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In response to the increasingly competitive, fast-changing and globalised future, Punggol Green Primary School sees the need to ensure our students are equipped not just with content knowledge, but also with the necessary skills and dispositions to strive for excellence. We aim to provide an education that provides them with strong fundamentals in order for them to be confident in their abilities and to become independent learners.

We also see the need to balance the acquisition of knowledge with the development of skills. The enduring knowledge and values and the necessary 21st century skills and dispositions are necessary for our students to thrive in the complex globalised world and contribute to society at large. Through our programmes, we will groom our students to be confident leaders, adept at working in teams and able to communicate their thoughts and ideas effectively.  They should be self-directed learners who are innovative and enterprising individuals, able to cope with ambiguity and adapt well to change. At the same time, they should have a strong sense of civic responsibility and willingness to contribute actively to our society. Hence, our programmes will place greater emphasis on the development of 21st century skills, dispositions and values in developing our students holistically.


Our core curriculum emphasizes our students’ grasp of literacies in Languages, Mathematics and Science at the primary level. In terms of Languages, we stress the importance of the development of both clear and concise oral and written communication skills. As for Mathematics and Science, the emphasis is on both concepts and competencies. Our students’ learning experiences will be enhanced through more investigative and authentic approaches. Values education and ICT infused learning will be an integral part of the curriculum.

Click the link in the table to view details.  
English Language Mother Tongue Languages Mathematics - Sustained Support for Mathematics (SSM)
Science PERI HA (Primary Education Review & Implementation - Holistic Assessment) PAM (Phyiscal Education, Art and Music)
Programmes for Active Learning (PAL) FTGP (Form Teacher's Guidance Period (FTGP) Environmental Education

PERI HA (Primary Education Review & Implementation – Holistic Assessment)

Assessment is an important aspect of teaching and learning which should be effectively used to support the holistic development of our students. We have implemented PERI HA to provide stakeholders such as teachers, parents and students themselves with a more holistic picture of their learning throughout the school year.  Teachers will adopt a range of assessment modes and provide more meaningful and timely feedback to parents on their child’s progress, strengths and weaknesses in both academic and non-academic areas. The feedback will be more useful in tracking the progress of students, compared to just numerical subject scores. Appropriate support will then be given to students in their learning, in developing self-awareness and in learning how to learn. The focus of assessment will be on the process of learning rather than on grades alone. 

For lower primary student who are just beginning school, these changes will facilitate their transition from pre-school to primary school. Less importance would be placed on semestral examinations. We will adopt the use of “bite-sized” forms of topical tests to spur students’ desire to learn, to build confidence in them so that they do not worry about major assessments too early in their primary education.

Homework Policy

Punggol Green Primary School has adopted a consistent whole school approach to homework to ensure homework is purposeful, age-appropriate and manageable for students. As learning is a shared responsibility among teachers, students and their parents, parents are encouraged to reinforce the shared expectations of school. 

Purpose of Homework:

The purposes of homework are as follow:
  • To improve retention of factual knowledge, enhance understanding and/or develop critical thinking skills.
  • To extend school learning and mitigate academic loss; especially during long holiday.
  • To encourage self-directed learning and/or collaborative learning among peers.
  • To inculcate good learning habits as a life-long learner.
  • To encourage greater parental involvement in their children’s work.
  • To enable teachers to enhance teaching and learning through assessing completed homework and reinforcing gaps in students’ learning.

Guidelines for Homework:

Homework will be assigned to –
  • reinforce new content or concept learnt in class,
  • practice a skill or process students can do independently but not fluently,
  • extend learning on content or concept taught in class to deepen students' knowledge
  • or provide opportunities for students to explore topics of their own interest.

While homework is important to students, there is a need to balance between time spent on homework as well as other activities such as social interaction and sleep. The following guidelines should be considered during the assignment of homework:
School Day Norms
Levels Proposed Weekly Time Norms Approximate Daily Time Norms
P1 & P2 3 – 7h 0.5 – 1.0h
P3 & P4 7 – 10h 1.0 - 1.5h
P5 & P6 10 – 14h 1.5 - 2.0h

Though school holidays are meant for students to take a break from learning in school, school has to mitigate academic loss that would set in especially after long holidays. The following guidelines should be considered during the assignment of homework during school holiday:

School Holiday Norms
School Holidays Proposed Time Norms Remarks
Term 1 (1 week) 2 – 4h
Term 2 (4 weeks) 6 – 12h Parents are encouraged to complete 1 activity of their children’s choice decided during Parent Teacher Conference
Term 3 (1 week) 2 – 4h
Term 4 (6 weeks) 6 – 12h Activities should focus on enrichment or self-directed learning. Activities to encourage parents and child bonding.

Implementation of Homework Policy:

As school is involved in level planning of lessons, coordination among teachers will be facilitated by Year Heads. Teachers will be coordinating homework assigned to each class based on the period assigned for each level, approximate time allocated for homework for each subject is as follow:

Primary 1 & 2:

Subject Periods/Week % Time Allocated Max. Time Allocated (H)
English 15 38.5 2.50
Math 10 25.6 2.00
Mother Tongue 12 30.8 2.00
Social Studies 1 2.6 0.25
Health Education 1 2.6 0.25
Total 39 100 7.00

Primary 3 & 4:

Subject Periods/Week % Time Allocated Max. Time Allocated (H)
English 13 32.5 3.25
Math 11 27.5 2.75
Science 4 10.0 1.00
Mother Tongue 9 22.5 2.25
Social Studies 2 5.0 0.50
Health Education 1 2.5 0.25
Total 40 100 10.00

Primary 5 & 6:

Subject Periods/Week % Time Allocated Max. Time Allocated (H)
English 12 30 4.0
Math 10 25 3.5
Science 5 12.5 2.0
Mother Tongue 9 22.5 3.0
Social Studies 3 7.5 1.0
Health Education 1 2.5 0.5
Total 40 100 14.0

* Time norm is based on the ability of an average student. As school is involved in level planning of lessons, coordination among teachers will be facilitated by Year Heads. Communication of homework to both parents and students are critical. Homework assigned for the day should be clearly recorded in students’ Daily Organisers by the students. It will be prominently displayed on the classroom board. If students fail to complete their homework within prescribed deadline more than three times, parents will be informed immediately and offence will be recorded for future reference.

Roles and Responsibilities of Stakeholders:

Educators, parents and students play an important role in ensuring that homework serves its intended purpose.

Year Heads
  • coordinate homework prescribed by level teachers
  • conduct termly reviewed on the quality and effectiveness of homework assigned with samples from individual teachers
  • monitor and support students who have difficulties with homework
  • discuss during level meetings and support teachers in strategies and interventions for students who have difficulties in homework

Form, Co-Form & Subject Teachers
  • include homework management as part of one-to-one discussion and class feedback sessions
  • advise parents on issues of homework
  • provide inputs on homework load to Executive Committee for review
  • assign regular, appropriate and effective homework
  • inform clearly purpose for homework and students’ responsibility for their work
  • set deadlines for work to be completed and ensure they are adhered to
  • articulate expectations of homework – no tolerance for incomplete, shoddy work and consequences for such work
  • require students to write down homework assignments in the Daily Organiser
  • give timely and developmental feedback
  • communicate to parents on child’s progress or child’s shoddy, incomplete work
  • collaborate with parents on strategies to adopt at home to support completion of homework

  • copy homework instructions for the task and deadline into the Daily Organiser
  • ensure homework is completed and handed in to meet the deadline
  • attempt their best for all work given, including asking questions if in doubt and completing the corrections
  • inform teacher if encounter homework difficulties

  • set regular study time each day for revision and completion of homework
  • help child establish a study area, with good light, space and free from distractions
  • support and assist when child face difficulties in completing homework
  • contact form teacher to update on child’s difficulties in completing homework, clarify any doubts


We value your feedback and suggestion as we believe it would help us improve. If you have any feedback or suggestion you would like to share with us, please feel free to email us at admin_punggolgreen_ps@moe.edu.sg


Gill, B. P., & Schlossman, S. L. (2000). The lost cause of homework reform. American Journal of Education, 109 , 27–62. Cooper, H. (1989a). Homework .White Plains, NY: Longman. Cooper, H. (1989b). Synthesis of research on homework. Educational Leadership, 47 (3), 85–91.