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How can we set certain control/limit of an increase in AD resulting from the integration of 21CC through curriculum/assessment enactment guidance?

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How can we reinforce the understanding and/or clarity of assessment requirements both for curriculum planners, assessment designers and schools?

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How can we leverage pedagogies to better facilitate 21CC development alongside existing learning objectives?

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How can we leverage technology or existing programmes (i.e., Blended Learning) to free up the explicit teaching of curriculum content?

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Provide more time for problem seeking and problem posing. What makes a ‘good problem’?

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Use of pedagogies that encourage inventive thinking

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Use of pedagogies that encourage inventive thinking

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Pique students' curiosity and getting them to problem pose and hypothesize.

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Role-modelling and allowing for tentativeness

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Role-modelling and allowing for tentativeness

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To encourage our children to take risks and have a questioning attitude (most of them naturally are, with a curious mind), we need to do more to encourage tentativeness - in our teachers, in the way we design our curriculum and assessment. For example, doing more metacognition (or think aloud problem solving)> Invite pupils to describe their plans, strategies and ideas to solve a problem, to share their thinking as they are implementing their plans, to evaluate the effectiveness of their strategies as they go along. It is also in the language we use - for example, 'What MIGHT be some factors that WOULD cause...?', 'What is your hunch? How MIGHT that explain this situation?'

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Try out productive failure in GE learning

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How does the DOE look like in our respective subjects?

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How does the DOE look like in our respective subjects?

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How do the children act on the values we teach them in CCE lessons?

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How do the children act on the values we teach them in CCE lessons?

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Many of the enrichment programmes we run serve as alternative forms of "assessment"

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We should focus on the process.