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Yes, eg. presentation, role play, drawing,outdoor experience etc

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Currently no, as the pupils have other commitment like ready programme, HMT lesson and ALP competition.

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Yes they are able to cater to our students' competency and learning styles. We expose students to different art forms, mediums, and skills (e.g. leadership skills) We collaborate with students to design activities for the sessions.

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Yes, opportunities for internal and external performances. Dancers are categorized into groups according to their dance competency.

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Guzheng/Percussion - Li Ting, Juliana, Sian Yin, Rani 

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Guzheng/Percussion - Li Ting, Juliana, Sian Yin, Rani 

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Guzheng: Yes, we have junior group and senior group, with junior group focusing on basics and seniors on performing pieces as well as techniques.

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Yes, teaches them basic photography and videography, equipping them with technical skills and creative storytelling techniques.

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We have two different teams,

School team- for confident learner who can showcase their skills. They were identified by the coaches and the teachers with their good foundation and good learning attitude.

Recreational team-for newly joined member as well as those who wants to take the CCA as a form of fitness and not pushing themselves too hard.

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Yes. We have 2 different coaches to take the School Team (Senior & Junior) and non-school Team (new boys) separately.

They teach different skills / concepts to the different groups. Progressive teaching by the coaches.

The School Teams also goes for other friendly competitions besides NSG.

It's difficult for the Sports CCA to cater to different learning styles.

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Unfortunately no as there is a clash with other programmes for students. (e.g. HMT, READY, and SDR)

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Yes, we have a range of activities from indoor and outdoor activities. Our activities are scaffolded and provide the boys with challenges.

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We have competency learning styles as following.

Basic level

Students with learning needs & behavorial issues

P4 transfer in New CCA

Potential School Team candidates

P5 & 6 in developmental team

Range of CCA experiences

Basketball Drills

Shooting drills

Respecting teacher & coaches

CCA debrief

Friendly matches with other schools

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Yes.

The instructor caters the lesson to the competency levels of the students, scaffolding the lesson for the P3 students who are new to the CCA. The instructor assesses the students' competency levels and assign them to the instruments that they can play well.

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Yes, the outcomes that the pupils present through presentation or coming up with games base on the activities planned.

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There are disruptions (unable to join the first part) due to Ready Program and other activities such as Olympiad.

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The sequence and timing of the CCA experience is appropriate and we will adjust the number sessions as and when there are performances.

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READY programme, higher mother tongue and sdr clash with the CCA, causing many students to miss the first hour of the CCA.

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Yes, students are exposed to mediums outside of Art Lessons. They are able to present their works and pracitse other skills such as teamwork and collaboration. They also are able to develop decision-making skills.

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Yes, tiered NSG competition structure caters to different students' competency. Friendly matches also provide opportunities to lower progress learners to have a chance to gain match experience.

Learning styles - training sessions have a variety of drills and physical training to equip students with the necessary skills. Theory lessons to show gameplay and rules would be helpful to cater to visual learners

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Quite a number of students are not around from 2-3pm due to SDR/Ready Programme/HMT Classes.

These students do not have the opportunity to have the full CCA experience (2-4.30) and for techniques heavy CCA like Guzheng and Percussion, proficiency level may be affected.

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Yes, students are able to grasp the theory and practical aspects. They are able to carry out their tasks independently.

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Yes.

The students are able to learn a sense of rhythm, read music scores and play the instruments through the CCA sessions. Students also learn the CCA competencies of teamwork.

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Students have varied opportunities to showcase their talents through school competitions and supporting school events.

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Yes, we have lesson packages and PPT slides (with clearly stated Learning Objectives) for our lessons.

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During final session, manpower being stretched due to promotion & friendly match at Yishun Primary

They are disrupted by other commitments like:

Learning Journeys

Student Leadership

PSR

RRP

JEM

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The students had the opportunity to perform during school concerts (RHD, Hari Raya etc)

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Training timings clash with READY and HMT and other school programmes on Mondays. May look into adapting duration to 2-hour sessions, similar to other Sports CCAs.

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The instructor carries out team bonding activities at least once a semester to let the students bond and promote better relationships amongst the students in addition to rehearsing and performing together. The student leaders in dance are also taught to lead in warm ups and also teach the juniors the technicalities of the dances during practice sessions.

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There were sufficient key experiences plan for the pupils but as the students have clashes with other commitment thus they are not able to have learning journey to enhance on their CCA learning experiences. Numerous PSL and leadership training through the year clashes with the CCA session also reduces their CCA learning experiences.

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Yes, we have the School Team and Recreational Team. They learn at different pace and given opportunities to perform at various platforms. The seniors who have mastered the skills guide and bring the juniors through the process.

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We first define the meaning of competency skills - badminton & 21 CC

Badminton technical skills

On top of NSG, our competition team also participate in friendly matches.

21 CC

Sharing and debrief sessions before and after competitions develop students to be critical thinkers and problem-solvers

Setting up of venues promotes working together as a team

The different leadership roles assigned to the students (e.g. logistics, training) provides experiential learning for them

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Through every Art Club session we have opportunites for them to communicate, collaborate, problem-solve, decision-make, etc.. These are infused in our lessons.

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Yes, appropriate.

The P3 -P4 boys are taught basic ball handling skills before progressing to game strategies.

We should NOT have CCA training during WA / exam weeks. Students are stretched as they need to revise their work. Parents are also reluctant for their children to attend. Attendance rate during WA/ exam weeks are low. We should teach the children that there is a balance between CCA and studies. They know that they train hard during NSG period, but they also know the importance of studies during exam periods.

Holiday trainings should also be told to parents at the beginning of the term.

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Through the preparation for performances (experiential learning), students build confident and resilience

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Training sessions clash with the other school programmes such as Ready, SDR, Leadership Training and HMT, which disrupts the learning.

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Yes, the range of CCA experiences for Robotics catered to their competency levels and learning styles.

P3 & P4 - Did Scratch 3.0 coding which is a

beginner-friendly coding language.

and grasped fundamental coding

concepts. The P3 & P4 students were able to create design and

create their own game taking into

consideration game mechanics.

P5 & P6 - This group went through the IMDA's Microsoft Game Development Roadmap. They were able to develop single player

games on Makecode Arcade. Students also moved on to move to Intermediate stage to create aims to coach students to code and create more complex multii-level and multiplayer games.

Selected students also were given opportunity to participate in coding based competitions.

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Yes. The boys develop:

self-discipline

Respecting peers/ coaches/teachers

Perseverance

Resilience

Confidence

Responsibility (by ensuring that they bring the necessary for trainings etc)

Team-building Skills as they work with their peers during mini competitions

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Debriefs after NSG games include teaching students about values such as teamwork and resilience are good. However, these values may be emphasized to students also during every training sessions.

Video playback of the students' NSG games can be included in the debriefs for students to reflect and improve.

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Wushu CCA is running concurrently for the school team as well as recreational team. Both teams will meet together to build rapport at the start of the session. At the end of the session, the recreational team will support the school team by watching their performance. This will also inspire them to do better to join the school team. It is a good timing to start at 2.15pm and end at 4.15pm.

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The values taught during CCA is in alignment with the school's CCE learning outcomes.

The boys learn many skills (sportsmanship, responsibility, resilience etc...) when they take part in NSG / external competitions.

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Yes, practice sessions and performing for key events provide opportunities for collaboration and develops their self-awareness and self-management skills.

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Yes, students have shown great teamwork and their confidence level have been raised. Even those who do not know the scores well are able to do well with the help and guidance of the seniors.

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The sequence of training plan is alright. However, the timing of the CCA was not ideal as quite a number club students were attending E2K, Science Olympiad and HMT and a small group attend only after Ready Programme.

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There are numerous opportunities (school concerts) for students to showcase their training outcomes throughout the year.

Guzheng: Our P4 students had the opportunity to perform during Joyful Learners Award Ceremony

During CCA, there are many opportunities for student centric, values driven teachable moments as they learn to work together, help and encourage each other.

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CCA members are given leadership roles (approx. 10 people), roles such as line judges, umpiring work within CCA to build confidence. We also give them responsibilities to organise and facilitate games and orientation.

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Yes, we practised our school values in the activities we conduct. We had 1 camp (care, responsibility), VIA (care, graciousness, respect), Learning Journeys (joy), Proficiency badges pursuits (resilience), games (integrity)

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Training, matches and Learning Journeys provide sufficient learning experiences. However, there should be more regular deliberate reflection and teaching of the 21st CC skills. E.g. reflect on what they have learnt and how they can improve after every training in a notebook.

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Sequence is good. Routines clearly established for both developmental as well as competition teams. Students are well-trained to start with leaders’ updates and sharing, regular warm-ups, set-up court, practice and matches, and end with debrief.

Timing good for competition team. 3 hours might be a bit stretched for developmental team. Good that teachers are rostered for shifts.

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Yes, students were given opportunities to showcase their talent during SYF, school assembly and prize-giving. They look forward to such experiences.

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Student are able to display collaboration and teamwork during the sessions. The students are respectful towards each other and they are responsible and helpful.

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Our sessions clashed with HMT, READY and RRIP lessons.

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Yes, we worked closely with vendors to ensure that the instructional approaches were able to foster the desired learning outcomes.

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Yes, it fosters the desired learning outcomes. At the same time, due to uneven coach & teacher to student ratio, therefore some of the students might not be sufficiently engaged. The girls have full engagement due to their small numbers.

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Student are able to showcase their skills, their teamwork and sportsmanship when they complete in the national sport games. They were also able confidently demonstrate their wushu movement during the performance for chinese new year as well as teacher's day.

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Technical Learning Outcomes

Students learn skills, techniques and gain physical fitness during the session with guidance from coaches. Coaches use various coaching styles to cater for different learning style and need of the skills/techniques.

Teachers lead briefing, debriefing and facilitation during CCA sessions. These give us opportunity to teach 21CC and focus on other desired LOs.

CCA leaders are given opportunities to conduct briefing and team bonding as well as setting and sharing of team target.

All students are involved as game officials during CCA practises in which they can be exposed to much more learning opportunity, with guidance from teachers.

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The friendly matches with other schools creates a competitive atmosphere when students make mistakes or lose a game, they learn to be resilient and grow stronger in future practices and games.