As this is our first year implementing this program systematically in the school, our main focus was on raising awareness and providing a general introduction of the skills to the entire school community. We specifically targeted the demonstration of the program with students enrolled in the Global Citizen and Cambridge classes. To provide more specific information, we integrated Skills Builder into the syllabi of two main subjects: Personal Development Skills and the Career Counseling Program within the aforementioned pathways. Additionally, we ensured that these 8 skills were closely integrated into every applicable learning activity. For instance, we used them as criteria for selecting suitable activities. This approach allowed students to become familiar with the skills, recognize their practical value, and enjoy the process of developing them, rather than feeling pressured to learn a completely new skill system.

In the first year of implementation, our focus was not primarily on assessment and measurement. While we did provide training for teachers responsible for the subjects, we considered it a demonstration year for reflection and improvement in preparation for the following school year, when we would expand the program to a wider range of students. During this initial phase, we employed a variety of methods, including portfolio work, offline and online rubrics, and observation. However, we maintained flexibility in our approach, recognizing that the first year was primarily aimed at familiarizing students and teachers with the skills rather than placing heavy emphasis on formal assessment and measurement. This allowed us to gather valuable insights and make necessary adjustments for future implementation.

The majority of the curriculum learning across the three education pathways makes reference to the Essential Skills. Dedicated personal development lessons are scheduled, during which teachers provide targeted and clear instruction on these essential skills. The teachers assess their students' progress on the Hub platform and select an appropriate skill step for their student group. We have shared an example timetable for the upcoming year, which includes the integration of the Skills Builder. Each skill has been aligned with a topic for each year group to facilitate effective delivery.

To ensure the seamless integration of these skills, we incorporated them into tasks and activities within subject lessons. We relied on the offline handbook guidance to provide valuable insights and suggestions for reinforcing the skills within the curriculum. This approach effectively incorporated the skills into students' daily learning experiences.

Throughout the academic year, we offered guidance and encouragement for students to engage in debates spanning diverse subjects and areas. This provided an opportunity for learners to showcase their subskill development through public presentations on stage. Furthermore, we organized various school-wide events and projects aimed at highlighting the significance of essential skills for our students. Below are examples of academic activities in the English language that we organized for students, which were aligned with the Skills Builder criteria: Spelling Bee Competition: We conducted a spelling competition for students in Grades 1-3, where they had the opportunity to showcase their spelling skills and compete in a friendly environment. Top Speaker Kids: This debate competition was specifically designed for students in Grades 4 and 5. It provided them with a platform to develop their speaking and argumentation skills while engaging in lively debates on various topics. Storytelling Competition: We organized a storytelling competition in English for primary students. This event allowed students to enhance their language skills, creativity, and presentation abilities through captivating storytelling performances. A-Level Entrepreneur Scholarship & Global Citizenship Scholarship: We introduced scholarship programs for A-Level students, focusing on entrepreneurship and global citizenship. These initiatives encouraged students to develop essential skills such as critical thinking, problem-solving, and a sense of social responsibility. By organizing these events, we aimed to foster the growth and application of essential skills among our students in an engaging and competitive environment.