1.	In alignment with the national curriculum to infuse the MOE’s desired outcomes of education and taking reference from school’s VMV, SP, and the Singapore Teaching Practice, the school has adopted the Pedagogical Practices which are guided by the Singapore Curriculum Philosophy to customise and implement the curriculum with the goals of providing holistic education and developing 21 CC skills for student segments.

2.	The school considers the student segments by identifying students’ needs from the following various data and information sources to plan and customise school key curricular programmes for progressive development of students:

•	Students’ profile from School Cockpit to gather students’ academic results and students’ health.
•	Internal pupil profiling document where teachers reflect students’ behaviour, state of emotion, family issues and other challenges. 
•	Class allocation with customised programme based on students’ learning needs.
•	Students’ strengths and learning aptitudes
•	Students’ learning interests 
 
•	How does the school customise key curricular programmes for progressive development of students? 

a.	To support students to build a strong foundation in English and Mathematics, English and Mathematics departments have Learning Support Programme, LSP and LSM, respectively to support the LP students. The students are further supported in P3 and P4 through the SDR and RRP Programmes which focus on reading and comprehension.
 
b.	In catering to the learning needs of low progress students, Mother Tongue Language departments run MTSP (Mother Tongue Support Programme) for P3 and 4 students. To further support students in building up a strong foundation in reading, Malay language customisation programme are provided for P1 and P2 students while Chinese and Tamil languages oral support programme are provided for selected upper primary students.

c.	To further stretch students with high-readiness, students take part in enrichment programmes to cater to their passion for learning and strong aptitudes. Competitions, challenges and workshops at cluster and national level are also identified by the school for students to participate in. The learning experiences have widened students’ perspectives and increased their exposure.

•	In 2023, students participated in EL debating and oracy workshops and competitions to build their confidence and oracy skills. These include The Plain English Speaking Awards, Mythos and the Junior LEXIS.

•	E2K Math and Science programmes have been provided for students who have strong passion to deepen their explorations and learning of Mathematics and Science. Math Olympiad training leading to participation of the Math Olympiad competition and hosting of Raffles Institution and NUS-High Science Olympiad competitions provide students the opportunities to be exposed to both Math and Science learning beyond the primary school syllabus.

•	Literature has been infused in Higher Chinese Language curriculum which exposes students to Chinese Classics at upper primary level.

•	P5 students in the InnoKidz Programme take part in the MOE Gifted Branch Innovation Programme (IvP) where they learnt how Design Thinking and application of innovation tools to design and innovate for the community.

d.	Students with special needs are well-supported by the SENO and school counsellor in school. Transit programme is also made available at P1 level to support identified students.

The school adopts a learner-centred curriculum in the teaching of innovation skills. To enforce the two innovation skills (creative problem solving and critical thinking) taught during PW-VIA, P1 to P6 Project Work have been aligned to the curriculum across all subjects and infused with innovation skills such PMI, scamper, brainstorming, ALoU which have been identified for each level to adopt. Mother Tongue language (MTL) departments also develop their PW packages covering the same sets of innovation skills into their SOW. In 2023, the customised Design Thinking toolkit has been created in partnerships with DesignSingapore and Oculus Design. This toolkit has been prototyped in P6 Project Work, which has created a ripple effect of the whole school community being empowered to apply Design Thinking to innovate for the community during the school E.P.I.C. (Empowering Pupils to Innovate for the community) Day – a day where the school celebrates the Design Thinking and Innovation.

Character and Citizenship Education (CCE) covers several programmes and focus areas,   including Education and Career Guidance (ECG). It takes into consideration the need for curriculum customisation, progressive development and learner-centricity. Thus, to develop the socio-emotional (SE) competencies of the students using new CCE syllabus 2021, the school uses the tiered focus of self-awareness and self-management for lower primary, social awareness and relationship management for middle primary, and responsible decision-making for the upper primary. 

a.	For the P1 and P2s, the school rolled out the new CCE (FTGP) Syllabus 2021 and complemented it with a school-based programme (I-Shine) to reinforce efforts to promote students’ SE competencies. 

b.	ECG lessons for P3 to P6 have been incorporated into the FTGP package.

c.	Since 2021, the customisation of the ECG programme takes the form of the DSA Talks for the group of P6 students who show interest to apply for DSA and for the post-PSLE Secondary talks and LJs, student needs and preference is taken into account for the talks that they will go to. Thus, as part of schools’ ECG effort, the school invited identified secondary schools and industry partners to conduct talks to current P6 students. The identified partners also conducted talks for current P5 students.  

d.	The ECG week was planned with the objective of providing students with the opportunities to gain exposure and knowledge of the different education pathways and secondary school options. 


The school makes use of appropriate and customised resources as well as teaching methodologies to implement learner-centered curricular by including experiential  learning and infusing ICT in the delivery of curricular programmes. 
 
a.	All EL, Math, Science and Mother Tongue Language departments design customised skills-based packages to meet the instructional learning objectives. Examples of the customised packages are writing and comprehension packages for English Language, Activity Based Lesson (ABL) and STAR framework for Heuristic packages for Math. 

b.	Experiential learning through customised learning journeys to the zoo, science centre and museums, customised science experimental and STEM kits are designed and prepared for students so that they can engage in inquiry-based learning.

c.	To develop 21CC in students, enhance teaching and learning, and enrich students’ learning experiences, the school incorporates New Media Literacies into the curriculum and provides students with the opportunities to apply NML through the various instructional programmes. The school also utilises various technology platforms including SLS, Classkick, Koobits, Nearpod, ClassPoint, Zipgrade and Canva etc to deliver engaging curriculum programmes to meet students’ learning needs. ICT tools used supports the school in delivering blended learning which involves asynchronous and synchronous, self-directed learning, collaborative learning, formative assessments, visible thinking routines and multi-modal learning for students. 

The Chongzheng G.R.E.E.N. eco-stewardship school-wide community project, Sustainability Begins With Mindfulness, has provided students to opportunity to be part of the Singapore Green Plan 2030 by participating in the various recycling and urban farming programme, to raise awareness and engage the school community to practise sustainability.
 
To further encourage a learner-centric curriculum in the design of lessons, the different departments use appropriate resources and teaching methodologies/approaches.
a.	Formative assessment (FA) is a strategy that is adopted by teachers in delivering a learner-centric curriculum. Students are exposed to self-assessment as well as peer assessment during lessons for the different subjects. In the process of assessing themselves and their peers, students are involved in a thinking process that helps to deepen their learning. 

b.	P6 Maths Cafe programme conducted for students is specially implemented by the Maths Department where the concept of peers helping peers engage students in their learning. This implementation helps to promote self – directed learning in a safe and conducive environment. Students were empowered to choose their targeted topics for each session and buddies to work with. 

c.  Science Zoom Bootcamps have been organised to provide students the opportunity to recap scientific concepts and also to engage in scientific discourse with their science teachers and peers.

d.	PAM department organises PAM Fest! to enhance students’ learning experiences in these three subjects. During the one-week festival, students are treated with a myriad of PAM activities beyond the curriculum as an extension to their learning in the classrooms. These activities include “Blowing Art” and “Drip Drop” art activities, karaoke singing (open mic) and keyboarding. The students also participated in Sports Challenge to encourage and motivate them to be physically active. In order to sustain the interest of students and continue to engage them, the department has also embarked on Differentiated Instruction for PE & Art lessons and Blended Learning (Flipped) approach in delivering Music lessons.

e.	 The main pedagogy for SS is IBL, including refocusing the performance task from topic to the inquiry question. There is field based learning (FBL) for P1 and P2 while cohort learning journeys takes place for P4 to P6.  The promotion of citizenship dispositions was carried out by setting aside lessons in the SOW as enrichment activities to reinforce the learning from the NE Commemorative events.


The school monitor processes in the curriculum using data and information to ensure effective implementation through the followings:

a.	All departments use formative assessment within classes to monitor and track the learning of students through the use of various tools such as self – assessment checklists, peer assessment checklists and rubrics assessment. For example, P1 and P2 assessment focused on attaining specific learning outcomes and qualitative descriptors to report students’ learning progress for all subjects. With the removal of mid – year assessments in 2023, FA was also carried out for P6s in Semester 1. To track the effectiveness of student learning, departments incorporated the use of detailed formative feedback through the use of checklists and collated learning outcomes were to parents.

b.	The Science department implemented performance tasks as part of weighted assessment. This is to ensure a more holistic representation of how students have performed for assessments. They also explored the usage of online assessment using SLS platform and iPads.
 
c.	The language departments embarked on assessing oral formatively online through the use of voice recordings for the selected levels.  Detailed feedback forms were returned to students to help them address learning gaps.
 
d.	For PAM subjects, the skills acquired by students are monitored through a checklist that forms part of a holistic development report. As all PAM curriculum are progressive in nature, the attainment of PAM skills are closely monitored at P6. As reflected in ST1, the school measures the quality outcomes in PAM subjects by the percentage of P6 students achieving at least Level 3 (competent) Qualitative Descriptor in the respective Learning Areas for PE, Art and Music.  Additionally, the PE Department assesses its programme through another two department PIs – Sports Participation Index and Weight Progress Indicator.
 
e.	At the beginning of the year, P2 to P6 students identify an area for growth in the learning disposition domain and set an action plan with the help of their parents and teachers to make improvements in that specific area. The students then share the progress they have made during SPTC which takes place at the end of Term 2.
 

Based on a set of target-setting principles, IP departments set targets for each level. Learning packages, programmes and activities are planned by the department to map up the target set. Targets and the effectiveness of the learning packages, programmes and activities are monitored and review at the end of each term. 

a.	The progress of students is monitored from the different platforms such as level and department reviews, level excel files and item analysis of the different assessments.

b.	Each department carries out book checks to ascertain the quality of teaching in the classroom. Feedback in a report form is then given back to individual teachers and the findings to be shared during level reviews or inductions. 

c.	Through lesson observations and informal walk-about, IP heads also monitor teachers’ use of pedagogical approaches, resources and assessments. 

d.	Students’ surveys are also carried out yearly to gather feedback on their experiences in school. The data gathered are presented at thrust level to understand the effectiveness of the curriculum.

3.2.2  Reviewing processes and programmes in the curriculum

The IP Heads review processes and programmes by analysing students’ achievements against the targets that are set for different levels. 
 
a.	The review process is conducted termly and during department meetings.  The review process is a bottom-up process where the level teachers channel their feedback on the curriculum to the IP Heads. Some of the platforms include discussions during review sessions.
 
b.	After each formative and weighted assessment, teachers enter students’ achievements    and their observations on areas for improvements in the level excel files. IP Heads then conduct termly reviews with the level teachers to monitor the progress made by students. During the review sessions, effective implementation of the curriculum is monitored and    strategies to close the gaps are mapped out. 

c.	ROs also provide support through various platforms to further support teachers. These include half-yearly work reviews, pre and post lesson conferences. For teachers who need extra support, closer monitoring and lesson observations focusing on identified areas are carried out.  Departments conduct book checks to provide feedback and support to teachers to help the improve on their teaching and learning processes. This is done in Semester 1 so that teachers will have time and opportunity to bridge the gaps and address them.