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These are the Term 1 orientation resources we have developed for P4 enriched CCE. Could any of these activities be adapted for this purpose? If so, how?

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These are the T2 lessons. https://drive.google.com/drive/folders/1tIskfXZT8Dqd0Nn8gmePKaBLRVP-D5Ca

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These are the T3 lessons.

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These are the T4 lessons. https://drive.google.com/drive/folders/1uorq14aCiTB_iqF0QTCbs4dkN4pe1z_h

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What do you think are the key challenges HALs will face when transitioning into this new environment (after-school Regional Centres)? What skills or support are essential for them to manage the transition? How can we help them navigate the new expectations, relationships, and responsibilities effectively?

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What do you think are the key challenges HALs will face when transitioning into this new environment (after-school Regional Centres)? What skills or support are essential for them to manage the transition? How can we help them navigate the new expectations, relationships, and responsibilities effectively?

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Do you recall the Sha and La video? We plan to update this animated resource to address the challenges and opportunities students will likely encounter at the RC. How can we make this video relatable and engaging, so students feel better prepared and motivated to approach their RC experience with a positive mindset?

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Do you recall the Sha and La video? We plan to update this animated resource to address the challenges and opportunities students will likely encounter at the RC. How can we make this video relatable and engaging, so students feel better prepared and motivated to approach their RC experience with a positive mindset?

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This is the Sha and La video used in the P3 Pupils' Briefing. It aims to highlight the importance of good learning attitudes, even when facing challenges, and to show the supportive environment incoming pupils can look forward to.

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We are also thinking of creating a support package for RC teachers and school staff (e.g., talent development coordinators) to assist these students. What resources or strategies should this package include to help both students and teachers? What will make this package practical and actionable, so it does not just get set aside but actually becomes a useful tool for supporting students throughout their time at the RC?

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We are also thinking of creating a support package for RC teachers and school staff (e.g., talent development coordinators) to assist these students. What resources or strategies should this package include to help both students and teachers? What will make this package practical and actionable, so it does not just get set aside but actually becomes a useful tool for supporting students throughout their time at the RC?

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We encourage you to share strategies you have used to support your students' transition into the GEP. These could potentially  just as relevant. Please come prepared for future meetings to share how these strategies have worked with your students, and include any artefacts, photos, or personal reflections.

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We encourage you to share strategies you have used to support your students' transition into the GEP. These could potentially  just as relevant. Please come prepared for future meetings to share how these strategies have worked with your students, and include any artefacts, photos, or personal reflections.

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Having a whole different set of classmates to interact with after a full day of school, in a new environment

Having respect for one another, especially coming from different schools and backgrounds.

Personality differences.

Having ground rules

Organising collaborative activities.

Modeling positive behaviours and perspective taking

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Students are provided with a list of sentence starters to agree, disagree, give opinions etc. which they paste into their school diary. They can use this during their lessons for any subject.

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Communication Skills:

The ability to express feelings, ask questions, and communicate needs is vital when HALs find themselves in a new environment. Whether it is talking to new peers or teachers, clear communication helps HALs feel understood and supported.

The teachers at the RCs can provide support by practising active listening, role-playing conversations, and encouraging the HALs to express how they feel about the change.

Social Skills

Making new friends or building relationships in a new environment can be challenging for the HALs. Social skills like empathy, cooperation, and effective communication help them form connections and integrate into their new surroundings.

At the RCs, teachers can encourage collaborative activities which include elements of empathy and perspective-taking, as well as modeling positive social behaviors.

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Having posters of class rules or visual cues of routines would be useful to remind students.

Students should also be trained to settle into a routine similar to normal school days, such as lining up, seating arrangements, attention getters, etc. This should be set right at the start of the year.

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1. Taking care of own well-being: juggling between two different school settings and groups of friends, on top of other commitments they might have

2. Making new friends at the RCs: developing meaningful connections to allow fruitful learning

3. Time management: organising time well with this new after-school commitment

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Video could be geared towards having a growth mindset - being in the RC, as an after-school programme, students may see it as an extra task instead of an opportunity to fuel their growth.

It could also include common fears towards new situations and possible strategies they can adopt. e.g. what to expect, how to prepare, friends & teachers they will meet

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Visual Tools & Posters

Visual tools can help HALs better understand and process their emotions, routines, and expectations during transitions.

- Emotions Chart or Feelings Wheel: A chart displaying different emotions to help children recognize how they feel during the transition. This could be used as a daily check-in.

- Transition Timeline Chart: A simple visual calendar or timeline showing key events related to the transition (e.g., first day at RC, meeting new classmates) to give HALs a clear sense of what to expect and when.

- Growth Mindset Posters: Posters with affirmations like “Mistakes help me learn” or “I can do hard things” to encourage a positive attitude toward challenges.

- Daily Routine Visual Schedule: A chart showing the new routine or schedule (e.g., school day structure) to help HALs know what to expect and feel more comfortable in the new environment.

Journals & Reflection Tools

Journaling may help HALs reflect on their feelings and experiences during the transition.

- Transition Journal: A guided journal where HALs can write or draw about their thoughts and emotions related to the transition. Prompts can include: “How are you feeling today?” “What new thing did you try?” or “What are you most excited about in your new environment?”

- Gratitude Journal: A journal where HALs can write or draw three things they are grateful for each day. Focusing on gratitude can help develop resilience and positive thinking.

Communication Tips for Adults: A guide for parents or teachers on how to talk to HALs about the transition, acknowledge their feelings, and offer reassurance. Topics could include how to create a safe, open space for children to express concerns and how to model positive behaviors.

- Behavioral Strategies for Transitions: A document with ideas for rewarding positive behaviors, setting expectations, and offering praise when HALs navigate the transition effectively.

The goal is to empower HALs to manage their emotions, develop resilience, and build social connections, ensuring that they feel supported, confident, and ready for new challenges. By offering these resources, HALs and the adults who support them are better prepared to navigate change with strength and a positive outlook.

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Lessons at RC will definitely be more challenging since the programme is meant to stretch them beyond their common curriculum and comfort zone. They may have to grapple with a lack of self-esteem as they work with their peers who may be better/ faster then them. Teachers at RC may need to be mindful and to model the language of Growth Mindset.

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Mr Thumbody was great and always a favourite for the students. They could get to know each other quickly and identify peers of similar interests.

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Can include little bite-size games that can be played at the start or end of the RC day, so that the pupils can know/ feel comfortable with their RC friends, Since they are going to meet only once a week.

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Set Achievable Goals

Setting small and achievable goals provides HALs with a clear direction and a sense of accomplishment. It helps them feel capable and motivated to take on new experiences.

Foster a Sense of Autonomy and Control

When HALs feel in control of their actions and decisions, they are more motivated and confident. Autonomy fosters a sense of responsibility and accountability. Allow HALs to make choices about their learning or activities. For example, give them options for how they would like to complete a task or choose which activity to try next. When they feel ownership over their decisions, they are more likely to feel positive about the experience.

Focus on Strengths and Interests

Recognize and highlight HALs strengths, whether it’s problem-solving, creativity, or teamwork. Differentiate activities that align with the interests of HALs.

Create a Supportive Environment

A positive, supportive environment where HALs feel safe to try new things and make mistakes is essential for developing a healthy mindset. Provide encouragement and emotional support when they face challenges. Let them know that it is okay to make mistakes and that you believe in their ability to work through difficulties.

Highlight the Benefits of Challenges

When HALs understand that challenges help them grow, they are more likely to approach them with excitement and determination rather than fear or resistance. Explain how challenges contribute to their learning at the RC.

Promote a Sense of Purpose

When HALs understand the why behind what they are doing, they are more likely to stay motivated and engaged, even if the experience is difficult or unfamiliar. Help HALs see the value and purpose in their experiences. If they are struggling with the RC experience, explain how it helps them learn new skills that will be useful in the future. If they are reluctant to try a new activity, highlight the benefit they will gain from it.

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For teachers: A toolkit for possible behavioural issues/typical behaviour of HALs, with ways to collaborate with students for behavioural change instead of a more authoritative approach

For students: Strategies for managing workload, goal setting, vision planning to encourage them to see purpose in being in the RC and what they hope to achieve out of it

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I think in the RC model, the students remain in their own school. However, they may have two afternoons at the RC, attending the enriched programme.

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Time management / organisational / reflection skills since they will be managing their time between two places (main primary school and RC)

For example:

Use weekly planners to help them track assignments, projects, and key learning milestones.

Teach note-taking strategies so they can process new content effectively (and therefore, not to be overwhelmed)

Encourage self-reflection through journaling or check-ins on what they’ve learned and how they’re managing the transition.

Teach conflict resolution and active listening to help them navigate new friendships.

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I think in the RC model, the students remain in their own school. However, they may have to attend two afternoons of enriched programme at the RC.

Hence, the cruxes of the problem are

1. time management - The use of "Weekly Combo" will to help the students understand that the need to make some changes in their weekly schedule for the additional afternoon lesson(s) in RC.

2. Forming, storming group and developing friendship - The use of "Thumbody" during orientation so that the RC participants get to know one another better. The story "Invisible Boy" can be read to highlight the importance of not leaving anyone out.