Welcome to YNPS Meet Parents Session 1 13 January 2018 · when working in a team. •I do my part to contribute as a member of my team. ... Source: Report of the Primary Education

Learn with Passion • Serve with Compassion • Lead with Vision

Welcome to YNPS Meet Parents Session 1

13 January 2018

Passionate Learners, Creative Thinkers, Caring Leaders.

P2 Level

Mdm Ignatia WongAssistant Year Head (P1 & P2)

Mdm Shamana Khatu P2 Level Coordinator


• Email : [email protected]

• School Tel: 6449-0121

• School Website (www.yunengpri.moe.edu.sg)

• Student’s Handbook

• Class Dojo

• Parents’ Portal

• School Newsletters

• Principal’s Monthly Letter to Parents

• Meet-the-Parents Sessions

• Parent-Teacher-Child Conference

Home-School Partnership(FT to insert necessary info)

mailto:[email protected]

http://www.yunengpri.moe.edu.sg/

Passionate Learners, Creative Thinkers, Caring Leaders.A Vibrant Connected Community that Aspires, Learns

and Leads

Lower Block


and Leads

• I greet others politely and with

a smile.

• I act and speak kindly.

• I listen attentively to others

without interrupting.


and Leads

• I take care of school property and

my belongings.

• I accept others who are different

from me.


and Leads

• I attend school punctually and

regularly.

• I take pride in my work.

• I hand in my work punctually.


and Leads

• I am not afraid to make mistakes

or try new things.

• I will not give up when I am faced

with a challenge.

• I ask for help when I cannot

solve my problem.


and Leads

• I speak truthfully.

• I complete my work based on

my own effort.

• I can distinguish right from

wrong.


and Leads

• I wait patiently and take turns

when working in a team.

• I do my part to contribute as a

member of my team.

Demonstration of values

★ I am responsible for my neat appearanceand personal hygiene.

★ I take care of my personal belongings.

★ I attend school punctually and regularly.

★ I hand in quality work on time.

★ I am responsible for the tasks assigned tome.

★ I behave well in school and in public areas.


Class Teachers’ Expectations

• Attendance & Punctuality

- Reporting time: Be in the hall by 7.25 a.m.

- Absence : MC/Parent’s letter (only MC on days of HA)

*** Submit hard copy of MC or letter even if a phone call or

text message has been made to the teacher

• Attire

- Neat with shirt tucked in, clean shoes and socks, neat hair

styles, appropriate accessories for girls (only black)

- PE attire only on relevant days (PE and PAL)


…Class Teachers’ Expectations

• Behaviour in the classroom

- Pay attention, speak softly, show respect

• Homework & work attitude

Neat and legible handwriting, take pride in work

(should have 3 sharpened 2B pencils, a good eraser and a ruler

always)


Creating a conducive environment

• speak softly

• stay on task

• keep surrounding area clean

We encourage our pupils to:


• Homework assigned for the day is written on

the board/flashed on the screen. Pupils are to

copy them into the handbook to remind

themselves of the homework they have to

complete for the day.

• Parents should assist by checking that their

child/children complete their homework at the

end of each day.

Homework Guidelines


Homework GuidelinesExamples of assignment include:

● Unfinished class work

● Corrections

● Practice

● Preparation for tests

● Research activities and reports

● Reading and writing assignments

● Online assignments


Homework Guidelines

Level Estimated Time Spent on Homework

Mon to Fri Mon to Sun

P1 to P3 4 - 5 hours 4.5 - 6 hours

P4 to P6 6 - 8 hours 7.5 – 10 hours


Other Reminders

• EL story book from Monday-Thursday (age-appropriate)

• MT story book on Friday

• Watches to be worn on wrists at all times.

• Wallets to be kept in pockets at all times.

• Label all belongings- wallets, water bottles, shoes, etc.

• Snack break :bring healthy snacks eg, sandwiches, fruit (avoid

cut fruit, no rice or noodles)- all to be placed in a plastic bag for

hygiene purposes

• Only plain water to be taken to the classroom.


Holistic

Assessment


Holistic Assessment (HA)“Our children should grow up to be confident

persons, adept at working in teams and able to

communicate their thoughts and ideas effectively.

They should be self-directed learners who view

education as a life-long process……

At the same time, Singapore needs citizens who

are morally upright, have a strong sense of civic

responsibility and who will contribute actively to

society.”

Source: Report of the Primary Education Review and Implementation Committee, March 2009 p3


• Build child’s confidence and desire to learn

• Child will take greater ownership of his/her learning when

he/she has a clear vision of goals aimed for and know

what to work on to improve based on richer feedback

given.

• Balance knowledge with skills and values

- Use of engaging pedagogies to teach skills and values

- Emphasise non-academic programmes within

curriculum

Holistic Assessment (HA)


Four Key Aspects of HA

• Focus on the development of the whole child

• Strike a balance between summative (AoL) and formative

assessments (AfL)

• Guide teachers in the design and delivery of their teaching

practices

• Use appropriate methods and modes of assessments

Source: Pedagogy & Assessment Guide (revised) Holistic Assessment



Assessment of Learning (AoL)

• to measure pupil achievement

and report evidence of learning

• for accountability purposes –

grading, ranking and certification.

• tends to be summative in nature

• carried out at the end of a unit,

semester or year

Assessment for Learning (AfL)

• to support classroom learning and

teaching and improve pupil learning

• to redirect learning in ways that help

pupils master learning goals

• formative in nature,

• takes place all the time in the

classroom, a process that is

embedded in instruction.

Source: Pedagogy & Assessment Guide (revised) Holistic Assessment



Assessment for Learning

(AfL)

Pupils use the FAST-kits to show

their understanding of their learning

in the classrooms


• Place less emphasis on single-point assessment such as semestralexaminations

• Equip teachers with skills to provide pupils with richer and moreholistic feedback on their development and skills acquisition toenable more meaningful learning.

• Provide parents with a more comprehensive “Holistic DevelopmentProfile“ which captures a fuller picture of their child’s progress andlearning throughout the year.

Re: Pedagogy & Assessment Guide (revised) Holistic Assessment


HA practices @ Yu Neng –Engaging Pedagogies

& Authentic Learning

Experiences

HA practices @ Yu Neng –Communication Skills

HA practices @ Yu Neng –Collaborative Learning

HA practices @ Yu Neng –Self-Directed Learning

HA practices @ Yu Neng –PPD cum PCC


HA practices @ YNPS -

Holistic Reporting System

● Pupil Portfolio - All formative & weighted assessment

according to HA Plan, rubrics, self and peer assessment pieces are

filed in Portfolio file to document the child’s performance and

learning progress

● Holistic Progress Checklist – Termly feedback on child’sperformance in academic and non-academic areas

● Report Card – Year-End feedback comprises Assessment grades,rating of PQs and HDP remarks


● Portfolio Presentation Day cum Parent- Child Conference (PPDcum PCC)

- A platform for parents to celebrate the success of their children in

their holistic learning journey.

- A collaborative process to allow the children take ownership of their

own learning, develop their confidence and desire to learn.

HA practices @ YNPS -

Holistic Reporting System

• Monitor your child’s daily work

• Give encouragement and support in areas for

improvement

• Give praises for any progress made

• Communicate with your child’s teachers regularly

whenever you need clarifications, assistance and

feedback to better support your child in his learning

Supporting your child in HA journey


P2 Key Level Programmes Learning Journeys

- Social Studies (Philatelic Museum)

- English - Stellar in Science (Science Centre)

Life Skills Programme

-Self Awareness and Peer relationship

- School values of respect and responsibility

Portfolio Presentation Day

- celebration of year‘s learning

Integrity, the Foundation . People, our Focus . Learning, our Passion . Excellence, our Pursuit

Copyright © Ministry of Education, Singapore.

Programme for Active

Learning

35

https://www.youtube.com/watch?v=eSCrggjVZVM

https://www.youtube.com/watch?v=eSCrggjVZVM

Objectives of PAL

36

Sports & Games

Outdoor Education Performing

Arts

Visual Arts

(1)Broad exposure & experiences through fun and varied activities

Passionate Learners, Creative Thinkers, Caring Leaders. 37

Values

Responsibility

Respect

Resilience

Integrity

Care

Harmony

Social Emotional Competencies

Self AwarenessSocial AwarenessSelf Management

Relationship Management Responsible

Decision Making

Objectives of PAL

(2) Values and Social & Emotional Competencies

Objectives of PAL

(3) Holistic Development of the Child 38

Moral

Cognitive

Physical

Social

Aesthetics


Outdoor Education

Pitching of tent

Fruit salad

First Aid

Planting


Visual ArtsIndonesian batik

Japanese fan

Singapore icons

China Immigration

Checkpoint Indian Rangoli


Drama Conscience alley Baz the Vandal

Forming a slide Meeting the dragon


Level Academic support

● Remedial Classes are intended for a selected group of pupils who underachieve and need additional support.

● Selected pupils will be notified by their teachers.

REMEDIAL CLASSES

Remedial Class

• Day : Monday

• Timing : 2.15 – 4.15 p.m.

• A note from parents will be greatly appreciated if their child is unable to attend the supplementary/ remedial class



A letter with more details will be issued prior to the assessments.

●P2

-Terms 1 -3 : Formative and Weighted

-Term 4 : End-of-Year Exams (SA2)


P2 ENGLISH


English Holistic Assessment Plan

Passionate Learners, Creative Thinkers, Caring Leaders.A Parent’s Letter with more details will be sent out nearing mid year examination.

English Holistic Assessment Plan


Learning Strategies● Questioning (sharpening of thoughts)

● Factual

● Inference

● Opinions (critical and inventive thinking)

● Reasoning (critical and inventive thinking)

● Retelling (strengthening memory, retention power)

● Child reads a story (from a storybook)

● Child retells the story (as closely to the story as possible)

● Child reads the story (from the storybook again)

● Child retells the story (for improvement)


Learning Strategies● Writing

● Construct correct sentences habitually

● Writing in different genres e.g. narratives (story mountain) and

recounts

● Connecting ideas

● Summarising a story in 5 sentences

- E.g.: Write “Three Little Pigs” in 5 grammatically correct

sentences

● Connecting a story to a real-life situations

- E.g.: Relating “Cinderella” to a real-life story that you have

heard.

Rationale: Construct correct sentences habitually


Learning Strategies

● Reading

● Reading widely - different genres (fiction - stories / non-fiction -

Science/Math etc.

● Speaking

● Speaking with confidence - expressing ideas and opinions,

discussions, show-and-tell presentations and readers’ theatre

● Listening

● Active listening for gist and details

● Spelling● Look up the words in a dictionary for meaning● Listen to the pronunciation of the words through online dictionaries

● Strive for spelling accuracy by using the Look-Say-Cover-Write strategy


P2 MOTHER TONGUE

(Chinese Language)


Forms of Assessment

●Listening Comprehension

●Show & Tell

●Oral Test

●Mini Test – written

●SA 2- Language Use & Comprehension


Holistic Assessment PlanTerm Communication Creativity Problem-Solving

Term 1

Interactive oral resource

packEnrichment

curriculum

Listening comprehension

(Picture matching and

comprehension)

Bite-Sized Test

(Spelling, Vocabulary,

Sentence construction,

comprehension,

questions of sentence

making based on pictures)

Textbook reading practices

On-going Spelling

Workbook practices

Term 2Show & Tell

Reading Project

Bite-Sized Test

(items similar to above)


pack; Textbook reading

practicesOn-going Spelling

Workbook practices


Holistic Assessment PlanTerm Communication Creativity Problem-Solving

Term 3

Reading Aloud

Picture DiscussionEnrichment

curriculum

Bite-Sized Test

(items similar to previous

tests)


pack; Textbook reading

practices

On-going Spelling

Workbook practices

Term 4

Reading Aloud

Picture Discussion

Conversation

Enrichment

curriculum

Listening comprehension

(Picture matching and

comprehension)

SA2 Paper 2: Written

Paper

On-going Spelling

Workbook practices


Tips for parents:

•Visit http://xuele.moe.edu.sg/ (MOE CL Resouce Portal)

•Please make an effort to converse in Mother Tongue

Language at home;

•Encourage your child to listen / watch educational

Chinese programme and borrow Chinese story book

from the library;

•To work closely with Mother Tongue Language teacher

via student handbook, voice call or email.

http://xuele.moe.edu.sg/


• Chinese Spelling on Thursday.

Important information


Show & Tell 展示与呈现• Term 2

• Topics will be given 2 weeks in advance.

• Teachers will provide guiding questions for the

students to practise.

• Parents may help the pupils by speaking to them

more on Show & Tell topic.

• Detail of the rubrics will be given out at a later

date.

A Vibrant Connected Community that Aspires, Learns and Leads

Malay Language

MALAY LANGUAGE (BAHASA MELAYU)

4 main language skills:

• Listening (Mendengar)• Reading (Membaca)• Writing (Menulis)• Speaking (Bertutur)

Holistic Assessment Plan

Term 1 Term 2 Term 3 Term 4Reading SA2

Listening Picture Matching & Short

NarrativesOral

ReadingPicture Description

Paper 1 Picture Writing

Paper 2Language paper

Show and Tell Picture Description

School-basedcurriculum



Listening (Picture Matching & Short Narratives)

Mini Test 1 Mini Test 2 Mini Test 3

Listening (Kefahaman Mendengar)• Pupils will be given a listening booklet per term

as practice

Reading/Oral (Bacaan/Lisan)

• An oral package (reading and picture description) will be given prior to the oral tests in Term 3 & 4

• Please bring along a Malay story book every Friday (silent reading in the hall/readingprogramme in classroom)

Mini Tests (Ujian Mini)• Pupils will be tested on chapters that they have

learnt in the CEKAP books

Show and Tell (Unjuk dan Ujar)

• Show and Tell topics and planning booklet will be given 2 weeks in advance

• Relevant objects (toys/images) can be used to help your child during presentation

• Parents may help your child gain more confidence by practicing the script at home

Spelling/Vocabulary/Dictation (Ejaan/Kosa Kata/Imlak)

• Spelling,Vocabulary & Dictation list will be given at the beginning of each term and conducted every Thursday.

• Dictation will be conducted fortnightly.

• Please go through and practice the list with your child to further facilitate their understanding.

Programme Duration

MT Fortnight Week (Dwiminggu BahasaIbunda)

Term 1, Week 7 & 8

Structured Reading Programme(Anthology of Short Stories & Subscription of Majalah Mari Membaca)

Term 1 - 4

Parent-Child Story Telling Competition

Term 2

P2 Malay Key Programmes

Contact information:Email:[email protected]


P2 Mathematics


The Primary Mathematics syllabus aims to enable allpupils to:

• acquire mathematical concepts and skills foreveryday use and for continuous learning inmathematics;

• develop thinking, reasoning, communication,application and metacognitive skills through amathematical approach to problem solving; and

• build confidence and foster interest inmathematics.

Mathematics


Mathematics


Factual Fluency – Provide opportunities to achieve mastery ofMath facts

Readiness – Check on prior knowledge or readiness throughactivities/diagnostic tests

Engagement – Demonstrate, model and practice the use ofprocedures and manipulatives (if used)

Mastery – Use typical/similar task/work to guide practice &independent learning

Consolidation – Summarize key learning points and makeconnections between what the pupils have already known andwhat they have just learnt.

Mathematics - FREMC

Math Holistic Assessment Plan 2018Term Communication Creativity Problem-SolvingTerm 1 Journal Writing

(Individual) Multiplication

Tables 2, 5 & 10

Performance Task (Group) Addition &

Subtraction within 1000

Speed Test Numbers to 1000 Addition and Subtraction within

1000 Multiplication Tables Of 2, 5 & 10Topical Review Numbers to 1000 Addition & Subtraction within

1000Mini Test 1 Numbers to 1000 Addition & Subtraction within

1000(1-step word problem)


(Individual) Multiplication

Tables Of 3 & 4

Performance Task (Individual) Length Mass

Speed Test Addition & Subtraction within

1000 Multiplication Tables Of 3 & 4

Topical Review Addition & Subtraction within

1000 Multiplication Tables Of 3 & 4 Length Mass

Mini Test 2 Multiplication of Tables 2, 3, 4

5 & 10 Length Mass


(Individual) Picture Graphs

Performance Task (Group) Money –

(MRt@Yu Neng)

Speed Test Money Multiplication and Division

Topical Review Money Picture Graphs Volume

End of Year Examination • All the topics


Using ICT in Mathematics: P1 & P2 MRt@Yu Neng

●MRt @ Yu Neng is a technology-driven pedagogy that engages ourdigital natives in the lower primary in learning Maths.

●MRt @ Yu Neng capitalizes on the use of technology to enhancepupils’ mathematical thinking to promote the reflective aspect ofMaths learning as well as promote communication, CoL and SDL

●Through suitably designed tasks, MRt @ Yu Neng involves pupils’ tointerpret, discuss, illustrate, explain and evaluate mathematical ideasand experiences in doing mathematical problem solving.


Pupils use concrete manipulatives to interpret mathematical task

Using ICT in Mathematics: P1 & P2 MRt@Yu Neng


Using ICT in Maths: P1 & P2 MRt@Yu Neng

Pupils discuss & illustrate their solutions on iPads using Educreation software



Pupils explain their solutions through voice recordings on iPads



Pupils exchange iPads & evaluate their peers’ solutions


Helps to boost confidence in solving mathsproblems – with bite-sized daily practices,engaging activities and instant rewards.

Pupils will receive personalised questionssuitable for strength & weakness to encourageregular practice and good learning habits.

Koobits Online Portal


P2 Enhanced LSM


P2 Enhanced LSM• The focus of Enhanced LSM is on basic mathematical

skills/ concepts to build good foundation.

• Aims to support pupils with weak basic numeracyand build pupils’ confidence and positive beliefsabout their ability to do Math.


P2 Enhanced LSM• P2 Enhanced LSM lessons will be

conducted by Enhanced LSMcoordinator during the P2 Mathlessons within curriculum hours for anidentified group of P2 pupils

• Workshop for parents of P1 and P2Enhanced LSM pupils will beconducted in February 2018. Enhanced LSM

Coordinator


An MOE early intervention programme for P1 & P2 pupils with weak oral & reading skills in English.

To teach pupils who enter P1 with weak oral and reading skills in English with basic oral language, reading and spelling skills in English

so that they can learn confidently in the regular classes.

Daily withdrawn during EL –

1 period

Taught by qualified teachers – LSCs


Learning Support Coordinators

Parents will be notified via a formal letter from school


• Absences – Parents to call teacher when child is absent.

• Contagious Diseases (H1N1, HFMD and chickenpox)

- The need to practise social responsibility.

- To submit MC when child is back.

- Re-certification from doctor is needed if child were to attend school prior to MC expiry.

• Valid MC required if child is absent from school during exam period.

• The need for child to keep a working thermometer in their bags at all times.

• School bags to be packed (instill responsibility) and kept at manageable weight (spinal health)

Safety & Pupil Well-Being Matters


- Assessment/Exam period can be stressful

for your child and everyone in the family

- Take care of your child’s emotional and

mental well-being

- If he/she shows signs of stress, it indicates

that your child needs support and help

PUPIL WELL-BEING:Understanding Pupils’ Mental Health


Common warning signs of

distress in children

o Sudden loss of interest in study

o Feelings of hopelessness, helplessness and worthlessness

o Ideas on self-harm

o Having frequent negative or worrying thoughts

o Frequently feeling anxious, afraid, guilty

o Unexpected change in mood, behaviour and/or personality.


School Counsellor

Mr See Siang Hua


Information on Learning and

Behavioural support● How to seek help or working with school?

● Speak to your child’s Form teacher, he or she will facilitate you to meet up with the respective coordinator for further discussion.

● If you have any current report, kindly pass to your child Form teacher for reference


Learning and Behavioural Support Staff

Mdm SyafiqahLearning and Behavioural

Support

Miss RaihanLearning and Behavioural

Support


Triple P –Positive Parenting Programme

• Family Matters @ School programme by MSF

• An evidence-based parenting programme that originated from Australia that’s proven to work in Singapore

• Consists of either parenting seminars, one-on-one or group consultations

• Details are in package; survey form to be completed and returned to FTs by 26 Jan

• After collation of survey results, the FMS coordinator will contact parents


Q&A Session


Please submit the Feedback Form before leaving the classroom at the end of the session.Thank You. URL for online Parents' Feedback Formhttps://tinyurl.com/2018mps1

http://tinyurl.com/2018mps1

Documents

Welcome to YNPS Meet Parents Session 1 13 January 2018 · when working in a team. •I do my part to contribute as a member of my team. ... Source: Report of the Primary Education