[TR507] MLS (24 Oct) - The Curriculum Leader and Educational Change by

Select 1 of the following 2 questions. Please pen down your personal reflections on your chosen question:

moe_curriculum_policy_office — 2025-10-23 01:04:44 UTC

1. What are your key takeaways about the 3 key ideas discussed today?

2. What are some things you would like to carry out/ change within your school/ department in relation to them?

Chin

unclechin — 2025-10-24 02:43:24 UTC

Qn 2: I would like to have the science team explore what are some signature pedagogies or assessment and feedback practices to focus on in the T&L of science, so that we have some anchors to focus on, to ward against the tidal wave of "newness" in pedagogies. What is evergreen in science knowledge creation should be the basis of our science based practices. Hope these would also encourage a culture of learning.

Teresa

2025-10-24 02:44:14 UTC

Providing support for learning within the department by co-creating lesson packages to ease individual anxiety and fear of failing.

Our students are highly competitive and anxious

2025-10-24 02:52:55 UTC

Perhaps we could reconsider using the word surpass? The younger generation today are experiencing competition fatigue even if it’s just to be better than themselves. Go with learning because they want to learn for the sake of knowing something better or more rather than using the word surpassing themselves.

Our students are highly driven to learn by extrensic motivation

2025-10-24 02:56:31 UTC

Singapore is a highly competitive country. 60 years ago we were foced to fend for ourselves to survive. So naturally, I personally feel that this is a Singaporean trait. Our parents were made to be survivors and we ourselves mirrors that trait with our children. Its not easy to remove this entirely, however, we can tone it down. This needs to be done by making learners find meaning in what they are learning. To associate what they learn as meaningful skills or knowledge that is beneficial to them.

Sense making requires meaningful dialogues in class. The question is, is there even time?

Culture shift

2025-10-24 03:03:38 UTC

2) borrowing the culture building framework from positive education of “live it, teach it, embed it”, I will like to start with “live it”.

On the area of how to get our students to be less anxious about marks chasing and comparison of themselves and their friends, we as adults must also be mindful of comparing. We must be more intentional in the purpose of the comparison. For example, comparing our education system with other systems; are we comparing to see how we are doing, better or worse? Or are we comparing to improve ourselves? Similarly for review in the department, we compared the Psle passing rates across the years.

System changes must first come with alignment with vision.. culture building is essential and leaders must start the ball rolling by “walk the talk”.