2) 情
(3) 清
(4) 请
妈妈告诉弟弟过马路时要小___。[音近字]
(1) 新
(2) 星
(3) 心
(4) 辛
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同学有困难,我们应该______他。(1) 打败(2) 请求(3) 帮助(4) 改变
小明最喜欢的玩具不见了,他觉得很______。(1) 难过(2) 浪费(3) 容易(4) 有趣
词语选择 Choose the correct word
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老师要他们Q11(1跟着 2顺着3照着 4靠着)一排果树,从果园的这一头走到另一头,摘一个自己认为最大、最好的果子。
他们听了老师的话,就开始Q12(1认真 2努力 3刻苦4勤奋)地挑选果子。
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LUES 阅读理解一 Comprehension
(MCQ & Written Interaction)
丽文:
我今天来找你,可是你出门了。那天是我不好,我不应该没问清楚,就怪你拿了我的故事书。我后来知道,故事书是明华拿去的。他没问过我,就从我的桌上拿走了故事书。明华已经向我说对不起了。我想我也应该向你说声对不起。对不起,希望你不再生我的气了。
美美3月8日下午4时
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(MCQ & Written Interaction)Q9 美美向丽文说对不起的原因是________。( )(1) 美美要向丽文认错(2) 丽文要向美美认错(3) 丽文拿了美美的书(4) 美美拿了丽文的书
Q10 美美写这张便条是因为_____________。( )(1) 她不敢见到丽文(2) 她怕丽文还在生气(3) 她觉得丽文不想见她(4) 她刚发现丽文不在家
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Q11 如果你是丽文,看了美美的便条,也给她写了一张便条,告诉她你已经不再生她的气了。
美美:
我看到你的便条,____________________________________________________________________________________________________________________________________________________
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LUES 阅读理解一 Comprehension
(MCQ & Written Interaction)
可云:丽美,我们下个星期六一起到新开张的体育中心游泳,好吗?
丽美:你指的是图书馆对面的体育中心吗?
可云:是啊!那天,我和姐姐一起进去参观,里面除了有各种运动场,还有一个大大的水上游乐场,看起来好玩极了!
丽美:真的?那我们改天一起去玩!
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Q11 如果你是可文,你想约另一个朋友小玉和你
们一起去体育中心。请完成以下短信,告诉她体育中心有什么好玩的,约她一起去那里。
小玉:
我和丽美想到________________________________________________________________________________________________________________________________________________________
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(1)天气 (2)认真 (3)病人
(4)浪费 (5)办法 (6)逃跑
Q11 ( ) 学习
Q12 照顾( )
Q13 ( )时间
Q14 急忙( )
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LUES 组词成句 Rearranging words
到了/便找了/阴凉的/坐下来/我们/海边/一个/地方
到了______________________________
__________________________________
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口试Oral Exam Format
试卷四Paper 4
项目Test Items
题数No. of Qns
分数Marks
口试
Oral
朗读短文
Reading Aloud
1 10
看图说话
Picture Description
1 10
会话
Conversation (related
to the theme of the
picture)
1 10
总共
Total
3 30
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看图说话Picture Description
要求学生描述图意
Describe the picture
针对图意谈自己的感受和看法
Talk about personal feelings and opinions
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会话Conversation
根据图片相似的主题,和主考员
进行对话
Conversing with the oral examiner based on
Similar Theme of the picture
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每个星期的一天必须留下来继续上课Compulsory for pupils to stay back once per week
for lesson
必须考两份试卷(普通华文及高级华文)Pupils will need to sit for 2 separate Papers
(HCL & CL papers)
普通华文得考75分以上,高级华文得及格CL overall must score ≥75 marks, HCL overall
must pass
其它科目必须考得不错Good pass in all other subjects
重要信息-想选修小五高级华文的学生:Important information for pupils who wish to opt for P5 HCL:
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MDM JACKIE KOK
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Outline of Presentation
School Leadership
Key Milestones
The Gongshang Pupil
2016 PSLE Results
Subject-Based Banding
Class Allocation in P5
Promotion Criteria from P5 to P6
SCHOOL LEADERSHIP
Mdm Kok Chow Hiong, Jackie
Principal
Mdm Toh Leng Leng
Vice-Principal 1Mrs Kelly Koh
Vice-Principal 2
Purpose . Pupils . ExPerience . Professional Development . Partnership.
KEY MILESTONES IN
YOUR CHILD’S EDUCATION
Primary Secondary
Pre-P1 P4 P6 Sec 2 Sec 4/5
Choosing a Primary School
Choosing Subject Bands
PSLE and Choosing a Secondary
School
Choosing a Subject
Combination
GCE ‘O’ LevelGCE ‘N’ Level
Choosing a Post-Sec
Institution
The Gongshang Pupil in 2020
• Perseverance . Thrift . Integrity . Respect (School Values)
• Responsibility . Harmony . Resilience . Care
Anchored on
VALUES
• 21st Century Competencies
• SEL Competencies
VALUEDin the 21st Century
Workplace
• Rooted to Singapore
• Appreciates sports and arts
• Values society, environment, global issues
VALUESSingapore, society
& the world
A Confident Person . A Self-Directed Learner .
An Active Contributor . A Concerned Citizen .
Purpose . Pupils . ExPerience . Professional Development . Partnership.
PSLE Results
2016
Overall Performance 2016
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Level Gongshang
Promote to S1 99.6%
% Express 69.3%
% Normal
(Academic)22.9%
No. of candidates 250
and above28
Purpose . Pupils . ExPerience . Professional Development . Partnership.
P4 SUBJECT-BASED BANDING
Purpose . Pupils . ExPerience . Professional Development . Partnership.
P4 SUBJECT-BASED BANDING
Rationale of Subject Based Banding (SBB)
Implementation Guidelines
Subject combinations at the END of P4
Pupil movement at the END of P5
Purpose . Pupils . ExPerience . Professional Development . Partnership.
Why Subject-based Banding?
“We recognise different abilities... and
help each student to proceed at a
pace that he can manage.”
Mr Tharman Shanmugaratnam
Minister for Education
2006
Purpose . Pupils . ExPerience . Professional Development . Partnership.
What Subject-based Banding means
for your child
Every child will be encouraged to do the
subjects at the levels that best meet
his/her abilities
Removal of streams in Primary 5 and 6
Purpose . Pupils . ExPerience . Professional Development . Partnership.
Why Subject-based Banding?
To provide greater flexibility to pupils with
strengths and abilities that vary across
subjects
To encourage better interaction among
pupils with different strengths
Purpose . Pupils . ExPerience . Professional Development . Partnership.
SUBJECTS OFFERED AT P5
STANDARD
LEVEL
FOUNDATION
LEVEL
HIGHER
MTL
• Standard
English
• Standard
Mathematics
• Standard
Science
• Standard
Mother Tongue
Language
• Foundation
English
• Foundation
Mathematics
• Foundation
Science
• Foundation
Mother Tongue
Language
• Higher CL
• Higher ML
Purpose . Pupils . ExPerience . Professional Development . Partnership.
How does Subject-based Banding
work?
Purpose . Pupils . ExPerience . Professional Development . Partnership.
How does Subject-based Banding
work?
Purpose . Pupils . ExPerience . Professional Development . Partnership.
How does Subject-based Banding work?
Purpose . Pupils . ExPerience . Professional Development . Partnership.
How does Subject-based Banding work?
Purpose . Pupils . ExPerience . Professional Development . Partnership.
How does Subject-based Banding work?
4 standard subjects
4 foundation subjects
3 standard subjects + 1 other
foundation subject
Purpose . Pupils . ExPerience . Professional Development . Partnership.
How does Subject-based Banding work?
Continue with the same subject combination
at P6
Purpose . Pupils . ExPerience . Professional Development . Partnership.
How does Subject-based Banding work?
Switch some or all subjects to Foundation level
Purpose . Pupils . ExPerience . Professional Development . Partnership.
How does Subject-based Banding work?
Purpose . Pupils . ExPerience . Professional Development . Partnership.
How does Subject-based Banding work?
Switch some/all
subjects to
Foundation
Level
Purpose . Pupils . ExPerience . Professional Development . Partnership.
• Pupils are allocated to the P5 classes according
to their abilities and achievement in English
Language and Mathematics.
• Pupils will be re-banded according to their abilities
and achievement in Mother Tongue Language for
the Mother Tongue Language classes
Allocation to P5 Classes
Primary 4 Subject
Offered at
Primary 5
Achieved
above 50% in any
subject
Standard levelStandard Level
EL, Math, Sci, MTL
Failed badly in the subject
Foundation level
Foundation Level FEL, FMA, FSC, FMTL
Achieved:
- Band 1 (85%) in MTL & at least 75 marks
in EL, MA & SC
Or
- Band 1 (85%) in all subjects
Higher MTL level Higher MTLHCL, HML
Selection Criteria at end of Primary 4 School Recommendation & Parental Option
Band Mark Range Brief Description
185 and
aboveIs very good in the subject
2 70 - 84 Is good in the subject
3 50 – 69 Has adequate grasp of the
subject
4 Below 50Has not met minimum
requirements for the subject
MARKS & ACHIEVEMENT BANDS (P1-P4)
Purpose . Pupils . ExPerience . Professional Development . Partnership.
P5 SBB COMBINATION OFFERED IN
GONGSHANG PRIMARY
4S English Language, Mathematics,
Science, Mother Tongue Language
(MTL)
4S + 1H (HMTL) English Language, Mathematics,
Science, Mother Tongue Language,
Higher MTL
3S + 1F (FMA) English Language, Mother Tongue
Language, Science, Foundation
Mathematics
4F Foundation English Language,
Foundation Mathematics, Foundation
Science, Foundation Mother Tongue
Language
Subject
Combination
Primary 5 Primary 6
4 Standard
Subjects
At least a pass in 1
subjectStandard LevelEL, Math, Science, MTL
Failed all 4 subjects 4F combination
3/4 Foundation
Subjects
Direct Progression to
P6Foundation Level FEL, FMa, FSc,
Foundation MTL
To continue to
offer Higher
MTL
• At least 75 marks
in MTL
• Pass in HMTL• A good pass in all
other subjects
Higher MTLHCL, HML
EL, Math, Science, MTL
PROMOTION CRITERIA - P5 to P6
Purpose . Pupils . ExPerience . Professional Development . Partnership.
How are PSLE scores calculated?
The PSLE scoring system remains unchanged
The raw mark for each subject is converted
to a Transformed Score (T-score)
The T-score reflects the pupils’ standing
relative to other pupils on a common scale
The Aggregate Score is the sum of the T-
score in all subjects
Each subject carries equal weighting
Purpose . Pupils . ExPerience . Professional Development . Partnership.
How are PSLE scores calculated?
The PSLE score takes into account
content and demand of each
subject
number of subjects taken
Purpose . Pupils . ExPerience . Professional Development . Partnership.
Grade Mark Range Descriptor
A* >= 91Has very good understanding of the
subject
A 75 – 90 Has good understanding of the
subjectB 60 - 74
C 50 – 59Has adequate understanding of the
subject
D 35 – 49 Has fair understanding of the subject
E 20 - 34Has elementary understanding of the
subject
U < 20Has not met the requirement for the
minimum grade
PSLE GRADING SYSTEM (Standard)
Purpose . Pupils . ExPerience . Professional Development . Partnership.
PSLE GRADING SYSTEM (Foundation)
Grade Mark Range Descriptor
1 85 and aboveIs very good in the subject at thefoundation level
2 70 - 84Is good in the subject at thefoundation level
3 50 - 69Has adequate grasp of the subject
at the foundation level
4 30 – 49Has an elementary grasp of the
subject at the foundation level
U Below 30Has not met the requirements at the
foundation level for the minimumgrade
Overview of the SBB Process
Primary 6
After Primary 4 Exams
School’s Recommendations
Parental Option
After Primary 5 Exams
School’s Decision
PERI UPGRADING PROGRAMMEan Update
Construction On-site
New Generation Primary School & is not PRIME
•Redesigned classrooms
•Outdoor experiential learning
•PAL rooms
•Support for differentiated learning
•Conversion of existing facilities
•Additional new facilities
Purpose . Pupils . ExPerience . Professional Development . Partnership.
Students
Parents
Teachers
Partners (SAC,
Alumni)
Admin Staff
THE GONGSHANG COMMUNITY
Purpose . Pupils . ExPerience . Professional Development . Partnership.
Purpose . Pupils . ExPerience . Professional Development . Partnership.
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Mrs Jannie Lee
HOD / EL
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LUES P3 EL Examination Format
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Paper Component
Paper 1 (50 min)
Composition
*Picture Series (SA1)
*Picture Prompts with helping words
A choice of 2 questions for SA2
Paper 2(1 hr 15 min)
Booklet A (MCQ)Assessment include language / vocabulary items
in Companion Booklets and Level Worksheets
Booklet B (OE)
Paper 3Listening Comprehension
•Picture Matching
•Note-taking
•Listening Comprehension
Paper 4Oral
•Reading Aloud
•Stimulus-based Conversation
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Purpose . Pupils . ExPerience . Professional Development . Partnership.
Paper Component
Paper 1 (50 min)
Composition
Choice of - *Picture Series
*Picture Prompts with helping words
Paper 2(1 hr 15 min)
Booklet A (MCQ)Assessment include language / vocabulary items
in Companion Booklets and Level Worksheets
Booklet B (OE)
Paper 3Listening Comprehension
•Picture Matching
•Note-taking
•Listening Comprehension
Paper 4Oral
•Reading Aloud
•Stimulus-based Conversation
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Purpose . Pupils . ExPerience . Professional Development . Partnership.
Assessment ObjectivesPaper 1 (Writing)
Pupils are able to:
- Generate ideas, organise and express them in a coherent
and cohesive manner.
- Use correct grammar, punctuation and a variety of
vocabulary appropriately.
Top Band:
• Fully relevant ideas, interesting, thoroughly developed
• Language is accurate with minimal errors in grammar,
sentence structure, spelling and punctuation
• Ideas are very well-linked and well-sequenced. Good use of
vocabulary
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Paper 1: Composition - Picture Series (Question 1)
Purpose . Pupils . ExPerience . Professional Development . Partnership.
Write a story of at least 120 words based on the pictures below. Give the
story your own ending. You may use the words and phrases in the box. You
are encouraged to include other relevant points to make your composition
interesting.
Helping words:
a bowl of noodles accidentally crashed to the floor
rushed to his aid reprimanded shattered to pieces
Example: Paper 1 –
Picture Prompts (Question 2)
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Purpose . Pupils . ExPerience . Professional Development . Partnership.
New
Write a composition of at least 120 words about a party game
you disliked.
The pictures, not arranged in sequence, are provided to help you
think about this topic. Your composition should be based on one,
two or all of these pictures.
Consider the following points when you plan your composition:
What was the party game about?
Why did you not like that party game?
What were the reactions of other people at the party?
What did you do after the party game?
You may use the points in any order and include other relevant
points as well.Helping words:party gamesplash watermade fun ofothers laughed
embarrassed
Purpose . Pupils . ExPerience . Professional Development . Partnership.
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Describe the character
A typical story opening written by lower
primary pupils will be:
One day after school, John
decided to visit the school library.
Here’s the first picture of a Picture Composition showing a boy in a school
library.
This is how you can begin by describing the character first:
John loves books more than anything else. He enjoys reading
so much that all his friends call him ‘Mr Bookworm’. John’s
favourite place is the library and he can spend the entire day
there. One day after school, John decided to visit the school
library again.
Purpose . Pupils . ExPerience . Professional Development . Partnership.
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Purpose . Pupils . ExPerience . Professional Development . Partnership.
Begin with an Action
• Last evening, Mr Lee took his dog for a
walk after dinner.
• It was a cool evening. Mr Lee decided to
bring his dog out for a walk at the park.
We can start with an action instead.
• Tinkle jumped and barked for joy. His
owner, Mr Lee, was getting ready to bring
him out for his daily walk at the park.
• Tinkle wagged its tail and dashed out the
door, with Mr Lee pulling at the leash.
“Slow down, Tinkle!” commanded Mr Lee.
Once again, a typical opening for this picture
would be the use of time or weather such as:
Purpose . Pupils . ExPerience . Professional Development . Partnership.
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Purpose . Pupils . ExPerience . Professional Development . Partnership.
Begin with speech or dialogue
One fine evening, Jane was at home
alone with her baby sister.
This is how you can begin the story with speech or dialogue instead:
“Don’t worry, Mum! I will look after Amy,” Jane told her mother as
her parents waved goodbye. Jane’s parents had gone for a
wedding dinner and she was left alone at home with her baby sister.
“Remember to call us if there’s any problem,” Jane’s mother reminded
her as they waved goodbye. “Don’t worry, Mum! Have fun!” Jane
assured her mother.
This composition is about a girl who is left
at home to babysit her little sibling when
her parents are away. A suitable title could
be Home Alone With The Baby.
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Purpose . Pupils . ExPerience . Professional Development . Partnership.
• Provide moral support
- Spend time with your child as he/she sits down to
write the composition
- Give encouraging comments
- Allow your child space and time to grow as a writer
• Proofread your child’s work
• Teach / Encourage your child to proofread the work
• Motivate your child (through praises, small tokens for
the hard work and effort)
How can you support your child?
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Purpose . Pupils . ExPerience . Professional Development . Partnership.
Assessment Objectives
Paper 2 (Language Use and Comprehension)
- Assess pupils’ ability to use and apply knowledge of
grammatical rules and vocabulary in multiple-choice questions.
- Demonstrate the correct use of grammar, spelling and
punctuation and the appropriate use of vocabulary in given contexts.
- Assess pupils’ reading strategies to construct meaning and their
understanding of the texts.
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Purpose . Pupils . ExPerience . Professional Development . Partnership.
Section G: Comprehension
Read the passage below and answer the following questions.
During recess, Zak was playing with his iron ball at Prince
Primary School. He was trying to throw his iron ball when suddenly,
the iron ball slipped off his hands and rolled into the drain near a
pond. Zak stared at the ball sadly, not knowing what to do. He tried
to reach for his iron ball but to no avail. He found a long twig on the
grass and tried to get the ball out using the twig.
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31. Where did Zak’s iron ball roll into?
____________________________________________________ [ 1m]
32. Zak was playing at the _______________.
garden
library
canteen
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Paper 2: Booklet B
For questions 33 to 35, read each statement and tick ( ) “True” or
“False”. Refer to paragraph 2 to help you. The first example has been
done for you [3m].
Statement True False
Example Zak was playing with a rubber ball.
33. Zak used a pole to retrieve his ball .
34. Zak’s attempt to get his ball was
unsuccessful.
35. Michael is the writer’s neighbour.
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Paper 2 – Booklet B
Section H: Comprehension
If you love ice cream but you are tired of chocolate,
strawberry and vanilla flavours, it is probably time to go local. Local
flavours such as durian, red bean and sweet corn have been around
for a long time. They are usually served by a friendly ice-cream man
on his motorcycle which is not a common sight these days.
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Paper 2 – Booklet B
Answer the following questions in complete sentences.
Who started Island Creamery?
_____________________________________________________
_____________________________________________________
Why does Island Creamery allow customers to put up their
photographs on the big wall?
_____________________________________________________
_____________________________________________________
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Assessment Objectives
Paper 4 (Oral)
Reading
To assess pupils’ ability to produce a well-paced, fluent reading
of a passage with good pronunciation, clear articulation and
appropriate intonation.
Top Band:
• Consistently good pronunciation, expressive reading,
varying tone, pace and volume
• Appropriate stress and intonation to convey meaning to
suit purpose, audience and context
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Purpose . Pupils . ExPerience . Professional Development . Partnership.
Assessment ObjectivesPaper 4 (Oral)
Stimulus-based Conversation
To assess pupils’ ability to speak fluently and with grammatical
accuracy, using a range of appropriate vocabulary and
structures.
To assess their ability to express their personal opinions, ideas
and experiences clearly and effectively in conversing with the
examiner.
Top Band:
• Initiate new ideas
• Express ideas clearly and with confidence using good vocabulary,
sentence structures
• Good eye contact
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Purpose . Pupils . ExPerience . Professional Development . Partnership.
Oral: Stimulus-based Conversation
Prizes
The winner for each category will win :
a stationery hamper
a trophy
a $100 book voucher
Plants to Grow
Category A: Soya bean
Category B: Sunflower
Category C: Lady’s fingers
2014
Tallest
Plant
Competition
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Oral: Stimulus-based ConversationPrompts:
(a) Look at the picture. Which one of the categories would you choose
to take part in? Why?
What do you think of the prizes?
(b) Have you taken part in a competition?
Tell me about it.
What was your experience like?
(If the pupil has not taken part in any
individual competition)
Tell me about a competition the school has organised for the pupils.
(c) Do you like to take part in competitions? Why / Why not?
What kind of competitions would you like to take part in?
What kind of competitions would you not take part in?
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Purpose . Pupils . ExPerience . Professional Development . Partnership.
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MISS FADZILLAH KHAN
HOD/MA
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1. Numbers to 10 000(notation, addition/subtraction, multiplication
division)
2. Fractions ( equivalent, addition & subtraction)
3. Length, Mass, Volume, Time and Money, Area & Perimeter
4. Perpendicular /Parallel Lines
5. Bar Graphs
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4. Time, Area and Perimeter
5. Angles, Rectangles/Squares, Symmetry*Symmetry- term ‘reflection’ is used
- completing a symmetric figure with any given line of symmetry, instead of being restricted to horizontal and vertical line only
6. Tables/Line Graphs
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2 main item types of items used in Semestral Assessments are:
(1) selected response items in the form of multiple choice questions (MCQ)(2) constructed response items in the form of short-answer question (SAQ)
or structured/long-answer questions (LAQ)
MCQ • 1 to 2 marks per question• Four options are provided of which only one is
correct
SAQ • 1 to 2 marks per question• Workings are optional but preferred• Marks are awarded for correct method even if
answer is wrong
LAQ • 3 to 5 marks per question• Workings to be shown
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Recall mathematical facts, concepts, rules and formulae; perform straightforward computations
Interpret information; understand and apply concepts and skills
Reason mathematically; analyse information and make
inferences; select appropriate strategies
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LUES Format of Exam Paper- P3 SA1
Booklet Item Type No of questions Marks
A MCQ 1510 10 x 1 mark
5 5 x 2 marks
B
SAQ 1510 10 x 1 mark
5 5 x 2 marks
LAQ 64 4 x 3 marks
2 2 x 4 marks
SA1 – 30% 36 60
Total time for SA1 1 h 30 min
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LUES Format of Exam Paper- P3 SA2
Booklet Item Type No of questions Marks
A MCQ 15 15 x 2 marks
B
SAQ 188 8 x 1 mark
10 10 x 2 marks
LAQ 62 2 x 3 marks
4 4 x 4 marks
SA2 – 50% 39 80
Total time for SA2 1 h 45 min
MPA 1 10 m (10%)
Speed Test 50 m (10%)
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Example:
7 954 = ______ + 900 + 50 + 4What is the missing number in the blank?
(1) 7(2) 70(3) 700(4) 7000 Requires pupils to recall number
representation and place values
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Example:What is the remainder when 418 is divided by 7?
Requires pupils to recall multiplication facts to perform straightforward division
Mr Lim has 52 pens and 7 bags.He packs 6 pens in each bag.How many pens are left unpacked?
Requires pupils to make sense of the context, before using multiplication and division concepts to solve the problems
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Example:The figure below is made up of 4 identical rectangles and a square.
6 cm
3 cm
Find the perimeter of the figure.
Requires pupils to make sense of the diagram, to understand the properties of rectangles,
squares and perimeter before coming up with the correct strategy to solve the problem
Purpose . Pupils . ExPerience . Professional Development . Partnership.
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LUES Format of Exam Paper- P4 SA1
Booklet Item Type No of questions Marks
A MCQ 15 15 x 2 marks
B
SAQ 20 20 x 2 marks
LAQ 64 4 x 3 marks
2 2 x 4 marks
SA1 41 90
Total time for SA1 1 h 30 min
MPA 10%
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LUES Format of Exam Paper- P4 SA2
Booklet Item Type No of questions Marks
A MCQ 15 15 x 2 marks
B
SAQ 20 20 x 2 marks
LAQ 96 6 x 3 marks
3 3 x 4 marks
SA2 44 100
Total time for SA2 1 h 45 min
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97
Example:Round 79.45 to 1 decimal place
(1) 79.0(2) 79.4(3) 79.5(4) 80.0 Requires pupils to recall rounding
decimals to a specified degree of
accuracy
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98
Example:A chair costs $105. A table cost three times as much as the chair. Mr Lee bought 1 chair and 4 tables. How much did Mr Lee spend in all?
Requires pupils to make sense of the straightforward context and use the
multiplication and addition concept to solve the problem
Purpose . Pupils . ExPerience . Professional Development . Partnership.
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99
Example:The figure below is made up of a square and 2
identical rectangles. The total area of the 2 rectangles is 70 cm2.
7cm
Requires pupils to make sense of the diagram which is unfamiliar, analysing the information provided, inferring the
missing data before applying the concept of square and rectangle to
solve the problem
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100
Use a different
representation
Use of model-drawing
Make a list/table
Make a calculated guess
Guess & Check
Look for pattern
Go through the
process
Work backwards
Before & After
Modify the problem
Simplify the problem
Solve part of the problem
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• Application of Mathematics in real-life situations
• Inculcate positive attitude and passion in the learning of mathematics
• Motivated practices (repetition/variation)
• Using correct mathematical language and correct presentation of stepsE.g : 3 units = 27
1 unit = 27 ÷3= 9
5 units = 9 x 5 = 45 John has 45 pens.
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Science Department
Mr Poon Yain Ping
HOD/SC
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http://tinyurl.com/scisyllabus2017
or search “Primary science syllabus”
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Vision of Science Education
To prepare our students to be
sufficiently adept as effective citizens;
and
able to function in and contribute to an
increasingly technologically-driven
world.
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LUES Science
Curriculum
Framework
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LUES An overview of the Primary Science
Syllabus [Primary 3 and 4]
Themes Lower Block
(Primary 3 & 4)
Level
Diversity • Diversity of living and non-living things
(general characteristics & classification)
• Diversity of materials
P3
Interactions • Interaction of forces (magnets) P3
Systems • Plant system (plant parts & functions)
• Human system (digestive system)P3
Cycles • Cycles in plants and animals (life cycles)
• Cycles in matter and water (matter)P4
Energy • Energy forms and uses (light and heat) P4
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Organisation of Themes
Level Themes
Lower
Block
P3 Diversity, Systems, Interactions
P4 Cycles, Energy
Upper
Block
P5 Systems, Cycles, Energy I
P6 Energy II, Interactions
PSLE – topics assessed will be from P3 to P6
Keep all science books and files!
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Knowledge . Understanding . Application
Learning of science is
1. based on themes that students can relate to in
their everyday experiences
2. spiral by revisiting of concepts and skills at
different levels and with increasing depth
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LUES An example - Systems
Key focus
1. Understanding a system is a whole consisting of parts that work
together to perform a function(s).
2. Examples of systems that allow Man to understand how they operate
and how parts influence and interact with one another to perform a
function.
Lower block
(Primary 3)
1. Brief overview to some organ systems and their
functions(digestive, respiratory, circulatory, skeletal
and muscular).
2. Identity the organs in the human digestive system
and their functions.
Upper block
(Primary 5)
1. Identity the organs in the human respiratory and
circulatory systems and their functions.
2. Recognise the integration of the different systems in
carrying out life processes.
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Assessment
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LUES P3 Semestral Assessment
Total
Marks
Exam format Duration Topics Covered
SA1 5015 MCQs (30 marks)
9 OEQs (20 marks)1h • P3 Diversity
SA2 8025 MCQs (50 marks)
12 OEQs (30 marks)1h 30 min • All P3 topics
SPA(Early
Aug)
10Science Practical
Assessment
4 min/station,
4 stations
Skills assessed
• Observing
• Comparing
• Classifying
Legend:
MCQ – Multiple Choice Questions
OEQ – Open-Ended Questions As of 16 Jan 2017
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P4 Semestral AssessmentTotal
Marks
Exam format Duration Topics Covered
SA1 10028 MCQs (56 marks)
12-13 OEQs (44 marks)1h 45min
• All P3 topics
• P4 – Cycles
SA2 10028 MCQs (56 marks)
12-13 OEQs (44 marks)1h 45min • All P3 - 4 topics
SPA[Early
Aug]
14 Practical Assessment4 min/station,
4 stations
Skills assessed:
• Observing
• Comparing
• Classifying
• Using apparatus
• Drawing conclusion
based on experiment
Legend:
MCQ – Multiple Choice Questions
OEQ – Open-Ended Questions As of 16 Jan 2017
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Science Practical Assessment
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Science@Home
Parents are the child’s first science
teachers
Science is NOT fearful
Science is a way of understanding the
world, a perspective and a pattern of
thinking
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Science@HomeStudies have shown that family experiences that
students bring to school are some of the biggest
predictors of success (Hazen and Trefil, 1991)
Parental involvement is important in a child’s
science learning journey
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LUES Math & Science workshop for
Parents
4 March 2017 (Saturday)
8.30 a.m. – 1.30 p.m.
Details will be made known to all P3-6 parents at a
later date
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LUES Science Workshop for
Parents – An overview
Workshop Session 1: Exploring Science Around Us
Time: 8.30 – 9.45 a.m.
Description:
The workshop aims to share how parents can
leverage the unlimited opportunities and
phenomenon around us, facilitate and be engaged
in their children’s science learning, develop them as
inquiry learners with curious minds.
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LUES
Science Workshop for
Parents – An overview
Workshop Session 2: Playing With Science
Time: 10.00 – 11.15 a.m.
Description:
There are resources that we have access to that
support the experimentation and conversation with
children. This workshop aims to share how parents
can play a more active role, through the exploration
of such resources around us, making science
learning more fun and applicable to real life.
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