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engage schools on the importance of HAL work as upstream work to engage them cognitively, to make learning productive and meaningful, to make school an enabling environment by understanding and meeting their needs

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Needs analysis for school leaders, KPs and teachers: To understand what are their concerns and support needs

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Assure them how tier 1 provision is going to look like and our expectations of them. Many teachers are worried of an increased expectations of them to stretch HAL/Kids that are supposed to be in GEP if GEP was still around.

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Create networks and communication channels to HAL teachers that not only disseminate info and resources, but allow for active conversations among members who hopefully will develop a community.

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Do we have anything provided for tier 1 currently? I'm unsure of the provisions for them now therefore not sure what to stop?

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Collate the queries and needs for schools for Tier 1 provision. We need to know where the schools are and what additional support they need in Tier 1 provision, in addition to giving the extensions in TLG to all.

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Identifying suitable teachers to do Tier 1

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Identifying suitable teachers to do Tier 1

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Consider how we can help SLs and KPs to identify suitable teachers to run DI for HALs. Sometimes a teacher who does not a lot of 'creative' things is not necessarily one who can stretch the HALs. SLs should also consider teacher competencies, ie teachers workingw with HALs must have some threshold where subject mastery is concerned.

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Multi Literacies - have a festival or termly event to appreciate films/ cartoons/ animations.

Non-threatening and fun way to analyse plot/ character/ relationships/ themes. Simple bite-sized knowledge on filming techniques or framing and camera angle/ perspective shot can be taught. Students can comment on their favourite films/ cartoons/ animations and learn from one another about different interpretations or 'readings' of the multimedia presentation of the stories.

Great way of building foundation (Schema) for visual text questions and Literature (in prep for Sec education as well).

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Get more teachers to open classrooms for others to show differentiation for HAL in mixed ability class. Package this with post-lesson debrief and learning points to make this a new training modality.

Note: this needs SL support plus some creative timetabling for attendees.

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We do not have the bandwidth to engage so many schools and every request for training and consultancy. We need to engage teachers as "champions" or trainers to provide such support within their clusters. This needs to be endorsed by HQ/School leaders for us to get the buy-in from teachers.

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Identify schools of similar student profiles to share challenges and strategies to covert these into rewarding experiences for both teachers and students.

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Other subject branches should offer GEB greater support when it comes to differentiating for Tier 1 students, e.g., make it more explicit in the mainstream curriculum how this can be done and not just depend on GEB to do this completely on our own.

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Instead of focusing on the continuous retraining of teachers in FiDLHA, we should focus on:

Supporting teachers with practical classroom resources

Providing targeted professional development only when genuinely necessary

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SSDs to work closely with HODs to identify teachers for HALs, looking out for opportunities for PD and transfer of knowledge into actions

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It would be good to hear from senior management and partner branches what is being done in anticipation of the refreshed modality and policy changes, in regard to their respective work areas, not just in GEB so that we can have a more coherent big picture.

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What's the reason for refreshing the training?

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What's the reason for refreshing the training?

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Shouldn't actively asking schools to send teachers to just find out what's 'new'? Do schools know where to access the new resources.

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Distinct training plans for teachers with different needs

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Distinct training plans for teachers with different needs

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Teachers who have not attended FidLHA and those who need to just familiarise themselves with new curriculum units and new approaches.

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Why are teachers who had attended FidLHA 5 years ago required to attend RidLHA?

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KPs must attend the workshops to help drive the differentiated curriculum with the appropriate and relevant strategies within their schools for a greater impact.

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To consider inviting more teacher leaders/KPS to the actual FidLHA workshops 

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To consider inviting more teacher leaders/KPS to the actual FidLHA workshops 

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Rethink if workshops are the the only teacher PD?

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Rethink if workshops are the the only teacher PD?

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Can we continue running workshops year after year? Is the best way to build teacher capacity?

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Do we need to communicate with other organisations running teacher training and see if we are aligned in terms of practices?

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Support teachers to implement tier 1 enrichment in a mixed ability class

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Compile concerns and challenges shared by teachers at workshops - share these with MOE Senior Mgmt and Schools Div