Using think pair share for sharing of experience and role play out the situation in groups. After that teacher can use CSI to allow students to empathise with others.

Having a class discussion about money can be interesting because different students (who have different family backgrounds) would likely prioritise different things in terms of spending money. For example, some might enjoy spending on food while others might choose to save their money. Hearing different perspectives can be interesting and enriching.

Expert groups strategy: Two groups will then be tasked to focus only on thoughts, another two for feelings and the last two for actions.

We do expect some overlaps with their answers and Ts will help to streamline their responses in order to coincide with the lesson LOs. E.g. distinguish between helpful/ negative thoughts, comfortable/ uncomfortable feelings.

Students to stand according to their responses (Agree, Disagree, Not sure) and discuss within their groups.

For discussion, students will use thumb-o-meter (as recommended in the lesson plan) to choose the upstanding actions that they can take.

We can also get the actors to be in the hot seat to describe their feelings.

For the statement on whether Emily should exit the conversation, the LINE CONTINUUM facilitation strategy can be used to allow students to express their decision and rationale behind it.

Faciliation Strategy: Modified "Four Corners" - Agree, Netural, Disagree

Tap into their prior knowledge

Use 4 corners (SA, A, D, SD) for this question

We will be focussing more on Slides 12 onwards as the class already has good peer support and we would like to leverage on that to focus about being upstanders.

We will also be using think-pair-share as an activity for slide 15.

Role Playing of the scenario (Freeze Frame)

Teacher will then ask questions and use the CSI framework to elicit responses and activate their thinking.

• Use the PPT provided. Get students to think about the time they were doing the high elements during P5 camp. Get them to write down their responses on mini whiteboard and share with their shoulder partner (Think-Pair-Share)

Facilitation Strategy

• Think-Pair-Share: Students to list down their sources of help in school and at home and share with shoulder partner.

• FTs can make use of helping hands template to get students to list down their sources of help - in school and at home.

• FTs share on the CHEER model to guide students on how to seek help and provide help to their peers in school. Put up a copy of the CHEER model in class as a visual.

Make use of the Chit Chat card to start the conversation going.

Start with a topic that is safe and relatable and light-hearted, e.g, what do you do with your family during the weekend

For students who need more attention, can have more than 1 session, to find out more, or during recess etc.

Conversation topics could be in regards to after school care, their circle of friends or the things they enjoy in school.

Conversation questions could include but are not limited to:

1) “Who could you go to seek assistance in homework/studies”

2) “How do you spend your time during the weekends/school holidays”

3) “Who do you spend the most time with after school”

Challenges faced when time isn’t enough - will try to use time before / after flag raising, when they have completed their work

For 1 to 1 conversations, we could have questions like :

Who do you sit with during recess?

Who do you ask for help at home?

Update the educational support inter-transition document after speaking to each kid.

Share workload between FTs ensure that a child is talked to at least 1 semester

2) Factual sharing of teacher's observations and getting students to think about possible reasons and consequences

3) Asking questions that are also light hearted

Leverage on their strength. Start the conversation on something that they have done well, e.g. participation in NSG. In that way, the conversation seems more natural & less intimidating. From there, we probe more their family or their friendship.

Tables and chairs at the back of the classroom. While one teacher is at the front, the other is at the back of the class to converse with the pupils.

-pull out of either 1 or a small group of children to speak with

-used the talk cards previously and they enjoyed it while they were in p1, 2.

-but can be more intentional with who we meet so we dont miss out on any students

• During FTGP lessons

• Recess

• Along the corridor

Upcoming plans

• Use the chit-chat cards

• Another ‘letter to FT’ in Sem 2

• We have been identifying students based on check-in survey and connectogram and issues happening in class.

• So far we have the arrangement of FT teaching Fdn subjects meet up with students taking Fdb subjects.

• So far we have met about half of the students in class, via silent reading period and post-assembly slots

Plans:

• Continue to make prior arrangements with each other so that different fts will get to meet different students.

2) Make use of chit chat cards to kickstart the conversation.

Plans

• May want to explore using silent reading periods (for those students who regularly come early)

• Prioritise those flagged out from Check in Survey/Connectogram (triangulate with all about me / letter to FT info)

Use the chit-chat cards to generate a proper structure to the 1-to-1 conversation.

Can do it either during FTGP or any pockets of time (before flag-raising, post-assembly, recess, after school)

Create a more relax and comfortable atmosphere for 1 to 1 discussion.

• Help the student understand the situation or issue clearly.

• Focus on the facts and behaviour, not on blaming.

• Encourage the student to reflect and express their perspective.

Sensitise

• Guide the student to consider the feelings of others involved.

• Highlight the impact of the behaviour on people and the environment.

• Build empathy and moral awareness through questioning and discussion.

Influence

• Encourage the student to take ownership and make positive choices.

• Reinforce values and positive identity (e.g., being respectful, responsible).

• Support the student in setting future goals and following through.

We hope this approach supports students’ social-emotional learning, moral reasoning, and character development in a personalised and supportive way.

1) To speak to the students who frequently come after 7.25 am during their recesses if FTs are free

2) Check in with students as and when time permits

Example 1:

What do you do after school?

Anticipated responses:

*I go to Nascan.

*I go tuition.

*I play games.

Example 2:

Who do you usually ask for help?

*My grandmother

*Sister/ Aunty (helper)

We use preassembly time, recess even after school time to converse with the pupils.

We keep each other updated with whom we have spoken with and what we have found out from them.

We also make it very open for our students to approach and speak with us if they have anything to share.

3 words - Choose one to three words to describe their thoughts about their learning after the lesson, write them down in the journal.

For reflection part, we can apply the Traffic Light facilitation strategy to represent how they feel at the moment of their own self-control, how they can apply self-control in a practical way.

• Champion Role: Start by sharing a personal story about a favorite place in Singapore and why it’s meaningful to them.

• Student Prompt: Ask, “Who else has a special place in Singapore they’d like to share?”

• Strategy: Use quick ‘Think-Pair-Share’ rounds where students discuss their places in pairs before sharing with the class.

2. Story Connection (Past - Present - Future)

• Champion Role: Introduce the idea of how Singapore has transformed over the years.

• Facilitation Question: “What do you think the pioneer generation worked hard for? How do you enjoy these efforts today?”

• Activity: Have students write one thing they enjoy about Singapore on sticky notes and place them on a board labeled Past (pioneers’ work) and Present (current benefits).

3. Group Activity: Hopes for Singapore (Poster Petals)

• Champion Role: Demonstrate how to fill in a petal with a hope/dream for Singapore.

• Instructions:

  1. Pass the poster around the group.

  2. Each member writes one hope or dream on a petal.

  3. Champions can guide by asking:

     • “What would you like to see in Singapore’s future?”

     • “What role can you play to make this happen?”

4. National Day Theme Song & Reflection

• Champion Role: Lead the singing of the National Day song “Here We Are” (maybe play the music video).

• Discussion Question: “How does this song make you feel about Singapore?”

• SEL Focus: Link feelings from the song to pride, unity, and gratitude.

5. Sharing & Class Reflection

• Champion Role: Invite each group to share one hope for Singapore.

• Discussion Question: “Which hope inspires you the most and why?”

• Closure: Summarise how everyone’s small actions can shape Singapore’s future.

6. Tips for Champions

• Use praise and encouragement: “That’s a wonderful idea! Who can build on that?”

• Keep time checks for each activity (e.g., 3 minutes for Think-Pair-Share).

• Encourage all voices: Invite quieter students to share in pairs or through writing.

• Connect emotions: Ask, “How does thinking about our future Singapore make you feel?”

• Each person gets 3 words to summarise and reflect on what they learnt about the anthem, pledge, ndp song etc

• Students will be randomly selected to share their 3 words and explain why

Split the children into groups and ask children to share about one national symbol per group instead teacher sharing.

If able to borrow iPads, can get them to do 10 mins research in their group on certain key points to share with the class.

Print out pictures of common spaces in Singapore and have the students go to corners and explain why they like to go those spaces. It is a small tweak to the lesson but it creates a big impact on the students experiencing the lesson. :)

(1) Print black-and-white outlines of key landmarks (e.g., Changi Airport, our national flower, Merlion, our national flag and Garden by the Bay).

(2) Students use coloured pencils or crayons to colour their given A4/A3 sheets. (This activity encourages creativity, conversation and collaboration.)

(3) At the end of the activity, the students display their work as group projects. Each pair/group will briefly talk about the landmark. (Display students' work to celebrate diversity and group effort.)