All students across all cycles have been able to build their essential skills as a result of the Accelerator+ Programme. Through collaborative discussions among faculty members, "staying positive" and "aiming high" emerged as focal points for the enhancement of the entire school community from kindergarten to high school, every student had the opportunity to engage with and develop these newly introduced skills as an integral part of their learning journey. Ahead of integrating the new skills into the classroom, teachers underwent thorough preparations to tailor their lesson plans and activities accordingly. Collaborative planning sessions allowed educators to brainstorm innovative teaching methodologies and align them with the learning objectives associated with the new skills. To ensure effective implementation, teachers were provided with resources from online and offline resources in addition to further reading materials pertaining to the newly introduced skills. Workshops and professional development sessions were organised to deepen their understanding and proficiency in integrating the new skills into their teaching practices.

Each cycle adopted a unique approach to analyse the pre-assessment data. Building on the insights gained from the current assessment cycle, we adopted a forward-thinking approach by leveraging post-assessment data to inform next year's pre-assessment. This cyclical process ensures continuity and progression in student learning, facilitating continuous improvement over time. The post-assessment phase placed emphasis on assessing not only students' acquisition of knowledge but also their application through observation and practice. We conducted two types of assessments throughout the year. One type of assessment was to measure students' prior knowledge of the new skills introduced in each cycle. The other type of assessment was to measure the development of essential skills chosen in each cycle in previous years. We conducted individual assessments for each student, and the cycle committees discussed the results as class-level assessments. We used a variety of offline and online tools to support the assessments, including the Skills Builder Hub and offline individual-student assessments. All teachers completed assessments throughout the year. The teachers then used the results of the assessments to plan further activities for students. These activities were a mixture of support and challenge, so that all students could reach their full potential.

This year, we embarked on the development of an inclusive plan that served as a guiding example for all school activities and initiatives, ensuring equitable access to quality essential skills education for all. The plan included a timetable devised to allocate specific time slots for essential skills development, distribution of the skills among cycles and subjects, in addition to suggested activities that teachers can benefit from in any lesson plan. In order to maintain high standards of teaching and promote student engagement, we developed a customised observation checklist tailored to the school's specific needs and objectives. This tool facilitated systematic classroom observations, allowing educators to identify areas of strength and areas for improvement in instructional practices. In our attempt to share our successful experience with other schools, we organised workshops with educators from other schools, thereby extending the benefits of our inclusive practices to the wider educational community. These workshops provided valuable insights, best practices, and practical strategies for fostering inclusivity and enhancing teaching effectiveness.

The Skills Builder launch day served as a platform for showcasing the school's commitment to the Skills Builder program. Through interactive workshops, demonstrations and exhibitions, students were introduced to essential skills in a fun and engaging manner. From communication and collaboration to creativity and critical thinking, the launch day set the tone for essential skill development throughout the academic year. Following the launch day, we organised exhibitions and sports festivals to further reinforce essential skill development among students. Art exhibitions showcased students' creativity and innovation, while sports festivals provided a platform for teamwork. All of these activities provided an opportunity for students to practise and build their essential skills in a range of different scenarios. By focusing on the essential skills, we are preparing our students for a bright future.

The annual celebrations took different forms this year: In kindergarten, a “Skills Festival” was held, incorporating a rich tapestry of customs, music and characters. Students collaborated to create captivating plays, performances, and presentations that not only entertain but also educate and inspire. In primary classes, students shared their journey with skills through a play about a girl who recently joined our school and the impact of the Skills Builder program on her character. In elementary classes, Homezone activities were integrated as performance tasks, encouraging active participation from both students and parents. Intermediate and secondary classes, students explored themes of teamwork and leadership, while captivating audiences with their artistic expression and storytelling prowess. Students engaged in thought-provoking debates and discussions on pertinent issues where they honed their critical thinking and communication skills while delving into topics of societal relevance. In social service projects, students engaged in meaningful acts of service to their community where they learned the value of empathy, compassion, and civic responsibility. Students from all cycles took part in the Spring Festival (an annual event celebrated outside the school) in addition to their participation in the science and mathematics fair where they used leadership, teamwork, creativity, and communication skills.