MEET-THE-PARENTS SESSION YEAR HEAD ADDRESS 7 February 2020
Contact details of Year Head (YH) & Assistant Year Head (AYH) • Year Head : Mrs Suzanna Bambang (P6) • suzanna_abdul_rahim@schools.gov.sg • Assistant Year Head : Miss Faradillah (P5) • faradillah_jumahat@schools.gov.sg
CONTENT • Transitioning into P5 - SBB @ P5 • Weighted assessments @ P5 • PSLE 2021 – ALs • DSA • Student Leadership @ Changkat • Partnership with parents
TRANSITIONING INTO P5 – SUBJECT-BASED BANDING
Class Allocation / Subject-based Banding Progression from P4 to P5 First cut – *Subject Based Banding For students offering 4S, 4S/1H(MTL) and 3S/1F(MT) : o New form class allocation using Overall EL results at the end of P4 o Banding for Math classes using Overall Math results at the end of P4 o Banding for Standard CL and Standard ML using overall CL and ML scores respectively at the end of P4 Class size capped at 40 per class at P3 to P6; smaller class size for lower progress EL & Math classes
TRANSITIONING INTO P5 • Increase in the number of questions in exams • Increase in duration of papers • Introduction of new components i.e. Situational Writing
Class Allocation / Subject-based Banding Progression from P5 to P6 En-bloc promotion from P5 to P6 with minor student movements at the end of P5 except for special cases or change in subject combination for P5 Class size capped at 40 per class No parental option.
WEIGHTED WEIGHTED ASSE ASSESSME SSMENT NTS @ P5 @ P5
P5 Assessment Weighting: Subjects Term 1 WA Term 2 WA Term 3 WA Term 4 English 10% 15% 15% Mother Tongue & 10% 15% 15% Foundation Mother Tongue End-Year Higher Mother 15% 10% 15% Examination Tongue (EYE) Mathematics 15% 15% 10% 60% Foundation 15% 15% 10% Mathematics Science 10% 15% 15%
PSLE 2021
HOW PSLE SCORING WORKS Changes to the PSLE scoring and S1 posting What you need to know about the new PSLE scoring system
DIRECT SCHOOL ADMISSION DSA
How does it work? • Allows students to apply to some school before taking the PSLE • Allows students to apply based on their talent in sports, CCAs and specific academic areas
How does it work? If admitted to Secondary schools via DSA, students are • not allowed to submit school choices during Sec 1 posting process, • unable to seek for transfer to another school after the release of PSLE results.
How does it work? • Indicate up to 3 choices during application • Of the 3 choices, max of 2 choices can be used to apply for the same school for 2 different talent areas of that school
During application Provide the following: a) Your child’s choice of schools and the talent areas b) Your contact details c) Optional – indicate any non-school- based activities and achievements your child may have participated in
During application YOU DO NOT NEED TO SUBMIT Your child’s academic results, CCA, school-based activities/achievements/ awards, testimonials or any other hard copy documents .
Talent Areas Application can be made based on wide range of talent areas, including • Sports and games, • Visual, literary and performing arts, • Debate and public speaking, • Science, mathematics and engineering, • Uniformed groups and • Leadership e.g. prefects.
Key dates • Information on secondary schools participating in DSA-Sec and talent areas they select students available on MOE DSA-Sec website from April 2020 • DSA application open for 4 weeks : early May to early June 2020 via online DSA portal (using one parent’s SingPass) • Application outcome : end August 2020
STUDENT LEADERSHIP @ CHANGKAT
CKPS Student Leadership Programme Student Leadership Development Plan The Student Leadership Challenge, The Five Practices of Exemplary Leadership- MICEE model by Jim Kouzes and Barry Posner
Leading Self & Peers All Students Leading Team P1 to P6 Class Community Leaders (Monitors, ICT Leaders, PE leaders, VIA Leaders and Reading Ambassadors) *Peer Support Leaders (P3 – P5 Monitors) Leading School Prefects (P5 & P6) Servant Leadership
Leading Self & Peers All Students Tier 1: Exposure (Leading Self & Peers) • To understand the importance of managing one’s own emotions and state of mind in leading self • Students develop a greater sense of self-awareness, self-confidence and self-efficacy through programmes such as FTGP, PAL, CCE lessons and P5 camp • Students are given opportunities to learn to lead and serve others such as subject group leader
Leading P1 to P6 Class Community Leaders Team Leading (Monitors, ICT Leaders, PE leaders, Team VIA Leaders and Reading Leading Ambassadors) Team P3 to P6 Class Community Leaders *Peer Support Leaders (P3 – P5 Monitors) Tier 2: Experience (Leading Team) • To be equipped with the knowledge, skills and attitudes of a servant leader • Strengthening of student’s confidence in leading and serving • Opportunities and platforms to learn to serve others, facilitate in group settings, class and at school level
Leading School Prefects (P5 & P6) Servant Leadership Tier 3: Empower (Leading School) • Enhance abilities to manage and lead school events and projects • Be able to extend their influence through effective communication skills and through the trust and respect of their peers • To support their peers as role models and to serve the school community and community at large.
• Prefect Investiture (Term 1) • Community Leaders Appointment (Term 1) • 3-minute Assembly Talk by Prefect (on-going) • Focus Group Discussions and Mentoring of Prefects (on-going) • Student Leadership Training (Term 1 & 3)
• Student Leaders Overseas School Immersion Programme (Term 3) • Head Prefect and Assistant Head Prefects Nomination and Selection Exercise (Term 3 & 4) • Prefect Nomination and Selection Exercise (Term 3 & 4) • Prefect Appreciation Outing (Term 4)
CKPS Student Leadership Programme Aims • In CKPS, we believe every child can be a leader. • We aim to develop student leaders to be confident learners who lead by serving. • Our Student Leadership Programme is guided by the • principles of Servant Leadership • our school values, vision and mission statement
PARTNERSHIP WITH PARENTS
Parents as Valued Partners in Education • Effective Communication Channels • Strong working relationship with your child’s teachers • Clear Expectations
When a teacher calls… It can be scary for both child and parent. So what can you do?
• Move to a more convenient place to talk • Don’t get defensive • Isolate what’s wrong • Brainstorm the possible reasons for bad behaviour • Devise a plan to create change • Talk to your child – Consequences and Confessions
Distressed Child- signs to look out for • Prolonged lethargy or moodiness • Withdrawal or isolation from others • Difficulty in paying attention and/or are disengaged • Extended absence from school without reasons • Unruly, aggressive or defiant behaviours • Physical injuries • Behaviours which are “out of one’s character”
What parents can do • Look out for your child and alert the form teacher or school if your child is in distress or in need of help • Provide Support eg CHEER Model
Supporting a child in distress- CHEER model (adapted from MOE Guidance Branch – Peer Support in Schools) C alm down H ear out E mpathize E nable R efer
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