b) Were you able to identify the infusion of 21CC competencies easily (as a student)? Why or why not?

c) Imagine you are 15 again going through this LJ, what would you walk away thinking about? What might you discuss with your friends after?

However, there is no research requirement in that trip. When I was listening to the 2 Student Representatives sharing, I was thinking about how we can extend this to our Infocomm Kids in their IDE Maker competition. Right now, because their experiences and knowledge is quite limited, they’re unable to come up with very real life problems that’s happening in the world, despite online researching. They would need to craft up a problem to solve with their Microbit.

Maybe such a visit or maybe something that we can do parallel in Singapore would be effective in their reflection or designing of such a problem.

Don't just assume

Embracing less structured, more flexible learning environments can indeed be challenging, particularly when considering the diverse needs of students with Special Educational Needs (SEN). However, with thoughtful implementation and support, such approaches can be inclusive and beneficial for all learners.

How then can the general rest be exposed to such programs and benefit from it as well? What are other ways that we can do so that all students can learn such skills as well?

Autonomy given to professors to design their own curriculum; its rigorous and team deliberation is important; broadening versus specialisation - for when you’re not an expert on an area

b) concerned citizens and active contributor - Anne shared about sustainability, whether it can be carried out by others and future students/ local communities there

Adaptive , innovative - based on students’ sharing

perseverance , balancing ,

Communication skills - effective communication with locals, understanding local customs,

Global and Civic literacy really shone thru and it needs to be strong

Adaptiveness - must have been very stressful for the students to change their projects after having prepared

c)

Quite inspired

But wondering - as a student, how can I achieve that? What are the requirements to get to this level?

Too many options for me to consider

• tour might motivate them because they can see the facilities around the campus

  
  

2. Any particular E21cc for students to identify with

   • wont resonate with the sharing because havent experienced what they are talking about

   • life experiences are useful for our students to hear (for e.g. campus life or challenges faced during the project- can link to civic/global and cross-cultural literacy)

   • prof loy segment may be an info overload

   • need some visuals (slides/pictures/videos)

   • issues that the projects are dealing with may be too far from our students’ realities

3. Something that will resonate with students

   • will have some aspirations about travelling opportunities that they can have

* Exposure to international opportunities and carrying out projects that are impactful and authentic: How could we possibly customise similar experiences for the students in our school?

* Opportunities for growth: Challenging our students to be more adaptable, and building 21st skills

* Communication skills: Are our students able to communicate with people of different cultures?

* Possibility of school giving students more autonomy to explore and experience things independently in a safe environment

* As a 15yo: May reflect on my studies and how I’m doing academically. The need to work hard to have the opportunity to participate in such programmes like NUS

B) students are able to identify competencies such as adaptive thinking, global literacy, critical thinking. Though they are able to identify these competencies, they may not be able to apply in their real life

C) If I am a good student, looking forward to studying in NUS, I may be more open to adapt. If I am a average student, I may not care as much as my grades may not be good enough to even apply.

• Exposure to international opportunities and carrying out projects that are impactful and authentic: How could we possibly customise similar experiences for the students in our school?

• Opportunities for growth: Challenging our students to be more adaptable, and building 21st skills

• Communication skills: Are our students able to communicate with people of different cultures?

• Possibility of school giving students more autonomy to explore and experience things independently in a safe environment

• As a 15yo: May reflect on my studies and how I’m doing academically. The need to work hard to have the opportunity to participate in such programmes like NUS

• Exposure to international opportunities and carrying out projects that are impactful and authentic: How could we possibly customise similar experiences for the students in our school?

• Opportunities for growth: Challenging our students to be more adaptable, and building 21st skills

• Communication skills: Are our students able to communicate with people of different cultures?

• Possibility of school giving students more autonomy to explore and experience things independently in a safe environment

• As a 15yo: May reflect on my studies and how I’m doing academically. The need to work hard to have the opportunity to participate in such programmes like NUS

There is an inherent tension between efficiency and ownership. When we dictate tasks, things move faster. However, when we give students ownership, the process becomes slower but ultimately more meaningful. It promotes deeper learning and helps students develop critical life skills, including initiative and responsibility.

Yet, the fear of failure—or more precisely, the belief that we cannot afford to fail—often holds us back as educators. We hesitate to let go, knowing that we are ultimately accountable for the final outcome. Even something as seemingly straightforward as a prize presentation requires detailed scripting—right down to the words spoken to the award presenter. This raises a difficult question: how ready are we to let go?

Perhaps it is our culture of excellence—our “we will excel” mindset—that makes the idea of failure hard to embrace. While YTSS teachers are known to be highly adaptable, we must also reflect on whether our students are being sufficiently challenged to rise to the occasion.