P1 Parents Briefing January 2019 (FINAL)

BRIEFING FOR
P1 PARENTS
2nd Jan 2019
10.30 – 12.15

Programme
■ Opening byYear Head (Lower Primary)
■ Welcome Address by Principal
■ Sharing by HOD(Covering)/English Language
■ Sharing HOD/MotherTongue Languages
■ Sharing by HOD/Mathematics
■ Sharing by HOD/ICT
■ Sharing byYear Head (Lower Primary)
■ Parents Engagement in Classrooms
■ Dismissal at 1pm

Welcome to a New Start
■ New experience for your child.
■ Forming new and good habits.
■ Expectations and routines of a Frontierer.
■ Communications with form teachers.
■ Working together.

Our newVice Principal (Academic)
Mrs Wilna Chai

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

Applied Learning Programme
@ FRONTIER

Objectives of F@CE
Express ideas and thoughts clearly
and effectively
Build character and relationships by
influencing interactions positively
Think critically, assess options and
make sound decisions
To enable Frontierers to:

Types of Communication focused
in Frontier
Verbal Written Social
[Reference : Zanaton Haji Iksan et al. / Procedia - Social and Behavioral Sciences
59 ( 2012 ) 71 – 76]

ENHANCE
Enhanced opportunities for pupils who have exhibited greater
interest and aptitude in communication skills
EXCITE
Provision of opportunities through Active and
Effective use of the languages
ENABLE
Progressive Teaching of
Communicating Skills & Thinking Skills (CLAP)
Our 3E Approach

ENABLE
Progressive Teaching of
Communicating Skills &
Thinking Skills (CLAP)
Our 3E Approach
Thinking Routines infused via
“I Love Literature” Programme
(P1-5 pupils)
Example of Thinking Routines:
I wonder what happens if …….

EXCITE
Provision of opportunities
through Active and
Effective use of the
languages
Our 3E Approach
 Interdisciplinary Project Work
 Speech & Drama Programme
 Literature Appreciation
 Performance Task

ENHANCE
Enhanced opportunities
for pupils who have
exhibited greater interest
and aptitude in
communication skills
Our 3E Approach
School-wide contribution through :
 Assembly Performance
 Emcees/ Presenters for Events/
Assembly Programmes
 School Ambassadors at school
and national level(s)

DANCEFRONT
DYNAMIC ARTS: NURTURING
CULTURED AND EXPRESSIVE
FRONTIERERS
Learning for Life Programme

DANCEFRONT
Dynamic Arts: Nurturing Cultured and
Expressive FRONTierers
• Dance Education to instill life skills and develop socio-
emotional competencies in our pupils,
• Designing our programmes with DEEP Philosophy in mind:
- Rich Diverse Experiences; Education and values as the
focus; each Performance a milestone
Adaptable,
Cultured and
Expressive
Frontieres
Versatility
through
DIVERSITY
Appreciation
through
EXPERIENCE
Character
through
EDUCATION
Expression
through
PERFORMANCE
Desired ACE outcomes through our DEEP Philosophy
Tier 1 (Core,
Level-customized)
• Assembly Programmes, CLAP, PAM Curriculum,
DANCEFRONT Programmes, P1/P2 PAL
Tier 2
(Specialization
Level)
• CCA, Enrichment,Talent Development

LLP at a Glance
Tier 1 (Customized Core Programmes) Tier 2 (Talent Development)
Level
Identified
LLP Dance
Genre
Customized
DANCEFRON
T
Programme
Cultural and Language
Appreciation
Programme Lessons
PE
Music
Instrumental
Learning
Programme
Selected Pupil Segments
P6 Modern
P6
Graduation
Performance
CharacterLessons
Level–specificMassActivity
- Folk Dances
- Aerobic
Dances
- Gymnastics
- Rhythmic/
Movement
Programmes
Ensemble
Performance
Performing
Arts CCAs
- Chinese
Dance
- DanzWhiz
- Choir
- String
Ensemble
- Violin
Enrichment
Programme
- Library
Showcase
- PAM Splash
Showcase
- Performing
ArtsTalent
Enrichment
Programmes
P5 Jazz
P5 Camp
Mass Dance
Dances From Around
TheWorld 2 Ukulele
P4 HipHop
P4 Dance
Programme
Dances From Around
TheWorld 1
Keyboard
and Ukulele
P3 Ethnic
SCCA Dance
Programme
Popular Dances
Recorder
P2 Contra PAL- RhyMo
Formation Dances 2
Dances of our
Neighbours –SEA
Keyboard
- Library
Showcase
- JuniorTalent
Dance
Programme
P1 Line PAL-DaMo
Formation Dances 1
Ethnic Dances of
Singapore
Percussion

P1 DANCEFRONT Experiences
CORE
Music ILP – Percussion
PE – Fundamental Movement
PE – Rhythmic Movement
PE – Folk Dance
LEVEL-CUSTOMIZED
PAL – Dance and Movement (Line Dance)
P1 CLAP Lessons
SCHOOL-BASED
Assembly Experience
ACES Day Aerobics
RHD Dance
TIER 2
Library Showcase
JuniorTalent Dance Programme
P1 DANCEFRONT

Developmental Outcomes of
DANCEFRONT (Lower Primary)
Pupils will be able to
EXPRESS themselves
confidently by
- ParticipatingActively in
Dance and Music-making
- Putting up of performances
in front of their peers
- Incorporating performing
arts as a form of
communication and
expression
Pupils will demonstrate
ADAPTABILITY and resilience
through
- Learning dances from different
genres
- Learning and playing of musical
instruments from different families
-Taking responsibility for their own
learning during practice
- Innovation in music-making
Pupils will demonstrate qualities of a
CULTURED person by
- Showing respect and care for one another while
they learn their dances with their partners
- Being appreciative and respectful audiences
- Respecting other races/ cultures through
exposure to performing arts of different races/
cultures
- Cooperating well in teams through partnering/
non-partnering dances

Primary 1 English
STELLAR
Programme
Learning Support
Programme
Programmes &
Events

STrategies for English Language Learning &
Reading (STELLAR)
• Reading for
understanding
and enjoyment
• Explicit teaching
of language
items
Shared
Book
Approach
• Shared
experience
• ClassWriting
• GroupWriting
• Individual
writing
Modified
Language
Experience
Approach

Shared Book Approach (SBA)
P1 Pupils re-reading the Big Book ‘I want My
Mum!’ with their peers. Some pupils taking the
lead.
Teachers will
introduce an
interesting story
and do a
discussion with the
class.

Modified Language Experience Approach (MLEA)
P1 Pupils preparing for a
class party experience
Enjoying the party with
their classmates
Writing about their group
experience, after a class
discussion and class
writing exercise.

Other Areas in English Language
Reading Listening Spelling Oral
Communicatio
n
Comprehensio
n
Writing

Learning Support Programme (LSP)
A specialised early intervention programme taught by
qualified Learning Support Coordinators (LSCs)
Identified P1 pupils with weak oral and reading skills in
English are taught in smaller groups
Taught basic oral language, reading and spelling skills to
enable pupils to learn meaningfully in regular classes
LSP supports identified pupils for 1 to 2 years

Other English Programmes in Frontier
Learning
Centres
Rainbow
Reading
Guided Reading
I love Literature
Moo-O
Storytelling
Software

English Learning Centres
■ Reinforcement of Shared BookApproach (SBA) and Modified Language
Experience Approach (MLEA) through extension activities
■ Teacher first demonstrates how to use these centres
■ Pupils then work independently
■ Teacher can focus on groups that needs further specific instruction
Grammar Centre Listening Centre Big Book Reading Centre

Rainbow Reading Programme
■ 2-year reading programme for P1 to P2 pupils
■ Encourage and inculcate the love of reading
■ Read and complete quality book reviews
■ Attain a coloured Rainbow Reader badge when a set of reviews are
completed

Guided Reading Programme
■ Pupils will use a series of ‘Steps into Reading’ Reader books
■ Pupils will be engaged in teacher-guided extension activities
■ Aims to inculcate a love for reading and to enhance language
competency

I love Literature Programme
■ Part of Frontier’s Approach to Communicating
Effectively (F@CE) programme
■ Pupils and teachers explore a piece of selected
literature together
■ Aims to 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

Moo-O Storytelling Software
■ Digital storytelling software
■ Hone pupils’ oracy skills and enables them
to tell stories in a lively way
■ Each pupil has an account
■ Log in via a desktop computer or an iPad
■ Allows pupils to record themselves as a
character in a story and playback their
recording

English Events
Speak Good English
Movement (SGEM)
Book Character Day

Speak Good English Movement (SGEM)
■ Aims to encourage pupils to speak standard English that is
universally understood
■ A week of fun-filled English activities carried out during curriculum
English Board Games Storytelling English Apps

Book Character Day
■ Held during Speak Good English Movement (SGEM)Week
■ Pupils come dressed as their favourite book character
■ Talk about their character at the English corner
Pupils dressed up as their favourite book characters Sharing about their book at the
English Corner

We aim to:
1. Develop Confidence and Passion in our pupils when in
the learning of their Mother Tongue Language.
2. Equip our pupils with the Knowledge and Skills in
becoming Effective Bilingual Communicators and
Lifelong Learners while grounded in values.
3. Transmit Traditional Cultures and Values through the
study of Mother Tongue Languages.
Our Mission

Our Curriculum Framework
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

Features of Instructional Materials
 Meaningful and Relevant Content.
 Learning content is relevant to pupils’
lives. (Thematic)
 Story Characters growing up and
Learning alongside with the pupils.
 Interesting content that is appealing to
children.

Features of Instructional Materials
 Rich & Diversified Teaching Resources
 Use of resources such as Flash Cards
and Picture Cards to create an engaging
and interactive learning environment.
 Greater use of ICT
 Engaging and Authentic Learning
Tasks

Our 3E Approach
EMBRACE ALL Learners
Using a variety of Teaching
Strategies and Pedagogies
EXCITE
Dept Programmes
1. Speech & Drama
2. Rainbow Reading
Programme
3. MTL Fortnight
ENRICH
1. Authentic
Performance
Tasks
2. MTL
Fortnight
EMBRACE
EXCITE
ENRICH

Rainbow Reading Programme (ALP)
As reading builds the foundation to language
excellence, the Rainbow Reading
Programme is designed to imbue the joy of
reading in pupils from a young age.

Speech and Drama (ALP)
Pupils learn about proper pronunciation, correct voice projection,
different voice expressions and dramatization of a story.
Each class showcases a drama production for all the other pupils in
the level.
Pupils get to experience mother tongue as a living language and learn
beyond the classrooms

Mother Tongue Fortnight
Pupils get to learn more about their own language and culture in
a fun and enjoyable way, and develop an appreciation of their
cultural heritage.

VIsTA (Values Inspired Through Action)
We aim to cultivate the value of filial piety,
empathy, righteousness, humility and sound
moral judgment and encourage them to be
reflective in their thoughts, actions and
words.

 Place equal emphasis on MTL so as to
encourage and promote excellence in
your child’s learning of the Mother
Tongue Languages.
 Encourage your child to speak in
his/her Mother Tongue 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.
How you can help your child?

Outline of Sharing
• Teaching Approaches
• Holistics Assessment in
Mathematics
• Problem Solving Strategies
Creative & Reflective Problem-Solvers

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

Teaching Approach
Develop mathematical concepts from
Concrete to Pictorial to Abstract

Teaching Approach
 Other meaningful learning experiences
include:
Skills/ Intent
Hands-on activities Building of conceptual
understanding
Show and Say Communication/ Reasoning skills
Pair and Share Collaborative skills
Play and Learn Building of conceptual
understanding through
exploration

Chocolate Chocolate
Use of Toblerone (Triangle), cream crackers (Square), Marie biscuit
(Circle) to form a pattern. Pupils have to guess the next shape in the
pattern.
?
Teaching Approach
What’s Next?

Thinking Routine
Thinking skills include:
• classifying,
• comparing,
• analyzing parts and whole,
• identifying patterns and relationships and
• spatial visualisation.
Heuristics are general rules of thumb of what pupils can do to
tackle a problem when the solution to the problem is not
obvious. These include
• using a representation (e.g., drawing a diagram, tabulating),
• making a guess (e.g., trial and error/guess and check)

Thinking Routine
Reflection Qns:
Students pen down their
reflections on the activity.
e.g. What is the greatest
number of each die? What
is the smallest number?
What can they say about
greatest and the smallest
combinations?

What Makes You Say That?
Thinking Routine

Reasoning and Communication

Holistic Assessment in Mathematics
Communication of Learning Intention to the students
 To have a common understanding of what the students are
trying to learn, why and what is expected of them
Topic : Subtraction Within 40
At the end of the lesson, we will
be able to:
- Subtract without regrouping

Holistic Assessment in Mathematics
Activating pupils as owners of their own learning
 Techniques such as use of A4 sized mini-whiteboard,
coloured cups, no-hands up policy
 To take greater responsibility in pupils’ learning

Heuristics to be focused in P1
1. Model Drawing
• Part-Whole Model
2. Drawing a Diagram

Assessment in P1 Mathematics
Strategies to monitor
Understanding
Purpose/ Intent
Daily Work/ Exercises Check for understanding of
concepts/ mastery of skill for
the topic/ concepts
Mental Sums Speed and Accuracy
Performance Task Making connection to real-
life situations
Let’s Revise Consolidation of concepts
learnt

Enhancing Mathematics Learning via ICT
(Problem Sums in Koobits portal)
URL of the portal is http://problemsums.koobits.com
Student’s login ID and password : Student’s BC number

Enhancing Mathematics Learning via ICT
(Problem Sums by Koobits portal)
To enhance independent learning as our
students revise Math concepts through
the interactive tutorial videos
independently.

Success in Mathematics
Expectation from our pupils:
 Practice Makes Perfect, Consistency
 Be Attentive in class
 Relate Math to everyday life
 Positive Attitude towards Mathematics
Role of Parents:
 Supportive, Encouraging
 Relate Mathematics to real-life situations

Content
• Vision for ICT in Frontier
• ICT Platforms & ICT-infused lessons
• Expectations
• Coming Up

ICT Vision in Frontier
• Inspire
 Innovative ways of leveraging ICT to enhance Teaching and Learning
• Create
 A systematic framework for pupils to acquire basic ICT skills and the competencies to employ various ICT
tools appropriately
 Planned pockets of opportunities for pupil collaboration and self-directed learning
 Multi-media platforms to engage our stakeholders
• Transform
 The learning environment into one that is technology-rich and borderless
 Teachers’ outlook to become ICT-inclined and ICT-enthused
 Pupils (digital natives) into discerning and responsible ICT users

ICT Platforms (1)
• Student Learning Space (SLS)
– https://learning.moe.edu.sg/
– Teachers will use SLS to conduct formative assessment in class.
– Online tasks will be assigned for home-based learning

ICT Platforms (2)
• Learning Management System (LMS) : MC Online
– https://www.mconline.sg/
– Travel Declaration
– Booking of Parent-Child-Teacher-Conferencing (PCTC) slots
– Online surveys or forms
– Announcements

ICT Platforms (3)
• Koobits - Math
– https://www.koobits.com/
– A portal with Math questions for practice, based on topics and difficulty
level
– Teachers may assign online tasks as part of their daily homework.

ICT Platforms (4)
• iMTL – Mother Tongue
– https://imtl.moe.edu.sg
– Teachers will use the portal to conduct formative assessment in class
– Teachers may also assign online tasks as part of daily homework.

Other platforms
• Windows login (laptop in school)
– Will not change for 6 years in Frontier
• Kahoot (Online quiz portal)
• Moo-O (Digital Storytelling)

School Website Link
http://frontierpri.moe.edu.sg/
useful-links-for-parents-and-pupils/

School Website Link
http://frontierpri.moe.edu.sg/
our_parents/calendar-of-events/

ICT-infused lessons
• Touch-typing (part of EL and MTL lessons)
• Camera-handling & photography (part of
PAL lessons)
• Basic coding (as part of enrichment)
• Use of iPads (part of EL Learning Centre)

Expectations
• Access to computing device (i.e. tablet,
smartphone, laptop, PC, etc.)
– Inform Form Teacher if you do not have
• Passwords to be changed every 90 days
(i.e. every term)
– Expected to jot down the changes in the
handbook.

Expectations
• Responsible and discerning use
– With teacher supervision at all times
• More information to be provided nearing
the date(s) of lessons via letter or SNAC

Coming Up
1. Letter on Introduction to SLS
2. Workshop for Parents:
– Koobits and
– LMS
Monday afternoon, 21 Jan 2019

PROGRAMME FOR
ACTIVE LEARNING (PAL)

What is Programme for Active Learning?
■ PAL is a specialised subject only for P1s and P2s
across all primary schools in Singapore.
■ Consists of modules in two broad areas
1) Sports and Games and Outdoor Education
2) Performing Arts (Music and Dance) andVisualArts

Aims of PAL
■ Provide pupils with broad exposure and
experiences through fun and varied activities in
the two broad areas.
■ Facilitate holistic development of pupils in the
five domains, that is, moral, cognitive, physical,
social and aesthetics.
■ Inculcate social and emotional competencies as
they learn with and from each other.
■ Collectively, the modules will enhance the total
experience of pupils in primary schools.

Features of PAL
■ Experiential in nature
■ Encompasses learning in a creative way
■ Provides opportunities to create
■ Incorporates values education and socio-
emotional learning
■ Fun and enjoyable
■ In Frontier, PAL lessons are conducted by the
pupils’ form and co-form teachers.This
strengthens the teacher-pupil relationship

PAL Curriculum
■ For P1 and P2 pupils
■ At least 1.5 hours a week, during scheduled PAL
periods
■ At least 6 modules by the end of two years
covering the two broad areas
■ Each module should span between seven to
eight weeks
■ Age-appropriate activities
■ Measures to ensure safety and health of pupils

Primary 1 PAL Modules
■ In Primary 1, our pupils will go through 3 modules.
■ SCATA – Stories Come Alive through Art
■ Sports and Games
■ DaMo- Dance and Movement (LLP)

P1 PAL
Sports and
Games Module

P1 PAL DaMo
Dance and
Movement
Module

Primary 2 PAL Modules
■ In Primary 2, our pupils will go through another 3 modules.
• PAL Drama
• Senses in Exploration
• RhyMo – Rhythm and Movement
■ We hope your child will have an enriching learning experience
in Frontier Primary School.

Parents Engagement Session In Class
■ Our form and co-form teachers will be engaging you in class later.
■ We will invite you class by class to your child’s classroom.
■ After the session, you may bring your child home.
■ Coming Up!
■ Thursday, 10 Jan at 12.30pm. Mini Performance in Class.
■ Marks the end of the P1Transition Programme.
■ Please gather in the canteen.

SupportingYour Child’sTransition to Primary
One
Thursday, 10 Jan 2019, 10.15am – 12.15pm
PAL Room, Level 2 Canteen Block
To register, please refer to the
promotional flyer that can be
found in your document package.
Family Matters @ School Programme in Jan 2019
Be an Involved Parent

P1 Parents Briefing January 2019 (FINAL)

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P1 Parents Briefing January 2019 (FINAL)