WE LOOK AHEAD ... Attributes What it takes Practical Tips Intrinsic Motivation Make learning...

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  • W E

    L O

    O K

    A H

    E A

    D W

    E L

    O O

    K A

    H E

    A D

    WE LOOK AHEAD

    WELCOME Primary 6 Parents’ Briefing

    30 January 2019

  •  Principal’s address

     P6 matters

     P6 Programmes

     PSLE

     DSA

     Engagement session with Form Teachers

  • Mrs Ng-Teo Sock Hua

    Principal – Pei Tong Primary School

  • Every child a Passionate Learner, a Resilient Individual and a Gracious Citizen

    Nurturing and inspiring every child to be an engaged learner who is holistically developed, future-ready and anchored in

    values in a caring environment.

  • Children to be happy in school

    Children to find joy in learning

    Children to be future ready

    Children to be of strong moral fibre

    Children to be the best they can be

  • Making Learning

    Meaningful

    Making School a

    Fun & Safe Place

    Enabling students to build Positive Relationships

    among peers

    Quality Holistic

    Learning Experience

  • • Beliefs and Philosophy

    - Every child is valuable, every child can learn and want to learn

    - Opportunities for everyone

    - Desired Culture – A Culture of Care

    - Values – Care, Respect, Integrity, Responsibility, Resilience and Excellence

    - Structures and Approaches – Student centric

    - Processes – Values and Competencies –Driven, Meaningful

    - Programmes – Holistic, tiered and accessible to all

  • Preparing our Young for the VUCA World:

    What students can do with what they know is more important than what they know.

    Volatile

    Uncertain

    Complex

    Ambiguous

  • "I was in EM3 in primary school and was quite the introvert. I often felt out of place in school which probably affected my studies. But thankfully, I had a very supportive form teacher who treated her students like her kids.

    “There are a lot of things that are way more important in life, like your character, EQ and having the right attitude.I mentor students and interns in the course of my job, and I always inculcate in them the importance of learning from mistakes, and the need to understand your own strengths and weaknesses. Your strengths guide you in finding your niche in life.”

  • The Sunday Times, 6 Jan 2019, Sumiko Tan “You can’t be effective if you go againstyour instincts”

    Mr Lee Tzu Yang Chairman

    Public Service Commission

  • It takes time to teach,

    imbue values and equip

    competencies and life skills

  • • “perseverance to accomplish goals in the face of challenge” by engaging the psychological resources of academic mindsets, effortful control, and strategies and tactics

    [U.S. Department of Education, 2013, p.15]

    • “perseverance and passion for long-term goals” [Duckworth, Peterson, Matthews, & Kelly, 2007, p.1087]

    • “Grit is the disposition to pursue long-term goals with sustained interest and effort over time”

    [Duckworth et al, 2007]

  • – Spirit of picking up oneself up each time one falls

    – Believe that One can succeed and allow for experiences of small successes

    – Responsibility for one’s learning – Desire to Learn

  • A process that needs perseverance

  • Gritty children need Gritty adults – Teachers and Parents

  • Attributes What it takes Practical Tips

    Resilience Discipline

    Spirit of never give up –

    Keep trying

    Set high standards

    Emotional Strength

    Provide structure for discipline – there is a

    time for work and play

    Get them to work towards high standards

    Do not be too protective – allow

    experiences of set backs

    Encouragement

    Is ok to make mistakes or ‘fail’

  • Attributes What it takes Practical Tips

    Intrinsic

    Motivation

    Make learning meaningful

    Experience little success –

    ’Success begets success’

    Equip them to experience

    success

    Believe that child can learn

    Build good relationships

    Focus on process and not results

    Celebrate little successes – focus on

    attitude and not absolute results

    Relate classroom learning to real life

    Be Mindful of language – what are we

    signalling?

    Develop love for reading – go to the

    library every week – enabling child to

    learn

  • Attributes What it takes Practical Tips

    Sense of

    ownership

    Take responsibility for their

    learning

    They are not doing HW for

    parents or teachers

    They desire to learn

    Understand & accept consequences

    for not being responsibility – eg do

    not bring things for them if they

    forget

    Equip them with skills and cultivate

    attitudes to be independent

  • Socio-Emotional : Holistic Feedback Card

    Physical : PE

    Cognitive: CL Compo

  • Cognitive Leadership Aesthetics Social and Moral Physical

    Type I EL Oral Communication Speech & Drama I write with intent I read with my lenses Oratorical Competiton Maths M2 (Mastery in Maths) M3 (Making Maths Meaningful) MT MT Fortnight Activities SC DILE (Developing Inquiring Learners through 5E)

    Class monitors Subject Leaders

    Art of Life Programme : Art Discussion, Digital Photography

    Melody@PTPS : Ipad Garage Band & Songwriting programme

    iCare Programme

    Welcome Back Programme

    ACES Upper Pri Sports Carnival Hip-Hop Dance Frisbee

    Type II Literacy Club Math and Science Week Activities

    CCA captains CCE Ambassadors AVA leaders Junior Prefects Cyberwellness Ambassadors Active Recess Reps

    Visual and Performing Arts CCA - Internationalisation

    Dance - Angklung - Chinese Orchestra - Choir

    CCE Ambassadors Sports CCA

    Type III E2K Math (P5) E2K Science (P5) Destination Imagination (P4)

    Senior Prefects Prefects Exco

    SYF School-based Public Performance School-based Art Exhibition

    VIA Champions School Representatives Junior Sports Academy

  • Levels Key Programmes

    Primary 1 Art Discussion, Drawing Recipe

    Primary 2 Art Discussion, Fun with Mixed Media

    Primary 3 Art Discussion, 3D Sculpture (Recycled Materials)

    Primary 4 Art Discussion, Ceramics, Museum-Based Learning

    Primary 5 Art Discussion, Print Making

    Primary 6 Art Discussion, Digital Photography

  • Levels Programme

    Primary 1 Vocal Enrichment

    Primary 2 Vocal Enrichment

    Primary 3 Integrated PAM/ NE Musical Performance

    Primary 4 Ukulele Enrichment

    Primary 5 Ukulele Enrichment

    Primary 6 iPad Garage Band, Song-writing programme

  • Levels Key Programmes

    Primary 1 Lower Primary Sports Day, I’m Impossible, Mass Dance (Part 1), ibounce (Part 1)

    Primary 2 Lower Primary Sports Day, I’m Impossible, Mass Dance (Part 2), ibounce (Part 2)

    Primary 3 Upper Primary Sports Carnival, Bowling, Swimming, Inline Skating

    Primary 4 Upper Primary Sports Carnival, Kin-ball, Resilience Walk

    Primary 5 Upper Primary Sports Carnival, P5 Camp, P5 Orienteering

    Primary 6 Upper Primary Sports Carnival, Hip Hop Dance, Inter-class games : Frisbee

  • Areas

    Levels Values-in-Action (iCare) Positive Relationships Positive emotions

    Primary 1 Everyday Responsibilities at Home

    Welcome Back to School Programme - Circle Time

    Panning for Gold

    Primary 2 Appreciating Non-teaching staff Welcome Back to School Programme - Circle Time

    Panning for Gold

    Primary 3 Foodbank Welcome Back to School Programme - Circle Time

    Panning for Gold

    Primary 4 Clean plates campaign, Welcome Back to School Programme - Circle Time

    Panning for Gold

    Primary 5 Celebrating National Welcome Back to School Programme - Circle Time

    Panning for Gold

    Primary 6 Community Lunch Welcome Back to School Programme - Circle Time

    Panning for Gold

  • (a)Through structures

    (i) Class allocation

     class environment that is conducive for overall development and

    emotional well-being of students

     beyond grades, include other factors such student profile, student

    dynamics, gender etc

     Progression from P5 to P6

    - generally en-bloc

    - movements of students (due to changes in subject combinations, review at the

    end of P5

  • (a)Through structures

    (ii) Support structures – maximise the potential of students

    Customised & Timely Support For Primary 6

     During school hours – Banded Class / Pullout Class

     After school hours - Remedial Classes / Outreach Classes

     Holiday Classes (revision classes for P6 during the holidays)

     Enhanced Outreach Programme - to provide conducive environment for

    students to study ; to motivate students to take ownership of their l