P3P4 Parents’ Dialogue Session 2019 · P3P4 Parents’ Dialogue Session 2019 22 February 2019....

P3P4 Parents’ Dialogue Session 2019

22 February 2019

Programme

Item Duration

1 School Leader’s Address 15 minutes

2 a) Changes in PSLE Scoringb) Subject Based Banding

15 Minutes

3 NSG Junior Division Review 10 minutes

4 Q & A 10 minutes

5 Class Breakout Session 40 minutes

School Leader’s AddressMr Terence Tan

Vice-Principal

54 Years of Development

GDP Per Capita = US$57,714 (2017)

Programme for International Student Assessment (PISA) 2015

What lies ahead?

“The confluence of several megatrends -globalisation, digitalisation and demographicchange - is changing profoundly the nature ofwork in terms of the type of jobs beingcreated, the skills required for these jobs andthe way work is organised.”

Organisation for Economic Co-operation and Development (OECD) Paperentitled Future of Work and Skills presented at the 2nd Meeting of the G20Employment Working Group in 2017

“Prepare young people for the jobs of thefuture by ensuring that they are equippedwith the right type of skills to successfullynavigate through an ever-changing,technology-rich work environment, and giveall workers the opportunity to continuouslymaintain their skills, upskill and/or reskillthroughout their working lives.”

Organisation for Economic Co-operation and Development (OECD) Paperentitled Future of Work and Skills presented at the 2nd Meeting of the G20Employment Working Group in 2017

Strategies relevant to education:

• Deepen our international connections

• Acquire and utilize deep skills

• Strengthen enterprise capabilities

• Build strong digital capabilities

Significance?

• Prepare for jobs of the future

• Think global

ST1: FORWARD-LOOKING CURRICULUM

ST3: PERSONAL GROWTH & DEVELOPMENT FOR STAFF

ST4: STRATEGIC PARTNERSHIP

School MissionTo develop our students in five core areas, namely, moral, intellectual, physical, social and aesthetics domain thereby preparing them for the FUTURE.

ST2: PERFORMANCE & MORAL CHARACTER

Chongfu’s TorchVisual Representation of

Strategic Map

Strategic Thrust 1Forward Looking

Curriculum

Differentiated Instruction

Project Work

Holistic Assessment

Preparing Our Students for the Future

Levels Mon to Thu Fri to Sun

P1 and P2 Max. 1 hour per day Max. 3 hours per weekend

P3 and P4 Max. 1.5 hours per day

P5 and P6 Max. 2.5 hours per day

Homework Policy

Stretching and Supporting Learning

P3 P4

• Structured remedial

• SDR & RRP

• External competitions

• Self-directed Online

Learning

• Structured remedial

• Subjects offered for

PSLE – SBB Option

• External competitions

• Self-directed Online

Learning

Teaching and Learning

Strategic Thrust 2Performance and Moral

Character

SCHOOL VALUES

Character Development and

Values InculcationValues-in-Action:

a) Visit to SWAMI Home

b) Visit to Lion Befrienders

c) Food and Toy Donation Drive

d) Hosting MINDS School

pupils

Education and Career Guidance

Citizenship Education

Sexuality Education

P3 P4

• Swimsafer Programme• Learning Journey• Food Donation Drive• The Buddy Clean Workshop• Camp iNspire• TEE (Theatrical Experience)

• Road Safety Education (Traffic Games)

• Learning Journey• Food Donation Drive• Visit to Lion Befrienders• Camp iNspire• TEE (Theatrical Experience)

Teaching and LearningEnriched experiences for holistic development –

Learning Journeys , National Education & Values

in Action

Caring for Self – P1

Caring for Others – P2

Team Bonding & Decision-making – P5

Relationship Management – P6

Independence – P3

Resilience & Sportsmanship – P4

GR

AC

IOU

SLYCamp iNspire

• Physical Education

• Student Leadership

• Character Education

Camp iNspire

P3 P4

24 June to 25 June(Monday to Tuesday)

Venue: Chongfu School

24 June to 25 June(Monday to Tuesday)

Venue: TBC

Camp iNspire (2 Day 1Night)

Connecting with the World

Outbound/Inbound Cultural Exchanges: Taipei, Hong Kong, Indonesia,

Beijing, Suzhou, Hangzhou, Fujian and Xi’an

Co-Curricular Activities

All Chongfu students are:

• encouraged to actively pursue a CCA of their choice and interest.

• remain in their CCA throughout (till P6)

Co-Curricular Activities (CCAs)

Strategic Thrust 3Personal Growth and

Development for Staff

Staff Professional Development

• Teaching Strategies

• Curriculum Design

Strategic Thrust 4Strategic Partnership

Partnership with Parents

Workshops for parents

Parent Dialogue Session

Partnership with Parents

PASSION

Parent Support Group

Dads @ Chongfu

30

• Increased involvement

of parents in their

child’s educational

journey

• Range of expectations

and practices in

School-Home

Partnership within and

across schools

• Guidelines for School-

Home Partnership help

to clarify what

meaningful parent

engagement looks like

31

“MOE will provide guidelines to schools, to give greater clarity on involving and engaging parents in their child’s education, in a balanced and meaningful manner.

We will also support schools in re-calibrating parent-teacher engagement practices.”

– Minister Ong Ye Kung

32

Guiding Principles for School-Home Partnership

1. Students succeed when schools and parents work hand in hand to support students in learning self-management skills, taking responsibility and building resilience.

2. Mutual respect and trust forms the strong foundation for positive engagement between schools and parents.

33

Developing good

habits

We want to nurture

your child to be a

self-directed learner

with good habits and

takes responsibility

for his/her own

learning.

Relating to

others

We want your

child to be

confident,

respectful and

have integrity

when interacting

with others.

Managing self

We want your child

to be able to

manage challenges

and make ethical

responsible

decisions to thrive

in the VUCA future.

34

Working with the school

to know and support your

child

We want to develop and

strengthen mutual

understanding, respect and

trust between the school and

parents for the benefit of your

child.

Developing good habits

We want to nurture your child to be a self-directed learner with

good habits and takes responsibility for his/her own learning.

Developing good habits

We want to nurture your child to be a self-directed learner with

good habits and takes responsibility for his/her own learning.

Managing self

We want your child to be able to manage challenges and make

ethical responsible decisions to thrive in the VUCA future.

Working with the school to know andsupport your child

We want to develop and strengthen mutual understanding, respect

and trust between the school and parents for the benefit of your

child.

Changes in PSLE scoringMdm Ong Shu Ying

Year Head (Lower Primary)

It gauges the level of students’

learning in the core subjects at

the end of six years of primary

school and guides his future

choices.

THE PSLE remains a useful checkpoint

41

The changes to THE PSLE scoring are meant to

REDUCE AN OVEREMPHASIS ON ACADEMIC

RESULTS

By reducing fine

differentiation at

a young age

By recognising a

student’s level of

achievement,

regardless of how his

peers have done

• This offers a good balance

• It reduces fine differentiation between

students while still giving parents and

educators a gauge of a student’s

progress at the end of primary school.

• Students can then be matched to

suitable academic programmes in

secondary schools.

Why 8 Achievement Levels?

PER SUBJECT

AL 2

AL 3

AL 4

AL 5

AL 6

AL 7

AL 8

(UNGRADED)

AL 1

(BEST)

Subject Based Banding (SBB)

Mdm Ngiam Wen YuanAssistant Year Head (P4)

• Provision of the option of a combination of standard and foundation subjects

• Caters to the different aptitudes, capabilities and talent of each child

• Help each child to realise his potential, based on his interests and strengths

Subject-based Banding

• Students are offered subjects which they have specific strength in at Standard level

• Encourage students to take all subjects at Standard level

Subject-based Banding

Subject-based BandingIf your child (for P4 exam) Your child may be recommended to take

Passes all 4 subjects and performs very well in MTL

• 4 standard subjects + Higher Mother Tongue Language ( 4S1H )

Passes all 4 subjects • 4 standard subjects (4S)

Passes 3 subjects • 4 standard subjects (4S)

Passes 2 subjects or less • 4 standard subjects (4S); or• 3 standard subjects + 1 other foundation

subject (3S1F); or• 2 standard subjects + 2 other foundation

subjects (2S2F); or • 1 standard subjects + 3 other foundation

subjects (1S3F); or• 4 foundation subjects (4F)

Subject-based Banding

School-based examinations at P4

School-based recommendations

Parental choice at the end of P4

Final decision by the school based on P5 results

*No changes to SBB. Refer to MOE website.

Assessment Weighting DistributionLevel (Term 1) (Term 2) First

Combined(Term 3) (Term 4) Second

CombinedOverall

P3 WA

(15%)

WA

(15%)

Reflected

in HDPWA

(15%)

EYE

(55%)

Reflected

in HDP

Reflected

in HDP

P4 WA

(10%)

WA

(10%)

MYE

(20%)

Reflected

in HDPWA

(10%)

EYE

(50%)

Reflected

in HDP

Reflected

in HDP

*WA: Weighted Assessment^ MYE:Mid-Year Examination

EYE: End-of-Year Examination

National School Games (NSG)

Junior Division Review

Mr Lee Shi RenHOD / PE and CCA

Background•In 2015, a review of the NSG competitions for the Junior Division

noted that current NSG competitions are structured similarly to the

adult form with only slight variations for some sports across the

primary, secondary and JCs/CI levels.

•However, as most students in the Junior Division are beginning

athletes experiencing their first formal NSG competition, the

current competition might not be the most appropriate form of

competition for our budding athletes if we want to help them

realise their full potential in sports and to lead an active lifestyle.

Floorball - Junior Division

Wushu - Junior Division Overview of Changes

• Achievement Recognition: Achievement Pins to be awarded - up to 50% of participants in both the individual and group events

• Students aged 11 (P5) can be either in the Senior Division or the Junior Division depending on their level of competency (decided and nominated by school)

Table Tennis - Junior Division (2 July 2019 to 1 Aug 2019)Overview of Changes

• Review of number of participants sent in by schools (More participants)

• Changes in Playing Format - Classification round league system format followed by Tiered round league system format (Longer playing season -More matches played)

Conclusion - JDR• Make the games more age appropriate (changes

to rules/playing format/ playing equipment and etc)

• Avoid early specialisation / increase in participants

• Lower stakes for the junior division games (changes in reward and recognition format/ more rewards and prizes)

• Youth sports - school driven - build intrinsic motivation and sustainability in our students to pursuit sports

Q & A

Class Breakout Session