haig girls’ school partners/parents... · q & a –addressing queries raised ... knowledge...
TRANSCRIPT
Haig Girls’ SchoolEstablished in 1951
Breakfast Talks with our P2 & 3 Parents22 March 2018
Character Leadership Creativity
Program Outline
▪ Video
▪ Sharing on school program
▪ CCAs
▪ Academic Support
▪ CCE
▪ Distinctive programs – ALP & LLP
ALP – Applied Learning Program
LLP – Learning for Life Program
▪ Q & A – addressing queries raised
• Let’s watch the following video entitled “Alike”(https://www.youtube.com/watch?v=kQjtK32mGJQ)
What resonates with you?
Some Thoughts from Video
• P2, P3 years - exploration and self-discovery
• Sparking Joy of Learning through exposure, curated experiences, support, mindset shifts
• Parent –child relationships are important –> your affirmation, encouragement, time, play with your child
The HGS Experience
Holistic Development Through Co-Curricular Activities
CCA Learning Outcomes
Our girls will develop and demonstrate
• Passion
• Character and Leadership
• Friendship and belonging
• Spirit of service to the community
• Knowledge, skills and values
• SEL and emerging 21st century competencies
All Primary 3-6 students are strongly encouraged to enrol in at least one CCA.
Clubs & Uniformed Groups
• Brownies
• Red Cross
• Science Club
Sports
• Badminton
• Netball
• Soccer
• Tenpin Bowling
• Wushu
Performing & Visual Arts
• Art Club
• Dance Club (Chinese, Indian & Modern Dance)
• Drama Club
• Gamelan Ensemble
• Handbells Ensemble
• HGS Chorale
HGS CCA
• Initiated the CCA Try-outs for our P3 this year
• Students can try up to 3 CCAs in Term 1 before deciding on 1 CCA.
• Students are strongly encouraged to participate in 1 CCA from P3 onwards.
Parents’ QueriesCo-curricular Activities (CCAs)
• I have arranged a number of activities for my daughter outside school. Can she not join any CCA in the school?
• How do I choose a CCA for my daughter?
• Which CCA has the highest success rate in helping students to get through DSA – Direct School Admission?
• She doesn’t seem so keen to continue with the CCA she participated in early this year? Can she change CCA next year?
Learning Support
How HGS is SupportingYour Child’s Learning
Conducive Learning
Spaces
Variety of Teaching &
Learning Resources
Repertoire of teaching and learning strategies
● Concrete-Pictorial-Abstract
● Artful Thinking Routines
● Teaching Through the Arts
Active Learning Experiences
● A Story A Week (ASAW)
● Math Trail
● Learning Journeys
● Language & Literacy Week
● MT Fortnight
How HGS is SupportingYour Child’s Learning
Knowledge Building – Science● Collaborative knowledge creation
● Making thinking visible
● Acquisition of disciplinary thinking
Screenshots from
Knowledge Forum
How HGS is SupportingYour Child’s Learning
● Subject banding for Math & CL ● Smaller group teaching for pupils who need
more support - Learning Support Programs● Remedial Lessons
How can parents partner the school?
● Provide a conducive environment at home for
study and homework
● Ensure regular attendance & punctuality
● Reinforce the school’s expectations of the
quality of work expected
Learning to Learn
LIFELONG LEARNING
Learning to Learn
Teaching students how to learn is as important as teaching them content because acquiring both the right learning strategies and possessing a growth mindset are essential in promoting lifelong learning.
Learning to Learn
•During FTGP sessions in Term 1, students learnt:
• Their brain is a muscle which keeps growing and there is no limit to their learning capacity
Learning to Learn
During FTGP sessions in Term 1, students learnt:
• The difference between a fixed and growth mindset;
• How mindsets can affect their learning.
Learning to Learn
Students will learn:• Power of not knowing yet• Mistakes are opportunities for
learning • Feedback – Receive, don’t
reject it • Setting S.M.A.R.T goals
Character Development
Character Development
• Emphasis on character education and leadership development.
• Deepen the explicit teaching and learning of the school values by focusing on a school value each term
• Term 1: Commitment, Term 2: Integrity, Term 3: Concern and Term 4: Cooperation
Commitment
Resilience
Parents – what you can do
• Find time every day to talk to your children
• Take an interest in your child’s school life – interesting anecdotes? Friendships? CCAs?
• Help your child think through problems she may be facing in school and help her build her resilience/self-discipline/school values (I4Cs)
• Let your child take ownership of her own learning by getting her to share with you what she has learnt, troubles she has faced and how she has overcome them
Cohort Milestone Experience
• 21st Century Competencies: Self-directed learners, critical and creative thinkers
• Learning for Life Programme (LLP) and
• Applied Learning Programme (ALP)
Our Distinctive Programme (LLP)
• LLP - Arts education is integral to 21st century learning at HGS.
• Our students participate in diverse learning experiences in art, music, drama and dance. Building character and leadership through performing and visual arts
• Explore self-interests and discover talent
Level Art Programme
P2 Ceramics (Beginners)
P3 Batik Painting (Beginners)
Art Curriculum
Creative, expressive pupils with a passion for the arts in a values-based environment
Inculcating ValuesValues-based Creativity (VBC)
Programme
Developing Active and Concerned Citizens
Music Appreciation (Music Cultures) Programme
P2: Merry Melodies
P3: Singing Birds
P2: Peranakan
P3: Folk Songs
Music Curriculum
• Our ALP: Innovation and Service Learning through Integrated Project Work (IPW).
• Through our ALP, students ideate innovative solutions to real-life problems and engage in value creation and service learning.
Our Distinctive Programme (ALP)
P2 Applied Learning• Learning@Singapore Philatelic museum.
• Students will design and present an e-Book based on the Class dictated story and the pictures they have drawn to describe their experience learning about the other cultures.
P3 Applied Learning
• Learning through Joo Chiat Heritage Trail.
• In their groups, students will create videos to promote heritage and culture of the Joo Chiat neighbourhood.
P1 & 2 students as HGS Open House ambassadors to kindergarten pupils
Q & A
How is class placement done from P2 to P3 & from P3 to P4?
Class Placement
P2 to P3
Mixed ability grouping
Banding for Math
P3 to P4
En Bloc
Banding for Math
How can we support our daughters in their learning of Math, especially
Math problem sums at P3?
STEPS FOR PROBLEM-SOLVING: POLYA’S MODELStep1: Understanding the Problem.
• What are the key words? • How would you describe the problem in your own words?
Step 2: Plan• Select the strategy to solve the problem. More than one strategy may be adopted.• Try common heuristics
(Model drawing, systematic listing, find a pattern, draw a diagram)
Step 3: Solve• Use computational skills – add, subtract, multiply, divide• Use mathematical tools – ruler, metre ruler• Use thinking skills – classifying, comparing, sequencing, identifying pattern
Step 4: Check• Read your question again to make sure you have answered the question.• Check the working step by step.
• Start with your answer and work backwards and check if the results satisfy the given conditions
• STAR (Standard unit, Transfer error, Accuracy, Reasonableness)
How can parents be involved…• Work and communicate closely with your child’s Maths Teacher.
• Monitor/Follow up on homework – ask questions that
guide without telling them what to do when your child encounters difficulties with homework
• Master basic computational skills and learn well the Multiplication Tables
• Revise and practise the common heuristics taught
• Train your child to show proper and detailed working steps
• Train your child to check for accuracy
• Use mathematical language eg. add, total, difference
• Relate Math concepts to daily life examples. Eg, Is the table longer or shorter than one metre?
• Play mathematical games / puzzles.
Healthy Snacks