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E.g. Student Leaders, Huaminites' Voice Corner, YSYS, etc. 

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E.g. Student Leaders, Huaminites' Voice Corner, YSYS, etc. 

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Please provide feedback on the following.

1. One observation you have made on the revised structures this year (i.e. hearty meals format, student leadership training, collab with Pei Ying, IPW, etc.)

2. List one example our programmes have supported our students in 21CC (e.g., collaboration, communication, critical/ adaptative thinking)?

3. One suggestion/follow up recommendation to improve the implementation and impact of our department’s programmes.

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E.g. Sexuality Ed, 1-2-1 Interaction Little Talk cards, Hearty Meals, Team Building Games, Free Play, PSR, CW, Gratitude, Mindfulness, etc.

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E.g. Sexuality Ed, 1-2-1 Interaction Little Talk cards, Hearty Meals, Team Building Games, Free Play, PSR, CW, Gratitude, Mindfulness, etc.

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E.g. Spring Clean @ Huamin, Recess Clean Up, Appreciation Day, Mini VIA Day, etc.

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E.g. Spring Clean @ Huamin, Recess Clean Up, Appreciation Day, Mini VIA Day, etc.

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E.g. Timeframe, Contents and Relevance, Student's Self Directedness, etc.

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E.g. Timeframe, Contents and Relevance, Student's Self Directedness, etc.

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E.g. Love for Singapore, NE/SS Programmes, NE Events, etc.

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E.g. Love for Singapore, NE/SS Programmes, NE Events, etc.

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E.g. Discipline Management, Student Discipline, Restorative Practice and Conduct, Communications, Engagement of Stakeholders, etc.

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E.g. Discipline Management, Student Discipline, Restorative Practice and Conduct, Communications, Engagement of Stakeholders, etc.

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Interaction w FTs provides a  platform for FTs to have a better understanding of our students and their background (family situations, issues & their relationship, etc)

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Interaction w FTs provides a  platform for FTs to have a better understanding of our students and their background (family situations, issues & their relationship, etc)

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YSYS provides a good platform for students to share their views. It also helps boost confidence in our students leaders.

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IPW: Good planning and learning by students. Student roles can be rotated so that everyone can get the chance to be a leader.

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Can we have the P1 and P2 NE Ambassadors stand in front of the class during the National Anthem to serve as role models and lead the singing?

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The little talk cards was really useful in providing opportunities for deeper sharing from students during 1-2-1 interactions. Enjoyed using these cards.

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These opportunities provide rich experiential learning about the lessons learn and how they are put into practice. This serves to act as a bridge between teaching learning where students discover for themselves the purpose behind learning that lesson.

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I love the VIA activities!

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Voice corner: Schedule can be put up to rotate the students participating

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I like the PSR going to the canteen during recess to befriend their peers. It’s more authentic and helps the loner feel accepted and greater sense of belonging to the school. I’m sure the students who have benefited from the program have become happier of this initiative.

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VIA activity was good. P3 students enjoyed it very much. Need to relook the "dustbin" which was given to them. When the wind blew, the rubbish flew out of the bin and the kids ran after the rubbish. Very dangerous because some kids ran after the rubbish towards the carpark/road without thinking. Teachers and friends had to shout at them to stop. Also, 1 hour for 1 void deck is way too much time. Can expand the clean up area to maybe yishun park also or the park behind HMPS.

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Perhaps can have a padlet that is active throughout the year so students can provide their suggestions whenever they want to.

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Collaboration with various departments to have more meaningful activities at the corner. If conducted during recess, the activities need to be appropriately timed to allow time for students to take part while having their recess break. Can consider placing a TV screen so that prior recording can be played at the corner too.

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Leadership Camp [ 1 Pre-Camp and 2 Camp Days]

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Leadership Camp [ 1 Pre-Camp and 2 Camp Days]

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The student leadership camp has proven to be effective in developing important skills and teamwork.

However, holding it during the June holidays is not a practical option for many students and staff. The timing poses challenges in terms of availability and personal commitments. Additionally, significant logistical planning and coordination are required to ensure its success.

A more suitable time to conduct the camp would be in Term 2, Week 10, just before the holidays.

To add on, a 2 days camp suffices - there is no need for an additional pre-camp day.

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It would be great to have termly hearty meal (15 mins) during FTGP to create bonding between the FTs and students. They can bring their own breakfast. The students really enjoy the sessions.

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Students are more comfortable mingling within the classroom. They are also comfortable to join in any group that SL was talking to. Teachers also there to encourage mingling.

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More streamlined. Students can transit from hearty meal to lesson faster. It is also easily incorporated other activities (like games) to help students engage in effective talk.

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Student leaders involved in ESD prog have more awareness and understand their role better. They are able to contribute meaningfully towards conservation efforts and inspire fellow Huaminites

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I thought the P4 IPW theme was rather interesting. It gave students like a hands on experience to know more abt their culture and put it to good use when we welcome friends from other countries. Students had an opportunity to practice the objectives of our IFD commemoration. The idea to have the presentations at diff venues was also good. Students were more engaged.

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The Little Talk cards were really useful and effective, especially when engaging with students who are typically reluctant to interact with teachers. They helped to ease the conversation and allowed students to slowly open up. Eventually, many felt comfortable enough to share their thoughts more openly about the issue or topic at hand.

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The students enjoyed the cleaning up and shared that they felt good to see the classroom so clean and tidy!!

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Is it possible to provide a "small mailbox" to be placed in class? Students who are shy and reserved can pen down any bad or good things to inform the FTs.

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Conduct spot checks by Discipline team throughout the year on top of the scheduled checks by FTs

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I like the opportunities provided for our student leaders collaborating with student leaders from another school.

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This is a nice initiative to engage the "isolated" students. Just wondering if the process these students were selected could be refined via Connectogram so that we do not miss out those who might be secretly ostracised? Connectogram can also be used widely across for other purposes as well.

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VIA provides our students a good platform to show respect to their environment,  and also gratitude to people (Eg. ICT staff, etc).

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VIA provides our students a good platform to show respect to their environment,  and also gratitude to people (Eg. ICT staff, etc).

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Possible to have live telecast via TVs in canteen while students are presenting at Voice Corner?

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Love the adopt a space for P4 VIA activity

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Love the adopt a space for P4 VIA activity

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There are opporrunities for students to clean up the different spaces in the school and they really took pride in the after look of the space. The teamwork come out very strongly during the activity.

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Rotation of leadership roles so as to give others a chance.

Training and exposure of tier 2 leaders as

compared to tier 3 leaders pales in comparison. Could think of how we can better train and equip our tier 2 leaders with such skills.

Also, how do we help to equip, train and expose lower primary tier 2 leaders instead of just SLS packages.

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1. Hearty meals in class allowed for students to interact more freely. However, school leaders may not be able to visit all classes in time during the makan session.

2. Ipw allowed for good collaboration between students.

3. Relook into IPW tasks and timeframe. Some students completed task very early at P3.

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I like that the unsung heroes receive notes of compliment from the students. I wonder if we can invite them to state one wish they may want students as a whole to grant them each year? Then our student body can think of something to fulfil the wish within their ability.

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Could give each class some cards for the students to write on a termly basis to someone they are grateful for for that term. Could be a classmate, schoolmate, staff.

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Programme was well-executed, and the effort put in by both staff and students is commendable. Planning it earlier in the year was a wise decision, as it allowed ample time for deeper engagement and reflection.

One suggestion for future runs would be to let students form their own groups. This can enhance collaboration by allowing students to work with peers they are comfortable with, potentially leading to more meaningful discussions and creative output. It also mirrors real-world project dynamics where team selection and interpersonal skills play a crucial role.

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The recognition of students’ positive behaviour e.g. cleaning, helping peers during assembly acted as a platform to encourage a display of similar behaviours.

Suggestion to reward them with a collar pin as a form of recognition so that more would mimic similar acts

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Can we engage our prefects within their classrooms to step up when it comes to leadership as they have attended camps and gone through trainings? This would enable them to have some exposure beyond their recess and other duties.

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It was very heartening to see the growth and improvement in the confidence level of the P5s when interacting with their younger peers. In fact, the little ones enjoyed their time with their older buddies. One good story I would like to share - this is a picture of a P1 child who had missed buddy (Janelle from 5R) during the get together in the last week of Term 2 as she was absent from school. When she saw her during the recess break as the P5s were getting ready to leave for an LJ, she ran over to her and hugged her with tears saying that she had missed her so much, and she had missed playing and chatting with her during the recess bonding. Thank you for creating such opportunities for students to interact across levels!

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Upper pr student leaders to conduct self leadership in lower pr classes

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Upper pr student leaders to conduct self leadership in lower pr classes

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Could publicise for that week what activities are coming up at the Voices corner via the LCD screen and announcements.

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There’s a need to formalise the RP corner schedule for students who are required to attend sessions with members of the Discipline Committee. Currently, some students report to the RP corner but find no staff present to facilitate the session. In some cases, they’ve had to wait 15–20 minutes, which has led to feedback from parents expressing displeasure. A fixed, black-and-white schedule indicating the assigned personnel, timing, and duration for each session may help ensure consistency and accountability.

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We may want to emphasise to the students the objective of the clean-up. Get them to articulate it, if possible. Get to reflect what they have gained from the VIA activities..

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Can we have a designated teacher to oversee all students assigned to recess detention. This would help address the challenge that sometimes subject teachers may not be available during recess due to other duties or commitments.

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Instructions for discipline issues eg on the spot check on bags & etc to be disemminated earlier instead of on the day itself. Sometimes there are already FTGP prog/acty to be covered. Sometimes too much to cover within 2 periods.

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good theme for students to learn about Singapore’s multicultural society

More rules on how to have group discussions before the task is given so that they can have a more productive