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  • Content


    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


  • 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




  • 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


    Handbell Ensemble

    String Ensemble

    Drama Club

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

  • Uniformed Groups Cub Scouts


  • 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


  • Applied Learning Programme – The Thinking Skills

    Sequencing Part-Whole Organising Compare & Contrast

    Predicting Brainstorming



    Reasoning Relevance

    Inferencing Synthesizing Questioning

  • Curriculum / Level

    Mathematics English Science Intellectual Traits

    Primary 3

    Sequencing (Timeline)


    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


    SA2 Booklet A 24 MCQs 48 80 1 h 30 min

    Booklet B 10 Open- Ended


  • 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