Learning for Life Programme
The following are the desired Outcomes we would want to achieve through our CYL programme.
- Leads self
- Inspires others
- Takes ownership
- Is Self Directed
- Makes sensible decisions
- Has self belief
- Has courage
Committed to Excellence
- Pursues clear and challenging goals
- Constantly surpassing oneself
Our Student Leadership structure has 3 tiers. We have adopted the Assess, Challenge, Support (ACS) model in developing our students to be leaders. Within each tier, the leaders will receive differentiated training (Support), be assigned leadership challenges (Challenge) and be regularly monitored (Assess) to ensure that affirmation and effective feedback for improvement is given in a timely manner.
Selection and Composition of Tiers
Within each tier, selection is done based on a set of defined criteria which include the demonstration of school values (Respect, Empathy, Determination, Integrity), leadership competencies, CCA participation, academic performance and overall conduct.
The 3 tiers are as follows:
The composition of each tier can be described as follows:
Experiential Learning for each Tier: ACS Process
In alignment with the school’s vision, mission and values, a structured experiential learning approach is adopted based on the ACS process to provide Regenites with opportunities to develop their leadership potential.
The ‘Challenge’ element of the ACS process provides Regenites with the opportunities in both instructional programmes and co-curriculum programmes to experience the process of being a leader and leading others.
The ‘Challenge’ for each leadership tier is differentiated according to each student segment:
Based on Regenites’ needs, interests and talents, the ‘Support’ element of ACS provides formal, informal and service learning training to all Regenites. Customised support will be given to Regenites to acquire the skills necessary to meet the challenges to achieve the desired outcomes. Formal training is conducted through lessons, workshops, camps, etc. Training is carried out progressively over the four/five years with Leadership curriculum infused at Lower Secondary levels (CCE Curriculum) to better prepare Regenites to lead more effectively at Upper Secondary Levels.
The ‘Assess’ element of the ACS process seeks to provide feedback to Regenites on their leadership development and bring about deep reflection. Assessment tools will be used to collect information on student’s demonstration of leadership skills. Assessment results will provide insights on Regenites’ present level of leadership effectiveness and their current developmental needs.