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School Focus for P3 Students
Gau Poh Teck
23 January 2015
HAPPY NEW YEAR
新年快乐
Flow of Events
Programme Remarks
P3 Chinese Language Workshop for parents Principal’s Sharing • School Theme 2015 • Important roles parents play in CCE • Transition in P3 Primary 3 Swimsafer Programme
Classroom Session with P3 Teachers Not a one-to-one session
School Theme 2015
School Theme for 2015
“Strengthening Bonds, Unleashing Potentials”
强化联系,激发潜能
See Principal’s 2015 message on the school website:
http://www.meetoh.moe.edu.sg/cos/o.x?c=/wbn/pagetree&func=view&rid=24614
Recapitulation of 2014 Sharing
Shifts in Singapore’s Education System
Recapitulation of 2014 Sharing
The shift towards a more holistic education
A Holistic Education aspires to give a broad-based experience to the children through schooling so that each child can tap on the broad range of baseline exposures to discover and pursue his/her strengths, interests or talents
A need to emphasize process (of learning) and not just results (or outcomes) or for personal convenience
A holistic education develops a whole person.
Transforming Learning •School History Curriculum
– Creation of School History Curriculum
– 6-year development programmes from P1 to P6
– Greater awareness of school history
– School Pride and Sense of Belonging to the school
– Inculcate the vitrue of“饮水思源”(remembering the source from
which you drink the water)
•Library Reading Programme – Redesign of School Library to support Language Programmes
– Strengthen bilingualism in pupils
•Authentic Science Learning and Environmental Awareness – Creation of Eco-garden to support experiential Science Learning
– Stepping up environment awareness programmes
Enhancing Holistic Education (Mee Toh School’s efforts)
9
N4 Cluster CoL for Chinese
Language and Culture
• Innovative pedagogies for Chinese
Language learning in tandem with
curricular changes (Dances with
Books, Drama in Education,
Qianjuwen)
• Values and cultural learning through
CCE
10
Enhancing Holistic Education (Mee Toh School’s efforts)
External Validation 2012
(significant improvements)
2012 - 2015
Re-Validated 2012 - 2015
2013
Improving PSLE Results 2012 - 2014
School Holistic Education Benchmarks
Enhancing Holistic Education
Character & Citizenship
Education (CCE)
The world awaiting our
children……
VUCA (volatility, uncertainty, complexity and ambiguity)
“To deal with the demands of a VUCA environment, good grades in
school are not enough. In fact they might not even be relevant. Instead,
individuals need to be adaptable and willing to learn. They need to
have the confidence to deal with problems that have no clear-cut
solutions. And they need to be able to work effectively with others,
across races and nationalities, and to communicate clearly.”
Mr Leo Yip, Chairman EDB quoted by
Mr Heng Swee Keat, Minister for Education
MOE Work Plan Seminar 2013
Singapore’s Character & Citizenship Education
(CCE) Framework
Swiss Roll Diagram
Character, Values & Social Emotional Competencies
• The three terms are closely related
• Values
– guide and provide the purpose for one’s behaviours.
– Values refer to the national values and school values that are being explicitly taught in the formal and informal curriculum.
– Actions without grounding in values would lead to inconsistency in purpose and actions.
– Character is values manifested in life
National Values: R3ICH Values
Respect
Responsibility
Resilience
Integrity
Care
Harmony
R3ICH nurture a person of good character and a good citizen
MTS FUNDAMENTALS
School Motto School Values
Compassion 慈 Care (仁心关爱 )
Teamwork (群策群力)
Conscience 良 Resilience (坚韧不拔)
Excellence (精益求精)
Purity 清 Confidence (满怀信心)
Integrity (正直清廉)
Righteousness直 Respect (互敬互重)
Service (奉献精神)
Parents, as part of the Mee Toh School Community to adopt
the school values too!
Social Emotional Competencies
• Social & Emotional Learning (SEL) An umbrella term that refers to students' acquisition of
skills to
–recognise and manage emotions,
–develop care and concern for others,
–make responsible decisions,
–establish positive relationships, and
–handle challenging situations effectively
What does research say about SEL?
Multiple research and studies have
consistently concluded that pupils’ school
achievement (in a holistic sense) and later
success in life are closely related to pupils’
social emotional competencies
Importance of Social Emotional Competencies
“Children who have positive self-belief tend to get
better results, do difficult schoolwork confidently,
feel optimistic, try hard and enjoy school.” The Straits Times, 1 January 2014
“Praise child for his efforts, not grades”
“Strengthening Bonds, Unleashing Potentials”
Students are more likely to be emotionally
and intellectually invested in classes where
they have positive relationships with their
peers and teachers
An important outcome of CCE
Students must understand that they can be part
of the solution when situations arise and that
they are capable of creating positive outcomes
they hope to have!
Parents
play a key
role in
CCE of
their
children
Parents’ conversation with their
children matters
What do adults teach children?
“We teach the children what we know and who we are.”
Tashi Chhoezom Namgyel Principal, Little Dragon Primary School
FTGP: P3 Lessons
Values-in-Action
Values are caught and
not only taught!
Providing the contexts
for values learning
Transition to P3
• Importance of laying a strong foundation for
learning at P3
• Transition from lower to upper primary in terms
of learning maturity
• Transition from concrete representation to
more pictorial and abstract forms
• From teacher-dependent to more self-directed
and independent
• Formal learning of Science from P3 onwards
• Switch from Modular CCA to Diverse CCA
CCA Programme
• Switch from Modular to Diverse CCA
• CCA are integral to a holistic
education – CCA is about character development
• Compulsory for all pupils to have at
least one diverse CCA from P3
onwards
How are students allocated into P3 classes?
Letter to P2 Parents (4 Nov 2014): As an enhancement to providing a Student-Centric, Values-Driven Education, the school will continue to organise P3 classes in 2015, just like in previous years, according to broad ability banding. However, the numbering of classes does 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 at the same time enhance character development.
How are students allocated into P3 classes?
•The system does not retain pupils. All P2 pupils will progress to P3 at the end of the year.
•There is a need to re-organise the P3 classes because of the change in class size from 30 (in P2) to 40 (in P3)
*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, MT will be considered
*Minimal movements from P3 to P4
* P4 class allocation will be informed via MC online on the first
Friday of year-end holidays
Diagram is only for illustration purpose, may not reflect actual situation
How are students allocated into P3 classes?
Can SVE be achieved?
• Not going to be easy but is achievable. Values are intangible, with outcomes not easily measurable like examination results
• Wise Chinese saying:
• Values education needs to be approached differently from the learning of examinable subjects. Emphasis must start from the process
• School and parents must be persistent partners in this whole effort of values education and character development
• Adults need to provide positive role-modelling and engage in conversations to deepen values learning with their children
Important Dates for P3 Parents
Important Dates
Date/Period Event
9/2 13/2
P3 & P4 Math & Science Parent Workshop
14/4 to 15/4
SA1 – Paper 1 & Listening Comprehension
29/4 to 30/4
SA1 – Oral
Important Dates
Date/Period Event
8/5 to 13/5 SA1
29/4 to 30/4 SA1 – Oral
8/5 to 13/5 SA1
28/5 to 29/5 Meet the Parent Session (1 ½ day)
13/8 to 18/8 CA2
Important Dates
Date/Period Event
28/9 to 29/9 SA2 – Paper 1 & Listening Comprehension
1/10 Home-based Learning
Note:
P2, 4 : 2 October 2015
P5 : 5 October 2015
12/10 to 13/10 SA2 Oral
27/10 to 30/10
SA2
Relationship Between School and Parents
• Parents are not
our customers
• Parents are our
partners
in the holistic
education of
the children
• Our common
interest is the
child
school parents
Pupil/child
Partnership between School and Parents
Guiding Philosophy
Quality Relationships A mindset of partnership, collaboration and
mutual support Anchored on Mutual Trust and Mutual
Respect (Guided by the school ethos)
A no-blame culture Clarity of Communication of School Directions and
Standards of Service
1. Always work with your child’s teachers first as they are the ones
who know your child best
• Write your queries in the Student Handbook
• If you prefer to communicate through email, email of the teachers will
be given to you through a letter that will been sent out by the form
teachers in next week
• The teachers will respond to non-emergency queries within 3 working
days
2. If you need to meet up with your child’s teacher, make an
appointment first before coming to school
3. Do be patient with the teachers as they are teaching many children
and have many other commitments too.
Communication with School
• School Notifications will be sent out on
Thursdays
• Replies or collection of payment/documents
will be done on the next Tuesday.
Communication with School
• If Notifications are sent out on a Tuesday,
• Replies or collection of
payment/documents will be done on
Thursday of the same week.
Meeting the P3 Teachers in the Classrooms
• The teachers would like to share:
• Their expectations for their respective classes
• Plans to support your child for holistic learning in P3
• They would also like to get to know the parents of their students for partnership
• Not a One-to-One session with teachers
43
Thank you for your kind attention.
Touching Souls Challenging Minds