2014 YNPS MTP1 (P's Briefing to P3&4) Version 1.1
description
Transcript of 2014 YNPS MTP1 (P's Briefing to P3&4) Version 1.1
Sat, 15 Feb 2014
0900-1015 hours
Yu Neng Pri School
P3 & 4
MTP I
“CLASS OF 2016” and
“CLASS OF 2017”
Briefing by P/YNPS, Mrs Clara Lim-Tan
Part I
09.00 am to 10.15am
•Briefing by P in the Hall
•Briefing by VSP
Part II
10.30 am to 12.00 pm
Parents to proceed to the respective P3/4 classrooms for briefing by Form Teachers
PROGRAMME
OUTLINE FOR P’s BRIEFING
• Introduction of Key Personnel
• Understanding the changing educational
landscape in Singapore
• What these look like at Yu Neng Pri – School directions
– A holistic education at Yu Neng Pri
• Partnering the school in your child’s education
Principal/ YNPS
a quick background
Xinmin Sec,
Teacher
(1995-1998)
Master of Philosophy in
School Development
(Uni of Cambridge)
(1998-1999)
MOE HQ School
Division, Special
Assistant
2000-2001
Crescent Girls’
School
HOD/Creative Arts
(2002-2003)
Beatty Sec, Vice-
Principal (2004-2007)
Leaders in Education
Programme (LEP) (2007)
with attachment to Tao Nan
Sch
CHIJ (Kellock) Principal (2008-2013)
Yu Neng Pri,
Principal (2014
onwards)
Mrs Clara Lim-Tan
SCHOOL LEADERS & KEY PERSONNEL
• Mr Nicholas Tan, Vice-Principal 1
• Ms Emily Yee, Vice-Principal 2
• Mdm Dawn Liew, Administration Manager
• Mr Lim Yew Chai , Operations Manager
KEY PERSONNEL
• Miss Ang Mei Ling, HOD EL
• Mr Foo Yu Ren, LH EL
• Mdm Zuraida Akbar HOD Math
• Mr Shawn Yeo, SH Math (Covering)
• Mr Hashim B Mohd HOD, Science
• Mdm Dewi Wati, LH Science
• Ms Ong Bee Hua, HOD Mother Tongue
• Mr Nurisham Ismail, SH ML
• Mr Zhang Tan, LH CL (covering)
KEY PERSONNEL
• Mr Yok Joon Meng, HOD ICT
• Mr Alan Mui, HOD Talent Devt (Physical & Health)
• Mrs Christina Lim, HOD Talent Devt (Aesthetics)
• Mr Alwyn Tan, SH PE/HE
• Mrs Noras Sohaimi, HOD Character & Citizenship Education
• Mrs Kanesan, SH Pastoral Care
• Mdm Joyce Lee, SH Citizenship
UNDERSTANDING A
CHANGING EDUCATIONAL
LANDSCAPE
SINGAPORE EDUCATION 101
“The PSLE serves as a
checkpoint of a
student's mastery of
primary-level subjects
and identifies suitable
pathways for secondary
education, said MOE.
The highest and lowest
aggregate scores of the
cohort are not
necessary for this
purpose and will not
feature in the results
slip from this year. “
EVOLUTION OF THE S’PORE EDUCATION
SYSTEM
10
Towards
Quality Education
Greater Flexibility & Choice
Developing Peaks of Excellence
Greater Curricular
Customisation
From High
Averages….
Efficiency
Driven Phase
Streaming of pupils
Higher Literacy & Numeracy
rates
Employability of School
Leavers
Survival
Driven
Phase
1959-1978
1979-1996
1997 and beyond
Going forward, we are
moving towards a Student-
centric, Values driven
Education ….
Holistic Assessment
Character and Citizenship
Education
Greater Emphasis on PE, Art
and Music
Enhancing Holistic Education for Our Students
21st Century Competencies
11
NDR 2013 Announcements
• Primary One registration
• Extension of Edusave contributions
• PSLE grading
• Flexibility in subject offering
• Broadening of DSA
Breadth - Valuing Every Child
- Giving Each a
Holistic Education
Depth - Deep Values
- A Strong Foundation
Length - Learning for Life
- Lifelong Learning
Every School a Good
School
Every Student an Engaged Learner
A Broad & Deep Foundation for a Lifelong Journey
A student-centric, values-driven education system
We want to provide every child with a broad and deep foundation for life and
lifelong learning – a multi-dimensional education that goes beyond academics…
What do these ‘look like’ at Yu Neng Pri
for your child?
Embracing our heritage… Yu Neng Primary School started off as a
Chinese school in 1935 at Upper Changi.
The school later moved to and started
operations in Bedok North St 3 in Jan 1982. It
changed its status from an aided school to a
government school and was renamed as ‘Yu
Neng Primary School’. The school was officially
declared opened by Tuan Saidi Haji Shariff on
12 July 1984.
80 YEARS OF EDUCATION AT
YNPS – MOVING FORWARD
Treasuring the Past
Celebrating the Present
Co-creating the Future
1935 – 2015
17
Primary Education is PRIMARY!
WE @ Yu Neng Pri School are committed to nurturing
the whole child
And to do so … it is important to see the different aspects of how
each child is developing
YNP School VISION
Learn with Passion
Serve with Compassion
Lead with Vision
Our Mission
Together, we build a caring and enriched environment to nurture pupils into confident communicators, self-directed leaders, healthy
and active citizens.
School Motto
Light Up and Shine
Everyone Counts
& Philosophy
ANCHORED BY SCHOOL VALUES
• Integrity our compass
• Responsibility and
• Peseverance in actions
• Respect and
• Compassion for others
PERSONAL QUALITIES
• Honesty (P1)
• Respect (P2)
• Responsibility (P3)
• Helpfulness (P4)
• Teamwork (P5)
• Resilience (P6)
KEY FOCUS AREAS 2014-2015
• A forward-looking holistic 6 year Yu Neng Pri
Experience which emphasises lifelong learning, 21CC,
character & values inculcation
• Student voice and leadership
• A collaborative and innovative school culture
• Partnerships & strategic resource management
• School pride and culture
PRIMARY 2
PRIMARY 3
Managing expectations
PRIMARY 3
PRIMARY 4 tra
nsitio
n
Science, CCAs, GEP screening Subject-based banding,
THE YU NENG ‘EXPERIENCE’
• We emphasise a holistic and all-rounded education without compromising on the rigour of academic standards
• We ensure that your children have been exposed to a wide range of unique programmes, training & unique experiences and opportunities to stretch his/her potential
• We ensure our guiding philosophy & school curriculum are anchored in values and ethics to help build strength of character, discipline, confidence and morale
… An Education @ YNPS
…Learn, Lead and Make a Difference
DID YOU KNOW ….
• Hattie (2009) in a more recent study of major
influences on educational achievement (using
800+ meta analyses) found that FORMATIVE
PRACTICE, in particular, SELF-ASSESSMENT
and FEEDBACK, had the highest effect sizes
(i.e. impact on student outcomes) out of more
than 100 different instructional and contextual
factors.
Impact on Student Outcomes
ROLE OF ASSESSMENT EFFECT SIZE
Self-evaluation 1.44
Feedback 0.72
Providing formative evaluation
to teachers
0.70
Frequent Effects of testing 0.46
Teaching test-taking skills` 0.22
29
Holistic Assessment - development of the whole child Holistic Assessment doesn’t mean no more Exams. Pupils will be assessed based on bite-sized performance tasks assigned to them during the course of the year. These tasks aim to assess the mastery level of each pupil and allow our teachers to check for misconceptions and provide feedback for pupils learning.
Honesty (P1)
Respect (P2)
Responsibility (P3)
Helpfulness (P4)
Teamwork (P5)
Resilience (P6)
UNDERSTANDING WHAT IS BEYOND PSLE …
•Parents need to think ahead and
beyond the PSLE grades and understand the expanded
pathways leading to secondary
and post-secondary and tertiary
education …
Understanding what is beyond PSLE
…Learn, Lead and Make a Difference
Recent Initiatives in Education
• Greater diversity & flexibility
in education landscape
• More flexibility and choice
• Broader measures of
success
• Student-driven Values
Centred Education
Subject Based Banding
2014 Subject – based
Combination
Express Course (Secondary 1-4)
Priv
ate
ly-F
unded S
chools
Specia
lised In
dependent
Schools
Inte
gra
ted P
rogra
mm
es
Schools
Normal (Academic)/
Normal (Technical) Course
(Secondary 1-4)
Secondary 5 N
GCE ‘N” LEVEL
EXAMINATION
Polytechnics Institute of
Technical
Education
Junior Colleges/
Centralised
Institute
Universities
GCE ‘A’ LEVEL EXAMINATION/
Other Qualifications
PRIMARY SCHOOL LEAVING EXAMINATION (PSLE)
Orientation Stage Primary 5-6
Foundation Stage Primary 1-4
Junior Colleges/
Centralised Institute
Typ
ica
l Ag
e 1
9 1
8 1
7 1
6 1
5 1
4 1
3 1
2 1
1 1
0 9
8 7
6
Years
of S
choolin
g 1
4 1
3 1
2 1
1 1
0 9
8 7
6 5
4 3
2 1
GCE ‘O’ LEVEL EXAMINATION
CCA Policy
Objectives of Co-curricular Activities (CCAs):
• CCAs are an integral part of our students’ holistic, well-rounded education.
• They aim to build character, inculcate values and develop leadership amongst our pupils as they learn, collaborate and interact with one another as well as the community at large.
CCA Policy
• All CCAs are official school activities and all pupils
from P3 to P6 are to participate in at least one
CCA.
• Pupils need to achieve a minimum attendance
rate of 75% in the CCA. Pupils will be awarded
badges (CCA Star) yearly if they attain 90% annual
attendance rate.
• Pupils need to produce a medical certificate or a
letter from parent/guardian stating reason(s) for
absence from the scheduled CCA day/events.
CCA Policy
• Pupils should not change their CCA as they need time
to build knowledge and master their skills.
• It is important that teamwork and leadership are
honed in the same CCAs with their peers as one grows
and develops in his skills and leadership in the CCA
concerned.
• Therefore, requests for a change of CCA are only
allowed at the end of P3 after pupils have tried out
their CCAs for 1 semester. Changing of CCAs is not
allowed from P4 to P6, unless due to very valid reasons
e.g. medical conditions.
CCA POLICY
• Once per term, CCA training sessions will include
Social Emotional Learning lessons to provide
opportunities to develop SEL competencies in our
pupils. The 5 domains that are integral to the SEL
lessons are Self-Awareness, Self-Management,
Understanding of Others, Relationship Skills, Decision-
making Skills
• All CCA groups will perform at least 1 Community
Involvement Programme in a year.
Direct School Admission To Secondary One (DSA-
Sec Exercise)
Aim
To provide students the opportunity to
demonstrate a more diverse range of
achievements and talents in seeking
admission to secondary schools.
4 MAIN CATEGORIES OF SECONDARY
SCHOOL PARTICIPATING IN THE DSA-SEC
EXERCISE
• Schools offering an integrated
programme (IP Schools),
• Independent schools (IS),
• Autonomous schools (AS) and
• Schools with niche programmes
approved by MOE (Niche Schools).
Portfolios and testimonials from teachers and coaches.
Auditions, interviews and placement camps etc …
For more info on DSA, please refer to:
www.moe.gov.sg/education/admissions/dsa-sec
To DSA … or not to DSA?
•Understand your son/daughter’s strength/talents.
•Understand the programmes offered by the Sec schools –
in other words, do your ground work
2011 2012
15 19
2013
28
Number of Successful DSA
Applicants
DSA Secondary School
Ngee Ann Sec (Badminton, Table Tennis)
Dunman High (Table Tennis, Badminton, GAT)
NUS High (GAT)
Anglican High (Badminton)
Temasek JC (GAT)
Raffles Institution (Table Tennis)
Chung Cheng High (Main) (CO)
St Hilda’s (Volleyball)
Victoria School (Table Tennis, Floorball)
Tanjong Katong (Floorball)
Some of the
secondary
schools that our
Yu Neng
leaders moved
to (via DSA)…
WHAT ROLE CAN I PLAY TO
SUPPORT MY CHILD?
Please Note:
• Medical Certificates ARE required to account for
absence from a test or exam.
• PSLE: Prelim Exam results, as well as past-year
trend results, will be taken into consideration if
the child did not sit for a particular subject
during PSLE
• DO NOT take your child out during official
school term without a valid reason. School has
planned several important enrichment
programmes after SA2/PSLE
AS A PARENT COACH…
• Inspire your child to achieve high and his
fullest potential. Aim for a high standard but realistic aggregate.
• Motivate your child by taking an active interest in your child’s academic progress as well as his CCA. Encourage and affirm him of every good progress step he has made.
• Be involved in his learning process by regularly checking on his work regularly to show that you (the parent) are taking an active interest in his studies. This will motivate him to try harder in his studies.
AS A PARENT COACH…
• Ensure that he/she does all his homework
and complete them properly. Every
assignment is considered important.
• Ensure that he/she attends school regularly.
Skipping classes makes it difficult for him to
catch up with his lessons later on.
• Don’t make excuses for them
AS A PARENT COACH…
• Monitor his/her daily after-school schedules/ lessons to ensure he/she is meaningfully and constructively engaged.
• Draw up a time-table with him/her.
Monitor that he/she does not waste time playing
computer games, watching too much televison
programmes or chatting online with his friends or
strangers.
Do not ‘pump’ your child with additional external
enrichment courses to the detriment of her actual
school work or to the extent that she misses out on the
various programmes and experiences offered by the
school
AS A PARENT COACH…
• Ensure that he/she has enough hours of sleep every day and takes his breakfast before coming to school.
• Communicate with your child’s teachers regularly whenever you need clarifications, assistance and feedback to better support your child in his learning.
• Important to recognise different perspectives – not just “My child’s right”. Do not jump to conclusions.
• Help look after / support our teachers.
What policy is your school haven?? …. wat do you mean by
…. ……, we parent have nothing to said, …... I am dissatisfied
with the school policy and the way his form teacher handle
this case! i wan the school to give me a answer regarding
this matter!!!!!
How would this make you feel?
Dear XXXX
Thank you so much for your invaluable advice & sharing your thoughts with me.
It must have taken up quite a bit of your precious time. My deep appreciation.
I have read & re-read your email several times so as to reflect on the 'next best
course of action‘………………….
Last but not least, you have a wonderful team here. All the 4 teachers responded to
my email. ……
Once again, my heartfelt thanks!
XXXXXXXX
Every parent a supportive partner
Just to share this recent bouquet with you
Thank you for affirming
the work that we do
Parents as supportive partners in education
Join us and have a hand in helping to
shape the
Future of Yu Neng Pri!
We look forward to bringing out the
best in your child…