Primary 4 Parents' Briefing Slides (2018)

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 P4 Pupils
20 January 2018

Programme Outline
• Primary School Curriculum
• P4 Assessment Weighting
• Subject Based Banding (SBB)
• P4 to P5 Promotion Exercise
• Curriculum Briefings
• Co-Curriculum Briefings
• Parent–School Partnership
• Class Matters

P4 Assessment Weighting
Performance
Task
Mid-Year
Examination
Mini-Test
End-of-Year
Examination
15% 25% 15% 45%

What is Subject Based Banding (SBB)?
 A refinement to the streaming process.
 Removes the previous EM3 stream in
Primary 5 & Primary 6.
 Provides greater flexibility for your
child by offering options comprising a
combination of Standard and
Foundation subjects, depending on
his/her strengths.

Why Subject Based Banding (SBB)?
 Recognises the different abilities of
students and give them greater flexibility
to focus on the subjects they are good
at.
 Enables school to better provide
enrichment and support programmes for
pupils with different learning abilities.
 Encourages more interaction among
students with different strengths.

Some Terms Used
 Standard Subject (S)
 A subject that is pitched at the level of
the previous EM2 level.
 Foundation Subject (F)
 A subject that is pitched at the level of
the previous EM3 level.
 Higher Mother Tongue (H)
 H subjects are meant for pupils who are
able to manage EMS and MT very well.

SBB Choices Offered
If a student
(end of P4)
Possible Recommendations
Passes 4 subjects 4 Standard Subjects
Passes 3 subjects (a) 4 Standard Subjects;
(b) 3 Standard Subjects + 1 Foundation Subject
Passes 2 subjects
or fewer
(a) 4 Standard Subjects;
(b) 3 Standard Subjects + 1 Foundation Subject;
(c ) 4 Foundation Subjects

How does SBB Work?
At the end of P4 At the start of P5
Based on pupils’ school-
based examinations
results, school
recommends a subject
combination.
Parents fill up options
form indicating their
preferred combinations.
The school may get back
to parents on preferred
combinations.
Pupil takes subject
combination chosen by
parents.

How does SBB Work?
At End of P5 At Start of P6 At the end of P6
School reviews and may
change the subject
combination of the pupil
based on his/her
academic results.
Pupil takes subject
combination decided by
the school.
Pupil sits for the Primary
School Leaving
Examinations (PSLE).

Subject Based Banding @ Frontier
At end of Primary 4
 Parental Choice at the end of P4.
 Parent will make the final decision on their
child’s subject combination.

Subject Based Banding @ Frontier
At the end of Primary 5, school will decide on:
 the level of subjects to be taken by pupils
when they progress to P6.
 placing pupils in a less/more demanding
subject combination.

SBB and Admission to Sec Schools
• SEAB has put in place a system that computes
the PSLE score fairly for students taking
Standard and Foundation subjects
Subjects Eligible Course
4 Standard Subjects Express, N(A) or N (T)
3 Standard Subjects + 1 Foundation Subject Express (if they do very well)
N(A) or N (T)
4 Foundation Subjects N (A) (if they do very well)
or N (T)

Higher Mother Tongue (HMT)
• School may recommend pupils to take up HMT
based on their performance at P4 school-based
examinations
• Pupils must do well in EMS and Mother Tongue
to be eligible
• HMT is offered if the pupil meets the criteria.
• Pupil makes the decision to take up HMT if
offered

Higher Mother Tongue (HMT)
• Mainstream MT and HMT are 2 different
subjects.
• HMT pupils will have more curriculum
periods than pupils not doing HMT. These
additional periods will be carried out
outside usual curriculum time
• Pupils doing HMT will have longer
curriculum hours than other pupils
• HMT pupils will have to take separate
examinations for MT and HMT.

Eligibility Criteria
MT HMT EMS
For P4 pupils
to be eligible
for HMT in P5
Band 1
(85 and above)
NA Band 1
(85 and above)
For P5 HMT
pupils to
continue with
HMT in P6
A
(75 and above)
Pass A
(75 and above)

Admission to SAP School
HMT will not be included in the computation of
PSLE aggregates.
Pupils who are among the top performers of
the PSLE cohort and pass HCL will be eligible
for bonus points for admission to Special
Assistance Plan (SAP) secondary schools
1-3 points may be awarded according to
performance in HCL which can only be used
to gain entry into SAP secondary schools.

Admission to SAP School
HCL Grade Bonus Point
Distinction 3
Merit 2
Pass 1

SAP Schools
Anglican High School 圣公会中学
Catholic High School 公教中学
CHIJ Saint Nicholas Girls' School 圣尼各拉女校
Chung Cheng High School (Main) 中正中学（总校）
Dunman High School 德明政府中学
Hwa Chong Institution 华侨中学
Maris Stella High School 海星中学
Nan Chiau High School 南侨中学
Nan Hua High School 南华中学
Nanyang Girls' High School 南洋女子中学校
River Valley High School 立化中学

FAQs on Subject-Based Banding
If the school recommends that my child take a
Foundation subject, eg. Foundation Math at the
end of P4, would parents have the option to
place him/her in Standard Math instead?
Yes, at the end of P4, parents are able to make the final
decision with regard to the child’s subject combination.
However, parents are strongly encouraged to accept
school’s advice, which is given based on the pupil’s results
over the years and the teachers’ recommendations.
However, at the end of P5, the school will make the final
decision after considering the child’s ability to cope with the
subject.

Can I opt for my child to take HMT (Higher
Mother Tongue) even if it is not recommended
by the school?
For a child to be offered HMT, he/she needs to meet the
school’s academic criteria of having Band 1 for all four
subjects (Mother Tongue, English, Math and Science). A
child who does not meet the criteria is unlikely to be
able to cope with HMT. The school discourages pupils who
do not meet the criteria from taking HMT.

Does the school offer Higher Tamil?
The school will be having its first P5 batch of
Tamil pupils in 2019. The school may offer
Higher Tamil depending on the aptitude of
pupils.

Will my child be able to take Higher
Mother Tongue (HMT) at secondary
school if he does not take the subject in
primary school?
Yes, pupils are able to take HMT at
secondary school regardless of whether
he/she has taken the subject in primary
school, subject to the secondary school’s
academic requirement. Taking HMT in
primary school does not guarantee the ability
to take HMT at secondary level.

Would there be any bonus point(s) given
to a pupil taking Higher Malay or Higher
Tamil in the PSLE?
No.
Bonus points apply only to HCL pupils who
are seeking entry to SAP schools.

P4 to P5 Promotion Exercise
Will my child be in the same class in
P5?
Pupils will be banded according to their
learning pace at the end of P4 to best
enable teachers to support pupils’
learning needs. It is likely that not all
pupils will have the same classmates in
P5.

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

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

Upper Primary STELLAR
lesson
30
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.

Upper Primary STELLAR
lesson
31
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.
English @ Frontier Reading:
- Stellar Readers
- Classroom Library Books
- Collaboration with NLB
for mass borrowing
Writing
- Journal Writing
- Writing Package
- Learning Journeys
- School-based worksheets
- Companion Booklets
- Customised Booklets
- Listening Comprehension and Oral Book
- Test Papers*
- Remedial / Enrichment
- Readers’ Theatre

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.

F@CE Framework
Adaptable
Individual
Confident
Thinker
Passionate
Leader

P4 EL Assessment
Term Assessment Areas
1 Holistic Assessment
(Performance Task)
Readers’ Theater
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

P4 Mathematics Syllabus
Number and Algebra
Whole Numbers • Numbers to 100 000
• Factors and Multiples
• Four Operations
Fractions • Mixed Numbers and Improper Fractions
• Fractions of a Set of Objects
• Addition and Subtraction
Decimals • Decimals up to 3 decimal places
• Addition and Subtraction
• Multiplication and Division

P4 Mathematics Syllabus
Measurement and Geometry
Measurement • Time
Area and Volume • Area and Perimeter
Geometry • Angles
• Rectangle and Square
• Line Symmetry
Statistics
Data Representation and
Interpretation
• Tables and Line Graphs

P4 Mathematics Assessment
Term 1
• Performance Task Recommended Format:
• Section A: MCQ
• Section B: SAQ
• Section C: Word Problems
Term 2
• Mid-Year Examinations
Term 3
• Mini-Test
Term 4
• End-of-Year Examinations

SUPER Tips for Word Problems
SUPER tips
Study and
Plan the solution
Execute (Carry out) the plan
Review the answer
Understand the question

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.

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

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

Coverage in P4
Themes Topics Sub-topics
Cycles • Cycles in Plants and
Animals
• Life cycles of some animals
• Life cycles of plants
• Cycles in Matter and
Water
• Matter
Energy • Energy Forms and Uses • Light and Shadows
• Heat and temperature

P4 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. Besides focusing on oratorical skills, the new
curriculum places great emphasis in developing pupils’
writing skills. Authentic activities have been put in
place to develop such skills.

P4 Oral Assessment
Stimulus Based Conversation using Video
Theme: Helping out at home

P4 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?
3. Question covering broader perspective
 Do you think children should help parents with
household chores? Why do you think so?

P4 Composition Writing
Focus on Structure of
Writing and
Strengthening of
Vocabulary used and
Content in Composition

P4 MT Assessment
Term Assessment Areas
1 Performance Task Junior Newscaster
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

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)

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.

Character
and
Citizenship
Education

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.

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

P4 Social Studies Assessment
Formative Assessment
• 1 performance task
• Observation on learning attitude
Summative Assessment
• Social Studies Quiz

Co-Curricular Activities at Frontier
• A key character education programme
important to a child’s holistic
development
• It is not PE, nor is it an Enrichment
programme
• Offers experiences not found during
usual curriculum hours

Co-Curricular Activities at Frontier
• Pupils will take on additional roles and
responsibilities in the course of their CCA
experience (Leadership and Mentoring)
• Form closer bonds through interaction and
shared experiences during CCA
• School expectation that a child actively
participates in CCA to be well-rounded

2017 CCA Offerings
S/NO Domain CCA Co-payment
1 Sports Badminton No
2 Sports Softball (Boys) No
3 Sports Rugby (Boys) No
4 Sports Basketball (Boys) No
5 Sports Sport Climbing
(Invitational only)
No
6 Visual and Performing Arts Art Club No
7 Visual and Performing Arts Chinese Dance No
8 Visual and Performing Arts Choir No
9 Visual and Performing Arts DanzWhiz
(Invitational only)
No
10 Visual and Performing Arts String Ensemble *Yes
11 Clubs Library Club No
12 Clubs Media Club No
13 Uniformed Groups Red Cross No
14 Uniformed Groups Scouts No
2018 CCA Offerings

Frontier P3 to P4 CCA Progression
P3 Structured
CCA
Skills Awareness
Programme (SAP)
P4 CCAs
Enrichment /
danceFRONT
Programmes / Curriculum
Experiences
Sports
Education
Programmes
(SEP)
The P3 SCCA programme, together with other supporting
programmes, will allow pupils to make a better decision on
their CCA choice at P4.

Administrative Information
• Allow child to stay and grow with the CCA. Avoid making
a hasty decision to request for a change in CCA.
• To ensure that all our pupils benefit and remain well-
engaged during CCA, pupils are expected to participate
fully to maximize their learning experience.

CCA Participation
Pupils are strongly encouraged to participate in CCA:
• Develop positive character values/traits such as resilience and
thoughtfulness
• Learn new skills
• Interact and play well with others
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

FAQs on CCA Selection
When will the CCA selection period end?
The online CCA selection process is ongoing up till 11.59
p.m. on 22 January 2018. Registration is not on a first-
come-first-served basis.
What if I am having trouble with the MC
Online registration?
Hardcopies of the CCA selection form can be obtained at
the General Office. As long as the completed hardcopies
reach the General Office before 5.00 p.m. on 23 January
2018, all entries would still be deemed as submitted within
the stipulated registration window.

CCA Selection seems stressful for my child.
CCA is an important part of a pupil’s school experience.
The top 3 CCA choices your child makes with you should
factor in his/her interests, passion and aptitude from the
Skills Awareness Programme.
With secondary schools accepting up to 20% of pupils via
Direct School Admission, and many in CCA areas, it is
important for your child to have discovered his/her talents
and interests while in primary school.

My child/ward is only interested sports. Is
he/she allowed to select CCAs all from the same
domain i.e. sports?
Yes, your child will be able to select CCAs from the same
domain. However, he/she will not be placed during the
first round of CCA allocation. He/she will only be allocated
a CCA during the second round of CCA allocation.
Your child/ward should identify some possible areas that
he/she could be interested and be open to discovering
passion for other areas.

Would there be any room for pupils who want to
join a CCA for recreation?
There are both recreational and competitive teams for most
CCAs.
However, there is a limit to the size of each CCA as
resource constraints will affect overall pupil engagement.

Parent-School Partnership
• Support from Parents is critical
• Work closely with the teachers for the
benefit of the children
• Ensure homework is done punctually

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

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

Kids don’t
come
with an
instruction
manual

• 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)

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.
80
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

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

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

83
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.

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

Primary 4 Parents' Briefing Slides (2018)

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