# data[].attributes.headline
Exploring Blended Learning Approaches with increased HBL GP/ELIT tasks and opportunities for flipped learning with asynchronous/online lectures 

# data[].attributes.subject
Exploring Blended Learning Approaches with increased HBL GP/ELIT tasks and opportunities for flipped learning with asynchronous/online lectures 

# data[].attributes.body
(+) (Generally) open-minded, creative staff who are willing to try out new pedagogies
(+) Explored more student-centred T&L pedagogies & modes of assessment, including Edtech platforms. One PLT focused on how to better engage and assess students’ learning with regards to the online lectures. ELIT PLT also focused on how to design meaningful online experiences, studying research and data to improve each iteration.
(+) Exposure: Enrichment for students (e.g. ELIT students had the opportunity to attend writer's workshops (sign-up basis).

Challenges:
(-) Incorporating e-pedagogy in a more meaningful and enriching manner (Not that we don’t do this, but we can all be more intentional in our efforts)
(-) To have more innovative, interesting and authentic HBL/WA tasks that would fit in with our SOW (to intentionally plan HBL and WA tasks into our respective SOWs)
(-)  Finding time and the energy to keep up with new pedagogies / changes and staying relevant
(-) Working on better communication skills in a post-Covid world (social media / digital world) ~ Does (un)masking affect their self-esteem and their reluctance to speak up?
(-)  VUCA world challenges – whether our students are future-ready for novel or similar challenges? Whether we ourselves are future-ready?

# data[].attributes.body
(+) Most, if not all exams (GP and ELIT) met or surpassed previous targets for A Levels 2021 results and internal exams (CT, BT, Prelim and FE)
(+) Aligning assessment and results with A Level pitching (within two grades difference)

(*) Could revisit and review current set of internal targets for both GP and ELIT

# data[].attributes.headline
To better prepare for the changes with the Revised Syllabus (for both GP and ELIT): 

# data[].attributes.subject
To better prepare for the changes with the Revised Syllabus (for both GP and ELIT): 

# data[].attributes.body
(+) PLTs for GP as well as targeted PD discussions have been included in both ELIT and GP PD roadmap. A selected core group of GP tutors attended the workshops conducted by SEAB. They will then share what they have learnt with their respective colleges. So far, we have completed the workshops for P1 and P2 Skills (missing only P2 AQ Skills for next year). For ELIT, they have had some sharings with other JCs and also met up with CPDD on the latest developments for the ELIT revised syllabus.

(+) Good opportunity to finetune individual's and college's assessment and expectations

(-) Challenge: refining and preparing materials for the revised syllabus (GP and ELIT)

# data[].attributes.headline
Assessment Literacy [modelling, use of student samples (not just good samples but a comparison between samples), use of rubrics etc.] 

# data[].attributes.subject
Assessment Literacy [modelling, use of student samples (not just good samples but a comparison between samples), use of rubrics etc.] 

# data[].attributes.body
(+) Students have a better sense of the standards and learn to identify their own areas for improvement. They can also learn to provide constructive feedback on peers' work.

(-) Challenges:
- changing tutors' mindsets on the use of subpar samples to show improvement.
- changing students' perceptions on this practice. Some may feel ill-equipped at the start while others tend to rely solely on tutor's comments.

Ultimately, there is much value in such self-assessment and peer assessment practices so we shall persist and fine-tune the processes to better engage students and teachers in this endeavour! :)

# data[].attributes.headline
With the implementation of the WA, to implement a more structured integration of AfL practices into curriculum

# data[].attributes.subject
With the implementation of the WA, to implement a more structured integration of AfL practices into curriculum

# data[].attributes.body
(+) Sufficient scaffolding as well as more intentional post-reflection/ review was included in the SOW (as part of online lectures and tutorial practices).
(+) Greater emphasis on getting students to reflect on the qualitative comments given for each assignment and written work rather than on the scores.

Challenges:
(-): Has the notion/labelling of WA made the students more stressful and exam-oriented (in a negative sense)?
(-) Timing of WAs across subjects all seem to coincide
(-) To much being tested in a WA? Rather than a full P1 or P2 assessment: we could at times, only have parts of the paper as WA while the rest is being done as class work/homework. For example, AQ could be a WA after intentional scaffolding and review of strategies or even content/ examples researched upon.  (Aside: ELIT has bite-sized WA! :) Something that we can learn from!)

# data[].attributes.headline
General Guidelines/Good Practices with regards to Exam Setting 

# data[].attributes.subject
General Guidelines/Good Practices with regards to Exam Setting 

# data[].attributes.body
To consolidate a set of generic guidelines and good/best practices when it comes to exam setting. This would include the necessary materials for standardisation for example, HA/MA/LA template, moderation template and even criteria in selecting students' scripts for standardisation. This would be useful for all, especially for BT or teachers who are new to our college.

# data[].attributes.headline
Teachers to be content curators, rather than content creators (in this changing landscape)

# data[].attributes.subject
Teachers to be content curators, rather than content creators (in this changing landscape)

# data[].attributes.body
(*) Considerations:
- To think of online lectures as course design  (i.e. no longer pure content delivery for 45 mins). We could have different segments- where specific items of T&L are curated for that 45 min "online lecture".  Have bite-size components.
- With the JC1s having personal learning devices, how can our T&L and assessment/feedback be more effective? How can we tap on this?
- To also explore facilitating and getting students to be content curators themselves- with the wide depository of resources available online

# data[].attributes.headline
Supportive culture in affirming one another

# data[].attributes.subject
Supportive culture in affirming one another

# data[].attributes.body
Colleagues affirmed their peers when they win awards at the college level and also nominated their peers for awards such as OCA award.

# data[].attributes.body
(A) To enhance JoL via more engaging and authentic T&L experiences (see Exploring Blended Learning Approaches)
(+) Enrichment opportunities e.g., for ELIT also help to foster JoL and help students to see learning as not just confined to the classroom.

(B) To enhance JoL via enhanced TSR
A positive TSR can be seen as the amalgamation of (i) empathy (ii) clear expectations of students’ learning behaviour (iii) firm and professional tone of discipline.

(+) Overall CT/CTAs' scores of GP and ELIT tutors are good; Subject Surveys also show a general sense of interest and appreciation from students towards their respective GP/ELIT tutors. Positive TSR can hopefully also help in building a more positive class culture for T&L.

Challenges:
(-) "different tutors different strokes" ~ while there is nothing wrong with this, some tutors may need to be firmer in their class management. Others may need to be less sarcastic etc. (Much depends on the TSR). We all could be more sensitive and mindful with regards to the socio-emotional needs and mental health of our students.
(-) The challenge also comes with changing student profile (learning needs) + students' entrenched mindsets that the A Level is about the Examination

# data[].attributes.body
(+) General sense of trust in the Dept and vice versa trust in the leadership to carry out given responsibilities.
(+) Teachers are granted some autonomy in their (assigned) responsibilities

(*) Not to take this trust for granted
(*) While autonomy is given, certain things cannot be compromised: meeting deadlines, high quality of submission/work

Challenge:
(-) To be aware of our own biasedness towards colleagues. For example, we may tend to give certain or more responsibilities to some colleagues as we feel that they are more dependable or even capable in certain aspects. While this is a valid consideration, this does not help to grow the other colleagues. Worse, it may make the colleague who is being assigned feel burdened or stagnant in their development here. How to ensure parity here? :)

# data[].attributes.body
(+) Communication between middle managers and as a Dept is largely open and in a timely manner

(no issues under the table)

(*) Balance between professionalism and compassion/empathy

# data[].attributes.headline
Pursuit of learning and development amongst staff

# data[].attributes.subject
Pursuit of learning and development amongst staff

# data[].attributes.body
(+) Staff shows interest to attend relevant courses and a few are going for TWA+

(*) Possible deployment constraints (timing is important)
(*) Getting these teachers to reflect and share their experiences with the dept and even college (be it from attending courses/workshops and TWA+)

# data[].attributes.body
+ Collaborative culture of caring, sharing (PD ideas) and support – focus on well-being while navigating the changes (e.g. revised GP & ELIT Syllable) and uncertainty on some aspects (for e.g. concept-based instruction in GP).