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Creator: Hold different themes of competitions for students to use their creativity to craft different forms of works and display in school-wide.

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Sports Captains suggest and create games for students to play during recess.
- Amalina, Sze Cheng, Joycelyn

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Start: Integrate REN booklet and CCE booklet.
Simplified the REN booklet descriptors

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Nominate and vote for STAR AWARDS in class

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Nominate and vote for STAR AWARDS in class

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Weave in REN booklet with STAR AWARD. Students nominate classmates who they feel satisfy the criteria for the term's award, and vote for top 3. Teachers will then have final say.
- Amalina, Sze Cheng, Joycelyn

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Perhaps we can come up with a structured list of activities/responsibilities that peer leaders should do in the classroom. This would provide them with more opportunities and increase their involvement.

Amalina, Sze Cheng, Joycelyn

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Refer to school's LLP table (#ICare, #ILearn and #IServe)

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Student leaders should be proactive and have the ability to think, evaluate and plan what they should do to achieve certain objectives.

Amalina, Joycelyn, sze cheng

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1. Ask the students to vote for their peer leaders/prefects & state the reasons(Poll Box/SLS) Teachers can take it into consideration when doing the final decisions. (Level voting)
2. Before that, set clear criteria for selecting peer leaders/prefects and encourage students to do so.

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There are generally sufficient opportunities to build students' leadership. However, the responsibility and expectations of each role can be made more explicitly known to the students.

For PQs, the PQ is indicated in the report's book. When reporting to the parents, how effective is the PQ reporting in helping parents understand and partner with the school to hone the child's leadership skills?

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[Start]Introduction on school leadership roles

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[Start]Introduction on school leadership roles

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Not all students are aware of the roles and responsibilities of a prefect, peer leader etc. We can start to introduce these to students in lower primary, so that they are able to manage their goals, expectations and aspirations in their primary school journey.
- Amalina, Sze Cheng, Joycelyn

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- Letting students play a role in deciding the type of gifts that they would like to receive (e.g. Teachers' Day, Children's Day, National Day)
- P5 VIA Food Donation: inviting the P5s to share more about the VIA activity
- ECG: letting the P5s choose the invited speaker that they would like to find out more about the career
- Head Prefect Campaign
- Within subject classes, students are also given the autonomy to make their own choice on what they would like to learn e.g. P1 Zoo LJ - what endangered animal that they would like to write about

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Peer support training / Leadership training: empower the leaders to take more responsibilities, eg, they can take down the names of students who behave improperly and update a file which can help the student management team easily decide if further actions are required especially for the rewards awardee's record checking.

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Recognise students' talents/ interests, empower them to take charge of class-based   initiatives, eg. displays on class noticeboard.

Amalina, Joycelyn, sze cheng

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- To weave the use of the language within the different programmes (e.g. GMA, daily lessons, Angsana Treehouse)

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For different levels, the skills they need also different. (Differentiated & realistic expectations)
1. Lower primary: Self-awareness and proactiveness, team player, self-control
2. middle primary: Proactiveness,  role model, good sense of values, uphold our school rules
3. Upper primary: Respect(themselves, peers and teachers), moral courage to correct peers' mistakes, independent thinking based on values, moral reasoning

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1. Self-management skills - learn to manage themselves first before they can manage others
2. Communication skills - ability to communicate clearly and confidently
3. Responsibility - to be responsible and to take ownership for the roles that they play
4. Problem-solving skills - to be able to apply the school values when faced with challenges

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Students need to develop their conflict management skills in order to resolve minor disagreements among themselves, instead of relying on the teacher to solve all the problems they have

- Amalina, Sze Cheng, Joycelyn

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Give opportunities to students to read to the school (eg before assembly, share slot with music)
- students have more examples of how a good reader sounds (improve on their oracy skills and confidence)
- Amalina, Sze Cheng, Joycelyn

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1. Appointment of leadership roles within the class
- Official student leadership roles e.g. class reps, PE reps/sports captains, NE ambassadors
- Class leadership committee e.g. line leaders, clean and neat leaders

2. School leadership roles
- Prefects, cadet prefects, Peer leaders

Leadership programmes e.g. Angsana Treehouse, leadership workshops for prefects/cadet prefects/peer leaders, CCA leaders

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1. Assign leadership roles in class & give specific responsibilities
2. Once they fulfill the current role's requirements, what is the next step plan for them
3. Rotation of leadership roles so that more students can have a chance to develop their leadership skills.
4. Give autonomy to students to choose the leadership role they want but the final decision will be made based on teacher's observations.

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Develop Fitness Fridays where Sports Captains lead students in the various games.
Have different games every Friday.
Promote it on a bigger scale.
- Amalina, Sze Cheng, Joycelyn