Welcome to P6 Meet-the-Parents-Session 2018 · P6 DSA Successful in PSLE Normal Academic/Technical...

Welcome to P6 Meet-the-Parents-Session

2018

• School Motto, Vision, Mission and Values

• School Culture and Learning Environment

• School Plans

• PSLE

• Choosing A Secondary School

• Important Dates

• School Programmes

Content

School Motto, Vision, Mission & Values

SCHOOL MOTTO

Guidance to Wisdom

SCHOOL VISION Motivated Learners

Critical Thinkers

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

SCHOOL VALUES Wise, Enterprising

Gracious, Responsible

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

SCHOOL MISSION To nurture individuals into

lifelong learners and responsible

citizens through a well-rounded

education.

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

School Culture & Learning Environment

School Culture

WE C4ARE IN GWPS WEll Being

Coaching

Compasssion

Commitment

Continuous Learning

Positive Attitude

HumouR

IntEgrity

INnovation

Class Culture Posters

+ Functionality – High Significance - High

+ POISE LE 1

LE 2

SEE

Pupils – actively thinking and finding out more, they are contributing to class learning.

Teachers – engaging in discussion with pupils.

HEAR

Pupils – actively asking questions.

Teachers- asking thinking questions to spark curiosity and application of skills. Pupils and teachers – encouraging words to fellow pupils.

FEEL Pupils & Teachers – proud of their work and themselves.

First Cycle (2013-2016)

SEE

Pupils – Actively discovering, collaborating & problem solving using thinking routines.

Teachers – Build character through fun & meaningful learning using DICE & real- world applications.

HEAR

Pupils – Articulate reasoning, Ask questions, Lead peer & self-evaluation of alternative solutions.

Teachers- Deepen pupils’ inquiry & reflection using PR2AISES * Pupils & Teachers – Affirm fellow pupils with feedback & praises.

FEEL

Pupils & Teachers – Passionate about Teaching & Learning, Proud of their work and school

+ Functionality – High Significance - High

+ POISE LE 1

LE 2

Second Cycle (2017-2019)

*PR2AISES – P4C, RISES & RISSA, Appreciative Inquiry, Socratic questioning, 5 Es, STAR

School Strategic Thrusts

THRUSTS 1 2 3 4 5

AREA COGNITIVE

DEVELOPMENT

PERSONAL

EFFECTIVENESS

CHARACTER

DEVELOPMENT

STAFF

EXCELLENCE

SERVICE

EXCELLENCE

STRATEGIC

GOALS

(SG)

1.1 A school achieving

above comparable

schools in eligibility for

Secondary Schools

(overall) and eligibility

for Express (4S)

1.2 Pupils with

potential are stretched

to achieve an

aggregate score of at

least 250 in PSLE

2.1 Every pupil is

engaged in critical

and inventive

thinking to generate

and evaluate

alternative

viewpoints or

solutions.

Confident pupils

who dare to try and

have the grit to lead

self and others

Socially

responsible pupils

who serve the

community

Staff are innovative1

and reflective2

curriculum

designers3 who

leverage on

innovative teaching

pedagogies (DICE),

questioning

techniques and

thinking routines to

deepen teaching

and learning and

foster the ‘WE

C4ARE IN GWP’

school culture and

the ‘POISE’ learning

environment to

heighten civic and

global awareness.

To provide a conducive

learning environment

through innovative

practices where staff

think win-win in

leveraging strong

partnerships with

stakeholders through

mutual respect and

trust.

School Plan

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

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

• Place pupils into different courses according to their academic ability

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

PSLE (A placement exam)

P6 DSA

Successful in PSLE

Normal Academic/Technical

4-year Course

Express

4-year Course

DSA

GCE N-level

S 5 N

GCE O-level

Ap

pre

nti

cesh

ip

Institute

of Technical

Education

Polytechnics

Junior

Colleges

Centralised

Institutes (MI)

GCE A-level

Universities

E M P L O Y M E N T

INTEGRATED

PROGRAMME

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

Distinction Merit Pass

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 Range Subjects:

•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 2018

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

• GWPS Pupils have been posted to these schools

Specialised Schools

Choosing A Secondary School

Express Course

Normal Academic Normal Technical

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)

•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

Express (Based on 2016 cut-off scores)

Hwa Chong Institution 259 - 279

Nanyang Girls’ High 264 - 281

Raffles Girls School 261 - 277

Raffles Institution 260 - 278

Singapore Chinese Girls’ School 252 - 258

Schools that GWPS Pupils are posted to

SAP Schools Express (Based on 2016 cut-off scores)

Catholic High 248 - 268

CHIJ St. Nicholas 253 - 264

Cheung Cheng High School (Main)

237 - 256

Maris Stella 236 - 259

Nan Chiau High 241 - 268

Nan Hua High 243 - 271

River Valley High 251 - 273


Autonomous Schools

Express (Based on 2016 cut-

off scores)

NA (Based on 2016 cut-

off scores)

NT (Based on 2016 cut-

off scores)

Anderson Sec 245- 264 186 - 199 141 - 159

Bukit Panjang Govt High

245 - 267 191 - 199 146 - 157

Cedar Girls School 250 - 271 - -

CHIJ Secondary (Toa Payoh)

243- 260 184 - 199 103 - 151

Tanjong Katong Girls School

229 - 257 - -

Yishun Town Sec 235 - 259 183 - 199 141 – 159


Schools around Woodlands that GWPS pupils are also posted to

Express (Based on 2016 cut-off

scores)

NA (Based on 2016 cut-off

scores)

NT (Based on 2016 cut-off

scores)

Admiralty Sec 193 - 225 161 - 196 127 - 157

Christ Church Sec 200 - 244 165 - 193 118 - 151

Evergreen Sec 225 - 268 172 - 198 139 - 159

Fuchun Sec 188 - 224 152 - 188 117 - 151

Marsiling Sec 188 - 242 152 - 187 106 - 154

Schools around Woodlands that GWPS pupils are also posted to

Express (Based on 2016 cut-off

scores)

NA (Based on 2016 cut-off

scores)

NT (Based on 2016 cut-off

scores)

Riverside Sec 231 - 250 175 - 199 141 - 159

Woodgrove Sec 204 - 242 169 - 199 123 - 159

Woodlands Ring Sec

212 - 236 168 - 199 130 - 159

Woodlands Sec 188 – 231 161 - 189 130 – 155

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

Category of students APS NLS

Admission Criteria

1st Time PSLE Failure (Not over-aged for Primary School)

• Can apply to APS or NLS directly with Primary School Principal’s recommendation and be admitted on a case-by-case basis. • Alternatively, pupils can repeat PSLE

2nd Time PSLE Failure (Not over-aged for Primary School)

• Can apply to APS or NLS or repeat PSLE. • Can submit application forms to APS or NLS. By default, pupils who do not make a choice will repeat PSLE.

3rd Time PSLE Failure (Over-aged for Primary School)

• Can apply to APS or NLS by submitting application forms to APS or NLS. • APS or NLS will contact students who do not make the choice.

Important Dates

Written Exam

EL/MA/MT/SC/HMT

14/9/18

27/9, 28/9

1/10, 2/10 & 3/10

16/8/18 - 17/8/18

Listening

Comprehension

Oral

Examination

Exam Dates (Tentative)

Release of Results: Between 19 Nov and 23 Nov 2018

Exercising 0f Secondary School Options is done after the release of the PSLE results via

• Online Submission through School • 5 working days starting from the release of PSLE results

• 12 noon to 3 pm on the first day

• 9 am to 3 pm on the other day

• Via S1 Internet System (S1-IS) • 7 calendar day starting from the release of PSLE results

• S1-IS is accessible 24 hours

• Starting 12 noon on the first day till 3 pm on the last day

Release of Results

•Update of latest home addresses of PSLE pupils and

mobile numbers by end Oct 2018

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

Important Points to Note

Secondary One Posting Results

Dec 2018 Online

Interactive Voice Response System

Dec 2018 Pupils to report to the secondary

school

School Programmes

Holistic Education Programmes for P6 Strategic Thrusts

Instructional Programmes Co-Curriculum Programme

ST 1 - Cognitive Development

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

• ICAS Competition (English, Math, Science)

• Olympiad (Math & Science)

ST 2 – Personal Effectiveness

• Life-skills Lessons (FTGP, Leader in Me and Financial Literacy)

• Thematic and Modular Approach for Aesthetic

• Art Elective Programme • Motivation and Stress

Management Programme

• P6 Graduation Dinner and Personal Etiquette Workshop

• CCAs • Cyber Wellness

Holistic Education Programmes for P6

Strategic Thrusts

Instructional Programmes Co-Curriculum Programme

ST 3 – Character Development

• CareIn Programme • Assembly Programmes on

Values Education

• Values-In-Action (VIA) with KTPH

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

• Bowling Enrichment

Learning for Life Programme (LLP) - WHIZZ – We are THinking, Inventive and Zealous KIdZ to serve the Community

Philosophy

Provide opportunities for pupils to be exposed to various thinking skills to promote critical and inventive thinking

Develop pupils with core values and give them the moral compass to be rooted to Singapore through a values-based customised curriculum

LLP - WHIZZ – We are THinking, Inventive and Zealous KIdZ to serve the Community

Approach

Driven through Strategic Thrust 2 and 3 oCareIn Programme oProject Work oValues in the Woods oLife-skills Programme oEnchanting Experience in collaboration with ACM oVIA in collaboration with Khoo Teck Puat Hospital

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

Applied Learning Programme (ALP) – BLISS – Bilingual Literature ApprecIation Student Series

Aligning to GWPS vision of nurturing pupils to be Motivated Learners, Critical Thinkers and Leaders of Character, and mission of nurturing individuals to be lifelong learners, we have planned a literature appreciation programme for our Primary 1 to Primary 6 pupils.

Pupils will be introduced and required to practise Socratic Questioning and Philosophy for Children to develop 21st century skills such as inventive and critical thinking, collaborative and information skills, communication and constructing meaning and opinions relating to the real world.

Socratic Questioning

Focus on fundamental concepts, principles, theories, issues or problems

Illuminate the importance of questioning in learning

Teach the pupils to dig beneath the surface of ideas

Teach the pupils the value of developing questioning minds in cultivating deep learning.

Philosophy for Children (P4C)

Teach reasoning and argumentative skills

Enable thinking about the relationships between facts and values; means and ends

Set learning in the context of experience as a whole and against a horizon of questions that matter - questions about central human concerns such as fairness, justice, truth, freedom, responsibility, right and wrong

ALP – BLISS – Bilingual Literature ApprecIation Student Series

GWPS believes that through Socratic Questioning and P4C, our pupils are able to:

relate children literature to our School Values

apply reasoning and argumentative skills to construct meaning and opinions

connect to societal concerns in the real world

ALP – BLISS – Bilingual Literature ApprecIation Student Series

By Shel Silverstein

The story is about a tree and a boy.

They were great friends.

The tree gave everything that it had to the boy.

The boy visited the tree everyday.

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

The boy loved the tree very much and the tree was

happy.

But when the boy grew older, he no longer visit the

tree.

The tree was sad.

One day, the boy visited the tree.

The tree said, “Come, boy, come and climb up my

trunk and be happy.”

The boy said, “I am too big to climb. I want to

buy things but I have no money.”

The tree told to him to pluck its apples and

sell them. Then he would have money

and be happy.

The boy was happy and the tree was happy.

The boy did not visit the tree for a long time. The tree

was sad.

One day, the boy came back.

The tree said, “Welcome back boy. Come and climb my

branches and be happy!”

The boy replied, “I am too busy to climb tree! I need a

house.”

The tree said, “ I have no house. But you may cut off

my branches to build a house. ”

So the boy cut down it branches and left once more.


The boy did not visit the tree for a long time. The tree

was sad.

One day, the boy came back.

The tree said, “Welcome back boy. Come and climb my

branches and

be happy!”

The boy replied, “I am too old to play. I want a boat that

will take me away.”

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

The boy cut down its trunk and made a boat.


The tree was alone for a long time.

Many years later, the boy came back.

The tree was happy to see him but it has nothing left

to give him.

The boy said, “I am too old and tired to play now. I

want a place to sit and rest.”

The tree said, “I am left with an old stump. I am good

for sitting and resting.”

The boy sat down and rest.


• Why did the boy go to the tree when he was

young ?

• How did the tree feel when it was with the child?

Please give evidences to support your answer.

• Did their relationship change when the child grew

up? Please elaborate on your answer.

• Can you think of any people in your life who care

for you just like the tree care for the boy?

• What have you learnt from the story?

Comprehension (SQ) cum P4C Discussion

Department Sharings

English Language

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

PAPER COMPONENT ITEM

TYPE

MARKS WEIGHTING DURATION

1 Situational

Writing

Continuous

Writing

Open

Ended

15

40

27.5% 1h 10 min

2 Language Use &

Comprehension

Open

Ended

MCQ

95 47.5% 1h 50 min

3 Listening

Comprehension

MCQ 20 10% About 35 min

4 Oral

Communication

Open

Ended

30 15% About 10-15 min

(5 min prep time,

10 mins exam time)

Total 200 100%

Changes in Components (Writing : w.e.f 2015)

GWPS- PRELIM 2016 P6- EL Part 2: Continuous Writing (40 marks) 2. Write a composition of at least 150 words about a frightening experience.

The pictures are provided to help you think about this topic.

Your composition should be based on one or more of

these pictures. Consider the following points when you plan your composition:

What was the frightening experience?

Why was it frightening? You may use the points in any order and include other relevant points as well. End of paper

• Pictures are no longer given in sequence. Pupils need to be able to develop and sequence their stories independently

• Pupils must be able to use

at least 1 of the pictures to develop their story according to the theme ( eg frightening experience)

• The theme must be developed throughout the story

Changes in Components (w.e.f 2015) – Stimulus Based Conversation (20 marks)

• Pupils have to respond to a stimulus given • Stimulus could be a picture of a poster,

flyer or even object. • Questions will be asked by the teacher

based on a theme linked to the stimulus.

*CAPES package as a resource for you to practise with your child will be given in Term 1

Sample Prompts Prompts for Stimulus-Based Conversation

1) Look at the picture. Which one of the activities is the most fun/interesting for you to do? Why?

• What kind of person do you think Adam is?

2) Do you have a favourite activity that you enjoy doing? Tell me about it.

3) What kind of activities would you not want to take part in? Why?

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

Mathematics

What is new?

• Examination Format

• Content

Examination Format (Mainstream)

Paper Booklet Item Type No of

qns

Marks

per

qn

Weighting Duration

1

(Calculators

not allowed)

A Multiple-

choice

10 1 10% 50 min

(1 h) 5 2 10%

B Short-

answer

10

(5)

1 10%

(5%)

5

(10)

2 10%

(20%)

2

(Calculators

are allowed)

Short-

answer

5 2 10% 1 h 40

min

(1 h 30

min) Structured /

Long-

answer

13

(12)

3, 4, 5 50%

(45%)

Total 48

(47)

- 100% 2 h 30

min

Changes in Format

Section Up to 2017 New in 2018

Paper 1

Section B

10 x 1 mark and

5 x 2 marks

Short answer

questions

5 x 1 mark and

10 x 2 marks

Short answer

question

Paper 2

Structured /

Long answer

13 questions 12 questions

Both Papers 48 questions 47 questions

Changes in Marks Allocation


Paper 1 40 marks 45 marks


Changes in Time Allocation


Paper 1 50 minutes 1 hour

Paper 2 1 hour 40

minutes

1 hour 30

minutes

Examination Format (Foundation)

Paper Booklet Item Type No

of

qns

Marks

per qn

Total

Marks

Duration

1

(Calculators

not allowed)

A Multiple-

choice

10 1 10 1 h

10 2 20

B Short-

answer

10 2 20

2

(Calculators

are allowed)

Short-

answer

10 2 20 1 h 15 min

(1 h)

Structured 8

(6)

3, 4, 5

(3 or 4)

30

(20)

Total 48 - 100

(90)

2 h 15

min

(2 h)

Changes in Format


Paper 2

Structured /

Long answer

8 questions

(3, 4 and 5

marks)

6 questions

(3 and 4 marks)

Both Papers 48 questions 46 questions

Changes in Marks Allocation



Total 100 marks 90 marks

Changes in Time Allocation


Paper 2 1 hour 15

minutes 1 hour

Total 2 hours 15

minutes 2 hours

Content (Mainstream)

• Whole numbers; Fractions; Decimals

• Ratio; Percentage

• Rate; Speed

• Algebra

• Measurement

• Geometry

• Statistics

Minimal content

changes. Mainly

movements.

Topic on Tessellation

is removed

Content (Foundation)

• Whole numbers; Fractions; Decimals

• Percentage

• Rate

• Measurement

• Geometry

• Statistics

Minimal content

changes. Mainly

movements.

Topic on Tessellation

is removed

Singapore Mathematics Framework

Increasing prevalence

of questions requiring

thinking skills and

heuristics.

More non-routine

questions

Sample Question – Reasoning and /or Heuristics (listing)

A string of beads on a table is partly covered by a piece of cloth as shown. There are 2 white beads between every 2 black beads. Altogether, there are 14 black beads. What is the total number of white beads?

Reasoning: I can see a repeated pattern of 1 black and 2 whites. I can also see that the last black bead does not have white beads

14 – 1 = 13

13 x 2 = 26

Sample Question – Thinking Skill and Reasoning

25 x 3 = 75

Thinking: If I want one of the numbers to be the

largest possible, the other 2 numbers must be as

small as possible.

Limitations: The other 2 numbers must be 2-digit

numbers

Conclusion: I will choose 10 and 11 to be the other 2

numbers

75 – 10 – 11 = 54

The average of three different 2-digit numbers is 25.

Of the three numbers, find the largest possible number.

Science

Science Primary Science Syllabus (2014)

Changes in Assessment (w.e.f 2017 PSLE )

Questions are more applicative in nature and pupils are expected to understand and apply Science concepts learnt and will be required to demonstrate their mastery of a set of skills and processes.

Knowledge with Understanding

Application of knowledge and Process Skills

40% 60%

Exam MCQ Open-ended

Main Stream

Foundation

56 marks

(28 questions)

36 marks

(18 questions)

44marks

34 marks

• Pupils take the new syllabus examination where there are 28 MCQs instead of 30.

• More weightage given to section B where there would be 1 or 2, 5marks question

• Focus would be on real life application questions

• Foundation pupils will have more MCQs, 18 instead of 16.

Recall vs Concept Question

Which of the following is

not an insect?

(1) Grasshopper

(2) Cockroach

(3) Spider

(4) Bee This is a recall question that requires pupils to have specific knowledge.

Answer: 3

Which of the following is an insect?

Does it have a pair of wings?

Does it lay eggs?

Does it have three body

parts?

Does its young resemble the

adult?

(1) Yes No Yes No

(2) Yes Yes No No

(3) No Yes Yes Yes

(4) No No No Yes

Answer: 3

This is a concept question that requires pupils to apply concepts they have learnt.

1. Using RISES strategy, eliminate option 2 and 4 as all insects

must have 3 body parts. 2. Next distinct characteristic of insect is to see whether it

lays eggs, so option 1 would be eliminated.

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 Book • Only Textbook used, No Activity book

• Teachers provided with Lesson Package comprising of lesson plans and activity sheets

• Alternative Assessments (Practical) included for CA

• More hands on experiences and self directed learning opportunities.

• Gives pupils richer learning experience.

• Enable more opportunity to infuse inquiry based lessons and real life application questions.

• Cultivate curiosity and creativity in our pupils

• Get pupils to be responsible for their own

learning

Mother Tongue Languages

2018 PSLE Assessment ( Mother Tongue) Content Item Type Marks/ Weightage

1 Composition

20%

(50 min)

Topic Essay OE 40/20%

Picture Essay

2 Language usage

and

Comprehension

45%

( 1 hr 40 min)

Booklet A

Language Application &

Comprehension

MCQ 50/25%

Booklet B

Language Application &

Comprehension

OE 40/20%

3 Listening

Comprehension

10%

(approx. 30 min)

Listening Comprehension MCQ 20/10%

4 Oral

25%

(Approx 10 min)

Reading aloud OE 20/10%

Conversation OE 30/15%

Total 200/100%

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

Welcome to P6 Meet-the-Parents-Session 2018 · P6 DSA Successful in PSLE Normal Academic/Technical...

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