Zhenghua Primary School Established in 1989 Care - - PowerPoint PPT Presentation

Zhenghua Primary School

Established in 1989

Care Collaboration Learning Innovation

ZHPS over the years – what is distinctive and enduring?

• caring culture
• our belief in our students
• the excellent teamwork of committed staff
• our vibrant learning environment with
• pportunities for students to develop their

interests and talents

• our strengths in the creative arts

Our Belief: Every Child Matters

• We love, value and accept our students for who

they are.

• We believe that every child is unique, special and

talented in his/her own way and seek to bring out the best in each of our students.

• We believe that, with effort, our students can learn

and are capable of achieving their personal best.

ZHPS is a Good School

Ensures all students acquire strong fundamentals of literacy and numeracy and develops them holistically, in character, knowledge and critical competencies

Creates a positive school experience for each student, making him/her a confident & lifelong learner Has caring & competent teachers who are steadfast in their mission to impact lives

Has the support of parents & the community, working together to bring out the best in our children

Provides opportunities to all students, regardless of family circumstances Knows the needs, interests and strengths

• f the students &

motivates them to learn and grow

Learning for Life Thriving in the 21st Century

Our Commitment: *Nurturing the whole child *Preparing our students for life and life-long learning

Nurturing the whole child Preparing our students for life & life-long learning

Character & Leadership Creativity Joy of Learning Learning for Life 21st Century Competencies

ZHPS Student

From the Agricultural Age to the Conceptual Age

Agricultural Age (farmers) Conceptual Age (creators and empathisers) Information Age (knowledge workers) Industrial Age (factory workers) ATG (Affluence, Technology, Globalization) 18 th Century 19 th Century 20 th Century 21st Century Back (Daniel Pink: A Whole New Mind)

The world we live in – an age of accelerations

Technology Globalization

Climate Change

Thomas Friedman: Thank You For Being Late: An Optimist’s Guide to Thriving in the Age of Accelerations, 2016

Astro Teller’s Graph (Eric Astro Teller, CEO of Google’s X research and development lab)

How to thrive in the age of accelerations: the learning imperative

“…when the pace of change gets this fast, the only way to retain a lifelong working capacity is to engage in lifelong learning”.

Thomas Friedman: Thank You For Being Late: An Optimist’s Guide to Thriving in the Age of Accelerations, 2016

Learn for Life Movement

2 thrusts Learning as an enabling force Learning as an uplifting and integrating force

(Education Minister Ong Ye Kung’s speech, 27 Dec 2018

https://www.moe.gov.sg/news/speeches/opening-address-by-mr-ong-ye- kung--minister-for-education--at-the-appointment-and-appreciation- ceremony-for-principals)

Joy of Learning, Learning for Life

• We would like our students to be
• motivated to learn and enjoy the learning

process without excessive pressure and anxiety

• equipped with the dispositions and skills

to learn for life

Nurturing the whole child Preparing our students for life & life-long learning

Character & Leadership Creativity Joy of Learning Learn for Life 21st Century Competencies

Zhenghua Student

School-Parent Partnership

Working with ZHPS to support your child

It takes a village to raise a child.

Our School-Parent Partnership Philosophy

Parents are our partners in education -- a meaningful collaboration with parents supports our students’ holistic development.

School-Parent Partnership

• We value your partnership.
• Please support us as parent volunteers.
• We welcome your constructive feedback and seek

to address your concerns.

• Please do not hesitate to contact
• your child’s teacher if you have concerns or queries

regarding her well-being and progress

• the school office or school leaders regarding school

matters.

What we would appreciate from parents: 3Cs and 1B

Living out our school values of Care & Respect: When your child tells you something that alarms you

• keep Calm
• remain Courteous
• Communicate your concerns to the teacher directly

and constructively

• Give the teacher or classmate the Benefit of the

doubt

• Could it be a misunderstanding or misinterpretation of words said? Is

there more than one side to the story?

• We don’t have perfect teachers but we have teachers who care for the

pupils and have the students’ interests at heart.

Parents’ Support: 2 Cs, 1 G

• Character education
• Partner us in the character education of your

child

• Growth mindset
• Nurture a growth mindset in your child
• Childhood
• allow your child to enjoy his/her childhood

Character Education

Values are both taught and caught

• Reinforce our school values when teachable

moments arise

• Give your children opportunities to live out our

school values, e.g.

• Helping with household chores, taking care of siblings
• Returning their trays and keeping the table clean at the

hawker centre

Character Education

Values are both taught and caught

• Let us be good role models for our children –
• ur children are watching us
• Let us speak to all staff with respect and

courtesy

• If we are upset about something, let us be

mindful of our language and express our concerns tactfully via the appropriate channels

Develop a ‘growth mindset’ in your child

• Stanford university psychologist Carol Dweck

discovered that students do much better academically if they believe their intelligence can be changed through effort and hard work  their grades actually improve.

Carol Dweck: The Power of Belief https://www.ted.com/talks/carol_dweck_the_power_of_believi ng_that_you_can_improve

Develop a ‘growth mindset’ in your child

• Nurture the belief that, with effort, he/she

can improve, can learn new & difficult things and achieve his/her personal best

• Praise the process (effort, strategy, focus,

perseverance, improvement), not intelligence or talent  enables the child to be more resilient

Allow your child to enjoy his/her childhood

• Time for play & hobbies
• Stimulate your child’s curiosity and love for

reading & learning  creativity & joy of learning

Re-defining Success

• Re-defining Success
• 1. a successful personal life: healthy, meaningful

relationships with family and friends

• 2. a successful school life: improvement and

growth, being the best that you can be;

• 3. the good that you leave behind: how do you

want your friends and teachers to remember you? Have you done something positive and meaningful for others?

P3 Level Matters

The importance of CCAs in the holistic development of your child GEP Screening and Selection Tests

The importance of CCAs in the holistic development

• f your child

Development of Character, Leadership and 21st Century Competencies

Character Camaraderie Attitude

3E Approach

Expose, Enrich, Excel

Engage CCA members through breadth of experiences for character development and skills progression.

Expose

Platform for exposure for our student to different learning experiences through their CCA.

Enrich

Skills gained through active participation in CCA. Character and leadership development

Excel

Opportunities for students to excel and perform at their personal best through competitions, performances & exhibitions

Process + Outcomes

Performance Character & Self-Leadership through CCAs Our 3 Ds

• Direction
• Discipline
• Daring

CCA Selection

• * Give your child a choice
• Allow your child to choose his/her CCA
• If your child does not get his/her first choice, try out

the assigned CCA first

Gifted Education Programme (GEP) Screening & Selection Tests

• GEP is designed for the intellectually gifted
• Hence, the Screening Test questions are generally

more difficult than those in the school exam papers and our students should not be worried if they cannot answer all the questions

Gifted Education Programme (GEP) Screening & Selection Tests

• We strongly urge you not to place undue pressure
• n your child to prepare for the GEP tests
• Do not send your child for extra coaching or

preparation classes

• If your child is truly gifted, he/she will qualify for

GEP without special coaching

The Importance of EQ (Emotional Quotient)

• Research has shown that EQ is a better predictor of future success

(in the areas of work, relationships and quality of life) than IQ (intelligence quotient)

• EQ and social-emotional skills can be nurtured
• Social-emotional learning is a core part of character education in ZHPS:
• Self-awareness
• Self-management
• Social awareness
• Relationship management
• Responsible Decision-Making

Subject-Based Banding (SBB) in P5 & P6, in secondary school

• Intention: to enable our students to learn at their

pace according to their level of readiness and help them find meaning in their learning

• SBB in secondary school: opportunities for students

in the Normal (Academic) and Normal (Technical) streams to take subjects at a higher level (e.g. Express / Normal (Academic)

Opportunities for movement across streams in secondary school

Normal (Technical) Normal (Academic) Express

Opportunities for progression from Normal (Technical) to higher education

Normal (Technical) Stream ITE, a global leader of Innovation in Technical Education Polytechnic University

Source: https://www.todayonline.com/singapore/struggling- students-top-ntu-graduates

Source : https://www.straitstimes.com/singapore/education/former-ite-boy-pursues-dream- at-nus-with-scholarship

Source: https://www.straitstimes.com/singapore/ he-broke-the-mould-by-going-from- normal-stream-to-nus-medical-school

Our Motto: The Best that We Can Be

• What this means: We put in the effort, to do our

best at all times in all areas

• What matters is that our children put in their best

effort and strive to be the best that they can be

• Our students are gifted in many areas such as the

arts and sports

• We celebrate their diverse strengths and seek to

nurture their potential in all these areas

Briefing for Parents

19 January 2019

P3 and P4 Year Head

• Mrs Noelle Chong

Email: chong-yee_lai_wan@moe.edu.sg Telephone: 6769 7478 ext. 571 P3 AYH: Mr Md Faizal Md Razak Email: Mohamed_faizal_mohamed_raz@moe.edu.sg

Agenda:

a) Level Expectations b) CCA Selection c) Personal Mastery Program d) GEP Screening and Selection Test e) Subject-Based Banding f) P4 Camp

Level Expectation

Class discipline is key in ensuring that learning takes place.

• Exemplary behaviour in class and school
• To observe class and school rules

(Student Handbook pg. 22)

• 100% effort in homework and submit on time
• Active participation to support one another in all school and class

activities.

Level Expectation

• Be punctual
• Cultivating a reading habit – bring a book to read

every day

• Pre-assembly sharing by school leaders, teachers

and students: 7.20am – 7.25am

Level Expectation - Attendance

• Regular school attendance is critical to a child’s learning.

Hence students must be present on all school days. Going

• n holiday during School Term is not permitted.
• If you are considering taking your child away during

term time, please think about it carefully and discuss your plans with your child’s form teacher as your child should not miss lessons unless there is a valid reason.

Level Expectation - Attendance

• Please write to seek school leader’s permission at

least one week in advance should your child need to be excused due to official commitments such as external competitions and exams.

• If your child is ill, you child should submit a

medical certificate or a note from you on your child’s return to school.

Time Spent Doing Homework

P3 CCA Selection

• P3 CCA Carnival Day 1 & 2
• Friday 15 & 22 Feb 2019
• Commencement of CCA Selection for P3
• Friday 22 Feb 2019, 1 pm

P3 GEP Screening

GEP Screening - 23rd August 2019 GEP Selection Exercise - 15 and 16 October 2019

Personal Mastery Programme

P3 P4 Code for Fun (5 sessions) Camp (4-6 July) Buddy Cleaning (1 Mar)

P4 Camp

Date: 4th to 6th July

• All students strongly encouraged to go
• 3D 2N camp
• Builds independence, resilience &

teamwork

• Resilience collar pin for all participants

Why introduce Subject-Based Banding?

Introduced as a refinement to the streaming process to help each child realize his/her potential, based on his/her interests and strengths.

What is Subject-Based Banding ?

• Greater flexibility in subject combinations

EL, MTL, Mathematics, Science, HMT

• Standard Subjects
• Foundation Subjects

Zhenghua Primary School

Subject Combination 1. Higher Mother Tongue, English, Mother Tongue Language, Mathematics and Science [4S1H] 2. English, Mother Tongue Language, Mathematics and Science [4S] 3. English, Mathematics, Science and Foundation Mother Tongue Language [3S1F] 4. Mother Tongue Language, Foundation English, Foundation Mathematics and Foundation Science [1S3F] 5. Foundation English, Foundation Mother Tongue Language, Foundation Mathematics and Foundation Science [4F]

Subject-Based Banding Criteria

Subject Combination Criteria 4S1H (Eng, Math, Sci, MT & HMT) Do well in all subjects & above 80% for MT 4S (Eng, Math, Sc, MT) Pass all subjects 3S1F(MT) (Eng, Math, Science, FMT) Pass all subjects except MT 1S(MT)3F (Mother Tongue, Foundation Eng, Foundation Math, Foundation Sci Pass 2 or fewer subjects (Mother Tongue 70%) 4F (Foundation Eng, Foundation Math, Foundation Sci and Foundation MT) Pass 2 or fewer subjects

How does Subject- Based Banding Work?

[At P5]

How does Subject-Based Banding Work?

62

Student who takes 1 or more foundation subject(s) and does very well in them Student who takes standard subjects and has difficulty coping All other students School may allow him to upgrade 1 or 2 subjects to standard level if school believes he can cope; or continue the same subject combination in P6 School may allow him to take 1 subject at foundation level in P6 School will allow them to continue the same subject combination in P6

[End of P5]

Student takes subject combination decided by school Student sits for Primary School Leaving Examination (PSLE)

[At P6] [End of P6]

• Progression to secondary level depends on PSLE Score.

– The scoring system is not new – Different expectations of standard and foundation subjects will be taken into account when the PSLE score is calculated

• Offering weaker subjects at foundation level is not a disadvantage.

– Your child will be able to focus on building up strong fundamentals in the weaker subjects

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Subject-based Banding and Secondary School admission

Higher Mother Tongue (HMT)

• Consider carefully if your child should take HMT
• Does he/she have an interest in and flair for the Mother

Tongue language?

• Does he/she plan to continue taking HMT in secondary

school?

Some Considerations

Is he/she coping well for the Standard subjects – English, Maths, Science and Mother Tongue? Or should he/she be spending more time on them, rather than HMT?

Higher Chinese Language (HCL)

• Currently, for secondary school posting, bonus points

are added to the student’s PSLE Aggregate score only if the student is applying to a Special Assistance Plan (SAP) school:

• –

3 points : Distinction for HCL

• –

2 points: Merit for HCL

• –

1 point: Pass for HCL

• With the revised scoring for PSLE in 2021, the HCL

posting advantage for entry to SAP schools will continue.

• This posting advantage applies before the tie-breakers

(citizenship, choice order of schools and computerized balloting) for Sec 1 posting.

More information on the revised secondary school posting system can be found here:

 https://www.moe.gov.sg/microsites/psle/SEC%201%20Po

sting/sec-1-posting.html

At the End of P5

• Students’ P6 subject combinations will be based on their P5

SA1 & SA2 results.

• School-based decision:
• We consider feedback from teachers about the child and what is in

the best interests of the child

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Mother Tongue languages Primary 3 19 Jan 2019

VISION

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.

MTL CURRICULUM

INTEGRATED USE OF LANGUAGE SKILLS

WRITTEN INTERACTIO N SPOKEN INTERACTION LISTENING READING SPEAKING WRITING

TERM 1: NO CA

ASSESSMENT

P3 Weighting Paper 1 : Composition 15% Paper 2 : Language Use & Comprehension 45% Paper 3 : Listening Comprehension 10% Paper 4 : Oral 30%

COMPOSITION WRITING

Sentence Writing Paragraph writing

Paragraph writing within a passage

Passage Writing

P2 P3 P4 P4 - P6

ABOUT COMPOSITION WRITING

*P3 Mother Tongue Helping words are provided. Use of dictionaries approved by SEAB is allowed: www.seab.gov.sg

What were the boys doing? Basic sentence: ____________________ Extended sentence: ____________________ Beautiful expression: ____________________ Helping Words: Playing soccer Beaming from ear to ear

ZHPS FUN WITH WRITING

Picture of boys playing soccer at a field

P3 Listening Comprehension

MCQ format (3 choices per question) Picking the right pictures Listening to a sentence Listening to short passages Duration: 30 minutes 10% for paper weighting

Joy in Listening: P3 Listening Trail

Where does this QR Code lead us to? Let’s listen to the iPAD! Mmm, let’s check the picture clue!

P3 Oral

 Reading (10 marks)  Picture Description (10 marks)  Picture Conversation (10 marks)

We-Chat

ZHENGHUA PRI SCH WE-CHAT MTL

School-based MTL Oral Learning Package

Language Use & Comprehension

P3 Paper 2

• Vocabulary and word usage
• Picture Vocab
• Word Match / sentence extension
• Paragraphing
• Comprehension MCQ
• Comprehension Open-ended

HELPING YOUR CHILD

 Parents as motivators: Be positive in your responses to your child.  Make use of everyday experiences to use MTL with your child.  Support his/her self-directed learning through digital resources or children magazine,

e.g. www.ezhishi.net

Mother Tongue languages Primary 4 19 Jan 2019

VISION

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.

MTL CURRICULUM

INTEGRATED USE OF LANGUAGE SKILLS

WRITTEN INTERACTIO N SPOKEN INTERACTION LISTENING READING SPEAKING WRITING

NO CAs Mid-Year and End-of-Year Assessment

ASSESSMENT

P4

Weighting Paper 1 : Composition 15% Paper 2 : Language Use & Comprehension 45% Paper 3 : Listening Comprehension 10% Paper 4 : Oral 30%

P4 COMPOSITION WRITING

Paragraph writing

Paragraph writing within a passage

Passage Writing P3 P4 P4 - P6

ABOUT COMPOSITION WRITING

*P4 Mother Tongue Helping words are provided. Use of dictionaries approved by SEAB is allowed: www.seab.gov.sg

P4 School-based Writing

对话描写结合表情、语气和动作描写

“表情”+ “说” 明华用乞求的眼神对妈妈说：“妈妈，我的本子用完了，请给 我买一本笔记本，好吗？”（爱学习、有礼貌的孩子） “语气”+ “说” 明华温和地对妈妈说：“妈妈， 我的本子用完了，请给我买一 本笔记本，好吗？”

“动作”+ “说” 明华一边将用完的本子翻到最后一页给妈妈看，一边说：“妈 妈，我的本子用完了，请给我买一本，好吗？”

记本，好吗？”

COMPOSITION: 4 PICTURES

Helping words in MTL are given in assessments

P4 Listening Comprehension

MCQ format (3 choices per question) Pick the right pictures Response to a dialogue Listen to a sentence Listening to short passages Duration: 30 minutes 10% for paper weighting

Joy in Listening: P4 Listening Trail

Where does this QR Code lead us to? Let’s listen to the iPAD! Mmm, let’s check the picture clue!

P4 Oral

 Reading (10 marks)  Picture Description (10 marks)  Picture Conversation (10 marks)

We-Chat

ZHENGHUA PRI SCH WE-CHAT MTL

School-based MTL Oral Learning Package

Language Use & Comprehension

P4 Paper 2

• Vocabulary and word usage
• Word Match Cloze Passage
• Comprehension (Written Interaction)
• Comprehension Open-ended

HELPING YOUR CHILD

 Parents as motivators: Be positive in your responses to your child.  Make use of everyday experiences to use MTL with your child.  Support his/her self-directed learning through digital resources or children magazine,

e.g. www.ezhishi.net