Welcome to P6 Meet-the-Parents-Session 2019 9 January 2019 · Saint Joseph’s Institution 244-255. Integrated Programme Schools (IP) & Special Assistance Plan (SAP) Schools Over

Welcome to P6 Meet-the-Parents-Session

2019

9 January 2019

• School Motto, Vision, Mission and Values

• School Culture and Learning Environment

• Class Culture

• School Plans

• School’s Progress in Holistic Education

• PSLE

• Choosing A Secondary School

• 2019 Plans Ahead

• Important Dates

Content

School Motto, Vision, Mission & Values

School Motto

Guidance to Wisdom

School VisionMotivated LearnersCritical ThinkersLeaders of Character(Reviewed in 2013 and renewed to capture the 21CC outcomes )

Wise, Enterprising

Gracious, Responsible

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

School MissionTo nurture individuals into lifelong learners and responsible citizens through a well-rounded education.(Reviewed in 2013 and retained as it is still relevant)

School Values (WE GR2Ow)

School Culture & Learning Environment

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.

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

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

+ Functionality – HighSignificance - High

+LE 1

Second Cycle (2017-2019)

Our Learning Environment POISE-Our Learning Environment POISE- High Pupils Ownership Innovative and effective Teaching and Learning Stakeholders’ Engagement

High Pupil Ownership

High Collaboration with Stakeholders

Innovative Teaching Strategies

WE C4ARE IN GWPS•WEll Being

•Coaching

•Compasssion

•Commitment

•Continuous Learning

•Positive Attitude

•HumouR

•IntEgrity

•INnovation

School Culture

Class Culture Posters



School Strategic Thrusts

THRUSTS1 2 3 4 5

AREACOGNITIVE

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

Our Progress In Holistic Education

PSLE

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

• Places pupils into different courses according to their academic ability

• Enables 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

PolytechnicsJunior

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 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

DistinctionMeritPass

Subjects

Higher Chinese

Language, Higher

Malay Language,

Higher Tamil Language

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 RangeSubjects:

•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 2019

Direct School Admission (DSA)

• Application is done through DSA• NUS High School of Mathematics and

Science

• School of Science & Technology,

• School of the Arts and

• Singapore Sports School

Specialised Schools

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

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

Over the last 5 years, an average of 8 GWPS Pupils have been posted to these schools annually.

Independent SchoolsExpress

(Based on 2017 cut-off scores)

Hwa Chong Institution 258-280

Nanyang Girls’ High 264-285

Raffles Girls School 260-279

Raffles Institution 257-279

Singapore Chinese Girls’ School 250 – 257

Saint Joseph’s Institution 244-255

Integrated Programme Schools (IP) & Special Assistance Plan (SAP) Schools

Over the last 5 years, an average of 11 GWPS pupils have been posted to these schools annually.

SAP SchoolsExpress


Catholic High 250 - 266

CHIJ St. Nicholas

253 - 276

Chung Cheng High School (Main)

242 - 263

Maris Stella 235 - 249

Nan Chiau High 243 - 266

Nan Hua High 243 - 265

River Valley High

250 - 270

IP Schools

AggregateRange


CHIJ St. Nicholas 256-284

National Junior College

256-281 (Exp)

Raffles Girls 260-279 (Exp)

Raffles Institution 257-279(Exp)

Hwa Chong Institution

258-280 (Exp)

Nanyang Girls 250-277 (Exp)

Victoria School 252-271

Autonomous Schools

Over the last 5 years, an average of 10 GWPS pupils have been posted to these schools

Express(Based on 2017cut-off scores)

NA(Based on 2017 cut-off scores)

NT(Based on 2017cut-off scores)

Anderson Sec 245- 273 187 - 199 144 - 158

Bukit Panjang GovtHigh

244 - 258 193 - 199 146 - 159

Cedar Girls School 249 - 265 - -

CHIJ Secondary (Toa Payoh)

243- 251 185 - 198 102 - 159

Tanjong KatongGirls School

231 - 248 - -

Yishun Town Sec 235 - 261 186 - 199 144 – 157

Schools around Woodlands that GWPS pupils are also posted to

Express(Based on 2017 cut-

off scores)


NT(Based on 2017 cut-off scores)

Admiralty Sec 197 - 235 162 - 198 128 - 158

Canberra Sec 188 - 225 165 - 192 122 -192

Christ Church Sec

201 - 238 166 - 192 129 - 150

Evergreen Sec 224 - 250 179 - 199 133 - 159

Fuchun Sec 188 - 241 152 - 180 121 - 151

Marsiling Sec 188 - 226 152 - 187 117 – 152

Schools around Woodlands that GWPS pupils are also posted to

Express(Based on 2017cut-off scores)


NT(Based on 2017 cut-off scores)

Riverside Sec 230 - 248 182 - 198 138 - 159

Woodgrove Sec 204 - 242 169 - 199 123 - 159

Woodlands Ring Sec

211 - 245 170 - 197 133 - 159

Woodlands Sec 188 – 240 156 - 187 131 – 156

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.

Invitation to onboard

Parents Gateway

What is Parents Gateway?

• A digital platform (by MOE and GovTech) to bring greater

convenience to parents to perform simple administrative

functions and receive relevant information from schools.

• The Parents Gateway mobile app will be launched in January

2019 and rolled out in phases to all schools in Singapore.

• Greenwood Primary School is one of the early adopter and

will be leveraging on this platform to foster greater partnership

with parents.

With Parents Gateway,

you can:

Receive school announcements and consent form details

Give your consent with the touch of a finger

+ more to come

Download the app

directly from your

Play Store or App Store

Keyword search ‘Parents Gateway’

Onboarding

For more details, please

refer to school letter which

will be issued soon.

School Programmes

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• Project Work • Art Legacy

• 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 Inspirers (ARTI)• 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) withKTPH, ACM, Admiralty CCC, Kampong Wellness, ACE The Place, Rainbow Centre, ChaoyangSchool, Sree Narayana Mission Home, Northwest CDC

• CCAs: Sports and Games,

Uniformed Groups, Performing

Arts, Clubs and Societies• Bowling Enrichment

Holistic Education Programmes for P6

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 3o CareIn Programmeo Project Worko Values in the Woodso Life-skills Programmeo Enchanting Experience in collaboration with ACMo VIA 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 Things First

Think Win Win

Seek to Understand before being Understood

Synergy

Sharpen the Saw


• Applying the Thinking Skills and School

Values to contribute to the Community

ACM

KTPH

Building Community Spirit

Values in Action (VIA)


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 clips are used to bring contemporary issues and issues

around the world that have a bearing on Singapore into the classroom.

• The news clips are 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 ApprecIationStudent Series

Aligning to GWPS vision of nurturing pupils to beMotivated Learners, Critical Thinkers and Leaders ofCharacter, and mission of nurturing individuals to belifelong learners, we have a literature appreciationprogramme for our Primary 1 to Primary 6 pupils , titledBilingual Literature ApprecIation Student Series ( BLISS)

Pupils practise Socratic Questioning and Philosophy forChildren to develop 21st century skills such as inventiveand critical thinking, collaborative and information skills,communication and constructing meaning and opinionsrelating 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

Upper Primary BLISS Stimulus

Source : https://www.channelnewsasia.com/news/singapore/rochor-centre-demolition-work-begin-10470856

Upper Pri BLISSVideo 2 : Pupils sharing their questions8 Elements of Thought focus : Exploring

Concepts/ Assumptions

Video 1 : 8 Elements of thought focus :

Implications & Inference

Evidence/interpretation

Video 3 : Pupils voting on their final group question

Video 4 : Pupils presenting their questions/concepts raised by the group

8 Elements of thought focus : Concepts/Assumptions

Department Sharings

English Language

Components for PSLE EnglishPAPER COMPONENT ITEM

TYPEMARKS WEIGHTING DURATION

1 SituationalWritingContinuous Writing

OpenEnded

1540

27.5% 1h 10 min

2 Language Use & Comprehension

Open EndedMCQ

95 47.5% 1h 50 min

3 Listening Comprehension

MCQ 20 10% About 35 min

4 Oral Communication

OpenEnded

30 15% About 10-15 min (5 min prep time, 10 minsexam time)

Total 200 100%

W.e.f 2015

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

• 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 ( egfrightening experience)

• The theme must be developed throughout the story

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

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• Response should include a personal

experience, reasons and suggestions

*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

Examination Format (Mainstream)

Paper Booklet

Item Type

No of qns

Marksper qn

Weighting Duration

1 (45

marks)(Calculator

s not allowed)

A Multiple-choice

10 1 10%

1 h

5 2 10%

BShort-answer

5 1 5%

10 2 20%

2 (55

marks)(Calculator

s are allowed)

Short-answer

5 2 10%

1 h 30 min

Structured / Long-answer

123, 4,

545%

Total 47 - 100%2 h 30

min

Examination Format (Foundation)Paper Booklet Item Type No of

qnsMarksper qn

Weighting Duration

1 (50

marks)(Calculators not allowed)

AMultiple-choice

10 1 10 marks

1 h

10 2 20 marks

BShort-answer

10 2 20 marks

2 (40

marks)(Calculatorsare allowed)

Short-answer

10 2 20 marks

1 hStructured 6 3 or 4 20 marks

Total 46 - 90 marks 2 h

Content (Mainstream)

• Whole numbers; Fractions; Decimals

• Ratio; Percentage

• Rate; Speed

• Algebra

• Measurement

• Geometry

• Statistics

Content (Foundation)

• Whole numbers; Fractions; Decimals

• Percentage

• Rate

• Measurement

• Geometry

• Statistics

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.


Two rectangular mats, each 6 m by 4 m, are placed on the floor of a rectangular room as shown. The mats overlap. The area of the floor covered by the overlap is 5.2 m2.

Find the area of the floor not covered by the mat.








Thinking: Area of each mat is 6 m x 4 m = 24 m2.

Limitations: The mats are identical.

Conclusion 1: The purple area is 24 m2 – 5.2 m2 = 18.8 m2.

Conclusion 2: The breadth of the

red part must be 6 m – 4 m = 2 m

So, the height of the red area is

18.8 m2 ÷ 4 m = 4.7 m

Area of red part is 4.7 m x 2 m

= 9.4 m2

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 withUnderstanding

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 havemore 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 vs Concept QuestionRecall 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.

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.

Real-life Application Question

K

Real-life Application Question

A

A

Pedagogy

T&L Resources• Activities & Experiments

• Inquiry based (IBL book)

• Worksheets

• Consolidation worksheet• Knowledge acquisition

• Readiness for more complex concepts

• Process Skills worksheets [topical and focused]• Thinking Skills acquisition

• Misconceptions worksheets/Revision Quizzes (P5/6)• Re-teaching and learning

• Eureka with Parents• Extend learning to the natural world (significance)

P6 Inquiry-based Book• Only Textbook used, Activity book is our

very own in house GWPS production.

• Teachers provided with Lesson Package comprising of lesson plans and activities

• More hands on experiences , self directed learning opportunities and exposure to real-life application questions.

• Gives pupils richer learning experience.

Mother Tongue Languages

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 20 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’ ?

RequirementQuestion 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

Important Dates

Written Exam

EL/MA/MT/SC/HMT

20/9/19

26/9, 27/9

30/9, 1/10 & 2/10

15/8/19 - 16/8/19

Listening

Comprehension

Oral

Examination

Exam Dates (Tentative)

20/9/19

• Release of Results: Between 18 Nov and 22 Nov 2019

• Exercising of 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 2019

• 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 2019Online

Interactive Voice Response System

Dec 2019Pupils to report to the secondary

school

Q & A

Documents

Welcome to P6 Meet-the-Parents-Session 2019 9 January 2019 · Saint Joseph’s Institution 244-255. Integrated Programme Schools (IP) & Special Assistance Plan (SAP) Schools Over