programme for the day - greendale secondary school sessio… · time activities 8.30am to 8.45am...

Time Activities8.30am to 8.45am Arrival of Parents + Ice

Breaking Game

8.45am to 9.45am Principal’s Address

9.45am to 10.45am Address by HOD Humanities /Address by Level Head(Acting)

10.45am to 11.15am Address by PSG ViceChairperson

11.15am to 11.30am Q&A Session

Programme for the Day

Secondary 1 – Principal’s Tea Session

6 April 2019

A PRESENTATION BY

MINISTRY OF EDUCATION, SINGAPORE

Working Together to Support your Child

Guidelines for School-Home Partnership

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“MOE will provide guidelines to schools, to give greater clarity on involving and engaging parents in their child’s education, in a balanced and meaningful manner.

We will also support schools in re-calibrating parent-teacher engagement practices.”

– Minister Ong Ye Kung

Guiding Principles for School-Home Partnership

1. 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 forms the strong foundation for positive engagement between schools and parents.

Developing good habits

We want to nurture your child to be a self-directed learner with good habits

and takes responsibility for his/her own learning.

Relating to othersWe want your child to be confident, respectful and

have integrity when interacting with others.

Managing selfWe want your child to be

able to manage challenges and make ethical responsible

decisions to thrive in the VUCA future.

Working with the school to know and support your child

We want to develop and strengthen mutual

understanding, respect and trust between the school and parents

for the benefit of your child.

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Guidelines for School-Home Partnership

Available onParents’ Blog

PURPOSE OF SCHOOLING

• PERFORMANCE

• PROGRESSSION

• PASSION

• PERSON

• PEOPLE

Education begins the gentleman, but reading,

good company and reflection must finish

him.

John Locke

Level Outcomes

Secondary 1

A reflective and respectful learner who is committed to the school.

Secondary 2

A responsibleteam player& an effectivecommunicatorwho serves &

caresforothers.

Secondary 3

A resilient& upright

leader whois able to

makecritical

decisions.

Secondary 4/5

A confident &values-drivenstudent who

excels &contributes tothe society.

Learner. Thinker. Leader

Secondary 1 Form Teachers

► Mr Pee Kai Hing, Ms Nur Hidayah, Mrs Franklin1A1

► Ms Cheung Ka Yan, Ms Della Fardina, Mrs Kanesh1A2

► Ms Rabiatul, Mr Robin Tham and Mr Abdul Halim1T1

► Mdm Hastuty Yani and Mr Kenny Cheong1E1

► Welcome address by Parent Support Group0845

► Ms Minnoli and Mr Su Yanxing1E3

► Ms Gillian Chang and Mr Lingesh1E4

► Ms Anggy Toh and Mr Jay Lim1E5

► Ms Tay Hui Kheng and Ms Liao Yongmei1E2

RELATED ACADEMIC MATTERS

Sec 1 Assessment Structure

Term 1 Term 2 Term 3 Term 4

Sec 1 Class Test / Project(10%)

Graded Assignment (15%)

Class Test / Project(15%)

Graded Assignment (10%)

Final Year Examination (50%)

Promotion Criteria

Stream Criteria

Express Pass in English language

AND an average mark of 50% or more in all subjects

Normal(Academic)

Pass in English Language and 2 othersubjects

OR Pass at least in 4 subjects

Normal (Technical)

Pass in English Language or Maths

and at least 1 other subject.

Info on Weighted Assessments

• WA’s focus is on holistic development rather than academic results alone

• Not high stakes in nature and serve as a platform to inform and enhance teaching and learning

• School seeks to continue the partnership with parents to support students to take each WA seriously

How Can Students Improve?

Catching up on work is possible as long as the studentsput in the effort.

• On-time submission of homework is key.• Consultations after school to clear any doubt.

“It is never too late to catch up because there is still time!”

-- Consolidate learning at the end of the day, and seekclarifications from teachers when there are doubts.

- Students to articulate what they know and not knowso that the teacher can really focus and explain thecrucial parts more in depth.

- Conscientious and do their homework and submit thework on time.

How Can Students Improve?

Information on the promotion criteria,assessment criteria, weighting, progressionpathway and Post Secondary Institutes canbe also be found in the Student Handbook

SCHOOL EXPECTATIONS

School Expectations

1. Absences from school2. Grooming3. Learning Attitude4. Usage of Handphone

Guidelines can be found in Student Handbook.

Helping your Child through Adolescence & Secondary

Education

Sec 1 - A Transition Year

Sec 1 - A Transition Year

• New classmates, teachers

• Heavier curriculum and assessment expectations: more subjects (4 in Pri sch, 8-9 in lower sec)

• More commitment and time required for CCAs

• More subjects (4 in Pri sch, 8-9 in lower sec)

• Seeking more independence. Stronger interest in and greater influence by peers

Helping your Child to Self-Regulate and See Possibilities

• Facilitate self-regulation

– Time management

– Balance priorities

– Monitor progress

– Manage conflicts

• Be open to new experiences

Sec 1 - A Transition Year

1. Build Resilience & Self-Efficacy

Build a growth mindset– Ability can be grown through effort

– Setbacks and mistakes are opportunities for learning and growth

– Take feedback positively, not defensively

– Be inspired, not threatened, by others’ success

Progress NOT

PerfectionSelf - Care

Space to problem

solve

Effort x Right Strategies = Results

Positive Transitioning

2. Help them Discover their Strengths

• Help them to discover who they are

• Guide them in recognising their strengths, interests and areas for growth

Positive Transitioning

3. Spend Quality Time

• Be present

• Avoid talking about homework / tests / results over dinner

• Listen, ask and discuss, rather than tell

• Avoid making comparisons

Positive Transitioning

4. Working Closely and Constructively with the School

• Reinforce school’s expectations at home

• Share & discuss important information

• Teachers need time and space to do their job well, and encouragement too!

• Join the PSG

Positive Transitioning

4. Working Closely and Constructively with the School

Positive Transitioning

Homework:Appreciate parents’ partnership in the following• Ensure that the students do revision.• Do the homework at appropriate time, and not

leave it to the last minute or the night before (justbefore bedtime).

• There should not be distractions from thehandphone.

BELIEVE&

ACHIEVE!

Let‘s work together to help our students

TERM 2 HIGHLIGHTS

Key Dates in Term 2

Date Item

12 April Honours Day

15 – 17 April MTL Oral

6 – 14 MayCCA continues amidst

MYE for S2-4

27 – 30 May Innovation Week

31 May (0730 – 1400)Meet- the-Parents

Session for selected students

Questions from Parents

Questions from Parents

• Teaching & Learning

– Remedial

– Preparation for Examinations

– Type of assessments

• CCA

• Student Well-being

• Infrastructure

THANK YOU

From the IP Heads…

English – Primary school

Papers Duration Components

1 (Writing) 1h 10min Situational Writing andFree Writing

2 (Language Use and Comprehension)

1h 50min Grammar, Vocabulary, Vocabulary Cloze, Visual Text Comprehension, Grammar Cloze, Editing for Spelling and Grammar, Comprehension Cloze, Synthesis / Transformation, Open-ended Comprehension

3 (Listening Comprehension) 35min Listening Comprehension

4 (Oral Communication) 10min Reading Aloud and Spoken Interaction

English – how is it different?

Papers Duration Components

1 (Editing and Writing) 1h 50min Editing, Situational Writing and Free Writing

2 (Comprehension) 1h 50min Visual Text Comprehension, 2 Open-ended Comprehension (1 with summary writing)

3 (Listening Comprehension)

45min Listening Comprehension

4 (Oral Communication) 20min Reading Aloud and Spoken Interaction

• Read widely – age-appropriate story books, newspapers and magazines– helps to build world and content knowledge which

can be used for writing and oral

• Be observant to language and images used in posters, brochures, webpages– Helps to understand the effect and impact of choice of

words and images

• Listen to and speak standard english (radio, news)– Goodenglish.org.sg

Encourage your child to…

Additional Resource

MTL – Primary School

Papers Duration Components

1 (Writing) 50min Composition with assigned theme or Picture Composition

2 (Language Use and Reading Comprehension)

1h 40min Hanyu Pinyin (CL), Idioms (ML), Vocabulary, Phrases, Sentences, Vocabulary Cloze, Reading Comprehension 1 (MCQ)Complete the Dialouge, Reading Comprehension 2 (Written)

3 (Listening Comprehension) 30min Listening Comprehension

4 (Oral Communication) 10min Reading Aloud and Spoken Interaction

MTL– How is it different?Papers Duration Components

1 (Writing) 2h Section 1 : Practical Writing (email), Section 2 : Narrative/ Descriptive Writing

2 (Language Use and Reading Comprehension)

1h 30min Section 1: Cloze Passage/ Idioms (ML)Section 2: Reading Comprehension 1 (MCQ)Section 3: Reading Comprehension 2 (Written)

3 (Listening Comprehension) 30min Listening Comprehension

4 (Oral Communication) 10min Reading Aloud and Spoken Interaction

• Read widely – age-appropriate story books, newspapers and magazines

– helps to build world and content knowledge which can be used for writing and oral

• Be observant to language and images used in posters, brochures, webpages

– Helps to understand the effect and impact of choice of words and images

Encourage your child to…

Mathematics

MYTH: Primary school Mathematics is obsolete andthe students are learning brand new topics in Sec 1.

Mathematics education in SG is a spiral education.Topics are developed based on their priorknowledge.

Hence, students will find topics like Percentage,Fractions, Data Analysis and even basic Algebrafamiliar as the teachers will go through the basicsagain before teaching new ideas and concepts inthese topics.

Mathematics

MYTH: Model method learnt in Primary school isuseless and does not help the students in Secondaryschool Mathematics.

The model method can be used as a pictorial way tolink it to topics like Algebra, e.g. 1 unit in the modelcan be represented by the variable x etc.

However, students who were weak of the modelmethods do not need to worry the teachers do notexpect the students to be well versed in thisanymore.

Mathematics

Secondary School Mathematics problems tend to belonger and the contexts of the questions can bemore varied. Hence, the students need to

1) Have a good foundation and understanding ofthe topics taught in class

2) Have good grasp of the language in order tounderstand what the questions are asking

3) Have an inquisitive mind to be able to problem-solve

Science

MYTH: Science knowledge learned at primary schoolis not relevant to Secondary School. Students arelearning new topics in Sec 1.

Science Curriculum in SG is a spiral education. Theknowledge and skills they learned at primary schoolwill help them to understand the topics in Sec 1.

Science

MYTH: Doing more practice papers will help me to dowell in Science.

Repeated practise with similar questions is more a‘drill and practice’ approach in learning. This mayhinder students’ ability to apply relevant scienceknowledge problem-solve in novel situations.

Science

MYTH: Learning Science is about how much scientificfacts I can memorise and reproduce them in exam.

About 80% of the marks test students’understanding, handling information and solvingproblems, only 20% is allocated to recall questions.

Science

To cope with Science in Secondary School, studentshave to:

1) acquire factual knowledge.2) apply scientific knowledge in logical, deductive

manner to novel situations.3) have an inquisitive mind to be able to problem-

solve.4) have good grasp of the language in order to

understand the demands of questions.

Humanities

- The Humanities Syllabus aims to imbue instudents critical thinking skills as well as beingan informed and concerned global citizen readyfor the 21st Century

- Use of both Primary and Secondary sources inthe classroom to equip students with the skillsto evaluate the reliability and accuracy of datapresented before making a conclusion

Humanities

Geography Syllabus

• To gain a better understanding of the world issuesaround us

• Eg of topics covered in Secondary 1:• Water Supply – to understand the issue of Water

Shortage and the strategies to resolve it• Tropical Rainforest – to understand the issue of

Deforestation and the strategies to manage it• These are issues that will affect the sustainability of the

Earth we call home

Humanities

History Syllabus

• To provide the platform for the students to betterunderstand and appreciate the Singapore they live intoday in terms of the opportunities Singapore provide aswell as the vulnerabilities Singapore face as a smallnation state in relation to the region and world.

• Eg of topics covered in Secondary 1:• Singapore’s connections to the region and world

from the 14th - 18th Century• Reasons for migration to Singapore and how it

shaped the Singapore we have today

Humanities

Literature Syllabus

• To provide the platform for the students to betterappreciate the language and to make them moreconvincing communicators

• This is achieved through learning how language works inPoems, Plays and Novels which students will be exposedto in their Literature lessons in Secondary 1.

Humanities

To do well for Humanities, students are advised to:

• Be prepared: read up before hand• Be curious: ask questions during lessons• Be engaged: participate actively in the class

discussions / activities• Be confident: Put forth personal opinion

convincingly• Be factual: choose the best evidence from text /

source to support your point

Humanities

In summary, to do well, students are advised to:

• Work with the teachers: complete the workassigned

• Adopt a Growth Mindset: Complete correctionsand actively learn from mistakes made (if any!)

Challenges of Parenting a Teen

R e b e l l i o u s E m o t i o n a l / S e n s i t i v e M a k e P o o r C h o i c e s

W a n t t o b e h e a r d

b u t d o n ’ t w a n t t o h e a r

N o t s l e e p i n g e n o u g h D i g i t a l N a t i v e s

G e n e r a t i o n i Y

What is going on with my child?

Who is a teenager?

P h y s i c a l

p u b e r t y

b o d i l y c h a n g e s

E m o t i o n a l

W h o t h e y a r e

W h a t t h e y w a n t

S t r e s s m a n a g e m e n t

S o c i a l

I m p o r t a n c e o f f r i e n d s h i p

Va l u e o p i n i o n s o f s i g n i f i c a n t p e o p l e

E x p e r i m e n t i n g

C o g n i t i v e

d e v e l o p r e a s o n i n g

a b s t r a c t t h i n k i n g

Psychosocial

L E A R N M O R E

F ind ing t he i r i den t i t y.

Biological

L E A R N M O R E

Emot i ona l B ra i n

vs .

T h ink ing B ra i n

Reflect the emotions

Acknowledge him / her

Identify the issue together

Set boundaries & high expectations

Evaluate subsequent behaviours

L E A R N M O R E

THANK YOU