P3P4 Parents' Dialogue Session 2019 - 22 February 2019 - Chongfu School
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P3P4 Parents’ Dialogue
Session 2019
22 February 2019
Programme
Item Duration
1 School Leader’s Address 15 minutes
2 a) Changes in PSLE Scoring 15 Minutes
b) Subject Based Banding
3 NSG Junior Division Review 10 minutes
4 Q&A 10 minutes
5 Class Breakout Session 40 minutes
School Leader’s Address
Mr Terence Tan
Vice-Principal
54 Years of Development
GDP Per Capita = US$57,714 (2017)
Programme for International Student Assessment (PISA) 2015
What lies ahead? “The confluence of several megatrends - globalisation, digitalisation and demographic change - is changing profoundly the nature of work in terms of the type of jobs being created, the skills required for these jobs and the way work is organised.” Organisation for Economic Co-operation and Development (OECD) Paper entitled Future of Work and Skills presented at the 2nd Meeting of the G20 Employment Working Group in 2017
“Prepare young people for the jobs of the future by ensuring that they are equipped with the right type of skills to successfully navigate through an ever-changing, technology-rich work environment, and give all workers the opportunity to continuously maintain their skills, upskill and/or reskill throughout their working lives.” Organisation for Economic Co-operation and Development (OECD) Paper entitled Future of Work and Skills presented at the 2nd Meeting of the G20 Employment Working Group in 2017
Strategies relevant to education:
• Deepen our international
connections
• Acquire and utilize deep skills
• Strengthen enterprise
capabilities
• Build strong digital
capabilities
Significance?
• Prepare for jobs of the future
• Think global
Chongfu’s Torch
Visual Representation of
Strategic Map
ST1: FORWARD-LOOKING CURRICULUM
ST2: PERFORMANCE & MORAL CHARACTER
ST3: PERSONAL GROWTH & DEVELOPMENT
FOR STAFF
ST4: STRATEGIC PARTNERSHIP
School Mission
To develop our students in five core areas, namely,
moral, intellectual, physical, social and aesthetics
domain thereby preparing them for the FUTURE.Strategic Thrust 1 Forward Looking Curriculum
Preparing Our Students for the Future Differentiated Instruction Project Work Holistic Assessment
Homework Policy
Levels Mon to Thu Fri to Sun
P1 and P2 Max. 1 hour per day Max. 3 hours
per weekend
P3 and P4 Max. 1.5 hours per day
P5 and P6 Max. 2.5 hours per dayTeaching and Learning
Stretching and Supporting Learning
P3 P4
• Structured remedial • Structured remedial
• SDR & RRP • Subjects offered for
• External competitions PSLE – SBB Option
• Self-directed Online • External competitions
Learning • Self-directed Online
LearningStrategic Thrust 2
Performance and Moral
CharacterSCHOOL VALUES
Character Development and Values Inculcation Values-in-Action: a) Visit to SWAMI Home b) Visit to Lion Befrienders c) Food and Toy Donation Drive d) Hosting MINDS School pupils Education and Career Guidance Citizenship Education Sexuality Education
Teaching and Learning
Enriched experiences for holistic development –
Learning Journeys , National Education & Values
in Action
P3 P4
• Swimsafer Programme • Road Safety Education (Traffic
• Learning Journey Games)
• Food Donation Drive • Learning Journey
• The Buddy Clean Workshop • Food Donation Drive
• Camp iNspire • Visit to Lion Befrienders
• TEE (Theatrical Experience) • Camp iNspire
• TEE (Theatrical Experience)Camp iNspire
• Physical Education
GRACIOUSLY
• Student Leadership Relationship
• Character Education
Management – P6
Team Bonding &
Decision-making – P5
Resilience & Sportsmanship – P4
Independence – P3
Caring for Others – P2
Caring for Self – P1Camp iNspire
Camp iNspire (2 Day 1Night)
P3 P4
24 June to 25 June 24 June to 25 June
(Monday to Tuesday) (Monday to Tuesday)
Venue: Venue:
Chongfu School TBCConnecting with the World Outbound/Inbound Cultural Exchanges: Taipei, Hong Kong, Indonesia, Beijing, Suzhou, Hangzhou, Fujian and Xi’an
Co-Curricular Activities
Co-Curricular Activities (CCAs) All Chongfu students are: • encouraged to actively pursue a CCA of their choice and interest. • remain in their CCA throughout (till P6)
Strategic Thrust 3 Personal Growth and Development for Staff
Staff Professional Development
• Teaching Strategies
• Curriculum DesignStrategic Thrust 4 Strategic Partnership
Partnership with Parents
Workshops for parents
Parent Dialogue SessionPartnership with Parents
PASSION
Parent Support Group
Dads @ Chongfu• Increased involvement
of parents in their
child’s educational
journey
• Range of expectations
and practices in
School-Home
Partnership within and
across schools
• Guidelines for School-
Home Partnership help
to clarify what
meaningful parent
engagement looks like
30“MOE will provide
guidelines to schools, to
give greater clarity on
involving and engaging
parents in their child’s
education, in a balanced
and meaningful manner.
We will also support
schools in re-calibrating
parent-teacher
engagement practices.”
– Minister Ong Ye Kung
31Guiding Principles for
School-Home Partnership
1. Students succeed when
schools and parents work
hand in hand to support
students in learning self-
management skills, taking
responsibility and
building resilience.
2. Mutual respect and trust
forms the strong foundation
for positive engagement
between schools and
parents.
32Relating to
others
We want your
child to be
confident,
respectful and
have integrity
when interacting
with others.
Developing good Managing self
habits We want your child
We want to nurture to be able to
your child to be a manage challenges
self-directed learner and make ethical
with good habits and responsible
takes responsibility decisions to thrive
for his/her own in the VUCA future.
learning.
33Working with the school
to know and support your
child
We want to develop and
strengthen mutual
understanding, respect and
trust between the school and
parents for the benefit of your
child.
34Developing good habits We want to nurture your child to be a self-directed learner with good habits and takes responsibility for his/her own learning.
Developing good habits We want to nurture your child to be a self-directed learner with good habits and takes responsibility for his/her own learning.
Managing self We want your child to be able to manage challenges and make ethical responsible decisions to thrive in the VUCA future.
Working with the school to know and support your child We want to develop and strengthen mutual understanding, respect and trust between the school and parents for the benefit of your child.
Changes in PSLE scoring
Mdm Ong Shu Ying
Year Head (Lower Primary)THE PSLE remains a useful checkpoint It gauges the level of students’ learning in the core subjects at the end of six years of primary school and guides his future choices.
The changes to THE PSLE scoring are meant to
REDUCE AN OVEREMPHASIS ON ACADEMIC
RESULTS
By reducing fine By recognising a
differentiation at student’s level of
a young age achievement,
regardless of how his
peers have done
41Why 8 Achievement Levels?
PER SUBJECT
• This offers a good balance AL 1
(BEST)
• It reduces fine differentiation between AL 2
students while still giving parents and AL 3
educators a gauge of a student’s
AL 4
progress at the end of primary school.
AL 5
• Students can then be matched to AL 6
suitable academic programmes in
AL 7
secondary schools.
AL 8
(UNGRADED)Subject Based Banding
(SBB)
Mdm Ngiam Wen Yuan
Assistant Year Head (P4)Subject-based Banding • Provision of the option of a combination of standard and foundation subjects • Caters to the different aptitudes, capabilities and talent of each child • Help each child to realise his potential, based on his interests and strengths
Subject-based Banding • Students are offered subjects which they have specific strength in at Standard level • Encourage students to take all subjects at Standard level
Subject-based Banding
If your child (for P4 exam) Your child may be recommended to take
Passes all 4 subjects and • 4 standard subjects + Higher Mother
performs very well in MTL Tongue Language ( 4S1H )
Passes all 4 subjects • 4 standard subjects (4S)
Passes 3 subjects • 4 standard subjects (4S)
Passes 2 subjects or less • 4 standard subjects (4S); or
• 3 standard subjects + 1 other foundation
subject (3S1F); or
• 2 standard subjects + 2 other foundation
subjects (2S2F); or
• 1 standard subjects + 3 other foundation
subjects (1S3F); or
• 4 foundation subjects (4F)Subject-based Banding
Final
decision by
Parental the school
choice at the based on P5
end of P4 results
School-based
recommendations
School-based
examinations at P4*No changes to SBB. Refer to MOE website.
Assessment Weighting Distribution
Level (Term 1) (Term 2) First (Term 3) (Term 4) Second Overall
Combined Combined
WA Reflected WA EYE Reflected Reflected
P3 WA in HDP in HDP in HDP
(15%) (15%) (15%) (55%)
WA Reflected EYE Reflected Reflected
P4 WA WA
in HDP in HDP in HDP
(10%) (10%) (10%) (50%)
MYE
(20%)
*WA: Weighted Assessment
^ MYE:Mid-Year Examination
EYE: End-of-Year ExaminationNational School Games (NSG)
Junior Division Review
Mr Lee Shi Ren
HOD / PE and CCABackground •In 2015, a review of the NSG competitions for the Junior Division noted that current NSG competitions are structured similarly to the adult form with only slight variations for some sports across the primary, secondary and JCs/CI levels. •However, as most students in the Junior Division are beginning athletes experiencing their first formal NSG competition, the current competition might not be the most appropriate form of competition for our budding athletes if we want to help them realise their full potential in sports and to lead an active lifestyle.
Floorball - Junior Division
Wushu - Junior Division
Overview of Changes
• Achievement Recognition: Achievement Pins to
be awarded - up to 50% of participants in both
the individual and group events
• Students aged 11 (P5) can be either in the Senior
Division or the Junior Division depending on their
level of competency (decided and nominated by
school)Table Tennis - Junior Division (2 July 2019 to 1 Aug 2019) Overview of Changes • Review of number of participants sent in by schools (More participants) • Changes in Playing Format - Classification round league system format followed by Tiered round league system format (Longer playing season - More matches played)
Conclusion - JDR
• Make the games more age appropriate (changes
to rules/playing format/ playing equipment and
etc)
• Avoid early specialisation / increase in
participants
• Lower stakes for the junior division games
(changes in reward and recognition format/ more
rewards and prizes)
• Youth sports - school driven - build intrinsic
motivation and sustainability in our students to
pursuit sportsQ&A
Class Breakout Session
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