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when students understand why they are learning something and can relate it to real life

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when students are involved in decision-making, take intellectual risks to explore, discover and create, and view mistakes as learning opportunities

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arising from learning that has the right balance of challenge and ability

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that leads to affective, behavioural and cognitive engagement

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that focuses not on grades but on providing feedback to improve learning and helping students become self-directed learners

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- Classroom culture and interactions (e.g. safe, collaborative environment)

- Beliefs, actions and support of educators

- Beliefs and actions of parents

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e.g. between academic and non-academic, in the classroom and outside, structured and unstructured activities, physical and cerebral, work and rest

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Belief 1 is aligned to Learner-centred pedagogy. Our fundamental philosophy that student the focus then the design of the learning experience must bear the learners' profile, their ABC needs into consideration.

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This is aligned to developing a sense of purpose and student ownership in learning. By teaching kids to value what they can learn, we are making connections, linking it to real life and helping them make sense of why they are learning what they are learning.

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This helps us with 'Learner-centred assessment' as we are using student assessment data (qualitative and quantitative) as feedback that feeds forward.

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Building a positive culture and environment in the classroom and school is essential to ensure that students have the opportunity to fail forward. Giving second chances and encouraging students towards lifelong learning, learning beyond grades.

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Our design of the learning experience also needs to take into consideration a Balance of Activities for the learners. It should be a right balance of challenge and ability to allow our learners to Experience Accomplishment and Success in some way.

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Building a positive classroom culture and environment also necessitates the establishment of norms/rules of engagement that will provide a safe environment for students to try, share, and fail forward. Designing learner-centred learning experiences where students collaborate towards common goals also increases student ownership and the sense of accomplishment/success as they co-construct knowledge.