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As every teacher is a CCE teacher, Equipping teachers to reinforce the social and emotional skills and strategies taught through CCE into their subjects and teachable moments with their students

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Table 5

In general

Strengthening student agency is critical and creates the environment for fostering MAREF

Different subjects would lend themselves better to nurturing different aspects of MAREF, more in depth discussion is needed to identify what works better.

Don’t go the E21CC route where we expect schools to do the integration and design on their own.

Start from motivating the students rather than going into the skills and knowledge.

Specific to AR

For AR within subject areas, it might be challenging and time consuming to do intentional planning and teaching of AR.

Focus for AR within subject areas can instead focus on the natural opportunities and teachable moments for doing so. To do so, we can:

Build teacher sensitivities to the “teachable moments” and anticipation of “challenging (teachable) moments” for AR in subject areas e.g. frustration when unable to learn subject content

Provide teachers with a simple frame and skills for coaching and facilitating AR conversations

Priming students for stretch areas that students might encounter

Specific to MR & EF

Intentional planning of opportunities for productive failure within subject curriculum

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Table 8

1. In designing curriculum and learning experiences, we need to integrate M-AR-EF and focus on the process e.g. focus not only on the content but to spark curiosity, attitude towards learning, reflection on how they are reacting to the learning.

2. Leverage AI to free up time for SEL, AR.

3. Importance that emotions drive learning.

4. Teacher-student relationships

5. Lesson-observation template can be adjusted to draw out M-AR-EF.

6. Prioritise psychological needs of students. Increase student agency.

7. Assessment can be differentiated.

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The foundation of the 4 Knowledge can be SE Competencies and Motivation. Students need these basic competencies and purpose for learning of occurs.

Learning is social and the learning to know is a social context is important.

Self Determination Theory might the tools for Motivation.

CCE is focussed on student agency and IP subject is more focussed on content learning outcomes.

Curriculum should be planned with students in mind. We need to facilitate learning instead teaching student.

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Table 6

How can we help students reflecting on their own learning in different academic subjects?

Teaching explicit learning/revision/study skills may be useful so that students can better understand how to learn about learning.

Intentionality and enactment of MAREF in the subject areas - building upon what students are already doing in CCE. Every teacher a CCE teacher.

TSR remains key.

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1. Metacognition features in CCE as one of the principles of effective pedagogical practices reflected explicitly in the CCE Syllabus.

As such, we very often adopt pedagogical approaches that leverage on metacognition strategies e.g. hot seat, fish bowl

As a lot of CCE topics crosses with the area of MH, aspects of AR do get covered, in a contexualised manner within the curriculum.

2. EF while may not be explicitly mentioned is touched upon in some lessons.

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In sports, particularly in the area of CCAs,

M - Learn the technical and tactical aspects of the sport

AR - to persevere when executing a difficult skill, to understand how the execution of a particular skill contribute to the game play, regulating emotion in a game

EF - representation of school to compete against others from other schools and do well to win

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I don’t think it is explicitly stated, but there is an emphasis on metacognition and affective regulation through CCE skills. The missing piece might be Affective Regulation.

I believe Learning is social and there should be a emphasise on social learning.

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AR is worked into the TLG and lessons - as a key Socio-Emotional skills

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After taking stock, discussing with colleagues from the same subject or co-curricular area and listening to the different groups:

In the enactment of the curriculum, how has our current curriculum design and enactment enabled or disenabled the achievement of learning how to learn competencies?

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1. How does closer integrating of M-AR-EF development add value to your subject area or student development?

2. What M-AR-EF should look like at the different developmental stages? (i.e. Primary, Secondary, Pre-University)

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1. Together with metacognition, how can we integrate M-AR-EF into learning experience design?

2. What might curriculum documents across different levels look like if we were to incorporate this?

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1. In your subject curriculum or co-curricular areas, where are Affective Regulation and Executive Functioning (M-AR-EF) explicitly stated? List the explicit mentions in your curriculum documents (e.g., in LO, TLG, LE, etc.)

2. Which aspects of M-AR-EF are not explicitly stated? List what is/are missing (e.g., specific aspects of M, AR or EF?)

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Learning-How-To-Learn (LHTL) encompasses different family of learning competencies (viz. dispositions, literacies and skills) that is foundational to self-directed and lifelong learning:

a) metacognition, in different inter/intrapersonal learning contexts that also facilitates appropriate surface, deep, consolidation and transfer of learning

b) co/self-regulation including (socio-emotional and affective aspects of learning)

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SG2’s Prioritised Knowledge Bases

METACOGNITION, AFFECTIVE REGULATION AND EXECUTIVE FUNCTIONING (M-AR-EF) are the foci for Retreat discussion

a)      Metacognition involves awareness and regulation over one’s thinking processes

(planning, monitoring, evaluating, regulation).

b)     Executive Functioning (EF): Cognitive processes for goal-directed behaviour —working memory-retrieval practice, cognitive flexibility, inhibitory control.

c)      Affective regulation refers to the ability to recognize, understand, and manage

emotions, especially in learning contexts.