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Red Swastika School P1 Parents’ Conference 2018
Red Swastika School
P1 Parents’ Conference 2018
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Housekeeping
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Programme
2.45pm to
3.30pm
Recess for students: P1 Care, P1 Leadership, P1 Innovation, P1 Service
Teabreak for parents: P1 Respect, P1 Generosity, P1 Integrity,P1 Alertness
3.15pm to
4 pm
Recess for students: P1 Respect, P1 Generosity, P1 Integrity,P1 Alertness
Teabreak for parents: P1 Care, P1 Leadership, P1 Innovation, P1 Service
Recess / Tea break
* Please return to the hall and be seated by 4 pm for the second part of the Parent’s Conference.
Welcome back
It takes a
village to raise
a child
Principal’s Address
School Leaders
Level Manager & Year Head (Lower Primary)
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Outline
Holistic Development What are we preparing our children for?
• The world is increasingly Volatile, Uncertain, Complex and Ambiguous
• To prepare students for the unknown: what students can do with what they know is more important than what they know
Focusing on 10 years of quality basic education that goes beyond academics…
1. Broad and Inclusive Approach and Providing Each Child with a Broad and Holistic Education
2. Deep values, Deep Commitment to Singapore and Deep Foundation for Learning
3. Learning for Life and Lifelong learning
Holistic Development Primary School
Education
• Formative years • Early stages of learning • Discovering abilities & talents
• Nurture the whole child (holistic education) • Lay a strong foundation • Prepare the child for the future
At RSS, we want our children to be: • Independent Learners
• Effective Communicators
• Active Citizens
• Reflective Leaders
21st Century Competencies
Care Respect Magnanimity
Our School Values
Honesty Responsibility Resilience
Helpfulness Teamwork Leadership
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…
What if my child forgets to bring his books/homework or other items as required to school?
Instill responsibility in your child – work with them to get their things ready for school Please refrain from providing “home delivery” for your child when he/she informs you of missing item(s). Let them approach their teacher(s) or general office staff for help.
No “home delivery”
Holistic Development Home-School Partnership
Parents are important partners in education
Communication At RSS, parents are welcome to keep the communication channel active. We communicate with parents via: • Student Handbook (most encouraged) • School Website • Emails • Phone calls • Smart Notification Acknowledgement Console
(SNAC) • Letters to parents • SMS system • RSS Link (Newsletters) • Parents’ Conferences • Parents-Teacher Meeting
• First point of contact – Form Teachers through emails / phone calls / messages / meetings
• School-related matters – School is still
the best point of contact • Keep posted of school matters and
updates through our Smart Notification Acknowledgement Console (SNAC) or letters / circulars sent out
Smart Notification Acknowledgement Console SNAC™ is a Trademark and Copyright of.
http://redswastika.moe.edu.sg/
Well-being of your child
The safety and well-being of your child is important to us.
• All visitors are to sign in at the guard post and report to GO for assistance
• No parents will be allowed to go the classrooms or student activity areas
• All P1 and P2 students are to be picked up by parent/authorized adult
• For early dismissal, parents/authorized adult is to first report to the General Office to sign your child out
Safety and Security
• Share medical conditions (if any) of the child with the school
• If child falls ill in school, parents will be notified via phone (*Important to keep Form Teacher updated on any changes in contact information)
• Ensure that your sick child rests at home for the full duration of the MC and recovers fully before returning to school
Health matters
Annual Health Check
The Annual Health Check and Immunisation (AHCI) for Primary One students will be conducted by nurses from the School Health Service Team. Your consent is required for the AHCI to take place for your child. **Please submit your child’s Health Booklet to your child’s form teacher.
Online consent (School Health Check & Dental services)
• Temperature-Taking Exercise will be conducted on 4 and 5 January 2018.
• All P1 students will be given a Oral
Digital Thermometer (ODT)
Temperature Taking Exercise
Our Partnership
• We work in partnership for the children
• We care enough to be working for our students
• I hope parents care enough to treat my colleagues as you would want to be treated
Parents will have opportunities to work with school personnel on programmes and projects
that will benefit their child and the school.
Family Matters@ School
Participate in the parenting workshops and family bonding activities to enhance the quality of family life.
Parent Support Group (PSG)
• MOE Website (www.moe.gov.sg) • Schoolbag – online newsletter for
parents (schoolbag.sg)
• MOE on Facebook (www.facebook.com/moesingapore)
MOE Links
Address by Miss Tan Zhi Ling
Year Head Lower Primary (Covering)
Holistic Development Curriculum for the Whole Child
Aims of Primary Education
•To lay a strong foundation •To nurture the whole child
Primary education is about: Developing well-balanced and confident children who enjoy learning
At RSS, we hope to develop every student holistically in the
following 5 domains:
Moral (德)
Cognitive (智)
Physical (体)
Social (群)
Aesthetics (美)
http://www.stellarliteracy.sg
Strategies for English Language Learning and Reading, or STELLAR, is a programme to help Singapore children: • strengthen their language and reading
skills • promote a positive attitude towards
learning in the foundational years.
Learning Outcomes for Primary 1
Students will be able to read and respond to a variety of texts and demonstrate a positive attitude towards reading and language in the following areas: - reading - speaking - listening - writing
Focus areas for English Language
Listening and Viewing • Phonics • Listening Comprehension
Speaking and Viewing • Poetry Recitation • Show and Tell • Picture Conversation
Reading and Representing • Reading Aloud (short passage)
Writing and Representing • Group and Individual
Writing • Composition Writing
Language Use: Grammar, Vocabulary and Comprehension
The belief and research on the power of reading and books underpin the
STELLAR Programme.
To help your child to excel in English, encourage
him/her to READ!
How can parents support (1)
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Programme Title
What it is about Target Audience
Time frame
NLB Library Membership
Students can sign up to be library members via the school.
P1 January
Books 2 Go A wide variety of books will be brought to school for students to browse and borrow on the spot (for holiday reading). The NLB library officers will be there to provide book recommendations and reading materials.
P1 – P6 (must be
NLB members)
• During EL periods
• 2 days at the end of Term 2
• 2 days in Term 4 Week 9-10
* Details will be given closer to the date.
Collaboration with National Library Board
For P1 students who are not NLB members
• Registration forms will be given through the Form Teachers
小小演说家(Show and Tell)
口语互动(Oral interaction)
Focus areas for Chinese Language Listening 听 • Listening Comprehension 听力
Speaking 说 • Show and Tell 小小演说家 • Picture Description 看图说话
Reading 读 • Reading Aloud 朗读短文 (short passage)
Writing 写 • Sentence construction看图写句子 (based on picture)
Language Use 语文应用 Grammar, Vocabulary and Comprehension
Interaction 互动能力
• Oral interaction 口语互动 • Written interaction 书面互动
To equip parents with a better understanding of how their children are learning their mother tongues in schools, Parents’ Guide to MTL Curriculum is available for download (schoolbag.sg ) in both English and the Chinese.
In addition, it provides some recommendations on learning resources, how parents could play an active role in their children’s learning and work alongside with schools to help their children learn the language better.
How can parents support (1)
为孩子创造一个利于学习华文的环境
关心孩子的学习状况，鼓励孩子分享学习经验。配合孩子完成《生活运用》的任务，不仅能帮助孩子结合生活，巩固所学，还能促进亲子关系。
Show interest in your child’s learning experiences and encourage him/her to share them with you.
激发孩子的阅读兴趣，让孩子培养阅读习惯。
Cultivate a reading habit by bringing your child to the library or by reading to him/her.
How can parents support (2)
1.《小拇指》－双周刊
$26 (a year’s subscription) (Singapore Press Holding 新加坡报业控股)
Additional Reading materials
Hardcopy newspaper + e-portal
2.《新朋友》－双周刊+Etutor《易。华文》
$21.00 (a year’s subscription)
(Chee Sze Poh Press Pte Ltd)
Additional Reading materials
Hardcopy 《好朋友》 + ezhishi (阅读电子周刊＋易华文动画周刊＋网上电子作业)
More details will be given out through your child’s CL teacher.
**Interested parents, please make payment separately to the 2
vendors in the envelopes provided.
利用生活中的食物，一起认识生活中的汉字，与孩子多用华语交谈
Make use of objects in your environment such as road signs and advertisements to engage your child in CL conversations.
How can parents support (3)
Learning Outcomes for Primary 1
• develop understanding of basic mathematical concepts ~ Numbers up to 100, time, basic shapes and money
• perform mathematical operations (+, - , x and ÷)
• recognise patterns and relationships in mathematics (Comparison of Length, completing geometrical patterns, reading and interpreting picture graphs)
• enjoy learning mathematics through a variety of activities
• Get your child to show you the whole process of solving the problem, not just the solutions, e.g. explain the steps and sequence
• Get your child to understand the problem initially and how to make sense of the problem
• Guide your child to look at alternative methods and then choose the most appropriate method
• Allow your child to reason his / her thinking
Focusing on process and not product
How can parents support (1)
Developing the right habits
• Present all working steps clearly
• Acceptance of alternative ways of solving problems ; clearly presented and mathematically sound
• Always check reasonableness of answers
• Teach your child how to check his / her answers
How can parents support (2)
• Students are allowed to wear PE attire to school – girls only to take off their skirts during PE lessons
• For students with medical
condition/unwell for the day, please kindly write a note to inform PE teacher to excuse your child
Important notes for parents
For Art, your child learns to… • observe surroundings • describe colours, shapes and textures • share thoughts and feelings • use different materials and media to create artworks • enjoy looking at and creating art • talk about artworks
*Focus for P1 Students is Knowing Myself, Others and My Surroundings
Form Teacher Guidance Period (FTGP)
FTGP Period is an integral part of CCE that helps students to develop their Social and Emotional Competencies: • Self-Awareness (better understand themselves)
• Self-Management (learn ways to manage themselves)
• Social Awareness (better understand family and friends)
• Relationship Management (learn ways to work with their family and friends)
• Responsible Decision Making (make appropriate and responsible desicions)
Lessons on Cyber Wellness (CW), Education and Career Guidance (ECG) and Protection from Abuse (PFA) are also delivered through the FTGP curriculum.
FTGP also provides time within curriculum for form teachers to engage in purposeful teacher-student interactions and class bonding through interaction activities within the period.
During these FTGP sessions, teachers will have one-to-one interaction time with their pupils. Through these interaction time, teachers will get to know the pupils better and hope to strengthen teacher-student relationship (TSR).
*Focuses on transition and making friends and managing oneself at the P1 Level
For Programme for Active Learning (PAL) your child learns to… • exhibit confidence in what he/she does and express himself/herself effectively • exhibit curiosity and positive attitudes to learn • enjoy group experiences and teamwork
Provides students with broad exposure and experiences through fun and varied activities: Sports
P1: Play Well & Safe
P2: Play 2gether
Performing Arts
P1: Drama
P2: Culture
Outdoor Education
P1: Exploring the Outdoors
P2: Let’s go camping!
Visual Arts
P1: Explore Art
P2: Express Art
A Portfolio Presentation Day dedicated for parents to view exhibits of
students’ work and witness presentations and performances, and to interact with them about their learning.
“The Rising Stars”
Curriculum of Physical Education
Health Ed
CCA
PAL Sports & Games
PAL Outdoor Education
PE & CCA Art Music
Curriculum of Art
PAL Visual Arts
Curriculum of Music
PAL Performing Arts
PE, CCA & Aesthetics
Confident & Active Pupils
Display positive values and develop SE
competencies when engaging in physical
and aesthetic activities.
• P2 onwards • Not compulsory but strongly
encouraged Rationale: P1 is a time for them to settle into daily school life
Co-curricular Activities (CCAs)
Learning for Life Programme (LLP)
“Every RSS Student a Leader” • Class leadership roles • Cohort leadership training
Aligned to our school vision of “Caring Community, Innovative Leaders”
Focus: Community Service and Student Leadership
Broad-based Programme culminating in VIA project
At RSS, we hope to through a whole-school structured approach: • develop the 9 character traits as
encompassed in the “Three Littles” as student leaders
• build SE competencies in students through VIA (Values in action) platforms
• Every student is developed to be a leader since P1. (Classroom leaders)
• There are different leadership roles in a class. Students serve as a leader in the various capacities in the class.
To be a leader is not to have a huge position.
To be a leader is to see your job as a chance to make a difference to those
around you. No matter what your job is.
P1 Character
Self-Leadership
P2 Basic Leadership
P3 Innovation
Design Thinking (Team work)
P4 Design Thinking (Research Skills)
P5 Service Servant Leadership
P6 Servant Leadership (Prefect-led Donation
Drive
Level Cohort Leadership Trainings have been planned into curriculum time.
More service platforms will be provided for them to put values in action, serving progressively from class to school and the wider community for all levels at different period of the year . Our VIA domains start from the self, family and school when the child first joins RSS.
Primary 1 & 2: Self, Family & School
P1 & P2 School compound cleaning
All P1 classes will take turns to pick up litter at the canteen.
In the whole process, your child learns to be… • a confident person • a self-directed learner • an active contributor • a concerned citizen
Holistic Development Support for the Whole Child
In ensuring no child left behind…
Support provided:
MOE Financial Assistance Scheme
Learning Support Programme for English & Maths
Learning Needs
Emotional Needs
WRSS Bursaries
In commemoration of 65 years of education and nation-building, 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 Bursary to provide financial assistance to students from low-income families.
By setting up the bursaries, it hopes to • touch the lives of RSS students, and • instil in them greater awareness of the
values of charity and compassion. Look out for the application form in Term 4 this year for Bursaries 2018.
Learning Support Programmes
Early Literacy Indicators for English and Early Numeracy Indicators for Maths (MOE) were conducted in January to identify pupils who need support in their reading and numeracy skills.
Parents will be informed in February if their children need learning support. They are encouraged to attend a briefing cum workshop.
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 Maths curriculum.
Learning Support for Math (LSM) Coordinator
Mdm Rahayu
Other Support for learning
Students with learning needs and who require more specialized 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.
Miss Uma Sivalingam
Allied Educators
(Learning & Behavioural Support)
Miss Nuraini Bte Nordin
* 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
School Counsellor
Mdm Cheryl Lai
* If there is a need, referrals can be made by parents through your child’s Form Teacher.
Sharing by Senior Teacher
Ms Tan Zhi-Ling
Holistic Development Assessment to Support the Whole Child
Assessment is part of learning.
Assessment for Primary 1 & 2
Shorter assessments
More and
richer feedback
Appropriate
modes of assessment
• Written assessments
• Oral assessments
• Performance Tasks
• P1: bite-sized weighted assessments in Terms 2,3 and 4
• P2: bite-sized weighted assessments in Terms 1,2, 3 and SA2 exam in Term 4
The assessments will focus on: ❑providing rich information on your
child’s learning progress through: quantitative feedback
(eg grades, marks) qualitative feedback
(eg teachers’ comments) ❑ less evaluative
In Term 1, as your child/ward adjusts to the school culture and gains confidence, the assessment tasks will not be weighted. The grading begins in Term 2 and the weighting increases progressively in Term 3 and Term 4.
How will this benefit my child?
•More confident •Motivated to learn •Enjoy learning
•More opportunities to show learning •Caters to wider range of learning styles •Regular and timely feedback
What are the assessments that my child will go through every term?
A note would be given to parents providing information about the assessment tasks at least 1 week before the assessment.
Should your child/ward be absent for an assessment task, she is required to submit a medical certificate for that day or no marks would be given to him/her.
**Should your child/ward be unwell on the day of an assessment task, do let him/her stay at home and rest.
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 to indicate key learning outcomes 3) Mid-year and end of year report cards • Marks and/or grades to show your child’s
attainment • Overall qualitative comments on your child’s
learning
put too much
emphasis on marks and grades
compare your child’s performance with that of others
monitor your child’s
daily work
give encouragement and support in areas for improvement
praise your child for any progress made
Sharing by Senior Teacher
Ms Tan Zhi-Ling
Holistic Development Our partnership to support the
whole child
What can I do to support my child in his/her journey in
RSS?
• Adaptation to the changes • Getting used to routines • Managing themselves without
parents’ help in school • Learning new subjects • Making new friends
Transition from Pre-School to P1
1 Follow Rules and Routines
2 Build 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.
It is important that your child does as much as he/she can so it is his/her routine.
Create a routine chart together.
Children are motivated to follow routines if they are involved in creating them.
Creating routine charts is great training for children to learn time and life management skills.
What I need to do after school • Have dinner • Clear schoolbag Wash lunchbox, water bottle Give parents any letters/documents to sign Take out handbook and homework
• Shower • Homework time (stipulate time) Show parents that homework is done Put homework in homework file and into
school bag • Pack schoolbag for the next day • TV/relax time • Wash up and sleep (at stipulated time)
What I need to do before school
• Wake up (at stipulated time) • Make your own bed • Have breakfast • Homework/Study time (stipulate time eg 1 hr) Finish up any undone homework Revision, learn spelling, reading
• Relax time • Pack schoolbag – put in lunch box, water
bottle • Lunch • Get ready for school
Parents add to the effectiveness of routines when they allow their
children to experience the satisfaction of following their
routine because it feels good ( as
sense of accomplishment).
Good habits begin at home – Time
• Set the routine for sleeping time and waking up time.
• Set aside homework/revision time each day (eg 45 mins to 1 hr)
• Set appropriate time to complete a piece of work. (eg. 20 mins)
• Set the routine for the time to have lunch and time to get ready to leave for school
Good habits begin at home – Homework
• Put in effort in completing every piece of class work • Develop the habit of reading through
questions and instructions before attempting tasks
• Teach your child how to check his/her work
• Teach your child to keep all homework in the homework file.
Good habits begin at home – Personal items
• Teach your child to pack his/her schoolbag neatly and according to the timetable.
• Teach your child what are the items he needs to bring each day eg. Lunch box, waterbottle, wallet and how to pack them
Build Relationships
Talk Talk about fond
memories of your own school days.
Eg. What you did in P1, your teachers and
classmates
Ask Ask about his/her
thoughts and feelings about the school.
Eg. What is so fun about school today?
Discuss Discuss together what can be done if he/she has worries at school
Eg. Explore how people deal with conflicts
Screens are here to stay and they are addictive and interferes with relationships. Guidelines are imperative for the development of healthy minds and habits.
Limit not eliminate. One of the best ways to limit screen time is to plan other activities that do not include screens. Make agreements with children about how much TV, video games, ipad time is reasonable and keep to it.
• Inducting the students to new environment
• Introduction of routines and learning habits
• Inculcate skills: Social Emotional Communications
Transition from Kindergarten to P1
For a successful transition to P1
Prepare your child mentally by having conversations about: • Routines in school • School rules • Learning
environment and expectations
• Peer relationships • Fears or concerns
Build skills for your child to cope with the demands: • Interpersonal
communication skills
• Work habits
Set Rules & Routines
Build Relationships
Let’s work together to build a
culture of care in which students
enjoy coming to school, are
engaged in learning and
motivated to give their best.
Have fun and enjoy the learning
experience with your child!
Thank You!
Sharing by Senior Teacher
Ms Tan Zhi-Ling
Holistic Development Parenting Talk by
Mr James Satchy
The link: https://tinyurl.com/p1parentconference2018
P1 Parents’ Conference Feedback
Parents, please make your way to wait at Gate 5 if you are picking up your child. Students who are going home by Gate 5 will be brought to Gate 5 at around 6 pm by their teachers.
