Zhenghua Primary School Established in 1989 Care Collaboration Learning Innovation
ZHPS over the years – what is distinctive and enduring? • caring culture • our belief in our students • the excellent teamwork of committed staff • our vibrant learning environment with opportunities for students to develop their interests and talents • our strengths in the creative arts
Our Belief: Every Child Matters • We love, value and accept our students for who they are. • We believe that every child is unique, special and talented in his/her own way and seek to bring out the best in each of our students. • We believe that, with effort, our students can learn and are capable of achieving their personal best.
ZHPS is a Good School Knows the needs, Has caring & competent interests and strengths teachers who are of the students & steadfast in their mission motivates them to learn to impact lives and grow Ensures all students acquire strong fundamentals of literacy Has the support of parents & and numeracy and develops the community, working them holistically, in character, together to bring out the knowledge and critical best in our children competencies Creates a positive school Provides opportunities experience for each to all students, student, making him/her regardless of family a confident & lifelong circumstances learner
Learning for Life Thriving in the 21 st Century
Our Commitment: *Nurturing the whole child *Preparing our students for life and life-long learning
Nurturing the whole child Preparing our students for life & life-long learning Character & Creativity Leadership ZHPS Student 21 st Century Joy of Learning Competencies Learning for Life
From the Agricultural Age to the Conceptual Age (Daniel Pink: A Whole New Mind) ATG (Affluence, Technology, Globalization) Conceptual Age (creators and empathisers) Information Age (knowledge workers) Industrial Age (factory workers) Agricultural Age (farmers) 21 st Century Back 19 th Century 18 th Century 20 th Century
The world we live in – an age of accelerations Technology Globalization Climate Change Thomas Friedman: Thank You For Being Late: An Optimist’s Guide to Thriving in the Age of Accelerations, 2016
Astro Teller’s Graph (Eric Astro Teller, CEO of Google’s X research and development lab)
How to thrive in the age of accelerations: the learning imperative
“… when the pace of change gets this fast, the only way to retain a lifelong working capacity is to engage in lifelong learning ”. Thomas Friedman: Thank You For Being Late: An Optimist’s Guide to Thriving in the Age of Accelerations, 2016
Learn for Life Movement 2 thrusts Learning as an enabling force Learning as an uplifting and integrating force ( Education Minister Ong Ye Kung’s speech, 27 Dec 2018 https://www.moe.gov.sg/news/speeches/opening-address-by-mr-ong-ye- kung--minister-for-education--at-the-appointment-and-appreciation- ceremony-for-principals )
Joy of Learning, Learning for Life • We would like our students to be motivated to learn and enjoy the learning process without excessive pressure and anxiety equipped with the dispositions and skills to learn for life
Nurturing the whole child Preparing our students for life & life-long learning Character & Creativity Leadership Zhenghua Student 21 st Century Joy of Learning Competencies Learn for Life
School-Parent Partnership Working with ZHPS to support your child
It takes a village to raise a child.
Our School-Parent Partnership Philosophy Parents are our partners in education -- a meaningful collaboration with parents supports our students’ holistic development.
School-Parent Partnership • We value your partnership. • Please support us as parent volunteers. • We welcome your constructive feedback and seek to address your concerns. • Please do not hesitate to contact • your child’s teacher if you have concerns or queries regarding her well-being and progress • the school office or school leaders regarding school matters.
What we would appreciate from parents: 3Cs and 1B Living out our school values of Care & Respect: When your child tells you something that alarms you • keep Calm • remain Courteous • Communicate your concerns to the teacher directly and constructively • Give the teacher or classmate the Benefit of the doubt • Could it be a misunderstanding or misinterpretation of words said? Is there more than one side to the story? • We don ’ t have perfect teachers but we have teachers who care for the pupils and have the students’ interests at heart.
Parents’ Support: 2 Cs, 1 G • Character education • Partner us in the character education of your child • Growth mindset • Nurture a growth mindset in your child • Childhood • allow your child to enjoy his/her childhood
Character Education Values are both taught and caught • Reinforce our school values when teachable moments arise • Give your children opportunities to live out our school values, e.g. • Helping with household chores, taking care of siblings • Returning their trays and keeping the table clean at the hawker centre
Character Education Values are both taught and caught • Let us be good role models for our children – our children are watching us • Let us speak to all staff with respect and courtesy • If we are upset about something, let us be mindful of our language and express our concerns tactfully via the appropriate channels •
Develop a ‘growth mindset’ in your child • Stanford university psychologist Carol Dweck discovered that students do much better academically if they believe their intelligence can be changed through effort and hard work their grades actually improve. Carol Dweck: The Power of Belief https://www.ted.com/talks/carol_dweck_the_power_of_believi ng_that_you_can_improve
Develop a ‘growth mindset’ in your child • Nurture the belief that, with effort, he/she can improve, can learn new & difficult things and achieve his/her personal best • Praise the process (effort, strategy, focus, perseverance, improvement), not intelligence or talent enables the child to be more resilient
Allow your child to enjoy his/her childhood • Time for play & hobbies • Stimulate your child’s curiosity and love for reading & learning creativity & joy of learning
Re-defining Success • Re-defining Success • 1. a successful personal life: healthy, meaningful relationships with family and friends • 2. a successful school life: improvement and growth, being the best that you can be; • 3. the good that you leave behind: how do you want your friends and teachers to remember you? Have you done something positive and meaningful for others?
P3 Level Matters The importance of CCAs in the holistic development of your child GEP Screening and Selection Tests
The importance of CCAs in the holistic development of your child Development of Character, Leadership and 21 st Century Competencies
Character Camaraderie Attitude
3E Approach Expose, Enrich, Excel Platform for exposure for our student to Expose different learning experiences through their CCA. Skills gained through active participation in Enrich CCA. Character and leadership development Opportunities for students to excel and perform Excel at their personal best through competitions, performances & exhibitions Process + Outcomes Engage CCA members through breadth of experiences for character development and skills progression.
Performance Character & Self-Leadership through CCAs Our 3 Ds • Direction • Discipline • Daring
CCA Selection • * Give your child a choice • Allow your child to choose his/her CCA • If your child does not get his/her first choice, try out the assigned CCA first
Gifted Education Programme (GEP) Screening & Selection Tests • GEP is designed for the intellectually gifted • Hence, the Screening Test questions are generally more difficult than those in the school exam papers and our students should not be worried if they cannot answer all the questions
Gifted Education Programme (GEP) Screening & Selection Tests • We strongly urge you not to place undue pressure on your child to prepare for the GEP tests • Do not send your child for extra coaching or preparation classes • If your child is truly gifted, he/she will qualify for GEP without special coaching
The Importance of EQ (Emotional Quotient) • Research has shown that EQ is a better predictor of future success (in the areas of work, relationships and quality of life) than IQ (intelligence quotient) • EQ and social-emotional skills can be nurtured • Social-emotional learning is a core part of character education in ZHPS: • Self-awareness • Self-management • Social awareness • Relationship management • Responsible Decision-Making
Subject-Based Banding (SBB) in P5 & P6, in secondary school • Intention: to enable our students to learn at their pace according to their level of readiness and help them find meaning in their learning • SBB in secondary school: opportunities for students in the Normal (Academic) and Normal (Technical) streams to take subjects at a higher level (e.g. Express / Normal (Academic)
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