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Scribes capture PHOTOS and BRIEF NOTES. IDENTIFY YOUR GROUP in the Subject line.

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Scribes capture PHOTOS and BRIEF NOTES. IDENTIFY YOUR GROUP in the Subject line.

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Use this frame to share your perspectives

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Use this frame to share your perspectives

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Let's use our collective wisdom to evaluate how our school is aligned to what has been shared at COS 2022.
Feel free to offer constructive opinions or ideas that will help Xinmin be a better learning place.

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What are our current efforts?
What programmes do we have to develop students' 21CC?
How do we currently broaden students' perspectives?
What do we do to encourage students to learn languages?
How do we develop their leadership skills?

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What should we start doing?

What new situations should we adapt to?

What experiments should we try?

What ideas have not been considered?

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What should we stop doing?

What is not working very well?

What is not having the desired outcome?

What is impractical?

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(please post a picture of your butcher sheet)
How to do things differently:
1. Better alignment and engagement with resources to help us to understand the policies better.
2. Library - can it be optimised with better digital reading habits for our students?
3. etc.

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What should we do differently?
What programmes do we have that are good, but should be tweaked to develop our students in the given areas?
How can we continue to make our programmes relevant?

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1. The school programmes cannot be categorised in just one section.
2. eg. CCE is under 21st CC and broaden perspectives

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Our Current Efforts (21st CC, Broaden Perspectives, Learn Languages, Leadership)

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Our Current Efforts (21st CC, Broaden Perspectives, Learn Languages, Leadership)

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- Get students to helm some of these programme, organise and run it. Teachers to guide the first batch. Subsequently, the seniors will run the programme for the juniors.
- Virtual bicultural programme
- Teaching of dialects to students

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1. Many programs are in place but the connection between the programs are not evident when it comes to experience of students. Do the students feel the connection between all these programs?

2. Possible add on:
- Financial Literacy
- Working attachments
- School radio/Podcast
- Translation Programmes
- Student manage cafeteria
- Barter & Trade (Entrepreneurship)
- Showcasing & Mentorship (running workshops)
- Functional Urban Life skills (household chores)

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(1) Sec 3 & 4 student leaders organise day camp (2 days) for Primary School's kids.
(2) Post-Exam activities (i.e. Experiential Learning Day - Out of classroom learning)
(3) Applied Science Programme - Not examinable
(4) Virtual Overseas Exchange Programme
(5) CCA outreach programme
(6) Compulsory Conversational Language Programme - Non examinable
(7) Student Editorial Team
(8) Students' Initiated CCA
(9) Combine Concert by various CCA

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1. Leadership Module (during CCE)
2. CCA Exchanges
3. Arts Academy (train students to excel in arts (talent development prog)
4. Overseas Camp

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1) Bicultural Trips
2) 3rd Language Modules (post-exam)

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1) Sports Day
2) Teacher's Overseas Learning Journey + Visits to international schools
3) Long Term Partnership with industrial leaders/company
4) Long term ASEAN school partnership
5) ASEAN language festivals with cultural elements
6) Pen-pal program between locals and ASEAN students
7) Drama Night
8) Senior-Junior class interactions
9) Post-exam activities
10) Staff visit to industrial locations
11) HBL Whole school together - During HBL include industrial apprenticeship

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1. Interdisciplinary Projects + non-departmental learning journeys
2. Sports leaders & other specialised leaders
3. Communication platform to apply language (e.g. forums, podcast, vlog on popular topics such as e-games and sports)

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Language

3rd Language modules

Perspectives

Inter-school fun projects (e.g. music performances)

Environmental sustainability projects (e.g. urban farming, plant-based food truck, bird migration patterns)

Leadership

Inter-school student leader collaborations

21st CC

Cross-department projects

All-rounded

Bi-cultural collaborations with different schools from different countries (e.g. homestays)

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Adopt a plant
CCA exchange progrmame
CCM - conversational chinese malay
Inter UG courses
each class to take charge and lead a recycling programme
Excursions (post exam)
Great SG workout

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STOP
- Singapore Math Project (only benefits 4 students and very time consuming for the teacher ic)

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SIL

Xinmincares

Xinmin Change Initiators

Learning dialect in Xinmincares

How could we connect these programmes to make it more coherent?

Coding

Cross-department collaboration

Do problem-solving in real life

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Xinmin Cares (Review)
- Prefer old model: higher level of student initiative
- May not be meeting objectives, especially at Lower Sec level.
- May not really be allowing students to be active contributors if organisation is allocated, instead of students actively linking up with organisations they are passionate to work with.
- If it is a zoom/virtual session, objectives really need to be reviewed whether beneficiaries and students are gaining anything from the experience.

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1. XMC, not working to objectives (do it differently, on a smaller scale.)
2. SIL, not very well-received by students. (Lesser documentation)
3. Restructure FT Time (more class games/bonding)
4. FT time can be reserved for FTs to do STI (student teacher interaction/conversation), at the same time, Class Comm can engage the class with conversations/activities.

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(1) XinminCares - Modify the mode. Target audiences can be different. Can consider to tap on CCA to do XinminCares instead. Perhaps can consider XinminCares to be included in the suggested CCE hours. Might want to consider budget issue. Allow diversity of activity according to type of CCA, e.g. performance by Perfomance Acts CCA, sports clinic by Sports CCA
(2) Reduce the Subject Combinations - some subjects can become enrichment programme instead of timetabled subjects.
(3) Form-Teacher Time (Got quite a lot....)

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1. Signature programs should reduce frequency. Could be run at the end of the term/semester for mass engagement. eg drama/coding.

2. Xinmin Cares - it is still essential for the program to run as evidence has shown that there are students who lack the empathy and can learn that they can actually do more with their own family members. Question: Will the feeling diminish once they go to upper sec?

3. See whether the effect of keeping the program lengthens the timetabling and commensurate with the students' interest/experience. The whole aim of lower sec level is also to provide a wide array of program so that they will know what will interest them.

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1. Map out the different programs under the 4 domains so that we don't stretch some domain more than another. Like have a SOW for the whole year.

2. Instead of removing programs, we can perhaps tweak the program. (Reduce frequency)

3. Should survey the students, how many of them actually feel interested or benefit after the program is run. The students take on many different things, they do not know where they are heading eg leadership. They do not also voice out what they like and have a say on what they want to aim for. They just join for mere testimonial reason and records.

4. Programs can actually be collaborated between the different departments eg for WA, bicultural trips, language presentations for another subject content. Instead of students experience 2 different subject tasks when they can experience a synergy of both subject investigations/ presentations/ product. Departments should seek opportunities to plan earlier to incorporate.  Different sections of the submissions are graded by different departments to churn out their WA score.

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SIL - students need time to decide on which interest area to explore, do as post exam activity
Can combine many of the programmes listed above into SIL

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Cohort activities in 1st week of school

Self-leadership

Offer small team projects

Skills to develop: responsibility, communication & information skills, organisational skills

Maybe not to be done during FTT (so that it doesn't seem like nagging)

Consider doing flipped learning

Possibly divide students into small groups and assign a topic/skill/interest to them so that they could present it across multiple FTTs

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XinminCares:
-Change the way it's done
-Increase student voice - choice-based/interest-based
-'Care' - the notion of it can be broadened (e.g. environment, animals, sports in Singapore, international r/s etc.) instead of simply caring for a beneficiary
-A lot of planning currently and few are participating
-Can be tied to SIL - learn the skill - then teach others

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The way we run assessments:
-Student and teacher stress increase when WA2s are squeezed toward week 6 to 9. Especially when CCA competitions are going on.
-Consider opening up the duration and allowing teachers to choose the slot early.

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3. Timetable:
a) Start early on Weds so that CCA can start and end early.
b) Shift staff contact time to Thursday since it is HBL day
c) Just a question: Is it necessary to have attendance taking on HBL day, especially if certain students only start their lessons an hour after FTT?

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SIL:
-get upper sec to guide lower sec
-have a continuous platform for students to share with others [soon to be in the future]

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1. XinminCares
- Tweak the way it is done

2. Teach collaborative skills explicitly instead of expecting students to know how to do it

3. Form-teachership: Understand there are constraints, teaching our form class students will provide us with more interaction opportunities.

4. We have provided different learning experiences, we harness technology to enhance our TnL as deemed fit by the teachers, to strike a balance between paper & IT (eg: protractor, handwriting, graph drawing).

5. Tweak assessment. Less pen and paper assessment. More project based assessment to cultivate 21 CC skills

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1. Heart and willingness to serve
2. Initiated and have moral courage, able to implement ideas and plans
3. Good role model, leading by example, able to walk the talk

Other qualities
Logical and forward thinking, practical
Good interpersonal skills
Rootedness and humble
Able to accept feedback