EVACUATION ROUTE Parents Parents Registration Tables The Best - - PowerPoint PPT Presentation

The Best That We Can Be

EVACUATION ROUTE

Parents Parents

Registration Tables

P5 & P6 Yea ear hea ead Mrs Audrey Yeoh P5 Assi ssistant ant Yea ear r hea ead Ms Maryanah

Today’s Programme

• 10 – 10.15 am

Welcome Address & Level Expectations by Year Head

• 10.15 – 10.30 am English Language Department Sharing
• 10.30 – 10.45 am Mother Tongue Languages Department Sharing
• 10.45 – 11.00 am Mathematics Department Sharing
• 11.00 – 11.15 am Science Department Sharing
• 11.15 – 11.25 am Overseas Learning Programme Sharing
• 11.25am

Meeting The Teachers (Classrooms)

ZHPS Student Outcomes

Good Character Academically Vibrant Culturally Vibrant

• Understands, cares

about and acts upon

• ur R₃ICH VALUES
• Displays Good

Citizenship

• Strives to be the

“Best that they can be” in all areas

• Be Appreciative of

the ARTs

• Actively engaged in

Aesthetics and Sports MOTTO The Best That We Can Be Students to put in the effort, to do their personal best at all times in all areas. R3ICH VALUES Respect Responsibility Resilience Integrity Care Harmony

• Basic First Aid Course 28 Feb & 1 March 2018

(2 full days)

• NE Show
• Primary 5 VIA Carnival

P5 Co Curricular Programmes

School Schedule

• Term 2 to Term 4 Supplementary Lessons
• Mondays and Tuesdays
• No consent form will be issued
• Term 1 For those who require additional help

(consent form will be issued)

Examination Dates in 2018

• SA1: Term 2 Weeks 7 & 8
• SA2: Term 4 Weeks 6 & 7
• No CA

8

Focused Lessons during School Holidays

• First week of the June holidays

(28 May to 1 June 2018)

• Consent forms will be issued with the

start and end times

Source: https://www.moe.gov.sg/education/primary/subject-based-banding

P5 to P6 Promotion

• No cohort promotion (5A to 6A)
• Students to be re-banded to optimise learning

Communication With Parents Parent Handbook Student Handbook

School Website

Policies on discipline, assessment and mobile phone, conduct grades aligned to core values, etc.

• For

communication between teachers and parents.

• Monitor

homework.

E-learning portal for students Homelink for parents Highlights of school events Travel declaration

www.zhenghuapri.moe.edu.sg

Click on ‘Zhenghua Family’ & ‘Information For Parents’.

What Does Transition To Primary 5 Mean For Your Child?

• Physical: Conscious of self image
• Emotional: Desire for greater autonomy
• Social:

1) Peer influence and conflict 2) Social media influence

• Academic: Initial stage of PSLE

preparation

How Your Child Might Feel

Good Feelings Not-So-Good Feelings

• Happy
• Excited
• Enthusiastic
• Curious
• Motivated
• Afraid
• Anxious
• Worried
• Discouraged
• Frustrated
• Insecure

Supporting Your Child’s Transition To Primary 5

S.A.F.E. Tips: To build a caring home environment to nurture the emotional and social skills of your child

S.A.F.E Tips

Build a caring home environment to better support your child’s transition to Primary 5 using S.A.F.E. Tips:

• S - Support
• A - Affirm
• F - Familiarise
• E - Empathise

S

S - Support:

• Encourage your child to talk to a trusted

adult for guidance

• Help your child understand decisions

made and actions taken

• Keep rules short and realistic

A

A - Affirm:

• Recognise his/her demonstration of good

values and behaviours

• Praise your child’s efforts regularly

F

F - Familiarise:

• Find out what Primary 5 is like for students

these days. Moderate your expectations according to your child’s strengths and development

• Share information on physical changes

during puberty, include the range of emotions that may accompany it

E

E - Empathise:

• Show that you understand your child’s

concerns

• Teach with less talk and more role -

modelling

The Child – Our Common Goal

• Continue to work closely with the

teachers – share information about your child within and beyond the school.

• Attend school events.
• Be a volunteer.
• Participate in Your Child’s School Life.

The Child – Our Common Goal

• Personal Time (unstructured time)
• It is all right for children to feel bored.
• Unstructured time gives children the
• pportunity to explore their inner and outer

worlds, which is the beginning of creativity. This is how they learn to engage with themselves and the world, to imagine and invent and create.

Briefing Session for P5 Parents

ENGLISH LANGUAGE

VISION

All students to be Proficient in English Language

MISSION

The School EL programmes will help students :

• Acquire good language skills
• Develop thinking skills
• Inculcate good values

CORE PROGRAMMES

Listening Skills Speaking Skills Reading Skills Writing Skills

Paper 1 : Writing Paper 2 : Language Use & Comprehension Paper 3 : Listening Comprehension Paper 4 : Oral Communication

ASSESSMENT COMPONENTS

LEVEL DURATION

• No. of

words MARKS Pri 4 50 min 120 20 Pri 5 Standard 1 h 10 min 150 55

SW -15 Compo-40

Pri 5 Foundation 1 h 10 min 120 40

SW -10 Compo-30

PAPER 1 : Writing (Duration & Marks)

P5 Paper 1 (1h 10min) Total Marks: 55 Part 1:Situational Writing (15 marks) a picture series of an event (email, letter, note, etc) Part 2:Continuous Writing (40 marks) a given stimulus (with 3 pictures and question prompts) P4 Paper 1 (50 minutes) Total Marks: 20 Continuous Writing (20m) Either a series of 3 pictures + ? (with helping words and question prompts) Or a given stimulus (with 3 pictures, helping words and question prompts)

Comparing P4 and P5 Standard EL Paper 1

P5 FP Paper 1 (1hr 10min) Total Marks: 40 Part 1:Situational Writing (10 marks) Advertisements, journals, emails, post-cards, reports, posters, notices etc. Part 2:Continuous Writing (30 marks) 3 pictures in a series with helping words given

Comparing P4 and P5 Foundation EL PAPER 1

P4 Paper 1 (50 minutes) Total Marks: 20 Continuous Writing (20m) Either a series of 3 pictures + ? (with helping words and question prompts) Or a given stimulus (with 3 pictures, helping words and question prompts)

PAPER 2 : Language Use & Comprehension (Duration

& Marks)

LEVEL TIME MARKS Pri 4 1 h 15 min 50 Pri 5 Standard 1 h 50 min 95 Pri 5 Foundation 1 h 20 min 60

COMPONENTS P4 P5 EL GRAMMAR MCQ √ (8) √ (10) VOCABULARY MCQ √ (6) √ (5) VISUAL TEXT COMPREHENSION (P4 SEM 2 / P5) √ (4) √ (8) GRAMMAR CLOZE √ (8) √ (10) SENTENCE COMBINING (P4) / SYNTHESIS & TRANSFORMATION (P5 EL) √ (4) √ (10)

PAPER 2 : Language Use & Comprehension (Standard EL)

PAPER 2 : Language Use & Comprehension (Standard EL)

COMPONENTS P4 P5 EL

VOCABULARY CLOZE (P4 SEM 1 / P5) √ (4)

• with helping

words

√ (5)

• MCQ

COMPREHENSION CLOZE

• √ (15)
• without helping

words

EDITING FOR SPELLING & GRAMMAR

• √ (12)

COMPREHENSION (OPEN-ENDED) √ (20)

• 2 passages

√ (20)

• 1 passage

PAPER 2 : Language Use & Comprehension (Foundation EL)

COMPONENTS P4 P5 FEL

GRAMMAR MCQ √ (8) √ (8) VOCABULARY MCQ √ (6) √ (5) VISUAL TEXT COMPREHENSION (P4 SEM 2 / P5) √ (4) √ (5) GRAMMAR CLOZE √ (8)

• SENTENCE COMBINING (P4) / SYNTHESIS

(P5 FEL) √ (4) √ (3) VOCABULARY CLOZE (P4 SEM 1 / P5) √ (4)

• with helping words

√ (5)

COMPONENTS P4 P5 FEL

COMPREHENSION CLOZE

• √ (5)

EDITING FOR SPELLING & GRAMMAR

• √ (12)

COMPREHENSION (OPEN-ENDED) √ (20)

• 2 passages

√ (10)

• 2 passages

COMPLETION OF SENTENCES

• √ (5)

PUNCTUATION

• √ (2)

FORM FILLING

• √ (5)

PAPER 2 : Language Use & Comprehension (Foundation EL)

PAPER 3: LISTENING COMPREHENSION (EL & FEL)

P5 Listening Comprehension (MCQ) * Different for EL & FEL Duration: 35 – 40 minutes Marks : 20 students will listen to a recording of a variety of text types followed by several questions based on each of the text. E.g. dialogue, news report, announcement, narrative passage P4 Listening Comprehension Duration: 30 minutes Marks : 14  Picture-matching  Note-taking  Comprehension MCQ

PAPER 4: Oral Communication (EL & FEL)

P4 : 16 marks

• Reading Aloud (6 m)
• Stimulus-based

Conversation (10 m) (1 stimulus with question prompts; students are required to converse with the examiners based on the stimulus)

* Both components are linked by a common broad theme.

P5: 30 marks

• Reading Aloud (10 m)

(Not the same for FEL)

• Stimulus-based

Conversation (20 m) (1 stimulus with question prompts; students are required to converse with the examiners based on the stimulus)

* Both components are linked by a common broad theme.

Oral Communication

• Reading Aloud
• Stimulus-based Conversation

Question Prompts:

• 1. Do you have a pet?
• 2. How do you take care
• f your pet?
• 3. Where can you find

information on pets?

Pets – How to care for them

Rubrics for Reading Aloud (EL)

Rubrics for Stimulus-based Conversation (EL)

Rubrics for Reading Aloud (FEL)

Rubrics for Stimulus-based Conversation (FEL)

P5 English Language Programmes

• NEWS In Action
• Newspaper Reading – Straits Times / Little Red Dot
• Daily Dose / Word Power
• Reading Quest

EL Class Readers Dare to Read Portal Read, Reap & Write

P5 English Language Programmes

WHAT PARENTS CAN DO TO HELP

WHAT PARENTS CAN DO TO HELP

Provide English Language reading materials at

• home. E.g. story books, magazines, newspaper

articles and other materials Go to the library with your child regularly to borrow books. Give your child books about their special interests.

WHAT PARENTS CAN DO TO HELP

• Listen to English news on radio or television
• Get them to express their opinions on news,

stories or events

• Encourage the use of dictionary to improve their

vocabulary

Understanding – English Language learning requires frequent exposure to listening, speaking, reading and writing opportunities and activities

WHAT PARENTS CAN DO TO HELP

Role models – read with them, write notes and messages to your child Stimulate child’s interest – show your child that you believe learning English is both enjoyable and useful in your daily life Encourage them to speak Good English.

Thank you

Briefing Session for P5 Parents

Mother Tongue Languages Mr Er Kim Hoe, HOD/MTL

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.

P4 & P5 Comparison

Assessment Format:

P4 P5 Standard MTL Paper 1 – 15% Paper 1 – 20% Paper 2 – 45% Paper 2 – 45% Paper 3 LC – 10% Paper 3 LC – 10% Paper 4 Oral – 30% Paper 4 Oral – 25%

P5 Standard Mother Tongue

Components Marks Weighting Paper 1 - Composition 40 20% Paper 2 - Language Use & Comprehension 90 45% Paper 3 – e-Oral 50 25%

• Listening

Comprehension 20 10% Total 200 100%

P5 Higher Mother Tongue

Components Marks Weighting Paper 1 - Composition 40 40% Paper 2 - Language Use & Comprehension 60 60% Total 100 100%

To remain in P6 HMTL

P5 HMT Results P5 MT Results

Min Min

Pass 70 & above

P5 Foundation Mother Tongue

Components Marks Weighting Paper 1- Comprehension 15 15% Paper 2 – e-Oral 55 55% Paper 3 - Listening Comprehension 30 30% Total 100 100%

P5 Listening Comprehension

5 to 7 short passages + graphic stimulus MCQ format (3 choices per question) Duration: 30 to 40 minutes 10% for Standard MTL 30% for Foundation MTL

P5 e-Oral

Standard Mother Tongue

 Reading (20 marks)

 Video Conversation (30 marks) Answer three main questions based on the 1-min video

P5 e-Oral

Foundation Mother Tongue

 Reading (15 marks)

 Video Conversation (40 marks) Answer three main questions based on the 1-min video

P5 e-Oral

Video Con ideo Conver ersa sation tion Thematic Approach

• Video related to a theme – eg. Care for the

environment Example: 1Based on the video, tell us what did the little girl do? 2 Apart from using the bin as in the video, what are some other ways to keep the environment clean? 3 How can your school help in getting students to care for the environment? Video

Language Use & Comprehension

Standard Mother Tongue

• Language Application (More questions)
• Cloze Passage
• Completing Dialogue
• Comprehension (Response to graphic stimulus)
• Language Application
• 2 Comprehension Passages (Summary/ No Sentence

Construction))

Language Use & Comprehension

• Types of Texts used for Comprehension
• 1. Short News Report
• 2. Advertisement / Announcement
• 3. Brochure / Flyer / Poster
• 4. Programme Sheet
• 5. Short Article
• 6. Short Story
• 7. Message

Language Use & Comprehension

Open-ended questions

• 1. Direct Questions (with Graphic Stimulus)

Answers could be found directly in the passage

• 2. Inferential/Evaluative Question

Answers require students to analyse

• r evaluate information in the

passage

P5 Composition

Mother Tongue  Choose one to write:

• 1. Based on given pictures, or
• 2. Based on a given title

Higher Mother Tongue  Choose one to write: 1. Based on a given title, or

• 2. Based on a given situation

P5 Composition

1 2 3 4 5 6

P5 FMTL Paper 1

• 15 % of total weightage.
• Language Application
• Comprehension (with graphic

stimulus)

P5 Composition

Standard Mother Tongue

• Helping words are provided.
• Use of dictionaries approved by SEAB is allowed:

www.seab.gov.sg Higher Mother Tongue

• No helping words.
• Use of dictionaries approved by SEAB is allowed:

www.seab.gov.sg

Helping Your Child

• Read good story books, newspaper articles &

magazines in MTL with your child

• Speak to your child in MTL on a regular basis
• Watch educational / cultural / news /

documentary / children programmes in MTL

• Listen to radio programmes in MTL
• Make use of everyday experiences to use MTL

e.g. MRT station, sales etc.

Briefing Session for P5 Parents

Mathematics

By Mdm Chai Huel Leng HOD Mathematics

Outline of Presentation

• Department Vision, Mission and Framework
• The Differences between P4 and P5 Papers
• How marks are awarded
• Sharing of Study Skills
• Mathematics Programmes @ Zhenghua

Every student a thinker and a resilient problem solver

• To build a strong mathematical foundation in students.
• To foster the joy in the learning of Mathematics.
• To engage students through various learning experiences.
• To develop reasoning and communication skills in students.
• To give students opportunities to appreciate and apply mathematics in

real life context.

hjjjjj

Every student a thinker and a resilient problem solver

Concepts

To give students

• pportunities to

appreciate and apply mathematics in real life context

To foster the joy in the learning of Mathematics To develop reasoning and communicatio n skills in students To build a strong Mathematical foundation in students To engage students through various learning experiences

Mathematics Department Framework

The Differences Between P4 and P5 Mathematics papers

Items Primary 4 Primary 5

Duration 1h 45min Paper 1: 1h Paper 2: 1h 30min Number of Questions 45 47

The Differences Between P4 and P5 Mathematics papers

Items Primary 4 Primary 5

Format Section A: 20 MCQ Section B: 18 SAQ Section C: 7 LAQ Paper 1 Booklet A: 15 MCQ Booklet B: 15 SAQ Paper 2 Part 1: 5 SAQ Part 2: 12 LAQ

The Differences Between P4 and P5 Mathematics papers

Items Primary 4 Primary 5 Marks Allocation Section A: 40 marks Section B: 36 marks Section C: 24 marks Total : 100 marks Paper 1 (45 marks) Booklet A: 20 marks Booklet B: 25 marks Paper 2 (55 mark) Part 1: 10 marks Part 2: 45 marks Total: 100 marks

Paper Booklet Item Type Number

• f

questions Marks per question Total Marks Duration

1 A

Multiple-Choice

10 1 20 1 h 5 2 B

Short-Answer

5 1 25 10 2 2

Calculators allowed

Short-Answer

5 2 10

1 h 30 min Structured/ Long-answer

12

3,4 or 5

45 Total 47

• 100

2 h 30 min

Standard Mathematics Exam Format

Paper Booklet Item Type Number

• f

questions Marks per question Total Marks Duration

1 A

Multiple-Choice

10 1 30 1 h 10 2 B

Short-Answer

10 2 20 2

Calculators allowed

Short-Answer

10 2 20 1 h

Structured

6 3 or 4 20 Total 46

• 90

2 h

Foundation Mathematics Exam Format

Types of Calculators

Only calculators that are approved by the Singapore Examinations & Assessment Board (SEAB) will be allowed in the examination. The list of calculators is available on SEAB’s website: http://www.seab.gov.sg

Adherence on the use of Approved Calculators

School will check and a sticker will be pasted

• nto your child’s approved calculator before

examination. All unauthorised calculators will not be allowed into the examination room.

Awarding marks

Method marks

Marks given for correct method Marks will be given even if answers are wrong

Answer marks

Marks given for correct answers  Marks will not be given if method used is incorrect

Show ALL workings

Important Marks are awarded for correct method and working step even if the final answer is wrong.

Show ALL workings

Example : 1 bus --- 30 passengers 4 buses – 30 x 4 (M1) = 120 passengers

(Method mark (M1) is given for using the correct operation to find total number of passengers)

29 passengers alighted 120 – 29 (M1) = 109 passengers

(Method mark (M1) is given for using the correct operation to find number of passengers remained on the buses)

Answer: 109 passengers (A0)

(Wrong answer, no answer mark is given)

Other Marks Deductions

wrong Mathematical statement

1 bus = 30 passengers 20% = 100 20 + 1.20 = $1.40 Students are reminded to use “=” sign appropriately.

Area of circle = 16 cm

Other Marks Deductions

Omission of units or wrong use of units

Study Skills

Mathematics is learned by DOING problems. Each topic/concept builds on the previous

• nes.

When your child does his/her Mathematics problem or Mathematics homework, advise him/her to write out the complete solution as if they were taking a test or examination.

Mathematics Study Skills

Problem Solving Strategies  Draw a Diagram/Picture

 Drawing a Model  Observing/Finding A Pattern  Guess and Check  Working Backwards  Using Before and After concepts  Systematic Listing  Algebraic Method

Mathematics Study Skills

Everyday Practice is very

• important. Your child MUST set

aside at least 1 hour to do Mathematics daily.

Advise your child to get sufficient sleep the night before the test/exam. They need to be mentally alert.

Mathematics Programmes @ Zhenghua

 Fun with Math Trail P5

PALM @ Recess P5 Tinkering – Collaboration Project NEW! P5 Koobits Online Enrichment NEW!  Mathematics Olympiad and Investigative Math Programme NEW! Mathematics competitions like NMOS (NUS High School), Annual Mathlympics (ACS(i)) and ASEAN Mathematics Olympiad Competition

Mathematics Programmes@ Zhenghua

Mathematics supplementary/remedial lessons P5 Mathematics Bridging Programme Grow and Excel in Mathematics (GEM) Programme

Another Heuristics Adventure (AHA)

• Students will be learning different heuristics to

solve word problems

Briefing for Parents of P5 Students Science in P5

Overview

• Curriculum Framework
• Skills and Processes
• Topics in Primary 5
• Examination Format
• Learning Science in Zhenghua
• Tackling Science assessment items
• How parents can help their children

Curriculum Framework

Skills and Processes

• Skills
• 1. Observing
• 2. Comparing
• 3. Classifying
• 4. Using apparatus and

equipment

• 5. Communicating
• 6. Inferring
• 7. Formulating

hypothesis

• 8. Predicting
• 9. Analysing

10.Generating possibilities 11.Evaluating

• Processes
• 1. Creative

problem solving

• 2. Decision-

making

• 3. Investigation

Topics in Primary 5

Term 1 Term 2 Term 3 Term 4

Cycles

Water and its Changes of States ; The Water Cycle The Plant Transport System

Systems

Air and Respiratory System; The Circulatory System

Systems

Electrical Systems ; Using Electricity The Unit of Life (Std Sci only) From parents to young Reproduction in Humans

Cycles

Reproductio n in Plants

Examination Format (PSLE Standard Science – 1 h 45 min)

Booklet Item Type

• No. of

Questions Marks per question Total Marks

A Multiple Choices

28 2 56

B Open-Ended 12 – 13 2 – 5

44 40 – 41 100

Examination Format (PSLE Foundation Science – 1 h 15 min)

Booklet Item Type

• No. of

Questions Marks per question Total Marks

A Multiple Choices 18 2 36 B Structured Open-Ended 6 – 7 5 – 6 2 – 3 2 – 4 14 20 29-31 70

Learning Science in Zhenghua

• Understanding, not just

remembering

• Applying to familiar and new

situations

Learning Science in Zhenghua

Concrete authentic learning experiences

Formation

• f correct

concepts

Application to another new situation

Lesson Example

Observing water droplets

• n a lid

Formation

• f correct

concept Water vapour touches the cooler surface, lost heat and condenses into water droplets Apply concept to explain how water droplets formed on outer surface of a cold drink

Tackling Science assessment items

• In answering Science questions,

answers should include correct scientific words and concepts.

Tackling Science assessment items

For example, Suggest a reason why the handle of a cooking pan should not be made

• f metal.

Student’s answer: My hand gets burnt. X This answer is incorrect as it does not contain the correct science concept word.

Tackling Science assessment items

For example, Suggest a reason why the handle of a cooking pan should not be made

• f metal.

Correct answer: Metal gets hot easily or is a good conductor of heat. This answer clearly shows the correct concept.

• Read the question carefully.
• Identify the key Science words in the

question.

• Connect to the correct Science topic,

Science words and concepts.

• Explain with these correct Science words

and concepts. Use comparing words (more, fewer etc) for experimental questions.

Tackling Science assessment items

Example:

Science words in question: dry faster Topic : Water & its change

• f state - Evaporation

Concepts :

• Water gains heat and

evaporate into water vapour.

• The rate of evaporation

depends on the exposed surface area.

Example:

Correct answer: There is a larger exposed surface area when the plates are placed on a rack. Common mistake: The water evaporated at a higher

• rate. X

– merely repeating/paraphrasing the phrase “dry faster”, did not connect explanation to correct concept.

Example:

Observations of common students’ mistakes

• Failure to connect explanations to the

correct Science words/phrases/concepts.

• Failure to use comparing words (more,

fewer, less).

• Explanations that are not

specific/precise/vague/ unclear.

• Repeating and copying phrases from the

question stem.

How parents can help their children in Science

• Have a filing system at home. Use the learning sheets for

revision.

• Have a revision schedule. Important to have a consistent

and regular revision of topics in P3, P4

• Talk about Science in daily life using Science vocabulary

– hanging wet laundry, a can of cold drink – gain heat and evaporate, lose heat and condense – wearing a sweater – reduce heat loss – cracks on a cement walkway – expansion due to heat gain – explore plants, flowers, edible seeds in the gardens – parts of a flower, different types of fruits/seeds and how they are dispersed

Sharing Session for P5 Parents

Overseas Learning Experience

Mr Er OLE Committee

Objectives

• Civic Literacy: Increased awareness in

civic and community affairs

• Global Awareness: Encouraged curiosity

and involvement in multicultural exchanges and world affairs

• Cross-cultural Skills: Communication and

solidarity among students across racial, economic, regional and religious boundaries

Culture of Collaboration: Strategic Objectives

Holistic

Development

• f Pupils

Character

Learning

Citizenship Global Awareness

Network & Bonding

Time with Parents, Alumni, New Friends

Expand - Customs & Cultures Share – Customs & Cultures Singapore is my home. This is where I belong. Stay rooted.

Through a dynamic school culture and a caring environment, every child is nurtured and his potential developed so that he grows up to be a good person and useful citizen.

• Authentic Learning

Experiences

• New learning

Useful Citizen

• give back to society

Good Person

• RiCH Values
• 21st CC
• SEL

Overseas Learning Experiences Over The Years

Good Character Civic Literacy Academically Vibrant Global Awareness Culturally Vibrant Cross-cultural skills 2014 Cultural Immersion / Service Learning Trip JB Twinning Programme with SKTM Cultural Exposure – KL (P6) Cultural Immersion SKTM Homestay – KL 2015 Cultural Immersion to JB and Batam Twinning Programme with Shanghai Cultural Exposure – KL (P6) Homestay – KL 2016 Cultural Immersion to JB Twinning Programme with Shanghai (P5) Cultural Exposure – Penang (P6) 2017 Cultural Immersion to JB Twinning Programme with Shanghai (P5) Cultural Exposure – Penang (P6)

Safety Aspects OLE Staff Structure:

Planning, Deployment, Training :

a) Recce Trip is conducted – to ensure safety and value to students learning b) Deployment of staff – minimum 1 trained First Aider, ratio 1:10 + an additional I/C c) Training for all staff on roles, responsibilities, case study

• etc. to ensure preparedness

d) Telephone Relay daily to school e) Trip registered with MFA (Monitor the country’s situation)

OLE Student Structure

• All P5 students given an opportunity for

different trips.

• P5: All students will be attending the 2-day

first aid training in Term 1 Week 9.

OLE Parent Structure

• Sharing of school’s OLE

Programme

• Info updates throughout

the trip.

2018 OLE Programme

• 6 – 11 March: Cultural Immersion to Shanghai
• 3 September: Cultural Immersion to JB ( Group 1)
• 4 September: Cultural Immersion to JB (Group 2)
• 30 October: Cultural immersion to JB (P6)
• 1st November: Penang Trip (P6)

WE NEED YOUR SUPPORT