Grow Together! (2023)

Make the change! (2024)

Progress with purpose! (2025)

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

1. Harness tech for curriculum and pedagogy.

2. ICT enriched learning environment (infrastructure)

Least familiar:

1. PD for teachers.

•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)

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

•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

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

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

• 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

• 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)

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

• 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

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.

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?

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

• Leveraging on partners - Where, who , what

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

• 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

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.

• 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

• 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

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