# data[].attributes.body
Tailoring programmes to guide students into developing into confident communicators and being self directed in their learning.

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Intentionally planning task that engages students in collaboration, critical and adaptive thinking. For example in games, students are placed in situations where they had to overcome the challenges set, utilizing the skills and concepts taught.

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Mainly through CCE(FTGP) sessions that are monitored by FTs.

Previously, EPW also assessed the 21CC skills when it was categorised as Interdisciplinary Project Work, but EPW has since removed the assessment component in adherence to ALP guidelines.

- Wei Ming

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In class, IBL is used to enhance the students' critical and inventive thinking. In their group discussions to find out the answers for themselves, they develop communication, collaborative and information skills.

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Developing confident and empathetic communicator through level-wide workshops on public speaking in environmental issues and oralcy skills i.e. how to start and sustain a conversation

Emphasis on understanding the purpose, audience, context and culture when we communicate either verbally or in written form

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We incorporate modern teaching methods such as adopting the use of technology, and collaborative learning experiences to foster skills like critical thinking, communication, collaboration, and creativity among our students. We monitor students' progress in these areas through observations, regular assessments and feedback mechanisms.

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Intentionally incorporated into our curriculum and programmes to develop the 21 CC in our students.

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Students have to practice flexibility in managing the various concepts and skills in a given situation. Different situations will require different sets of strategies & tactics in order to achieve the goal/s of the games

# data[].attributes.body
Although the 21CC has been woven into the curriculum of most, if not all of the subjects taught, the intentionality of monitoring it in the students' development may not be explicit. More conscious effort is needed to make the development and monitoring of students' 21CC more intentional.

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Encouraging students to be self-directed in their learning by leveraging on ed-tech tools and promoting critical thinking via lessons and PD on IBL.

# data[].attributes.body
Designing our programmes in a way to allow students to demonstrate the competencies. At the same time, teachers provide guidance to the students who face challenges in demonstrating these competencies.

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Through CCE lessons and linking the CCE component to our subjects to build the active contributor and concerned citizen part.

Besides the languages, other subjects also tried doing show & tell in their subject areas. Also build students' presentation skills by using STAGE model to better align these efforts.

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Intentionally planning tasks/ learning activities that allow our children to share their views or present their ideas in class. Group work is also a key element in our daily lessons which helps our children to build their collaboration and communication skills.

For the monitoring part, the IRT that we do each semester can help us understand how our children fare in the different Key Learning Dispositions (Engaged Learner, Self-Directed Learner and Confident Communicator).

# data[].attributes.headline
Critical, adaptive and inventive thinking

# data[].attributes.subject
Critical, adaptive and inventive thinking

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These are the essential skills needed for our students to handle a rapidly changing world and these skills are evergreen and will not be outdated.

# data[].attributes.body
I think many of our work, be it in IP or non-IP, intertwine with two key 21st CC: (a) honing our students' critical and inventive thinking; and (b) communication and collaboration skills. As IP KPs, we review our curricular, teaching and assessment plans regularly, putting in place structures/initiatives that help hone critical (e.g., IP stretch programme, introducing more varied modes of assessment such as performance tasks, etc) and inventive thinking (e.g., EPW). In class, teachers are also encouraged to design learning experiences that leverage group work and collaboration as a means to co-construct knowledge.

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Communication skills are essential for expressing ideas clearly and for effective collaboration to take place.

# data[].attributes.body
As our school's Student Outcome document covers the 21CCs, we have been leading the development of our students' 21CCs by constantly making reference to the document and ensuring that we bring out the intended learning outcomes when we plan and implement programmes.

Though we don't have a structured approach to the longitudinal monitoring students' development of the 21CCs, I try to encourage our students to display the 21CCs in their tasks and praise them when I see them improve or even when they step out of their comfort zone to make an attempt in the right direction.

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Consider different points of view given different scenarios and how they will respond in such situations

# data[].attributes.body
Adaptive Thinking is pertinent in the VUCA world we are living in. This competency needs to be grounded in values that guide civic consciousness and thereafter, Civic Literacy.

# data[].attributes.body
Critical thinking is the ability for our students to interpret, evaluate, and analyze facts and information that are available, to form a judgment or decide if something is right or wrong.

Critical thinking also helps our students to be more curious about the world around you, critical thinkers make connections between logical ideas to see the bigger picture. Building critical thinking skills means our student being able to advocate their ideas and opinions, present them in a logical fashion, and make decisions for improvement.

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The use of technology to aid lower progress students learn.
Intentionally using inclusive strategies to not only help students with learning and special needs learn but also the rest of the students learn.
Provide student with the safe space and time during lessons to communicate their ideas confidently.

# data[].attributes.body
Elements of 21cc skills have been infused in the design of the lessons and department programmes. MTV strategies and the group activities provides opportunities for students to hone some of these skills.

However, as a school, I am not sure if the development and monitoring of the 21CC is done in a systematic and comprehensive manner

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Students need to build on their collaboration and communication skills in order to connect with people from diverse backgrounds in this increasingly fractious world

# data[].attributes.body
Adaptive, critical and inventive thinking

to promote quality thinking and discussion

to solve problems

collaborative and communication skills

collaboration and communication are important for students to work together in order to develop adaptive, critical and inventive thinking.

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Civic literacy aspect

Provides a context and purpose for learning. Helps students aspire to be contributing members of the society with the knowledge and skills they acquire in school.

- Wei Ming

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I think we can continue to better our works on adaptive and inventing thinking. More from IP perspective, I think our students (incld. HP students) tend to stumble when unfamiliar and novel situations appear in their exams. So more could be done to hone our students' way of thinking.

# data[].attributes.body
Communication skills and critical thinking skills

Critical thinking skills- learning to digest, question, interpret and evaluating information objectively will help to prepare them for the future.

Having a good set of communication skills allow student to articulate their thoughts and thinking clearly to others.

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In this rapid changing world, students need to adapt very quickly to so that they can progress with the changes. At the same time, teachers must also be adaptive so that we can lead them and provide the role model.

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Core values are explicitly translated into visible actions. These values are emphasised often.

Inclusive culture intentionally cultivated. Students with challenges supported. DI encouraged.

STP guides lessons for pedagogical excellence. Student centred practices give opportunities for building confidence and team skills.

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School/level wide programmes for students to develop 21CC

Eg: VIA, CCEL lessons or discussions, EPW

Some IP programmes eg: inquiry or problem based learning, groupwork, competitions.

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Communication Skills are essential. It is not about sharing their ideas but how to share their ideas persuasively so that their team members or target audiences can buy in to their ideas.

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Beyond learning to express themselves well, our students need to learn to listen with empathy and understand others better. Communication is also closely tied to other 21CCs, like civic literacy , as well as adaptive and incentive thinking - students need to be able to share their ideas with others well.

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Mainly woven into the curriculum through FTGP lessons, IBL, EPW etc with the pervasive use of edtech tools to enhance teaching and learning.

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Communication is important to drive across ideas and to link up to people around the world.

Students need to learn the different contexts and situations in order to make connections and draw new insights. This is important in the world to learn to use the information and also learn how to understand situations to make the best out of them.

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We have intentionally taught civic, and cross-cultural literacy through platforms such as assembly talks on 4 NE commemorative events, in CCE(MTL/EL) curriculums and CCE(FTGP) and also during EL/MTL language lessons on topics/discussions on topics about other countries and cultures. During language lessons and CCE FTGP lessons, communications skills, actively listening, collaboration work that provides platforms for communication etc were also deliberately taught. Oracy skills, speaking and listening skills were assessed.

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As the future belongs to those who can create and add new value, it is important that our students develop the habit of inventive thinking rather than sticking to what is tried and tested and considered the norm

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Integrated for School Wide effectiveness 

# data[].attributes.subject
Integrated for School Wide effectiveness 

# data[].attributes.body
The school’s IRT process has been a very conscious effort in attempting to measure some of the 21 cc skills that is tied to the school values. Through the daily interactions, teachers observe and monitor students development of these skills in a natural setting. The values award ( with the values and OA tied to some 21 cc) lends itself naturally as a platform to celebrate growth.

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1) Given opportunity to discuss and problem solve (IBL)

2) Given opportunity to practice communicating their ideas and showing empathy towards others

3) Use of edtech to enhance learning and to equip students with ICT skills.

# data[].attributes.body
No.4 (Adaptive Thinking) To give students the opportunity to learn how to solve problems by themselves instead of the teachers giving them the solutions.

No.8 (Communication) Learning to listen before communicating their thoughts. Understanding the situation before committing to their steps. Relating to their peers and be able to put one in other position.

No.11 (Communication) "I will carry out more IBL lessons especially with the HP classes as these lessons covers adaptive thinking, inventive thinking and communication. As for the LP classes, the main focus is on communication and developing empathy with diverse perspectives."

We need to be more mindful when we implement the strategies based on the students' abilities. We will need to have a holistic approach to address the needs of the different segments of students (HP/MP/LP).

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1. Change classroom instruction to allow more opportunities for collaboration, discussion and exploration. This way students will have a change to improve their listening skills and communication skills.

2. Important for teachers to not be prescriptive and giving students model answers. Teachers need to be skillful in facilitation skills. Teachers should value class discussions more than end-product. This way teachers role model collaboration and communication. teachers to use suitable talk moves strategies to facilitate deeper discussions.

3. Use ICT as a tool to develop self-directed leaners to improve the level of engagement as well. ICT can also be used to address learning gaps.

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1. IBL - more pervasive across various subjects. Can adopt a more structured approach e.g. spearheaded by STs and SLCs, incorporating DI. This builds critical and adaptive thinking, as well as communication skills. E.g. IBL in PE: group play where students come up with strategies to attain objectives.

2. Communication - Equip students to communicate at a student-to-student level so they can then use this skill during IBL/other scenarios

3. Collaboration/groupwork

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1. Explicit teaching of communication skills in lower Primary. This will allow the students to learn how to express their thoughts, ideas and feelings.

To have a school-wide approach and regularly remind students about how they can communicate politely before they start group work.

2. Empower students to share instead of teachers giving answers all the time.

Teachers to be comfortable giving wait time and receiving incorrect responses.

3. Encourage IBL in all subjects.

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self awareness. students to have a clearer sense of self. 

# data[].attributes.subject
self awareness. students to have a clearer sense of self. 

# data[].attributes.body
CCE FTGP and Cyber Wellness programmes to educate students on how to navigate the digital space safely and responsibly

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Stellar 2.0 syllabi includes exploring different types of digital platforms and exposing students to multimodal texts, which allows them to build links between what they are learning in school and what they will experience outside of school.

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Students competency in using ICT effectively.

Teachers' competency in using ICT effectively in teaching and learning.

Time to prepare ICT based lessons especially self directed lessons.

Teachers managing/facilitating ICT mediated lessons in big classes.

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Not all teachers are comfortable with new technology and needs a little more than encouragement to learn and infuse technology in their teaching.

# data[].attributes.body
Some teachers may not buy or know how to use ICT effectively in developing a culture of collaboration and EdTech practice. Help can be provided during SLMs to ease them in.

The infrastructure may not be able to support the practice of EdTech.

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Logistical challenges

Internet connection can be unstable at times in some classrooms

Limited number of iPads

That said, truly appreciate the ICT team for trying their best to make things smooth for all of us!

- Wei Ming

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Creating a sharing culture, with regards to Edtech in particular. E.g. Creating a digital repository of Edtech tools used by our teachers on SLS so resources can be shared with all staff, sharing ways to leverage on Edtech during SLMs

Apple TVs in the upper primary classrooms

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There is a wide range of tech tools available for use in class. Teachers who are not so tech savvy will find it a challenge to tap on these tools.

# data[].attributes.body
Students IT savviness is uneven. The lack of IT competence eg cut and paste, sending email, saving a file name, can be discruptive to the actual learning of content that was intended.

# data[].attributes.body
Resistant to adopt EdTech - Too taunting

Too many tools available. Understanding what is the best tool to use?

Culture of Collaboration - Teacher might not be willing to share their resources with fellow teachers

# data[].attributes.body
buy-in from tech-averse colleagues

training for less tech-savvy senior colleagues

# data[].attributes.body
Connectivity issues is dependent on the models of iPads used in class.

Google chrome/Safari apps are not able to be used on the older versions of the iPads as the websites cannot be downloaded/takes too long, which affects the students' learning

iPad models need to be refreshed after awhile when they are no longer effective, but they do cost a lot of money, which presents another challenge in itself.

# data[].attributes.body
The number of devices that are up to date is quite limited, and this impedes teachers' efforts to collaborate and experiment.

# data[].attributes.body
Too many Edtech tools available out there - selecting the best few and fully leveraging on them to improve T&L

# data[].attributes.body
While we currently have healthy number of devices to support programmes (especially P5&P6), network connectivity can be better. When internet is required, at times we faced challenges in being able to access sites.

Also if possible (with further funding), can enhance connectivity in other areas of school like ISH block?

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1. Structured programmes to infuse effective use of Edtech

2. PD for teachers to attain proficient level

3. Strong and stable team for supporting infrastructure in tech-mediated environment

# data[].attributes.body
We should make use of SLMs to level up our teachers in the use of ICT and lesson preparation. The level can get together to prepare lessons and this will ease the buy in for all teachers.

# data[].attributes.body
To continue to encourage sharing of good practices as a level. Deliberate planning and enacting of tried and tested ICT based lessons will help to get all teachers on board to try. Culture to allow for trial and errors helps teachers who might not be so savvy to overcome inertia. Availability of ICT devices is important to support EdTech practices.

# data[].attributes.body
It would be good to return to the basics eg touch typing for our lower primary students as many students are rather slow in entering their responses.

# data[].attributes.headline
limited manpower. need to create cluster network and more open classrooms on EdTech practice to build and share the resources. 

# data[].attributes.subject
limited manpower. need to create cluster network and more open classrooms on EdTech practice to build and share the resources. 

# data[].attributes.body
use of SLS has been pervasive

# data[].attributes.body
For Art and Music, the main constraint is the lack of curriculum time with the students to cover a wide range of LOs. At the same time, we do try to incorporate EdTech in some of our lessons or for optional extension activities. We also face challenges in ensuring that the Apps that we need are in every iPad.

While we do have a healthy culture of collaboration in the area of EdTech, the challenge is in customising the materials and approaches for the different student profiles.

For FTGP, we faced challenges in student log-in issues with the MySkillsFuture portal.

# data[].attributes.body
High level of collaboration and sharing within departments that can be leveraged on.

# data[].attributes.body
Difficulty in the acquisition of skills to use certain tech tools by some of the teachers and thus the inertia in adoption.

Familiarity in the use of traditional approaches and lack of distinct advantages to convince teachers to adopt certain tech practices.

Lack of platform for teachers to collaborate to level up competencies in the use of tech practices.

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Current cyber wellness lessons are infused in EPW, FTGP and even teacher-assigned SLS lessons where students are reminded to exercise care and discretion when doing research or in giving comments/feedback.

# data[].attributes.body
opening of classrooms and PD sessions

sharing of best practices among depts/SLCs

# data[].attributes.body
Teachers' competencies in adopting EdTech into their daily lessons. Teacher might not be comfortable or properly equipped to use the numerous tools that are constantly changing.

Unevenness in Students' competencies. Some students might not even know how to type properly, given their circumstances at home.

# data[].attributes.body
There is a need to narrow the digital divide in students within the same levels with diverse SES and family backgrounds.

# data[].attributes.body
T&L resources can be easily shared among subject and level teachers, through SLS or other online platforms. These online resources can be re-customised by teachers to meet the needs of differing student profiles in their classrooms.

# data[].attributes.body
Need to be more intentional in infusing ICT into existing programmes eg: EPW, IP lessons. The more students use ICT, the better they are at the technology and practicing the routines involving the use of technology.

# data[].attributes.body
(1) (Possibly) Lack of "exposure" and hence skepticism about the effectiveness of a EdTech-mediated lesson.

I think most of our teachers have incorporated EdTech into their teaching practices. However, some (me included) are probably limited by their (our) imagination of what can be made possible by EdTech. I feel that there is a strong need for teachers to see and experience what an effective EdTech lesson or teaching practice is, reflect and takes charge to make changes to one's mindset about EdTech and hence one's teaching practice.

(2) Logistical challenges

Internet connection seems to be a challenge this year.

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Tap on the expertise of the young teachers who are very well-equipped with ICT knowledge. At the subject level, the subject teachers can all work on an identified lesson using the same tool. This will help those who are not comfortable to make the first move progress in the area of designing a tech-mediated lesson.

# data[].attributes.body
Sharing of resources.

Collaboration between teachers and even departments.

# data[].attributes.body
In SLMs, the STs and SLCs will facilitate the level in lesson preparation where the level brainstorm ideas and learn from each othes' best practices on harnessing EdTech for teaching and learning,

# data[].attributes.body
through workshops

bite-size sharings by colleagues who have tried and experimented with EdTech tools in their classrooms during SLMs or dept meetings.

# data[].attributes.headline
current N3 cluster open classroom and sharing session may be a good platform to develop EdTech practice.

# data[].attributes.subject
current N3 cluster open classroom and sharing session may be a good platform to develop EdTech practice.

# data[].attributes.body
During COVID, there were sharing sessions held where teachers could sign up to be taught how to use other digital platforms by other teachers in YCKPS to enhance students' learning. I felt that it was really useful and the teachers were comfortable with asking questions. It would be good to bring it back!

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Cyber wellness programmes via FTGPs, targeted groups sessions to create the awareness and skills in managing digital content and self online.

# data[].attributes.body
Educators may resist adopting new collaborative or EdTech practices due to a fear of the unknown or lack of training to use the tools effectively. Teachers also often face time constraints due to packed curricula.

# data[].attributes.body
harness AI to help in tasks, eg writing of student remarks, editing.

# data[].attributes.body
Content in our curriculum and syllabus have segments that allow (enforced) that students to be exposed/taught the technological skills.

EPW also infused ICT components (creation of video using CLIPS app in ipad).

SLS lessons assigned during weekends, long school holidays, during HBL. Develop students' skills in recording, video response etc. Also allow students to carry out online assessments (via oracy and MCQs). Providing hints or thinking tools using SLS.

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Connectivity and infrastructure

The availability of computers/ device, and Internet connection in the schools. Teachers and students need to have ready uninterrupted and easy access to the necessary technology and even more, they need to have the time and opportunities to use this infrastructure in their practices.

# data[].attributes.body
Programme such as EPW afforded the students the opportunities to explore and work with tech tools

The SLS platform familiarizes our students with the experience of online learning and self-directed leanring

# data[].attributes.body
The EPW is critical in developing students/digital literacy and technological skills.

# data[].attributes.body
Encouraging intra-department collaboration in designing digital learning experiences. Leveraging on each other's strengths and continuing to build on existing resources.

# data[].attributes.body
Learning journeys (e.g. to Apple) to learn about how we can leverage on Edtech to build on our T&L capabilities

# data[].attributes.body
1. EPW - students collaborate with one another on their project while utilising tech to assist them in their journey.

2. In-curriculum, tech are utilised during lessons to complement the activities set by teachers in achieving lesson outcomes. Online collaboration tools are used to gather students' inputs.

# data[].attributes.body
There are opportunities in:

the availability of iPads for P5 & P6 access directly within the classrooms.

affordances of SLS in supporting EdTech practice.

sharing by colleagues on their EdTech practices (those Hand-in-Hand sharing sessions were very helpful!)

SLM as a platform to discuss and share ideas within the team.

# data[].attributes.body
Not all students are IT savvy, more time needs to be set aside for students hands on learning with devices.

Challenge for teachers to use ICT in class when students are not IT savvy and still faced with device issues.

Teachers' IT competencies, should not assume that all teachers are IT savvy too. Time and space for teachers to upgrade IT skills.

Having personal devices and ICT experts around to support during the lesson would ease the challenge.

# data[].attributes.body
Building the repertoire of ICT resources in the level by getting level teachers to share during SLMs, and even spending time during SLM to create ICT packages together as a level (such as IBL). These packages can also be passed down to the next year's level teachers to modify and improve so that it will not only be used for one level, but instead the resources can be maximised.

# data[].attributes.body
Sharing through open classrooms, in house sharing by teachers and SLMs

# data[].attributes.body
Conducting open classrooms and professional sharings at SLMs. Teachers who are ICT advocates can be invited to share their lesson designs and classroom routines to help make EdTech less daunting for others.

# data[].attributes.body
need for teachers used to traditional ways of teaching to keep pace with the IT reality of the current students.

# data[].attributes.body
It would be more effective if ICT skills are taught explicitly and integrated in the curriculum for better context and richer authentic learning experience. Currently, Lower Pri students are being exposed to touch typing via SLS as part of a holiday assignment.

# data[].attributes.body
SLMs are great platforms for ideas sharing and pollination. Throughout the year, there are often many good ICT-mediated lessons planned and enacted by our teachers. ICT department could possibly keep a lookout for these lessons and organise some forms of ICT learning fest for our teachers.

I guess IP Heads/KPs are also in very good position to facilitate ideas sharing between and within levels.

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Starting line of the students' competencies in using ICT effectively.

Teacher's competencies in using ICT effectively.

Time to guide and teach students on how to use the online tools.

Teachers learning how to manage Edtech lessons for the different ability of students.

# data[].attributes.body
We can pair teachers up: Experienced teachers who are hesitant in using tech to pair with teachers who are comfortable in using tech. Experienced teachers can contribute their content, pedagogy and assessment know-how, and teachers comfortable with tech can contribute their technical know-how. Then everyone levels up when they learn something from their more knowledgeable other in the aspect that they can grow in and there is a stronger collaboration culture in YCKPS.

There are already instances of this at SLM level.

EdTech buddying system?

- Wei Ming