Student Development
Department Focus
Student Development in Zhangde Primary School aims to strengthen the positive school culture through positive student experiences across all levels. Our programmes seek to:
- Build a culture of care in which students enjoy coming to school, are engaged in learning, motivated to give their best, and feel an attachment to the school because they feel safe and cared for in school, enhancing TSR and SSR.
- Promote a whole-school approach through involving all teaching staff, who are form and subject teachers, in providing for student development and well-being.
- Provide support and intervention for specific groups of students who require additional help.
Programmes
In enabling positive and enriching student learning experiences, the Student Development Team employs the P.L.I.E.S. Framework to ensure balance, continuity, and growth in the students’ experiences from Primary 1 to Primary 6 through Student Development programmes curated based on our students’ needs and aspirations.
2023 P1 to P6 SDT (P.L.I.E.S. FRAMEWORK)
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Physical |
Leadership |
Intellectual |
Emotional |
Social |
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P1 |
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● P1 Transition Programme ● You’ve Got Mail! ● Positive Classroom Culture (PCC) Structure ● Working with external partners |
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Physical |
Leadership |
Intellectual |
Emotional |
Social |
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P2 |
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● You’ve Got Mail! ● Positive Classroom Culture (PCC) Structure ● Working with external partners |
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Physical |
Leadership |
Intellectual |
Emotional |
Social |
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P3 |
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● You’ve Got Mail! ● Positive Classroom Culture (PCC) Structure ● Working with external partners ● P2 - P3 Transition Talk |
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Physical |
Leadership |
Intellectual |
Emotional |
Social |
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P4 |
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● You’ve Got Mail! ● Positive Classroom Culture (PCC) Structure ● Working with external partners ● P3 - P4 Transition Talk |
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Physical |
Leadership |
Intellectual |
Emotional |
Social |
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P5 |
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● You’ve Got Mail! ● Positive Classroom Culture (PCC) Structure ● Working with external partners ● P4 - P5 Transition Talk |
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Physical |
Leadership |
Intellectual |
Emotional |
Social |
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P6 |
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● You’ve Got Mail! ● Positive Classroom Culture (PCC) Structure ● Working with external partners ● P6 Post-PSLE Transition Programme (Term 4) ● Motivational Talks |
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Student Management
Student Management
Discipline Policy – “Disciplining the ABC Way”
Discipline is an integral part of schooling. Good discipline facilitates teaching and learning. Students who have erred in their behaviour need to be re-orientated and guided towards the right direction. We condemn the behaviour but not the child. We use Restorative Practices (RP) to develop our student community and manage conflicts and tensions by repairing harm and building relationships.
The following basic principles apply when managing student’s unacceptable behaviour:
- Show students what they have done; (aware/behave)
- Give students ownership of the problem; (behave/choice)
- Give students opportunity to fix the problem; (behave/choice)
- Leave intact the dignity of the student and others affected by focusing on the problem, not on the student;
- Allow restoration through restitution, resolution and reconciliation.
Student Leadership
Vision
Student Leaders with a GIVER3S heart of service.
Mission
To empower student leaders to be critical thinkers and gracious leaders by serving others with integrity, resilience and empathy.
Motto
Lead to Serve
Spiral-up Leadership training
To spread out servant leadership qualities in breadth over the 4 tiers, with each tier to go in depth on the qualities
Training Objectives:
| Tier 1 | ||
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| Student leader | Training | Objective |
| P1 – 6 Workshop for Servant Leadership | Leadership development | - P1: To be a responsible student and friend (Tie in with servant leadership quality of active listening) - P2: To respect ourselves and people around us (Tie in with servant leadership quality of empathy) - P3: Resilience towards our goals (Tie in with servant leadership quality of persuasion – beginning with the end in mind) - P4: Sincerity and graciousness towards others (Tie in with servant leadership quality of Awareness – keeping in touch with ourselves and others) - P5: Integrity in word and deed (Tie in with servant leadership quality of Stewardship – Being accountable and sharing control) - P6: Versatility to remain relevant (Tie in with servant leadership quality of Foresight – plotting the course) |
| Subject Representatives |
Skill Development | To develop skills needed to carry out their class duties and responsibilities |
| Leadership Development | To understand and apply the basic principles of servant leadership in their class duties, in line with the school core values. | |
| Group Leaders | Skill Development | To develop skills needed to carry out their class duties and responsibilities |
| Leadership Development | To understand and apply the basic principles of servant leadership in their class duties, in line with the school core values. | |
| Tier 2 | ||
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| Student leader | Training | Objective |
| P1 – 6 Class Monitors |
Leadership Development | To hone basic leadership traits in line with school GIVER3S values and to apply it to the classroom. To show respect and initiative in carrying out duties. Servant Leadership: In line with lifeskills objective for the level, but also building on what is covered for lower levels |
| Environmental Leaders/ i-Read Champs/ Peer Supporters | Leadership Development | To hone basic leadership traits in line with school GIVER3S values and to apply it to their leadership role in context. Servant Leadership: In line with lifeskills objective for the level, but also building on what is covered for lower levels |
| P3-4 CCA Sectional Leaders | Leadership Development | 1. To hone leadership traits that is in line with school GIVER3S values, which should be applicable to their leadership duties 2. To understand and apply servant leadership, understanding the roles and responsibilities of a leader 3. To build on self-awareness and self-management (SEL competencies) 4. To build effective communication skills and work as a team Servant Leadership: Empathy and Awareness/Persuasion and Active Listening (rotated on bi-yearly basis) – starting with Awareness/Persuasion in 2019 |
| P5-6 CCA Sectional Leaders | Leadership Development | 1. To hone leadership traits that is in line with school GIVER3S values, which should be applicable to their leadership duties 2. To understand and apply servant leadership, understanding the roles and responsibilities of a leader 3. To develop social awareness and relationship management skills (SEL competencies) 4. To continue honing effective communication skills and work as a team Servant Leadership: Stewardship/Foresight (Rotated on bi-yearly basis) – Starting with Stewardship in 2019 |
Student Leadership
| Tier 3 | ||
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| Student leader | Training | Objective |
| P6 Prefects | Leadership Development | To build on the learning from P1 to P6 lifeskills workshops (Tier 1), alongside the school’s GIVER3S values, with an emphasis on another quality of servant leadership: Commitment to the Growth of People *Note: Workshops done in the first few years of implementation would require a proper summary of earlier values and qualities that should have been covered in the younger primary years. |
| P5 Prefects | Leadership Development | To build on the learning from P1 to P5 lifeskills workshops (Tier 1), alongside the school’s GIVER3S values, with a deeper emphasis on two quality of servant leadership: Stewardship and Building Community, over the few workshops. *Note: Workshops done in the first few years of implementation would require a proper summary of earlier values and qualities that should have been covered in the younger primary years. |
| P4 Prefects | Leadership Development | To build on the learning from P1 to P4 lifeskills workshops (Tier 1), alongside the school’s GIVER3S values, with a deeper emphasis on two quality of servant leadership: Persuasion and Awareness, over the few workshops. *Note: Workshops done in the first few years of implementation would require a proper summary of earlier values and qualities that should have been covered in the younger primary years. |
| P3 Prefects | Leadership Development | To build on the learning from P1 to P3 lifeskills workshops (Tier 1), alongside the school’s GIVER3S values, with a deeper emphasis on two quality of servant leadership: Active Listening and Empathy, over the few workshops. *Note: Workshops done in the first few years of implementation would require a proper summary of earlier values and qualities that should have been covered in the younger primary years. |
| ICT Ambassadors | Leadership Development | To build on the learning from P1 to P4/5 lifeskills workshops (Tier 1), alongside the school’s GIVER3S values, with a deeper emphasis on two quality of servant leadership: Stewardship and Persuasion, over the few workshops. *Note: Workshops done in the first few years of implementation would require a proper summary of earlier values and qualities that should have been covered in the younger primary years. |
| CCA Vice Chairpersons | Leadership Development | |
| Tier 4 | ||
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| Student leader | Training | Objective |
| Prefect EXCO and CCA Chairpersons | Leadership Development | To be stretched in understanding and applying the various leadership characteristics that is in line with school values. Develop conflict management and practice effective communication. Display confidence and maintain assertiveness, while understanding the needs of others. Be able to take into different considerations in event planning and organizing |
Student Leadership Activities
Student Development Activities
