• 21CC framework developed in 2010 with latest review in 2023

• Previous focus on curriculum and design but less emphasis on assessing 21CC.

• Current state of students’ E21CC development is collected indirectly and on ad hoc basis where teachers gain informal information based on classroom observations.

(1)     In teaching & learning, to consider how we can:

(a) develop a range of 21CC assessment tools for classroom use

(b) include self-report and other-report tools

(c) design performance-based task

(d) utilise digital learning systems such as SLS to capture student data and processes

(2)        While we will not look into system-level monitoring, we might want to consider programme-level monitoring. In the context of the refreshed modality, specifically the RC programmes, should we discuss if :

(a) there is scope and merit for GEB to collect data to assess the extent to which the RC programmes have helped develop 21CC in the participants;

(b) there is a set of “common data” that we can collect across EMS?

(c) we should consider collecting pre- and post-intervention data?

Do you think we should collect a common set of data across EMS to measure the extent of 21CC infusion in our Tier 2 and 3 provisions? Why or why not and how if you have any good ideas to share.

Should GEB reflect the RC students' attainment of 21CC to the 'home' school and their parents? Why or why not?