Frontier Primary School held a briefing for parents of P5 pupils on 20 January 2018. The briefing outlined the school's Primary 5 curriculum including assessments, subject-based banding, and the transition to Primary 6. Parents learned about the school's approach to key subjects like English, Math, and Mother Tongue languages. They were given tips on how to support their child's learning and prepare for the transition to the next academic year. Form teachers also had a sharing session to discuss each child's progress and needs.
7. What is Subject Based Banding (SBB)?
It is a refinement to the streaming
process.
It replaces the EM3 stream in
Primary 5 & Primary 6.
It was introduced to provide greater
flexibility for your child by offering
him/her the option of a combination of
Standard and Foundation subjects,
depending on his/her strengths.
8. Subject Based Banding @ Frontier
At end of Primary 4
Parental Choice
Parent will make the final decision on their
child’s subject combination.
9. Subject Based Banding @ Frontier
At end of Primary 5, school decides on:
the level of subjects to be taken by pupils
when they progress to P6.
placing pupils in a less/more demanding
subject combination.
10. Primary 5 and Primary 6 to be viewed as a
single journey of 2 years:
Impact of P5 learning on P6
Parents to be open to possibility of holiday
lessons for P5 this year
13. Strategies for English Language
Learning and Reading
Aims to move EL learners towards independence using
authentic texts and learning activities that motivate and
engage different learners
STELLAR
14. Upper Primary STELLAR
lesson
14
Reading To Learn
Writing
As Process
Differentiated Instruction
The teacher modifies her teaching to
cater to the specific needs of children
to build their language skills.
The teacher models the
writing processes for
different text types.
Children engage in
writing together and
writing independently.
Teacher uses different
strategies to help children
read and understand
different types of texts.
16. 16
Reading To Learn
Writing
As Process
Differentiated Instruction
The teacher modifies her teaching to
cater to the specific needs of children
to build their language skills.
The teacher models the
writing processes for
different text types.
Children engage in
writing together and
writing independently.
Teacher uses different
strategies to help children
read and understand
different types of texts.
Reading:
- Supported Reading
- I Love Literature
- Hot Off The Press
- Collaboration with NLB
for mass borrowing
- Library Visits
Writing
- Journal Writing
- Writing Package
- Situational Writing
School-based
worksheets/
Practice Papers /
Listening and Oral
Booklets /
Supplementary / Remedial
Newsmaker
ICT Lessons
English @ Frontier (Upper Primary)
17.
18. Objectives of F@CE
Language helps to improve learning and
thinking. We seek to develop all Frontierers
to be effective communicators who are
able to articulate their knowledge and
thinking CLEARLY (CLARITY),
CONFIDENTLY (CONFIDENCE) through
CRITICAL THINKING.
22. P5 English Examinations
Component Content Marks Weighting
Composition Situational Writing 15 m 27.5%
Continuous Writing 40 m
Language Use
and
Comprehension
• Grammar
• Vocabulary
• Visual Text
Comprehension
• Editing
• Synthesis and
Transformation
• Comprehension
95 m 47.5%
Listening
Comprehension
Picture Matching /
Texts
20 m 10%
Oral Reading Aloud 10 m 15%
Stimulus-Based
Conversation
20 m
Total 200 m 100%
23. Some new items (in P5)
• Comprehension Cloze
• Visual Text Comprehension
• Editing
• Situational Writing
• Continuous Writing (Guiding questions
with no helping words)
24. P5 Assessments
Term Assessment Type Components
1 Performance Task Newsmaker
2 Mid-Year Examination - Composition
- Language Use and
Comprehension
- Listening Comprehension
- Oral
3 Common Test Language Use and
Comprehension
4 End-of-Year Examination - Composition
- Language Use and
Comprehension
- Listening Comprehension
- Oral
25. English Workshop for Parents
Comprehension and
Writing Workshop
Friday, 23 March 2018
27. Mathematics Framework
• Appreciation
• Interest
• Confidence
• Perseverance
• Monitoring of one’s
own learning
• Self-regulation of
learning
• Reasoning,
communication
and connections
• Application and
modeling
• Thinking skills
and Heuristics
• Numerical calculation
• Algebraic manipulation
• Spatial visualization
• Data analysis
• Measurement
• Use of mathematical tools
• Estimation
• Numerical
• Algebraic
• Geometric
• Statistical
• Probabilistic
• Analytical
28. Foundation Stage:
Primary 1 to Primary 4
• Content is common to all pupils
Mathematics Syllabus
Orientation Stage (Subject-based Banding):
1) Primary 5 & 6 Standard Mathematics
2) Primary 5 & 6 Foundation Mathematics
•Content of the Foundation Mathematics is a subset
of the Standard Mathematics
•Foundation syllabus also repeats some of the key
topics covered in P1 to P4
29. Mathematics Curriculum
Mathematics is a hierarchical subject.
Higher concepts and skills are built upon the
foundation ones and have to be learned in a logical
sequence.
A spiral approach is adopted to build up the concepts
and skills up the levels.
Mathematical concepts and skills are developed
progressively from concrete and pictorial levels to the
abstract level.
30. P5 Mathematics Syllabus
P5 Mathematics Topics (General)
1. Whole Numbers – Numbers up to 10 million, Four Operations
2. Fractions: Fractions and Division, Four Operations
3. Decimals: Four Operations
4. Percentage
5. Ratio
6. Rate
7. Area and Volume: Area of Triangle, Volume of Cube and Cuboid
8. Geometry: Angles, Triangles, Parallelogram, Rhombus and Trapezium
9. Data Representation: Average
31. P5 Foundation Mathematics Syllabus
P5 Syllabus (Foundation)
1. Whole Numbers – Numbers up to 10 million, Four Operations,
Factors and Multiples
2. Fractions: Concepts of Fractions, Equivalent Fractions, Mixed
Numbers and Improper Fractions, Four Operations
3. Decimals: Decimals up to 3 decimal places, Four operations
4. Rate
5. Measurement: Time
6. Area and Volume: Area and perimeter, Volume of cube and cuboid
7. Geometry: Perpendicular and Parallel Lines, Angles, Rectangle and
Square
8. Data Representation: Tables, Bar Graphs and Line Graphs
32. Use of Calculator
The use of calculators was introduced at Primary 5 in 2008 in line with
the phasing in of the revised Primary School Mathematics syllabuses
Rationale for introducing calculator in Upper Primary:
1.To achieve a better balance between the emphasis on
computational skills and problem solving skills
2.To widen the repertoire of teaching and learning approaches to
include investigations and problems in authentic situations
3.To help pupils, particularly those with difficulty learning
mathematics, develop greater confidence in doing mathematics
Use of calculators would not take away the importance of mental and
manual computations. Pupils need to have good number sense and
estimation skills.
33. Use of Calculator
Calculators are not allowed in Paper 1.
Emphasis is on mental and manual computational skills.
Calculators are allowed in Paper 2.
Facilitate computations in solving more complex
questions.
Only calculators approved by the Singapore
Examinations & Assessment Board (SEAB) are allowed
in the examinations.
The list of approved calculators is available on the
SEAB website.
34. P5 Mathematics Examination
Paper Booklet Item Type No of
Questions
No of
marks per
question
Weightings Duration
1
A
Multiple-
Choice
10 1 10%
1 hour
5 2 10%
B
Short
Answer
5 1 5%
10 2 20%
2
Short
Answer
5 2 10%
1 hour 30
minStructured/
Long
Answer
12 3, 4, 5 50%
Total 47 100%
2 hour 30
min
35. P5 Foundation Mathematics Examination
Paper Booklet Item Type No of
Questions
No of marks
per
question
Weightings Duration
1
A
Multiple-
Choice
10 1 10%
1 hour
10 2 20%
B
Short
Answer
10 2 20%
2
Short
Answer
10 2 20%
1 hour
Structured 6 3, 4 20%
Total 46 90% 2 hour
36. Challenges Pupils May Face
• Changes in weighting
• More steps/ thinking skills required
• 1 paper to 2 papers
• Paper 2 (12 Word Problems)
• Too reliance on calculator
• New Format of the Exam Paper
37. Useful Pointers
Good Practices:
Write explanatory notes before computing,
E.g. Volume of tank = 6cm x 3cm x 5cm = 90cm3,
instead of merely writing 6cm x 3cm x 5cm = 90cm3
Write the word ‘units’ instead of ‘u’
E.g. ‘3 units’ and not ‘3u’
38. Useful Pointers
Common errors to avoid:
When computing Percentage sums, the % symbol
must be written,
e.g. Express 1/5 as a percentage.
1/5 x 100% = 20%
For sums involving money, it should written as
$25.90 and not $25.9 (i.e. 2 decimal places).
39. Useful Pointers
Important points:
• Units of measurement must be written for 3 to 5
marks questions in Paper 2.
• Equations (working) must be shown when solving 2
to 5 marks questions) as method marks are allocated
to the working steps (except for MCQ).
• For 3 to 5 marks questions in Paper 2. If no working
is shown but the answer is correct (due to the use of
calculator), only A1(answer mark) will be awarded.
40. Useful Pointers
Important points:
If the method (working) is wrong, but the answer
is correct, no marks will be given.
However, if the method is correct but the final
answer is wrong, then method (M) marks will be
given. Hence, it is important to show working.
42. Vision
Life-long learners with inquiring minds.
Mission
To develop pupils with a sense of curiosity
about their environment and provide
opportunities for them to explore their natural
and physical world.
Science Department
44. Knowledge, Understanding
and Application
Skills and Processes Ethics and
Attitudes
• Scientific phenomena,
facts, concepts and
principles
• Scientific vocabulary,
terminology and
conventions
• Scientific instruments and
apparatus including
techniques and aspects of
safety
• Scientific and technological
applications
Skills
• Observing
• Comparing
• Classifying
• Using apparatus and equipment
• Communicating
• Inferring
• Formulating hypothesis
• Predicting
• Analysing
• Generating possibilities
• Evaluating
Processes
• Creative problem solving
• Decision-making
• Investigation
• Curiosity
• Creativity
• Integrity
• Objectivity
• Open-
mindedness
• Perseverance
• Responsibility
45. - P3 to P6
- Comprises two blocks (lower and upper)
- Lower block (P3 to P4)
- Upper block (P5 to P6)
Science Curriculum
46. Syllabus – Upper Block
Themes Topics Level
Systems • Human System
• Plant System
• Cell System
• Electrical System
• Using Electricity
P5
Cycles • Cycles in Plants and Animals
• Cycles in Matter and Water
P5
Energy • Energy Forms and Uses P6
Interactions • Interactions of Forces
• Interactions within the Environment
P6
47. Themes Topics Sub-topics
Systems • Human System • Air and the Respiratory System
• The Circulatory System
• Plant System • The Plant Transport System
• Cell System • The Unit of Life
• Electrical System • Electrical Systems
• Using Electricity
Cycles • Cycles in Plants and Animals • Reproduction in Plants
• Reproduction in Humans
• Cycles in Matter and Water • Water and Changes of State
• The Water Cycle
Coverage in P5
48. Challenges Pupils May Face
• More open-ended questions
- More questions on application of concepts
49. Science lessons leverage
students’ curiosity and seek to fuel
this spirit.
The goal is to develop students
who enjoy and value science as
an important tool in helping them
explore their natural and physical
world.
51. In Frontier, we aim to:
1. develop confidence and passion in our pupils
when it comes to writing and communicating in
their Mother Tongue Language.
2. equip our pupils with the knowledge and skills
in becoming Effective Bilingual Communicators
and Lifelong Learners with values as their
foundation.
Our Mission
52. LISTENING
SPEAKING
READING
WRITING
Avid Reader Programme.
Over a span of 3 years (Primary 3
to Primary 5).
Reading activities are task based.
Bronze Avid Reader, Silver Avid
Reader & Gold Avid Reader.
Writing, Comprehension & Oral
Packages developed by teachers.
Pupils will be taught Reading,
Writing and Oral skills by their
respective Mother Tongue
Language teachers in class.SPOKEN
INTERACTIVE
WRITTEN
INTERACTIVE
MTL Programmes
54. P5 Oral Assessment
Stimulus Based Conversation using Video
1. Question about the Video
What are the pupils doing in the video (Using 5W
and 1H to answer)
2. Question about Personal Experience
Besides the learning journey that you saw in the
video, share about what other learning journey
have you been?
3. Question covering broader perspectives
Do you think schools should organize learning
journey for their pupils? What make you say so?
55. P5 Composition Writing
1. From 4 Pictures -> 5+1 Format
21
43
1. From 4 Pictures -> 5+1 Format
2. More Content Required
3. Build up of Vocabulary
4. Exercise of Pupils’ Creativity
56. P5 MTL Assessments
Term Assessment Areas
1 Performance Task
Creating News using
Newsmaker
2 Mid-Year Examination
Listening
Oral
Composition
Written Paper
3 Common Test Written Paper
4 End-of-Year Examination
Listening
Oral
Composition
Written Paper
57. P5 HMTL Assessments
Term Assessment Areas
2 Mid-Year Examination
Composition
Written Paper
3 Common Test Written Paper
4 End-of-Year Examination
Composition
Written Paper
58. Department Approaches
Structured approach to teaching Oratorical
skills
Enhancing pupils’ writing competency
through the use of our customized
Composition packages and motivational
Reading Programmes
Mother Tongue Language (MTL) Fortnight
(Fun Language and Cultural
Games/Activities)
59. Tips for Parents
Place equal emphasis on MTL so as to encourage
and promote excellence in your child when it
comes to learning of the MT Languages.
Encourage your child to speak in their MT
Languages especially to family members.
Check your child’s work and progress regularly.
Remind your child to bring Mother Tongue
Language Storybook for Silent Reading on
Thursdays and Fridays.
61. Frontier’s Curriculum aims
to develop 21st CC skills
SEL
Competencies
MOE’s
Desired
Outcomes
Frontier’s
R3IC2
Values
62.
63. Holistic Restorative Culture in
Frontier
• Restorative practices and its philosophy girdles the
Pastoral Care and Character and Citizenship
approach in Frontier.
• We endeavour to create a restorative culture for all
pupils and staff with relationships as central to
everything we do.
• A restorative culture empowers individuals and
develops the pupils with strong fundamentals to
help them achieve future learning with resilience
and adaptability.
66. Pri Topics Key Concepts Inquiry Focus Question
1
Knowing Myself,
Others and My
Surroundings
Identity, belonging,
respect & place
Who am I in relation to the
people and places around me?
2
Coming Together as a
Nation
National identity &
community
What unites us as people of
Singapore?
3
Understanding
Singapore
Location, environment,
conservation, change &
continuity
How do we appreciate the
country we live in?
4 Valuing Our Past
Contributions, heritage,
diversity, independence,
identity, change &
continuity
How is life in Singapore today
shaped by what happened in
the past?
5 Appreciating the World
Civilisation, achievement,
legacy, culture, heritage,
interconnectedness,
change & continuity
How have the legacies of the
world impacted our lives
today?
6
Discovering Southeast
Asia
Cooperation, diversity,
culture,
interconnectedness,
heritage, preservation,
change & continuity
How is Southeast Asia
important to Singapore?
Social Studies Syllabus Framework
70. Parent-School Partnership
• Support from Parents
• Work closely with the teachers for the
benefit of the children
• Ensure homework is done punctually
71. Good Homework Practices for Pupils
The following recommendations can be made to pupils:
• Find an appropriate place and make it a designated homework area.
• Ensure that the necessary stationery is available.
• Establish routine study hours.
• Complete homework on time.
• Select a well-lit, comfortable and quiet spot in your home.
Recommended read:
“Calmer, Easier, Happier Homework” by
Noël Janis-Norton.
Homework
73. Challenges Pupils May Face
• Procedural changes
– Longer hours
• Academic changes
– More demanding subjects
• Social and emotional changes
– New peers
• Physical changes
74. What You Can Do
• Ask your child about their day.
• Set aside a quiet space and time for your child to
study/complete homework.
• Balance school work and play time.
• Teach your child how to manage stress in a positive
way.
• Set realistic goals with your child.
75. What You Can Do
• Be a good role model and show your child that
school is important.
• Help your child develop his own sense of right and
wrong.
• Make clear rules and stick with them. Example, set
clear limits to use of computer and Internet access.
76. What You Can Do
• Talk with your child about the normal physical
and emotional changes of puberty.
• Share your personal challenges when you when
through puberty.
• Be honest but do not provide inaccurate
information as this will further confused the child.
77. Slides will be available
for download
on the school website
by end January 2018
