F ROM U S TO Y OU .. 1. School website – www. junyuansec.moe.edu.sg 2. E-notification – website and email to parents 3. Letters through your child (will be phased out in Sem 2) 4. SMS Grid – parents’ handphone 5. Parents Gateway (next slide) 6. Social Media https://www.facebook.com/junyuan.secondary/ https://www.instagram.com/jyssnewsroom/ Please update your contact info if there are changes
What can Parents do on Parents Gateway? Perform transactions Update Personal Particulars and Details 1. Pay fees/bills & enquire on balances Receive updates on: Child’s progress in school 1. 2. Upcoming school events and programme 3. Parents Teacher Meeting Give consensus on: 1. CCA Registration Attending school’s programme 2. 3. Travel Declaration
P ROTECTING P ERSONAL AND F AMILY T IME 1. We discourage teachers from using their personal handphones as their main mode of communication with parents 2. If your child is absent or late for school – SMS sent to you after 9.00 am 3. Remind your child to practice independence with responsibility - to give his/her Form teacher the MC or parent’s letter when he returns to school 4. For emergencies - Call you to inform and request your presence and decision 48
Four Key Messages in in Cyberw rwellness
WHAT YOU ARE NOW, DOES NOT DETERMINE WHAT YOU BECOME LATER IN LIFE … Your Growth = Self-Discipline + Well-Being
DISCIPLINED. WELL-BEING. GROWTH. Every Student, A Self- Manager
TODAY’S EMPHASIS 1. Intention behind our Expectations 2. Parents as Partners to Support Child 3. Some Common Transitional stress 4. Restorative Practices @ Junyuan 5. A Safe & Caring School
OUR BELIEF Schools are not buildings, curriculum, timetables and meetings. In these days and age, they are certainly not a child depository while adults work. Schools are relationships and interactions among people. (Johnson & Johnson, 1994)
THE RESTORATIVE PRACTICES CONTINUUM
WHAT WE VALUE Attendance RELATIONSHIPS Feel Feel “good” “attached” Feel “strong” Feel “kind” Feel Setbacks Wrongdoings “generous” All these factors are important for DISCIPLINE, WELL-BEING & GROWTH
THE RELATIONSHIPS WE BUILD IN SCHOOL TEACHER-STUDENT STUDENT-STUDENT TEACHER-PARENT RELATIONSHIP RELATIONSHIP RELATIONSHIP A significant adult A significant friend A significant network for every child for every child for every child - Matching of FTs - Level-wide - MTPS Dialogues experiences - First Day of E-Notifications - Buddy system School - Restorative - CCA - TSD Circles - First Day of School - Relational - Big Breakfast - Parent Circles - Class Free Day Engagement - Big breakfast - Relational Circles sessions - CCA
RELATIONSHIPS & EXPECTATIONS
ATTENDANCE AND PUNCTUALITY • School attendance is critical to learning. • Practice responsible decision-making and self-management skills for maximum school attendance.
BASED ON 190 DAYS IN A SCHOOL YEAR Attendance Absences (%) Risk Level 190 0 100% Expected attendance 186 4 98% achieved. Low risk 182 8 96% Moderate risk of underachievement 176 14 93% 170 20 90% Severe risk of underachievement 161 29 85%
ABSENCE – ACCOUNTABILITY If your child is unwell, teach responsibility by asking him/her to stay • at home and resource him/her to see a doctor. Absence from school requires a valid medical certificate or a • Letter of Excuse* Present the medical cert. or parent’s letter to the Form Teacher. • Email the teacher should there arise a situation at home which prevents the child from attending school Teach self-management by getting your child to be updated of • the matters during his/her absence from school from class buddy. *Not all letters of excuse are considered valid reasons.
SUMMARY (ATTENDANCE MATTERS) Your child is Absent with MC Absent with Absent with Absent without a parent’s letter official reasons valid reason He/She VR VRP VRO NVR will be marked Status of Child’s absence/s is/are Child’s absence is not accounted for absences accounted for.
IF MY CHILD NEED TO LEAVE SCHOOL EARLY 1. If you know beforehand of an appointment during curriculum hours, teach responsibility by informing the Form Teacher in advance. 2. If your child is feeling unwell anytime in the day and want to go home, he/she can inform the class teacher.
Permission to leave school early” slip, FT will contact parent and fill details into the “Leave School Early” book in the General Office.
WHY BE PUNCTUAL? • There are many good reasons to be on time. SELF- SELF-RESPECT MANAGEMENT RESPECT FOR IMPROVED BUILD SOCIAL OTHERS OVERALL RELATIONSHIPS WELL-BEING A WAY OF SHOWING PREPARED APPRECIATTION “FREE” TIME
PUNCTUALITY Your well-being is greatly affected.
PUNCTUALITY – OUR EXPECTATIONS • Teach self-management by being in school before 7.20am (8.20am on Wed) • Work through the time taken by your child to get to school on time - PLAN
OUR EXPECTATION FOR ATTENDANCE-TAKING AT ASSEMBLY • If Your child is not physically present at assembly area after morning assembly has started, he will be marked “Absent pending reason”*. *Unless the FT has prior information that he/she is on official duty/ MC.
CLARITY - ONCE ASSEMBLY LATE STARTED AND YOUR CHILD (LATER THAN 0730/0830) Attendance 1. is in the toilet marked as “Late” by FT or school staff. Regardless whether you join 2. Along the corridor/staircase the class at assembly ground or reports to the 3. Walking from the back gate General office. Time of arrival is recorded 4. Just entered school gate 5. Parking his/her bicycle Cleaning duty 6. Outside the classroom (or bookshop/canteen) expected. 7. In the General office for private matters
LATE COMING • For every day in each semester that a child is late, he/she required to serve a day of ‘After -School Community Cleaning Duty’ ‣ E.g. If he/she is late for one day, he/she has to serve one day of duty.
LATE COMING • You do not have to report for duty on the same day that you were late, but you have to clear the number of days of duty by the end of each semester • Duty can only be done on Mondays, Wednesdays and/or Fridays (after school). Report to General Office. Monday Wednesday Friday 3pm -4pm 3pm -4pm 1pm-2pm
CLEANING DUTY • Report on time (Inform your parent beforehand) . • Sign in & surrender your mobile device. • Perform your cleaning duty. • Return to the General office. • Sign out & collect your mobile device.
SMS COMMUNICATION • You will receive a text message when your child is late or absent from school. Attendance is captured before 9am and text messages are sent out after 9am.
SOME COMMON TRANSITIONAL STRESS 1. New Friends vs Old (& gold) friendships 2. New Environment vs Familiarity 3. New (& Higher) Expectations from adults at home 4. Unstructured Time
WHAT CAN BE DONE? Parents Child Remember our responsibility Remember your responsibility to our children and accountability towards your parents Build trusting relationships Build the trust that your parents with our children so that have in you by demonstrating he/she can communicate their responsibility and accountability challenges to us Role-model the values, Respect the decisions and choices aptitudes and expectations for that your parents suggest. Their your child intentions are always for your good.
RESTORATIVE PRACTICES • Restorative Practices (RP)is a relational approach. Relational Responsibility • It emphasizes the wrongdoer’s responsibility to make restitutions for the behaviour and suggest ways to rebuild the relationship(s) with the victim(s). Relationship • It uses an RP Script to help both parties understand and reflect.
THE RESTORATIVE PRACTICES CONTINUUM
SCENARIO: BEN CALLED ALAN NAMES. ALAN LOST 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, Accountability: Understanding e.g. suspension for Alan impact and repairing harm Victim, Ben is ignored. Offender, victim and school all have roles in case resolution Limited opportunity for Opportunity given to make amends expressing remorse or making and express remorse, work towards amends positive outcomes and relationships
THE RESTORATIVE PRACTICES CONTINUUM
RESTORATIVE PRACTICES APPROACH TO DISCIPLINARY ISSUES RP Script Case Face-to-Face • What happened? • What were you thinking Resolution Clarification when it happened? through with students Restorative involved to Identifies needs and Conferences establish facts. responsibilities with all involved • Who have been parties. affected? • What have you thought Inform parents of about since? Inform parents child’s Understanding impact on of case involvement. self and others, relationships outcome. are harmed
RESTORATIVE PRACTICES APPROACH TO DISCIPLINARY ISSUES Closure Case Face-to-Face dialogue with Resolution Clarification offender. through with students Restorative involved to Conferences • Mend establish facts. relationships. with all involved • Mete out parties. discipline Inform parents of consequences Inform parents child’s of case • Referral for involvement. outcome. additional support if needed.
RESTORATIVE PRACTICES APPROACH TO DISCIPLINARY ISSUES Closure dialogue with RP Script offender. • What do you think needs to happen to make things right? • How can I help you? • Mend Repairing harm: opportunity given relationships. to make amends and express • Mete out remorse, work towards positive discipline outcomes and relationships consequences • Referral for additional support if needed.
RESTORATIVE PRACTICES APPROACH TO DISCIPLINARY ISSUES Closure Case Face-to-Face dialogue with Resolution Clarification offender. through with students Restorative involved to Conferences • Mend establish facts. relationships. with all involved • Mete out parties. discipline Inform parents of consequences Inform parents child’s of case • Referral for involvement. outcome. additional support if needed.
CONSEQUENCE IS THERE NO PUNISHMENT? • We believe in giving consequence as a Chance for Change (CfC), not a tool to inflict pain and cause hurt. • 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 or school-based awards. His / Her discipline case will be keyed into the School Offence Module (SOM).
A SAFE & CARING SCHOOL • It’s relationships, not programmes that change children. • YOU are a crew, not a passenger. • Be that significant adult. Let loose but not let go.
H OW D O W E I NFLUENCE Y OU TO B E C HAMPIONS F OR THE C OMMUNITY ? PROVIDING POSITIVE SCHOOL EXPERIENCES SO YOU CAN BE PERSONS FOR OTHERS DEVELOPING YOU AS CREW, NOT PASSENGERS ENABLING KEYS TO OPEN MANY DOORS AFTER YOU LEAVE JUNYUAN 86
All Pathways can Learn for UNIVERSITY DEGREE SkillsFuture lead to a Life University Degree Diploma GCE A GCE A Higher NITEC Millenia Junior Polytechnic Institute College Diploma Higher Higher (3yrs) (2yrs) (3yrs) NITEC NITEC PFP ITE Higher NITEC GCE O DPP NITEC ITE NITEC GCE O GCE N Secondary Secondary Secondary Normal Normal Express/ Academic Technical Special
ITE progression to Polytechnics • Can progress directly from the Basic NITEC 2- year programme • More than 30 courses that allow your child to do so – need to get a minimum Grade Point Average of 3.5 (maximum 4.0) • Aerospace Aveonics, Machine Technology, Chemical Process Technology, Infocomm Technology (Cloud Computing)
Promotion Criteria (Student Handbook pp 20-21) • Express – Pass EL & pass %age in Average of all subjects – Promotion Criteria not met – move to Sec 2NA 2016 – 0; 2017; 2017 – 0; 2018 - 1 • Normal Academic – Grade 5 or better in EL & 2 other subjects OR 4 subjects (NA) – 70% average – consider transfer to 2 Express 2016 – 2; 2017 – 5; 2018 - 6 • Normal Technical – Grade 5 or better in 2 subjects – one must be EL or Maths – 70% average – consider transfer to 2 Normal Academic 2016 – 7; 2017 – 7; 2018 - 13
“ Let us prepare every child for the test WHAT ABOUT of life, and not just a life of tests ” THIS? PM Lee ND Rally 2012) Learn For Life • Help our Students to Be Future- Ready - Excel Beyond Exam Results Learn for Life as a Value, an Attitude, a Skill Continue focus on Holistic Development Balance between Rigour & Joy of Learning – Intrinsic Motivation to Learn 90
“ Let us prepare every child for the test WHAT ABOUT of life, and not just a life of tests ” THIS? PM Lee ND Rally 2012) Learn For Life • Help our Students to Be Future- Ready - Excel Beyond Exam Results Learn for Life as a Value, an Attitude, a Skill Continue focus on Holistic Development Balance between Rigour & Joy of Learning – Intrinsic Motivation to Learn 91
• Even with the removal of mid-year How will I examinations for some levels, teachers know about will continue to assess their students. my child’s • Parents will be kept informed of the progress? child's progress. For Sec 1-3 • Formative Assessments give feedback on students’ progress – not graded • Weighted Assessments (WA) in Terms 1-3 - graded • End-of-Year Examination in Term 4 - graded • Formative Assessments, Weighted Assessments and the End-of- Year Exams are part of the teachers’ holistic assessment of the students’ subject mastery • Learning and Assessment Plan (LAP) will be shared with both parents and students • Student Handbook Page 20
TYPES OF ASSESSMENTS Formative WA and Exams (Summative) 1. Class Skills Practice 1. Class Skills Practice 2. Discussions (online, too) 2. Discussions (online too) 3. Experiments 3. Experiments 4. Group Projects 4. Group Projects 5. Homework 5. Homework 6. Learning Journeys 6. Learning Journeys 7. Oral Presentations 7. Oral Presentations 8. Performance Tasks 8. Performance Tasks 9. Portfolios 9. Portfolios 10. Practical Lessons 10. Practical Lessons 11. Quizzes 11. Quizzes 12. Reflection Journals 12. Reflection Journals 13. Script-Writing 13. Script-Writing 14. Timed Practice 14. Written Exams
ENABLING KEYS TO OPEN MANY DOORS AFTER YOU LEAVE JUNYUAN Statistics and Stories to Inspire …
Eligibility for Post-Secondary after O levels Eligible for JCs % Eligible for Polytechnics % Year 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 14.5 93.7 91.9 2017 35.7 11.5 88.3 71.8
Eligibility for Post-Secondary – Normal Academic & Technical Normal Academic Normal Technical Year Eligible for 5N Comparison Comparison ELMAB1 (%) with National 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 2018 76.3 77.3 9.1 8.01
KIERON Joined Peicai in 2008 Graduated in 2011 NYP – Medicinal Chemistry Admitted to Yong Loo Lin School of Medicine, NUS
DARYN • Joined Junyuan Sec in 2006 as an NT student • 4 Distinctions in GCE NT Exams in 2009 – English, Science, Computer Applications, Elements of Business Studies, Maths at NA level • July 2010, returned to Junyuan Sec for NA exams – 4 Distinctions in English, Science, Combined Humanities, Principles of Accounts • 2011, Daryn - topped 5N cohort • Studied Accountancy at Singapore Polytechnic • Currently an undergraduate at James Cook University - Banking and Finance Degree Programme.
NURTURING RESILIENCE AND ADAPTABILITY • I didn’t have a good start, but it did not matter where I started. What mattered was where I ended during my time in Junyuan. I never believed that I was at a disadvantage compared to other students, especially starting out in the Normal Technical stream and struggling with my health … • My time in Junyuan Sec taught me that as long as I put my mind to it, I can accomplish anything. And even if when things did not go as planned, I learnt from the experience and kept moving forward. The biggest take away I have from my time studying in Junyuan is to not work hard, but to work smart. Learning may never end, and we have the ability to choose how much we learn. ENABLING EFFECTIVE EFFORT
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