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Consider beyond proxy data for ViA and PSR to better measure effectiveness and implementation of the new initiatives.

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Could we use other modes to complement PC rather than all f2f sessions? Like any offline work (2 slides provided by Hoon Hoon to study) first before the actual Level Meeting session?

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As FTGP is subject teaching social emotional competencies, it will be good to have a platform something similar to the TBLP to discuss about the lessons.

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Will there be pre-assessment for the pupils at the start of phonics lessons? Some pupils may have already learnt phonics and are able to read. Will there be banded class for these lessons?

Besides, will it cause confusion as P1 pupils are learning Hanyupinyin as part of their CL syllabus in the first Semester too?

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Good idea to use LM for more FT PD or TPIT with FTs on individual class.

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Re-engineer

It is good to optimise the DT, Vermicomposting and Makerspace together as part of a learning experience for Post-PSLE. However, this may need the inputs from Post-PSLE gatekeeper if there is time for the above to happen.

Replace

Riding on the above, current DT sessions that had been planned for P6 STRIVE will have to be replaced with other meaningful activities to engage their learning.

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Consider to

track the effectiveness of the FTGP-YH sessions through short reflections or check-ins to gauge rapport and awareness.

clarify how pupil input will be used – e.g. “Pupils’ feedback will guide enhancements to student well-being efforts or activity planning.”

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Good to remove language usage booklet to free up more time to focus on other grammar components.

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Term 3 PC will start early in Week 2, so more time for Level trs to think about the lessons they want to focus on for the term.

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I like that EL reviewed the removal of learning sheets to suit the needs of students. The use of LLP funds to conduct phonics lessons during CLP is a good way to address learning needs.

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Re-engineer for Middle & Upper Primary:

It is good idea for the high-support learners to focus on self-checklist instead of peer feedback.

This allows them to look at areas that they can improve on.

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Good job in wanting to help LP pupils building their foundation in reading as it is the base first. For P6 remedial, it is very apt for teachers to teach their own pupils as they know their pupils best and teachers can practise the style (writing or speaking styles etc) that their teachers teach them during curriculum hours. It is good to tie in STELLAR content with pupils' practice of penmanship and grammar so that there is consistency and more opportunities for revision. Keep up the good work. For the e-portfolio, as it involves taking photos of hardcopies and the data ultimately comes from hardcopies (Worksheets etc), what is the distinction or the additional value in transferring the hardcopy products into e-portfolio?

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Do consider some data points the level can use in deciding the topics relevant for customisation for the level. Eg. YH data, SM Data, general observations, etc.

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I like the part where YHs are coming in to facilitate the FTGP lessons to strengthen and build pupils', teachers' rapport.

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I like the idea of YHs taking up some FTGP lessons and introducing yourselves to the students.

I think YHs taking up FTGP lessons could be a powerful method to show WAGOLLs of FTGP lessons and building rapport with pupils.

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There is room to put in more structures for EFS to make the classroom more inviting. We will arrange a conversation to have more clarity on the implementation of EFS 2026 with TL Guild & YH in T3.

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Re-engineer for FF Tools:

It is good that Math formative feedback is gathered through alternative platforms (not limited to powerpoint slides only) to suit our diverse-needs pupils.

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Penmenship

I like that the Stellar Penmanship is being introduced to lower primary pupils to teach the basics of writing instead of just learning the spelling words

Remedial for Upper Primary

If teachers were to take back their own pupils, would there still be a focused skill or component to be remediated across the level in order to measure the effectiveness of the remediation programme?

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It is a good move to re-engineer Weekly Dose to leverage EdTech thoughtfully to cater for the different learning needs of pupils, as well as to monitor pupils' learning progress.

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21CC HOTs more pervasive in the teaching of Math. Edtech tools were used to engage and assess pupils in their learning.

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Good that teachers suggest and desire to come up with different ideas of helping pupils to improve and practise their factual fluency etc. Good to customise and allow teachers to use SLS for pupils to practise and revise for themselves. More ownership is given to teachers and this will promote more self-reflection and different strategies that teachers can try out and share with one another in order to engage pupils better during TBLP. Will you consider having some lessons in Makerspace to use the resources to translate pupils' Maths learning into practical application so they can apply their Mathematical knowledge to real world example for example, using nets to form cubes, using materials to construct something and calculating the amount of materials to build something, so they learn how important calculation is etc?

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The committee head may want to look deeper into the responses to identify:

Any gaps between belief and behaviour (e.g. pupils who agree with the statements but show inconsistencies in conduct).

Next steps could include:

Sharing real-life examples of prefects modelling these behaviours well.

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I like the idea of transiting to digital platforms for weekly dose. Customised approach also caters to the different learning needs of the pupils.

I do agree that it is challenging to complete and go through the identified pages from the Homework Book (even for low-support classes). In subsequent Maths TBLPs, it will be good for level teachers to relook at the number of questions identified from Homework Book.

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Good to review the objective of using customised lab booklets to follow CPDD curriculum. It will also cut down the workload of teachers. Flexibility can be given to teachers whether the students should complete all.

Thank you for the feedback on Da Vinci Capstone presentation. Will review the processes for better implementation.

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Is there a way to customise the CPDD Activity Book? We have been customising the existing lab booklets. My concern is that the CPDD activity book may pitched for the masses and we may need to provide more scaffolding for our profile of pupils.

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-I support the idea of bringing back STELLAR Penmanship. Thank you. I would like to request that the sale of these booklets be made available to more pupils from the other levels (needs basis).

-Remediation sessions to be taken back by respective EL trs. How do we then track the effectiveness of these remediation lessons? Is it by overall EL scores?

-Based on the data on Oral Assessments for the various levels, it seems that a big number of pupils scored Band 3 and below. Hence, I fully support the department's decision to bring back the teaching of phonics in the Lower Primary levels.

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Good move to switch to the use of the Integrated Suite of Resources for Science lessons. This will help teachers to have the focus on their lessons and use the time and space to review the effectiveness of lessons and activities and adapting them to the pupils' needs concurrently. We believe this will benefit not only the teachers but the pupils as well.

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Consider engaging different tiers of students in the school, beyond prefects. Perhaps to tap on prefects' strengths to reach out to other tiers so that the opportunities for leadership is compounded for students.

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As part of student agency, we can consider getting our P6 Prefects to lead their respective classes on planning for ViA projects.

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Will be good to consider the use of discipline track sheet data (identify main focus) and weave it into MCA reward system.

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Upstream measure to reduce incidents of hurting others when faced with unpleasant situations is a good approach. EFS on emotional regulation might be a good skillset to inculcate into pupils. Looking forward to working with SM on this as SDT.

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Consider involvement of pupils in their sharing especially their little success in managing themselves and having better control over their behaviour.

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I think it is a good idea to use FTGP to address some of these behavioral issues during FTGP and LCC working with YHs on this.

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Good to address level issues and have lessons for pupils to learn and grow leveraging FTGP lessons. Let's discuss 😊

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The idea of spotlights on students 'caught doing good' is a good opportunity for role modeling. Can share with the pupils and even get them to share with us on their peers of students who can be highlighted.

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The absence without VR and late coming has greatly reduced in Term 2. Good effort!

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Science

We like that the department will adopt the CPDD's integrated suite of resources which will definitely align to the syllabus. Consideration should also be given if additional support and scaffold is necessary for high support learners as the CPDD's resources would cater for the masses.

We also like that there is a succession plan for the E2k teachers for sustainability of the programme.

ALP

We fully agree that the team bringing the pupils for the immersion trip will conduct the training and prepare the pupils for the presentation.

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Consider how to combine the ideas from the new home visit guideline to the monitoring of attendance and late coming by LCCs/FTs. FTs most likely monitoring their own class, while LCC more meaningfully monitor their respective levels. SM comm then look at whole school data.

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Science: It is good to follow CPDD curriculum. DI can be done within the class.

ALP: It is good to involve Green Warrior to monitor the cleanliness of their classrooms. Perhaps can reconsider the timing to display the smiley/sad face, instead of recess, is it better to be at the end of breaktime after they have their break in the classroom?

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Good to try out CPDD Activity books to see the relevancy in the learning resources provided and free up teachers' time in the planning of Science lessons and monitoring of pupils' learning. Maybe teachers can also plan lessons to engage pupils in Makerspace, allowing pupils to apply their Science knowledge in designing something or solving a problem/completing a task, enabling teachers to carry out PBL. Hopefully, the tasks can allow pupils to practise answering some questions in relation to real-world context and remembering their knowledge.

Good to partner an experienced E2K Science teacher with an inexperienced teacher, to equip and ensure sustainability while developing more teachers professionally.

Can posters or Green Warriors serve as reminders or can we still cut down video screening time by not screening the entire recess but just taking a few minutes to air instructional reminders?

Good to have shadow teachers that can watch and learn how things can be done so that there is succession of committee members.

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Science

Wise move to replace existing science lab booklets with the CPDD curated activity book. Good to try out and get feedback especially whether the activities are manageable by high support classes.

I like the plan for E2K science. It is good to get non-e2k trained teachers to partner with e2k trained teachers. It allows most science teachers to be aware how e2k science lessons are conducted. This will be useful in the long run.

ALP

Good idea to liaise with SWBC to get our teachers involved in the blooming gardens. It is a good approach for teachers to learn about our school's initiative. Good to try out and get feedback from teachers to see if this is sustainable.

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I am not sure if there are non-MT banded groups available for attendance-taking. For eg. P5AB science banded groups and P5AB fdn.

I think it is a good idea to have more meaningful late-coming detention (the one at blooming garden). However, just to balance that it is still a consequence that has to contribute to a change in the behaviour of pupil (in terms of messaging to child, etc.)

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When collating offences data, number of pupils is also an important data that need to be considered. The number of offences may be large but they may only involve a small number of pupils. The number of pupils involved will determine whether we should adopt a mass approach or customised approach.

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I like how the whole department has come out with various strategies by reducing and replacing existing ones to cater to the needs to the pupils.

It is also important to ensure that the new initiatives will be monitored and there are improvements to the results of the pupils.

There is thorough analysis of the results of the pupils with informed decisions being made.

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I agree with the feedback from PiA. Some programmes/ activities may not require that many PiAs, based on observations. Good to review with programme owners.

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Good that you are initiating a targeted approach to support pupils with ability to produce more quality results and looking into equipping pupils with lower ability with more skills that can help them learn better. It is good to encourage pupils to practise speaking more MT, by removing the pressure to be perfect but just increasing the usage of the language. As you have Storytelling competitions and singing competitions etc, for pupils to practise the language, you can consider featuring the winners to present their winning performance in front of the school (as ACES of WV) to build confidence and inspire other pupils, give pupils something to work towards and pupils who are winners can also try teaching other pupils maybe how to sing their winning song or retell their winning story. Good way of using Edtech to engage pupils and promote the practice of using the language.

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It is a good move to shift Weekly Dose to online platform whereby auto marking could be done. There is also opportunity for the weekly dose to be differentiated in terms of readiness. (Open-ended vs MCQ)

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I like the idea of leveraging Edtech tools to entice pupils to use MTL during speaking lessons. EL department will be more than happy to learn from all of you so that we can adapt and modify to suit our speaking lessons :)

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WV PiA has been wonderful in supporting pupils' school experiences. Consider creating more opportunities for staff to extend our appreciation to PiA for the support they have been giving.

E.g. Working with SWBC on how we can have greater appreciation and well-being support for PiA too? Just a suggestion.

For Alumni programme, is WV able to provide any recognition for these pupils who are willing to return back to serve. It might help to build their ViA portfolio or other portfolio. Win-win for both parties.

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We like that EdTech has been widely used. The idea of using Tik-Tok to encourage pupils to speak the MTL is interesting and engaging. Do share with the teachers on how to curate the lessons.

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A good move to remove the number of learning sheets so that teachers can have more curriculum time to develop skills such as reading in pupils.

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It is encouraging to see PiA making efforts to determine what and how they can contribute and verbalise what they want to see happening.

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I think it's a great idea for YHs to take on level engagements leveraging FTGP periods. Referencing SM data, there areas which can be more effectively addressed by specific levels and LCCs have expressed interest to engage their respective levels. Let's explore possibility of us working together in this aspect.

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Good idea to involve PIA to share on ECG based on their vocation for our pupils to explore careers that are of their interest (Eg. IT related industry)

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Could alumni be brought on for other programmes other than just ECG? Like, sharing their experience as a student in WV and how it has helped them at work/life currently, conducting programmes based on their speciality, etc.?

Could opportunities for alumni be opened up to various other dept and comm?

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We like the fact that ICT Committee takes into consideration the needs of the staff in ensuring that everyone is updated with the constant change in ICT tools. This allows teachers to experiment with the new tools for their lessons and ensure that the tools are suitable for pupils to use to aid in their learning.

We also like that the ICT Committee is always looking for ways to make things easier for the teachers, not only in using the loaned equipment but in ensuring the wireless projection and connectivity in class is good.

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I like that the department is catering their teaching strategies to cater to the pupils' learning needs. It is impressive that MT department has always been infusing Edtech tools to motivate and engage pupils in their learning.

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The staff professional development courses offered were both engaging and relevant. The use of concurrent sessions provided teachers with meaningful choices while also maximizing time efficiency.

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There is enhanced Re-engineering in the management system of booking venue and equipment in RBS. With booking of equipment in RBS, the guidelines on the booking should remain consistent as per usual practice.

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Thank you for improving accessibility of the ICT devices and taking feedback from the teachers with regards to the mode of sharing for ICT training. For the latter, I suggest that training to be continue to be hands-on and not to ambitious to share too many SL and T skills in one PD session

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Very good job done in equipping staff and expanding staff competencies. Although concurrent sessions are good, there may be staff who want to attend a few sessions. Perhaps we can consider recording the sessions and making the video recordings available to everyone, so teachers can view video recordings of sessions they are unable to attend, and teachers who want to learn more can develop themselves professionally OTOT.

Useful suggestion of using RBS for teachers to book equipment to ensure there are no clashes in the usage of ipads, laptops etc. and teachers are aware, so that they are not informed last minute that the resources are unavailable. Need to orientate teachers and convey expectations on the usage of carts and arrangement of ipads etc though, like teachers should know how to place ipads in order according to their number or assigning and systematically monitoring pupils' usage of the ipads and helping pupils to use the same ipads so that they can continue their work for weeks (depending on lesson activity), noting pupils and their ipad usage so that they can track if anything goes wrong with the ipads etc.

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I like the idea of open classroom cum lesson walkthrough approach. Takes some load from teachers and the purpose/intent for both is also achieved.

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Burnout due to over PD can happen if school is too aggressive in PD. So I concur on balancing between PD and well-being. Appreciate SSD having this as a consideration.

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I like the idea of open classroom combined with lesson walkthrough for teachers who can do WAGOLL. I will just raise a consideration as to timeline. From what I understand, walkthroughs will usually take place in sem 1 but OC usually takes place from end of sem 1. Not sure how this can be bridged.

Could we get staff to contribute photos for the wall?

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Open Classroom for peer obsvn: among the 30% who feel neutral or uncomfortable, are there patterns by department, years of experience, or past observation experiences?

What kinds of support (e.g. co-planning, peer feedback tools) would help teachers feel safer and more prepared to open their classrooms?

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It is great that SSD kept in mind how important it is to balance staff well-being with development. To be at the just-right zone.

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It is a good sign that the food provided is taken by teachers within short period of time. It means the staff like the food and beverages. Good job!

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I like that the dept is reviewing its programme to suit pupils’ interests and learning needs which can blend aesthetic appeal with 21 Century Competencies

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The existing use of data and video analysis to track student progress by the PE department is commendable. This builds on the foundation to create a more impactful, student-centered approach.