I want to redefine the submission of work for WA to demonstrate their design capability to help others and be rewarded for such demonstration. That is, HA students help LA students by showing them how it was done and explaining to them the thinking behind it. LA students may struggle to understand the thinking behind it but "catch" the procedure to do it. In a common curriculum, how can we identify academic leadership who will support students who have a different starting point? First, we have to redefine curriculum as a race, when you race, you can't stop to help another person. Self-assessment in the classroom can be differentiated not in terms of process or product but cognitive and metacognitive. Academic leaders need to know more than how to produce good work but understand the mechanism or criteria to do so in the context and beyond the context. I discussed with VP how higher-attaining students can support lower-attaining students and in the process develop metaco...