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2018 P1 Parents Breakfast cum Dialogue Session

As a follow-up to the Primary 1 Parents Breakfast cum Dialogue Session held on 26 January 2018, please refer to the following for our response to the areas that were highlighted in the feedback provided during the session.








What is Programme for Active Learning (PAL) about?

Programme for Active Learning (PAL) is part of the Primary 1 and 2 curriculum.  For two hours a week, pupils are exposed to a variety of modules such as sports, arts, music, dance and outdoor education.  It provides a platform for the development and learning of social emotional competencies, social interactions, and bonding with peers and teachers.


What are the Chinese enrichment programmes planned for the pupils?  Why is the Chinese Star Programme discontinued?

The Primary 1 pupils will attend Chinese Calligraphy lessons.  These lessons allow pupils to experience the art and culture of Chinese through calligraphy and Chinese ink painting.  Pupils are introduced to the Chinese writing system and its emergence as an art form.  Supplementary and essay writing lessons are scheduled for the upper primary pupils.  The Chinese teachers will customise their teaching resources and strategies based on the needs of the pupils to arouse interest and enhance learning.  The Chinese Star Programme is discontinued due to the change in the Mother Tongue Syllabus.  We will continue to source for suitable enrichment programmes for our pupils. 


What kind of learning support or enrichment is provided to pupils?  Are remedial lessons for all pupils and when are they conducted?

To better support the lower primary pupils in their learning, we currently run the following programmes – Learning Support in English (LSP), STELLAR Supplementary Programme (SSP) and Learning Support in Math (LSM).  Depending on the needs of the pupils, these intervention programmes are conducted either during curriculum hours or after school and only pupils identified for the programme need to attend.


How does the school support pupils with special needs or learning difficulties?

The school is staffed with Allied Educators (Learning and Behavioural Support) to provide structured and systematic support to pupils with mild special educational needs (SEN) in school.  They work closely with the teachers, parents and external agencies to provide support to these pupils and enable them to integrate better into the school.  


Can we have more teaching on values such as empathy and teamwork?

Our curriculum and co-curriculum programmes are values-based. We have values inculcation through Character and Citizenship Education lessons, Form Teachers Guidance Period (FTGP), Connect Time, Values-in-action (VIA) activities and assembly programmes.  Where possible, teachers also guide pupils in the learning of life skills during teachable moments in class.  The Primary 1 pupils will have a VIA activity during their March and September holidays where they will learn to help their families at home.  They will learn about teamwork and empathy through these activities.   


What is the Home-based Learning (HBL) Day about and what is the frequency?  Can live broadcast for e-learning be adopted?

HBL takes learning beyond classrooms and make it accessible anywhere for our pupils.  Teachers worked together to create online learning experiences for our pupils through online platforms like Google sites.  The online learning activities had elements of wonder, fun and challenge.  We hope these learning experiences ignite a spark in our pupils’ minds as they continue to explore and discover through indoor and outdoor learning experiences.  With the support of parents, these opportunities will guide our pupils to develop into self-directed learners.  The aim of HBL is also to prepare our pupils to access learning from home in the event of a school closure.  Home-based Learning Day will take place twice this year, as reflected in the 2018 school calendar.  

Live broadcast for e-learning is an exciting alternative to the current online learning experience.  The school will study the technical feasibility of this mode, taking into consideration the profile and readiness of our pupils.    


Is the seating arrangement in class changed on a regular basis?

Flexible seating arrangement and grouping is practised by teachers to provide pupils with opportunities to interact and work with different classmates during lessons. 



Why is there not much homework for the Primary 1 pupils?

To smoothen transition into primary school and nurture pupils holistically, the school seeks to ensure pupils’ well-being and development by not overloading pupils with too many homework assignments when they are in Primary 1.


How can parents find out what is the homework assigned to the pupils?  Can teachers get the pupils to write their homework in their pupils’ diary?  

Subject teachers will list down the homework on the whiteboard and time is given for pupils to copy them into their diaries. We hope to instill in our pupils, the value of responsibility so that they will develop a lifelong habit over time.  Parents can check their diaries for the list of homework to be completed. 

We also have homework guidelines which can be accessed from our school website at: /school-information/general-information/homework-guidelines



What is assessment like for the Primary 1 pupils?

Bite-sized form of assessment is carried out for the lower primary pupils.  For Math, we have performance tasks and journal writing.  For English, there is listening and speaking tests.  Written tests are also used to assess learning.  To facilitate their transition into the primary schools, there is no weighted assessment in Term 1.  Pupils sit for term reviews at the end of terms 2, 3 and 4.  These reviews focus on different areas of learning each term.  Detailed assessment information will be communicated to parents on a termly basis.

For more information on Assessment Guidelines you may refer to : /qql/slot/u224/XNPS%20Assessment%20Guidelines-final.pdf


How are pupils’ performance and progress shared with parents? 

Holistic report cards and result slips are issued and pupil’s progress and development are discussed with parents during Pupil-Parent-Teacher-Meetings (PPTM). In addition, teachers will also communicate with parents at regular periods through email, SNAC and phone on the development of their children.    


Is there CCA for Primary 1 pupils? Is there any trial or open house for CCA?    

For the Primary 1 pupils, a customised programme – the Modular CCAs is conducted during curriculum time on Fridays.  This programme provides a broad-based experience for our pupils as they explore and develop their interests through the variety of modules offered over their six years of education in Xingnan.  Each level experiences 4 modules ranging from sports, thinking skills, oral communication, aesthetics to life skills such as balloon sculpting and cup stacking.  The Primary 1 pupils will complete 4 modules – Puppetry, Cup-stacking, Dance and Sudoku in the course of the year.  

After-school CCAs will start only when pupils are in the middle primary.  We currently have 18 CCAs, ranging from sports, performing arts and clubs and societies to cater to the different interests of our pupils.  CCA selection is conducted in Term 2 for Primary 2 pupils.  There will be a briefing session for all Primary 2 pupils prior to the issuance of the CCA selection form.  All Primary 2 pupils are encouraged to indicate 3 choices of CCA so that they will be allocated one of their 3 choices.  The school will study the proposal of a CCA open house for possible implementation.        


Can parents watch the volleyball (and other sports) matches? 

Parents are welcome to support our pupils participating in zonal and national games.  Information on these games/matches will be provided through our regular communication channels. 


Why are the Primary 5 pupils selected as buddies to the Primary 1 pupils?  Can the school consider pairing the younger pupils from Primary 4 as buddies?

The Buddy programme is part of the Values-in-Action activity for the Primary 5 pupils.  As the Primary 5 pupils share the same recess as the Primary 1 pupils, by pairing them, the support and friendship between the buddies could extend beyond the first week of school. 


Can we have more nutritious choices of food? Can the school encourage the pupil to eat healthily and lead a healthy lifestyle?   

The school canteen provides balanced set meals for the pupils.  The set meals are prepared with ingredients that are labeled with the healthier choice symbol and each vendor will vary the fruits provided in each set meal.  During Physical Education and Health Education lessons, teachers emphasise to pupils the importance of a healthy diet and lifestyle. We also have staff on daily duty in the canteen to monitor the meals that are being sold at the canteen.


Is there a structured time for the drinking of water?  Can teachers encourage and provide more opportunities for pupils to drink more water?

Physical Education and Health Education teachers share with pupils on the importance of drinking water.  Pupils are encouraged to keep themselves hydrated by refilling their water bottles during recess and lunch break.  Should pupils need to drink water or take a toilet break, they can seek teacher’s permission anytime.  However, pupils should make use of their recess and lunch breaks to visit the toilet.


Can we start school later at 7.20 a.m. as reporting to school at 7.10 a.m. is too early? How are pupils who arrive early by school bus, engaged?

The flag raising ceremony is conducted at 7.30 a.m.  Pupils are not deemed to be late unless they report later than the flag raising ceremony.  From 7.10 a.m. to 7.30 a.m., pre-assembly activities such as silent reading sessions, singing, quizzes, the sharing of current affairs, science, art and music activities serve to engage pupils.  Pupils who take the school buses and arrive before the pre-assembly activities can choose to have their breakfast in the canteen before moving to the classrooms to place their bags.    


Can the girls not put on their skirts on days when they have Physical Education?

The pupils wear PE attire on days when they have PE lessons, Mass Exercises, Mass jog, PAL lessons and Modular CCAs.  Girls need to change and wear skirts over their PE shorts after these lessons as this is part of the prescribed school uniform. 



Can the school improve communications between teachers and parents and provide more updates? Can we have regular feedback on child’s development? 

The SNAC system has replaced paper notifications and is our primary mode of communication with parents.  It allows us to provide updated information on school activities and termly assessments.  Information on school activities as well as upcoming school events are highlighted in the monthly newsletter – XNPS Experience! sent on every first Friday of the month (except for the month of June and December).  Parents may view the newsletter through SNAC or via the school website.  SNAC also provide a photo gallery in which parents may view photos of past events.    

Parents can also communicate with subject teachers via the pupils' diary or through email.  Pupil-Parent-Teacher-Meetings (PPTM) are held twice a year in March and September.  Parents can arrange to meet the teachers when there is a need.  For parents who need to inform the school of the absence of your children, you can sms to iWall at 9828 5617 or call 6791 3679 to speak with our office staff or leave a message for your child’s teacher.


What is the Class Dojo Application?

The Class Dojo application is among one of several classroom management tools which can be used to reinforce and encourage positive classroom behaviour. Teachers may choose to leverage on this to communicate and showcase pupils' works through the online portfolio and update parents on what is happening in their classrooms through class stories.



Can the school conduct more safety awareness programmes?

The school conducts fire drill and lockdown drill once in a year.  Both staff and pupils are regularly briefed on safety-related matters during assembly and in the class by form teachers.  Talks on road safety are also conducted by the traffic police as part of our assembly programme.  As part of our Road Safety programme, Primary 4 pupils will attend the Traffic Games Road Education Programme at the Road Safety Park annually.  



Can the bookshop stop selling fancy stationery?  

The bookshop provides a service to the school to sell textbooks, workbooks, and stationery to the pupils. We will monitor what the bookshop sells and continue to educate our pupils to ensure that they do not waste their pocket money on unnecessary stationery.  



Can the school provide more information on Big Heart Student Care?

The school works closely with Big Heart Student Care to provide a more structured after-school care support programme for our pupils.  Parents are advised to approach Big Heart Student Care on administrative matters and information pertaining to their programmes. They can access more information here: /parents-corner/big-heart-student-care



Are there programmes to inform parents of the current curriculum so that they can effectively support their children in their learning?

Information pertaining to the curriculum and school programmes is shared by school personnel during parents’ briefing whilst specific information on the subjects and syllabus can be found on the MOE website.  The school will study the possibility of conducting parents’ workshop to support parents. 


Are there any parent and child activities during the school holidays?

There are workshops organised by our School Family Education (SFE) coordinator and our Parent Support Group throughout the year.  These workshops aim to enhance the quality of family life by making family life education resources available to parents and equip parents with effective parenting skills, through the provision of family life education programmes.  Parents are to look out for notifications on these programmes in the course of the year. 


Can the eco-garden pond be improved?

Parents have lauded the set-up of the eco-garden.  The school will continue to look into the purchase of varied water plants such as water hyacinth, water lily, water lettuce, and duckweed as well as more species of fishes, subject to the suitability and adaptability of the species, for the eco-garden pond. We will continue to explore how we can make the best use of the eco-garden and school environment to meet the learning needs of our pupils.


Can the school consider having bigger boxes and hardcover for the pupils’ diary?

The school will consider this suggestion for possible implementation in future.