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Group Colouring (in pairs or groups of three students)

(1) Print black-and-white outlines of key landmarks (e.g., Changi Airport, our national flower, Merlion, our national flag and Garden by the Bay).

(2) Students use coloured pencils or crayons to colour their given A4/A3 sheets. (This activity encourages creativity, conversation and collaboration.)

(3) At the end of the activity, the students display their work as group projects. Each pair/group will briefly talk about the landmark. (Display students' work to celebrate diversity and group effort.)

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1)Provide deck of cards that pupils can choose from. On the cards, there are questions like "Tell me about your favourite time spent with your family" and many other topics. With these questions on the card, teachers are able to know their student better too.

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ND FTGP

Print out pictures of common spaces in Singapore and have the students go to corners and explain why they like to go those spaces. It is a small tweak to the lesson but it creates a big impact on the students experiencing the lesson. :)

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National symbols.

Split the children into groups and ask children to share about one national symbol per group instead teacher sharing.

If able to borrow iPads, can get them to do 10 mins research in their group on certain key points to share with the class.

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3 words

Each person gets 3 words to summarise and reflect on what they learnt about the anthem, pledge, ndp song etc

Students will be randomly selected to share their 3 words and explain why

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5RS+ 5EN share how you intend to carry out upcoming FTGP lessons to ensure meaningful socio-emotional learning for your students.e.g. trigger activity, facilitation strategies you will use, questions you will ask, etc

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5RS+ 5EN share how you intend to carry out upcoming FTGP lessons to ensure meaningful socio-emotional learning for your students.e.g. trigger activity, facilitation strategies you will use, questions you will ask, etc

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1. Trigger Activity (Warm-Up)

Champion Role: Start by sharing a personal story about a favorite place in Singapore and why it’s meaningful to them.

Student Prompt: Ask, “Who else has a special place in Singapore they’d like to share?”

Strategy: Use quick ‘Think-Pair-Share’ rounds where students discuss their places in pairs before sharing with the class.

2. Story Connection (Past - Present - Future)

Champion Role: Introduce the idea of how Singapore has transformed over the years.

Facilitation Question: “What do you think the pioneer generation worked hard for? How do you enjoy these efforts today?”

Activity: Have students write one thing they enjoy about Singapore on sticky notes and place them on a board labeled Past (pioneers’ work) and Present (current benefits).

3. Group Activity: Hopes for Singapore (Poster Petals)

Champion Role: Demonstrate how to fill in a petal with a hope/dream for Singapore.

Instructions:

1. Pass the poster around the group.

2. Each member writes one hope or dream on a petal.

3. Champions can guide by asking:

“What would you like to see in Singapore’s future?”

“What role can you play to make this happen?”

4. National Day Theme Song & Reflection

Champion Role: Lead the singing of the National Day song “Here We Are” (maybe play the music video).

Discussion Question: “How does this song make you feel about Singapore?”

SEL Focus: Link feelings from the song to pride, unity, and gratitude.

5. Sharing & Class Reflection

Champion Role: Invite each group to share one hope for Singapore.

Discussion Question: “Which hope inspires you the most and why?”

Closure: Summarise how everyone’s small actions can shape Singapore’s future.

6. Tips for Champions

Use praise and encouragement: “That’s a wonderful idea! Who can build on that?”

Keep time checks for each activity (e.g., 3 minutes for Think-Pair-Share).

Encourage all voices: Invite quieter students to share in pairs or through writing.

Connect emotions: Ask, “How does thinking about our future Singapore make you feel?”

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Inside - Outside circle to discuss the different questions asked (to facilitate active listening and speaking)

3 words - Choose one to three words to describe their thoughts about their learning after the lesson, write them down in the journal.

For reflection part, we can apply the Traffic Light facilitation strategy to represent how they feel at the moment of their own self-control, how they can apply self-control in a practical way.

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TLG (Annex E) Facilitation Strategies for CCE (Primary)

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1-to-1 conversations are usually conducted during pre- and post-assembly timeslots (e.g., silent reading). We also tap on recess time to speak with the students.

We also make it very open for our students to approach and speak with us if they have anything to share.

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Mrs Yau and myself both conduct 1 to 1 conversion with the pupils. We do it on a need based approach to select pupils for conversation. E.g pupils showing certain emotion change, after an event, new to the school, quiet with little to no friends, family issues etc.

We use preassembly time, recess even after school time to converse with the pupils.

We keep each other updated with whom we have spoken with and what we have found out from them.

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✅Use flexible time slots — Arrange chats during recess, free periods, or after lessons.
✅ Share the load — Split students among different teachers or mentors to manage time better.
✅ Leverage small-group activities — While others work in groups, pull one student aside for a quick check-in.
✅ Use transition moments — Talk briefly when students are arriving, packing up, or moving between activities.
✅ Schedule short appointments — Plan mini-conversations across the week so it is spread out.
✅ Walk-and-talk — Have casual conversations when walking with students to another location (e.g., assembly, CCA).

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We can pose some questions during our 1-to-1 conferencing.

Example 1:

What do you do after school?

Anticipated responses:

*I go to Nascan.

*I go tuition.

*I play games.

Example 2:

Who do you usually ask for help?

*My grandmother

*Sister/ Aunty (helper)

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Other suggestions

1) To speak to the students who frequently come after 7.25 am during their recesses if FTs are free

2) Check in with students as and when time permits

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CSI facilitation strategy in 1-1 conversation: Clarify

Help the student understand the situation or issue clearly.

Focus on the facts and behaviour, not on blaming.

Encourage the student to reflect and express their perspective.

Sensitise

Guide the student to consider the feelings of others involved.

Highlight the impact of the behaviour on people and the environment.

Build empathy and moral awareness through questioning and discussion.

Influence

Encourage the student to take ownership and make positive choices.

Reinforce values and positive identity (e.g., being respectful, responsible).

Support the student in setting future goals and following through.

We hope this approach supports students’ social-emotional learning, moral reasoning, and character development in a personalised and supportive way.

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Having a more structured approach to ensuring all students have at least one conversation throughout the year. Perhaps having 3-4 per FTGP session.

Conversing with light hearted topics and a greater emphasis on allowing them to express their emotions and feelings in order to identify areas of need and concern.

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divide and conquer amongst the 2 FTs for 1 to 1 conversations, like after the termly check-in.

use the chit chat cards to facilitate regular conversations and allow pupils to choose the category they want to talk about.

set aside protected time after post flag raising to do this more regularly every week.

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We've tried the cards. Unfortunately, thee cards aren't as helpful in eliciting responses as students tend to only give 1-word answers. At heart, what is more important is a heart-to-heart conversation with the students so that they know we care. Perhaps having a cozy corner at the back of the classroom for conversations will be helpful too.

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Use the chit chat cards during pre-assembly time or free time for pupils to choose what they want to discuss in a informal way.

Create a more relax and comfortable atmosphere for 1 to 1 discussion.

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Start off the conversation with a general observation of student / class.

Use the chit-chat cards to generate a proper structure to the 1-to-1 conversation.

Can do it either during FTGP or any pockets of time (before flag-raising, post-assembly, recess, after school)

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So far conducting ad-hoc 1-1 convos with students during post-assembly periods

Plans

May want to explore using silent reading periods (for those students who regularly come early)

Prioritise those flagged out from Check in Survey/Connectogram (triangulate with all about me / letter to FT info)

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1. Conversation can be conducted in other venues and times such as at the hall ( pupils who are early) and during recess.

2. During FTGP sessions, teacher may takes turn to speak to selected pupils who need more attention or have urgent needs. If necessary, conversation can be carried out after school.

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Silent Reading Time

Google Doc (shared btw co-form) to track conversations before updating in inter-transition doc

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1) Have a plan to have 1 to 1 conversation with students who require more support.

2) Make use of chit chat cards to kickstart the conversation.

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Ideas:

We have been identifying students based on check-in survey and connectogram and issues happening in class.

So far we have the arrangement of FT teaching Fdn subjects meet up with students taking Fdb subjects.

So far we have met about half of the students in class, via silent reading period and post-assembly slots

Plans:

Continue to make prior arrangements with each other so that different fts will get to meet different students.

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How

During FTGP lessons

Recess

Along the corridor

Upcoming plans

Use the chit-chat cards

Another ‘letter to FT’ in Sem 2

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-1 to 1 during recess, preassembly, post assembly.

-pull out of either 1 or a small group of children to speak with

-used the talk cards previously and they enjoyed it while they were in p1, 2.

-but can be more intentional with who we meet so we dont miss out on any students

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Leverage on their strength. Start the conversation on something that they have done well, e.g. participation in NSG. In that way, the conversation seems more natural & less intimidating. From there, we probe more their family or their friendship.

Tables and chairs at the back of the classroom. While one teacher is at the front, the other is at the back of the class to converse with the pupils.

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1) Making use of the chit chat cards as possible points of conversation starters

2) Factual sharing of teacher's observations and getting students to think about possible reasons and consequences

3) Asking questions that are also light hearted

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Doing it regularly as a routine during FTGP. Have a class file so that we keep track of the chitchat systematically and don’t miss out any child.

Share workload between FTs ensure that a child is talked to at least 1 semester

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2EN one to one conversations with students (ideas)

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2EN one to one conversations with students (ideas)

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One person to conduct FTGP while two people conduct the 1-1 conversations, using the cards.

Update the educational support inter-transition document after speaking to each kid.

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Silent reading time

During FTGP lessons, one teacher can conduct while the other pulls students out one by one

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Thinking of using classroom discussion and trigger activity for some of the FTGP lessons.

Challenges faced when time isn’t enough - will try to use time before / after flag raising, when they have completed their work

For 1 to 1 conversations, we could have questions like :

Who do you sit with during recess?

Who do you ask for help at home?

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Could conduct 1 on 1 during recess time/morning silent readings.

Conversation topics could be in regards to after school care, their circle of friends or the things they enjoy in school.

Conversation questions could include but are not limited to:

1) “Who could you go to seek assistance in homework/studies”

2) “How do you spend your time during the weekends/school holidays”

3) “Who do you spend the most time with after school”

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Will tend to focus on students that are quieter and less participative in class. Will study the inter-transitional documents and connectogram before prioritising which student to speak to first.

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Start from the first and the last so as not to miss anyone

Start with a topic that is safe and relatable and light-hearted, e.g, what do you do with your family during the weekend

For students who need more attention, can have more than 1 session, to find out more, or during recess etc.

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Speak to at least 3 to 4 pupils per week (Tues, Thu and Fri)

Make use of the Chit Chat card to start the conversation going.

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In each post, share how you intend to carry out upcoming FTGP lessons to ensure meaningful socio-emotional learning for your students. e.g. trigger activity, facilitation strategies you will use, questions you will ask, etc. 

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In each post, share how you intend to carry out upcoming FTGP lessons to ensure meaningful socio-emotional learning for your students. e.g. trigger activity, facilitation strategies you will use, questions you will ask, etc. 

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Please label your post with your class! :)

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Lesson: Boss of my actions.

Using think pair share for sharing of experience and role play out the situation in groups. After that teacher can use CSI to allow students to empathise with others.

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Facilitation strategy: class discussion

Having a class discussion about money can be interesting because different students (who have different family backgrounds) would likely prioritise different things in terms of spending money. For example, some might enjoy spending on food while others might choose to save their money. Hearing different perspectives can be interesting and enriching.

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Add more examples of impulsive/non impulsive behaviours to facilitate discussions amongst students/ classroom discussion.

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Groups will be shown the 2 min video for context - T/F&A. They will then be given the situation to start off the discussion- and are to write down their thoughts, feelings and actions on a mini whiteboard.

Expert groups strategy: Two groups will then be tasked to focus only on thoughts, another two for feelings and the last two for actions.

We do expect some overlaps with their answers and Ts will help to streamline their responses in order to coincide with the lesson LOs. E.g. distinguish between helpful/ negative thoughts, comfortable/ uncomfortable feelings.

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Facilitation strategy: 3 corners (similar to 4 corners)

Students to stand according to their responses (Agree, Disagree, Not sure) and discuss within their groups.

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We thought to select students beforehand to prep and role-play the 2 scenarios in these slides.

For discussion, students will use thumb-o-meter (as recommended in the lesson plan) to choose the upstanding actions that they can take.

We can also get the actors to be in the hot seat to describe their feelings.

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For Slide 8-11,

For the statement on whether Emily should exit the conversation, the LINE CONTINUUM facilitation strategy can be used to allow students to express their decision and rationale behind it.

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Lesson: Whom Can I Trust Online?

Faciliation Strategy: Modified "Four Corners" - Agree, Netural, Disagree

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Include a video segment of the dos and don't online

Tap into their prior knowledge

Use 4 corners (SA, A, D, SD) for this question

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Trigger Activity - 4 Corners using Slide 2 (However, we will only be focussing on scenarios 1&2 as the students are familiar with them.

We will be focussing more on Slides 12 onwards as the class already has good peer support and we would like to leverage on that to focus about being upstanders.

We will also be using think-pair-share as an activity for slide 15.

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Teacher can employ the 4 corners strategy to get the students to make their stand.

Role Playing of the scenario (Freeze Frame)

Teacher will then ask questions and use the CSI framework to elicit responses and activate their thinking.

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To make the most of the short time for FTGP lessons, we’ll focus straight on the learning goals. If possible, we’ll get the CCE Champion to help lead or support the session. The students are usually quite responsive and support each other well. If there’s enough time, we’ll include the line scale activity—but since the kids are still young, teachers will help keep an eye on their movement.

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Trigger

Use the PPT provided. Get students to think about the time they were doing the high elements during P5 camp. Get them to write down their responses on mini whiteboard and share with their shoulder partner (Think-Pair-Share)

Facilitation Strategy

Think-Pair-Share: Students to list down their sources of help in school and at home and share with shoulder partner.

FTs can make use of helping hands template to get students to list down their sources of help - in school and at home.

FTs share on the CHEER model to guide students on how to seek help and provide help to their peers in school. Put up a copy of the CHEER model in class as a visual.