Head of Academic Head of Academic (National Primary

Mr Philip

Head of Academic

(International Secondary)

2 3 A U G U S T , 2 0 1 9

Jalan Stadium, Petra Jaya

93050 Kuching Sarawak

Malaysia

Phone: 082 313 900

Fax: 082 313 970

email: [email protected]

Any Newsletter comments or contributions, please contact

Ms Sindy ([email protected])

T U N K U P U T R A S C H O O L N E W S L E T T E R

P A G E 1

19 - 30 ● NS - SPM Mock Exams Aug

22 - 30 ● NS - PT3 Mock Exam Aug

26 - 30 ● IS - IGCSE Moderation Aug Week

28 Aug ● IS - IGCSE Drama Monologue Recordings ● IS - Yr11 Mid-Semester 2 Reports release to Parents

29 Aug ● Photo Session - Kindergarten 3 Graduation

31 Aug ● Merdeka Day (Public Holiday)

1 Sep ● Awal Muharram (Public Holiday)

AU G U S T M T W T F S S

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S E P T E M B E R M T W T F S S

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NATIONAL PRIMARY

In the National Primary Curriculum, Primary 6 students have to sit for UPSR

before they proceed to the Secondary level. In 2019, we have organised a

series of academic enhancement activities for our NP6 students. These

includes extra enrichment classes during school days from 7:30am to 8:00am,

and from 3:40pm to 4:30pm; Fridays, from 2:00pm to 4:00pm; and Saturdays,

from 8:30am to 11:30am.

Additionally, several workshops on UPSR answering techniques have been held,

conducted by invited speakers, with vast experiences in teaching the core subjects.

Students were very engaged and participated actively in the workshops.

Parents also need to play an active role in guiding, and ensuring their child in

revising and completing their assigned tasks. With the close cooperation from

parents, we do hope that our students will be able to receive the most

effective learning and be well prepared for the upcoming UPSR.

We wish them all their best and hope that all of them will pass the UPSR

Assessment with flying colours.

Ms Angela

Head of Academic

(National Primary)

Ms Suzilawati

Head of Academic

(National Secondary)

Ms Anne-Marie

Head of Academic

(International Primary)

P A G E 2

Continued From Page 1.


INTERNATIONAL PRIMARY

Every IPC unit of learning begins with a

Knowledge Harvest to help the teacher

and children know what facts are

already understand and what areas

need more investigation.

The introduction of Pre and Post

assessments have allowed teachers to

tailor learning to individual children to

ensure progression is being made.

Pre and Post assessments give

children quick updates and clear

examples of how they have made

progress and what they still need to

work on to develop their knowledge,

skills or understanding.

In all IPC subjects the children use

photos, recorded learning and or

video footage to show how they have

progressed within each unit of

learning. Videoing at the beginning of

a unit and again at the end helps the

children to see the progression and is

the same as a pre and post

assessment.

There are 3 types of reflection used every week in International Primary:

Self reflection, Peer reflection and Teacher reflection. These reflections

act like an assessment of learning and help the children to think about the

difficult questions ‘How’ and ‘Why’.

How do I know I have developed my knowledge, skills or understanding?

How do I improve?

Why do I think that I was beginning, developing or mastering?

Why did I make progress here and not in this area?

Success Criteria is used in all lessons in International Primary to help

the children know how to make improvements in their learning and

help them to self assess against a set criteria.

pre post

pre

post

P A G E 3



NATIONAL SECONDARY

In the National Secondary, the Standard Based Curriculum for Secondary Schools (KSSM) has

transformed the concept of 21st century education. The current assessment emphasises on the

teaching that is centered on the students, and focuses more on problem-solving, project-based

assignment and implementing formative and summative assessments. The education in Malaysia

attempts to form and nurture a student to become a complete and holistic individual who are

well-equipped with strong humanistic characters that pose on integrated manner putting forth a

balance of intellectual, spiritual, emotional and physical.

This year, our Tingkatan 3 students have been occupied with their

classroom assessment since February 2019. The PT3 (Pentaksiran

Tingkatan 3) coursework consists of field works and projects in three

subjects namely: History, Geography, Design and Technology.

The English Language and Malay Language Oral assessments are held on

August and September respectively, which the written test that starts

on 30 September 2019. To ensure physical and emotional balance, the

assessment also includes Physical Activities, Sports and Co-curricular

Assessment (PAJSK) and the Psychometric assessment as an element

of assessment.

The assessment is an essential ongoing process throughout each lesson to

cultivate a well-developed knowledge equipped with 21st century skills and

inculcate moral values and good habits in students. A variety of assessment

methods provide students the exposure to the field of work whilst being

able to communicate with the local community for specific information. A

student’s creativity is also assessed through their ability to work

thoughtfully. Additionally, a comprehensive assessment can determine the

fitness level of a student as well as inculcating positive values such as

cooperation, responsibility, dedication and persistence among students.

The SPM (Sijil Pelajaran Malaysia) and PT3 examinations are just

around the corner. Many initiatives have been undertaken as a

means to improve student achievements and support student

successes.

One of the initiatives are motivational talks, which aims to build

the mental and psychological strength of the students by

equipping them with learning techniques and learning tips for the

upcoming PT3 and SPM examinations.

Our Intensive Grade Booster revision workshops for SPM

students are conducted by expert teachers and SPM examiners

who guide and facilitate our tireless students. Some of these

workshops are also held off-campus to prepare students progressively and equip themselves with

skills that help them score in their exams.

Holiday Enrichment Class and Exams Class Booster Programme are also organised to give the extra

boost to the students. I would like to express my deepest gratitude and appreciation to all our

students, dedicated teachers and parents who supports and guides the students in order to achieve

academic success. It is hoped that these efforts will produce excellent results, as Lao Tzu once said

“a journey of a thousand miles begins with a single step.”

P A G E 4


INTERNATIONAL SECONDARY

If you mention the word assessment, for many people they

think only of tests and exams. However, assessment is an

integral part of day to day learning. This was

demonstrated to me recently, as part of one of my ‘looking

for learning’ walks, when I observed students being

assessed in a variety of different ways across

International Secondary.

In a Year 10 Physics lesson, students were starting a topic

on Thermal Physics and they were being assessed about it

before they had even started learning the topic! The

students were asked to do an activity called Think Puzzle Explore and this was used by Mr. Mark to assess the

students’ prior knowledge of the topic by asking these

three questions:

• What do you think you know about thermal physics?

• What questions or puzzles you about thermal physics?

• How might you explore the puzzles that you have

further?

This was then followed up with a sharing of ideas and a

discussion of what they would explore in the next couple

of weeks. The student responses to the activity not only

gave Mr. Mark valuable information about the starting

level of understanding of his students, it also successfully

engaged students in Thermal Physics.

Year 10 students discussing what they

know about Thermal Physics

Learning to do something and therefore

progressing to the next level is helped if the

students know what success looks like. This is

why sharing success criteria with students

really helps them learn. In a Year 10 IGCSE

Physical Education lesson, I saw how students

were assessed in their volleyball skills. Prior

to the assessment, students were given six

bands of criteria and then they were marked

accordingly.

Mr. Pete sharing criteria for Volleyball

A similar approach was being deployed in a

Year 7 Humanities lesson. The students were

working on research project on Medieval Life

as part of a History topic. Mr. Mike had

shared with his students a detailed rubric that

he would use to mark the project, so that the

students had opportunity meet all the success

criteria for the activity.

A Year 7 student using success criteria to complete their

History project

In the Year 9 Mathematics lesson I visited, the students were not

only following success criteria, they had helped devise the criteria

themselves. Students were designing their own questionnaires and

before they started, the class discussed and agreed what makes a

successful questionnaire with the help of the teacher.

Year 9 students producing a questionnaire using their own success

criteria

For both the Year 10 PE and Year 9 Mathematics lessons, the students

assessed each other as well as the teacher assessing them. These ‘peer

assessments’ were more effective because of the use of detailed and

consistent success criteria.


P A G E 5


Visiting our school garden As part of our learning during the unit ‘Garden’,

we looked out for insects and mini beasts. We also enjoyed looking at different plants.

We got our tools

ready to catch

insects and mini

beasts if we

see any.

We saw 4 snails hiding

under the plants!

Ms. Sheila helped us to catch

one of the grasshoppers that

we saw.

We brought

back the

grasshopper

and the snail

that we

managed to

catch to

show our

Kindy

friends.

Ms. Tracy

showed us a

picture of a

snake and a

moth that

she saw in

front of Ms.

Julie’s office.

We also made miniature gardens with our parents at home. Look at our lovely gardens.

P A G E 6


The students learned about the many types of livestock farming

in Malaysia. They also watched short videos of these livestock

farming to have an insight of what takes place in the farms.

They were then given the choice of choosing a livestock for their

project work. Among the livestock farming chosen by students

were turkey, ostrich, deer, cow, goat, sheep, chicken and duck

farming. Their task was to find as many pictures of the

livestock farming that they have chosen and the products

produced by the animal.

Through this short task, the students were able to discover

different types of livestock farming. Besides that, they also

learned about the many types of products produced by these

animals.

BAHASA MELAYU NP4

Irdina arranging her pictures

on the manila card.

Aqeel cutting his pictures

carefully.

Students busy engaging in

their work.

Concentration and focus in

their task.

This is the outcome!

Students happily displaying their

completed task.

P A G E 7


Language Games & Quiz In Teaching and Learning

for National Primary 5 & National Primary 6 Classes

In the process of teaching and learning, language games are used to foster the

interest and attention of pupils, to master and reinforce the skills that had been

delivered to the students. Word listed game and quiz are two favourite games that

students love to play.

These language games really capture the interest and attention of the students to

try and indirectly, it also enhanced and reinforced the vocabulary that students

have mastered. These games are played in groups of 3; with each group required to

discuss and find the most appropriate answer. In the process of discussion, values

of tolerance and respect for each other’s opinion are given priority in forming

co-operation within the group. A reward will be given to the winning group.


P A G E 8


Exit Points in International Primary

Media Magic Marvels Awards was part of the IP2 Exit Point. Throughout the unit of learning the IP2 and IP5 children were buddied up to created an iTrailer using a story plan the IP2s had written. In Art the IP2s learned.

The IP2s learned how to create pixel characters and use colours and costumes to add effects. In History the children used communication devices and put pictures

of them into a timeline from 1900’s to present day.

Well Done IP2!

Inventions that changed the world was an exciting unit of learning

and the children have gained a lot of knowledge.

In History the children researched inventions that had changed their life and this included; highlighters, pens, telephones and light bulbs.

Kozi Square was full of new materials and inventions and a

great way to celebrate the children’s extended knowledge,

skills and understanding.

Well Done IP3 and IP4!

IP5 and IP6 showcased their fairground rides, games and cod-ing program on the computer for

IP3 and IP4.

In Technology the children planned and created mini models of fair ground games and rides.

In Science the children learned about forces and gravity needed

for fairground rides.

In Literacy creating a radio advert, mascot and persuasive

writing for or against a fairground near your house, were some of the ways learning was linked.

Well Done IP5 and IP6!

P A G E 9


Code Programming

in ICT Class

I have learned how to use Scratch programming. I can now create a square shape using this useful tool. ~ Sarah(TK2)

I have learned how to use the pen up and pen down function and the steps how to save the code file. I have also learned the best way of coding. This lesson has certainly helped me to

improve my coding skills. ~ Harris (TK2) ~

I have learned how to use the Scratch programming software

and all the functions of this tool. ~ Adeesa (TK1) ~

I have learned how to programme and create

games. I have also learned how to work

together with others. ~ Anberly (TK1) ~

P A G E 1 0


During our English lesson, our English language teacher, Ms Florence, decided to make a terrarium.

She divided us into three groups, and showed us a video on how to make a terrarium. We had to follow the simple instructions.

A few days later, we went to the workshop to make our first terrariums. We used plastic bottles, soil, pebbles and a few types of succulents. First, we cut the plastic bottle and took the bottom half to be used as the container. Next, we placed the pebbles at the bottom of the container for proper drainage. This was done to avoid accumulation of water in the soil. After that, we put the soil on top of the pebbles and plant our succulents before putting more pebbles on the top layer.

Finally, we went back to our class. We sat in our respective groups and began writing the process of making a terrarium.

Everyone enjoyed making the terrariums!

We put our terrariums on the window sills of our classroom so that they would get enough sunlight. We can enjoy the view of the terrarium from our seats.

Anberly was discussing the arrangement of the

plants with Magdelene and Vivi, while Andy and

Jarrett were preparing the base of the terrarium.

Terrarium by

Henna’s group.

Hannee, Alia, Marsella, Adeesa and Alisha were

doing the final touch to their terrarium.

Rayyan, Henna, Aleesha and Irsyad were showing

off their completed terrarium.

TK1 students decorated their classroom with the

terrariums that they have proudly made.

Finally, it was down to writing the process of

making a terrarium.


TK1 English Language - Making a terrarium

P A G E 1 1


For Language Week our Y8’s were treated to a

sign language introductory session by a volunteer

from the Sarawak Society for the Deaf. I wonder

how many of our Y8’s can still remember how to

sign grandfather, baby brother or even boyfriend?

Three very brave volunteers jumped up at the end

to test their newfound knowledge and proved

themselves super stars. Well done boys!

‘I thought that the sign language session was very interesting,

especially the game at the end.’ ~Debbie

'I thought it was very useful so that deaf people will not feel left out when we know

how to talk to them,' ~Amerie

'I think it was great because I got to learn about something

new and it can help me to communicate with others who

might only understand sign language.' ~Nicole

'It was a helpful course to understand the do's and don'ts

around deaf people and to understand the language

better.' ~Eugene

'It was good for us to be introduced to this to expand

our knowledge and be prepared.' ~Micah

'I had a good time but I wish the session could have lasted longer.'

~Ryan Chin

P A G E 1 2


Last month we had a friendly basketball exhibition game

with SM Sains Sakura, as arranged by our school’s

basketball coach, Mr PK Bong. This game was arranged to

test our team’s cooperation, communication and tactics;

which we have been practicing every Wednesday after

school.

The final score of the game was 53-32 to TPS. Well done to

our MVP, Wilson (captain) who scored 23 points. Overall it

was a great experience for our Years 10 and 11 players.

By Wooi Jian, 11 Gading.

Documents

Head of Academic Head of Academic (National Primary