care collaboration learning innovation
TRANSCRIPT
Zhenghua Primary School
Established in 1989
Care Collaboration Learning Innovation
ZHPS over the years – what is distinctive and enduring? • caring culture
• our belief in our students
• the excellent teamwork of committed staff
• our vibrant learning environment with opportunities for students to develop their interests and talents
• our strengths in the creative arts
Our Belief: Every Child Matters
• We love, value and accept our students for who they are.
• We believe that every child is unique, special and talented in his/her own way and seek to bring out the best in each of our students.
• We believe that, with effort, our students can learn and are capable of achieving their personal best.
ZHPS is a Good School
Ensures all students acquire strong fundamentals of literacy and numeracy and develops them holistically, in character, knowledge and critical competencies
Creates a positive school experience for each student, making him/her a confident & lifelong learner
Has caring & competent teachers who are
steadfast in their mission to impact lives
Has the support of parents & the community, working
together to bring out the best in our children
Provides opportunities to all students,
regardless of family circumstances
Knows the needs, interests and strengths
of the students & motivates them to learn
and grow
Learning for LifeThriving in the 21st Century
Our Commitment: *Nurturing the whole child
*Preparing our students for life and life-long learning
Nurturing the whole childPreparing our students for life & life-long learning
Character &
LeadershipCreativity
Joy of Learning
Learning for Life
21st Century Competencies
ZHPS
Student
From the Agricultural Age to the Conceptual Age
Agricultural Age(farmers)
Conceptual Age (creators and empathisers)
Information Age (knowledge workers)
Industrial Age (factory workers)
ATG (Affluence, Technology, Globalization)
18 th Century 19 th Century 20 th Century 21st Century Back
(Daniel Pink: A Whole New Mind)
The world we live in –an age of accelerations
Technology
Globalization
Climate Change
Thomas Friedman: Thank You For Being Late: An Optimist’s Guide to Thriving in the Age of Accelerations, 2016
Astro Teller’s Graph(Eric Astro Teller, CEO of Google’s X research and development lab)
How to thrive in the age of accelerations: the learning imperative
“…when the pace of change gets this
fast, the only way to retain a lifelong
working capacity is to engage in
lifelong learning”.
Thomas Friedman: Thank You For Being Late: An Optimist’s Guide to Thriving in the
Age of Accelerations, 2016
Learn for Life Movement
2 thrusts
Learning as an enabling force
Learning as an uplifting and integrating force
(Education Minister Ong Ye Kung’s speech, 27 Dec 2018
https://www.moe.gov.sg/news/speeches/opening-address-by-mr-ong-ye-kung--minister-for-education--at-the-appointment-and-appreciation-
ceremony-for-principals)
Joy of Learning, Learning for Life
• We would like our students to be motivated to learn and enjoy the learning
process without excessive pressure and anxiety equipped with the dispositions and skills
to learn for life
Nurturing the whole childPreparing our students for life & life-long learning
Character &
LeadershipCreativity
Joy of Learning
Learn for Life
21st Century Competencies
Zhenghua
Student
School-Parent Partnership
Working with ZHPS to support your child
It takes a village to raise a child.
Our School-Parent Partnership Philosophy
Parents are our partners in education --a meaningful collaboration with parents
supports our students’ holistic development.
School-Parent Partnership
• We value your partnership.
• Please support us as parent volunteers.
• We welcome your constructive feedback and seek to address your concerns.
• Please do not hesitate to contact • your child’s teacher if you have concerns or queries
regarding her well-being and progress
• the school office or school leaders regarding school matters.
What we would appreciate from parents: 3Cs and 1BLiving out our school values of Care & Respect:
When your child tells you something that alarms you
• keep Calm
• remain Courteous
• Communicate your concerns to the teacher directly and constructively
• Give the teacher or classmate the Benefit of the doubt
• Could it be a misunderstanding or misinterpretation of words said? Is there more than one side to the story?
• We don’t have perfect teachers but we have teachers who care for the pupils and have the students’ interests at heart.
Parents’ Support: 2 Cs, 1 G
• Character education• Partner us in the character education of your
child
• Growth mindset• Nurture a growth mindset in your child
• Childhood • allow your child to enjoy his/her childhood
Character Education
Values are both taught and caught
• Reinforce our school values when teachable moments arise
• Give your children opportunities to live out our school values, e.g.
• Helping with household chores, taking care of siblings
• Returning their trays and keeping the table clean at the hawker centre
Character Education
Values are both taught and caught
• Let us be good role models for our children –our children are watching us
• Let us speak to all staff with respect and courtesy
• If we are upset about something, let us be mindful of our language and express our concerns tactfully via the appropriate channels
•
Develop a ‘growth mindset’ in your child
• Stanford university psychologist Carol Dweckdiscovered that students do much better academically if they believe their intelligence can be changed through effort and hard work their grades actually improve.
Carol Dweck: The Power of Belief
https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve
Develop a ‘growth mindset’ in your child
• Nurture the belief that, with effort, he/she can improve, can learn new & difficult things and achieve his/her personal best
• Praise the process (effort, strategy, focus, perseverance, improvement), not intelligence or talent enables the child to be more resilient
Allow your child to enjoy his/her childhood
• Time for play & hobbies
• Stimulate your child’s curiosity and love for reading & learning
creativity & joy of learning
Re-defining Success
• Re-defining Success• 1. a successful personal life: healthy, meaningful
relationships with family and friends
• 2. a successful school life: improvement and growth, being the best that you can be;
• 3. the good that you leave behind: how do you want your friends and teachers to remember you? Have you done something positive and meaningful for others?
P3 Level MattersThe importance of CCAs in the holistic
development of your child
GEP Screening and Selection Tests
The importance of CCAs in the holistic development
of your childDevelopment of Character, Leadership and
21st Century Competencies
Character
Camaraderie
Attitude
3E ApproachExpose, Enrich, Excel
Engage CCA members through breadth of experiences for character development and skills progression.
ExposePlatform for exposure for our student to different learning experiences through their CCA.
EnrichSkills gained through active participation in CCA. Character and leadership development
ExcelOpportunities for students to excel and perform at their personal best through competitions, performances & exhibitions
Process + Outcomes
Performance Character & Self-Leadership through CCAs
Our 3 Ds• Direction• Discipline• Daring
CCA Selection
• * Give your child a choice • Allow your child to choose his/her CCA
• If your child does not get his/her first choice, try out the assigned CCA first
Gifted Education Programme(GEP) Screening & Selection Tests
• GEP is designed for the intellectually gifted
• Hence, the Screening Test questions are generally more difficult than those in the school exam papers and our students should not be worried if they cannot answer all the questions
Gifted Education Programme (GEP) Screening & Selection Tests
• We strongly urge you not to place undue pressure on your child to prepare for the GEP tests
• Do not send your child for extra coaching or preparation classes
• If your child is truly gifted, he/she will qualify for GEP without special coaching
The Importance of EQ (Emotional Quotient)
• Research has shown that EQ is a better predictor of future success (in the areas of work, relationships and quality of life) than IQ (intelligence quotient)
• EQ and social-emotional skills can be nurtured • Social-emotional learning is a core part of character education in ZHPS:
• Self-awareness• Self-management• Social awareness• Relationship management• Responsible Decision-Making
Subject-Based Banding (SBB) in P5 & P6, in secondary school
• Intention: to enable our students to learn at their pace according to their level of readiness and help them find meaning in their learning
• SBB in secondary school: opportunities for students in the Normal (Academic) and Normal (Technical) streams to take subjects at a higher level (e.g. Express / Normal (Academic)
Opportunities for movement across streams in secondary school
Normal (Technical)
Normal (Academic)
Express
Opportunities for progression from Normal (Technical) to higher education
Normal (Technical)
Stream
ITE, a global leader of Innovation in Technical Education
Polytechnic
University
Source:
https://www.todayonline.com/singapore/struggling-
students-top-ntu-graduates
Source :
https://www.straitstimes.com/singapore/education/former-ite-boy-pursues-dream-
at-nus-with-scholarship
Source:
https://www.straitstimes.com/singapore/
he-broke-the-mould-by-going-from-normal-stream-to-nus-medical-school
Our Motto: The Best that We Can Be• What this means: We put in the effort, to do our
best at all times in all areas
• What matters is that our children put in their best effort and strive to be the best that they can be
• Our students are gifted in many areas such as the arts and sports
• We celebrate their diverse strengths and seek to nurture their potential in all these areas
Briefing for Parents
19 January 2019
P3 and P4 Year Head• Mrs Noelle Chong
Email: [email protected]
Telephone: 6769 7478 ext. 571
P3 AYH:
Mr Md Faizal Md Razak
Email: [email protected]
Agenda:a) Level Expectations
b) CCA Selection
c) Personal Mastery Program
d) GEP Screening and Selection Test
e) Subject-Based Banding
f) P4 Camp
Level ExpectationClass discipline is key in ensuring that learning takes place.
•Exemplary behaviour in class and school
- To observe class and school rules
(Student Handbook pg. 22)
•100% effort in homework and submit on time
•Active participation to support one another in all school and class
activities.
Level Expectation•Be punctual
•Cultivating a reading habit – bring a book to read every day
•Pre-assembly sharing by school leaders, teachers
and students: 7.20am – 7.25am
Level Expectation - Attendance
•Regular school attendance is critical to a child’s learning. Hence students must be present on all school days. Going on holiday during School Term is not permitted.
•If you are considering taking your child away during term time, please think about it carefully and discuss your plans with your child’s form teacher as your child should not miss lessons unless there is a valid reason.
Level Expectation - Attendance•Please write to seek school leader’s permission at least one week in advance should your child need to be excused due to official commitments such as external competitions and exams.
•If your child is ill, you child should submit a medical certificate or a note from you on your child’s return to school.
Time Spent Doing Homework
P3 CCA Selection
● P3 CCA Carnival Day 1 & 2- Friday 15 & 22 Feb 2019● Commencement of CCA Selection for P3- Friday 22 Feb 2019, 1 pm
P3 GEP Screening
GEP Screening - 23rd August 2019
GEP Selection Exercise - 15 and 16 October 2019
Personal Mastery Programme
P3 P4
Code for Fun (5 sessions) Camp (4-6 July)
Buddy Cleaning (1 Mar)
P4 CampDate: 4th to 6th July
● All students strongly encouraged to go● 3D 2N camp● Builds independence, resilience &
teamwork● Resilience collar pin for all participants
Why introduce Subject-Based Banding?
Introduced as a refinement to the streaming process to help each child realize his/her potential, based on his/her interests and strengths.
What is Subject-Based Banding ?• Greater flexibility in subject combinations
EL, MTL, Mathematics, Science, HMT
• Standard Subjects
• Foundation Subjects
Zhenghua Primary School Subject Combination
1. Higher Mother Tongue, English, Mother Tongue Language, Mathematics and Science[4S1H]
2. English, Mother Tongue Language, Mathematics and Science [4S]
3. English, Mathematics, Science and Foundation Mother Tongue Language [3S1F]
4. Mother Tongue Language, Foundation English, Foundation Mathematics and Foundation Science [1S3F]
5. Foundation English, Foundation Mother Tongue Language, Foundation Mathematics and Foundation Science [4F]
Subject-Based Banding CriteriaSubject Combination Criteria
4S1H (Eng, Math, Sci, MT & HMT)
Do well in all subjects & above 80% for MT
4S (Eng, Math, Sc, MT)
Pass all subjects
3S1F(MT)(Eng, Math, Science, FMT)
Pass all subjects except MT
1S(MT)3F(Mother Tongue, Foundation Eng, Foundation Math, Foundation Sci
Pass 2 or fewer subjects (Mother Tongue 70%)
4F(Foundation Eng, Foundation Math, Foundation Sci and Foundation MT)
Pass 2 or fewer subjects
How does Subject-Based Banding Work?
[At P5]
How does Subject-Based Banding Work?
62
Student who takes 1 or more foundation subject(s) and does very well in them
Student who takes standard subjects and has difficulty coping
All other students
School may allow him to upgrade 1 or 2 subjects to standard level if school believes he can cope; or continue the same subject combination in P6
School may allow him to take 1 subject at foundation level in P6
School will allow them to continue the same subject combination in P6
[End of P5]
Student takes subject combination decided by school
Student sits for Primary School Leaving Examination
(PSLE)
[At P6]
[End of P6]
• Progression to secondary level depends on PSLE Score.
– The scoring system is not new
– Different expectations of standard and foundation subjects will be taken into account when the PSLE score is calculated
• Offering weaker subjects at foundation level is not a disadvantage.
– Your child will be able to focus on building up strong fundamentals in the weaker subjects
63
Subject-based Banding and Secondary School admission
Higher Mother Tongue (HMT)• Consider carefully if your child should take HMT
•Does he/she have an interest in and flair for the Mother Tongue language?
•Does he/she plan to continue taking HMT in secondary school?
Some Considerations
Is he/she coping well for the Standard subjects –English, Maths, Science and Mother Tongue? Or should he/she be spending more time on them, rather than HMT?
Higher Chinese Language (HCL)•Currently, for secondary school posting, bonus points
are added to the student’s PSLE Aggregate score only if
the student is applying to a Special Assistance Plan
(SAP) school:
•– 3 points : Distinction for HCL
•– 2 points: Merit for HCL
•– 1 point: Pass for HCL
• With the revised scoring for PSLE in 2021, the HCL
posting advantage for entry to SAP schools will
continue.
•This posting advantage applies before the tie-breakers
(citizenship, choice order of schools and computerized
balloting) for Sec 1 posting.
More information on the revised secondary school
posting system can be found here:
https://www.moe.gov.sg/microsites/psle/SEC%201%20Posting/sec-1-posting.html
At the End of P5
● Students’ P6 subject combinations will be based on their P5 SA1 & SA2 results.
● School-based decision:● We consider feedback from teachers about the child and what is in
the best interests of the child
69
Mother Tongue languages
Primary 3
19 Jan 2019
VISION
Every Zhenghua student is
proficient in the use of
Mother Tongue Languages
MISSION
Provide a conducive environment through
collaboration, training, basic language
skills, academic programmes,
cultural appreciation, global exposure,
to nurture pupils with morality and
achievements.
MTL CURRICULUM
INTEGRATED USE OF LANGUAGE SKILLS
WRITTEN INTERACTION
SPOKEN INTERACTION
LISTENING READING
SPEAKING WRITING
TERM 1: NO CA
ASSESSMENT
P3 Weighting
Paper 1 : Composition 15%
Paper 2 : Language Use & Comprehension 45%
Paper 3 : Listening Comprehension 10%
Paper 4 : Oral 30%
COMPOSITION WRITING
Sentence Writing
Paragraph writing
Paragraph writing within a passage
Passage Writing
P2P3
P4
P4 - P6
ABOUT COMPOSITION WRITING
*P3 Mother TongueHelping words are
provided.Use of dictionaries
approved by SEAB is allowed:www.seab.gov.sg
What were the boys doing?
Basic sentence: ____________________
Extended sentence:____________________
Beautiful expression:____________________
Helping Words:Playing soccerBeaming from ear to ear
ZHP
S FUN
WITH
WR
ITING
Picture of boys playing soccer at a field
P3 Listening Comprehension
MCQ format (3 choices per question)
Picking the right pictures
Listening to a sentence
Listening to short passages
Duration: 30 minutes
10% for paper weighting
Joy in Listening: P3 Listening
Trail Where does this QR Code lead us to? Let’s listen to the
iPAD!
Mmm, let’s check the picture clue!
P3 Oral
Reading (10 marks)
Picture Description (10 marks)
Picture Conversation (10 marks)
We-Chat
ZHENGHUA PRI SCH
WE-CHAT
MTL
School-based MTL Oral Learning Package
Language Use & Comprehension
P3 Paper 2
Vocabulary and word usage
Picture Vocab
Word Match / sentence extension
Paragraphing
Comprehension MCQ
Comprehension Open-ended
HELPING YOUR CHILD
Parents as motivators: Be positive in your responses to your child.
Make use of everyday experiences to use MTL with your child.
Support his/her self-directed learning through digital resources or children magazine,
e.g. www.ezhishi.net
Mother Tongue languages
Primary 4
19 Jan 2019
VISION
Every Zhenghua student is
proficient in the use of
Mother Tongue Languages
MISSION
Provide a conducive environment through
collaboration, training, basic language
skills, academic programmes,
cultural appreciation, global exposure,
to nurture pupils with morality and
achievements.
MTL CURRICULUM
INTEGRATED USE OF LANGUAGE SKILLS
WRITTEN INTERACTION
SPOKEN INTERACTION
LISTENING READING
SPEAKING WRITING
NO CAs
Mid-Year and End-of-Year Assessment
ASSESSMENT
P4 Weighting
Paper 1 : Composition 15%
Paper 2 : Language Use & Comprehension 45%
Paper 3 : Listening Comprehension 10%
Paper 4 : Oral 30%
P4 COMPOSITION WRITING
Paragraph writing
Paragraph writing within a passage
Passage Writing
P3P4
P4 - P6
ABOUT COMPOSITION WRITING
*P4 Mother TongueHelping words are
provided.Use of dictionaries
approved by SEAB is allowed:www.seab.gov.sg
P4
Scho
ol-b
ased
Writin
g
对话描写结合表情、语气和动作描写
“表情”+“说”
明华用乞求的眼神对妈妈说：“妈妈，我的本子用完了，请给
我买一本笔记本，好吗？”（爱学习、有礼貌的孩子）
“语气”+“说”
明华温和地对妈妈说：“妈妈， 我的本子用完了，请给我买一
本笔记本，好吗？” （讲话和气的孩子）
“动作”+“说”
明华一边将用完的本子翻到最后一页给妈妈看，一边说：“妈
妈，我的本子用完了，请给我买一本，好吗？”
（懂事的孩子）
明 华 说 ： “ 妈 妈 ， 我 的 本 子 用 完 了 ， 请 给 我 买 一 本 笔
记本，好吗？” (这个句子很常见，很普通)
COMPOSITION: 4 PICTURES
Helping words in MTL are given in assessments
P4 Listening Comprehension
MCQ format (3 choices per question)
Pick the right pictures
Response to a dialogue
Listen to a sentence
Listening to short passages
Duration: 30 minutes
10% for paper weighting
Joy in Listening: P4 Listening
Trail Where does this QR Code lead us to? Let’s listen to the
iPAD!
Mmm, let’s check the picture clue!
P4 Oral
Reading (10 marks)
Picture Description (10 marks)
Picture Conversation (10 marks)
We-Chat
ZHENGHUA PRI SCH
WE-CHAT
MTL
School-based MTL Oral Learning Package
Language Use & Comprehension
P4 Paper 2
Vocabulary and word usage
Word Match Cloze Passage
Comprehension (Written Interaction)
Comprehension Open-ended
HELPING YOUR CHILD
Parents as motivators: Be positive in your responses to your child.
Make use of everyday experiences to use MTL with your child.
Support his/her self-directed learning through digital resources or children magazine,
e.g. www.ezhishi.net
