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The school would like to clarify whether the supply of resources—such as the Challenge Charts and Starter Kits—is a one-time provision or an annual provision.

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For some indicators without Ideal/Guidelines as targets, are there national average which schools can measure against?

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1. How do you envision using the cohort-based aggregated health screening reports?

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1. Are the provided resources (Starter Kits, Teachers' Toolkits, Health Plan, Lifestyle Questionnaire) clear and useful?

2. How doable are the activities in the Teachers' toolkit for classroom implementation?

3. Which activities have you tried, and how were they received?

4. If activities haven't been implemented, what are the challenges?

5. Can your school share any pictures of the implemented GWSG activities/initiatives (if any)?

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1. Has the health plan been shared with parents? Through which channels?

2. What feedback have you received from parents?

3. Would it be possible to connect us with the Parent Support Groups?

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1. Are the students informed of the purpose of the GWSG initiative and their expected experience throughout the initiative?

2. Are there any stages of the student journey that are unclear or that you will need further support in?

3. How did students respond to the Water Challenge?

4. What were their reactions to the booklet and activities?

5. Were students enthusiastic about the challenges?

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Health plan - The instructions need to be customised to the various lower primary levels. In addition, there is no communication between the SHS and the school with regards to what transpired between the students and the staff nurses from SHS. The school merely received completed health booklets from the SHS and were told to follow up on the goals of the students.

Starter kits - The instructions for the various items (especially the kites) could be made more specific so that pupils will be able to understand clearly how to do the activity with their parents.

Teachers' toolkit - The information can be overwhelming for the form teachers as they are already bogged down with many other responsibilities. A preferred target group could be the PE teachers.

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The school took the initiative to convert the PDF data into Excel and then carefully transformed it into graphical formats. We established school standards based on this data and communicated them to the form teachers. Key areas of weakness were clearly highlighted to help form teachers identify and address these concerns effectively during level meetings.

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A letter was sent to all parents via the Parents Gateway on the Monday of the Health and Wellness Week (Term 2, Week 4) to inform them about the goals and key components of GROW Well SG, as well as details about the upcoming Health and Wellness Week activities.

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Yes, all pupils were briefed on the key initiatives of GROW Well SG by HOD PE during the school’s Motivational Monday session on Term, 2 Week 4. During this briefing, key intra-school initiatives—such as the recess booth activities and those led by PE teachers—were introduced to generate excitement and awareness. Following the school-wide briefing, PE teachers provided more detailed explanations to individual classes before the posters and challenge activities were officially launched.

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The Health Plan booklet proved to be somewhat complex and tedious for Primary 1 and 2 pupils to complete independently, though it was generally manageable for Primary 3 students.
As the booklet and the health challenge charts rely on self-reporting, the integrity of the declared completion is dependent on the honesty and responsibility of the pupils.

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1. Has the goals and key components of GWSG been clearly communicated to staff?

2. Do stakeholders understand their specific roles and responsibilities?

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The activities are generally manageable for implementation in the classroom environment. However, the information and instructions are overwhelming for form teachers to digest as they already have too much on their plate. The HPB needs to work with the MOE to purposefully carve out time during FTGP lessons (or integrate inside the curriculum) to execute this in the classroom context.

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The Water Challenge was found to be too easy for most students to complete. To increase its effectiveness and encourage sustained habits, it may be beneficial to extend the requirement to three to four days within a week instead of a single day.

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The students have attempted to self-monitor their lifestyle and exercise routines and food/drink choices using the health challenge charts.

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Lower primary pupils responded positively to the sticker activities, finding them engaging and motivating.
However, it remains challenging for PE teachers to independently track and verify the completion of these activities, as they largely rely on student honesty and self-reporting.

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Time constraints is a very real issue in implementing new initatives as there are many other school events in place before GROW WellSG initiative. A sustainable approach is the existing integration of the different new initiatives into the current PE, FTGP curriculum, CCE (MTL) and Cyberwellness curriculum.

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The goals and key components are communicated to all PE teachers during PE Teachers' Meeting and Key Personnel during the Student Development Meeting, as well as to the School Management Committee Meeting. Relevant aspects, such as student health status, are shared with form teachers during level meetings by the HOD PE or Year Heads. Additionally, a summary of the cohort health report is presented to form teachers during these meetings.

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The EXCO of the PiA (PSG) received the information promptly and showed strong interest. There is significant potential to leverage this group as a channel to engage a wider parent community, especially reaching out to those who may be less involved in their children’s well-being.

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Yes, most pupils were enthusiastic during the first week of the program. To encourage sustained effort, our school introduced a Challenge Trophy as a motivational incentive. Following this, weekly reminders became necessary to prompt students to complete their tasks and catch up on any missed activities.

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Station 1: Healthy Clue Hunt
At this station, students must answer five health-related questions to earn a token. The answers are hidden in plain sight—displayed on posters and messages about healthy living around the canteen walls. This activity encourages students to observe, read, and learn important health tips in a fun and interactive way.

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Given the wide range of resources available under GROW Well SG, only relevant information is shared with specific stakeholder groups to avoid overwhelming them. On 20 February, the EXCO of the Partners-in-Action (Parent Support Group) was briefed on the key goals and key components of the initiative. They also actively participated in the school’s Health and Wellness Week, which served as a platform to introduce the Starter Kits and Health Plans to students. Through their involvement, PiA volunteers gained a deeper understanding of the event's objectives. Additionally, a Parent Gateway (PG) letter outlining the goals and key components of GROW Well SG, along with details of the upcoming Health and Wellness Week, was sent to all parents on the Monday of Term 2, Week 4—one day before the event commenced.

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Yes, we are eager to connect you with our PiA (Parent support group).

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Stations 2 and 3

Station 2: Fruit & Veggie Fun
At this station, students engage in interactive games designed to teach the importance of eating fruits and vegetables. They’ll play with balls shaped like different fruits, combining physical activity with nutrition education in a fun and memorable way.

Station 3: Toss for Health
In this game-based activity, students practice identifying healthy habits. They toss bean bags into hula hoops labeled with positive health practices—like brushing teeth or exercising—while avoiding hoops marked with unhealthy choices. It’s a fun way to reinforce healthy decision-making through movement and play.

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Station 4: Skipping Challenge
In this station, students get hands-on practice with the skipping ropes provided in the starter kits. They’ll learn basic skipping techniques and build confidence through guided practice. To add excitement, students can take on the Skipping Challenge—competing to see who can achieve the highest number of skips in one minute!

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Station 5 : Captain Ball Challenge

Station 5: Captain Ball Challenge
Although upper primary students do not receive the starter kits, they are still actively involved in the station activities. In this station, they participate in a modified game of Captain’s Ball, designed to promote teamwork, coordination, and physical activity. The game is officiated by parent volunteers, ensuring fair play and a fun, inclusive experience for all.

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Although the school initially received the Challenge Charts and Health Plans intended only for Primary 1 to Primary 3 students, the PE Department took the initiative to print and adapt the materials for all levels. As a result, the inaugural Health and Wellness Week was rolled out school-wide, reaching students from Primary 1 to Primary 6. The week aimed to promote the key elements of GROW Well SG, which focuses on building healthy habits of Exercise Well, Sleep Well, Learn Well and Eat Well.

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To conclude Health and Wellness Week on a high note, the school launched the Health and Wellness Award. This award recognizes classes that accumulated the highest number of Health Points by the end of the month. The award criteria were shared with all students and teachers at the start of the week, motivating classes to stay engaged and committed to healthy habits throughout the month.