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P5 PARENTSENGAGEMENT SESSION
17 Jan 2020
1
A G E N D A
1. School Updates
2. P5 Class Allocation
3. DSA
4. Updates on PSLE Scoring…
5. Highlights of Core Subjects
6. Level Programmes
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SCHOOL UPDATES
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Name Designation
Mrs Gina Ow Year Head (P5/P6)
Mrs Desiree Chua Assistant Year Head (P5)
Mr Andrew Soong Year Head (P3/P4)
Mdm Sonia Lee Year Head (P1/P2)
Note: Mr Daniel Ng Tze Keen (AYH) – posted to another school
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H E A DS O F DE P A RTM E N T
Name Designation
Mrs Tan Bee Li HOD English Language
Mr Lim Hui Zhi HOD Mother Tongue Languages
Mrs Melissa Chew HOD Mathematics
Mrs Elaine Wong HOD Science
Mr Andy Ng HOD Gifted Education Programme
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H E A DS O F DE P A RTM E N T
Name Designation
Mrs Junice Tan HOD ICT
Mrs Daphne Phua HOD CCE
Ms Joyce Tan HOD Discipline
*Mr Isaac Lee HOD PE & CCA
(on course until 13 May)
Mrs Susana Lim School Staff Developer
* Mr Noh (Subject Head PE & CCA) will cover duty for Mr Lee
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H E A DS O F DE P A RTM E N T
SCHOOL DIRECTION
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TILL 2019:
A Dynamic Learning
Community that
nurtures Loyal Citizens
with Global Outlook and
Godly Character
FROM 2020:
One Hildan Family,
anchored on Godly values
–
Nurturing Servant Leaders
and Changemakers of
Tomorrow
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SC H O O L V I S I O N
The Future of Education & SkillsEducation 2030
ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT
Source: https://www.oecd.org › education › 2030-project
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1. Creating New Value
2. Reconciling Tensions and Dilemmas
3. Taking Responsibility
“Students who are best prepared for
the future are Change Agents.”
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TRANSFORMATIVE COMPETENCIES
TILL 2019:
1. Love Sincerely
2. Live Responsibly
3. Learn Continuously
4. Serve Humbly
5. Lead Wisely
From 2020:
1. Love Sincerely
2. Live Responsibly
3. Learn Continuously
4. Serve Humbly
5. Strive Resiliently
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SCHOOL VALUES
Hildan Distinctives
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Learn for lifeo We educate our students holistically to develop in
them 21st century competencies, values, an intrinsic
motivation to learn and relevant skills for the future.
Embrace All Learnerso We honour our students’ individual traits. We embrace
a harmonious community of diverse learners as a
strength and as an outcome.
Enhance Student Well-beingo We care for our students’ mental, physical and social
well-being in order to develop strong character, minds
and bodies.
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MOE SCHOOLS’ DIVISION FOCUS AREAS
1. Mixed Ability Classes (with broad banding of students) taking into consideration factors other than examination scores (egsocial interaction, gender and racial mix)
2. P4 Mixed Form Classes (GE & non-GE students)
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C LA SS A LLO C A T I O N
CHANGES TO SCHOOL HOURS IN
2020 & 2021
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School
Reporting Time
adjusted to
7.30am
Introduction of
Snack Break
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RA T I O N A LE
1. All schools to dismiss students no later than 1.30 p.m.
2. A proper lunch break to be introduced should there be lessons or activities after 1.30 p.m.
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CHANGES TO SCHOOL HOURS
2020 2021
Dismissal
Time
1.45 p.m.
(Mon, Wed, Thu)
1.30 p.m.
(Tue & Fri)
1.30 p.m.
(All days except Thu)
Thu
P1: 1.15 p.m.
P2-P6: 2.45 p.m.
(staggered lunch break)
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CHANGES TO SCHOOL HOURS IN SHPS
Time Monday Tuesday Wednesday Thursday Friday
0745 – 0815
Dismissal @ 1.30pm
Dismissal @ 1.30pm
Dismissal @ 1.30pm
P1Dismissal @
1.15pm
P2 – P6Dismissal @
2.45pmwith staggered lunch break for different levels
Dismissal @ 1.30pm
0815 – 0845
0845 – 0915
0915 – 0945
0945 – 1015
1015 – 1045
1045 – 1115
1115 – 1145
1145 – 1215
1215 – 1245
1245 – 1315
1315 – 1330
1330 – 1400 Lunch
1400 – 1430 CCA until 1530
1430 – 1500CCA
1445 - 1615
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IN 2021,
DIRECT SCHOOL ADMISSION (DSA)21
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PSLE/S1 Posting Exercise DSA
• Based on a student’s PSLE score
• Most students enter secondary
schools this way
• Based on a diverse range of talents and
achievements in specific academic
subjects or non-academic areas, beyond
what the PSLE recognises• Allows students to access school
programmes to develop their talents
ENTERING A SECONDARY SCHOOL
2018• All schools allowed to take in
up to 20% of S1 non-IP intake through the DSA
• All schools stopped using general academic ability tests to select students
2019
• Common online portal for DSA application
• Students can apply online, through a single form
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C H A N G E S TO DSA
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Yes, if your child has talent
in an area which a school offers the DSA in
And is passionate about
and committed to developing his/her
strengths in that area in
that school
Talent
PassionCommitment
IS THE DSA RIGHT FOR MY CHILD?
Which school should I apply to? 1. Look for a school whose programmes match your
child’s interests and talents
Schools are looking out for students whose interests and talents they can develop further.
2. Get the latest information about what each school offers by:
1. Visiting the MOE’s DSA website
2. Visiting school websites
3. Attending schools’ Open Houses
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DSA APPLICATION
Other important questions to ask1. Is my child able to cope with the school’s academic
curriculum?
• Learn more about the school’s academic standards
• Consult your child’s primary school teachers
2. How many schools should I apply to?
• Instead of applying to many DSA schools, what matters more is choosing 1 or 2 schools that are just right for your child. Remember every application takes time and effort.
• 9 out of 10 students participating in the DSA apply to fewer than 3 schools.
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DSA APPLICATION
What are schools looking for?
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Talent, passion, commitment
• Schools may ask you to submit a portfolio showcasing your talents and achievements e.g. participation in the Junior Sports Academy or other programmes/competitions
Strong personal qualities
• Schools may look at your CCA record, participation in VIA, personal statements, or character references
Good academic fit
• Schools may look at your Primary school results
Be sincere, be genuine, and be yourself –
if you are a good fit for the school, it will show.
Every school has a slightly different set of selection considerations and
processes. Some organise auditions, trials, tests, selection camps etc.
depending on the talent that is being assessed. Some may require
personal statements and/or character references. Generally, schools are
looking for candidates with:
DSA APPLICATION
UPDATES ON PSLE SCORING & S1 POSTING FROM 2021IT’S PART OF A BIGGER STORY
© MINISTRY OF EDUCATION, COMMUNICATION AND ENGAGEMENT
GROUP, 2019
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HOW PSLE SCORING WORKS
Changes to the PSLE scoring and S1 posting
What you need to know about the new PSLE scoring system29
PRESENTATION OF RESULTS IN ACHIEVEMENT
LEVELS
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1. Starting from the 2020 P5 cohort, schools will present
school-based examination results of P5 and P6 students
in ALs.
1. 2020 P6 students will not be affected, nor will P1 to P4
students.
2. This will help familiarise students and parents with the
new AL scoring system.
3. The AL reflects the mastery of a broader curriculum,
rather than for topical or component performance. As
such, AL will not be reflected for weighted assessments
(WA).
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PRESENTATION OF RESULTS IN ALS
New Field to compute “Total
AL Score”
Update from
“Grade” to
“AL”
AL will not
be
reflected
for WA
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IN SUMMARYFAMILIARISING STUDENTS AND PARENTS WITH THE NEW
SYSTEM AND GUIDING THEM IN MAKING SUBJECT CHOICES
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2020Primary 5
2021Primary 6
2019Primary 4
Scoring for Foundation level subjects – to guide students and parents on whether to take Foundation level subjects at PSLE
Release of Indicative AL COPs – to guide students and parents in making school choices
School Results in Achievement Levels (ALs) –to familiarise students and parents to the new system
Eligibility for Secondary School HMTL – to guide students and parents on whether to take HMTL at PSLE
% Pass 100%
Express 73.2%
Normal Acad (incl. Exp / NA) 19.3%
Normal Tech (Incl. NA/NT) 7.5%
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PERFORMANCE OF 2019 PSLE COHORT (UPDATED)
HIGHLIGHTS OF CORE SUBJECTS
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ENGLISH DEPARTMENT
NICE Programme
Literature-based Unit
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P5 & P6 NICE Programme
NICE Programme (Newspaper is Interesting, Cool & Enriching)
- articles from Straits Times, IN pull-out section
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1. inculcate in students the love for newspaper reading
2. develop in students an interest for current affairs and developglobal and cultural awareness
3. help students acquire new vocabulary weekly and acquire afamiliarity with formal writing
4. foster critical thinking through reflection using the ACTS ThinkingTool
5. strengthen students’ ability to communicate effectively as theydevelop their voice and articulate their thoughts
6. create opportunities for bonding over discussions of currentaffairs at home
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OBJECTIVES OF THE NICE PROGRAMME ARE TO:
Book Title : Around the World in 80 Days
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P5 Literature-based Unit
The P5 Literature-based unit seeks to:
1. enrich students’ literary appreciation and language learning through literature study
2. make connections between self, text and the world through critical analysis of the text using ACTS Thinking Tool
3. infuse the joy of learning as they ‘travel’ alongside the main characters to different countries
Jean Passepartout, newly employed French valet, all packed to circumnavigate the world in 80 days on a 20,000 pound wager at 8.45 p.m. on Wednesday, October 2, 1872.
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How to support your child’s learning?
• Use standard English as much as possible in your interactions with your child. This will go a long way in helping your child gain competence and grow in confidence in oral communication. A starting point could be the IN subscriptions as an extension of classroom activities.
• Encourage your child to read widely and be selective in the choice of reading materials. NLB and the school library has a good spread of age-appropriate books. Make reading a habit and your child will stand to gain from it immeasurably. Read together with your child if you can. Nothing beats role modelling to get your child going!
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MATHEMATICS DEPARTMENT
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• The Concrete-Pictorial-Abstract (C-P-A) sequence is the
key instructional strategy for the development of primary
mathematics concepts in Singapore.(MOE, 2007, 2012).
• This strategy was developed by American psychologist
Jerome Bruner in the 1960s. It enables students to
uncover abstract mathematical concepts by
constructing meanings and understandings (MOE, 2012)
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MATH KEY INSTRUCTIONAL STRATEGY
1. Students enjoy the learning of Mathematics through fun, engaging and meaningful hands-on activities which are aligned with the Playscape philosophy, nurturing joy of learning play.
2. This Concrete, Pictorial, Abstract (CPA) is a highly effective approach to teaching that develops a deep and sustainable understanding of Mathematics in students.
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P LA Y SC A P E A C T I V I T I E S
The Model Eliciting Approach (MEA) is a process of
formulating and improving a mathematical model to
represent and solve real-world problems. Students apply
mathematical problem-solving and reasoning skills to
tackle a variety of problems, including open-ended and
real-world problems.
• P3: Potato Chip Activity
• P4: Correction Tape Activity
• P5: Handphone Activity
• P6: Choice of Secondary Schools Activity
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P3 to P6 MODEL ELICITING APPROACH
1. To focus on visible thinking.
2. To develop important 21st century competencies such as collaborative and communicative skills through the new features of visible thinking routine in SLS.
3. To keep the discussions focused on the evidence and how it supports or highlight student misconceptions and disagreements.
4. To promote active thinking and deep learning.
5. To encourage students to think independently.
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Making Thinking Visible -P5 Reasoning Package using SLS
How can your children optimise their learning in mathematics?• Revise math concepts regularly and reflect on the connections among the
concepts;
• Avoid reliance on calculators and acquire good time management skills;
• Cultivate good habits such as striving for accuracy, diligently taking down notes during lessons and filing worksheets neatly;
• Be confident in using mathematics to solve problem, to communicate ideas and to reason;
• Persevere in Mathematical tasks;
• Engage actively in asking questions and offering solutions;
• Be open in exploring new ideas and trying alternative methods in solving problems;
• Do not be afraid to make mistakes, but learn from mistakes.
“The most valuable thing you can make is a mistake – you can’t learn from being perfect.”Adam Osborne47
SCIENCE DEPARTMENT
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INQUIRY APPROACH
5E MODEL OF
INSTRUCTION
FOR SCIENCE
Deepening Inquiry Based Approach to teach Science.
Engaging programmes for pupils to create their own products based on concepts that they have learnt.
Inculcate the love of science in our students and ignite the curiosity in them through programmes like Science Alive.
Aspire to Inspire for knowledge creation and be daring to try out different pedagogies for learner-centeredness.
SCIENCE FOCUS FOR 2020
- Use of discrepant events to
activate learning
- Usage of visible thinking
routines eg. See Think to
activate prior knowledge
- Usage of Challenge to
engage learning
ENGAGE –Activities to engage students and activate prior knowledge
Students engage in scientific modelling to notice patterns and develop and revise
representations that become useful models to help them predict and explain thus
making their own scientific knowledge stronger, helping them to think critically, and
helping them know more about the nature of science.
Innovative Models were created by students to demonstrate the workings of the human respiratory system.
EXPLORE –Use of Science Modelling to reinforce concepts
Application of concepts-Illustration of process of
water cycle using modelling
EXPLORE –Use of Science Modelling to reinforce concepts
- To deepen and extend student’s learning, opportunities are
created for students to take part in design challenges.
- Through the challenges, students can apply their knowledge
towards new situations like making motor cars and motor boats
using Recycled Materials for the topic on Electricity.
ELABORATE –Design Challenges Incorporated into the Curriculum
ELABORATE –Fostering innovation and creative thinking through play
- To inject fun and create more experiential learning experiences
are also conducted in the Playscape.
- The space provides students the opportunity to learn alternative
ways of approaching learning or utilizing new tools and
resources to reach a solution. These skills are fundamental to
and enhanced by the learning experiences in a makerspace.
ELABORATE AND EVALUATE- Using ICT to deepen understanding
1. Students will have access to a technology-focused
educational experience through the use of
augmented reality programs and apps that provide
access to more in-depth information through the use
of mobile devices in the teaching of human systems.
2. Hands-on exploration is also possible with AR, as
students can manipulate and engage with the
images they see through the device’s camera thus
offering benefits such as visual memory and improved
concept absorption.
3. SLS also provides students with rich content online
which also enables them to learn from one another.
1. Ensure that your child completes all the school
based science homework
2. Subscribe to Science Magazines
3. Question your child on his/her understanding to instil
an inquisitive mind
4. Use mind maps to draw out what they had learnt.
5. Allow them to try out safe experiments at home
6. File worksheets properly to facilitate revision
How to better support your child in the learning of Science?
MOTHER TONGUE DEPARTMENT
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“Newspapers in Education” is incorporated into the teaching and learning of Mother Tongue serves to raise students’ awareness of both local and international current affairs, broaden their outlook, enrich their thinking and encourage them to form opinions.
1. ACTS Thinking Tool
2. Character and Citizenship Education (CCE) based on our six core values, Respect, Responsibility, Resilience, Integrity, Care and Harmony.
Primary 5 and 6 Mother Tongue Languages Key Programmes
1. A range of activities (Cultural aspects) for the students to experience and enjoy during the week-long event.
2. We hope that this will enhance the learning experience of each Hildan to actively use their Mother Tongue as well as experience its rich culture.
MOTHER TONGUE LANGUAGES FORTNIGHT
Information on MTL
Learning Resources
CHINESE LANGUAGE
• ICT Resources （欢乐伙伴 Huan Le Huo Ban）
https://www.mtl.moe.edu.sg
A website to access the ICT resources used in the teaching and learning of Chinese Language in school.
• Committee to Promote Chinese Language Learning
http://www.cpcll.sg/
A website that contains information about the various events and programmes organized by the community to support children in the learning of Chinese Language outside schools.
MALAY LANGUAGE
• Portal e-Cekap
https://www.mtl.moe.edu.sg/
Website that contains various teaching resources in Malay language. Interesting digital games are available at the website.
• Malay Language Learning and Promotion Committee
http://www.mllpc.sg/
Website that shares various suggested activities to encourage use of Malay language. Interesting interactive games are available for primary school pupils.
Tamil Language
• Sangamam
https://www.mtl.moe.edu.sg
A website to access the ICT resources used in the teaching and learning of Tamil Language in school.
• Tamil Language Learning and Promotion Committee
https://www.tamil.org.sg/en
A website that contains information about the various events and programmes organized by the community to support children in the learning of Tamil Language outside schools.
How to support your child’s learning?
• Create an environment that supports your child’s learning of MTL
• Be the MOTIVATOR, ROLE MODEL and FACILITATOR in your child’s learning journey
Assessment Information (Primary 5)
Term 1 Term 2 Term 3 Term 4
Semestral
Assessment (SA)
NA 15%
(includes
Daily Work)
15% 70%
(includes Daily
Work)
Assessment dates and format will be sent out via Parents’ Gateway to
parents by end of January 2020.
•67
P5 LEVELPROGRAMMES
•68
LE VE L F OCUS
Purpose
Perspective
Perseverance
1. Hildan Ambassador’s Education
(Applied Learning Programme)
2. Imprints Alive!
(Learning for Life Programme)
3. School Distinctive Programme
(Co-Curriculum)
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KEY SCHOOL PROGRAMMES
Values In Action
CCA
(P2 - P6)
Student Leadership
Enrichment &
Life skills
HILDAN OUTCOMES
HILDAN AMBASSADOR’S
EDUCATION
P5:
ICT Enrichment
Cyber Wellness
Leadership Skills
Speak Up (ALP)
VIA (iCare)
Talent Fiesta
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LEVEL Speak-Up Module
P5Integrated into English
language curriculum
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APPLIED LEARNING PROGRAMME 2020
IMPRINTS ALIVE 2020
LEVEL ART MUSIC
P5 Stopmotion
Talent Fiesta
Ethnic Percussion
Programme
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Tuesday & Friday Programmes 2020
2 p.m. to 3.45 p.m.
* Details of the venue, time, date and name of teacher has been given in a letter to those
who need the lessons.
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Parent Child Teacher Conference
FT/Co-FT will meet you together with your child.
At that session, your child will be leading the
conversation.
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April 2020
Guidelines for snack:
Fruits, granola bars, bread, sandwiches, low-fat dairy products, milo.
No junk food e.g. potato chips, crackers, candy and soft drinks.
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SNACK BREAK
12 p.m. to 12.10 p.m.
PARENTS GATEWAY MOBILE APPLICATION
Parents Gateway (PG) mobile application will be the mainplatform for disseminating school-wide and level-wide notices,advisories etc.; and for administrative tasks e.g update ofparents/guardians’ contact details, travel declaration, etc..
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Signposts Programme
Keep a lookout for sign up of talks on Parents Gateway
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PARENTS’ FEEDBACK
79
