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a) celebrate - CCE lessons on mental well being. Giving structure support to students who face stressful environment and recognising it as an important aspects of the student well beings.

concern - Student facing mental well being issues currently is supported by school through counsellor and teachers. however, it is noticed that the parents usually are not giving adequate support from home. It is proposed to engaged partner(s) to help coach the parents to allow all the parties to speak in the same tone.

How the policies are being implemented in schools and it might not create the desired outcomes that we want.

b) celebrate - Hiring of more teachers to give more targeted support to the higher need students. Hope of opening of new school(s) for student with multiple disabilities will allow a more targeted support for these group of students.

concern - Felt that the current situation, the current resources in school is till not adequate in supporting the special need students in school.

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How can we support this set of announcements at the

Individual
- building up the competency to support the change

School Level
- Align our initiatives towards a bigger goal. To see setbacks as part of the process of working towards the goal. With the bigger goal in mind, the process will be meaningful

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Excited
-Relief to the teachers in terms of setting of exam papers
-Giving teachers and students opportunities to explore more in T&L eg PBA or inquiry based learning
-More time to implement programmes that focus on 21 CC skills
-Allow students to focus more on holistic development rather than just academics
-(CCE) Greater focus on +ve education and mental well-being
Concerned
-MYE is a milestone check for the students
-Less chance to check for understanding
-In replacement of MYE, there will be more FA. How intense should our FA be?
-(MTL)How to prepare students for their national exams? Parents will be concerned how their kids are going to be assessed if MYE is removed.
-Less flexibility on the number of assessments.
-When students are absent for any of the WA or EOY, have the students sat for enough assessments for the year to be deemed suitable to promote to the next level or will they be ready to move on to the next level?
-Parents will be concerned if their kids are ready for EOY
-(CCE) Kills the joy of reflection if the number of questions have increased significantly
How do we support the announcement?
-Ensure reliability and validity of our assessments

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1) What are you most Excited about? Why? Concerned about? Why?
Excitements:
1. Setting up of new schools for SEN students, could support SEN students better eg: St Andrews Mission School (Autism), targetting/specializing in the different needs of our students. Teachers in mainstream school may not be as equipped to support.

2. Self-care is essential.

Concerns:
1. Mental well-being approaches in the school. To go deeper with our approaches and allow our students & teachers time to practice & digest what is already being taught.

2)How can we support this set of announcements at the individual and school level?
1. At school level, we could encourage our students/teachers to practice SC on their own.

2. Provide white spaces to allow students / teachers to do an activity they enjoy with their friends / colleagues

3. Provide avenues for staffs to share initiatives, concerns if any.

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Excitement:
1) ability to use of individual strengths and thus lead to more inclusivity of all students (students with different ability)
2) students with special needs can sometimes be the forgotten group and thus its a good move to make them more inclusive
3) pathlight to secondary school - there are examples of students are managing well in the transition between specialised school to mainstream school. However, there may be stigma among parents (if there are more specialised school)

Support:
1) clearer set of guidelines (SOP) for teachers to guide us in identifying and types of support for these group of students
2) more PD sessions to focus on instilling skills, sharing of success stories examples SEN sharings, mental health literacy, differentiate between genuine and non-genuine cases (through sharings)
3) have an open mind and redefining our roles (in terms of mindset of being a teacher)
4) intentional pairing of teachers (as form teachers/ subject teachers) depending on the experience of teachers

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1. What are you most excited/concerned about? Why?
With FSBB
- Catering to different student profile and diverse learners
- Class dynamics: The need for unifying
factor e.g. cca, to build the class identity
- Increase in DSA- might need more support in academics
- Helps to blur the divide between different streams

2. How can we support this set of announcements at individual/school level?
- Differentiated instructions
- Strategies to engage learners with diverse background and readiness - Mental model different
- Understanding the profile of students+ set up of the class (Teachers might need more time to know the students- Timeline of assessment to be adjusted to ease the students in.)
- Need more clarity on National Examination+ how G1, G2 and G3 would be like, how it it being pitched.
- More ARP sessions might needed for weaker students.

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Refreshed CCE curriculum
1. [excitement] CCA takes a different place and emphasis now (as compared to when we were students) -> how do we get students to be engaged in CCE lessons, and to be more perceptive?
2. [excitement + support needed] The revisions might not be that explicit on a teacher level as the teachers take guidance from the SOW communicated. But students have more air time and discussions are facilitated -> good! Therein lies the facilitating skills of a teacher in navigating various perspectives that students may bring into the class. Space and time are also important in these class discussions.
3. [concern] Increased awareness on mental well-being but difficult to discern and manage different students with different mental well-being needs. Is the line between mental well-being and discipline then blurred? Is discipline a trade-off when we increase mindfulness of support to the child's well-being?

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Individual level
level up skills on Differentiated teaching
update content mastery for teachers who have not had much experience in teaching other streams
Need more information to really comment on anything
teachers could be more informed on the PFP pathways instead of announcing the timeline of when PFP application is.

School Level
preparing students to apply for PFP in terms of interview and guiding on how to do write ups-
have teacher to act as coaches to selected students who are interested in applying for pfp, dsa admissions
sharing sessions for teachers who would want to know abt DI

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Excited: That students are given a range of options.

Concerned: The support that needs to be given to teachers to better guide students.

It will take some time for mindset shift

In a mixed ability class, currently also we have concerns catering to the diverse needs of students. It will be tough to cater to different learners ability with more diverse background.

Need more support to cater to different learners ability.

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Removal of MYE
1. [excitement] Sec 4 need the time to prepare. WA has a different weight vs an exam. Removal of MYE provides more room to look at formative assessment and allows stress/ competition to be alleviated and allows different types of assessment (= quality assessment?)
2. [concern] Remove of MYE removes the teachable moments that comes together with the stress from the MYEs and life long skills (e.g. rigour, how to manage stress). Will this cause some students to lose rigour?
3. [excitement] Structural changes to shift away from high stakes placed on assessment and focus on joy of learning
+ learning for life. How do we get all stakeholders to buy into this?

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a. Support for mental well-being

•Strengthening schools’ capacity to support students’ mental well-being

•Working with partners across government and society

b. Support for students with higher-needs

•Nationwide expansion of UPLIFT Community Network to improve upstream and community wrap-around support

c. Support for students with special educational needs (SEN)

•New school for students with Multiple Disabilities

•Rollout of TRANSIT

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a. Remove mid-year examinations for all primary and secondary levels by 2023, which will free up time for development of  21st Century Competencies

More curriculum time, reduce ARP timing, more time for preparing of resources since time gain from not setting of exam papers. More programmes such as LBC, skills for future (non-academic) can be planned.

More time -> does that mean subject content to be taught will be increased? Such as using the extra time for Science practical. More time for activities to explore, acquire skills and gain knowledge instead of just studying for results.

More support to prepare for the pupils to prepare for examination. Such as two weeks before the examination allocated for preparation.

removal of MYE will affect the students regarding their preparation for GCE or EOY academically and emotionally (students' mental well-being)

WA should be able to allow teachers to gauge students' readiness for the subject.

Students need be more self-directed to monitor their target and performance through their daily work.

Graduating classes:
Providing timed practice for a full paper such as Mock exam to build stamina/rigors to sit through the paper in an exam setting especially NT/NA.

PD support:
More dept meet up time to explore DI and etc.

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Parents and community  involvement; shifting of mindset - EAS sharing

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Parents and community  involvement; shifting of mindset - EAS sharing

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Currently, communication with parents tends to be one-way than two-way communication.

Going forward, perhaps more parent engagement activities (eg encouraging parents to participate as volunteers in child's activities) can be one platform. Tools like PG (enhancing features) can help to facilitate two-way communication. Also more PSG activities can help.

Concept of roving SWO - helping to tackle students with challenging issues (partnership with community can come in due to working with family service centres)

Shifting of mindset Move to community partnership

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Excited: More relaxed PFP grading system: more students will be eligible for this scheme.

Concerned: Students may not have a strong foundation to start their prog.

Also, students who are not academically inclined and skilled based, will be doing their O levels and may need more supervision to do well.

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the class of mixed ability- how to engage varying profiles of learners

CCE lessons might be a challenge cause instructions need to be tailored according to students' abilities

PFP - the E and M still requires a three which might be a challenge for students to achieve

# data[].attributes.headline
Group 1 What are we most excited about? 

# data[].attributes.subject
Group 1 What are we most excited about? 

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FSBB - Students are allowed to stretch themselves and not limited to the current stream. It removes the stigma of being labelled

Expanded PFP - more students moving on instead of being stuck in sec 5

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a. Supporting parents with resources and tips through various platforms such as Parents Gateway, and working with Parent Support Groups (PSGs) and COMPASS to connect with and support parents.
b. Strengthening partnerships with community groups through Youth Mental Well-being Network to support students’ mental well-being, and UPLIFT to support disadvantaged students

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a. Remove mid-year examinations for all primary and secondary levels by 2023, which will free up time for development of  21st Century Competencies
b. Implement refreshed Character & Citizenship Education curriculum

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a. Progressive implementation of Full Subject-Based Banding
b. Expand Polytechnic Foundation Programme (PFP) intake
c. Increase Direct School Admission – Junior College (DSA-JC)

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1 (a) Transit programme for Pri Sch. Early intervention for high needs (even for those not diagnosed) and AED/LBS as a "co-form". Increased support for these students. Intervention before they join secondary school.

(b)Will the "new" school be a mainstream school? Multiple disabilities - physical disabilities included?

(c) What are the differences between "uplift" and "gear up"?
Gear up - school initiative (within school)
Uplift - involving community (diff organisations)

(d) Concern with added responsibilities - mental health of teachers as there will be additional trainings which add on to teachers workload.

(e) CCAs and students with special needs. e.g. Multimedia/Green Club accepting SEN students yet not participating or contributing. With the increase in the number of students with high needs/SEN. Is there a special CCA that can involve these students?

(f) SBB - social problems with the mix. Concerns that it will get worse and not better

2 (a) Structured time and space at the beginning of term to address mental well-being.

(b) Training for staff.

(c) CCAs for high needs or SEN students with trained staff.