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