# data[].attributes.body
To create as a wall with individual reflection on STOP feature (Programme/Process/Structure) .

1. Complete the sentence of "I would like to stop ... because...."

# data[].attributes.body
I would like to stop the Festival Learning Package (CNY, Hari Raya, Deepavali) to be conducted during CCE lesson because of Low ROI. We can get students to explore and learn through other platforms, such as Recess activities.

# data[].attributes.attachment_link.title
Draft Deck - HRPS KP Retreat 2024 Slide Deck.pptx

# data[].attributes.headline
Reading 1: Min Chan's Speech on the Internal Summit on the Teaching Profession (ISTP) 2024

# data[].attributes.subject
Reading 1: Min Chan's Speech on the Internal Summit on the Teaching Profession (ISTP) 2024

# data[].attributes.body
Min Chan's speech provides a primer for the ISTP background report (i.e. Reading 2)

# data[].attributes.attachment_link.readable_text
1. Good morning and welcome.

2. Education is at an inflexion point. Let me share some fundamental shifts that will shape education in the coming years:

1. First, knowledge is increasingly commoditised.

1. Correspondingly, teaching cannot be a didactic process premised on superior knowledge.

2. There is little or no premium for answering yesterday's questions with yesterday's solutions.

3. Instead, the premium is on the ability to anticipate the challenges of tomorrow and create solutions ahead of time.

2. Second, technology, including Generative AI, allows mass customisation and scaling of quality learning resources at speed.
When well harnessed, these technologies enable us to scale new and diverse pedagogies to meet the diverse needs of our learners.

3. Third, lifelong learning is essential for lifelong success.

1. Strong academic foundations are necessary but not sufficient.

2. Our current conception of "foundations", focusing on literacy, numeracy and logic, must now be coupled with individual dispositions and skills.

3. These include having the curiosity to learn for life; the ability to learn across physical and virtual learning environments; and to learn both on our own and in teams.

4. Fourth, our societies are becoming more fractious internally, even as our global environment is fragmenting.

1. Our students' ability to contribute to the larger good will matter even more.

2. We must nurture their humanity, as well as their ability to connect and bridge differences.

3. They must learn to create new value propositions, so that their company or country can continue to be competitive, as well as to shape a better world.

3. Given these fundamental shifts, Singapore sees the need for us to go beyond conventional benchmarks of success for education. We encourage our students to embrace the challenges of being:

1. A creator - to value add to the world by building or discovering something new;

2. A connector - to bring together people, ideas and resources by building a safe, trusted and principled environment for new ideas to flourish in a fractious and fragmented world;

3. A lifelong learner and contributor - where success is defined not by personal accomplishments alone but by their contributions to the collective; where respect for diverse strengths engender a meritocracy that encourages all to pay it forward; and where every generation can aspire to be better than the one before.

4. To achieve these, we must embrace three key approaches:

1. First, to embrace the science of learning, and the practical implications for teaching, learning and assessment.

1. We must deepen our understanding of how learners learn, across abilities and across ages. This will allow us to design learning experiences catering to different groups - from students with special education needs to high ability learners; from pre-schoolers to adult learners.

2. We must leverage the best educational technology to complement the capabilities of our teachers, informed by evidence and data. This includes using adaptive learning systems to uplift low progress students and stretch high ability students.

3. We should use assessment mindfully to help our students discover their strengths and interests, and to identify the most appropriate setting for their next lap of education.

4. And empower students to constantly surpass themselves throughout life, rather than strive to surpass others in a test. It is about doing our best, rather than beating the rest.

5. In an information-overloaded world, we must equip our learners with the skills and values to distil, discern and discover.

6. In a technology-enabled world, we must enable our learners to use technology ethically, responsibly and with discipline.

2. Second, we believe a strong socio-emotional foundation and stable family environment are critical enablers for learning.

1. These will allow educators to focus on equipping our students with the knowledge and skills to learn for life.

2. We need to guide our young to navigate both the physical and cyber worlds. Not by over-protecting them or over-structuring their environments, lest we deprive them of opportunities to grow and confront challenges in an uncertain and perhaps untidy world.

3. Third, we must build a lifelong learning ecosystem which goes beyond activating an individual's desire to learn for life. We must also identify the future skills needed, to ensure that the supply of skills will match demand.

1. To do so, we need to develop systems that help our industries to articulate their demand for future skills, and help them aggregate these demands, especially for the smaller enterprises.

2. We must then activate the supply through skills development of students at our institutions of higher or continuous learning.

3. This summarises our aspirations for success.

5. While there will be many changes, some at great speed, we also believe certain fundamentals do not and should not change:

1. Critically, the quality of the teaching force is the most important determinant of the outcomes of our education system. If we do not treasure and respect our teachers as a society, we will not be able to attract, retain or grow the teaching profession.

2. This respect for our teachers is even more important than monetary and hygiene factors such as the work environment. We must continue to value our teachers, and look after them well, so that in turn, they will look after our students well.

3. Next, literacy, numeracy and logic remain critical and vital. With these, our students will be able to excel and pursue a lifetime of learning.

4. Beyond these academic foundations, our learners should develop character, values, and purpose. They must be individually resilient, while their diversity of strengths will contribute to our collective resilience.

6. We look forward to the professional exchanges in the coming days of the Summit.

1. On Day 1, we consider the future of teaching and learning, how we must evolve our pedagogies to better meet the diverse needs of our students.

2. On Day 2, we discuss how technology can be a capacity multiplier, not just for the foundational years of learning but also for lifelong learning.

3. On Day 3, we share how we can leverage capacities and capabilities beyond our schools, to partner industries, communities, unions and families to take education to the next level, again not just for the foundational years but also throughout life.

7. We look forward to the sharing of ideas and best practices.

8. We also look forward to hearing your feedback as we welcome you to our schools and institutions, to help us become better and more effective in what we do.

9. Thank you, and wishing all a fruitful and rewarding Summit ahead.

# data[].attributes.attachment_link.title
Welcome Address by Minister for Education Mr Chan Chun Sing at the International Summit on the Teaching Profession (ISTP)

# data[].attributes.attachment_link.description
1. Good morning and welcome. 2. Education is at an inflexion point. Let me share some fundamental shifts that will shape education in the coming years: First, knowledge is increasingly commoditised. Correspondingly, teaching cannot be a didactic process premised on superior knowledge. There is little or no premium for answering yesterday's questions with yesterday's solutions.

# data[].attributes.headline
Reading 2: Reimagining Education and Realising Potential by OECD (for ISTP)

# data[].attributes.subject
Reading 2: Reimagining Education and Realising Potential by OECD (for ISTP)

# data[].attributes.body
Click on "read online"

Focus primarily on reading the section on "The future of learning and implications for teaching"

# data[].attributes.attachment_link.title
Reimagining Education, Realising Potential | en | OECD

# data[].attributes.attachment_link.description
Students face a future filled with uncertainty and change. For education systems to continue to remain relevant, they must empower students to navigate these changes and succeed in the future by equipping them with the requisite knowledge, skills,…

# data[].attributes.body
3 ways:

1)We cannot solve yesterday problem with yesterday questions. Shift my mindset of downloading concepts to students' exploration.

2) Harness technology for individualized learning, for more students' agency.

3) Need more learning experiences to strengthen E21CC for our students. Give them autonomy and space to explore their passion.

2 key changes:

1) Watch more TikTok/read widely to learn what is trending

2) Dare to dream

1 constant:

1) Moulding the Future of our nation

# data[].attributes.body
Our STOP feature:

1. MTL Writing Publication

Reason:

Low ROI

Least development of E21CC

Suggestion: Plan other programme to stretch HP students, such as Public Speaking workshops

# data[].attributes.headline
Supplementary Reading: Key to Finland's Success

# data[].attributes.subject
Supplementary Reading: Key to Finland's Success

# data[].attributes.body
Read pages 8 - 13, and pages 20 - 25

# data[].attributes.body
3 ways:

1. We need to be innovative and adaptive to the ever changing world.

2. We need to place our students at the centre of everything we do.

3. We ourselves need to be future ready to be good role models for our students

2 key changes:

1. I would like to be more open-minded and willing to try new things.

2. I would like to always keep up with technology to be relevant to today’s kids

1 thing:

1. The drive to be the best version of ourselves

# data[].attributes.headline
Access Padlet for Individual and Group Submission

# data[].attributes.subject
Access Padlet for Individual and Group Submission

# data[].attributes.body
3 ways:
1)  Be adaptable: The BANI world has changed the education landscape in a way that education must evolve so that we as teacher designers must be adaptable to cater to the needs of our children.
2) Be motivating: The society is getting more stressful for the adults and that transfers to the children. To engage the students, lessons have to be engaging and motivating so that tge learners can become self-directed learners to take charge of their own learning.
3) Be curious and joyful: Interest can spark passion. When one discovers learning, the ah-ha eureka moment creates the joy in learning which helps to fuel life-long learning.

2 key changes:
1) Be open-minded
2) Be innovative

1 thing:
Be brave and resilient so that we can embrace the evolving education landscape and change challenges into opportunities.

# data[].attributes.body
3…

Be future ready

Be receptive to innovative ideas

Be a lifelong learner

2..

Shifting from traditional to contemporary methodologies

Refrain from being judgmental, but with growth mindset

1.

Continue to be happy, steady & positive

# data[].attributes.body
3 ways:

1.       Move from mass teaching to mass personalisation to meet the needs of the students.

2.       Broaden students’ perspectives beyond the classroom.

3.       Continue to develop students holistically.

2 changes:

1.       Embrace a growth mindset. Try-fail-try.

2.       Foster a culture of innovation and collaboration.

1 constant:

1.       Putting students at the centre of what we do. Dedication to make a positive impact on our young minds.

# data[].attributes.body
3 ways

1) learning should cater more to students’ needs

2) development of 21 CC skills is as important as the learning of core disciplined

3) Education technology will play a key role in shaping the future of classroom

2 key changes

1) continuous learning

2) allow more opportunities for students’ to be heard

1 constant

My belief and sense of purpose as a teacher

# data[].attributes.body
3 ways:

1) Learning beyond the classrooms. Students must learn with real world application, not bounded by content from textbooks.

2) Personalised learning. Students' interest and agency should be considered to encourage joy of learning which promotes lifelong learning

3) Allowance for creativity, critical thinking and problem-solving. Students should be given opportunities to explore self-directed interdisciplinary projects.

2 key changes:

1) To be more open-minded and daring enough to allow students to set their own pace of learning and involve them in self-selection of differentiated assignments, to foster ownership and student voice.

2) To incorporate more real-world case scenarios into lessons to address authentic problems.

1 thing that should remain the same:

My purpose to nurture every student that comes under my charge

# data[].attributes.body
3 ways

Personalised learning

Implementing tailored learning experiences that cater to individual students' needs, abilities, and learning styles.

Preparing future ready learners

A good role-model by being a lifelong learner & contributor to the fraternity

2 Key Changes

Continuous learning

More students’ voices

1 thing

Be bold in my creative ideas

# data[].attributes.body
3 ways

1. Less is more

From the videos on Tik Tok and the OECD report shared, it is clear to us that ‘’more” of us(teachers f2f time) is what our students need. Need to rethink how do we spend time wisely and ensure that time is used optimally.

2. Self-paced learning

In class, our T&L is typically catered to the mass. But, students learn at a different pace and have different readiness level. Self-paced learning could be a complementary to allow those who are ready to go on to an extension activity and those who aren’t, time to bridge their gap.

3. Student Agency

Students want to own their learning. How do we throw that back to them? If we give them the voice in the form of them being able to decide what and how they want to learn, would that build their intrinsic motivation and ensure that they are on the path of lifelong learning.

2 Key Changes

1. Reflect on my T&L practices in class more. How do I instill a sense of ownership in my students (without nagging)? How do I give them a voice?

2. Dream more.

1 Constant

Do not lose my passionate self while I walk the VUCA, BANI and TUNA world with my students.

# data[].attributes.body
3 ways:

1. Be inventive. To me, the idea of a bus ‘hotel’ is not exactly new. We’ve seen similar set ups like this overseas as some of us pointed out like a caravan park. However what Mr Philip and his initial startup partners did different was that they were hungry enough to see the opportunity and jumped on it. In fact, there were similar business models that made use of the idea of “environmental sustainability”, “upcycling”, to try to hook their clients. You may like to visit the site of Tinypod – similar business model, but with containers.

2. Be adaptive. WTS at one point in time was doing poorly as a tour company. We’ve seen many tour companies close down in recent years, just see the top floor of Chinatown Point. It used to be filled with tour agencies. However, I think they were adaptive in the sense that they now do local tours too, and to places even us locals may not be aware of.

3. Importance of collaborative and communication skills. Mr Philip had to reach out to industry partners such as (SMRT, SLA, Singtel, etc) to make the Bus Collective happen.

2 key changes:

1. Start paying attention more to global issues (e.g. read such emails HQ push down to us in our CES mail. Don’t be quick to just click “delete”.) so that we are kept abreast of matters pertaining to education not such in our local context, but overseas as well.

2. Foster a culture of innovation and collaboration amongst students. Stop giving them the “what” so quickly, but let them work together to figure out the “how” with scaffolds for themselves.

1 thing to remain:

The sense of purpose in which why I do what I do – the children.

# data[].attributes.body
3 Changes:

1. Be a role model for our students

2. Have a growth mindset to embrace this evolving world

3. Hear the students' voice

2 Changes:

1. Lifelong Learning, stay current

2. Adaptive and flexibility

1 Thing:

1. Be rooted on strong moral values in preparing our students for the future

# data[].attributes.body
3 Ways

We can offer flexible, rigorous, and equitable learning opportunities to each student

We let students be agents of educational change by providing them with the skills to be productive, compassionate, and responsible citizens

We allow students have more say allowing them to create knowledge where they are provided with research-based tools and resources

2 Changes

Don't stop learning.

Don't rush to make changes. Be in control. One thing at a time. Enjoy the process.

1

Despite all challenges, don't give up.

Always fall back on your intent joining the Teaching profession.

# data[].attributes.body
3 Ways:

1. The world is constantly evolving and the way people/ students consume information and learn are also changing. We have to keep up with the trends and truly understand the science behind how they are learning and what is effective for their learning. Personalised learning is something that resonates with me as we all learn through different means at different pace and have varied areas of interests, talents and passions. With personalised learning, it can provide students with the intrinsic motivation and leverages on their curiosity to be a lifelong learner.

2. We must allow our students to dare to take risks and be ready to accept the outcomes of the risk whatever it may be. The founders/owners of the bus collective took the risk of setting up a luxurious hotel resort by repurposing old buses. Though it is in the early days of the business, the entrepreneurial dare is commendable.

3. We can see how AI and ML has transformed the way we do our work, how we interact with it to enhance our learning and it would definitely affect the future of learning. I wouldn't be surprised if we were to have AI powered robot teacher assistants in classrooms of the future. It is important for us to be one of the early adopters and equip ourselves with the knowledge and skills in AI and ML so that we can be kept abreast of the developments in technology and leverage on it to enhance students learning in the future.

2 key changes:

1. Start to interact with AI and ML more often. Use, explore and be more hands on with it to familiarise myself with the tools.

2. Allocate time to read on the developments and trends in future of learning and education. Draw the relevance to the needs of the teachers/staff to support the future learning needs.

1 thing that should remain:

1. The clarity of why we do what we do, our deep rooted sense of purpose in moulding the future of our nation.

# data[].attributes.body
3 ways

1) create opportunities or platforms for students to demonstrate skills for e21CC involving practical and authentic applications in various contexts

2) embrace our students to be future ready

3) customise learning experiences to optimise each student's potential

2 key changes

1) Keeping myself abreast on the changes in education beyond Singapore

2) think out of the box

1 thing

1) my passion and love for the students

# data[].attributes.body
3 Ways:

1) adaptable - with the advancement of technology, the way students learn has changed. As an educator, I need to keep up with the changes so that I can cater to my students' learning needs.

2) Students need to be equipped with the right values and competencies to take on the real-world.

3) self-pace learning - giving students time to learn and find meaning to what they learn at their own pace.

2 Changes:

1) be open-minded - to try innovative ways to provide opportunities for students to learn and not be afraid to fail.

2) be a lifelong learner - learning should never stop.

1 Constant

1) To always go back to my purpose as an educator.

# data[].attributes.body
3 ways:

1. With the advances in technology, collection of data is getting more and more informative but what is important is the way we use the data. If we are able to use the data meaningfully, there will be many opportunities to improve our students’ learning.

2. It is important for provide the right environment for students to learn so that they are able to be self-directed learners.

3. Educators need to be adaptable to be able to help our students cope with these constant changes.

2 things:

1. Be open to new possibilities and see how they can lead to more opportunities

2. Provide more opportunities for students to take the lead

1 thing:

Students must definitely be taught to make responsible decisions with a strong foundation of values-driven education.

# data[].attributes.body
1) Be bold in thinking. Centred on Students. Catered to Students.

2) Provide students with more voice. Be willing to try different strategies.

3) Quality of Teachers. Teachers are the driver. Need to constantly reflect and to build our competenies to meet changing educational landscape.

# data[].attributes.body
Q1
-Have the end in mind, work towards the dream school that we want to see

-Harness the power of collaboration, technology and walk the journey together

-Knowing the needs of our students and customising the learning journey for them to grow and develop,  give them time and space

2. Growth mindset and lifelong learning

3. Passion to continue teaching

# data[].attributes.body
3 ways

1. ﻿﻿﻿Dream big to innovate and open windows of opportunities

2. We must start to develop more competency in using tech to guide and facilitate student learning

3. While the world rapidly changes, educators need to stay aware to develop in students the needed skills and values

2 key changes

1. ﻿﻿﻿Be more positive and spread positivity and hope as we navigate forward

2. ﻿﻿﻿Seek more opportunities to challenge norms collaboratively

1 thing

1. The belief that all children can learn and want to learn

# data[].attributes.body
3 ways:

1) To be adaptive and flexible for the ever changing world

2) Create opportunities during crisis- being innovative

3) the power of empowering -to have the belief and trust that they can do it

2 changes:

1) To be open-minded

2) Lifelong learning

1 thing:

1) Values - as values will guide actions. It will help a person to grow and develop if he/she has the right values.

# data[].attributes.body
3

understanding that the world is constantly evolving and with that evolution, we need to equip students with skills and mindset to be ready for this new tomorrow

Teachers are key in bringing forth this change in our students - we can start with skills and mindset

The need to break out from the conventional way of thinking and dream of possibilities beyond the box

2

Being more aware of what were the ideas used for the other education systems

Being more open minded to go beyond what are our so called conventions are

1

educating our children the fundamentals of good character and values. 21CC is key in unlocking the children’s potential

# data[].attributes.body
Dear KPs, as we approach the end of the day, let us take some time to reflect on the conversations we’ve had layered with our learning experiences today (trip to bus collective and learning trail).

1. List 3 ways the conversations and learning experiences today have shaped the way you view the future of education and explain why.

2. ⁠What are 2 key changes to yourself that you would like to make in order to achieve your desired aspirations for the future of education?

3. ⁠In a world where change is the only constant, list 1 thing that should remain the same and explain why.

Include your response below with your name as the title. Kindly provide your reflections by 10 p.m. Thank you!

1. Develop skills for the future

2. The future is here and we have to start making changes

3. Be adaptable and flexible

1. Be brave to try new things

2. Be adaptable to constant changes and always hungry to learn

1. Put our students at the center when we are planning and implementing something

# data[].attributes.body
3 ways:

1. Self-directed learning must be scaffolded.

2. Teach the students to be discerning of the information they have curated for their learning.

3. Values inculcation the foundation.

2 key personal changes:

1. Improve 2nd language competency for better communication.

2. Listening skills for better understanding.

1 constant;

Relationship building for leverage in all situations.

# data[].attributes.body
1A. We need to constantly take stock and explore options.

Just like Bus Collective saw an option with decommissioned buses. Students and educators alike, dare to imagine.

1B. As you journey, make space for surprises.

Like how we saw hornbills during our trail yesterday. First time I have seen a live hornbill. If we are too focused on the end goal, we miss out the full experience of the journey. This has to be emphasized to our students.

1C. We need one another.

As we venture forward into unchartered territory, collaboration - across teams, institutions, ways of thinking, basically any way possible - is imperative for us to figure out sustainable solutions. The education fratenity needs to cherish our differences.

2A. Proactively embrace BANI. Have a BANI Paradigm Lens moving forward.

2B. Consciously correlate reality to my dream education scenario and see whether I am, in a broad sense, on the right track.

3. Always retain your individual identity.

Teach and lead from within. Your learners / team can clearly see your authenticity and will value you for it.

# data[].attributes.body
Dear KPs,

You can use this space to:

1. Insert your notes of thanks and well wishes to our Horizon KP Team! Do insert your name as the title of the post. Thank you! :D

2. Upload a photo of our words of affirmation and gratitude to one another. (More details will be shared on Day 2!)

Warmest regards,

Fun & Appreciation Team

# data[].attributes.body
3 ways:

1. We must prepare our students for the future which is challenging and uncertain

2. Important to stengthen the E21CC in our students

3. Harness technology to provide the best learning experience for our students

2 changes:

1. Be adaptable and willing to try out new things

2. Having a growth mindset

1 constant:

Our purpose as an educator

# data[].attributes.body
3 ways...

1. We heed to be on the same page as a fratenity to bring out the best in oir pupils

2. We are not running a horse race to put uimbers on our students. We look at them holistically

3. We need support from one another.. networking...

2 Changes

1. Be adaptive and discard certain old school of thoughts

2. Be more open to innovative ideas and be willing to take risks and embrace changes

1 Thing...

1. Always belief in your conviction as a teacher..

# data[].attributes.body
3 ways

1. Infusing technology for more personalised learning which includes students’ agency.

2. Be future ready so that learners can possess adaptability to navigate and excel in the VUCA world.

3. Provide more learning experiences that include outdoor learning so that learner can have a better visualisation of the real world problems.

2 changes

1. Be more inventive and adopt creative methodology.

2. Stay abreast with trends in Tik Tok

1 constant

Keep a growth mindset

# data[].attributes.body
I would like to stop tests and grades for P1 and P2, to make learning joyful for the kids and to allow more time for teachers and parents to teach kids proper behaviours and values.

# data[].attributes.body
MTL

I would like to stop the MTL writing publication. Currently, it is an additional piece of work that teachers need to get students to write. It is time consuming and I am unsure of the ROI and the E21CC skills that we are developing students in.

# data[].attributes.body
Please utilise PE teachers on their expertise: Please stop giving PE teachers non-sport related SafePlay duty eg. Exploration Stations.

# data[].attributes.body
3

we need to tailor curriculum to the present generation

We need to be working in teams for student experience curation

We need to let go old ashram cat strategy

2

Be flexible in my thinking

Converse more with my team

Start bite size actions and just risk them

1

Do right by our students

# data[].attributes.body
I would like to stop preparing our students just for grades, doing many practices before each WA because we are not teaching them just to ace for exams for but for life. PSLE is just 1 stop for their entry to next phase of learning.

# data[].attributes.body
I would like to stop the need to print out & endorse termly results slips, then submit to SC+ Level Reps, because it is repetitive work & wastage of papers, when virtual endorsements suffice.

# data[].attributes.body
I would like to stop Science Buskers because there are other platforms for our talented students in Science.

# data[].attributes.body
For activities that are having similar objectives and fostering of the same set of outcomes in children could be stopped being held as separate projects/initiatives (e.g. EL Fiesta and Celebrate Reading). This could foster greater synergy and foster greater interdisciplinarity in our children.

Stopping having a hard and firm CCA allocation in P3 - this would allow the children to explore their strengths and talents find before they find their passion. Allow the children perhaps to rotate through 4 choices of CCA (1 per term) before firming it up when they are in P4.

Stop the filechecks - checking for completion of SOW could be done by checking with the teacher. If we are to move towards the PBL and more experiential learning, open classrooms and micro-teaching sessions would be helpful.

# data[].attributes.body
I want to stop having WA in Term 1 because students have more time to acclimate themselves to the demands of the new school year. It also gives room for teachers to deepen T & L and raise students' baseline instead of focusing on preparing them for assessment.

# data[].attributes.body
More protected time for teachers. Teachers tend to compare withother schools where its 3 weeks protected time. Some work can be done offline and be submited. Too many days for review. Teachers feel we are made to come down for namesake

# data[].attributes.body
I would like to stop the usage of Science Activity Books and replace them with in-house activities sheets/e-worksheets, because the latter will allow us to differentiate/fine tune our processes to cater the different needs of our students.

# data[].attributes.body
I would like to stop having CCAs which cannot be supported during curriculum time (e.g. bowling/swimming) or merge CCA with too few students because we don’t have enough teachers to support.

# data[].attributes.body
Quick Math

Make it like a daily dose in SLS for students then teachers use the classroom time to address the misconceptions or concepts learnt.

Save time to administer in class and teachers can use the results in SLS and address the following week. Eg. Students do quick math from Week 1 Mon to Thu in SLS. Teacher downloads the results and analyses on Fri and addresses the following week.

# data[].attributes.body
I would like to stop students having 2 days of SGT in a week because time and space is finite for both students and staff. 1 weekday afternoon can be used for SGT and the other day can be used for developing students in other areas such as student leadership/ other programmes to develop students holistically. This way we will be able to preserve the Wednesday afternoons for staff meetings and sufficient platforms for staff PD.

# data[].attributes.body
Portfolio - can we consider other way/materials for students to showcase their learning.

CCA - can we review some of the CCAs? Can combine? I.e Innovations and InfoComm Club.

# data[].attributes.body
I would like to stop ER3 as a committee. ER3 to be absorbed into various depts and each dept to look into one to two specific areas. This will allow a whole school approach to sustainability. At the same time, some of the activities should also be reflected of ER3 should also be reflected in the scheme of work of the different subject disciplines to show how sustainability in infused in the different lessons ( where feasible).

# data[].attributes.body
i would like to stop some CCAs because

Nationally, there are changes in some structure in sports competition that increases opportunities for the students. although good, but this has caused some of our teachers to have to accompany these children out many more times. with more manpower at these ccas, it will help support these teachers in the demands of their CCA.

too many CCAs. spreads manpower thin.

Thinking of putting some CCAs under departments' charge (as department programmes) instead of closing them technically. Yes we may not able to function as deep as having the CCA per se, but not exactly total loss of experience for the children when the CCA closes.

# data[].attributes.body
I would like to stop SGT as most students are really tired and restless after a long day of lessons, it would be better to give them time and space to do their own revision and school homework instead.

# data[].attributes.body
I would like to stop implementing NWA like a formal examination setting i.e. setting aside time specifically to conduct NWA. Feedback for learning can be given with different forms of tasks in daily lessons (not simply examination components)

# data[].attributes.body
I would like to stop Science Busking as the main form of student development for Science Leadership because the students could have more contributions in other ways to make Science meaningful

# data[].attributes.body
I would like to stop the current CCA structure of allocating students at P3.

To allow students more time to find their passion through CCA, convert P3 to modular CCAs where students can do a rotation of CCAs experience and allocate at the end of the year. By then, students will make a more informed decisions.

# data[].attributes.body
I would like to stop filecheck. I believe some filecheck do not accurately reflect what is happening in class. I think open classroom and frequent walk-in is more effective at looking at how effective lesson is.

# data[].attributes.body
I would like to STOP:

a) SGT... because students are already tired by end of the day. Students generally are not able to focus during the 45 min lesson. The time should be given for students to do their own things or go home and rest. This time can be used for staff to catch up on their markings and lesson planning / discussions.

# data[].attributes.body
We would like to stop having CCAs on Wednesday mornings. (e.g. bowling alley not open, P1 and 2s having lessons) Thinking of putting on last 3 periods of the day, or after SGT.

# data[].attributes.body
We are a leadership school and it is right that every child has a leadership position in class. However, some children may not be ready for it / some positions may be too contrived and not necc. for the class.

I suggest that we have a certain number of roles for the class and the rest can be called Self-Leaders first. The students then have the space to work on themselves first.

# data[].attributes.body
Stop

1) students- sgt, give students space and time to rest. It is not conducive for students. We also wanna reduce focus on academics and stress. Especially holidays sgt

2) staff-review process for staff on how they inform rpt on their absence. For example, no need to create grp chats. They can send messages to each rpt member and ro. as rpt will update in their own grp chats.

# data[].attributes.body
Stop file check- do a sharing of good practices during PLC instead, or reduce % from 30 to 10..

# data[].attributes.body
W would like to stop the current arrangement for HAP. There a different programs happening on Friday afternoons (school and external commitments).

We would like to suggest for HAP to be conducted during pre-assembly (eg. morning walks, exercise, etc) on some days.

# data[].attributes.body
I would like to stop doing many practice papers just to prepare our students for WA. We are not preparing our students for tests but more for lifelong learning.

# data[].attributes.body
I would like to stop getting Subject IPs to decide on mentors for BTs. There's usually a delay in deciding on the mentors. The Teacher Leader team can be entrusted to make this decision.

# data[].attributes.body
3 ways:

- Personalized learning, where each student's unique needs and interests are catered to, fostering deeper engagement and understanding.

- Creativity and innovation is important.

- Learning can happen anywhere and at any time. It highlighted the importance of experiential learning and connecting with the world.

2 key changes:

- Be open & think freely.I aim to cultivate a mindset that is open to new ideas, perspectives, and possibilities

- Collaboration. By fostering a culture of collaboration, I can leverage collective wisdom and resources to co-create more effective and inclusive educational experiences that meet the needs of all learners.

1 thing:

One thing that should remain the same is the fundamental value of human connection in education. Human connection creates a supportive learning environment where students feel empowered to explore, take risks, and grow both academically and personally.

# data[].attributes.body
Subject: English

Stop: Mandating two compositions per term

Reason:

Instead, we will have one mandatory composition each term. Teachers can definitely do more than one, but no longer mandate two per term. Currently, teachers struggle to complete two per term and sometimes they are unable to go in depth because they are trying to cover both. Cutting it down to one will give the teachers the time to properly go through the process of a thorough and detailed package which might include several micro-lessons and multiple drafts. Quality over quantity and prioritising depth.

# data[].attributes.body
Stop Quick Math as department structure as factual fluency programme.

Time saved from doing QM can be utilized for quality T & L and doing FA (like Plickers) to gather timely feedback.

Individual Math teachers will assess their own students' needs for factual fluency and find their own ways (like SLS) to do so with a segment of students who need their help.

# data[].attributes.body
1. PE - HAP on friday afternoons

HAP: low participation rate due students having other commitments (external tuition, student leadership training, NSG, additional classes).

suggest morning walk during pre-assembly to increase participation rate and be more targeted and effective in tackling the obesity rate.

2. PE - Healthy eating habits

Discourage having unhealthy snacks during QB

Support from whole school on healthy eating habits for students (stop using unhealthy food as a reward, eg. give an apple instead)

Be mindful of the food/snacks provided during class bonding (should have healthy logo)

3. Art/ Music

Viva la Musica: to change the flow for rehearsal

to allow PAL teachers to be more involved leading up to the actual day

Stop adding extra event for MOE's revised PE syllabus; include PE dance in VLM

4. CCA - Structure

Stop the current CCA structure of allocating CCAs at P3

Give a longer runway for students to find passion through CCA by having CCA experience at CCAs of their choice at P3 and allocated to a CCA at P4

5. CCA - Structure

To stop having CCAs on Wednesday mornings. (e.g. bowling alley not open)

Thinking of putting on last 3 periods of the day, or after SGT.

6. CCA - Manpower

Nationally, there are changes in some structure in sports competition that increases opportunities for the students. although good, but this has caused some of our teachers to have to accompany these children out many more times. with more manpower at these ccas, it will help support these teachers in the (new) demands of their CCA.

too many CCAs. spreads manpower thin.

Suggest to have some CCAs activities to be infused into department curriculum/programmes instead of closing them technically.

# data[].attributes.body
Stop making Let's Revise so high stake in determining the performance grade of LOs for P1 and 2.

Teachers are spending too much time completing LR in class. Students' performance should not be determined by a single point of assessment. Teachers observation of students' daily progress should also be considered.

# data[].attributes.body
Stop having separate MTPS and PTSC. Both can be done within the same session.

# data[].attributes.body
Gap: Explicit inclusion of e21CC in the SOW

Suggestions: Level reps to deliberately include the e21CC into the SOW

Gap: Effective an Empathetic Communicators & Inventive Thinking

Suggestion: To be included in activities in PAM subjects where students get to collaborate together and present their work. Eg. In P5 PE dance module, students are given opportunities to collaborate to come up with a modification of their dance and share their modification with their classmates.

Gap: Purpose-Driven Reflectors

Suggestions: Post-assessment/P6 ICG reflection questions for students to reflect on their performance and identify area for improvement

Suggestions: To put aside a CCA session for post-reflection of major competition (eg. NSG, SYF, etc) to reflect on the performance/achievements and share notes of gratitude to each other

Suggestions: Artist Statement for P6 art exhibition and e-publications can be use for other levels

# data[].attributes.body
For our students to be effective and empathetic communicator in MTL

Gap: Students are not given enough opportunity during curriculum time to develop this skill.

Suggestions:

To review current worksheets and assessments so that more time and space are given for students to deepen their learning in this skill.

To give students more platforms to practise this skill in class.

# data[].attributes.body
To create as a wall with group reflection on STOP feature (Programme/Process/Structure) pertaining to your curriculum.

1. Subject:

2. Our STOP feature

3. Reason(s)

# data[].attributes.body
Thank you for being part of this wonderful family! ❤️

# data[].attributes.body
To create as a wall with sections for inputs.

1. First column to identify the gaps in the implementation process of developing our DSO(E21CC)

2. Second column to suggest ways to close the gaps

3. Groups will upload their responses done up on the butcher paper into Padlet via a photograph of their work.

# data[].attributes.body
Dear KPs, as we approach the end of the day, let us take some time to reflect on the conversations we’ve had layered with our learning experiences today (trip to bus collective and learning trail).

1. List 3 ways the conversations and learning experiences today have shaped the way you view the future of education and explain why.

2. ⁠What are 2 key changes to yourself that you would like to make in order to achieve your desired aspirations for the future of education?

3. ⁠In a world where change is the only constant, list 1 thing that should remain the same and explain why.

Include your response below with your name as the title. Kindly provide your reflections by 10 p.m. Thank you!