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Create time and space within the curriculum to allow Senior High (SH: Years 4, 5 and 6) students with opportunities to have blended learning of in-classroom lessons and going out to learn in the real world (e.g. through internships, student exchange, from Term 3 onwards) to allow for transfer of learning, focusing on Empathetic Communicator, Adaptive Thinking and interdisciplinary learning. This will be coupled with timely feedback from teachers and self-reflection, structured into the programme.

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1) E21CC Stock-take to identify and prioritise E21CC focus areas

2) Review and highlight the prioritised E21CC outcomes (& pedagogical approaches) in respective department action plans

3) Intentionality of design of programmes to develop E21CC is progressively gaining traction. Confidence and competence of teachers to facilitate intentional conversations on E21CC development will be a PD focus area for staff, first for the KPs, and later on for the staff in 2025.

4) Project Work - key platform where a change in focus of pedagogical approach to focus on E21CC development. Use of design thinking approach and tapping on partnerships (marketplace of ideas for real world problems) to help students develop an understanding and empathy for user needs (civic literacy), before jumping to problem-solving. Development of communication skills, beyond just "death-by-powerpoint" - use of a range of communication skills (conducting interviews/conversations, elevator pitch, infographics, etc) to glean ideas and share findings

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Helping the students understand the needs of their audience better when they prepare their communication projects.

This requires a more deliberate pedagogical strategy to focus the students on this area.

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We have started to map out the components of the ALP to the E21CC outcomes. This would help us be clearer about which skills and competencies are being developed and what more can be done.

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Other platforms that students can further develop their E21CC in daily practice:

1. TGIF

2. APLM

3. FRC sharings

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Synergise learning goals of EdTech 2030 and 21 CC

Unpack learning goals, into levels and tiers

Mapping and identifing learning goals that are best developed through ALP and LLP

Subsequently to map all other programmes to the learning goals.

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Curriculum Re-design - Currently, INOVAT is a standalone but it is a great programme where we can develop our E21CC. We would redesign by infusing into the curriculum and ensure that it is further integrated into the subjects with authentic experiences to consolidating the learning in a culminating task. Also allow novel situations within the programme to allow adaptive and inventive thinking .

Coherence: Ensure that E21CC outcomes are also explicitly incorporated into the subject learning outcomes for the INOVAT programme. Also, by scanning, taking stock and giving due considerations to EdTech by providing just in time staff development

Pervasiveness - Using the key pedagogical approach - INOVAT in the curricular and co-curricular subjects.

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1) Greater understanding of the intent of the ALP amongst the management team and how ALP can complement their curricular goals (to be done during IP meetings)

2) Create more opportunities for staff pd on the ALP experiences - enhance their facilitation during the student experiences

3) Provide more opportunities for student voice - options in student experiences.

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Need for teachers to go for TWA+ to equip with know-how and build capacity to guide students

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Redesigning P3/P4 Destination Imagination Programme (DIP Lite)

1. Streamlining and Integrating both languages and CCE/MTL

2. Key pedagogical approaches - Design Thinking and Inquiry-based Learning (deepening current practice in MTV)

3. Student agency - areas/topics (at P4), team members, deliverables/output

4. Differentiation and learner-centricity - same theme (different topics) for similar profile of student.

5. Leverage technology - SLS for collaboration and facilitate feedback

6. Provide for a longer time frame to deepen learning - 2-year programme (Yr 1 - basic skills development, partial DT cycle), Yr 2 - full DT cycle with new variables and constraint introduced to cultivate Adaptive Thinking in students)

7. Incorporate FA tools eg. rubric assessment, with student-involved assessment, peer feedback and self-reflection. Focus on the process (at different checkpoints) and not just the outcome (end).

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In line with new college strategic plan,

1) Curriculum side have their 2024 department action plans written to flesh up the main focus of the E21CC that they will be focusing on, based on their interpretation of the prescribed national syllabuses, and their readiness in addressing the E21CC competencies at this stage in time.

Focus will be to look into the change in the focus of the pedagogical approach to become more intentional in the E21CC during the lesson design and the implementation of the lessons.

2) To subsequently have self-reporting built in, and incorporation of Peer Lesson Observations for feedback.

Thereafter, as part of college review, to report and consolidate the progress at the college level to identify the gaps, and then to work on the gaps at the college level in 2024.

3) PD work will be focusing on lesson delivery and implementation, and lesser on lesson design, as teachers are competent in designing lessons, but more uneven in the delivery part.

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How can we redesign our curriculum or change our pedagogical approaches?

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How can we redesign our curriculum or change our pedagogical approaches?

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1. Can we have a more deliberate and coherent approach to the CnME programme? Especially in the Lower Secondary curriculum?

2. Time to take stock - will an overhaul be required or do we look at streamlining efforts in this programme?

3. Inner cultivation must lead to outward contribution - how do we recreate new platforms/opportunities for the transfer of learning?

4. How do we augment our teachers' facilitation skills? Can we revisit UBD and begin with the end in mind?

5. Must unpack the word "intentional" as it could really differ not just for the KPs but the teachers as well.

6. To always include reflection dialogue to facilitate the consolidation of 21CC acquisition post student experiences.

7. We aim to further our conversation on Student Agency - how could it could continue to drive efforts in developing 21 CC in both IP and Co-curriculum .

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Reflections and Insights for Large Group Sharing

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Inspiring a Shared Vision - To articulate the vision and purpose clearly so that teachers are able to understand the "whys".

With a shared vision - staff would be able to see interconnections and work across dept/committees to achieve the purpose/s.

Enable Others to Act

Build on the efforts of merger and structures that have been established and to be further stabilised and strengthened.

Collaboration and streamlining to manage extent of learning and change - addressing personal and organisational concerns.

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W1 SL Facilitation Resources Repository 

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W1 SL Facilitation Resources Repository 

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W1 SL Video Repository as Facilitation Tools

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Enhancements to High School Project Work

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Enhancements to High School Project Work

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1) Student Agency and Uncertain Outcomes: Project-based learning prioritizes student agency, allowing learners to take ownership of their work while exploring complex, uncertain outcomes inherent in research. This approach nurtures critical thinking, adaptability, and resilience as students navigate ambiguity and unexpected challenges.

2) Reflections and Student Outcomes: Beyond project deliverables (outcomes), reflective practices facilitate deeper understanding and personal growth (process). Students learn to assess their progress, identify strengths and weaknesses, and articulate insights gained from the project experience, fostering holistic development.

3) Assessment Rubrics and Communication: Clear assessment rubrics guide students in understanding expectations for both product and process. Emphasizing report writing and communication skills ensures that students can effectively convey their findings and insights to diverse audiences.

4) Collaborative Learning and Ideation: Encouraging collaborative learning fosters creativity and innovation in project ideation and execution. By leveraging collective expertise and diverse perspectives, students develop robust solutions to real-world challenges, enriching the learning process for all participants.

5) Peer Appraisals and Group/Individual Grades: Peer appraisals offer valuable insights into individual contributions and group dynamics. Balancing group and individual grades encourages accountability while recognizing individual effort and achievement.

6) Design Thinking in Community Projects: Integrating design thinking principles empowers students to tackle complex societal issues creatively. By prioritizing iterative problem-solving, students develop innovative solutions with tangible impacts on their communities.

7) Ethical Considerations and Intellectual Integrity: Ethical moments in research prompt students to consider the broader implications of their work and uphold intellectual integrity. Emphasizing ethical conduct and responsible research practices cultivates ethical awareness and integrity in future endeavors.

8) Reducing High Stakes and Fostering Resilience: Prototyping thinking and creating space for failure encourage risk-taking and resilience. Reducing the high stakes associated with failure fosters a culture of experimentation and learning, empowering students to embrace challenges and iterate toward success.

9) Long-Term Project Engagement and Autonomy: Lengthening project lifespans beyond a year encourages sustained engagement and deeper exploration of complex issues. Offering choice and autonomy supports students in pursuing projects aligned with their interests, fostering intrinsic motivation and commitment.

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1) Need to believe we can all play an active role to nurture and support student's E21CC development.

2) Effective E21CC development starts with being intentional in our efforts e.g. need to articulate the specific learning outcomes we want students to know and achieve.

3) We need to strategically select pedagogical approaches that will provide students with the learning opportunities to achieve the intended learning outcomes.

4) We need to specify approaches to assess students' learning and provide the feedback to deepen their understanding of the E21CC mastery.

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1) Strengthening and deepening our ALP - Think@Yuhua programme approach to foreground adaptive thinking and communication skills. Currently, teachers explicitly teach Elements of Thought (EOT) through subject learning - need to ensure reflected in SOW for teachers to follow through. Also to see how we can synergise our ALP, PW & DT efforts across disciplines and departments to spotlight E21CC student focus and outcomes for coherence.

2) Clarify measurement of E21CC outcomes through staff/MMT conversations, and not just continue with teacher observations and anecdotal feedback.

3) Can do more in providing structured platforms and opportunities for students to demonstrate agency and communicate their ideas and learning - tied to Design Thinking (sch-wide innovation frame). Relook scope and sequence for Digital Lit. skills for P1 to P6 to cover age-appropriate DL competencies spelt out in the EdTech Masterplan 2030.

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Streamline and coordinate communications and processes to provide clarity and manageability in dealing with (new or excessive) information

For higher fidelity in implementation

For management of staff well-being and workload

For higher success of sustainability

e.g. Academic and Student Development streams of work, communication points --> and their impact on students' learning and well-being monitoring.

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Leadership Culture, Beliefs and Practices

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Leadership Culture, Beliefs and Practices

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Striking a balance between 'stability' and 'flexibility' e.g. staying put with an initiative as 'it always has been done this way'

Inspiring higher expectations of staff and students

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Interactive Summary of E21CC Thinkpiece & Devt Milestones - NHHS

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Interactive Summary - E21CC Thinkpiece & Devt Milestones

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Interactive Summary - E21CC Thinkpiece & Devt Milestones

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Prepared by NHHS E21CC Engagement Team, for all W1 SLs' reference. Please feel free to use with your respective teams - sharing is caring! =)

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Interactive Summary of E21CC Thinkpiece - NHHS