P3 Parents’ Conference2020

Red Swastika School

Housekeeping

All slides will be uploaded on the school website.

Parent Gateway

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Thank you for on-boarding

Parent Gateway.

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Programme

Principal’s Address Sharing by Year Head Middle Primary Interaction with teachers

“Principal’s Address

Ms Jessie LimPrincipal

CommunicationAt RSS, parents are welcome to keep the communication channel active. We communicate with parents via:• Student Handbook (most encouraged)• Parent Gateway• School Website• Emails • Phone calls • Letters to parents• SMS system • RSS Link (Newsletters)• Parents’ Conferences• Parents-Teacher Meeting

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• First point of contact – Form Teachers through emails / phone calls / messages / meetings

• School-related matters – School is still the best point of contact

• Keep parents posted of school matters and updates through Parent Gateway

Student Well-Being

• The safety and well-being ofyour child is important to us.

• Communicate with yourchild’s FT if you have anyconcerns relating to yourchild.

School Website

http://redswastika.moe.edu.sg/

School Vision

CARING COMMUNITY,

INNOVATIVE LEADERS

博爱 创新 引领

School Mission

To nurture Joyful Learners with Exemplary Character through a Caring Culture

School Motto

恭 Graciousness

宽 Magnanimity

信 Trustworthiness

敏 Diligence

School Values

恭

Graciousness

Respect

恭敬

Harmony

和谐

宽

Magnanimity

Generosity

寛容

Care

关爱

信

Trustworthiness

Integrity

诚信

Responsibility

责任

敏

DiligenceAlertness

敏锐

Resilience

坚毅

At RSS, we prepare our students

for life:

• Learning for Life Programme (LLP) - Every RSS

Student A Leader

• Applied Learning Programme (ALP) - Tinkers to

Thinkers (T2T) Programme

• SAP Flagship Programme -文化育苗，花开卍慈

We hope to enrich the learning experiences of our students,

deepening their acquisition of the 21st century competencies

as well as practise being a小朋友，小先生 &小主人.

Learning for Life Programme (LLP)

“Every RSS Student a Leader”• 4-tier Student Leadership• Cohort CIS Leadership Training

Aligned to our school vision of “Caring Community, Innovative Leaders”

Focus: Community Service & Student Leadership

Developing RSS Student Leadership through the school’s

CIS Leadership Framework

• Ignite students’ passion in the area of programming and in turndevelop students’ computational thinking

• provide students with opportunities to develop students’strengths and interests in ICT

• deepen their 21CC through a combination of authentic andpractice-oriented learning experiences based on fourcontextual themes

Applied Learning Programme (ALP)Tinkers to Thinkers (T2T) Programme

Guiding Principles

• Relevant trends

• Age appropriateness□ block based programming

• Acquisition and practice of soft skills□ Communication□ Teamwork – working collaboratively with peers□ Resilience – debugging of codes

Primary 3 Mircobits and Scratch

Game Design & Making

VR Zoo Environment

• Students will create animations, stories, games.

• Integrate game development concepts with electronics by using micro:bit as a microcontroller.

Students working collaboratively trying to debug a code

Example of a VR game on sustainability

Primary 4 Virtual RealitySustainability

VR Zoo Environment

• Applications of VR in real-world situations through fun and experiential learning.

• Students will better understand the relationship between technology and environmental issues.

Primary 5 Fly a Drone

Transportation

ILLUSTRATION OF TYNKER, BLOCK-BASED PROGRAMMING

⊡ Students will explore the types, components and programming of drones.

⊡ Experience how drone technology can be applied to the transportation and logistics industry.

Primary 6 Mobile App Programming

Health Science⊡ Students to gain a fundamental

understanding of mobile app programming and to hone computational and logical thinking.

⊡ Students can design an app which can track the number of hours of sleep, number of calories burned during exercise – solving a real problem.

Sample mobile app

Creating a mobile app with Thunkable

SAP in RSS特选辅助计划

愿景心系特选，情牵岛国，眼观天下

秉持国民教育及特选学校精神,

致力于推行优质双语双文化教育

VisionA committed community of SAP schools that deliversquality bicultural education, premised on strongnational education & SAP school ethos

SAP in RSS特选辅助计划

使命a)培育具有优良价值观及国际视野的双语双

文化人才， 将来为国家与社会作出贡献；

b)培育能传承华文与文化的新一代专才

Missiona) To nurture a core group of bilingual students steeped in

Chinese values and global outlook, who will serve thecommunity and nation in the future

b) To develop future cultural transmitters and specialists inChinese Language and Culture for Singapore.

SAP Flagship Programme

特选旗舰课程“文化育苗，花开卍慈”

Chinese Language Ambassadors-in-Residence (CLARs)

驻校中华文化大使

CLARs

2019

CLARs

2018

P6 SAP

SBE P5 SAP

SBE

School-Based Enrichment

Overseas Immersion Programme & Hosting

国际与文化交流

CNY cum Mother Tongue Fortnight Programme

农历新年母语双周活动

SAP Termly Assembly Programme

特选周会

Cross Talk

Chinese

Dance

Skit on Chinese

Idioms & fables

Post exam/End of Term SAP Programme

学段末特选活动

P2 Poetry Recitation &

Presentation

Aspire

Believe

Commit

Joy of Learning Culture of Care

Every RSS student enjoys learning

RSS is a safe place for every child to learn

and grow

Positive Discipline

Every RSS student a self-

disciplined child

Joy of Learning @ RSS

• Happy faces • Engaging looks• On task (focused)• Positive Teacher-

student interactions• Enthusiastic• Asking questions

(being inquisitive)• Raising of hands• Teamwork• Independent learners • Extension of learning

• Constructive, productive noise

• Meaningful conversations

• Positive encouragement

• Seeking clarifications • Laughter• Cheers • Moment of silence

• Motivated to deepen learning • Looking forward to more of

such learning • Confident/empowered• Positive frustration • Satisfied • Achievement • Challenged • Time passes quickly • Safe & Non-threatening • Relaxed • Energetic

Engaged Learning

Encourage Joy of Learning by

• not over-emphasising academic performance

• focus on your child’s learning journey, rather

than compare them to others

Give our children the time and space to deepen learning

Embracing all learners @P3 in 2020

⊡Mixed Ability Class Allocation

⊡Subject Block Structure (Math)□ Caters to different learner profiles and needs□ Resource intensive student-centric approach

⊡Focus on social skills and other 21st CCs and soft skills

• Have more time and space to deepen their learning,

especially in the transition years

(i.e. P3, P5, S1 and S3).

• Better enjoy the process of learning and develop

dispositions for lifelong learning.

These changes aim to help our students:

Level Term 1 Term 2 Term 3 Term 4

P1 No Weighted Assessment (WA) from 2019;

only Formative Assessment (FA)P2

P3 FA WA

From 2020

WA

From 2020

SA2

P4 FA SA1 FA SA2

P5 FA WA

From 2021

WA

From 2021

SA2

P6 FA SA1 Prelims PSLE

RSS Assessment Plan for 2020/2021

• Removal of P3 Mid-year examination

• No more than 1 weighted assessment (WA) per subject, per term, in addition to the end of year assessment. Bite-size assessment and of a small percentage (15%) for each WA.

School Based Assessment for Primary 3

• English and Chinese- component-based testing

• Math and Science concept-based testing to focus on learning for mastery

• Teachers will also provide timely feedback to students, provide opportunities for students to act on feedback and help them to close learning gaps.

School Based Assessment for Primary 3

How will my child be selected for

Good Progress Awards?

• The revised eligibility criteria considers positive learning

dispositions (e.g., diligence, curiosity, collaboration and

enthusiasm), instead of academic performance.

• Good Progress Award (GPA) : P2 and P3 students who

have made significant improvement in learning

dispositions.

Moving from Academic Criteria to Learning Dispositions

What are Learning Dispositions?

Learning Dispositions are positive behaviours andattitudes that help lay a strong foundation for children tobecome lifelong learners who find joy in learning all thetime.

Learning Dispositions

Resilience Work Attitude(Responsibility)

Joy Of Learning(Teamwork, Curiosity)

Examples • Attempt all questions in the given work assignment, do not leave blanks

• Show attempts to do some workings or thoughts even though it is challenging

• Receptive to feedback given, interested to know what went wrong and how to improve

• Be punctual for school/class (after recess)

• Bring the necessary items (eg handbook, being in correct attire)and keeps materials organized (eg. packs schoolbag according to timetable)

• Paying attention during lessons

• Consistently completes tasks assigned to best of his/her ability

• Stays on task/focussed during discussions

• Contributes constructive input to the discussions

• Completes the work assigned to him/her to the best of his/her ability in order to contribute to the group's success

• Asks relevant questions to seek clarification

• Excited /shows enthusiasm or interest in learning

• Shows or shares own research

RSS Learning Dispositions

“Sharing by Year Head

Middle Primary

Miss Tan Zhi Ling

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We want to build a culture of care in which students

are safe, enjoy coming to school, are engaged in

learning and motivated to give their best.

Culture of care

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.

* 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.

Emotional Safety

Your child’s emotional safety is also important tous. We hope to build positive relationships amongpeers and positive relationships between teachersand students.

RSS – Our Second Home

Making Learning

Meaningful

Making School a

fun and safe place

Making positive

relationships with

peers and

teachers.

Start it Right

Rationale: Set tone for class discipline - expectations and rules Inculcate values and character-building Focus on strengthening Teacher-Student

Relationship & Student-Student Relationship

First 2 days of the new school year First half day of every new school term

1 Follow Rules and Routines

2 Build Positive Relationships

• Positive Class Tone for learning Class discipline Work attitude

• Positive Relationships Teacher-Student relationship Student-Student relationship

• Positive Class Tone for learning

• Positive Relationships

⊡ We are ready to learn when we are

responsible and respectful.

⊡ We build positive relationships with those

around us when we are responsible and

respectful.

Buddy System @ RSS

P1 & P4

P2 & P5

P3 & P6

Buddy System

Rationale: creates a friendly and caring primary school

community where strong cross-aged peer relationships can be built and sustained.

helps students to develop positive social skills through various activities which focus on values such as friendliness, responsibility, respect, care for others, value and support differences.

Benefits: • eases the transition of younger students• builds relationships between peers and multi-aged

groupings• includes activities that develop essential social skills• inculcates leadership skills, responsibility and

respect in older students• makes the younger children feel safe and being

cared for while the older children feel valued and respected

• fosters a sense of a whole school community• extends and enhances a peer support structure

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• Transition to a higher level of learning

Deepening of concepts for various subjects

New subject - Science

Developing effective learning skills and attitudes

Taking up a CCA

• Transition to a new class

More students (from 30 to 40)

New teachers

New classmates

From P2 to P3

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The Science Curriculum seeks to provide students with:

⊡ experiences which build on their interest andstimulate their curiosity about their environment

⊡ basic scientific terms and concepts to help themunderstand themselves and the world around them

⊡ opportunities to develop skills, habits of mind andattitudes necessary for scientific inquiry

Science Curriculum (P3 – P6)

How parents can support

• Encourage them to ask questions by being equally curious about the world around them.

• Encourage them to read widely and support them on Science projects of their interest.

• Motivate them to revise their work consistently by getting them to read their textbooks, revise their work and check their own understanding

How parents can support

National Geographic magazines

Some good resources for Science learning include:

Discovery channel

Young Scientists magazines

Visits to Singapore Science Centre

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CCA

CCA Matters

• CCA is strongly encouraged, not compulsory

• Lifelong love for learning & balanced life

• Platform for showcasing talents

• Sports, Performing Arts, Clubs & Uniform Groups CCAs

• The CCA list is available on the school website

• Bring attire/ shoes to change on days of CCA (Sports)

• For further enquiries, email Mdm Yasmin Seah, HOD PE/CCA/Aesthetics at seah_sher_li@schools.gov.sg

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From P2 to P3• Development of greater independence

Understanding rules and routines

Being Responsible for self

Understanding personal strengths and identifying areas for improvement

• Development of Social-Emotional Competencies

Resilience - Managing emotions when meeting challenges

Relationship Management

What can I do to support my child in

P3?

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Helping your child manage

• Understand the new learning environment

Work with the FTs and subject teachers

• Inculcate good habits

Time management

Self-discipline

Regular Attendance

Develop good habits

It is important to nurture your child to be a self-directedlearner with good habits and who takes responsibility forhis/her own learning.

• Students are responsible for copying down the day’s homework and to hand in their work on time

• Students need to learn how to manage their time and various commitments

Build responsibility

Homework can: • reinforce learning and deepen understanding of

lessons taught;• allow students to regularly practise, and apply

skills and concepts taught;• develop good study skills and habits;• encourage greater ownership and responsibility

for independent learning.

Completing Homework

How parents can partner the school

• Create a home environmentconducive for studying and thecompletion of homework

• Reinforce good study habits andattitudes

• Set a practice at home for yourchild to show your periodicallyhis/her homework progress

• Supervise and provide support forchild’s learning

How parents can partner the school

• Guide your child in managinghis/her time wisely.

• Work with your child to gettheir things ready for school.

• Refrain from providing“home delivery” for yourchild when he/she informsyou of missing item(s).

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Managing Screen Time

Smart Devices are here to stay. They are addictiveand interfere with relationships. Guidelines areimperative for the development of healthy mindsand habits.

It is important for our children to be able to work and communicate well with others.

Relating to others

How parents can partner the school

• Work with the teachers to help your childrespect differences and resolve disagreementsamicably

• Let the school establish the facts in any incidentto ensure a fair, objective outcome for allparties

• Don’t react. Don’t jump to conclusions.

• Attention - Listen to your child first.

• Reflection - Encourage them to share how they felt.

• Independence - Ask about what he/she can do to prevent/avoid occurrence next time.

• Follow up - If need arises, check with the teacher. Allow teacher to follow up pertaining to the issues.

Working Out Issues with your child

It is important to develop and strengthen mutual understanding, respect and trust between the school and parents for the benefit of your child.

Regular Communication

How parents can partner the school

• Work with the school to know and support your child• Update the form teacher immediately on matters

relating to your child’s well-being • Have regular conversations with teachers in both

academic and non-academic areas – this will help you guide your child’s development

• Check the teachers’ preferred mode of communication – teachers are not required to share their mobile numbers

• Understand that at times teachers may not be able torespond to your queries immediately

Our partnership to support the whole child

Our children do best when schools and parentswork hand in hand to support them.

Be an A* parent!

Affirmation leads to confidence

• Praise your child’s willingness to learn, the effort put in• Encourage and motivate• Avoid comparison

Appreciation leads to happiness

• Be grateful for the small things• Be present and listen to your child with discernment

Accountability leads to responsibility

• Monitor sleep time and screen time• Support your child’s learning of independence and

responsibility

Parent-Child-Teacher Conference 2020

Date: Thursday, 28 May and Friday, 29 May

Time: 8.00 am to 4.30 pm

Important Note:

- Child to be present (in school uniform)

- More information will be provided at a later date

Parent Child Teacher

Conference

• Aims to identify suitable students with high intellectualpotential who will benefit from the enriched curriculumprovided in the programme.

• Test preparation activities could inflate pupils’ scores andnot reflect their actual potential.

• Pupils who are not ready to handle the intellectual rigourand demands of the programmewill struggle with the enriched curriculumwill not benefit fully from itwill be unduly stressed, may lose confidence and impact their self-esteem.

Gifted Education Programme (GEP)

• The identification exercise is conducted in two stages –Screening and Selection.

• All P3 students are invited to participate.

• Participation is not compulsory

• The school will be issuing the necessary circulars from MOE in time to come

Thank You!