P5 Briefing for Parents13 January 2017

Agenda

• School’s Directions & Special

Programmes for P5

• Priming for PSLE

• How the School will work with your

child

• Tips for Parents

Our Vision, Mission and Values

Our VisionEvery Cedarian a

lifelong learner, a

person of character

Our MissionNurturing

Enthusiastic Learners

and Responsible

Citizens

Our Values

Courtesy

Care

Enthusiasm

Determination

Adaptability

Responsibility

• Striving for Academic Excellence

for Lifelong Learners

• Developing Cedarians of Character

• Pursuing Staff Excellence to build capacity and

competency in Teaching, Administrative Efficiency and Customer Service

Our Strategic Foci

Developing Cedarians of CharacterNurturing Responsible Citizens and Individuals of Character

Nurturing

Active

Contributors

Nurturing

Upstanding

Leaders

Talent ManagementTalent Management

Quality Teaching & LearningQuality Teaching & Learning

a. Character Development Camp

b. Creativity Fest

c. NE Show

d. Learning Journeys

e. VIA & Go for H3

f. Leadership Opportunities

Special Programmes for

Character Development

Striving for Academic ExcellenceNurturing Enthusiastic Lifelong Learners

Nurturing

Effective

Communicators

Nurturing

Creative

Thinkers

Talent ManagementTalent Management

Quality Teaching & LearningQuality Teaching & Learning

a. P5 Creative and Inventive Thinking

(CIT) Programme

b. Public speaking programmes

c. Customised instruction to match the learning progress of the students

banding of our students

Special Programmes for

Cognitive Development

Priming for PSLE

a. PSLE T-score

b. Grading System

c. Talent Management & DSA

matters

d. 2016 Performance

e. Movement after P5

Priming for PSLE

Computation of the PSLE score

PSLE T-score• T-Score is not the mark that a pupil obtains

in the examination; sum of the T-Scores for the subjects taken

• T-Score gives the rank or position of a pupil’s performance compared to all other pupils in that subject whereas the mark obtained in the examination only shows how good the pupil is in that subject

• All 4 / 3 subjects that the pupil offers carry equal weighting

PSLE T-scoreHow is it calculated?

T = 50 + 10 [ (X – Y) / Z ]X is the pupil’s mark for the subject

Y is the average mark (mean) scored by all the pupils

Z is the spread of the marks around the average mark (standard deviation)

We have no way of ascertaining what the Y and Z for any particular exam is

Pupils need to put in their best effort for all subjects

Some Realities – T-Score

• Average score (Y) obtained by all pupils for a subject is 68.0

• Spread of marks around the average score (Z) is 14.0

A child scoring 80 will obtain a score of :

T = T = 50 + 10 [ (X – Y) / Z ]

or

T = 50 + 10 (80-68) / 14 = 58.57

Some Realities – T-Score

• Average score (Y) obtained by all pupils for a subject is 68.0

• Spread of marks around the average score (Z) is 14.0

A child scoring 50 will obtain a score of :

T = T = 50 + 10 [ (X – Y) / Z ]

or

T = 50 + 10 (50-68) / 14 = 37.14

Some Realities – T-Score

• Therefore in the example cited, the pupil based on his raw scores should obtain 1 A and 1 C.

• But after applying the formula for T-scores, he receives 1 C and 1 D.

PSLE Grades and ScoresSome Examples from past PSLE scores

Mark Range Grade

91 and above A*

75 to 90 A

60 to 74 B

50 to 59 C

35 to 49 D

20 to 34 E

Below 20 U

Standard Subject Grading

Foundation Subject Grading

Mark Range Grade

85 and above G1

70 to 84 G2

50 to 69 G3

30 to 49 G4

Below 30 U

Mark Range Grade

80 and above Distinction

65 to 79 Merit

50 to 64 Pass

Below 50 Ungraded

HMT Grading

ENGLISH MATHMOTHER

TONGUESCIENCE T-SCORE STREAM

A* A* A* A* 265 EXPRESS

A A A* A* 250 EXPRESS

A A A A 239 EXPRESS

B A B B 214 EXPRESS

B A C C 204 EXPRESS

C A C C 191EXPRESS /

N(A)

B C B C 173 N(A)

Examples of past PSLE Scores

Examples of past PSLE Scores

ENGLISH MATHMOTHER

TONGUESCIENCE T-SCORE STREAM

C A D D 166 N(A)

C E - D 156 N(A) / N(T)

1 2 3 2 154 N(A) / N(T)

C A D D 150 N(T)

2 4 4 2 135 N(T)

4 2 4 3 119 N(T)

Progression to Secondary School

• Integrated Programme (IP) Course: 6-year

programme leading to the GCE A-Level

Examination

• Express Course: 4-year programme leading to

the GCE O-Level Examination

• Normal (Academic) Course: 4-year programme

leading to the GCE N-Level Examination; A 5th

year leading to the GCE O-Level examination

made available to N(A) students who perform

well in their GCE N-Levels

Progression to Secondary School

• Normal (Technical) Course: 4-year programme

leading to the GCE N-Level Examination;

programme prepares students for a technical-

vocational education at the Institute of Technical

Education (ITE)

Talent Management

& DSA Matters

• Collect and Sift relevant information from Pupil Information Form

• Make Reference to previous year’s Data (SA2, Talent Tracking Form, External Competitions)

• Observe and Inform AYHs/CCA OICs

• Lead Conversations during Level Meeting / CCA (Surface Potential Talents)

• Collate and Update relevant KPs during Exco

• Plan with Level Teachers possible platforms at Level Based events

• Collate whole school’s information on Talent Management

• Plan with AYHs, Programme Co-ordinators and/or CCA OICs possible platforms at Department/School Level and/or external events

• Source for External Partnership that will possibly enhance students’ talent as well as to attain strategic recognition.

Form/Subject Teachers

AYHs Relevant KPs

Talent ManagementStructured Approach to Talent Management Across School (Acad)

Talent ManagementStructured Approach to Talent Management Across School (Non-Acad)

• Collect and Sift relevant information from Pupil Information Form

• Make Reference to 2015 Data (SA2, 2015 Talent Tracking Form, External Competitions)

• Observe and Inform CCA OICs and TICs / CCA Coaches and Instructors / Vendors

• Lead Conversations during Level Meeting / CCA (Surface Potential Talents)

• Collate and Update relevant KPs during Exco

• Plan with Level Teachers possible platforms at Level Based events

• Collate whole school’s information on Talent Management

• Plan with AYHs, Programme Co-ordinators and/or CCA OICs possible platforms at Department/School Level and/or external events

• Source for External Partnership that will possibly enhance students’ talent as well as to attain strategic recognition.

PAM Teachers CCA OICs and TICs Relevant KPs

Constant Interaction with each other to support talents in their Academic Excellence

DSA Matters• The DSA-Sec Exercise is an admission

exercise to allow participating secondary

schools to select some Primary Six (P6)

students for admission to Secondary One.

• The selection will be based on their

achievements and talents before the

Primary School Leaving Examination (PSLE)

results are released.

DSA Matters• If your child has a CCA portfolio, he/she needs to

maintain his/her participation and attendance until

the competition season is over

• We acknowledge external CCA achievements in

the Holistic Report Card where evidence is provided

• Academic performance is still important to many

schools offering DSA

• More information on DSA and participating schools

can be found at:

http://www.moe.gov.sg/education/admissions/dsa-

sec/

Successful DSA Applicants Name of pupil Secondary school DSA for

Jayde Ashlea Yeung CHIJ Secondary (Toa

Payoh)

Track and Field

Kang Daeun NUS High School of

Mathematics and

Science

Mathematics and

Science

Toh Beam Isaac Raffles Institution Track and Field

Kek Hian Leng School of Science and

Technology

Science

Qu Fangyao Cedar Girls’ Secondary

School (Integrated

Programme)

Mathematics

Martin Luther

Julianna JothiNational Junior College Track and Field

Charlieze Tan Ka Mun Dunman High School General Ability

Our 2016 PSLE Results

Course Eligibility

EXP65%

N(A)29%

N(T)6%

Anderson Secondary School 1

Ang Mo Kio Secondary School 1

Bartley Secondary School 13

Beatty Secondary School 5

Catholic High School – Integrated Programme 2

Cedar Girls' Secondary School 2

CHIJ Secondary School (Toa Payoh) 3

Chung Cheng High School (Main) 2

Choice of Schools

Choice of Schools

Geylang Methodist School (Secondary) 3

Guangyang Secondary School 5

Holy Innocents' High School 1

Kuo Chuan Presbyterian Secondary School 2

Maris Stella High School 1

Nan Hua High School 1

Raffles Girls’ Secondary School – Integrated

Programme2

School of Science and Technology 1

St. Andrew's Secondary School 1

St. Gabriel's Secondary School 6

Tanjong Katong Secondary School 5

Victoria School 1

Zhonghua Secondary School 10

Choice of Schools

Developments after P5

Subject Combinations Offered

• 4 SS + 1 HMT

• 4 SS

• 3 SS + 1 FS (FEL, FSC, FMA & FMT)

• 1 SS + 3 FS (FEL, FSC, FMA & FMT)

• 4 FS (Foundation Mother Tongue will be

offered)

Impact on PSLE Score when FS subjects are offered

ENGLISH MATHMOTHER TONGUE

SCIENCE T-SCORE STREAM

C 2 A 2 170 N(A)

C C C C 159N(A) / N(T)

C 3 A 2 155N(A) / N(T)

C C B D 149 N(T)

3 4 1 2 138 NT

3 2 2 - 109 NT

Movement After P5HMT

• Can continue to offer HMT if the child scores

at least a Band 3 in HMT

Movement After P5 Subjects offered at P6

• We may need to speak to you if your child has

fared poorly in his subjects and needs to offer

them at Foundation instead of Standard level

in P6

• Your child may be asked to sit for a re-test in

January to confirm his/her subject

combination in P6

• The decision for the switching of subjects lies

with the school and not the parents at this

stage

Movement After P5 Subjects offered at P6

• Your child may also be provided an

opportunity to offer EMS or MT at Standard level if he / she does exceptionally well in

it.

• However additional support is essential.

How the School will Work

with your Child

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• What School Leaders intend to do:

– Lesson Observations

– Pep talks for the children (whole cohort,

class, individual)

– Sharing of assessment results with the

children

– PTM with P or VPs for parents whose

children are in danger of failing their SAs

How We will Work with Your Children

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• Your children move to different classes according to their P4 SA2 performance we do so to match their learning pace better but your child also needs to keep up and aim to improve his / her performance

• He / she is able to interact with and appreciate pupils of different abilities in his / her own form class helps to broaden the circle of friends for our Cedarians

How We will Work with Your Children

2017 Classes• Form classes

– P5-Courtesy

– P5-Adaptabiity

– P5-Enthusiasm

• Subject banded classes

– P5-1

– P5-2

– P5-3

– P5-4

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• Remedial and supplementary lessons –

also grouped according to ability -

during term time, June and September

holidays

• Review of concerns raised from CA in

Semester 2, SA1 and SA2 results

• Monitoring and expecting every child to

participate actively in lessons

How We will Work with Your Children

Tips for Parents

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Communications• We will be keeping you informed if your

child is misbehaving and we need your

support

• Please refer to your child’s Pupils

Handbook daily for daily homework

updates / important announcements

• Should you need to meet with a teacher,

please make an appointment ahead of

schedule and refrain from contacting him

/ her after 6pm and on weekends.

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Homework Matters• 2 forms:

– Incomplete work started in class and to be submitted the

next day

– Assigned homework with a 2 – 3 day deadline

• Spelling lists are assigned ahead of time for

children to manage their learning and does

not fall under assigned homework

• Teachers try their best to manage the

amount of homework assigned for the

students

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Homework matters• Pacing your child and monitoring his / her

work – may not have developed the maturity and

discipline to work at a steady pace; needs to take

his / her school work seriously

• Monitoring daily and weekend homework as

your children will need to be able to cope

and complete with the increased workload

in time to come. Regular school attendance

is assumed.

• Monitoring has to start now and

not in Term 3.

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Assessment• Ensure your child takes assessments

seriously- assessments serve as a yardstick

of current progress

• A poor performance can mean:

– inability to cope with the P6 curriculum

demands (offering Foundation level)

– affect his/her course options in Secondary

School

• Realistic and positive target setting (manage stress level and ownership of

learning)

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Recreational Activities• Minimise games and online activities, K-Pop,

Youtube, Instagram and Facebook (under 13

not allowed to have Facebook accounts)

• Ensuring that the children spend their

holidays wisely and communicating with

them on matters other than school work as

well – do monitor their levels of stress

• A balance between work and play is still

important.

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Role Modelling• Role modelling so that the children have

a more positive attitude to reading and

the use of Standard English and Standard

Mother Tongue.

• If you do have external sources of help

coaching your child, do monitor whether

they are value-adding to your child’s

learning by helping him/her improve his/

her understanding and his grades.

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Understanding your

pre-teen child• In terms of :

– His/her physical development

– His/her interests and aspirations

– His/her interpersonal relationships

– What is happening at home

– Your role

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• Do update us, where possible, on what is

happening at home to your child so that

we can provide the relevant support

• We will do our best to support your child

academically and where possible

emotionally

• We need your support and to bring out

the best in your child and appreciate

your following up on advice given to the

best of your ability

How we would like to work with you

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How we would like to work with you• All our Cedarians are capable of clearing

the PSLE and the result is final determining

the type of course and school that they

qualify for

• Hope that if school and home can work

together from the start of the year, more

of our children can achieve their

academic best

• So we need to be consistent in our

messaging to them