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How has the termly student development schedule supported the coherent approach of CCE experiences and enabled the development of PQs in our Pasirians?

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How has the termly student development schedule supported the coherent approach of CCE experiences and enabled the development of PQs in our Pasirians?

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How have the following discipline practices built a positive culture of self-discipline through strengthening learning routines and expectations?

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How have the following discipline practices built a positive culture of self-discipline through strengthening learning routines and expectations?

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•Clarity of the consequences, discipline approach and communication plan, discipline talks. Attire check, late-coming tracking
•Use of Restorative Practices and strategies to build positive TSR and PSR

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How has the school provided sufficient opportunities and platforms to promote student voice (VIA, P6 legacy project, D2C, ECG Day, SDL, Head Prefect Election) and CCE programme ? What can we do more, less or streamline our efforts?

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How has the school provided sufficient opportunities and platforms to promote student voice (VIA, P6 legacy project, D2C, ECG Day, SDL, Head Prefect Election) and CCE programme ? What can we do more, less or streamline our efforts?

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How have the D2C and LLP Sports (Play hard, Play HEART) programme prepared our students with the knowledge, skills, dispositions and attitudes for character development? What can we do more, less or streamline the programme? 

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How have the D2C and LLP Sports (Play hard, Play HEART) programme prepared our students with the knowledge, skills, dispositions and attitudes for character development? What can we do more, less or streamline the programme? 

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How can we leverage our Cyberwellness efforts to help our children be safe, be smart, and be kind online?

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How can we leverage our Cyberwellness efforts to help our children be safe, be smart, and be kind online?

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How have the D2C, CCE lessons and level programmes allowed our students to practise MICEE?

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How have the D2C, CCE lessons and level programmes allowed our students to practise MICEE?

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Are our Student Leaders (Prefects, Peer Support Leaders, Classroom Leaders, CCA Leaders) equipped with the skills to perform their roles?  What makes you say so?

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Are our Student Leaders (Prefects, Peer Support Leaders, Classroom Leaders, CCA Leaders) equipped with the skills to perform their roles?  What makes you say so?

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How have our school Peer Support initiatives strengthened the prosocial and supportive peer network among our students? What can we do better and why?

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How have our school Peer Support initiatives strengthened the prosocial and supportive peer network among our students? What can we do better and why?

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How have the CCE programmes and student development initiatives reinforced the school values and support the growth and development of our Pasirians?

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How have the CCE programmes and student development initiatives reinforced the school values and support the growth and development of our Pasirians?

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How have we made use of data (Check in surveys, STSP, late coming reports, PQ, academic results) to support our students’ growth and development? What can we do more, less or streamline our efforts?

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How have we made use of data (Check in surveys, STSP, late coming reports, PQ, academic results) to support our students’ growth and development? What can we do more, less or streamline our efforts?

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As a school, what are the areas/initiatives that have promoted a caring and enabling school environment for our students? What can we do better and why?

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As a school, what are the areas/initiatives that have promoted a caring and enabling school environment for our students? What can we do better and why?

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-Tiered system of support

-PD

-Transition support

-Class banding for transition levels

-Handover meeting

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Suggestions to convey the consequences of offences committed in school so that all pupils and teachers are aware.

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Suggestions to convey the consequences of offences committed in school so that all pupils and teachers are aware.