Principal’s address

Primary 5 Subject Updates

Primary 5 Curriculum Matters

Assessment Matters

P5 Key programmes

Engagement session with Form Teachers

Every child a Passionate

Learner, a Resilient Individual

and a Gracious Citizen

Nurturing and inspiring every

child to be an engaged learner

who is holistically developed,

future-ready and anchored in

values in a caring environment.

Care

Respect

Integrity

Responsibility

Resilience

Excellence

6

• to be aware of and responsible for the roles that we play• to commit to building positive relationships in which we

seek to make a positive impact on others• to contribute to the betterment of our community and

environment

• appreciate that everyone has his/her innate worth• to seek first to understand• to embrace differences and to celebrate diversity• treat others as we would like to be treated

1. CARE

2. RESPECT

7

• being honest• being committed to upholding shared principles and values• doing what is right always

3. INTEGRITY

• know that our words and actions affect others• to fulfil our duty to self and others• to say and/or do things positively and constructively

4. RESPONSIBILITY

8

• learn from failures• have courage to overcome difficulties• persevere to achieve intended goals

• know and fulfil our roles and responsibilities to the best of our ability

• strive for self-betterment• contribute to the improvement of others and the

community

5. RESILIENCE

6. EXCELLENCE

Our Beliefs

Every Child Matters,

Can Learn,

Wants to Learn

Need to recognise that:

Every child has different talent

They learn at different pace and need

customisation

Positive self-esteem is important for them

They need to be resilient to press on

10

Provide opportunities to develop holistically

Cognitive

Leadership

Aesthetics

Social & Moral

Physical

Competencies – e.g. team work, resilience, communication skills, self-directed

11

Opportunities for All to Explore & Discover – Type I

Provide Students with Choices to explore deeper – Type II

Identify to Further Develop Potential and Passion – Type III

12

Cognitive Leadership Aesthetics Social & Moral Physical Fitness

Type I EL Communication

Programme: Persuasive

Speech

MTL : Appreciating MTL

through Culture

SC : DILE &

Science Learning Journey

ICT Integrated Project

Work

Class Monitors

Subject Leaders

Advanced Ceramics & Wire

Sculpture

Panning for Gold

Welcome Back Programme

Road Safety

Celebrations with Senior

(VIA)

P5 Camp

P5 Orienteering (Is this part of

ACES)

ACES (Achieving Character

Excellence through Sports),

Sports Carnival

Type II Literacy Club

Active Recess IP

Science & Environmental

Club

CCA Leaders

CCE Ambassadors

Prefects

Cyber-wellness Ambassadors

Active Recess Reps

Performing & Visual Arts CCA Science & Environmental

Club

Sports CCA

Active Recess

Junior Sports Academy

(Parent-self nominate)

Type III Debate sessions

E2K Math (P5)

E2K Science (P5)

Maths Olympiad

EXCO Prefects School Representatives

CCA School Representatives

CCA School Representatives

Junior Sports Academy

13

MOE is providing broad-based opportunities for students to explore,

discover and develop their areas of interest and strengths across a wider

range of physical activities through the Junior Sports Academy (JSA)

program.

With enhanced overall motor skills, knowledge and motivation, these

students are able to make a better-informed choice when committing to a

sport in the secondary school or in other relevant sports organizations and

beyond.

Both, school and parents can nominate the child for this selection trial.

Letter to parents regarding JSA will be going out in the next two days.

Kindly revert back to the teachers before 7th Feb 2020, Friday. 14

Student Allocation Structure

Mixed ability classes to:

Encourage levelling up

Inculcate values of respect, acceptance and care

Every class a good class – every class comprises

students with different talent

15

Structures Curriculum

• During CurriculumTime

• School Hours- Informal Learning

• After school • Differentiation• School wide

teachingstrategy

• Meaningful learning

16

During Curriculum Time

Grouping based on ability

- 3 ability bands

(Math, Mother Tongue Language)

In-class support

- English Language

During School Hours –

Informal Learning through Active Recess - EL,

Math, Science and Mother Tongue Language

Extension of learning from core

subjects

Hands on application

Excite learning

17

18

Remedial to bridge based on needs – EL, MA, MTL, Science

(Semester 1 & 2)

Enrichment to stretch ability – English Language

After School

19

Differentiated Instruction

To challenge and excite

Not to discourage

Different approaches to teaching for different ability groups (e.g. less

guided for high progress group)

Balance between readiness and challenge

20

Differentiated content for different

ability groups

Example:

Students who need more support – more

time spent to build students’ knowledge

and understanding

Higher progress students – more time

spent on developing application,

analytical and evaluating skills

21

Teaching strategies

- Questioning Techniques

To engage students to question

and construct their own learning

Examples: MTL (Composition Writing)

Math (Problem Solving Skills)

EL (Writing)

Authentic Learning

Examples

Learning Journeys

- Singapore Science Centre ( Energy)

- LJ to Garden by the Bay (apply digital photography)

Active Recess

Assignments/Performance Tasks

22

23

Positive Emotional Well-Being Is Important

Resilience:• not to give up, believe in themselves, we believe in them

• focus on what they have achieved (not measured by quantitative results only)

• Affirm students’ effort - school leverages different platforms to encourage students to press on to develop resilience.

24

Positive Emotional Well-Being Is Important

Positive peer relationships – dedicated time e.g.. Circle timeSense of gratitude – e.g. Panning for GoldAbility to cope with challenges – Sharing by Counsellor

- 1-to-1 Support by Counsellor- leverage teachable moments to teach and strengthen ability to manage

Balanced life style – time for recreation, rest, exercise and study

25

Social Emotional Well-Being

Appreciate that every child is unique,

has different strengths, and interests.

Know available options and consider

what is best for your child.

Avoid making comparisons

Tune in to child’s emotions

Identify signs of stress and stress

factors

Work out solutions with, not for, your

child

Direct School Admission for

secondary schools (DSA-Sec)

allows students to apply to some

schools before taking the PSLE.

Students apply based on their

talent in sports, CCAs and

specific academic areas.

If your child is admitted to a

secondary school through DSA-

Sec, they are not allowed to:

Submit school choices during

the Secondary 1 (S1) posting

process.

Transfer to another school.

They must commit to their

chosen school for the duration

of the program28

Examples:

Sports and games

Visual, literary and performing arts

Debate and public speaking

Science, mathematics and engineering

Languages and humanities

Uniformed groups

Leadership (for example, prefects)29

Understand your child’s

interest and strengths

Look for schools that

match your child’s

strengths

Learn about the school’s

pace of learning and

overall programme

Visit the school’s website

to find out more

information

Attend Open House to get

a feel of the environment

and culture

Visit MOE-DSA site to

understand the process

30

Provide conducive environment for learning

Work with child to identify a place at home that is not distracting

Establish routines and instil discipline

Time for study, rest and play

Good to have a broad time-table to guide child how to spend his/her time

each day productively

Coach and Equip

Note process of child doing work – process to communicate thinking, take

pride, clear communication of thinking process is as important than

completion, leverage time to develop good work habits and thinking process

Be systematic in approach – Understanding Learning31

Some Questions to ask …

What work should your child do?

Assessment books?

Exam papers?

When to do those assignments?

How does your child do his/her work?

33

34

Need to approach revision

systematically

Ensure good understanding of

each topic first, observe levels of

learning (Remember,

Understand, Apply…)

Ensure understanding of subject

across topics

Do exam papers only after having

a good grasp of understanding of

topics

Read questions carefully

Plan answer

Reflect thought processes clearly

in work presentation.

Subject

Topic 1

Topic 2

Topic 3

35

Exam Papers OR

Exam Format Papers

Need to work together to enable child to develop holistically

Seek parents’ co-operation to develop child beyond cognitive

development

Work together on character development - discipline together with

love

Help child to develop life skills

Independence – child to take responsibility of things and learning –

refrain from checking with teachers on HW to be done

Allow child to navigate relationships with peers 36

Partnering with staff

Communication is important – do work with teachers to

understand happenings in the class, understand child to

better support child

Parents are requested to contact teachers between 7.30am to

6pm during weekdays, during curriculum days except for

emergency matters.

37

UPDATES ON PSLE SCORING & S1 POSTING FROM 2021IT’S PART OF A BIGGER STORY

© MINISTRY OF EDUCATION, COMMUNICATION AND ENGAGEMENT

GROUP, 2019

PARENTS ENGAGEMENT SESSION

OVERVIEW

2

How PSLE Scoring Works

How S1 Posting Works

Presentation of results in Achievement Levels

Subject-based Banding (Primary Schools)

Scoring for Foundation SubjectsAll

stu

de

nts

Eligibility for Higher Mother Tongue Language (HMTL) in

Secondary Schools

Use of Higher Chinese Language (HCL) for Admission to

SAP SchoolsStu

de

nts

ta

kin

g H

MTL

Scoring for Mother Tongue Language (MTL)-exempt

students and students studying an Asian Language/

Foreign Language (AsL/FL) in lieu of an MTL

MTL

-exe

mp

t,

AsL

or

FL

stu

de

nts

Over the years, we have been fine-tuning the education system to help ourstudents discover and develop their strengths and interests, while movingaway from an over-emphasis on academic results.

Our PSLE scoring changes aim to:

Reduce fine differentiation at a young age

Recognise students’ level of achievement, regardless of how their peershave done

THE PSLE CHANGES ARE PART OF A BIGGER STORY

40

PSLE Microsite

THE PSLE REMAINS A USEFUL CHECKPOINT

To understand where our children are at in their learning after six years of primary school

Gauge their learning needs so that they can progress to a secondary school and take subjects at a suitable level

41

HOW PSLE SCORING WORKS

Changes to the PSLE scoring and S1 posting

What you need to know about the new PSLE scoring system

FROM T-SCORE TO WIDER SCORING BANDS

Reflects a student’s individual level ofachievement

Unlike the current T-score, students’ ALfor each subject will reflect their level ofachievement, rather than how they haveperformed relative to their peers.

ALRAW MARK

RANGE

1 ≥ 90

2 85 – 89

3 80 – 84

4 75 – 79

5 65 – 74

6 45 – 64

7 20 – 44

8 < 20

43

FROM T-SCORE TO WIDER SCORING BANDS

44

Students’ scores are differentiated finely. Studentscan have a T-score aggregate of less than 80 tomore than 280, which gives more than 200possible different T-score aggregates.

Students will be placed in fewer groups of PSLEScores. Students’ PSLE scores (the sum of theAL for each subject) will range from 4 to 32,which gives 29 possible different scores.

Reduces fine differentiation of students

Students with similar scores in each subject will be grouped into wider bands

measured in Achievement Levels (ALs).

The PSLE Score replaces the T-score aggregate.

It is obtained by adding the ALs of four subjects.

The PSLE Score ranges from 4 to 32, with 4 being the best.

Students will be placed in secondary school courses based on their PSLE score – Express, Normal (Academic) or Normal (Technical).

ENGLISH

MOTHER TONGUE

MATHEMATICS

SCIENCE

AL3

AL2

AL1

AL2

PSLE SCORE: 8

45

PLACEMENT

OUTCOMEPSLE SCORE

EXPRESS 4 – 20

EXPRESS /

N(A) OPTION21 – 22

N(A) 23 – 24

N(A) / N(T) option 25

N(T)26-30, with AL7 or better in

both EL and MA

FROM T-SCORE TO WIDER SCORING BANDS

AL bands and mark ranges are set based on the learning

objectives of the curriculum, and mirror the way we learn:

• When we learn something new, after some initial practice,

we often find ourselves improving significantly.

• But as we get better, the improvements become small

steps, and finally, as we reach a high level, we inch just a

little further, even after much learning and practice.

The ALs were designed to reflect this reality of learning. They

help educators, students, and parents know how ready

students are to access the curriculum at the next level.

46

WHY ARE THE AL BANDS NOT EVEN?

ALRAW MARK

RANGE

1 ≥ 90

2 85 – 89

3 80 – 84

4 75 – 79

5 65 – 74

6 45 – 64

7 20 – 44

8 < 20

WHAT REMAINS WHAT CHANGES

The T-score Aggregate will be replaced

by the PSLE Score, to reduce the fine differentiation of our students at a young age based on exam scores.

Students will be assessed based on their own achievement, instead of comparing them to their peers.

Same 4 subjects are

tested, and scores are awarded to guide students’ choices for

the next stage of their education journey

Curriculum is

continually updated. This is not related to the PSLE scoring

and S1 posting changes.

IN SUMMARY…

47

HOW S1 POSTING WORKS

CHOICE ORDER OF SCHOOLS WILL MATTER MORE

Academic merit, i.e. the PSLE Score, remains the first criterion for secondary school posting.

If two students with the same PSLE Score vie for a place in a school, the following tie-breakers will be used:

1. CITIZENSHIP

2. CHOICE ORDER OF SCHOOLS

3. COMPUTERISED BALLOTING

(NEW)

49

SUBJECT-BASED BANDING

(PRIMARY)

OFFERING DIFFERENT SUBJECT

COMBINATIONS

SUBJECT-BASED BANDING (PRIMARY)

Offers students the option of Standard and Foundation Subjects, depending on their

strengths.

Allow students to focus on and stretch their potential in the subjects they are strong in

while building up the fundamentals in the subject they need more support in.

The new PSLE scoring system will not change the considerations for deciding on a

student’s subject combination.

18

SUBJECT-BASED BANDING (PRIMARY)

19

Schools will continue to recommend based on the following:

Student’s aptitude, motivation and performance in each subject;

Student’s ability to cope with a particular subject combination; and

Whether the subject combination focuses sufficiently on literacy and numeracy, and

facilitates the student’s articulation to secondary school and beyond.

Offering subjects at Foundation level is not a disadvantage to the students. It enables

them to focus on building up strong fundamentals in these subjects and better prepares

them for progression to secondary school.

SCORING FOR FOUNDATION LEVEL SUBJECTS

Under the current PSLE grading system, Foundation subjects are

graded in 5 scoring bands from Grade 1 to U.

FOUNDATION SUBJECTS GRADED IN 5 BANDS TODAY

54

Current System

GradeRaw Mark

Range

1 85 – 100

2 70 – 84

3 50 – 69

4 30 – 49

U < 30

Under the new AL system, to reduce fine differentiation among

students, Foundation subject grades will be graded in 3 scoring

bands from AL A to C.

Like Standard subject ALs, the Foundation subject ALs will reflect

a student’s level of achievement, rather than how they have

performed relative to their peers.

FOUNDATION LEVEL SUBJECT GRADES TO BE LESS FINELY DIFFERENTIATED

Foundation Level

AL Reflected on

Result Slip

Foundation

Raw

Mark Range

A 75 – 100

B 30 – 74

C < 30

55

For the purpose of S1 posting, Foundation level AL A to AL C will

be mapped to AL 6 to AL 8 of Standard level subjects respectively,

to derive a student’s overall PSLE Score.

Similar to the current PSLE scoring system, this mapping is based

on the learning and assessment load of the subjects, and informs

students of their readiness to access the curriculum at the

secondary level.

FOUNDATION LEVEL SUBJECT GRADES

Foundation Level

AL Reflected on

Result Slip

Foundation

Raw

Mark Range

Equivalent

Standard

Subject AL

Standard Raw

Mark Range

A 75 – 100 6 45-64

B 30 – 74 7 20-44

C < 30 8 <20

56

A student’s PSLE Score is the sum of the four AL scores across

his/her Standard and Foundation subjects.

Students taking Foundation subjects are eligible for the Express

Course, as long as they meet the course placement criteria.

With Full Subject-based Banding in secondary schools, students may

also take subjects at a higher level for those that they are strong in.

SCORING OF FOUNDATION SUBJECTS FOR S1 POSTING

ENGLISH

FOUNDATION

MOTHER TONGUE

FOUNDATION

MATHEMATICS

SCIENCE

AL3

ALB

ALB

AL5

PSLE SCORE: 22

PLACEMENT

OUTCOMEPSLE SCORE

EXPRESS 4 – 20

EXPRESS /

N(A) option21 – 22

N(A) 23 – 24

N(A) / N(T)

option25

N(T)26 – 30, with AL7 or

better in both EL and MA57

ELIGIBILITY FOR SECONDARY SCHOOL HIGHER MOTHER

TONGUE LANGUAGE (HMTL)

ELIGIBILITY FOR HMTL IN SECONDARY SCHOOLS

For students who do not meet the above criteria, secondary schools will continue to have

the flexibility to offer HMTL to students, if they are assessed to have high ability and

interest in MTL and are able to take HMTL without affecting their performance in other

subjects.

ELIGIBLITY CRITERIA FOR SECONDARY SCHOOL

HMTL

(i) PSLE Score of 8 or better

OR

(ii) PSLE Score of 9 to 14 inclusive; and attain

AL1 / AL2 in MTL or

Distinction / Merit in HMTL

The eligibility criteria for taking HMTL is intended to ensure that students can cope with

the higher academic load, and takes reference from the current criteria.

59

USE OF HCL FOR ADMISSION INTO SAP SCHOOLS

USE OF HCL FOR ADMISSION INTO SAP SCHOOLS

Current System

Students’ HCL grades give posting advantage for

SAP schools

Currently, for admission to SAP

schools, students are awarded bonus

T-score points based on their HCL

grade:

3 points for Distinction

2 points for Merit

1 point for Pass 61

2nd 8 DISTINCTION

8 MERIT

8 PASS

8 NO HCL

9 DISTINCTION

7 NO HCL1st

3rd

4th

5th

6th

New System

The HCL posting advantage for entry to SAP

schools will continue

Students will be ranked taking into account their

performance in HCL.

This posting advantage applies before the tie-

breakers for S1 posting.

SCORING FOR MTL-EXEMPT AND

STUDENTS STUDYING AN ASIAN

LANGUAGE/ FOREIGN LANGUAGE

(AsL/FL) IN LIEU OF AN MTL

For students who are exempted from MTL or take an AsL/FL in lieu of an official MTL,

their PSLE result slip will only reflect the three subjects they have taken.

However, for the purposes of Secondary 1 posting, these students will need an

assigned MTL score so that they have a PSLE score comprising four subjects

To determine the assigned MTL score, reference is made to MTL scores of other

students who have achieved similar scores in English, Mathematics, and Science.

This is the same approach taken in today’s T-score system.

SCORING FOR MTL-EXEMPT AND AsL/FL STUDENTS

63

In reviewing the score assignment for these students under the new PSLE scoring

system, we needed to strike a balance between:

Acknowledging that students have valid reasons for seeking MTL exemption or

taking an AsL/FL, and

Ensuring some parity between scoring for exemption, Foundation and Standard

MTL.

SCORING FOR MTL-EXEMPT AND AsL/FL STUDENTS

64

Under the new scoring system, the assigned MTL score will :

Take reference from peers with similar scores for English, Mathematics and

Science;

While maintaining parity of treatment with students who take Foundation MTL

(who will score between AL 6 to 8).

Hence, students will receive an assigned MTL score between AL 6 to 8 in PSLE.

SCORING FOR MTL-EXEMPT AND AsL/FL STUDENTS

65

FAMILIARISING STUDENTS AND PARENTS

WITH THE NEW SYSTEM AND GUIDING THEM IN

MAKING SUBJECT CHOICES

66

In summary

2020Primary 5

2021Primary 6

2019Primary 4

Scoring for Foundation level subjects – to guide students and parents on whether to take Foundation level subjects at PSLE

Release of Indicative AL COPs – to guide students and parents in making school choices

School Results in Achievement Levels (ALs) –to familiarise students and parents to the new system

Eligibility for Secondary School HMTL – to guide students and parents on whether to take HMTL at PSLE

67

No mid-year examination/ SA1

- provide space and time for students

to adjust to a more demanding

curriculum

- provide space and time to deepen

learning

- monitor and assess students’ learning through bite-size

tests, assignments and class work

Integrated Project Work

- platform to develop life-skills and competencies

- content is focused on problem solving

68

The core curriculum (STELLAR) will be supplemented by school-based programmes/ activities to develop students in the four language skills.

School-based programmes include:Oral Communication Programme (OCP) I Write with an Intent Sentence Synthesis and Transformation

Assessment format

- Paper 1– MCQs and Short Structured

- Paper 2 – Short and Long Structured Questions

Focus on speed and accuracy in Paper 1. Calculators can

only be used in Paper 2.

We need parents’ support in moderating students’

calculator usage at home.

Consistent daily revision on topics taught to ensure

students have a good grasp on concepts

2014 Primary Science Syllabus.

Content knowledge and process skills are equally

important.

E2K Science programme- For selected high progress

learners to stimulate curiosity and deepen their thinking

skills.

Use of instructional strategies to promote conceptual

understanding and close learning gaps.

E-oral for all MT subjects during PSLE Oral

The school will start preparing all P5 students for

this starting this year

No NAPFA test for P5 level. Students will continue to be

developed in their competencies in all the stations this year.

P5 Sports Focus:

- Floorball and Badminton

- Athletics : Hurdles / Baton Passing / Shotput

Tracking of Obesity Rate (Healthy Living)

- Care Programme

CCE periods, FTGP, 1-to-1 interactions

Sexuality Education (Sed)

- MOE Sed syllabus

- Only Sed trained teachers will conduct the lessons

- Gender-matching for teacher and students for certain lessons.

- 2 periods in week 9 or 10 in each term (tentative).

- Opt-out arrangement

Exploring the world, the diverse communities

and their way of life.

Study of achievements of various ancient

civilisations. (China and India)

Performance task and Social Studies quiz

Supporting our P5 Students- Curriculum Support

Level Support Supporting Learners according to their Ability

P5 Curriculum MA banding (teacher matching + adjusting group

size)

MT banding

EL in-class support (extra teacher to support)

After- School EL Enrichment & EL remedial

MA Olympiad, MA E2K & MA remedial

SC Enrichment, Sci E2K & SC remedial

HMT & MT remedial

Supporting our P5 Students- Remedial Schedule

Remedial lessons are for selected pupils only.

Mondays: 2.00pm to 2.45pm, Mother Tongue Language

Wednesdays: 2.00pm to 2.45pm, Mathematics2.45pm to 3.30pm, Science

Thursdays: 1.45pm to 2.30pm, English Language

Semester 1 (30%) Semester 2 (70%)

Term 1 Term 2 Term 3 Term 4

Weighted bite-sized assessment

Weighted bite-sized assessment

Weighted bite-sized assessment

Year-End Exam

15% 15% 15% 55%

Transition from Primary 4 to Primary 5:• Please note that there is no mid-year examinations for P5.• Please refer to the Assessment Plan sent on 24 Jan that

indicates the weighting, format as well as coverage of all weighted assessment

Change in examination format

More depth and rigour across all subjects

Pupils are expected to take greater ownership of their learning.

Year-End Exam will be based closely on the PSLE.

The intent is to expose the students to the PSLE format.

Examination Format English FoundationEnglish

Paper 1 – Writing 27.5% 26.7%

Paper 2 – Language Use & Comprehension 47.5% 40%

Paper 3 – Listening Comprehension 10% 13.3%

Paper 4 – Oral Communication 15% 20%

Total 100% 100%

75%

25% 33.3%

66.7%

Paper 1 – Writing (1h 10mins)

Situation Writing, students will be required to write a short functional

piece (e.g. letter, email, report) to suit the purpose, audience and

context of a given situation.

Continuous Writing

English Foundation English

Student will be required to write a composition of at least 150 words in continuous prose on a given topic. Three pictures will be provided on the topic offering different angles of interpretation. Candidates may also come up with their own interpretation of the topic.

Students will be required to write a composition of at least 120 words in continuous prose based on a series of pictures.

Paper 2 – Language Use & Comprehension

Students will be assessed on their ability to use language correctly and

to comprehend visual and textual information.

EnglishDuration: 1h 50min

Foundation EnglishDuration: 1h 20min

Booklet A (MCQ)1. Grammar2. Vocabulary3. Vocabulary Cloze4. Visual Text Comprehension

Booklet A (MCQ)1. Grammar2. Punctuation3. Vocabulary4. Visual Text Comprehension

Booklet B (Open Ended)1. Grammar Cloze2. Editing for Spelling and Grammar3. Comprehension Cloze4. Synthesis / Transformation5. Comprehension (Open Ended)

Booklet B (Open Ended)1. Form Filling2. Editing for Grammar and Spelling3. Comprehension (Completion of Sentences)4. Synthesis5. Comprehension Cloze6. Comprehension (Open Ended)

Paper 3 – Listening Comprehension (35 mins)

Students will be assessed on their ability to understand spoken English.

20 Multiple Choice Question

English Foundation English

The texts may be in the form of news items, announcements, advertisements, instructions, explanations, conversations, speeches and stories.

Graphic representations will be used for the first seven items.

Each text will be read twice.

The texts may be in the form of announcements, advertisements, instructions, explanations, conversations, speeches and stories.

Graphic representations will be used for the first six items.

Each text will be read twice

Tip: Engage your child in conversation to improve his listening skills. Get your child to rephrase what you have said to check for their understanding.

Paper 4 – Oral Communication (10 mins; 5 min preparation time and

about 5min examination time)

For Reading Aloud, students will be assessed on their ability to pronounce and articulate words clearly, as well as their ability to read fluently with appropriate expression and rhythm.

For Stimulus-based Conversation, students are assessed on their ability to give a personal response to a visual stimulus and engage in a conversation on a relevant topic.

Tip:

Let your child practice reading aloud.

Correct their pronunciation, speed of reading, intonation.

Ask more open ended questions, let them express their opinions on matters.

Paper Booklet Item Type Number of Questions

Number of marks per question

Total marks

Duration

1

A Multiple-choice10 1 10

1 h5 2 10

B Short-answer5 1 5

10 2 20

2

Short-answer 5 2 10

1 h 30minStructured/ Long answer

12 3, 4 or 5 45

Total 47 - 100 2h 30min

Notes 1. Both papers will be scheduled on the same day with a break between the two papers. 2. Paper 1 comprises two booklets. The use of calculators is not allowed. 3. Paper 2 comprises one booklet. The use of calculators is allowed.

30qns

45mks

Paper Booklet Item Type Number of Questions

Number of marks per question

Total marks

Duration

1A Multiple-choice

10 1 10

1 h10 2 20

B Short-answer 10 2 20

2

Short-answer 10 2 20

1 hStructured/ Long answer

6 3 or 4 20

Total 46 - 90 2h

Notes 1. Both papers will be scheduled on the same day with a break between the two papers. 2. Paper 1 comprises two booklets. The use of calculators is not allowed. 3. Paper 2 comprises one booklet. The use of calculators is allowed.

50mks

30qns

Multiple Choice Question, For each question, four options are provided of

which only one is the correct answer.

Short-answer Question, For each question, the student has to write his

answer in the space provided. Any unit required in an answer is provided

and a student has to give his answer in that unit.

Structure / Long-answer Question, For each question, the student has to

show his method of solution (working steps) clearly and write his answer(s)

in the space(s) provided.

Booklet Item Type Number of Questions

Number of marks per question

Total Marks

A MultipleChoice

28 2 56

B Open Ended 13 2, 3, 4 or 5 44

Students are required to answer all the questions in the two booklets.

The duration of the paper is 1 hour 45 minutes

Booklet Item Type Number of Questions

Number of marks per question

Total Marks

A MultipleChoice

18 2 36

B StructuredOpen Ended

6 – 7 5 – 6

2 or 32, 3 or 4

1420

Students are required to answer all the questions in the two booklets. The duration of the paper is 1 hour 15 minutes

Provision of Word List The Foundation Science paper focuses on assessing students’ grasp of basic scientific knowledge. A word list is provided during the examination to allow students to display their knowledge and understanding without being unduly disadvantaged by their weakness in the English language. It should be appreciated that the list is not exhaustive.

4S1H Course in

Primary 5

4S1H Course in

Primary 6

Remarks

HMTL & 4 Standard

Subjects

HMTL & 4 Standard

Subjects

Pass all 4 Standard subjects &

at least 75% in Standard MTL &

a pass in HMTL

Please Note :

At the end of P5, students in different streams must fulfill the minimum

requirement expected after P5 assessments.

Allocation for P6 subjects in 2021 will be a school-based decision and

not based on parental option.

Learning Journeys :

Sci : Singapore Botanic Gardens (Rainforest)

Milestone Programmes/ Events:

CCE : NE Show

PE : P5 Camp

Special Enrichment :

Integrated Project Work

Art : Advanced Ceramics & Wire Sculpture

Music : Song Writing

NE show

- July (date to be confirmed)

- The Float @ Marina Bay

Inter-disciplinary Project Work

- Term 3 Week 2 (7 July – 10 July)

Orienteering Programme

- 17 November 2020

Celebrating National Day with Seniors

-Students will show care for the elderly by organising a

class party for seniors from Lion Befrienders. (What other skill,

competencies and values)

P5 IPW @ Pei Tong adopts a Problem-Based Learning (PBL)

approach that:

Provides students with the opportunity to work collaboratively

and deepen their learning by synthesising knowledge from

various subjects

Encourages students to think critically and come up with

creative solutions to solve real world problems that are

observable in school

In short, P5 IPW @ Pei Tong aims to develop the 21st century

skills.

P5 IPW @ Pei Tong will incorporate digital skills:

In line with the Ministry of Education’s initiative to develop an

appreciation of computational thinking and concepts of coding

in primary schools, Pei Tong’s P5 IPW aims to allow our students

to get creative with the aid of digital technology

Using Micro Bits and sensors, students will work in groups to

create prototypes that work towards school improvement

Students will be given opportunities to reflect on their learning

and evaluate their own work processes throughout the project

Together, We Can Help Your Child to FLOURISH