-new class, away from their friends

-worried about academics

-concerned about schoolwork

What are some planned follow ups /interventions to address those concerns / challenges?

-Communication channel with FTs - through email, for students that prefer to write/email when asking for help.

-Building friendships between students through FT time in NANO and other form class-based activities

2) 1 to 1 conversations, reminders, discussions during nano. Call parents if students are too stressed out.

1. PSLE

2. Parents expectations

Planned follow-ups, interventions:

Morning check-in (one-on-one) with pupils with higher needs:

• Mui Hoon:

  • Mon: Muxi, Aiden

  • Tue: Augustine

  • Wed: Miyabi

  • Thu: Valerie Foong

  • Fri: Alethea

• Carmen:

  • Mon: Yuchen, Van Khai

  • Tue: Claire

  • Wed: Kaeden

  • Thu: Leon

  • Fri: Emmanuel

2) To tackle this, we can be purposeful in having more bonding activities for the class so that the students get to know each other more. Creating a safe environment where each child is able to voice their opinion will create a sense of belonging.

As FTs, we can also have more one-to-one conversations to check in with the students' emotional wellbeing. Doing so will encourage students to approach us when they need help.

For students who are new to NHPS, we can buddy them up with someone who has been in NHPS so that they can bring their buddies around school while they are familiarizing themselves with their new environment.

2) 1 to 1 conversations, sharing with the students about personal experiences, update parents about the child's well-being.

-Difficulty in making new friends (Scared and lonely)

-Exams

2.What are some planned follow ups/ interventions to address those concerns/challenges?

-Foster positive class spirit and provide opportunities for different students with different background to mingle and know each other.

-Encourage students to talk to us if they have any issues.

Love me and talk to me (x2 students)

Help me with homework (x2 students)

Teaching slower (x1 student)

Spend more time explaining instructions(x1 student)

Answering questions that I ask (x1 student)

2) Planned follow up

-To share the above with subject teachers -- To propose to subject teachers can use handbook resource to indicate their understanding/ need for help so that these students can get more personalised attention during or after lessons.

-We (FT) will be more deliberate to call out these 3 students to talk to them especially during NANO and "free" time during lessons or in the mornings before flag raising. Perhaps also highlight in particular the 2 boys to other subject teachers do talk to them more.

Seems like the positive classroom culture and expectations have worked in 2024 and FT will continue to reinforce the expected behaviour together with rewards to sustain the inclusive classroom environment.

Intervention:

FTs to check in with him every alternate week.

• PSLE worries

• Feeling worried in general over changes

2. Planned follow-ups or interventions:

• Morning check-ups with HNS

• NANO: more bonding and brain break activities during white space

FTs to follow up with - responded that they feel down and hopeless nearly every day

1. Alana

2. Hwee Hsin

3. Shi Han

4. Xzaden

5. Lincoln

Some students were uncertain and not read ready for school (Scared, Sad, Worried, Angry, nervous).

Interventions:

Speak to the class and address what are their concerns for Primary 2. Find out from the students if they are facing problems at home or school. Assure the students that teachers are there to support and hear them out. Students are encourage to write letters to us to share their personal thoughts.

1. Making new friends in a new class - do bonding activities during Nano lesson.

2. Academic stress, doing well in their academic results, meeting expectation - One-to-one chat to check the wellbeing of the child

3. Family issues (Alfian and Amelia) - one-to-one chat to find out more and give support, be a trusted adult to the child.

   
   

Planned Actions: 1. To zoom in on specific children to have targetted conversations with the students.

1. What are the main concerns & challenges your students face ?

   • Anxiety towards examination

   • Worry about juggling schoolwork

2. What are some planned follow up to address those concerns/challenges ?

   • Have a small talk with students to check with them periodically. Engage parents when we sense that they have anxiety towards examination.

   • Create a homework column on the noticeboard to help students monitor their homework load. This will also help other subject teachers to be aware on students' homework load for the day.

• PSLE

• Expectations of self

• Parental expectations

Q2:

• Be available for conversations

• Out-of-classroom play time to destress

• Movie screening

• Keep a lookout for those that we know are more vulnerable

1. Academics

2. Friendship

3. Parents

Platforms to address

1. 1-1 sessions at 0715-0730

2. Mailbox in class

3. Nano lessons

Strategies

1. End of term celebration of effort

2. Focussing on teaching and getting students to demonstrate respect for friends and teachers

3. Reinforcement of ‘READY’ and raising of hands

• Shin Chee wants more communication

• Wants teachers to show more concern

• wants teachers to teach more words

• need help with study/ work

What are some planned follow ups /interventions to address those concerns / challenges?

• deepening relationship: find pocket time to talk to students to find out more about them

• assurance: to affirm students that we are there

• One-to-one talk: continue

• create a letter box for them to write letters to us

• Learning Content：encourage the student to be open to seek help

• link the student to other buddy

2) One to one talk interactions who have more concerns first to find out more. Engage PSL to keep an active lookout for their peers and to buddy identified who have indicated they have no friends. Make an intentional buddy system, keeping in mind we do not single out anyone. Continue to monitor students with family problems and engage parents if need arises. Assure students who have concerns to approach trusted adults. (E.g. teachers, counsellor) to make it aware that there is available support.

1. Exams

2. Friendship

3. Parent's expectations

Follow-up plans/intervention

1. Sharing of relaxation tips via GC

2. 1-1 sessions during Nano

   
   

• Academic stress, especially when there is WA(s) and SA2.

• Peer-to-Peer relationship

• Quarrels between family members which affect the child

  
  

  2. What are some planned follow ups /interventions to address those concerns / challenges?

     
     

  • Proposed strategies:

  
  

  1. Promote Time Management and Routine

  2. Mindfulness and breathing exercise

  3. Fostering Growth Mindset & the power of yet

  4. Establishing Realistic Expectations

  5. Encourage a Balanced Lifestyle

  6. Parent Engagement and Support

1. A handful of students are worried about going to P2.

   • Will engage these students to ask if its a social or academic concern to follow up

2. A handful of students feel they are lonely, although they look like they have friends around them.

   • will engage these children to find out more and help them to make friends.

   • Address the class generally on making new friends this year.

3. Handful of students are worried about their school work. This is aligned to teachers' observation, it is good to have self awareness. Will inform Subject teachers to keep an eye on them and encourage them.

4. Generally well-supported at home and happy children.

• navigating friendship issues, homework load, experiencing weighted assessments/ exams for the first time this year.

• one student her grandfather passed away last year end and she misses him.

2. What are some planned follow ups /interventions to address those concerns / challenges?

• Check-in with the children regularly, and invite them to answer questions in class.

• check-in with the child, offer listening ear and comfort.

not feeling hopeful for this year

looking forward to no specific area in school

worried for too much homework

not meeting my own expectations

quarrels at home

Strategies:

1-1 FTtalk

encourage students to stay focus & complete tasks in class so as to reduce homework load.

2) To have 1 to 1 interaction session to find out the root cause before a possible solution can be introduced. Regular check-ins will be done to check for progress

1. What are the main concerns & challenges your students face ?

   • Anxiety towards school work

   • Friendship (Being accepted by friends)

2. What are some planned follow up to address those concerns/challenges ?

   • Have a 1-to-1 interaction with students to check in with them.

   • Engage parents when we sense that they have anxiety towards school work.

   • Assign a buddy to students who are "left out" and commented they have no friends. FTs to check in with them periodically to ensure peer support is present. Encourage buddy to link the student to his/her group of friends.

   • Engage parents when we sense certain students being overly dominant/strong opinionated (e.g. disallowing certain students to be friends with others).

     
     

1. What are the main concerns & challenges your students face ?

   • Anxiety towards examination

   • New subject - Science

   • Worry about heavy school load

   • Lack of friends

2. What are some planned follow up to address those concerns/challenges ?

   • Exam Anxiety: Have regular check-ins with students and assure them that teachers will help/guide them along in the (exam) journey

   • Workload: Create a homework column on the noticeboard to help students monitor their homework load. This will also help other subject teachers to be aware on students' homework load for the day.

   • Loneliness- Buddy system

• Anxiety (long break during holidays), may face challenge in getting used to routines and learning in school.

• Peer relationship (Disagreement during group work, friendship selection

PROPOSED STRATEGIES

Smoother Transition Back To School

• Reiterate BE READY strategy, 弟子规 class rules

• Ice-breaking games, team-bonding activities

• Enthuse and excite students with upcoming activities and events (e.g. Children's Day, National Day) Get students to pen down or draw what they look forward to?

Reconnect Students and Teachers

• “Catch the Compliment” Ball Game – Teacher to start the ball rolling! (Role modelling and support TSR) Toss a ball with prompts written on it (“Say something nice about your classmate/teacher”).

• Pair-In-a-Minute Game - Teacher to start the ball rolling! Share about his/her holiday (Role modelling and support TSR) Each child shares one highlight from the holidays in a timed 1-minute slot with their partner.

• Sustaining motivation and focus as academic expectations rise in Semester 2

• Managing time effectively, especially with increased assessments and project work

• Balancing academic and co-curricular commitments

• Maintaining peer relationships as group dynamics shift over time

2. What challenges do you foresee when the students return after the one-month break?

• Difficulty settling back into routines and school discipline after a long break

• Possible learning loss or lack of retention from Semester 1

• Increased anxiety as year-end assessments draw closer

• Disengagement or resistance to restarting academic work

3. What are some activities that could help support a smoother transition back to school?

• Re-orientation activities (e.g., “Welcome Back” class discussions, reflection journaling on holiday experiences)

• Goal-setting sessions for Semester 2 to give students a sense of direction

• Short revision games or quizzes to reactivate prior learning in a low-stress way

• Time management mini-workshops or planners to help students pace themselves early

4. What are some activities that could help students and teachers reconnect with one another after the long break?

• Class bonding games (e.g., “Two Truths and a Lie”, team challenges)

• Sharing circles or “Postcard from the Holidays” – each student writes or draws one highlight to share with the class

• Class-building activities (e.g., co-creating class agreements or motivational displays for Term 3)

• Teacher-led story or experience sharing to rebuild trust and rapport

5. Any other ideas/suggestions/comments

• Introduce mindfulness or relaxation techniques weekly to address stress as academic load increases

• Monitor students more closely during the first two weeks for signs of emotional or academic struggle, and follow up early

  
  

2) they might forget class routines and teachers’ expectations

3 &4) reminders, class bonding through spring cleaning, share holiday using think pair share then class sharing

• Academic stress, especially when there is WA(s) and SA2.

• Peer-to-Peer relationship (Not Playing it Right)

• Quarrels between family members which affect the child

  
  

  2) What challenges do you foresee when the students return after the one-month break?

  • Forgetting the routines

  • Sleep deprived and not used to waking up early

  • Short attention span due to prolonged screen time during holidays

    
    

• What are some activities that could help support a smoother transition back to school?

- Cohort briefing to reiterate the school routines and daily habits (similar to the one done in Sem 1)

- Engage the parents to remind them about screen time usage at home & routines at home (sleep time, reading, screen time)

• What are some activities that could help students and teachers reconnect with one another after the long break?

  • Ice breakers

  • Sharing of holiday experience

• Any other ideas/suggestions/comments

  • NIL

What are some of the current needs/challenges our students face?

-Sense of belonging (esp for GE students)

-Building of class identity

-For students to get to know each other better (eg. learning each others' name)

Q2

What challenges do you foresee when the students return after the one-month break?

-lack of motivation to come back to school

-students will need to be reminded of school routines

Q3

What are some activities that could help support a smoother transition back to school?

-P4 Level Discipline Talk on Logical Consequences (Yellow Card, Red Card) to set the tone and remind them the rules - could give past examples of behaviour that received consequences

Q4

What are some activities that could help students and teachers reconnect with one another after the long break?

-Bonding Activities to build TSR

-Activities using conversation starters

Q5

Any other ideas/suggestions/comments

-Giving a variety of suggested activities that teachers can choose from, to allow teachers to adapt the activities for their class' needs (making sure that there are available venues, for out of the classroom)

-eg Extended Recess on the orientation day (for the day hike) to support small group bonding for the students in the class.

The newly transferred students are concerned that they cannot transit into the new school and system.

1b)

Friendship issues due to TG groupings, there are more tensions surfacing. With the TG groupings, the form teacher has less time with the Form class.

2) Always not ready for Sem 2. They are in holiday mode.

3) Give them some buffer time to share what they did during the holiday with their friends. Give more time to remind them on the school routines and ground rules again. Also need to remind them on their class leadership roles and duties and goal setting for term 3. Check-in on what was completed in LIFE Journal and NYAA activities.

4) Can play team building or bonding games. Pupils can write to each other to encourage one another so that they can start the term right.

5) No. Everyone is doing a great job :)

• Relationship management (student-student / teacher-student)

  
  

2. What challenges do you foresee when the students return after the one-month break?

• Forget routines/expectations e.g. talking out of turn

  
  

  3. What are some activities that could help support a smoother transition back to school?

• Partnership with parents

• During orientation, go through expectations again. Students to initiate this conversation.

  
  

  4. What are some activities that could help students and teachers reconnect with one another after the long break?

• Share about their holidays

  e.g journal writing

• Allow them to talk to each other - think pair share before class discussion

e.g. Use friendship cards as prompts

5. Any other ideas/ suggestions/ comments

1. Getting back into classroom routines

2. Reminders for classroom expectations

3. Kind actions kind words

4. Empathy

Activities

1. Class contract

2. Class Challenge (Bingo for class contract)

1) Conflict resolution

• especially after recess, students will tend to complain about each other or others

Challenges after 1 month break:

1) Routines forgotten after the break

2) School refusal

Activities to help transit back to school

1) Posters

2) Kindness activities may help lessen recess incidents that results in complains after recess

3) Verbal Reminders e.g morning nagging

Q2. Challenges we foresee when the students return after the one-month break:

a. lack of sleep due to upset of normal routine because of games addiction or jetlag

b. no self discipline for double income family - need time to adjust to classroom routine

c. SEN students may have difficulty adjusting to formal school routines and schedules after a long break

Q3 & 4. Activities that could help support a smoother transition back to school and reconnect with one another:

a. present our own example of what we did during the holiday and ask them to think-pair-share their own meaningful experiences and then random select a few students to present

b. highlight healthy eating, mental well-being and physical well-being from students' examples

c. pen down their goals for academic/cca and social emotional aspects

Q5. Movie-screening

e.g. Inside out (I), Nezha (I) or Award-winning animation for them to discuss after watching

Peer influences.

2. What challenges do you foresee when the students return after the one-month break?

Tend to talk a lot.

3. What are some activities that could help support a smoother transition back to school?

Getting them to put up a drama performance.

4. What are some activities that could help students and teachers reconnect with one another after the long break?

Through the drama rehearsal.

Inter class?

VIA?

Whole level?

Movie Screening

Treasure Hunt / Minute to win it

Respect/ Communication/ Understand stress

Teach students how to prepare healthy snack

Kpop dance / diff genre

Ask students for preference

inter-class skits / presentation on topics like exam challenges, school life.

Movie screening.

Inter-class minute-to-win-it games