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- Using current up to date situations to highlight pertaining points and intent  i.e. importance of cyberwellness in application to real - life situation
- Hope students can internalise and practise the right cyberwellness measures
- Role play (example students being bullied) so students can internalise the values. get students to go online to experience how cyberbullying is like.
- School has been placing huge emphasis on caring hearts as part of the motto through various VIA programmes like CNY donation, Food from the Heart, Sharity Elephant
- More VIA activities to internalise values (eg delivering the food to the beneficiaries).
- More targeted to VIA activities and draw linkages and linkage to explicit teaching of values. need to be more deliberate in making connections for the students.
- IP subjects to play a more prominent role in reinforcing the values (for example unit of generosity to link back to the charity drive)

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Group 11 Disable and not enable the students to do wrong things. 

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Group 11 Disable and not enable the students to do wrong things. 

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Physical Post Card

·        Teacher can share their care and concern for their students

·        Students will feel loved when they received the card

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Group 11 Build trust and rapport with the students

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Group 11 Build trust and rapport with the students

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Group 11 Empower the students to support one another

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Group 11 Empower the students to support one another

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Focus on the values part. To be included in our CCA plan.

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Children feedback for teachers

·        Provide students a platform to voice out their opinions about their teachers

·        Teacher can keep an open mind to the feedback

Online Platform (Eg. Virtual Google Classroom)

·        Allow students to share more their own thoughts or virtual letter where teachers can provide feedback and responses.

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Group 9: Students must understand why the undesirable behavior is not acceptable 

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Group 9: Students must understand why the undesirable behavior is not acceptable 

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Group 9: During FTGP, setting aside time to connect with the students individually 

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Group 9: During FTGP, setting aside time to connect with the students individually 

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- CCE (FTGP) and VIA learning outcomes can be aligned through common themes
- Match our current programmes such as PAL with the CCE learning outcomes

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Group 9: To be aware of other people’s feelings 

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Group 9: To be aware of other people’s feelings 

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NE Events:
We need to work with other Dept to integrate the lessons so that it will consist of more subject matter like Science, Music or Art.

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Group 9: More opportunities for Peer support leaders to lead class activities (words of affirmation for each other) 

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Group 9: More opportunities for Peer support leaders to lead class activities (words of affirmation for each other) 

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Room 8 - Teachable moments eg friendship issues...authentic situation to use.

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Room 8 - Teachable moments eg friendship issues...authentic situation to use.

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Student's voice: A platform for student to put in their suggestions on how to improve the school environment. Suggestions can be handled by the prefects.

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Class Letterbox/Journal Writing:

·        Each student can drop some notes of encouragement or well wishes for each other.

·        Teacher must take time to read and reply the letter/note so show students that we care.

·        Teacher should also allow students to ask them questions and make them feel safe.

·        Teacher should not judge their language but rather on enabling a safe environment.

Anonymous Parking Lot

·        Allow students to ask question without being judge.

·        Students will feel safe to share

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Integrate it into specific lesson to use. As teachers, we should make the lessons coherent. Easy to use during language lessons.

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Integrate it into specific lesson to use. As teachers, we should make the lessons coherent. Easy to use during language lessons.

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Group 3: Can lessons be more interactive between students, rather than more discussions. Cater for more "kinetic" learners rather than audio, visual learners.

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Group 3: Can lessons be more interactive between students, rather than more discussions. Cater for more "kinetic" learners rather than audio, visual learners.

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How can we predict or foresee the needs of the students so that we can plan to cater to students centricity? Do we come up with a survey?

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- Intentionally source for articles to weave into our lessons. Have a collection of articles for easier use.
- Explicit teaching of the values and not accidental.
- Intentionally highlight good behaviours and actions 'caught'. Highlight to all students the reasons for choosing certain ones for Class Superstars.

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Class leadership appointment : rotation of roles. Every student a leader.

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Reinforce the common messages across various CCE lessons, i.e. FTGP, CCE (MTL), PAL

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Mini Use your hands campaign. Like cleaning up the classroom and class roster.
To honour students' voice to give them a choice of the duties.

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Group 9: Acknowledge their emotions in consistent manner

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Group 9: Acknowledge their emotions in consistent manner

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Group 9: Address any disruptions individually, directly and immediately

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Group 9: Address any disruptions individually, directly and immediately

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VIA: Adopt a compound in school. Like the corridor. Students' voices to be honoured for them to choose the area to care for. "We care"

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Pupils to come up with their own learning outcomes.

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Pupils to come up with their own learning outcomes.

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Room 8 - If children identify the needs, they will decide how to approach the problems and come up with the solution. To partner with an agency and come up with an authentic experience and this will help to come up with a solution. eg partnering with a community centre where the pupils come up a prototype and allow the public to view their projects.

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Room 8 - If children identify the needs, they will decide how to approach the problems and come up with the solution. To partner with an agency and come up with an authentic experience and this will help to come up with a solution. eg partnering with a community centre where the pupils come up a prototype and allow the public to view their projects.

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Plan all events to have interdisciplinary content.

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Group 11 Collaborative efforts between different stakeholders

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Group 11 Collaborative efforts between different stakeholders

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Customise the enactment of PAL lessons to suit individual classes

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For PAL lessons:
- Observe how students interact with one another during PAL lessons and not focus so much on completing the worksheets given.
- Outcomes to focus on students' achievements in terms of skills and values  and not the products.

For FTGP:
- Focus on lessons and not the product.
- Get students to be more involved in more VIA programmes such as learning journeys, and visiting homes.

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- cannot be taught in silo, or purely as a subject
- integration into whole school curriculum (e.g. sexuality education)

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Use students' perception survey to find out what the students like to learn for their CCE lessons

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Group 3: To get students to talk more about their feelings then empathy and impt values will "turn up"

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Group 3: To get students to talk more about their feelings then empathy and impt values will "turn up"

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Group 3: Teach Less Learn More - student learn independently, student take the lead and their own directions. Self-directed learners, teachers as facilitators.

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Group 3: Teach Less Learn More - student learn independently, student take the lead and their own directions. Self-directed learners, teachers as facilitators.

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- Making it engaging for the students (videos, infographics, etc)
- Visible thinking routines
- Collaborative learning
- Authentic learning experience

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Group 11 Structured check-in/checkout for students 

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Group 11 Structured check-in/checkout for students 

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Room 8 - VIA- Student initiated. Combine Design Thinking, get the pupils based on their understanding to initiate the project. Have a sense of ownership...seek the solution.

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Room 8 - VIA- Student initiated. Combine Design Thinking, get the pupils based on their understanding to initiate the project. Have a sense of ownership...seek the solution.

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- Articulating learning outcomes clearly
- Rephrasing LOs to suit student's ability level (language)
- Consistent expression of LOs across level

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Group 3: Making CCE more interesting...where is our Learning Journeys? Please bring them back. (all social values like waiting to go up the bus etc will be evident)

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Group 3: Making CCE more interesting...where is our Learning Journeys? Please bring them back. (all social values like waiting to go up the bus etc will be evident)