One of the qualities of an exemplary 21st century curriculum is the seamless alignment of the cognition model, presented as interdisciplinary standards, learning experience and assessment framework. This study focuses on students’ perceptions about their work exposure experience and course requirements as venues and opportunities to develop 21st century skills. As part of an initial phase of an institution-wide curriculum evaluation project, this study specifically aims to assess the degree of coherence and effectiveness of the school’s senior high school curriculum.
The six 21st century skills based on the British model were translated into ten institutional interdisciplinary standards for senior high school, each of them corresponds to 1-2 standards. Grade 12 students were required to provide examples of their best work for all competencies or standards of the SHS program. A detailed description of the artifacts will be discussed.