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•Guided by SEM requirements, what are meaningful indicators and appropriate targets that can help the school track the effectiveness of its strategies in addressing  its key challenges and progress towards its VMV?

•How are targets guided by School context, staff and student profiles?

•  What relevant qualitative data could contribute to the monitoring and review of  processes?

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•Achievements: What key milestones and successes have we achieved in our last Strategic Plan (2019-2023)?

•Closing Gaps: How effectively have we closed identified gaps, and what strategies worked best?

•Outstanding Goals: What goals remain unfulfilled, and how do they align with our School Targets (ST)?

•Strengths: What are our key strengths and areas of excellence that we can build upon?

•Challenges: What challenges have we faced, and how can we address them in the next plan?

•Moving forward: What conclusions can we draw about the schools current situation and directions?

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• Are the VMV coherent?

• How do VMV build on the school’s key strengths or  achievements?

•  What are outcomes for staff/students?

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•How has the school’s key advantages and challenges evolved since the last SP?

•Which are those that need to be addressed (i.e. taken into the new SP) to achieve refreshed VMV?

•What key goals do we have for ST1: Nurturing Future-Ready Lakers?

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•What are our strategies?

•How are they aligned to our goals?

•What are the staff capabilities & resources needed to  implement them?

•Which strategies are more short-term and which are more long-term strategies?

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Mdm Lin Lan, Ain, Noriada, Arasi, Linda, Florence, Susan

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Mdm Lin Lan, Ain, Noriada, Arasi, Linda, Florence, Susan

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Outcomes for students for Lifelong Learners:

1. Confidence in Learning

They embrace mistakes as opportunities to learn and grow.

2. Resilience and Perseverance

They demonstrate determination to complete tasks, even when faced with obstacles.

3. Self-Directed Learning

Students take initiative in their learning, seeking answers and exploring topics of interest independently.

4. Growth Mindset

Students believe that effort leads to improvement and that skills can be developed over time.

They show curiosity by asking questions and seeking deeper understanding.

5. Adaptability

They adjust to new learning environments and different teaching styles.

They apply what they have learned in one situation to solve problems in another.

6. Passion for Continuous learning

Develop intrinsic motivation and a love for learning new skills or knowledge

Approaches/Programmes to help:

1) EFS

2) LTTL

3) School Values - FTGP

4) ALP

5) LLP

6) PAL

7) VIA

8) Tiered-Leadership

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A school’s VMV can strengthen its distinctiveness by strategically highlighting and building on its key strengths and achievements

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A school’s VMV can strengthen its distinctiveness by strategically highlighting and building on its key strengths and achievements

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1. Reflecting the sch unique identity - incorporating what the LS does best - academisc excellence, innovation, comm involvement, cca successes

2. Celebrating achievements - aligning the MV with past successes, the sch can showcase its ability to deliver on its promises

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Yes.

1.Connection is strong across the VMV.

2.We project our as a thinking school; developing students leadership through various programs and initiatives.

3. Outcomes for students

Care: learn-practice-exhibit

emphatic leaders: ALP/various leadership positions

Lifelong learners: perseverance in learning, curiosity, resilience. Building up self awareness: know what you don’t know.

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Our VMV is aligned and also in the direction of the nation's overarching direction.

LTTL --> established; building on this to develop creative thinkers; to connect, to contribute and to be able to be good communicators

New Mission --> to empower Lakers to make a positive difference to community after previously mission where we focus on individual's achievements (uplifting)

Our strengths and distinctness: how we are connected with the community and the branding of our school in the Jurong Lake Distinct; how our school will be a key role in the development of the area

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Question: What is Lakeside distinctness? What are we known for?

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Joyce, Tan Hung, Eileen, Siew Pei, Kelly, Casren, Kim

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Joyce, Tan Hung, Eileen, Siew Pei, Kelly, Casren, Kim

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1. Aligned and coherent. We unpacked a little on the mission - definition of community may be different for different groups of students (e.g. P1 community limited to classroom, older students' community would be beyond school). Understanding that "empower every student" - to teach content, skills and values/dispositions.

2. Creative Thinker has built on our past efforts of critical thinking. Now there is that added element of innovation.

3. A Creative Thinker...

(a) can generate ideas (may be new, may modify existing ones) to respond to an issue or a challenge

(b) shortlist, evaluate, refine ideas based on criteria / strategies

(from Developmental Milestones Document)

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1) The VMV are coherent. The vision builds on the previous one. For example, from being a virtuous leader, one who rooted in values to becoming one who is aware of and empathise with the needs of the community. The 3 outcomes/goals are parallel, i.e. they are not necessarily in order. Being able to problem solve and collaborate with one another will allow students to make a positive impact.

2) In the past few years, we have equipped our students critical thinking skills. Critical thinking skills were subsumed under lifelong learners. Now, we would like to bring a greater emphasis but elevating the critical thinking to creative thinking which includes adaptive and inventive thinking.

3) CAIT - Critical, adaptive and inventive thinking

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1. Achievements

(a) Looking at PSLE Scores and Trend Data, not consistent except for ML and passes in HMT.

2. Closing Gaps

(a) Consistent in % eligible for Secondary School. What has worked: "right site-ing" of students end of P4 & P5 SBB to allocate them to correct subjects that they can manage

(b) Development of digital capabilities - although no data in recent years, based on qualitative feedback, can guess that students would agree. What has worked: Increased emphasis on building digital capabilities (e.g. integration of skills in P1 PAL), intentional time for students to be exposed to digital tools, teachers being more proficient through professional development

3. Outstanding Goals

(a) Consistency in PSLE results - to be more consistent and not have yo-yo effect

(b) Development of abilities: Sports Participation Index very low; Thinking & E21CC goals still considered as outstanding because we don't have the appropriate KPIs to determine if the goals have been met.

(c) Talent Development - even if we have identified them, we do not have a consistent and structured approach to develop them.

4. Strengths

(a) ML results - consistent 100%

5. Challenges

(a) Trend for PSLE data - need to balance between giving students what they need and achieving consistency (e.g. 100% pass vs pushing many to foundation)

(b) Deployment of teachers - subject specialisation / level specialisation is good but need to also provide opportunities for teachers to grow

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Achievement --> hit KPI

Strengths --> providing quality education for our students, programmes planned for nurturing the students holistically

Closing gaps --> changing how we measure the indicators, using PSLE results is not a good indicator of "wholesomeness" in an individual; having clearer PI to measure the targets; need to review what we are measuring, KPI and data don't match (monitoring and reviewing of the SP)

Strengths: provided necessary programmes that allow students to be holistically developed

Challenges: to review the effectiveness of our teaching plans/ practices / structures; review KPI (inconsistent data for reviewing results); changes in focus on talent development (not aligned to current)

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Strengths

Coherent plans to develop thinking across departments

While going through syllabus change, some depts review plans to strengthen DI and thinking

Challenges

The current LTSE framework might not have enough guiding power

Moving forward

More holistic data (other than SPI and thinking) to measure development of abilities and talents

Update the LTSE framework

For CCE, we have frameworks like SOAR and EFS which can be stated explicitly.

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Key Milestones / Success:

Academic Awesomeness

Targets achieved at PSLE for ML

Percentage for P6s eligible for Secondary School (maintained)

Higher MT (Bulls Eye!)

Critical Thinker (Student)

leveraging on DI , LTTL & EdTech

progressive use of DT principles & methodology across all levels

Responsible Leader

Structured and Tiered Approach for Student Leadership

Strengths

Student-Centric programmes

Tiered approach to Talent Development / Management (DSA)

Challenges

Drop in P5 ALP interest (tagged to ART ALP)

We need to refer to question tags in survey

Moving Forward

The school is moving in the right direction and we have chosen specific programmes to work on based on it's effectiveness & impact :)

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2021 CV Report-LakesidePr (with highlights)

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Strength 1.1.2 Teacher-Student Relationship improved based on QSE results 88% to 90%.

Strength 1.2 Every Laker an Active Contributor who demonstrates strengths in creative problem solving and digital capabilities. There is a positive trend based on the survey results.

Challenges 1.2 The school did not conduct its annual student and parent surveys in 2021-2023 as the questions were to be reviewed.

Annual surveys were not conducted in 2023 with the shift towards using existing National data and school-based data.

Outstanding goals: explicit teaching of E21CC in curriculum

Moving forward: measurement tool for E21CC

1.2 The school will also review the KPI and outcomes to be measured.

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Achievements

Positive classroom culture that encourages interactions and empowers learners voices

Moving forward, focus more on the "empowerment of learners' voices / confidence" e.g. strengthen the leadership frameworks

Closing Gaps

Collaborative learning can be strengthened to feedforward the goal of developing emphatic leader e.g. quality of group work. Frameworks like EFS can be integrated too.

How are we monitoring the implementation of DI strategies? e.g. survey teachers on their confidence of using DI

What are some indicators for effective DI? e.g. level of engagement and achievement

How much emphasis do we want to place on DI on top of thinking and ed-tech?

Opportunities for leaders to be involved inter-dept programmes? The leadership framework to be owned by all depts

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SIP

could be aligned to the next SP so that we can measure and monitor during the reviews for SP, SIP and CV

the collaboration across different depts will have to be stronger so KP should be working closely together; cross-dept reviews

developing system-thinking amongst the KPs

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1) Learning Goals and Developmental Milestones for Emerging 21CC (20 Oct 2023)

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Every Laker a Creative Thinker who demonstrates strengths in problem solving--> managing challenges.

Problem solving – understanding the problem, possible alternatives / solutions

Strengths: Having content mastery, skills and dispositions

Strategic Objectives:

Deepen students’ understanding of content and application of knowledge and skills

o   Strong content knowledge

o   Thinking strategies

o   Ability to transfer learning across topics and subjects (inter-disciplinary)

Developing dispositions that will help students manage challenges

o   Self-directedness / thinking independently

o   Understand multiple perspectives

o   Metacognition / reflective

o   Courage to take risks responsibly

o   Curiosity to ask questions

o   Innovative: Able to think out of the box / alternative solutions; not creating something new but the “value-add”

o   Think flexibly

o   Dare: Able to try / test, and find another way of doing things if the current method doesn’t work

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To include

embodies/ exemplifies / anchored on / upholds LPRIDE

Empathetic Leader who

1. comminicates and collaborates confidently;

2. serves with confidence;

3. seeks to contribute with others;

4. makes a positive difference to others;

5. serves the school and community with LPRIDE;

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Strategic Objectives:

1. Dev and deepen character values and SE competencies through a progressive approach

2. Grow leadership competencies in communication and collaboration through SLD and CCA platforms.

3. Build inclusive environment where every voice is heard, every individual is valued.

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Every Laker a Creative Thinker who transfers learning across contexts.

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Every Laker a Creative Thinker who has strengths in managing challenges.

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Every Laker a Creative Thinker who has strengths in problem solving.

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SG1.3a Every Laker a lifelong learner who embraces a growth mindset.

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SG1.3b Every Laker a lifelong learner who demonstrates a growth mindset.

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SG1.3c Every Laker a lifelong learner who demonstrates reflectiveness and resourcefulness for self-directed learning.

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SG1.3d Every Laker a lifelong learner who demonstrates reflectiveness and resourcefulness for self-directed growth.

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who seeks to contribute with others and serve the community with LPRIDE.	

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who communicates and collaborates with others to serve the community with LPRIDE.

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- one who is the epitome of LPRIDE and serves the community by uplifting others in an inclusive environment.

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SO 1.1.1

Deepening the ability of every student to think adaptively

(within subjects, across subjects, across contexts)

Measurement: PSLE results, number of differentiated lessons for each subject

SO1.1.2

Nurturing dispositions that enable every student to think creatively

Measurement: Learning Dispositions survey, FGDs

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SO1.3.3a To provide students with opportunities to reflect on their learning and grow from it  

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SO1.3.3b To cultivate / leverage reflection practices to help students think deeply about their learning, values, actions, and their impact on others

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SO1.3.1 To equip/empower students with digital competencies so that they can make choices to support their own learning

Measurements for SO1.3: RTSEC, DSA and etc

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SO 1.2 Every Laker an Empathetic Leader who communicates and collaborates with others to serve the community with LPRIDE.

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SO 1.2 Every Laker an Empathetic Leader who communicates and collaborates with others to serve the community with LPRIDE.

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Strategic Objectives:

1.2.1a        Instil LPRIDE in everyday practices structured service learning experiences / programmes.

1.2.1b        Embed LPRIDE in reflective practices through structured student development experiences / programmes.

Measuremment: VIA opportunities + hours + reflection on values; VIA in CCA / identified student groups

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1.2.2        Enhance the tiered leadership development programme emphasizing empathy, communication and collaboration (in SLD, CCA + Internationalisation efforts)

Measurement: leadership dev opportunities, demonstration of identified leadership competencies / attributes

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1.2.3        Leverage the StarswithHeArts experience to enrich/ impact the community.

Measurement: LLP experiences (in PAL, Music lessons, Perf Arts CCA, e.t.c); attainment of identified

LLP outcomes

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SO 1.3.2 (Self directed Growth / Talent Development)

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SO 1.3.2 (Self directed Growth / Talent Development)

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SO1.3.2c To equip students with abilities to develop their talents, interests, & strengths 

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SO1.3.2d To develop students’ abilities to grow their talents, interests, and strengths

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What stays the same, what changes?

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SO1.1.1 Deepen the ability of students (every student) to think adaptively through the use of thinking routines and making connections across authentic learning experiences [CAIT]

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SO1.1.1 Deepen the ability of students (every student) to think adaptively through the use of thinking routines and making connections across authentic learning experiences [CAIT]

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1. Develop adaptive thinking through the use of thinking routines (e.g. Connect-Extend-Challenge, Step Inside, Circle of Viewpoints, Design Thinking)

2. Provide opportunities for students to apply their learning through meaningful assignments and authentic experiences.

Staff capabilities & Resources Needed:

1. Familiarity with the terms used in MTV & EOT

2. Need to build in the pervasiveness of its use

3. Need to see the links between MTV & EOT and how it can be used to develop adaptive thinking

4. Collective learning to build coherence on top of individual subject sharing

5. Skills for differentiation & ePed (park under ST2)

Measurement

1. Student perception survey & FGDs (to see if students are able to state how they have applied what skills they have learnt across subjects)

2. PSLE Results (to showcase what you have learnt and give you the opportunity to apply skills!)

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SO1.1.2 Nurture dispositions that enable every student to think creatively by providing inter-disciplinary experiences (promoting a culture of thinking in every classroom) [CAIT]

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SO1.1.2 Nurture dispositions that enable every student to think creatively by providing inter-disciplinary experiences (promoting a culture of thinking in every classroom) [CAIT]

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1. Providing opportunities, time, a conducive environment, facilitating interactions, establishing routines, setting expectations, using thinking language and having the teacher model thinking behaviour (Reference: 8 Cultural Forces by Ron Ritchhart)

Staff Capabilities & Resources Needed

1. Understanding of the 8 Cultural Forces

2. Applying the 8 Cultural Forces to create a culture of thinking in every classroom

Measurement:

1. Student Perception Survey & FGD