Haig Girls’ SchoolEstablished in 1951

Breakfast Talks with our P2 & 3 Parents22 March 2018

Character Leadership Creativity

Program Outline

▪ Video

▪ Sharing on school program

▪ CCAs

▪ Academic Support

▪ CCE

▪ Distinctive programs – ALP & LLP

ALP – Applied Learning Program

LLP – Learning for Life Program

▪ Q & A – addressing queries raised

• Let’s watch the following video entitled “Alike”(https://www.youtube.com/watch?v=kQjtK32mGJQ)

What resonates with you?

Some Thoughts from Video

• P2, P3 years - exploration and self-discovery

• Sparking Joy of Learning through exposure, curated experiences, support, mindset shifts

• Parent –child relationships are important –> your affirmation, encouragement, time, play with your child

The HGS Experience

Holistic Development Through Co-Curricular Activities

CCA Learning Outcomes

Our girls will develop and demonstrate

• Passion

• Character and Leadership

• Friendship and belonging

• Spirit of service to the community

• Knowledge, skills and values

• SEL and emerging 21st century competencies

All Primary 3-6 students are strongly encouraged to enrol in at least one CCA.

Clubs & Uniformed Groups

• Brownies

• Red Cross

• Science Club

Sports

• Badminton

• Netball

• Soccer

• Tenpin Bowling

• Wushu

Performing & Visual Arts

• Art Club

• Dance Club (Chinese, Indian & Modern Dance)

• Drama Club

• Gamelan Ensemble

• Handbells Ensemble

• HGS Chorale

HGS CCA

• Initiated the CCA Try-outs for our P3 this year

• Students can try up to 3 CCAs in Term 1 before deciding on 1 CCA.

• Students are strongly encouraged to participate in 1 CCA from P3 onwards.

Parents’ QueriesCo-curricular Activities (CCAs)

• I have arranged a number of activities for my daughter outside school. Can she not join any CCA in the school?

• How do I choose a CCA for my daughter?

• Which CCA has the highest success rate in helping students to get through DSA – Direct School Admission?

• She doesn’t seem so keen to continue with the CCA she participated in early this year? Can she change CCA next year?

Learning Support

How HGS is SupportingYour Child’s Learning

Conducive Learning

Spaces

Variety of Teaching &

Learning Resources

Repertoire of teaching and learning strategies

● Concrete-Pictorial-Abstract

● Artful Thinking Routines

● Teaching Through the Arts

Active Learning Experiences

● A Story A Week (ASAW)

● Math Trail

● Learning Journeys

● Language & Literacy Week

● MT Fortnight

How HGS is SupportingYour Child’s Learning

Knowledge Building – Science● Collaborative knowledge creation

● Making thinking visible

● Acquisition of disciplinary thinking

Screenshots from

Knowledge Forum

How HGS is SupportingYour Child’s Learning

● Subject banding for Math & CL ● Smaller group teaching for pupils who need

more support - Learning Support Programs● Remedial Lessons

How can parents partner the school?

● Provide a conducive environment at home for

study and homework

● Ensure regular attendance & punctuality

● Reinforce the school’s expectations of the

quality of work expected

Learning to Learn

LIFELONG LEARNING

Learning to Learn

Teaching students how to learn is as important as teaching them content because acquiring both the right learning strategies and possessing a growth mindset are essential in promoting lifelong learning.

Learning to Learn

•During FTGP sessions in Term 1, students learnt:

• Their brain is a muscle which keeps growing and there is no limit to their learning capacity

Learning to Learn

During FTGP sessions in Term 1, students learnt:

• The difference between a fixed and growth mindset;

• How mindsets can affect their learning.

Learning to Learn

Students will learn:• Power of not knowing yet• Mistakes are opportunities for

learning • Feedback – Receive, don’t

reject it • Setting S.M.A.R.T goals

Character Development

Character Development

• Emphasis on character education and leadership development.

• Deepen the explicit teaching and learning of the school values by focusing on a school value each term

• Term 1: Commitment, Term 2: Integrity, Term 3: Concern and Term 4: Cooperation

Commitment

Resilience

Parents – what you can do

• Find time every day to talk to your children

• Take an interest in your child’s school life – interesting anecdotes? Friendships? CCAs?

• Help your child think through problems she may be facing in school and help her build her resilience/self-discipline/school values (I4Cs)

• Let your child take ownership of her own learning by getting her to share with you what she has learnt, troubles she has faced and how she has overcome them

Cohort Milestone Experience

• 21st Century Competencies: Self-directed learners, critical and creative thinkers

• Learning for Life Programme (LLP) and

• Applied Learning Programme (ALP)

Our Distinctive Programme (LLP)

• LLP - Arts education is integral to 21st century learning at HGS.

• Our students participate in diverse learning experiences in art, music, drama and dance. Building character and leadership through performing and visual arts

• Explore self-interests and discover talent

Level Art Programme

P2 Ceramics (Beginners)

P3 Batik Painting (Beginners)

Art Curriculum

Creative, expressive pupils with a passion for the arts in a values-based environment

Inculcating ValuesValues-based Creativity (VBC)

Programme

Developing Active and Concerned Citizens

Music Appreciation (Music Cultures) Programme

P2: Merry Melodies

P3: Singing Birds

P2: Peranakan

P3: Folk Songs

Music Curriculum

• Our ALP: Innovation and Service Learning through Integrated Project Work (IPW).

• Through our ALP, students ideate innovative solutions to real-life problems and engage in value creation and service learning.

Our Distinctive Programme (ALP)

P2 Applied Learning• Learning@Singapore Philatelic museum.

• Students will design and present an e-Book based on the Class dictated story and the pictures they have drawn to describe their experience learning about the other cultures.

P3 Applied Learning

• Learning through Joo Chiat Heritage Trail.

• In their groups, students will create videos to promote heritage and culture of the Joo Chiat neighbourhood.

P1 & 2 students as HGS Open House ambassadors to kindergarten pupils

Q & A

How is class placement done from P2 to P3 & from P3 to P4?

Class Placement

P2 to P3

Mixed ability grouping

Banding for Math

P3 to P4

En Bloc

Banding for Math

How can we support our daughters in their learning of Math, especially

Math problem sums at P3?

STEPS FOR PROBLEM-SOLVING: POLYA’S MODELStep1: Understanding the Problem.

• What are the key words? • How would you describe the problem in your own words?

Step 2: Plan• Select the strategy to solve the problem. More than one strategy may be adopted.• Try common heuristics

(Model drawing, systematic listing, find a pattern, draw a diagram)

Step 3: Solve• Use computational skills – add, subtract, multiply, divide• Use mathematical tools – ruler, metre ruler• Use thinking skills – classifying, comparing, sequencing, identifying pattern

Step 4: Check• Read your question again to make sure you have answered the question.• Check the working step by step.

• Start with your answer and work backwards and check if the results satisfy the given conditions

• STAR (Standard unit, Transfer error, Accuracy, Reasonableness)

How can parents be involved…• Work and communicate closely with your child’s Maths Teacher.

• Monitor/Follow up on homework – ask questions that

guide without telling them what to do when your child encounters difficulties with homework

• Master basic computational skills and learn well the Multiplication Tables

• Revise and practise the common heuristics taught

• Train your child to show proper and detailed working steps

• Train your child to check for accuracy

• Use mathematical language eg. add, total, difference

• Relate Math concepts to daily life examples. Eg, Is the table longer or shorter than one metre?

• Play mathematical games / puzzles.

Healthy Snacks