2021 information for p1 parents - ministry of education

2021 Information for P1 Parents30 April 2021

School Values: Kindness, Integrity, Resilience, Responsibility, Creativity

Content Outline

1. Primary 1 Form Teachers2. School Vision, Mission, Values and Motto3. Holistic Assessment4. Curriculum Overview:

• English Language, Mother Tongue Languages, Mathematics, PE, Art, Music, PAL

5. Learning Dispositions6. Guidelines for Home-School Partnership


P1 Cedar Primary Form Teachers

P1 KindnessMs Audrey Wee

P1 KindnessMdm Nazira

P1 KindnessMrs Alice Goh



P1 IntegrityMdm Tan Poh Choo

P1 IntegrityMs Lee Guoju



P1 ResilienceMdm Eileen Soh

P1 ResilienceMdm Jeow Mui Hwa



P1 ResponsibilityMdm Anita June

P1 ResponsibilityMr Yeo Teow Hiang

P1 ResponsibilityMdm Nurul Aqilah



P1 CreativityMs Vivien Lim

P1 CreativityMr Him Pon

P1 CreativityMs Ng Xin Ru



P1 RespectMdm Wong Ooi Ling

P1 RespectMdm Sharon Teo

P1 RespectMdm Chua Chuu Suh



P1 CareMdm Hannah Yang Shuo

P1 CareMdm Charlene Wong

SocialEmotional

Competencies

KindnessIntegrity

Resilience Responsibility

Creativity

School Vision

School Values

School Motto

Our School Vision, Mission, Values and Motto

Nurturing Minds. Inspiring Hearts. Empowering Lives.

School Mission


School Motto

Effort Determines Success• The motto Effort Determines Success encapsulates our belief that, when given equal

opportunities, all of us can succeed, if we have the determination and put in hardwork. Success is not dependent solely on the abilities or brains we are born with,because these abilities can be developed with the right attitude and effort.

• The word Determines highlights the importance of the choice every individual makes,in the pursuit of success.

• Success in the motto refers to success in the different areas of growth: cognitive,physical, aesthetics, social, moral and emotional. Success is about achieving the goalswe set for ourselves in these aspects; it is also about having the excellence mindsetand giving our best in everything that we do.

School CrestKey Features• School Name within Crest• CP tree-like, infinity symbol logo• Colour Scheme – blue and white

Key Features• Shield-like in shape• Stars in the blue sky• Scroll-like banner with school

motto written on it

• School Colours• Blue is the colour of the sky and sea, which are infinite open spaces, representing boundless opportunities for

all Cedarians to explore our talents, interests and imagination.• White is the colour of goodness and purity, reminding all Cedarians to always think, speak and act with kind

intents.• The shield symbolises the school’s safe environment in which all Cedarians can learn and play.• The 5 stars represent the school values of Kindness, Integrity, Resilience, Responsibility and Creativity• The CP tree in the form of the infinity sign emphasises our belief that every Cedarian has infinite potential to grow

and become better every day.• Scroll-like Banner

• The banner, located near the base of the crest, stands for our belief that learning is the foundation forCedarians’ growth.

• The scroll depicts our ideal that every Cedarian enjoys learning and expanding their knowledge about the world.

P1 Holistic Assessment

School Values: Integrity, Kindness, Resilience, Responsibility, Creativity

Primary Education Review and Implementation (PERI)

Recommendations #1:

Balancing Knowledge with Skills and Values through:

• More engaging teaching methods to teach skills and values

• Emphasising non-academic programmes within curriculum

• Holistic Assessment to Support Learning


Holistic Assessment……Why?

• Assessment is …… an important aspect of teaching and learning

• Effective to support holistic development of the child

• Move beyond summative evaluation

• Move towards holistic assessment to support learning


•Teacher assesses

•Teacher gives feedback

•Teacher teaches

•Teacher adjusts teaching

Improves

Learns a new topic or skill

Shows how much he has learnt

Gets feedback

Child

HOLISTIC ASSESSMENT……WHY?


• Provides holistic feedback to students fordevelopmental and learning purposes

• Provides opportunities for teachers to vary teachingmethods to motivate and engage learners

• Involves parents in the assessment process anddevelopmental feedback / two-way communicationon regular basis

HOLISTIC ASSESSMENT……WHY?


Holistic Assessment….

For Primary 1 and 2

•Building confidence•Desire to learn• Enjoyment of learning


Thus the assessment will focus on:

• providing rich information on your child’s learning progress through:

Quantitative Feedback (e.g. daily assignments, bite-sized tests, short writing)

Qualitative Feedback (e.g. mastery of learning outcomes, teachers’ comments)

• less evaluative

Holistic Assessment….


What is the feedback for?

Child Parent

learns about his/her weaknesses and strengths Better understanding of how to support

your child’s learning and

growth

Knows the steps to take to improve

encourages personal reflection

develops ownership of own learning

creates awareness of how they learn


In implementing Holistic Assessment:

• A range of age appropriate assessment modes are used for different purposes (e.g., show & tell for speaking skill)

• A range of assessment strategies and approaches are used (questioning, giving of feedback, peer & self-assessment)

• Bite-sized assessment (topical tests, short writing, reading, performance task etc…)

• Use of Formative Assessment strategies to assess and engage students


• Less emphasis on single point assessment such as Semestral Assessment to ensure smooth transition from pre-school to primary school

• Less evaluative and more formative

In implementing Holistic Assessment:


Holistic Assessment

“Prepare our children for the test of life and not a life of tests.”


“Learn for Life is a value, an attitude and a skill that ourstudents need to possess, and it is fundamental in ensuringthat education remains an uplifting force…We know that ourstudents need to be resilient, adaptable and global in theiroutlook. They must leave the education system still feelingcurious and eager to learn, for the rest of their lives."

Mr Ong Ye KungMinister for EducationMOE Schools Work Plan Seminar 2018

Learn for Life

Curriculum Overview

ENGLISH LANGUAGEPrimary 1

• Listening & Viewing

• Reading & Viewing

• Speaking & Representing

• Writing & Representing

• Grammar

• Vocabulary

Areas of Language

Learning

Extracted from EL Syllabus 2020


An Overview

Language Learning Area STELLAR School-based Curriculum

Reading & Viewing • Shared Book Approach (SBA)• Sustained Silent Reading (SSR)

• Library curriculum (monthly)• Structured Reading Programme (SRP)

Writing & Representing • Spelling • Modified Language Experience

Approach (MLEA)

• Penmanship• Journal (weekly)

Speaking & Representing • Role-playing• Dramatisation

• Stimulus-based Conversation• Current Affairs (Tiny Red Dot)• Poetry Recitation (10-wk programme)

Listening & Viewing • Recognition of sounds and words in context through phonics instruction• Embedded in all key strategies

Grammar Whole-Part-Whole Approach• Explicit teaching of grammar in meaningful context using Big Books

Vocabulary Text-Based Approach• Big Books

Working with Words• Spelling (in context)


What is STELLAR?

Strategies for English Language Learning and Reading

• Teaching and learning of English using more speaking and listening activities

• Children learn reading and writing using rich and interesting books, with discussions led by the teacher

Language

Learning in

Lower

Primary

STELLARClassroom


Shared Book Approach (SBA)

The teacher introduces and shares a Big Book with the children.

The teacher then explicitly teaches word identification and reading skills, vocabulary, grammar, language structures and the concepts of print.


Modified Language Experience Approach (MLEA)

Modified Language Experience Approach, commonly known as MLEA, simply means having a shared experience and talking and writing about it.

The purpose of this shared experience is to provide the context and content for students to think, talk and writeabout.

Making

sandwiches

together?

Life cycle

of a

butterfly!


AssessmentP1 EL Learning Outcomes in HolisticDevelopment Profile (HDP)

Examples(Evidence of Learning)

1. Listen attentively and follow simple instructions. Observations,

Learning Sheets

2. Speak clearly to express their thoughts, feelings and ideas. Class/Group discussions,

personal conversations3. Follow communication etiquette such as taking turns, and using appropriate

eye contact and volume in conversations or discussions.

4. Demonstrate basic word recognition skills (e.g. know the letters of the

alphabet; able to pronounce words accurately).

Shared Book Lessons,

Word Study Lessons

5. Read aloud Primary 1 texts (e.g. STELLAR texts) with accuracy, fluency and

expression.

Observations during

SBA, Oral Reading

Passages, Learning

Sheets6. Understand Primary 1 texts (e.g. STELLAR texts) and are able to identify simple

aspects of fiction (e.g. main characters and setting).

7. Demonstrate writing readiness and handwriting skills such as letter formation,

placement, sizing and spacing.

Learning Sheets

8. Write a simple paragraph of at least 3 sentences to recount appropriately

sequenced events.

Writing Activities

(Learning Sheets)

Primary 1

Mathematics


Aims of MOE 2021 Primary Mathematics syllabus

Key focus of the 2021 syllabus:

1. Continue to develop critical mathematical processes that support the

development of *21st century competencies.

2. Develop a greater awareness of the big ideas in mathematics.

3. Give greater emphasis to the development of metacognition to promote

self-directed learning and reflection.

*21st century competencies• Civic Literacy, Global Awareness and Cross-Cultural Skills• Critical and Inventive Thinking• Communication, Collaboration and Information Skills


Where to get the MOE Mathematics syllabus?


Topics Covered in Primary One

• Numbers to 100• Ordinal Numbers (first, second etc, 1st, 2nd etc)• Addition & Subtraction (within 100)• Multiplication (within 40) & Division (within 20)• Money (counting in dollar or cents)• Length (in centimetres)• Time (tell time to 5 mins)• 2D shapes (identify, form, copy)• Picture Graphs (read / interpret)


P1 Learning Outcome Semester 1 Semester 2

Understand numbers up to 100. ⁄Understand addition and subtraction. ⁄Add and subtract numbers. ⁄Understand multiplication and division. ⁄Identify, name, describe and sort shapes. ⁄Tell time to 5 minutes. ⁄Measure and compare lengths of objects. ⁄ Read and interpret picture graphs. ⁄

Learning Outcomes


Different types of teaching & learning in school

• Frontal teaching with the use of the mini whiteboard

• Use of learning aids / manipulatives

• Practice exercises

• Journal Writing

(Problem-solving activity, record of thinking)


Learning Experiences

• Conceptual understanding through Concrete – Pictorial – Abstract (C-P-A).

• Apply concepts and skills learning in the real word context.• Communicate reasoning and connection through various

Mathematical tasks and activities.• Build confidence and foster interest in Mathematics.• Focus on learning as a process, not just the end result.


Supporting your child/ward in learning

A*ttendance

A*ctive Participation

A*ttitudeSense of Urgency.Focus.Self-Discipline.Effort Determines Success

A*chievement


Supporting your child/ward in learning

* Create routines

* Communicate & Encourage

* Celebrate improvement

Mother Tongue LanguagesPrimary 1


P1 MTL Learning Outcomes

• ListeningAble to listen attentively to spoken content related

to daily life, understand and identify main ideas and some details

• Speaking and spoken interactionSpeak with correct pronunciation using vocabulary

and sentence structures from Primary 1 texts


• Reading

Recognise characters (CL)

Recognise words (ML)

Recognise letters and words (TL) in Primary 1 texts

Read aloud in accuracy Primary 1 textsUnderstand Primary 1 texts,

Identify main points with guidance

• Writing

Write words, phrases, simple sentences (CL, ML)/ words and phrases (TL) about daily life with guidance.

P1 MTL Learning Outcomes


• MTL Fortnight (Term 2)

• Cultural activities for students after school, such as traditional handicraft and performing arts

• MT competitions

• National and School-based competitions

• Offer Higher Mother Tongue Languages at P3

• Selection at end of P2, based on students’ Aptitude and Attitude towards learning of MTL throughout the year

• No more selection at end of P3 and P4

Extending the Students’ Learning


How to help your child in learning MTL

• Encourage conversations in MTL at home

• Encourage your child to read MTL story books at home

• Allow your child to watch educational MTL TV shows

• Make use of authentic situations to learn MTL (eg. Buying groceries at the supermarket, taking the MRT etc)

• Ensure that your child finishes homework on time

• Ensure that your child learns spelling

• Partner the MTL teacher to support your child in learning the language

Physical Education (PE)Primary 1


Physical Education Syllabus

The purpose of physical education is to enable students

to demonstrate individually and with others, the

physical skills, practices and values to enjoy a lifetime of

active, healthy living.

(PE Syllabus, 2014)


Goals of Physical Education

Goal 1Acquire a range of movement skills to participate in a variety of physical activities.

Goal 2Understand and apply movement concepts, principles and strategies in a range of physical activities.

Goal 3Demonstrate safe practices during physical and daily activities with respect to themselves, others and the environment.

Goal 4Display positive personal and social behaviour across different experiences.

Goal 5Acquire and maintain health-enhancing fitness through regular participation in physical activities.

Goal 6Enjoy and value the benefits of living a physically active and healthy life.


P1 PE Learning Areas

• Dance

• Games and Sports

• Gymnastics

• Outdoor Education

• Physical Health and Fitness


P1 PE Learning Outcomes

Learning Area Learning Outcomes

Games and Sports

Demonstrate a range of motor skills in rolling, catching, and throwing a variety of objects.

GymnasticsPerform a gymnastic sequence of two different movements with smooth transition

DancePerform a structured dance to the music ‘Chan Mali Chan’, and repeat with modification to timing (i.e. unison, take turns).

Outdoor Education

Move across a variety of ground surfaces in a familiar environment safely and confidently.

Physical Health and Fitness

Demonstrate good health practices (drinking water, food choices and physical activities) and habits in personal care (eye care and UV-protection) and hygiene.

Acquire a range of personal safety practices in school, at home and when using the road.


Encouraging your child to be active and healthy

• Be a role modelYour child watches and mimics your habits, good and bad. If your child sees you physically active and having fun, he/she is more likely to be active and stay active throughout his/her life.

• Use exercise as transportationWalk your child to school, bike to visit friends or scooter to the park. You also can take the stairs instead of the elevator.

• Focus on funYour child likes to have fun, so he/she is more likely to keep exercising if he/she is doing an activity he/she enjoys. Turn on the music and have a dance party, or build in lots of walking during trips to the zoo or park.

• Include your child in household activitiesMany household chores, like sweeping or mopping the floor, or cleaning up and clearing the toys after play, are great opportunities to sneak in a little physical activity.

ArtPrimary 1


The 21st CC Art Learner


Learning Outcomes

DOMAIN: SEE

- In seeing art, our students observe their surroundings closely, and analyseand reflect on their visual and other experiences . The focus will be onrecording and interpreting as means towards developing students’observation and visual inquiry. Students will be equipped with tools such asdrawing to capture and reflect on their observations and experiences.

LO1: Identify simple visual qualities in what they see around them

LO2: Ask questions about what they see

LO3: Draw from their imagination and observation


Learning Outcomes

DOMAIN: EXPRESS

- In expressing art, our students generate ideas from what they seeand explore ways to create and communicate through the use ofvarious conventional and unconventional materials and tools, artforms and media. Students also experiment and innovate withvisual elements, qualities of materials, tools and artistic processesin order to meet an artistic intention.

LO4: Play with a variety of materials and tools to make artLO5: Share their imagination, thoughts and feelings through art making


Learning Outcomes

DOMAIN: APPRECIATE

- In appreciating art, our students acquire skills and use appropriatevocabulary to discuss and interpret artworks. Students depend theirunderstanding of Singapore through drawing inspirations from theirenvironment, learning about artworks and artists from locala andother cultures and context to make connections and understand thevalues of art in their lives and society

LO6: Show interest in looking at a variety of artworksLO7: Talk about what they see, feel and experience using art vocabulary


32 Recommended Artworks

• Students learn through, of, and with a range of artworks by Singapore and international master/ contemporary artists, as well as by student artists from our schools.

• Generate and allow dialogue that may challenge or reinforce students’ understanding of contemporary issues, social norms and values.

• Students will also discover about artists and be inspired by how they work individually and in groups to create art to communicate and express their ideas.


Core Drawing Module

This learning experience focuses on broadening students’ exposure to drawing as a tool to develop their language, cognitive and executive functions.

Through the use of various tools and materials; engaging in different artistic processes and learning through play as a key approach, the drawing experience develops self-confidence and promotes the joy of using art to convey their ideas.


Art Modules in CPS

Term 1 Term 2 Term 3 Term 4

Self and Immediate

Environment

Singapore Past, Present and

Future

The World and Region We Live

In

Self and Immediate

Environment

My Self-Portrait My Dream Playground

Imaginary Sea Creature

Core Drawing Module

Drawing and Colouring

Drawing and Painting

Collage

MUSIC Primary 1


Music Syllabus

The Primary and Lower Secondary Music Syllabus is offered to all students in primary secondary schools, and it aims to:

• Develop awareness and appreciation of music in local and global cultures• Develop ability for creative expression and communication through music• Provide the basis to develop an informed and life-long involvement in

music

(Music Teaching And Learning Syllabus, 2015)


Learning Outcomes

LO1: Perform Music in both instrumental and vocal settings, individually and in groups

• In CPS, P1 students learn the solfege (Do, Re, Me….) and perform on instruments such as the resonator bells, xylophones and Latin percussion, individually or in groups.

LO2: Create Music in both instrumental and vocal setting, individually and in groups

• P1 students also get the chance to create soundscapes and improvise simple rhythms on percussion instruments.


Learning Outcomes

LO3: Listen and Respond to Music• Listening is a key process in music education. Students are

given the opportunity to explore various the sound worlds of different musical genres and learn to describe what they hear using appropriate technical terms.

LO4: Appreciate Music in Local and Global Cultures• CPS students gain insights and learn to be culturally sensitive.• Students are exposed to music from Singapore and regional

cultures, as well as repertoire from Western Classical tradition.


Learning Outcomes

LO5: Understand Musical Elements and Concepts

• Students learn about the concepts and fundamental building blocks of music.

• At P1 level, students learn to read and write simple music notation and use simple technical terms such as tempo to describe speed of the music.


Music Programme in Cedar Primary School

• In lower primary, a combination of Orff Schulwerk Music & Movement and Dalcroze Eurythmics focusses on child-centred learning and in developing the child’s individual musical voice and creativity.

• We hope to develop the student into a musical individual who is also competent in 21st Century Skills such as creativity, collaborative and critical thinking skills.

• The humane values of the musical experience has “unique and powerful capacities to reveal our collective nature as creatures of great emotive complexity.” (Reimer, 2015)

Programme for Active Learning (PAL)

Primary 1


Programme for Active learning

Learning Outcomes• To nurture in children Confidence, Curiosity, Cooperation skills (3Cs) and

Social-Emotional Competencies (SE Competencies).

5 Characteristics of PAL• Experiential in Nature• Encompasses Learning in a Creative Way• Provides Opportunities for Children to Create• Incorporates Values Education and Social-Emotional Learning• Fun and Enjoyable

Our School’s PAL Programme4 Domains

Sports and Games Outdoor Education

Visual Art Performing Arts


Your child’s experience in 2021

Level Term 1 Term 2 Term 3 Term 4

Primary 1

OutdoorExperience

(7 sessions)

Art Appreciation(7 sessions)

Music and Dance

(7 sessions)

Sports and Games

(7 sessions)

Learning Dispositions in Cedar Primary School


What are Dispositions?

• Dispositions are frequent and voluntary habits of thinking and doing. These habits of mind are not to be confused with mindless habits, such as stopping at a red light (Katz 1993a).

• They are environmentally sensitive — meaning they are acquired, supported, or weakened by interactive experiences in an environment with significant adults and peers (Bertram & Pascal 2002).

• In Cedar Primary School, we would like to help our students develop the positive dispositions and build the right habits so that they can become lifelong learners.


Learning Dispositions

(1) Engagement in Learning

(2) Drive to Learn

(3) Resilience

(4) Creativity

(5) Collaboration


(1) Engagement in Learning

Alignment with School Vision

and/or Values Observable Behaviours /Actions

School Vision: Joyful Learners – Engaged

Learners

We look forward to coming to school as we

are eager to learn.

We enjoy learning and participate

enthusiastically in school activities.

We have an inquisitive mindset and are

constantly asking questions and doing

research to find out more.

Comes to school regularly (good

attendance)

Pays attention in class

Participates in class activities

Completes homework


(2) Drive to Learn



School Vision: Joyful Learners – Self-Directed

We take ownership of our own learning.

We have the skills to learn independently - we know

what we want to learn and how to learn.

We are intrinsically motivated to learn for life.

School Value: Responsibility

I set my targets and monitor my own progress.

I do the right thing at the right time at the right place.

I do everything to the best of my ability.

I know that my action has an impact on others and will

think before I act.

Completes tasks to the best of

his/her ability

Works independently

Asks questions to find out more

about topic

Learns to get answers to his/her

own questions

Sets goals and works

determinedly towards them


(3) Resilience



School Value: Resilience

I persevere / keep trying in the face of challenges.

I adapt to changes that come my way.

I pick myself up and become stronger when the going gets

tough.

I know I will reach my goal when I try hard enough.

School Motto: Effort Determines Success

When given equal opportunities, all of us can succeed, if we

have the determination and put in hard work. Success is not

dependent solely on the abilities or brains we are born with,

because these abilities can be developed with the right

attitude and effort.

Keeps trying despite failures or

challenges

Adapts to changes

Acts on feedback and uses it to

improve performance


(4) Creativity



School Value and Part of our ALP: Creativity

I express myself and share my views openly and

respectfully.

I am eager to learn new things and try out new ideas with

others.

I think of different ways to solve a challenge or make

things better.

I turn new ideas into reality that benefits the class, school

and the community.

• Is able to understand and define the challenge

• Thinks of different ways to solve a challenge

• Develops effective plans for solving problems


(5) Collaboration



School Vision: A Connected Community

We work collaboratively towards a common vision

We tap on everyone's strengths, abilities and skills.

Works with peers to complete a

task

Gives feedback to help the team

improve

Listens actively

Receives feedback graciously


Partnership with Parents

We would like parents to partner us in helping your child develop thesame dispositions at home. For example, you could:

• Ensure that your child comes to school regularly and develops a positivemindset about learning.

• Encourage your child to be curious about the people, things and events around him/her, look at them from different perspectives and learn how to find out more about them through different means.

• Help the child to develop a Growth Mindset, so that he/she understandsthat, with effort and determination, he/she can acquire the desiredcompetency.

Growth Mindset


Adopting a Growth Mindset

• In her 2007 book, Mindset, renowned Stanford psychologist Carol

Dweck says that it's not intelligence, talent or education that

sets successful people apart. It's their mindset, or the belief

they hold about themselves which determines the way they

approach life's challenges.

https://www.amazon.com/Mindset-Psychology-Success-Carol-Dweck/dp/0345472322/


Adopting a Growth Mindset

• According to Dweck, a "fixed mindset" can hold you

back, and a "growth mindset" can help you to reach

your goals.

• In Cedar Primary, we want all our students to adopt a

“growth mindset” so that they can increase their self-

motivation and effectiveness, fulfil their potential and

achieve success in life.

Working Together to Support your Child:Guidelines for School-Home Partnership

89

• Increased involvement of parents in their child’s educational journey

• Range of expectations and practices in School-Home Partnership within and across schools

• Guidelines for School-Home Partnership help to clarify what meaningful parent engagement looks like

90

Guiding Principles for School-Home Partnership

1. Students succeed when schools and parents work hand in hand to support students in learning self-management skills, taking responsibility and building resilience.

2. Mutual respect and trust forms the strong foundation for positive engagement between schools and parents.

91

Developing good habits

We want to nurture your child to be a self-directed learner with good habits and takes

responsibility for his/her own learning.

Relating to others

We want your child to be confident, respectful and have integrity

when interacting with others.

Managing selfWe want your child

to be able to manage challenges and make ethical

responsible decisions to thrive in

the VUCA future.

92

Working with the school to know and support your child

We want to develop and strengthen mutual

understanding, respect and trust between the school and parents

for the benefit of your child.

93

Guidelines for School-Home Partnership


Student Well-being and Holistic Development:


94

We want to nurture your child to be a self-directedlearner with good habits and takes responsibility forhis/her own learning.

How parents can partner us:

oEstablish a daily routine for your child – time forhomework, reading, exercise, household chores,packing of school bag etc.

oRead with your child daily for at least 20 minutes.oEnsure your child has sufficient sleep – about 9

hours each night.o Limit your child’s use of mobile and gaming

devices.




95


How parents can partner us: Guide your child to

• Pack his/her school bag daily

• Bring all study materials as instructed by teacher(s).

• Prepare appropriate attire for the next day’s lessons


96

How parents can partner us: Encourage your child to

oattempt his/her homework on his/her own.

oput in his/her best effort to complete allhomework

ohand in homework and assignments on time.

oapproach the teacher if he/she needs help with the homework.





97


oDesignate a specific quiet study area at home with awell-lit desk for your child to complete or revise schoolwork.

oEnsure family member(s) do not distract or disturb yourchild whilst doing/ revising school work.

oEncourage and affirm your child’s efforts to study.Avoid nagging or scolding.





98


oYour child will jot down homework, remindersand tests in his/her Student Handbook so thathe/she can follow up at home.

oYour child should put the homework andCommuniques for parents in the Homework Fileand share the information with you.

We want your child to be able to manage challenges and make ethical responsible decisions to thrive in the VUCA future.


Managing Self


99


o spend time every day talking to your child about his/her day in school

o check your child’s handbook daily for messages from teachers

o acknowledge by signing in the handbook after you have read the message and

o follow up with the necessary action


Managing Self

We want your child to be able to manage challenges and make ethical responsible decisions to thrive in the VUCA (volatile, uncertain, complex, ambiguous) future.


100


oWe discourage you from delivering your child’s forgotten items to school so that he/she will learnto take personal responsibility.

oEncourage your child to be resilient and learn from the consequences when he/she can’t complete homework or forgets to bring items to school.


Managing Self

We want your child to be able to manage challenges and make ethical responsible decisions to thrive in the VUCA future.


101

How parents can partner us: To communicatewith us, you could:

oLeave a message for us in the StudentHandbook.

oLeave a message with the General Officestaff (e.g. to inform us that your child isunable to attend school).

oCall us at 6288 5633.

We want to develop and strengthen mutualunderstanding, respect and trust between theschool and parents for the benefit of your child.

Communication between Teachers and Parents:



102


oWe seek your understanding to contact usduring official school operating hours (7 am to5 pm, Monday to Friday on school days)

oIf a request is received after official schooloperating hours, we might not be able torespond to you immediately.

Communication between Teachers and Parents:


We want to develop and strengthen mutualunderstanding, respect and trust between the schooland parents for the benefit of your child.


Parents Gateway: Digitally Connecting Parents and School

• one-stop mobile app for parents and schools to communicate key administrative matters

• available on IOS and Android for parents

• allows schools to send updates on programmes and activities.

• allows parents to perform administrative functions such as providing consent for their children to participate in school activities.

Home-School Communication

2021 information for p1 parents - ministry of education

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