P3 and P4 Parents’ Engagement Session 3 February 2018

P3 and P4 Parents’ Engagement Session3 February 2018

P3 and P4 Schedule for Parents’ Briefing

Time Presentation Presenter / Action by Venue

9.00amWelcome & Introduction of Key

Personnel

PHall

9.05am

Major Shifts in Education

School Theme and Focus for 2018

Briefing on Subject-based Banding

9.25am Briefing on MTL HA HOD/MTL

9.50am Movement to classrooms Co-FT (P3/P4)

10.00amBriefing on Curriculum and Assessment

Matters

Form and Co-Form

Teachers Form

classrooms

11.00amFeedback & End of programme

Complete online survey formFT / Co-FT (P3/P4)

Self-Introduction

School Designation

Bedok Town Secondary School Teacher, HOD

Crescent Girls’ School VP

Xingnan Primary School Principal

Mee Toh School Principal

Sengkang Green Primary School Principal

Mr Gau Poh Teck吴宝德校长

School THEME for 2018Our Focus for the Year

4

Harmonising Towards Excellence

Key Considerations for School Theme

School Fundamentals:Mission:

To nurture healthy and happy individuals with strength of character, ready to serve, ready for the future.

Vision:Vibrant School; Culture of Care; Spirit of Excellence

Values:ICAR2E Values

Importance

of continuity of

first five years’

journey

Need to make

appropriate adjustments

to continue the school’s

journey ahead

Introduction of Key Personnel

7

Vice Principal

Vice Principal Vice Principal(Admin)

Mr Lim Jit Hin Mdm Mary Yap

Principal

Mr Gau Poh Teck

School Leadership Team

8

Heads of Department 2018

Ms Chua Siew Kheng

HOD / English

Ms Imelda As’ari

HOD/ Science

Mdm Claire Chan

HOD / Mother Tongue

Mrs Sangeet Bajaj

School Staff Developer

HOD/Math (Covering)

Level/Subject Heads 2018

Ms Norashikin

Subject Head/ MalayMs Rozlina

Level Head / EnglishMs Siti Noorul Ain

Level Head / Mathematics

NEW! NEW! NEW!

Mdm MahalakshmiHOD / Student Management

Heads of Department 2018

Mdm Catherine TanYear Head (Upper Primary)

Mrs Trina YeeHOD / Aesthetics & CCA

Ms Ng Lip Kiang

HOD / ICT

Mr Joshua SeowSubject Head / Discipline

Mrs Cindy KhooSubject Head / Music

Level/ Subject Heads 2018

Mr Alan

Subject Head / ICTMr Kenneth Mok

Subject Head / PE

NEW!

Mdm Sally Lee

ST/ CCE

Mdm Yasmin

ST/ Malay

Teachers Leaders 2018

Mrs Lee-Hah Lee Wha

ST/ English

Mdm Catherine Lim

ST/ Lower Pri

NEW!

Major Shifts in Education

“ Give a man a fish and you feed him for a day;Teach a man to fish and you feed him for a lifetime.”

In today’s context, this age old saying also needs a relook.

Why?

Education today must prepare the children for the days when they may be able to fish, but there are no more fish to catch!

(that is, to prepare the children for an age that some jobs may disappear and new types of jobs surface)

What do the children need to develop as part of their schooling experience to face such a world?

Focus on the following transitions in learning

Collectively, school and parents shall educate our students to be ready for

tomorrow.

Major Shifts in EducationSingapore’s Education Model:

Lifelong Learning Model

Learning for Grades

Learning for Mastery

Learning for WorkLearning for

Life

Learning in SchoolLearning

throughout Life

WHAT DO OUR CHILDREN NEED

TO THRIVE IN THE FUTURE?

VALUES

For example:

• Resilience• Integrity• Care • Sengkang GreenValues

21ST CENTURY COMPETENCIES

For example:

• Global awareness • Inventive thinking• Communication

STRONG FOUNDATION

For example:

• Literacy (Bilingualism)• Numeracy• Social-emotional core

16

• Develop different aspects of their character.

• Know that there are different kinds of talents, academic and non-academic.

• Know that grades are just a part of their story.

• Understand that there are many paths to a fulfilling life.

WE WANT OUR CHILDREN TO:

17

Phases of Our Economy and Education System

Survival Driven

• 1959 – 1978

Ability-Based, Aspiration

Driven• 1997 – 2011

Skills/Capital-Intensive

Knowledge-Based

Innovation-Driven

Industrialisation

Student-Centric, Values

Driven (SVE)• 2012 onwardsEfficiency Driven

• 1979 – 1996

21 Century CompetenciesEssential Learning in students that bound our design of learning

Attempt to lay the strong

foundations for them to thrive &

achieve success in life

Key Directions for Learning

• A Holistic Approach to Educating the Whole Child

• Values/Character education is a key to success in learning whether in the academics or other domains

• Design of Learning is key

Values are key in educating a child

• School and parents need to take a long-term view of education

• Values bring about academic achievement (E.g. resilience topersevere at difficult problems, mindset of excellence)

• Encourage and affirm progress, not one-time results

• Promote meaningful learning (vs rote learning as a main mode oflearning)

十年树木、百年树人Education is a lifelong journey

Key Areas of School Focus for 2018• Key emphasis on character development (Character first)

• Routines are important• Good habits are important: Learning Habits, Social Habits• Social Emotional Competencies are important

• Every child is important and is a talent in his own way • Learning will be designed to cater to needs of children of different ability groups, and of different

interests and talents

• Emphasis on the process of Learning, and assessment as a part of the learning process

• Partnership with parents is important (School cannot do it alone!)

• Continuous efforts to enhance the safety and security of the school (SGSecure)

SUBJECT-BASED BANDING (SBB)NURTURING EVERY CHILD

BACKGROUND

•Prior to 2008, schools recommend students for 2 streams at the end of P4

Merged and EM3 streams

•Since 2008, Subject-Based Banding (SBB) was implemented and refined to deliver ability-driven education and currently

student-centric, values-driven educationReplacing the Merged and EM3 streams

WHY INTRODUCE SUBJECT-BASED BANDING (SBB)?

• To recognise the different abilities of students andgive them greater flexibility to concentrate on thesubjects they are good at.

• To encourage more interaction among students withdifferent strengths.

Standard subjects : EL, M, S and MT

Foundation subjects : FEL, FMA, FMT, FSC

Higher Mother Tongue Languages : HMT

SUBJECTS OFFERED UNDER SBB

Higher Chinese Language (HCL)

Lessons are conducted outside curriculum time using the integrated Higher Chinese textbook.

Students will sit for both Standard and Higher Chinese examinations.

Higher Malay Language(HML)

Lessons are conducted outside curriculum time (HMTL textbook for HML).

Students sit for both Standard and Higher Malay examinations.

Higher Mother Tongue Languages

P4 to P5 P5 to P6

Achieve at least Band 1 for CL/ML

(overall score)

Achieve at least Band 2 for EMS (overall

score)

Note: Additional class and work for pupils

at P5. Students will take 5 subjects.

School will recommend and parents opt.

Achieve at least 75 (Grade A) for standard

CL/ML (overall score)

Achieve at least a pass for HCL/HML (overall

score)

School-based decision (takes into consideration

student’s capability to manage Mother Tongue

Language at a higher level and his/her interest in

the learning the subject.)

SELECTION CRITERIA OF HMT STUDENTS

Stretching the students is important, but it must not cause

distress to students

Priority is still on regular curriculum

Other commitments are to be considered

Holistic education and overall well-being of the students must

not be compromised

CONSIDERATIONS

Subjects 4S HMT 4S 1S (MT) 3F 3S

1FMT

2S2F 4F

Higher MT

English Language

MT

Mathematics

Science

Foundation EL

Foundation MT

Foundation Math

Foundation Science

POSSIBLE SUBJECT COMBINATIONS (Tentative)

*Will be finalised and parents informed in Term 3

HOW DOES SBB WORK?

How does SBB work?

Student takes a subject combination determined by school

/opted by parents in P5

Student meets the expectations

Student continues with the

same subject combination in P6

Scenario 1

End of P5: SCHOOL BANDING CRITERIA

P5: SCHOOL BANDING CRITERIA

Student takes a subject combination determined by school /

opted by parents in P5

Student who does not meet expectations

Student will switch to a less demanding subject combination

decided by the school

Scenario 2

PROGRESSION FROM P5 TO P6

P5 Students taking all

Foundation Subjects

Proceed to P6 and continue

with Foundation Subjects

• For each subject, the subject score depends on the content and demand of the subject.

• There will be heavier content and more difficult questions in standard subjects than foundation subjects.

• The scoring system takes this into account when calculating the score.

SUBJECT WEIGHTING – STANDARD VS

FOUNDATION

How are students allocated into P5 classes?

As an enhancement to providing a Student-Centric, Values-Driven Education,the school will continue to organise P5 classes in 2019, just like in previousyears, according to broad ability banding.

However, the numbering of classes may not follow any particular order.

The school would like to work with parents in looking at each child individually,recognise his/her strengths and weaknesses to develop his/her potential and atthe same time enhance character development.

37

How will students be allocated into P5 classes?

• First cut allocation into P5 classes will be based on results ofEnglish-medium subjects (EL, Ma and Sc).

• As Mother Tongue groupings will be done separately, studentsdoing HMTL may be grouped differently.

How are students allocated P5 classes at the end of the year?

*Classes will be organised into broad ability bands:

General Principles

*Classes in each colour band will have pupils with similar/close abilities

*Maximum of 40 pupils per class

*Overall performance in E, M & S will be considered first

*Mother Tongue will be grouped differently

*Movement from P5 to P6 will be based on the child’s performance in accordance to SBB

Guidelines

Diagram is only for illustration purpose, may not reflect actual situation

Action Example

Set realistic goals Check performance to targets

Ensure routines Set aside time for specific activities eg homework

/computer time

Provide encouragement Give positive advice / comments for

encouragement

Supervise homework Check handbook for homework details/ Focus on

weak areas /topics

Ensure a daily revision plan Check if revision is consistent and thorough

ROLE OF PARENTS

Action Example

Ensure well-being Make sure there is sufficient nourishment/ rest/

recreation time

Provide a study area Fixed and conducive area in the house

Ensure attendance Attend and are punctual for all classes/ supplementary

lessons

Gather feedback on

child’s progress

Through platforms such as MTP sessions / email/

telephone etc

Work in partnership with the teachers

ROLE OF PARENTS

Thank you