CONVENT OF THE HOLY INFANT JESUS SECONDARY (TOWN CONVENT)
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
CONVENT OF THE HOLY INFANT JESUSSECONDARY
(TOWN CONVENT)
School Leaders
Principal
Mrs Karen Tay
Vice-Principals
Academic: Ms Candice Seet
Ms Teo Geok Sian
Admin: Mr Mark Hong
CHIJ STAFF
Year Head & Assistant Year Heads
Key Personnel
School Counsellors
Form Teachers & Co-Form Teachers
WHO WE ARE
Established in 1854 at Victoria Street
Formerly known as Town Convent
Mother school of the CHIJ family( 11 IJ Schools in Singapore)
2nd oldest girls’ schoolin Singapore
OUR MISSION
A CHIJ school isa Christ-centred school community
where all work togetherfor the promotion
of truth, justice, freedom and love,with special reference
to the needs of personswho are disadvantaged in any way.
Blessed Nicolas BarréFounder of the IJ Sisters
SCHOOL MOTTO
Simple in Virtue
Steadfast in Duty
OUR VISION
AN IJ GIRL is...
a THINKER, LEADER and COMMUNICATOR
who is
confident with humility,principled with compassion,
and cultured with grace.
School Values
CompassionHumilityIntegrity
PerseveranceFaith
Programme
7.30am Breakfast
7.45am Principal’s Address
8.10am Address by Year Head
8.20am Sharing on XP
8.30am Sharing by Academic Heads
9.00am Welcome by CHIJ Sec PSG
9.20am Q & A
A HOLISTIC EDUCATION
Twin emphasis on
ACADEMICEXCELLENCE
CHARACTERDEVELOPMENT
A HOLISTIC EDUCATION
3Ls@IJ
LEARN LIVE LEAD
CHIJ EDUCATION & EXPERIENCELevel Learning Events / Experience
Sec 1 Orientation and CampfireLearning Journey to CHIJMESGeneral Leadership Programme (Hike)VIA (My School , A Litter-free Environment)Inter-class Drama CompetitionStory-telling WorkshopStudy Skills WorkshopTGIFIJ FLAIRFinancial Literacy IJ Spirit Day & IJ FiestaCross CountryRetreat
Sec 2 General Leadership Programme (Outdoor Adventure Camp)VIA (Recycling Outreach Project)Specific Leaders CampOverseas Learning Journey Financial Literacy
CHIJ EDUCATION & EXPERIENCELevel Learning Events / Experience
Sec 3 General Leadership Programme (Outward Bound Singapore)Student Leaders CampVIA (Raising Funds for Needy & Befriending the Elderly)Work AttachmentLearning Journey to SAFTIMission Trips
Sec 4 Self-Awareness CampVIA (Befriending the Elderly)Educational Fair & Career SeminarGraduation Ceremony & Graduation Night
ACADEMIC CORE
• English Language• Basic Mother Tongue • Science• Mathematics• Computer Applications• Social Studies (NT)• Design and Technology• General Art Programme• Food & Consumer Education
CHARACTER DEVELOPMENT
CCE@IJSTRENGTHS OF CHARACTER
Lifelong learner and critical thinkerDiligent and capable performer
Socially and emotionally skilled leaderResponsible and self-disciplined person
Contributing community memberSpiritual person crafting a purposeful life
CHARACTER DEVELOPMENT
Milestone Checklist of an IJ GirlThe CCE Competency Map is supported by the Milestone Checklist for an IJ
Girl. This checklist is a developmental tool which enables the teachers to support the student’s growth and development in the key competencies
identified, and support her attainment of the Outcomes of the IJ Girl.
LEAPS 2.0
.
Co-Curricular
Attainment
Details
Excellent
(2 bonus points)
Student who attains a minimum Level 3 in all four domains with at least
a Level 4 in one domain.
Good
(1 bonus point)
Student who attains a minimum Level 1 in all four domains with any
one of the following:
a) At least Level 2 in three domains;
b) At least Level 2 in one domain and at least Level 3 in another
domain; or
c) At least Level 4 in one domain.
Fair Student’s attainment in co-curricular will not translate into any bonus
points.
Recognition of Students’ Level of Attainment
ASSESSMENT
• Formative Assessment
• Summative Assessment
Partnership with Parents
• Conversations with School Leaders and Teachers
• Feedback
Address by Year Head
• Work closely with Form Teachers of Classes
• Coordinate the well-being of students by the level
• Assist in specific needs of student
• Monitor student’s performance in order to achieve progression to the next level
Contact Time with Form Teachers
23
Contact Time with Form Teachers /
Character Education
Programme
Recess for Breakfast and Lunch
24
Recess #1(to start by
0950, within 2hr from start
of lesson )
Recess #2 (starting 1150, for days with longer hours)
Recess on Wed is 1
hour long
Student Well-Being
25
PE (AM) and Recess break
PE and Recess break
(whenever possible only)
Notification on Afternoon Curriculum
26
Curriculum lessons up to 1750.
Afternoon lessons hours are indicated whenever possible
Academy Programme
27
Character Education
Programme
Acad Prog XP
Trends on Online Usage and Habits
Key Findings from MDA’s Study 2015*
* http://tinyurl.com/mdasurvey2015
• Nearly 80% of the children use the internet, the majority for about 4-6 days per week, and more than 90% started before the age of 10 years old.
Starting age of children using the Internet
Note: Survey was conducted on children up to 14 years old
Frequency of using the Internet (%)
>68% of the children use internet 4-6 days per week >50% of the
children start to use internet <7 yrs old
• More children used social media in 2015• Average starting age was 8.6 years old
Key Findings from MDA’s Study 2015*
* http://tinyurl.com/mdasurvey2015
>15% increase for children who use social media
Children who have used social media (%)
Average starting age on social media
Average Starting Age: 8.6 years old.
Most social media services have recommended minimum age guidelines.E.g. Facebook requires users to be at least 13 years old to start an account.
• Popular social media networks amongst the young
Key Findings from MDA’s Study 2015*
* http://tinyurl.com/mdasurvey2015
Social media networks currently using - by age groups (%)
Online Opportunities and Risks for Students
Online Opportunities : Harnessing Technology for Learning
Deepen Subject Mastery through Communication, Collaboration and Creation
• Social media can be leveraged to promote kindness and positive acts through the power of reach. For example:
• building a more resilient and caring Singapore
• spreading positive messages
• garnering support for low-income families and the elderly
Online Opportunities : Harnessing Technology for Learning
• While technology offers value, it may bring some potential risks such as:
– Cyber bullying
– Excessive internet use
– Accessing inappropriate online content
– Danger with online contact
Online Risks
Managing Potential Online Risks
• Regulating time and activities• Discerning inappropriate content• Managing online reputation• Respecting intellectual property
“Balance of individual empowerment with digital technology with the sense of personal, community, global responsibility”
(Author of “ Digital Community, Digital Citizen”, Jason B. Ohler, 2010)
MOE’s Cyber Wellness Educationhttp://ictconnection.moe.edu.sg/cyber-wellness/for-parents
3 Principles 3 Big Ideas 4 Themes 8 Topics Protected Curriculum Time
1) Respect for
Self & others
2) Safe &
Responsible Use
3) Positive Peer
Influence
Identity
Cyber Identity
Healthy self-identity
Cyber Use
Balanced life and
balanced use
Online identity
and expression
Balanced use of
ICT
Primary
Form Teacher Guidance
Period since 2014
Secondary
Lessons in the CCE CW
Guidance Module since
2014
Pre-University
Lessons within the CCE
curriculum from 2016
Relationships
Cyber
Relationships
Safe and
meaningful
Netiquette
Cyber bullying
Online
relationships
ChoicesCyber Citizenship
Positive presence
About the cyber
world
Handling online
content and
behaviour
Cyber Contacts
Parents as Partners
You can help by reminding your children to:
• Maintain a balanced lifestyle between the physical and the cyber world • Use ICT for positive purposes
• Maintain a positive presence in cyberspace
• Be a safe and responsible user of Technology
Academy Programme
39
Character Education
Programme
Acad Prog XP
What is XP?
• Give them “freedom” to eXplore
• Collaborate and eXpand their knowledge “without hurry”
• Integrate skills of the mind, heart and act with their hands
What is XP?
•Drive (Passion)•Achievement (Success)•Resilience •Embracing failure (Growth Mindset)
Brief outline of XP
• Begins in Term 2–Friday 1.50 to 3.20 pm
• Skills covered–Oral communication–Current affairs
• Market survey and research
–Design thinking–Creative Problem Solving
Design Thinking Process
English Language
Secondary Normal [Technical]
SLIDE TITLE
Aim to raise students’ skills in:
Reading
Writing
Speaking
Listening
through a competence use of
vocabulary and grammar
Focus
- functional use of language as a way of effective communication
- encourage reading, speaking and listening of good English usage
Secondary Mathematics
Breakfast Meetings for Secondary 1 - 2017
Mathematics provides the ideal domain to:
• Learn how to think and problem-solve
• Develop 21st century competencies
Thinking and Communicating
with
Clarity and Precision
Working for Primary Level
1800 5 = 360
1800 – 360 = 1440
1440 96 = 15
Jane paid for 15 months.
Working for Secondary Level
Deposit paid = 1800 5
= $360
Amount left to be paid = 1800 – 360
= $1440
Number of monthly payments
= 1440 96
= 15 months
Homework & Reflective Review
Homework (Cognition)
Reflective review (Metacognition)
What did I learn?
What mistake did I make?
What must I do so that I will not make that mistake again?
What competency did I practise?
What did I learn ?
“I learnt to simplify algebraic expressions by adding and subtracting of like terms.”
“I learnt to solve real world problems by translating them into algebraic equations.”
What competency did I practise?
“I was striving for accuracy.”
“I connected information to arrive at the solution.”
“I applied past knowledge to a new situation.”
Syllabus Overview
• Syllabus assumes knowledge of Standard/ Foundation
Mathematics
Number and Algebra
Geometry and Measurement
Statistics and
Probability
Mathematical Processes
Lower Secondary Science N(T)
Lower Secondary Modules
Aims ● acquire knowledge for application in
their daily lives ● develop 21st Century Competencies● prepared for post secondary courses
Lower Secondary Modules
3 Modules • Gadget Work Wonders• Matters Around us• Wonders of My Body
Lower Secondary Science NT
Upper Secondary Modules
3 Modules at Upper Secondary• Gadgets Work Wonders• Food Matters (evolving from matters around us from
lower secondary) • Wonders of My Body
Upper Secondary Science NT
Curriculum Time
Assessment for Lower Secondary
Written Tests60%Performance based assessment40%
Types of Performance based assessment
• Designing mindmaps
Types of Performance based assessment
• Show and talk
Types of Performance based assessment
• Poster Design• Poster
Presentation
Social Studies
Overview of Issues Covered
Level Issue Inquiry Focus
Lower Secondary
Living in a Multicultural Society
Is harmony achievable in a multicultural society?
Responding to Migration
Are migrants welcomed?
Resolving Conflict and Building Peace
Is peace achievable?
Protecting Our Environment
Is the environment worth protecting?
Lower Secondary
Managing Our Financial Resources
What does it mean to manage our financial resources well?
Caring for Society How can we make Singapore a better place for those in need?
• Issues that affect us and the world we live in
Teaching Pedagogy and Strategies
Strategies
• Discussions
• Hands-on activities
• Exposure to current affairs
Inquiry Approach
Assessment
• Non-examinable subject
• Modes of Assessment– Chapter Tasks/Reflections
– Performance Task (Group Task, Group Reflection and Individual Reflection)
• 3 possible grades: pass; pass with merit; pass with distinction
Outcomes
• Developing our students into informed, concerned and participative citizens
LIFESKILLS(Normal Technical)
Computer Applications (CPA)
OVERVIEW
Students will learn:
Information and Communications Technology (ICT) Skills
Useful in their personal life
Support learning in other subjects
Sec One students will learn:
1. About computers & how to use computers safely & confidently
2. Application software e.g.
a) Microsoft Word, Excel, Power point
To create documents for presentations and
to do calculations
b) Inkscape (software) – draw pictures to be
used in documents for presentations
Sec Two students will:
• Continue to practise the skills in Sec 1
• Learn advanced tools & skills
• Learn Programming concepts & skills to create 2D-animations using Scratch (software)
ASSESSMENT
• Booklet pg 17
• Modes of assessment:
• Daily work – practical
• Practical Test
• Written Test
• Coursework (SA2)
DESIGN & TECHNOLOGY
SubjectsSec One
2017Sec One
2018
Food and Consumer Education (FCE)
Previously known as Home Economics
----- Yes
Design & Technology (D&T)
Yes -----
AIMS OF D&T
1. Appreciate the function, aesthetics & technology in design
2. Develop design thinking & to encourage creativity (ideation) sketch design ideas
3. Experience the process of realising design through making a product
D&T - CORE AREAS
What is Product design ?
- design & make a product
- use appropriate
machines & tools
D&T – Semester 1
1. Marking out, Cutting and Shaping Tools and Surface Finishing - Make an Acrylic Dish
2. Freehand Sketching3. The Design Process –
Design and make a Wooden Torchlight Keychain
D&T – Semester 2
1. Sketching 3D shapes - Oblique Drawing
2. Marking out, Cutting and Shaping Tools and Surface Finishing of Wood and Plastics
3. The Design Process Design and make a Pencil and Note Holder
ASSESSMENT GUIDELINES
Subject Information Booklet
No Written ExamAssessment is carried out throughout the year
Design & Technology (D&T) Pages 15-16
FOOD & CONSUMER EDUCATION
STRUCTURE OF FCE SYLLABUS
1. Core Areas of Study:• Food Studies
• Consumer Studies
2. Elective Modules
CORE AREAS OF STUDY
1. To equip students with core knowledge in nutrition and consumerism and practical skills of food
2. To give a strong foundation for everyday living in the future
ELECTIVE MODULE
To allow students to:1. build upon the knowledge from the Core Areas of Study
2. extend their learning in related topics according to their interest
STRUCTURE OF FCE SYLLABUSCore Areas of Study Elective Modules
1. Food Studies•Diet & Health Meal Planning Diet-Related diseases
•Food Management Methods of Cooking Culinary Skills Food & Kitchen Safety
1. Food Investigation(Semester 1)
E.g. Investigate the effects of using different types of fats on the texture, taste and colour of cupcakes
2. FCE & the Community (Semester 2)
E.g. Project work
2. Consumer Education (Financial Literacy Programme)
•Resource management Budgeting
•Consumer awareness Rights & responsibilities of consumers
PROJECT WORK
E.g. of Task Qn:
Your class has been chosen to be the ambassador of the school to organise World Heart Day for the elderly (grandparents or elderly relatives) . Prepare healthy dishes to show how we can prevent Coronary Heart Disease and design an informative leaflet on the prevention of Coronary Heart Disease to be distributed to the elderly.
PROJECT WORK
PROCESSS SKILLS developed by students:
1. Planning & Proposal
2. Preparation & Research
3. Product Outcome
4. Reflection & Evaluation
CULINARY SKILLS
Kebabs
Shepherd’s Pie
Soya Sauce Chicken Rice
Sponge SandwichScones Kueh Dadar
ASSESSMENT GUIDELINES
Subject Information Booklet
Food & Consumer Education (FCE)
Pages 15
FCE PRACTICAL EXAM
To encourage :1. Critical & Inventive Thinking
2. Creativity
3. Global Awareness & Cross Cultural Skills
Students are required to cook ONE dish they have decided on
Individually
1 hour to prepare, cook & serve
FCE PRACTICAL EXAM
• Basic common ingredients will be provided e.g. oil, salt, sugar, soya sauce, plain flour
• Students will need to purchase and bring the other ingredients required for their chosen dish
Shopping & Budget plan for effective management of resources
ART / DRAMA
ARTS E M E S T E R 2
M r T e r e n c e H o uM s S a i g e G a n
S E C O N D A RY 1 N T B R E A K FA S T M E E T I N G
TOTE BAG DESIGNTERM 3, WEEKS 2 -5
Elements of Art – Line,
Shape, Space
Function
Personal Voice
2D2D
What defines you?
*
How will your tote
bag look like?
Have a Purpose
JEWELLERY DESIGNTERM 3, WEEKS 6 -10
Elements of Art – Form,
Space, Texture
Observe
Create
2D3D
Emphasis on Learning through
Real-Life Application
What defines you?
*
What does an accessory
say about a person?
DRAWING & PAINTING PAPERTerm 4
Week 1: Issue of Question Paper
Teacher Guidance &
Student Preparation
During lessons
Week 5:1.5Hour End-of-Year Exam
Create
Ideation
Inspiration
APPROACH
• Real-world situations
• Empowerment
• Reflection
• Confidence
• Competency
• Awaremess
• Curiosity
Looking Practising
ApplyingValuing
Term 3
Term 4
IN SUMMARYSTUDENTS WILL BE AWARDED A GRADE AT THE END OF YEAR
Topics CoveredPlanned
WeeksMode of Assessment Marks
Tote Bag Design 2 - 5 Final Art Piece 40
Jewellery Design 6 - 10Final Art Piece +
Research Studies60
Topics CoveredPlanned
WeeksMode of Assessment Marks
Drawing & Painting Paper 1 – 5 1.5 Hour Exam with
Research studies100
PARENT SUPPORT GROUP
Related Documents
