Student All-Round Development
Transcript of Student All-Round Development
Student All-Round Development
Fairfield Methodist School (Primary)
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The Fairfield Family
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School’s Mission
To provide a holistic education in a
Christian environment
so as to nurture
leaders of good character,
equipped to serve
God, nation, community and school
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• Methodist brand of education
• Emphasis on character development
and service to others
Valuing the past
School’s Vision
Leaders of the future
pursuing excellence,
upholding strong Christian moral values,
and having the heart to serve
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• Unpack vision
• Building team leadership and staff
capacity
Making sense of the present
Core Values
Reverence and Love for God
Integrity
Resilience
Respect
Serving and Giving
Core values unpacked for the pupils
to enhance clarity of pupil behaviour in 2011.
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Core Values - Behavioral outcomes
School Core
Value Behavioral outcomes
RESPECT
You and I matter
I greet my teachers politely.
I say “Please”, “Thank You” and “Excuse Me”.
I listen to others when they speak.
I am sensitive to other people’s feelings.
I sing the National Anthem and School Song with pride.
I will respect my friend’s belongings by not touching them without permission.
I respect my authorities by obeying them.
RESILIENCE
Never give up
I persevere when I encounter challenges.
I complete my work to the best of my ability.
I say “I Will not give up!” and “Let’s try again!”
I will give thanks in all circumstances .
I will set goals and work hard towards achieving them.
I will attempt ALL questions and will not leave any blanks.
I bring what is needed every day.
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• Valuing the Past – School Mission
• Making sense of the future – School Vision and Values
• Identifying school’s strengths and strategic challenges
• Seizing opportunities
Defining the Future
Fairfield Outcomes
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Holistic Development Profile
HDP Overview
Types of Report
HDP Report:
In Report Book with Overall Conduct Grade and Teachers’ Comments
HDP Termly Report:
In Report Book with the Smiley Faces
HDP Overview
Holistic Development Profile
Building Character and Leadership
Long Term Goal
To develop confident leaders, upright individuals and concerned citizen
Strategic Thrust 2
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Str
ate
gie
s
• Review assessment of conduct
based on HRC inputs to align with
Fairfield Outcomes
• Integrate Reward and Recognition
scheme into school programmes
and review system for R & R for P5
and P6
• Refine school’s SEAIP initiatives
• Refine Lifeskills package to ensure
development of SE competencies in
pupils
Strategies & KPIs K
PIs
% of pupils with Good Conduct and above
% of P4 to P6 pupils with Very Good Conduct and
above
QSE Survey
(Teacher-Student Relationship, Peer Relation,
Discipline, School Pride, School Affect )
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RADAR
Determine
Results
required
Plan and develop
Approaches
Assess and Review
approaches and their
deployment
Deploy
Approaches
Fairfield Outcomes
Strategic Plan - KPIs
Frameworks
Research-based philosophies
Structures
6-Year Plans
Assessment mechanisms
Structured and regular reviews
Our Co-Curricular Programme
Pupil Development R&R
Life skills
CIP/ Service Learning
Student Leadership
Discipline
National Education
Pupil Welfare
Careers Guidance
SEAIP
Devotions
Internationalisation
PE / Aes and CCA Aesthetics
Physical Education
Outdoor Education
CCAs
-Uniformed Groups
-Aesthetics School Teams
-Sports School Teams
-CCA Modules
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Data Sources to identify needs
Domain Data Sources
Cognitive
ability
1a. School assessment results
1b. National examination results (PSLE)
1c. Target setting and target review by pupils
1d. P3 pupil profiling
1e. LSST at P1
1f. Ministry directives
1g. Yearly promotion exercise
1h. QSE results
Social-
moral-
economic
2a. Quality of school experience and school
climate survey findings
2b. Pupil data form
2c. SEAIP form
2d. Career talks by parents, alumni and
volunteers
2e. Focused group discussions with parents
2f. Application for FAS
2g. School cockpit
2h. Year end pupil perspective survey
2i. Pupils’ voice
2j. Feedback from form and co-form teachers
2k. External Research
Domain Data Sources
Aesthetics
and
physical
3a. School teams audition and
selection
3b. BMI data
3c. NAPFA test results
3d. Demand of CCA modules
3e. Assessment (eg. PECAT5)
3f. CCA Awardees
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The PE Curriculum as an example
Education and Mentoring PE Syllabus Overview
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Education and Mentoring P4 PE SOW Term 1
Week Content to be taught Venue/Resources HDP
1 Height and weight
Motivation
(Outdoor
Education)
- Rejoices with
those who
rejoice.
- Encourages
with those who
are discouraged.
2 Rules and Grouping for Territorial Games
3 Territorial Game: Mini Hockey 1
- Holding the stick Properly (like a hand-shake)
- Simplified static handling (Use a bean bag to simulate a ball)
- Basic Passing and trapping
- Dribbling relay game (to encourage handling and movement)
Volleyball Court/
Assembly Area
Hockey sticks
Airballs
Discs & cones
Colour bands
4 Territorial Game: Mini Hockey 2
- Dribbling (close and open)
- Tackling & Dodging (block from the front)
- Shooting (hitting and pushing) PE ASSESSMENT SKILL
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5 Territorial Game: Mini Hockey 3 (Offensive concepts)
- Keeping possession (sending, receiving, traveling)
- Penetration/Invasion (accurate passing and receiving, feinting, change of speed)
-
6 Territorial Game : Mini Hockey 4 (Defensive concepts)
- Zoning (defending players in area-shuffle, change speed and direction)
- Defending a specific player (footwork)
- Game : 3v3, 4v4. 5v4, 4v3
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7 Territorial Game: Mini Hockey 5
- Game PE ASSESSMENT SKILL
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8 NAPFA Preparation : Basic introduction to the test items
Hall
NAPFA Test Stations
9 NAPFA Preparation : Fitness and Conditioning
10 NAPFA Preparation : Fitness and Conditioning
Managing
Self (Rock
Climbing)
- Does not
give up
easily.
- Is able to
climb to
the top.
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The PE Curriculum as an example
Level Opportunities (Events / OE)
21st Century
Skills
School
Values
SE Competencies
Primary 1 Games Day /
Introduction to
Outdoor Edn
Collaboration Respect,
Integrity
Self Awareness,
Self Management
Primary 2 Gym Talent /
Survival Skills
Level 1
Communication &
Collaboration
Aware of His Passion
Resilience,
Respect
Social Awareness, Relationship
Management, Self Management
Primary 3 Swim Carnival /
Swimming Lessons
Collaboration
Aware of His Passion
Resilience, Serving
& Giving
Self Awareness,
Social Awareness, Self Management,
Relationship Management
Primary 4 Sports Carnival /
Rock Climbing and
Field Cooking
Collaboration
Aware of His Passion
Resilience
Serving & Giving
Self Management. Social Awareness,
Responsible Decision Making, Self
Management
Primary 5 Sports Carnival /
P5 Camp
Collaboration
Aware of His Passion
Integrity, Resilience,
Respect,
Serving and Giving
Social Awareness, Relationship
Management, Responsible Decision
Making, Self Management
Primary 6 Sports Carnival /
Orienteering
Integrity, Resilience,
Respect,
Serving and Giving
Social Awareness, Relationship
Management, Responsible Decision
Making, Self Management
Opportunities PE Events & Outdoor Education
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The PE Curriculum as an example
Review/ Reward and Recognition PECAT5
Fairfield Methodist School (Primary) PE Assessment Summary
(PECAT5)
Level (A) Physical Test
(Vendor / NAPFA)
(B) Skills Based Test (Skills and Concepts)
(C) Theory
(Skills and Concepts)
thru lead.com
(D) Theory
(Olympic Education) thru lead.com
(E) Attitude
P1
Gym (term 3-4) Manipulative 10 Questions 5 Questions HDP
P2
Gym (term 1-2) Manipulative 10 Questions 5 Questions HDP
P3
Swim (term 2-3) Territorial concept
10 Questions 5 Questions HDP
P4 NAPFA (term 2) Territorial concept (with manipulative)
10 Questions 5 Questions HDP
P5
NAPFA (term 2) Net concept 10 Questions 5 Questions HDP
P6
NAPFA (term 2) Striking concept 10 Questions 5 Questions HDP
Overall Score (Section A to E)
Grade Score
** A 85% - 100%
B 60% - 84%
C 59% & below
Review/ Reward and Recognition P4 PE HDP Termly Report
Co-Curricular Activities
MODULES
SCHOOL TEAM
UNIFORMED
GROUPS
Co-Curricular Activities in FMSP
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CCA as an example
33J BB Programme for 2011 No
. Attire Date 1350 1400 1440 1540 Remarks Student Outcomes
05/01 NO CCA
1 Full U 12/01 FALL IN DEVOTION (1) ICE BREAKERS ANNOUNCEMENT
SV: Respect, Serving & Giving, Love & Reverence for God
21st C : Agility & Adaptability
SEL : Self-Awareness, Social Awareness, Relationship
Management
14/01 GOLD AWARD APPLICATION
OPENS
2 School
Attire 19/01 FALL IN
LOGISTICS DAY
(PURCHASE OF UNIFORM AT BBHQ) ANNOUNCEMENT
Only for P3 and New members
(NO Parade for other levels)
3 PT Kit 26/01 FALL IN CAPTAIN'S
BRIEFING LVL SHARE ANNOUNCEMENT
01/02
JM FRASER AWARD SUBMISSIONS
DEADLINE
02/02 CNY CELEBRATIONS
4 Full U 09/02 FALL IN CNY HOUSE VISITS P6 AQ TRAINING #1
SV: Respect, Serving & Giving, Love & Reverence for God
21st C : Initiative, Collaboration
SEL : Self-Awareness, Social Awareness, Relationship
Management
15/02 JP OFFICERS CONFERENCE
5 PT Kit 16/02 FALL IN DEVOTION (2) WHO? WHAT? HUH?
1 ANNOUNCEMENT P6 AQ TRAINING #2
SV: Respect, Serving & Giving, Love & Reverence for God
21st C : Agility, Adaptability, Curiosity & Imagination
SEL : Self-Awareness, Social Awareness, Relationship
Management, Responsible Decision-Making
22/02 BB WEEK BRIEFING
6 PT Kit 23/02 FALL IN LVL SHARE WHO? WHAT? HUH?
2 ANNOUNCEMENT P6 AQ TRAINING #3
02/03 No parade due to Enrolment on
Saturday (05/03)
7 Full U 05/03 ENROLMENT SERVICE ( Combined with 33 FMSS)
SV: Respect, Serving & Giving, Love & Reverence for God
21st C : Initiative, Collaboration
SEL : Self-Awareness, Social Awareness, Relationship
Management
Education and mentoring Uniformed Groups
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FAIRFIELD METHODIST SCHOOL (PRIMARY)
CCA WORK PLAN (30 WEEKS)
CCA: Chinese Dance Venue: Dance Studio Year: 2011
Teachers: Tan Su San , Ng Ying Ying, Ng Wan Peng
Date Programme Student Outcomes
Week 11
Date:
Learning of the new dance (second part)
Junior-hand/leg movement, turning and coordination
Senior-hands, body and legs movement
SV:
Resilience
Integrity
21st C:
Agility
Adaptability
Collaboration
Initiative
leadership
SEL:
Self-awareness
Social awareness
Self Management
Relationship Management
Responsible Decision Making
Week 12
Date:
Learning of the new dance (second part)
Students are taught how to recognize their dance positions and learn the change
in the first-second part of the dance.
SV:
Resilience
Integrity
21st C:
Agility
Adaptability
Collaboration
Initiative
leadership
SEL:
Self-awareness
Social awareness
Self Management
Relationship Management
Responsible Decision Making
30-week CCA work plan
for School teams
with Fairfield Outcomes in mind
Education and mentoring School Team
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CCA as an example
Vision
Every Fairsian a resilient pursuer of excellence who is physically, mentally, socially and
aesthetically developed through a meaningful co-curricular programme.
CCA Modules
Leadership
Enrichment
Aesthetics
Physical
Service Learning
Uniformed Groups Boys’ Brigade
Girls’ Brigade
Red Cross
School Teams Athletics
Badminton
Basketball
Football
Volleyball
Weiqi
Band
Chinese Dance
Choir
Handbells
Visual Arts
Fairfield Outcomes
Opportunities Co-Curricular Activities
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LEAPS
Enrichment (E)
Adventure Science
Photography
Math Adventure 1
Opportunities CCA Modules - Examples
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Key Domains of Development in a Child
Leadership
Enrichment
Aesthetics
Physical
Service Learning
Each child to complete 2 modules
Opportunities CCA Modules - LEAPS
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CCA as an example
At the end of P6, each child can achieve the following awards:
Uniformed Group & School Team Colours Award
Distinction Award
Merit Award
Commendation Award
CCA modules Distinction Award
Gold Award
Silver Award
Bronze Award
Certificate of Participation
Review/ reward and recognition CCA Attainment (overview)
Award: Distinction Merit Commendation
Sports Aes UG Sports Aes UG Sports Aes UG
Attendance 80% 80% 80%
Achieve-
ment
Nationals
Top 8
- Gold /
- Gold
with
Honours
Leadership
appointment
AND
Participate in
at least 2
community
work or
Service
Learning
Projects
(Local and
Overseas)
AND
- Participate
in at least
i) 1 National
Competition
AND
ii) 1 National
Event
Zonal
Top 4
*Nationals
Top 9-16
*Track &
Field
SYF
- Silver
- Bronze
Participate in at
least 2 community
work or Service
Learning Projects
(Local and
Overseas)
AND
- Participate in at
least
i) 1 National
Competition
OR
ii) 1 National
Event
Participate in at least 1
competition / event
Sports: Zonal competitions,
Friendly matches,
Aesthetics: Performance in
schools/public,
Uniformed Group: Individual
Badgework and 1 Service
Learning Project
Conduct At least a ‘ Very Good’ At least a “Good”
Review/ reward and recognition CCA attainment -School team and UG
Review/ reward and recognition CCA Attainment - Modules
For each module, a child will achieve either:
– Participation
- At least 60% attendance
- The result of the assessment (e.g. test /
performance / artifact / presentation) is
Meeting Expectations.
– Participation with Merit
- At least 80% attendance
- The result of the assessment (E.g. test /
performance / artifact / presentation) is
BEYOND EXPECTATIONS.
CCA
Modules
L E A P S
Mandatory to complete from following domains
Pri 3 to Pri 6 2 2 2 2 2
Award: Distinction Gold Silver Bronze
Attainment: Min.16 merits Min. 8 merits Min. 5 merits Min. 3 merits
( at least 2 from ( at least 1 from ( at least 1 from ( from any
each domain) each domain ) each domain) 3 domains)
Review/ reward and recognition CCA Attainment – Modules
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Student leadership as an example
Student leadership
Student Leadership
Adapted:
Servant Leadership
by Robert Greenleaf
All pupils
Monitors, Class Committee,
Subject Champions,
CCA Leaders
Prefects
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Student Leadership training
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Adapted:
K&P
Leadership
Model by
Kouzes &
Posner
Habitudes by
Tim Elmore
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Student leadership as an example
Education and mentoring Six-year Life Skills Programme
Level Programme Values Focus SE
Competencies
21st Century
Skills
Primary 1 Back to school activities
FTGP Package
In-house Video Lessons
-Dragon tales (To Kingdom come)
-Dragon tales Title (Baby Trouble)
-Berenstein Bear (Thinking of those in need)
-Carl Sommer (It’s not fair)
Pride for Play
Last week of school activities
Respect
Resilience
Integrity
Self
Awareness,
Self
Management
Relationship
Management
Effective Oral
Communication,
Collaboration,
Adaptability
Primary 2
Primary 3 Back to school activities
In-house Video Lessons
- Dragon tales (To Kingdom come)
- Dragon tales Title (Baby Trouble)
- Berenstein Bear (Thinking of those in need) - -
Carl Sommer (It’s not fair)
- Trevor Romain (Bullies are a pain in the
brain)
Cyberwellness
P3 Pupil Profiling
Bless your Family (Integration with CIP)
Last week of school activities
Serving and
Giving
Resilience
Self
Awareness,
Self
Management
Relationship
Management,
Social
Awareness
Effective Oral
Communication,
Collaboration,
Adaptability
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Student leadership as an example
Opportunities to lead self
Learning to Lead Self
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Serving and Leading Others
Serving and Leading School
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Student leadership as an example
Review/ Reward and Recognition Performance Score Card for student leaders
Performance score card 2012
Self/ Peer reflection
Adapted from:
Servant Leadership
by Robert Greenleaf
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CIP framework
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Values Bookmark, Values Collar Pins, Values Magnetic
Bookmarks, Model Pupil, Praise Cards
Musician and Artist of the Semester, Young
Einstein, Young Mathematician, NAPFA
badges and certificates
Eagles Award, FMS(P)
Colours Awards, CCA
Holistic Certificate
CCA
Award,
Foo Kiam
Hiong Award,
Sophia Blackmore
Award, Head
Prefect Challenge Shield
Individual Awards
CCA Awards
Departmental
Awards
Values
Awards
Whole school approach to Reward and Recognition
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Reward and Recognition (R & R)
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Integration of school values in school events and activities
Subject Level Activities Values integration
English P2 Choral reading Respect
P3 Reader’s Theatre Respect, Resilience
P4 Radio Capsule Respect, Resilience
P5 Debate Respect
P5 – P6 Subject Champions Serving and Giving
P5 – P6 SA1, SA2 Goal Setting Respect, Resilience, Integrity, Serving and Giving
Math P2 Math Shopping Trip Respect, Resilience
P3 Learning Journey to the Zoo
(Integration with Science)
Respect, Resilience
P5-P6 Subject Champions Serving and Giving
P5 – P6 SA1, SA2 Goal Setting Respect, Resilience, Integrity, Serving and Giving
Science P1 Taking care of Pet
(Integration with CIP)
Respect
P1 Learning journey to the zoo Respect, Resilience
P2 Learning journey to hydroponics and
butterfly park
Respect, Resilience
P2 Taking care of Plant
(Integration with CIP)
Respect, Resilience
P3 Learning Journey to the Zoo
(Integration with Math)
Resilience, Serving and Giving
P4 Project Work – Making a Toy Resilience, Serving and Giving
P5 Project Work – Performance Task Respect, Resilience, Integrity, Serving and Giving
P5 and P6 Subject Champions Serving and Giving
P5 – P6 SA1, SA2 Goal Setting Respect, Resilience, Integrity, Serving and Giving
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Integration of school values in school events and activities
Subject Level Activities Values integration
Mother
Tongue
P1 Learning Journey to the Bird Park Respect
P2 Learning Journey to the Frog Farm Respect, Resilience
P3 Learning Journey to Sentosa Respect, Resilience
P4 Learning Journey to Tea Chapter Respect, Resilience
P5-P6 Subject Champions Respect
P5 – P6 SA1, SA2 Goal Setting Serving and Giving
PE P1 P1 Games Day Respect, Integrity
P2 P2 Gym Talent Respect, Resilience
P3 Swim Carnival Resilience, Serving and Giving
P4 Rock Climbing Resilience, Serving and Giving
P5 Camp Respect, Resilience, Integrity, Serving and Giving
P5 and P6 Subject Champions Serving and Giving
Aesthetics
P1 Music and Movement Respect, Resilience
P2 Handchimes Respect, Resilience
P1 – P6 Aesthetics Day Respect, Resilience
P3 – P6 Subject Champions Serving and Giving
PD P3 Bless your family Respect
P4 Learning Journey (S’pore River/Heritage
Site)
Respect, Resilience
Buddies to P1 Resilience, Serving and Giving
P3 and P4 Note Taking Resilience, Serving and Giving
P5 Charity Sale Respect, Resilience, Integrity, Serving and Giving 53
Determining a child’s Conduct Grade
Conduct Grade
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Thank you!