Updated 29 Jan 2014
Springdale Primary School
Information Booklet for Parents
Primary 2 (2014)
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PREFACE
Dear Parents
It is our privilege to have your child be a part of the Springdale Primary School
family. As we serve the community, the work we do needs many helping hands to
make it happen and we look forward to working with you in nurturing every child who
comes through our gates.
As a school, our purpose is to add value to the lives of our pupils through providing a
holistic education that strikes a balance between making learning fun, building the
character and ensuring that every child is equipped with skills and competencies to
navigate the future.
As such, we have prepared this Information Booklet to allow you to have a better
idea of the guiding framework, content, resources and programmes of the respective
subjects. We have also included some information on the Holistic Assessment (HA)
practices in the school. Information on the weighted assessment items will be given
at the beginning of each term.
Looking ahead, we believe that it will be an exciting year ahead filled with many
opportunities for learning and growth. On behalf of the staff, we would like to wish all
our parents a fruitful partnership with the school as we strive to give our best for our
pupils.
Yours sincerely,
Mrs Lee-Koh SC
Principal
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CONTENT PAGE
English Language ..........................................................................
Page 4
Mathematics ..................................................................................
Page 8
Chinese Language ...................................................... .................
Page 12
Malay Language ...........................................................................
Page 15
Physical Education .......................................................................
Page 18
Art Education ...............................................................................
Page 22
Music Education ..........................................................................
Page 25
Character & Citizenship Education ..............................................
Page 27
Holistic Assessment ....................................................................
Page 30
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ENGLISH LANGUAGE
AIMS OF ENGLISH LANGUAGE EDUCATION IN SCHOOLS
The Primary English Language Syllabus aims to enable all pupils to:
1.
Listen, read and view critically and with accuracy, understanding and
appreciation a wide range of literary and informational/ functional texts from
print and non-print sources.
2.
Speak, write and represent in internationally acceptable English (Standard
English) that is grammatical, fluent, mutually intelligible and appropriate for
different purposes, audiences, contexts and cultures.
3.
Understand and use internationally acceptable English (Standard English)
grammar and vocabulary accurately and appropriately as well as understand
how speakers/writers put words together and use language to communicate
meaning and achieve impact.
ENGLISH LANGUAGE FRAMEWORK
The overarching aim of the EL Syllabus 2010 is to develop effective language use.
Pupils’ language use will be affected by the purpose, audience, context and culture
and their proficiency in language use is assessed by their attainment of the learning
outcomes.
To achieve the overarching aim of the EL Syllabus 2010, a two-pronged approach of
building a strong foundation and providing rich language for all will be adopted.
Pupils’ language use is reflected in the following areas of language learning:
•
•
•
•
•
•
Listening and Viewing
Reading and Viewing
Speaking and Representing
Writing and Representing
Grammar
Vocabulary
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SCOPE OF LEARNING
Besides STELLAR (Strategies for English Language Learning and Reading), a
structured programme is also in place to help our pupils develop and master the
various language skills. The strategies for each language component or techniques
for each task will be explicitly taught by our teachers to ensure pupils have a strong
grounding in the fundamentals of English.
Language Skills
Listening & Viewing
Components / Tasks
Sound Discrimination
Pupils will have to listen and pick the correct pictures based
on the beginning or ending sounds of each given set of
words.
Picture Matching
Pupils will have to listen and pick the correct pictures that
best match the given statements.
Speaking &
Representing
Reading & Viewing
Reading Aloud
Pupils will read a short passage to demonstrate their ability
to read accurately and fluently. Reading Aloud serves as a
logical extension of skills from Running Record.
Stimulus-based Conversation
Pupils will demonstrate their ability to provide a response to
a given stimulus by sharing their views and reasons for
thinking so.
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Language Skills
Writing &
Representing
Components / Tasks
Composition Writing
Pupils will demonstrate their grasp of the narrative genre
(orientation, development, problem and resolution) and
ability to organise their ideas coherently by writing a story of
at least 3 paragraphs.
Language Use
Explicit Skills Instruction
Besides STELLAR learning sheets, pupils will be
supplemented with other learning materials so that they
develop the necessary foundation skills for language use:
Grammar
Word Order
Reading Comprehension
PROGRAMMES
STELLAR
The STELLAR programme aims to strengthen children’s language and reading skills
as well as promote a positive attitude towards learning in the foundational years.
Age-appropriate materials and research-based teaching strategies will be used to
engage children in the learning of English. The key strategies used in the lower
primary classrooms are the Shared Book Approach, Modified Language Experience
Approach and Learning Centres.
Shared Book Approach (SBA)
There are two parts to the Shared Book Approach. First, the teacher introduces and
shares a Big Book with the pupils. In the second part, the teacher teaches language
items, structures and skills explicitly, including concepts of print, phonics and
grammar.
There is a range of follow-up activities such as drama and art and craft for teachers
to select according to their pupils’ learning needs.
Modified Language Experience Approach (MLEA)
In MLEA, there is a shared experience that is linked to the Big Book that has been
read during Shared Reading. The shared experience provides the context and
content for the pupils to think and talk about, using the target language structures
and vocabulary they have been exposed to in SBA.
With the help of the teacher who transcribes the pupils' input, they will come up with
a piece of class writing. This becomes the basis for group writing, when the pupils
work in small groups, before they go on to individual writing.
The whole process is scaffolded for success and pupils also learn about cooperative
learning as they work together in mixed-ability groups.
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Learning Centres (LC)
The language skills learnt in both SBA and MLEA are reinforced in the Learning
Centres (LC). In LC, activities are planned and differentiated for the pupils in three
main learning centres – the Reading Centre, the Word Study Centre and the
Listening Centre. Pupils have the opportunity to re-learn, revisit or extend what they
have learnt at their own pace and in differentiated ability groups.
In-curriculum Speech and Drama Programme for all P2 pupils
Our in-curriculum Speech and Drama programme seeks to develop pupils’
confidence, speech and performance skills through exploratory fun and multisensorial experiences. All pupils will be engaged in a series of activities like tongue
twisters, poetry recitation, scene dramatisation and creative movement. Through
these activities, which are highly interactive in nature, pupils will develop critical
language and communication skills like the use of correct speech patterns, clear and
proper pronunciation as well as voice projection and inflection for emotive
expression.
Certification of Language Skills by Trinity College London
Pupils have the option to sign up for English Speech and Drama/Communication and
Presentation programmes and earn themselves the internationally recognised
certificates when they meet the requirements for each grade level. This programme
is conducted after school as an optional enrichment programme.
Learning Support Programme for English (LSP)
This programme provides learning support to Primary 2 pupils who have been
identified for LSP at the beginning of Primary 1. The pupils will be equipped with
basic literacy skills so that they could access learning in the regular classroom.
RESOURCES USED
1.
2.
3.
4.
5.
High-interest storybooks
STELLAR Learning Sheets
Grammar Smart Text P2
Conquer Comprehension Book 2
School Supplementary Materials
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MATHEMATICS
AIMS OF MATHEMATICS EDUCATION IN SCHOOLS
The Primary Mathematics Syllabus aims to enable all pupils to:
1.
acquire mathematical concepts and skills for everyday use and continuous
learning in Mathematics.
2.
develop thinking, reasoning, communication, application and metacognitive
skills through a Mathematical approach to problem-solving.
3.
build confidence and foster interest in Mathematics.
MATHEMATICS FRAMEWORK
The central focus of the framework is Mathematical problem-solving, that is, using
Mathematics to solve problems. The framework sets the direction for and provides
guidance in the teaching, learning, and assessment of mathematics at all levels,
from primary to tertiary. The framework stresses conceptual understanding, skills
proficiency and Mathematical processes, and gives due emphasis to attitudes and
metacognition.
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SCOPE OF LEARNING
Content Chart
(A) Numbers to 1000
1.
2.
3.
4.
Components / Tasks
Counting to 1000
Comparing and ordering numbers to 1000
Number patterns within 1000
Odd and even numbers
(B) Addition &
Subtraction within
1000
1.
2.
3.
4.
5.
Addition without regrouping
Addition with regrouping
Subtraction without regrouping
Subtraction with regrouping
Word problems
(C) Multiplication Tables
of 2, 5 & 10
1.
2.
3.
4.
5.
6.
Showing multiplication
Multiplication facts of 2
Multiplication facts of 5
Multiplication facts of 10
Division facts of 2, 5 & 10
Word problems
(D) Multiplication Tables
of 3 & 4
1.
2.
3.
4.
Multiplication facts of 3
Multiplication facts of 4
Division facts of 3 & 4
Word problems
(E) Length
1.
2.
3.
4.
5.
6.
Estimating length in metres
Measuring length in centimetres
Measuring and drawing lines in centimetres
Using appropriate units of measurement
Comparing and ordering lengths
Word problems
(F) Mass
1.
2.
3.
4.
5.
Measuring mass in kilograms
Measuring mass in grams
Using appropriate units of measurement
Comparing and ordering mass
Word problems
(G) More Word Problems
1. 2-part word problems
(H) Fractions
1.
2.
3.
Introducing fractions
Comparing and ordering fractions
Addition and subtraction of like fractions
(I) Shapes
1.
2.
3.
4.
5.
6.
2-dimensional shapes
identifying shapes and making figures
Copying figures on dot grid and square grid
Making patterns with shapes
3-dimensional shapes
Making patterns with solids
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Content Chart
(J) Time
1.
2.
3.
4.
Components / Tasks
Telling time to 5 minutes
Telling time using a.m. and p.m.
Drawing hands on the clock face to show time
Duration of one hour or half hour
(K) Money
1.
2.
3.
4.
Counting money in dollars and cents
Converting money
Comparing amounts of money
Word problems
(L) Volume
1.
2.
3.
4.
Idea of volume
Measuring volume in litres
Comparing and ordering volumes in litres
Word problems
(M) Picture Graph
1.
2.
3.
Picture graphs with scales
Drawing picture graphs with scales
Solving problems using data in graphs
PROGRAMMES
Sustained Support for Mathematics (SSM)
Pupils learn Mathematical concepts through a series of activities that are scaffolded
to develop conceptual understanding. The programme hinges on the principles of
early success, strong basics and steady progress. The focus is to provide pupils the
experiences to learn from the concrete stage to the pictorial stage and then to the
abstract stage. Learning experiences involve the use of manipulative, songs,
storybooks and daily experiences. Pupils will be working with concrete objects during
performance tasks so that they are able to make sense of their learning.
Authentic Learning Programme
Through authentic learning experiences, pupils will be able to appreciate and apply
what they have learnt in Mathematics in real-life contexts. It is through these
experiences that they are able to reinforce and connect what they have learned in
the classroom to real-life applications.
Heuristics Programme
Non-routine Problems
Pupils at all levels, starting from Primary 1, are taught the different thinking skills and
heuristics to help them solve non-routine questions and higher-order questions.
Pupils will go through investigative tasks so as to apply the heuristics in solving
problems.
Routine Problems
Pupils at all levels, starting from Primary 1, are taught the fundamental skills related
to problem-solving and these skills will be cascaded in progressive developmental
stages which are tagged to the topics taught at the various levels.
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Speed Sums Programme
At the foundational levels, basic operations and number facts are emphasised. In
order for pupils to be both accurate and quick, they are assessed formatively and
regularly through this programme.
Learning Support for Mathematics (LSM)
This programme helps Primary 2 pupils who are weak in basic numeracy. The pupils
are identified through the Early Numeracy Indication (ENI) instrument in Primary 1.
The identified pupils will be taught basic Mathematical concepts and skills in small
groups within a conducive environment.
RESOURCES USED
1.
Targeting Mathematics 2A & 2B Course Book
2.
Targeting Mathematics 2A & 2B Activity Book (Part 1 and 2)
Written by: Dr Eric Chan & Daniel William Cole, Star Publishing Pte Ltd
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华文
小学华文课程的目标
1
2
培养学生恒久学习华文的兴趣 。
让华文成为学生的生活语言。
课程框架
小学华文课程中采用了新的教学方法，同时实
施了单元模式。
•
新的教学方法具体体现为四条指导原则。
多听多说
这四条指导原则是：
（1）多听多说
快乐学习
有效识字
读写跟上
（2）有效识字
（3）读写跟上
（4）快乐学习
•
单元模式主要是配合学生在小学期间的需要与能力：
在单元模式的框架下，大部分的学生将修读占授课时间 70%至 80%的核
心单元。入学前少接触或没有接触过华文的学生在小一、小二阶段可以修
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读占授课时间 20%至 30%的导入单元。这将使他们在学习核心单元之前
有个良好愉快的开端。那些既有能力又对语言感兴趣的学生，则可以修读
深广单元。
对于那些大部分修读核心单元的学生，他们将有相应的占授课时间 20%
至 30%的校本课程。
第一学段开学的时候，学生就被分成导入、核心、深广等组别。校方通过
以下的条件分组：
• 学生的课堂表现
• 学生的学习态度
• 学生的学习成绩
单元模式旨不在将学生分流。单元模式的设立是为了让不同能力的学生能
单元模式旨不在将学生分流
以最适于
最适于他学习的进度来学习华文。
最适于
教材的活动本将结合作业与习字，并通过丰富有趣的方式，让学习脱离操
练，从而变得更富有意义。教师会在教学中（如：语文游戏、课堂活动等）
使用字宝宝，以帮助学生巩固学习的汉字。
教学内容
第一学段至第四学段
课文教学（第一课至第二十二课）
• 核心单元（阅读／语文园地／听听说说／识字写字）
• 导入单元（听说训练／核心单元的字和词）
• 深广单元（拓展阅读）
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活动
阅读计划（第二至第四学段）
• 通过有系统的阅读计划激发学生的阅读兴趣，让学生养成博览群书
的好习惯。
弟子规（第一至第四学段）
弟子规（第一至第四学段）
• 利用《弟子规》培养学生良好的文明礼仪，并提高他们的口语和书
面表达能力。
欢乐歌谣我来唱（第一至第四学段）
欢乐歌谣我来唱（第一至第四学段）
• 利用有趣、琅琅上口的歌谣来提高学生学习华文的兴趣；帮助学生
掌握正确的语音、语调；增强学生的语感以及激发他们的想像力。
小小打字员（第二学段）
小小打字员（第二学段）
•
训练学生利用键盘正确进行汉字输入，以提高学生的识字兴趣与效
率。
母语双周 （第二、三学段）
• 主办为期两个星期（十天）的母语活动。（例：戏剧欣赏、唐诗朗
诵、文化营等），促进母语学习，希望学生多接触、了解华族文化，
感受文化之美 。
文化随意门计划 （第二学段）
• 安排学生观赏校外的文化表演，让学生通过不同管道去欣赏中华文
化， 培养学生学习华文的兴趣。
教材
1
2
3
课本
活动本
字宝宝
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MALAY LANGUAGE
MATLAMAT PENDIDIKAN BAHASA MELAYU PERINGKAT SEKOLAH RENDAH
Kurikulum Bahasa Melayu peringkat sekolah rendah adalah untuk:
1. membentuk setiap murid menjadi individu yang mempunyai ciri-ciri Arif Budiman
– insan berilmu pengetahuan yang berbakti kepada masyarakat.
2. membolehkan murid mengenali dan memahami bahasa dan budaya Melayu
sebagai sebahagian daripada masyarakat majmuk Singapura.
KEMAHIRAN BAHASA
Kemahiran Bahasa merangkumi kemahiran mendengar, bertutur, membaca, dan
menulis. Pemerolehan kemahiran bahasa ini merupakan teras dan penguasaan
bahasa baku. Huraian bagi setiap kemahiran bahasa murid darjah 2 adalah seperti
berikut :
Kemahiran
Mendengar
merujuk
kepada keupayaan murid mendengar
dan memahami teks antaranya arahan,
pesanan, dialog, cerita dan puisi kanakkanak bagi menjalankan tindak balas
dan memberikan respons yang sesuai
terhadap sesuatu konteks secara lisan
atau bukan lisan.
Kemahiran Bertutur merujuk kepada
keupayaan murid bertutur dengan
jelas menggunakan sebutan baku,
intonasi dan jeda yang betul serta
mengajukan
pertanyaan
dan
menyampaikan maklumat, pendapat,
perasaan, dan idea secara lisan
dengan jelas dan berkesan.
Kemahiran Membaca merujuk kepada
keupayaan murid membaca dengan
kuat dengan kelancaran sebutan baku,
intonasi, jeda dan kelancaran yang
betul dengan menggunakan pelbagai
teknik bacaan. Murid juga harus
memahami maklumat yang terdapat
dalam bahan yang dibaca dan
memberikan respons yang wajar.
Kemahiran Menulis merujuk kepada
keupayaan murid menulis secara
mekanis dan membina perenggan
mudah berdasarkan panduan /
rangsangan yang diberikan. Murid
juga dapat menjana dan menyusun
idea untuk membentuk teks dalam
proses penulisan.
SISTEM BAHASA
Berikut adalah aspek tatabahasa yang akan diperkenalkan :
(1) Tatabahasa
• Sintaksis
• Kata Kerja
• Kata Nama
• Kata Seerti
• Kata Tanya
•
•
•
•
•
Kata Adjektif
Kata Ganti Diri
Kata Berlawan
Kata Berimbuhan
Penjodoh Bilangan
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(2) Kosa Kata
• berdasarkan bahan pembelajaran dan lembaran kerja yang digunakan
(3) Sebutan baku dan Intonasi
(4) Ejaan
(5) Tanda Baca
• tanda noktah ( . ) , koma ( , ) , tanya ( ? ) , seru ( ! ) , sempang ( - )
PROGRAM
Kurikulum Berasaskan Sekolah
Pembinaan kurikulum berasaskan sekolah ini diadakan untuk melengkapi kurikulum
nasional dalam membina pelajaran yang direka khas dengan menggunakan
pendekatan dalam pengajaran dan penilaian untuk memenuhi keperluan
pembelajaran pelajar yang berbeza-beza.
Aktiviti yang dijalankan di dalam dan di luar bilik darjah akan melibatkan pelajar
secara aktif. Pelajar juga diberi peluang untuk meningkatkan kemahiran mereka
dengan berinteraksi bersama rakan sedarjah.
Kemahiran
Mendengar
Bertutur
Aktiviti Pembelajaran
Kefahaman Mendengar
Murid dikehendaki memahami dan memberikan respons yang
sesuai terhadap sesuatu teks yang didengar. Berikut adalah
beberapa contoh teks yang akan digunakan : arahan, pesanan,
dialog, cerita, seni kata lagu dan puisi kanak-kanak.
Sesi Bercerita
Murid harus menyampaikan cerita yang dipetik daripada buku teks
atau semasa latihan menulis. Murid digalakkan membawa bahan
maujud sewaktu penyampaian.
Pembelajaran secara kolaboratif
Murid akan melakukan tugasan secara kolaboratif. Sewaktu aktiviti
tersebut dijalankan, murid dapat berkomunikasi dengan rakan
sedarjah dalam Bahasa Melayu.
Membaca
Bacaan Lantang
Murid diberi peluang untuk menilai bacaan mereka secara kendiri
atau berpasangan. Murid juga akan menggunakan bahan ICT
untuk mendengar suara rakaman mereka supaya dapat
mengecam kelemahan atau kekuatan bacaan mereka. Proses ini
dapat membantu murid memperbaiki bacaan mereka.
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Kemahiran
Menulis
Aktiviti Pembelajaran
Ejaan
Murid dapat mengenal bunyi huruf dan suku kata yang sering
digunakan. Mereka juga dapat memperluaskan kosa kata yang
diketahui.
Penulisan berdasarkan gambar
Murid akan didedahkan dengan cara menulis secara bertahap.
Sebagai contoh, murid dikehendaki menyusun ayat secara urutan
berdasarkan gambar rangsangan yang diberikan. Kemudian,
murid dikehendaki membina beberapa potong ayat berdasarkan
gambar bersiri yang diberikan.
Dwiminggu Bahasa Ibunda
Program ini adalah untuk menggalakkan murid-murid yang mengambil bahasa
Melayu supaya menggunakan bahasa tersebut dalam situasi autentik. Murid juga
diajak memahami dan menghayati budaya Melayu sebagai sebahagian daripada
masyarakat majmuk Singapura.
Program Saya Yakin!
Objektif mengadakan program ini adalah untuk murid dapat berinteraksi dengan
lebih yakin. Program ini disusun dengan memberikan murid perancah supaya.
membantu murid mengekspresi pendapat atau perasaan dengan menggunakan
bahasa baku. Murid juga akan diberi banyak peluang menggunakan bahasa Melayu
semasa pembelajaran di dalam dan di luar bilik darjah supaya dapat memenuhi
objektif tersebut.
BAHAN PEMBELAJARAN
1. Buku Teks Mekar 2A & 2B
2. Buku Aktiviti Mekar 2A & 2B
3. Buku Kecil (4 Siri) 2A & 2B
4. Buku Latihan Saya Yakin! A4
5. Lembaran Kerja
6. Buku Ejaan A5
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PHYSICAL EDUCATION
AIM OF PHYSICAL EDUCATION (PE) IN SCHOOLS
The Primary PE Syllabus aims to enable all pupils to demonstrate individually and
with others the physical skills, practices and values to enjoy a lifetime of active,
healthy living.
PE AND SPORTS DEVELOPMENT FRAMEWORK
The PE and Sports Development Framework is designed to guide the delivery of PE
and Sports within the school system. It is an inclusive approach whereby each
individual values, participates and pursues physical activities and sports of their
interest and ability in order to enrich their lives, be they for recreation, personal
challenge and achievement or national honours.
A strong foundation anchored on fundamental motor skills and core values form the
bedrock on which the building blocks for learning, participation and enjoyment in a
wide variety of physical activities and sports rest. Such participation develops broadbased physical competencies which provide opportunities for exploration of interest.
From broad-based development, all individuals are able to continue into recreational
participation. Those with interest and ability to participate at a higher level can
specialise and commit to sport-specific training. Having acquired broad-based
competencies, each individual can choose and change physical activities and sports
most suited for them as physical ability and interest change across an individual’s life
span.
GOALS OF PE
The PE Syllabus seeks to equip our students with competencies to engage in a wide
range of physical activities and sports.
PE seeks to develop in each student the ability to:
Goal 1: Acquire a range of motor skills to participate in a variety of physical activities.
Goal 2: Understand and apply movement concepts, principles and strategies in a
range of physical activities.
Goal 3: Demonstrate safe practices during physical and daily activities with respect
to themselves, others and the environment.
Goal 4: Display positive personal and social behavior across different experiences.
Goal 5: Acquire and maintain health-enhancing fitness through regular participation
in physical activities.
Goal 6: Enjoy and value the benefits of living a physically active and healthy life.
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SCOPE OF LEARNING
The 7 learning areas that facilitate the organization of learning experiences in the
primary schools include:
1. Athletics (from Primary 3)
2. Dance
3. Games and Sports
4. Gymnastics
5. Swimming (by the end of Primary 6)
6. Outdoor Education
7. Physical Health & Fitness
At the lower primary level, the focus is on the teaching and mastery of fundamental
motor skills and concepts. These skills are applied through learning areas such as
games and sports, dance and gymnastics. The upper primary level builds on pupils’
development in the lower primary with further refinement of their basic movement
patterns, and the development of combined skills to help them move with increasing
complexity, variety, and versatility to solve more challenging movement activities and
tasks.
Assessment Rubrics
Learning Areas
Emerging (1)
Pupil seldom
demonstrates
the learning
outcomes
Dance
Express by
varying qualities
of time, force and
flow in
movements a
range of moods
or feelings.
Games and
Sports
Throw using the
overhand
movement
pattern, an object
towards a
Developing (2)
Pupil
demonstrates
the learning
outcomes
some of the
time
Achieved (3)
Exceeding (4)
Pupil often
demonstrates
the learning
outcomes
Pupil
consistently
demonstrates
the learning
outcomes
• Sometimes
demonstrates
demonstrates
varying
varying
qualities of
qualities of
time, force and
time, force
flow in
and flow in
movements
movements
• Shows
• Tries to
difficulty
portray a
portraying a
range of
range of
moods or
moods or
feelings
feelings
• Often
• Consistently
demonstrates
varying
qualities of
time, force
and flow in
movements
• Adequately
portrays a
range of
moods or
feelings
demonstrates
varying
qualities of
time, force
and flow in
movements
• Consistently
portrays a
range of
moods or
feelings
• Seldom
• Often
• Consistently
• Seldom
demonstrates
proper
technique in
the overhand
movement
pattern when
• Sometimes
demonstrates
proper
technique in
the overhand
movement
pattern when
19
demonstrates
proper
technique in
the overhand
movement
pattern when
demonstrates
proper
technique in
the overhand
movement
pattern when
Updated 29 Jan 2014
stationary partner,
at least 6m away,
who will catch
with one or two
hands
Games and
Sports
Dribble a ball with
hands without
losing control
while moving over
a distance of 6m
Physical Health
& Fitness
• Understand
that good
eating habits
and exercise
are necessary
for healthy
growth
• Understand
and practice
good hygiene
to prevent
spread of
illnesses and
diseases
• Recognise the
importance of
developing
good oral
hygiene habits
to ensure that
the teeth are
healthy and
well
maintained
throwing
throwing
throwing
throwing
• Seldom
• Sometimes
• Often
• Consistently
successful in
accurately
throwing the
object to
partner
• Seldom able
to catch the
object
• Has difficulty
cooperating
well with
partner
successful in
accurately
throwing the
object to
partner
• Sometimes
able to catch
the object
• Tries to work
cooperatively
with partner
successful in
accurately
throwing the
object to
partner
• Often able to
catch the
object
• Usually works
cooperatively
with partner
successful in
accurately
throwing the
object to
partner
• Consistently
able to catch
the object
• Consistently
works
cooperatively
with partner
• Seldom
• Sometimes
• Often
• Consistently
demonstrates
proper
technique and
close control
when dribbling
with hands
• Seldom able
to stop the
dribbling task
with control
demonstrates
proper
technique and
close control
when dribbling
with hands
• Sometimes
able to stop
the dribbling
task with
control
demonstrates
proper
technique and
close control
when dribbling
with hands
• Often able to
stop the
dribbling task
with control
demonstrates
proper
technique and
close control
when dribbling
with hands
• Consistently
able to stop
the dribbling
task with
control
• Shows little
• Shows some
• Shows
• Shows good
understanding
in the
respective
PHF areas
understanding
in the
respective
PHF areas
20
adequate
understanding
in the
respective
PHF areas
understanding
in the
respective
PHF areas
Updated 29 Jan 2014
Participation
Active
Participation in
PE lessons
Not
Demonstrated
• Seldom
participates in
activities
• Does not
demonstrate
listening
behaviour
Demonstrated
to some extent
• Usually tries
to participate
in activities
and tries to
learn some
new skills
• Responds
when
prompted
• Attempts to
listen
21
Demonstrated
adequately
• Gives very
good effort in
all activities
and attempts
to learn new
skills without
prompting
• Generally
listens well
and able to
follow
instructions
Demonstrated
strongly
• Consistently
gives the best
effort and
strives to
improve on
learned skills
• Listens
attentively
and follows
instructions
well
• Asks
questions for
clarification
when
necessary
Updated 29 Jan 2014
ART EDUCATION
AIMS OF ART EDUCATION IN SCHOOLS
The aims of Art education are to enable every pupil:
1. to be visually literate
• pupils are able to observe, understand and make meaning of what they see
• pupils are able to communicate their ideas by using and creating visuals
2. to appreciate art
• pupils are able to see the value and recognise the relevance of art in their
lives
ART FRAMEWORK
The Learning Outcomes of the Art curriculum are organised by levels in 2-year
blocks and according to the cognitive and artistic development of our pupils. The
objectives of the syllabus are achieved through the framework of Seeing,
Expressing and Appreciating. The three behavioural domains of seeing,
expressing and appreciating take into consideration the cognitive, affective and
psychomotor dimensions that pupils are involved in when learning art. This ensures
that pupils are provided with opportunities to observe their environment, generate
ideas, create artworks, discuss about art and value the role of art in society.
Seeing
In Seeing art, our pupils
observe their
surroundings & respond
to what they see by
asking questions &
creating artworks. This
heightens pupils’
sensory awareness,
arouses curiosity &
encourages imagination
& generation of ideas.
Expressing
Appreciating
In Expressing art, our
pupils generate ideas from
what they see & explore
ways to communicate their
ideas, feelings &
experiences. Pupils
communicate through the
various art forms & media
as well as orally & in
written text. This cultivates
pupils’ spirit of innovation &
experimentation.
In Appreciating art, our
pupils acquire skills & use
appropriate art vocabulary
to discuss & interpret
artworks. They understand
why & how artworks are
made & value art in their
lives & society. This
heightens pupils’
aesthetics & cultural
awareness & raises the
value of art among them.
22
Updated 29 Jan 2014
SCOPE OF LEARNING
Learning Outcomes for Primary 1 and 2
Seeing
Expressing
Pupils will be able to…
• identify simple visual
• share their
qualities in what they see
imagination, thoughts
around them
& feelings through art
making
• be curious about what
they see
• use selected art
materials & media
Appreciating
• enjoy looking at &
creating art
• talk about what they
see & experience
Based on the syllabus, the school has customized its Art programme to focus on the
following:
Primary 2
Lesson Title
Learning
Objective
Aspect to
be assessed
Term 1
(Drawing /
Painting)
Module:
Drawing and
Colouring
Pupils will be
able to:
• apply basic
colouring
techniques
and strokes in
art work
• handle colour
pencils
confidently
• use all art
materials in a
responsible
manner and
clean up art
work space
after use.
Term 2
(2D / 3D
Artworks)
Module:
2D and 3D
artwork
Pupils will be
able to:
• apply simple
cutting and
pasting skills
• create a 2D/3D
artwork with
appropriate
materials
• use all the art
materials in a
responsible
manner and
clean up art
work space
after use.
• elements of
art (shapes
and colour)
• colouring
techniques
with colour
pencils
• elements of art
(colours,
space and
texture)
• use of
materials to
create a 2D
/3D artwork
with different
texture
23
Term 3
(Clay modeling)
Term 4
(Printmaking)
Module:
Clay modelling
Module:
Printmaking
Pupils will be
able to:
• apply basic
clay modeling
techniques
(e.g. rolling,
pinching)
• complete a 3D clay artwork
with the
application of
different
elements of art
• use all the art
materials in a
responsible
manner and
clean up art
work space
after use.
Pupils will be
able to:
• apply simple
printmaking
techniques
with computer
software
(digital art)
• use all the art
materials in a
responsible
manner and
clean up art
work space
after use
• elements of
art (lines,
shapes and
colours)
• application of
basic clay
modelling to
create a 3D
artwork
• elements of
art (colours,
space)
• application of
simple
printmaking
techniques
with cut-out
foam shapes
Updated 29 Jan 2014
Primary 2
Assessment
Objective
Term 1
(Drawing /
Painting)
• to identify
simple visual
qualities in
what they see
around them
• to apply
colouring
techniques
Term 2
Term 3
(2D / 3D
(Clay modeling)
Artworks)
• to apply simple • to apply basic
cutting and
clay modeling
pasting skills
to create a 3D
artwork
• use selected
art materials to
create a 2D/3D
artwork
Term 4
(Printmaking)
• to apply
simple
printmaking
techniques
with cut-out
foam shapes
Assessment Rubrics
•
•
•
Grade A
Able to understand and
make use of the
particular skills taught
with little prompting.
Able to produce unusual,
original and expressive
artwork and to express
ideas in artwork well.
Able to use materials
confidently with little
guidance.
•
•
•
•
Grade B
Able to understand and
make use of the
particular skills taught
with some prompting.
Produce interesting,
original and expressive
but predictable artwork.
Able to express ideas in
artwork simply.
Able to use materials
confidently with some
guidance.
•
•
•
Grade C
Little understanding of
the particular skills taught
despite constant
prompting.
Artwork is copied and
lacks originality; unable
to express ideas in
artwork.
Unable to use materials
with much
guidance.
RESOURCES USED
Teacher-created resources: Unit Art Worksheets based on the different modules
24
Updated 29 Jan 2014
MUSIC EDUCATION
AIMS OF MUSIC EDUCATION IN SCHOOLS
The aims of Music Education are as follows:
1.
develop awareness of and appreciation for music of various cultures and the
role of music in daily living;
2.
develop ability for creative expression through music making; and
3.
provide the basis to develop an informed and lifelong involvement in music.
Music Education is offered to all pupils in primary schools. It contributes to the
quality of pupils’ holistic education and plays a part in nurturing them to become
informed audiences for the arts. Through creating music, singing and playing
instruments, pupils learn to express themselves creatively in different modes.
Listening and appreciation skills enable them to respond and engage with new music
throughout their lives. Music is also an integral part of society. It is used to convey
cultural and social norms of different societies. Hence, learning music helps to enrich
pupils’ social, cultural and historical awareness.
SCOPE OF LEARNING
To fulfill the aims of Music Education, the syllabus is organised around six objectives
that describe the music skills and knowledge pupils should acquire:
O1 : Sing and play melodic and rhythmic instruments individually and in groups
O2 : Create and improvise music
O3 : Describe and evaluate music through listening
O4 : Develop understanding of music elements/concepts
O5 : Discern and understand music from various cultures and of various genres
O6 : Understand the role of music in daily living
Pupils develop music appreciation and understanding through direct experiences in
3 domains: listening, creating and performing. The 3 domains are not discrete
entities. They overlap, leading to a holistic music education experience for pupils.
Therefore, singing, listening, creating and performing skills will be observed and
assessed through varied ways to reflect pupils’ progress in music learning. By
understanding music in its socio-cultural context, pupils will better appreciate the role
of music in their lives.
PROGRAMMES
The following themes and components will be weaved into the School Music
Curriculum so as to contextualise pupils’ acquisition of the music skills and
knowledge.
Term
Term 1
Term 2
Theme / Components
•
•
•
•
•
Musical Experience
Appreciation of Chinese Culture
Musical Exploration
Appreciation of Filipino Culture
Keyboard Playing
25
Updated 29 Jan 2014
Term
Theme / Components
Term 3
•
•
•
•
Term 4
Musical Creation
Appreciation of Malay Culture
Musical Exposure
Appreciation of Indian Culture
Assessment forms an integral part of pupils’ learning. As a holistic part of music
education, pupils will be exposed to the domains of Listening, Creating and
Performing.
The 3 domains as mentioned above are not discrete entities. They overlap, leading
to a holistic music education experience for pupils. Therefore, singing, listening,
creating and performing skills will be observed and assessed through varied ways to
reflect pupils’ progress in music learning.
The following table illustrates the general skills and knowledge to be acquired in
Primary 1 and Primary 2.
Music Skills
Singing /
Listening /
Performing
Listening/
Singing /
Creating /
Performing
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Listening /
Creating
•
•
•
Musical Behaviour
Sing with correct phrasing
Sing with accurate pitch
Sing with a good posture
Sing with a steady beat and accurate rhythms
Perform as a group cooperatively
Sing in unison
Sing in canon
Sing in tune
Create rhythmic patterns
Improvise by making changes to a rhythm / lyrics in a song
Make the sounds using household objects
Choose the appropriate instruments for performance
Perform on musical instruments/ voices
Perform as a group cooperatively
Identify musical concepts by listening to a song / a musical instrument,
such as pulse, rhythmic patterns and tone colour
Relate to music qualities in terms of tempo, dynamics, melody and
mood
Able to interpret and improvise
Assessment Rubrics
Grade A
Has strong musical aptitude
and skills and participates
actively in musical activities
Grade B
Has fair musical aptitude and
skills and participates
adequately in musical
activities
RESOURCES USED
• Perfect Match Music Primary 1
26
Grade C
Is able to work with guidance
and participates in musical
activities to some extent
Updated 29 Jan 2014
CHARACTER AND CITIZENSHIP EDUCATION
AIM OF CHARACTER AND CITIZENSHIP EDUCATION IN SCHOOLS
Character and Citizenship Education (CCE) aims to inculcate values and builds
competencies in our pupils to develop them into good individuals and useful
citizenships. There are eight Learning Outcomes (LO) which state what we want our
pupils to learn and attain:
LO1:
Acquire self-awareness and apply self-management skills to achieve
personal well-being and effectiveness
LO2:
Act with integrity and make responsible decisions that uphold moral
principles
LO3:
Acquire social awareness and apply interpersonal skills to build and maintain
positive relationships based on mutual respect
LO4:
Be resilient and have the ability to turn challenges into opportunities
LO5:
Take pride in our national identity, have a sense of belonging to Singapore
and be committed to nation-building
LO6:
Value Singapore’s socio-cultural diversity, and promote social-cohesion and
harmony
LO7:
Care for others and contribute actively to the progress of our community and
nation
LO8:
Reflect on and respond to community, national and global issues, as an
informed and responsible citizen
SCOPE OF LEARNING
•
CCE lessons
These focus on the teaching of values, knowledge and skills for CCE in Mother
Tongue languages. For pupils who offer the non-Tamil Indian Languages (NTIL),
namely, Bengali, Punjabi and Urdu as their Mother Tongue and for those who are
exempted from taking Mother Tongue Language, CCE will be taught in English.
The lessons are progressive and developmental, and covers the following
domains:
Self – being whom I am and becoming who I can be
Family – strengthening family ties
School – fostering healthy friendships and team spirit
Community – understanding our community and building an inclusive
society
o Nation – developing a sense of national identity and nation-building
o World (Primary 5&6) – being an active citizen in a globalised world
o
o
o
o
27
Updated 29 Jan 2014
• Form Teacher Guidance Period
This focuses on the teaching of social and emotional competencies and
reinforces core values to enable pupils to apply them in specific contexts. It
includes lessons on Cyber Wellness and Education and Career Guidance. It is
also a platform for building teacher-student relationship.
• School-based CCE
This includes activities that complement CCE lessons, and could include
assembly programme and other values education talks.
• CCE Guidance Module
This compulsory module, namely Sexuality Education (delivered through the
Growing Years series), addresses issues associated with child and adolescent
development. This will be delivered only to Primary 5 ad 6 pupils.
•
Values in Action (VIA)
This refers to learning experiences where pupils put values into practice within
the context of real-life situations in the family, school, community, nation and the
world. Pupils learn to identify and understand their community issues, initiate
action among peers to make a difference and improve the lives of others. They
will then reflect on their experience, and how they can continue to contribute
meaningfully.
•
Programme for Active Learning (PAL)
PAL broadens the learning experiences of pupils through fun and varied activities
in 2 broad areas, yet allowing pupils to put values education and social-emotional
learning into action:
o Sports & Games and Outdoor Education, and
o Performing Arts (Music and Dance) and Visual Art
ASSESSMENT
Assessment will be formative and includes:
•
Teacher’s assessment
Teacher provides feedback and words of encouragement to motivate pupils to
learn and improve
•
Self-assessment
Pupils reflect on their own learning through self-checklists and rubrics
•
Peer assessment
Peers give feedback to one another for improvement
•
Parents’ feedback
Parents affirm pupils’ effort through positive comments
RESOURCES USED
28
Updated 29 Jan 2014
•
•
•
•
•
CCE Textbooks and Journals
FTGP Journals
Teacher-created resources for PAL
Teacher-created resources for VIA
Teacher-created checklists and rubrics
29
Updated 29 Jan 2014
HOLISTIC ASSESSMENT
Assessment is an integral part of the interactive process of teaching and learning. It
is an on-going process by which teachers gather information about pupils’ learning to
inform and support teaching.
The main purpose of holistic assessment is to provide meaningful feedback on what
pupils are doing to achieve specific learning outcomes at the end of each term. It
monitors pupils’ progress and identifies their strengths and weaknesses so that a
more focused and effective remedial assistance can be rendered.
This form of assessment also helps teachers to monitor pupils’ learning and their
performance in different aspects of the required skills. Quantitative feedback in the
form of grades and marks, and qualitative feedback in the form of teacher comments
help pupils learn about their strengths, weaknesses and steps they could take to
improve their learning.
30
ENGLISH LANGUAGE
Skills
Term 1
Listening and
Viewing (15%)
Listening Comprehension
Sound Discrimination
Picture Matching
Spelling
Speaking and
Representing (10%)
Stimulus-Based Conversation
Practices
Term 2
Listening Comprehension
(7.5%)
Sound Discrimination
Picture Matching
Spelling In Context
Stimulus-Based Conversation
Practices
Term 3
Listening Comprehension
Sound Discrimination
Picture Matching
Spelling In Context
Stimulus-Based
Conversation (5%)
Term 4 (SA2)
Listening Comprehension
(7.5%)
Sound Discrimination
Picture Matching
Spelling In Context
Oral (10%)
Reading Aloud
Stimulus-Based
Conversation
Reading and
Viewing (15%)
Reading Aloud
• Accuracy
• Fluency
• Expressiveness
Reading Aloud
• Accuracy
• Fluency
• Expressiveness
Reading Aloud (10%)
• Accuracy
• Fluency
• Expressiveness
Writing and
Representing (15%)
MLEA Group Writing
Composition Writing
Composition Writing (7.5%)
MLEA Group Writing
Composition Writing
Composition Writing (7.5%)
Language Use
(45%)
Mini Test 1 (10%)
Grammar (MCQ)
Vocab (MCQ)
Grammar Cloze
Word Order
Comprehension (MCQ & OE)
Vocab (MCQ)
Grammar (MCQ)
Grammar Cloze
Vocab Cloze
Word Order
Comprehension (MCQ & OE)
Mini Test 2 (10%)
Grammar (MCQ)
Vocab (MCQ)
Vocab Cloze
Word Order
Comprehension (MCQ & OE)
Language Use &
Comprehension (25%)
Vocab (MCQ)
Grammar (MCQ)
Grammar Cloze
Vocab Cloze
Word Order
Comprehension (MCQ & OE)
Total (100%)
10%
15%
25%
50%
No. of weighted
assessments
1
2
3
4
31
MATHEMATICS
Topics
WHOLE NUMBERS
• Chp 1: Numbers to 1000
• Chp 2: Addition & Subtraction within
1000
• Chp 3: Multiplication Tables of 2, 5 and
10
• Chp 4: Multiplication Tables of 3 and 4
• Chp 7: More Word Problems
FRACTIONS
• Chp 8: Fractions
MEASUREMENT
• Chp 5: Length
• Chp 6: Mass
• Chp 10: Time
• Chp 11: Money
• Chp 12: Volume
GEOMETRY
• Chp 9: Shapes, Solid Figures and
Patterns
DATA ANALYSIS
• Chp 13: Picture Graphs
Total (100%)
No. of summative assessments
Term 1
Term 2
Term 3
Term 4
Mental Sums
Mental Sums
Mental Sums
Mental Sums
Journal
Journal
Journal
Journal
Diagnostics Worksheet
Diagnostics Worksheet
Diagnostics Worksheet
Diagnostics Worksheet
Mini Test 1
(10% / 30m)
(include word
problems)
• Chp 1 and 2
Mini Test 2
(10% / 30m)
(include word
problems)
• Chp 3 and 4
Mini Test 4
(10% / 30m)
(include word
problems)
• Chp 1, 2, 3, 4 and 7
Semestral Assessment
(50% / 100m)
(include word
problems)
• Chp 1 to 10
Mini Test 3
(10% / 30m)
(include word
problems)
• Chp 5 and 6
Mini Test 5
(10% / 30m)
(include word
problems)
• Chp 8, 9 and 10
Mock Mini Test
(30m)
(include word problems)
• Chp 11, 12 and 13
Performance Task 1
• Chp 5 and 6
10%
-
20%
2
32
Performance Task 2
• Chp 9
20%
3
50%
3
CHINESE LANGUAGE
四技比重
15%
第一学段
听
总结性评价
听力理解（5%
听力理解（5%）
5%）
•
/
（听句子/短文 简短对话 ／
指示）
35%
说
50%
会话
第三学段
形成性评价
形成性评价
听力理解
•
/
（听句子/短文 简短对话 ／
指示）
形成性评价
•
第二学段
听力理解
•
/
（听句子/短文 简短对话／
会话（10%
会话（10%）
10%）
•
复述故事（10%
复述故事（10%）
10%）
形成性评价
读
形成性评价
5． 朗读
（读段落）
10%
写
50%
语文应用
-汉语拼音
-识字/写字
朗读（5%
朗读（5%）
5%）
•
形成性评价
6． 朗读
（读段落）
形成性评价
7． 看图写话
30%
总结性评价
•
（读段落）
形成性评价
看图写话
•
总结性评价
看图写话（5%
看图写话（5%）
5%）
•
（提供单图／词语）
（提供单图／词语）
（提供单图／词语）
总结性评价
总结性评价
总结性评价
小测试一（5%
小测试一（5%）
5%）
•
小测试二（5%
小测试二（5%）
5%）
指示）
2． 口试
• 朗读（5%
朗读（5%）
5%）
（读段落）
看图说话
•
10%
1． 听力试卷（10%
听力试卷（10%）
10%）
（听句子/短文 简短对话／
总结性评价
•
年终考试
/
指示）
总结性评价
第四学段
•
小测试三（5%
小测试三（5%）
5%）
•
看图说话（10%
看图说话（10%）
10%）
（提供图片）
会话（5%
会话（5%）
5%）
3． 试卷一（5%
试卷一（5%）
5%）
• 看图写话
•
（提供单图／词语）
4． 试卷二（ 15%）
15%）
• 语文应用
-辨字测验
-词语选择
汉语拼音
汉语拼音
汉语拼音
-词语搭配
-写音节
-写音节
-写音节
-短文填空
-音节跟词连线
-音节跟词连线
-音节跟词连线
-完成句子
识字写字
识字写字
识字写字
-组词成句
-硬笔书写
-硬笔书写
-硬笔书写
-组句成段
33
总合 （100%）
100%）
评估次数
-字宝宝识字
-字宝宝识字
-字宝宝识字
-理解测验
-辨字
-辨字
-辨字
-理解问答
-部件组字
-部件组字
-部件组字
-象形字猜一猜
-象形字猜一猜
-象形字猜一猜
10％
20%
20%
50%
2
3
3
4
34
MALAY LANGUAGE
Kemahiran
15%
Mendengar
35%
Bertutur
Penggal 1
Penggal 2
Penggal 3
Penggal 4
Memahami dan
memberikan respons yang
sesuai terhadap sesuatu
teks yang didengar (5%)
Memahami dan memberikan
respons yang sesuai
terhadap sesuatu teks yang
didengar.
Memahami dan memberikan
respons yang sesuai
terhadap sesuatu teks yang
didengar.
Ujian Kefahaman
Mendengar
Memahami dan
memberikan respons yang
sesuai terhadap sesuatu
teks yang didengar (10%)
Sesi Bercerita
Menyampaikan cerita yang
dipetik daripada buku teks
atau semasa latihan menulis
dengan pengucapan yang
jelas, tersusun dan difahami.
Penilaian Bercerita (10%)
Menyampaikan cerita yang
dipetik daripada buku teks
atau semasa latihan
menulis dengan
pengucapan yang jelas,
tersusun dan difahami.
Ujian Lisan
Membaca dengan lantang
teks yang diberikan
dengan kelancaran
sebutan, intonasi dan gaya
pembacaan yang sesuai
(5%)
Bertutur dengan jelas
menggunakan sebutan baku
sesuai berdasarkan gambar
yang diberikan.
Bertutur dengan jelas
menggunakan sebutan
baku sesuai berdasarkan
gambar yang diberikan.
(10%)
50%
Bertutur dengan jelas
menggunakan sebutan baku
sesuai dengan situasi
autentik yang diberikan.
50%
Bertutur dengan jelas
menggunakan sebutan
baku sesuai dengan
situasi autentik yang
diberikan. (10%)
10%
Bacaan
Membaca dengan lantang
teks yang diberikan dengan
kelancaran sebutan, intonasi
dan gaya pembacaan yang
sesuai.
Membaca dengan lantang
teks yang diberikan
dengan kelancaran
sebutan, intonasi dan gaya
pembacaan yang sesuai
(5%)
Membaca dengan lantang
teks yang diberikan dengan
kelancaran sebutan, intonasi
dan gaya pembacaan yang
sesuai.
40%
Penulisan dan
Tatabahasa
Membina ayat yang lengkap
dengan rangsangan yang
diberikan.
Membina ayat yang lengkap
dengan rangsangan yang
diberikan.
Membina ayat yang
lengkap dengan
rangsangan yang
diberikan. (5%)
35
Bertutur dengan jelas
menggunakan sebutan
baku sesuai dengan
situasi autentik yang
diberikan.
(5%)
Ujian Karangan
Membina ayat yang
lengkap dengan
rangsangan yang
diberikan. (5%)
Kemahiran
Jumlah (100%)
Jumlah penilaian yang
diimbang
Penggal 1
Penggal 2
Penggal 3
Penilian 1 (5%)
Penilian 2 (5%)
Penilian 3 (5%)
Mengeja dan
mengenalpasti kosa kata
yang disediakan.
Mengeja dan
mengenalpasti kosa kata
yang disediakan.
Mengeja dan
mengenalpasti kosa kata
yang disediakan.
Memahami sistem
tatabahasa yang dipelajari.
Memahami sistem
tatabahasa yang dipelajari.
Memahami sistem
tatabahasa yang dipelajari.
Memahami dan menjawab
soalan berdasarkan teks
yang diberikan.
Memahami dan menjawab
soalan berdasarkan teks
yang diberikan.
Memahami dan menjawab
soalan berdasarkan teks
yang diberikan.
10%
2
20%
3
20%
3
36
Penggal 4
Ujian Bahasa (15%)
70 minit
Mengeja dan
mengenalpasti kosa kata
yang disediakan.
Memahami sistem
tatabahasa yang dipelajari.
Memahami dan menjawab
soalan berdasarkan teks
yang diberikan.
50%
4