“When we embarked on the integrated approach, we first went through the Science and Geography curricula carefully to identify EE-related topics. Then we decided to teach EE based on two themes - Air and Water”, explains Mdm Koh Saw Eng, the school’s Head of Department for Science and Research Activist.

The EEM was an excellent way to make learning come alive for the students who were challenged to see the inter-connectedness of real-life issues. These integrated lessons included many problem-solving, self-discovery and hands-on activities, carried out with little differentiation between the two subjects. “In EEM, there is no distinct Science or Geography lesson. Instead, each lesson spans the curricula of both subjects,” says Mdm Koh.

The Environment Education Module gives students a better understanding of how environmental issues affect Singapore.

Learning more, learning well

Over one semester in 2007, three Sec 1 Express classes studied about Water, while three Sec 2 Express classes learnt about Air. The response was positive all-round. Students actively responded to the content they were learning and they felt that EEM was critical "because it teaches [them] about the environment, what problems are faced by the earth and how to save it."

Besides generating students’ awareness of environmental problems, the way EEM was taught became a natural vehicle for the teachers to impart life skills. Students benefited from the hands-on approach to the interdisciplinary module and the opportunity to work in groups. “If you work alone, you can only complete a limited amount of task. When you work together, when everyone contributes his/her part, you can achieve a lot,” enthused one student. Others had newfound appreciation for skills such as effective communication and teamwork.

The students’ feedback was matched by their performance in a problem-solving test that sampled Sec 2 students at random and compared their thinking skills with another sample group from a comparable school. “We adapted items from the Programme for International Student Assessment (PISA), which measures higher-order thinking skills. Our students outperformed students from the other school and the results showed that EEM has made an impact on our students’ learning,” explains Mdm Koh.

Through group activities, students build their teamwork and communication skills, in addition to learning about environmental issues.

Designing an innovative curriculum

Greatly encouraged by the success of EEM, the school will continue these integrated lessons in all Sec 1 and 2 Express classes, and introduce it to all lower secondary Normal (Academic) classes in 2008. In fact, when it comes to the environment, Marsiling Secondary wants to be the forerunner in both teaching and learning. Recently awarded the status of Centre of Excellence in Environment Education for its Cluster, Marsiling Secondary is set to do so.

It took two years to lay the groundwork before the school rolled out EEM. “As part of our preparatory phase in 2006, we wanted to find out the needs and concerns of our teachers so that we could address them before we went ahead,” recalls Mdm Koh. Aside from informal feedback, a questionnaire based on the Concerns-Based Adoption Model (CBAM) was administered to the teachers involved. CBAM is an instrument that educators use to evaluate individuals’ reactions to the implementation of innovations.

The questionnaire revealed that the teachers’ concerns centred on a lack of professional know-how and a shortage of time. So the school sent the teachers for training in curriculum design and development, after which they shared what they had learned with other teachers. The school also reduced the teachers’ teaching load so that they could concentrate on developing the EEM. Throughout the process, the teachers worked very closely together and supported one another. They did a lot of sharing to provide feedback and suggestions to one another on ways to improve the curriculum and lesson delivery.

Mdm Koh now wants to share her experience with schools that are embarking on efforts to Teach Less, Learn More. As she has learned: “First, there must be an advocate to drive the innovation. Second, don’t take for granted that teachers have the ability to design and develop curriculum. Send them for training, and give them time to internalise the knowledge and cascade this down to the other teachers. Third, the school must be supportive of the approach.”