Today WELCOME TO JUNYUAN SEC
Transcript of Today WELCOME TO JUNYUAN SEC
Today WELCOME TO JUNYUAN SEC
1. Talk about life as a secondary school student
2. Interact with Form teachers & Heads
3. Discipline.Well-Being.Growth
SCHOOL LEADERS AND LOWER SEC YEAR
HEADS
Principal – Mr Mohamed Razali
Vice-Principal – Mr Paul Ng
Vice-Principal – Mrs Selina Lum
Lower Sec Year Heads
Mdm Teo Wil Ping (Year Head Lower Sec)
Mr Vaahid (Asst YH, Lower Sec, Subject Head/
History)
STUDENT MANAGEMENT TEAM
Mrs Denise Tan HOD Student Mangement
Mrs Sharon Tan LH/Student Development
Mr Alsagoff [FT of 1T1]
Ms Joanna Koh [FT of 3N1]
Ms Rachael Teo [FT of 2N2]
Mr Ng Chee Keong (School Counsellor)
Ms Law Xin Ning (AED/LBS)
Ms Zaiha (School Health Advisor)
SEC 1 FORM TEACHERS
Sec 1E1 – Miss Thng Wei Wei, Ms Nordiana
Sec 1E2 – Ms Nadiah, Mr Seah Cheng Hong
Sec 1E3 – Mdm AliciaTan, Ms Debbie Lim
Sec 1E4 – Mr Ling Weicong, Ms Belinda Chew
Sec 1N1 – Ms Sim Jia En, Mr Loh Chee Teng, Ms Teh
Sim Sim
Sec 1N2 – Ms Nur-Iffah, Mdm Hasanah
Sec 1T1 – Mr Alsagoff, Ms Nur Zahirah, Ms Zhuang
Yingmeng
GETTING IN TOUCH WITH THE SCHOOL
65873683 or 65873684 (leave a message for a
specific teacher, include child’s name and class)
[email protected] (may not be same-day
reply)
1. The name and class of your child
2. The teacher's name (if you would like to
communicate directly with a particular teacher)
3. The subject/ department/ activity with which
you have a query (if you are not sure who to
contact)
COMMUNICATING WITH PARENTS
School website – www. junyuansec.moe.edu.sg
Facebook Page -
https://www.facebook.com/junyuan.secondary/
E-notification
Letters through your child
Telephone
Email to parents - Junyuan Journal
Please update your contact info if there are changes
We start with 2 Key Ideas about school
School experience must be a positive learning experience which grows students to become persons for others
When students leave the school, the key we give them must open as many doors as possible
Reality Check for Everyone …
We can’t give ALL the keys to ALL the doors
We can only try to make sure that the keys we give lead them to a room which will allow them to earn the other keys
WE START WITH VALUES STATEMENTS …
• Respect - I will value myself and others
• Responsibility - I will perform my role/s
with commitment
• Resilience - I will persevere in the face
of challenges
• Innovation - I will seek improvement to
make the community a better place
• Excellence - I will strive to do my best
Student Handbook Page 4
… WE EXERCISE VALUES-IN-PRACTICE (VIP)
• VIP Week - Term 2 Week 1
• Secondary One
• Service Learning and Innovation Workshop
1. Learn skills and tools to identify community
challenges
2. Collaboratively design prototypes to address
these challenges through leveraging the
Innovation Protocol
3. Respect, Responsibility and Innovation
Leadership & Social
Entrepreneurship
To develop leadership in social
entrepreneurship through pushcart activities
To equip students with problem solving skills
to meet the needs identified in the
community.
To establish partnerships with social
enterprises to provide real-world working
and learning experience for our students.
VALUES-IN-PRACTICE (VIP)
• VIP Week - Term 2 Week 1
• Secondary One Aesthetics Programme
• Visual Arts, Music & Dance Appreciation
1. Learn, experience and interact with various
aesthetics domains and art practitioners to
deepen appreciation and ignite interest
2. Respect, Responsibility and Innovation
Applied Learning Through
Food Science
The food industry is a significant component of Singapore’s economy –almost $10bn annual turnover
Focus on Food science – students explore & learn more to broaden their life and career options after school
A platform to develop 21st century skills such as creative and inventive thinking and effective communication skills.
How it looks like …
Sec 1 Applied Food Science Module 1:
JY Science Master Chef – Molecular food
science and food safety
Sec 2 Food and Technology. Ready for
SMART Nation Coding, Ardunio
Programming
- Sec 3 Coffee Barista or Molecular
gastronomy electives. The science and skills
behind coffee making and alternative food
preparation techniques.
Secondary 1
Food Science modules
Food Hygiene Canning Spherification
Secondary 2
Showcasing their final
prototypesAutomatic food slicer
Safety gas detector
Automatic cooling rack
PROGRESSIVE LEVEL OUTCOMES (STUDENT HANDBOOK – PG 7)
Lvl Level Focus School Wide Programmes
Level Programmes / Activities
Sec 1
A respectful & positive
student
•CCA•CCE Values-
based Lessons•Guidance
Modules•Community
Outreach Programmes
•Assembly Programmes
•4 NE Core events•Big Breakfast•Sports Festival•Student-Initiated
VIA•Overseas
Learning Journey
Sec 1 Orientation Sec 1 Aesthetics Workshop(VIP)Induction to RPCCA Open HouseLLP –Yr 1 /VIA/SLCALP- Masterchef ChallengeKayaking 1-Star
Sec 2
A resilient team player
Sec 2 Outdoor Adventure Camp (VIP)Guidance & Subject Information module for Upper SecLLP – Yr 2/VIA/SLC ECG Fair and Visit to IHLs
Sec 3
A civic-minded
contributor
Leading & Facilitating school/level programmesSec 3 Out-of-curriculum Week (VIP)Learning Skills WorkshopLLP – CCA pushcart eventsStudent Work Exposure
Sec 4/5
A leader of character
Leading & Facilitating school/level based programmesEAE/DSA TalkSec 4/5 Life Skills WorkshopECG/Visit to IHL
PROGRESSIVE – AN EXAMPLE FROM OUTDOOR EDUCATION
• Sec 3 MOE-OBS Programme
• Junyuan will participate in 2018
• Sec 1 – Kayaking 1-Star Certification
• Sec 1 – Cycling Clinic
• Sec 1 – OE lessons
• Sec 2 – during VIP Week
• 25 – 30 km Cycling Expedition
• 10 – 15 km Orienteering
• Dragon Boating/ Kayak Expedition
• Field Cooking
• Communal Living
Positive School Experiences
• Ensures a basic but unique educational foundation for all
Junyuan students
• Provides, common purpose, coherence and stability in
student programmes as they progress from one year to
the next
• Enhances students’ sense of belonging to the school
• Enables the community to demonstrate school values,
nurture a culture of care and inspires giving back
• Important that every Junyuan student contributes
More Subjects, Tests, Assessments, Exams
• English• Drama (E/NA)• Mother Tongue• Mathematics• Science• Geography (Exp/NA)• History (Exp/NA)• Literature (Exp/NA)• Social Studies (NT)• ICT
• Design & Technology/ Technical Studies
• Food & Consumer Education (FCE)/ Home Economics
• CPA (NT)• Visual Arts• Music• PE • CCE
Longer Time in School
• Unstructured Time
• Waiting for Friends
• Hanging out with Friends
• At the Library
• In the Canteen
• Playing Sports Around the School
• Self-Revision
Co-Curricular Activities
• CCAs are compulsory
Leadership
Enrichment
Achievement
Participation
Service
• Levels of Attainment
Student Handbook Page 28 - 30
Practice of Independence with
Responsibility
Be prepared to learn and participate
actively
Don’t wait to be told to do what you
should already know (your attire,
punctuality, manners)
Have a timetable for your
unstructured time – surround yourself
with friends who have such timetables
Restorative Practices (RP) (Student
Handbook pp 7-8)
Building, maintaining and repairing relationships
Between teachers-students; students-students; students-parents
Allows the community to reflect on their actions, make restitution and restore relationships
Many platforms to build relationships –Form Teacher Family Time, CCE Nuggets, Big Breakfast
School Rules & Regulations
(Student Handbook pp 13 - 18)
Code of Conduct
Support the community to:
Understand importance of good moral behaviour
Develop Respect for self & others
Create a conducive learning environment
BUT – rules cannot be created for every possible thing
Some ideas
• Maintain an interest in each other’s lives –strike a balance
• Help to manage each other’s time
• Know each other’s friends
• Keep encouraging each other to aspire to become better
WHAT YOU ARE NOW, DOES
NOT DETERMINE WHAT YOU
BECOME LATER IN LIFE …
Your Growth = Self-Discipline +
Well-Being
TODAY’S EMPHASIS :EXPECTATIONS
& SUPPORT FROM SM TEAM
1. Intention behind our Expectations
2. Parents as Partners to Support Child
3. Some Common Transitional stress
4. Restorative Practices Approach to Disciplinary
Issues
5. A Safe & Caring School
OUR BELIEF
Schools are not buildings, curriculum, timetables
and meetings. In these days and age, certainly
not a child depository while adults work.
Schools are relationships and interactions
among people.
(Johnson & Johnson, 1994)
WHAT WE VALUE
In Junyuan, we value RELATIONSHIPS.
Relationships between teacher and student.
Relationships between student and student.
Relationships between students and the community.
Relationships between school and the stakeholders.
We trust that with good relationships established right andstrong from the start, even when things go wrong, there isempathy, willingness and responsibility to rebuild therelationships.
With positive and quality relationships, the child can grow tobecome a responsible and respectful young adult with anetwork of support to fall back on in times of failures andchallenges.
THE RELATIONSHIPS WE BUILD
Teacher – Student Relationship
A Significant Adult for Every Child
TSD; Classroom Circles/Relational Circles; Big Breakfast;
CCA etc.
Student – Student Relationship
A Significant Friend for Every Child
Classroom Circles/Relational Circles; CCA; Big Breakfast;
Level-wide school experiences etc.
Teacher – Parent Relationship
Dialogues; E-notifications; Restorative Conferences;
Parental Engagement Sessions
AN EXAMPLE OF AN EXPECTATION - ATTENDANCE &
PUNCTUALITY FOR SCHOOL & LESSONS
We cannot teach an empty chair.
Attendance in school is important for learning and engagement.
Regular attendance in school reflects the needs of the child being met
(at home, in school and with friends).
When a child is absent without a valid reason from school, a call is
made through the FT. Should a child be absent from school without
valid reason and without successful communication for 3 days, a
letter is hand-delivered to your residence and the school’s SDT
(SL/YHs/HODSM) are informed.
We seek the parents’ support in communicating with the FTs when
your child is unable to attend school. Should there be any difficulties
for your child to attend school, feel comfortable to call or email the
school for help. It is better to seek help than to avoid attending to
the issue.
AN EXAMPLE OF AN EXPECTATION - ATTENDANCE &
PUNCTUALITY FOR SCHOOL & LESSONS
To reiterate, we cannot teach an empty chair.
Punctuality for school and lessons reflects self-discipline and
respect for the institution, the teachers and others.
When a child is late for school, the natural loss is his own time.
He misses lessons and when he walks into the class and the
class has to pause for his readiness, he causes others to lose
time.
The logical consequences for the school, is then to get him to
‘make up’ for the time loss and put him through some
uncomfortable “work” so that he will review his own actions
and be on time in future.
So when your child is late (even for 1 time), he will have to
report for after-school community cleaning duty. The number
of times he is late, will be the number of times he reports
for cleaning. It is your child’s responsibility to alert you when
he has to report for duty.
However, should your child be persistently late, you will
receive a call from the FTs to discuss about the child’s
behaviour. We are willing to work together with you to try
help the child.
Habits are usually harder to break if we want the child to do
it himself alone. He needs the adults to help him ‘rewire’ his
routines and to role-model the way to achieve that.
AN EXAMPLE OF AN EXPECTATION - ATTENDANCE &
PUNCTUALITY FOR SCHOOL & LESSONS
SOME COMMON TRANSITIONAL STRESS
1. New Friends vs Old (& gold) friendships
2. New Environment vs Familiarity
3. New (& Higher) Expectations from adults at
home
4. Unstructured Time
WHAT CAN BE DONE?
Parents Child
Remember our responsibility
to our children
Remember your responsibility
and accountability towards your
parents
Build trusting relationships
with our children so that
he/she can communicate their
challenges to us
Build the trust that your parents
have in you by demonstrating
responsibility and accountability
Role-model the values,
aptitudes and expectations for
your child
Respect the decisions and choices
that your parents suggest. Their
intentions are always for your
good.
RESTORATIVE PRACTICES APPROACH TO
DISCIPLINARY ISSUES
RP is a relational approach. It emphasizes the
wrongdoer’s responsibility to make restitutions for
the behaviour and suggest ways to rebuild the
relationship(s) with the victim(s).
It is not focused on ‘an eye for an eye’ justice but
part of the Restorative Justice where we focus on
‘rebuilding harmed & damaged relationships’.
SCENARIO: BEN CALLED ALAN NAMES. ALAN LOST
HIS TEMPER AND PUNCHED BEN IN THE FACE
Traditional Approach Restorative Approach
School rules are broken People and relationships are harmed
Focus: Establish guilt on Alan Focus: Identifies needs and
responsibilities
Accountability: Punishment,
e.g. suspension for Alan
Accountability: Understanding
impact and repairing harm
Victim, Ben is ignored. Offender, victim and school all have
roles in case resolution
Limited opportunity for
expressing remorse or making
amends
Opportunity given to make amends
and express remorse, work towards
positive outcomes and relationships
RESTORATIVE PRACTICES APPROACH TO DISCIPLINARY
ISSUES
Face-to-Face
Clarification
with students
involved to
establish facts.
Inform parents of
child’s
involvement.
Case
Resolution
through
Restorative
Conferences
with all involved
parties.
Inform parents
of case
outcome.
RP Script
• What happened?
• What were you thinking
when it happened?
Identifies needs and
responsibilities
• Who have been affected?
• What have you thought
about since?
Understanding impact on
self and others, relationships
are harmed
RESTORATIVE PRACTICES APPROACH TO DISCIPLINARY
ISSUES
Face-to-Face
Clarification
with students
involved to
establish facts.
Inform parents of
child’s
involvement.
Case
Resolution
through
Restorative
Conferences
with all involved
parties.
Inform parents
of case
outcome.
Closure
dialogue with
offender.
• Mend
relationships.
• Mete out
discipline
consequences
• Referral for
additional
support if
needed.
RESTORATIVE PRACTICES APPROACH TO DISCIPLINARY
ISSUES
RP Script
• What do you think needs to
happen to make things right?
• How can I help you?
Repairing harm: opportunity given
to make amends and express
remorse, work towards positive
outcomes and relationships
Closure
dialogue with
offender.
• Mend
relationships.
• Mete out
discipline
consequences
• Referral for
additional
support if
needed.
RESTORATIVE PRACTICES APPROACH TO DISCIPLINARY
ISSUES
Face-to-Face
Clarification
with students
involved to
establish facts.
Inform parents of
child’s
involvement.
Case
Resolution
through
Restorative
Conferences
with all involved
parties.
Inform parents
of case
outcome.
Closure
dialogue with
offender.
• Mend
relationships.
• Mete out
discipline
consequences
• Referral for
additional
support if
needed.
IS THERE NO PUNISHMENT?
An appropriate disciplinary consequence will be
implemented once the SM team has concurred and
discussed. Please refer to the Student Handbook pg 17-
18 for more information.
If a student has committed a serious offence (e.g
bullying, fighting, smoking etc), his/her conduct grade for
the semester will be affected. With a “Poor” or “Fair”
grade, the student is not eligible for any bursary awards
or school-based awards. His / Her discipline case will be
keyed into the School Offence Module (SOM).
SOME FINAL WORDS FOR OUR NEW STUDENTS
& PARENTS –A SAFE & CARING SCHOOL
It’s relationships, not programmes that change children.
Young people thrive when adults care about them on a
one-to-one level, and when they have a sense of
belonging to a caring community.
While the parents continue to be significant adults at
home, we are working towards building a strong
relationship between your child and the teacher, the
child and other children, as well as the child and the
community.
With that, he/she has someone to turn to when needed.
With that, he/she can feel safe, supported and valued in
the community throughout the 4-5 years.
Secondary
Express/
Special
Secondary
Normal
Technical
Secondary
Normal
Academic
GCE O
Polytechnic
Diploma
(3yrs)
Junior
College
(2yrs)
Millenia
Institute
(3yrs)
ITE Higher NITEC
UNIVERSITY DEGREE
GCE A
All Pathways can
lead to a
University DegreeGCE A Diploma
PFP
ITE NITEC
DPP NITEC
Higher
NITEC
Higher
NITEC
Higher NITEC
GCE O
GCE N
SkillsFuture Lifelong
Learning
ITE progression to Polytechnics
• Can progress directly from the Basic NITEC 2-year programme
• More than 30 courses that allow your child to do so – need to get a minimum Grade Point Average of 3.5 (maximum 4.0)
• Aerospace Aveonics, Machine Technology, Chemical Process Technology, InfocommTechnology (Cloud Computing)
Promotion Criteria – Secondary School
(Student Handbook pp 20-21) • Express
– Pass EL & pass %age in Average of all subjects
– Promotion Criteria not met – move to Sec 2NA
• Normal Academic
– Grade 5 or better in
• EL & 2 other subjects OR 4 subjects (NA)
• 70% average – consider transfer to 2
Express
• Normal Technical
– Grade 5 or better in
• 2 subjects – one must be EL or Maths
• 70% average – consider transfer to 2
Normal Academic
Subject-Based Banding (SBB)
Offered in Sec 3 & 4 – NT offered NA
subjects; NA offered Express
Offer in Sec Two if your results meet the
criteria
Different students have different
strengths; some strengths are discovered
later
Remember the caveats I mentioned
during Registration Day
If you take a subject in a higher
stream …
You have to work much harder to do well in
the higher-level subjects
You may find yourself falling behind if you
don’t put in the effort
Not a guarantee for lateral transfer to a
higher-level stream in Sec 2
YearEligible for JCs % Eligible for Polytechnics %
Express Normal Express Normal
2010 36.8 4.1 93.7 67
2011 39.5 8.3 92.2 65.2
2012 35 7.1 90.3 89.2
2013 45.2 9.1 92.9 79.2
2014 46.8 18.7 98.7 76.5
2015 37.0 17.0 92.9 69.8
2016 42.0 93.7 91.9
Eligibility for Post-Secondary – keys to open many doors
YearNormal Academic Normal Technical
Eligible for 5N (%)
Comparison with National
ELMAB1Comparison
with National
2011 74.3 72.8 7.61 9.07
2012 74.5 72.7 8.81 8.92
2013 82.2 73 8.58 8.83
2014 83.7 74.7 7.82 8.67
2015 92.6 75.1 8.03 8.57
2016 84.3 75.5 7.45 8.25
2017 81.4 77 8.3 8.1672.9% passed EL, MA, Sci (27 out
of 37)
Eligibility for Post-Secondary – keys to open many doors
Our Commitment …
• To do the best that we can for each student
• Develop each to be a Champion for the Community
• But – it takes two hands to clap
Your desire to become better than when you first came to Junyuan
Your dedication to work hard to achieve positive goals
Your belief in the fact that the school will do what it takes to get you there