Briefing slides for parents of Frontier Primary

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
20 January 2018

2. Programme Outline
• Primary School Curriculum
• P3 Assessment Weighting
• Gifted Education Programme (GEP)
• Curriculum
• Co-Curriculum
• Parent–School Partnership
• Sharing Session by Form Teachers & co-Form
Teachers

3. PRIMARY SCHOOL CURRICULUM

4. Values Education
Values
Respect
Responsibility
Integrity
Care
Resilience
Harmony
Student
Outcomes
Social &
Emotional
Competencies
21st Century
Skills

5. P3 Assessment Weighting
Performance
Task
Mid-Year
Exam
Mini-Test
End-of-
Year Exam
15% 25% 15% 45%

6. Information about GEP
• Gifted: intellectual ability, leadership ability, talent in art
and music, and psychomotor ability.
• GEP 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 fulfillment
– to develop a strong social conscience and commitment to serve
society and nation
– to develop moral values and qualities for responsible leadership

7. MOE GEP selection process
Round Activities Date
Round 1 Screening
Exercise
24 Aug 2018
Results of
Screening Ex.
October
Round 2 Selection Ex. 16 -17 Oct 2018
Results of
Selection Ex
November

8. 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

9. English Language

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

11. 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

12. Upper Primary STELLAR
lesson
12
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.

13. 13
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
- HOTP
- Moo-O Digital Storytelling
- Collaboration with NLB
for mass borrowing
- Library Visits
Writing
- Journal Writing
- Writing Package
Learning Journeys
School-based
worksheets/
Practice Papers /
Listening and Oral
Booklets /
Remedial / Enrichment
ICT Lessons
English @ Frontier (Middle Primary)

15. 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.

16. F@CE for P3
Adaptable
Individual
Confident
Thinker
Passionate
Leader
Oral Performance
Task –
Moo-O Digital
Storytelling
I Love
Literature
HOTP
Emcees for
school events
Competitions

17. Assessments

18. Aligning Teaching & Assessment
 Giving children greater scope for their own
interpretation and personal response in speaking and
writing
 Greater attention paid to viewing skills with listening
and reading

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

20. 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.
•

21. 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?

22. 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.)

23. 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.

24. Oral Communication:
Reading Aloud &
Stimulus Based
Conversation
• Use of a visual
stimulus to
focus on a
familiar topic
• To be engaged
in a
conversation
Jurong Community Centre
Sports for Kids
cycling
swimming
football
inline-skating
Take up a sport
this holiday!
karate

25. Visual Text
Comprehension
• Text which
includes
visuals
• Viewing skills
used when
reading
• Multiple-
choice
questions
Flaminong Bird Park and Amazing Films
present
DANCE OF THE EAGLES
(An Incredible Tale of Hope, Adventure and Love)
A movie by Joseph Anthony
At the Main Pavilion:
 Come and watch real eagles
 Take part in the lucky draw
 Meet Jojo, the eagle mascot
 Donate for a good cause
(All the money collected will be donated to Flaminong Bird Park’s
Eagle Conservation effort)
Ticketing Information
General Public: Members:
S$15 S$10
Tickets will be available at the entrance of Flaminong Bird Park from 1 November 2013!
You may also book them through the website at http://www.flaminongbirdpark.com.sg
In conjunction with our
Outdoor Charity Event
Date: Friday, 19 December 2013
Time: 6 pm to 9 pm
(Film screens at 7 pm)
Venue: Theatrette,
Flaminong Bird Park

26. P3 EL Assessment
Term Assessment Areas
1 Performance Task Moo-O Digital
Storytelling
2 Mid-Year Examination - Listening
- Oral
- Guided Writing
- Written Paper
3 Mini Test Written Paper
4 End-of-Year Examination - Listening
- Oral
- Guided Writing
- Written Paper

27. Mathematics

28. 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

29. 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

30. P3 Mathematics Assessment
Term 1
• Mini-Test 1 Recommended Format:
• Section A: MCQ
• Section B: SAQ
• Section C: Word Problems
Term 2
• Mid-Year Examination
Term 3
• Mini-Test 2
Term 4
• End-of-Year Examination

31. SUPER Tips for Word Problems
SUPER
Study the problem
Understand and Underline the key words
Plan the process
Execute the plan
Review the answer

32. Useful Pointers
Highlight key words in questions
Train your child to show proper and detailed
working steps
Train your child to check answers
Guide your child to reflect on his/her mistakes.
Reinforce the necessity of writing neatly
Time management

33. Useful Pointers
Work closely with your child’s Math teacher.
Monitor your child’s learning closely.
Revise multiplication tables on a regular basis.
Play mathematical games/puzzles.
Relate Math concepts to daily situations.
Celebrate little successes.

34. Science

35. Science Curriculum Framework

36. 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

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

38. 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

39. 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

40. 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.

41. Mother Tongue
Languages

42. P3 New Curriculum
欢乐伙伴
Huan Le Huo Ban
Cekap Theen Thamizh
1. It aims to develop our pupils into proficient language
users who can communicate confidently and
effectively.
2. Themes in the new curriculum are set in real-life
situations to better engage our pupils.
3. New curriculum focuses a lot on oratorical skills.
Authentic activities have been put in place to develop
such skills.
4. Structured approach to develop Writing skills.

43. P3 Mid-Year Oral Assessment
Stimulus Based Conversation using Photographs
1. Choose only one photograph and describe what is happening
in the photographs.
2. Which part of the celebration do you like the most and why?

44. P3 End-of-Year Oral Assessment
Stimulus Based Conversation using Video
Theme: Helping out at home

45. P3 End-of-Year Oral Assessment
Stimulus Based Conversation using Video
1. Question about the Video
 Describe an incident that you saw in the video.
(Using 5W and 1H to answer)
2. Question about Personal Experience
 Do you help with household chores at home?
 What chores do you help with at home?
 Which chores do you like doing?
 Are there any chores that you don't like
doing? Why?

46. P3 Composition Writing
Focus on
Paragraph Writing
to build up content

47. P3 MT Assessment
Term Assessment Areas
1 Performance Task Storytelling
2 Mid-Year Examination
 Listening
 Oral
 Composition
 Written Paper
3
Mini-Test 1
Mini-Test 2
Written Paper
4 End-of-Year Examination
 Listening
 Oral
 Composition
 Written Paper

48. 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 Games/Activities & P3 VIsTA
Camp)

49. 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.

50. Character
and
Citizenship
Education

51. Frontier’s Curriculum aims
to develop 21st CC skills
SEL
Competencies
MOE’s
Desired
Outcomes
Frontier’s
R3IC2
Values

53. 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.

55. Social Studies

56. 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

57. Curriculum Aims
57

58. P3 Social Studies Assessment
Formative Assessment
• 1 performance tasks
• Observation on learning attitude
Summative Assessment
• Social Studies Quiz

59. CCA

60. Co-Curricular Activities
• Co-curricular activities are an integral part
of a well-rounded education and play an
important part in building character.
• They help nurture in pupils qualities such
as resilience, tenacity, confidence and
perseverance, which prepare them to
adapt and thrive in a rapidly changing
world.

61. Importance of CCA
• Through CCA, students discover their
interests and talents while developing values
and competencies.
• CCA also promotes friendships among
students from diverse backgrounds as they
learn, play and grow together.
• Participation in CCA fosters social integration
and deepens students’ sense of belonging,
commitment and sense of responsibility to
school, community and nation.

62. P3 Structured Co-Curricular Activities
• Inclusive and broad-based approach to
introducing CCAs to our Frontierers.
• All Frontierers share common
experiences.
• Delivery of programme through modules.

63. P3 Structured CCA
• Holistic Development – Developing the
Physical, Aesthetic, Cognitive, Socio-
Emotional Domains, Leadership and
Affective Domains.
• Foster closer bonds within peers and
develop responsibility towards others.

64. Structured Co-Curricular Activities for our
Primary 3 Frontierers include the following
experiences:
• SwimSafer
• Bouldering
• Digital
Lifeskills.
(Stop Motion)
• Tag Rugby
• Creative Dance
• Strategic Games
P3 Structured CCA

65. P3 Structured CCA
Our SCCA programme aims to develop active, dynamic,
rugged, confident, thoughtful, artistic and responsible
individuals who possess the zest for life.

66. Approach to CCA Implementation
PAM Enrichment
SEP
danceFRONT
P4 – P6
CCA
P3
SCCA
Skills Awareness
Programme
P1 – P2
PAL

67. 3Es / 3-Tiered Approach
Enrich
Tier 3 Programmes
- Opportunities to specialize
Engage
Tier 2 Programmes
- Opt-in enrichment
- Selected modular programmes
Excite
Tier 1 Programmes
- Opportunities for all
- Broad-based exposure

68. SCCA Participation
Pupils are strongly encouraged to participate
in SCCA:
• Develop positive character values/traits such as resilience and
thoughtfulness
• Experience diverse domains for well-rounded development
• Learn new skills
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

69. Parent-School
Partnership

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

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

73. Kids don’t
come
with an
instruction
manual

74. • Developed by: Professor Matt Sanders through more
than 30 years of clinical research trial
• Aim: Prevent behavioural, emotional and developmental
problems in children by enhancing the knowledge, skills
and confidence of parents
• Delivery Format: Large group seminars (Triple P Level 2),
individual consultations (Triple P Level 3), and group
sessions (Triple P Level 4)
Triple P
(Positive Parenting Program)

75. 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.
75
Triple P : Positive Parenting Program
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

76. The evaluation study on Triple P shows that the
programmes bring about better parenting and child
outcomes.
Parents who undergo the full programme
dosage report:
 Improved parenting competency
 Reduced parenting stress
 Reduced negative emotional states
 Reduced child’s difficult behaviour.
Evaluation Study on Triple P Pilot

77. What Are Parents Saying?
“Being a mother of 3, I faced a lot of
challenges in their behaviour,
emotions, dealing with their school
life…By attending Triple P, I learnt
many techniques/ strategies to
handle these situations. They
taught me how to be calm,
understand the kids’ emotions and
how to handle them with love and
care. Now I am more patient than
before and can deal with them
calmly and rationally.
- Parent , Clementi Primary
School
Triple P Level 2 Seminars
Primary School
At times we are so caught up with “getting the
things done” that we “react” first before
thinking much of the child’s perspective. Now
I consciously pause for a while before I say
something when my children do something I
disagree.
In addition, after attending this programme I
feel more strongly that we, as parents, must
take care of our mind and body. When we are
in good position with ourselves, we are able
to guide and manage our children better.
- Parent, St Anthony’s Primary

78. 78
You will receive a
questionnaire on 23 Jan
2018.
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 29 Jan 2018.
Be rest assured that the
information you provided will
be confidential. Only staff of
MSF have access to them.

79. Slides will be available
for download
on the school website
by end Jan 2018

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