Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
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