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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 other 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
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;
or 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) or 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
ULTIMATELY… 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
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
on 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
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
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
of 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
作文(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
மிழ்தமொழி ொள் த ொருளடக்கம் கொை அளவு ம ிப்த ண்கள்
1 கட்டுலை 50 நிமிடங்கள் 40 (20%)
2 தமொழி 1 மணி 40 நிமிடங்கள்
90 (45%)
வொய்தமொழி
சுமொர் 10 நிமிடங்கள்
50 (25%)
ககட்டல் கருத் றி ல்
சுமொர் 30 நிமிடங்கள்
20 (10%)
200 (100%)
Tamil Language
உயர் மிழ்
ொள் த ொருளடக்கம் கொை அளவு ம ிப்த ண்கள்
1 கட்டுலை 50 நிமிடங்கள் 40 (40%)
2 தமொழி 1 மணி 20 நிமிடங்கள்
60 (60%)
100 (100%)
Tamil Language
மொணவர்கள் கவனம் தெலுத் கவண்டியலவ
வொய்விட்டு வொெித் ல் / ட உலையொடல் மிழ் 25% (தமொத் ம ிப்த ண்கள்)
கட்டுலை மிழ் 20% உயர் மிழ் 40%
கருத் றி ல் மிழ் 28% உயர் மிழ் 30%
Tamil Language
வகுப் ில் நிகழ் லவ
வொய்விட்டு வொெிக்கச் தெய் ல் கைந்துலையொடல் டத்ல ப் ற்றிப் க ெச் தெய் ல் கடந் ஆண்டுகளின் மொ ிரித் ொள்கள் தெய் ல் மற்ற ள்ளிகளின் க ர்வுத் ொள்கள் தெய் ல் கநைக் கட்டுப் ொட்டுடன் கட்டுலை எழுது ல் யிற்ெித் ொள்கள் தெய் ல் சுய / ெக மொணவர் / ஆெிரியர் ம ிப் ீடு
Tamil Language
த ற்கறொர் ங்கு
வடீ்டில் மிழில் க சு ல் கல ப் புத் கங்கள் / தெய் ித் ொள் வொெித் ல் வொதனொைி (ஒைி 96.8) ககட்டல் த ொலைக்கொட்ெி (வெந் ம்) ொர்த் ல் வொய்விட்டு வொெிக்கச் தெய் ல் வொெித் ல உங்களிடம் கூறச் தெய் ல் ொர்த் ல க், ககட்டல மற்றும் டித் ல ப் ற்றி உலையொடு ல்
Tamil Language