Head of Academic Head of Academic (National Primary ...
Transcript of Head of Academic Head of Academic (National Primary ...
Mr Philip
Head of Academic
(International Secondary)
2 3 A U G U S T , 2 0 1 9
Jalan Stadium, Petra Jaya
93050 Kuching Sarawak
Malaysia
Phone: 082 313 900
Fax: 082 313 970
email: [email protected]
Any Newsletter comments or contributions, please contact
Ms Sindy ([email protected])
T U N K U P U T R A S C H O O L N E W S L E T T E R
P A G E 1
19 - 30 ● NS - SPM Mock Exams Aug
22 - 30 ● NS - PT3 Mock Exam Aug
26 - 30 ● IS - IGCSE Moderation Aug Week
28 Aug ● IS - IGCSE Drama Monologue Recordings ● IS - Yr11 Mid-Semester 2 Reports release to Parents
29 Aug ● Photo Session - Kindergarten 3 Graduation
31 Aug ● Merdeka Day (Public Holiday)
1 Sep ● Awal Muharram (Public Holiday)
AU G U S T M T W T F S S
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S E P T E M B E R M T W T F S S
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NATIONAL PRIMARY
In the National Primary Curriculum, Primary 6 students have to sit for UPSR
before they proceed to the Secondary level. In 2019, we have organised a
series of academic enhancement activities for our NP6 students. These
includes extra enrichment classes during school days from 7:30am to 8:00am,
and from 3:40pm to 4:30pm; Fridays, from 2:00pm to 4:00pm; and Saturdays,
from 8:30am to 11:30am.
Additionally, several workshops on UPSR answering techniques have been held,
conducted by invited speakers, with vast experiences in teaching the core subjects.
Students were very engaged and participated actively in the workshops.
Parents also need to play an active role in guiding, and ensuring their child in
revising and completing their assigned tasks. With the close cooperation from
parents, we do hope that our students will be able to receive the most
effective learning and be well prepared for the upcoming UPSR.
We wish them all their best and hope that all of them will pass the UPSR
Assessment with flying colours.
Ms Angela
Head of Academic
(National Primary)
Ms Suzilawati
Head of Academic
(National Secondary)
Ms Anne-Marie
Head of Academic
(International Primary)
P A G E 2
Continued From Page 1.
T U N K U P U T R A S C H O O L N E W S L E T T E R
INTERNATIONAL PRIMARY
Every IPC unit of learning begins with a
Knowledge Harvest to help the teacher
and children know what facts are
already understand and what areas
need more investigation.
The introduction of Pre and Post
assessments have allowed teachers to
tailor learning to individual children to
ensure progression is being made.
Pre and Post assessments give
children quick updates and clear
examples of how they have made
progress and what they still need to
work on to develop their knowledge,
skills or understanding.
In all IPC subjects the children use
photos, recorded learning and or
video footage to show how they have
progressed within each unit of
learning. Videoing at the beginning of
a unit and again at the end helps the
children to see the progression and is
the same as a pre and post
assessment.
There are 3 types of reflection used every week in International Primary:
Self reflection, Peer reflection and Teacher reflection. These reflections
act like an assessment of learning and help the children to think about the
difficult questions ‘How’ and ‘Why’.
How do I know I have developed my knowledge, skills or understanding?
How do I improve?
Why do I think that I was beginning, developing or mastering?
Why did I make progress here and not in this area?
Success Criteria is used in all lessons in International Primary to help
the children know how to make improvements in their learning and
help them to self assess against a set criteria.
pre post
pre
post
P A G E 3
Continued From Page 2.
T U N K U P U T R A S C H O O L N E W S L E T T E R
NATIONAL SECONDARY
In the National Secondary, the Standard Based Curriculum for Secondary Schools (KSSM) has
transformed the concept of 21st century education. The current assessment emphasises on the
teaching that is centered on the students, and focuses more on problem-solving, project-based
assignment and implementing formative and summative assessments. The education in Malaysia
attempts to form and nurture a student to become a complete and holistic individual who are
well-equipped with strong humanistic characters that pose on integrated manner putting forth a
balance of intellectual, spiritual, emotional and physical.
This year, our Tingkatan 3 students have been occupied with their
classroom assessment since February 2019. The PT3 (Pentaksiran
Tingkatan 3) coursework consists of field works and projects in three
subjects namely: History, Geography, Design and Technology.
The English Language and Malay Language Oral assessments are held on
August and September respectively, which the written test that starts
on 30 September 2019. To ensure physical and emotional balance, the
assessment also includes Physical Activities, Sports and Co-curricular
Assessment (PAJSK) and the Psychometric assessment as an element
of assessment.
The assessment is an essential ongoing process throughout each lesson to
cultivate a well-developed knowledge equipped with 21st century skills and
inculcate moral values and good habits in students. A variety of assessment
methods provide students the exposure to the field of work whilst being
able to communicate with the local community for specific information. A
student’s creativity is also assessed through their ability to work
thoughtfully. Additionally, a comprehensive assessment can determine the
fitness level of a student as well as inculcating positive values such as
cooperation, responsibility, dedication and persistence among students.
The SPM (Sijil Pelajaran Malaysia) and PT3 examinations are just
around the corner. Many initiatives have been undertaken as a
means to improve student achievements and support student
successes.
One of the initiatives are motivational talks, which aims to build
the mental and psychological strength of the students by
equipping them with learning techniques and learning tips for the
upcoming PT3 and SPM examinations.
Our Intensive Grade Booster revision workshops for SPM
students are conducted by expert teachers and SPM examiners
who guide and facilitate our tireless students. Some of these
workshops are also held off-campus to prepare students progressively and equip themselves with
skills that help them score in their exams.
Holiday Enrichment Class and Exams Class Booster Programme are also organised to give the extra
boost to the students. I would like to express my deepest gratitude and appreciation to all our
students, dedicated teachers and parents who supports and guides the students in order to achieve
academic success. It is hoped that these efforts will produce excellent results, as Lao Tzu once said
“a journey of a thousand miles begins with a single step.”
P A G E 4
T U N K U P U T R A S C H O O L N E W S L E T T E R
INTERNATIONAL SECONDARY
If you mention the word assessment, for many people they
think only of tests and exams. However, assessment is an
integral part of day to day learning. This was
demonstrated to me recently, as part of one of my ‘looking
for learning’ walks, when I observed students being
assessed in a variety of different ways across
International Secondary.
In a Year 10 Physics lesson, students were starting a topic
on Thermal Physics and they were being assessed about it
before they had even started learning the topic! The
students were asked to do an activity called Think Puzzle Explore and this was used by Mr. Mark to assess the
students’ prior knowledge of the topic by asking these
three questions:
• What do you think you know about thermal physics?
• What questions or puzzles you about thermal physics?
• How might you explore the puzzles that you have
further?
This was then followed up with a sharing of ideas and a
discussion of what they would explore in the next couple
of weeks. The student responses to the activity not only
gave Mr. Mark valuable information about the starting
level of understanding of his students, it also successfully
engaged students in Thermal Physics.
Year 10 students discussing what they
know about Thermal Physics
Learning to do something and therefore
progressing to the next level is helped if the
students know what success looks like. This is
why sharing success criteria with students
really helps them learn. In a Year 10 IGCSE
Physical Education lesson, I saw how students
were assessed in their volleyball skills. Prior
to the assessment, students were given six
bands of criteria and then they were marked
accordingly.
Mr. Pete sharing criteria for Volleyball
A similar approach was being deployed in a
Year 7 Humanities lesson. The students were
working on research project on Medieval Life
as part of a History topic. Mr. Mike had
shared with his students a detailed rubric that
he would use to mark the project, so that the
students had opportunity meet all the success
criteria for the activity.
A Year 7 student using success criteria to complete their
History project
In the Year 9 Mathematics lesson I visited, the students were not
only following success criteria, they had helped devise the criteria
themselves. Students were designing their own questionnaires and
before they started, the class discussed and agreed what makes a
successful questionnaire with the help of the teacher.
Year 9 students producing a questionnaire using their own success
criteria
For both the Year 10 PE and Year 9 Mathematics lessons, the students
assessed each other as well as the teacher assessing them. These ‘peer
assessments’ were more effective because of the use of detailed and
consistent success criteria.
Continued From Page 3.
P A G E 5
T U N K U P U T R A S C H O O L N E W S L E T T E R
Visiting our school garden As part of our learning during the unit ‘Garden’,
we looked out for insects and mini beasts. We also enjoyed looking at different plants.
We got our tools
ready to catch
insects and mini
beasts if we
see any.
We saw 4 snails hiding
under the plants!
Ms. Sheila helped us to catch
one of the grasshoppers that
we saw.
We brought
back the
grasshopper
and the snail
that we
managed to
catch to
show our
Kindy
friends.
Ms. Tracy
showed us a
picture of a
snake and a
moth that
she saw in
front of Ms.
Julie’s office.
We also made miniature gardens with our parents at home. Look at our lovely gardens.
P A G E 6
T U N K U P U T R A S C H O O L N E W S L E T T E R
The students learned about the many types of livestock farming
in Malaysia. They also watched short videos of these livestock
farming to have an insight of what takes place in the farms.
They were then given the choice of choosing a livestock for their
project work. Among the livestock farming chosen by students
were turkey, ostrich, deer, cow, goat, sheep, chicken and duck
farming. Their task was to find as many pictures of the
livestock farming that they have chosen and the products
produced by the animal.
Through this short task, the students were able to discover
different types of livestock farming. Besides that, they also
learned about the many types of products produced by these
animals.
BAHASA MELAYU NP4
Irdina arranging her pictures
on the manila card.
Aqeel cutting his pictures
carefully.
Students busy engaging in
their work.
Concentration and focus in
their task.
This is the outcome!
Students happily displaying their
completed task.
P A G E 7
T U N K U P U T R A S C H O O L N E W S L E T T E R
Language Games & Quiz In Teaching and Learning
for National Primary 5 & National Primary 6 Classes
In the process of teaching and learning, language games are used to foster the
interest and attention of pupils, to master and reinforce the skills that had been
delivered to the students. Word listed game and quiz are two favourite games that
students love to play.
These language games really capture the interest and attention of the students to
try and indirectly, it also enhanced and reinforced the vocabulary that students
have mastered. These games are played in groups of 3; with each group required to
discuss and find the most appropriate answer. In the process of discussion, values
of tolerance and respect for each other’s opinion are given priority in forming
co-operation within the group. A reward will be given to the winning group.
Continued From Page 5.
P A G E 8
T U N K U P U T R A S C H O O L N E W S L E T T E R
Exit Points in International Primary
Media Magic Marvels Awards was part of the IP2 Exit Point. Throughout the unit of learning the IP2 and IP5 children were buddied up to created an iTrailer using a story plan the IP2s had written. In Art the IP2s learned.
The IP2s learned how to create pixel characters and use colours and costumes to add effects. In History the children used communication devices and put pictures
of them into a timeline from 1900’s to present day.
Well Done IP2!
Inventions that changed the world was an exciting unit of learning
and the children have gained a lot of knowledge.
In History the children researched inventions that had changed their life and this included; highlighters, pens, telephones and light bulbs.
Kozi Square was full of new materials and inventions and a
great way to celebrate the children’s extended knowledge,
skills and understanding.
Well Done IP3 and IP4!
IP5 and IP6 showcased their fairground rides, games and cod-ing program on the computer for
IP3 and IP4.
In Technology the children planned and created mini models of fair ground games and rides.
In Science the children learned about forces and gravity needed
for fairground rides.
In Literacy creating a radio advert, mascot and persuasive
writing for or against a fairground near your house, were some of the ways learning was linked.
Well Done IP5 and IP6!
P A G E 9
T U N K U P U T R A S C H O O L N E W S L E T T E R
Code Programming
in ICT Class
I have learned how to use Scratch programming. I can now create a square shape using this useful tool. ~ Sarah(TK2)
I have learned how to use the pen up and pen down function and the steps how to save the code file. I have also learned the best way of coding. This lesson has certainly helped me to
improve my coding skills. ~ Harris (TK2) ~
I have learned how to use the Scratch programming software
and all the functions of this tool. ~ Adeesa (TK1) ~
I have learned how to programme and create
games. I have also learned how to work
together with others. ~ Anberly (TK1) ~
P A G E 1 0
T U N K U P U T R A S C H O O L N E W S L E T T E R
During our English lesson, our English language teacher, Ms Florence, decided to make a terrarium.
She divided us into three groups, and showed us a video on how to make a terrarium. We had to follow the simple instructions.
A few days later, we went to the workshop to make our first terrariums. We used plastic bottles, soil, pebbles and a few types of succulents. First, we cut the plastic bottle and took the bottom half to be used as the container. Next, we placed the pebbles at the bottom of the container for proper drainage. This was done to avoid accumulation of water in the soil. After that, we put the soil on top of the pebbles and plant our succulents before putting more pebbles on the top layer.
Finally, we went back to our class. We sat in our respective groups and began writing the process of making a terrarium.
Everyone enjoyed making the terrariums!
We put our terrariums on the window sills of our classroom so that they would get enough sunlight. We can enjoy the view of the terrarium from our seats.
Anberly was discussing the arrangement of the
plants with Magdelene and Vivi, while Andy and
Jarrett were preparing the base of the terrarium.
Terrarium by
Henna’s group.
Hannee, Alia, Marsella, Adeesa and Alisha were
doing the final touch to their terrarium.
Rayyan, Henna, Aleesha and Irsyad were showing
off their completed terrarium.
TK1 students decorated their classroom with the
terrariums that they have proudly made.
Finally, it was down to writing the process of
making a terrarium.
Continued From Page 8.
TK1 English Language - Making a terrarium
P A G E 1 1
T U N K U P U T R A S C H O O L N E W S L E T T E R
For Language Week our Y8’s were treated to a
sign language introductory session by a volunteer
from the Sarawak Society for the Deaf. I wonder
how many of our Y8’s can still remember how to
sign grandfather, baby brother or even boyfriend?
Three very brave volunteers jumped up at the end
to test their newfound knowledge and proved
themselves super stars. Well done boys!
‘I thought that the sign language session was very interesting,
especially the game at the end.’ ~Debbie
'I thought it was very useful so that deaf people will not feel left out when we know
how to talk to them,' ~Amerie
'I think it was great because I got to learn about something
new and it can help me to communicate with others who
might only understand sign language.' ~Nicole
'It was a helpful course to understand the do's and don'ts
around deaf people and to understand the language
better.' ~Eugene
'It was good for us to be introduced to this to expand
our knowledge and be prepared.' ~Micah
'I had a good time but I wish the session could have lasted longer.'
~Ryan Chin
P A G E 1 2
T U N K U P U T R A S C H O O L N E W S L E T T E R
Last month we had a friendly basketball exhibition game
with SM Sains Sakura, as arranged by our school’s
basketball coach, Mr PK Bong. This game was arranged to
test our team’s cooperation, communication and tactics;
which we have been practicing every Wednesday after
school.
The final score of the game was 53-32 to TPS. Well done to
our MVP, Wilson (captain) who scored 23 points. Overall it
was a great experience for our Years 10 and 11 players.
By Wooi Jian, 11 Gading.