The document provides information about Teck Whye Secondary School's mission, vision, academic performance, cocurricular achievements, and post-secondary education pathways. It discusses the school's focus on empowering students and developing 21st century skills. It also shares analysis of subject strengths and weaknesses by class. The document emphasizes helping students understand their interests and goals, explore career options, and plan and use their time well in secondary school. Parents are encouraged to support their children by discussing goals, careers, and subject areas to focus on.
Principal's Briefing : Sec 3 Meet-Parents-Session on 1 June 2013Yuliana Tjioe
The document provides information from the principal's briefing for a meet-the-parents session. It summarizes the school's mission, vision, academic performance, cocurricular achievements, and pathways after secondary school. It discusses students' awareness of their interests and career options. It encourages parents to help their children set goals and explore different careers. It also provides employment data for polytechnic and ITE graduates to help students in their post-secondary planning.
Principal's Briefing : Sec 3 Meet-Parents-Session on 1 June 2013Yuliana Tjioe
The document provides information about Teck Whye Secondary School's mission, vision, academic performance, cocurricular achievements, and post-secondary education pathways. It discusses the school's focus on empowering students and developing 21st century skills. It also shares analysis of subject strengths and weaknesses by class. The document emphasizes helping students understand their interests and goals, explore career options, and plan and use their time well in secondary school. Parents are encouraged to support their children by discussing goals, careers, and preparation needed.
The document provides information about Teck Whye Secondary School's (TWSS) mission, vision, values and strategic thrusts. It summarizes the school's academic achievements and performance in the 2011 GCE N and O-Level examinations. Top students are highlighted and analysis is given on the Sec 3 subject strengths and weaknesses of different classes. Post-secondary education pathways including junior colleges, polytechnics, ITE and work are also outlined.
PISA 2015 - Volume I: Excellence and Equity in Education and Volume II: Poli...EduSkills OECD
presented by OECD Secretary-General Angel Gurría, London, 6 December 2016. The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries.
Skills have become the global currency of 21st century economies. Without sufficient investment in skills people languish on the margins of society, technological progress does not translate into productivity growth, and countries can no longer compete in an increasingly knowledge-based global economy. And, at a time when growing economic and social inequalities are a major challenge, effective skills policies must be part of any response to address this challenge. But this ‘currency’ depreciates as skill requirements of labour markets evolve and individuals lose the skills they do not use. For skills to retain their value, they must be continuously maintained and upgraded throughout life so that people can collaborate, compete and connect in ways that drive economies forward.
With its skill assessment programmes PISA and PIAAC, the OECD has developed global metrics not only to assess the quality and quantity of the skills available in the population, but also to help policy-makers determine and anticipate the skills required in the labour market; develop and deploy those skills in the most effective and equitable ways; and establish sustainable approaches to who should pay for what, when and how. By Andreas Schleicher, OECD Deputy Director and Special Advisor on Education Policy to the Secretary-General, Directorate for Education and Skills.
The document discusses IOTA Higher Order Thinking Skills and Problem Solving Math (iHOTS), a mathematics program created by an IIT-IIM alumnus. It aims to develop problem solving and critical thinking skills in students from pre-K to 10th grade. The program uses various tools like worksheets, teaching aids, and an e-learning module. It is aligned with Singapore Math and US Common Core standards. Several top schools in India have adopted the iHOTS program. The curriculum covers topics from pattern recognition to complex problem solving using different techniques like modeling, logical methods, and visualization. It prepares students for exams like IIT-JEE and also international exams.
This document summarizes key findings from PISA (Programme for International Student Assessment) reports about closing achievement gaps and improving equity and excellence in education systems around the world. Some of the main points discussed include how some countries have been able to combine high academic performance with greater equity; the relationship between learning time, enjoyment of science, and career expectations; and lessons learned about targeting resources and reforming systems to have the greatest impact on outcomes.
Over half a million 15-year-old students from 72 countries and economies took an internationally agreed upon 2-hour PISA test in 2015 to assess their science, reading, mathematics and collaborative problem-solving skills. In addition to the test, students, parents, principals and teachers provided data on school policies, practices and factors that help explain performance differences. The document discusses trends in science performance, gender differences in science attitudes and abilities, the relationship between science performance and career expectations, and lessons that can be learned from PISA results about achieving excellence and equity in education systems.
Principal's Briefing : Sec 3 Meet-Parents-Session on 1 June 2013Yuliana Tjioe
The document provides information from the principal's briefing for a meet-the-parents session. It summarizes the school's mission, vision, academic performance, cocurricular achievements, and pathways after secondary school. It discusses students' awareness of their interests and career options. It encourages parents to help their children set goals and explore different careers. It also provides employment data for polytechnic and ITE graduates to help students in their post-secondary planning.
Principal's Briefing : Sec 3 Meet-Parents-Session on 1 June 2013Yuliana Tjioe
The document provides information about Teck Whye Secondary School's mission, vision, academic performance, cocurricular achievements, and post-secondary education pathways. It discusses the school's focus on empowering students and developing 21st century skills. It also shares analysis of subject strengths and weaknesses by class. The document emphasizes helping students understand their interests and goals, explore career options, and plan and use their time well in secondary school. Parents are encouraged to support their children by discussing goals, careers, and preparation needed.
The document provides information about Teck Whye Secondary School's (TWSS) mission, vision, values and strategic thrusts. It summarizes the school's academic achievements and performance in the 2011 GCE N and O-Level examinations. Top students are highlighted and analysis is given on the Sec 3 subject strengths and weaknesses of different classes. Post-secondary education pathways including junior colleges, polytechnics, ITE and work are also outlined.
PISA 2015 - Volume I: Excellence and Equity in Education and Volume II: Poli...EduSkills OECD
presented by OECD Secretary-General Angel Gurría, London, 6 December 2016. The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries.
Skills have become the global currency of 21st century economies. Without sufficient investment in skills people languish on the margins of society, technological progress does not translate into productivity growth, and countries can no longer compete in an increasingly knowledge-based global economy. And, at a time when growing economic and social inequalities are a major challenge, effective skills policies must be part of any response to address this challenge. But this ‘currency’ depreciates as skill requirements of labour markets evolve and individuals lose the skills they do not use. For skills to retain their value, they must be continuously maintained and upgraded throughout life so that people can collaborate, compete and connect in ways that drive economies forward.
With its skill assessment programmes PISA and PIAAC, the OECD has developed global metrics not only to assess the quality and quantity of the skills available in the population, but also to help policy-makers determine and anticipate the skills required in the labour market; develop and deploy those skills in the most effective and equitable ways; and establish sustainable approaches to who should pay for what, when and how. By Andreas Schleicher, OECD Deputy Director and Special Advisor on Education Policy to the Secretary-General, Directorate for Education and Skills.
The document discusses IOTA Higher Order Thinking Skills and Problem Solving Math (iHOTS), a mathematics program created by an IIT-IIM alumnus. It aims to develop problem solving and critical thinking skills in students from pre-K to 10th grade. The program uses various tools like worksheets, teaching aids, and an e-learning module. It is aligned with Singapore Math and US Common Core standards. Several top schools in India have adopted the iHOTS program. The curriculum covers topics from pattern recognition to complex problem solving using different techniques like modeling, logical methods, and visualization. It prepares students for exams like IIT-JEE and also international exams.
This document summarizes key findings from PISA (Programme for International Student Assessment) reports about closing achievement gaps and improving equity and excellence in education systems around the world. Some of the main points discussed include how some countries have been able to combine high academic performance with greater equity; the relationship between learning time, enjoyment of science, and career expectations; and lessons learned about targeting resources and reforming systems to have the greatest impact on outcomes.
Over half a million 15-year-old students from 72 countries and economies took an internationally agreed upon 2-hour PISA test in 2015 to assess their science, reading, mathematics and collaborative problem-solving skills. In addition to the test, students, parents, principals and teachers provided data on school policies, practices and factors that help explain performance differences. The document discusses trends in science performance, gender differences in science attitudes and abilities, the relationship between science performance and career expectations, and lessons that can be learned from PISA results about achieving excellence and equity in education systems.
Raising Social Mobility Through Teacher PolicyEduSkills OECD
Andreas Schleicher
Director for Education and Skills
OECD
Challenges for teachers
Student-level
Initiating and managing learning processes, including active learning
Responding to the learning needs of individual learners
Integrating formative and summative assessment
Classroom level
Teaching in multicultural classrooms
Emphasising cross-curricular studies
Integrating students with special needs
School level
Working and planning in teams and partner with other schools
Evaluating and planning for improvement
Using ICT for teaching and administration, etc.
Academic Resilience - What Schools and Countries do to Help Disadvantaged St...EduSkills OECD
Researchers and policy makers have been focusing on socio-economic disparities in academic achievement since the 1960s. Decades of empirical studies show that socioeconomically disadvantaged students are more likely to: drop out of school, repeat a grade, finish their studies at the same time as their more advantaged peers with less prestigious qualifications, and, in general, have lower learning outcomes as indicated by their poor performance in standardised assessments such as the Programme for International Student Assessment (PISA)
Skilled for Life - Presentation by Andreas Schleicher at the PIAAC Internatio...EduSkills OECD
The purpose of the second PIAAC International Conference 2015 is to present work using data from the Programme for the International Assessment of Adult Competencies (PIAAC) relating to issues such as: the deployment of skills in the economy, returns to education and skills or the influence of workplace training.
International Summit on the Teaching Profession - Framing the IssuesEduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
Teacher Policy and Practice - Insights from PISAEduSkills OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The results of the 2015 assessment were published on 6th December 2016.
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
Balancing school choice and equity - an international perspective based on PISAEduSkills OECD
Many countries are struggling to reconcile greater flexibility in school choice with the need to ensure quality, equity and coherence in their school systems. This report provides an international perspective on issues related to school choice, especially how certain aspects of school-choice policies may be associated with sorting students into different schools. A key question fuelling the school-choice debate is whether greater competition among schools results in more sorting of students by ability or socio-economic status. At the macro level, school segregation can deprive children of opportunities to learn, play and communicate with other children from different social, cultural and ethnic backgrounds, which can, in turn, threaten social cohesion. The report draws a comprehensive picture of school segregation, using a variety of indicators in order to account for the diversity of the processes by which students are allocated to schools.
Supporting Teacher Professionalism Insights From TALIS 2013EduSkills OECD
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
Principal's Briefing : Sec 2 Meet-Parents-Session on 1 June 2013Yuliana Tjioe
This document provides information from a principal's briefing on 2 June 2013 about Teck Whye Secondary School. It discusses the school's mission, vision, values, academic performance, cocurricular achievements, and post-secondary education pathways. The school achieved good results in the 2012 GCE N-and O- level exams, with pass rates and distinction rates equal to or better than national averages. It has also received multiple achievement awards from the Ministry of Education for value-added performance. The briefing outlines the school's streaming process and subject combination options for Secondary 3 students.
1) Sec 1 students start to get accustomed to secondary school life, cultivate good study habits, and identify their strengths and interests.
2) Parents can encourage their child to participate actively in CCAs and enrichment programs which help develop values and talents.
3) Good CCA performance leads to bonus points for polytechnic admission, so parents should support their child's regular CCA attendance and participation.
4) By the end of Sec 1, students should consider their post-secondary education goals so they can work towards the subject prerequisites and exam requirements. Parents can help by providing a conducive study environment
This document provides information about Teck Whye Secondary School, including its curriculum, staff, mission, vision, values, and learning achievements. It outlines the school's N-level and O-level examination results which were better than or equal to national averages. It also introduces several signature programmes at the school focused on developing students' literacy skills and use of technology in learning.
Sec 3 Meet-Parents-Session : Principal's Briefing 26 May 2012Yuliana Tjioe
This document provides information about Teck Whye Secondary School's mission, vision, theme, and student performance and achievements. The school's mission is to empower students with 21st century skills and knowledge to discover their passions and develop strength of character. The vision is for students to be future-ready learners who lead, serve, and achieve through collaboration and lifelong learning. Student performance exceeded national averages on the 2011 N-Level and O-Level exams, with many students achieving distinctions. The school received achievement awards for value-added results. It also received sustained achievement awards for its hockey and floorball teams from 2008-2012.
The document provides information about Teck Whye Secondary School's mission, vision, values, and recent achievements. The school aims to empower students to create opportunities for themselves and others through 21st century skills. Its vision is to develop a community of future-ready learners who lead, serve, and achieve. Key data shows the school achieving better than national averages in academic exams and cocurricular activities. Profiles of award-winning teachers and students are also included. Estimated costs for secondary school exams and various post-secondary pathways are outlined.
1) The document outlines the agenda for a meet-the-parents session at Sembawang Secondary School, including addresses by school leaders and an introduction of staff.
2) It provides information on upcoming assessments, subject combination options for Secondary 3, and level programmes for Secondary 2 students.
3) Details are given on the school's Community Involvement Programme, Sports Education Programme, and partnership with parents.
Sec 2 Meet-Parents-Session : Principal's Briefing 26 May 2012Yuliana Tjioe
The document provides information about Teck Whye Secondary School's mission, vision, academic performance, cocurricular achievements, and students' post-secondary education aspirations. It summarizes the school's mission to empower students with 21st century skills and help them discover their passions. It also highlights the school's academic achievements, with students performing better than national averages in the N- and O- level examinations in 2011. The school was recognized with achievement awards for value-added results. The document outlines various post-secondary pathways available to students after their N-levels.
Parent Teacher Meeting Sec 4 and 5 (NA & Exp) - 26 Mar 2010damaisec
This document summarizes the agenda for a parent-teacher meeting at Damai Secondary School. It includes:
1) An overview of the school's 2009 GCE exam results and criteria for promotion from Sec 4 to Sec 5.
2) Requirements and admission criteria for post-secondary institutions like JCs, polys, and ITEs.
3) Upcoming school programs and events like remedial classes and learning journeys.
4) The school's initiatives for 2010 like the Values Education Program and Year Head system.
5) Expectations of students to work hard and responsibilities of parents, teachers, and the school.
This document summarizes the agenda and key details for a Principal's Dialogue Session at Evergreen Primary School on January 15, 2011. It introduces the vice principals, HODs, and P2 teachers. It outlines the school's mission, vision, values and focus for 2011 on learning approaches and character development. It also provides an overview of the curriculum, assessment strategies, co-curricular activities and partnerships for the different subjects of English, Math, Mother Tongue, Art, Music, PE and ICT.
This document provides an overview of the K-12 education system in the Philippines and the STEC SHS program. It discusses that the current 10-year basic education program results in poor quality education and inadequate preparation for work, entrepreneurship, or higher education. The K-12 system expands basic education to 12 years to address these issues. It then describes the STEC SHS program, which aims to develop well-rounded graduates with skills relevant to the job market or higher education through an enhanced curriculum focusing on mastery learning, hands-on activities, and leadership. The core values of the program are also outlined.
2011 Meet the Parents Session - 3NA (Year End)damaisec
The document outlines the key points from a meet-the-parents session for Secondary 3 Normal Academic students. It discusses the impact of recent Ministry of Education directions, reviews of school programmes, academic performance criteria for promotion, and progression opportunities after secondary education. It also covers the school's use of information and communication technology for teaching and upcoming programmes for 2012.
MTPS - Principal's Talk for Sec 3 Parents (Jan 2010)btvssmedia
This document provides information about form teachers, academic programs, enrichment programs, and the school character and leadership development framework for Secondary 3 students. It includes the form teacher assignments for each Secondary 3 class, the academic timetable, after-school programs, homework policies, and common test dates. It also outlines the enrichment programs, leadership training framework, and criteria for academic promotion to Secondary 4.
Raising Social Mobility Through Teacher PolicyEduSkills OECD
Andreas Schleicher
Director for Education and Skills
OECD
Challenges for teachers
Student-level
Initiating and managing learning processes, including active learning
Responding to the learning needs of individual learners
Integrating formative and summative assessment
Classroom level
Teaching in multicultural classrooms
Emphasising cross-curricular studies
Integrating students with special needs
School level
Working and planning in teams and partner with other schools
Evaluating and planning for improvement
Using ICT for teaching and administration, etc.
Academic Resilience - What Schools and Countries do to Help Disadvantaged St...EduSkills OECD
Researchers and policy makers have been focusing on socio-economic disparities in academic achievement since the 1960s. Decades of empirical studies show that socioeconomically disadvantaged students are more likely to: drop out of school, repeat a grade, finish their studies at the same time as their more advantaged peers with less prestigious qualifications, and, in general, have lower learning outcomes as indicated by their poor performance in standardised assessments such as the Programme for International Student Assessment (PISA)
Skilled for Life - Presentation by Andreas Schleicher at the PIAAC Internatio...EduSkills OECD
The purpose of the second PIAAC International Conference 2015 is to present work using data from the Programme for the International Assessment of Adult Competencies (PIAAC) relating to issues such as: the deployment of skills in the economy, returns to education and skills or the influence of workplace training.
International Summit on the Teaching Profession - Framing the IssuesEduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
Teacher Policy and Practice - Insights from PISAEduSkills OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The results of the 2015 assessment were published on 6th December 2016.
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
Balancing school choice and equity - an international perspective based on PISAEduSkills OECD
Many countries are struggling to reconcile greater flexibility in school choice with the need to ensure quality, equity and coherence in their school systems. This report provides an international perspective on issues related to school choice, especially how certain aspects of school-choice policies may be associated with sorting students into different schools. A key question fuelling the school-choice debate is whether greater competition among schools results in more sorting of students by ability or socio-economic status. At the macro level, school segregation can deprive children of opportunities to learn, play and communicate with other children from different social, cultural and ethnic backgrounds, which can, in turn, threaten social cohesion. The report draws a comprehensive picture of school segregation, using a variety of indicators in order to account for the diversity of the processes by which students are allocated to schools.
Supporting Teacher Professionalism Insights From TALIS 2013EduSkills OECD
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
Principal's Briefing : Sec 2 Meet-Parents-Session on 1 June 2013Yuliana Tjioe
This document provides information from a principal's briefing on 2 June 2013 about Teck Whye Secondary School. It discusses the school's mission, vision, values, academic performance, cocurricular achievements, and post-secondary education pathways. The school achieved good results in the 2012 GCE N-and O- level exams, with pass rates and distinction rates equal to or better than national averages. It has also received multiple achievement awards from the Ministry of Education for value-added performance. The briefing outlines the school's streaming process and subject combination options for Secondary 3 students.
1) Sec 1 students start to get accustomed to secondary school life, cultivate good study habits, and identify their strengths and interests.
2) Parents can encourage their child to participate actively in CCAs and enrichment programs which help develop values and talents.
3) Good CCA performance leads to bonus points for polytechnic admission, so parents should support their child's regular CCA attendance and participation.
4) By the end of Sec 1, students should consider their post-secondary education goals so they can work towards the subject prerequisites and exam requirements. Parents can help by providing a conducive study environment
This document provides information about Teck Whye Secondary School, including its curriculum, staff, mission, vision, values, and learning achievements. It outlines the school's N-level and O-level examination results which were better than or equal to national averages. It also introduces several signature programmes at the school focused on developing students' literacy skills and use of technology in learning.
Sec 3 Meet-Parents-Session : Principal's Briefing 26 May 2012Yuliana Tjioe
This document provides information about Teck Whye Secondary School's mission, vision, theme, and student performance and achievements. The school's mission is to empower students with 21st century skills and knowledge to discover their passions and develop strength of character. The vision is for students to be future-ready learners who lead, serve, and achieve through collaboration and lifelong learning. Student performance exceeded national averages on the 2011 N-Level and O-Level exams, with many students achieving distinctions. The school received achievement awards for value-added results. It also received sustained achievement awards for its hockey and floorball teams from 2008-2012.
The document provides information about Teck Whye Secondary School's mission, vision, values, and recent achievements. The school aims to empower students to create opportunities for themselves and others through 21st century skills. Its vision is to develop a community of future-ready learners who lead, serve, and achieve. Key data shows the school achieving better than national averages in academic exams and cocurricular activities. Profiles of award-winning teachers and students are also included. Estimated costs for secondary school exams and various post-secondary pathways are outlined.
1) The document outlines the agenda for a meet-the-parents session at Sembawang Secondary School, including addresses by school leaders and an introduction of staff.
2) It provides information on upcoming assessments, subject combination options for Secondary 3, and level programmes for Secondary 2 students.
3) Details are given on the school's Community Involvement Programme, Sports Education Programme, and partnership with parents.
Sec 2 Meet-Parents-Session : Principal's Briefing 26 May 2012Yuliana Tjioe
The document provides information about Teck Whye Secondary School's mission, vision, academic performance, cocurricular achievements, and students' post-secondary education aspirations. It summarizes the school's mission to empower students with 21st century skills and help them discover their passions. It also highlights the school's academic achievements, with students performing better than national averages in the N- and O- level examinations in 2011. The school was recognized with achievement awards for value-added results. The document outlines various post-secondary pathways available to students after their N-levels.
Parent Teacher Meeting Sec 4 and 5 (NA & Exp) - 26 Mar 2010damaisec
This document summarizes the agenda for a parent-teacher meeting at Damai Secondary School. It includes:
1) An overview of the school's 2009 GCE exam results and criteria for promotion from Sec 4 to Sec 5.
2) Requirements and admission criteria for post-secondary institutions like JCs, polys, and ITEs.
3) Upcoming school programs and events like remedial classes and learning journeys.
4) The school's initiatives for 2010 like the Values Education Program and Year Head system.
5) Expectations of students to work hard and responsibilities of parents, teachers, and the school.
This document summarizes the agenda and key details for a Principal's Dialogue Session at Evergreen Primary School on January 15, 2011. It introduces the vice principals, HODs, and P2 teachers. It outlines the school's mission, vision, values and focus for 2011 on learning approaches and character development. It also provides an overview of the curriculum, assessment strategies, co-curricular activities and partnerships for the different subjects of English, Math, Mother Tongue, Art, Music, PE and ICT.
This document provides an overview of the K-12 education system in the Philippines and the STEC SHS program. It discusses that the current 10-year basic education program results in poor quality education and inadequate preparation for work, entrepreneurship, or higher education. The K-12 system expands basic education to 12 years to address these issues. It then describes the STEC SHS program, which aims to develop well-rounded graduates with skills relevant to the job market or higher education through an enhanced curriculum focusing on mastery learning, hands-on activities, and leadership. The core values of the program are also outlined.
2011 Meet the Parents Session - 3NA (Year End)damaisec
The document outlines the key points from a meet-the-parents session for Secondary 3 Normal Academic students. It discusses the impact of recent Ministry of Education directions, reviews of school programmes, academic performance criteria for promotion, and progression opportunities after secondary education. It also covers the school's use of information and communication technology for teaching and upcoming programmes for 2012.
MTPS - Principal's Talk for Sec 3 Parents (Jan 2010)btvssmedia
This document provides information about form teachers, academic programs, enrichment programs, and the school character and leadership development framework for Secondary 3 students. It includes the form teacher assignments for each Secondary 3 class, the academic timetable, after-school programs, homework policies, and common test dates. It also outlines the enrichment programs, leadership training framework, and criteria for academic promotion to Secondary 4.
Meet the Parents May 2011 Sec 4E & 5NA (no mid yr results)damaisec
This document outlines the programme for a parent-teacher meeting at Damai Secondary School. It provides information about:
1) The school's GCE 'O' Level results from 2010 which showed improvements, including more students scoring distinctions.
2) Requirements and cut-off points for admission to post-secondary institutions like junior colleges and polytechnics.
3) The school's initiatives and expectations to help students prepare for exams, including motivational workshops, remedial classes and encouragement of parental support.
4) An invitation for parents to meet with teachers to discuss their children's progress and clarify any issues.
Meet the Parents May 2011 Sec 4E & 5NA (no mid yr results)damaisec
This document outlines the agenda for a parent-teacher meeting at Damai Secondary School. It includes:
1) A summary of the school's 2010 GCE 'O' Level examination results, requirements for post-secondary education, and the school's initiatives and expectations for students in 2011.
2) Details of the school's programmes for Secondary 4 Express and 5 Normal Academic students to prepare for their national exams, including remedial lessons and motivational workshops.
3) A request for parents to work closely with teachers by ensuring students attend classes and revision programmes, and to contact teachers if needed.
Ssat conference Dec 2015 " Preparing your school for the brave new world"goodwins1969
This document discusses preparing a school for changes to the education system in the UK, referred to as the "Brave New World". It outlines new GCSE and A Level assessments that focus more on exams over coursework. The school is focusing on developing extended writing skills and spacing out lessons to improve long-term memory retention. Survey results show most students feel their work is appropriately challenging. The document provides examples of strategies to help students learn exam techniques and approaches to intervention to address gaps in knowledge.
The document outlines the agenda for a Meet-the-Parents Session for Secondary Three students at a school. It includes an address by the Year Masters, introduction of school staff, information about assessment and promotion criteria, secondary level programmes, community involvement programmes, partnership with parents, and a question and answer segment.
Principal's Presentation to Board on Norfolk High SchoolDr. James Lake
- Norfolk Senior High School's enrollment increased from 1225 students in 2010-2011 to 1273 students in 2013-2014. The percentage of students passing classes or meeting achievement benchmarks on standardized tests is a focus for improvement.
- New teachers are paired with mentors and participate in peer observations to strengthen instructional practices. Data from standardized tests such as PLAN, MAP, NeSA, and ACT are analyzed to monitor student readiness for college and guide curriculum development. PLCs help align curriculum across grades and subjects.
- The school aims to decrease failure rates by 5% per semester over three years through interventions like expanded tutoring programs, study halls, and Saturday school. This goal aims to increase the graduation rate.
MTPS - Principal's Talk For Sec 2 Parents (Jan 2010)btvssmedia
This document provides information about form teachers, academic programs, enrichment programs, and the streaming process for secondary 2 students to secondary 3. It includes the form teacher assignments for each secondary 2 class, the school schedule and hours, weekend and holiday assignments, common tests, and grading criteria for the different streams. It also outlines the secondary 3 subject combinations and streaming exercise timeline.
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This presentation was given to parents, students and the newly elected school board on February 19th. It details the support for the small school model and successes across all three academies of the South Atlanta Educational Complex.
Meet the Parents 2011 Sec 4NA (26 May 2011)damaisec
The document summarizes the key points from a parent-teacher meeting at Damai Secondary School. It discusses the school's 2010 exam results, promotion criteria, requirements for post-secondary education, and school programs to support students. The school aims to work closely with parents to help students prepare for their exams through initiatives like remedial classes, study workshops, and monitoring attendance and academic progress.
Similar to Principal's Briefing : Sec 3 Meet-Parents-Session on 1 June 2013 (20)
This document discusses the significance of Hari Raya Aidilfitri, a Muslim holiday celebrated at the end of Ramadan. It explains that Hari Raya Aidilfitri marks the end of the month of fasting, and is not the Muslim New Year. It also describes important traditions on Hari Raya Aidilfitri, including congregational prayers, visiting family and friends, and seeking forgiveness from others through gestures and words to strengthen relationships and renew ties. The document advocates that seeking forgiveness should be done sincerely to repair any past wrongs.
This academic report card summarizes student performance and post-secondary education options. It shows the aspirations of students from different academic streams after secondary school and the criteria for entry into junior colleges, polytechnics, and ITE. It also provides analysis of class subject strengths and weaknesses, cut-off points for post-secondary courses, and tips for students to improve their chances of getting into their course of choice, including the importance of consistency, time management, sleep, and concentration.
This document contains 4 short poems by students about family connections. The first poem by Wanyi discusses how family bonds are stronger than water and will always connect family members through happy and sad memories. The second poem by Nurhayati Azmi likens a family to a circle where relationships are enduring even if broken at times. The third poem by Yongjie portrays a mother as nurturing but a father as difficult. The last poem by Mariahusnaa describes the challenges of being mistaken as a single person while being two different individuals living together.
The document contains 3 short pieces by students describing natural scenes:
1) "Big, fluffy puffs of white joined with the open space" by Min Hui depicts a magical land seen but not touched, where the author feels connected.
2) "It blooms attractively" by Adilah describes yellow, red and orange flowers growing in bunches on trees that shake in the wind.
3) "Day Skies" by Muzammil contrasts the darkness and danger of night with the marvelous light and sights of daybreak.
The document contains 3 short pieces by students on the topic of technology:
1) "Death of internet user" by Jason Ho is a poem about a soldier who dies in battle while trying to access the internet.
2) "In this world we live in" by Isabel is a reflection on how social media and technology have replaced in-person interactions.
3) "Gaming" by Yuzheng is a poem listing classic video games and commenting on their gameplay styles.
Poem Category : Connecting to my passionsYuliana Tjioe
The document contains 3 short passages written by students about their passions or dreams. The first is by Ava Foo and describes her feeling of connection to archery. The second by Edmund is about his childhood dream of being able to fly and play basketball like Michael Jordan. The third by Dhanesh tells of a dream where the author sees the other as a poet crafting words pulled from the sky.
This document summarizes language and cultural activities for Sec 1 students during the first week of February 2013. The activities included learning journeys to a Chinese tea house, Kampong Glam, and Little India to experience different cultures, as well as a creative writing competition in Chinese, Malay, and Tamil languages.
Principal's Sharing : First Day Briefing 2 Jan 2013Yuliana Tjioe
The document provides a summary of key events and achievements in TWSS in 2012 and outlines the school's focus and milestones for students in 2013. Some of the highlights include:
- TWSS teachers winning inspiring teacher awards in 2012.
- The school achieving value-added results and awards in academic, sports and CCA performances.
- The school's focus in 2013 will be on 21st century competencies, values and social-emotional learning.
- Key milestones for students in 2013 include participating actively in CCAs, choosing subject combinations, and preparing for national exams.
Principal's Talk at Yew Tee Primary SchoolYuliana Tjioe
Ong Kong Hong is the principal of Teck Whye Secondary School. Under his leadership, TWSS has adopted several signature programs and approaches to develop students holistically. These include an English multiliteracies program integrating technology, art and design mentoring, and talent development opportunities in areas like science, cooking and music. TWSS also emphasizes character and citizenship education through community service projects. With a focus on caring teachers and flexibility in the curriculum, TWSS has seen improved academic results in recent years.
This document provides information about nominating a caring teacher for an award. It explains that the caring teacher award recognizes teachers who exemplify values like caring, sharing, and supporting students' academic and personal development. It asks students to nominate a teacher who has made a positive impact on their life, for example by showing care, influencing their behavior, or helping them believe in themselves. The document includes positive feedback from past teachers who have received nominations, with teachers feeling grateful and appreciative of learning how they have impacted students. It concludes by encouraging students to submit their own nominations online to show their teachers they care too.
This document provides information about nominating a caring teacher for an award. It explains that the caring teacher award recognizes teachers who exemplify values like caring, sharing, and supporting students' academic and personal development. It asks students to nominate a teacher who has made a positive impact on their life, for example by showing care, influencing their behavior, or helping them believe in themselves. The document includes positive feedback from past teachers who have received nominations, with teachers feeling grateful and appreciative of learning how they have impacted students. It concludes by encouraging students to submit their own nominations online to show their teachers they care too.
English Week - Poetry Writing CompetitiionYuliana Tjioe
The poem describes a fish struggling on a hook, feeling its flesh burning in pain as the waves rage. It worries for its unborn child it feels kicking inside, praying for its survival as it faces its own impending death, wondering if its baby will see the world before it takes its last breath.
The document provides information about subject options for students at Teck Whye Secondary School for the 2011-2012 school year. It includes details about pure science subjects like Chemistry, Biology and Physics, as well as combined science, additional mathematics, combined humanities, and principles of accounts. The timeline, criteria and benefits of each subject are described, along with the relevant subject teachers and their contact information.
The document announces a house renaming competition for TWSS students to vote on new house names. There are 3 proposals: 1) Famous people who overcame challenges with excellence, resilience and integrity; 2) Famous mountains that require tenacity to reach their peaks; 3) Precious gemstones that symbolize developing inner strength and potential with guidance. Students can vote through SMS or an online portal by April 5th, with prizes for those who vote for the winning names.
A race to your desired future: Pacing yourself to peak performanceYuliana Tjioe
This document discusses preparing for exams and planning for one's educational and career path after secondary school. It provides information on exam fees, post-secondary options like junior college, polytechnic, and ITE, as well as admission criteria and cut-off points. It emphasizes developing good habits and focusing on core subjects to do well in exams and achieve one's goals. Students are encouraged to identify their strengths and weaknesses, desired path, and work on improving over the next few months leading up to their exams.
The document provides the CCA schedule for Teck Whye Secondary School for the year 2011-2012. It lists the various CCA activities offered and the days and times they are held, as well as the locations and teachers in charge of each activity. A wide range of sports, uniformed groups, performing arts, clubs, and societies are offered to students from Monday to Saturday after school hours and on some weekends.
This document is a class timetable for Class 1A at Teck Whye Secondary School in Singapore for Semester 1 of 2012. It shows the class schedule for each school day from Monday to Friday, with periods 1 through 7 listed. Each period is allocated for different subjects such as Flag Raising, Social Studies, Physical Education, Mathematics, and Dismissal. The timetable also lists the classroom or teacher for each subject period.
Social Studies Chapter 5 - Bonding SingaporeYuliana Tjioe
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Preparing for Secondary School - talk by Mr Ong Kong Hong, Principal of Teck ...Yuliana Tjioe
Mr. Ong Kong Hong, Principal of TeckWhye Secondary School, discusses preparing for secondary school. He outlines the different secondary school pathways and programs in Singapore including the GCE O-Level, N-Level, and International Baccalaureate exams. He then describes TeckWhye Secondary School's mission, signature programs in English, design and technology, and science talent development. Finally, he highlights the school's academic achievements and outcomes in the 2010 GCE O-Level exam.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
3. Our Mission:
Empowering Lives,
Transforming our Future
We empower Teck Whyeans to create
opportunities for themselves and
others in the future by equipping them
with the 21st century values, skills and
knowledge.
We help them discover their passion
and purpose in life and develop
strength of character to succeed
despite challenges.
The TWSS Commitment
4. The TWSS Commitment
Through a culture of
collaboration, a
mindset of excellence
and a spirit of lifelong
learning, we aspire to
be a community of
Teck Whyeans ready
for the future, as we
lead with conviction,
serve with
compassion and
achieve with
confidence.
Our Vision:
A Community of Future-ready
Learners who Lead, Serve
and Achieve
5. School Theme 2011 - 2013
R + I + S = E
• Resilience: Always trying; not giving up when faced
with challenges
• Integrity: Knowing and doing what is right
• Synergy: Working as a team; respecting and
collaborating with different people for better
outcomes
• Excellence: A journey of continuous improvement;
always aspiring to be the best in everything we do
7. School Focus 2011 - 2013
• See and make connections between
subjects, activities, programmes and
real life to make learning meaningful
and enjoyable
• Work with teachers, parents, partners
and with one another to achieve and
excel
9. Our Top N(A) & N(T) Students
• 6 N(A) students with 5
distinctions or more:
Lita Erika Louise Bonode
(4F)
Chng Jaryl (4F)
Puah Kai Wen (4F)
Tan Shi Jia (4F)
Joson Ong Chai Kiat (4G)
Samuel Sioh Jing Da (4G)
• 6 students with 4 „A‟s or
more:
Chew Xin Er (4H)
Elanda Chua (4H)
Lim Chai Lian (4H)
Mahina Lim Fong Jia (4H)
Tan Wei Jun, Kenny (4H)
Wong Si Li, Shirley (4H)
11. Our Top 4Exp & 5NA Students
4 Exp students with 5 distinctions
or more:
Yong Chin Kiat (4A)
Lim Xiao Xuan (4A)
James Ng Chong Wee (4A)
Zhang Li‟en (4A)
Jasper Goh Bing Hui (4B)
Toh Kai Ning (4B)
5NA with 4 distinctions or
more:
Poh Jia Min (5A)
Poh Jia Hui (5A)
Lee Wei Ping Joyce (5B)
Sean Lim En Wei (5B)
12. Value-added Results since 2010
2011: Achievement Award
(Academic Value-added)
for 2010 4 Exp Results
2011: Achievement Award
(Academic Value-added) for
2010 5 N(A) Results
2010: Achievement Award
(Academic Value-added)
for 2009 4 Exp Results
2012: Achievement Award
(Academic Value-added)
for 2011 4 Exp Results
2012: Achievement Award
(Academic Value-added) for
2011 5 N(A) Results
2013: Achievement Award
(Academic Value-added)
for 2012 4 Exp Results
2013: Achievement Award
(Academic Value-added) for
2012 5 N(A) Results
13. 3rd SustainedAchievementAward (Sports)
for outstanding achievements in Hockey &
Floorball
from 2007 - 2011
2008 2009 2010 2011 2012 2013
HOCKEY
B Boys:
1st
C Girls:
1st
C Boys:
4th
B Girls: 2nd
C Girls: 3rd
C Boys:
2nd
B Girls: 1st
C Girls: 1st
B Girls: 1st
B Boys: 2nd
C Girls: 2nd
B Girls: 1st
C Girls: 3rd
B Girls: 3rd
B Boys:
Plate
Champions
FLOOR-
BALL
B Girls:
3rd
C Girls:
1st
B Girls: 4th B Girls: 2nd
C Girls: 3rd
B Girls: 1st
C Girls: 4th
B Girls: 2nd
C Girls: 1st
B Girls: 2nd
ARCHERY
B Girls: 1st
B Boys: 2nd
C Girls: 1st
C Boys: 2nd
B Girls: 1st
B Boys: 2nd
C Girls: 1st
C Boys: 2nd
B Girls: 1st
B Boys: 2nd
C Girls: 2nd
C Boys: 1st
14. 15th Singapore World “Golden Lion
Award” Competition - GOLD
SYF 2013 Certificates of Accomplishment
CCA
Achievements
SYF2013 Certificates of Distinction
2012 UOPA -
SILVER
2012 JMFA -
SILVER
RoboCupJunior CoSpace
Pei Hwa Challenge 2013 -
1st
4th Winter Band
Festival
in Hong Kong -
SILVER
SWCDC Super24! Dance
Competition - CHAMPIONS
2012 BUC -
GOLD
2012 PNSA -
SILVER
15. We have been recognised by MOE for
our niches of excellence
2012:Nichein Hockey
2013:Nichein DesignThinking
16. The teachers who lead, care &
inspire
Mdm Tan Yoke Hong
& Mdm Tan Pin Yin
Inspiring Chinese Language
Teacher Award 2012 & 2013
全国模范华文教师奖
Mrs Shirley Teo,
Inspiring Teacher
of English Award
2011
MOE Innergy Award 2012
for Innovation in
Science curriculum
Mr Alan Wong
MOE Service
Excellence
Award 2012
17. Mr Alvin Tay
HOD Art & Design
Mr Gideon Yong
Vice Principal 1
Mr Anbarasu
Vice Principal 2
Mrs Vena Foo
HOD Humanities
Mdm Tong Wee
Heng
HOD Maths
Mr Alwin Njoo
HOD Science
Ms Deborah Tan
HOD Pupil
Development
Key Personnel
Mrs Shirley Teo
Dean (Curriculum) &
HOD EL
Mrs Soh Siow
Tin
School Staff
Developer
18. Mr Foo Sek Jin
LH Maths
Mr Aidil Sharil
SH PE/CCA
Mr Yusman
Ithnin, SH ICT
Ms Shafillah
Begum
SH F&N
Ms Ng Shu Wen
LH Science
Ms Tan Pin Yin
HOD MTL
Mdm Nur Fadelinah
SH ML & CCE
Mdm Tan Yoke Hong
SH/CL & VIA
Mrs Rizal
HOD ICT
Mr Ng Chor Tan
HOD PE/CCA
Key Personnel
19. Ms Zhang
Sijia 3E2 FT
Ms Mary Hew
3C FT
Ms Tang Li Tang
3A FT
Mr Christopher
Goh, 3E1 FT
Mdm Pua Lee
Too
3D FT
Mr Fadzrun
3E2 FT
Mdm Alice Seah
3B FT
Mr Sherefudin
3F FT
Mr Kevin Francis
3G FT
Sec 3 Form Teachers
20.
21. Post-secondary pathways
(DSA)
Junior College (2 yrs) or
Centralised Institute
(3 yrs) GCE A-Levels
University Degree
Special/Express Course
(Sec 1 – 4)
Normal (Academic) / Normal (Technical)
Course (Sec 1 – 4)
Polytechnic
(3 yrs)
Diploma
(DPA)
Sec 5N
GCE O-Level Examination
Poly
Foundation
Prog (4NA)
Direct Entry
Scheme to
Poly Prog
(4NA)
Institute of Technical
Education (2 yrs)
Nitec/Higher Nitec
GCE N-Level Examination
23. What are your child’s aspirations?
Upon graduation from secondary school, I would like to
attend the following post-secondary institution:
% ITE % JC % Poly
%
Others
3EX
P
0 22.5 76.1 1.4
3NA 0 1.3 96.1 2.6
3NT 88.2 0 5.9 5.9
24. Post-secondary education options
Entry into
JUNIOR
COLLEGE
Entry into
POLYTECHNIC
Entry into
ITE HIGHER NITEC
Criteria L1-R5 ≤ 15
(≤ 20 if all R5
A1/2)
L1-R2-B2 ≤ 26
PFP: ELMAB3 (N) ≤
11
EL-R1-B3/R2-B2 (O)
DPP: ELMAB3 (N) ≤
19
Require
d
Subject
s
EL or HMTL
Maths or
Science
Humanities
EL
E Maths or A Maths
≥ 1 Science / Humanities
/ Coursework subject
EL
E Maths or A Maths
≥ 1 Science (engineering)
Cut-off
2012
AJC: 8 / 10
CJC: 10 / 10
JJC: 13 / 16
PJC: 16 / 16
SJC: 13 / 13
IJC: 20 / 20
YJC: 20 / 20
Accountancy (NP): 11
Aerospace Tech (NP): 13
Biomedical Science
(NP): 9
Tourism & Resort
Management (SP): 12
Media & Comms (SP):
13
Chemical Technology: 14
(N)
Business Info Systems:
16 (N)
Leisure & Travel Ops: 17
(N)
Mechanical Engineering:
18 (N)
25. Class Subject Analysis
Class Strongest Subjects Weakest Subjects
3A MTL, Maths, A Maths EL, SS/Hist,
Chemistry
3B Science, Maths, Sci
(P/C)
EL, CH, D&T
3C MTL EL, Maths, Science,
POA
3D ML, TL, Art EL, Maths, Science
26. Class Subject Analysis
Class Strongest Subjects Weakest Subjects
3E1 MTL, Science EL, Maths, D&T
3E2 Science, POA, Art EL, Maths, D&T
3F TL EL, Sci, POA, D&T
3G Science, Art, POA,
CPA
Maths, Food Studies
28. Students must know
their interests and goals
%Not at all % Not so well % Well % Very well
3EXP 2.2 18.1 30.4 49.3
3NA 2.6 14.5 21.1 61.8
3NT 2.9 11.8 32.4 52.9
I am aware of my abilities and interests.
%Not at all % Not so well % Well % Very well
3EXP 4.3 22.5 25.4 47.8
3NA 1.3 19.7 13.2 65.8
3NT 2.9 11.8 26.5 58.8
I am aware of the kinds of careers which can match
my interests and needs.
Parents can
set goals
WITH them
29. Students must find out
about different careers
I know what careers are available in my interest and ability areas.
I know the entry requirements for the careers that I am
interested in.
%Not at all % Not so well % Well % Very well
3EXP 3.6 25.4 23.2 47.8
3NA 0 27.6 13.2 59.2
3NT 5.9 8.8 26.5 58.8
%Not at all % Not so well % Well % Very well
3EXP 5.1 27.5 22.5 44.9
3NA 0 38.2 14.5 47.4
3NT 8.8 11.8 20.6 58.8
Parents can
encourage &
talk to them
30. Students must find out
about different careers
I am able to make decisions about my future career.
I know how to prepare for careers in which I am interested.
%Not at all % Not so well % Well % Very well
3EXP 2.9 29.0 47.8 20.3
3NA 1.3 28.9 55.3 14.5
3NT 8.8 17.6 47.1 26.5
%Not at all % Not so well % Well % Very well
3EXP 5.1 27.5 47.1 20.3
3NA 1.3 28.9 56.6 13.2
3NT 5.9 20.6 50.0 23.5
Parents can
encourage &
talk to them
31. High Nitec graduates
• A high % of graduates obtained employment within 3 months from
graduation or completion of full-time NS (ITE 2011 Graduate
Employment Survey)
Higher Nitec Course Employment
Rate
Mean Gross
Salary
Biotechnology 88% $1,850
Paramedic & Emergency Care 88% $1,850
Business Studies (Sport
Management)
100% $1,460
Electronics Engineering 93% $1,680
Information Technology 86% $1,650
Logistics in International Trade 96% $1,550
Mechanical Engineering 89% $1,540
32. Polytechnic graduates
2012 Poly Graduate Employment
Survey Results
Fresh
Graduates
Post-NS
Graduates
Mean Mean
Applied Sciences $1,927 $2,268
Built Environment, Engineering &
Maritime
$2,065 $2,476
Business, Management, Design &
Others
$1,939 $2,604
Health Sciences $2,093 $2,571
Hybrid Courses $1,977 $2,479
Information & Digital Technologies $1,972 $2,385
Engineering (Electrical & Electronic) $1,778 $1,992
All Courses $2,007 $2,474
Graduate Employment Survey 2012 (http://www.polyges.sg/downloads/GES2012PR.pdf )
34. How parents can help
• Parents can help their child to think through
these questions:
• Where do you want to go after secondary
school?
• Check out poly websites or MOE website
(http://www.moe.gov.sg/education/admissions/jae/
)
• What do you need to do to get there?
• Tip: EL & Maths are critical for entry to
JC/poly/ITE!
• What do you need to work on this year?
• Tip: Excel in Art/D&T/F&N by working on
coursework component early and consistently
35. How parents can help
• Support your 4NA child in making the right
choice between poly (PFP), Sec 5N and
Higher Nitec (DPP):
• His/her strong and weak subjects: Especially
EL, mathematics, science, humanities
• His/her preferred learning style: Hands-on vs
exam-oriented
• His/her preferred educational & career path:
university vs poly
36. Students must plan &
use their time well
• Time is limited in Sec 4 / 5 so make full
use of every moment in Sec 3
2013 Sem 2
Nov
holidays:
ASP
(Extended
Curriculum)
2014 Sem 1
Lessons
Common &
Class Tests
ASP &
Evening
Self-
Revision
Mid-year
Exams
June
holidays:
O-level
MTL
Exams
ASP
Complete
Coursewor
k
2014 Term 3:
Intensive
Revision
O/N-level
Oral &
Listening
Compre
ASP &
Evening Self-
Revision
Prelim
Exams
2014 Sep/
Term 4:
Prelim
Exams
Intensive
Coaching &
Evening Self-
Revision
O/N-level
Practical &
Written
Exams
At most 7 months to complete syllabus!
Parents can put
in place routines
& promote good
study habits
37. Students must plan &
use their time well
I start preparation for common tests and examinations _______
% 1 day
before or
the night
before
% at least 1
week before
% at least 2
weeks before
% at least 1
month
before
3 EXP 12.3 49.3 27.5 10.9
3 NA 14.5 42.1 32.9 10.5
3 NT 23.5 47.1 14.7 14.7
Parents can put
in place routines
& promote good
study habits
39. How we
learn
How can we make learning more
interesting and meaningful?
At Teck Whye Secondary, students …were
applying a new process called “Design
Thinking” – where prototype solutions are
designed with a focus on the user‟s needs.
Interacting with the residents made the
learning come alive for the students.
Having empathy and concern for fellow
Singaporeans was no longer just an idea
on a page ... I am very glad to see such
student-centred, values-driven learning
in our schools.
40. Design Thinking in the
curriculum and interest &
talent development
Showcase @
ExCEL Fest
2012
Innergy Award
(Bronze) 2012
43. ST3 Students our Future
• Habits and routines in student discipline
• Punctuality for school and lessons
• Cleanliness and respect for school
property
• Personal image, greetings and manners
• Serving and engaging the community
• Student leadership development
• NE & CIP (Values in Action)
• Strengthening school spirit
• House system
44.
45.
46. Students our Future
• Continue to lead in CCA and at school level
• Benefits
• Develop values, confidence, talent,
leadership that will help you in future
• Supports admission into post-sec
institution (e.g. Direct Poly Admission,
portfolio)
• Good CCA grades lead to bonus points (2
points for A1/A2) or used as one of the subjects
for admission (MI)
• Note to NA students: CCA grade counts
towards direct admission to poly (Poly
Foundation Prog)
47. Students need to get
enough rest
I am working part-time during term time.
I usually sleep _______________ every weekday.
% 3 EXP % 3NA % 3NT
6.5 5.3 20.6
% before
10pm
% between
10pm - 11pm
% between 11pm
- 12 midnight
% after
midnight
3EXP 9.4 50.0 29.0 11.6
3NA 10.5 40.8 27.6 21.1
3NT 11.8 26.5 35.3 26.5
Parents can put
in place routines
& promote good
sleep habits
48. TWSS Homework Norms
Average weekday
HW
Weekend HW
3 EXP 1.5 - 2 h 4 – 4.5 h
3 NA 1 – 1.5 h 3 – 3.5 h
3 NT 0.5 h 0.5 – 1 h
49. Syasya Rifqah
TheNewPaperSchoolSportsStar2011AwardWinner
Character-building at Teck
Whye Secondary School
Simple and basic habits like
being punctual, paying
attention in lessons, revising
my work, respecting teachers
and following their advice
made all the difference to me.
“It is the little things and
habits of punctuality,
paying attention and
being respectful that
matters when it comes to
being successful.”
50. Pupil Management System
• The „Yellow Slip‟ system: after-school
detention
• Improper attire & appearance
• Entering class late or absence from
lessons
• Disruptive behaviour in class
• Others
• Handphone policy: Strictly disallowed
during lessons
• Late-coming: detention; more serious
consequences for late-coming after 8 am
51. Pupil Management System
Minor offences Consequences
Skipping lessons or school
activities
Truancy or leaving school
without permission
Littering / Vandalism /
damage of school property
After-school Detention
After-school Detention
Detention, make
restitution/compensation
Major offences Consequences
Cheating, forgery
Defiance to teachers
Fighting, bullying, rioting
Possession of weapons
Smoking
Gambling
Other criminal offences
Detention, Verbal / Written Apology
(private / public)
In-house Suspension & Suspension
from School , Caning (class / office /
school), Community Service & special
Projects, Self-Reflection & Counseling,
Referral to external agencies, e.g.
police
Refer to Student
Handbook
pg 9 - 13
52. Parent-School Partnership
• Check your child/ward‟s
Student Handbook regularly
as it contains
• Goals & targets set by your
child/ward
• Record of CIP, leadership
training and service
• Record of homework &
comments by teachers
53. Parent-School Partnership
• Check out the new school website www.teckwhyesec.sg
or TWSS Parents Connect on Facebook
• Join the TWSS Parent Support Group
54. Parent-School Partnership
• With your permission, school will send SMS
alerts on important or urgent matters, e.g.
invitation to MPS, special activities
• Fill in the Parents‟ Survey & Feedback form
to help us plan good programmes to meet
your needs and expectations
• Email us at twss@moe.edu.sg or send your
queries/suggestions through the online form
on the school website
55. Let’s work together to
transform the future of
your child!
To strive and not to yield
Editor's Notes
From the news I am sure you can tell that we are known by other for Hockey & Design thinking which is why we are here today.I am proud to announce that Teck Whye Secondary School has been awarded Niche in Hockey in 2012 as well as Design Thinking is 2013.It is exactly these strengths that allow us to continuously produce sports talents as well as achievements in innovations both in curriculum or competitions
Minister spoke about the need of skills beyond
Teck Whye Sec is also featured on how we have made learning authentic and fun through Design Thinking.
We are also featured for various other project.One of which is Singapore Garden Festival(Singapore Orchid Show) where our students participate and won the Grand Champion Display when they design and make the garden for a child.
Students going out to experience design thinking and learn through collaboration with the real people in the real world