P2 Parents’ Conference

7 February 2020

Red Swastika School

Parents Gateway

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Thank you for coming on-board

Parents Gateway.

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announcement posted on PG.

Principal’s Address

Ms Jessie Lim

Principal

CommunicationAt RSS, parents are welcome to keep the communication channel active. We communicate with parents via:• Student Handbook (most encouraged)• Parents 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 Parents Gateway

Student Well-Being

• The safety and well-being of your child is important to us.

• Communicate with your child’s FT if you have any concerns relating to your child.

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 1 and 2 Exposure to coding

Learning Fiesta

VR Zoo Environment

⊡Students to participate on hands-on learning activities under the guidance of teachers.

Screenless, words-free robot allows students to learn and play in tactile ways

“Let me show you how to do it!”

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

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 thatdelivers quality bicultural education, premised onstrong national 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 globaloutlook, who will serve the community andnation in the future

b) To develop future cultural transmitters andspecialists in Chinese Language and Culturefor Singapore.

SAP Programme in RSS

SAP Flagship Programme

特选旗舰课程

“文化育苗，花开卍慈”

SAP Programme in RSS

Chinese Language Ambassadors-in-Residence(CLARs) 驻校中华文化大使

CLARs

2019

CLARs

2018

School-BasedEnrichmentLessons

SAP Programme in RSSOverseas 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 Programme in RSS

SAP Termly Assembly Programme

特选周会

SAP Programme in RSS

Cross Talk

Skit on Chinese Idioms & fables

Post exam/End of Term SAP Programme 学段末特选活动

SAP Programme in RSS

P2 Poetry Recitation & Presentation

ABC

of

2020

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

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

• 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:

Providing Feedback on Students’ Learning

RSS has used subject-specific learning outcomes (LOs) and 3 levels of qualitative descriptors (QDs):

• Level 1 :Emerging• Level 2 : Making Progress• Level 3 : Competent

to report P2 students’ learning progress for all subjects at the end of each Semester.

To achieve a holistic understanding of students’ progress, teachers gathered and triangulated assessment information from multiple sources (e.g. Observations of students’ behaviour or responses during lesson time, students’ submitted work and milestone checks).

Qualitative Descriptors (QDs) for

Each Subject

Levels of Qualitative Descriptors

Level 1-Emerging

Beginning to demonstrate skills and competencies

Level 2-Making Progress

Demonstrates skills and competencies some of the time

Level 3-Competent

Demonstrates skills and competencies most of the time

How will I receive feedback on my child’s progress?

1) Subject files• Worksheets / tests / rubrics for performance tasks

carried out

2) Termly holistic reports • Rubrics/descriptors to indicate key learning outcomes

3) Mid-year and end of year report cards • Includes subject-specific LOs and qualitative

descriptors to report P1 & P2 students’ learning progress for all subjects in the HDP

• Overall qualitative comments on your child’s learning

Termly Holistic Reports

Selection for Edusave Academic Awards

• The revised eligibility criteria considers positive learning dispositions (e.g., diligence, curiosity, collaboration and enthusiasm), instead of academic performance.

• Edusave Merit Bursary: P1 and P2 students who display positive learning dispositions consistently.

• Good Progress Award: 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 to

become 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

Year Head’s Address

Mrs Carol Tng

Year Head Lower Primary

Co-curricular Activities (CCA)

• CCA is strongly encouraged, notcompulsory

• Lifelong love & balanced life

• Platform for showcasing talents

• Sports, Performing Arts, Clubs & UniformGroups CCAs

CCA Experience in Term 3

⊡ Option to sign up for CCA experience

⊡ After CCA experience, CCA application exercisewill commence.

⊡ Submit CCA Options

⊡ More details at later date

In ensuring no child left behind…

Support provided:

MOE Financial Assistance Scheme (FAS)

Learning Support Programme for English & Maths

Learning Needs

Emotional Needs

WRSS Bursaries

The RSS School Management Committee (SMC) has set up 3 bursaries:1)The World Red Swastika Society Bursary 2) Goh Keng Swee Foundation Bursary 3) Choong Yeok Yin Bursaryto provide financial assistance to students from low-income families.

*Look out for the application form in Term 4 this year for Bursaries 2021.

Learning Support

Programme (LSP)

Coordinator

Mrs Michelle Lin

The LSP is a specialised early

intervention programme

aimed at providing learning

support to pupils who enter

Primary 1 with weak English

language and literacy skills.

The objective of the LSP is to

equip pupils with basic literacy

skills so that they could

access learning in the regular

classroom.

Learning Support for

Mathematics (LSM) is an

early intervention effort

aimed at providing

additional support to

pupils who do not have

foundational numeracy

skills and knowledge to

access the Primary 1 & 2

Math curriculum.

Learning Support for

Math (LSM)

Coordinator

Mdm Sng Meng Fong

Other Support for learning

Students with learning needs and who require more

specialised 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.

Sometimes children and their families might

need extra support if they are finding it difficult

to manage their

emotions, behaviour or

relationships with peers ,

teachers or even parents.

The School Counsellor offers support to help

students to work out their social, emotional and

behavioural issues.

Behavioural and Emotional Support

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

What can I do to support my child in his/her journey in

RSS?

1 Follow Rules and Routines

2 Build Positive

Relationships

Set Rules & Routines

Young children often thrive on routine.Consistent day-to-day activities provides children with a sense of security.

Knowing what is expected and anticipating the next activity of the day can lead to greater independence and increased cooperation.

Work on life skills: • Packing their school bag (Books & stationery) • Organising own work space (Neat & tidy) • Responsibility towards personal belongings (Water

bottle, stationery, money, books, uniform, etc) • Independence during Recess • Taking note of any daily homework on their Student

Handbook

As a Little Master…

Build Positive

Relationships

Children’s concept of friends may be like an on-off switch. They may quarrel often but they can get back together quickly.

Opportunities will be provided for your child to get to know his/her classmates and to work with them.

As a Little Friend…Work on social skills: • Caring for others • Treating others with respect• Being sensitive to the needs and feelings of others

• Taking turns• Listening to others and accepting different ideas

graciously• Helping one another

As a Little Teacher…

• 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

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Discipline is teaching.

• Why did my child react this way? (What was happening internally/emotionally?)

• What lesson/value do I want to teach?• How can I best teach it?

1. Help kids understand their own feelings and their responses to difficult situations.

2. Give kids practice reflecting on how their actions impact others

3. Ask kids what they can do to make things right

Sharing by Senior Teacher

Ms Tan Zhi-Ling

Holistic Development

Other Matters

General Safety and Well-being

For the safety and well-being of all students:

• All visitors are to sign in at the guard post andreport to GO for assistance

• Parents are not allowed to go to theclassrooms or student activity areas

• All students are to be picked up byparent/authorised adult

• For early dismissal, parents/authorised adult isto first report to the General Office to sign yourchild out

Safety on the school bus

⊡ Be the 3 Littles as expected in school

⊡ Sit down quickly and fasten seat belt at all times.

⊡ Do not stand or move about when the bus is moving

⊡ Talk softly / do not disturb the driver and other friends

⊡ Listen to the bus driver and bus attendant

*Consequences for poor behaviour on the school bus: Will not be allowed to take the school bus.

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.

Let’s work together for the future of our

children!

How do we define success forour children?

What do we really want for ourchildren?

Thank You!