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Updated Leaps 2.0 to Better Support Students' Holistic Development

Published Date: 09 January 2014 12:00 AM

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1.As part of its efforts to provide students with a holistic and well-rounded experience in the co-curriculum, the Ministry of Education (MOE) will implement an updated LEAPS framework, LEAPS 2.0, starting with Secondary 1 students from 2014. The updated framework will enable schools to better align their co-curriculum to encourage students’ holistic development in terms of life skills, competencies and values.

Updates in LEAPS 2.0

2.Under LEAPS 2.0, students will be developed through levels of attainment (Level 1 to 5) within the four domains of Leadership, Achievement, Participation and Service. The table below reflects the key features of LEAPS 2.0 to recognise students’1 diverse interests and talents while promoting balanced development across the domains.

Previous LEAPS New Features of LEAPS 2.0 Rationale
Recognition is given to students’ Participation in a CCA Broader recognition to include active Participation and exemplary conduct in a CCA
  • To recognise the quality of student’s involvement in the CCA
Recognition is given to students who hold formal Leadership positions in school Broader recognition for Leadership domain to include leadership in student-initiated projects/events and impact of leadership
  • To go beyond positional leadership to also recognise self-leadership and quality of leadership
Recognition is given mainly to CCA-based Achievements Broader recognition of Achievement domain through recognising students’ achievements in activities beyond CCA and school
  • To recognise students’ diverse interests and talents
  • To recognise the importance of the ‘school-home-community’ approach where parents and community partners all have a part to play in nurturing the development of students
Recognition is given to number of hours of community Service contributed by students Broader recognition of Service domain through Values-in-Action2 activities and projects
  • To recognise the quality of learning through service
Enrichment domain contributes to the computation of students’ LEAPS points Enrichment will be recorded in the students’ report card but will not contribute towards LEAPS attainment levels.
  • To give schools greater autonomy to customise enrichment activities that meet the specific needs of their student profiles
Different domains carry different weighting in the computation of students’ LEAPS points (Leadership, Enrichment, Achievement, Participation and Service) Gives equal weighting to all four domains (Leadership, Achievement, Participation and Service)
  • To rebalance the recognition and students’ participation across domains by requiring a minimum attainment in each domain
Use of grades to reflect students’ co-curricular attainment (A1, A2, B3, … E8, Ungraded) Removal of grades and placing focus on attaining quality co-curricular experiences through Band Descriptor (Excellent, Good, Fair)
  • To describe the quality of the students’ co-curricular experience more meaningfully

3.Secondary 2 to 5 students will continue to use the current LEAPS framework until 2017 for continuity of learning and progression in students’ development and attainment.

4.Schools will provide school-based briefings for all Secondary 1 students and their parents as part of the school orientation programme in January 2014.

Footnotes:
  1. LEAPS stands for Leadership, Enrichment, Achievement, Participation and Service
  2. Values-In-Action, builds on the strengths of the previous Community Involvement Programme (CIP) to place a greater focus on students acquiring values. It encourages students to identify and understand community issues, initiate action among their peers to make a difference and improve the lives of others.
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