The Best That We Can Be

EVACUATION ROUTE

Parents Parents

Registration Tables

P5 & P6 Year head

Mrs Audrey Yeoh

P5 Assistant Year head

Ms Maryanah

Today’s Programme• 10 – 10.15 am Welcome Address & Level Expectations by Year

Head

• 10.15 – 10.30 am English Language Department Sharing

• 10.30 – 10.45 am Mother Tongue Languages Department Sharing

• 10.45 – 11.00 am Mathematics Department Sharing

• 11.00 – 11.15 am Science Department Sharing

• 11.15 – 11.25 am Overseas Learning Programme Sharing

• 11.25am Meeting The Teachers (Classrooms)

ZHPS Student OutcomesGood Character Academically Vibrant Culturally Vibrant

• Understands, cares about and acts upon our R₃ICH VALUES

• Displays GoodCitizenship

• Strives to be the “Best that they can be” in all areas

• Be Appreciative of the ARTs

• Actively engaged in Aesthetics and Sports

MOTTO

The Best That We Can Be Students to put in the effort, to do their personal best at all times in all

areas.

R3ICH VALUES

Respect Responsibility Resilience Integrity Care Harmony

• Basic First Aid Course 28 Feb & 1 March 2018 (2 full days)

• NE Show

• Primary 5 VIA Carnival

P5 Co Curricular Programmes

School Schedule

• Term 2 to Term 4 Supplementary Lessons

• Mondays and Tuesdays

• No consent form will be issued

• Term 1 For those who require additional help (consent form will be issued)

Examination Dates in 2018

• SA1: Term 2 Weeks 7 & 8

• SA2: Term 4 Weeks 6 & 7

• No CA

8

Focused Lessons during School Holidays

• First week of the June holidays

(28 May to 1 June 2018)

• Consent forms will be issued with the start and end times

Source: https://www.moe.gov.sg/education/primary/subject-based-banding

P5 to P6 Promotion

• No cohort promotion (5A to 6A)

• Students to be re-banded to optimise learning

Communication With Parents

Parent Handbook

Student Handbook

School Website

Policies on

discipline,

assessment

and mobile

phone, conduct

grades aligned

to core values,

etc.

- For

communication

between teachers

and parents.

- Monitor

homework.

E-learning portal for studentsHomelink for parentsHighlights of school eventsTravel declaration

www.zhenghuapri.moe.edu.sg

Click on ‘Zhenghua Family’

& ‘Information For Parents’.

What Does Transition To

Primary 5 Mean For Your Child?

• Physical: Conscious of self image

• Emotional: Desire for greater autonomy

• Social:

1) Peer influence and conflict

2) Social media influence

• Academic: Initial stage of PSLE

preparation

How Your Child Might Feel

Good Feelings Not-So-Good Feelings

• Happy

• Excited

• Enthusiastic

• Curious

• Motivated

• Afraid

• Anxious

• Worried

• Discouraged

• Frustrated

• Insecure

Supporting Your Child’s Transition To Primary 5

S.A.F.E. Tips: To build a caring home

environment to nurture the emotional and

social skills of your child

S.A.F.E Tips

Build a caring home environment to better

support your child’s transition to Primary 5

using S.A.F.E. Tips:

• S - Support

• A - Affirm

• F - Familiarise

• E - Empathise

S

S - Support:

• Encourage your child to talk to a trusted

adult for guidance

• Help your child understand decisions

made and actions taken

• Keep rules short and realistic

A

A - Affirm:

• Recognise his/her demonstration of good

values and behaviours

• Praise your child’s efforts regularly

F

F - Familiarise:

• Find out what Primary 5 is like for students

these days. Moderate your expectations

according to your child’s strengths and

development

• Share information on physical changes

during puberty, include the range of

emotions that may accompany it

E

E - Empathise:

• Show that you understand your child’s

concerns

• Teach with less talk and more role -

modelling

The Child – Our Common Goal

• Continue to work closely with the teachers – share information about your child within and beyond the school.

• Attend school events.

• Be a volunteer.

• Participate in Your Child’s School Life.

The Child – Our Common Goal

• Personal Time (unstructured time)

• It is all right for children to feel bored.

• Unstructured time gives children the opportunity to explore their inner and outer worlds, which is the beginning of creativity. This is how they learn to engage with themselves and the world, to imagine and invent and create.

Briefing Session for P5 Parents

ENGLISH LANGUAGE

VISIONAll students

to be Proficient

in English Language

MISSIONThe School EL programmes

will help students :

• Acquire good language skills

• Develop thinking skills

• Inculcate good values

CORE PROGRAMMES

Listening Skills

Speaking Skills

Reading Skills

Writing Skills

Paper 1 : Writing

Paper 2 : Language Use & Comprehension

Paper 3 : Listening Comprehension

Paper 4 : Oral Communication

ASSESSMENT COMPONENTS

LEVEL DURATION No. of words

MARKS

Pri 4 50 min 120 20

Pri 5 Standard 1 h 10 min 150 55SW -15

Compo-40

Pri 5 Foundation 1 h 10 min 120 40SW -10

Compo-30

PAPER 1 : Writing (Duration & Marks)

P5 Paper 1 (1h 10min)Total Marks: 55

Part 1:Situational Writing (15 marks)a picture series of an event (email,

letter, note, etc)

Part 2:Continuous Writing (40 marks)

a given stimulus (with 3 pictures and question prompts)

P4 Paper 1 (50 minutes)

Total Marks: 20

Continuous Writing (20m)

Either

a series of 3 pictures + ? (with helping words and question prompts)

Or

a given stimulus (with 3 pictures, helping words and question prompts)

Comparing P4 and P5 Standard EL Paper 1

P5 FP Paper 1 (1hr 10min)

Total Marks: 40

Part 1:Situational Writing (10 marks)

Advertisements, journals, emails, post-cards, reports, posters, notices etc.

Part 2:Continuous Writing (30 marks)

3 pictures in a series with helping words given

Comparing P4 and P5 Foundation EL PAPER 1

P4 Paper 1 (50 minutes)

Total Marks: 20

Continuous Writing (20m)

Either

a series of 3 pictures + ? (with helping words and question prompts)

Or

a given stimulus (with 3 pictures, helping words and question prompts)

PAPER 2 : Language Use & Comprehension (Duration

& Marks)

LEVEL TIME MARKS

Pri 4 1 h 15 min 50

Pri 5 Standard 1 h 50 min 95

Pri 5 Foundation 1 h 20 min 60

COMPONENTS P4 P5 EL

GRAMMAR MCQ √ (8) √ (10)

VOCABULARY MCQ √ (6) √ (5)

VISUAL TEXT COMPREHENSION (P4 SEM 2 / P5)

√ (4) √ (8)

GRAMMAR CLOZE √ (8) √ (10)

SENTENCE COMBINING (P4) / SYNTHESIS & TRANSFORMATION (P5 EL)

√ (4) √ (10)

PAPER 2 : Language Use & Comprehension (Standard EL)

PAPER 2 : Language Use & Comprehension (Standard EL)

COMPONENTS P4 P5 EL

VOCABULARY CLOZE (P4 SEM 1 / P5)

√ (4)- with helping

words

√ (5)- MCQ

COMPREHENSION CLOZE -- √ (15)- without helping

words

EDITING FOR SPELLING & GRAMMAR

-- √ (12)

COMPREHENSION (OPEN-ENDED) √ (20)- 2 passages

√ (20)- 1 passage

PAPER 2 : Language Use & Comprehension (Foundation EL)

COMPONENTS P4 P5 FEL

GRAMMAR MCQ √ (8) √ (8)

VOCABULARY MCQ √ (6) √ (5)

VISUAL TEXT COMPREHENSION (P4 SEM 2 / P5)

√ (4) √ (5)

GRAMMAR CLOZE √ (8) --

SENTENCE COMBINING (P4) / SYNTHESIS (P5 FEL)

√ (4) √ (3)

VOCABULARY CLOZE (P4 SEM 1 / P5)

√ (4)- with helping words

√ (5)

COMPONENTS P4 P5 FEL

COMPREHENSION CLOZE -- √ (5)

EDITING FOR SPELLING & GRAMMAR -- √ (12)

COMPREHENSION (OPEN-ENDED) √ (20)- 2 passages

√ (10)- 2 passages

COMPLETION OF SENTENCES -- √ (5)

PUNCTUATION -- √ (2)

FORM FILLING -- √ (5)

PAPER 2 : Language Use & Comprehension (Foundation EL)

PAPER 3: LISTENING COMPREHENSION (EL & FEL)

P5 Listening Comprehension (MCQ)

* Different for EL & FEL

Duration: 35 – 40 minutes

Marks : 20

students will listen to a recording of a variety of text types followed by several questions based on each of the text.

E.g. dialogue, news report, announcement, narrative passage

P4 Listening Comprehension

Duration: 30 minutes

Marks : 14

Picture-matching

Note-taking

Comprehension MCQ

PAPER 4:Oral Communication (EL & FEL)

P4 : 16 marks

Reading Aloud (6 m)

Stimulus-based Conversation (10 m)

(1 stimulus with question prompts; students are required to converse with the examiners based on the stimulus)

* Both components are linked by a common broad theme.

P5: 30 marks

Reading Aloud (10 m)(Not the same for FEL)

Stimulus-based Conversation (20 m)

(1 stimulus with question prompts; students are required to converse with the examiners based on the stimulus)

* Both components are linked by a common broad theme.

Oral Communication• Reading Aloud

• Stimulus-based Conversation

Question Prompts:

1. Do you have a pet?

2. How do you take care

of your pet?

3. Where can you find

information on pets?P

ets

–H

ow

to c

are

for

them

Rubrics for Reading Aloud (EL)

Rubrics for Stimulus-based Conversation (EL)

Rubrics for Reading Aloud (FEL)

Rubrics for Stimulus-based Conversation (FEL)

P5 English Language Programmes

• NEWS In Action

• Newspaper Reading – Straits Times / Little Red Dot

• Daily Dose / Word Power

• Reading Quest EL Class Readers

Dare to Read Portal

Read, Reap & Write

P5 English Language Programmes

WHAT PARENTS CAN DO TO HELP

WHAT PARENTS CAN DO TO HELP

Provide English Language reading materials at home. E.g. story books, magazines, newspaper articles and other materials

Go to the library with your child regularly to borrow books.

Give your child books about their special interests.

WHAT PARENTS CAN DO TO HELP

Listen to English news on radio or television Get them to express their opinions on news,

stories or events Encourage the use of dictionary to improve their

vocabulary

Understanding – English Language learning requires frequent exposure to listening, speaking, reading and writing opportunities and activities

WHAT PARENTS CAN DO TO HELP

Role models – read with them, write notes and messages to your child

Stimulate child’s interest – show your child that you believe learning English is both enjoyable and useful in your daily life

Encourage them to speak Good English.

Thank you

Briefing Session for P5 Parents

Mother Tongue Languages

Mr Er Kim Hoe, HOD/MTL

Every Zhenghua student is proficient in the use of

Mother Tongue Languages

MISSION

Provide a conducive environment through collaboration, training, basic language skills,

academic programmes,

cultural appreciation, global exposure,

to nurture pupils with morality and achievements.

P4 & P5 Comparison

Assessment Format:

P4 P5 Standard MTL

Paper 1 – 15% Paper 1 – 20%

Paper 2 – 45% Paper 2 – 45%

Paper 3 LC – 10% Paper 3 LC – 10%

Paper 4 Oral – 30% Paper 4 Oral – 25%

P5 Standard Mother Tongue

Components Marks Weighting

Paper 1 - Composition 40 20%

Paper 2 - Language Use

& Comprehension

90 45%

Paper 3 – e-Oral 50 25%

- Listening

Comprehension

20 10%

Total 200 100%

P5 Higher Mother Tongue

Components Marks Weighting

Paper 1 - Composition 40 40%

Paper 2 - Language Use

& Comprehension

60 60%

Total 100 100%

To remain in P6 HMTL

P5 HMT Results P5 MT Results Min Min

Pass 70 & above

P5 Foundation Mother Tongue

Components Marks Weighting

Paper 1- Comprehension 15 15%

Paper 2 – e-Oral 55 55%

Paper 3 - Listening

Comprehension

30 30%

Total 100 100%

P5 Listening Comprehension

5 to 7 short passages + graphic

stimulus

MCQ format (3 choices per

question)

Duration: 30 to 40 minutes

10% for Standard MTL

30% for Foundation MTL

P5 e-OralStandard Mother Tongue

Reading (20 marks)

Video Conversation (30 marks)

Answer three main questions based on the

1-min video

P5 e-OralFoundation Mother Tongue

Reading (15 marks)

Video Conversation (40 marks)

Answer three main questions based on the

1-min video

P5 e-OralVideo Conversation

Thematic Approach• Video related to a theme – eg. Care for the

environmentExample:1Based on the video, tell us what did the little girl

do?2 Apart from using the bin as in the video, what are

some other ways to keep the environment clean?3 How can your school help in getting students to

care for the environment? Video

Language Use & Comprehension

Standard Mother Tongue

Language Application (More questions)

Cloze Passage

Completing Dialogue

Comprehension (Response to graphic stimulus)

Language Application

2 Comprehension Passages (Summary/ No Sentence

Construction))

Language Use & Comprehension

• Types of Texts used for Comprehension

• 1. Short News Report• 2. Advertisement / Announcement• 3. Brochure / Flyer / Poster• 4. Programme Sheet• 5. Short Article• 6. Short Story• 7. Message

Language Use & Comprehension

Open-ended questions1. Direct Questions (with Graphic Stimulus)

Answers could be found directlyin the passage

2. Inferential/Evaluative QuestionAnswers require students to analyseor evaluate information in the passage

P5 Composition

Mother Tongue

Choose one to write:1. Based on given pictures, or2. Based on a given title Higher Mother Tongue

Choose one to write:1. Based on a given title, or2. Based on a given situation

P5 Composition

1 2 3

4 5 6

P5 FMTL Paper 1

• 15 % of total weightage.

• Language Application

• Comprehension (with graphic stimulus)

P5 Composition

Standard Mother Tongue

• Helping words are provided.

• Use of dictionaries approved by SEAB is allowed:

www.seab.gov.sg

Higher Mother Tongue

• No helping words.

• Use of dictionaries approved by SEAB is allowed:

www.seab.gov.sg

Helping Your Child

• Read good story books, newspaper articles & magazines in MTL with your child

• Speak to your child in MTL on a regular basis

• Watch educational / cultural / news / documentary / children programmes in MTL

• Listen to radio programmes in MTL

• Make use of everyday experiences to use MTL e.g. MRT station, sales etc.

Briefing Session for P5 Parents

MathematicsBy

Mdm Chai Huel Leng

HOD Mathematics

Outline of Presentation

• Department Vision, Mission and Framework

• The Differences between P4 and P5 Papers

• How marks are awarded

• Sharing of Study Skills

• Mathematics Programmes @ Zhenghua

Every student a thinker and a resilient problem solver

•To build a strong mathematical foundation in students.

•To foster the joy in the learning of Mathematics.

•To engage students through various learning experiences.

•To develop reasoning and communication skills in students.

•To give students opportunities to appreciate and apply mathematics in

real life context.

hjjjjj

Every student

a thinker and a

resilient

problem solver

Concepts

To give students

opportunities to

appreciate and

apply

mathematics in

real life context

To foster the

joy in the

learning of

Mathematics

To develop

reasoning and

communicatio

n skills in

students

To build a

strong

Mathematical

foundation in

students

To engage

students

through various

learning

experiences

Mathematics Department Framework

The Differences Between P4 and P5 Mathematics papers

Items Primary 4 Primary 5

Duration 1h 45min Paper 1:

1h

Paper 2:

1h 30min

Number of Questions 45 47

The Differences Between P4 and P5 Mathematics papers

Items Primary 4 Primary 5

Format Section A: 20 MCQ

Section B: 18 SAQ

Section C: 7 LAQ

Paper 1

Booklet A: 15 MCQ

Booklet B: 15 SAQ

Paper 2

Part 1: 5 SAQ

Part 2: 12 LAQ

The Differences Between P4 and P5 Mathematics papers

Items Primary 4 Primary 5

Marks Allocation

Section A: 40 marks

Section B: 36 marks

Section C: 24 marks

Total : 100 marks

Paper 1 (45 marks)

Booklet A: 20 marks

Booklet B: 25 marks

Paper 2 (55 mark)

Part 1: 10 marks

Part 2: 45 marks

Total: 100 marks

Paper Booklet Item Type Number of

questions

Marks per

question

Total Marks

Duration

1 A Multiple-Choice 10 1 201 h5 2

B Short-Answer 5 1 25

10 2

2Calculators

allowed

Short-Answer 5 2 101 h 30 min

Structured/Long-answer 12 3,4 or 5 45

Total 47 - 100 2 h 30 min

Standard MathematicsExam Format

Paper Booklet Item Type Number of

questions

Marks per

question

Total Marks

Duration

1 A Multiple-Choice 10 1 301 h10 2

B Short-Answer 10 2 20

2Calculators

allowed

Short-Answer 10 2 201 hStructured 6 3 or 4 20

Total 46 - 90 2 h

Foundation MathematicsExam Format

Types of CalculatorsOnly calculators that are approved by theSingapore Examinations & Assessment Board(SEAB) will be allowed in the examination.

The list of calculators is available on SEAB’s website:

http://www.seab.gov.sg

Adherence on the use of Approved Calculators

School will check and a sticker will be pasted onto your child’s approved calculator before examination.

All unauthorised calculators will not be allowed into the examination room.

Awarding marksMethod marks

Marks given for correct method

Marks will be given even if answers are wrong

Answer marks

Marks given for correct answers

Marks will not be given if method used is incorrect

Show ALL workingsImportant

Marks are awarded for correct method and working stepeven if the final answer is wrong.

Show ALL workingsExample :1 bus --- 30 passengers4 buses – 30 x 4 (M1) = 120 passengers (Method mark (M1) is given for using the correct operation to find total number of passengers)

29 passengers alighted120 – 29 (M1) = 109 passengers (Method mark (M1) is given for using the correct operation to find number of passengers remained on the buses)

Answer: 109 passengers (A0) (Wrong answer, no answer mark is given)

Other Marks Deductionswrong Mathematical statement

1 bus = 30 passengers

20% = 100

20 + 1.20 = $1.40

Students are reminded to use “=” sign appropriately.

Area of circle = 16 cm

Other Marks Deductions

Omission of units or wrong use of units

Study Skills

Mathematics is learned by DOING problems.

Each topic/concept builds on the previous ones.

When your child does his/her Mathematics problem or Mathematics homework, advise him/her to write out the complete solution as if they were taking a test or examination.

Mathematics Study SkillsProblem Solving Strategies

Draw a Diagram/Picture

Drawing a Model

Observing/Finding A Pattern

Guess and Check

Working Backwards

Using Before and After concepts

Systematic Listing

Algebraic Method

Mathematics Study Skills

Everyday Practice is very important. Your child MUST set aside at least 1 hour to do Mathematics daily.

Advise your child to get sufficient sleep the night before the test/exam. They need to be mentally alert.

Mathematics Programmes @ Zhenghua

Fun with Math Trail P5

PALM @ Recess

P5 Tinkering – Collaboration Project NEW!

P5 Koobits Online Enrichment NEW!

Mathematics Olympiad and Investigative Math Programme NEW!

Mathematics competitions like NMOS (NUS High School), Annual Mathlympics (ACS(i)) and ASEAN Mathematics Olympiad Competition

Mathematics Programmes@ Zhenghua

Mathematics supplementary/remedial lessons

P5 Mathematics Bridging Programme

Grow and Excel in Mathematics (GEM) Programme

Another Heuristics Adventure (AHA)

-Students will be learning different heuristics to solve word problems

Briefing for Parents of

P5 Students

Science in P5

Overview

• Curriculum Framework

• Skills and Processes

• Topics in Primary 5

• Examination Format

• Learning Science in Zhenghua

• Tackling Science assessment items

• How parents can help their children

Curriculum

Framework

Skills and Processes Skills

1. Observing

2. Comparing

3. Classifying

4. Using apparatus and

equipment

5. Communicating

6. Inferring

7. Formulating

hypothesis

8. Predicting

9. Analysing

10.Generating

possibilities

11.Evaluating

Processes

1. Creative

problem

solving

2. Decision-

making

3. Investigation

Topics in Primary 5Term 1 Term 2 Term 3 Term 4

CyclesWater and its

Changes of

States ; The

Water Cycle

The Plant

Transport

System

SystemsAir and

Respiratory

System;

The

Circulatory

System

SystemsElectrical

Systems ; Using

Electricity

The Unit of Life

(Std Sci only)

From parents to

young

Reproduction in

Humans

CyclesReproductio

n in Plants

Examination Format

(PSLE Standard Science – 1 h 45 min)

Booklet Item Type No. of

Questions

Marks per

question

Total

Marks

AMultiple

Choices28 2 56

B Open-Ended 12 – 13 2 – 5 44

40 – 41 100

Examination Format

(PSLE Foundation Science – 1 h 15 min)

Booklet Item Type No. of

Questions

Marks per

question

Total

Marks

AMultiple

Choices18 2 36

BStructured

Open-Ended

6 – 7

5 – 6

2 – 3

2 – 4

14

20

29-31 70

Learning Science in Zhenghua

Understanding, not just

remembering

Applying to familiar and new

situations

Learning Science in Zhenghua

Concrete

authentic

learning

experiences

Formation

of correct

concepts

Application

to another

new

situation

Lesson Example

Observing

water

droplets

on a lid

Formation

of correct

concept

Water

vapour

touches the

cooler

surface, lost

heat and

condenses

into water

droplets

Apply concept

to explain how

water droplets

formed on outer

surface of a cold

drink

Tackling Science assessment items

In answering Science questions,

answers should include correct

scientific words and concepts.

Tackling Science assessment items

For example,

Suggest a reason why

the handle of a cooking

pan should not be made

of metal.

Student’s answer: My hand gets burnt. X

This answer is incorrect as it does not

contain the correct science concept word.

Tackling Science assessment items

For example,

Suggest a reason why

the handle of a cooking

pan should not be made

of metal.

Correct answer: Metal gets hot easily or is a

good conductor of heat.

This answer clearly shows the correct

concept.

Read the question carefully.

Identify the key Science words in the

question.

Connect to the correct Science topic,

Science words and concepts.

Explain with these correct Science words

and concepts. Use comparing words

(more, fewer etc) for experimental

questions.

Tackling Science assessment items

Example:

Science words in

question: dry faster

Topic : Water & its change

of state - Evaporation

Concepts :

• Water gains heat and

evaporate into water

vapour.

• The rate of evaporation

depends on the

exposed surface area.

Example:

Correct answer: There is a largerexposed surface area when the

plates are placed on a rack.

Common mistake:

The water evaporated at a higher

rate. X

– merely repeating/paraphrasing

the phrase “dry faster”, did not

connect explanation to correct

concept.

Example:

Observations of common

students’ mistakes

Failure to connect explanations to the

correct Science words/phrases/concepts.

Failure to use comparing words (more,

fewer, less).

Explanations that are not

specific/precise/vague/ unclear.

Repeating and copying phrases from the

question stem.

How parents can help their children in Science

Have a filing system at home. Use the learning sheets for

revision.

Have a revision schedule. Important to have a consistent

and regular revision of topics in P3, P4

Talk about Science in daily life using Science vocabulary

– hanging wet laundry, a can of cold drink – gain heat and evaporate,

lose heat and condense

– wearing a sweater – reduce heat loss

– cracks on a cement walkway – expansion due to heat gain

– explore plants, flowers, edible seeds in the gardens – parts of a

flower, different types of fruits/seeds and how they are dispersed

Sharing Session for P5 Parents

Overseas Learning Experience

Mr ErOLE Committee

Objectives

• Civic Literacy: Increased awareness in civic and community affairs

• Global Awareness: Encouraged curiosity and involvement in multicultural exchanges and world affairs

• Cross-cultural Skills: Communication and solidarity among students across racial, economic, regional and religious boundaries

Culture of Collaboration: Strategic Objectives

Holistic Development

of Pupils

Character

Learning

CitizenshipGlobal

Awareness

Network

&

Bonding

Time with

Parents,

Alumni,

New Friends

Expand - Customs &

Cultures

Share – Customs &

Cultures

Singapore is my home.

This is where I belong.

Stay rooted.

Through a dynamic school culture and a caring environment, every child is nurturedand his potential developed so that he grows up to be a good person and useful citizen.

• Authentic Learning Experiences

• New learning

Useful Citizen

-give back to society

Good Person

-RiCH Values

-21st CC

-SEL

Overseas Learning Experiences Over The Years

Good Character Civic Literacy

Academically VibrantGlobal Awareness

Culturally VibrantCross-cultural skills

2014 Cultural Immersion / Service Learning Trip JB

Twinning Programme with SKTMCultural Exposure – KL (P6)

Cultural Immersion SKTM Homestay – KL

2015 Cultural Immersion to JB and Batam

Twinning Programme with ShanghaiCultural Exposure – KL (P6)

Homestay – KL

2016 Cultural Immersion to JB Twinning Programme with Shanghai (P5)Cultural Exposure – Penang(P6)

2017 Cultural Immersion to JB Twinning Programme with Shanghai (P5)Cultural Exposure – Penang (P6)

Safety AspectsOLE Staff Structure:Planning, Deployment, Training :a) Recce Trip is conducted – to ensure safety and value to

students learning

b) Deployment of staff – minimum 1 trained First Aider,

ratio 1:10 + an additional I/C

c) Training for all staff on roles, responsibilities, case study

etc. to ensure preparedness

d) Telephone Relay daily to school

e) Trip registered with MFA

(Monitor the country’s situation)

OLE Student Structure

• All P5 students given an opportunity for different trips.

• P5: All students will be attending the 2-day first aid training in Term 1 Week 9.

OLE Parent Structure

• Sharing of school’s OLE Programme

• Info updates throughout the trip.

2018 OLE Programme

• 6 – 11 March: Cultural Immersion to Shanghai

• 3 September: Cultural Immersion to JB ( Group 1)• 4 September: Cultural Immersion to JB (Group 2)

• 30 October: Cultural immersion to JB (P6)• 1st November: Penang Trip (P6)

WE NEED YOUR SUPPORT