Welcome To Yew Tee Primary School

1. Welcome ToYew Tee Primary School Primary 2 Parent Briefing 2012

2. Programme

3. Outline of Briefing Introduction of school personnel by Level Advisor Demonstration by HOD/IC Principal�s Address Briefing on Holistic Assessment Briefing on Core Curriculum English Language Mathematics Mother Tongue Briefing on Co-curriculum PE, Aesthetics, CCA Level Highlights by Level Advisor

4. Staff @ YTPS

5. School Personnel

6. Principal�s Address

7. Our Philosophy Every child has intrinsic worth Every child can and wants to learn Every child can contribute as a gracious and responsible citizen of the world

9. Our School Vision

10. What is a Reflective Learner? Confident and articulate Curious about learning yet discerning Resourceful - Takes initiative to seek clarification Adaptable & Resilient - Dares to explore & try new things

11. What is a Gracious Citizen? A person of character A person who demonstrates respect for others and the environment around them A person who will contribute to the school, nation, environment

12. Our School Values Integrity Responsibility Respect Perseverance Care

13. How do we nurture a Reflective Learner, Gracious Citizen? Empowering Curriculum Synergistic Staff Effective Systems Collaborative Partnerships

14. Home-School Partnership Communicate with your child�s teachers Reinforce the school values at home Trust your child�s teacher(s) and school Monitor your child�s learning Get to know his friends/ classmates/ other parents Be a Parent Volunteer � platforms to get to know school, teachers and child better� platforms to get to know school, teachers and child better

15. Partnership with YOU Communication Commitment Collaboration

16. Partnership with YOU Communicate with Form Teacher / Subject Teachers Year Heads School Counsellor & AED (Learning & Behavioral Support) Key Personnel School Leaders Through� Pupil Diary, e-mail, phone, Face-to-face meeting

17. Key Points to Note School Communication School Policies on Dismissal, Assessment, Discipline, Leave Matters Promotion to the next level

18. School Policy � Early Dismissal Early Dismissal When child is unwell or is hurt School will contact the parent to pick the child up to see the doctor Parent/ Guardian MUST accompany the child home If immediate medical attention is required, the ambulance will also be contacted During the Fasting month Approval must be given by parents Parent/Guardian must accompany the child home Other reasons Must be accompanied by parents� letter In the case of an external examination, the official notice must be submitted to the form teacher for endorsement and permission for early dismissal Parent/ Guardian must accompany the child home

19. School Policy � Assessment No make-up examination/test will be conducted except for Oral Examination When the child is unwell Do seek medical treatment and obtain a medical certificate for his/her absence. The child will be given a Valid Reason (VR) and the result will not be used for final computation If there is no medical certificate, a ZERO mark will be awarded Other reasons eg demise in the family Must be accompanied by parents� letter Parent/ Guardian must accompany the child home

20. School Policy � Discipline When the child misbehaves or flouts a rule The child will be given a warning by the teacher When it is repeated, parents will be informed Details are provided in the pupil diary When there is a misunderstanding or an issue between pupils Parents will be informed School will conduct the investigation and decide on the necessary course of action Parents will not be allowed to interrogate or conduct independent investigations School will facilitate mediation sessions between pupils not parents

21. School Policy � Leave Matters Holidays during the official school term Long weekends; please submit online travel declaration School Days; leave will not be granted. However, should parents insist on taking their child abroad, they must inform the school in writing and note that no additional or make-up lesson will be conducted for lessons missed Leave of Absence For parents who are posted overseas and wish to take their child along; and would like the child�s vacancy to be retained An official application form must be completed to submitted to MOE through the Principal Fees must be paid for the period of absence

22. PROMOTION IN THE LOWER PRI From P1 to P2 Pupils are promoted to P2 en-bloc (ie they remain in the same class) 2. P2 to P3 Pupils are grouped by mixed ability at the end of P2 � Top 50%, next 50%

23. PROMOTION IN THE MIDDLE PRI From P3 to P4 Pupils are promoted to P4 en-bloc (ie they remain in the same class) 2. From P4 to P5 (Subject-Based Banding) Pupils are grouped by ability in the individual subject. A vast majority of the pupils will offer subjects at the Standard Level. A small minority will offer subject/s that they have difficulty in coping at a Foundation Level. Pupils are split into 2 groups (Top 3 classes � by ability, the next 7 classes � by mixed ability)

24. PROMOTION IN THE UPPER PRI From P5 to P6 If the same subject combination is offered, pupils will be promoted to P6 en-bloc If pupils are offering subjects at a different level, they may be allocated new classes.

25. Final Words Have confidence in your child Have confidence and trust in the school Love but don�t smother Let your child take responsibility and face consequences Let Go�

27. 27 History Research on parent involvement has shown consistently that there are many benefits for students, their families and schools, when parents are involved in their children's lives and education. Our previous President said, close collaboration between school, parents and community is essential. Along with the school, PSG works along this line. Our previous President said, close collaboration between school, parents and community is essential. Along with the school, PSG works along this line.

28. 28 Outcomes The PSG creates a network of links for the school, its families and the community. The end result is not only a rich diversity of talents, but also an extended networking system for the benefit of the pupils and the school. Parents are valued as partners in their children's education Enrich school personnel, pupils and their families This is a networking place to support parents, pupil and schoolThis is a networking place to support parents, pupil and school

29. 29 Our aims are simple. Support school�s Vision and Values. Bring parents closer to School with their involvement in events and activities Networking � a very important and interesting aspect of PSG Lastly, provide constructive feedback to the schoolOur aims are simple. Support school�s Vision and Values. Bring parents closer to School with their involvement in events and activities Networking � a very important and interesting aspect of PSG Lastly, provide constructive feedback to the school

30. 30 Structure of Home-School Partnership This is the structure of PSG. Executive committee (exco) works with School in collaboration with Level leaders and Class leaders. We can see elaborated structure in the next slide.This is the structure of PSG. Executive committee (exco) works with School in collaboration with Level leaders and Class leaders. We can see elaborated structure in the next slide.

31. 31 Level Leaders Level Leader � enhance communication between school and class leaders Representative of Class Leaders Cascade information about events / programmes to the class leaders Participate in dialogue sessions Volunteer for school-based projects Facilitate discussions pertaining to level activities Initiate programmes for the level Level Leaders works with all class leaders from various classes with in the same level. Level Leaders works with all class leaders from various classes with in the same level.

32. 32 Class Leaders Class Leader � enhance communication among class parents Work closely with the form teacher when planning Learning Journeys / class-based activities Liaise with the other parents in class to enlist volunteers Be the spokesperson/ mediator/ friend when there are issues pertaining to the class Volunteer for school-based projects Facilitate discussions pertaining to class activities Initiate programmes for the class

36. Laying a Strong Foundation in Primary 2

38. Assessment is an integral part of learning. Assessment can be after the teacher has taught a new topic or skill through a series of activities. Assessment can also be during the learning process itself. The teacher needs to find out whether your child has learnt. Assessment enables the teacher to provide feedback to the child to help him improve. Your child is also guided to correct his mistakes or practice specific skills to improve himself. Assessment is an integral part of learning. Assessment can be after the teacher has taught a new topic or skill through a series of activities. Assessment can also be during the learning process itself. The teacher needs to find out whether your child has learnt. Assessment enables the teacher to provide feedback to the child to help him improve. Your child is also guided to correct his mistakes or practice specific skills to improve himself.

39. Our seven- and eight- year olds should enjoy learning and like going to school. We are mindful that assessments and tests should be used to affirm your child�s progress. Our focus is to show the children what they can do rather than what they are not capable of. If we could all work towards creating this early positive experience, our children will develop greater confidence and interest in schooling and for life-long learning. We also know that young children are not able to sit through long durations of exams. Therefore, mini tests which are shorter in duration and cover a smaller area, will be used instead of mid and end of year exams. For these younger children, this means more timely feedback to improve on their learning. Hence, instead of waiting till end of term or a semester to take a single exam which assesses everything, teachers will now use bite-sized assessment to check on the learning and to give feedback. Tests and assessments come in different forms. Traditionally, teachers mostly use the pen and paper form to assess how much the children have learnt. Pen and paper examinations are just one form of assessment. They cannot test certain skills (like oracy) and qualities (like teamwork). A wider range of appropriate testing methods will allow children of different abilities and talents to demonstrate what they have learnt. We believe that an overly strong emphasis on exams at lower primary is unnecessary. We want to place more emphasis on learning. At P1 we want to place less importance on mid-year and end-of -year examinations to facilitate a smooth transition from kindergarten to primary school. In line with these beliefs, short weighted assessment tasks will be used in Terms 2-4 for Primary 1. For Primary 2 pupils, assessments in Term 1-3 will continue to be bite-sized. Primary 2 pupils will be slowly eased into taking examinations at the end of the year.Our seven- and eight- year olds should enjoy learning and like going to school. We are mindful that assessments and tests should be used to affirm your child�s progress. Our focus is to show the children what they can do rather than what they are not capable of. If we could all work towards creating this early positive experience, our children will develop greater confidence and interest in schooling and for life-long learning. We also know that young children are not able to sit through long durations of exams. Therefore, mini tests which are shorter in duration and cover a smaller area, will be used instead of mid and end of year exams. For these younger children, this means more timely feedback to improve on their learning. Hence, instead of waiting till end of term or a semester to take a single exam which assesses everything, teachers will now use bite-sized assessment to check on the learning and to give feedback. Tests and assessments come in different forms. Traditionally, teachers mostly use the pen and paper form to assess how much the children have learnt. Pen and paper examinations are just one form of assessment. They cannot test certain skills (like oracy) and qualities (like teamwork). A wider range of appropriate testing methods will allow children of different abilities and talents to demonstrate what they have learnt. We believe that an overly strong emphasis on exams at lower primary is unnecessary. We want to place more emphasis on learning. At P1 we want to place less importance on mid-year and end-of -year examinations to facilitate a smooth transition from kindergarten to primary school. In line with these beliefs, short weighted assessment tasks will be used in Terms 2-4 for Primary 1. For Primary 2 pupils, assessments in Term 1-3 will continue to be bite-sized. Primary 2 pupils will be slowly eased into taking examinations at the end of the year.

40. Holistic Assessment Plan for P2 It takes a village to raise a child. We want to nurture our children to be best that they can be but we cannot do it alone. It is essential for all of us - school leaders, teachers and parents, to work together to create the best possible learning environment for our children. In particular, your strong support is crucial in realising a more all-rounded education for our children. Your child�s holistic development is the focus of our school�s efforts. Your partnership with the school will help you to be constantly informed and involved in your child�s progress. Together, we can help your child realise his full potential.It takes a village to raise a child. We want to nurture our children to be best that they can be but we cannot do it alone. It is essential for all of us - school leaders, teachers and parents, to work together to create the best possible learning environment for our children. In particular, your strong support is crucial in realising a more all-rounded education for our children. Your child�s holistic development is the focus of our school�s efforts. Your partnership with the school will help you to be constantly informed and involved in your child�s progress. Together, we can help your child realise his full potential.

41. Planning for Holistic Assessment In putting together the assessment plan, the following considerations have been taken into account: Core content of the subject (Knowledge, Skills, Attitudes and Values) A balance of assessment tasks is maintained Assessment tasks are weighted appropriately to reflect the relative importance of learning outcomes and also pupils� ability to cope with the assessment tasks at that point in time There is scaffolding of the assessment task/s during the learning and teaching process Varied modes of assessment are used and spread out appropriately to avoid over-loading the pupils

42. In addition to the day-to-day feedback that the teacher will provide through written or oral comments on your child�s daily work, you will also receive a formal report at the end of each term. In the termly report, your child�s progress in the key learning outcomes from the various subjects will be indicated through a rubric. (an example of the termly progress card may be shown here) In Term 4, besides reflecting marks or grades for every subject, teachers will also provide an overall feedback of your child�s progress and achievements for the whole year. (an example of the year-end repot card may be shown here) In addition to the day-to-day feedback that the teacher will provide through written or oral comments on your child�s daily work, you will also receive a formal report at the end of each term. In the termly report, your child�s progress in the key learning outcomes from the various subjects will be indicated through a rubric. (an example of the termly progress card may be shown here) In Term 4, besides reflecting marks or grades for every subject, teachers will also provide an overall feedback of your child�s progress and achievements for the whole year. (an example of the year-end repot card may be shown here)

43. In addition to the termly reports, you will be shown your child�s Holistic Assessment Portfolio during our Parents-Meet-Teacher session. The portfolio will contain your child�s work from all subjects. Our teachers will take you through the contents of the portfolio to give you a clearer picture of your child�s performance in school. (an example of a portfolio may be shown here)In addition to the termly reports, you will be shown your child�s Holistic Assessment Portfolio during our Parents-Meet-Teacher session. The portfolio will contain your child�s work from all subjects. Our teachers will take you through the contents of the portfolio to give you a clearer picture of your child�s performance in school. (an example of a portfolio may be shown here)

45. With a wider range of assessment methods, your child will have more opportunities to show what he has learnt. He will also get regular and timely feedback which will help him improve. We want your child to experience success in learning. This will help him grow in confidence and increase his desire to learn, which is the key focus at lower primary, when pupils are just beginning school. The emphasis is on the process of learning and not just on how well pupils perform in tests and examinations. Placing less emphasis on examinations will place less stress on the pupils and enable them to enjoy their learning more. This will pave the way for them to become self-directed learners. With a wider range of assessment methods, your child will have more opportunities to show what he has learnt. He will also get regular and timely feedback which will help him improve. We want your child to experience success in learning. This will help him grow in confidence and increase his desire to learn, which is the key focus at lower primary, when pupils are just beginning school. The emphasis is on the process of learning and not just on how well pupils perform in tests and examinations. Placing less emphasis on examinations will place less stress on the pupils and enable them to enjoy their learning more. This will pave the way for them to become self-directed learners.

46. You may ask if your child will be ready to sit for longer examinations in the future. We would like to assure you that your child will be progressively prepared at a pace that will not overwhelm or stress him unduly. Through the wide range of activities and rich feedback he receives, your child would have acquired the strong foundation that he needs to carry on learning in future. He would have gained confidence and a strong desire to learn, having found meaning and relevance in what he has learnt. These will help him to progress steadily to the next level. You may ask if your child will be ready to sit for longer examinations in the future. We would like to assure you that your child will be progressively prepared at a pace that will not overwhelm or stress him unduly. Through the wide range of activities and rich feedback he receives, your child would have acquired the strong foundation that he needs to carry on learning in future. He would have gained confidence and a strong desire to learn, having found meaning and relevance in what he has learnt. These will help him to progress steadily to the next level.

47. Do� monitor your child�s daily work give encouragement and support in areas for improvement praise your child for any progress made As parents, you play a vital role in preparing and supporting your child in his early years of education. Here are some tips to help him enjoy his learning experience in primary school. As parents, you play a vital role in preparing and supporting your child in his early years of education. Here are some tips to help him enjoy his learning experience in primary school.

48. Prepare our children for the test of life and not a life of tests. It takes a village to raise a child. We want to nurture our children to be best that they can be but we cannot do it alone. It is essential for all of us - school leaders, teachers and parents, to work together to create the best possible learning environment for our children. In particular, your strong support is crucial in realising a more all-rounded education for our children. Your child�s holistic development is the focus of our school�s efforts. Your partnership with the school will help you to be constantly informed and involved in your child�s progress. Together, we can help your child realise his full potential.It takes a village to raise a child. We want to nurture our children to be best that they can be but we cannot do it alone. It is essential for all of us - school leaders, teachers and parents, to work together to create the best possible learning environment for our children. In particular, your strong support is crucial in realising a more all-rounded education for our children. Your child�s holistic development is the focus of our school�s efforts. Your partnership with the school will help you to be constantly informed and involved in your child�s progress. Together, we can help your child realise his full potential.

49. Empowering Curriculum English Language

50. Teaching & Learning Speech n Drama Workshop Learning Journey (Changi Airport, Sri Warisan Studio) Spelling Bee Competition Penmanship Competition Recess Performance

51. Yew Tee Primary SchoolReading Programmes 2012 Objectives: To arouse curiosity in print and to develop a love for reading

52. Yew Tee Primary SchoolWeb-based Reading Programme 2012 Approach: Star Reading (P1 to P5) - To determine the reading level of pupils using a system-based computer adaptive diagnostic test. (Pupils need to read books appropriate to their reading levels. Look at the Zone of Proximal Development (ZPD) in pupils� reports.) - To generate and chart growth data related to individual pupil�s reading level I am a Readasaurus(P1 & P2) � an extensive reading programme - To arouse curiosity in print and to develop the love for reading - Pupils keep a reading log (P1 -20 books, P2 -30 books) and complete an assortment of fun activities.

53. Yew Tee Primary SchoolWeb-based Reading Programme 2012 Action Plan Star Reading (P1 to P5) - Diagnostic Practice will be conducted on the 2nd & 3 rd week of Term 1 & 3 - Parents will be given the diagnostic information on the pupil�s general reading skills �I am a Readasaurus� (P1 & P2) - Runs from Jan to September (P1 : March to October) - Pupils obtain a �I am a Readasarus� Badge upon completion

54. Formative Assessment (30%) Reading Writing Show & Tell Listening Comprehension Language Use Summative Assessment (70%) Semestral Assessment 2 Teaching & Learning

55. Teaching & Learning Formative Assessment - Reading It is Jane�s birthday today. She is having a party at her house. Soon, her friends arrive. Jane invites them to eat the delicious food. Then, they play some games. Jane�s mother says, �It�s time to cut the cake!� All the children sing a birthday song for Jane. Then, Jane shares the lovely cake with her friends. All of them are having a good time!

56. Teaching & Learning Formative Assessment � Listening Picture Matching Look at the pictures. Then tick (?) in the correct box of the picture that matches the sentence.

57. Teaching & Learning

58. Teaching & Learning Choose your favourite food from the pictures below and write at least 5 sentences about it. You may also write about food that is not found below. You may use the helping words provided.

59. Teaching & Learning Formative Assessment � Show & Tell Topic : My Family Prompts : How many people are there in your family? Who are they? (Father, Mother, Sister, Brother, Grandparents, etc) How old are they? What do you like about each of them? What do you like to do with your family?* You may bring a photo of your family!

60. Teaching & Learning Formative Assessment my in over into on Read the following passage. Fill in the blanks with the words from the box. Last Sunday, I was very bored at home. So, I decided to read a storybook. When I walked (1) __________ the living room, I had to jump (2) __________ my toys that were on the floor. Then, I chose (3) __________ favourite book from the bookshelf and started reading (4) ________ the living room. After a while, I was so tired that I fell asleep (5) ________ the sofa!

62. Teaching & Learning No Textbooks? Unit Overview - Provided with every unit- Serves as a guide and reference for  parents and pupils

63. Teaching & Learning No Textbooks? Stellar Penmanship Book - help pupils to acquire handwriting skills Learning Sheets with supplementary YTPS Worksheets - supplement and enhance classroom teaching by incorporating grammar and vocabulary structures in the Stellar Programme

64. Area of Concern

65. Area of Concern

66. Support Home support � help your child learn English by providing English language reading materials at home. Activate child�s interest � show your child that you believe learning English is both enjoyable and useful in your daily life.

67. Support Role model � read and write notes and messages in front of your child. Understanding � English Language learning requires frequent exposure to listening, speaking, reading and writing opportunities and activities rather than use of worksheets alone.

68. Empowering Curriculum Mathematics

69. Teaching & Learning AIM OF DEPARTMENT To nurture confident and independent Mathematics problem-solvers through the Model Approach in problem-solving A-problem-a-day package > integrate Stellar (EL) into the story sums (new!) > Introduction of Mathematics language > Heuristic Skills are taught

70. Teaching & Learning Model Approach : Part-Whole Model Mrs Tan bought 35 buns and Mrs Lee bought 42 buns. How many buns did they buy altogether?

71. Teaching & Learning

72. Teaching & Learning

73. Teaching & Learning A-problem-a-day Lucas has 12 erasers. He gives 4 erasers to Daniel and John gives him 3 erasers. How many erasers does he have in the end? Draw a picture or use the Model Approach Website on Model Method: www.teach-kids-math-by-model-method.com/

74. Teaching & Learning HOTS � Higher Order Thinking Skills

75. Teaching & Learning HOTS � Higher Order Thinking Skills

76. Teaching & Learning HOTS � Non-Routine Problems

77. Teaching & Learning Create meaningful learning experiences to arouse interest in Mathematics through Integration of learning (IT lessons, Thinking skills) Problemsum.com Learning Trails : Changi Airport (Project Work) Non-routine problems PERI Holistic Assessment : Journal Writing and Performance task

78. Assessment Replacement of SA1 with multi-modal assessment Daily work Workbook activities/Worksheets Mathematics Journal Learning Trail : Changi Airport (Project Work) Mastery of concepts Checkpoints Performance Tasks

79. Assessment Mathematics Journal

80. Support School Remediation for areas of weakness Learn Math, Love Math Program : Activity-based Home Parents� conscious effort in pointing out Mathematics in daily activities Mathematics is everywhere� Give confidence

81. Highlight of the year Shopping Day for Lower Primary Focus : Money Pupils will be given play money to shop Learn about dollars and cents Provide pupils with real life experience Mathematics is everywhere�

82. Empowering Curriculum Project Work- Singapore�s Pride and Joy

83. Objectives of Project Work Apply creative and critical thinking skills Improve communication skills Foster collaborative learning skills Develop self-directed inquiry and life-long learning skills

84. Project Work Learning Outcomes

85. Interdisciplinary - Skills and knowledge application from different subjects Collaboration - Pupils work in groups on a project task over an extended period of time Presentation - Honing oral and written communication skills Process and Product - Focuses on both process and product - Learning Journeys Just-in-Time Skills Instruction - Builds in just-in-time skills instruction by teachers to enable  students to carry out their projects effectively Key Features of Project Work

86. Term 3 Week 1 to Term 3 Week 7 (Total of 28 Periods) We must preserve racial and religious harmony. (NE Values) Learning Journey � Changi Airport (4 � 6 July)

87. Curriculum English - Designing of Itinerary - Oral Presentation Mathematics Whole Numbers Mass Length Time

88. IT Integration Create a MS Word document, inserting colours and pictures ICT lessons � Term 3 week 4 to 10

89. Learning Journey Changi Airport Mathematics is the main focus Activities include: > measuring the height of the chair > counting the number of chairs > finding the weight of the luggage allowed on plane

90. Learning Journey English Interview the people whom they meet Ask three questions e.g: what is your favourite food? What do you like about Singapore? Write the answers on the log book Reflection

91. Learning Journey Mother Tongue Learn to name the things they see in the airport in their MT Write down the name in MT e.g : toilet in Chinese/Malay/Tamil

92. Task Description You are tasked to assist your teacher in preparing an itinerary for a group of pupils from Hong Kong. You will then use this itinerary to prepare a quiz for these pupils. (MA/HA Pupils) You are tasked to assist your teacher in preparing an itinerary for a group of pupils from Hong Kong. (LA Pupils)

93. Knowledge Application Domain Create a MS Word document, inserting colours and pictures to present their itinerary with some questions for the peers during oral presentation (MA/HA Pupils) Create a MS Word document, inserting colours and pictures to present their itinerary (LA Pupils)

94. Communication Domain Communicate ideas concisely and effectively during individual and group presentation

95. Collaboration Domain Work as a group to meet the objectives

96. Independent Learning Domain Gather information from people they interview Prepare self-designed itinerary

98. The Teaching & Learning Programme CL Modular Curriculum Core Curriculum � Reinforcement of HYPY Bridging Module � speaking & listening skills School-based Module � reading skills/character building (school values) Enrichment Module - vocabulary & higher-order thinking skills

99. The Teaching & Learning Programme Reading Reading Programme - Three Characters Classic Part 1�???� - Fortnight library period & Reading Passport - Mass Reading (PAL) Writing Sentence Construction (Foundation for Composition writing)

100. The Teaching & Learning Programme ML Curriculum Core Curriculum � syllabus based on MEKAR Package School-based Module � reading skills/character building (school values) Enrichment Module - vocabulary & higher-order thinking skills, speech & drama programme

101. The Teaching & Learning Programme Reading Reading Programme - Extensive Reading Programme (ERP) - Library period & Reading Passport Writing Sentence Construction (Foundation for Composition Writing)

102. The Teaching & Learning Programme

104. The Teaching & Learning Programme Speaking & Listening Show & Tell/ Role Play ICT CL � Simple editing and formatting of CL passages. ML - Reading ebook and answering comprehension questions TL � Pazhahutamil e-learning,Tamil Osai MOE website, NamNaadi (MOE), 10T Sigaram School-based competitions Story-telling/Poem Recitation Penmanship, Singing Competition

105. Assessment SA1 to be replaced by Holistic Assessment SA2 in Term 4 Paper 1 � Picture writing (1 paragraph) TL � 5 sentences Paper 2 � Written exam (more Comprehension questions/ no more graphics) Paper 3 � Listening exam Paper 4 � Oral exam (simple conversation)

108. Support Home support � help your child learn Mother Tongue by providing Mother Tongue language reading materials at home. Activate child�s interest � show your child that you believe learning Mother Tongue is both enjoyable and useful in your daily life. - Go to the library together, encourage your child to read widely. - Engage in language activities (eg. board games)

109. Support Role model � read and write notes and messages in front of your child. Understanding � Mother Tongue Language learning requires frequent exposure to listening, speaking, reading and writing opportunities and activities rather than use of worksheets alone.

110. Empowering Curriculum Holistic Development

111. Yew Tee Primary School 2011 111 Physical Education Level Focus

112. Aesthetics Department - ART Aims of Art Education To enable every child to be visually literate and to appreciate art

113. Aesthetics Department Level Focus

114. Aesthetics Department - Music Aims of the General Music Programme Develop awareness of and appreciation for music of various cultures and the role of music in daily living Develop ability for creative expression through music making Provide the basis to develop an informed and life-long involvement in music

115. Aesthetics Department Level Focus

116. Co-Curricular Activity (CCA)

121. Cat A: Competitive CCAs offered in 2012 Sports - Swimming - Table Tennis - Badminton - Wushu - Taekwondo

122. Cat A: Competitive CCAs offered in 2012

123. Cat B: Modular CCAs offered in 2012 Modular Sports - Term 1 In-line skating - Term 2 Swimming - Term 3 Badminton

124. Cat C: Enrichment Programmes offered in 2012 Sports - Badminton - Table Tennis - Taekwando - Wushu

125. Direct School Admission (DSA) @ Primary 6 

126. Empowering Curriculum Level Highlights

127. Highlights of the Year Shopping Day for Lower Primary Focus : Money Pupils will be given play money to shop Learn about dollars and cents Provide pupils with real life experience Mathematics is everywhere�

128. Level Highlights

129. Thank you For more information, you may visit the school website: http://www.yewteepri.moe.edu.sg/ The P2 Parent Briefing presentation slides will be uploaded onto the school website by end of next week.