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Finding the Right Pot, Enriching the Soil

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Finding the Right Pot, Enriching the Soil

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Feeling the Pulse

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Understanding the Now, Visioning the Future

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Understanding the Now, Visioning the Future

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Group 2

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Group 6

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Group 6

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Group 6

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Planting with Purpose, Planning for Growth

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Planting with Purpose, Planning for Growth

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Listening and understanding where we are, discovering strengths

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Frame the Future

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Plan the work! Work the plan! (2022)

Grow Together! (2023)

Make the change! (2024)

Progress with purpose! (2025)

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Puteri & Serena

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Refining strategies, ensuring efficiency and control, being more intentional with measuring the impact of our actions

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Aligning clearly with external currents (system shifts), sailing ahead with intention

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Flourishing in Unity, Thriving with Purpose

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Flourishing in Unity, Thriving with Purpose

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Leveraging the strong roots and cultivated systems from past years to empower a vibrant, inclusive, and purpose-driven school community — fully embodying the vision of a garden where every student contributes to the bloom.

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Fabricate and Flow

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Building upon our strengths, achieving our goals

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Building upon our strengths, achieving our goals

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Group 2

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Group 6

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Fine-tune and Flex

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Transforming challenges into opportunities, leveraging our strengths

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Transforming challenges into opportunities, leveraging our strengths

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Group 2

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1. Finding the Right Pot, Enriching the Soil

2. Planting with Purpose, Planning for Growth

3. Tending with Care, Nurturing Growth

4. Harvesting Impact, Celebrating Growth

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Fanning the Passion

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Stoking the Fire

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Embracing our strengths, reaching our full potential

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Embracing our strengths, reaching our full potential

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Building the Blaze

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Affirming Our Identity, Redefining Our Core

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Harnessing the Heat

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Optimising efforts, improving efficiency and prioritising capacity-building

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United in purpose-Moving Forward Together

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Driving Innovation, Empowering All Learners

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Strengthening our Alignment-Strategising with Purpose

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(1) Which strategies did staff find most familiar or least represented in practice   

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(1) Which strategies did staff find most familiar or least represented in practice   

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Most familiar

HAL --> IBL,

LD --> 4 strategies (connectedness, motivation, resilience and self-directedness)

HNS --> uplift support

Ed support --> Homework care

SEN --> Inclusive practices based on strengths

Least represented

HAL --> Identification known largely from middle to upper block teachers teaching HP

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Which strategies did staff find most familiar or least represented in practice?

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Which strategies did staff find most familiar or least represented in practice?

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Most familiar:

1. Harness tech for curriculum and pedagogy.

2. ICT enriched learning environment (infrastructure)

Least familiar:

1. PD for teachers.

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1. Strategies staff found familiar: Platforms for Staff PD like BLGPlaY and TTT being more structured. Staff also brought up staff wellbeing (physical/mental) and SO9 focuses more on Staff PD but not every aspect of staff wellbeing is being emphasised.

2. They also identified that teachers need more customised development such as a baseline mentoring checklist which would be helpful for BTs and inducting new teachers who joined the school.

3. Current progress of SO: Staff was positive twds both staff PD platforms in 1 (autonomous nature of BLG and structured format of TTT this year.). To leverage abundance mindset, some tweaks could include cross-level TTT for certain foundation subjects like P5,P6 FMA to share good practices.

4. Implications moving fwd:

(i) With the HGM model (i.e., SUN) being introduced, would there be a need to refine the SO?

(ii) Safe culture of learning from one another (i.e., deprivatisation of classroom)

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Which strategies were more familiar / under-represented by staff?

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Which strategies were more familiar / under-represented by staff?

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Resources & Support

•Create time and space for innovation

Flexi-place, reduced meetings and engagements, FT duty rotation

•Learning Spaces for innovation

Tinkerspace (students), Innospark (teachers)

Innovation Protocols

•4 Lenses, 3 Horizons [Department and Committees]

Less represented:

Psychological safety and collaboration

•Classroom enhancement pilot, reading week (EL & MTL), STEM to STEAM

Continuous Learning

•BLGPlay, PLTs, JIT SLS sharings, Learning from experts (MTTs)

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What were some key challenges you faced?

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What were some key challenges you faced?

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Imagining horizon 3

•Every teacher and student a self-directed, collaborative and lifelong innovator

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How would you describe the current progress of your SO? What does this mean for the SO moving forward?

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How would you describe the current progress of your SO? What does this mean for the SO moving forward?

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Awareness to Application and Advocacy

•Continue to provide platforms for cross-functional collaboration and innovation

•Continue pilot initiatives

•Application of the protocols to drive innovation

•Facilitate innovation in the classroom

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Strategies that are most familiar/least represented in practice

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Strategies that are most familiar/least represented in practice

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Most familiar:

1. Parent engagement via SPM, CPM, PTM and other communication platforms like social media

1. YH's partnership with teachers to communicate with parents

2. PSG empowerment through support of school programmes and events

3. Community partnership is strong for areas like CCA, HNS, etc.

Gap:

1. Partnership framework (SAT) - but this was intentionally more for KPs to review partners

2. Alumni engagement

3. Industry partners for LLP and ALP

4. How communication platforms serve to inform and engage parents in school's strategic comms

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SO10

1. Leveraging PSG to reach out to other parents and to create a stronger parent community that can strengthen school-home partnership

2. Intentional building of teachers' competencies to sharpen communication with parents (Pei Hwa Secondary - student profile dashboard)

SO11

1. Achieving win-win situation can be challenging for alumni and industry partners especially when support comes in mid-way through the year where programmes are firmed up --> could there be more intentional planning and orchestrating of alumni and industry partners' involvement

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1) Which strategies did staff find most familiar or least represented in practice? 

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1) Which strategies did staff find most familiar or least represented in practice? 

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S06

STEM is Fun

Lower Primary Enriched - a combination of elements from ICT, ALP and LLP

Multidisciplinary learning through Project Work

Use of learning spaces such as Tinker Space to promote CAIT

Least represented: Level STEM experiences. Most staff link STEM to STEM is Fun

SO7 (4C framework)

Most staff are familiar with how our programs/ infrastructure actually makes use of the 4C Framework - Campus, Curriculum, Culture and Community

Use of learning spaces such as Grow Towers and Hydroponics Farm

Least represented: The use of The LAWN for teaching and learning

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2) What key challenges did you encounter in implementing the SO?

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2) What key challenges did you encounter in implementing the SO?

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S07

Getting the buy-in from teachers and stakeholders: For e.g staff mentioned farm to table a lot on the bigger scale for e.g. harvesting and sending to canteen vendors

Empowering environment monitors to be more self-directed, and how to level them up for e.g. to be in charge of food waste

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(1) strategies staff find most familiar or least represented 

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(1) strategies staff find most familiar or least represented 

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Familiar

Environment as the 3rd teacher

They could also name the different spaces that help to achieve other SOs. Examples:

BEL room - SO2

Numeracy/ Literacy coves: SO5

Grow towers, Lawn: SO7

Tinkerspace: SO4/6

School as 2nd home where students feel belonged

Rooms are designed with design frameworks

Co-creation of spaces with staff

Least represented:

Co-creation of spaces with stakeholders (Students)

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i) which strategies did staff find most familiar or least represented in practice?

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i) which strategies did staff find most familiar or least represented in practice?

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Most familiar:

PSR - recess play, birthday celebration

TSR - termly check in, let's chat

Celebrate wellness

CCE portal

Least familiar:

Sense of belonging

Mental wellness

Positive discipline

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3) How would you evaluate the current progress of your SO?

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3) How would you evaluate the current progress of your SO?

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S06

Staff sees the value and importance of STEM curriculum - what can be improved on is how we can go beyond just integrating Science and Math elements but also other subjects like English components.

S07

We have the infrastructure to support programs but they seem to be under-utilised. We can afford to scale up and get students to make deeper connections to what they are doing.

Most staff are familiar with green infrastructure (farms) but they also mentioned that we can further improve on our campus through more widespread adoption of clean energy such as using solar panels

Building a culture where staff and students understand why sustainability is important, and more importantly, make a conscious effort to take small, everyday actions that help the environment

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i) Most familiar - strategy 8.1a) ECG efforts beyond CCE lessons

Least represented - strategy 8.1c) Using their strengths to contribute to the community around them via SiP

ii) Platforms provided for students are dependent on the opportunities made available by department and committees - limited to the manpower available to support this. Students opportunity to contribute is restricted by the criterion to attain Bloom (SiP only offered to students who have attained bloom)

iii) Strategies are still relevant. School wide effort to help students discover and develop their strengths are evident but there needs to be more effort to get students to use their strengths to contribute to the community around them --> to increase student agency in this aspect and not just by the committee and teachers

iv) Individual Roadmap for each student --> help students to set their end goal and set milestones for themselves to reach their end goal. This can be guided by FTs and CCA teachers. Students will be more intentional in carving their own path to reach their end goal.

There also needs to be more reflection opportunities for the students to consolidate their learning. --> proposal to have a school wide alignment using VANDA reflection as a reflection tool and to infuse 21CC.

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SO10

1. 7/10 --> PSG to progress beyond empowerment

SO11

1. Expand scope of influence --> currently targeting very specific groups of people or sectors and leveraging limited pool of students to carry out the initiatives i.e. Art Club, EE, Red Cross, TOC, etc.

1. Can we give more opportunities for more students to contribute?

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ii) What key challenges did you encounter in implementing the SO?

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ii) What key challenges did you encounter in implementing the SO?

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1. Use technology for data-driven review for student progress.

2. Utilisation of resources

3. Quality of lesson designs - focus is still on the tools rather than on the pedagogical considerations.

4. Lower Primary students are still struggling with the basics (i.e, logging in, touch-typing)

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ii) what key challenges did you encounter

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ii) what key challenges did you encounter

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Sense of belonging

most of the programmes do not bring out the sense of belonging to the school explicitly

Mental wellness

mostly for UB

efforts may not be felt by teachers

Positive Discipline

overall discipline has improved, efforts focused on select group and not entire cohort

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There is challenge in getting good student voices in the design of the spaces - maturity etc.

Students ideas can be quite surface sometimes - there needs to be a lot of thinking, refinement and guiding to make the idea feasible.

Leveraging on partners - Where, who , what

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How would you evaluate the current progress of your SO?

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How would you evaluate the current progress of your SO?

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We have come a long way and the school is ready to embrace SLS as a One Stop Hub to ensure that every class is a good class!

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(2) What key challenges did you encounter in implementing the SO?

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(2) What key challenges did you encounter in implementing the SO?

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Pedagogical support for students with SEN, Ed support and HNS who are struggling academically.

Parent engagement for student segments e.g. HNS, SEN

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4) What are implications for your SO moving forward?

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4) What are implications for your SO moving forward?

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S07

Continue to build the culture and provide platforms for staff and students to engage in EE related activities

Continue to streamline and be intentional in our programs

Consider, promote and support ground-up initiatives

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What are the implications of you SO moving forward?

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What are the implications of you SO moving forward?

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Strengthen the following:

1. Integration of e21CC and EdTech

2. Digital and AI literacy

3. Building of SLS Unit Modules to ensure every class is a good class.

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areas to work on:

connectedness to the school - sense of belonging to the school. (mostly focused on individual and class)

foster mental well-being beyond UB

positive discipine - impactful consequences

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We are doing great! Staff are affirming the good work of the school and they are already proposing ideas for Horizon 2 and 3!

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(3) How would you evaluate the current progress of your SO?

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(3) How would you evaluate the current progress of your SO?

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Based on QSE, school and internal survey, there is an upward trend with most hitting the target.

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SO10:

1. Increment in engagement of PSG and being more targeted with what we want our PSG/parents to focus on in strengthening school-home partnership

SO11:

1. Synthesizing efforts to leverage existing partners to address more students' needs

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design opportunities for sense of belonging to the school -celebrate pride as a BLGian

prepare students mentally to cope with changes as they grow through the years

innovative ideas to help students learn from their mistakes

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More student voices

Moving towards more of school of the future - VR, robots, learn anything anytime anywhere

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(1) What are the implication for your SO moving forward

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(1) What are the implication for your SO moving forward

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We want to make the support more balance between cognitive and affective as currently for some student segments there seems to be more towards cognitive rather than affective.