PRIMARY 4 FORUM
10 April 2015
7.00 P.M. – 9.30 P.M.
Levelling Up








Introduction of Teachers
Subject- Based Banding
Presentations on Instructional Programmes by:
English Department
Mathematics Department
Science Department
Curriculum Integration in Primary Four
ICT and Cyber Wellness
Well-Being of Your Child
Q & A session
Presentation by Mother Tongue Department
OPENING ADDRESS
MDM SHARIFAH
VICE-PRINCIPAL
NURTURING EVERY CHILD

Every child will be encouraged to do the subjects at
the levels that best meet his / her abilities

To provide more flexibility to pupils with strengths and abilities that
vary across subjects

To recognise different abilities and help each pupil to proceed at a
pace that he can manage

To encourage greater interaction among pupils with different
strengths
Education System – Primary Level
Foundation Stage:
Primary 1 to 2
Primary 3 to 4
Subject Based Banding
Parental Option
Orientation Stage:
Primary 5 & 6
PSLE
P5/P6: Mother Tongue, English Language,
Math, Science, Higher Mother Tongue,
Foundation EL, Foundation Math, Foundation
Science, Foundation Mother Tongue
Description for Achievement Bands
Achievement
Bands
Mark
Range
1
85 and
above
70-84
50-69
Below 50
2
3
4
Brief Description
Is very good in the subject
Is good in the subject
Has adequate grasp of the subject
Has not met minimum requirements for
the subject
Reference: Page 18 Pupil’s Handbook 2015
How does Subject-based Banding work?
AT P4
School recommends a subject combination based on P4
examination results. Parents select preferred
combination
AT P5
Pupils takes subject combination chosen by parents
How does Subject-based Banding work?
AT P4
School recommends a subject combination based on P4
examination results. Parents select preferred
combination
If your child
(at the end of P4)
Your child will be
recommended to take
Passes all 4 subjects and
performs very well in Mother
Tongue Language
4 Standard Subjects & Higher
Mother Tongue Language
To be offered 4 Standard Subjects & Higher MTL @ P5
Performance at Primary 4
Offered
4S1H @ P5
MTL
EL
MA
SC
HMTL
EL
MT
MA
SC
1
1
1
3
1
1
2
3
1
2
1
3
2
1
2
3
Reference: Page 21 Pupil’s Handbook 2015
How does Subject-based Banding work?
AT P4
School recommends a subject combination based on P4
examination results. Parents select preferred
combination
If your child
(at the end of P4)
Your child will be
recommended to take
Passes at least 3 or 4 subjects
4 Standard Subjects
Pupil obtains at least 50 marks & above, i.e. Band 3 & above
To be offered 4 Standard Subjects @ P5
Offered
Performance at Primary 4
4S @ P5
EL
MT
MA
EL
MTL
Band 3 or better in any 3 or
MA
4 subjects
SC
SC
Pupil obtains at least 50 marks & above, i.e. Band 3 & above
Reference: Page 21 Pupil’s Handbook 2015
How does Subject-based Banding work?
AT P4
School recommends a subject combination based on P4
examination results. Parents select preferred
combination
If your child
(at the end of P4)
Your child will be
recommended to take
Passes at least 2 subjects
4 Standard Subjects
In addition, the pupil must satisfy the following:
 35 marks and above for each of the remaining 2 subjects
 If 20 – 34 marks  Will be based on past performance of the pupil from Primary 1 and
recommendations by Subject Teachers
How does Subject-based Banding work?
AT P4
School recommends a subject combination based on P4
examination results. Parents select preferred
combination
If your child achieves
(at the end of P4)
Your child will be
recommended to take
Band 3 or better in at least 1 or • 1 Standard Subject & 3 other
more subjects
Foundation Subjects; or
• 4 Foundation Subjects
Criteria for Determining SBB at Canberra
Primary School:
To be offered 4 Foundation Subjects @ P5
Performance at Primary 4
Offered 4
Foundation
@ P5
EL
MTL
MA
SC
EL
MT
MA
SC
Band 3 or better in 1 subject
Reference: Page 22 Pupil’s Handbook 2015
Criteria for Determining SBB at Canberra
Primary School:
To be offered 1 Standard Subject (MTL) &
3 Foundation Subjects @ P5
Offered
1S3F
FEL
FMA
MTL
FSC
Performance at Primary 4
EL
MTL
MA
SC
4
2
4
4
Reference: Page 22 Pupil’s Handbook 2015
Class Allocation After P4
End-of-Year Exams
1st two classes: Innovation 1
and Innovation 2
Top 78 pupils based on the
overall score in EMS
Mixed ability classes
I1  based on EL results
I2  based on Math and Science
results
Classes are arranged
progressively.
Based on their EL,
Math and Sci total results
Foundation classes
Based on the subject
combinations
Guidelines for Movement
After P5
How does Subject-based Banding work?
End of P5
Generally, the pupils take the same subject combination
determined by the school.
For pupils who do exceptionally well
Upgrade or continue with the same subject combination
determined by the school.
Guidelines for Movement After P5
4 Standard & 1 HMTL
 > or = 70 marks for Standard HMTL
 Continue to do well in English, Mathematics & Science
A pupil who takes foundation subjects and does very
well , i.e. obtains Grade 1 in 3 or 4 foundation subjects,
may be allowed to:
◦ Re-take P5 with upgrade of 3 or 4 foundation
subjects to the Standard Level
How does Subject-based Banding work?
End of P5
Generally, the pupils take the same subject combination
determined by the school.
For all other pupils
Continue with the same subject combination
Guidelines for Movement After P5
4 Standard
 Pupils must pass at least 1 Standard Subject at the end of
Primary 5
1 Standard & 3 Foundation
 Pupils must maintain a pass in Standard Subject
3 Standard & 1 Foundation (Math)
 Pupils who score 19 marks & below in Math will change to this
subject combination.
4 Foundation Subjects
 Proceed to Primary 6 regardless of performance in
Foundation Subjects
How does Subject-based Banding work?
End of P5
Generally, the pupils take the same subject combination
determined by the school.
For pupils who do not meet expectations
Switch some subjects to Foundation Level

Progression to secondary level depends on PSLE scores

Pupils who offer subjects at the Foundation Level are not
disadvantaged.
◦ The child can focus on building strong fundamentals in
these subjects and better prepare for progression to
Secondary School.

Every child is unique with differing abilities.
 Rigour
of Learning
 Splendour
of Learning
 Graduation
Process – A Strong Finish

Singapore’s education system is broad-based to ensure
holistic development but yet flexible and diverse to meet
the needs of everyone

Find the best fit education pathway to suit the student’s
needs, abilities and learning styles

There are multiple pathways to success
28
English Language
@ Canberra
A Strong Foundation for Rich
Language & Life
English Language @ Canberra
Equipping Canberrians with the necessary skills to prepare for the
changing world
Develop pupils to be
• Effective communicators
• Confident and self-directed learners
STELLAR APPROACH
STRATEGIES For ENGLISH LANGUAGE
LEARNING AND READING
Strengthen children’s language and reading skills using authentic
texts and learning activities that motivate and engage different
learners towards independence
STELLAR lessons develop …
Language Skills
Listening & Viewing
Speaking & Representing
Reading & Viewing
Writing & Representing
STELLAR lessons develop …
Social Skills
oral interaction among peers in non-threatening
situations
working in partnership with other children
turn-taking & respect for others during class
discussions
Reading To Learn
The teacher uses different
strategies to help children read
and understand different types
of texts.
Differentiated
Instruction
The teacher modifies her teaching to cater to the
specific needs of children to build their language skills.
Writing
As Process
Children engage in writing (different
text types) together and writing
independently.
34
Term 1
Term 2
Prince Zak and the Wise Frog
Ruby and The Sunflower
Canoe Diary
Sports Day
Tsunami
Term 3
Term 4
Making Ice Cream
A Nasty Accident
Statues
Leatherback Turtles
Rats’ Nests
STELLAR Unit
Worksheets
 Little Red Dot
 Structured Reading
Approach

Language Activities
(Library Programme,
English Week)
 Partnership with parents through
Communication Plan
(Termly)

Assessment
for
Primary 4
Term 1
(10%)
Term 2
(SA1 -20%)
Reading
(6 marks)
Paper 1
Writing (20 marks)
Listening
(14 Marks)
Paper 2
Language Use and
Comprehension (50
marks)
Review 1
(35 marks)
Paper 3
Listening
Comprehension(14marks)
Paper 4
Oral (16 marks)
Term 3
(10%)
Term 4
(SA2-60%)
Writing
( 20 marks)
Paper 1
Writing (20marks)
Review 2
(35 marks)
Paper 2
Language Use and
Comprehension
(50marks)
Paper 3
Listening
Comprehension
(14marks)
Paper 4
Oral (16 marks)
•
Use of a visual to
focus on a familiar
topic
•
To be engaged in a
conversation

Personal Response
-Level of Development (Beyond ‘Yes’ / ‘No’)

Clarity of Expression
-Fluency
-Pronunciation
-Language Use

Engagement in Conversation
-Ability to interact independently
P4 Guided Writing
• Scope for different
ways to sequence
ideas and develop a
storyline
• Questions and helping
words provided
• Option for students to
base their writing on
one, two or all three
pictures
Content (10 marks )

Ideas and Development
-Relevance , Credibility
-Clarity in development of story
Language (10 marks)
 Language structure
-Grammar, Spelling and Punctuation
 Vocabulary
- Varied and appropriate
 Organisation
- Sequencing, linking of ideas and facts
Good Reading Materials
Availability of magazines, newspapers, periodicals in your home
e.g Nat Geo, Cricket Series, Chicken soup for the soul, Reader’s
Digest, Straits Times
Literary Appreciation
Develop love for reading books and exposure to the various genres of
books (biographies, mysteries, narratives, poetry)
Generative Conversations
Engage in meaningful conversations over family bonding,
encourage them to expand their ideas and substantiate
their point of view.
Attentive Listening
Exposure to good models of spoken English
Mathematics
@ Canberra
TERM 1
TERM 2
TERM 3
Topics
• Numbers to 100 000
• Multiplication and
Division
• Factors and
Multiples
• Mixed Number and
Improper Fractions
• Addition and
Subtraction of
Fractions
• Heuristics
• Multiplication of
Fractions
• Angles
• Lines
• Perimeter and Area
• Rectangles and
Squares
• Heuristics
• Decimals
• Adding and
Subtracting Decimals
• Decimals and Money
• Time
• Heuristics
• Tables and Line
Graph
• Symmetry
• Tessellation
• Heuristics
Assessment
Topical Test 1
Topical Test 2
Semestral Assessment
1
(Term 1 & 2 topics)
Topical Test 1
Topical Test 2
Semestral Assessment
2
(Term 1 to 4 topics)
Marks
25 marks each test
Weightings
Combined
Percentages
Overall
Percentages
100 marks
10% each
TERM 4
25 marks each test
20%
100 marks
10% each
30%
60%
70%
100 %
TERM 1
TERM 2
TERM 3
Topics
• Numbers to 100 000
• Multiplication and
Division
• Factors and
Multiples
• Mixed Number and
Improper Fractions
• Addition and
Subtraction of
Fractions
• Heuristics
• Multiplication of
Fractions
• Angles
• Lines
• Perimeter and Area
• Rectangles and
Squares
• Heuristics
• Decimals
• Adding and
Subtracting Decimals
• Decimals and Money
• Time
• Heuristics
• Tables and Line
Graph
• Symmetry
• Tessellation
• Heuristics
Assessment
Topical Test 1
Topical Test 2
Semestral Assessment
1
(Term 1 & 2 topics)
Topical Test 1
Topical Test 2
Semestral Assessment
2
(Term 1 to 4 topics)
Marks
25 marks each test
Weightings
Combined
Percentages
Overall
Percentages
100 marks
10% each
TERM 4
25 marks each test
20%
100 marks
10% each
30%
60%
70%
100 %
Primary 4
Topical Test 1 and 2
Semestral Assessment 1 & 2
(Term 1 & 3)
(Term 2 & 4)
Written paper
Written paper
Total – 25 marks each
Total – 100 marks each
Section A (16 marks)
8 SAQ x 2 marks
Section A (40 marks)
20 MCQ x 2 marks
Section B (9 marks)
3 LAQ x 3 marks
Section B (40 marks)
20 SAQ x 2 marks
Section C (20 marks)
5 LAQ x 4 marks
40 min
1 hr 45 min
APPROACH

Concrete Pictorial Abstract (CPA)
Develop more precise and more comprehensive mental
representations, often show more motivation and on-task
behaviour, understand mathematical ideas and better apply
these ideas to life situations
(Harrison & Harrison, 1986; Suydam & Higgins, 1977)
 http://www.k8accesscenter.org/training_resources/CRA_Instructional_Approach.asp
APPROACH

Consolidating of Understanding through
Diagnostic Packages
Diagnostic-tests
Intervention worksheets (Parallel Questions)

Teaching of Heuristics
Primary 1
Heuristics • Model
Drawing
• Draw A
Diagram
• Number
Pattern
• Act It
Out
Primary 2
Primary 3
Primary 4
• Model
Drawing
• Draw A
Diagram
• Number
Pattern
• Act It Out
• Guess
and Check
• Model
Drawing
• Draw A
Diagram
• Look for
Pattern
• Act It Out
• Guess and
Check
• Listing
• Model
Drawing
• Draw A
Diagram
• Look for
Pattern
• Act It Out
• Guess and
Check
• Systematic
Listing
• Working
Backwards

Financial Literacy Programme
Learn to make informed and responsible
decisions relating to the use of monies
Understand the consequences of spending
beyond his/her means

Math and Science Day
Using ‘Play’ as Pedagogy
Creation of games
 Mathematics
Enrichment
Understand and appreciate the different problem solving
techniques
Think creatively and ‘out of the box’
Apply the various techniques with more confidence

Develop interest in Mathematics
Be a role model
Play games and solve puzzles
Engage in Mathematical Reasoning
Relate concepts to authentic situations

Parents in Education (PiE) Website
http://parents-in-education.moe.gov.sg
Science @
Canberra
Inquiry-based
Inquiry-based
Learning
Learning
• to build on their interest
• to build on their interest
• stimulate their curiosity
• stimulate their curiosity
Concept
Conceptmap
map
• to consolidate learning
• to consolidate learning
• to have a deeper understanding linkage of the
•themes.
to have a deeper understanding linkage of the
themes.
‘RICHES’
‘RICHES’
• to scaffold learning
• to scaffold learning
R
I
C
H
E
S
Read
Interpret
Concept(s)
Highlight
Elaborate
Sieve/
Solve
Term 1
(10%)
Alternative
Assessment
Term 2
(20%)
SA1 Written
Paper
Term 3
(10%)
Alternative
Assessment
Term 4
(60%)
SA2 Written
Paper
• Spelling
• Booklet A (60m) • Performance
(20m), week 6
 30 MCQ
Task (20m)
• Booklet A (60m)
 30 MCQ
• Practical
(10m), week 9
• Booklet B (40m)
 14 Q
• Booklet B (40m) • Topical Test
 14 Q
(20m), week 9
Themes
Topics
Updated / Removed Learning Outcomes
Diversity
(P3)
Living and Nonliving
Recognise some broad groups of living things:
Animals - Birds,
- Fishes,
- Insects,
- Mammals,
- Amphibians,
- Reptiles
Diversity
(P3)
Materials
Compare physical properties of materials
based on:
- hardness
- strength
- flexibility
- waterproof
- transparency
- ability to float/sink in water
Themes
Topics
Updated / Removed Learning Outcomes
Cycles
(P4)
Animals
Observe and Compare the life cycles of animals over a period of
time
- butterfly,
- beetle,
- mosquito
- grasshopper
- cockroach
- chicken
- frog
For information on MOE 2014 Science Syallabus
http://www.moe.gov.sg/education/syllabuses/sciences/files/science-primary-2014.pdf
Parents’ Support
Provide opportunities
Reinforce Strategies
Help to relate
to generate interest in
learnt in school
learning to daily life
Science
Keep these books
 Get your child/ward to read them
 Get him /her to ask questions

SciberDiver
(Web portal by MOE containing websites that closely match the learning
objectives of the primary and secondary science syllabuses)
https://sciberdiver.wikispaces.com/

CURRICULUM
INTEGRATION
 Begin
with a main concept or skill as central
idea.
 The
central idea guides the integration of
concepts across subject disciplines.
Term 2
Term3
Perseverance
Entrepreneurship
Term 2:
Curriculum Integration
Big Idea: Perseverance
Enduring Understanding: Being persistent will allow one to overcome challenges and
ultimately reap the benefits of doing so
Music
English
Social Studies
PE
Pupils carried out various activities that were linked to:
Overcoming Challenges
Term 3:
Curriculum Integration
Big Idea: Entrepreneurship
Enduring Understanding: An entrepreneur is able to make informed decisions with the
allocated resources to meet a purpose.
English
Mathematics
Science
Final Product: Board game involving a Mathematical concept
&
Insulated box involving a Science concept.

Collaborate, carry out research, make decisions, and
present their ideas.

Teamwork and Innovation (iCrest values)
ICT
LEARNING
MANAGEMENT
SYSTEM (LMS)
Asknlearn
SOME FEATURES OF
THE LMS
Admin
Modules
• Parents’ Survey
• Travel Declaration
• Meet the Parents
Scheduling
Pupils’
Portal
LMS
Parents’
Portal
• Learning Content for
English, Mathematics,
Science & Mother Tongue
• Self-Directed Learning
• School Based E-Learning
Academic
Modules
Website:
http://lms.asknlearn.com/canberra_ps
User ID:
Your child’s BC Number
Password:
Your child’s BC Number
Step by step guides will be made available on the school
website
Positive well-being of Internet users
Understanding of the correct and appropriate use
An understanding of the risks of harmful online behaviour
An awareness of how to protect oneself and other Internet users
Recognition of the power of the Internet to benefit oneself and
the community
To equip our children with
life-long social-emotional competencies and sound values
so that they can become
safe, respectful responsible users
of ICT.
Cyberwellness
Ambassadors
Recess
Activities
Respectful
Responsible
Safe
Assembly
Programmes
FTGP
Lessons
Values
Platforms
 Content Sharing sites
 Social Networking sites
 Messaging apps
R E G U L A T I N G
M A N A G I N G
time
and
o n l i n e
D
S
I
activities
C
inappropriate
E
R
N
content
R
E
S
r e p u t a t i o n
P
intellectual
E
C
T
property
Well-being of a Primary 4 Child
@ Canberra
Form
Teacher Guidance Period
Teacher-Pupil Interaction Log
Character Development Workshop
Pupils’ Well-Being
• Have a mind of their
own; capacity of
reasoning
• Developing and shaping
of values and beliefs
• Good and developed
coordination
• Concerned with
appearance
• Sensitive to praise and
recognition
Mental
Emotional
Physical
Social
• Acceptance by
friends is becoming
more important
• Peer-influence
becomes stronger
Form teachers’ quality interaction with pupils
 Strengthen pupils’ social and emotional competencies
 FTGP is conducted during curriculum time




Form Teacher selects a few pupils during FTGP lessons for one to one
interaction.
Range from personal, social to emotional issues that they may face
Advice and tips given to pupil and teacher is aware of pupils’ background
and issues.



A workshop aimed at socio-emotional learning to ensure pupils get a
holistic development.
Will be kicking off in term 2 and 3 with one hour per week for a total of six
weeks.
Objective is to motivate pupils to develop self-confidence through peer
interaction as well as tips to perform better in their academic and daily
lives.
Mind
Heart
Body
 Set
schedule at home to manage between study
and leisure
 Provide support, academically and emotionally
 Right amount of stress
 Have
sufficient sleep
 Balanced
 Regular
diet
exercise
 Be
there for your child
 Active listening
 Create recreational activities
 Allow them to have their personal space
Capture the Moment!
Every Child Matters!
Names of Panel
Mdm Sharifah
Ms Rajasveri Renganathan
Mrs Mansoori
Mdm Haryantie
Mr Anthony Hin
Mr Rai
Mdm Azura
Mr Vicknesh
Appointment
Vice-Principal
Faculty Head
Head of Department, English
Level Head, Mathematics
Senior Teacher, Science
Curriculum Integration Coordinator
ICT Representative
Level Discipline Master
THANK YOU!