The STAR approach comprises 4 key strategies which are adopted as a school-wide approach to help the school leaders and staff to adopt specific strategies to enhance student morale and well-being.
The STAR approach comprises the following:
: to provide a conducive environment to create a culture of care and learning to meet our students’ needs and expectations
: to provide knowledge to generate awareness and understanding to become self-disciplined students who are also self-leaders, as well as student leaders
: to provide skills and opportunities to practise and to develop good habits and appropriate social behaviours as we envisage every student is a self-disciplined student and a self-leader
: to provide timely interventions to guide students to modify and adopt appropriate behaviours and actions
approach is applicable for all responses to prevent and intervene students from being deemed to be at-risk when their needs are not addressed or are lacking in school’s expectations as well as to develop student leaders.
a) Affective Dimension
This refers to the provision of the socio-emotional needs of the students through teacher-student interaction, form-teacher guidance programme and support services from the Case Management Team and Discipline Committee.
b) Behavioural Dimension
This refers to the needs and expectations for physical health and nutrition (e.g. health education), preventive health care (e.g. smoking and drugs), economic support (e.g. financial assistance), and safety and security (e.g. discipline management). These are identified to ensure that the school has put in place its holistic health, discipline and school safety frameworks, monitors the physical and safety well-being of the students and ensures that the students will remain healthy, happy and safe.
The school has adopted a values-based discipline to re-direct students with behavioural issues. The school believes that creating a safe and caring environment would be crucial for the students to learn good values and become a person of good character. School rules and the consequences of violating the rules are spelt out clearly in the Student Handbook. The school rules aimto reinforce the practice the R3ICH values and develop the SE Competencies.
The school recognises the importance of collaboration and relationship management when our students grow and venture out into the VUCA (volatile, uncertain, complex, ambiguous) future. Our students will need to be equipped with the essential knowledge and skills and possess affectionate disposition to make responsible decisions when they are faced with relational difficulties in future.
Hence, our school adopts a two-pronged approach to discipline, applying the concepts of Restorative Practices (RP) and Responsible Thinking Process (RTP). The concepts of RP and RTP are implemented hand-in-hand and complement each other.
With the notion of student-centric, value-driven education in mind, RP allows the children involved to:
have a chance to share their side of the story and be understood
understand better how the misbehaviour or conflict happened
realise how their actions affect others
take responsibility to manage their own feelings and that of others
contribute to ways to put things right or to make things better in future
Through the RP process, what is being restored is often something between the people involved such as relationships and friendships, effective communication, respect and empathy. Within the individual itself, a sense of security, self-confidence, self-respect and dignity is often restored as well. As a whole, the RP process results in the restoration of the students’ sense of belonging to the school community.
While RP’s focus is on repairing harm and restoring relationships, RTP focuses on the process of monitoring their own behaviour by taking responsibility for what they do. This may include harm done to oneself and irresponsible behaviour affecting one’s own well-being for example, in issues such as late-coming and delay in the completion and submission of assignments. RTP is designed to develop a sense of responsibility for their own lives and respect for everyone around them, based on Perceptual Control Theory (Powers, 1973).
Through RTP, respect is being taught to the students by the following ways:
listen to what the student is saying without being critical and without trying to control their answers
by focusing the student on how they are disturbing others, showing respect for others and respect for rules are being taught
by asking the students questions that will help them acknowledge and resolve the problem, respect and the notion of accepting consequences for their actions are being taught
All in all, it is in the spirit of nurturing the Singapore heartbeat in our students with the aim that they will make sound decisions based on moral thinking, moral feeling and moral actions.
c) Cognitive Dimension
This refers to the need for learning so as to promote student motivation and engagement in learning. The school has put in place a systematic identification, monitoring, assessment and provision of support for students requiring learning intervention and special needs support.
The school also focuses the need to grow student leaders. A Punggol View Student Leader would be one who is not only a person of character but also an inspiring leader with a mission to lead, serve and inspire others. Thus, in line with MOE Desired Outcomes of Education which envisions a citizenry of morally upright individuals, who have learnt to put others first and build friendships, cultivate healthy habit and who are responsible to family, community and country, underlying Punggol View Primary School
Programme is the approach of Servant-Leadership.
The design of our student leadership framework is based on the following leadership philosophies:
Every student is a self-leader
Great leaders are made, not born
To lead and excel one’s life to the fullest (in the MESCAP domains – moral, emotional, social, cognitive, affective, physical) so that one can serve and lead others
Student Leadership Development Framework
Anchored in our R³ICH values, our Student
Leadership Development Framework consists of 3 main pillars designed to support
the school’s student leadership development efforts:
Knowledge - Development
of the 3-tiered leadership skills and knowledge (personal leadership,
team leadership and servant leadership)
relevant experience for all students through various leadership
development platforms (leadership for the masses, leadership for emerging
leaders, leadership for talented leaders)
and Affirmation - Appreciation and affirmation for the
students‘ contribution to the class, school and community
Student Leadership Development Structure
Student Leadership KSV Enhancement Process
The focal point of our KSV (Knowledge, Skills, and Values) Process is the development of our students’ SE (social-emotional) competencies. For our Lower Primary students, emphasis is placed on the growth of our students’ self-awareness (SA) and self-management (SM) domains. For our Middle Primary students, they progress towards increasing their competencies in the SA and SM domains while beginning to enhance their social-awareness (SoA) domain. For our Upper Primary students, reinforcement is carried out for their SA, SM and SoA domains and development of their relationship management (RM) and responsible decision making (RDM) domains takes place.