Besides, will it cause confusion as P1 pupils are learning Hanyupinyin as part of their CL syllabus in the first Semester too?

It is good to optimise the DT, Vermicomposting and Makerspace together as part of a learning experience for Post-PSLE. However, this may need the inputs from Post-PSLE gatekeeper if there is time for the above to happen.

Replace

Riding on the above, current DT sessions that had been planned for P6 STRIVE will have to be replaced with other meaningful activities to engage their learning.

• track the effectiveness of the FTGP-YH sessions through short reflections or check-ins to gauge rapport and awareness.

• clarify how pupil input will be used – e.g. “Pupils’ feedback will guide enhancements to student well-being efforts or activity planning.”

It is good idea for the high-support learners to focus on self-checklist instead of peer feedback.

This allows them to look at areas that they can improve on.

I think YHs taking up FTGP lessons could be a powerful method to show WAGOLLs of FTGP lessons and building rapport with pupils.

It is good that Math formative feedback is gathered through alternative platforms (not limited to powerpoint slides only) to suit our diverse-needs pupils.

I like that the Stellar Penmanship is being introduced to lower primary pupils to teach the basics of writing instead of just learning the spelling words

Remedial for Upper Primary

If teachers were to take back their own pupils, would there still be a focused skill or component to be remediated across the level in order to measure the effectiveness of the remediation programme?

• Any gaps between belief and behaviour (e.g. pupils who agree with the statements but show inconsistencies in conduct).

Next steps could include:

• Sharing real-life examples of prefects modelling these behaviours well.

  
  

I do agree that it is challenging to complete and go through the identified pages from the Homework Book (even for low-support classes). In subsequent Maths TBLPs, it will be good for level teachers to relook at the number of questions identified from Homework Book.

Thank you for the feedback on Da Vinci Capstone presentation. Will review the processes for better implementation.

-Remediation sessions to be taken back by respective EL trs. How do we then track the effectiveness of these remediation lessons? Is it by overall EL scores?

-Based on the data on Oral Assessments for the various levels, it seems that a big number of pupils scored Band 3 and below. Hence, I fully support the department's decision to bring back the teaching of phonics in the Lower Primary levels.

We like that the department will adopt the CPDD's integrated suite of resources which will definitely align to the syllabus. Consideration should also be given if additional support and scaffold is necessary for high support learners as the CPDD's resources would cater for the masses.

We also like that there is a succession plan for the E2k teachers for sustainability of the programme.

ALP

We fully agree that the team bringing the pupils for the immersion trip will conduct the training and prepare the pupils for the presentation.

ALP: It is good to involve Green Warrior to monitor the cleanliness of their classrooms. Perhaps can reconsider the timing to display the smiley/sad face, instead of recess, is it better to be at the end of breaktime after they have their break in the classroom?

Good to partner an experienced E2K Science teacher with an inexperienced teacher, to equip and ensure sustainability while developing more teachers professionally.

Can posters or Green Warriors serve as reminders or can we still cut down video screening time by not screening the entire recess but just taking a few minutes to air instructional reminders?

Good to have shadow teachers that can watch and learn how things can be done so that there is succession of committee members.

Wise move to replace existing science lab booklets with the CPDD curated activity book. Good to try out and get feedback especially whether the activities are manageable by high support classes.

I like the plan for E2K science. It is good to get non-e2k trained teachers to partner with e2k trained teachers. It allows most science teachers to be aware how e2k science lessons are conducted. This will be useful in the long run.

ALP

Good idea to liaise with SWBC to get our teachers involved in the blooming gardens. It is a good approach for teachers to learn about our school's initiative. Good to try out and get feedback from teachers to see if this is sustainable.

I think it is a good idea to have more meaningful late-coming detention (the one at blooming garden). However, just to balance that it is still a consequence that has to contribute to a change in the behaviour of pupil (in terms of messaging to child, etc.)

It is also important to ensure that the new initiatives will be monitored and there are improvements to the results of the pupils.

There is thorough analysis of the results of the pupils with informed decisions being made.

E.g. Working with SWBC on how we can have greater appreciation and well-being support for PiA too? Just a suggestion.

For Alumni programme, is WV able to provide any recognition for these pupils who are willing to return back to serve. It might help to build their ViA portfolio or other portfolio. Win-win for both parties.

Could opportunities for alumni be opened up to various other dept and comm?

We also like that the ICT Committee is always looking for ways to make things easier for the teachers, not only in using the loaned equipment but in ensuring the wireless projection and connectivity in class is good.

.

Useful suggestion of using RBS for teachers to book equipment to ensure there are no clashes in the usage of ipads, laptops etc. and teachers are aware, so that they are not informed last minute that the resources are unavailable. Need to orientate teachers and convey expectations on the usage of carts and arrangement of ipads etc though, like teachers should know how to place ipads in order according to their number or assigning and systematically monitoring pupils' usage of the ipads and helping pupils to use the same ipads so that they can continue their work for weeks (depending on lesson activity), noting pupils and their ipad usage so that they can track if anything goes wrong with the ipads etc.

Could we get staff to contribute photos for the wall?

What kinds of support (e.g. co-planning, peer feedback tools) would help teachers feel safer and more prepared to open their classrooms?