Today WELCOME TO JUNYUAN SEC

1. Talk about life as a secondary school student

2. Interact with Form teachers & Heads

3. Discipline.Well-Being.Growth

SCHOOL LEADERS AND LOWER SEC YEAR

HEADS

Principal – Mr Mohamed Razali

Vice-Principal – Mr Paul Ng

Vice-Principal – Mrs Selina Lum

Lower Sec Year Heads

Mdm Teo Wil Ping (Year Head Lower Sec)

Mr Vaahid (Asst YH, Lower Sec, Subject Head/

History)

STUDENT MANAGEMENT TEAM

Mrs Denise Tan HOD Student Mangement

Mrs Sharon Tan LH/Student Development

Mr Alsagoff [FT of 1T1]

Ms Joanna Koh [FT of 3N1]

Ms Rachael Teo [FT of 2N2]

Mr Ng Chee Keong (School Counsellor)

Ms Law Xin Ning (AED/LBS)

Ms Zaiha (School Health Advisor)

SEC 1 FORM TEACHERS

Sec 1E1 – Miss Thng Wei Wei, Ms Nordiana

Sec 1E2 – Ms Nadiah, Mr Seah Cheng Hong

Sec 1E3 – Mdm AliciaTan, Ms Debbie Lim

Sec 1E4 – Mr Ling Weicong, Ms Belinda Chew

Sec 1N1 – Ms Sim Jia En, Mr Loh Chee Teng, Ms Teh

Sim Sim

Sec 1N2 – Ms Nur-Iffah, Mdm Hasanah

Sec 1T1 – Mr Alsagoff, Ms Nur Zahirah, Ms Zhuang

Yingmeng

GETTING IN TOUCH WITH THE SCHOOL

65873683 or 65873684 (leave a message for a

specific teacher, include child’s name and class)

junyuan_ss@moe.edu.sg (may not be same-day

reply)

1. The name and class of your child

2. The teacher's name (if you would like to

communicate directly with a particular teacher)

3. The subject/ department/ activity with which

you have a query (if you are not sure who to

contact)

COMMUNICATING WITH PARENTS

School website – www. junyuansec.moe.edu.sg

Facebook Page -

https://www.facebook.com/junyuan.secondary/

E-notification

Letters through your child

Telephone

Email to parents - Junyuan Journal

Please update your contact info if there are changes

WHAT CAN YOUR CHILD LOOK FORWARD TO IN JUNYUAN?

We start with 2 Key Ideas about school

School experience must be a positive learning experience which grows students to become persons for others

When students leave the school, the key we give them must open as many doors as possible

Reality Check for Everyone …

We can’t give ALL the keys to ALL the doors

We can only try to make sure that the keys we give lead them to a room which will allow them to earn the other keys

Our Hope as a School: VISION

CHAMPIONS FOR THE COMMUNITY

WE START WITH VALUES STATEMENTS …

• Respect - I will value myself and others

• Responsibility - I will perform my role/s

with commitment

• Resilience - I will persevere in the face

of challenges

• Innovation - I will seek improvement to

make the community a better place

• Excellence - I will strive to do my best

Student Handbook Page 4

… WE EXERCISE VALUES-IN-PRACTICE (VIP)

• VIP Week - Term 2 Week 1

• Secondary One

• Service Learning and Innovation Workshop

1. Learn skills and tools to identify community

challenges

2. Collaboratively design prototypes to address

these challenges through leveraging the

Innovation Protocol

3. Respect, Responsibility and Innovation

Bringing Joy to the Community

Contributing to the Community

Learning For Life

Programme (LLP)

Cultivating Community Champions

Through Youth Leadership

Leadership & Social

Entrepreneurship

To develop leadership in social

entrepreneurship through pushcart activities

To equip students with problem solving skills

to meet the needs identified in the

community.

To establish partnerships with social

enterprises to provide real-world working

and learning experience for our students.

Partnership with Our Tampines

Hub

Gold Award & Best Supported Team

VALUES-IN-PRACTICE (VIP)

• VIP Week - Term 2 Week 1

• Secondary One Aesthetics Programme

• Visual Arts, Music & Dance Appreciation

1. Learn, experience and interact with various

aesthetics domains and art practitioners to

deepen appreciation and ignite interest

2. Respect, Responsibility and Innovation

Applied Learning

Programme (ALP)

Developing Application-Based

Learning Through Food Science

Applied Learning Through

Food Science

The food industry is a significant component of Singapore’s economy –almost $10bn annual turnover

Focus on Food science – students explore & learn more to broaden their life and career options after school

A platform to develop 21st century skills such as creative and inventive thinking and effective communication skills.

How it looks like …

Sec 1 Applied Food Science Module 1:

JY Science Master Chef – Molecular food

science and food safety

Sec 2 Food and Technology. Ready for

SMART Nation Coding, Ardunio

Programming

- Sec 3 Coffee Barista or Molecular

gastronomy electives. The science and skills

behind coffee making and alternative food

preparation techniques.

Secondary 1

Food Science modules

Food Hygiene Canning Spherification

Secondary 2

Showcasing their final

prototypesAutomatic food slicer

Safety gas detector

Automatic cooling rack

Secondary 3

Artisanal Ice Cream Making Junior Barista

Student Handbook Page 4

PROGRESSIVE LEVEL OUTCOMES (STUDENT HANDBOOK – PG 7)

Lvl Level Focus School Wide Programmes

Level Programmes / Activities

Sec 1

A respectful & positive

student

•CCA•CCE Values-

based Lessons•Guidance

Modules•Community

Outreach Programmes

•Assembly Programmes

•4 NE Core events•Big Breakfast•Sports Festival•Student-Initiated

VIA•Overseas

Learning Journey

Sec 1 Orientation Sec 1 Aesthetics Workshop(VIP)Induction to RPCCA Open HouseLLP –Yr 1 /VIA/SLCALP- Masterchef ChallengeKayaking 1-Star

Sec 2

A resilient team player

Sec 2 Outdoor Adventure Camp (VIP)Guidance & Subject Information module for Upper SecLLP – Yr 2/VIA/SLC ECG Fair and Visit to IHLs

Sec 3

A civic-minded

contributor

Leading & Facilitating school/level programmesSec 3 Out-of-curriculum Week (VIP)Learning Skills WorkshopLLP – CCA pushcart eventsStudent Work Exposure

Sec 4/5

A leader of character

Leading & Facilitating school/level based programmesEAE/DSA TalkSec 4/5 Life Skills WorkshopECG/Visit to IHL

PROGRESSIVE – AN EXAMPLE FROM OUTDOOR EDUCATION

• Sec 3 MOE-OBS Programme

• Junyuan will participate in 2018

• Sec 1 – Kayaking 1-Star Certification

• Sec 1 – Cycling Clinic

• Sec 1 – OE lessons

• Sec 2 – during VIP Week

• 25 – 30 km Cycling Expedition

• 10 – 15 km Orienteering

• Dragon Boating/ Kayak Expedition

• Field Cooking

• Communal Living

Positive School Experiences

• Ensures a basic but unique educational foundation for all

Junyuan students

• Provides, common purpose, coherence and stability in

student programmes as they progress from one year to

the next

• Enhances students’ sense of belonging to the school

• Enables the community to demonstrate school values,

nurture a culture of care and inspires giving back

• Important that every Junyuan student contributes

POSITIVE BEHAVIOURAL SHIFT

Current Future

Current Future

Lead

Initiate/ Inspire

Audience

Participate

POSITIVE BEHAVIOURAL SHIFT

YOU ARE NOW YOUNG ADULTS

More Subjects, Tests, Assessments, Exams

• English• Drama (E/NA)• Mother Tongue• Mathematics• Science• Geography (Exp/NA)• History (Exp/NA)• Literature (Exp/NA)• Social Studies (NT)• ICT

• Design & Technology/ Technical Studies

• Food & Consumer Education (FCE)/ Home Economics

• CPA (NT)• Visual Arts• Music• PE • CCE

Longer Time in School

• Unstructured Time

• Waiting for Friends

• Hanging out with Friends

• At the Library

• In the Canteen

• Playing Sports Around the School

• Self-Revision

Co-Curricular Activities

• CCAs are compulsory

Leadership

Enrichment

Achievement

Participation

Service

• Levels of Attainment

Student Handbook Page 28 - 30

Practice of Independence with

Responsibility

Be prepared to learn and participate

actively

Don’t wait to be told to do what you

should already know (your attire,

punctuality, manners)

Have a timetable for your

unstructured time – surround yourself

with friends who have such timetables

Restorative Practices (RP) (Student

Handbook pp 7-8)

Building, maintaining and repairing relationships

Between teachers-students; students-students; students-parents

Allows the community to reflect on their actions, make restitution and restore relationships

Many platforms to build relationships –Form Teacher Family Time, CCE Nuggets, Big Breakfast

School Rules & Regulations

(Student Handbook pp 13 - 18)

Code of Conduct

Support the community to:

Understand importance of good moral behaviour

Develop Respect for self & others

Create a conducive learning environment

BUT – rules cannot be created for every possible thing

SUPPORTING YOUR CHILD… AND EACH OTHER

Some ideas

• Maintain an interest in each other’s lives –strike a balance

• Help to manage each other’s time

• Know each other’s friends

• Keep encouraging each other to aspire to become better

WHAT YOU ARE NOW, DOES

NOT DETERMINE WHAT YOU

BECOME LATER IN LIFE …

Your Growth = Self-Discipline +

Well-Being

DISCIPLINE.

WELL-BEING.

GROWTH.

Managing students so that they are able

to manage themselves

TODAY’S EMPHASIS :EXPECTATIONS

& SUPPORT FROM SM TEAM

1. Intention behind our Expectations

2. Parents as Partners to Support Child

3. Some Common Transitional stress

4. Restorative Practices Approach to Disciplinary

Issues

5. A Safe & Caring School

OUR BELIEF

Schools are not buildings, curriculum, timetables

and meetings. In these days and age, certainly

not a child depository while adults work.

Schools are relationships and interactions

among people.

(Johnson & Johnson, 1994)

WHAT WE VALUE

In Junyuan, we value RELATIONSHIPS.

Relationships between teacher and student.

Relationships between student and student.

Relationships between students and the community.

Relationships between school and the stakeholders.

We trust that with good relationships established right andstrong from the start, even when things go wrong, there isempathy, willingness and responsibility to rebuild therelationships.

With positive and quality relationships, the child can grow tobecome a responsible and respectful young adult with anetwork of support to fall back on in times of failures andchallenges.

THE RELATIONSHIPS WE BUILD

Teacher – Student Relationship

A Significant Adult for Every Child

TSD; Classroom Circles/Relational Circles; Big Breakfast;

CCA etc.

Student – Student Relationship

A Significant Friend for Every Child

Classroom Circles/Relational Circles; CCA; Big Breakfast;

Level-wide school experiences etc.

Teacher – Parent Relationship

Dialogues; E-notifications; Restorative Conferences;

Parental Engagement Sessions

AN EXAMPLE OF AN EXPECTATION - ATTENDANCE &

PUNCTUALITY FOR SCHOOL & LESSONS

We cannot teach an empty chair.

Attendance in school is important for learning and engagement.

Regular attendance in school reflects the needs of the child being met

(at home, in school and with friends).

When a child is absent without a valid reason from school, a call is

made through the FT. Should a child be absent from school without

valid reason and without successful communication for 3 days, a

letter is hand-delivered to your residence and the school’s SDT

(SL/YHs/HODSM) are informed.

We seek the parents’ support in communicating with the FTs when

your child is unable to attend school. Should there be any difficulties

for your child to attend school, feel comfortable to call or email the

school for help. It is better to seek help than to avoid attending to

the issue.

AN EXAMPLE OF AN EXPECTATION - ATTENDANCE &

PUNCTUALITY FOR SCHOOL & LESSONS

To reiterate, we cannot teach an empty chair.

Punctuality for school and lessons reflects self-discipline and

respect for the institution, the teachers and others.

When a child is late for school, the natural loss is his own time.

He misses lessons and when he walks into the class and the

class has to pause for his readiness, he causes others to lose

time.

The logical consequences for the school, is then to get him to

‘make up’ for the time loss and put him through some

uncomfortable “work” so that he will review his own actions

and be on time in future.

So when your child is late (even for 1 time), he will have to

report for after-school community cleaning duty. The number

of times he is late, will be the number of times he reports

for cleaning. It is your child’s responsibility to alert you when

he has to report for duty.

However, should your child be persistently late, you will

receive a call from the FTs to discuss about the child’s

behaviour. We are willing to work together with you to try

help the child.

Habits are usually harder to break if we want the child to do

it himself alone. He needs the adults to help him ‘rewire’ his

routines and to role-model the way to achieve that.

AN EXAMPLE OF AN EXPECTATION - ATTENDANCE &

PUNCTUALITY FOR SCHOOL & LESSONS

SOME COMMON TRANSITIONAL STRESS

1. New Friends vs Old (& gold) friendships

2. New Environment vs Familiarity

3. New (& Higher) Expectations from adults at

home

4. Unstructured Time

WHAT CAN BE DONE?

Parents Child

Remember our responsibility

to our children

Remember your responsibility

and accountability towards your

parents

Build trusting relationships

with our children so that

he/she can communicate their

challenges to us

Build the trust that your parents

have in you by demonstrating

responsibility and accountability

Role-model the values,

aptitudes and expectations for

your child

Respect the decisions and choices

that your parents suggest. Their

intentions are always for your

good.

RESTORATIVE PRACTICES APPROACH TO

DISCIPLINARY ISSUES

RP is a relational approach. It emphasizes the

wrongdoer’s responsibility to make restitutions for

the behaviour and suggest ways to rebuild the

relationship(s) with the victim(s).

It is not focused on ‘an eye for an eye’ justice but

part of the Restorative Justice where we focus on

‘rebuilding harmed & damaged relationships’.

SCENARIO: BEN CALLED ALAN NAMES. ALAN LOST

HIS TEMPER AND PUNCHED BEN IN THE FACE

Traditional Approach Restorative Approach

School rules are broken People and relationships are harmed

Focus: Establish guilt on Alan Focus: Identifies needs and

responsibilities

Accountability: Punishment,

e.g. suspension for Alan

Accountability: Understanding

impact and repairing harm

Victim, Ben is ignored. Offender, victim and school all have

roles in case resolution

Limited opportunity for

expressing remorse or making

amends

Opportunity given to make amends

and express remorse, work towards

positive outcomes and relationships

RESTORATIVE PRACTICES APPROACH TO DISCIPLINARY

ISSUES

Face-to-Face

Clarification

with students

involved to

establish facts.

Inform parents of

child’s

involvement.

Case

Resolution

through

Restorative

Conferences

with all involved

parties.

Inform parents

of case

outcome.

RP Script

• What happened?

• What were you thinking

when it happened?

Identifies needs and

responsibilities

• Who have been affected?

• What have you thought

about since?

Understanding impact on

self and others, relationships

are harmed

RESTORATIVE PRACTICES APPROACH TO DISCIPLINARY

ISSUES

Face-to-Face

Clarification

with students

involved to

establish facts.

Inform parents of

child’s

involvement.

Case

Resolution

through

Restorative

Conferences

with all involved

parties.

Inform parents

of case

outcome.

Closure

dialogue with

offender.

• Mend

relationships.

• Mete out

discipline

consequences

• Referral for

additional

support if

needed.

RESTORATIVE PRACTICES APPROACH TO DISCIPLINARY

ISSUES

RP Script

• What do you think needs to

happen to make things right?

• How can I help you?

Repairing harm: opportunity given

to make amends and express

remorse, work towards positive

outcomes and relationships

Closure

dialogue with

offender.

• Mend

relationships.

• Mete out

discipline

consequences

• Referral for

additional

support if

needed.

RESTORATIVE PRACTICES APPROACH TO DISCIPLINARY

ISSUES

Face-to-Face

Clarification

with students

involved to

establish facts.

Inform parents of

child’s

involvement.

Case

Resolution

through

Restorative

Conferences

with all involved

parties.

Inform parents

of case

outcome.

Closure

dialogue with

offender.

• Mend

relationships.

• Mete out

discipline

consequences

• Referral for

additional

support if

needed.

IS THERE NO PUNISHMENT?

An appropriate disciplinary consequence will be

implemented once the SM team has concurred and

discussed. Please refer to the Student Handbook pg 17-

18 for more information.

If a student has committed a serious offence (e.g

bullying, fighting, smoking etc), his/her conduct grade for

the semester will be affected. With a “Poor” or “Fair”

grade, the student is not eligible for any bursary awards

or school-based awards. His / Her discipline case will be

keyed into the School Offence Module (SOM).

SOME FINAL WORDS FOR OUR NEW STUDENTS

& PARENTS –A SAFE & CARING SCHOOL

It’s relationships, not programmes that change children.

Young people thrive when adults care about them on a

one-to-one level, and when they have a sense of

belonging to a caring community.

While the parents continue to be significant adults at

home, we are working towards building a strong

relationship between your child and the teacher, the

child and other children, as well as the child and the

community.

With that, he/she has someone to turn to when needed.

With that, he/she can feel safe, supported and valued in

the community throughout the 4-5 years.

Secondary

Express/

Special

Secondary

Normal

Technical

Secondary

Normal

Academic

GCE O

Polytechnic

Diploma

(3yrs)

Junior

College

(2yrs)

Millenia

Institute

(3yrs)

ITE Higher NITEC

UNIVERSITY DEGREE

GCE A

All Pathways can

lead to a

University DegreeGCE A Diploma

PFP

ITE NITEC

DPP NITEC

Higher

NITEC

Higher

NITEC

Higher NITEC

GCE O

GCE N

SkillsFuture Lifelong

Learning

ITE progression to Polytechnics

• Can progress directly from the Basic NITEC 2-year programme

• More than 30 courses that allow your child to do so – need to get a minimum Grade Point Average of 3.5 (maximum 4.0)

• Aerospace Aveonics, Machine Technology, Chemical Process Technology, InfocommTechnology (Cloud Computing)

Promotion Criteria – Secondary School

(Student Handbook pp 20-21) • Express

– Pass EL & pass %age in Average of all subjects

– Promotion Criteria not met – move to Sec 2NA

• Normal Academic

– Grade 5 or better in

• EL & 2 other subjects OR 4 subjects (NA)

• 70% average – consider transfer to 2

Express

• Normal Technical

– Grade 5 or better in

• 2 subjects – one must be EL or Maths

• 70% average – consider transfer to 2

Normal Academic

Subject-Based Banding (SBB)

Offered in Sec 3 & 4 – NT offered NA

subjects; NA offered Express

Offer in Sec Two if your results meet the

criteria

Different students have different

strengths; some strengths are discovered

later

Remember the caveats I mentioned

during Registration Day

If you take a subject in a higher

stream …

You have to work much harder to do well in

the higher-level subjects

You may find yourself falling behind if you

don’t put in the effort

Not a guarantee for lateral transfer to a

higher-level stream in Sec 2

YearEligible for JCs % Eligible for Polytechnics %

Express Normal Express Normal

2010 36.8 4.1 93.7 67

2011 39.5 8.3 92.2 65.2

2012 35 7.1 90.3 89.2

2013 45.2 9.1 92.9 79.2

2014 46.8 18.7 98.7 76.5

2015 37.0 17.0 92.9 69.8

2016 42.0 93.7 91.9

Eligibility for Post-Secondary – keys to open many doors

YearNormal Academic Normal Technical

Eligible for 5N (%)

Comparison with National

ELMAB1Comparison

with National

2011 74.3 72.8 7.61 9.07

2012 74.5 72.7 8.81 8.92

2013 82.2 73 8.58 8.83

2014 83.7 74.7 7.82 8.67

2015 92.6 75.1 8.03 8.57

2016 84.3 75.5 7.45 8.25

2017 81.4 77 8.3 8.1672.9% passed EL, MA, Sci (27 out

of 37)

Eligibility for Post-Secondary – keys to open many doors

Our Commitment …

• To do the best that we can for each student

• Develop each to be a Champion for the Community

• But – it takes two hands to clap

Your desire to become better than when you first came to Junyuan

Your dedication to work hard to achieve positive goals

Your belief in the fact that the school will do what it takes to get you there

WISHING YOU A GREAT

2018