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White Colorful Modern Timeline Design Process Infographic (3)

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PROCESSES CHANGED IN 2023

1. The past year RISE awardees have shared about their VIA project "Message in a bottle" before FRC and they promoted the importance of VIA and how students can submit their VIA idea via SLS.

2. Students have submitted their ideas during end of T2Wk1.

3. During T2Wk10, students were briefed that they would carry out their voting via SLS for the top 3 ideas.

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Kindness box idea in a P3 Class initiative: -- donate preloved things that can still give to others. One child mentioned that he is unaware of the VIA voting and missed the sharing.

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Review the areas using the following with 3As - Affirm, Aware, Act

1. SOWs (whether lessons are able to be completed on time and well)

2. Teaching of the Lesson and Walkthroughs with FTs

3. Any support needed (resources, Teaching and Learning) for 2024

4. Others (e.g. concerns / support needed / suggestions on how to better processes and structures of current state)

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Everyday Responsibilities (EOY 2023) - Zhi hui

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Everyday Responsibilities (EOY 2023) - Zhi hui

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AFFIRM (What has been done well)

1.

AWARE (Current Issues / Constraints/ Problems / Concerns/ State):

1. Reduction in effectiveness

2. SDT has issues completing the checks

ACT (What to do moving forward and how?):

1.

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AFFIRM (What has been done well)

1.Every Friday morning, the form teacher take the class environment monitor to other classes to check hygiene of the classroom, and the students feel involved。

AWARE (Current Issues / Constraints/ Problems / Concerns/ State):

1.Very often teachers are very strapped for time especially if they only have the last period with the class. The everyday responsibilities might not have been done well.

2.Recycling efforts not well planned.

ACT (What to do moving forward and how?):

1.  Environment monitors go to check class hygienic every Friday, and now many classes have an environmental box, and students can strengthen the concept of environmental protection. Hopefully, more classes have their own environmental corners.

Where do students bring their recycled materials to? Recycling bins must be made visible in school so that students know where to go to for recycling.

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AFFIRM (What has been done well)

1. Teachers are more proactive in planning and customising their FTGP lessons.

AWARE (Current Issues / Constraints/ Problems / Concerns/ State):

1. As I am not given a form class this year, I find it hard to make connection

ACT (What to do moving forward and how?):
1. Will request to join in some classes during FTGP to learn and see what's happening so that it could help me to share ideas that may suit them.
2. Send e-mail for FTGP lesson ideas 1 week in advance so that teachers are aware and can customise FTGP lessons

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AFFIRM (What has been done well)

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AWARE (Current Issues / Constraints/ Problems / Concerns/ State):

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ACT (What to do moving forward and how?):

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CCE FTGP Level VIA (P2 - Valencia and Pearlie)

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CCE FTGP Level VIA (P2 - Valencia and Pearlie)

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AFFIRM (What has been done well)

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AWARE (Current Issues / Constraints/ Problems / Concerns/ State):

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ACT (What to do moving forward and how?):

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AFFIRM (What has been done well)

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AWARE (Current Issues / Constraints/ Problems / Concerns/ State):

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ACT (What to do moving forward and how?):

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AFFIRM (What has been done well)1. The lesson plan. slides and SOWs are provided for the teachers. It is easily accessible as it is shared in Google drive.
2. The Google drive is labeled clearly for easy access.

AWARE (Current Issues / Constraints/ Problems / Concerns/ State):1. Some of the slides that was given by CCE branch was quite difficult to understand. For example: Unit3:  A thankful Heart (Tokoh: Ambo Suluh). Not only pupils are unsure who Ambo Suluh is, we teachers too need to do our own research on who Ambo Suluh is.  Thus teachers will source out other materials to support the lesson and enhance discussion with pupils.

2.  Teachers tweak the lesson plan to ensure pupils benefit from the lesson.  Eg:  Unit 1:  My first gift (Name) The slides are quite dry and a bit difficult to follow through.

3. Some classes are quite small and with frequent absenteeism, some teachers are unable to follow through the SOW. Thus the teachers need to always recap and reteach as pupils are not present during the lesson. If not, pupils are unable to participate in class discussions as they are not present on that day.

ACT (What to do moving forward and how?):

1.  Since teachers are using other materials/resources to enhance the T&L, in class, it would be great if they are able to park it in the Google drive so that the other teachers can benefit from it.

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AFFIRM (What has been done well)

1. Teachers got used to the SOWs.

2. SLS lessons were designed during HBL days to ensure CCE learning continues to take place. Considerations were made for suitable lessons to be scheduled for HBL.

AWARE (Current Issues / Constraints/ Problems / Concerns/ State):

1.P3 CL SOW faced challenges to complete syllabus in time due to ad hoc changes to monday Timetable.

ACT (What to do moving forward and how?):

1.  HBL CCE lessons shld continue to ensure smooth completion of syllabus.

1. Review the SOWs for next year so that lessons can be carried out in a coherent manner with students' school's experiences.

2. More structured sharing on CCE practices or lesson walkthroughs to be conducted during CL TTT.

3. Change of p1 CCE MTL syllabus next year. Training will be conducted for p1 teachers. (Note date)

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AFFIRM (What has been done well)1. The new syllabus is more interesting and relatable for the students.
2. Resources provided are sufficient.
AWARE (Current Issues / Constraints/ Problems / Concerns/ State):1. Due to movement of teachers and restructuring of the classes, some of the classes have certain lapses in completion of the SOWs.
2. For lower band classes, what is the acceptance level for students to write in EL if they need to express their views better?
3. The current SOWs are designed using the Learning Experience Plan excel template. A teacher finds it confusing to refer.
ACT (What to do moving forward and how?):
1. Sharing of CCE resources by teachers are not centralized as they usually share in level whatsapp chat groups and these are not uploaded in the google shared folder for future reference.
2. May need to provide more support for teachers in the teaching of certain topics in Upper Pri (e.g. Moral dilemma for P6)

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AFFIRM (What has been done well)1. SOW is clear thus its not a pbm. We do customisation of certain lessons to meet the students’ understanding.
2. Provided resources are sufficient. We also source from YouTube and SLS to supplement our teaching.
AWARE (Current Issues / Constraints/ Problems / Concerns/ State):1. Yes was able to. However during Term Assessment weeks could not complete as we had to do revision and also go thu’ the papers after marking thus there is a lapse.
2.
ACT (What to do moving forward and how?):
1. (Can be updated later)

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AFFIRM (What has been done well)

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AFFIRM (What has been done well)1.
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AFFIRM (What has been done well)

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AFFIRM (What has been done well)

1. FTs were clearer and able to customise their lessons to fit the dynamics of individual classes.

2. More classroom discussions and FTs are stepping up in open conversations to accommodate more student voices.

AWARE (Current Issues / Constraints/ Problems / Concerns/ State):

1.FTs wants to know how the CCE FTGP syllabus will be able to cater to the high needs students in the classroom.

2 Would like to have some SDEs to cater to the integration of ISPR students who transfer in across the year. How can we find out or use existing CCE FTGP curriculum to support?

ACT (What to do moving forward and how?):

1.  ISPR programmes must be shared with all level FTs and resouces to be provided to support and align with FTGP lesson intents when needed.

2.

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AFFIRM (What has been done well)

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AFFIRM (What has been done well)

1. LP and resources are easily available for teacher's use.
2. Ms.Pascalene had a session with the level teachers to do a check in. She also involved in conducting lesson with some classes.
AWARE (Current Issues / Constraints/ Problems / Concerns/ State):

1. Some classes find that some of topics are too much or too heavy and the time given is not enough esp for end classes.
2. Lack of time to complete the topics given as time is taken away during assembly.
3. Teachers prefer the weekly reminders via whatsapp from level rep about the upcoming lesson.
4. There are teachers enquire about the lesson on the day itself.
ACT (What to do moving forward and how?):
1.  Update CCE Head about the lack of time to complete certain topics. ( adjustment was made to accommodate this)
2. Be mindful of the time especially after assembly.

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AFFIRM (What has been done well)1. FTs have been very forthcoming with their sharing and have conscientiously carried out the CCE lessons.
2. The Skillsfuture segment has also been done well as most students were able to log in on ipads and have a go at the different activities of the website. There are also enough ipads to go around.
AWARE (Current Issues / Constraints/ Problems / Concerns/ State):1. Assembly programmes overrun at times and there is not enough time to finish what have been planned.
2. P5 class sizes (5-3 to 5-6) are also big so it is difficult to hear all of students' voices.
ACT (What to do moving forward and how?):
1. To buffer enough time for the movement of classes after assembly and the time needed for the activities during the FTGP lesson.
2. To really adhere to allocated time for the different assembly programmes.

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AFFIRM (What has been done well)

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AWARE (Current Issues / Constraints/ Problems / Concerns/ State):

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ACT (What to do moving forward and how?):

1.  Survey in Jan / Feb on Students' aspirations and desired career choice

2.Set criteria for speakers based on their choices

3.Template to be provided to all speakers (request from PSG)

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Post it on Social media and PG / Website with a timeline of conversation

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Future jobs do not exist yet, especially with A.I.

Job hopping is the new trend.

Support needed to provide accessibility to e-learning equipment, resources and materials

No longer results driven, but success in a new form by making good choices and help them make sufficient preparation to reach their goals.

Dreams and aspirations

Strengths and passions and how one can contribute to the world (Active contributorship)

Future Ready

Who am I?

What are my strengths?

Explore their opportunites

Where do I want to go? Multiple pathways

Staying Relevant - How do I get there (Sec)

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AFFIRM (What has been done well)

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FTGP lessons help me to learn useful skills to manage myself and my relationship with others. 

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FTGP lessons help me to learn useful skills to manage myself and my relationship with others. 

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Able to share examples of FTGP lessons and activities done with FTs

Shared that they are able to use skills to do the right things

Uses the social skills learnt to make friends

Still unable to apply the skills e.g. self control when back at home

Learnt about respect and used this value at home to show respect towards family members after the lesson

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Enjoyed the Kindsville activities and media

Learnt useful skills during these lessons

Enjoyed the use of journals

Learnt also the 7 habits, speak kindly, teamwork.

Managed to use the skills to make more friends this year.

Learn that one can be kind in different ways.

Got to see the teachers from previous years during level bonding.

Learnt not to make fun of others. One of the classmates learnt how to take turns and follow routines after the lessons.

learn how to control our feelings and actions so that no one will be hurt or harmed

Learnt alot about other people's culture. learn how to be a peer supporter by looking out for others.

Working in teams and learn to relate to each other to avoid leaving anyone out.

Through games about cyberbullying, students expressed that they understood the actions committed by some of their online gaming peers were cyberbullying and made decisions to unfriend them.

The games are fun but learning is a little boring.

Doesn't really help because the handful of children already learnt the skills in other settings already.

Writing cards are meaningful.

During FTGP lessons, get to share our thoughts and ideas during group work.

Students shared that the FTGP lessons are helpful and they have learnt something to help them improve themselves.

Students also indicated that they may have forgotten the details but all agreed that they have moments during FTGP that awed them too.

One child mentioned FTGP is boring. She does not know what to write so is scolded by teachers.

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Learnt about the importance of helping people.

Most students raise about learning how to comfort others using skills learnt from FTGP as a peer supporter.

Students still observes conflicts online and offline,

Lessons are not interactive, content heavy.

Nothing changes in class behaviour and in people even after all the CCE lessons taught.

Past experiences overwrite or have greater impact than lessons and key messages being taught. Students tend to fall back previous experiences to guide them on what actions / reactions they will have.

Strategies when applied wrongly might make situations worse.

Though students have acquired skills, most are afraid to act even if they know theoretically because of how they will be looked at.

Some classmates do not take it seriously

Growing years should be taught at an older age.

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PSG is highly involved in commemoration.

CCE Working Committee is fully involved in the planning and implementation.

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AFFIRM (What has been done well)

1.The parent volunteers have been most helpful and the stress is taken off the teachers in manning the booth.

AWARE (Current Issues / Constraints/ Problems / Concerns/ State):

1. Logistics - setting up booth,do we have a ready kit i.e. with pens/blu tack/masking tape/scissors

ACT (What to do moving forward and how?):

1.  Possible to have the same set of parents manning the different stations on all 2/3 days of the activities so that we do not have to brief the PVs on a daily basis as there are different PVs in charge of the booths? (Not able to do so as PSG schedules differ. The Partnership team already tried to schedule based on familiarity.)

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AFFIRM (What has been done well)

1.  We have sharpened the process of collection and selection of students' ideas. These include:

Gathering students' voices by getting them to vote the top 3 ideas via SLS.

Open judging panel by the SDT because the YH/AYHs were able to identify what are their level's needs which will align with their project ideas.

Fairness is maintained through keeping the identity of the project initiators anonymous throughout the voting and selection process.

Sharing of criteria with students also allow them to vote fairly.

From FGD, the students shared that they were very proud of their schoolmate who initiated the VIA project and carried out levelwide.

AWARE (Current Issues / Constraints/ Problems / Concerns/ State):

1.

ACT (What to do moving forward and how?):

Scope for different levels - P4 (environment), P3 (kindness / animal conservation), P5 (elderly / safety)

Class based VIA to start in T1 instead. Factor into SOW.

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Differentiated levels of disruption

15 / Feb (Thursday) - No FTGP / halt curriculum periods (suggest to swap timetable for Tues and Thurs)

Water (not keen)

P1 - 3 (Food) / 2 periods

P4 - 6 (Energy) / 3 periods

What about lockdown?

HOD / Sc - proposed to do for water too.

SEN Team - what are the concerns that will impact the SEN students

1-1 Ryan

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Wow- It was a meaningful project, both class-based and student- initiated.

Class-based - Kindness ; I like how a theme is already there so teachers are quick to start their projects. With a theme, teachers took the liberty to create their tasks for the classes and these were something decided upon by both teachers and students. Creativity was embraced - every class had a different way to show kindness - from kindness redeems to kindness charts to kindness jar.

I also loved how the classes got to take ownership and got to share their class projects with the level on a bigger platform. It really gave them a HUGE boost.

Student-initiated - Really nice to have such an initiative because students realise many realisations thru this project - that their voices are heard and they matter when they stand up for the right.

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Overall Feedback by (CCE FTGP Level Reps)

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Overall Feedback by (CCE FTGP Level Reps)

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Sense-making of the units prior has been been very heartwarming.. Teachers embraced these sessions with open minds and also shared their concerns, insecurities without any inhibitions but still respecting the collaborative norms. Because we had this opportunity to get together, it allowed for capacity building for teachers for PD - we learnt from one another on many areas, from pedagogy to lesson flow to lesson hinges. These sessions may not allow for frequency but each session taught teachers to apply what they took away from the previous.

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a couple of concepts covered for P3 - Being Grateful and When we Disagree have been quite a challenge when teachers hope to instil these values in students. They may have been taught the strategies but in application and consciously internalising it to appy have been challenging for students. I guess that's when the PD sessions will help where teachers help to unpack/ suggest/ give their POV to support.

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Let's continue with our friendly, safe PD :) Maybe a few more parts to each session.

Part 1- Sense - making

Part 2 - Challenges faced in previous unit

Part 3- Micro-teaching of one part (eg: facilitation )

Just a suggestion :)

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These VIA projects allowed for a lasting impact - means the students got to learn that these are for life and students got to apply and live out these values in and out of school all the time..

However, time was a factor for student - initiated projects. Some require a few weeks but we also have a SOW to follow

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AFFIRM (What has been done well)

1. The CCE/FTGP package is sufficient for teachers to conduct in class.

AWARE (Current Issues / Constraints/ Problems / Concerns/ State):

1. May not have enough time in the classroom to complete the package if there is assembly program in the hall.

ACT (What to do moving forward and how?):
1. Need to streamline the classroom lesson/reflection if we have assembly program.

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Suggestion is twice a term (inputs from SDT)

Term 1 : CCE Core Team

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I Do: YH (Term 1)

We Do: 1 session for rep, 1 session for YH (Term 2)

You Do: level rep with Sem 2

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pre-lesson walkthrough (with SDT and reps)

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pre-lesson walkthrough (with SDT and reps)

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Discuss the process on how we want to carry out and explain the rationale of the lesson walkthroughs.

1. Chosen lesson unit

2. Focus of the lesson walkthrough discussion (based on level's needs, and teachers' learning needs)

3. Time allocated

4. Teachers' reflect by sharing about the experience after carrying out the lessons (What will you do differently for the next lesson) reps can do a quick note on padlet to document the sharing, reference points for FTs when they plan their next lesson

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Address the facilitation strategies and skills

For a start, use Affirm CSI frame. Check with school SSD what are the Facilitation Skills PD were used for staff.

VIA - How to work with Students on Class / Level / Student initiated projects