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We can create intentional platforms for discussion and idea-sharing. E.g. Innovation circles or professional learning communities (PLCs) where teachers explore new pedagogical strategies or technologies to address specific classroom challenges, team members present small-scale innovations or experiments they have tried, such as integrating student choice in assessment or using design thinking to frame inquiry-based learning, Learning journeys to other institutions that have adopted forward-looking practices, followed by structured reflection and brainstorming on how ideas could be adapted to our own context. Another concrete way to encourage innovation is to support time and space for experimentation. This might involve allocating protected time within the school calendar for teachers to work on passion projects or collaborative innovation tasks. For instance, a team might design an interdisciplinary unit that blends Art and Science to explore sustainability through eco-friendly product design. We recognise and celebrate innovative efforts, even if the outcomes are still a work in progress. Acknowledging these efforts during staff briefings, newsletters, or awards like “Innovator of the Month” helps build a culture where creative thinking and initiative are recognised and sustained.

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One potential partnership opportunity is to invite course participants or alumni from programmes such as AI Singapore’s AI Apprenticeship Programme or other relevant training initiatives to share their learning journeys and project experiences with students. These sessions can offer authentic, real-world insights that go beyond textbook knowledge, helping students better understand how knowledge and skills are applied in practical, meaningful contexts. For example, these guest speakers can present the AI or tech-based projects they have developed during their courses—such as predictive models for business use or automated systems for daily tasks—demonstrating how innovation can solve real-world problems. This exposes students to current industry practices and inspires them to see the relevance of their classroom learning. Beyond technical skills, it would also be impactful for these individuals to share how they have grown personally through their learning journeys—highlighting how they overcame obstacles, demonstrated resilience, and pursued excellence in the face of challenges. Stories of how they dealt with failures or persevered through difficult coding problems or tight project deadlines can help students understand that success is often built on persistence and a willingness to learn from setbacks. Partnerships could take the form of Career sharing sessions or learning festivals, Mentorship programmes, Joint school-cluster showcases or hackathons, where students collaborate with course participants or professionals to co-create solutions to community-based problems. These collaborative platforms not only enrich students’ learning experiences, but also cultivate important life skills such as communication, adaptability, and grit—skills essential for the future workforce.

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To further enhance students’ skills and nurture positive learning dispositions, there are several opportunities within the school curriculum that can be explored and strengthened. Firstly, integrating real-world, problem-based learning across subjects can deepen students’ critical thinking and collaboration skills. For example, in Science or Humanities, students could work in groups to investigate environmental issues such as food waste or climate change, and propose data-driven, sustainable solutions. This not only builds academic knowledge but also fosters problem-solving, creativity, and a sense of social responsibility. Secondly, embedding interdisciplinary learning opportunities—such as STEM- or STEAM-based projects—can help students make meaningful connections across different domains. For instance, a project that combines Mathematics, Design & Technology, and Art can allow students to build prototypes or design products to solve real-life problems. Such approaches encourage adaptability, innovation, and systems thinking. Another opportunity lies in enhancing digital literacy and computational thinking across levels. While ICT lessons currently focus on basic computer skills, students can benefit from being introduced to coding, data analysis, and AI concepts at an earlier age. For example, incorporating simple coding projects in Mathematics or using AI-powered tools in English lessons can help students become more confident and competent in navigating the digital world. Additionally, the curriculum can be enriched by incorporating student-led inquiry and self-directed learning, where students are given more voice and choice in what and how they learn. For example, during project work or research tasks, students can select topics of personal interest, conduct their own investigations, and present their findings using various media. This nurtures intrinsic motivation, resilience, and a growth mindset. Finally, strengthening character and citizenship education (CCE) through experiential learning—such as community service projects, dialogues with diverse communities, or partnerships with social enterprises—can help students develop empathy, ethical reasoning, and a stronger sense of purpose.

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One of the most inspiring innovations I observed at AI Singapore is its ground-up, industry-aligned approach to developing AI capabilities. Rather than adopting a one-size-fits-all model, AI Singapore offers programmes that are customised to the specific needs of companies, ensuring relevance and immediate applicability. For instance, businesses can nominate their employees to participate in the AI Apprenticeship Programme , where trainees work on real-world AI projects tailored to their company’s challenges. This not only ensures that the training is practical and meaningful, but also helps organisations build internal AI capabilities from within. What I found particularly inspiring is the mutually beneficial relationship between companies and the training programme. Employees feel a sense of purpose and motivation because the skills they are learning directly impact their own workplaces. They are not just learning in theory; they are actively developing AI solutions that they can bring back to improve workflows, products, or services in their organisations. For example, a retail company might send staff to work on a predictive analytics model to optimise inventory management—returning with a working prototype that addresses an actual business need. Additionally, AI Singapore’s inclusive approach allows individuals with a keen interest in AI to enrol in its programmes, even if they are not sponsored by a company. This reflects a progressive leadership practice—valuing self-initiative and nurturing a diverse talent pool beyond traditional employment pathways. Such openness creates more opportunities for passionate learners and supports lifelong learning, which is crucial in an innovation-driven economy like Singapore’s. These practices show strong leadership in not only anticipating the future needs of the workforce, but also in empowering both companies and individuals to play an active role in that transformation. By enabling ground-up innovation and fostering a sense of ownership in learning, AI Singapore is cultivating a sustainable and inclusive AI ecosystem.

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Through the learning journey (LJ) to AI Singapore, I gained a deeper appreciation of how Singapore remains committed to driving innovation and building a future-ready workforce. One key observation that resonated with me was the nation’s proactive approach to embracing technological advancements, especially in the field of Artificial Intelligence (AI), to remain competitive in a rapidly evolving global economy. Despite being a small country with limited natural resources, Singapore has consistently demonstrated forward-thinking strategies by investing heavily in research, innovation, and skills development. At AI Singapore, it was evident that there is a concerted effort to anchor deep national capabilities in AI. Their initiatives—such as the 100 Experiments (100E) programme, which matches companies with AI researchers to co-develop AI solutions—reflect how the government partners with industry to translate academic research into real-world applications. Another observation that struck me was Singapore’s emphasis on developing local talent. Programmes like AI Apprenticeship Programme, which was shared in details during the LJ, offers opportunities for Singaporeans to gain hands-on experience and become industry-ready AI professionals. This not only strengthens our workforce but also ensures that we are not overly reliant on foreign expertise. AI Singapore’s mission to grow an AI ecosystem that creates both social and economic impact also resonated with me. For instance, by using AI to streamline healthcare operations or improve public services, they are enhancing the quality of life for citizens while driving productivity and innovation across sectors. Overall, the visit to AI Singapore reaffirmed my belief that our country’s progress is rooted in strategic planning, strong collaboration between sectors, and a relentless pursuit of excellence in harnessing emerging technologies.

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Create a Safe Space for Experimentation Encourage risk-taking by normalising trial-and-error in teaching practices. Assure team members that not all ideas need to be perfect or successful on the first try—what matters is the willingness to explore and reflect. Model Innovative Thinking Lead by example by showcasing creative approaches in your own work—whether through lesson design, use of digital tools, or rethinking processes. Share both successes and failures transparently to normalise innovation as a learning journey. Provide Time and Autonomy for Exploration Allow time during department meetings or protected time for staff to collaborate on passion projects, explore emerging pedagogies, or prototype new lesson ideas. Empower teachers to take ownership of these initiatives. Recognise and Celebrate Innovative Practices Highlight and showcase creative teaching practices during sharing sessions, newsletters, or awards. Positive reinforcement encourages more staff to step forward with ideas.Encourage Continuous Professional Learning Support teachers in attending workshops, learning journeys, or PLCs related to educational technology, 21CC, or future-focused learning. Follow up by providing platforms for them to share and apply their learning. Use Design Thinking to Solve Problems Together Guide teams through design thinking frameworks to address school-based challenges. This structured yet flexible process fosters empathy, ideation, prototyping, and iteration. Gather and Act on Feedback Regularly Invite input from your team members on current practices, challenges, and opportunities for growth. When teachers see that their feedback leads to action, they become more engaged in driving change.

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We have a strong number of partners at Wellington. The next step will be keeping, realigning and rethinking of how the partnership can be enhanced. We can also explore the partnership with the lab with the intention to solve future problems.

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Integration of Real-World Problem Solving through STEM and Design Thinking Projects Embedding interdisciplinary projects that mirror real-world challenges—such as sustainability, smart living, or inclusive technology—can foster critical thinking, creativity, and collaboration. These projects allow students to take ownership of their learning while developing resilience and adaptive thinking. Leadership and Innovation Modules Introducing modules focused on innovation mindsets, entrepreneurial thinking, and ethical leadership can empower students to take initiative and develop a sense of agency. Exposure to case studies or mentorship from industry professionals can bridge classroom learning with real-world application. Digital Literacy and Emerging Technologies Enhancing digital education beyond basic ICT skills by incorporating coding, data analytics, and AI literacy will prepare students for the future economy. Coupled with responsible digital citizenship lessons, students can learn to navigate the digital world ethically and effectively. Values-in-Action (VIA) with Community-Based Learning Deepening VIA projects by aligning them with current social issues (e.g., digital inclusion, environmental sustainability) encourages empathy, civic-mindedness, and reflective practice. It also allows students to see how their contributions can create meaningful impact. Student Agency through Choice and Voice Offering students more opportunities to co-design parts of their learning—such as selecting inquiry topics or leading peer learning sessions—can boost motivation, self-directedness, and metacognitive skills. Mindfulness and Social-Emotional Learning (SEL) Embedding structured SEL and mindfulness practices into daily routines can strengthen students’ emotional regulation, perseverance, and empathy, all of which are essential for lifelong learning and well-being.

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They placed strong emphasis on open and regular communication, ensuring that every team member’s voice is heard and valued. Their leadership culture also embraced diversity, recognising that different perspectives lead to better problem-solving and more creative solutions. I was especially impressed by their belief in maintaining a healthy work-life balance, which they viewed as essential for sustaining long-term innovation and employee well-being. This visit reminded me that true innovation is not only about technology—it also stems from human-centered leadership that nurtures collaboration, respects differences, and supports personal growth.

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The visit to the Continental Innovation Lab at Nanyang Technological University was an eye-opening experience that offered valuable insights into the future of smart mobility and automotive technology. Through interactive demonstrations and engaging presentations, we gained a deeper understanding of how cutting-edge innovations—such as autonomous driving systems, smart sensors, and AI integration—are shaping the way we live and move. One of the highlights was witnessing how real-world challenges are addressed through engineering and technology, reinforcing the importance of interdisciplinary collaboration in solving complex problems. This experience not only inspired us to think more critically and creatively, but also sparked our curiosity about the possibilities of STEM careers. Overall, the learning journey was enriching and motivating, providing us with a glimpse into the real-world applications of science and technology and the exciting future ahead.

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We can give the students a Problem about Singapore, with limited resources and get them to use Problem solving skills to work in teams to explore different areas of bringing Singapore towards self-sustainability.  It also ties in very well with our Singapore Green Plan. Its a real-life issue that the students and staff can think about. 

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We can plan LJ to the solar farm. As there is a limit to the number of participants. We can start with Environmental Science Club members. We can also share with the students especially during P6 Science lessons when we discuss about energy resources that we do have renewable sources of energy in Singapore, and encourage them to explore and help Singapore in this area. 

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I see a potential for our students to venture into the careers in area of sustainability. Singapore having limited land, it was innovative to have floating solar panels that do not take up extra space. It was a good way of saving space in Singapore and also to add on to using renewable resources. 

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Role as KP to encourage innovation

1. Professional sharing via eg T2T Platform, lead by example (sharing of project/idea and inviting the team onboard)

2. Using AI Singapore’s open tools and partnerships (e.g. with OpenAI), students can learn how: To train chatbots to simulate dialogues or character perspectives in literature To use AI-powered summarisation tools for reading reviews or planning essays Classroom Impact: Makes language learning engaging, current, and connected to digital literacy goals. To this end, we can use SLS with the introduction of SALIS. We can encourage our EL department to safely navigate AI with younger learners

3. Maybe we can promote a safe to try and reflect culture where ideas falling is not seen on a negative light. But instead, it's worked on and improved further if potential is evident.

4. Encourage Cross-Team Collaboration Sometimes the best ideas come from seeing things through a different lens. Pair teachers from different levels or subjects to spark new thinking.

5. As Key Personnel, we play a pivotal role in shaping a culture that embraces experimentation, reflection, and purposeful change. To encourage innovation within our teams, we must first create the psychological safety needed for teachers to take risks, ask bold questions, and try new approaches without fear of failure. This can be done by modelling vulnerability ourselves — sharing our own learning journeys, including what didn’t go as planned. One concrete step is to set aside time and space for inquiry. For example, dedicating segments during department meetings for micro-sharing, where teachers showcase small-scale innovations they’ve tried in class — whether a new tech tool, assessment method, or lesson strategy — can help spark ideas and build confidence. Recognising these efforts, no matter how small, reinforces that innovation is not about perfection, but progress. We can also embed innovation into the team's goal-setting process, aligning it with school or STP focus areas. Encouraging teachers to take on short-term action research or lesson study cycles, supported by peer feedback and coaching, allows for systematic experimentation grounded in student outcomes.Lastly, we must ensure that innovation remains anchored in purpose — not change for change’s sake, but driven by a desire to better meet the needs of our students. When teachers feel that their ideas are supported, valued, and aligned with a greater mission, innovation becomes a collective effort, not an individual risk.

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1. Linking with NAFA-P6 Career Talk, assembly talks, LJ

2. Talent pipelines (AIAP®, university programmes) equip future educators and EdTech innovators with AI skills. TLs can be attached for Work place attachment with AI SG and perhaps other international schools using the Singapore Curriculum.

3. Mentoring opportunities or maybe at career talks during post psle programme.

4. Collaborative Campaigns or Projects Schools and media partners can work together on student-led campaigns (e.g. on kindness, sustainability, or cyber wellness), giving students a voice while applying their writing and communication skills for a meaningful cause.

5. Extend and deepen student learning meaningfully, we can explore strategic partnerships that mirror the values of innovation with empathy, as seen at Woodlands Health Campus. At the school level, one key opportunity is to collaborate with local healthcare institutions, eldercare centres, or community hospitals. These partnerships could allow for structured learning journeys, service-learning projects, or even student-led innovation challenges where pupils identify real needs in patient care or community well-being and propose thoughtful solutions. Such authentic experiences not only sharpen their problem-solving and communication skills but also nurture a deep sense of empathy and civic responsibility. Additionally, partnerships with tech start-ups or health-focused social enterprises can allow students to see how innovation can be used for good. These industry partners could conduct talks, host workshops on design thinking or health tech, or mentor students during project-based learning modules. These collaborations can help students connect curriculum knowledge with real-world applications, especially in areas such as sustainability, ageing population, and digital wellness. At the cluster level, schools can pool resources to co-organise larger scale platforms such as inter-school design hackathons, cluster VIA programmes, or applied learning symposiums that bring students together to tackle shared community issues. We can also tap on MOE’s community and industry partners through the ECG (Education and Career Guidance) framework, allowing students to interact with professionals across different sectors who demonstrate values-driven leadership and innovation.

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1. CCA/Performance Character (shifting of mindsets)

2. Localized LLM models (e.g. MERaLiON) are being developed to support Singapore’s English and multicultural context. This corpus can be used to level up Speaking and Representing in school. It can be an enabler for effective communication for 21CC.

3. Embed care-related, real-world projects in the FTGP curriculum if possible to cultivate 21st-century skills like empathy, collaboration, and adaptability.

4. More real-world communication tasks – TSL creates content that connects with people. In school, we can give students opportunities to write scripts, present ideas, or create short videos to make their communication skills more relevant and engaging.

5. The learning journey to Woodlands Health Campus highlighted the powerful integration of innovation with empathy — a model that holds great potential for enriching our school curriculum. One opportunity lies in leveraging applied learning experiences that allow students to explore the use of technology to solve real-world problems, while at the same time nurturing values such as care, responsibility, and empathy. For instance, in interdisciplinary project work, students could be tasked to design health-related innovations — such as apps for mental well-being or inclusive spaces for the elderly — encouraging them to apply STEM knowledge alongside ethical reasoning and user-centred thinking. This would deepen their critical and inventive thinking, while developing a sense of purpose in their learning. Another avenue is through Values-in-Action (VIA) programmes that include partnerships with healthcare institutions or community organisations. By interacting with the elderly, persons with disabilities, or healthcare professionals, students can reflect on what it means to serve others and build their social and emotional competencies — mirroring the people-first ethos observed at Woodlands Health.

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What struck me was how the institution did not see technology as a replacement for human touch, but rather as an enabler for better, more compassionate care. Staff members, from front-line nurses to specialists, spoke passionately about their role in delivering not just treatment, but dignity, comfort, and connection. The design of the spaces — from consultation rooms to common areas — also reflected a deep consideration for patient experience, creating a calming, respectful environment.This reinforced for me the importance of intentionality in any form of innovation. Whether in healthcare or education, change should not be pursued for its own sake but should always align with the deeper purpose of serving people — be it patients or students. It reminded me to always ground my own professional practice in empathy, even as I explore and lead new ways of teaching and learning.

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Beyond editorial, TSL has branched out into influencer marketing, ad tech, and data-driven solutions, demonstrating strategic foresight to diversify and future-proof their business.

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The “Communities of Care” model inspired me with its integrated, community-based approach—combining clinical and social support to meet residents’ holistic health needs.

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AI Apprenticeship Programme (AIAP®): Trains local talent via hands-on projects with mentorship and stipend. They have mentorship scalability that provides cash incentives that Education can explore.

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Envisioning as a team and leading the team towards achieving it. Many parts working as one. Possibilities. Many platforms. Many collaborations. Being non-binary.

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One key observation that truly resonated with me was how Woodlands Health Campus exemplifies a thoughtful balance between innovation and human-centred care. As a Senior Teacher, I found this especially meaningful because it parallels the dual focus in education — pushing for pedagogical innovation while staying grounded in student well-being. At the Health Campus, it was clear that technology and innovation were purposefully integrated to enhance the patient journey — from streamlined registration to AI-assisted diagnostics and personalised treatment plans. Yet, amidst this cutting-edge approach, there remained a strong and unwavering emphasis on empathy, communication, and building trust with patients and their families.

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During my Learning Journey to The SmartLocal, what resonated with me was their innovative and creative spirit. I was struck by how agile and adaptable they were, constantly evolving to stay relevant in the fast-paced media industry. It was clear that they understood the importance of reinvention in order to survive and thrive.

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I appreciated how the hospital’s healing-focused design and integrated care ecosystem support holistic well-being beyond just treating illness.

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AI Innovation & Products: Works with industry to scale AI, using tools like the AI Readiness Index for enterprise

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1. Pathways - possibilities are plenty. Be open.

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As Key Personnel, we can encourage innovation by creating safe spaces for sharing ideas, giving time and support for small-scale trials, and recognising creative efforts. We can model a growth mindset by showing that it’s okay to learn from mistakes, and encourage collaboration across levels and subjects to spread good ideas. Most importantly, we should help our teams see the purpose behind new approaches by linking them to student needs and school goals.

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We can create safe spaces for experimentation by piloting small-scale innovations within teams eg OET. Encouraging teachers to co-plan across departments (e.g., integrating NE with ICT or Science) can spark interdisciplinary projects. Additionally, carving out time for professional sharing and exposure to emerging trends like AI in education can inspire new ideas and deepen our practice.

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Schools and clusters can partner with science centres, environmental groups, companies, or local organisations to give students more hands-on and real-world learning experiences. These partnerships can include workshops, learning journeys, and simple projects guided by experts. Such opportunities help students see how what they learn in school connects to real life, build useful skills, and become more curious and confident learners.

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We could explore partnerships with similar AI-driven companies to co-develop learning journeys, mentorships, or virtual dialogues for upper primary students. These can expose students to real-world applications of classroom learning, especially in areas like sustainability, innovation, and responsible use of technology

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To further enhance students’ skills and learning dispositions, the primary school curriculum can incorporate real-world problem solving, interdisciplinary learning, student-initiated inquiry, reflective practices, and purposeful use of technology. These approaches help students develop critical thinking, creativity, curiosity, resilience, and collaboration skills while making learning more relevant and engaging. By connecting lessons to real-life contexts and encouraging deeper reflection, students are better prepared to apply their knowledge meaningfully and adaptively.

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We need to strengthen digital and ethical literacy across subjects. In Social Studies, for instance, we can integrate inquiry tasks that explore the societal impact of AI, prompting students to consider both benefits and ethical dilemmas. We can also promote future-ready dispositions like adaptability, critical thinking, and resilience through problem-based learning and real-world scenarios perhaps through NE events that we celebrate/commemorate yearly.

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The people involved weren’t just focused on installing solar panels—they were also thinking long-term. They considered how the project might affect the environment, marine life, and even how it fits into Singapore’s larger energy system. This made me realize that when planning to solve a big problem like climate change, it’s not enough to just find a quick fix. Good leaders need to look deeper and ask: “Will this solution create new problems later on?” That kind of careful, forward-thinking mindset is something I found very inspiring.

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I was inspired by the culture of continuous learning and experimentation at Continental. Leaders there actively encourage failure as part of the innovation process, reinforcing psychological safety within teams. Another standout was the strong partnership with NTU, which showed how industry and academia can co-develop meaningful, future-ready solutions through long-term collaboration.

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there’s a growing need for people working in renewable energy. Jobs like electrical engineers, technicians, and environmental experts are important for running and improving the solar farm. how Singapore adapted solar technology to suit local needs. Since there's limited land, they used floating solar panels on water. This helped save space and also reduced water loss from evaporation. The staff explained that coming up with sustainable solutions needs local creativity and teamwork between different experts, like engineers, data analysts, and environmental officers.

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It was amazing how AI was not just used for technical enhancements, but also designed to improve lives such as using predictive algorithms to reduce road accidents and promote sustainable mobility. The lab promotes interdisciplinary approach which meant that they had to bring together data scientists, engineers, and behavioural scientists to work together collaboratively to achieve their goals.

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1) Partnering ALBA or Virogreen for school talks, workshops, or recycling drives focused on e-waste. 2) Hosting a recycling vending machine in school to make the process tangible and habit-forming for students. 3) Cluster-wide Sustainability Challenge: Schools within the same cluster can run friendly competitions or joint learning journeys to reinforce sustainable habits through shared platforms.

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I was inspired by ALBA's strategic partnerships—working with private companies, town councils, and schools to create a multi-pronged, scalable recycling ecosystem. Their efforts to engage students through school programmes and accessible recycling machines show how sustainability can be embedded in daily routines. Their data-driven approach to mapping collection points and tracking recycling rates also reflects strong leadership grounded in evidence and community impact.

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We can create enabling conditions for innovation by modelling risk-taking, providing time and space for teacher-led inquiry, and recognising micro-innovations. Establishing low-stakes platforms such as innovation fund an encourage experimentation and cross-sharing, building a culture where creativity and reflection are seen as essential parts of professional growth.

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We could explore partnerships with eldercare homes or social organisations to design intergenerational learning experiences. At the cluster level, we might initiate joint student projects or empathy-driven innovation challenges, anchored in community engagement, that nurture 21st-century competencies in authentic contexts.

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There is potential to embed service-learning and design thinking more intentionally into existing curriculum areas, such as CCE, EL, and interdisciplinary projects. Students can be guided to explore real-world challenges, co-create solutions, and reflect critically

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The use of human-centred design and ground-up staff initiatives stood out. Leaders scaffolded leadership development at all levels, creating psychological safety and distributed ownership. Innovation was not driven by technology, but by empathy and responsiveness to the patients need, a powerful reframe of what true innovation can look like in service-oriented environments.

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At Ren Ci @ Woodlands, I was most struck by the leaders’ strong sense of presence and purpose. They were visible on the ground, approachable, and deeply connected to both staff and residents. There was a shared understanding of the “why” behind their work, which created a strong culture of care, trust, and motivation. This reminded me of the importance of relational leadership and intentional culture-building in schools.

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Create opportunities for cross-departmental/ school learning and exposure to new practices

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Problems can be surfaced to students, who then choose which one they want to solve in their groups. The school may subsequently adopt the solutions they propose. For example, to promote a healthy lifestyle, students can raise awareness by reaching out to the public.

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Problem based learning. By tackling real-world issues and presenting their solutions to the school or community, students develop critical thinking, collaboration, and a stronger sense of ownership over their learning.

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Teachers are using AI tools to enhance lesson planning while students are learning to apply AI meaningfully in their projects and problem-solving tasks.

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SIT offers several community engagement opportunities where students work on solving real problems faced by the community.

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Model Curiosity & Risk-Taking. Empower Autonomy in Projects. Share relevant articles, tools, and case studies during T2T.

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Tap into the school community—parents or alumni working in sustainability, R&D, or tech—to conduct talks, design thinking sessions, or serve as mentors for project work. Launch a cross-school competition or showcase where students propose future-ready solutions around climate, nutrition, or circular economy—encouraging peer learning and wider exposure.

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Create opportunities for students to engage with external experts or visit innovation hubs—broadening their perspectives and connecting classroom learning to the real world.

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I was inspired by how the company invests in building an ecosystem of innovation—bringing together researchers, technologists, and entrepreneurs to co-create solutions. Their leadership doesn’t just focus on results, but on nurturing curiosity, collaboration, and adaptability. They create space for ideas to evolve, support people in pivoting toward commercial viability, and lead with a mindset of exploration rather than certainty. This reminded me that great leadership is about enabling others to grow, experiment, and make meaningful connections.

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The strong emphasis on resilience and learning from failure stood out—how individuals are encouraged to embrace "no" as part of the process, reflect on why something didn’t work, and pivot their ideas. This mindset of perseverance and growth is something we often talk about in schools but rarely embed deeply into how students learn. It reminded me that we need to create more safe spaces in school for students to experiment, fail, and try again.

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Be open to their ideas and be open to what makes the working space a better one for them to make the school their 2nd home.  Innovation happens when brains come together.  When team mates hang out, have fun thro play, ideas can surface. Thank you for making this trip possible.  Wish there are more of such in future.  Thank you.

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ECG. Let the content creators come to meet our students / teachers.  Allow them to share w us what are the qualities/values that set one apart in their industry.  What makes the A list staff tick?

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A conducive environment makes a difference in how students learn.  While we may not be able to give them all of what they want, we can give them a nice and pleasant place.  Children's toilets can be improved.

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The Smart Local's leadership intentionally focuses on providing space and platforms for the writers and content creators to create positive & engaging content, aiming to uplift and connect with its audience. The leadership kept up with the times to make the working place hip, fun, yet conducive for their content creators.

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The Gen Z's work culture that is very different from ours.

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Create a safe space for experimentation (try out new approaches without fear of failure), recognize and celebrate creative efforts to build confidence, model innovative thinking and be open to feedback and change, encourage collaboration among departments to spark new perspectives and ideas

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Collaborations with startups or industry experts in green technology and sustainable practices can expose students to current innovations and career pathways. Partnering with local sustainability-focused organisations (e.g. food banks, eco-farms, recycling plants) can offer authentic learning experiences and service opportunities.

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Conduct learning journeys related to sustainability (e.g. urban farms, food waste facilities, green buildings) can raise students’ awareness of real-world challenges and solutions. Aligning learning journeys with interdisciplinary themes (e.g. science, social studies, character education) allows students to make meaningful cross-subject connections.

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strong support networks for the startups to innovate and market their products; the commitment to nurturing local entrepreneurs

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Creative solutions used to reduce food waste; Strong efforts to promote plant-based diets as a way to reduce the environmental impact of food production; Significant investments being made to support startups with fresh, sustainable ideas in the food industry

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Sefafev

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Convey stories, ideas or concepts in a compelling and engaging manner through creative mediums

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Students are taught from P1-P6 EL and MT

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Identify different types of waste and perform waste collection and disposal in a safe manner to ensure safe public health and environment

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VIA- Collect old uniforms from the Primary 6

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Integrate environmental sustainability through the development, implementation and review of sustainability strategies and programmes against industry best practices

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Environmental Science Club:  Members used recycled materials to be aware of the challenges that our Earth is now facing and what can they do as eco warriors. Members are exposed to the environmental challenges due man's impact on the environment.

ALP- Focus on Singapore landfill. P3 students find out on Singapore waste management, go through design challenge to come out with upcycling ideas.

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Develop an appreciation and thorough understanding of intended target audiences' cultures to reflect consideration to cultural sensitivities in design

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In our Primary 5 Values-in-Action (VIA) project focusing on Racial Harmony, students work in groups to design activities, presentations, and artefacts that promote understanding and appreciation of Singapore’s multicultural society. They engage in research about different ethnic traditions, customs, and practices before co-creating interactive games, booths or digital content to educate their peers. Through this process, students learn to be culturally sensitive in how they represent different communities, ensuring their materials are respectful, accurate, and inclusive. This nurtures empathy and the ability to design with cultural awareness.

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Build, grow and manage community relationships across a variety of online and offline platforms to generate brand awareness, understand customers' needs, increase customer engagement and develop customer loyalty

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Operate in cross-cultural environments, demonstrating an awareness of the wider global context and markets to identify potential opportunities and risks

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FTGP, Assembly, IFD programme, Roadshows on Cybersecurity and how to filter fake news. 

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Design and balance rules of the game, including core game mechanics, game economy, rewards and progression, in order to create an engaging user experience

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