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With our profile of students, various IP departments can work closely together to complement each other so as not to overwhelm them while exposing them to the necessary learning experiences.

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No more chalk and talk, teacher-centered lesson but interactive lesson, not among themselves but with the outside world even though physically they may still be in a classroom. They need to be able to see the relevance of what they are learning in respect with the changing world.

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We need to equip students with the necessary skills for their future, not present, and to be problem solvers who are able to adapt to constant changes

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The Standards and Benchmarks for emerging 21CC are a good starting point to track the progress of our students over 2 or 4 years.
A simple holistic report card can be used to give qualitative comments on o students achievement in the various benchmarks. Various departments can take the lead to track a student in a particular standard.

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Collective effort is needed to make the school learning environment more vibrant and exciting. Students can be encouraged to take the lead to plan activities for other students and a platform must be provided for them to engage the school. At the Lower Sec we can de-emphasize paper testing and encourage more authentic tasks like making a difference in the Marsiling area/environment. Lunch time music performance, mini -debates, solve a problem related to the environment day, current affairs quiz etc. HoweveThese activities should be mapped to larger strategic objectives.

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http://www.straitstimes.com/opinion/go-beyond-book-smarts-to-resilience-and-curiosity
jeffrey.

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Project XQ: A New Model of Learning in American Schools

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Project XQ: A New Model of Learning in American Schools

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Our high school system is frozen in time. It's time to rethink the model and truly innovate for America's future. Join the movement to #RethinkHighSchool. http://www.xqsuperschool.org

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Innovative pedagogies that allow students to collaborate, develop critical thinking skills and infuse ICT. Exposure to real life and authentic situations and problems and helping students see the link between subjects and the link to the real world.

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Response to Question 1: (Wati & Kai Qing)

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Response to Question 1: (Wati & Kai Qing)

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1. A (MSS) curriculum that prepares our students for the industry that they are interested to join - to increase focus on oral / presentation skills.
2. A (MSS) curriculum that provides more opportunities for application of learning so students can see the relevance of what they learn in class: e.g. use of authentic materials
3) We feel that providing space for teachers to have conversations about what worked and what didn't work in class is crucial. Often times, when teachers do talk we spend time discussing what to teach and not what was being learnt or to critically analyse the relevance of our materials to the current world's needs. We not only need the space but also the language to discuss about these issues; so in short, the learning programme that we are talking about must also include the programme meant for teachers first and then for students. Or rather, they must go concurrently.
4) For EL & Lit Department, it is about knowing what's available to make our students' works and presence known, internationally. But this first must start in school. Publishing students' works (from classroom noticeboards, to dept's noticeboards) is a start. Programmes like the drama club and training of emcees,, student-reporters/writers for school's magazines must take centre-stage to allow
(a) students to make direct link and application of what they have learnt in class
(b) students to gain recognition of what they can contribute to the school and eventually, to their community.

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Q1. To provide and tap on available opportunities to enable students to apply what they have learnt through platforms such as projects as well as competitions. Through these avenues, students can see the relevance of subject, better grasp subject mastery as they can articulate what they have learnt and is applicable to real life 

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Q1. To provide and tap on available opportunities to enable students to apply what they have learnt through platforms such as projects as well as competitions. Through these avenues, students can see the relevance of subject, better grasp subject mastery as they can articulate what they have learnt and is applicable to real life 

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3. What kind of learning programmes (enrichment / supplementary) will support our vision?

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3. What kind of learning programmes (enrichment / supplementary) will support our vision?

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1. Since the social, political, working world today is so different, education (which is supposed to prepare the next generation to be future-ready) must change and adapt to current realities too. ECG is more critical than ever. Increasingly important too are the 'non-content-knowledge-based' areas such as: boosting competencies in resilience, entrepreneurship, critical thinking, lateral thinking communication skills, working in teams, cross-cultural awareness, etc.. (jeffrey)  

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1. Since the social, political, working world today is so different, education (which is supposed to prepare the next generation to be future-ready) must change and adapt to current realities too. ECG is more critical than ever. Increasingly important too are the 'non-content-knowledge-based' areas such as: boosting competencies in resilience, entrepreneurship, critical thinking, lateral thinking communication skills, working in teams, cross-cultural awareness, etc.. (jeffrey)  

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Students are to

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Staff and Students must be responsive to changes, be adaptable and constantly evaluate our progress. Hence, the curriculum has to be forward looking to expose students to the skills and competencies (and knowledge) that will be relevant for the future

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For students to be effectively bilingual and use their MTL effectively, the curriculum will need to factor the essentials skills to develop students' critical thinking  and effective commmunication.

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1. List your key takeaways from the KP Retreat for the MSS curriculum to help develop our students to be confident and dynamic...

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1. List your key takeaways from the KP Retreat for the MSS curriculum to help develop our students to be confident and dynamic...

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2. What kind of classroom teaching will support our vision?

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2. What kind of classroom teaching will support our vision?

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4. What are accompanying achievement opportunities which can assess and recognise students' confidence and dynamic thinking? (Within school & nationally)

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4. What are accompanying achievement opportunities which can assess and recognise students' confidence and dynamic thinking? (Within school & nationally)

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Using Disruptive Technology to Improve Learning...Thinking about Student Learning Space...

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Using Disruptive Technology to Improve Learning...Thinking about Student Learning Space...

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Redesigning the school day at Summit Public Schools using a Flex model bonita

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5 Keys to Rigorous Project-Based Learning