This requires a more deliberate pedagogical strategy to focus the students on this area.

1. TGIF

2. APLM

3. FRC sharings

Coherence: Ensure that E21CC outcomes are also explicitly incorporated into the subject learning outcomes for the INOVAT programme. Also, by scanning, taking stock and giving due considerations to EdTech by providing just in time staff development

Pervasiveness - Using the key pedagogical approach - INOVAT in the curricular and co-curricular subjects.

2) Create more opportunities for staff pd on the ALP experiences - enhance their facilitation during the student experiences

3) Provide more opportunities for student voice - options in student experiences.

2) Review and highlight the prioritised E21CC outcomes (& pedagogical approaches) in respective department action plans

3) Intentionality of design of programmes to develop E21CC is progressively gaining traction. Confidence and competence of teachers to facilitate intentional conversations on E21CC development will be a PD focus area for staff, first for the KPs, and later on for the staff in 2025.

4) Project Work - key platform where a change in focus of pedagogical approach to focus on E21CC development. Use of design thinking approach and tapping on partnerships (marketplace of ideas for real world problems) to help students develop an understanding and empathy for user needs (civic literacy), before jumping to problem-solving. Development of communication skills, beyond just "death-by-powerpoint" - use of a range of communication skills (conducting interviews/conversations, elevator pitch, infographics, etc) to glean ideas and share findings

1. Streamlining and Integrating both languages and CCE/MTL

2. Key pedagogical approaches - Design Thinking and Inquiry-based Learning (deepening current practice in MTV)

3. Student agency - areas/topics (at P4), team members, deliverables/output

4. Differentiation and learner-centricity - same theme (different topics) for similar profile of student.

5. Leverage technology - SLS for collaboration and facilitate feedback

6. Provide for a longer time frame to deepen learning - 2-year programme (Yr 1 - basic skills development, partial DT cycle), Yr 2 - full DT cycle with new variables and constraint introduced to cultivate Adaptive Thinking in students)

7. Incorporate FA tools eg. rubric assessment, with student-involved assessment, peer feedback and self-reflection. Focus on the process (at different checkpoints) and not just the outcome (end).

1) Curriculum side have their 2024 department action plans written to flesh up the main focus of the E21CC that they will be focusing on, based on their interpretation of the prescribed national syllabuses, and their readiness in addressing the E21CC competencies at this stage in time.

Focus will be to look into the change in the focus of the pedagogical approach to become more intentional in the E21CC during the lesson design and the implementation of the lessons.

2) To subsequently have self-reporting built in, and incorporation of Peer Lesson Observations for feedback.

Thereafter, as part of college review, to report and consolidate the progress at the college level to identify the gaps, and then to work on the gaps at the college level in 2024.

3) PD work will be focusing on lesson delivery and implementation, and lesser on lesson design, as teachers are competent in designing lessons, but more uneven in the delivery part.

2) Clarify measurement of E21CC outcomes through staff/MMT conversations, and not just continue with teacher observations and anecdotal feedback.

3) Can do more in providing structured platforms and opportunities for students to demonstrate agency and communicate their ideas and learning - tied to Design Thinking (sch-wide innovation frame). Relook scope and sequence for Digital Lit. skills for P1 to P6 to cover age-appropriate DL competencies spelt out in the EdTech Masterplan 2030.

2) Reflections and Student Outcomes: Beyond project deliverables (outcomes), reflective practices facilitate deeper understanding and personal growth (process). Students learn to assess their progress, identify strengths and weaknesses, and articulate insights gained from the project experience, fostering holistic development.

3) Assessment Rubrics and Communication: Clear assessment rubrics guide students in understanding expectations for both product and process. Emphasizing report writing and communication skills ensures that students can effectively convey their findings and insights to diverse audiences.

4) Collaborative Learning and Ideation: Encouraging collaborative learning fosters creativity and innovation in project ideation and execution. By leveraging collective expertise and diverse perspectives, students develop robust solutions to real-world challenges, enriching the learning process for all participants.

5) Peer Appraisals and Group/Individual Grades: Peer appraisals offer valuable insights into individual contributions and group dynamics. Balancing group and individual grades encourages accountability while recognizing individual effort and achievement.

6) Design Thinking in Community Projects: Integrating design thinking principles empowers students to tackle complex societal issues creatively. By prioritizing iterative problem-solving, students develop innovative solutions with tangible impacts on their communities.

7) Ethical Considerations and Intellectual Integrity: Ethical moments in research prompt students to consider the broader implications of their work and uphold intellectual integrity. Emphasizing ethical conduct and responsible research practices cultivates ethical awareness and integrity in future endeavors.

8) Reducing High Stakes and Fostering Resilience: Prototyping thinking and creating space for failure encourage risk-taking and resilience. Reducing the high stakes associated with failure fosters a culture of experimentation and learning, empowering students to embrace challenges and iterate toward success.

9) Long-Term Project Engagement and Autonomy: Lengthening project lifespans beyond a year encourages sustained engagement and deeper exploration of complex issues. Offering choice and autonomy supports students in pursuing projects aligned with their interests, fostering intrinsic motivation and commitment.

2) Effective E21CC development starts with being intentional in our efforts e.g. need to articulate the specific learning outcomes we want students to know and achieve.

3) We need to strategically select pedagogical approaches that will provide students with the learning opportunities to achieve the intended learning outcomes.

4) We need to specify approaches to assess students' learning and provide the feedback to deepen their understanding of the E21CC mastery.

• With a shared vision - staff would be able to see interconnections and work across dept/committees to achieve the purpose/s.

Enable Others to Act

• Build on the efforts of merger and structures that have been established and to be further stabilised and strengthened.

• Collaboration and streamlining to manage extent of learning and change - addressing personal and organisational concerns.