Home > Our Co-Curriculum > Student Well-being and Discipline

Student Well-being and Discipline

Head Of Department

Mrs Toh Gek Huay 

Subject Head

Ms Chua Xin Rong (Internal) 

Growing Years Series Coordinator

Mdm Norfidah Bte Othman

Education & Career Guidance Coordinator

Mrs Susan Kwan

Student Well-being

In Princess Elizabeth Primary, we believe in nurturing the whole child by guiding and helping the students develop their moral, aesthetic, physical, intellectual, emotional and social domains to the fullest so that they would become a lifelong engaged learner, a Caring Citizen and a Steadfast Leader. The Student Management Department collaborates with other departments in the school to ensure a whole-school approach to the Character Development so that students are provided a holistic experience in their Character Development.

Through the integrative programme, the school hope to develop our students into concerned and active students who would “Do the Right Thing” (Moral Character) and “To Each His Best” (Performance Character). As a result, the students would become discipline persons who would have discipline thought and discipline actions.

The school also adopted the ASPIRE (Ambition, Self-Discipline, Perseverance, Integrity, Respect and Empathy) values as the school values and they provide the internal compass for everyone to work and interact with one another.

Our Curriculum Goal

Every Child an Engaged Learner, a Caring Citizen and a Steadfast Leader

Key Programmes

1. ASPIRE Sessions

ASPIRE Sessions are held at least three times a year, a session which promote quality relationship between school leaders and students. In these sessions, school leaders or year heads share and interact with student at the different levels to promote the school culture of discipline in alignment to the school ASPIRE values.

2. Form Teacher Guidance Period (FTGP)

FTGP is conducted fortnightly every Wednesday for 2 periods to equip students with the 5 Social-Emotional Competencies (SE Competencies). The 5 SE Competencies are Self-Awareness, Self-Management, Social Awareness, Relationship Management and Responsibility Decision Making. Students are engaged in class interaction activities and lessons to build relationships with their classmates, form teachers and co-form teachers.

3.  Teacher-Student Relationship (TSR)

Form teachers and co-form teachers have face-to-face interaction with students on a one-to-one basis before the morning assembly to promote Teacher Student Relationship (TSR). During the session, the form teachers and the co-form teachers have one-to-one interaction to build quality teacher-student relationship through in-depth knowledge of every student. Through TSR, teachers are also able to identify students’ needs and nurture their character traits, dispositions and attitudes. TSR is also conducted during FTGP lessons.

4. Other Programmes:

    1.   Level Signature Programmes
    2.   Education and Career Guidance
    3.   Growing Years Series Guidance
    4.   Counselling
    5.   Special Educational and Behavioural Needs
    6.   Financial Assistant
    7.   Life skill
    8.   Safety 8. Safety
    9.   Leadership Programme
    10.   STAR (STudent ASPIRE Through Reflection)
    11.   Peer Support and Relationships
    12.   Learning Journeys
    13.   Satellite Partnership 


In Princess Elizabeth Primary, a value-based restorative approach is used to help our students understand the rationale behind the school rules. The students are constantly reminded that the school wants to live the ASPIRE values, build quality relationships with their fellow school mates, and look after their own well-being. The school rules serve as guideline for character development.

In Princess Elizabeth Primary, if students have erred, the teachers would bring them through a restorative practice session where parties involved are encouraged to discuss about problems and resolutions. This process of getting them to work with others is a good way to help the students understand that it is important to see from other’s perspective when it comes to problem solving. Besides using the restorative practice approach, students are also guided through the responsible thinking process where we they learn how to weigh their options before coming to a decision. After which, the student(s) will be involved in a self-reflection process. Teachers and parents/guardians work collaboratively to support the child.



Talk by School Counsellor

ASPIRE Moment: Sharing by students on ECG 


Star (STudent ASPIRE Through Reflection)


Cooking @ Eden School

P4 Student Peer Supporters


Picnic @ Istana