P3 Parents’ Engagement Session8 February 2019

Scope of Sharing

• School Theme 2019

• Understanding the transition from P2 to P3

Today’s Programme

Item Time

Address by School PrincipalVideo Montage on 2018 P2 learning experience

3.00 p.m.

Transition from P2 to P3

Prize Giving ceremony 3.50 p.m.

MT Briefing (Hall & T-room) 4.15 p.m.

Classroom session with Form teachers(Please note that this is not a one-to-one session with the teachers)

4.30 p.m.

LEARNING A LIFELONG PASSION

SCHOOL THEME FOR 2019Our Focus for the Year

School Fundamentals

• Vision:A Vibrant School with a Culture of Care and the Spirit of Excellence

• Mission:To nurture healthy and happy individuals with strength of character, ready to serve, ready for the future.

• Values:ICAR2E Values(Integrity, Care, Active Teamwork, Respect, Responsibility, Excellence)

Understanding the School Theme

Focus on the following transitions in learning

Learning for Grades

Learning for Mastery

Learning for WorkLearning for

Life

Learning in SchoolLearning

throughout Life

School and parents will work together to educate the children to be ready for the future

WHAT DO OUR CHILDREN NEED TO THRIVE IN THE FUTURE?

VALUES

For example:

• Resilience• Integrity• Care • Sengkang Green

Values

21ST CENTURY COMPETENCIES

For example:

• Global awareness • Inventive thinking• Communication

STRONG FOUNDATION

For example:

• Literacy (Bilingualism)• Numeracy• Social-emotional core

21 Century CompetenciesEssential Learning in students that bound our design of learning

Attempt to lay the strong

foundations for them to thrive &

achieve success in life

• Additional subject (Science)• Involvement in CCA• Enhanced curriculum • Bigger class size • Rigour of academic learning • Greater opportunities for collaborative learning and fostering

teamwork (eg. Experience Projectwork)• Developing and honing leadership skills through class and

outside class opportunities • The need to hone SE competencies

Transition from P2 to P3

GEP Screening

• The GEP identification exercise aims to identifystudents with high intellectual potential.

• As students develop at different rates, weshould allow them to blossom at their ownpace.

• Parents should not enrol their children in test-preparation activities for the identificationexercise.

• Students who are not ready to handle theintellectual rigour and demands of the GEP willstruggle to cope with the enriched curriculumand not benefit fully from it. This would putundue stress on the students, and may evencause them to lose confidence and impact theirself-esteem.

Some changes to programmes that previously were introduced at P3

•C3 Programme•Bi-Cultural Programme•Prebaya Programme

* These programmes were aim at stretching students who havethe ability to manage language learning beyond the standardcurriculum

Programme Shift in 2019

• The three language programmes previously was introduced from P3onwards.

• From 2019, the programme will be introduced from Primary 4.• At P3, students will have to manage several adjustments in their schooling

(bigger class size, become familiar with new teachers and peers, learn anew subject - Science, take part in CCA, etc).

• Students will be more ready to develop resilience, self-management,communication skills and strategies for dealing with the rigour anddemands of the language-based enrichment programmes at P4 and P5(when students have made a successful transition from lower to middleprimary at the end of P3)

C3 - Confident and Competent Communicators

• An English Language enrichment through greater exposure to language arts

• Focus on the development of effective communication skills

Literature enrichment

Speech & Drama enrichment

Trinity Guildhall examination

• Aims to develop bicultural talents who are passionate about learning the Chinese culture and language.

• Stretches the potential of a student who is proficient in both languages and allows them to appreciate the Chinese culture in greater depth.

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Bi-Cultural Bridge (BcB) Programme

Key Programmes

• Appreciation of Children’s Classic

• Cultural workshops such as Chinese Brush Painting, Chinese Calligraphy, tea

appreciation, etc

• New Media Reporting

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PREBAYA - APRESIASI BAHASA DAN BUDAYA

• A Malay Language programme that aims to develop and stretch pupils who are passionate in both the Malay language and culture.

• This is in line with the Arif Budiman vision - A learned person who contributes to society.

Culture Language and Literature

• Traditional Games

• Malay Architecture

• Folk Songs and Musical Instruments

• Malay Dance

• Traditional Malay Delicacies

• Ethnic Attire

• Appreciation of Malay Poetry

• Review of different prose

• Enhancing Oracy Skills

Selection into the three language programmes

• It is not tied to any class at P4

• It will be based on a set of criteria• More information on the programmes and selection criteria will

be shared with parents at middle of the year

• Just like GEP, a child will only benefit from any of the threeprogrammes if the child has already demonstratedperformance at a level that enables him to take on the rigourof the programme

• It is important that your child develops good learning habitsregardless of whether he is in any of the three programmes

1. Providing an array of carefully-designed experiences that engage every aspect of the child - the head, heart and hands

• Some are designed to help understand and stretch a student’s strengths and his knowledge ;

• Some are aimed at building the right values ;

• Some are meant to help a child discover and build on his interests. The examinations and PSLE is just one of these many, varied experiences –spread over 6 years of primary school education– that enable your child to understand who he is, and grow into a confident person, who owns his learning and is ready to contribute to our shared future.

SKGPS Holistic Approach to educating the Whole Child

SKGPS Holistic Approach to educating the Whole Child

2. Enabling the child to develop his potential to the fulluest through character development• Rooted on core values (ICAR2E, moral character, etc.)• Empowered with SEL and 21st Century Competencies

P3 Key Programmes

FTGP

CCE

EL, MA, SCI & MT

CCA

PAM

PW

LJKNOWLEDGE, SKILLS

& VALUES

21CC

SDR

SE Competencies

RRP

Remediation

• Objectives○ Support Teaching & Learning process○ Develop values, 21st century skills and social-emotional

learning (SEL) ○ Provide varied authentic learning experiences○ Relate learning to real-world contexts and make sense of

the learning

P3 Key Programmes

Important Dates

P3 Experience Project Work

Activity Date

Pre-Experience Project Work (Learning Journey to the Botanic Gardens

after school hours)

4 or 5 March 2019

Project Work 11 – 14 March 2019

School Assessment Dates

Semestral Assessment 1 (SA) Date

EL/MTL Oral Examination 2 – 3 May 2019 (Thur & Fri)

EL Listening ComprehensionEL Paper 1

6 May 2019 (Mon)

MTL Listening ComprehensionMTL Paper 1

7 May 2019 (Tue)

EL Paper 2 13 May 2019 (Mon)

MA 14 May 2018 (Tue)

MTL Paper 2 15 May 2019 (Wed)

SC 16 May 2019 (Thu)

Semestral Assessment 2 (SA) Date

EL/MTL Oral Examination 26 – 27 Sep 2019 (Thur & Fri)

EL Listening ComprehensionEL Paper 1

10 Oct 2019 (Thur)

MTL Listening ComprehensionMTL Paper 1

11 Oct 2019 (Fri)

EL Paper 2 24 Oct 2019 (Thur)

MA 25 Oct 2019 (Fri)

MTL Paper 2 29 Oct 2019 (Tue)

SC 30 Oct 2019 (Wed)

School Assessment Dates

Role of Parents

Parents as Partners

in nurturing our childrenCommitment. Collaboration. Communication

Action Example

Set realistic goals Check performance to targets

Ensure routines Set aside time for specific activities eg homework

/computer time

Provide encouragement Give positive advice / comments for

encouragement

Supervise homework Check handbook for homework details/ Focus on

weak areas /topics

Ensure a daily revision plan Check if revision is consistent and thorough

ROLE OF PARENTS

Action Example

Ensure well-being Make sure there is sufficient nourishment/ rest/

recreation time

Provide a study area Fixed and conducive area in the house

Ensure attendance Attend and are punctual for all classes/ supplementary

lessons

Gather feedback on

child’s progress

Through platforms such as MTP sessions / email/

telephone etc

Work in partnership with the teachers

ROLE OF PARENTS

School-Parent Communication

Our common interest:

the Best for the Child

Thank you

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