Welcome A NDERSON P RIMARY P6 Parents Forum 10 April 2015 Passion - - PowerPoint PPT Presentation

Welcome

ANDERSON PRIMARY

P6 Parents’ Forum

10 April 2015

Passion for Learning Quest for Excellence Respect for All Service to the Community

Understanding our Education Landscape

Types of Options Considerations when choosing a school Admissions to Sec 1 / DSA / Sec 1 Posting Home-School Partnership

“What are the Education Options available after Primary School?”

1 Mainstream

Secondary Schools

2 Specialised

Schools

3 IP (Integrated

Programme) Schools

4 Specialised

Independent Schools

Mainstream Secondary Schools

Offers Express, Normal (Academic), Normal (Technical) streams a)Express Course b)Normal Course

• Normal (Academic)
• Normal (Technical)

1

a) Focus on hands-on learning and practical knowledge b) Training to prepare students for ITE education subsequently c) Training for ITE Skills Certification (ISC)

Students at Assumption Pathway School learning to serve macaroons at the training restaurant

Specialised Schools

2

a) An integrated Secondary and JC education b) Secondary school students can proceed to sit for their A-Level or equivalent diploma without taking the GCE O-Level examination c) Allow students who are academically strong to benefit from engaging in broader learning experiences

Integrated Programmes Schools

3

For students with certain aptitudes in Math, Science, Technology, Sports or Arts: a) Singapore Sports School b) NUS High School of Maths & Science c) School for the Arts (SOTA) d) School of Science & Technology (SST) May offer either the GCE O- or A-level, or Specialised Diplomas

Specialised Independent Schools

4

School Factors

1.Does the school offer programmes, CCAs and niche areas which will bring out the best in the student? 2.How does the student commute to school?

Personal Considerations

1.What are the strengths, interest and learning style of the student/child?

When Choosing a school consider …

Academic Considerations

How does the student’s PSLE results compare to the previous year’s Sec 1 posting aggregates of the school?

Admission Into Secondary 1

2 ways of seeking admission into Sec 1:

a) Sec 1 Posting Exercise

(Refer to Secondary 1 Information Booklet and Secondary Education Booklet)

b) Direct School Admission

(DSA)–Sec Exercise

Direct School Admission (DSA)

Under DSA, schools may admit students using criteria

• ther than PSLE results. This allows for a more

diverse range of student achievements and talents to be recognized. Click for more information: http://www.moe.gov.sg/education/admissions/dsa- sec/

Time-line School DSA-Sec Exercise Late Jun-Aug Selection Phase Mid Oct Indicate School Preferences Late Nov Release of Results

Secondary 1 Posting Exercise

Conducted for all candidates immediately after the PSLE results are released (late Nov)

a) Students who have confirmed DSA offers need not participate in this exercise. b) Students will be given the S1 Option Form to indicate up to 6 secondary school choices c) Students to indicate their choices either by submitting a physical copy of the S1 Option Form through their Primary School or online though the Secondary One Internet System

http://www.moe.gov.sg/education/admissions/secondary-one-posting/

Secondary 1 Posting Exercise

Time-line Remarks Aug Distribution of Sec 1 Posting Booklets (Part 1 – General Information) Oct Distribution of Sec 1 Posting Booklets (Part 2 – Information on Secondary Schools) Late Nov Release of PSLE results Late Nov Submission of Sec 1 Option Form Late Dec Release of School Posting Results

Key Messages

• 1. Singapore’s education system is broad-based

to ensure holistic development but yet flexible and diverse to meet the needs of everyone

• 2. Find the best fit education pathway to suit the

student’s needs, abilities and learning styles

• 3. There are multiple pathways to success

Education as a Lifelong Journey

• Viewing PSLE as a milestone, not an end-all
• Recognising that every child is different and

has different interests, strengths and talents

• Focusing on developing in our children skills,

competencies and attributes needed for them to do well in the future

• Balancing studies and other non-academic

activities

• Igniting interest and joy in learning

Support from Parents

• Focus and Momentum (Preparation)
• Time Management
• Assignments/ Homework
• Attitude
• Physical and Emotional Well-Being (not

under or over-stretching)

Support from Parents

• Supervising/ monitoring of progress at

home

• Providing motivation and

encouragement

• Managing pupils’ anxiety and stress

Direct School Admission (DSA)

Purpose

 Introduced in 2004, to give secondary

schools greater flexibility in student admission

 To allow a more diverse range of talents

and achievements to be recognised

 To allow secondary schools the flexibility

to consider students with abilities not reflected in the PSLE range

DSA exercise is….

 Selection exercise based on students’

talents in academic and non-academic areas

 Criteria is determined by each individual

school on the premise of transparency and meritocracy

Stages & Timeline

Stages of DSA Time Frame

 Selection Stage  Exercise School

Preference Stage

 Results Release

Stage

 June - August  October  Late November

Applying for DSA….

 Obtain information on DSA schools:

• check the websites
• visit the schools (attend open house /

parents’ talk)

 Application deadline for each DSA secondary

school may differ

 Communicate with P6 teachers and CCA

teachers on the relevant documents (testimonial, NAPFA, etc)

Process (June – August)

 Participating secondary schools conduct selection

exercises, which might include:

• Trials
• Interviews
• Tests

 By the end of this period, applicants will be

informed if they:

• have been given Confirmed Offer; or
• have been put on a Waiting List by the school;
• r
• have not been successful in their application.

Results (Late November)



Successful DSA applicants will be informed of the school they have been admitted to through their primary schools



Since these applicants already have a place reserved for them in a Secondary school, they will not be allowed to opt for a school in the Secondary One Posting Exercise



However, they may still indicate their interest in an elective programme or specify the academic course they would like to pursue where applicable

Results (Late November)



Unsuccessful DSA applicants will also be notified through their primary schools



During the Secondary One Posting exercise, these students may still opt for the schools that had not been able to offer them a place under the DSA-Sec Exercise



Other than IP schools, 80%-95% of places in DSA participating schools will continue to be available to students under the Secondary One Posting Exercise

Do Consider : DSA Availability

Type of Schools Discretionary Places Schools with Integrated Programme (IP)

• r Specialised Independent Schools

(viz. NUSHS, SOTA, SST) Up to 100% Independent Schools (without IP) 20% Autonomous Schools (without IP) 10% DSA Participating Schools with Distinctive Programmes 5%

Autonomous Secondary Schools around Anderson Primary

 Anderson Secondary  CHIJ St Nicholas Girls’ School  Xinmin Secondary  Yishun Town Secondary

Secondary Schools with Distinctive Programmes around Anderson Primary

Schools Distinctive Programmes Ang Mo Kio Sec Environmental Science & Sustainable Living; Symphonic Band Bowen Sec Band (Display, Concert); Community & Youth Leadership Chong Boon Sec Environmental Science & Sustainable Living Deyi Sec Performing Arts Mayflower Sec Music & Performing Arts Orchid Park Sec Visual Arts Pierce Sec Business & Entrepreneurship; Community & Youth Leadership Presbyterian High Volleyball; Community & Youth Leadership Yio Chu Kang Sec Music & Performing Arts / Visual Arts & Design

UL TIMATEL Y… Look at

 Academic/Non-Academic performance of

your child

 Distance to be spent on travelling by your

child

 Programmes and schemes offered by the

secondary schools

 Special needs/interests of your child

English

In School

 Teaching the English Language skills:

• Reading
• Writing
• Speaking
• Listening

 Practices & Worksheets

• Focus Worksheets
• Revision Papers

English

Areas of Concern

 Synthesis & Transformation (10 marks)  Comprehension Cloze (15 marks)  Comprehension Open-ended (20 marks)

Revised format for 2015 PSLE

 Continuous Writing  Oral – Stimulus-Based Conversation

* The revised format allows pupils greater scope for their own interpretation and personal response in speaking and writing

English

Synthesis & Transformation

Tips to do well:

 Check for grammatical errors (e.g. tenses, pronouns

and subject-verb agreement)

 Check for spelling errors  Ensure that the original meaning is retained after the

synthesis and transformation.

 Check that unnecessary and repetitive words have been

left out.

Paper 2 (Language Use & Comprehension)

English

Comprehension Cloze

Tips to do well:

Look for Contextual Clues using these 3 different levels:

• 1. Word – within sentence before/after blank
• 2. Sentence – in the preceding or following sentence of the

blank

• 3. In the other paragraphs in the passage

Paper 2 (Language Use & Comprehension)

English

Comprehension Open-Ended

Tips to do well:

 Skim through the text and questions before reading to

take note of the text sections that might be most relevant

 Make frequent predictions about the plot and characters

to check for understanding

 Read carefully and selectively to make useful sense

about the passage, for e.g. what to read carefully, what to read quickly and what to re-read

 Annotate key words or phrases in the passage to help

answer the questions

 Read each question carefully to understand what is the

key idea to be answered

Paper 2 (Language Use & Comprehension)

English

Paper 1: Part 2 - Continuous Writing

 Pupils are required to write a composition based on a

given topic.

 Question consists of:

• i. 3 pictures
• these are provided to help pupils think about the topic
• at least one of the pictures must be used in the

composition

• ii. a given topic, for e.g. disappointment, an

accomplishment, etc.

• iii. guiding questions to help pupils develop their ideas

English

Paper 4 (Oral Communications) Stimulus-Based Conversation

 Pupils are required to engage in a conversation based

• n a given stimulus (e.g. a flyer, an advertisement, a

menu, etc.)

 Pupils need to : i.

give and develop their responses

ii.

speak in grammatically accurate sentence structures

• iii. use appropriate vocabulary
• iv. engage in a conversation; not merely answering

questions

v.

articulate their ideas with clarity

English

Helping your child in ENGLISH

 Encourage your child to read newspaper articles or

books of different genres

 Talk to your child about what he/she has read to check

their understanding

 Engage your child in daily conversations, encouraging

him/her to articulate their ideas with clarity

 Listen to your child reading aloud a passage,

encouraging him/her to pronounce words accurately and read expressively with varying tone and pitch

English

RECOMMENDED READING

English

Mathematics

Challenging Topics & Concerns

Challenging Topics

 Whole Numbers, Fractions & Decimals  Measures & Mensuration  Ratio & Percentage  Speed

Concerns

 Reliance on the use of calculators

• Basic numerical calculation is essential.

 Time Management

Mathematics

Time Management

 For example, for Paper 1,

Standard Mathematics Foundation Mathematics MCQ 20 minutes 30 minutes SAQ 20 minutes 20 minutes Check 10 minutes 10 minutes

MCQ – Multiple choice question SAQ – Short-answer question

Mathematics

Time Management

 For example, for Paper 2,

Standard Mathematics Foundation Mathematics SAQ 20 minutes 20 minutes LAQ 1 hour 40 minutes Check 20 minutes 15 minutes

SAQ – Short-answer question LAQ – Long-answer question

Mathematics

In School

 Teaching the skills

• Problem-Solving Skills
• Heuristics

 Practices & Worksheets

• Topical Worksheets
• Heuristics Worksheets
• Revision Papers

Mathematics

At Home

 Build your child’s confidence and interest in the

subject

 Ensure your child does his/her homework and revision

regularly

 Help your child in breaking down the information in

word problem

 Remind your child to show working clearly  Help your child manage the time when doing

homework

Mathematics

Science

Challenging areas in Science

 Understanding Science concepts across

levels from P3 – P6.

 Typical problem areas - Heat, Energy,

Forces, Electricity, Adaptation

 Answering open–ended questions : to

express scientific ideas in a clear and concise manner, specific to the question

Science

Challenging areas in Science

 Applying Science concepts in novel and

daily situations

 Process skills - control of variable, aim of

experiment, relationship between variables, making conclusion, ensuring accuracy and reliability

Science

School

 ‘Just in time’ revision – not possible to

re-teach all topics

 Supplementary notes, Science word list  Process Skills worksheets – exposes pupils

to various types of application questions

 Topical worksheets and practice papers

nearer to examination

Science

Home

 Ensure that your child does daily revision

• f P3- P5 topics.

 Help your child to see the science in

daily life.

 Help your child learn how to express

ideas clearly and concisely.

Science

学习华文小贴士

如何帮助孩子应付小六离校考试

作文（20

20％）

• 1. 教导孩子多观察四周，从生活中学习。
• 2. 准备小笔记，随时可以记录好词佳句。
• 3. 作文内容可以富有创意，但必须符合逻辑，不可天马行空。
• 4. 学生作文写得不好，主要原因是
• 选材不恰当：尤其是看图作文，没有照图片发挥，而是任意“创作”
• 词汇不够：形容“开心”的事，通篇都是“开心”，没有别的形容词。
• 句子不通顺：尤其是英语式华语，例如“小丽掉了课本”（正确是“小丽

的课本掉了”）。

• 构思不完整、详略不当：开头写了一大半，来到主题中心思想时却两

句话带过，结尾更是草草了事，犯了主题不突出的毛病。

• 观察力不够，描写不深入：例如描写弟弟顽皮，没有举例具体说明。

Chinese Language

口试（25％）

• 1. 要掌握好一个语言，是没有捷径的。除了要多读、多听以外，最重要的是多说。
• 2. 学校准备了一份口试手册。学生可以根据手册里的指示、例句与格式反复练习，

老师也会在班上使用同一份手册指导学生。

• 3. 朗读
• a. 多练习。
• b. 加入情感。

c. 注意停顿。

• 4. 看图
• a. 说出感想与看法。
• b. 加入形容词。

c. 前后有序。

Chinese Language

阅读理解

• 1. 每日找一则简短的新闻，与孩子一同阅读。
• 2. 从报导中，发问几道思考性的问题。

例：这起车祸是谁的错？要如何才能避免？ 例：从司机酒后驾车这件事，可以看出他是一个怎样的人？

• 3. 孩子不断地练习将会有潜移默化的作用。
• 4. 孩子在反复练习后，除了可以加强其思考能力，同时也可以帮助他的听

（听力）、说（口试）、读（阅读理解）、写（作文）。

Chinese Language

Panduan Komponen PSLE

Informasi dan saranan berkenaan cara-cara menangani komponen PSLE yang mencabar

Bahagian-bahagian yang memerlukan perhatian khusus:

 Kefahaman Subjektif  Menerangkan Makna  Lisan – Perbualan

Malay Language

Kefahaman subjektif



Tiga kesilapan yang sering berlaku ketika murid cuba menjawab soalan kefahaman.

• Mencungkil jawapan yang sememangnya tidak

tepat.

• Mencungkil jawapan yang betul tetapi menjawab

dengan ayat yang sarat dengan kesilapan tatabahasa.

• Murid memberi jawapan yang kurang meyakinkan

ketika menjawab soalan yang memerlukan respons ataupun pendapat.

Malay Language

Soalan Inferensi

 Memerlukan murid menjawab berdasarkan

pengalaman.

 Penghayatan yang mendalam berkenaan cerita

itu.

 Membuat andaian atau rumusan yang logik /

pandangan yang berkaitan dengan unsur moral.

Malay Language

Lisan : Perbualan

 Para ibubapa dapat membiasakan anak anda

memberi pendapat tentang sesuatu perkara yang berlaku dalam kehidupan sehari-hari.

 Antara persoalan yang boleh diajukan ialah

perkara berkaitan dengan perasaan,penjelasan berdasarkan hal moral dan juga menilai baik buruk sesuatu perbuatan.

Malay Language

த ொடக௎கநிலை ஆறொம௎ வகூப௎பூ மிழ௎தமொழி உயர௎ மிழ௎

மிழ௎தமொழி

ொள௎ த ொரூளடக௎கம௎ கொை அளவூ ம ிப௎த ண௎கள௎ 1 கட௎டூலை 50 50 நிமிடங௎கள௎ 40 (20%) %) 2 தமொழி 1 1 மணி 40 40 நிமிடங௎கள௎ 90 (45%) %) வொய௎தமொழி சூமொர௎ 10 10 நிமிடங௎கள௎ 50 (25%) %) ககட௎டல௎ கரூத௎ றி ல௎ சூமொர௎ 30 நிமிடங௎கள௎ 20 (10%) %) 200 (100%) 0%)

Tamil Language

உயர௎ மிழ௎

ொள௎ த ொரூளடக௎கம௎ கொை அளவூ ம ிப௎த ண௎கள௎ 1 கட௎டூலை 50 50 நிமிடங௎கள௎ 40 40 (40 40%) %) 2 தமொழி 1 1 மணி 20 நிமிடங௎கள௎ 60 (60%) %) 100 (100%) 0%)

Tamil Language

மொணவர௎கள௎ கவனம௎ தெலூத௎ கவண௎டீயலவ

 வொய௎விட௎டூ வொெித௎ ல௎ / ட உலையொடல௎

 மிழ௎ 25% (தமொத௎ ம ிப௎த ண௎கள௎)

 கட௎டூலை

 மிழ௎ 20%  உயர௎ மிழ௎ 40%

 கரூத௎ றி ல௎

 மிழ௎ 28%  உயர௎ மிழ௎ 30%

Tamil Language

வகூப௎ ில௎ நிகழ௎ லவ

 வொய௎விட௎டூ வொெிக௎கச௎ தெய௎ ல௎  கைந௎தூலையொடல௎  டத௎ல ப௎ ற௎றிப௎ க ெச௎ தெய௎ ல௎  கடந௎ ஆண௎டூகளின௎ மொ ிரீத௎ ொள௎கள௎ தெய௎ ல௎  மற௎ற ள௎ளிகளின௎ க ர௎வூத௎ ொள௎கள௎ தெய௎ ல௎  கநைக௎ கட௎டூப௎ ொட௎டூடன௎ கட௎டூலை எழூதூ ல௎  யிற௎ெித௎ ொள௎கள௎ தெய௎ ல௎  சூய / ெக மொணவர௎ / ஆெிரீயர௎ ம ிப௎ ீடூ

Tamil Language

த ற௎கறொர௎ ங௎கூ

 வ ீ

ட௎டீல௎ மிழில௎ க சூ ல௎

 கல ப௎ பூத௎ கங௎கள௎ / தெய௎ ித௎ ொள௎ வொெித௎ ல௎  வொதனொைி (ஒைி 96.8) ககட௎டல௎  த ொலைக௎கொட௎ெி (வெந௎ ம௎) ொர௎த௎ ல௎  வொய௎விட௎டூ வொெிக௎கச௎ தெய௎ ல௎  வொெித௎ ல உங௎களிடம௎ க௃றச௎ தெய௎ ல௎  ொர௎த௎ ல க௎, ககட௎டல மற௎றூம௎ டீத௎ ல ப௎

ற௎றி உலையொடூ ல௎

Tamil Language

Thank You

for your Support as Partners-in-Education

Passion for Learning Quest for Excellence Respect for All Service to the Community

For further clarification, please contact your child’s/ward’s teachers