As the I/C of Project Gratitude, I marshalled P3-P6 prefects to man a booth during recess, guiding their peers to make origami animals and pen appreciative notes for their teachers to celebrate Teachers' Day. I also galvanised some P4 & P5 prefects to design an invitation aimed at inviting parents to attend the P6 Graduation Concert. These experiences strengthened the prefects' willingness and ability to serve the school.

As a member of the Science department, I enhanced my knowledge via several workshops. Facilitating Inquiry-Based Learning gave me insights into how to use Socratic questioning and talk moves to enhance students’ conceptual and procedural understanding. Additionally, I particpated in the E2K Science programme and honed my ability to sharpen high-ability learners' critical thinking and exploratory skills. These insights came in handy when I set the Primary 6 Foundation Preliminary Paper, as I was able to craft higher-order application questions that required students to apply concepts on unfamiliar scenarios.

I networked with our MOE Kindergarten colleagues by introducing their K2 pupils to Project T.E.S and the life cycle of kangkong plants. MK colleagues appreciated how these beyond-the-classroom experiences enabled their pupils to witness Science in action. 

I also served as an Oral Examiner and marked Continuous Writing scripts for the PSLE, thus contributing to the integrity of the exam. This levelled up my professional competency as I was made more aware of how I could scaffold weak students and stretch good students to attain a band commensurate with their abilities.

I collaborated with other departments to streamline sustainAble ALP programmes through three initiatives: 1) Led departmental colleagues to curate SLS YSBS lesson packages and distribute physical badges to students who have completed the packages, thus affirming student efforts to learn Science beyond the classroom 2) Guided 11 Eco-stewards to work alongside professionals in black soldier fly larvae and eco-enzymes to carry out pilot Project T.E.S 2.0, thus empowering them to turn food waste into fertiliser. The pilot project was well-received, as illustrated by how a group of Johor delegates and NIE staff observed our eco-stewards in action. 3) Incorporated Science into other subjects for lower and middle primary students, thus deepening their understanding of not just insects, but also urban farming practices. My leadership and collaborative efforts were recognised as the ALP team was nominated as an OCA (Team) Finalist.

I got to know the students of 6 Responsibility as unique individuals, encouraging them in their pursuits while learning more about their interests. To provide higher-needs students with emotional support, I regularly checked in with them regarding their stress levels and updated the CHAT records regularly. Many students have turned to me as a trusted adult to help them navigate the challenges of this important year. For these students, I occasionally introduced a Chinese idiom, a Science question, or shared my self-penned compositions so that they knew that they were not alone in this journey. This enabled some of them to adopt a Growth Mindset and face their weakest subjects courageously.

• To seek out suitable learning opportunities with community partners and  further strengthen the school’s sustainable ALP urban farming curriculum
• To incorporate AI judiciously into my instruction to achieve better learning outcomes

I am heartened that my coordination as the SustainAble representative has garnered the ALP team an OCA nomination as the existing curriculum has been streamlined. Not resting on the team's laurels, I shall attempt to deepen the school's sustainAble curriculum next year and work closely with my colleagues to strengthen the programmes that cater to both Tier 1 and Tier 2 students. I will also explore how I can tweak my applications to generate assessment data that will drive me to design more thoughtful learning activities that cater to my students' needs.