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What are some gaps? How can these gaps be addressed?

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Which aspects need to be strengthened?

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Are there overlaps? How can they be streamlined?

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- very clear outcomes that indicate how the child can display the skills and knowledge learnt --> allows for the coherent curriculum  that we are gearing towards
- clear spiral progression of the skills
- possible matching and mapping of these outcomes into our learning dispositions, which are observable in every subject and lesson --> every teacher a CCE teacher

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the developmental milestones and learning outcomes are aligned in such a way that we can see its progressiveness and relevance.

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While learning outcomes are clearly articulated in the CCE implementation aspect, the need to see coherence and how these LOs repeatedly are reinforced in all subject areas.

Thinking ahead, assessment of each child should be predominantly based on these LOs on top of their current Learning Dispositions, to provide a  holistic overviews of a child's development.

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"Every teacher a CCE teacher." was a statement I heard 6/7 years back when I went for workshops as a CCE mentor. I believe that every teacher knows the importance of character but there is varying degrees of commitment levels right now.

As KP team, we have to think of how to engage teachers differently, allowing teachers to have greater clarity about the outcomes of CCE and how they can play their part or be more committed to being a better CCE teacher. We will need to hear from the teachers too to better know the understandings at ground level and the support needed. Teachers have to understand that they have a role to play and every effort counts, regardless of the family background and profile of our students.

The LOs in the CCE curriculum are clear with specific skills and knowledge stated. Very useful in planning our school-wide and level programmes to ensure they are progressive, and also serve as a good reference point for us to have
conversations with teachers.

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From the two videos, it is clear that the programmes to be planned for each level should be appropriate and customised to meet the need of the specific student profile. The programmes must be planned or agreed upon by the different departments so that teachers do not see it as a duplication of their work.

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1. Wonder how can the clarity in the CCE milestones and outcomes are translated into the New Town Student Outcomes at each level. 2. We have already made a few moves in the current CCE 2021 direction. Now we need to have conversations to make it coherence and more intentional.

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Our school has already put in place some of the  efforts that Greenridge Pri has done to make every teacher a CCE teacher e.g. All teachers are FTs.
Moving forward, it's pivot to allow every teacher in New Town see themselves as a CCE teacher.

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Need for open conversations where concerns to be mapped out and systematically addressed.

Thought also that the choice of gemstone is an apt one - every child is am unpolished gemstone waiting to be polished and shine. Each child is precious like a gemstone. Nice.

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I like how the milestones and skills are spelt out clearly for every block. It helps to guide us when we plan our level focus and ensure that the focus is progressive. It will help to have conversations with teachers and students to see where we are now.

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- Gaps: Strengthen aspect of negative experiences as learning opportunities
(How)
1. equip students with skillset to manage 'failures' and bounce back
2. break into small successes
3. teachers to have a common message to help students understand and manage their expectations and 'failures' (Growth Mindset)

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Gap 1: Many depts are already mounting different progs that overlap similar CCE outcomes. To address this, there needs to be a better understanding of the different CCE 2021 LOs.                Gap 2: YH/AYH team do not have a common frame of reference with CCE dept when planning level prog/activities.                               Gap 3: Sometimes, trs might over expect the skill sets of students at pri level as the LOs and skills were not tagged to each level. There is an opportunity for teachers to match the level-based expectations to the trs' remarks as well as LDs which are more focused on Performance Character instead of Moral Character. As a school, how can we contextualise it?

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Communication between the different departments so that we can ensure that there is alignment and coherence

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- Overlaps across departments (eg. mask decorating done by SDT and CCE dept at the same time)
- How to streamline: Conversations between heads leading to better inter-department collaborations, don't work in silos

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1. When it comes to trs' remarks, there is less feedback focused on SEL skills e.g. self regulation. 2. CCE 2021 guide needs to be used well within the school (across all depts) so that there is a shared purpose and common language.

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Likely so but we are not certain until we take stock so that we can streamline and make sure that we cover all grounds instead of having too many overlaps.