# data[].attributes.body
Remove access to SCAN data of comparable school results. SLs may feel less directed to push in the academic direction.

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Remove letter grades for PAM subjects

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Shift mindset of success  in life. Not about doing more or less but do what is important for self. Self directed, passionate and pursue self achievement through the channels provided for them to attain and continue to learn for life

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Shift mindset of success  in life. Not about doing more or less but do what is important for self. Self directed, passionate and pursue self achievement through the channels provided for them to attain and continue to learn for life

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Unpack how E21CC will look like in the sped context, and roll out training and resources for sped educators to familiarise themselves with E21CC

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Specific E21CC implementation guidelines for schools

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Specific E21CC implementation guidelines for schools

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Implementation timelines and specific guidelines for schools to follow, such that all schools are consistent and not some schools do less and some schools over do it.

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Downplay academic grades and emphasise skills whether its 21CC, SEL at the national level.

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Integrate E21CC goals across subjects

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Allow for time and space for change to settle and then gather feedback for refinement and further changes later.

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Maybe we can explore how we can engage stakeholders such as parents to come on board this journey so that everyone is on the same page

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Reserve more curriculum time for CCA and less on academics. 21CC skills are easier inculcated thru CCA

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Convince parents that E21CC plays an important role in their child’s lifelong learning journey. E21CC = a good prospect.

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Create intentional (untouchable) white space for teachers, within the curriculum time. E.g 2 hrs time off every week.

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Create intentional (untouchable) white space for teachers, within the curriculum time. E.g 2 hrs time off every week.

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Give more explicit and detaied examples of how E21CC can be infused into the respective subject areas.

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Often time much time is spend on case management and also parents engagement, some taking days or weeks to settle. With that how do teachers really have time to sit down to mark and lesson plan let alone develop 21cc?

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Whitespace factored into timetable for interdisciplinary collaborations for teachers and students. More bottom-up rather than top-down initiatives.

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Whitespace factored into timetable for interdisciplinary collaborations for teachers and students. More bottom-up rather than top-down initiatives.

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One - give more time for teachers to internalise the programs, thinking behind it before planning for school and class.

Two - HQ must be more forceful to schools that this extra time is not for more tests, more work which defeats the purpose. For example - MYE is removed but replaced with 2 other “WAs” which are paper 2 and compo which increase workload for subject teachers.

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Schs can collaborate on areas that are common to jump start. After which, each sch can move forward focussing on the areas they wish to further develop.

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Tap on social media and platforms to get stronger buy in from parents on 21CC importance to their children

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Tap on social media and platforms to get stronger buy in from parents on 21CC importance to their children

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Provide digital tools, lesson templates for teachers to select specific constructs or focus of e21CC and download that lesson plan for use in class.

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Make the links to 21CC in the core subject curriculum subjects more explicit. That way we are more aware of which subjects develop which 21CC skills

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National assessments at much later stage of a person’s development- not determined by age but readiness.

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Emphasis on the importance of time dedicated to design progammes for e21CC development. Schools should omit and replace current workload, instead of adding. This allows more buy ins and higher engagement from teachers.

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Emphasis on the importance of time dedicated to design progammes for e21CC development. Schools should omit and replace current workload, instead of adding. This allows more buy ins and higher engagement from teachers.

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With MYE removed, can we also ensure that schools do not creatively create more programs for the students and take away curriculum time?

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Teach less. learn more.

Teachers feel rushed to complete topics = rote learning approach.

To engage students learning of the e21c competencies, teachers and students need time and space during lessons.

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Engage parents meaningfully as the mindset shift will not happen if parents don’t change their emphasis on getting good grades

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hbl initiatives for pri school children to allow teacher sharpen their saw in 21st cc and deepen their understanding of the subject matter.

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Maybe can let teachers know they are naturally doing so already as subject chapters often have curriculum designed to inculcate 21cc. But it is about being more intentional and sharpening the link especially with E21CC.

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To better develop 21st Century Competencies (21CC), beyond just freeing up time and space, we must rethink how existing initiatives can be reoriented to serve this goal. Rather than introducing new programmes, we can intentionally embed 21CC into what we already do

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More guidance on how PD for teachers can be done in more innovative and efficient ways, given that teachers are important role models and lesson designers in 21CC

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Encourage teachers to explore without fears - share examples in which schools develop 21cc in doable, manageable yet effective ways. Or an idea bank

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Revert the AL scoring. It is actually more stressful for both students and parents than the past scoring system. Students often find that their effort do not equate to improvement because of the huge range to jump to another grade especially for the middle range. For the better students, a few marks will easily mean a huge drop from AL1 to AL4.

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Through reducing, streamlining or automating admin tasks. Teachers need more time and space to discuss in teams and plan meaningful lessons and develop resources to promote 21CC.

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Communicate using 21CC as a way to achieve subject excellence instead of the other way round - like what Sherwin just said. Unfortunately this is seldom mentioned in school or even in external PD.

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Streamline the workload of teachers, so that they have a few focus areas of e21cc to contribute in.

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Give teachers dedicated white space to allow time to reflect on their practices and intentionally design activities/learning experiences for students

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Use PISA-like assessment tools as part of school data

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Use PISA-like assessment tools as part of school data

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Emphasis will be on creativity innovation

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If national examinations does not change its way of content and assessment, it makes it difficult to have programmes that enhances 21 CC. 

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If national examinations does not change its way of content and assessment, it makes it difficult to have programmes that enhances 21 CC. 

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many programmes are 'renamed' and actually not improved. sometimes these changes add on more work within the schools, causing teachers to be depleted of energy and motivation.

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Are there opportunities across subjects to combine learning outcomes? For example, some Math and Science LOs being combined in a specific lesson so we can save curriculum time for E21CC.

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AL grading is getting parents to chase after the last mark more than ever because they want their child to get to their ideal school in mind. Last time, A the students only need 75 marks but with AL, they get AL4 with 75 marks which is no longer acceptable as there are very limited options for the students to be G3 of the ideal schools they want to be in.

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life skills needs to be brought to the foreground instead of academics.

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Put achievenent of students'  21cc projects in the report books

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Put achievenent of students'  21cc projects in the report books

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As a means of documentation of students learning. This way the students will treat the activity more seriously.

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Give more time and space for teachers to equip skills (SEL and exam skills — how to answer components of exam paper; how to cope with failures, setbacks). Exam/learning and SEL skills should not be dichotomous.

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Educators need to understand the “why” behind the E21CC - its relevance/impact on students’ learning and not just another initiative to include or box to check off.

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Should there be more focus on Civic, Global, CC-Literacy?

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Should there be more focus on Civic, Global, CC-Literacy?

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How can we further help students to empathize and exercise sound reasoning in daily life, for eg understanding the risks of using illegal substances without concerns, using words or not being held accountable with using of words picked up from social media globally?

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Schools can be given time for trs across different subject disciplines to cross fertilize ideas that can be carried out in schools for Students to display/ learn E21CC skills. The task assigned should not be one subject specific and can include different concepts/ learning outcomes from different subjects. Task should be authentic enough for students to problem solve.

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Assessment is not evil if the final result/feedback is for personal growth. However, it seems evil in school setting because it is a deciding factor for placing the child in the next phase of schooling (which can be a big deal for parents).