JUNYUAN SEC 1. Talk about life as a secondary school student 2. - - PowerPoint PPT Presentation
WELCOME TO Today JUNYUAN SEC 1. Talk about life as a secondary school student 2. Interact with Form teachers & Heads 3. Discipline.Well- Being.Growth S CHOOL L EADERS AND L OWER S EC Y EAR H EADS Principal Mr Mohamed Razali
Principal – Mr Mohamed Razali Vice-Principal – Mr Paul Ng Vice-Principal – Mrs Selina Lum Lower Sec Year Heads Mdm Teo Wil Ping (Year Head Lower Sec) Mr Vaahid (Asst YH, Lower Sec, Subject Head/
History)
Mrs Denise Tan HOD Student Mangement Mrs Sharon Tan LH/Student Development Mr Alsagoff [FT of 1T1] Ms Joanna Koh [FT of 3N1] Ms Rachael Teo [FT of 2N2] Mr Ng Chee Keong (School Counsellor) Ms Law Xin Ning (AED/LBS) Ms Zaiha (School Health Advisor)
Sec 1E1 – Miss Thng Wei Wei, Ms Nordiana Sec 1E2 – Ms Nadiah, Mr Seah Cheng Hong Sec 1E3 – Mdm AliciaTan, Ms Debbie Lim Sec 1E4 – Mr Ling Weicong, Ms Belinda Chew Sec 1N1 – Ms Sim Jia En, Mr Loh Chee Teng, Ms Teh
Sec 1N2 – Ms Nur-Iffah, Mdm Hasanah Sec 1T1 – Mr Alsagoff, Ms Nur Zahirah, Ms Zhuang
65873683 or 65873684 (leave a message for a
junyuan_ss@moe.edu.sg (may not be same-day
reply)
1.
2.
The teacher's name (if you would like to communicate directly with a particular teacher)
3.
School website – www. junyuansec.moe.edu.sg Facebook Page -
https://www.facebook.com/junyuan.secondary/
E-notification Letters through your child Telephone Email to parents - Junyuan Journal Please update your contact info if there are changes
School experience must be a positive
When students leave the school, the key
We can’t give ALL the keys to ALL the
We can only try to make sure that the
with commitment
make the community a better place
Student Handbook Page 4
challenges
these challenges through leveraging the Innovation Protocol
To develop leadership in social
entrepreneurship through pushcart activities
To equip students with problem solving skills
to meet the needs identified in the community.
To establish partnerships with social
enterprises to provide real-world working and learning experience for our students.
aesthetics domains and art practitioners to deepen appreciation and ignite interest
The food industry is a significant
component of Singapore’s economy – almost $10bn annual turnover
Focus on Food science – students explore
& learn more to broaden their life and career options after school
A platform to develop 21st century skills
such as creative and inventive thinking and effective communication skills.
Sec 1 Applied Food Science Module 1:
JY Science Master Chef – Molecular food science and food safety
Sec 2 Food and Technology. Ready for
SMART Nation Coding, Ardunio Programming
- Sec 3 Coffee Barista or Molecular
Food Hygiene Canning Spherification
Automatic food slicer Safety gas detector Automatic cooling rack
Student Handbook Page 4
Lvl Level Focus School Wide Programmes Level Programmes / Activities
Sec 1
A respectful & positive student
based Lessons
Modules
Outreach Programmes
Programmes
VIA
Learning Journey Sec 1 Orientation Sec 1 Aesthetics Workshop(VIP) Induction to RP CCA Open House LLP –Yr 1 /VIA/SLC ALP- Masterchef Challenge Kayaking 1-Star
Sec 2
A resilient team player Sec 2 Outdoor Adventure Camp (VIP) Guidance & Subject Information module for Upper Sec LLP – Yr 2/VIA/SLC ECG Fair and Visit to IHLs
Sec 3
A civic- minded contributor Leading & Facilitating school/level programmes Sec 3 Out-of-curriculum Week (VIP) Learning Skills Workshop LLP – CCA pushcart events Student Work Exposure
Sec 4/5
A leader of character Leading & Facilitating school/level based programmes EAE/DSA Talk Sec 4/5 Life Skills Workshop ECG/Visit to IHL
Junyuan students
student programmes as they progress from one year to the next
nurture a culture of care and inspires giving back
Student Handbook Page 28 - 30
Handbook pp 7-8)
Teacher – Student Relationship
A Significant Adult for Every Child TSD; Classroom Circles/Relational Circles; Big Breakfast;
CCA etc.
Student – Student Relationship
A Significant Friend for Every Child Classroom Circles/Relational Circles; CCA; Big Breakfast;
Level-wide school experiences etc.
Teacher – Parent Relationship
Dialogues; E-notifications; Restorative Conferences;
Parental Engagement Sessions
We cannot teach an empty chair. Attendance in school is important for learning and engagement.
Regular attendance in school reflects the needs of the child being met (at home, in school and with friends).
When a child is absent without a valid reason from school, a call is
made through the FT. Should a child be absent from school without valid reason and without successful communication for 3 days, a letter is hand-delivered to your residence and the school’s SDT (SL/YHs/HODSM) are informed.
We seek the parents’ support in communicating with the FTs when
your child is unable to attend school. Should there be any difficulties for your child to attend school, feel comfortable to call or email the school for help. It is better to seek help than to avoid attending to the issue.
To reiterate, we cannot teach an empty chair. Punctuality for school and lessons reflects self-discipline and
respect for the institution, the teachers and others.
When a child is late for school, the natural loss is his own time.
He misses lessons and when he walks into the class and the class has to pause for his readiness, he causes others to lose time.
The logical consequences for the school, is then to get him to
‘make up’ for the time loss and put him through some uncomfortable “work” so that he will review his own actions and be on time in future.
So when your child is late (even for 1 time), he will have to
report for after-school community cleaning duty. The number
for cleaning. It is your child’s responsibility to alert you when he has to report for duty.
However, should your child be persistently late, you will
receive a call from the FTs to discuss about the child’s
help the child.
Habits are usually harder to break if we want the child to do
it himself alone. He needs the adults to help him ‘rewire’ his routines and to role-model the way to achieve that.
Parents Child Remember our responsibility to our children Remember your responsibility and accountability towards your parents Build trusting relationships with our children so that he/she can communicate their challenges to us Build the trust that your parents have in you by demonstrating responsibility and accountability Role-model the values, aptitudes and expectations for your child Respect the decisions and choices that your parents suggest. Their intentions are always for your good.
RP is a relational approach. It emphasizes the
wrongdoer’s responsibility to make restitutions for the behaviour and suggest ways to rebuild the relationship(s) with the victim(s).
It is not focused on ‘an eye for an eye’ justice but
part of the Restorative Justice where we focus on ‘rebuilding harmed & damaged relationships’.
HIS TEMPER AND PUNCHED BEN IN THE FACE Traditional Approach Restorative Approach School rules are broken People and relationships are harmed Focus: Establish guilt on Alan Focus: Identifies needs and responsibilities Accountability: Punishment, e.g. suspension for Alan Accountability: Understanding impact and repairing harm Victim, Ben is ignored. Offender, victim and school all have roles in case resolution Limited opportunity for expressing remorse or making amends Opportunity given to make amends and express remorse, work towards positive outcomes and relationships
Face-to-Face Clarification with students involved to establish facts. Inform parents of child’s involvement. Case Resolution through Restorative Conferences with all involved parties. Inform parents
RP Script
when it happened? Identifies needs and responsibilities
about since?
Understanding impact on self and others, relationships are harmed
Face-to-Face Clarification with students involved to establish facts. Inform parents of child’s involvement. Case Resolution through Restorative Conferences with all involved parties. Inform parents
Closure dialogue with
discipline consequences
additional support if needed.
RP Script
happen to make things right?
Repairing harm: opportunity given to make amends and express remorse, work towards positive
Closure dialogue with
discipline consequences
additional support if needed.
Face-to-Face Clarification with students involved to establish facts. Inform parents of child’s involvement. Case Resolution through Restorative Conferences with all involved parties. Inform parents
Closure dialogue with
discipline consequences
additional support if needed.
An
appropriate disciplinary consequence will be implemented once the SM team has concurred and
If a student has committed a serious offence (e.g
bullying, fighting, smoking etc), his/her conduct grade for the semester will be affected. With a “Poor” or “Fair” grade, the student is not eligible for any bursary awards
It’s relationships, not programmes that change children.
Young people thrive when adults care about them on a
While the parents continue to be significant adults at
home, we are working towards building a strong relationship between your child and the teacher, the child and other children, as well as the child and the community.
With that, he/she has someone to turn to when needed.
With that, he/she can feel safe, supported and valued in the community throughout the 4-5 years.
Secondary Express/ Special Secondary Normal Technical Secondary Normal Academic
GCE O
Polytechnic Diploma (3yrs) Junior College (2yrs) Millenia Institute (3yrs) ITE Higher NITEC
UNIVERSITY DEGREE
GCE A
All Pathways can lead to a University Degree
GCE A Diploma PFP
ITE NITEC
DPP NITEC Higher NITEC Higher NITEC Higher NITEC GCE O GCE N
T echnical – Grade 5 or better in
Normal Academic
Year Eligible for JCs % Eligible for Polytechnics % Express Normal Express Normal 2010 36.8 4.1 93.7 67 2011 39.5 8.3 92.2 65.2 2012 35 7.1 90.3 89.2 2013 45.2 9.1 92.9 79.2 2014 46.8 18.7 98.7 76.5 2015 37.0 17.0 92.9 69.8 2016 42.0 93.7 91.9
Year Normal Academic Normal Technical Eligible for 5N (%) Comparison with National ELMAB1 Comparison with National
2011 74.3 72.8 7.61 9.07 2012 74.5 72.7 8.81 8.92 2013 82.2 73 8.58 8.83 2014 83.7 74.7 7.82 8.67 2015 92.6 75.1 8.03 8.57 2016 84.3 75.5 7.45 8.25 2017 81.4 77 8.3 8.16
72.9% passed EL, MA, Sci (27 out