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How are the tools (garage band, photoshop) used by students for CoL, critical thinking ?
Is the video recording done by teachers or students

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White Space for reflection & planning for staff

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White Space for reflection & planning for staff

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Give time to staff for planning and preparation such as declare meeting free weeks in Term 1 Week 1 and Term 3 Week 1 (if necessary). The teachers need time to prepare for the start of each semester and freeing up some afternoons in the week for each semester will greatly help give them the time they need. Also Mar and Sep holidays are short weeks. Give teachers more protected time days instead of 2 days as teachers need to rest, recharge, reflect and plan for the next term.

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Can we not list some Behavioural indicators to show the SDL traits to track the outcome?

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There seems to be many training for the teachers be it in IP, CCE or CCA aspects. Are we allowing the teachers to have time to consolidate their training to make meaningful application to their teaching areas or their specific leading roles ?

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can streamline further? too many activities and too few manpower to drive... Can relook at the whole framework to benefit both trs and pupils.

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The teachers IC of the envt and welfare reps have to be more closely guided or even trained to handhold and monitor the pupils when carrying out the planned programmes

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Can be reduced???

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Use of Monitoring/Reflective Tools to be Integrated into Current Practices

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Use of Monitoring/Reflective Tools to be Integrated into Current Practices

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Too many booklets - ALPS, Gratitude Journal, GEM Passport. Idea is to facilitate ownership of learning & self-reflection which can & should be built into the various IP & non-IP areas. (eg: Journal writing using the ALPS format or Reflection of gratitude during SS lessons/related topics)

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Effective? can it be conducted as an enrichment?

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Enacting is to be enhanced - true. Think in all aspects, the experiential learning may need to be done with clearer intents that children must also understand and know.

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still eating into curriculum time. continue with effort to guard protected curriculum time

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Possible to reduce paper work (no need to do the ticking on the feedback forms on subject representatives, at mid year and year end, then making a copy and giving to the repts.)? Honestly, how many of the repts will keep?

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Possible to reduce paper work (no need to do the ticking on the feedback forms on subject representatives, at mid year and year end, then making a copy and giving to the repts.)? Honestly, how many of the repts will keep?

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CCT - too much info in each lesson, usu frontal teaching, defeat the purpose of CCT and FTGP

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CCT - too much info in each lesson, usu frontal teaching, defeat the purpose of CCT and FTGP

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too structured, too rigid till no room is actually given for pupils and trs to build T-S relationship, it is usually providing feedback on pupils' appointed performance

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Look at how we can integrate the current programmes we have.

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Need to relook how we accord Good Service Awards

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Need to relook how we accord Good Service Awards

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We can consider having more of such professional discussions in dept and school level.  Teachers could work towards thinking and speaking like a professional.

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Need to streamline process of data collection and collect only what is necessary.

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RE: Pupils perceived that by performing responsibilities does not mean they are ready to be a leader 

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RE: Pupils perceived that by performing responsibilities does not mean they are ready to be a leader 

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-- More explicit sharing needed to pupils about traits of leadership. While our programmes' intents are clear to ourselves, they may not be clear to our teachers and pupils.
- Thus gaps seem to lie with the implementation process

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STRENGTH : Opportunities are many for pupils and they could recognise that. But they don't seem to translate into the expected actions or behaviours of a St Nicks graduate. pupils seem to relate their experience only on  events and not so much of their learning. The reflection process is something to be addressed further maybe?

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Too many activities? Can it be further streamlined to achieve the same outcomes?

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Too many activities? Can it be further streamlined to achieve the same outcomes?

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Cut down duplication, more effective, better integration

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Cut down duplication, more effective, better integration

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There seems to be little time to have conversation among dept heads to look into good integration across subject areas. A question we might have to ask ourselves why so? Are there too much micro management that we are losing the bigger picture?

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"forward - looking and dynamic is lacking "

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"forward - looking and dynamic is lacking "

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- it is still not looked into how else this could be captured through the many programmes that have been planned and implemented.
The 'Uniquely St Nicks Classroom" could it not be one of the platforms to see to a richer learning environment that brings forth the preparation for a forward looking learner?