Make A Difference. Be The Difference.


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.



Frontier’s Approach to Communicating Effectively aims to develop all our pupils to have effective communication and critical thinking skills, so that they can articulate their knowledge, ideas and thinking clearly and confidently – while displaying school values such as respect, care and responsibility when engaged in communication. Specifically, our objectives are:

To develop our pupils to speak and present themselves clearly and confidently to an audience, in various contexts

  • Our underlying belief is that language is inextricably linked with thinking as a tool for constructing knowledge.
  • To deepen pupils’ critical thinking through engagement with texts and other forms of communication, through discussions and interactions
  • To build character and collaborative skills

F@CE is delivered through multiple platforms, including:

  • Speech and Drama
  • Public Speaking
  • Oral performance tasks
  • Literature appreciation
  • Digital storytelling
  • Hot-Off-The-Press (reading & discussion of current affairs articles)

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.


danceFRONT is the school’s approach to deliver Dance and Performing Arts education to Frontierers. Every child will participate in a danceFRONT activity customized for their level. The school has placed emphasis on dance with the following beliefs:

  • It nestles within several subject areas (PE, Music, PAL, CCA, etc) and can be taught to pupils across P1 to P6 in a progressive structure.
  • Dance and performing arts provide the opportunity for social interaction through partnering dances and group performances.
  • Dance and performing arts develop self-esteem and confidence of participants, as well as self-management from the listening and concentration required during the activity.
  • Dance is a form of exercise and fitness-related activity which develops coordination, core muscle strength, flexibility and agility.
  • Dance is also an expression which allows participants to expend their energy positively.

In tandem with MOE’s outcomes in the broad-based development of skills, pupils are exposed to various dance and performing arts to enable them with the following:

> Acquisition of a range of movement skills and application of movement concepts through dance activities.

> Display positive personal and social behaviour while demonstrating safe practices through dance with respect to themselves, others and the environment.

> Acquire and maintain health-enhancing fitness through dance routines while enjoying and valuing the benefits of living a physically active and healthy life.

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 Weekly eLF-Sharing
Leadership Enrichment Modules
At Class Level Class eLF Appointments; JIT and OJT *Training
At School Level Student eLF Appointments; S-eLF-L.E.S.S. Programme