Q2 - High attendance and participation

Q3 - However, students do not want to attend the more reflective / 'learning' sessions of FIG. Overall, students are still appearing on acad at-risk, so while attitudes are improving, we are still closing the gap on learning attitude and translation into action.

Q4 - Informal tone and support from YGOS

Q5 - (i) Sessions on future goals and study habits, to improve motivation. (ii) Contribution to school / community

• 4

• YGOS was able to effectively confront and counsel some students whenever they find some people were behaving out of character

• FIG was able to give students the right space for students to hangout and be motivated to come to school but the programme targets more on the boys. The girls may be left aside and not effectively approached

Q2

• Based on students feedback, high attendance and also word of mouth where students manage to spread FIG and influence more people to join

Q3

• Female students are just hanging around at the side of ISH or outside the field wasting their time supporting the boys. We could probably allocate another venue for them to play football together (as some are afraid to play with the boys). Another YGOS and teacher could be with them and reach out to meet their needs.

Q4

• Causal tone where we try to "speak their language" and portray that we are able to listen and understand them

Q5

• Activities for the female students so that they can productively make good use of their time

• FIG study programmes where everyone can study together and help one another or even the juniors to create stronger bonds

Q2 - Consistent attendance, participation (able to jot down reflection, share pov), TSR with teachers and some mentors (HI)

Q3 - Engagement across mentors varies (some groups are more positive / participative), if LTA/pre-LTA are chosen, continue to have other HN students (as back-up)

Q4 - TSR with ADSS teachers, positive talk (context-setting and debrief - drawing links to their behaviours in class), inviting peers, midyear & yearend activities, empowering students to plan celebration (activities & purchasing of snacks), VIA with Ren Ci

Q5 - More check-in time with ADSS teachers

Q2: Our Treasure Hunt and Captain Ball were well-received by students. They met the needs of students. Our weekly activities provided a conducive atmosphere for students to hang around and interact with each other.

Q3: Our weekly activities are attracting the same group of students. I am not sure have we managed to attract most HNS especially those at Sec 3 and Sec 4. Perhaps we should have some data in this aspect. If we know their needs, then we can improve our programmes.

Q4: Tapping on students for their views and ideas for our programme. Strengthen student voice and agency will enhance our activities.

Q5: We should have more FGD with HNS not in our radar, esp upper students who never come for our programme.

• 3

• Slightly effective as I do think HNS do come to the Harbour quite freely, but unless they are a part of the Harbour crew, they feel more like drifters (not permanently anchored/bonded to any particular teacher/friend)

Q2)

• High attendance and commitment. Students who do not have as many leadership opportunities have flourished in leadership/organiser roles at Harbour's special events (a lot more initiative is taken and students are comfortable expressing their ideas without fearing judgement)

Q3)

• I think certain crew in my mentoring group are still not comfortable with each other or with the teachers so I would hope to promote better bonding within the mentoring groups and to establish more of a caring and inclusive culture in the group.

Q4)

• The Harbour Special Projects have been successful in gaining traction in the school community.

• Harbour's publicity has been very good thus far.

Q5)

• Special events could be organised across mentoring groups! Would be good to end off the year with a special big event (annually) that could celebrate individual harbour crew members too. For example, we could have prizes for Exemplary Harbour Crew member, Best Clean up Crew, Best Mentoring Group etc.

Q2: Their attendance, day-to-day interactions with peers, their conversations with us

Q3: In 2025, our special projects such as captain’s ball and the treasure hunt were well-received by the sch. However, within the mentoring group, some members were quieter and less involved in the planning process. Hence, while our programmes engaged many students, more can be done to support and involve some of our harbour members.

Q4: Continue empowering students by giving them autonomy to plan and organise events. Continue maintaining harbour as a safe and supportive space for all students.

Q5: Start a peer recognition system to affirm students’ efforts and contributions. (e.g. Harbour crew of the month etc)

Q2: We successfully planned Harbour Events that incorporated students' preferences and suggestions, fostering a sense of ownership. While providing guidance and consultations ensured the events stayed on track, our students took the lead in making Admirals Got Talent (Vday edition) and Hide Seek a success

Q3: Reflecting on our 2025 experience, I realize that our mentoring group (Amelia & Sha), can better meet students' needs by prioritizing bonding activities. This year, we were heavily focused on Harbour events, which left some quieter members feeling left out. To improve, I suggest organizing a casual bonding session, like a games afternoon, where we can foster friendships without the pressure of Harbour duties. This would help create a more inclusive and relaxed environment for all Harbour Crew members.

Q4: Through RenCi, Planning & Debriefing, MAPs sessions, and LJ, Anchor has seen significant highlights, particularly in empowering our Harbour Crew with a sense of ownership through duty and event planning :)

Q5: An affirmation ceremony can be a great way to recognize Harbour Crew's contributions, fostering a sense of appreciation, recognition, ownership, and belonging among team members.

Q2: Regular attendance for H1 Happiness Programme participants. Students level of engagement improved progressively throughout the programme. Students developed positive relationship with peers, teachers and some programme mentors. Students took initiative to design thank you cards for VIA and facilitate games for bonding session.

Q3: Students' lack of interest during sessions with mentors due to teaching style of some mentors. Irregular attendance for some students. Students unable to internalize learning and demonstrate learning through their behaviour.

Q4: TSR, consistent encouragement by Teachers when students feel like giving up. Making participating students feel welcomed and valued by checking in with them. Bonding sessions, opportunities for students to shoulder responsibilities in programmes. VIA and outings.

Q5: Check-in with FTs of students to monitor students' progress. Informing FTs about content of programme so that FTs may tap on the programme for behaviour moderation.

Q2) Those who were present were excited, eager to give ideas and discharge their duties with some nudging

Q3) Inconsistent attendance; harbour crew keen to just 'hang out' / 'play games' / 'go for LJ'

Q4) Informal engagement; range of activities catered for HNS; TSR w mentors, visits from HarbourX

Q5) Harbour Logistics loan out file, end of duty day wipe down of tables/chairs/sofa, Crew of the Term+ perks to be recognised during MAP.

Q2 - Consistent attendance of several students. These students were also excited to give their ideas and conduct the activity. E.g. Squid Games Carnival

Q3 - Some students do not consistently attend the sessions, suggesting they are not as engaged.

Q4 - Giving students a voice and autonomy

Q5 - More recognition for harbour crew. E.g. badge/tag they can wear, reward those who contribute significantly.