Curriculum Briefing for Parents / Guardians of P4-5 Pupils

Overview of the School

Subject Based Banding

Choosing Secondary Schools

School-Parent Partnership

Overview of Haig Girls’ School

Established in 1951

Character Leadership Creativity

From the Agricultural Age to the

Conceptual Age

Agricultural Age (farmers)

Conceptual Age (creators and empathisers)

Information Age (knowledge workers)

Industrial Age (factory workers)

ATG (Affluence, Technology, Globalization)

18 th Century 19 th Century 20 th Century 21st Century Back

(Daniel Pink: A Whole New Mind)

HGS Vision

Leaders of character striving for excellence in a vibrant school

In a Vibrant School

Vibrancy of the

• Culture of care, collaboration, learning and innovation

– Pupils engaged in advocacy, service, innovation and creative expression

– Teachers go the extra mile for the pupils. They also lead, initiate and collaborate on innovations in teaching and learning

– Parents and alumni support the school, volunteer their services, lead and initiate projects and give suggestions to improve the school

HGS Mission

To develop

self-directed learners and critical and creative thinkers

who lead and serve with

integrity and compassion

HGS Values: I4Cs

Integrity

Commitment

Concern

Cooperation

Creativity

HGS Motto

Ars Potens Est :

Knowledge is Power, in service to others, the school and the

community.

Our HGS Value Proposition

• Excellent all-round education: educating the whole child, preparing our pupils for life

• Commitment to nurturing character, leadership, creativity, citizenry and 21st century competencies through learning experiences that are values-based, engaging, rigorous and innovative

• Pupils create new value, have a voice and make a difference to the community through

– Creative expression, advocacy, service & innovation

HGS Core Beliefs

• Every child is different, special and talented in her own way. Hence we seek to know and develop the whole child and bring out the best in her.

• We love, value and accept each child for who she is regardless of her results or achievements but we hold her to high expectations.

HGS Core Beliefs

• With effort, perseverance and resilience, every child can think, learn, achieve and excel. [Prof

Carol Dweck: Growth mindset: https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve]

• We desire our pupils to take ownership of their learning. We develop the child’s intrinsic motivation to learn, grow and strive for excellence.

[Daniel Pink and the Surprising Science of Motivation

http://www.youtube.com/watch?v=rrkrvAUbU9]

HGS Core Beliefs

• Every child has a voice and is never too young to make a difference to her community.

• Character is more important than results or achievements.

• Every pupil can be a leader. Leadership is about character, service, initiative and influence, not position, privilege or power.

HGS Staff

,

Singapore Teachers: Lead. Care. Inspire

By word and deed, through the care we give, we touch the lives of our students. We make a difference - leading and inspiring our students to believe in

themselves and to be the best

they can be.

We Lead, Care, Inspire, For the Future of the Nation Passes

through Our Hands.

,

Singapore Teachers: Lead. Care. Inspire

As individuals and as a community of professionals, we seek continually to deepen our expertise. Respectful of fellow educators, we collaborate to build a strong fraternity, taking pride in our work and profession.

,

Singapore Teachers: Lead. Care. Inspire

We forge trusting partnerships with families and the community for the growth and well-being of each student.

HGS staff are committed to

• Believe in pupils and constantly communicate that belief in them to encourage in pupils intrinsic motivation, effort, engagement, persistence in learning

• Know their pupils and their holistic needs

• Nurture and bring out the best in their pupils

HGS staff are committed to

• their professional learning

• help their colleagues grow professionally within a culture of learning & collaboration

• working with parents as partners in education

HGS staff are committed to

• be leaders of character – Lead by example

– Serve with humility

– Take initiative

– Work well with and inspire others

Subject-based Banding

IMPLEMENTATION OF SUBJECT-BASED BANDING

Implemented in 2008 for P5 pupils, replacing the merged and EM3 streams

Allows pupils to take subjects at different levels (Standard or Foundation) depending on their aptitudes and abilities

What Subject-based Banding means

for your child

• Every child will be encouraged to do the subjects at the levels that best meet her abilities

• Subject combinations instead of streams in Primary 5 and 6

Choosing Standard / Foundation Subjects

What parents can consider:

• How has my child performed overall across the four subjects?

• Which subject combination best suits my child’s strengths and interests?

Please consult teachers and school leaders if you need further information.

A note about Higher Mother Tongue (HMT)

• For secondary school posting, bonus points are added to the pupil’s PSLE Aggregate score only if the pupil is applying to a SAP school:

– 3 points : Distinction for HMT

– 2 points: Merit for HMT

– 1 point: Pass for HMT

A note about Higher Mother Tongue (HMT)

• Consider carefully if your child should take HMT

– Does she have an interest in and flair for the Mother Tongue language?

– Does she plan to continue taking HMT in secondary school?

– Is she coping well for the Standard subjects – English, Maths, Science and Mother Tongue? Or should she be spending more time on them, rather than HMT?

End of P4: Parental Option

• School recommends P5 subject combination for pupils, based on the Primary 4 results (SA1 & SA2).

• Parents indicate their choice of subject combination shortly after the release of the Primary 4 SA2 results (in Nov).

How does Subject-based Banding work?

End of P5: School Decision

• School decides on pupil’s P6 subject combination based on the Primary 5 results (SA1 & SA2).

How does Subject-based Banding work?

Choosing Secondary Schools

Big Idea: There are many good secondary schools.

Considerations for Choosing Secondary Schools • Key question: Is the school a ‘good fit’ for my

daughter? (Consider her strengths, interests, disposition)

• What to consider: the school’s

– Distinctive programmes

– Culture

– Cut-off point

Choosing Secondary Schools: Sources of Information • MOE’s School Information Service

– http://app.sis.moe.gov.sg/schinfo/SIS_index.asp

• Secondary school websites

• Secondary school Open House events

• Secondary school roadshows at HGS

• Secondary school information booklets (distributed Sept-Oct)

School-Parent Partnership

Working with HGS to support your child

Our Philosophy

• Parents are our partners in education

: a meaningful collaboration with parents supports our students’ holistic development

Principles of Partnership

• Trust

• Respect

• Pupil-centred focus

• Shared goals and values

• Shared responsibility

Our Commitment to Parents

• Engaging, child-centred, values-driven curriculum

• Regular updates on child’s progress

• Multiple channels for school-parent communication

– School & level notifications, emails, smses, McConnect, school website

– curriculum briefings, PCTC, Breakfast Talks

– Form, co-form and subject teachers’ email addresses, phone calls, Pupil Handbook

Our Commitment to Parents

• Managing homework: homework policy

• No above-level testing

• Our school does not expect parents to provide tuition; we are committed to bringing out the best in our pupils

– Focused remedial lessons

– Stretch & talent development programmes (P3-P6)

Parents’ Support

• Unconditional love, support & acceptance; believe in what she is capable of

• Accept that she is different & special in her own way; avoid comparing your child

• Develop a ‘growth mindset’ in your child

– Nurture the belief that, with effort, she can improve, achieve & excel

– praise the process (effort, strategy, focus, perseverance, improvement), not intelligence or talent enables the child to be more resilient

Parents’ Support

• Cultivate resilience in your child

– Resilience can only be developed with experience: through experiencing challenges & difficulties

– Don’t rescue or shield your child from all difficulties

– When your child faces difficulties, provide support but don’t molly-coddle

– Help your child to see opportunity in challenges

Parents’ Support

• Cultivate a spirit of gratitude in your daughter; ask her

– What are you grateful for in your life? (counting one’s blessings)

– Who has helped your or supported you? [talk about parents, siblings, care-givers, teachers, friends] How would you like to show appreciation to him/her?

• HGS Gratitude Project 2015: Gratitude Thursdays, gratitude vouchers

Parents’ Support

• Refrain from being ‘kiasu’

– allow your child to enjoy her childhood

– take a long-term view: how will she best be prepared for life? What is best for her growth & development?

• Encourage intrinsic motivation & self-directed learning

• Stimulate curiosity & a love for reading & learning

Re-defining Success

• 1. a successful personal life: healthy, meaningful relationships with family and friends

• 2. a successful school life: improvement and growth, being the best that you can be;

• 3. the good that you leave behind: how do you want your friends and teachers to remember you? Have you done something positive and meaningful for others?

Thank You

Ars Potens Est