Although to varying degrees, we found examples for every one
of the seven 21st century skills in student reflections and student
generated artefacts, indicating that there is tremendous
potential to teach all of these skills explicitly through the CSR
program across middle and high school.
ASB’s seamless tech-integration allows students to use and learn
a variety of digital tools to collaborate and communicate
effectively as well as to manage complexity efficiently.
The alignment of our CSR program with Yatra in HS is
tremendously useful to instill the value of empathy and to
encourage students to live up to our core values and mission.
In MS, advisors and teachers are key players in the
implementation of CSR projects. This not only provides good role
modeling for students but greater investment of advisors also
ensures greater participation from students, and small group
dynamics are better managed. With assistance and feedback
available immediately during the planning process, students feel
successful and benefit from being able to see their plans come to
In HS, the few reflections that were made by under classmen
were only entered on pre-decided advisory days where the CSR
coordinator sent out a reflection plan. This process should
continue, with the CSR or CAS coordinator sending out common
plans for reflection that all students and advisors need to follow.
This will ensure consistency in frequency and quality of
We suggest that the entire MS and 9th/10th grade CSR program
be categorically built around the following framework, explicitly
teaching 21st century skills and providing students with
structured ways to reflect on these skills, on empathy and
citizenship, and on our mission and core values. We recommend
that a CSR “curriculum” be developed using the UbD framework
(Wiggins & Mc Tighe, 2005) with clear enduring understandings