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Proposed template

Column 1: Desired outcomes based on our school vision such as critical thinker and active contributor

Column 2: Learning dispositions that support the desired outcomes

Column 3: Level-based observable actions

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There seems to be a link between E21CC and digital literacy skills that keeps popping up across responses. 9 digital competencies are mapped against E21CC; hitting the 9 digital competencies means you are developing E21CC but the reverse is not necessarily true.

Many pieces that make up E21CC - teachers need a helicopter view of how the pieces work together and how it can be translated into the classroom.

"Education of our young is more than just learning subjects. In order to thrive in the world outside of home and school, students need these essential 21st CC skills..." How do we foster "buy-in" of this?

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1) It is observed that there is a need to align E21CC to our school programmes and total curriculum.

2) School leadership team needs to be intentional in planning and ensure that there is cohesiveness and alignment E21CC. (Let's work together for a better future :)

3) There are concerns about how to develop E21CC dispositions in our students...for example Zest / Courage / Curiousity ( Do we need to measure? ..How do we measure??

4) How do we unpack these dispositions in relation to the schools direction and ensure that there is alignment developmentally...

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On pg 5 of our student handbook, the current terms "Critical Thinker, Creative Problem Solver, etc" seem like desired outcomes / competencies aligned to our vision instead of learning dispositions. Perhaps we can relook this column and review the selection of disposition to also include appreciation, courage, zest/passion, etc.

Our group also discussed about the potential of using the "Find, Think, Apply, Create" framework to review our SOW or anchor lesson packages.

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Point 10) "Deliberately design learning experiences and programmes that incorporate the development of these knowledge, skills, dispositions, and values"

Teachers need to be intentional in our conversations and leveraging on teachable moments.

Point 17) Developmental milestone

When we plan our programmes, we should be mindful of our students' developmental milestone.

The LG and development milestones document is especially useful in mapping out the student outcomes and for us in the planning team to consider what are the baseline necessary for our students to be equipped with in order to move on (with small/ big steps) to the next level of competency.

We need to map out how we are complimenting one another's efforts in uplifting our students' development in E21CC.

Teachers will need to be aware of such technology and the discernment of which to use and the know-how to use. Teachers may learn the tools and advocate digital literacy.

Digital literacy supports 21CC. There is an abundance of information, therefore when teachers foster values such as integrity in students, they are able to make decisions guided on values.

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Group B: Eileen, Elaine, Linda and Casren

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Group B: Eileen, Elaine, Linda and Casren

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1. (A) 21st CC consists of core values. Conscious and intentional effort in incorporating school values in values-based education

2. Singapore is not known for our creativity and inventive thinking. Are teachers over-emphasising on the skills and concepts to learn such that there is not much time to develop creative and inventive thinking.

3. Students are more exposed to ICT. They googled for information instead of asking the teachers. They can seek knowledge from teachers in a respectful manner.

4. (B) Drafted a rubric to assess 21st CC. How will students take this information? Need to make rubrics meaningful for the students? Need to make the connection for students.

5. The development of core values, 21st CC and DOEs, how can we resonate with one another? How can we make them interconnected- making meaning.

6. 21stCC excites me. New meaningful partnerships.

7. Digital Literacy- need to teach them values how to be discerning digital literacy.

8. C: How to measure competencies and values? Values are subjective. Learning outcomes can be subjective. Have they applied it? Design thinking is DI- protocol but can be used to teach adaptive and inventive thinking. Measurement should be based on the skills and not the protocol.

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1. 15A, 23A - recognition that some of development of 21CC are already incorporated in some of our subjects. It's already done at subject chapters. At our level, its to understand how it's mapped and how it can be cascaded intentionally through our T&L.

2. 9A, 10A, 11A - connect to the importance to help students thrive in the future and be intentional in our T&L. Department programmes (ALP/LLP/LPPL etc) and other curriculum programmes can support and complement the development of E21CC.

3. 9 21CC, 5 SEC with 16 skills, 6 Core Values, 9 Digital Competencies + 4 E21CC how do we see them as complementary and cognizant in what we do.

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1) To rename and align existing LDs in the handbook to the E21CC framework

2) Link the disposition to the relevant E21stCC competencies (infusion of EFS & EoTs observable actions) and modify the LD statements accordingly.

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Group P: Linda, Casren, Shahidah, Kimberly

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Group P: Linda, Casren, Shahidah, Kimberly

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Group P: Linda, Casren, Shahidah, Kimberly

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Group P: Linda, Casren, Shahidah, Kimberly

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Group P: Linda, Casren, Shahidah, Kimberly

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Group P: Linda, Casren, Shahidah, Kimberly

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New LD template and layout_shared at EXCO 23Apr2024

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See editable excel soft copy attached below.

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Critical, inventive and adaptive learning are found mentioned in quite a number of responses. It seems to be a recognised part for the students to be developed in these areas. Therefore programmes and activities will have to be intentionally infused with these skills and opportunities for students to build, develop and hone their skills in these areas.

Another key emphasize would be on emotional competency in managing self and interactions with others with specific links to the competencies identified.

In order for these programmes to run, a framework could be developed to help in assessing the effectiveness of these programmes in helping students to build, develop and grow these skills. It is also important that as we carry out these programmes to continuously evaluate and improve them to ensure that they are meeting the needs of our students and helping them to develop these important skills. It is also critical that we continue to collaborate and work with experts and experienced individuals to design these programmes and activities in a way to be more engaging and effective for the students.

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To replace the term learning dispositions with desired outcomes instead and to replace 'observable actions' with the heading 'Nurturing learning dispositions through these observable actions' instead.

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The first observation after reading through the comments is that almost everyone agrees that teaching is beyond delivery of the subjects. We have to equip our students not just to be future-ready but also to be adaptive in the rapidly evolving global landscapes. As most have pointed out, students need to be competent with digital literacy, and not just following the latest trend but have the ability to leverage the future ICT trends to their advantages. Our teachers will therefore have to be the forerunners. Not only must we be proficient in technology, we also need to know enough to be able to plan programmes that develop our students to be capable individuals in the digital world.