1. Welcome to
Shuqun Primary School
Primary 1 Orientation 2013

2. Welcome address by Principal
Matters pertaining to Primary 1
Talk on transition to Primary 1
Briefing on School rules, expectations and regulations
Talk on dental health services in school
Completion of Pupil Data Form
Fetching of child from classroom

3. P1 Orientation 2013

4. Starting Primary School
Starting school can be liberating as well as daunting for both of you.

5. Preparation
Your child will face new places, people, rules and relationships. This can be both exciting and frightening.
You can help by familiarising your child with his/her new school environment right from today.
Point out the school whenever you pass it.
Tell stories about what you enjoyed at school and the fun things you did.
Find out about the daily routine from the teacher and let your child know what to expect.

6. “Train a child in the way he should go, and when he is old he will not turn from it.”

7. Shuqun Primary School School Vision
A vibrant learning community, rooted in values and ready to serve.
School Mission
To nurture a star in every Shuqunite, who places community above self
School Core Values
‘I CARE’ Values –
Integrity, Care, Adaptability, Respect and Excellence

8. C2015 Student Outcomes Self-directed Learner Confident Person
Thinks independently
Communicates effectively
Has good inter-personal skills
Self-directed Learner
Takes responsibility for own learning
Questions, reflects, perseveres
Uses technology adeptly
Concerned Citizen
Is informed about world and local affairs
Empathises with and respects others
Participates actively
Active Contributor
Exercises initiative and takes risks
Is adaptable, innovative, resilient
Aims for high standards 8

9. School Direction and Focus
A, B, C Strategic Thrusts
A – A Star in Every Shuqunite
Academic Excellence , Leadership and
Character Development , Healthy Living
B – Best Place to Learn & Work
Capacity Building and Vibrant Learning
Environment
C – Community for Us, We for the Community
Service Learning , Community Partnerships

10. Student Outcomes: Engaged Learner , Rooted in Values & Ready to Serve
Shuqun Primary School
Strategic Plan ( )
Mission
Vision
Values
A Star in Every
Shuqunite
Best Place to
Learn and Work
Community for Us,
We for the Community
Strategic Thrusts
Sub Thrusts
Academic
Excellence
Leadership
&
Character Devt
Healthy
Lifestyle
Capacity
Building
Vibrant
Learning Env
Community
Service
Community
Partnerships
Long Term Goals
Improved
Academic
Results
Pupils
recognised for
Leadership
and
Good behaviour
Pupils actively
engaged in
healthy lifestyle
Improved Staff
Engagement
In Professional
Growth
Improved
Pupil
Engagement
in Learning
Active pupil
Participation in
Environmental
Education
and Service
Learning
Effective
partnerships
QSE: 3.3
Surpass
Comparable
Schs for PSLE
CDA
CHERSIH:
Silver
Sustained
partnerships
with
Selected
organisations
Biytes: Above 3
Recognition
BENS: People
EV Score:
Upper Band 2
Green Audit:
Lotus
OE Niche
Sports
Top 4 placing for
2 Sports
Sch Climate
Engagement: C
SYF
Silver & Gold
NE Devt
Award
KPIs
Student Outcomes: Engaged Learner , Rooted in Values & Ready to Serve
RESOURCES
ASSESSMENT
& REVIEW
Version 3 : May 2013

11. What goes into SQPS school life ?
A wide range of CCAs
Structured Student Leadership Programmes
STAGE Curriculum to customise curriculum ( Basic /Stretch / APEX)
Academic and Non Academic Enrichment Programmes
Leadership and Character Devt through Outdoor Education
Learning Support Programmes
Level based Learning Journeys and OE Camps
Developmental programmes for
Social & Emotional Learning
Talent Development Programmes

12. Parents as Partners in Education
Be involved in your child’s education and development
Ensure school attendance is not compromised
Be in communication with your child’s teachers
Make routines of checking homework , packing bag according to time-table, reading letters and notifications from school
Know your child’s school schedule , upcoming events etc
Check Pupil Diary EVERYDAY and monitor progress

13. Things to take note of … Monthly Letter from the principal
Termly letter from the Head of Level . This will include calendar of events for the term
Assessment Workplan and other relevant assessment information
Any other programme or event , either a Notification letter or Consent Form
When in doubt , consult the school /teachers !

14. Primary 1
2014
Welcome to the Shuqun family and we look forward to an engaging partnership with you. We hope to give your children an enriching experience in their 6 years with us.

15. Contact: morni_ahmad@moe.edu.sg
Mdm Morni Bte Ahmad
Level Head of P1
Contact:
(S QPS)
A Cluster
B Cluster
C Cluster
1A1
1B1
1C1
1A2
1B2
1C2
1A3
1B3
1C3
My name is Mdm Morni and will be the overall-in-charge of the P1 level. It is my responsibility to oversee the smooth conduct of all key programmes pertaining to the level, oversee staff and students in the level, covering all aspects including academic, non-academic and parental issue. There are 9 classes of P1 next year. The classes are grouped in clusters as shown in this table.

16. Supporting Your Child’s Transitions to Primary School
Terrific Transition:
Supporting Your Child’s Transitions to Primary School
Slide 1 – “Terrific Transitions: Supporting Children’s Transitions to Primary School”
The SERVE Regional Educational Laboratory has developed this PowerPoint presentation in order to provide research-based information regarding children’s transitions into kindergarten. This presentation is most beneficial to an audience of people who are interested in improving transitions.
The slides can be printed on overheads or used as a PowerPoint slide show. The notes pages contain script that can be used by the presenter. Simply click “Notes Pages” under the “View” menu to access them.
If you need assistance with accessing this program, have any additional questions, or would like to be added to our mailing list for available and future publications on transitions, please call Lynn Amwake at the SERVE Regional Educational Laboratory.
Phone - (800) or (850)
Fax – (850) –
SERVE ‘s website:
Ms Cristin Oh
Allied Educator (Counselling)

17. What do we mean by “transitions”?
It is a process of adapting to changes.
Slide #3 – “What do we mean by ‘transitions’? It is a process of adapting to change.”
Exactly what do we mean by transitions?
The word transitions typically refers to change. There are transitions that almost everyone experiences, such as going off to college, getting married, or having a baby.
However, transition also can be thought of as a process. Throughout childhood, as children grow and develop, they move or transition from one learning environment to another. Often, these transitions involve a process of change that requires learning to adapt and prepare for new experiences.
Slide #3

18. Terrific Transition
The move from preschool to Primary School is one of the most important transitions a child will make.
Slide #7 – “The move from preschool to primary is one of the most important transitions a child will make.”
The move from preschool to kindergarten is one of the most important moves a child will make. While it is an occasion for new opportunities and challenges, it is often a time of stress when the child and family are encountering new people and unfamiliar places. How educators handle the transition process lays the foundation and sets the tone for future expectations and experiences.
Slide #7

19. Terrific Transitions:
Strong Connections Between Home and School Can Help Ease Children’s Transition Into School.
Slide #2 – “Strong connections between home and school can help ease children’s transition into school.”
If you have ever moved away from home or separated from friends, you know just how difficult change can be. Moving from an environment where you feel safe and secure to one that is new and unfamiliar can be very stressful and uncomfortable. This is often how children feel when they move from preschool to kindergarten. Knowing how change affects you can provide a basis for understanding what children and their families are experiencing.
The primary purpose of this presentation is to help educators learn how to better support children and families preparing for and experiencing transition into school.
Slide #2

20. What Transitions means to Parents?
It means :
making sure that accurate information about the child is given to the new school,
meeting and communicating with new teachers,
attending school programs,
adapting to school policies .

21. What Transitions Mean to the Child?
For young children, the transition to school is much more than simply changing buildings or settings. It means
adapting to new sets of rules, regulations and behaviours,
adjusting to a new peer group, and getting to know new teachers,
learning to play and cooperate with other children,
paying attention for longer periods of time,
developing independent work habits.

22. Benefits of Facilitating Transition
Children will like school and look forward to school.
Children will show steady growth in academic skills.
Parents will become actively involved in their children’s education.
Ramey & Ramey, 1994
 Slide #5 – “Benefits of Facilitating Transition”
What are early signs of a successful transition to school?
According to Ramey & Ramey (1994), some signs of successful transitions are:
Children will like school and look forward to going to school.
Children will show steady growth in academic skills.
Parents will become actively involved in their children’s education—at home, in school, and in the community.
Classroom environments will promote positive feelings for both teachers and children.
Teachers, staff members, and families will value one another.
Schools and programs will celebrate cultural diversity in their communities.
Developmentally appropriate practices will be visible within the classroom.
The community will show consistent investment in the education of children and will strive to increase available learning opportunities.
Slide #5

23. School Anxiety Separation Anxiety
Common Difficulty faced during Transition:
School Anxiety
Separation Anxiety

24. During transitions, children may feel
Sad
Confused
Anxious
Uncertain
Overwhelmed
Insecure
Slide #8 – “During transitions, children may feel sad, confused, anxious, uncertain, overwhelmed, hopeful, or insecure.”
As children and their families transition to school, this will evoke a range of feelings, and each child and family member will react differently to the process. For example, some children and their families may feel excited and hopeful, while others may feel anxious and overwhelmed.
How children and their families cope with the transition may depend on a number of different things. For example, for children, their ability to handle the transition may depend on factors such as temperament and previous preschool experiences. How well other family members cope with the transition may depend more on the degree to which programs communicate and share important information in advance.
Slide #8

25. I don't want to go to school today ……
Maybe
they may feel ill or really tired because they didn't have a good sleep.
they feel worried about something at home or at school
they want to stay in their own house and forget about everything else.
someone is giving them a difficult time.

26. What Can Parents & Families Not Say?
“How can the school be insensitive to my child?”
“You’re just a baby, how can they not allow you to do …”
It was such a short time ago when you were just a baby!”
“He’s too little to ride the school bus!”

27. What Parents Can Do…
1. Know and manage your own wants and expectations
Support regular school attendance & attend school events
Discuss the link between success in school and success in life .
(e.g. relate to movies, news articles, etc.)
After being inform of some common learning difficulty, how are we going to help the child. So before you help your child, know and manage your own expectation. Support the school but ensuring regular attendance and possible attend school events if not at least read the school correspondence. Discuss link between success in school and life.

28. What Can Parents Do?
Talk about the new routines and expectations e.g. longer school hours, no play all the time, no more afternoon naps, silent reading
Teach them what to do in case of emergency e.g. missing school bus, forget to bring pocket $$$.
Teach them how to handle money and make friends.
Teach independence skills e.g. tying of shoe laces, taking care of own belongings.
If the two environments are different or incompatible, children may have difficulty learning the new routines and rules, making new friends, and functioning in the new settings
When children begin school, parents can draw from previously learned skills and behaviors to help them adjust.
Talk to your child about the new routines and expectations he/she will be going through everyday, such as flag-raising and lowering, recess, assembly, school bus drop-off and pick-up points, timetable, and wearing of the school uniform, longer school hours, no play all the time, being punctual for school as well as keeping quiet when the teacher is speaking and during silent reading sessions. .

29. Encourage your child EARLY
Remember his needs and habits.
Plan together with your child i.e. develop a new routine for school and homework
Discuss and agree on rewards and consequences, along with reasonable rules.
Emphasize positive aspects of school i.e. early familiarization of school environment during holidays

30. Continuity Occurs
To ensure continuity, it is important that schools and home help create connections that support children during the transition to school.
Slide #9 – “Continuity occurs when there is a strong connection between the services and programs provided and when children and their families receive the support they need.”
The goal of continuity is to make transitions appropriately challenging and smooth, so children experience change less abruptly and easily see and understand links between one setting and another.
Continuity occurs when the new environment builds on the previous experiences of the child. For example, if the new environment maintains similar routines or activities—things that are familiar to the child—there is a sense of continuity. Similarly, when the new environment provides information and supports parent involvement, there is continuity of experience for parents.
Slide #9

31. Self-Help Groups (CDAC, Mendaki and Sinda)
Contents:
PERI
Shuqun
STELLAR
PSG
Self-Help Groups (CDAC, Mendaki and Sinda)
I will be covering on PAL, PERI, STELLAR, PSG and self-help groups.

32. HOLISTIC ASSESSMENT LOWER PRIMARY
P E R I
Primary Education Review and Implementation
The Primary Education Review and Implementation (PERI) Committee was formed in October 2008 to study ways to enhance primary education. We want our children to grow up to be confident persons, able to work well in teams, and be able to communicate their thoughts and ideas effectively. They should also be self-directed learners who see education as a life-long process. In this globalised world, our children should also be innovative and enterprising, have the ability to cope with ambiguity and adapt well to change. These skills and dispositions are best built and developed in the formative years during primary education.
HOLISTIC ASSESSMENT
LOWER PRIMARY

33. Teaching the Whole Child in SQPS
English
Mathematics
Mother Tongue
Sing songs
Listen to stories
Read aloud
Read fluently and confidently
Present their ideas
Write stories/journals
Solve problems using different strategies
Explore numbers and patterns
Make use of manipulatives to enhance learning
Read fluently
Speak confidently
Write correctly
Understand culture
At Primary 1 and 2, when your child is just beginning school, a key focus should be on building his confidence and desire to learn. In Shuqun, your child will be exposed to different learning strategies that will enable him to become a better learner.

34. Holistic Assessment English Mathematics Mother Tongue Listening tasks
English
Mathematics
Mother Tongue
Listening tasks
Reading tasks (oral/ running records/ poetry recitation/ show and tell)
Picture discussion
Writing tasks
Mini Tests
Performance Based Assessment
Listening Task
Reading Task
Picture Conversation
Poetry Recitation
Assessment is an important part of learning and teaching and helps provide useful information to your child, your child’s teachers and you. Assessment is generally carried out for two main purposes – to measure students’ attainment and report evidence of learning in different learning areas and to support classroom teaching and student learning.
At Lower Primary levels, single-point assessments such as semestral examinations will be deemphasized. Instead bite-sized forms of assessments such as tropical tests, short writing, reading and performance tasks will be used to provide young students with more opportunities to experienced success and build their confidence and desire to learn. Teachers will also use a range of assessment strategies such as questioning, conferencing and peer and self-assessment to support your child’s learning.
The various forms fo assessment for the subjects are as shown here:

35. Feedback on your child’s progress
Term 1
Term 2
Term 3
Term 4
1. Pupil’s Portfolio
2. Holistic Report Card
2. Mid-Year Report Card
1.Pupil’s Portfolio
2. Year-End Report Card
You will continue to receive information about your child’s progress as shown in this table.
Portfolio contains a sample of your child’s work and performance tasks in all subjects with rubrics (graded / non-graded) and teacher’s qualitative comments/feedback. Holistic Report Card contains rubrics to indicate key learning outcomes for English, Maths and Mother Tongue, PE, Health Education, Music, Art and Craft, National Education, Shuqun and Character Development.
In summary, Holistic assessment aims to provide more balanced information on your child’s performance in both academic and non-academic areas to better support their holistic development.

36. Shuqun
Shuqun is our school’s initiative for the Programme for Active Learning under PERI’s recommendations. It is to address the increased emphasis on holistic education and development of life skills. It provides a smooth transition for children from pre-school child to primary education. Through Shuqun, students blossom and grow as they play, learn and create through the Sports, Outdoor Education, Visual and Performing Arts modules. 36

37. Objectives of PAL @ Shuqun
Performing Arts
Outdoor Education
Visual Arts
Sports
In Shuqun, emphasis is placed on experiential learning. The hands-on experiences reinforce students’ learning, and allow them to explore, discover, generate further thinking and express their ideas.
PAL @ Shuqun provides a broad exposure of experiences to our students in the 4 modules, Sport & Games, Outdoor Education, Performing Arts and Visual Arts. It offers a balance between the academic and non-academic areas in the school, and facilitates holistic and well-rounded development of the students.
Broad exposure & experiences through fun and varied activities 37

38. Modules Planning For Primary 1 students PAL Modules Sports
Term 1
Term 2
Term 3
Term 4
Sports
Outdoor Education 
Visual Arts
Performing Arts
In 2013, P1 students covered Outdoor Education, Visual Arts and Performing Arts modules.

39. Modules Planning For Primary 2 students PAL Modules Sports
Term 1
Term 2
Term 3
Term 4
Sports 
Outdoor Education
Visual Arts
Performing Arts
While P2 students covered Sports, Outdoor Education and Visual Arts modules. In every lesson, time is set aside for both indiviual and team work. Students are given the opportunity to reflect their experiences and feelings in the different contexts set up for that lesson.

40. Timetable Time Lunch Normal Timetable For Primary 1 and 2 students
Monday
Wednesday
Friday
10 a.m. to 12 noon
Eng/Maths/ MT
A Cluster
B Cluster
C Cluster
12 noon to p.m.
Lunch
1 p.m to p.m.
Normal Timetable
4.30 p.m. to 6.30 p.m.
PAL Lesson
This year, PAL lessons for P1 and P2 students are scheduled in 3 days as shown in the table here. Students had to report in at 9.45 a.m. for their normal curriculum and then had their PAL lessons from 4.30 p.m. to 6.30 p.m.

41. Admin Things to note: Make transport arrangements with the bus company
Lunch
Extra pocket money
Since students have to report in at 9.45 a.m., parents needs to make transport arrangement for their children and gave extra pocket money for lunch or provide food for lunch and recess break.

42. Strategies for English Language Learning and Reading
STELLAR
Strategies for English Language Learning and Reading
STELLAR aims to strengthen children’s language and reading skills as well as promote a positive attitude towards learning in the foundational years.
The STELLAR Vision
Children Who Love Reading and Have a Strong Foundation in the English Language

43. 1. Shared Reading Experiences
STELLAR at Lower Primary
1. Shared Reading Experiences
3. Language Activities in Learning Centres
2. Shared Writing Experiences
STELLAR aims to realise this vision by empowering teachers to teach our children the critical life skills of listening, speaking, reading and writing in English through effective and engaging strategies that are developmentally appropriate.  In Shared Reading Experiences, children read storybook with the teacher and engage in oral discussions with teachers and peers. In Shared Writing Experiences, teacher modules writing using children’s language. Children engage in writing together and in writing independently. In Language Activities in Learning Centres, teacher prepares mini lessons based on specific needs of children to prepare them for reading and writing activities.

44. LSM – Learning Support Programme for Mathematics
Early support and intervention for P1 students who are identified to be weak in basic numeracy skills. Students who are identified for LSM will be taught on basic mathematical concepts and skills to build good Maths foundation. LSM aims to build students’confidence and positive beliefs about their ability to do Math.
LSP – Learning Support Programme for English
Early support and intervention for P1 students who are identified to be weak in Literacy skills. LSP focuses specifically on the basic literary skills needed to help students learn to read and spell. By getting the basics of reading and spelling in place, the LSP also helps students learn in all their subjects.

45. Parent Support Group (PSG)
Parents’ Support Group (PSG) work in partnership with the school towards achieving a healthy and fun-learning environment for the students. The members meet regularly for discussions on programmes and events, which include talks, outdoor events, parent-child bonding worskhsops and many more. The aim of PSG is to enable parents to support one another and to work with the school as one big family to make Shuqn Primary a better place for the students. It is the PSG hope that more parents will join the group in organising meaningful activities for the students in enriching their learning beyond classroom learning.

46. How can you contribute as a PSG
As Member of the PSG
Volunteer in school programmes/projects
Network with other like-minded parents
Have a better understanding of the school and its programmes
Learn & share skills through workshops
How can you contribute as a PSG
Attend / support school events
Provide constructive feedback for the betterment of the school
Offer professional & personal expertise to the PSG
Organise workshops for parents & students
Support and advocate the school’s mission & vision
You are cordially invited to visit the PSG booth if you are interested to join in as a member of the Parent Support Group.

47. SELF-HELP GROUPS 65 Tanjong Katong Rioad (436957) Main Line: 6841 4889
Your child’s education is a paramount to our country as he is our future generation that will steer Singapore in years to come. There are several self-help groups that you can tab on such as the Mendaki, CDAC and Sinda. All these organisations offer education programmes for the students with minimal fees. Please visit the booths setup below if you are interested to know more of the programmes offered by the 3 self-help groups.
Singapore Indian Deveopment Association (Sinda)
No 1. Beatty Road
Singapore 20994
Main Line:
51 Kee Sun Avenue
Singapore
Main Line:

48. THANK YOU

49. What Parents Need to Know
Welcome to Shuqun
What Parents Need to Know
Student Development Department

50. School Hours Arrival Time : 12.30pm On Alternate Tuesdays - 1.30pm
(i.e. Even weeks: Wk 2,4,6,8 & 10 of each term)
On PAL days, school starts at 10.00am
Dismissal Time : 6.30pm (Mon-Fri)
Recess timings for P1 : 3 to 3.30pm

51. Dismissal
Teachers will lead students out to the void deck of Blk 470
Teachers will carry signs indicating the class
Wait for your child/ward patiently at the void deck
Please do not pull your child/ward out from the class line as he/she moves to the void deck
No parking available for parents in the school premises.
1B1

52. Dismissal Please be punctual in fetching your child/ward at 6.30 pm.
Parents who are late need to fetch their children from the General Office
Students who are taking the school bus will wait for the bus at the concourse area

53. Student Handbook All students must purchase the student handbook
Contains all important information such as:
School contacts
Holidays
Academic information
School rules etc.

54. School Rules
The school rules can be found in detail in the Students’ Handbook
Some rules to take note:
Only plain white shoes/socks (covering ankles) are allowed
Only plain black hair accessories are allowed
Only simple gold/silver ear studs/earrings are allowed
All shirts, blouses and PE t-shirts must have a name tag sewn on (to be ordered through bookshop)

55. School Rules
Some rules to take note:
Handphones are not allowed

56. Communication Between Parents & School
School Communication File
Purple file
School letters are filed in
Parents to initial on top right hand corner as acknowledgement
May be checked periodically by teachers

57. Communication Between Parents & School
Student Handbook
All students are to purchase the Student Handbook.
Both parents and teachers can write notes in the handbook as a form of communication
address:
SQPS website:
Telephone calls via the office:

58. Entering the School Report to the security post Get a visitor pass
Notify the General Office of your purpose of visit and the staff will assist you
Return the visitor pass before you leave the school

59. How to Contact a Teacher
Leave a message with the General Office (Response may not be immediate)
the teacher
An introductory letter with teachers’ addresses will be issued within the first week of school

60. First Day of School 2 Jan, Thurs
Parents are allowed to bring their children into the school hall for the assembly starting from p.m. [only on this day]
All parents must leave the school premises after the assembly.

61. First & Second Day of School
Recess Arrangement [2, 3 & 6 Jan]
2.30 – 3.00 pm: 1A1, 1A2, 1A3, 1B1,1B2
3.00 – 3.30 pm: 1C1, 1C2, 1C3, 1B3
P5 buddies will guide the P1 students for the 1st THREE days (2, 3 & 5 Jan) during recess.
Parents are allowed to enter the school to view their children during recess only on first & second day (2 & 3 Jan).

62. First & Second Day of School
Guidelines
Allow your child to buy food on his/her own with P5 buddies’ guidance
Stay within the cordoned area
Leave the premises after recess
We seek parents’ cooperation and understanding to adhere to the guidelines
If you need help, please approach the teacher on duty

63. Parenting Workshops 2 Jan, Day 1 - “Transition to Primary School”
3 Jan, Day 2 – “Parenting with Confidence”
Parents may register your interest at the booth located in the concourse

64. Helping Your Child to Prepare for School
Ensure your child wears the name card issued by the school till end of Term 1.
If your child is taking the school bus, ensure the bus number is written clearly on the name tag
You may want to write your contact number on the reverse side of the name tag

65. Helping Your Child to Prepare for School
Maintaining a manageable bag load
Avoid using trolley bags as they are heavier and harder to manage, especially along staircases.
Teach your child to read the timetable and pack their bags everyday.
Bring only necessary items.
Classroom lockers are assigned to students. Your child may need a padlock.
Avoid carrying large drink bottles. Fill the drink bottle in school.
P1: Not more than 3.0kg
P2: Not more than 3.5kg

66. Helping Your Child to Prepare for School
Label your child’s belongings with name and class
Insoles of shoes
Wallet/purses
Books
Water bottles
Pencil case

67. Helping Your Child to Prepare for School
School Attire
On days with PE lessons, students can be in their PE attire all day long (skirts are not required for girls)
On days without PE lessons, students are to be in their formal school uniform
Name tags to be sewn on the uniform/PE T-shirt.
1-finger space above pocket (boy’s shirt)
1-finger space above school crest (Girl’s blouse & PE T-shirts)

68. Helping Your Child to Prepare for School
Home monitoring
Play an active role in monitoring your child’s daily work and progress
Putting structures in place at home
A proper study area
A timetable for work and play
Always emphasize the importance of attending school regularly

69. Importance of School Attendance
The Compulsory Education Act (Cap 51)
Absences may be covered by medical certificates from doctors or letters from parents (in certain cases)
Absences without valid reasons may affect child’s conduct grade and eligibility for awards
During exams/tests, absences MUST be covered by medical certification by doctors

70. Importance of School Attendance
The following examples of reasons for absences are considered non-valid:
Going on tours during school days
Staying at home to take care of siblings
Overslept
Missed the school bus

71. Have a wonderful day!