Embed Size (px)
Citation preview
Friday 15 February 2019
WELCOME
P1 & P2 Parents’ Briefing
Emergency Exit from Multi-Purpose Hall
Stage
MPH
YOU ARE HERE
SC 8 SC 7
SC 6
SC 2
Exit Staircase
Legend
School Leadership Team
Mrs Soh-Lim Tzyy Shiuan
Principal
Mdm Toh Leng Leng
Vice-Principal
Mrs KorSiew Ling
Vice-Principal
(Admin)
Objectives
• To provide an overview of the school’s
direction and level-related matters
• To strengthen home-school partnership to
optimise your child/ward’s learning
• To provide a platform for your child/ward’s
Form Teachers to interact with you
Programme
Time Description Venue
3.00pm –
4.00pm
SL’s Talk School Hall
4.00pm –
5.00pm
Interaction with
Form Teachers
Respective
Classrooms
Our Vision
A healthy, confident, gracious
and morally upright pupil
with a passion for learning
and love for Singapore.
Our Mission
To provide a safe and happy environment
for our pupils to strive towards excellence.
Our Values
勤 Perseverance
• Every Gongshanger will understand the value of hard work.
• Every Gongshanger will continue to work towards his/her
goals despite challenges.
俭 Thrift
• Every Gongshanger is able to tell the difference between
‘needs’ and ‘wants’.
• Every Gongshanger is able to use resources prudently to
avoid wastage.
诚 Integrity
• Every Gongshanger will do the right thing even when
nobody is around or watching.
• Every Gongshanger will have the moral courage to stand
up for what is right.
敬 Respect
• Every Gongshanger will have pride and confidence in
themselves.
• Every Gongshanger will appreciate differences in others
and be sensitive to the feelings of others.
Holistic Education
Character
Social-Emotional
Cognitive Physical
Aesthetics
Leadership
9
Cognitive DevelopmentKey Milestones in Your Child’s
Education
Cognitive Development
CHILDREN NEED MORE SUPPORT TO
TRANSITION TO P1: RESEARCHERSThe Straits Times (7 Feb 2019)
According to a team of researchers led by Dr Hanin
Hussain from the NIE’s Early Childhood and
Special Needs Education, she shared that children
need to manage their emotions and learn vital skills
like self-confidence in their early years.
Cognitive Development
From 2019:
• No weighted assessment for P1 and
P2
• Use of qualitative descriptors to report
students’ learning progress
From 2020:
• No MYE for P3 students
Cognitive Development
Different classroom settings in P1 and P2
- Furniture arranged in groups
- To facilitate group work
- Smaller class size (max 30)
Cognitive Development
As there is no assessment at P2, P2 pupils will be promoted to P3 randomly at the end of the year.
The school will allocate them into different classes based on gender, MTL etc.
PERI HA Recommendations
Recommendation
• Balance knowledge with skills and values
• Use engaging approaches to teach skills and values
• Emphasize non-academic programmes with curriculum
• More holistic assessment to support learning
Programmes for Active Learning (PAL)
Programmes for Active Learning (PAL)
Primary 1 (Tues) Primary 2 (Thurs)
Music & Movement Sports & Games
Outdoor Education Outdoor Education
Visual Arts Performing Arts - Drama
ICT ICT
Holistic Reporting of Student’s Progress
Students’ Learning Dispositions Report
Pupil Portfolio
Parent -Teacher - Child Conference
30 May 2019 (TBC)
Students’ Learning Progress Report
Students’ Learning Dispositions ReportCuriosity
Asks questions to develop a deeper understanding
Eager to explore possibilities
Enjoys problem-solving
Responsibility
Listens attentively in class
Participates actively in lessons
Takes pride in completing all tasks assigned
Resilience
Stays positive in the face of setbacks
Keeps on trying when faced with problems
Is willing to take on challenges
Open-mindedness
Considering other viewpoints
Acts on feedback and uses it to improve performance
Is willing to try out new ideas or solutions offered by peers
Teamwork
Works and plays cooperatively with others towards learning goals
Shows respect for others
Practises turn-taking in group activities
“We want our children to grow upwith a sense of curiosity and a love forlearning. And we can encourage themto find out who they are and whatthey are good at by moving away froma narrow focus on academics andreducing some of the stressassociated with PSLE.”
Mr Ng Chee Meng
Minister for Education (Schools)
Character Development“Every teacher has the unique opportunity to be a character coach who helps our students grow holistically into self-directed learners, confident persons, active contributors and concerned citizens.”
Mr Heng Swee Keat(Minister for Education –
2014)
Reflection
What would you do when your child informs you that
a)he/she has forgotten to bring her pencil box?
b)her friend took her eraser?
Character Development
• Responsibility and Ownership
• MOE’s FB post (2 June 2017)
• “More schools shoot down 'helicopter parenting’'‘ (ST, 26 June 2017)
Character Development
• Responsibility and OwnershipTeachers sending summary of homework to parents via ClassDoJo / WhatsApp etc
×
Students to take ownership of own learning and take note of homework
Character Development
• Responsibility and OwnershipStudents to take responsibility for own learning / mistakes
Character Development
• Responsibility• ‘small’ things matter!
• Temperature-taking Exercise
• Being punctual for school
“Arriving on time is not punctual
Arriving 5 minutes early is punctual”
Character Development
• Respect
“Children have never been very good at listening to adults
but they have never failed to imitate them”
James Baldwyn
Social-Emotional Development
• Resilience• Focus on LEARNING, not just on RESULTS
and ACHIEVEMENT
Social-Emotional Development
• Resilience
Example: • A pupil scored 98 marks in SA2 paper Cried, felt ‘disappointed’, upset with herself over
the careless mistake which cost her 2 marks
Are we chasing after Perfection? Or should we strive for Excellence?
Has the pupil learnt? (Learning)(Knowledge – Acquisition Retention Transfer)
Social-Emotional Development
• Resilience
• Build up strength of character• Interaction with peers and teachers
• Through participation in CCA and various school programmes and activities (camps, competitions, P5 overseas learning journeys to Ho Chi Minh City, Vietnam – Mar, Jun)
Physical Development
• Healthy body, healthy mind
Physical Development
• PE and CCA
• Healthy food • Healthy set meals in
canteen
• Obesity
Aesthetics Development
• Develop the aesthetic sensitivity of all students regardless of their individual levels of musical / artistic talent
• Express ideas and feelings through art and music and movement
49
Guiding Principles1. Students succeed when schools and parents work hand in
hand to support students in learning self-management skills, taking responsibility and building resilience.
2. Mutual respect and trust form the strong foundation for positive engagement between schools and parents.
HOME – SCHOOL PARTNERSHIP
Where is my child now ?
•Formative years
•Early stages of learning
•Discovering abilities & talents
Focus for P1 and P2
•Enjoy coming to school
•Enjoy learning
•Allow them to fail and learn from failures
•Allow them to be independent
• Let them grow at their own pace.
Prepare our children for the test of life and
NOT a life of tests!
• Communicate
• Support
• Monitor
• Cooperate with Us
ParentsTeachers
Thank You!
