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Student Management in AES

Student Management Structure

Student Management Structure in AES

HOD (Student Management) – Mrs Tan-Chong Seok Ying

Lower Secondary Levels

Upper Secondary Levels

Mr Dennis Wang (Year Head)

Mr Khau Lip Sing (Year Head)

Level 1

Level 2

Level 3

Level 4 & 5

Mr Desmond Wong

Mr Lin Yuhui

Ms Siti Mardia

Ms Feline Tong

The Student Management Team (SMT) is part of the Student Development Team (SDT) in AES. On top of managing disciplinary issues, the SMT actively promotes a positive culture of care in school with the use of Restorative Practice and seeks to integrate the teaching of pro-social skills in our day-to-day interaction with the Assumptionknights.

The SMT works closely with the Year Heads, Guidance and Counselling Unit and the Form Teachers in achieving the best outcome for each Assumptionknight.

Instilling Self-Discipline in All Assumptionknights

One key objective of the SDT is to develop self-disciplined Assumptionknights who are able to govern their own behaviour in a sensible manner.

Clear Structures and Guidelines

In order to build a positive culture of care effectively, clear structures and guidelines are put in place to ensure that there is consistency in student management work.

Students’ Briefing
Students are addressed at the start and end of every semester, as a means to reiterate expectations and rules in a timely manner.

Schools Rules and Code of Conduct
Students are able to refer to the school rules and code of conduct in the Student Handbook, or here.

Positive Culture of Care

Student management in AES goes beyond conventional discipline work. In managing students in a culture of care, the primary focus is on helping students learn from their mistakes in a positive manner. The team recognises not just the “bad” behaviour, but seeks to also emphasise on the importance of recognising good behaviour.

The following practices are in place in AES:

Restorative Practice (RP)
During the discipline process, RP is employed to ensure that the emphasis is on educating the student(s) and helping them understand the impact of their actions, how they can do better in the future and how to restore relationships with one another. Behavioural correction helps the students in the long run, and is in line with our objective of building self-disciplined Assumptionknights.

Teaching of Pro-Social Skills
In our daily interactions with Assumptionknights, we aim to impart pro-social skills to our students at appropriate moments to help them become Men and Women of Character and Learning.

Class Awards System
To affirm Assumptionknights for their holistic development across all aspects of school life, class awards are introduced to build the students’ sense of belonging to their class, which will in turn create the class identity. The awards include:
- Einstein Award – Academic Excellence
- Hercules Award – Excellence in Sports
- Ironman Award – Excellence in Attendance
- Sunrise Award – Excellence in Punctuality
- Bright Spots Award – Excellence in Cleanliness

Holistic Education
Building student’s character goes beyond classroom teaching. Recognising the different learning styles and needs of our students, a student’s Conduct Grade is not solely dependent on his/her classroom behaviour, but also focusses on their performance in their CCA(s).