Student All-Round Development

Student All-Round Development

Fairfield Methodist School (Primary)

1

The Fairfield Family

2

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

3

• 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

4

• 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.

5

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.

6

7

• 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

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

11

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 )

12

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

14

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


- Dribbling (close and open)

- Tackling & Dodging (block from the front)

- Shooting (hitting and pushing) PE ASSESSMENT SKILL

-

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

-


- Game PE ASSESSMENT SKILL

-

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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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


Resilience, Serving

& Giving

Self Awareness,

Social Awareness, Self Management,

Relationship Management

Primary 4 Sports Carnival /

Rock Climbing and

Field Cooking

Collaboration


Resilience

Serving & Giving

Self Management. Social Awareness,

Responsible Decision Making, Self

Management


P5 Camp

Collaboration


Integrity, Resilience,

Respect,

Serving and Giving


Management, Responsible Decision

Making, Self Management


Orienteering

Integrity, Resilience,

Respect,

Serving and Giving


Management, Responsible Decision

Making, Self Management

Opportunities PE Events & Outdoor Education

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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


21st C : Initiative, Collaboration


Management

15/02 JP OFFICERS CONFERENCE

5 PT Kit 16/02 FALL IN DEVOTION (2) WHO? WHAT? HUH?

1 ANNOUNCEMENT P6 AQ TRAINING #2


21st C : Agility, Adaptability, Curiosity & Imagination


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)


21st C : Initiative, Collaboration


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


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


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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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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Opportunities to lead self

Learning to Lead Self

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Serving and Leading Others

Serving and Leading School

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Review/ Reward and Recognition Performance Score Card for student leaders

Performance score card 2012

Self/ Peer reflection

Adapted from:

Servant Leadership

by Robert Greenleaf

CIP framework

49

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


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


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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!

Student All-Round Development

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