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Table of Contents

Anderson Primary School PERI-HA Communication Package 2017 Page 1

Foreward 2

Our Primary School Curriculum At A Glance 3

21st Century Competencies & Desired Student Outcomes 4

English in Anderson 5

Mathematics in Anderson 14

Mother Tongue in Anderson 17

PERI Holistic Assessment Information for Parents 18

Our P1 Holistic Assessment Plans

What is Summative & Formative Assessment?

21

~ English 22

~ Mathematics 25

~ Chinese 28

~ Malay 31

~ Tamil 34


Foreward Dear Parents,

Welcome to Anderson Primary School.

We welcome you and your child on board as we journey together through your child’s

primary school education. As we prepare our children to be future ready citizens,

strong home-school collaboration is desired. This will have positive impact on a child’s

learning, self-esteem, attitudes and behaviour in life.

This communication package has been put together to provide you with information

about the Primary 1 curriculum and assessment. We trust that you will find this a useful

resource.

With your strong support, we strive to provide a holistic education for your child.

Anderson Primary School


Our Primary School Curriculum At A Glance

The inner circle centring on life skills ensures that students acquire sound values and

skills to take them through life as responsible adults and active citizens. It comprises

the non-academic curriculum.

The middle circle on knowledge skills seeks to develop students’ thinking, process

and communication skills. This will enable students to analyse and use information

and be able to express their thoughts and ideas clearly and effectively. It comprises

skills-based subjects.

The outermost circle covers the content-based subject disciplines i.e. Languages,

Humanities & the Arts, and Mathematics & Sciences. It ensures that students have a

good grounding in content across different areas of study.

(Source: Ministry of Education website, www.moe.gov.sg)

http://moe.gov.sg/education/primary/images/curriculum-diagram-large.jpg


21st Century Competencies & Desired Student Outcomes Education is about helping our students discover their own talents make the best of

these talents and realise their full potential, and develop a passion for learning that

lasts through life.

The education landscape in Singapore is evolving with the aim of nurturing our

students more holistically and equipping them with the skills and values beyond

knowledge.

In 2008, then Minster of Education, Mr Ng Eng Hen, called for a review of the primary

education, resulting in the PERI (Primary Education Review and Implementation)

recommendations in two broad areas, namely balancing knowledge with skills and

value and providing more resources for a quality primary education. One of the

outcomes of the PERI review is a set of educational outcomes which underpin the

holistic education that schools provide to better prepare our students to thrive in a fast-

changing and highly-connected world.

To better position our students to take advantage of opportunities in a globalised world,

our students need to possess life-ready competencies like creativity, innovation, cross-

cultural understanding and resilience. The diagram below illustrates the Desired

Student Outcomes and the 21st Century Competencies.


ENGLISH ~ What is STELLAR? STELLAR stands for STrategies for English Language Learning and Reading.

Through the use of authentic children’s literature, we aim to strengthen reading and

language skills as well as instil a love of reading in the children.

An Overview: STELLAR Pedagogic Framework

Shared Book Approach

(SBA)

SBA 1

Reading for

understanding and

enjoyment

Learning Centres (LC)

for differentiated learning

Modified Language Experience

Approach

(MLEA)

SBA 2

Explicit teaching of

language terms and

skills

MLEA 1

Shared experience followed by

Class Writing

(teacher-modelling)

MLEA 2

Group Writing

(peer support & social learning)

MLEA 3

Individual Writing


Shared Book Approach (SBA) For Reading

In place of textbooks, pupils are introduced to numerous big books. These are huge,

colourful picture books with interesting stories and age-appropriate language

structures.

In Shared Book Approach, the teacher reads a Big Book with the pupils, while asking

questions to encourage pupils to think about the story and talk about their views.

Children learn to become confident communicators. The reading session is followed

by activities that focus on language items related to the books read. They learn

phonics, vocabulary, grammar and other language skills within the context of the

stories.

Modified Language Experience Approach (MLEA) for Writing

This approach begins with a language experience (such as learning journey or hands-

on activity) that is linked to the current big book. This gives the pupils an authentic

experience to think and talk about. The teacher uses questioning techniques to guide

the pupils to express their ideas using language structures that have been learned in

SBA. The teacher writes down pupils’ contributions on a large piece of paper, thereby

modelling the process of writing. The piece is displayed in class for pupils’ reference

as they go on to write in groups to create a parallel writing piece. Such groundwork

paves the way for independent writing.

MLEA is only introduced in Term 2.

Learning Centres (LC)

We reinforce and extend pupils’ learning via the use of Learning Centres (LC) in Term

2. LC, activities are planned and differentiated for the pupils in three main learning

centres – the Reading Centre, the Word Study Centre and the Listening Centre. Pupils

have the opportunity to re-learn, revisit or extend what they have learnt at their own

pace and in differentiated ability groups.


P1 STELLAR CURRICULUM: Scope of Learning Term 1

Unit 1 The Farm Concert

Vocabulary dog, frog, sheep, farmer, moo, wuff, croak, quack, baa, oink

Word Identification initial consonants :/b/,/f/,/y/,/fr/,/sh/ high frequency words: the, said, went, can, can’t

Grammar nouns ( names of animals) capitals to begin a sentence

Unit 2 Mrs Wishy Washy

Vocabulary cow, duck, pig, mud, tub, jumped, paddled, rolled, screamed

Word Identification initial consonants :/c (k)/ ,/d/,/ p/,/ t/,/ w/

Grammar verbs: jumped, paddled, rolled, screamed pronoun: he, she conjunction: and punctuation: capital, speech marks

Unit 3 Dan, the Flying Man

Vocabulary bridge, crane, flowers, house, mountains, people, seas, train, trees, over, man

Word Identification initial blends: /br/, /tr/, /fl/, /cr/ Vowel sound: -a as in cat Rhyming words

Grammar prepositions: over, in, into comma for listing

Unit 4 Hairy Bear

Vocabulary scary, bear, brave, frightened, robbers, money, morning

Word Identification initial consonants : /m/,/r/,/z/,/cr/,/st/ rhyming words (eg bear & care) high frequency words: don’t, of, get, all, not

Grammar contractions: I’ll, I’m, you’re, don’t personal pronouns: he, she, I, you, they


Unit 5 Walking Through the Jungle

Vocabulary snake, tiger, monkey, elephant, lion, crocodile, tea, jungle, walking, creeping, leaping

Word Identification initial letter sounds: /wh/, /sn/, /ch/

Grammar articles: a, an pronouns: it, me preposition: through

Unit 6 The Red Rose

Vocabulary bird, cat, caterpillar, garden, red, rose

Word Identification initial consonant: /g/, /h/, /s/; [m, r, w] (revision) high frequency words: the, said, see, a, back,

home, gone; [went] (revision) syllabification: bird, cat, dog, caterpillar

Grammar sentence structure: I see a ________. Determiners: a, the Pronouns: he, she, it (revision)

http://st.gdefon.ru/wallpapers_original/wallpapers/402172_detskie_3022x2215_(www.GdeFon.ru).jpg


Term 2

Unit 7 The Hungry Giant

Vocabulary beehive, bees, bommy-knocker, bread, butter, giant, honey, hungry

Word Identification initial consonants: g as /j/ vowels: /ow/ in Ow!, /ee/ in bees high frequency words: some, or, so, with syllabification: 1, 2, 4 syllables e.g., bread

butter, bommy-knocker

Grammar uncountable nouns: bread, butter, honey connectors: or, so contractions: that’s , I’ll (revision)

Unit 8 Crocodile Tea

Vocabulary numbers (one to ten), ants, anteater, baboon, bug, crocodile, hippo, lizard, pie, zebra

Word Identification initial consonant: /n/ (nine) vowels: ee in bees, sweet, tea (revision)

i in hive, fine

high frequency words: again, come, door rhyming words with nubers syllabification: 1, 2, 3 syllables eg. ants,

anteater, baboon

Grammar pronouns: your, we direct speech structure: “__________,” said

________.

Unit 9 My River

Vocabulary crayfish, dragonfly, eel, fish, muskrat, river, salamander, turtle, water beetle

Word Identification initial consonants … blends: /gr/,/dr/,/cr/ letter sounds: wh as /h/ & /wh/ (revision) high frequency words: whose, where, this, live,

too, all syllabification: 1, 2, 3, 4 syllables e.g., eel,

crayfish dragonfly, salamander

Grammar pronouns: my, mine, our, everyone contraction: it’s


Unit 10 The Jigaree

Vocabulary celebration, crossing guard, crosswalk, gift certificate, hot chocolate, invitation, mayor, movie tickets, plaque

Word Identification Punctuation: comma after a phrase (thank you) and full stop for abbreviations

Grammar Zero determiner: He likes dogs and plants. Conjunctions: before, when, so Verbs of knowing: know, remember, decide,

choose, honours Also: raise money Adverbs: really, safely Prepositions: near, at (work), on (the

computer)

Unit 11 The Giant’s Ice Cream

Vocabulary breakfast, dinner, doorway, ice cream, lunch, party, purple, stuck

Word Identification initial consonants: st (revision) vowels: ice, ate, no syllabification: 1, 2 syllables, tough, sang, green, dinner, yummy, bigger rhyming words: cat/that, stuff/tough

Grammar contractions: you’re, I’m (revision) adjectives: big, tough, orange, green, purple structures: The …ate…for breakfast/lunch/

dinner. hyphen when a two word noun becomes an

adjective – ice cream and ice-cream cone


Term 3

Unit 12 Ants in a Hurry

Vocabulary ants, baby, eggs, hurry, jelly, nibble, queen, royal, sip, scurry, tunnel

Word Identification letter sounds: /sl/, /qu/, ….sh, syllabification: 1, 2 syllables, hush, hurry, jelly,

nibble, scurry, sip, tunnel, hung rhyming words: hurry/scurry

Grammar present continuous tense (revision) verbs to be: is, are subject/verb agreement

Unit 13 Short, Tall, Big or Small

Vocabulary beak, compare, leap, legs, mouth, cheetah, deer, flamingo, ostrich, stork (revision) elephant, giraffe, hippopotamus rhinoceros zebra

Word Identification rimes or word families: know, -ook high frequency words: how, know, look, which

Grammar singular/plural of animal names contractions: who’s vs whose (revision) adjectives: opposites

Unit 14 Poggy Frog and the Cows

Vocabulary evening, meeting, pond, shoo, skedaddle, thirsty, wonderful,

Word Identification Initial consonants:, sh (rev.), sk, dr, fr, rhyming: blue/shoo, fair/share syllabification: 1,2,3 syllables, e.g., ground,

meeting, wonderful high frequency words: best, came, drink,

every, friends

Grammar verbs: drink/drank, come/came, shout(ed), skedaddle(d)

phrases of time sequence: One day, The next day, Every day, That evening

punctuation: commas after time sequence phrases

Speech marks “…”


Unit 15 Enormous Watermelon

Vocabulary bare, enormous, juicy, kitchen, watermelon 5 nursery rhyme character names

Word Identification initial consonant: /j/ (revision) vowels: seed, sweet (revision) high frequency words: grow, little, pull(ed),

call(ed), time syllabification: 1,2,3,4 syllables, eg. enormous,

pulled, Humpty, watermelon

Grammar connectors: but, so verbs: grow/grew, go/went, pull/pulled,

call/called adjectives: big, juicy, sweet structure: They (verbed) but they could not

(verb). So they (verbed)… [variations of the story]

Unit 16 The King’s Cake

Vocabulary birthday, cake, candles, cook, gardener, hose, king, queen, soup, squirted, waggled

Word Identification initial consonant: /k/ word families: -op, -ose high frequency words: enough, head, out,

would syllabification: 1, 2, 3 syllables e.g., cook,

birthday, forty-six

Grammar pronouns: she/her, he/his past tense: huffed, puffed, waggled, squirted contractions: haven’t, that’s, can’t

Sentence Structure The ___ verbed and verbed. “ _____,” said ____.


TERM 4

Unit 18 Shark in the Park

Vocabulary park, shark, sky, surprise, telescope, toy

Word Identification vowel sound: -oy (revision) word families: -ight (revision) high frequency words: about, around, only rhyming words: boy/toy, shark/park, ground/

around syllabification: 1, 2, 3 syllables e.g., park,

surprise, telescope

Grammar contractions: there’s, it’s, he’s

Sentence Structure There’s a _______ in the _________.

Unit 19 Grumpy Elephant

Vocabulary drum, fight, giraffe, noise, parrot

Word Identification phonic sounds: /ph/, /scr/, /th/, -ay, -ell [/gr/, /dr/] (revision)

syllabification: 1,2,3 syllables eg. feel, for, old, monkey, along, elephant

high frequency words: feel, along, got, now

Grammar present tense: play, sing, dance adjectives: grumpy, old, poor future tense: I will play / sing … punctuation: capital letters for names, commas

in repetition (revision)


Mathematics in Anderson Primary School It is essential that every child understands and able to extend the learning of

Mathematical concepts and skills beyond the classroom walls- real world problem

solving. With that goal in mind, and guided by the *framework below, the school’s

direction for teaching, learning and assessment in Mathematics is designed to provide

sufficient opportunities for children to develop their mathematics concepts and skills

with meaningful learning experiences.

* Mathematical problem solving is central to mathematics learning. It involves the

acquisition and application of mathematics concepts and skills in a wide range of

situation, including non-routine, open-ended and real-world problems.

The development of mathematical problem solving ability is dependent on five-related

components, namely, Concepts, Skills, Processes, Attitudes and Metacognition.

Beliefs Interests

Appreciation Confidence

Perseverance

Monitoring of one’s own thinking Self-regulation of learning

Numerical calculation Algebraic manipulation

Spatial visualization Data Analysis

Measurements Use of mathematical tools

Estimation

Reasoning, communication and connections Thinking skills and heuristics Application and modelling Numerical

Algebraic Geometrical

Statistical Probabilistic

Analytical


The school advocates the adoption of Concrete- Pictorial- Abstract Approach to the

teaching and learning of Mathematics through a series of structured learning

experiences.

Concrete- Pictorial- Abstract Approach

Concrete materials (such as interlocking cubes, weighing balances, dice)

introduce young learners to mathematical concepts through real-world

experiences. This introduction enhances pupils’ understanding, helps to build

confidence in the subject and develops positive attitude towards mathematics.

It is important that children find the relevance and appreciate Mathematics as

a meaningful tool in everyday life.

After which, building on the basic understanding of the concepts developed,

children progress by learning to make pictorial representation (such as

drawings, diagrams, charts) of the mathematical concepts.

The children would have grasped the concepts and made sense of the various

mathematical ideas, as well as their connections and applications. They would

move on to the abstract stage where they learn to use symbolic

representations proficiently in problem solving.

Learning Experiences

Carefully constructed learning experiences are essential in developing

children’s cognitive and metacognitive process skills, such as being inquisitive

and collaborative. For each topic, the learning experiences allow the children

to have the opportunities to

practise basic mathematical skills to achieve mastery

discuss, articulate and explain ideas to develop reasoning skills

solving problems using a repertoire of heuristics

use feedback from assessment to improve learning

We adopt a range of assessment modes to allow our teachers to gather information

about the child’s learning and provide feedback to the children on their mastery of

concepts and skills as well as their strengths and areas for improvement. The different

modes of assessment include:

Mathematics Journal Writing

Mathematics Journal writing allows children to establish relationship and

connection between a mathematical concept and personal experiences

through words or pictures. By reading students’ journal, teachers could

gain greater insights into the student’s cognitive processes and attitudes

towards Mathematics.


Performance Assessment

Performance Assessment includes problem-solving tasks and tasks that require student to use mathematical instruments or/and manipulatives.

These assessments aim to develop and strengthen the students’ critical

thinking and reasoning skills through solving of questions and assess

the students’ ability to use a tool correctly and accurately.

Fluency Assessment

Fact fluency is essential as it will provide students with greater

confidence when learning Mathematics concepts and solving problems.

This assessment aims to provide more comprehensive picture of

student’s level of mastery and how different strategies could be adopted

for every student.

Written Assessment

Pencil-and-paper assessments are used to assess students’

mathematical achievement in various cognitive levels. As every

question is aligned to a specific learning outcome, the assessment

provides a clear indication on the students’ strengths and weaknesses

in specific areas.

An overview of our approach in the teaching of Mathematics


What is the Focus of Mother Tongue Language Learning

(MTL) ?

Our focus is to support and enable every pupil to learn MTL to as high a level as each

pupil is able to. The focus of MTL learning is to develop proficient language users as

follows:

a. Communication – This is a valuable skill for life and work. In addition to their

mastery of the English language, proficiency and ability to communicate in MTL

gives Singaporeans a competitive edge.

b. Culture – Learning MTL enables our pupils to understand and develop their

unique identity through a deeper appreciation of culture, traditions, literature

and history. This is a critical base to preserve the transmission of cultural values

and traditions associated with each MTL in our society.

c. Connection – Proficiency in MTL enables our students to connect with

communities across Asia and the people who speak that language or share that

culture.

In achieving the above objectives, the key is to help pupils to like, learn and use their

MTL as a living language, and produce active learners and proficient users who can

communicate effectively in a variety of real-life set


PERI Holistic Assessment In Primary Schools

Information for Parents

Introduction

The Primary Education Review and Implementation (PERI) Committee was formed in

October 2008 to study ways to enhance primary education. PERI articulated the goals of

enabling our children to grow up to be confident persons, able to work well in teams, and

able to communicate their thoughts and ideas effectively. The children’s curiosity and

desire to find out more about the world they live in should be nurtured. They should also

develop the skills of learning which will stand them in good stead for life.

To achieve these outcomes, the PERI Committee made several recommendations,

including the use of holistic assessment to support the children’s learning and help them

acquire knowledge and develop skills and values.

Holistic Assessment in Primary Schools

Assessment is an important part of learning and teaching and helps provide useful

information to your child, your child’s teachers and you. Assessment is generally carried

out for two main purposes – (i) to measure pupils’ attainment and report evidence of

learning in different learning areas and (ii) to support pupils’ learning and classroom

teaching.

At Primary 1 and 2, when your child is just beginning school, a key focus should be on

building his confidence and desire to learn. Thus, assessment will focus on providing rich

information on the learning progress of the child. Quantitative feedback in the form of

grades and marks, and qualitative feedback in the form of teacher comments will help your

child learn about his strengths, weaknesses and steps he could take to improve in his

learning. For parents, this feedback can also help you support your child’s learning and

growth.

In the implementation of Holistic Assessment, schools will use a range of appropriate

assessment modes for different purposes to support the development of the whole child.

At Primary One, single-point assessments such as semestral examinations will be de-

emphasised to ensure a smoother transition from pre-school to primary school. Bite-sized

forms of assessment such as topical tests, short writing, reading and performance tasks

will be used to provide young pupils with more opportunities to experience success and

build their confidence and desire to learn. Teachers will also use a range of assessment

strategies such as questioning, giving of feedback, and peer- and self-assessment to

support your child’s learning.


You will receive information about your child’s progress through progress cards as well as

mid-year and end-year report cards. You will also receive information through a portfolio

containing pieces of your child’s work which represent his progress and achievements in

the various areas of learning. Teachers’ qualitative comments in the portfolio and on your

child’s work will inform you more about his strengths, weaknesses and how he can improve.

Role of Parents

As parents, you play a critical role in your child’s learning and development. You can

support your child by spending time with him when he does his homework, encouraging

him and praising him for his effort and progress.

Do attend dialogue sessions with your child’s teachers and communicate with them so that

you and the school can work together to enhance your child’s learning and development.

Teachers and parents are the key to unlock the potential within a child. We look

forward to working with you as partners in educating your child.

(Source: Minsitry of Education PERI Holistic Assessment Communication Package)


Summative Assessments are used to assess and report on pupils’ level of

achievement of learning objectives. These are weighted and the marks obtained are

counted towards the overall results at the end of the year. Please note that for terms

2 to 4, the percentage of the weighted assessments will add up to 100%.

Formative Assessments (Non-weighted)

The formative assessments will take place throughout the year. The goal of formative

assessment is to gather timely feedback that can be used by the teachers and the

pupils to guide improvements on the on-going teaching and learning context. These

are developmental assessments and do not carry any weighting towards the final

score. The information is also helpful for pupils to assess and reflect on the level of

mastery of the concepts and/or skills. Besides, parents can use the information to

provide the necessary support and encouragement for their child/ward.

These formative assessments are carried out using different subject-appropriate

modes of assessment. They include performance assessments and problem solving

tasks to name a few.

What is Summative & Formative Assessment?

Summative Assessments (Weighted)


English

Term Assessment Tasks Mode of feedback

Types of Assessment

1

Oral

Read aloud a given passage.

Rubrics

Formative Non-weighted

Writing

Penmanship

Rubrics

Mini Test 1 (15 marks) A written assessment based on the Units covered in Term 1:

Grammar (8 marks)

Vocabulary (7 marks) The types of items include:

Multiple-choice questions

Checklist &

Score

2

Listening Comprehension (10 marks) Term 2 Week 4

Sound Discrimination

Score

Summative Weighted

(10%)

Oral (10 marks) Term 2 Week 5

Stimulus-Based Conversation

Score &

Rubrics

Summative Weighted

(10%)

Mini Test 2 (20 marks) Date : 15 May 2017 A written assessment based on the Units covered in Term 2: Components:

Grammar

Vocabulary

Visual Text Comprehension

The types of items include:


Score

Summative Weighted

(10%)


3

Listening Comprehension Term 3 Week 6

Picture Matching


Sequencing of events

Score

Summative Weighted

(5%)

Oral Term 3 Week 5

Reading Aloud

Stimulus-based Conversation

Rubrics


Writing (10 marks) Term 3 week 8 Individual Writing

Score

Summative Weighted

(5%)

Mini Test 3 (30 marks) Date : 21 August 2017 Components:

Grammar (8m)

Vocabulary (7m)

Vocabulary Cloze (5m)

Comprehension Open-ended (10m)



Open-ended questions

Score

Summative Weighted

(20%)

4

Listening Comprehension Term 4 Week 3

Picture Matching


Sequencing of events

Score

Summative Weighted

(5%)

Oral Term 4 Week 5

Reading Aloud

Stimulus-based Conversation

Score

Summative Weighted

(10%)


Writing (10 marks) Individual Writing

Rubrics

Formative

Non-weighted

Mini Test 4 (30 marks) Date : 25 October 2017 Components:

Grammar (8m)

Vocabulary (7m)

Vocabulary Cloze (5m)

Comprehension Open-ended (10m)




Score

Summative Weighted

(25%)


Mathematics


Types of Assessment

1

Performance Assessment Topic: Numbers to 10 Number Bonds

Associate and spell the number on dot cards with numerals through a card game activity. Compare numbers using one-to-one correspondence.

Observations and feedback


Mini Test 1 (30 marks) Topics : Numbers to 10 Number Bonds Addition and Subtraction within 10 A written assessment to assess pupils’ mathematical knowledge and skills in solving problems. The types of items include :

Short-answer questions

Fill in the blanks questions

Checklist &

Score

2

Mathematics Journal Topics : Number Position to 10th

Establish relationship and connection between number position to 10th and their real-life experiences.

Comments on pupils’ responses

Formative

Non-weighted

Performance Assessment Topic: Shapes and Patterns Length Measure and compare the lengths of two or more objects in given non-standard units. Identify shapes and form patterns.


Formative

Non-weighted


2

Mini Test 2 (30 marks) Date : 22 May 2017 Topics : Number Positions to 10th Numbers to 20 Addition and Subtraction within 20 Shapes and Patterns Length A written assessment to assess pupils’ mathematical knowledge and skills in solving problems. The types of items include :


Fill in the blanks questions

Checklist &

Score

Summative Weighted

(30%)

3

Problem Solving Topic: Numbers to 40 Addition and Subtraction within 40 Solve 3 word problems involving addition and subtraction.

Rubrics

Formative

Non-weighted

Mini Test 3 (30 marks) Date: 22 August 2017 Topics : Numbers to 100 Addition and Subtraction within 100 Time A written assessment to assess pupils’ mathematical knowledge and skills in solving problems. The types of items include :



Word Problems

Checklist &

Score

Summative Weighted

(40%)

4

Mathematics Journal Topic: Multiplication and Division

Extend understanding of concepts through justification on non-example statement.




4

Mini Test 4 (30 marks) Date: 26 October 2017 Topics : Money Multiplication and Division Picture Graphs

A written assessment to assess pupils’ mathematical knowledge and skills in solving problems. The types of items include :



Word Problems

Checklist &

Score

Summative Weighted

(30%)


Chinese Language


Types of Assessment

1

Listening Practice Listen to different texts and answer questions based on the texts.

Score


Speaking Simple questions and answers (everyday conversation)

Rubrics

Reading Recognise and pronounce / Read aloud (hanyu pinyin/ characters/ words/ simple phrases)

Rubrics

Mini Test

A written assessment based on Unit 1-4 Score

2

Listening Test Date : 26 April 2017 Listen to different texts and answer questions based on the texts.

Score

Summative Weighted

(10%)

Show & Tell Term 2 Week 7

Topic: My Favourite Toy

Rubrics &

Score

Summative Weighted

(10%)

Reading Aloud Practice

Term 2 Week 5


Rubrics &

Score

Formative

Non-weighted


Mini Test Date : 17 May 2017 A written assessment based on Unit 5-8

Score

Summative Weighted

(10%)

3

Listening Test Date : 2 August 2017 Listen to different texts and answer questions based on the texts.

Score

Summative Weighted

(10%)

Show & Tell Term 3 Week 9 Topic: My Favourite Festival

Rubrics &

Score

Summative Weighted

(10%)

Reading Aloud Test Term 3 Week 5


Rubrics &

Score

Summative Weighted

(10%)

Mini Test. Date : 29 August 2017

A written assessment based on Unit 9-14

Score Formative

Non-weighted



Types of Assessment

4

Listening Practice Date : 13 September 2017 Listen to different texts and answer questions based on the texts.

Score


Conversation Term 4 Week 2

Carry out a conversation on a given topic.

Rubrics &

Score

Summative Weighted

(15%)

Reading Aloud Test Week 3


Rubrics Summative Weighted

(5%)

Comprehension Date : 11 October 2017

Comprehension which include :



Score Summative Weighted

(10%)

Pictorial Writing Date : 16 October 2017 Produce a piece of writing based on a given picture and words.


(10%)


Malay Language


Types of Assessment

1

Listening Practice Listen and follow instructions.

Score


Speaking

Simple questions and answers (everyday conversation)

Rubrics

Reading

Recognise and pronounce / Read aloud (words/ simple phrases)

Rubrics

Mini Test Unit 1 and 2

Score

2


Score

Summative Weighted

(10%)

Speaking Term 2 Week 7

Talk about a given topic

Rubrics & Score

Summative Weighted

(10%)


Term 2 Week 5

Read aloud (simple phrases/sentence)

Rubrics


Mini Test Date : 17 May 2017

Unit 3-5

Score

Summative Weighted

(10%)



Types of Assessment

3

Listening Test Date : 2 August 2017

Listen to different texts and answer questions based on the texts.

Score

Summative Weighted

(10%)

Speaking Term 3 Week 9 Talk about a given topic

Rubrics & Score

Summative Weighted

(10%)


Recognise and pronounce / Read aloud (letters / words/ simple phrases)

Rubrics & Score

Summative Weighted

(10%)

Mini Test. Date : 29 August 2017 Unit 6-8

Score Formative

Non-weighted

4


Score



Talk about a given topic

Rubrics & Score

Summative Weighted

(15%)


Read aloud a short text.


(5%)


Comprehension & Vocabulary Date : 11 October 2017 Pictorial Writing Write based on a given picture


(20%)


Tamil Language


Types of Assessment

1

Listening Practice


Score


Speaking

Simple questions and answers (everyday conversation)

Rubrics

Reading


Rubrics

Mini Test

Unit 1-7

Score

2


Score

Summative Weighted

(10%)

Speaking Term 2 Week 7 Talk about a given picture

Rubrics &

Score

Summative Weighted

(10%)


Term 2 Week 5


Rubrics &

Score


Mini Test Date : 17 May 2017 Unit 8 - 12

Score

Summative Weighted

(10%)



Types of Assessment

3

Listening Test Date : 2 August 2017


Score

Summative Weighted

(10%)

Speaking Term 3 Week 9 Talk about a given picture

Rubrics &

Score

Summative Weighted

(10%)



Rubrics &

Score

Summative Weighted

(10%)

Mini Test. Date : 29 August 2017 Unit 1 - 7

Score Formative

Non-weighted

4


Score



Talk about a given picture

Rubrics &

Score

Summative Weighted

(15%)




(5%)


Mini Test Date : 16 October 2017 P1 A & B textbook


(20%)

Anderson Primary School PERI-HA Communication Package Page 37

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