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1.What is the goal/objective for this ONE activity/program? Why choose this?

Be as specific as possible.

2.How will you implement it and how will it help to achieve the objective?

Identify key action steps.

Consider current platforms or structures you can build upon

Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

Make sure it is concrete and measurable.

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How can understanding your character strengths benefit both your personal and professional life?

(Please write your name)

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1.What is the goal/objective for this ONE activity/program? Why choose this?

Be as specific as possible.

2.How will you implement it and how will it help to achieve the objective?

Identify key action steps.

Consider current platforms or structures you can build upon

Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

Make sure it is concrete and measurable.

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1.What is the goal/objective for this ONE activity/program? Why choose this?

Be as specific as possible.

2.How will you implement it and how will it help to achieve the objective?

Identify key action steps.

Consider current platforms or structures you can build upon

Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

Make sure it is concrete and measurable.

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P1-P4 Recess Buddying Briefing_P4 Students

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1.What is the goal/objective for this ONE activity/program? Why choose this?

Be as specific as possible.

2.How will you implement it and how will it help to achieve the objective?

Identify key action steps.

Consider current platforms or structures you can build upon

Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

Make sure it is concrete and measurable.

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SSkills Learning Level 2 Lesson Plan - Completing Classwork Well

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1.What is the goal/objective for this ONE activity/program? Why choose this?

Be as specific as possible.

2.How will you implement it and how will it help to achieve the objective?

Identify key action steps.

Consider current platforms or structures you can build upon

Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

Make sure it is concrete and measurable.

# data[].attributes.body
1.What is the goal/objective for this ONE activity/program? Why choose this?

Be as specific as possible.

2.How will you implement it and how will it help to achieve the objective?

Identify key action steps.

Consider current platforms or structures you can build upon

Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

Make sure it is concrete and measurable.

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1.What is the goal/objective for this ONE activity/program? Why choose this?

Be as specific as possible.

2.How will you implement it and how will it help to achieve the objective?

Identify key action steps.

Consider current platforms or structures you can build upon

Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

Make sure it is concrete and measurable.

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P1-P4 Recess Buddying Briefing_P1 Students

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I can do better to help myself and others to improve

Xue Yi

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It will help me to be more aware when I am communicating with students/colleagues. I can continue to tap on my own character strengths and work on what I may not be strong in.

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Extend personal strength to influence others to build theirs too

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Rika:

Personal - be a better person

Professional - be a better team player

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We are able to be more objective and specific in what we are doing

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I know that it is possible to be overusing or underusing my strength. Understanding my character strength will allow me to be more effective in using my strength. I will be able to use my strength at the appropriate moment.

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Can help to overcome challenges to forge ahead

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To better compliment your partner/spouse/team members in completing a project or managing an event efficiently and effectively together.

~Mas~

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Helps me to understand myself better and to work better with others.

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Knowing my character strengths help me understand myself better and I could also build upon the character strengths that I am not so good at.

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Joel:

I enjoyed the learning so far of how CS can be intentional and purposeful in creating positive vibes as part of a caring and supportive school culture. This workshop will provide me with good handlers to have a clear thinking frame to help Yumin Champs to build character strength consistently.

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Personal Life:

1. More confidence

2. Better emotional well-being

Professional Life:

3. Effective communication

4. Motivation

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Helps me understand myself better so I can work more effectively with others.

-Lydia

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Increase self-awareness. Working on one’s character strength can lead to improved work performance

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It helps me build on my strengths and work on my weaknesses.

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1. Increased self-awareness: Knowing your strengths helps you understand yourself better, including your motivations and natural tendencies.

2. Enhanced well-being: Using your strengths regularly is associated with higher levels of happiness and life satisfaction.

3. Improved resilience: Recognizing and applying your strengths can help you cope better with challenges and stress.

Professional Benefits: 1. Career direction: Knowing your strengths can help you choose or pivot to a career/pathways within that aligns with your natural abilities.

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I can be more aware and cognizant of the strengths of myself and others. There can be greater intentionality about my actions because I’m more aware, can plan and apply effective effort.

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I can work on my areas for improvement to grow personally & professionally.

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Personal - improve my self awareness which could lead to greater happiness

Professional - increase productivity

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Personal - to lead a more fulfilling life

Professional - to develop students to their fullest potential, be it on academic or non-academic aspect

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It helps be more aware of the areas that I need to work on and what are the different ways I can do help be a better working partner. It also allows me use my character strength to value add to my work.

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Kaitlyn:

It helps me see my character traits in a less dichotomous way - not solely as strengths and weaknesses, but as competencies that have to be used in the appropriate context and time.

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Sock Hui

I can be more self-aware when I actively reflect on my character strengths. Knowing my strengths can help me gain self-confidence.

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Haiying

I can understand my strengths and weaknesses and improve my work.

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To leverage on the character strengths to continue to grow myself and help others

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Having awareness of my character strengths allows me develop as a person as I can continue to build other character strengths.

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It gives me a sense of purpose and fulfillment as I engage in activities that resonate deeply with me.

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Understanding my character strengths will boosts my self-awareness, helping me build confidence, work better with others, and handle challenges more effectively.

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Self-awareness in order to reach out to others- Kasmini

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1. Goal: Persevere in being a good role model towards the P1 pupils.

1. How to conduct themselves to look out for the P1 pupils instead of doing what they want.

2. Not all students may be comfortable in buddying up to 3 P1 pupils.

3. Some P1 pupils may not be open to befriending the P4 pupils.

2. How?

1. Key action steps: Brief the P4 pupils on their expectations. (Invite P4 Pupils to share what "being a good role model to the P1s" means to them)

2. SIR periods before P1 recess

3. Give teachers time to talk to the P4 pupils about Buddy Programme

4. Conduct a lesson on "Resilience" during SIR.

3. Outcome

1. P4 pupils that are more empathatic towards new pupils. (Help the P1s buy food, sit with them, bring them to the toilet)

2. P4 pupils that are more attentive towards the needs of others. (stay with the P1s during the entire recess)

3. P4 pupils that are better at leading others.

4. P1 students that feel welcomed and are more confident at being in a primary school.

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1. Objectives: Students will learn more about themselves and their classmates (curiosity). Students will appreciate diversity within the classroom (open-mindedness).

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Similar to human knots

Different students in the group to hold different ends of the roads. With a sponge ball placed in the middle of the ropes and as a team move from one point to another point.

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Goal

Learn how to work together (self-organize) and can be used to illustrate the difference between self-organization and command-control management and it is a good get-to-know-you icebreaker

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Build the tallest structure

Using the given materials build the tallest that can support a marshmallow

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Pek Sun

Understanding my CS helps me to grow and enable me to develop further professionally.

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Key action steps:

1. Tuning-in activity: Reread SLS: Digital Book – Our World of Colours (https://go.gov.sg/ssp118) which students have read in Primary 1 - tap on their prior knowledge and to demonstrate the importance of embracing diversity. (10 min)

2. Students complete the worksheet independently (20 min).

3. STAND UP, HAND UP, PAIR UP strategy: Invite students to stand and make eye contact with another person in the room. Invite students to move over and give this person a high-five. In their pairs, share their responses with their partner. Repeat for three rounds. (15 min)

4. Reflection and sing The More We Get Together. (15 min)

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3. Outcome: Pupils able to focus and persevere to finish tasks. Pupils would be able to control and regulate their feelings at the end of the task. Pupils are able to reflect and able to articulate their emotions at the end of the task.

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Objective:

1)To promote teamwork within the class (round 1) and within the level (round 2) and work together respectfully.

Key Action Step: Team bonding Game

Human Alphabet* [Preferred Game]

Form the alphabet/word game

Round 1: Each class to form alphabet

Round 2: Whole level form YUMIN

Why this game:

Allows students to interact with one another and respect the suggestion/instruction given by their peers

Each students have a role to play (Keep to their spot/ Arrange their peers)

Allows the teachers to be able to identify the possible students who can take up leadership roles

Success Criteria:

We will be able to see the alphabet forming and minimal arguments within the students

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Qn 2. How will you implement it and how will it help to achieve the objective?

Setting up to Play the Game

1. Gather a group to play. As the saying goes, the more the merrier, and this is certainly true when playing the Human Knot game! The ideal number of players for this game is 8 - 20, but we can do with 2 groups of 20 for a class of 40.

2. Explain the rules. Your students will circle up and join hands together to form a human knot out of their arms. The goal of the game is to untangle themselves without letting go of the hands they are holding. After untangling, they will be standing once again in a regular circle, without any joined hands in the middle.

You can always add goals to create your own version of the Human Knot game. For example, if you and your students want a challenge or to race the clock, you could set a timer on your cell phone as a time limit.

3. Knot all players together by joining hands. Circle up with the rest of the players so that each person is standing closely to the next. Player will to have to reach across the circle to form your human knot, so with large groups of people you may have to scrunch together tightly. After you're in your circle, reach out and hold hands with two different people in the circle, excluding the two people to either side of you. Each left hand should hold a left hand, and each right hand a right.

Although it's against the rules to let go of the hands you are holding while playing the game, you may have to readjust your grip at some point. You'll likely have to bend and twist to untangle. Readjusting your grip is perfectly acceptable for players to be more comfortable while playing.

PLAYING THE GAME

1. Inspect the knot you have formed. Communicate with the other players in your Human Knot to figure out where to begin untangling. There may be an easy part of the knot that comes undone quickly, which will free up more slack for others in the knot.

You'll want to be sure that everyone is gentle when untangling. Pulling or yanking too hard might hurt someone!

In the beginning, the knot will be tight and thick with many crossed arms. The group might want to take a step backwards, if possible. This way you have a better perspective of the Human Knot.

2. Maneuver around other players. The players should be ready to bend, twist, and move in any way that is required for untangling your knot. You may find you or others need to duck under the hands of other players, step over a pair of hands, or do similar moves to untangle your knot. Since this game requires some measure of flexibility, you may want to consider stretching first.

While playing, you should always try to be respectful of the boundaries of others. If you find yourself in an uncomfortable position with another player, you might ask if other players can help you out by untangling a different part of the knot.

3. Form a circle by untangling your knot. You'll notice, as your knot becomes untangled, that a circle will start to form. Some people may end up facing the inside of the circle, some the outside, but by the time you've finished untangling, you should have an unbroken circle of joined hands. Congratulations! You've untangled the Human Knot!

In some cases, you may have done your job of knotting together too well! This means you won't always be able to unravel your knot, in which case, you can break apart and try again.

Identify key action steps.

Consider current platforms or structures you can build upon

Be mindful of teacher bandwidth for implementation

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1.What is the goal/objective for this ONE activity/program? Why choose this?

Be as specific as possible.

Value: Care

CS: Kindness

Objective:

Showing kindness and appreciation to their P4 buddies.

2.How will you implement it and how will it help to achieve the objective?

Identify key action steps.

P1 and P4 Recess buddy (Allocation of buddies, Same gender and Race)

Explicit teaching of how to show kindness (e.g. saying thank you. listen to their buddies)

Consider current platforms or structures you can build upon

We have the thank you cards to be given to the P4 buddy on the last day of their P1&P4 buddy recess programme.

Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

Make sure it is concrete and measurable.

They say thank you at the end of every recess. They remember their buddy's name. They listen and follow their buddy's instructions. They stay with their buddies and inform them if they need to go anywhere. At the end of the recess buddy programme, pupils will continue to demonstrate good recess etiquette (whatever their buddies have taught them)

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1. Objectives: Set the routine, classroom expectations (to think how to do work better - caution) and doing their work independently without having to be monitored (integrity).

2. Implementation

show integrity by following the instruction

class rules - consistent expectation of the students from the FT and subject teachers, expectation should be aligned.

3. learning disposition - reflectiveness

conduct grade

teachers' feedback

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Filler activities:

All students to be seated.

When a number is called, the number of students who stands up cannot be the same as the number called. If unsuccessful, the class will have to restart.

The class with the longest successful chain wins the game.

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Students will learn more about their classmates, especially those whom they have not often played with or spoken to. They will understand that every one is unique and different and embrace these differences.