Content

Rationale

My Development Booklet (MDB)

Introduction of Science and CCA

Level Programmes

Remedial/Supplementary Schedule

Structure of Assessment

Content

Information on Result Slips

Tips on how parents can support

Briefing on use of Snaapp App

Triple P Parenting Programme

Rationale

Foster collaboration between parents and school

Know the relevant level programmes

Better understand the concerns on your child’s development

Drop Down List for your child’s level.

Your feedback/ Questions/ Concerns

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My Development Booklet

Contains information about your child across six years from P1 to P6

To be filled out together WITH your child

Track development and progress of child across six years

Used during FTGP for more fruitful discussion with Form Teachers

Introduction of Science

Science Curriculum Framework :

 Science as an inquiry

 Opportunities to develop concepts,

skills and attitudes through experiential learning

 Usage of a variety of strategies to facilitate the

learning process

The Inquiry Approach

Ask Qs

Investigate/ Gather evidence

Analyze/ Identify patterns

Communicate

Reflect

Explore

Revised (2014) Syllabus

Organisation of Syllabus - Levels of Development

Upper Block ** (P5 and P6)

Lower Block * (P3 and P4)

Textbooks / Activity Books Both textbooks and activity books will be presented in THEMES, not levels, to align to the intent of strengthening the thematic approach. Block Textbook Activity Book

P3 - P4 Lower Block

In 5 themes (1 booklet per theme)

In 5 themes (1 booklet per theme)

Teaching and Learning Resource: •My Pals Are Here (3rd edition) by Marshall Cavendish (Textbook) : usage for 2 years •Customised Learning Package

Aims and Objectives Holistic development of students.

Provides opportunities for the development of desirable attitudes and correct values, leadership qualities, an esprit de corp and scope for constructive learning.

Mass participation and intra-school activities.

Aims and Objectives

• Present opportunities for students to engage in activities that will help them develop important qualities such as

• leadership, teamwork and resilience. • develop and apply organisational and

time management skills • develop a sense of self-respect, self-

esteem, and self-confidence

SPORTS AND GAMES Mini Tennis Basketball Netball Floorball Football Wushu Silat

Performing Arts Chinese Cultural Dance

Malay Cultural Club

Modern Dance

Choir

Handbell Ensemble

String Ensemble

Drama Club

Clubs and Societies Art & Craft Club Chess Club Library Club Green Club Infocomm Club

Uniformed Groups Cub Scouts

Brownies

CCA Days From Term 1 Week 3 on Thursdays :

Non-sports CCAs 2.15 - 4.15 p.m.

Sports CCAs (except Mini Tennis) 2.30 - 4.30 p.m. (indoor sports) 2.45 – 4.45 p.m. (outdoor sports)

Mini Tennis CCA (Fridays) 2.45 – 4.45 p.m.

Level Programmes

House Practice (Term 1, Week 5)

Health & Fitness Funnanza (Term 1, Week 10)

Sports Day (Term 1, Week 10)

Project Work : Our World, Our Future, Our Cause (Term 1, Weeks 9 & 10)

Level Programmes

P3 SSO Concert – Aesthetics Learning Journey (March Holidays)

P3 Social Studies Trip to LTA (Term 3)

P3 Language & Cultural Camp (June Holidays)

Applied Learning Programme - Code for Fun Programme (June Holidays)

Level Programmes

MT Fortnight (Term 3 Weeks 1 & 2)

Science Learning Journey to Botanic Gardens (Term 3)

P3 Swim Safer Programme (Term 3)

GEP Screening Exercise (Term 3 Week 9)

Applied Learning Programme – ALP

A well-structured thinking programme that teaches thinking skills explicitly where students learn to think more systematically and comprehensively

Aims to develop in our students these distinguishing qualities that embody a Northland Child

: a sense of curiosity to thrive in the future

: creativity to appreciate all problems in different lights

: confidence in their abilities resulting from a rigorous thought processes

Traits we want to nurture :

intellectual humility intellectual autonomy

intellectual integrity intellectual courage

confidence in reason

intellectual perseverance intellectual empathy

fair-mindedness

Applied Learning Programme – The Thinking Skills

Sequencing Part-Whole Organising Compare & Contrast

Predicting Brainstorming

Perspective-Taking

Metacognition

Reasoning Relevance

Inferencing Synthesizing Questioning

Curriculum / Level

Mathematics English Science Intellectual Traits

Primary 3

Sequencing (Timeline)

Perseverance

Part-Whole Confidence in Reason

Compare & Contrast

Confidence in Reason

Organising Confidence in Reason

Questioning Courage / Autonomy Predicting Empathy / Confidence

in Reason / Fair- mindedness

Brainstorming Humility / Empathy Creative Thinking Analytical Thinking Critical ThinkingLegends:

Remedial/Supplementary Lessons

Commence on 16 January, T1 Week 3 on Monday

Mon – 2.15 p.m. to 4.15 p.m. (EMS)

Tue – 2.15 p.m. to 3.15 p.m. (MT)

- 3.15 p.m. to 4.15 p.m. (EMS)

Structure of Assessment

The assessment plan for Pri. 3 is as follows:

Semester 1 Semester 2 Total

Semestral Assessment 1 Semestral Assessment 2 100%30% 70%

Important Notes on Assessment Be punctual for all school assessments.

The school will decide, on a case-by- case basis, whether a latecomer is granted extra time or even allowed to sit for the paper he/she is late for.

Important Notes on Assessment

Make-ups for examinations are applicable for the following :

- P2 End-of-Year Assessment

- P4 Semestral Assessment 2

- P5 Semestral Assessment 2

- PSLE Preliminary Examination

Important Notes on Assessment

There will be NO make-up assessment for P3 alternative assessments, bite-sized assessments, SA1 and SA2 for all the subjects.

Important Notes on Assessment

Allocation of marks for absentees:

Type of Examinations

Absent from Examinations

Marks Allocation

• Alternative Assessments/ Bite-Sized Assessments

• SA1 • SA2

Absent without valid reason

No marks will be awarded

Absent with MC/valid reason (approval based on case-by-case)

Marks pro-rated accordingly

P3 Exam Format SA1/SA2

English Component Description Marks Weighting Duration

Paper 1 Continuous Writing

20 20% 50 min

Paper 2 Language use & Comprehension

50 50% 1h 15 min

Paper 3 Listening Comprehension

14 14% About 30 min

Paper 4 Oral Communication: • Reading

Aloud • Stimulus-

Based Conversation

16 16% About 6 min

Mathematics Booklet Item Type No. of

questions Allocation of marks/questions

Weighting Duration

A Multiple choice questions (MCQ)

20 2 40%

1h 45 min B Short-

answer questions (SAQ)

20 2 40%

Structured /Long- answer

5 4 20%

Science

Exam Components No of Qns Marks Total Duration

SA1 Booklet A 15 MCQs 30 50 1 h

Booklet B 8 Open- Ended

20

SA2 Booklet A 24 MCQs 48 80 1 h 30 min

Booklet B 10 Open- Ended

32

Mother Tongue Components Description Marks Weighting Duration

Paper 1 Continuous Writing 20 15% 40 min

Paper 2 Language Use and Comprehension

45 45% 1 h

Paper 3 Listening Comprehension 10 10% About 30 min

Paper 4 Oral: 1. Reading Aloud 2. Picture Description 3. Conversation

30 30% About 10 min

*correct as at 12 January

Information on Result Slip

Percentile Rank

Percentage of scores in its frequency distribution that are lower than it. If a child is in BD1 (91 to 100 percentile), it means that he has performed better than 91% of his peers in that subject.

Information on Result Slip

Percentile Rank

Instead of giving discreet percentile values, the school put the percentile ranking in bands, for e.g.

Band 1 (BD1) for 91% to 100% Band 2 (BD2) for 81% to 90% Band 3 (BD3) for 71% to 80% …

Standard Deviation (SD)

- Shows how much variation exists from the average or mean value. A low SD indicates that the students’ test scores tend to be very clo