Signature Programmes

The school runs a rigorous and extensive curriculum and co-curriculum to achieve the student outcomes that we desire. The following are the key programmes we have that realise the school vision.

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Thinking Silhouette

Thinking Silhouette  is a customised thinking model that helps the school realise our vision of developing our pupils into ‘Confident Thinkers’. Each thinking silhouette is a profile of one facet of a person’s thinking. When the different thinking silhouettes are aggregated, it shows the person’s thinking capabilities or capacities. The six silhouettes include ‘The Explorer’, ‘The Inventor’, ‘The Evaluator’, ‘The Communicator’, ‘The Intuitive’ and ‘The Ethicist’.

Restorative Practices

Restorative Practices is the school-wide approach to inculcate a culture of care and restorative relationships in the school. Restorative Practices grow the emotional intelligence of pupils, enabling them to

  • Manage differences and challenging relationships
  • Explore possible options
  • Consider outcomes of the options
  • Make sound decisions

Frontierers will develop social-emotional competencies and hone important life skills. They will understand the importance of making responsible personal choices that positively affect their relationships with their schoolmates and teachers. They are also taught to understand that they have the power to contribute towards building a good learning environment by caring and supporting one another.

eLF – exemplary Leaders@Frontier

eLF aims to harness the leadership potential and develop the leadership skills in every child by providing each with relevant opportunities and training.  In the course of their six-year education at Frontier Primary, eLF seeks to equip every student with

  • a positive self-concept;
  • the moral courage to accept one’s limitations and motivation to build on one’s strengths;
  • the independence and tenacity to initiate innovative and meaningful improvement to school and community;
  • the interpersonal skills to foster positive and collaborative relationships with peers, and
  • the reflexivity to become effective agents of positive change.

The core beliefs of eLF are:

  1. Leadership can be taught and learned.
  2. Leadership is a developmental process.
  3. Leadership is a collective activity (Adapted from Burchard, 2009, p.26).
  4. “Leadership is rooted in service” (Burchard, 2009, p.26).

eLF training takes on a three-pronged approach.  Sharing sessions on basic leadership are conducted regularly for all students during pre-assembly period.  At class level, students are given opportunities to assume leadership roles such as Class Leaders and Group Leaders.  Every student in the class will have a chance to take on a leadership role as there will be a rotation of roles every Semester.  Selected students who display leadership potential will be appointed as Student eLF and will be given responsibilities and duties at a school level.

Target Group                       Approach
For All Students Leadership Enrichment Modules during pre-assembly period
At Class Level
  • Class eLF Appointments:
    • Class Leader
    • Group Leader
    • Acad Leader
    • A.M (PE, Art and Music) Leader
    • A.C (Technology.AVA.Cyberwellness) Leader
    • Welfare Leader
  • Class eLF Functional Training
At School Level
  • School eLF Appointment (Selected Primary 2 to Primary 6 pupils)
  • S-eLF-L.E.S.S. (School-eLF – Leadership through Enhanced Skills and Sensibilities) Leadership Development Programme