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P5 Briefing for Parents13 January 2017
Agenda
• School’s Directions & Special
Programmes for P5
• Priming for PSLE
• How the School will work with your
child
• Tips for Parents
Our Vision, Mission and Values
Our VisionEvery Cedarian a
lifelong learner, a
person of character
Our MissionNurturing
Enthusiastic Learners
and Responsible
Citizens
Our Values
Courtesy
Care
Enthusiasm
Determination
Adaptability
Responsibility
• Striving for Academic Excellence
for Lifelong Learners
• Developing Cedarians of Character
• Pursuing Staff Excellence to build capacity and
competency in Teaching, Administrative Efficiency and Customer Service
Our Strategic Foci
Developing Cedarians of CharacterNurturing Responsible Citizens and Individuals of Character
Nurturing
Active
Contributors
Nurturing
Upstanding
Leaders
Talent ManagementTalent Management
Quality Teaching & LearningQuality Teaching & Learning
a. Character Development Camp
b. Creativity Fest
c. NE Show
d. Learning Journeys
e. VIA & Go for H3
f. Leadership Opportunities
Special Programmes for
Character Development
Striving for Academic ExcellenceNurturing Enthusiastic Lifelong Learners
Nurturing
Effective
Communicators
Nurturing
Creative
Thinkers
Talent ManagementTalent Management
Quality Teaching & LearningQuality Teaching & Learning
a. P5 Creative and Inventive Thinking
(CIT) Programme
b. Public speaking programmes
c. Customised instruction to match the learning progress of the students
banding of our students
Special Programmes for
Cognitive Development
Priming for PSLE
a. PSLE T-score
b. Grading System
c. Talent Management & DSA
matters
d. 2016 Performance
e. Movement after P5
Priming for PSLE
Computation of the PSLE score
PSLE T-score• T-Score is not the mark that a pupil obtains
in the examination; sum of the T-Scores for the subjects taken
• T-Score gives the rank or position of a pupil’s performance compared to all other pupils in that subject whereas the mark obtained in the examination only shows how good the pupil is in that subject
• All 4 / 3 subjects that the pupil offers carry equal weighting
PSLE T-scoreHow is it calculated?
T = 50 + 10 [ (X – Y) / Z ]X is the pupil’s mark for the subject
Y is the average mark (mean) scored by all the pupils
Z is the spread of the marks around the average mark (standard deviation)
We have no way of ascertaining what the Y and Z for any particular exam is
Pupils need to put in their best effort for all subjects
Some Realities – T-Score
• Average score (Y) obtained by all pupils for a subject is 68.0
• Spread of marks around the average score (Z) is 14.0
A child scoring 80 will obtain a score of :
T = T = 50 + 10 [ (X – Y) / Z ]
or
T = 50 + 10 (80-68) / 14 = 58.57
Some Realities – T-Score
• Average score (Y) obtained by all pupils for a subject is 68.0
• Spread of marks around the average score (Z) is 14.0
A child scoring 50 will obtain a score of :
T = T = 50 + 10 [ (X – Y) / Z ]
or
T = 50 + 10 (50-68) / 14 = 37.14
Some Realities – T-Score
• Therefore in the example cited, the pupil based on his raw scores should obtain 1 A and 1 C.
• But after applying the formula for T-scores, he receives 1 C and 1 D.
PSLE Grades and ScoresSome Examples from past PSLE scores
Mark Range Grade
91 and above A*
75 to 90 A
60 to 74 B
50 to 59 C
35 to 49 D
20 to 34 E
Below 20 U
Standard Subject Grading
Foundation Subject Grading
Mark Range Grade
85 and above G1
70 to 84 G2
50 to 69 G3
30 to 49 G4
Below 30 U
Mark Range Grade
80 and above Distinction
65 to 79 Merit
50 to 64 Pass
Below 50 Ungraded
HMT Grading
ENGLISH MATHMOTHER
TONGUESCIENCE T-SCORE STREAM
A* A* A* A* 265 EXPRESS
A A A* A* 250 EXPRESS
A A A A 239 EXPRESS
B A B B 214 EXPRESS
B A C C 204 EXPRESS
C A C C 191EXPRESS /
N(A)
B C B C 173 N(A)
Examples of past PSLE Scores
Examples of past PSLE Scores
ENGLISH MATHMOTHER
TONGUESCIENCE T-SCORE STREAM
C A D D 166 N(A)
C E - D 156 N(A) / N(T)
1 2 3 2 154 N(A) / N(T)
C A D D 150 N(T)
2 4 4 2 135 N(T)
4 2 4 3 119 N(T)
Progression to Secondary School
• Integrated Programme (IP) Course: 6-year
programme leading to the GCE A-Level
Examination
• Express Course: 4-year programme leading to
the GCE O-Level Examination
• Normal (Academic) Course: 4-year programme
leading to the GCE N-Level Examination; A 5th
year leading to the GCE O-Level examination
made available to N(A) students who perform
well in their GCE N-Levels
Progression to Secondary School
• Normal (Technical) Course: 4-year programme
leading to the GCE N-Level Examination;
programme prepares students for a technical-
vocational education at the Institute of Technical
Education (ITE)
Talent Management
& DSA Matters
• Collect and Sift relevant information from Pupil Information Form
• Make Reference to previous year’s Data (SA2, Talent Tracking Form, External Competitions)
• Observe and Inform AYHs/CCA OICs
• Lead Conversations during Level Meeting / CCA (Surface Potential Talents)
• Collate and Update relevant KPs during Exco
• Plan with Level Teachers possible platforms at Level Based events
• Collate whole school’s information on Talent Management
• Plan with AYHs, Programme Co-ordinators and/or CCA OICs possible platforms at Department/School Level and/or external events
• Source for External Partnership that will possibly enhance students’ talent as well as to attain strategic recognition.
Form/Subject Teachers
AYHs Relevant KPs
Talent ManagementStructured Approach to Talent Management Across School (Acad)
Talent ManagementStructured Approach to Talent Management Across School (Non-Acad)
• Collect and Sift relevant information from Pupil Information Form
• Make Reference to 2015 Data (SA2, 2015 Talent Tracking Form, External Competitions)
• Observe and Inform CCA OICs and TICs / CCA Coaches and Instructors / Vendors
• Lead Conversations during Level Meeting / CCA (Surface Potential Talents)
• Collate and Update relevant KPs during Exco
• Plan with Level Teachers possible platforms at Level Based events
• Collate whole school’s information on Talent Management
• Plan with AYHs, Programme Co-ordinators and/or CCA OICs possible platforms at Department/School Level and/or external events
• Source for External Partnership that will possibly enhance students’ talent as well as to attain strategic recognition.
PAM Teachers CCA OICs and TICs Relevant KPs
Constant Interaction with each other to support talents in their Academic Excellence
DSA Matters• The DSA-Sec Exercise is an admission
exercise to allow participating secondary
schools to select some Primary Six (P6)
students for admission to Secondary One.
• The selection will be based on their
achievements and talents before the
Primary School Leaving Examination (PSLE)
results are released.
DSA Matters• If your child has a CCA portfolio, he/she needs to
maintain his/her participation and attendance until
the competition season is over
• We acknowledge external CCA achievements in
the Holistic Report Card where evidence is provided
• Academic performance is still important to many
schools offering DSA
• More information on DSA and participating schools
can be found at:
http://www.moe.gov.sg/education/admissions/dsa-
sec/
Successful DSA Applicants Name of pupil Secondary school DSA for
Jayde Ashlea Yeung CHIJ Secondary (Toa
Payoh)
Track and Field
Kang Daeun NUS High School of
Mathematics and
Science
Mathematics and
Science
Toh Beam Isaac Raffles Institution Track and Field
Kek Hian Leng School of Science and
Technology
Science
Qu Fangyao Cedar Girls’ Secondary
School (Integrated
Programme)
Mathematics
Martin Luther
Julianna JothiNational Junior College Track and Field
Charlieze Tan Ka Mun Dunman High School General Ability
Our 2016 PSLE Results
Course Eligibility
EXP65%
N(A)29%
N(T)6%
Anderson Secondary School 1
Ang Mo Kio Secondary School 1
Bartley Secondary School 13
Beatty Secondary School 5
Catholic High School – Integrated Programme 2
Cedar Girls' Secondary School 2
CHIJ Secondary School (Toa Payoh) 3
Chung Cheng High School (Main) 2
Choice of Schools
Choice of Schools
Geylang Methodist School (Secondary) 3
Guangyang Secondary School 5
Holy Innocents' High School 1
Kuo Chuan Presbyterian Secondary School 2
Maris Stella High School 1
Nan Hua High School 1
Raffles Girls’ Secondary School – Integrated
Programme2
School of Science and Technology 1
St. Andrew's Secondary School 1
St. Gabriel's Secondary School 6
Tanjong Katong Secondary School 5
Victoria School 1
Zhonghua Secondary School 10
Choice of Schools
Developments after P5
Subject Combinations Offered
• 4 SS + 1 HMT
• 4 SS
• 3 SS + 1 FS (FEL, FSC, FMA & FMT)
• 1 SS + 3 FS (FEL, FSC, FMA & FMT)
• 4 FS (Foundation Mother Tongue will be
offered)
Impact on PSLE Score when FS subjects are offered
ENGLISH MATHMOTHER TONGUE
SCIENCE T-SCORE STREAM
C 2 A 2 170 N(A)
C C C C 159N(A) / N(T)
C 3 A 2 155N(A) / N(T)
C C B D 149 N(T)
3 4 1 2 138 NT
3 2 2 - 109 NT
Movement After P5HMT
• Can continue to offer HMT if the child scores
at least a Band 3 in HMT
Movement After P5 Subjects offered at P6
• We may need to speak to you if your child has
fared poorly in his subjects and needs to offer
them at Foundation instead of Standard level
in P6
• Your child may be asked to sit for a re-test in
January to confirm his/her subject
combination in P6
• The decision for the switching of subjects lies
with the school and not the parents at this
stage
Movement After P5 Subjects offered at P6
• Your child may also be provided an
opportunity to offer EMS or MT at Standard level if he / she does exceptionally well in
it.
• However additional support is essential.
How the School will Work
with your Child
16/01/2017 47
• What School Leaders intend to do:
– Lesson Observations
– Pep talks for the children (whole cohort,
class, individual)
– Sharing of assessment results with the
children
– PTM with P or VPs for parents whose
children are in danger of failing their SAs
How We will Work with Your Children
16/01/2017 48
• Your children move to different classes according to their P4 SA2 performance we do so to match their learning pace better but your child also needs to keep up and aim to improve his / her performance
• He / she is able to interact with and appreciate pupils of different abilities in his / her own form class helps to broaden the circle of friends for our Cedarians
How We will Work with Your Children
2017 Classes• Form classes
– P5-Courtesy
– P5-Adaptabiity
– P5-Enthusiasm
• Subject banded classes
– P5-1
– P5-2
– P5-3
– P5-4
16/01/2017 50
• Remedial and supplementary lessons –
also grouped according to ability -
during term time, June and September
holidays
• Review of concerns raised from CA in
Semester 2, SA1 and SA2 results
• Monitoring and expecting every child to
participate actively in lessons
How We will Work with Your Children
Tips for Parents
16/01/2017 52
Communications• We will be keeping you informed if your
child is misbehaving and we need your
support
• Please refer to your child’s Pupils
Handbook daily for daily homework
updates / important announcements
• Should you need to meet with a teacher,
please make an appointment ahead of
schedule and refrain from contacting him
/ her after 6pm and on weekends.
16/01/2017 53
Homework Matters• 2 forms:
– Incomplete work started in class and to be submitted the
next day
– Assigned homework with a 2 – 3 day deadline
• Spelling lists are assigned ahead of time for
children to manage their learning and does
not fall under assigned homework
• Teachers try their best to manage the
amount of homework assigned for the
students
16/01/2017 54
Homework matters• Pacing your child and monitoring his / her
work – may not have developed the maturity and
discipline to work at a steady pace; needs to take
his / her school work seriously
• Monitoring daily and weekend homework as
your children will need to be able to cope
and complete with the increased workload
in time to come. Regular school attendance
is assumed.
• Monitoring has to start now and
not in Term 3.
16/01/2017 55
Assessment• Ensure your child takes assessments
seriously- assessments serve as a yardstick
of current progress
• A poor performance can mean:
– inability to cope with the P6 curriculum
demands (offering Foundation level)
– affect his/her course options in Secondary
School
• Realistic and positive target setting (manage stress level and ownership of
learning)
16/01/2017 56
Recreational Activities• Minimise games and online activities, K-Pop,
Youtube, Instagram and Facebook (under 13
not allowed to have Facebook accounts)
• Ensuring that the children spend their
holidays wisely and communicating with
them on matters other than school work as
well – do monitor their levels of stress
• A balance between work and play is still
important.
16/01/2017 57
Role Modelling• Role modelling so that the children have
a more positive attitude to reading and
the use of Standard English and Standard
Mother Tongue.
• If you do have external sources of help
coaching your child, do monitor whether
they are value-adding to your child’s
learning by helping him/her improve his/
her understanding and his grades.
16/01/2017 58
Understanding your
pre-teen child• In terms of :
– His/her physical development
– His/her interests and aspirations
– His/her interpersonal relationships
– What is happening at home
– Your role
16/01/2017 59
• Do update us, where possible, on what is
happening at home to your child so that
we can provide the relevant support
• We will do our best to support your child
academically and where possible
emotionally
• We need your support and to bring out
the best in your child and appreciate
your following up on advice given to the
best of your ability
How we would like to work with you
16/01/2017 60
How we would like to work with you• All our Cedarians are capable of clearing
the PSLE and the result is final determining
the type of course and school that they
qualify for
• Hope that if school and home can work
together from the start of the year, more
of our children can achieve their
academic best
• So we need to be consistent in our
messaging to them