Red Swastika School Parents...Red Swastika School Housekeeping All slides will be uploaded on the...
Transcript of Red Swastika School Parents...Red Swastika School Housekeeping All slides will be uploaded on the...
P3 Parents’ Conference2020
Red Swastika School
Housekeeping
All slides will be uploaded on the school website.
Parent Gateway
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Thank you for on-boarding
Parent Gateway.
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Programme
Principal’s Address Sharing by Year Head Middle Primary Interaction with teachers
“Principal’s Address
Ms Jessie LimPrincipal
CommunicationAt RSS, parents are welcome to keep the communication channel active. We communicate with parents via:• Student Handbook (most encouraged)• Parent Gateway• School Website• Emails • Phone calls • Letters to parents• SMS system • RSS Link (Newsletters)• Parents’ Conferences• Parents-Teacher Meeting
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• First point of contact – Form Teachers through emails / phone calls / messages / meetings
• School-related matters – School is still the best point of contact
• Keep parents posted of school matters and updates through Parent Gateway
Student Well-Being
• The safety and well-being ofyour child is important to us.
• Communicate with yourchild’s FT if you have anyconcerns relating to yourchild.
School Website
http://redswastika.moe.edu.sg/
School Vision
CARING COMMUNITY,
INNOVATIVE LEADERS
博爱 创新 引领
School Mission
To nurture Joyful Learners with Exemplary Character through a Caring Culture
School Motto
恭 Graciousness
宽 Magnanimity
信 Trustworthiness
敏 Diligence
School Values
恭
Graciousness
Respect
恭敬
Harmony
和谐
宽
Magnanimity
Generosity
寛容
Care
关爱
信
Trustworthiness
Integrity
诚信
Responsibility
责任
敏
DiligenceAlertness
敏锐
Resilience
坚毅
At RSS, we prepare our students
for life:
• Learning for Life Programme (LLP) - Every RSS
Student A Leader
• Applied Learning Programme (ALP) - Tinkers to
Thinkers (T2T) Programme
• SAP Flagship Programme -文化育苗,花开卍慈
We hope to enrich the learning experiences of our students,
deepening their acquisition of the 21st century competencies
as well as practise being a小朋友,小先生 &小主人.
Learning for Life Programme (LLP)
“Every RSS Student a Leader”• 4-tier Student Leadership• Cohort CIS Leadership Training
Aligned to our school vision of “Caring Community, Innovative Leaders”
Focus: Community Service & Student Leadership
Developing RSS Student Leadership through the school’s
CIS Leadership Framework
• Ignite students’ passion in the area of programming and in turndevelop students’ computational thinking
• provide students with opportunities to develop students’strengths and interests in ICT
• deepen their 21CC through a combination of authentic andpractice-oriented learning experiences based on fourcontextual themes
Applied Learning Programme (ALP)Tinkers to Thinkers (T2T) Programme
Guiding Principles
• Relevant trends
• Age appropriateness□ block based programming
• Acquisition and practice of soft skills□ Communication□ Teamwork – working collaboratively with peers□ Resilience – debugging of codes
Primary 3 Mircobits and Scratch
Game Design & Making
VR Zoo Environment
• Students will create animations, stories, games.
• Integrate game development concepts with electronics by using micro:bit as a microcontroller.
Students working collaboratively trying to debug a code
Example of a VR game on sustainability
Primary 4 Virtual RealitySustainability
VR Zoo Environment
• Applications of VR in real-world situations through fun and experiential learning.
• Students will better understand the relationship between technology and environmental issues.
Primary 5 Fly a Drone
Transportation
ILLUSTRATION OF TYNKER, BLOCK-BASED PROGRAMMING
⊡ Students will explore the types, components and programming of drones.
⊡ Experience how drone technology can be applied to the transportation and logistics industry.
Primary 6 Mobile App Programming
Health Science⊡ Students to gain a fundamental
understanding of mobile app programming and to hone computational and logical thinking.
⊡ Students can design an app which can track the number of hours of sleep, number of calories burned during exercise – solving a real problem.
Sample mobile app
Creating a mobile app with Thunkable
SAP in RSS特选辅助计划
愿景心系特选,情牵岛国,眼观天下
秉持国民教育及特选学校精神,
致力于推行优质双语双文化教育
VisionA committed community of SAP schools that deliversquality bicultural education, premised on strongnational education & SAP school ethos
SAP in RSS特选辅助计划
使命a)培育具有优良价值观及国际视野的双语双
文化人才, 将来为国家与社会作出贡献;
b)培育能传承华文与文化的新一代专才
Missiona) To nurture a core group of bilingual students steeped in
Chinese values and global outlook, who will serve thecommunity and nation in the future
b) To develop future cultural transmitters and specialists inChinese Language and Culture for Singapore.
SAP Flagship Programme
特选旗舰课程“文化育苗,花开卍慈”
Chinese Language Ambassadors-in-Residence (CLARs)
驻校中华文化大使
CLARs
2019
CLARs
2018
P6 SAP
SBE P5 SAP
SBE
School-Based Enrichment
Overseas Immersion Programme & Hosting
国际与文化交流
CNY cum Mother Tongue Fortnight Programme
农历新年母语双周活动
SAP Termly Assembly Programme
特选周会
Cross Talk
Chinese
Dance
Skit on Chinese
Idioms & fables
Post exam/End of Term SAP Programme
学段末特选活动
P2 Poetry Recitation &
Presentation
Aspire
Believe
Commit
Joy of Learning Culture of Care
Every RSS student enjoys learning
RSS is a safe place for every child to learn
and grow
Positive Discipline
Every RSS student a self-
disciplined child
Joy of Learning @ RSS
• Happy faces • Engaging looks• On task (focused)• Positive Teacher-
student interactions• Enthusiastic• Asking questions
(being inquisitive)• Raising of hands• Teamwork• Independent learners • Extension of learning
• Constructive, productive noise
• Meaningful conversations
• Positive encouragement
• Seeking clarifications • Laughter• Cheers • Moment of silence
• Motivated to deepen learning • Looking forward to more of
such learning • Confident/empowered• Positive frustration • Satisfied • Achievement • Challenged • Time passes quickly • Safe & Non-threatening • Relaxed • Energetic
Engaged Learning
Encourage Joy of Learning by
• not over-emphasising academic performance
• focus on your child’s learning journey, rather
than compare them to others
Give our children the time and space to deepen learning
Embracing all learners @P3 in 2020
⊡Mixed Ability Class Allocation
⊡Subject Block Structure (Math)□ Caters to different learner profiles and needs□ Resource intensive student-centric approach
⊡Focus on social skills and other 21st CCs and soft skills
• Have more time and space to deepen their learning,
especially in the transition years
(i.e. P3, P5, S1 and S3).
• Better enjoy the process of learning and develop
dispositions for lifelong learning.
These changes aim to help our students:
Level Term 1 Term 2 Term 3 Term 4
P1 No Weighted Assessment (WA) from 2019;
only Formative Assessment (FA)P2
P3 FA WA
From 2020
WA
From 2020
SA2
P4 FA SA1 FA SA2
P5 FA WA
From 2021
WA
From 2021
SA2
P6 FA SA1 Prelims PSLE
RSS Assessment Plan for 2020/2021
• Removal of P3 Mid-year examination
• No more than 1 weighted assessment (WA) per subject, per term, in addition to the end of year assessment. Bite-size assessment and of a small percentage (15%) for each WA.
School Based Assessment for Primary 3
• English and Chinese- component-based testing
• Math and Science concept-based testing to focus on learning for mastery
• Teachers will also provide timely feedback to students, provide opportunities for students to act on feedback and help them to close learning gaps.
School Based Assessment for Primary 3
How will my child be selected for
Good Progress Awards?
• The revised eligibility criteria considers positive learning
dispositions (e.g., diligence, curiosity, collaboration and
enthusiasm), instead of academic performance.
• Good Progress Award (GPA) : P2 and P3 students who
have made significant improvement in learning
dispositions.
Moving from Academic Criteria to Learning Dispositions
What are Learning Dispositions?
Learning Dispositions are positive behaviours andattitudes that help lay a strong foundation for children tobecome lifelong learners who find joy in learning all thetime.
Learning Dispositions
Resilience Work Attitude(Responsibility)
Joy Of Learning(Teamwork, Curiosity)
Examples • Attempt all questions in the given work assignment, do not leave blanks
• Show attempts to do some workings or thoughts even though it is challenging
• Receptive to feedback given, interested to know what went wrong and how to improve
• Be punctual for school/class (after recess)
• Bring the necessary items (eg handbook, being in correct attire)and keeps materials organized (eg. packs schoolbag according to timetable)
• Paying attention during lessons
• Consistently completes tasks assigned to best of his/her ability
• Stays on task/focussed during discussions
• Contributes constructive input to the discussions
• Completes the work assigned to him/her to the best of his/her ability in order to contribute to the group's success
• Asks relevant questions to seek clarification
• Excited /shows enthusiasm or interest in learning
• Shows or shares own research
RSS Learning Dispositions
“Sharing by Year Head
Middle Primary
Miss Tan Zhi Ling
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We want to build a culture of care in which students
are safe, enjoy coming to school, are engaged in
learning and motivated to give their best.
Culture of care
Support for learning
Students with learning needs and who require more specialized interventions are supported by the Allied Educator (Learning and Behaviour Support).
Such interventions may include in-class or withdrawal support, small-group remediation and specialized training or support in life skills, as well as transition support.
* If you require assistance, please contact your child’s Form Teacher.
The AEDs are trained to conduct informal assessment and interventions and to process referral for formal assessment by the MOE Education Psychologist or REACH Team.
Emotional Safety
Your child’s emotional safety is also important tous. We hope to build positive relationships amongpeers and positive relationships between teachersand students.
RSS – Our Second Home
Making Learning
Meaningful
Making School a
fun and safe place
Making positive
relationships with
peers and
teachers.
Start it Right
Rationale: Set tone for class discipline - expectations and rules Inculcate values and character-building Focus on strengthening Teacher-Student
Relationship & Student-Student Relationship
First 2 days of the new school year First half day of every new school term
1 Follow Rules and Routines
2 Build Positive Relationships
• Positive Class Tone for learning Class discipline Work attitude
• Positive Relationships Teacher-Student relationship Student-Student relationship
• Positive Class Tone for learning
• Positive Relationships
⊡ We are ready to learn when we are
responsible and respectful.
⊡ We build positive relationships with those
around us when we are responsible and
respectful.
Buddy System @ RSS
P1 & P4
P2 & P5
P3 & P6
Buddy System
Rationale: creates a friendly and caring primary school
community where strong cross-aged peer relationships can be built and sustained.
helps students to develop positive social skills through various activities which focus on values such as friendliness, responsibility, respect, care for others, value and support differences.
Benefits: • eases the transition of younger students• builds relationships between peers and multi-aged
groupings• includes activities that develop essential social skills• inculcates leadership skills, responsibility and
respect in older students• makes the younger children feel safe and being
cared for while the older children feel valued and respected
• fosters a sense of a whole school community• extends and enhances a peer support structure
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• Transition to a higher level of learning
Deepening of concepts for various subjects
New subject - Science
Developing effective learning skills and attitudes
Taking up a CCA
• Transition to a new class
More students (from 30 to 40)
New teachers
New classmates
From P2 to P3
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The Science Curriculum seeks to provide students with:
⊡ experiences which build on their interest andstimulate their curiosity about their environment
⊡ basic scientific terms and concepts to help themunderstand themselves and the world around them
⊡ opportunities to develop skills, habits of mind andattitudes necessary for scientific inquiry
Science Curriculum (P3 – P6)
How parents can support
• Encourage them to ask questions by being equally curious about the world around them.
• Encourage them to read widely and support them on Science projects of their interest.
• Motivate them to revise their work consistently by getting them to read their textbooks, revise their work and check their own understanding
How parents can support
National Geographic magazines
Some good resources for Science learning include:
Discovery channel
Young Scientists magazines
Visits to Singapore Science Centre
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CCA
CCA Matters
• CCA is strongly encouraged, not compulsory
• Lifelong love for learning & balanced life
• Platform for showcasing talents
• Sports, Performing Arts, Clubs & Uniform Groups CCAs
• The CCA list is available on the school website
• Bring attire/ shoes to change on days of CCA (Sports)
• For further enquiries, email Mdm Yasmin Seah, HOD PE/CCA/Aesthetics at [email protected]
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From P2 to P3• Development of greater independence
Understanding rules and routines
Being Responsible for self
Understanding personal strengths and identifying areas for improvement
• Development of Social-Emotional Competencies
Resilience - Managing emotions when meeting challenges
Relationship Management
What can I do to support my child in
P3?
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Helping your child manage
• Understand the new learning environment
Work with the FTs and subject teachers
• Inculcate good habits
Time management
Self-discipline
Regular Attendance
Develop good habits
It is important to nurture your child to be a self-directedlearner with good habits and who takes responsibility forhis/her own learning.
• Students are responsible for copying down the day’s homework and to hand in their work on time
• Students need to learn how to manage their time and various commitments
Build responsibility
Homework can: • reinforce learning and deepen understanding of
lessons taught;• allow students to regularly practise, and apply
skills and concepts taught;• develop good study skills and habits;• encourage greater ownership and responsibility
for independent learning.
Completing Homework
How parents can partner the school
• Create a home environmentconducive for studying and thecompletion of homework
• Reinforce good study habits andattitudes
• Set a practice at home for yourchild to show your periodicallyhis/her homework progress
• Supervise and provide support forchild’s learning
How parents can partner the school
• Guide your child in managinghis/her time wisely.
• Work with your child to gettheir things ready for school.
• Refrain from providing“home delivery” for yourchild when he/she informsyou of missing item(s).
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Managing Screen Time
Smart Devices are here to stay. They are addictiveand interfere with relationships. Guidelines areimperative for the development of healthy mindsand habits.
It is important for our children to be able to work and communicate well with others.
Relating to others
How parents can partner the school
• Work with the teachers to help your childrespect differences and resolve disagreementsamicably
• Let the school establish the facts in any incidentto ensure a fair, objective outcome for allparties
• Don’t react. Don’t jump to conclusions.
• Attention - Listen to your child first.
• Reflection - Encourage them to share how they felt.
• Independence - Ask about what he/she can do to prevent/avoid occurrence next time.
• Follow up - If need arises, check with the teacher. Allow teacher to follow up pertaining to the issues.
Working Out Issues with your child
It is important to develop and strengthen mutual understanding, respect and trust between the school and parents for the benefit of your child.
Regular Communication
How parents can partner the school
• Work with the school to know and support your child• Update the form teacher immediately on matters
relating to your child’s well-being • Have regular conversations with teachers in both
academic and non-academic areas – this will help you guide your child’s development
• Check the teachers’ preferred mode of communication – teachers are not required to share their mobile numbers
• Understand that at times teachers may not be able torespond to your queries immediately
Our partnership to support the whole child
Our children do best when schools and parentswork hand in hand to support them.
Be an A* parent!
Affirmation leads to confidence
• Praise your child’s willingness to learn, the effort put in• Encourage and motivate• Avoid comparison
Appreciation leads to happiness
• Be grateful for the small things• Be present and listen to your child with discernment
Accountability leads to responsibility
• Monitor sleep time and screen time• Support your child’s learning of independence and
responsibility
Parent-Child-Teacher Conference 2020
Date: Thursday, 28 May and Friday, 29 May
Time: 8.00 am to 4.30 pm
Important Note:
- Child to be present (in school uniform)
- More information will be provided at a later date
Parent Child Teacher
Conference
• Aims to identify suitable students with high intellectualpotential who will benefit from the enriched curriculumprovided in the programme.
• Test preparation activities could inflate pupils’ scores andnot reflect their actual potential.
• Pupils who are not ready to handle the intellectual rigourand demands of the programmewill struggle with the enriched curriculumwill not benefit fully from itwill be unduly stressed, may lose confidence and impact their self-esteem.
Gifted Education Programme (GEP)
• The identification exercise is conducted in two stages –Screening and Selection.
• All P3 students are invited to participate.
• Participation is not compulsory
• The school will be issuing the necessary circulars from MOE in time to come
Thank You!