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Complete the following OPAL MLUs before individual  reflection

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Complete the following OPAL MLUs before individual  reflection

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- Consideration of age-appropriateness of the experiences and using a spiral approach to ensure continuity of these experiences as the students progress from P1 to P6.

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3. Currently, many initiatives are planned by individual departments and there is a need for greater alignment for better coherence across the different curriculum so that our resources can be shared and optimized.

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Natalie has teachers and friends who noticed that she was not her usual self and she was also open to sharing her feelings. The FTGP lesson and activity also helped her to manage her emotions by encouraging her to have a positive mindset. with positive TSR and SSR, she was able to manage her situation and emotions.

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Continue to build in 1-1 interaction opportunities for conversations between students and teachers and build a positive TSR. Sharing with teachers on the importance of caring school tone and inclusive culture so that there is coherence and consistency as a whole school.

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Teachers are taking more proactive steps to support students learning and to motivate them to learn. They are also conducting 1-to-1 during FTGP periods to find out more about the students and making use of the data collected in the Getting to know you forms. Students are also looking forward to the chance to speak to their teachers instead of worrying why the teachers are talking to them individually.

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For those who require more facilitation skills, I would encourage them to go OPAL for microlearning modules that are available for sign up for teachers led workshop. For those who are experienced, I would also encourage them to do sharing during PLM some good practices.

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I feel that Peer Influencing can be a domain to strengthen so that students can learn to resist negative peer influence and strengthen resilience.

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Complete the following OPAL MLUs before individual  reflection

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Complete the following OPAL MLUs before individual  reflection

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Go through the resources before individual reflection

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Go through the resources before individual reflection

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There is definitely a connection in the CCE learning outcomes and the developmental milestones. Eg. Caring and enabling school environment should bring about students who are resilient n are emotionally stable.

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My takeaway is "Communication/Collaboration". There is a need for integration and alignment between teachers, stakeholders and partners in order to successfully and effectively deliver CCE 2021 learning outcomes.

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Outcomes are aligned to pupils total learning. .

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Different departments are planning different activities, maybe it will be better if the activities could be linked. Learning could be enhance when the activities are carried at different timing/lessons.

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The developmental milestones and corresponding learning outcomes need to be mapped to existing cce programmes for us to audit the programmes in totality for greater coherence.

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3. Teachers need to actively understand and support the objectives of our school-based programmes and initiatives so that we can address the learning needs (CCE) of our students promptly, suitably and effectively.

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Will need all department to work together to make it happens.

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With the multitude of Key Student Experiences in our school, there is a need to reduce duplicity, and instead integrate / adopt a multi-pronged approach when designing the expeiences, such that the learning outcomes in all areas are fulfilled.

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I would describe Natalie's school experience as a supportive and uplifting one. I think peer support, the sharing culture, understanding staff members and the caring environment work hard in hand to help Natalie know how to better deal with her emotions and how to express them.

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I think all stakeholders and staff members (including non-teaching staff e.g. canteen vendors) have to come together to speak the same "language" in terms of how we are going to create a caring and enabling school environment.

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I respect that the teachers allow and respect input from the students. I think in this day and time, students want to be heard and by doing so, we allow them to feel confident about their voices.

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Currently, we have training on Peer supporters for Class chairperson and Vice chairperson. We can extend the training on peer supporters programme for all student leaders.

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Carmen -We have many 'good' programmes in our school. We need to look at the list of programmes each dept has to offer and see how we can select the 'better' programmes or do 1 programme but ensure that a few objectives are met. There needs to be better coherence among the various departments.

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Carmen -We have many 'good' programmes in our school. We need to look at the list of programmes each dept has to offer and see how we can select the 'better' programmes or do 1 programme but ensure that a few objectives are met. There needs to be better coherence among the various departments.

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Provide a more structured approach to the 1-to-1 conversations. Not sure if we write in to this organisation that has introduced the 4S's interview. ( Sparks, Strengths, Struggles, Support) There are fixed questions to ask. I could write in to the organisation to ask if we can use their questions.

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Carmen ; We should adopt a more structured approach in the 1-to-1 conversations. We could try  the 4S's Interview ( Sparks, Strengths, Struggles, Support) There are specific questions to ask based on the 4 S's. I could write in to the organisation to ask them if we can use their questions. Otherwise, we can prepare our own set of questions for teachers to get to know their students.

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Carmen ; We should adopt a more structured approach in the 1-to-1 conversations. We could try  the 4S's Interview ( Sparks, Strengths, Struggles, Support) There are specific questions to ask based on the 4 S's. I could write in to the organisation to ask them if we can use their questions. Otherwise, we can prepare our own set of questions for teachers to get to know their students.

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Teachers can go for courses available in Opal. If not Teachers who had attended the courses can share with the fellow teachers in the department. As for new Teachers to the school, assign mentor or buddy to guide them along..

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FTGP 1-1 interaction is a good platform for the teachers to interact with the students. Students are comfortable to share with the Teachers about their emotions and will approach Teachers for help and advice when needed.

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Carmen : positive, encouraging, happy, caring, supportive.

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Carmen : positive, encouraging, happy, caring, supportive.

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Carmen :I enjoy a firm but friendly approach with my classes. It would be good for teachers to have the courage to ask students to write anonymously what they like about a teacher's teaching and what they don't. Some teachers, esp the older ones think they run a tight ship which is good but the students are like robots in the class and they find it difficult to accept that they should be more caring, nurturing and approachable.

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Carmen : I think our PSLs  should take on a more proactive approach. They should be empowered to share their views with the class to build Peer Influencing. E.g when they see negative comments online, they could share their views with the class on why this should not be done. ( as shown in one of the MLUs)

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Carmen : I think our PSLs  should take on a more proactive approach. They should be empowered to share their views with the class to build Peer Influencing. E.g when they see negative comments online, they could share their views with the class on why this should not be done. ( as shown in one of the MLUs)

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Carmen : We are not very intentional with our peer supporters. Perhaps they should be given a slot every term to share some observations of the class or via a powerpoint (on cyber-bullying, conflict resolution) or a video they have watched, or a news article/story they have read which would give their peers a message on how to be a better person/friend.

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Carmen : We are not very intentional with our peer supporters. Perhaps they should be given a slot every term to share some observations of the class or via a powerpoint (on cyber-bullying, conflict resolution) or a video they have watched, or a news article/story they have read which would give their peers a message on how to be a better person/friend.