CRESCENTGIRLS’ SCHOOL

HE CRESCENT LOWER SEC TEAMT Year Head (Lower Secondary)

Ms Li Xiaoping

Level Managers (Lower Secondary)

Mdm Rilaini

bte SapariMs Poh Zhaoxin

Class Form TeacherCo-Form Teacher/

Co-PC Teacher

1C1 Ms Phua Peijuan Mdm Umarani

1C2 Mdm Noorshakina Ms Shireen Sanbhnani

1G1 Mr Kingsley Ng Ms Brenda Boey

1G2 Mr Andrew Miranda Ms Clementia Lim

1S1 Mdm Norazimah Mr Norman Ng

1S2 Ms Teo Kim Yung Mr Jonathan Yip

HE CRESCENT LOWER SEC TEAMT

– blossoming of a flowerbud. Bloom where you are planted

FLORAISONBlossoming in Crescent

Sec One Orientation 2019

A WORD ABOUT TRANSITIONS…

Primary School Secondary School Junior College /

Polytechnic

University

Work …

Marriage …

Children …ADULTHOOD

SCHOOLBAG

FOOD

SCHOOL HOURS

SUBJECTS

FRIENDS

LESSONS

Heavier/Lighter

Nicer

Longer

More

More/Fewer

Nicer/Not-so-nice

More Group Work

More Difficult

“In primary school,

teachers always

spoonfeed us.

Here, we have to take

the initiative to do

independent work”

STUDENT-CENTRIC HOLISTIC CURRICULUM

JOY OF LEARNING & GROWTH MINDSET

HOLISTIC CURRICULUM

Instructional

Programme

Academic

Excellence

Learner-centric teaching

approaches

Extended learning

beyond classrooms

Holistic

assessment

Integrated

Curricula

Purposeful

leadership

programme

JOY OF LEARNING & GROWTH MINDSET

Purposeful

use of ICT

Values-centred

learning

SUBJECTS AT SECONDARY ONE

Communicative Arts

Mother Tongue Language /

Higher Mother Tongue

Mathematics

Science

Geography

History

Art

Design & Technology

Food & Consumer

Education

General Music Programme

Physical Education

Character & Citizenship

Education (CCE)

Lower Secondary Computer

Education Programme

(LSCEP)

Assessment weighting for Secondary 1 – 3

Term 1 Term 2 Term 3 Term 4 Total

All subjectsexcept*

CA10%

CA15%

CA15%

SA60%

100%

*D&T, FCECA

40%CA

60%CA

40%CA

60%100%

*Modular subjects: no exams, in-class group tasks only

Sec 1-2 Promotion criteria: Pass EL & overall ≥ 50%

• CA comprises one Weighted Assessment (WA) per

term in each subject.

• WA can be class test / project-based, emphasising

focused and bite-sized learning.

• Main intent:

• continual learning through the year

• reducing excessive assessment stress

SIGNATURE PROGRAMMES

HOLISTIC CURRICULUM

JOY OF LEARNING & GROWTH MINDSET

COMMUNICATIVE ARTS

WHAT?• Integrating EL & Literature, using Drama

tools & Oral techniques

• Develop writing, speaking & listening

competencies in students

WHY?

• Engaging - language comes alive!

• Student-centered learning, for different learning styles

• Emphasises oral skills: articulation, confidence and impromptu speaking

INTEGRATED CURRICULUM1 unit in each year (Sec 1 – 3) which integrates a

number of subjects together

Sec One

• Geography, Mathematics & Science

• Energy Efficiency

Sec Two

• English, History, Art & Literature

• Conflict & Change : Rising above challenges

• Special Week

Sec Three

• Biology, English & PE

• Health

INTEGRATED CURRICULUM

GeographyWeather &

ClimateField Studies

MathsStatisticsGraphs &

Charts

ScienceEnergy Sources

Heat transfer

Action for Week 10 (Special Week)

Protecting the

Environment

Real-world

Issues

Collaboration

Field Studies &

Inquiry

Sec One

Sec Two

Sec Three

Sec Four

Curriculum Pedagogies AssessmentCommunicative Arts

(Sec One)

Integrated

Humanities

Science

Creative ArtsIntegrated Curriculum

LSCEP

Drama-based

Co-operative learning

Inquiry-based learningPlace-based learning

Mathematical modeling

Project-based Learning

Flipped classroom for the

Sciences

Model Cabinet for SSe-Learning

Project-based

Portfolio

Oral Performance

Languages

plus

Options from:

* Mathematics cluster* Science cluster

* Humanities cluster

* Others

Integrated Curriculum

OralProject-based

JOY OF LEARNING & GROWTH MINDSET

3 BROAD GOALS

SELFRealize

Personal Potential

COMMUNITYContribute to the

Community

OTHERSEstablish & Maintain

Caring & Respectful

Relationships

Through

CHARACTER &

CITIZENSHIP

EDUCATION

JOY OF LEARNING & GROWTH MINDSET

“Research shows the mere act

of giving thanks has tangible

benefits - 6th and 7th graders

assigned to list five things they

were grateful for every day for

two weeks.. had a better

outlook on school and greater

life satisfaction three weeks

later, compared with kids

assigned to list five hassles.”

American Journal of

School Psychology, 2008

“In another study, those who

showed high levels of gratitude,

[e.g.] thankfulness for nature’s

beauty and strong appreciation

of other people, reported having

stronger GPAs, less depression

and envy and a more positive

outlook than less grateful teens.”

Journal of Happiness Studies,

2010

CHARACTER & CITIZENSHIP

EDUCATION

Character &

Citizenship Education

Co-Curricular Activities

Socio-Emotional Learning

Values in the 21st Century

Digital Age

Values in Action

Programme (ViA)

Connection to S’pore,

the society & the world

Leadership Develop-

ment

• Self Awareness

• Self Management

• Responsible Decision Making

• Social Awareness

• Relationship Management

8 life skills all 18-year-olds should have: a checklist for parents

Julie Lythcot-Haims, former Dean of Freshmen at Stanford University and the author of “How to Raise an Adult.”

An 18-year-old must be able to:

1. talk to strangers

2. find her way around a campus or the neighbourhood

3. manage her assignments, workload, and deadlines

4. contribute to the running of a household

5. handle interpersonal problems

6. cope with ups and downs of courses and workloads, schoolwork, competition, tough teachers, bosses, etc.

7. earn and manage money

8. take risks

http://www.today.com/parents/8-life-skills-all-18-year-olds-should-have-checklist-t68666

KEY CCE PROGRAMMES

Values in Action Character & Leadership

Development

Socio-Emotional

Learning

Curriculum-based Values in Action (ViA)

InnoVation Programme

(TDP)

Overseas Service Learning

Student Leadership

CampsPersonal Effectiveness

WorkshopsLocal & overseas

Leadership Training Programmes

Student-initiated Values in Action (SViA)

Outward Bound School

Transitions & Change

Management

Workshop

“Success Beyond

Measure” Programme

Motivational

Workshop

VALUES-IN-ACTION PROGRAMMES

Students learn to provide organized service to the community:

fostering civic responsibility, meeting community needs

Reflecting on their service learning

Sec One ViA Sec Two ViA Sec Three/Four ViA

AWARENESS, EXPOSURE, GUIDED ACTION STUDENT-INITIATED

ACTION

Overseas Service Learning

SEXUALITY EDUCATION @ CRESCENT

Rationale• To enable our young to better deal with social trends and changing

values, to equip them with the knowledge, skills and values that will enable them to make wise, informed and responsible choices for themselves.

• To help students know themselves and build healthy and rewarding

relationships through the acquisition of social and emotional skills.

• To help students develop a moral compass, respect for themselves and for others as sexual beings, premised on the heterosexual married couple forming a nuclear family as the basic unit of society

through the inculcation of positive main stream values and attitudes about sexuality.

SEXUALITY EDUCATION @ CRESCENT

Science

• Human Sexual

Reproduction

• Sexual Health

(AIDS/STI)

• Contraception

• Menstrual Cycle

• Puberty

• Consequences and

issues related to

abortion and

premarital sex

CCE Lessons

• Self: self-awareness

and self-respect

• Interpersonal

Relationships :

Healthy & Growing

Relationships

• Society & Culture :

Care, Respect for

Others

Sexuality Education Curriculum

• Sec 1 & Sec 2: The

Teenage Years

• Sec 3 & Sec 4:

Sense and Sexuality

• Sec 3 : eTeens

JOY OF LEARNING & GROWTH MINDSET THROUGH CCA

PURPOSEFUL LEADERSHIP

PROGRAMME

The 5 Practices of

Exemplary Student

Leadershipby Jim Kouzes

& Barry Posner

ENCOURAGETHE HEART

MODELTHE WAY

INSPIRESHARED

VISION

CHALLENGETHE PROCESS

ENABLEOTHERS TO ACT

STUDENT LEADERSHIP DEVELOPMENT

•Events for class, level, CCA, school, community, nation

•National Youth Achievement Award

•Assessment of skills, qualities

•Use of data e.g. peer survey, teachers feedback

•Investiture, Champions Seminar

•School Wide

•Differentiated/ Segmented

•On The Job

•Mentoring

•Various Platforms: Student Council, Peer Leaders, House Leaders, CrezAmbassadors, CCA Leaders, Class positions

LEAPING

INTO LEADERSHIP:

SELECTION

EMERGING

LEADERS:

TRAINING

ACTIVE

LEADERS:

OPPORTUNITIES FOR

APPLICATION

DYNAMIC

LEADERS:

EVALUATION &

RECOGNITION

Integrity, the Foundation . People, our Focus . Learning, our Passion . Excellence, our Pursuit

Copyright © Ministry of Education, Singapore.

A Holistic Education for Secondary School Students – LEAPS 2.0

Crescent Girls’ School

Leadership

Enrichment

Achievement

Participation

Service5 DOMAINS

– to recognise

students’ holistic

development

Recognition System for Co-Curricular Attainment

LEAPS 2.0

INTENT OF LEAPS 2.0• Motivate students towards holistic and balanced

participation through the co-curricular programmes

• Facilitate the learning of values, skills and

competencies for life

• Recognise diverse interests of students; developing

students to be self-directed learners

• Recognise the “home-school-community” approach

to holistic development of every child

LEAPS 2.0

4 domains,

each having 5 levels of attainment: 1 – 5

Participation Achievement Leadership Service

For details of Attainment levels for each category

refer to school website

LEAPS 2.0

LEAPS 2.0

– Enrichment domain complements the other

domains for students’ holistic development

– Will be recognised in School Graduation Certificate

– Will not have levels of attainment

Participation

• Affirms students’ sustained development in school-

based CCA throughout secondary school

Achievement

• Affirms students’ character development and efforts

in representing the school/external organisations in

events

LEAPS 2.0 Domains

Leadership

• Affirms students’ development as a leader

• Through leadership modules, National Youth

Achievement Award and leadership positions.

Service

• Affirms students’ contributions to the community and

development as responsible and active citizens

• Service through school Values-In-Action programmes

LEAPS 2.0 Domains

Co-Curricular

Experience

Basic Requirement for Level

of Attainment in Domains

Bonus

Points

Excellent 4,3,3,3 2

Good 4,1,1,1

3,2,1,1

2,2,2,1

1

Fair did not meet above criteria 0

RECOGNITION OF CO-CURRICULAR ATTAINMENT

Participation Domain in LEAPS 2.0

At least 75% attendance each year

Levels 1 – 4:

Participation in a CCA for 2 to 5 years

Levels 4 – 5:

Continuous involvement in the same CCA for 4 or 5 yrs

Levels 3 – 5:

Exemplary conduct and active contribution in CCA with at least 3 years of participation in any CCA

Achievement Domain in LEAPS 2.0

Representation

Level 1:

• Represent class / house / CCA (Intra-school)

Representation/Accomplishment

Levels 2 – 4:

Representation school or external organisation in an event

• Accomplishment in an event represented

• Levels increase with no. of yrs of

Level 5:

• Represent/accomplishment in S’pore / MOE / S’pore Schools /

Nat Project of Excellence (NPOE) / UG HQ int’l UG competitions

representation/accomplishment

Leadership Domain in LEAPS 2.0

Level 1:

• Completed 2 modules on leadership

Levels 2 – 3:

• National Youth Achievement Award:

• Level 2: Bronze

• Level 3: Silver and above

Levels 2 – 5:

• Recognition of progressive student leadership

development through leadership positions

Level 1-4:

Highest level attained in either:

• Number of hours of service

• Number of VIA projects

• A combination of both

Level 5:

• VIA project:

• Student-initiated

• Impacts the community beyond the school

Service Domain in LEAPS 2.0

STUDENT-CENTRIC HOLISTIC CURRICULUM

21ST CENTURY COMPETENCIES

HOLISTIC CURRICULUM

“The education system needs to now

produce all-round students who can work

with people from different backgrounds

and adapt to what companies term a

“VUCA” environment – volatile, uncertain,

complex, ambiguous”

“To deal with the

demands of a VUCA

environment, good

grades in school are

not enough. In fact,

they may not even be

relevant.”

To thrive in such a world, students “need to

have the confidence to deal with problems

that have no clear-cut solutions. And they

need to be able to work effectively with

others across races and nationalities.”

21ST CENTURY COMPETENCIES

Opportunities for

Development & Assessment of

21CC

Academic Subjects

Integrated Curriculum

Values in Action

Overseas Service

Learning

Co-curricular Activities

21st Century Learning Design &

Assessment framework developed

in collaboration with Stanford

Research Institute (SRI International)

Deliberate design of learning

experiences to develop specific

21st century competencies

Assessment for developmental

purposes

21st CENTURY COMPETENCIES

Rubrics: 3 bands with descriptors for each

competency

Different modes of assessment:

Subject based-assignments/projects

Long-term projects (ViA/IC)

Observations in CCAs etc

21st CENTURY COMPETENCIES

SKILLED

COMMUNICATION

COLLABORATION

• Structure of presentation

• Coherence & clarity

Organization

• Elaboration of ideas & use

of supporting evidence

Depth

• Appropriate use of

multimodal

communication

Delivery Mode

• Audience-oriented design

Audience Engagement

• Conflict resolution

• Consensus building

• Diversity / using everyone’s talent

• Leading by example & influence

Leadership

• Working towards shared goals

• Listening to & respecting teammates

• Giving constructive feedback

• Accepting feedback

• Negotiation & compromise

Co-operation

• Participation in group work

• Individual contribution (including

timeliness of work)

• Clear communication

• Quality of contribution

Individual Accountability

COLLABORATION

I had a WhatsApp

group but the group

was very lazy and I had

to scream at them in

the chatgroup. Some

pretended not to look

at the chat, and did not

help out.

““

MORE ABOUT COLLABORATION

We have the 21CC

collaboration peer

evaluation score, so we

can mark a peer low if

she doesn’t pay

attention in class and

contribute to the group.

““

For my group, there

were two people who

did not contribute.

After the first peer

assessment, I did

notice that they tried

to improve.

““

ABOUT WORKING WITH OTHERS

Open

communication – if

you have anything

to say, just say and

give feedback. Must

take initiative.

““

A lot of tolerance. Coz if

you don’t tolerate, then

there will be a lot of

arguments and end up the

work is not done. When

group mates talk about

irrelevant stuff, we have to

tolerate and bring them

back to the project.

““

FINALLY…

Initially my group did not work well

together, to the point that when we were

in a shopping mall for the project

discussion, we were just doing our separate

things. But in the end, we became very

close. The turning point was when we got

a bad grade for our IC project, and we sat

down to talk about it. We knew that we

had to work together in the group so we

decided to work things out.

““

STUDENT-CENTRIC HOLISTIC CURRICULUM

USE OF TECHNOLOGY

HOLISTIC CURRICULUM

PERVASIVE AND PURPOSEFUL

Fully wireless

campus with

high speed

internet

Technology

-enabled

Learning

Spaces

Personal

Learning

Device

(1 to 1)

HEARING FROM THE STUDENTS …

Cyber-wellness matters

Crescent’s O-Level Plus Programme

STUDENT CENTRIC HOLISTIC CURRICULUM

STRETCH PROGRAMMES

TALENT DEVELOPMENT PROGRAMME

• To provide the breadth and depth of experience to

students who are gifted, committed and interested

• To complement the comprehensive main curriculum in

developing students to become creative thinkers and

real-world problem-solvers

• Designed for students who display the following traits

– Creativity

– Task Commitment

– Real-world Problem Solving Dispositions

• Selection Process & Considerations

– PSLE T-Score

– Sec One End-of-Year Results

– Performance at interviews & selection activities

TALENT DEVELOPMENT PROGRAMME

Exposure

Depth

Stretch

PASSION COMPASSION

LOCAL OPPORTUNITIESA*STAR Science Programmes

Science Research Programme

Local Competitions

Model Cabinet Conferences

GLOBAL EXPOSURECCA Trips

Cultural Study & Exchange (Thailand)

Curriculum Study Trips (Humanities

Field Studies; Literature)

Real World Engage-ment

EVERY PARENT, A SUPPORTIVE PARTNER

1. Communication

2. Engagement

3. Involvement

4. Synergy

5. Trust

• Parent Support Group

• Collaborative relationship

• Deep impact on school programmes

Deep Engagement

• Interaction concerning your child

• Through Form & Subject Teachers

• Phone calls, email

• Parent Engagement Conversations

Personal Interaction

• Email, letters

• Customised IT platforms (Parents’ Repository, Chronos)

• Parents’ Seminar

Mass Communication

OUR PARENT PARTNERSHIP APPROACHES

PARTNERING PARENTS

FamilyMatters@School Programme

• Family Life Education programmes for preventive support to enhance parenting capabilities

• A range of programmes to match different parenting needs

• Promote positive parenting and lower parenting stress

• Foster strong parent-child relationships

• Reduce potential difficult behavours in your child

Programme

Outline

Jan 2019Strength and

Difficulties Questionnaire

by parents

Apr 2019Parents’ Workshop: Raising Competent

Teenagers

May 2019Parents’

Workshop: Getting

Teenagers Connected

Aug 2019Parents’ Talks:

Sexuality & Communication

Mar 2019Parents’

Workshop: Raising

Responsible Teenagers

Jun - OctIndividual and

Group Consultation

Sessions

Feb 2019Cyber Wellness

Talk

School CounselorMs Pauline Aw

6708 7971Aw_Yew_Hon_Pauline@crescent.edu.sg

If you have any concerns regarding the social-emotional

needs of your daughter/ward, please feel free to contact

her Form Teacher or Ms Aw for a detailed discussion.

STUDENT WELL-BEING