Property of Frontier. Rights Reserved.

1. w e l c o m e
F R O N T I E R P R I M A R Y S C H O O L
Briefing for Parents of P3 Pupils
19 January 2019

2. Mr Syamsul Anwar
Vice-Principal
Mr Goh Gin Howe
Vice-Principal (Admin)
SCHOOL LEADERS
Mrs Tonnine Chua
Principal
Mrs Wilna Chai
Vice-Principal
SCHOOL LEADERS

3. What can I expect of my P3 Child
• My 9 year old child is now a mid primary
pupil
• Expected to do more, know more and
behave with more responsibility
• Allow some time for your 9 year old to
grow up

4. What can I expect for my P3 Child?
1. Class allocation by learning pace,
dispositions and dynamics
- Same syllabus and exam
- Different assignments, books & activities
- Dynamic class allocation from P3
- Focused group teaching
- Same objective to help each child learn and
achieve better
- Don’t compare and get depressed

5. What can I expect for my P3 Child?
2. Managing Science as a new subject
- Reading with understanding, dealing with
concepts and terminology, simple
experiments and applications of learning
- Additional subject for studying, homework
and exam
- Make Science learning fun – science
reading and visit to Science Centre, apply
to normal life

6. What can I expect for my P3 Child?
3. CCA as an important subject
- All P3 pupils should join a SCCA and then
CCA
- CCA complement pupils’ learning and enrich
their school life
- Support school’s decision to build resilience
in your child
- Recognise your child’s privilege to represent
the school in competitions
- CCA may be used for DSA to secondary
schools

7. What can I expect for my P3 Child?
4. P3 SwimSafer 2.0 Programme
- 8 lessons for all P3 pupils during school
hours by trained coaches
- Ensure basic swimming competencies
- Opportunity to teach your child about
responsibility and compliance to rules
- Have confidence in your child

8. Programme Outline
• P3 Assessment Weighting
• Gifted Education Programme (GEP)
• Curriculum Briefings
• Co-Curriculum Briefings
• Sharing Session by P3 Form &
Co-Form Teachers in the classrooms

9. P3 Assessment Weighting
Term 1
No weighted
Assessment
Term 2
Weighted
Assessment
Term 3
Weighted
Assessment
End-of-Year
Examination
- 15% 15% 70%

10. Information about GEP
• GEP in Singapore caters for the intellectually gifted
• The goals of the GEP are
– to develop intellectual depth and higher level thinking
– to nurture productive creativity
– to develop attitudes for self-directed lifelong learning
– to enhance aspirations for individual excellence and fulfilment
– to develop a strong social conscience and commitment to serve
society and nation
– to develop moral values and qualities for responsible leadership

11. MOE GEP Screening Exercise
Round Activities Date
Round 1 Screening Exercise
(EL & Math)
23 Aug 2019
Results of Screening
Exercise
October
Round 2 Selection Exercise
(EL, Math & General
Ability)
15-16 Oct 2019
Results of Selection
Exercise
November

12. GEP Centres
• Anglo-Chinese School (Primary) (Boys)
• Catholic High School (Primary)* (Boys)
• Henry Park Primary School (Co-ed)
• Nan Hua Primary School* (Co-ed)
• Nanyang Primary School* (Co-ed)
• Raffles Girls' Primary School (Girls)
• Rosyth School (Co-ed)
• St Hilda's Primary School (Co-ed)
• Tao Nan School* (Co-ed)
* Special Assistance Plan (SAP) schools

13. English Language

14. Emphasis on
•Strengthening the
foundation of
language learning
•Enriching the EL
curriculum in our
schools
EL Syllabus 2010

15. Key Learning Outcomes
Develop effective and affective language use in pupils in
the following areas:
• Listen to, read and view critically with accuracy,
understanding and appreciation of a wide array of texts.
• Speak, write and represent in standard English
appropriate for different purposes, audiences, contexts
and cultures.
• Use standard English to communicate meaning.
• Use standard English with impact, effect and affect.

16. 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

17. UPPER PRIMARY STELLAR
Reading To Learn
Writing
As A 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.

18. Other EL programmes
I Love
Literature
• Develop pupils’ communication and
critical thinking skills via a set of
questioning techniques
• Encourage pupils to articulate their
knowledge, ideas and thinking clearly
and confidently while exploring the
themes of the book as well as current
affairs
Hot Off The
Press
Remediation/
Enrichment
• Address learning gaps
• Enable pupils to achieve stronger
academic outcomes

19. • Applied Learning Programme (Term 2)
– Aim to develop all Frontierers to be effective
communicators who are able to articulate their
knowledge and thinking CLEARLY,
CONFIDENTLY through CRITICAL
THINKING.
• Speak Good English Movement Week (Term 3)
– Aim to encourage pupils to speak standard
English that is universally understood
– A week of fun-filled English activities will be
carried out during curriculum
Key Events

20. P3 EL Assessment
Term Assessment Areas
1 to 3 Milestone checks • Listening Comprehension
• Oral Communication
• Writing Tasks
• Language use & comprehension (daily work)
2 Review Test • Spelling
• Grammar & Vocabulary MCQ
• Grammar & Vocabulary Cloze
3 Review Test • Grammar & Vocabulary MCQ
• Sentence Combining
• Comprehension
4 End-of-Year
Examination
• Listening
• Oral
• Guided Writing
• Written Paper
Feedback on the pupils’ learning will be done through the following:
Checklist, comments on daily work, conferencing, teacher-designed tasks/class
quiz.

21. P3 EL Assessment
• EL Guided Writing
• EL Listening Comprehension
These are examples of changes in assessment
to give students greater scope for interpretation
and personal response.

22. 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.
•

23. Listening
Comprehension:
• Show
understanding
by using
listening and
viewing skills
1 2
3 4
Colin helps his father lift heavy sacks of mail.
What is Colin’s father’s occupation?

24. Listening
Comprehension:
Picture
• Show
understanding
by using
listening and
viewing skills
To make Chocolate Cornflake Crunch, first you will need 4 tablespoons of
butter, 4 tablespoons of corn syrup, 1 bar of plain chocolate and 75g of
cornflakes. Next, put all the ingredients in a pan over a low fire and cook till the
butter and chocolate melt . After that, drop spoonfuls of the mixture onto a tray.
Lastly, put the tray into the refrigerator.
(Teacher repeats: To make Chocolate Cornflake Crunch, first you will need 4
tablespoons of butter, 4 tablespoons of corn syrup, 1 bar of plain chocolate and
75g of cornflakes. Next, put all the ingredients in a pan over a low fire and cook
till the butter and chocolate melt. After that, drop spoonfuls of the mixture onto
a tray. Lastly, put the tray into the refrigerator.)

25. Pupil’s script:
Fill in each blank from Q1 to Q5 with a word or a short phrase.
Pete’s Account of Events
Q1) Type of vehicle: ___________________________
Q2) Time of incident: ___________________________
Q3) What the driver was wearing: ___________________________
Q4) What the barrel contained: ___________________________
Q5) What was used to wrap the items: ___________________________
Listening Comprehension
Pete is at a neighbourhood police post telling the police what he saw. You are
the assistant taking down what Pete is saying.
This is what Pete says:
I saw everything through my binoculars. It was about three o’clock in the
afternoon when I saw a truck driving into my neighbour’s garage. The driver was
wearing a blue cap. When he got down from the truck, he took out a barrel labelled
‘Chemicals’ from the back of the truck and placed it on the ground. He was looking
around and behaving suspiciously. I couldn’t believe my eyes when he opened the
barrel and took some guns out of it. He then carefully wrapped the guns up in
newspaper and packed them into boxes.

26. How can we work together?
• Align our Efforts
• Communicate with each other
• Encourage your child
• Supervise your child

27. Mother Tongue
Language

28. CURRICULUM OBJECTIVES
Language
Ability
Integration of ALL Language Skills
Listening
Speaking
Reading
Writing
Spoken
Interaction
Written
Interaction
Self-Directed
Learning Ability
Civic Literacy &
Cultural
Awareness
Curriculum Objectives

29. Our 3E Approach
Enrich
Embrace
Excite
Cater to the different learning
needs of our pupils
 Modular Curriculum
 Differentiated School
based Curriculum
Enhance learning experiences
by stimulating motivation and
interest
 Motivational Reading
Programme (ALP)
 Structured Approach for
teaching the various
language skills. (TS)
 Infusion of ICT into T & L
Create authentic
learning content to
made MTL a living
language
 MTL Fortnight
 Competitions

30. 70-80%20-30% (3 periods/week)
来自家庭少或完
全没有接触华文
的学生
(Pupils with little or no
home CL exposure)
核心课程
(Core Module)
导入课程
(Bridging
Module (B))
70-80% 20-30%
核心课程
(Core Module)
华文程度较强的
学生
(Pupils with interest and
ability)
深广课程
(Enrichment
module (E))
70-80%
核心课程
(Core Module)
华文程度中等的
学生
(Majority of pupils)
校本课程
(School-based
Curriculum (C))
20-30%
Modular Curriculum

31. P3 MT Assessment
Term Weighted Assessment
Non-Weighted
Assessment
1 -
1. Listening Tasks
2. Reading & Oral
Conversation
3. Language Use
4. Composition Writing
Task
5. Comprehension
Mode of Report on
Learning Progress:
Checklist, Rubrics,
Feedback, Daily homework
2 LC & Language Test
3 Writing Test
4 End-of-Year Examination

32. P3 Oral
Reading
Picture
Description
Conversation

33. P3 Oral
 Development of Pupils’
Observation skills.
 Priority is on laying a good
foundation for Video Conversation
in Upper Primary.
 Focus on building oracy skills and
vocabulary building.

34. P3 Composition Writing
P2
P3
4A
4B-6
Sentences
Writing a
Single
Paragraph
Paragraph
within a
story
Writing
the
whole
story
Progressive Development of Writing Skills

35. P3 Composition Writing
Focus on building
up Content
through writing
paragraphs

36. Parent as Motivator
 Place equal emphasis on MTL so as to encourage and
promote excellence in your child when it comes to the
learning of MT Languages.
 Encourage your child to speak in MT Languages
especially to family members.
 Check your child’s work and progress regularly. Take
time to read MTL books with your child.
 Remind your child to bring Mother Tongue Language
Storybook for Silent Reading on Thursdays and Fridays.

37. Mathematics

38. 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

39. Laying a Strong Foundation
To enable our pupils to:
• acquire Mathematical concepts & skills
for everyday use
• develop thinking, reasoning,
communication, application and
metacognitive skills
• build confidence and foster interest in
Mathematics
Creative & Reflective Problem-Solvers

40. P3 Mathematics Syllabus
Number and Algebra
Whole Numbers • Numbers to 10 000
• Addition and Subtraction
• Multiplication and Division
Fractions • Equivalent Fractions
• Addition and Subtraction
Money • Addition and Subtraction
Creative & Reflective Problem-Solvers

41. P3 Mathematics Syllabus
Measurement and Geometry
Measurement • Length, Mass and Volume
• Time
Area and Volume • Area and Perimeter
Geometry • Angles
• Perpendicular and Parallel
Lines
Statistics
Data Representation and
Interpretation
• Bar Graphs

42.  Learning experiences
Skills/Intent
Hands-on activities Develop mathematical
concepts from Concrete to
Pictorial to Abstract
Show and Say Communication/Reasoning skills
Pair and Share Collaborative skills
Play and Learn Building of conceptual
understanding through
exploration
Creative & Reflective Problem-Solvers
Teaching Approach

43. P3 Mathematics Assessment
Creative & Reflective Problem-Solvers
Term Milestone Checks Remarks
1 Mental Sums
2 Mental Sums
Thinking Silhouette
Review 1*
3 Mental Sums
Performance Task
Review 2*
Use of Rubrics for
Performance Task :
Feedback
4 End-of-Year Examination*

44. Focus in Mathematics
Creative & Reflective Problem-Solvers
Reasoning and Communication

45. Creative & Reflective Problem-Solvers
Reasoning and Communication
Focus in Mathematics

46. Tips for Parents
• Spend at least 15 – 30 minutes every day to
revise their daily work or concepts.
• If your child has made a mistake in a specific
question, allow him/her to redo it without
referring to the answer provided by the teacher.
• Encourage your child to share their solutions
with you.
• Go through the steps in problem solving.
• Encourage them to persevere.
Creative & Reflective Problem-Solvers

47. P3-6 Mathematics Workshop for Parents
26 January, Saturday
Focus
P3/4: Problem Solving through
Model-Drawing
Parents’ Workshop
Creative & Reflective Problem-Solvers

48. Science

49. Science Curriculum Framework

50. 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

51. - P3 to P6
- Comprises two blocks (lower and upper)
- Lower block (P3 to P4)
- Upper block (P5 to P6)
Science Curriculum

52. Syllabus – Lower Block
Themes Topics Level
Diversity • Diversity of Living and Non-
Living Things
• Diversity of Materials
P3
Interactions • Interactions of Forces P3
Systems • Human System
• Plant System
P3
Cycles • Cycles in Plants and Animals
• Cycles in Matter and Water
P4
Energy • Energy Forms and Uses P4

53. Coverage in P3
Themes Topics Sub-topics
Diversity • Diversity of Living
and Non-Living
Things
• Classification: Living and
non-living things
• Plants
• Animals
• Fungi and bacteria
• Diversity of
Materials
• Exploring materials
Interactions • Interactions of
Forces
• Magnets and their
characteristics
• Making magnets
Systems • Human System • Your amazing body as
system
• Plant System • Plants and their parts

54. Science Non-Weighted Assessment
Term 1 Term 2 Term 3 Term 4
Journaling
Key Ideas Booklet (Checklists)
- Science & Math Fair
(6-10 May 2019)
Performance Task Revision Papers

55. Science Weighted Assessment
Term Assessment Marks Duration
2 Review 1 20 30 min
3 Review 2 20 30 min
4 End-of-Year Examination (EOYE) 80 1 h 30 min

56. Level Item Types
Number
of
Questions
Weighting
(marks)
Duration
P3
standard
Multiple
Choice
30 60
1 h 30 min
Open-
ended
5 - 8 20
Science Paper Format for EOYE

57. C – Make a CLAIM
E – Find EVIDENCE (from question) to
support your claim
R – REASON your answer using scientific
concepts
C-E-R Approach

58. • Key Ideas Booklet
• Activity Booklet
• Topical Worksheets
• Science Journal
• Science Workbook
Science Resources

59. • Science Journal
• Key Ideas Booklet
• Checklists of Science concepts for
each topic
Feedback on pupils’ learning

60. CCA

61. Co-Curricular Activities
• Co-curricular activities are an integral part of a well-
rounded education and play an important part in
building character.
• Through CCA, pupils discover their interests and
talents while developing values and competencies.
• Participation in CCA also helps develop friendships
and fosters social integration among pupils.

62. Frontier CCA Roadmap
DANCEFRONT
SEP
PAM ENRICHMENT
P3 – P6
CCA
P3
SCCA
Skills
Awareness
Programme
P1 – P2
PAL
Approach to CCA Implementation

63. P3 Structured Co-Curricular Activities
• Inclusive and broad-based approach to introducing
CCAs to our Frontierers.
• Delivery of programme through modules in Term 1
• CCA Selection will take place at the start of Term 2, after
CCA Fair

64. Structured Co-Curricular Activities for our Primary 3
Frontierers include the following experiences:
• Basketball
• Softball
• Sport Climbing
• Choir
• Dance Module
• Red Cross/ Scouts
• Environmental Club /
Robotics and New Media Club
• Skills Awareness
Programme
P3 Structured CCA

65. CCA Participation
Pupils are strongly encouraged to engage themselves in CCA:
• Allow time for your child to settle into a CCA
• Skill and Interest Development require both time and
commitment
• Avoid making hasty decisions pertaining to CCA change
CCA participation will be considered when determining a child’s
conduct grade:
• At least 80% participation for the year to qualify for Semester 2
conduct grade of “Very Good” and beyond
• An Advisory Notice will be issued to pupils who are frequently
absent from CCA without valid reasons.

66. Character
and
Citizenship
Education (CCE)

67. CCE
@FPS
Values
in
Action
Syllabus
Curriculum
Co-
Curricular
activities
Frontiermentals
CCE
Programmes

68. Social Studies

69. SOCIAL STUDIES SYLLABUS
Objectives :
Develop students into
informed, concerned
and participative
citizens who are
competent in quality
decision-making with
an impassioned spirit
to contribute
responsibly in the
world he/she lives in.

70. 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

71. P3 Social Studies Assessment
Formative Assessment
• 2 performance tasks
• Observation on learning attitude
Summative Assessment
• Social Studies Quiz

72. Family Matters @
School

73. Bringing
Family Life Education
closer to you
FamilyMatters@ Frontier Primary
School

74. Triple P Level 2 Seminars (Primary)
• 3 X 90 minutes parenting seminars
• 3 seminars include:
• (i) Power of Positive Parenting
• (ii) Raising Confident, Competent Children
• (iii) Raising Resilient Children
Triple P Level 3 Consultations
• 4 X 45 minutes personal coaching sessions
• Quick and personal way to get help from the trainer
• Tailored to meet your needs.
74
Triple P : Positive Parenting Programme
Triple P Level 4
• Group + Individual /Telephone Sessions
• 4 X 2hr Group sessions (4-6 families)
• 3 telephone calls
• Final 1 X 2hr Group Session

75. 75
You will receive a
questionnaire within the next
two weeks.
To help us match you with the
right programme, fill up the
questionnaire and return
back to our Family Matters
Coordinator, Mdm Siti Zaleha
by the date stated in the
invitation letter.
Be rest assured that the
information you provided will
be confidential. Only staff of
MSF have access to them.

76. 76
Please contact our
FamilyMatters@School
coordinator Mdm Siti Zaleha at
81218075 or email
frontiersfe@gmail.com if you
need assistance or more
information

77. Slides will be available
for download
on the school website
by end Jan 2019

78. Sharing Session by
Form & Co-Form
Teachers
(to be conducted in the respective classrooms)

79. Thank You