zhenghua primary school established in 1989
TRANSCRIPT
Zhenghua Primary School
Established in 1989
Care Collaboration Learning Innovation
ZHPS over the years – what is distinctive and enduring?
• caring culture
• our belief in our students
• the excellent teamwork of committed staff
• our vibrant learning environment with opportunities for students to develop their interests and talents
• our strengths in the creative arts
Our Belief: Every Child Matters
• We love, value and accept our students for who they are.
• We believe that every child is unique, special and talented in his/her own way and seek to bring out the best in each of our students.
• We believe that, with effort, our students can learn and are capable of achieving their personal best.
ZHPS is a Good School
Ensures all students acquire strong fundamentals of literacy and numeracy and develops them holistically, in character, knowledge and critical competencies
Creates a positive school experience for each student, making him/her a confident & lifelong learner
Has caring & competent teachers who are
steadfast in their mission to impact lives
Has the support of parents & the community, working
together to bring out the best in our children
Provides opportunities to all students,
regardless of family circumstances
Knows the needs, interests and strengths
of the students & motivates them to learn
and grow
Learning for LifeThriving in the 21st Century
Our Commitment: *Nurturing the whole child
*Preparing our students for life and life-long learning
Nurturing the whole childPreparing our students for life & life-long
learning
Character &
LeadershipCreativity
Joy of Learning
Learning for Life
21st Century Competencies
ZHPS
Student
From the Agricultural Age to the Conceptual Age
Agricultural Age(farmers)
Conceptual Age (creators and empathisers)
Information Age (knowledge workers)
Industrial Age (factory workers)
ATG (Affluence, Technology, Globalization)
18 th Century 19 th Century 20 th Century 21st Century Back
(Daniel Pink: A Whole New Mind)
The world we live in –an age of accelerations
Technology
Globalization
Climate Change
Thomas Friedman: Thank You For Being Late: An Optimist’s Guide to Thriving in the Age of Accelerations, 2016
Astro Teller’s Graph(Eric Astro Teller, CEO of Google’s X research and
development lab)
How to thrive in the age of accelerations: the learning imperative
“…when the pace of change gets this fast, the only way to retain a lifelong working capacity
is to engage in lifelong learning”.
Thomas Friedman: Thank You For Being Late: An Optimist’s Guide to Thriving in
the Age of Accelerations, 2016
Learn for Life Movement
2 thrusts
Learning as an enabling force
Learning as an uplifting and integrating force
(Education Minister Ong Ye Kung’s speech, 27 Dec 2018
https://www.moe.gov.sg/news/speeches/opening-address-by-mr-ong-ye-kung--minister-for-education--at-the-appointment-and-appreciation-
ceremony-for-principals)
Joy of Learning, Learning for Life
• We would like our students to be
motivated to learn and enjoy the learning process without excessive pressure and anxiety
equipped with the dispositions and skills to learn for life
Nurturing the whole childPreparing our students for life & life-long
learning
Character &
LeadershipCreativity
Joy of Learning
Learn for Life
21st Century Competencies
Zhenghua
Student
School-Parent Partnership
Working with ZHPS to support your child
It takes a village to raise a child.
Our School-Parent Partnership Philosophy
Parents are our partners in education -- a meaningful collaboration with parents
supports our students’ holistic development.
School-Parent Partnership
• We value your partnership.
• Please support us as parent volunteers.
• We welcome your constructive feedback and seek to address your concerns.
• Please do not hesitate to contact
– your child’s teacher if you have concerns or queries regarding her well-being and progress
– the school office or school leaders regarding school matters.
What we would appreciate from parents: 3Cs and 1BLiving out our school values of Care & Respect:
When your child tells you something that alarms you
• keep Calm
• remain Courteous
• Communicate your concerns to the teacher directly and constructively
• Give the teacher or classmate the Benefit of the doubt– Could it be a misunderstanding or misinterpretation of words said? Is
there more than one side to the story?
– We don’t have perfect teachers but we have teachers who care for the pupils and have the students’ interests at heart.
Parents’ Support: 2 Cs, 1 G
• Character education
– Partner us in the character education of your child
• Growth mindset
– Nurture a growth mindset in your child
• Childhood
– allow your child to enjoy his/her childhood
Character Education
Values are both taught and caught
• Reinforce our school values when teachable moments arise
• Give your children opportunities to live out our school values, e.g.
– Helping with household chores, taking care of siblings
– Returning their trays and keeping the table clean at the hawker centre
Character Education
Values are both taught and caught
• Let us be good role models for our children –our children are watching us
– Let us speak to all staff with respect and courtesy
– If we are upset about something, let us be mindful of our language and express our concerns tactfully via the appropriate channels
•
Develop a ‘growth mindset’ in your child
• Stanford university psychologist Carol Dweckdiscovered that students do much better academically if they believe their intelligence can be changed through effort and hard work their grades actually improve.
Carol Dweck: The Power of Belief
https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve
Develop a ‘growth mindset’ in your child
• Nurture the belief that, with effort, he/she can improve, can learn new & difficult things and achieve his/her personal best
• Praise the process (effort, strategy, focus, perseverance, improvement), not intelligence or talent enables the child to be more resilient
Allow your child to enjoy his/her childhood
• Time for play & hobbies
– Stimulate your child’s curiosity and love for reading & learning
creativity & joy of learning
Re-defining Success
• Re-defining Success
– 1. a successful personal life: healthy, meaningful relationships with family and friends
– 2. a successful school life: improvement and growth, being the best that you can be;
– 3. the good that you leave behind: how do you want your friends and teachers to remember you? Have you done something positive and meaningful for others?
Thank You
School Support for P5 Students
P5 – A Year of Transition
Support for P5 Students
• Social-emotional well-being
– Form Teacher Guidance Period (FTGP):
• Focus: values and social-emotional skills
• Form Teachers’ 1-to-1 interaction time with students
– FTGP journal
– Assistant Year Head’s Heart-to-Heart conversations with selected students
– P6 Year Head’s end-of-year talk: Transition from P5 to P6
Support for P5 Students
• Social-emotional well-being: support and sharing by school counsellors
– Tier 1 (for all students): topics include emotional regulation, empathy towards students with special needs, cyber wellness
– Tier 2 (selected students): BLISS (Bridging Lessons in Social Skills) – topics include relationship management and impulse control
Academic Support for P5 Students
• After-school academic support– Remedial lessons for selected students on
Mondays and Tuesdays in Term 1
– Remedial and stretch lessons for all students on Mondays and Tuesdays from Terms 2-4
• Math every week
• Alternation between English, Science and Mother Tongue
• Focused Study Camp for selected students during the PSLE Marking Exercise
Academic Support for P5 Students
• Our school does not expect parents to provide tuition
• Our teachers conduct lessons after school to stretch and support all our students
• Our teachers will coach students who need additional help
• Students can approach their teachers for consultations during recess and after school
Our Motto: The Best that We Can Be
• What this means: We put in the effort, to do our best at all times in all areas
• What matters is that our children put in their best effort and strive to be the best that they can be
• Our students are gifted in many areas such as the arts and sports
• We celebrate their diverse strengths and seek to nurture their potential in all these areas
Thank You
P5 & P6 Year head
Mrs Audrey Yeoh
P5 Assistant Year head
Ms Maryanah
Level Expectations
• Punctuality
– to be seated in the hall by 7.25 am
- Cultivating a reading habit – bring a story book every day
• Attendance
Absence from School
• Regular school attendance is critical to a child’s learning. Hence students must be present on all school days. Going on holiday during School Term is not permitted.
• If you are considering taking your child away during term time, please think about it carefully and discuss your plans with your child’s form teacher as your child should not miss lessons unless there is a valid reason.
• Please write to seek school leader’s permission at least one week in advance should your child need to be excused due to official commitments such as external competitions and exams.
• If your child is ill, you child should submit a medical certificate or a note from you on your child’s return to school.
Absence from School
ZHPS Homework Policy
• Personal Mastery Workshop (Term 1)
- Basic First Aid Course 27 & 28 Feb 2019 (2 full days)
• National Education Show (Term 3)
• Primary 5 Values-in–Action Carnival (Term 4)
P5 Level Highlights
Examination schedule in 2019
• SA1: Term 2
• SA2: Term 4
• No Continual Assessment
42
Communication With Parents
Parent Handbook
Student Handbook
School Website
Policies on
discipline,
assessment
and mobile
phone, conduct
grades aligned
to core values,
etc.
- For
communication
between teachers
and parents.
- Monitor
homework.
E-learning portal for studentsHomelink for parentsHighlights of school eventsTravel declaration
What Does Transition To
Primary 5 Mean For Your Child?
• Physical:
– Biological changes
– Conscious of self image
• Emotional:
– Learning to understand themselves and
their emotions
– Desire for greater autonomy
What Does Transition To
Primary 5 Mean For Your Child?
• Social:
– Peer influence & conflict; friendship issues
– Social media influence
– Relating to parents
• Academic:
– Learning to cope with more homework
– Higher level of difficulty
How Your Child Might Feel
Good Feelings Not-So-Good Feelings
• Happy
• Excited
• Enthusiastic
• Curious
• Motivated
• Afraid
• Anxious
• Worried
• Discouraged
• Frustrated
• Insecure
Supporting Your Child’s Transition To Primary 5
S.A.F.E. Tips: To build a caring home
environment to nurture the emotional and
social skills of your child
Supporting Your Child’s Transition To Primary 5
Two approaches:
1. S.A.F.E. Tips: To build a caring home environment to nurture the emotional and social skills of your child
2. The 5 Love Languages: To relate and bond with your child
S.A.F.E. Tips
• S - Support
• A - Affirm
• F - Familiarise
• E - Empathise
S
S - Support:
• Encourage your child to talk to a trusted
adult for guidance
• Help your child understand decisions
made and actions taken
• Keep rules short and realistic
A
A - Affirm:
• Recognise his/her demonstration of good
values and behaviours
• Praise your child’s efforts regularly
F
F - Familiarise:
• Find out what Primary 5 is like for students
these days. Moderate your expectations
according to your child’s strengths and
development
• Share information on physical changes
during puberty, include the range of
emotions that may accompany it
E
E - Empathise:
• Show that you understand your child’s
concerns
• Teach with less talk and more role -
modelling
The 5 Love Languages
• Physical Touch
• Words of Affirmation
• Quality Time
• Acts of Service
• Receiving Gifts
The Child – Our Common Goal
• Continue to work closely with the teachers – share information about your child within and beyond the school.
• Attend school events.
• Be a volunteer.
• Participate in Your Child’s School Life.
The Child – Our Common Goal
• Personal Time (unstructured time)
• Unstructured time gives children the opportunity to explore their inner and outer worlds, which is the beginning of creativity. This is how they learn to engage with themselves and the world, to imagine and invent and create.
Overseas Learning Experience
Overseas Learning Experiences Over The Years
Academically VibrantGlobal Awareness
Culturally VibrantCross-cultural skills
2016 Twinning Programme with Shanghai (P5)Cultural Exposure – Penang P6)Cultural Immersion to JB
2017 Twinning Programme with Shanghai (P5)Cultural Exposure – Penang P6)Cultural Immersion to JB
2018 Twinning Programme with Shanghai (P5)Cultural Exposure – KL P6)Cultural Immersion to JB
Safety AspectsOLE Staff Structure:Planning, Deployment, Training :a) Recce Trip is conducted – to ensure safety and value to
students learning
b) Deployment of staff – all trained in First Aider,
ratio 1:10 + an additional I/C
c) Training for all staff on roles, responsibilities, case study
etc. to ensure preparedness
d) Telephone Relay daily to school
e) Trip registered with MFA
(Monitor the country’s situation)
OLE Student Structure
• All P5 students are given an opportunity for different trips.
• P5: All students will be attending the 2-day first aid training in Term 1 Week 8.
OLE Parent Structure
• Sharing of school’s OLE Programme
• Info updates throughout the trip. (long haul)
2019 OLE Programme
• Cultural Immersion to Bangkok (August)
• Cultural Immersion to JB ( 2 groups - Sept)
• Cultural Immersion to KL (Flight Experience –Sept)
WE NEED YOUR SUPPORT
Mother Tongue languages
Primary 5
19 Jan 2019
VISION
Every Zhenghua student is
proficient in the use of
Mother Tongue Languages
MISSION
Provide a conducive environment through
collaboration, training, basic language
skills, academic programmes,
cultural appreciation, global exposure,
to nurture pupils with morality and
achievements.
P4 & P5 COMPARISON
P4 P5 Standard MTL
Paper 1 – 15% Paper 1 – 20%
Paper 2 – 45% Paper 2 – 45%
Paper 3 LC – 10% Paper 3 LC – 10%
Paper 4 Oral – 30% Paper 4 Oral – 25%
Assessment Format:
P5 STANDARD MTL
Components Marks Weighting
Paper 1 - Composition 40 20%
Paper 2 - Language Use
& Comprehension
90 45%
Paper 3 – e-Oral 50 25%
- Listening
Comprehension
20 10%
Total 200 100%
P5 Higher Mother Tongue
Components Marks Weighting
Paper 1 - Composition 40 40%
Paper 2 - Language Use
& Comprehension
60 60%
Total 100 100%
To remain in P6 HMTL
P5 HMT Results P5 MT Results
Min Min
Pass 70 & above
P5 Foundation Mother Tongue
Components Marks Weighting
Paper 1- Comprehension 15 15%
Paper 2 – e-Oral 55 55%
Paper 3 - Listening
Comprehension
30 30%
Total 100 100%
P5 Listening Comprehension
5 to 7 short passages + graphic
stimulus
MCQ format (3 choices per question)
Duration: 30 to 40 minutes
10% for Standard MTL
30% for Foundation MTL
P5 e-Oral
Standard Mother Tongue
Reading (20 marks)
Video Conversation (30 marks)
Answer three main questions based on the
1-min video
Foundation Mother Tongue
Reading (15 marks)
Video Conversation (40 marks)
Answer three main questions based on the
1-min video
P5 e-Oral
Video Conversation
Thematic Approach
• Video related to a theme – eg. Care for the
environment
Example:
1Based on the video, tell us what did the little girl
do?
2 Apart from using the bin as in the video, what
are some other ways to keep the environment
clean?
3 How can your school help in getting students to
care for the environment?
P5 e-Oral
Language Use & Comprehension
Standard Mother Tongue Language Application (More questions)
Cloze Passage
Completing Dialogue
Comprehension (Response to graphic stimulus)
Language Application
2 Comprehension Passages (Summary/ No Sentence Construction))
Language Use & Comprehension
Types of Texts used for Comprehension1. Short News Report2. Advertisement / Announcement3. Brochure / Flyer / Poster4. Programme Sheet5. Short Article6. Short Story7. Message
Language Use & Comprehension
Open-ended questions1. Direct Questions (with Graphic Stimulus)
Answers could be found directly in the passage
2. Inferential/Evaluative QuestionAnswers require students to analyse or
evaluateinformation in the passage
P5 FMTL Paper 1
15 % of total weightage.
*Language Application
*Comprehension (with graphic stimulus)
ABOUT P5 COMPOSITION
*Standard Mother TongueHelping words are provided.Use of dictionaries approved by SEAB is allowed:
www.seab.gov.sg*Higher Mother TongueNo helping words.Use of dictionaries approved by SEAB is allowed:
www.seab.gov.sg
HELPING YOUR CHILD
Make use of everyday experiences to use MTL with your child
