• Be as specific as possible.

2.How will you implement it and how will it help to achieve the objective?

• Identify key action steps.

• Consider current platforms or structures you can build upon

• Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

• Make sure it is concrete and measurable.

(Please write your name)

• Be as specific as possible.

2.How will you implement it and how will it help to achieve the objective?

• Identify key action steps.

• Consider current platforms or structures you can build upon

• Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

• Make sure it is concrete and measurable.

• Be as specific as possible.

2.How will you implement it and how will it help to achieve the objective?

• Identify key action steps.

• Consider current platforms or structures you can build upon

• Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

• Make sure it is concrete and measurable.

• Be as specific as possible.

2.How will you implement it and how will it help to achieve the objective?

• Identify key action steps.

• Consider current platforms or structures you can build upon

• Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

• Make sure it is concrete and measurable.

• Be as specific as possible.

2.How will you implement it and how will it help to achieve the objective?

• Identify key action steps.

• Consider current platforms or structures you can build upon

• Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

• Make sure it is concrete and measurable.

• Be as specific as possible.

2.How will you implement it and how will it help to achieve the objective?

• Identify key action steps.

• Consider current platforms or structures you can build upon

• Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

• Make sure it is concrete and measurable.

• Be as specific as possible.

2.How will you implement it and how will it help to achieve the objective?

• Identify key action steps.

• Consider current platforms or structures you can build upon

• Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

• Make sure it is concrete and measurable.

Xue Yi

Personal - be a better person

Professional - be a better team player

~Mas~

I enjoyed the learning so far of how CS can be intentional and purposeful in creating positive vibes as part of a caring and supportive school culture. This workshop will provide me with good handlers to have a clear thinking frame to help Yumin Champs to build character strength consistently.

1. More confidence

2. Better emotional well-being

   Professional Life:

3. Effective communication

4. Motivation

   
   

-Lydia

2. Enhanced well-being: Using your strengths regularly is associated with higher levels of happiness and life satisfaction.

3. Improved resilience: Recognizing and applying your strengths can help you cope better with challenges and stress.

Professional Benefits: 1. Career direction: Knowing your strengths can help you choose or pivot to a career/pathways within that aligns with your natural abilities.

Professional - increase productivity

Professional - to develop students to their fullest potential, be it on academic or non-academic aspect

It helps me see my character traits in a less dichotomous way - not solely as strengths and weaknesses, but as competencies that have to be used in the appropriate context and time.

I can be more self-aware when I actively reflect on my character strengths. Knowing my strengths can help me gain self-confidence.

I can understand my strengths and weaknesses and improve my work.

• Different students in the group to hold different ends of the roads. With a sponge ball placed in the middle of the ropes and as a team move from one point to another point.

Learn how to work together (self-organize) and can be used to illustrate the difference between self-organization and command-control management and it is a good get-to-know-you icebreaker

• Using the given materials build the tallest that can support a marshmallow

Understanding my CS helps me to grow and enable me to develop further professionally.

1. Tuning-in activity: Reread SLS: Digital Book – Our World of Colours (https://go.gov.sg/ssp118) which students have read in Primary 1 - tap on their prior knowledge and to demonstrate the importance of embracing diversity. (10 min)

2. Students complete the worksheet independently (20 min).

3. STAND UP, HAND UP, PAIR UP strategy: Invite students to stand and make eye contact with another person in the room. Invite students to move over and give this person a high-five. In their pairs, share their responses with their partner. Repeat for three rounds. (15 min)

4. Reflection and sing The More We Get Together. (15 min)

1)To promote teamwork within the class (round 1) and within the level (round 2) and work together respectfully.

Key Action Step: Team bonding Game

Human Alphabet* [Preferred Game]

Form the alphabet/word game

Round 1: Each class to form alphabet

Round 2: Whole level form YUMIN

Why this game:

• Allows students to interact with one another and respect the suggestion/instruction given by their peers

• Each students have a role to play (Keep to their spot/ Arrange their peers)

• Allows the teachers to be able to identify the possible students who can take up leadership roles

Success Criteria:

We will be able to see the alphabet forming and minimal arguments within the students

Setting up to Play the Game

1. Gather a group to play. As the saying goes, the more the merrier, and this is certainly true when playing the Human Knot game! The ideal number of players for this game is 8 - 20, but we can do with 2 groups of 20 for a class of 40.

   
   

2. Explain the rules. Your students will circle up and join hands together to form a human knot out of their arms. The goal of the game is to untangle themselves without letting go of the hands they are holding. After untangling, they will be standing once again in a regular circle, without any joined hands in the middle.

• You can always add goals to create your own version of the Human Knot game. For example, if you and your students want a challenge or to race the clock, you could set a timer on your cell phone as a time limit.

  3. Knot all players together by joining hands. Circle up with the rest of the players so that each person is standing closely to the next. Player will to have to reach across the circle to form your human knot, so with large groups of people you may have to scrunch together tightly. After you're in your circle, reach out and hold hands with two different people in the circle, excluding the two people to either side of you. Each left hand should hold a left hand, and each right hand a right.

• Although it's against the rules to let go of the hands you are holding while playing the game, you may have to readjust your grip at some point. You'll likely have to bend and twist to untangle. Readjusting your grip is perfectly acceptable for players to be more comfortable while playing.

PLAYING THE GAME

1. Inspect the knot you have formed. Communicate with the other players in your Human Knot to figure out where to begin untangling. There may be an easy part of the knot that comes undone quickly, which will free up more slack for others in the knot.

• You'll want to be sure that everyone is gentle when untangling. Pulling or yanking too hard might hurt someone!

• In the beginning, the knot will be tight and thick with many crossed arms. The group might want to take a step backwards, if possible. This way you have a better perspective of the Human Knot.

2. Maneuver around other players. The players should be ready to bend, twist, and move in any way that is required for untangling your knot. You may find you or others need to duck under the hands of other players, step over a pair of hands, or do similar moves to untangle your knot. Since this game requires some measure of flexibility, you may want to consider stretching first.

• While playing, you should always try to be respectful of the boundaries of others. If you find yourself in an uncomfortable position with another player, you might ask if other players can help you out by untangling a different part of the knot.

  3. Form a circle by untangling your knot. You'll notice, as your knot becomes untangled, that a circle will start to form. Some people may end up facing the inside of the circle, some the outside, but by the time you've finished untangling, you should have an unbroken circle of joined hands. Congratulations! You've untangled the Human Knot!

  • In some cases, you may have done your job of knotting together too well! This means you won't always be able to unravel your knot, in which case, you can break apart and try again.

• Identify key action steps.

• Consider current platforms or structures you can build upon

• Be mindful of teacher bandwidth for implementation

  
  

• Be as specific as possible.

Value: Care

CS: Kindness

Objective:

Showing kindness and appreciation to their P4 buddies.

2.How will you implement it and how will it help to achieve the objective?

• Identify key action steps.

  P1 and P4 Recess buddy (Allocation of buddies, Same gender and Race)

• Explicit teaching of how to show kindness (e.g. saying thank you. listen to their buddies)

• Consider current platforms or structures you can build upon

  We have the thank you cards to be given to the P4 buddy on the last day of their P1&P4 buddy recess programme.

• Be mindful of teacher bandwidth for implementation

3.What can you expect to see as the outcomes?

• Make sure it is concrete and measurable.

  They say thank you at the end of every recess. They remember their buddy's name. They listen and follow their buddy's instructions. They stay with their buddies and inform them if they need to go anywhere. At the end of the recess buddy programme, pupils will continue to demonstrate good recess etiquette (whatever their buddies have taught them)

All students to be seated.

When a number is called, the number of students who stands up cannot be the same as the number called. If unsuccessful, the class will have to restart.

The class with the longest successful chain wins the game.