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Student Leadership as in self-leadership i.e. it's more than just functioning in a leadership role(s) in the Class Organisation Chart and at different tiers in BPS as assigned by class teachers - empowering students to know, build and contribute their strengths to achieving their personal desired outcomes, family, class, school and community.

It's heartening to know that school would be incorporating key concepts from 'The Leader In Me' programme which staff would help pupils to gain personal victory through the first three Habits - self-determination, personal leadership and personal management for a start.

Financial Literacy for high needs students (e.g. P5 FMA / P6 FMA) to help them to be Money Smart, make a budget to control their spending (i.e. vs spending every single recess allowance on impulse or having poor habits of borrowing money from peers to spend on the non-essentials, wants); do their sums wisely (e.g. promoting good habits like savings or storing for future as in Aesop's The Grasshopper and The Ant)

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Over 3,800 Resources on Leader in Me Online!

Leader in Me School staff members can access thousands of resources including lesson plans, videos, classroom materials, and on-demand professional development courses as part of their School Membership. Feel free to share the public resourcesI below, or log in to Leader in Me Online today! If you have questions about becoming a Leader in Me School contact us.
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Leader in Me School staff members can access thousands of resources including lesson plans, videos, classroom materials, and on-demand professional development courses as part of their School Membership. Feel free to share the public resourcesI below, or log in to Leader in Me Online today!

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Great that we are using Design Thinking as a guide in our ALP programmes. The trajectory we can set ourselves on is incorporating students' voices (as part of CCE 2021) in the middle primary ALP programmes such that our middle primary students can identify users' needs and ideate from then on. Eg. Zero plastic day was a fine example. ;)

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It will be great to have past BPS graduands to join us during career fair

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It would be good to establish contact & partnership with our past BPS graduands - forming a student alumni, highlighting success stories who have exemplified ASPIRE values, engaging them as invited speakers at our school Assembly talks, P6 Career Fair, sharing their talents / expertise in modular CCAs etc.

It's also good to work with one or two secondary schools in our cluster / which are popular among our past P6 graduands on easing the transition to secondary school education (e.g. standard subjects with Express / Normal (Academic), foundation subjects with Normal (Technical) coming together to prep & enthuse our students to set targets, work towards the necessary numeracy, literacy, thinking and personal management skillsets, have an understanding of what is required / what is expected at secondary school in terms of academic and non-academic subjects, school life as compared to the very long term goals like 21st Century Skills, mapping & knowing the links in pri-sec curriclum, fostering a greater alignment in the use / teaching of subject-specific concepts and skills taught (i.e. especially to ensure high needs students / LTAs are continually to be supported to complete their secondary school education successfully and not become drop outs).

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The Alumni is a group of young men and women who have graduated from Bendemeer Secondary School. Together with the school, the Alumni hope to support the school and the community through organising events that promote a positive message, as well as re-connect Bendemeerian with one another.

We encourage our alumni to come back to their Bendemeer and strengthen bonds developed while they were in school We believes in working closely with our alumni through the formation of synergistic partnerships

Bendemeer Sec Alumni provide strong support in key areas such as our Co-Curricular Activities, Work Experience Programme as well as National Education. Our students are provided with opportunities for work attachment at firms in various fields of interest. Our students also attend career talks and dialogue sessions with members of alumni who are professionals in their respective fields of work. The alumni also organise events to raise funds for the School.

Mr Jonathan Phoon Siew Boon

Lieutenant Colonel (LTC) Chew Chun-Chau / Colonel (COL) Chew Chun-Liang

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The Alumni is a group of young men and women who have graduated from Bendemeer Secondary School. Together with the school, the Alumni hope to support the school and the community through organising events that promote a positive message, as well as re-connect Bendemeerian with one another.

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Maybe can get MP Dr Wan Rizal to come by and talk to our students to get to know the school and the kids. :)

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Feature more group writing in Otter times

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Feature more group writing in Otter times

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It would be good to feature some group writing instead of individual good writings, esp those writing from middle ability students. This will allow more students writing to be showcase and gives encouragement to more middle ability or lower ability writers.

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P6 Career Fair - Super Like! Please do carry on with this initiative as the students learn alot from it. Also, it is just an idea - to bring in one or two guest speakers who can share with us or give us different perspective of education or they take on how as educator, we can prepare our students better for the new economy or working environment.

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Marketing and the School Newsletter (Jess)

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Marketing and the School Newsletter (Jess)

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In the spirit of marketing and publicity of the school- should the school newsletter be also subsumed under the Partnership committee?

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Great ideas! Thanks! Will EXPLORE these ideas! :)

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Riding on the idea of showing appreciation to our cleaners, we could tap on BNC and get our students to film and present a snippet of 'A Day in the Life of Our Cleaners' such that greater level of empathy can be generated and create deeper meaning in our students' notes of gratitude twds our cleaners.

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With regards to the safety ambassadors, if it's possible we may allow them to look into the aspects for road safety. Need not be prefects but another group of students that look into the road safety aspect of BPS

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Non prefects in P5 and P6 can be trained to present the BNC 

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Non prefects in P5 and P6 can be trained to present the BNC 

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Collaboration of EL Dept and Leadership
- Non prefects in P5 and P6 can be chosen and trained to present the BNC

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Students would often spend a considerable amount of time to successfully login to the various online platforms, applications. It would be beneficial if students' login id and password could be preset (i.e. and without a need to change to a new password upon first login or after a certain number of days) in an easy-to-remember format; and such information (e.g. ids and passwords, useful student links, calendar - school term / holidays) could be mail merged, printed on a credit-card sized paper (and laminated) or on a SMART student card (with a bar code - UIN allowing library book loans, for capturing student records e.g. attendance; Well-Done / I Got It Right, house points, book loan credits; embedded chip for FAS top ups for recess and lunch) - easy for students to carry around.

Students would benefit from receiving training in basic ICT baseline skills training (e.g. keyboarding / touch typing, simple Microsoft Office navigation skills etc.) like in the past (e.g. we could explore online learning modules to make it available via the SLS).

Media skills acquire by students coupled with cyberwellness / digital literacy guidelines to capture short 2-5 min 'Teach-Talk' videos with students demonstrating their reasoning, articulating their thinking aloud, oratorical skills, subject specific procedural skills to be shared with fellow peers as a T & L resource.

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Jennie :                                                                 Possible to talk about Gaming among our students.  I think it is important to address these among our students and how it has impact in their life.  I think we need to let the students tell us about their experience, let them make a stand and hear from them and how we can make their experience online a safe and secure one.           

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Jennie :                                                                 Possible to talk about Gaming among our students.  I think it is important to address these among our students and how it has impact in their life.  I think we need to let the students tell us about their experience, let them make a stand and hear from them and how we can make their experience online a safe and secure one.           

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It would be great that the school EXPLORE pos ed dimensions definition, narratives, values statements could be cascaded to the classroom through the Classroom Rules, routines, expectations, TSR, interactions in class in terms of pos ed common language / terms used (e.g. I am / can / will / have . . .). Class Rules crafted in such common pos ed terms would help with a whole school approach in reinforcing, managing, counselling and guiding students accordingly.

Every student could take the above online character strength survey (or an adapted version suitable to our student cohort, complementing the various Growth Mindset, Knowing Oneself surveys) to have a clearer student profile which would help class teachers with working with their students and their parents on setting targets on SEL, behavioural and affective domains and reviewing & celebrating progress / accomplishments during PCTC / PTM (as compared to the general feedback and follow-up actions suggested to parents / guardians).

Every class, upon taking the character strength survey could make sense of the overall strengths of each individual class and a few character strengths to work on for the academic year, and craft them into a Class Mantra (i.e. class vision / mission) that would also serve as their guiding principles governing their conduct, learning, decision making, interactions etc. The "I Got It Right" stickers could then serve as reinforcers according to the class norms / behaviours / attitudes that they aspired to attain.

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By Dr. Jillian Coppley (Darwish), Mayerson Academy

As in so many other individual and collective practices, activating character strengths in the classroom has been shown to have a profound and positive impact on engagement, performance, and learning. While there are curricular resources and professional learning programs to help educators establish strengths-based cultures in classrooms, schools and districts, teachers can take simple actions to begin to establish a strengths-based classroom with their students.

To begin exploring strengths right away, consider these examples in each of the four critical teaching domains.
Domain 1: Planning and Preparation
Demonstrating knowledge of students is key to effective planning and preparation. When reflecting on students, it can be easy to fall into a deficit-based perspective, focusing on their shortcomings. Consider what it might look like to plan for instruction based on what's strong with students, not what is wrong with students. For instance, how can instruction be planned to build on strengths such as curiosity, kindness or judgment?

Take Action: Typically, as an an educator, you plan instruction for your students. Consider co-planning with students by sharing a proposed assignment and inviting students to modify the activity to engage their signature strengths.
Domain 2: Classroom Environment
An effective learning environment is one that is infused with respect and rapport. A strengths-based perspective is grounded in two key principles. First, it involves an appreciation that everyone possesses all 24 universally valued VIA character strengths. At the same time, every individual has a a profile of strengths that is unique to him or her. Acknowledging these principles and creating a shared language of strengths in the classroom is an excellent way to develop authentic respect and rapport.

Take Action: When you provide feedback to students, take a moment to consider what strength they might be exhibiting and embed that in your interaction, e.g. "Wow! Your attention to detail in the format, content and delivery of this presentation really exhibits your strength of appreciation of beauty and excellence." This specificity will make the feedback more powerful and will reinforce strengths-based language in the classroom.
Domain 3: Instruction
Students learn when they are engaged. When you activate your unique character strengths, engagement is maximized. Making sure that students have regular opportunities to utilize their unique strengths, with open-ended learning opportunities, classroom roles, extracurricular activities, etc. will ensure their engagement and their learning.

Take Action: Parent conferences can be tremendous learning opportunities. Consider having students lead the conference by talking about their strengths and how they have used them in the past and how they want to explore them in future learning experiences.
Domain 4: Professional Responsibilities
This domain encompasses a range of activities including personal reflection, growth and development. Before you can help activate strengths in someone else, it is essential to know how to maximize your own engagement, learning and performance by activating personal character strengths. When thinking about areas in which performance or engagement is less than ideal, consider how dialing up or dialing down strengths might change outcomes.

Take Action: If you participate on a team or committee, consider beginning your next meeting by appreciating the strengths of the individuals present or possibly having each participant recognize the strength of a student they worked with in the past week.

The possibilities for creating a strengths-based culture in your classroom are endless! You can start with small activities and interventions to get yourself and your students acquainted with strengths and their benefits. When you are ready to go deeper, visit the Mayerson Academy website to learn about Thriving Learning Communities, comprehensive character strength curriculum guides, services and resources.

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Activating Character Strengths in the Classroom | VIA Institute

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By Dr. Jillian Coppley (Darwish), Mayerson Academy As in so many other individual and collective practices, activating character strengths in the classroom has been shown to have a profound and positive impact on engagement, performance, and learning.

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Hi Jess, for ‘come as a book character’ day could get pupils to do a short write-up to include character traits, which book is it fr., and the author of the book so that as they share with their peers on their characters,  those who are interested in finding out more about the book could gain access to it from the schl/nat. library.
As for ‘I love reading’ booklet, taking a more holistic approach, could ask the different depts or comms who are interested to contribute a segment (in a way managing eng. teachers wkload too) for the booklet. For Aesthetics, a component on designing their fav book cover can be included. Selected book covers can then be displayed in the library for instance.

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Cyber wellness ambassadors as Cyber Sensors in our Peer support efforts! Let them 1) be our eyes and ears to alert us to cyber issues our students might be facing in the digital space
2)equip them with the skills to be an upstander should they encounter cyber bullying issues.
3) be advocates of healthy balancing of screen time

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Thanks for the inputs! Please keep them coming.
For a little nugget of cultural knowledge on Same Same but Different ;)

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It's a catchphrase that's well known among locals and long-time visitors to the Land of Smiles. But what does 'same same, but different' even mean?

The phrase 'same same, but different' has hopped over Thailand's borders and into the discourse of travellers in Southeast Asia and beyond. It's joined other catchphrases that are rarely taken seriously like ting tong ('crazy') and the infamous 'love you long time'. While these days it's often said jokingly, the expression still has cultural roots. So where did it come from and what does it really mean?

The Tinglish (Thai-English) phrase 'same same, but different' means 'similar'. While its precise origins are largely unknown, it's likely that this construction originally appeared when Thais who were learning English tried to converse with visitors. Today, you'll hear it used frequently during your travels around Thailand, including by Thais who are fluent in English and use it to be humorous while chatting with overseas visitors.

You'll find the iconic Thai phrase 'same same, but different' printed on T-shirts and other souvenirs throughout the kingdom. Same Same But Different is also the title of a German romance film that was based on a true story and first released in 2009. While the film is set in Cambodia, the lead actress is Thai. The phrase is also the title of a song that appears on the Bombay to Bangkok (2008) soundtrack, a Bollywood film. In addition, Koh Lanta, an island in southern Thailand, features a restaurant with this name. Wherever you go in Thailand, this catchphrase will be hard to escape!

One Urban Dictionary entry suggests the phrase is used to describe "subtle nuances", while another accurately states that it's commonly encountered during attempts to sell something. Head to a market and ask whether a suspect-looking designer product is the real deal, for example, and you might hear 'same same, but different'. Urban Dictionary also defines the phrase as 'just about anything depending on what the user is trying to achieve'.

Beyond its meaning as something being 'similar', the tagline arguably has deeper roots in Thai culture. The intentional vagueness it conveys - that something is both the same and yet different, and therefore neither the same nor different - resembles the vagueness that's inherent in the Thai language itself. It's not uncommon to get to the end of a fairly involved conversation with a Thai person and for both parties who are fluent in Thai to have only a limited idea of what the other actually meant (even if neither will admit it).

Linguistically, Thai relies heavily on context, often allowing for the omission of pronouns, articles and other markers that are mandatory (or at least essential to meaning) in other languages. For example, the English sentence "I am going to the market" requires a pronoun ('I'), the present continuous verb form ('am going'), preposition ('to)', article ('the') and noun ('market'). But Thai speakers can easily get away with just two words: the verb and noun. The perfectly formed Thai sentence bai talat literally translates to 'go market'.

Similarly, there is almost no differentiation between singular and plural nouns. Sometimes the noun is repeated a second time to indicate it's meant to be plural (although this is rare), while adjectives are also repeated to express particular strength (hence 'same same'). In written Thai, it's normal to not leave spaces between individual words - only been clauses and sentences - which may further add to the ambiguity of a text.

The mai bpen rai attitude of 'no worries' dominates the Thai approach to life. Thais commonly avoid confrontation, or simply too much stress, by brushing off awkward or difficult encounters and uttering the phrase mai bpen rai, or 'don't worry about it'. In Thailand, someone may show up to a meeting half an hour late, accidentally knock over someone's drink in a bar or find that they are a few baht short when settling up for pad thai and they'll likely get a simple mai bpen rai in return, a way to quickly diffuse the situation for both parties.

It makes sense that the same concept extends to the employment of 'same same, but different' in everyday discourse. Why fret too much over whether that Prada bag at the night market is real or not? Instead, settle on the fact that it's 'same same', or presumably close enough, and move on.

'Same same, but different' also illustrates Thai culture's keenness on saving face. Describing something as 'same same' (even if it's significantly different) is a way to answer a question vaguely, without actually saying "no" (or "it's different"). Saying "no" might cause one or both parties to lose face and makes the other look bad. Simply claiming that something is 'same same' could provide an easy way out for everyone.

Have a friendly disagreement with a Thai, where they describe something one way, and you say, "no, it's actually such and such," and you might be met with a chuckle and the response"it's same same", as a way of downplaying the situation and the fact that someone may be wrong.

For the most part, this addition appeared in recent years as the phrase came into common parlance as a kind of satirical take on its conventional use.

Fluent-English-speaking Thais - along with those who have spent extensive time overseas, and those who have foreign friends - recognise that 'same same' may sound odd to a native English speaker (especially when it's being used to describe something inherently different). In that typical Thai way of saving face and using humor whenever possible, the 'but different' add-on became a way to make light of the whole phrase. After all, mai bpen rai.

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'Same Same, But Different': The Origins of Thailand's Tourist Catchphrase

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It's a catchphrase that's well known among locals and long-time visitors to the Land of Smiles. But what does 'same same, but different' even mean? The phrase 'same same, but different' has hopped over Thailand's borders and into the discourse of travellers in Southeast Asia and beyond.

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Let's widen the pool of peer supporters to diffr gps of student leaders beyond the  P4 peer supporters

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Wonderful ASPIRE values poster by the primary levels, cards for staff's values to promote a common language spoken for Positive Education in BPS!

May we EXPLORE to create a conducive culture for students and staff to go, grow and glow!

Together with the Staff Well-being, CCE and Student Management / Leadership, we could have more affirmations given to recognise students and staff who exhibit such value(s) and inspire others to do likewise (e.g. a few Most Adaptable Teacher / Staff / Student Award...who has shown ... concrete examples in words or photos captured them in action on the certificates).

Values Wall - a larger version and extension of class Gratitude Board placed in the school canteen to give opportunities for all to write their notes of gratitude and appreciation; highlight exemplary staff / student VIA - a photo with caption based on a termly theme / focus to raise student awareness and to help in nominations for Class Star Pupil / Senior Prefects / Head Prefect or ExCo / ECHA / Otter Award.

In line with our school vision - 'a gracious community of passionate learners and confident leaders', it would be beneficial if school could consider a criterion-based pinnacle awards such as the ASPIRE Award, Otter Award, Best Model Class Award to allow more (i.e. success stories of many students and staff exemplifying the ASPIRE values, benefitting from BPS positive education and journey) worthy, well-deserved students who have satisfy the requirements / criteria for the awards instead of just limiting the awards to the "usual / same few pupils / classes" as expected over the years. (e.g. sometimes recipients were a result of being the "best" among the nominees and may not have fully satisfied the award criteria to a large extent OR the recipients were the "remaining ones" eligible for the awards when the "better ones" had already been given the awards).

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Adding onto Staff LJ, hopefully when restriction measures are relaxed/removed, we can go on a LJ to the gallery to develop a greater sense of appreciation for our uniquely Singapore and continue our efforts in preserving racial and religious harmony!

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The Harmony in Diversity Gallery (HDG) was developed by the Ministry of Home Affairs in collaboration with community partners and organisations. The Gallery aims to promote an appreciation of Singapore's rich religious diversity. It hopes this will foster a spirit of give and take, mutual respect and understanding, necessary to nurture and strengthen the religious peace and harmony we enjoy today.

The HDG comprises four galleries of exhibits, artefacts and interactive features. Through this immersive and engaging platform, we hope to demonstrate the centrality of religious harmony to Singapore's continued development, as well as the efforts required to build interfaith peace in a religiously diverse society.

Within Singapore's rich tapestry of faiths, threads of commonality are interwoven. The Gallery highlights the importance of seeking common ground to build mutual respect and appreciation for the beliefs of others, and the need to protect and expand our common spaces. Join us on this journey of discovery as we learn to embrace our diversity, appreciate our commonalities, and above all, celebrate our unique identity - one that recognises that we all have a part to play to protect this precious legacy.

Only then can harmony in diversity truly be possible.

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The Harmony in Diversity Gallery (HDG) was developed by the Ministry of Home Affairs in collaboration with community partners and organisations. The Gallery aims to promote an appreciation of Singapore's rich religious diversity. It hopes this will foster a spirit of give and take, mutual respect and understanding, necessary to nurture and strengthen the religious peace and harmony we enjoy today.

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How does a BPS student look like in 6 years' time? (i.e. staff envisioning exercise on 30 April 2019)

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I have a dream . . .
What will a BPS teacher / staff look like, sound like, be like in three years' (i.e. time spent in an IP or non-IP committee) time?

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Good to consider to conduct staff LJs with our current partners to sustain the partnership in a purposeful manner. Example, we did a bus captain appreciation video for SBS Transit featuring our students. So we can and should liaise with SBS to see if we can visit their depots and learn PD from them. =-p

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There are so many forms of learning for staff but we also need to give teachers a regular space n time to discuss and come up with ways to help the students in their classes. Do take ref from the P4 EL PLT team that moved the quality of their students writing from rich discussion that came from ground up.

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Possible Collaboration between Art club, Envmt club and Partnership committee

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Possible Collaboration between Art club, Envmt club and Partnership committee

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The Kolam Ayer CC has shared their 2022 calendar of events with us. There are a number of possible collaborations. In addition, in line with ALP theme on envmt education & Sustainable living, we can use upcycled materials.  Alvin & I will touch base when we firm up the dates with Kolam Ayer CC.

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The rich variety, well-thought, well-implemented of the PAM / CCM / LLP programme contributes greatly to the holistic development of BPS pupils (e.g. creative expression, appreciation of the arts, acquisition of life skills, character building).

Looking forward to future termly mini celebratory sessions where pupils could showcase (recollect, show and tell) all they have acquired / learned at their respective classes, affirmations are given to them on the competencies displayed (i.e. facilitating a post-learning debrief, consolidating their learning points so as to help students to recall brief pointers / learning outcomes), and prepping them for future presentation of items at year-end PTM / PCTC, graduation / promotion ceremony, Honours Day, visit to Lion Befrienders Home, overseas exchange programme etc.

Well-done Cards, festive greetings cards, Mother's Day, Father's Day, Teachers' Day, VIA (with Lion's Befrienders, hospitals, Project Chulia, external stakeholders like SPF, KACC, etc.) appreciation cards, Star Pupil / Excellence Awards certificates, school corporate gifts, artefacts for gift exchange at overseas learning journey, could incorporate arts techniques on various medium (instead of purchased cards / gifts from malls or simple 1/2 fold colour paper).

Media skills to capture short 2-5 min 'Teach-Talk' videos with students demonstrating their reasoning, articulating their thinking aloud, oratorical skills, subject specific procedural skills to be shared with fellow peers as a T & L resource.

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We could integrate with NE event, National Day where students do artwork on their vision for Singapore for display in school and sharing of this vision with the other students.

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We could have artwork related to cleanliness ( to be displayed in the toilets), part of Happy Toilet project , where students are taught to appreciate keeping the toilets clean

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Student Art Work for Publications (Jess)

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Student Art Work for Publications (Jess)

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We can also get our talented artists to create cover pages for our publications like Homework Diary, Otter Times and Aspire Newsletter :)

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Possible to have a platform for the students to discuss about values/discipline issues/road safety matters? Helps to improve students' presentation skills and confidence when speaking to others.

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CCA (Modular/Niche)
1) Even though we had to pivot CCA to Zoom at times, there was merit in this format as there was more intentional communication of values. Good job!
On this note, we could engage our CCA instructors to familiarize them with our Pos Ed and CCE learning outcomes as well.
2) The learning in modular cca could be made relevant by relating to the value in personal application.  We could relate stories of how skills learnt in modular cca is applied in real life. Eg. Learning /Refreshing of first aid skills could come in some day to save someone.
https://nextshark.com/chinese-medical-student-saves-old-man/
3) Peer support in Niche CCAs - could identify Peer Support leaders who can help in peer bonding, peer influencing and peer helping within the CCA group to foster better ties amongst students

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Hero Med Student Saves Elderly Man Who Collapsed at a Train Station in China

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A medical student from Jinzhou in Liaoning Province, China is earning praise online after saving an elderly man who collapsed and lost consciousness on a train station platform. if(!window.mobileCheck){window.pubg||(window.pubg={queue:[]});pubg.queue.push(function(){pubg.displayAds()})} The student,…

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Can tie in with circulatory n respiratory system in our p5 curriculum. Our sci workbook has an activity on that. We usually do these 2 topics in term 3. So can collaborate with the PE dept then if possible.

SQ

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Presentation skills/ Debate during Modular CCA

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Presentation skills/ Debate during Modular CCA

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Is there a possibility of including presentation skills or debate as part of the modular cca curriculum. This would address the need to cater to students' interests as while being equipped with the skills they have the autonomy to choose the topic and present.

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Collaborate with Maths (numeracy, percentage) & Sci Dept (body system - circulatory)

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Can EL come onboard? Maybe students can reflect on their experience as part of their writing task and use past tense verbs in their description of the activities

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In addition- there needs to be some emphasis on subject literacy in Science. While students have the content they are not able to express their answer. Let's work together to sharpen this part of the T&L in Sci

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just like mathematics learning experiences, our students enjoy and remember concepts and process skills related to learning of Science (about us and our environment) through the practical Science activities in the Science Room / Laboratory when ample time is given to students to recall key concepts, answer key questions related to a particular chapter collaboratively and independently, making brain connections of new learnings to their prior knowledge, consolidating their discovery and extending their learning to real-world applications (what and how Science is used to solve real-world problems, to improve our work / life and to promote a greener and eco-friendly earth i.e. sustainability, conservation)

we could collaborate to introduce certain brain teasers, mind puzzles etc. to promote the appreciation the learning and power of Science in terms of logical thinking, visualisation, reasoning, process, sequential, patterning skills etc. (rubik cube, tower of Hanoi, magic square, sudoku, tangrams, Mensa etc.)

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Totally agree w u, Qin Qin in creating an enriching learning experience for the pupils. With regard to stretching our HP pupils, the dept. could leverage ALP by looking at interest grps as part of Tier 2 approach. For instance, this grp of pupils can engage in upcycling projects.

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We can highlight citizenship dispositions and weave it into the teaching of environmental issues.  Eg. Sense of reality and will to act

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Do identify the topics ppls are weak in and review how it can be taught , scaffold understanding

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Do identify the topics ppls are weak in and review how it can be taught , scaffold understanding

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language is important in helping our students to access a rich world of knowledge, communicating one's identity / roots / culture, one's thoughts / reasoning, building relationships with others and expressing one's emotions etc.

through the various language strategies introduced to our pupils in the four skills - reading, writing, listening and speaking in a progressive and structured manner, it would be  beneficial that our students are given opportunities to apply and practise such skills in real-world application context competently (according to their language ability) and clearly (standard EL / MTL) like speaking to a group, expressing opinions / ideas relating to current affairs around Singapore / Asia / world, start a conversation on common topics relating to children, school / family life, writing a speech, hosting guests visiting our school / homes, doing a brainstorming / group discussion, facilitating and consolidating group findings / decision matrix etc.)

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ALP- It would be good to integrate the project with some language learning outcomes- for example writing an info report as well as presentation skills (P5). It would have been good to find ways to integrate these portions into the EL curriculum. I think it would also make these activities meaningful as it was really well-received at P2.

E2SL- As come as a character day falls somewhere in April 2022, it would also be beneficial to link it to Earth Day and the use of recyclable materials in the making of the costumes.

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CCM with IFD/RHD/ND
Giving students a platform to showcase their understanding of another language culture.
Eg. Most useful phrase learnt in CCM, hearing from students how learning another language helped develop deeper appreciation and break down language barrier to bring people closer

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Welcome collaboration between EL, MT and SS dept.

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This suggestion is for all subjects

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Well done Math department! A lot of thought has gone into your planning esp with making Math authentic.
A suggestion to explore subject literacy- Math language in your Math lessons. This will allow teachers to understand that there is a language for Math and they need to also spend some time on this as they teach in class.
We are also always on the lookout for good book recommendations- do give Seetha some suggestions on some Math titles to purchase for our library collection. We can purchase them for our "Treasure Chest" collection.

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GEMs worksheet is a good resource! Keep it up!
We could consider how the assessment feedback we give in GEMs ws can direct students twds greater ownership and responsibility towards their learning. :)

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To review and pitch it to stretch our students in HP for all levels

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•1 Week MT 1 Week EL books (proactive approach – to feed students intentionally - structure shapes behaviour – books on values inculcation coincide with ASPIRE to promote character building and cyberwellness)

•E-Reading book resources (P4 – P6) / NLB overdrive – promoting the use of it to students

? Help children to select books that are suitable for their reading ability / interests;

? class teacher to read a short paragraph of a book from a recommended list (i.e. must read stories for children); peer sharing of good reads

? Reading comprehension skills / strategies to sync with maths department with specific focus on making sense of word problems – chunking – annotation (RCUB) – common words related to maths to be taught and incorporated into student spelling list (e.g. comparative/superlative adjectives, quantifiers, conjunctions in multiple clauses, question words etc.)

? Helping students acquire simple questioning skills, “conversation starters” for assessment for learning in overall class and group discussion / s-t-s talk and pair/buddy work i.e. feedback, feedup, feedforward

? Equip students to be effective communicators with a bigger picture in mind - end goal of 6 years of language education in BPS (not limited to specific unit learning outcomes) i.e. oral presentation skills for festive occasions, ceremonies, writing ‘Thank You’, ‘Happy Mother’s / Father’s / Teachers’ Day’ cards, family / school / self-introduction, demonstrating a skill, holding a group discussion, hosting guests in school, guiding in learning journey, P1 orientation, making announcement, handling an interview (e.g. DSA, ECHA, other scholarships).

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As a Pos Ed school, let us all use Positive Language when we do our sharing as we have examples of success stories and improvements by our children

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the ‘come as a book character’ day could be a collaboration between EL and MT depts to help students appreciate the beauty and uniqueness of living in a bilingual society

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Authentic Oracy tasks
1) Upper Pri could consider talking about contemporary issues. Eg. Should Paralympians be awarded the same monetary award as our olympians?
Lower/Middle Pri - Eg. Should zoos be banned?

Come as a book character day
1) could involve getting students to name the character strength they've identified with the bk character
2) encourage innovation and creativity through use of recycling materials in making their dress up

Library
1) Parent engagement in communication of nlb overdrive, recommended reads esp in the holidays
2) Tap on nlb tik tok NLB Singapore (@nlbsg) Official TikTok | Watch NLB Singapore's Newest TikTok Videos

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E -Reading Resources ( Possible to have SS related books?) for students to embark on research during SS lessons 

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E -Reading Resources ( Possible to have SS related books?) for students to embark on research during SS lessons 

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Adding onto Andrew’s idea - we could bulk purchase books enough for a class and have students read the classics (charlotte’s web, short stories etc) during silent reading in the mornings. This provides students an alternative choice and for them to pick up a book they might not otherwise read. In this way, we can introduce good quality age appropriate reading material and have class discussions. This could be done monthly before being passed on to the next class.