# data[].attributes.headline
What data strikes you? What did you observe? What are three key areas for improvements? Why? What might be the root of the issue?

# data[].attributes.subject
What data strikes you? What did you observe? What are three key areas for improvements? Why? What might be the root of the issue?

# data[].attributes.headline
What data strikes you? What did you observe? What are three key areas for improvements? Why? What might be the root of the issue?

# data[].attributes.subject
What data strikes you? What did you observe? What are three key areas for improvements? Why? What might be the root of the issue?

# data[].attributes.headline
What data strikes you? What did you observe? What are three key areas for improvements? Why? What might be the root of the issue?

# data[].attributes.subject
What data strikes you? What did you observe? What are three key areas for improvements? Why? What might be the root of the issue?

# data[].attributes.headline
What data strikes you? What did you observe? What are three key areas for improvements? Why? What might be the root of the issue?

# data[].attributes.subject
What data strikes you? What did you observe? What are three key areas for improvements? Why? What might be the root of the issue?

# data[].attributes.body
- Fostering Teacher-Student relationship  = without a good TSR, it will affect other areas i.e. their motivation level, engagement for learning

# data[].attributes.body
A. Our Key Strengths
- Teachers - competent - “every Teacher is a good teacher” (Character Coach)

B. Areas of Improvements
- need to build teacher capacity in TSR (context: FSBB)
- communications can be clearer to Teachers (both are main FTs, no co-FTs)
- need to set aside protected time for FT Interaction (Home Period - solely for FT Time)

# data[].attributes.body
Most of the domains we are meeting or above the cohort standard, data consistent

Developing student holistically and fostering TSR (Meeting cohort standard) - Healthy indication

Students didn’t have a good June Holiday break

About 47% don’t have after-school tuition (maybe because of Covid, our teachers did a marvelous job)

# data[].attributes.body
What did you observe?

75% stressed but can cope for academic results - Healthy indication

Indicating they can manage both school and school work

# data[].attributes.headline
What are three key areas for improvements? Why? 

# data[].attributes.subject
What are three key areas for improvements? Why? 

# data[].attributes.body
The students’ abilities are different for the cohort, some of them might want to spend more time on homework (33% more than 18 hours of homework per weekly)

Time management: Perhaps a need to do a screen time management check of the quality time spent on their PLD and mobile device.

# data[].attributes.body
Student’s self and time management

Personal commitment - Tuition, enrichment classes

Self and Parents’ expectations

# data[].attributes.body
(a) sense of belonging to school is higher than relationship with family
(b) bullying
(c) screen time
(d) expectations of self and their future
(e) healthy eating
(f) sleep hours

# data[].attributes.body
(a) Sense of belonging to school is higher than family. Probably normal as teenagers tend to spend longer hours in school.
(b) With the PLD, may have lead to (cyber)bullying, inclusion and screen time.
(c) Expectations of self (but also want to spend a lot of hours on screen time) but cannot tell where is their stress coming from. Students are worried about the future.
(d) Sleep hours – more than half sleep less than 7 hours daily. Data may improve with late days and blended learning days. Do the students use the late day effectively (eg. sleep later?)

# data[].attributes.headline
What are three key areas for improvements?

# data[].attributes.subject
What are three key areas for improvements?

# data[].attributes.body
(a) screen time + sleep time + HW

(b) screen time + bullying

# data[].attributes.body
screen time + sleep time + HW

·  Excessive use of devices. Students do not know how to draw the line.

·  Lack of self-management.

·  Parents have limited control. Students always use homework as the reason for using of device.

·  School can advice on the suggested duration on the use of device.

·  Parents may not even address the issue if they are aware of students’ inappropriate use of device

# data[].attributes.body
screen time + bullying

·   Device and lack of pre-emptive measures.

·   Lack of social etiquette when using devices

·   Keyboard warriors (students think that they don’t have to responsible of what they say)

# data[].attributes.body
1.       HW

31 % said not enough time to complete HW
33% spend more than 18 hours on HW

What might be the root of the issue?

Processes – There is no robust HW monitoring system. Banded classes so the HW cannot be written on the whiteboard.

Suggestions -

Reminders about HW policy should be communicated semesterly.

Systematic monitoring for HW to be in place.

# data[].attributes.body
2. 22% stressed and cannot cope with schoolwork and activities.

Why? Such students have high self-expectations. 14% face high expectations from others. 18% are worried about the future)

What might be the root of the issue?

Although there are no MYE, 92% students are stressed about the academic results (75% can cope, we are worried about the 17% who said they cannot cope).

Processes – CCD programmes to teach students stress management, time management, self-management.

Suggestion

Evaluate the effectiveness of these CCD programmes/ orientation programmes.

# data[].attributes.body
3.       TSR

80% think that their teachers make the effort to foster quality TSR.

Why? Looking at the relationship with teacher data, 29% (~56 students/ one-fifth of the cohort) don’t have good relationship with teachers.

What might be the root of the issue?

Some teachers have high expectations of the students. Some students misunderstand teachers’ care as a stress factor. (e.g. chasing HW)