Pastoral Care & Pupil Development

1. Pastoral Care & Pupil Development Welcome to the Canberra Family. The Pastoral Care & Pupil Development Department is headed by Ms Gina Kuan and assisted by Ms Lee Peiyan (LH – Talent Development) and Ms Sam Choi (LH – Discipline). Induction

2. TLLM NE Character Development Programme iCREST Holistic Education Physical & Aesthetic Programme Academic Programme ICT(FS) I & E Partnership Canberra Holistic Education Framework Our School Values iCREST underpins the design and development of these programmes. National Education is infused into all these progammes to develop national cohesion, cultivate the instinct for survival as a nation and instil in our students, confidence in our nation's future. It also emphasizes on cultivating a sense of belonging and emotional rootedness to Singapore • To provide all Canberrians a Holistic Education, our 3 main programmes comprises of • Character Development, • Academic and • 3) Physical and Aesthetic. With TLLM in mind, we aim to provide holistic education that engages our pupils to nurture a spirit of I & E. Our teachers leverage on Information and Communication Technology to provide our pupils with diverse learning platforms. Last but not least, we value the importance of working in close partnership with our stakeholders in bringing out the excellence in our pupils.

3. Vision Mission Values ST 1 ST 2 ST 4 ST 3 EXCO STAFF CHARACTER DEVELOPMENT FRAMEWORK STAKEHOLDERS Responsible Decision Making Self Awareness CHARACTER DEVELOPMENT PROGRAMME Monitoring Evaluation Review Self Management Relationship Management Citizenship Social Awareness The character development framework provides a structure to the development of our pupils’ character. The various departments guided by the SEL competencies framework collaboratively work towards developing pupils’ character. Academic PC/ Discipline Co-Curricular CME/ CIP

4. Framework for Value Based Education ENVIRONMENT PEOPLE FACILITATORS PEERS PARTNERSHIP CLASSROOM OPEN SPACE RESOURCES Formative Assessment Evaluation and Review Pupils Who Are Rooted In Values PROGRAMMES EDUCATION FOR CHARACTER DEVELOPMENT The school believes that values shapes character and that a value based education will facilitate the holistic development of our pupils

5. Roles & Responsibility • shows care & concern • discipline with dignity • be firm & consistent • be on the lookout for pupils with concern • - high anxiety • - learning difficulties • - suicide • - FAS • role modelling and imparting values • FTGP As classroom teachers, we have a direct influence on the pupils in our class. In our daily interactions with our pupils, we will have many teachable moments that are rich materials for us to impart the correct values. We are role models and can influence their behaviours and thinking.

6. Roles & Responsibility • shows care & concern • shows care & concern • discipline with dignity • be firm & consistent • be on the lookout for pupils with concern • - high anxiety • - learning difficulties • - suicide • - FAS • role modelling and imparting values • FTGP Pupils are deeply affected by social agents like family, school and peers that surround them. At Primary school level, children are eager to use the abilities that they have developed. This eagerness means that they will inevitably encounter failures and success. As teachers, we are able to channel the child’s energy in a positive direction.

7. Roles & Responsibility • discipline with dignity • be firm & consistent • shows care & concern • discipline with dignity • be firm & consistent • be on the lookout for pupils with concern • - high anxiety • - learning difficulties • - suicide • - FAS • role modelling and imparting values • FTGP The family and school are two powerful influences that shape a child’s development. Thus it is crucial that we work closely with the child’s family to ensure that we sing from the same songsheet.

8. Roles & Responsibility • discipline with dignity • be firm & consistent In addition, effective discipline takes place when we discipline with dignity and the child perceive that rewards and punishments are fair and just. Children at this age group are learning the rules and regulations of the society. Teachers and family play important roles in this learning process.

9. Roles & Responsibility • be on the lookout for pupils with concern • - high anxiety • - learning difficulties • - suicide • - FAS • shows care & concern • discipline with dignity • be firm & consistent • be on the lookout for pupils with concern • - high anxiety • - learning difficulties • - suicide • - FAS • role modelling and imparting values • FTGP When in our classrooms, do look out and surface pupils that might need more attention from the school. Please approach the HOD, School Counsellor for immediate assistance.

10. Roles & Responsibility • shows care & concern • discipline with dignity • be firm & consistent • be on the lookout for pupils with concern • - high anxiety • - learning difficulties • - suicide • - FAS • role modelling and imparting values • FTGP • role modelling and imparting values Our children spend at least 6 hours of the day in school. School is the social context where they pick up social skills and values. Teachers are role models for our pupils.

11. FTGP • half an hour, 4 sessions a term • bonding • character building opportunity The Form Teacher Guidance Period is a structured lesson period for Form Teacher to bond with their pupils and to take the opportunity for character building. Teachers are provided lesson plans to conduct these half hourly lessons.

12. Question What are the 3 main programmes of Canberra Holistic Education? Thank you