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History Comes Alive at Fuhua Secondary School

2012-05-16T15:01:00Z

Students had the opportunity to research and view historical photographs from their interviewees.

Studying history is much more than agonising over names and dates in textbooks, as many students of Fuhua Secondary School have discovered. Since 2010, the school has had several classes of Secondary 2 students take on the roles of oral history archivists as part of a project work assignment. Armed with background reading material and guidelines on conducting oral history interviews, these students have set out to interview people aged 50 and above about life during the Japanese Occupation, and how Singapore has changed through the years. The project required students to deliver a presentation and interview transcripts; they also picked up skills such as translation, video editing and subtitling. This process helped them to appreciate the complex process of presenting history. As Phua Zheng Xuan, now in Sec 3, shares, "One of my team members put in a lot of work translating the interview from Mandarin to English. It was not easy!"]]>

Some Fuhua Secondary School history students with their oral history interviewee.

Oral history in the 21st century

In the process, the students get to learn much more than just the stories recounted by the interviewees. Sec 3 student Rusyda bte Aris wrote in her reflection notes last year, "The process of finding information online, in libraries and other sources is like seeking buried treasure." For Cao Han Jie, now also in Sec 3, he learned more about the complexities of conducting oral history interviews. "The process of interviewing was an interesting one as I got to learn outside the textbook," he recalls. "I realised that how a question is asked is really important, as it ultimately has an impact on the answer given by the interviewee." History and Music teacher Ms Michelle Yap appreciates the effort her young archivists put in to complete their project. "It was a tough process for them, but they learnt a lot about historical imagination and empathy. They also picked up communication skills and 21st-century skills especially in the use of technology," she observes. Many students used their mobile phones to record the interviews on video and those who were more technologically savvy edited the videos while others worked on the subtitles. These videos were then integrated with their presentations . Sec 3 student Lim Wan Qing, who conducted her oral history interview last year, also learned first-hand the perils of relying on technology for the interview. "My phone was damaged after the first recording. Hence I had to find another person and do the interview all over again. But I really enjoyed doing the project!" she concludes.

Students presented their project discoveries to their classmates, inspiring a deeper connection to Singapore and its past.

Connecting with the past

Despite the hiccups, the students came shining through and realised the relevance of history and the importance of teamwork. Brena Tan, now in Sec 3, says, "This project made me realise that history is not something dead, it is very much alive. After we did this project, the facts were a lot easier to absorb!" Her schoolmate, Issac Ko, feels that the project helped him to develop a more inquiring mind. "The project was about giving different perspectives. This doesn't only apply in history. For anything we learn about, we can always find out more about it," he asserts. The students had also reflected on what the interviewees shared with them, be it the loss of lives during the Japanese Occupation or the mundane aspects of everyday life in Singapore in previous decades. Mdm Thangavel is especially proud of her students' sense of self-motivation and says, "Although this project does not contribute towards their final grades, they all completed their projects well amidst juggling different activities and revising for their exams." No doubt the authenticity of interviewing real people for their experiences contributed to the students' enthusiasm. As Issac put it, "We got to interview people about something that really happened - it was a rare opportunity!" Zheng Xuan, whose group interviewed the school gardener, summed up the experience, "We really enjoyed the interview process, and some of our interviewees had such interesting experiences to share!"

Taking Play Seriously

2012-05-14T15:01:00Z

Professor Michael Chia advocates for daily self-directed play among youths as an important antidote to the pressures of a highly scheduled and sedentary lifestyle.

It takes just a minimum of 90 minutes every day, yet its compounded effects are profound on a child's development. What is it? Believe it or not: play. "People think play is only for young children, but play evolves throughout a person's lifetime," says Associate Professor Michael Chia, Professor of Paediatric Exercise Physiology at the National Institute of Education. Through play, a child can develop greater creativity and resilience, increased problem-solving ability, and strengthened emotional, cognitive and physical strength. Prof Chia further asserts, "Through daily play, so much can be gained for so little investment." Prof Chia is the force behind the PRIDE for PLAY (PfP) initiative, which stands for "Personal Responsibility in Daily Effort for Participation in Lifetime Activity for Youth". This is a whole-school project that sets aside 20 to 45 minutes everyday for free or organised play for all students in school, as well as before and after school. With the teachers playing alongside students, PfP sessions are an opportunity for students to learn in an authentic environment, as teachers can seize upon teachable moments that naturally occur. ]]> Promoting life skills "Children are learning, not just about the sport, but also about managing conflict and how to negotiate," explains Prof Chia, emphasising how a daily dose of play enhances socio-emotional growth. "So it mirrors life's training ground and develop in students the ability to get along with different people." His work draws upon numerous research findings which show that EQ (a measure of emotional intelligence) is a stronger predictor of success and accomplishment than IQ (intellectual quotient).

Some schools such as Jurongville Secondary School have introduced 30 minutes of play as part of the school day.

PfP was launched four years ago, and schools such as River Valley Primary School and Jurongville Secondary School have already heeded the call. Some schools have taken two to five minutes from each of the timetabled periods for academic subjects and collectively pooled them for a PfP period. Taking away academic time and directing it towards play may seem counter-intuitive in a traditional school environment, yet schools have found that students' readiness to learn in class is heightened after play because they would have expended some of their nervous energy. Prof Chia adds, ""The teachers informed me anecdotally that some parents had reported that their children became more helpful at home, volunteering to run errands or do household chores."

Encouraging play at home

Indeed, Prof Chia hopes that to sustain the spirit and learning opportunities of the PfP sessions carried out in school, parents will also adopt it at home. Play can be a way to strengthen family bonds. "Little words, like 'play' and 'love', stand for the big things in life," says Prof Chia. "Many adult recollections between themselves and their elderly parents are of times spent at the beach with parents, or of a parent teaching them how to ride a bicycle or playing a game of badminton together. Not of the time spent doing revision for examinations together!" He continues, "Yet many parents do not play with their children. Parents are naturally over-concerned with their children's academic performance and often overlook their physical or social and emotional development. Yet, play bonds children and parents and is the stuff that memories are made of."

Prof Chia believes that play can be a way to strengthen family bonds.

Prof Chia's recommendations for more play time may strike a chord with parents who worry about their children's inactive lifestyle and preference for sedentary pursuits such as technology-based entertainment. He shares some tips for parents who want to complement the schools' efforts and recreate the PfP environment at home:

Schedule play of 30 minutes' duration at least three times a week, or daily for best results. Do a physical sport together such as badminton, chatek, throw and catch, and play outdoors if possible.
Extend play time over the weekend and use it as an opportunity to get to know your children even better.
Engage in safe play - use the right equipment which is in good condition. Ensure a safe environment (an open space, for example) and practise greater awareness of the body and its movements.
Inculcate values during play, such as the importance of care and concern and the awareness that too much competition is bad for health and happiness, etc.

Prof Chia concludes, "You won't be younger than today and your child will be older tomorrow - so practise PfP now. Make play a private family priority. Happiness together is making time for play." For further details on Prof Chia's research, visit the Journal of Sports Science and Medicine website to read his academic paper, "PRIDE for PLAY: Personal Responsibility in Daily Effort for Participation in Lifetime Activity for Youth. A Singaporean Context" [PDF].

Helping Children to Love Mathematics

2012-05-09T15:01:00Z

In the primary school Mathematics syllabus, pupils learn concepts such as measuring and ordering.

Deciphering sales advertisements in the newspapers, dipping into a stack of playing cards and examining an MRT map for travel distances and fares - these common scenarios were just some of the examples highlighted by Ms Teh Wan, the vice-principal of Townsville Primary School, as opportunities for parents to help their children use basic mathematics concepts in everyday life. A Head of Department for Mathematics for 15 years before she became a vice-principal in December 2011, Ms Teh was sharing these handy tips at a seminar for parents of pre-schoolers, organised by MOE and the Singapore Indian Development Association (SINDA) on 7 April 2012. Ms Teh is a strong believer that parental involvement can boost a child's confidence and encourage the child in his or her learning. Her talk, "How to nurture your child's love for mathematics", was tailored for parents with children in K1 and K2, who were anticipating their child's admission into primary school. Although she explained the requirements of the MOE syllabus for Mathematics [PDF] for Pri 1 and 2, she did not refer to any textbooks or assessment books, focusing instead on practical, everyday activities that would be suitable for children in this age group. Ms Teh's advice stemmed from one core idea: "The child is our main focus; it is important that we plan activities with the child in mind." And the more fun parents and teachers bring to mathematics, the more likely it is that children will develop confidence as their understanding of the different concepts improves. Ms Teh offered five key approaches to growing a child's love for mathematics:]]>

Increase the child's curiosity

Involve the child in daily activities

Let the child ask and answer questions

Give the child the opportunity to think

Collaborate with the child's school

Practising mathematics actively

Children can play games involving numbers to practise concepts like addition and subtraction in a more casual environment.

While adults may take for granted that they use mathematical concepts involving money, measurements, shapes and patterns in routine tasks, Ms Teh advised parents to make these concepts more visible in their child's environment. This would help to stimulate the child's curiosity. For example, using examples from the book Shape Search, by Jill Bever and Sheilah Currie, Ms Teh showed how the shapes of household objects could be used to help children identify shapes more readily. Indeed, daily life contains a wealth of opportunities for children to apply mathematics concepts and get involved in family life. From the kitchen to the child's room, from the car to the supermarket, Ms Teh highlighted that all sorts of activities such as cooking from a recipe, sorting toys, tearing off the tabs of parking coupons and reading price labels can help to strengthen a child's understanding of measurement, time, money and fractions. Through these activities, children will see how such concepts are being used in the real world all the time. Ms Teh also noted the importance of being systematic in developing a child's interest in mathematics. For example, parents could make it a point always to count from left to right (or right to left), to minimise confusion. In counting, they could emphasise the last counting word. "Do this by emphasising the last number you say: 'One, two, three, four. There are four sweets.' This helps your child to see that the last counting word you say tells you how many things there were."

Colourful blocks and other toys or props can be used to prompt counting habits.

Examining the world, mathematically

But children should not only be prodded to react to the numbers and shapes around them. Ms Teh advocates letting the child ask and answer his or her own questions. This could be done by letting the child compare if there is "more" or "less" of an object. For example, at the supermarket, the child could be asked whether there were more water melons than papayas on display, then the parent can guide the child to count and answer the question. In the same vein, parents can deepen their child's engagement with mathematics by giving them the opportunity to think independently. Looking at a sales advertisement in the newspaper together, parents can ask their child to apply their addition or subtraction skills to work out the savings for each item and figure out which item offers the most savings. With a deck of playing cards, parents can play variations of a game like Snap to test their child's understanding of numbers. Traditionally, players call out "Snap!" when identical cards are turned up, but parents could tweak the rules so that "Snap!" applies when a card with a bigger or smaller value appears.

The more children develop confidence about mathematics through fun and games, the more comfortable they will feel as they learn more complex concepts.

Finally, Ms Teh reminded parents of the importance of collaborating with their child's school, in order to reinforce at home what the child has been learning and practising during mathematics lessons. While learning about the formal mathematics syllabus and keeping up with the child's individual progress is useful, Ms Teh also suggested that parents participate in school-based workshops on how to teach different topics to their children at home. Parents can also volunteer their services for school programmes, so that they can witness their child's learning for themselves. Ms Teh concluded her talk by using some examples from the book A Pattern Walk, by Sue Evans, to show how everyday scenarios such as taking a walk in the neighbourhood could provide opportunities for parents to get their children to identify patterns in numbers, shapes and colours - such as by looking at building numbers or the clothes worn by passers-by. Although these may seem like mundane examples, Ms Teh reminded parents that it is precisely for this reason that there is so much potential for teaching and learning for every family. "I believe that the learning of mathematics should always be made meaningful and fun," she declared, "and that every child can learn and every parent can help to make learning fun."

Learning Mother Tongue Holistically - and Happily

2012-05-07T15:01:00Z

Pupils learn to speak with confidence and listen attentively during Mother Tongue Language lessons, such as during this Chinese language class.

Playing guessing games, reciting poetry, role-playing, making puppets, drawing, colouring and making small books - these are just some of the activities that pupils are used to during their Mother Tongue Language lessons at Qihua Primary School. Since 2009, the school has adopted a Holistic Assessment plan in teaching Mother Tongue - one that goes beyond the conventions of teacher-centric lessons or pen and paper tests. Pupil-centred lessons now incorporate more interactive methods of teaching and varied methods of assessment, to help pupils learn better. For instance, when reading the Chinese classic Journey to the West, the pupils made colourful puppets of the characters in the story. Similarly, after getting to know figures from Malay folktales such as Badang and Puteri Genung Ledang, pupils then made booklets where they wrote their own versions of the stories. The intention behind these activities goes beyond making things fun. "With such activities, we are encouraging our pupils to converse using the language," says Mdm Woo Wei Ling, Head of the Mother Tongue Department. Engaging with a storybook generates more activities than mere reading as the pupils are encouraged to analyse - while speaking in the Mother Tongue Language - the characters, the plot and the values that are conveyed in the tale. ]]>

Pupils are encouraged to discuss and comment on the feedback received from each other.

The interactive fun and games during these lessons were well received by the children. "I found Mother Tongue quite difficult at first," admits Pri 3 pupil Sri Durgeshwari. "But with more practice during the activities, it became quite easy. We read many books, drew book covers and played fun games." To her, reading interesting Tamil storybooks is a boon, and being able to play games such as Snakes and Ladders, which are based on the stories, was another delightful bonus.

Learning from each other

Assessment is an essential and integral part of the learning process in this programme. Though peer assessment may sound daunting, teachers guide pupils through the process of assessing one another's work by providing guidelines and criteria. This entails not only giving their classmates a grade, but also explaining the rationale behind the grade. The assessment criteria, such as clarity and grammar, are designed by the teachers to invite constructive feedback, to help the children to improve.

Teachers guide pupils on how to give feedback graciously, such as during this Tamil language class.

The process helps to develop self-motivated, confident, curious and co-operative learners who know how to ask questions, and give and receive feedback graciously. It also goes a long way towards motivating the children to learn and improve. Primary 4 pupil Nur Khairiyah shares, "When my friends give me good marks, I am happy. When they give me low marks, I don't feel angry or sad or rejected. Instead, I learn what my weak areas are, and work on them." In a safe environment where group work, discussions and peer assessment are a regular part of the classroom routine, pupils support and learn from one another, moving away from the traditional model where learners focus on the teacher. For Nur Khairiyah, what she likes best about Malay language classes is learning with the active involvement of her friends and teachers. She says, "I feel very comfortable learning with them." Likewise, Durgeshwari also enjoys her Tamil language lessons. "I like Mother Tongue because I am with friends and we help to assess one another."

From enjoyment to engagement

Given how lessons make the language accessible to the children and encourage them to use it often, it is perhaps no surprise that Nur Khairiyah, Durgeshwari, and Pri 4 pupil Chang Yu Xin all reported that they enjoy the examinations. Yu Xin remarks, "I used to find examinations difficult, but now I am quite confident. I prefer the written part of the examinations because it is fun to read the Chinese passages!" This does not mean, however, that examinations are a breeze. Nur Khairiyah adds, "I feel that it is better not to be over-confident. The last part of the written exams is usually an open-ended question, and that requires us to think harder."

Speech and drama activities during a Malay language class give pupils a more active understanding of the language.

As recommended by MOE's Mother Tongue Language Review Committee, Qihua Primary School's Holistic Assessment programme creates an environment that encourages pupils to use the Mother Tongue Language and appreciate its heritage and culture. Nur Khairiyah's experience is a positive example of this. She happily recounts, "Once, our teacher showed us a video of a Malay dance and invited us to express our opinions about it. From that lesson, I found Malay dance very interesting and joined the Malay dance group in school." Yu Xin sums up how much the programme has helped her when she reveals that Chinese language is her favourite subject, even though it is also her weakest subject. "I found Chinese quite difficult at first, but my teachers are kind and the activities we do in class are very interesting," she enthuses. "Now I find it quite easy and I enjoy reading Chinese books!"

A New Approach to Normal (Technical) Education

2012-05-01T15:01:00Z

Mr Frederick Yeo is the principal of the Crest Secondary School, a new specialised school for Normal (Technical) students.

Imagine a secondary school with specially constructed facilities such as a teaching kitchen, hotel room, restaurant, supermarket and mechanical workshops, all contained within the school premises. When Singapore's two specialised schools for Normal (Technical) students (SSNTs) open over the next two years, that's exactly what they will be, providing a brand-new learning environment, with customised infrastructure catering to the learning of N(T) students. The first SSNT, Crest Secondary School, will be located along Jurong East Street 24 and open in 2013. Its newly-appointed principal is Mr Frederick Yeo, who was previously the principal of Bowen Secondary School. He is looking forward to the challenge. "'Crest' was chosen as the name of the school to reflect its aim of helping students develop and rise to their potential - regardless of their home background or past schooling experiences - and equipping them with the values, skills and competencies needed to succeed in life." He adds that the word 'crest' also aptly describes the school's physical site, which is on higher ground when viewed from the Pan Island Expressway. The school will accept its first Secondary 1 cohort of about 160 students in January 2013, and at full capacity, it can accommodate 800 to 900 students. A second SSNT, located in the northern region of Singapore, will start in 2014.]]>

Mr Yeo believes that developing students' socio-emotional skills is complementary to equipping them with academic-vocational knowledge.

The SSNT "edge"

Crest Secondary School will have a customised curriculum built in what Mr Yeo describes as a "spiral curriculum" that matches the students' pace of learning and builds on their competencies as they progress from one stage to the next. The first key goal of the curriculum is to build students' self-esteem and confidence as a platform for learning. This will take a whole-school approach, and will begin as soon as they step into the school in Secondary 1. The school will invest more resources on building interpersonal skills, through greater bonding between teachers and students, and among the students themselves. The high teacher-student ratio and "familial" environment will help ease the new students into secondary school. The teachers will also be better able to monitor each student's progress. "The concept of a spiral curriculum puts students on an incrementally-expanding diet", adds Mr Yeo, and this applies to both academic-practical and socio-emotional learning as the pace is "gently ramped up". Pedagogies will play to students' interests to engage them meaningfully. For example, as today's youngsters are familiar with social media, blogs can be used for language teaching. Students will also be taught useful life skills such as organisation, management, presentation and public speaking, thus preparing them to take on leadership roles.

Relevant to industry

Students will receive academic-practical training that focuses on not only skills and knowledge but also personal attitudes and attributes. As a specialised school, the SSNT will have the flexibility to balance academic and industry needs while providing an "authentic learning context", adds Mr Yeo. The school will occupy the site of a former school, which is being upgraded to include new facilities to support authentic learning, such as a kitchen, restaurant, supermarket and hotel room.

The SSNT team led by Mr Yeo has been hard at work, networking with local and overseas schools as they draw up a customised curriculum for Crest Secondary School.

Aside from completing the practical programme which leads to an ITE skills certification, students at the SSNT will sit for the same GCE N(T) examinations in English Language, Math and Mother Tongue as their peers from other secondary schools. In order to ensure that the SSNT's curriculum is relevant to industry, it will tap on the expertise of its board of directors, which comprises professionals from different industries, including hotel and hospitality, media, advertising and retail. With good knowledge of market needs, the school is drawing up a customised curriculum and adopting appropriate teaching pedagogies that it hopes will give the students an edge when they apply to ITE or join the workforce at the end of their four years in school. The SSNT team has been hard at work, visiting numerous schools including NorthLight School, Assumption Pathway School, Si Ling Secondary School, Shuqun Secondary School, Fuhua Primary School, Jurong Primary School, Grace Orchard School and ITE College West. In late February, the team also attended the 9th National At-Risk Education Network (NAREN) Conference and visited some schools in Panama Beach City, Florida. Mr Yeo mentions some key learning points from the trip, such as "customising the curriculum to cater to small groups of students (as opposed to the 'mass customisation' that is common in Singapore), working closely with families of at-risk students, training teachers to respond to these students' learning needs, incorporating brain research to better understand how these students learn and how to manage them, and developing a data collection system to monitor individual students' social and emotional profile." When asked to describe an SSNT graduate, Mr Yeo envisions a confident person who is proud to be an alumnus because the school provides students with the opportunity to "realise their potential, their dream". The graduate will also possess future-ready skills to handle the opportunities and challenges of a rapid changing world.

Mums and Dads, for Education and for Life

2012-04-23T15:01:00Z

Mr Jason Wong delivered a lively presentation, peppered with personal anecdotes, on the importance of parenting "for life".

"Parents should not just emphasise and focus on academic results, but put equal weightage on character and values." This was the main message behind Mr Jason Wong's recent presentation at MOE's annual ExCEL Fest. His sharing session, "'Being Mums and Dads for Life", was held on 30 March 2012. Mr Wong, a Senior Director with the Ministry of Community Development, Youth and Sports, as well as a father of two, is a trained counsellor with extensive work experience in the prisons and rehabilitation sectors, and part of the team that conceptualised Singapore's Dads for Life movement. Armed with this wealth of experience, he brought up a number of moving personal anecdotes during his talk, as well as drew on extensive research on international studies. He strongly believes that "it is easier to build boys and children than fix men and adults", and encouraged parents to play an active role in their children's lives. ]]> Pro-active parenting From his almost 17 years of working in the prisons service, as well as recent work with victims of child abuse and youths at risk, Mr Wong has personally encountered the effects of negative and absentee parenting on children. One of the main points which he sought to drive home was that "parents should focus on their marital relationship if they wish to be good parents." He further shared that a survey conducted two years ago by Dads for Life revealed that fathers who were satisfied with their spousal relationships were more involved in their children's lives. He added that parents should pay attention to character building and the teaching of values, and reminded parents that they are role models to their children. "How children relate to each other, how they behave, and how they speak, are all means by which values are transmitted from one generation to another," he said. Recounting an encounter he had while volunteering at a children's home, he described a boy who was behaving in an unusually withdrawn manner, who cried and revealed that he missed his mother who was then in a rehabilitation centre. This encapsulated for him how much children want and need their parents. "We must never do anything to give them the impression that we do not care, or we do not want them," he said.

Mr Wong's advice and anecdotes resonated deeply with the audience at MOE ExCEL Fest 2012.

Mr Wong emphasised the importance of parental involvement in the light of children spending the bulk of their time in school. Acknowledging that this is a challenge for many working parents, he suggested participating in school activities such as orientation days, meet-the-parent sessions, and open houses. Parents should also talk to their children about their school life and communicate with their teachers. He pointed out, "Taking an interest and making an effort to know what is happening in school will signal clearly to the child that school and education are important."

IPPT for fathers

Given his involvement in Dads for Life, it's no surprise that Mr Wong champions getting fathers to be more involved in their children's lives. Humorously comparing the role of fathers to the Singapore Armed Forces' Individual Physical Proficiency Test (IPPT), he said that as in the IPPT, fathers also have five "stations", or roles, to clear or fulfill: playmates, role models, teachers, mentors and coaches. This is what Mr Wong light-heartedly calls a different type of IPPT: the "Individual Pa Pa Test". Ultimately, Mr Wong concluded, it is the children who stand to benefit because those with more caring fathers are often more secure and sociable, experience less emotional distress, show greater self-control and perform better in school. Mr Wong's message resonated deeply with the parents who attended his presentation at the ExCEL Fest. Mdm Urmila Devi, a mother of a 10-year-old girl, afterwards likened the roles of the mother and father to using a pair of chopsticks to eat. In her family, for example, she shared that her daughter yearns to spend time with her father, and would catapult into his arms whenever he returns from official trips overseas. "I could really connect with what Jason said in his talk," said Mdm Devi. "He was very inspiring, and the videos he showed helped to bring the message across. His talk was so important that I am preparing to share it with members of my parent support group." The effort he has inspired in Mdm Devi is also something that Mr Wong advocates. "One of the best ways to learn how to be better parents is through the sharing offered by other parents, and this can only take place if parents come together to learn from each other," he said in a follow-up interview. "For parents who feel they have been too busy, I strongly suggest that they plan in advance - and give it a try!"

A Showcase of Innovation at MOE ExCEL Fest 2012

2012-04-18T15:01:00Z

The many exhibition booths and sharing sessions at this year's MOE ExCEL Fest showcased some of the most innovative programmes in schools today.

From the community to the classroom, from traipsing around town to walking in the shoes of a book character - this year's MOE ExCEL Fest was brimming with innovative practices that were showcased by schools. The annual event is a platform for parents and the public to find out more about the latest developments in the local education landscape. In addition to an exhibition featuring more than 70 booths, there were 62 sharing sessions and 20 seminar talks. One lively booth featured students from schools in an East region Cluster who were all too eager to share the details of the Tampines Home3 Trail and describe the unique sights of the area. For example, did you know that Tampines New Town was accorded the UK-based World Habitat Award, for providing a practical and innovative housing solution while retaining socially cohesive communities? Did you know that Changi Museum (formerly Changi Prison Chapel and Museum) has a collection of rare books and literature depicting life during the Japanese Occupation? ]]> A heritage trail for the community The trail is the combined effort of seven primary and five secondary schools in the cluster, together with the Tampines West Community Club. Officially launched in November 2010, it was designed to promote a sense of community belonging among the participants. Student ambassadors, called National Education (NE) ambassadors, become well-versed in the history and socio-cultural landscape of various ethnic and civic groups in Tampines New Town and the adjacent Pasir Ris New Town. To date, the trail has reached out to more than the immediate community in the area; the NE ambassadors have provided a running commentary not only for their schoolmates, but also for students from other schools and community groups such as new citizens and overseas visitors.

Sec 3 Dunman Secondary School students Jolene Wee (left) and Eilyn Chew, and their teacher Ms Yeap have enjoyed learning stories from the community trail through Tampines and Pasir Ris New Towns.

For Dunman Secondary School teacher Ms S.C. Yeap, the trail forms part of her orientation programme for new Sec 1 students "so that they have a better understanding of the community, and what is around them". In addition to Changi Museum, the bus tour brings students to places of worship such as the Jiu Tian Xian Nu Temple and Masjid Darul Ghufran mosque, as well as civic institutions such as the Jamiyah Home for the Aged. The participants are also given a worksheet, which they can fold into a 3D model of an HDB block, as a keepsake. "They really like it as a souvenir," adds Ms Yeap.

Appreciating literature through LAP

Over at the Woodgrove Primary School booth, pupils were keen to share how much they look forward to literature classes because of the fun activities held during these lessons - all in the name of developing a critical mind for higher order thinking skills. The school introduced its Literature Appreciation Package (LAP) last year for all Pri 4, 5 and 6 classes. As Pri 6 pupil Rachel Leong Min enthuses, "Literature lessons are fun. With so many different activities that help us think and write better, my English comprehension and composition have also improved." During LAP lessons, the teacher incorporates the explicit teaching of guided question generation with the aim of improving the students' critical reading and comprehension skills, explains Mdm Thuhaila Sainy, the Head of Department for English Language. Using question stems based on the "analysis", "synthesis" and "evaluation" cognitive levels of Bloom's Taxonomy (which is a classification of types learning), students learn to ask questions where answers cannot be directly lifted from the textbooks. Questions like "Is there a better solution to...?" (evaluation), "What would happen if...?" (synthesis), and "Can you explain what must have happened when...?" (analysis) encourage students to think more deeply about the book that they have read.

Pupils who had enjoyed Woodgrove Primary School's Literature Appreciation Programme were eager to share what they had learned with ExCEL Fest visitors.

These cognitive abilities are reinforced in an activity called Literature Circle. Working in small groups, students take on the roles of the "summariser", who provides section summaries; the "illustrator", who presents the text in pictorial form; the "connector", who relates what is happening in the book to real life; and the "discussion director", who creates questions to facilitate thinking and discussion. Many class assignments also go beyond the usual pen-and-paper tasks. On display at the exhibition was a board game as well as comic strips showcasing the students' original work, which were based on Matilda, the literature book used by Pri 5 pupils. A wall of the exhibition booth was adorned with eye-catching wrappers of what the winning chocolate bar in Charlie and the Chocolate Factory, the Pri 4 text, would look like. The Pri 6 students, who read Sing to the Dawn, typically produce a musical after their PSLE. As Mdm Thuhaila reiterates, in addition to teaching higher order thinking skills, "we hope to nurture our pupils' passion for reading, and make language learning fun and creative." Whether it comes to classroom learning or creating learning opportunities in the community, the exciting ideas shared by Woodgrove Primary School and the schools involved in the Tampines Home3 Trail certainly captured the visitors' imagination. In line with the theme of ExCEL Fest, "Nurturing the Whole Child, Opportunities for All", they were a lively reminder of the culture of innovation in our schools.

Encouraging Parent-Child Dialogue in Education

2012-04-16T15:01:00Z

Dr Jessica Leong advised parents to be STAR communicators with strategies to Stop, Think, Act, Review.

For parents who wanted to know the latest developments in the local education landscape, this year's MOE ExCEL Fest was an event not to be missed. Held on 30 and 31 March at Suntec International Convention & Exhibition Centre, the event was centred on the theme of "Nurturing the Whole Child, Opportunities for All". It featured 62 sharing sessions, 20 seminar talks and an exhibition with over 70 booths. A key thread that ran through the event was the importance for parents to communicate with and understand their children. From sharing sessions such as on character building, to seminars such as on choosing a secondary school, different expert speakers reminded parents that they needed to put their child's interest at heart. One example was Dr Jessica Leong's seminar session, "Character Building Starts with Whom?". A clinical director in counselling and training, Dr Leong highlighted two examples of "difficult" six-year-old children, such as a girl who demanded of her mother, 'Why do I have to listen to you?" and a boy who was an "absolutely angel" in front of his teachers but misbehaved once he was at home.]]>

Dr Leong's advice and anecdotes struck a chord with many parents at the session.

The girl was showing "individuated behaviour - a sign of growing up," explained Dr Leong. The parent could ask in return, "Do you like your friends to listen to you when you speak?" and assure her that "Mummy likes to listen to you speak too", before trying to find out why the child had expressed a reluctance to obey. As for the boy, Dr Leong felt that he understood the boundaries of acceptable behaviour at school, but was "testing" these boundaries at home. She advised parents in such situations to be "very clear" and "firm" about what they consider acceptable behaviour outside of school.

Harm or heal? Curse or bless?

Dr Leong also reminded parents that children tend to model themselves after their parents, and adults should exercise "impulse control" at all times in their interactions. For example, if a child who is born with "vulnerable temperament" has a moody parent, he can become sad, withdrawn, introverted and be prone to mood problems. A child who is constantly exposed to overly-suspicious behaviour may grow up angry, distant and be unable to form relationships. "Think of HEAT and STAR in your interactions with the child," urged Dr Leong. "HEAT" refers to hearing the child's issues and feelings, being empathetic, apologising when needed and taking action. "STAR" is her strategy for parents and children to sit together and stop, think, act and review/reflect, so that through communication they can find a solution together.

School principals and MOE staff offered tips and advice on choosing a secondary school at a well-attended session.

"We found the seminar very helpful as Dr Leong touched on the many issues that affect a growing child," said Mr Billy Ng and his wife Mdm Peggy Chan, whose son Jia Jian is a Primary 3 pupil at Tampines Primary School. "We've always had family dialogues, and her talk validated some of our strategies with Jia Jian."

Choosing a secondary school to bring out the best in your child

Another session which encouraged parents to communicate actively with their children was "Helping the Child Make the Right Decision in Selecting a Secondary School", which brought together school principals and MOE specialists to offer their advice. They emphasised the wide variety of flexibility and choices available in the Singapore education system, and the importance of choosing a school where the culture and programmes would suit a child's character and interests. Although some parents believe that children should aspire to enrol in the more popular schools, it is more important to "find the right fit for your child - a school where the child will be happy for the next four to five years," said Ms Beatrice Chong, principal of Dunman Secondary School. This means taking into account the child's strengths and talents, needs and interests and how they fit into the school culture, programmes and niche areas. "Visit the schools during their open houses to get a sense of what they are like," added Ms Chong.

Parents appreciated the opportunity to seek advice from experts such as Ms Beatrice Chong (right, in black), principal of Dunman Secondary School.

Mr Ong Kong Hong, principal of Teck Whye Secondary School, noted that the education system has many pathways which recognise students' different talents and interests, learning styles and pace of development. Thus, there is no worry that students will be stuck in a stream determined by their examination results. And as Dr Leong had said in her session, it is essential for parents to "discuss, not dictate" to their child, said Mr Jeffrey Chan, a Senior Specialist with MOE's guidance branch. "Safeguard the child's efficacy, know how he is wired and play to his strengths," he said. This includes helping them to set goals so they have something to aim for. For parents like Ms Benita Yau, whose Pri 5 daughter is in Temasek Primary School, the session was "useful and insightful". She had wanted only a "top school for her daughter, but has now decided to "explore other options" as well. Parents who have lingering doubts about selecting the most suitable secondary school for their Pri 6 children can refer to MOE's booklet "Choosing Your Secondary Schools - For Admission to Secondary 1". This will be distributed through the schools in the middle of the year.

Helping Students with Special Needs Learn Better

2012-04-11T15:01:00Z

EXSA (Star) recipient Mr Jeyaram coaches students with special needs and designs customised learning resources for them.

You won't find most adults poring over science textbooks and talking to teachers to prepare for lab experiments, unless they are science teachers or parents preparing their kids for exams. But this was exactly what St Gabriel's Secondary School's Mr Jeyaram Kadivan, Allied Educator (AED) for Learning and Behavioural Support (LBS), did for two years when he became the "eyes" of a visually-impaired student during lab sessions. He also modified certain pieces of lab equipment so that the student could work independently and safely within his limitations. The student went on to qualify for his preferred science stream in upper secondary, an achievement that Mr Jeyaram describes as "fulfilling". The visually-impaired student is not Mr Jeyaram's only charge. He works with about 150 students with special needs at St Gabriel's Secondary School, most of whom are diagnosed with autism or dyslexia, and need help in language and literacy. Mr Jeyaram coaches them in small groups on a weekly basis, as well as researches and designs teaching resources for their other teachers. At the school level, he established an infrastructure for the holistic development of students with special needs. At the national level, he was part of the team that reviewed and redesigned the Diploma in Special Education (DISE) Programme that AEDs LBS (formerly known as Special Needs Officers) go through. Mr Jeyaram's eight years as an AED have been busy indeed, and his dedication and contributions have not gone unnoticed. Last year he was conferred the Excellent Service Award (Star), the highest accolade among the Excellent Service Awards given by Spring Singapore. This national award honours individuals for having delivered quality service.]]>

The extra weekly one-hour language and literacy sessions enhance the students' language skills.

Customised lessons

Mr Jeyaram's weekly coaching sessions in language and literacy complement what the students are studying in class. What differs are the pace and pedagogy, as these are tailored to their needs. For example, students with dyslexia cannot read a passage, pick out difficult words and check their meanings using a dictionary as they have difficulties with the mass of words in a dictionary. Instead, they receive worksheets that break the task down into specific steps. The process is intentionally multi-sensorial to engage and interest the students, so it is not surprising to have lessons that include videos, movies and YouTube clips, board and card games, acting, drawing and even singing. Mr Jeyaram's arsenal of resources is developed from experience, research and continuous professional development through learning trips, school visits and conferences. Where appropriate, he taps on the Internet, social media and smartphone messaging app WhatsApp, as well as educational games. For example, in "Go to Press - a Grammar Game" students play the role of newspaper editors; with "Snap", he uses each picture card to get students to practise their verbal skills by continuing a story; and in "Keys to Comprehension", students pick up skills such as inference, context and sequence. Not only does he customise lessons, he has put in place a framework that facilitates special arrangements for his students' exams. Based on guidelines from the Singapore Examination and Assessment Board and aligned with the school's processes, the framework ensures a proper flow of administration and documentation so that students who qualify for these special arrangements get them without hassle.

Mr Jeyaram uses multi-sensory learning during supplementary lessons to better engage and interest the students.

Developing a holistic student

Mr Jeyaram believes that academic pursuit and social emotional learning (SEL) are equally important to develop a well-rounded person. To help ease Sec 1 students with special needs into the school, his lessons focus on topics like self-assurance and confidence-building. And throughout the students' four or five years at the school, his approach is always to focus on students' self-esteem first, even when he is pointing out their language errors. Mr Jeyaram also conceptualised the Special Needs Leadership Camp and Overseas Service Learning Trip, which are part of the school's SEL programme, and open only to students with special needs and a select group of student leaders. Last year, for example, students visited a School for the Blind in Chiang Mai, Thailand. These SEL programmes have earned a reputation for being inspirational and enhancing self and social awareness, and have turned around a number of students with behavioural problems. Mr Jeyaram says he is "totally welcoming" of the increasing attention MOE is giving to students with special needs, but hopes that more can be done to provide more resources and teachers trained in this area. Schools, too, can do more to raise general awareness of students with special needs among the student population. For his part, he is thankful for the support he receives from the school management and his colleagues, especially the "freedom to do more".

A Helping Hand from Helping Young People Achieve (HYPA)

2012-04-09T15:01:00Z

Allied Educator Mr Kris Aidil Abdullah focuses on character development for at-risk youths in HYPA.

At Boon Lay Secondary School, helping at-risk youths means not only counselling them about the error of their ways, but also increasing their sense of connectedness to the school and their families. This is the focus of the school's signature Helping Young People Achieve (HYPA) programme, which consists of purposeful and interactive activities designed for students who are at risk of dropping out of school, grappling with behavioural issues or who have experienced brushes with the law or going through family upheavals. Mohammad Suffian was one of the students from the pioneer batch of HYPA in 2009 and is now studying at the Institute of Education (ITE). Reflecting on the impact of HYPA, he says, "I was inspired by an ex-convict who turned his life around. He told us not to give up in life. Then why should we, when society offers us more opportunities today compared to his time?" Through HYPA, about 15 at-risk students are taken under the wing of full-time school counsellor, Mdm Dahlia Mohamed Aris, and her team of teachers. The enrichment programme kicks off with a 10-day HYPA Time-Out Programme, which incorporates activities such as team building, workshops and mock interviews to trigger students' self-reflection and ambitions for the future. The school sustains its engagement with the students through interest-based programmes such as HYPA Energy, HYPA Sounds and HYPA Lifestyle. The programme also works with partners such as Beyond Social Services, Children's Society, and the National Parks Board.]]>

The Batucada band is an outlet for students' talents and an opportunity for them to do something they and their parents can be proud of.

Nurturing dreams

Mdm Dahlia explains, "The Time-Out Programme gets them thinking about what they need to change in their lives so they can get what they want in the future." Adds Mr Kris Aidil Abdullah, Allied Educator (Teaching and Learning), "When one of the boys told us he wanted to be a chef, we encouraged him to think about what has he been doing about it in the meantime. Today, he is studying in SHATEC." Mohammad Izwan was also from the pioneer HYPA batch of 2009. "When I went home after the Time-Out Programme, I started to think about my future," he recalls. What he had learned made him move from the back of the classroom to the front, where he developed greater focus and asked more questions during lessons. Izwan's efforts paid off, garnering him a Good Progress Award in school that year. "We called his parents to congratulate him. He was so embarrassed as it was a new experience for him!" shares Mr Kris. The open communication lines between the school, parents and students are another defining feature of HYPA. The teachers invite parents to watch a video of their children's experiences during HYPA and also to participate in activities such as futsal together. In addition, the HYPA Art of Living workshops tackle the specific issue of communication. One such activity involves parents and children taking turns to give instructions on how to bake muffins while the other party is blindfolded. This interaction highlights the importance of patience, giving clear instructions and asking questions.

HYPA Sounds students display their dance moves to wow their peers.

To create shared memories, parents and their children are whisked off on a trip to Johor Bahru organised by the teachers. Reflection journals guide them on developing conversations that can build greater understanding between parents and children. Mdm Dahlia observes, "Parents might be so busy that deeper sharing with their children doesn't take place. When parents and children learn to be honest with each other, we find that teachers don't have to keep calling parents for things like submitting consent forms or their children being late for school because we can all work together." Stronger parent-to-child bonds also inspire a greater sense of motivation in the students. "I felt like I had been hurting my mother all the while," says Suffian. "Now I just want to make my parents proud of me."

Opportunities to shine

In other HYPA activities, the classic combination of music and entertainment offers a medium to build students' morale and rapport with their schoolmates. For instance, students in HYPA Sounds often delight their peers with performances of Batucada (samba) music, dances and deejaying during recess.

Full-time school counsellor Mdm Dahlia (centre) with Joshua Png (left) and Christian Bautista Bonifacio (right), two students she talent-spotted to become HYPA Sounds' disc jockeys.

In particular, the Batucada band has been a big hit. Calling themselves the W.H.A.T (We Have Awesome Talent!), the band got its start when Mr Kris teamed up with the T-Net Club from Taman Jurong Community Centre which provided funding for brand new instruments. (The T-Net Club is a non-profit teens organisation and part of the People's Association network.) The band is open only to students from the Normal (Technical) stream. "These students are very talented and they have a hunger to showcase their talents," says Mr Kris. A sensation during their first performance at the school's Sports Day, the band has never let up since and has received invitations to perform for events such as Chingay. Band members include both students in HYPA and students who are not. This encourages positive peer relationships which embed the students within the wider school community. Mdm Shirley Wong, who teaches class 4T1, remarks, "The Batucada team is made up of several students in my class so they feel united and have a sense of belonging to the school. They offer each other a lot of support and promised themselves that they will graduate together and not lose anyone." Such successes come about only as a result of hard work, determination and a strong sense of mission, but it is a task that the HYPA team cherishes. Mr Kris says, "I'm very proud of the students. HYPA is about character development. Even if their academic results may be average at this point in time, with strength of character, they will go far in life."

Transforming Pupils through Teaching Decision-Making

2012-04-04T15:01:00Z

Through TRANSFORM, pupils examine the consequences of their choices and learn how to make better decisions.

From the girl who was always late for school and dragging her feet as she entered the school gates, to the boy who frequently disrupted lessons by making noise, to another girl who repeatedly failed to submit her homework - these may sound like examples of "difficult" pupils, but at Marsiling Primary School, they are the backstories of pupils in the school's TRANSFORM programme. The programme helps pupils to be more self-aware and responsible, and consequently be better able to focus in school. The main objective of the TRANSFORM programme is to address pupils' behavioural issues through teaching them better decision-making skills. It was implemented in 2008 and was initially aimed at helping pupils who were at risk of delinquent behaviour, such as those who consistently misbehaved or did not obey school rules, explains Mdm Herianti Abu Shah, Head of Department for Pupil Management. "We want to help them transform to become better and more responsible pupils," she says. Working with pupils on a one-to-one basis, teachers lead them through a series of reflective questions such as "What have I done that was wrong?", "Why was it wrong?" and "Who are the people affected by my actions?" The teachers guide them to set appropriate goals and step-by-step targets, and monitor their progress to help them achieve their desired behaviour or outcomes.]]>

The TRANSFORM programme is now taught at a classroom level so as to equip more pupils with an important life skill.

At the same time, recognising the importance of home-school collaboration, the school also keeps parents informed of pupils' misbehaviour and their participation in the TRANSFORM programme. In this way, the school can rally the parents' support in helping the pupils cultivate and reinforce good behaviour, both in school and at home.

Making a change

Some of TRANSFORM's success stories include the habitual latecomer pupil, who developed a stronger motivation to attend school and is thus happier about going to school, and also the girl who was guided by teachers to reflect on the consequences of not submitting her homework. The latter pupil showed further improvement when her teachers helped her to set goals to ensure that she submits her homework on time. The school also aims to enable pupils to be more aware of how their actions are affecting others around them, and learn the importance of repairing their relationships with those who have been affected by their negative actions. Thus, the pupil who was disruptive in class came to understand how his actions had affected his teacher and classmates. Besides apologising to them for his unruly behaviour, he has also made concerted efforts to pay more attention in class.

Through a lively learning process, pupils learn to analyse a situation carefully for its consequences.

In 2010, the school took TRANSFORM to the "next level" by bringing it to the classroom setting, as part of the school's "Teach Less Learn More Ignite 3!" project. As a research project, teachers taught the programme to two Primary 5 mixed-ability classes, involving about 80 pupils. Teachers noted positive changes in terms of the pupils' submission of homework, punctuality and attentiveness in class. They also gathered positive feedback from pupils through the PETALS™ Engagement Indicator and focus group interviews. Encouraged by these results, the school went on to implement the programme to all Pri 5 classes in 2011, and this year to all Pri 4 classes. The TRANSFORM programme is now taught once a week for eight weeks in the first term, during life skills lessons. "We believe values should be inculcated early so that they become ingrained," says Mdm Herianti. "We hope that by teaching pupils effective decision-making early, pupils will be able to apply the skills effectively in their lives in the long run." This is in line with one of the school's aims of developing pupils with 21st-century competencies..

A lively teaching approach

Mdm Herianti adds that the 2010 project also helped the teachers develop a teaching resource package to teach soft skills through engaging resources such as videos and games. These teaching methods are being successfully applied today. For example, pupils learn about the "Stop-Think-Act" framework to help them make effective choices. In one such lesson, pupils watched a video clip about a character who made excuses to cover up his mistakes. The teacher used this story to teach pupils the value of responsibility and owning up to their wrongdoing.

In the TRANSFORM programme, video clips and games are used to teach better decision-making.

Next, pupils worked together in groups to put together a jigsaw puzzle that outlined the "Stop-Think-Act" framework. The teacher then went through the corresponding questions for each of the three steps that guide pupils in their thinking and decision-making process. Charmaine Chua is a Pri 6 pupil who went through the programme last year. "I liked the lessons. They were fun and interesting. After I did the Stop-Think-Act jigsaw puzzle with my friend, I learnt about choices and consequences and how to make good decisions." Shirlene Yap, a Pri 4 pupil who recently went through this lesson, also responded well to the simplicity and interconnectedness of the three steps. "Now, I will make sure that I stop and think carefully before I act," she declares. By teaching pupils how to make better decisions, Marsiling Primary is equipping its pupils with essential life skills that will help them overcome challenges in life. As Mdm Herianti reiterates, "We wanted to take on a more proactive approach and reach out to more pupils. By teaching them how to make good decisions, we hope that they are able to maintain positive relationships with others."

Solving Everyday Problems with a Little Innovation

2012-04-02T15:01:00Z

Chen Jia Wei (left) donning the "Ultra Flu Relief Mask" prototype, with Samuel Quek (centre) and their teacher, Mrs Charmaine Wee, looking on.

When someone sneezes, a typical response from a bystander might be to say "Bless you!" or offer some tissue paper. For pupils involved in Pei Hwa Presbyterian Primary School's Innovation Programme (IvP) however, this scenario sets the wheels in their heads turning - how could they alleviate the sneezing symptoms of someone who caught the flu bug? Primary 6 pupils Chen Jia Wei and Samuel Quek devised the prototype for an "Ultra Flu Relief Mask", comprising a disposable surgical mask with an inbuilt semi-permeable membrane that secretes a flu reliever such as Vicks. Their efforts, which emerged out of the year-long IvP aimed at encouraging students to generate creative ways to solve problems, led to their project being among those shortlisted for the Tan Kah Kee Young Innovators' Award 2011. "The IvP is an open curriculum," explains Mrs Charmaine Wee, who was the teacher in charge in 2011. "As teachers, we don't tell pupils what to do but we ask them probing questions instead. They make the eventual decisions themselves."]]>

Jia Wei and Samuel's special mask has an inbuilt semi-permeable membrane that secretes a flu reliever such as Vicks.

The IvP exposes students to creative and critical thinking tools like SCAMPER, and problem-solving skills such as how to construct a problem statement, which then culminates in the construction of a prototype. "Through questioning techniques, students come up with their own ideas and take greater responsibility towards their own learning, rather than merely following instructions," Mrs Wee adds. Another IvP team, made up of Pri 6 students Koh Kay Lin and Cheryl Tay, developed a prototype for a piece of multi-purpose furniture. This furniture can be converted into a picnic mat, a seat or a storage unit by reconfiguring its assembly of puzzle-like pieces. This allows someone to use space more efficiently - a useful consideration for people who live in homes with tight spaces. Along with the Ultra Flu Relief Mask, this piece of furniture was also selected to be showcased at the Young Innovators' Fair 2011 held at Singapore Polytechnic.

Partners in problem-solving

The IvP brings together diverse partners such as MOE's gifted education branch, teachers from other schools, lecturers from polytechnics who act as expert mentors to the pupils, and leading corporations such as 3M and Trek to support the pupils' problem-solving prototypes. For example, Samuel gives due credit to the guidance of his expert mentors, enabling his group to greatly improve the Ultra Flu Relief Mask. While the first version was cobbled together out of cotton wool and scotch tape, he describes the current version as "much more presentable in design."

Koh Kay Lin (right) and Cheryl Tay (left) with their space-saving multi-purpose furniture prototype.

Another critical source of support were the pupils' indefatigable parents, who offered feedback, chaperoned their children to their group members' homes, rearranged other plans to carve out more time for the IvP projects, helped procure some of the materials needed and cheered their children on when their prototypes were presented at the Young Innovators' Fair. "When we needed help in compiling a video of the students making their prototype, we were so grateful that the parents chipped in," says Mrs Wee. "Such projects provide opportunities for parents to take up a greater role in their child's learning process, as well as foster a stronger bond between parents and child," To encourage creativity, it's crucial for the feedback given to be non-judgmental. Ms Noelle Chow, one of the teachers in charge of IvP, explains, "During brainstorming, we tell students to generate as many ideas as possible without criticism, even when an idea may not seem viable initially. It helps them to look at things from different perspectives." Through teamwork, the students have also learnt the delicate art of compromise. "We had to decide what time to meet, adapt to each other's schedules, learn how to approach problems when we had different points of view, and decide who to bring what materials," recalls Kay Lyn. But working together also had its sweet rewards. As Kay Lyn goes on to say, "When we were presenting our prototype together to a large audience at Singapore Polytechnic, I found it quite scary at first. But then I remembered that Cheryl was standing next to me, and I felt less afraid."

Kay Lyn and Cheryl's prototype can be turned into a picnic mat, a seat or a storage unit by reconfiguring the puzzle pieces that it is comprised of.

Towards bigger ideas

Having to constantly develop better revisions of the prototypes also signals the importance of getting feedback from others, be it positive or negative. "Now, I tend to look at my work and constantly think of ways to improve it instead of just passing it up on the first try," shares Cheryl. "Although I am shy at times, I force myself to ask others for feedback because that's one way I can improve." Jia Wei chimes in, "When my first idea was rejected, I felt down but I did not give up as there are many other ideas I can come up with." A rejected idea also can become a springboard for greater inspiration and motivate one to keep going. As Jia Wei shares, "One of my favourite inventors is Albert Einstein, because even up to his death, he was still persistently searching for the big bang theory!" From the teacher's perspective, Mrs Wee says, "What I really appreciate about this programme is that it complements the academic curriculum by teaching innovation and entrepreneurship skills. It changes the way the students think and makes them more observant of the world around them." Although the programme was open only to selected Pri 5 pupils in previous years, the skills taught in IvP will be introduced to selected Pri 4 pupils from this year, in the hope that it would inspire them to step up and try to solve problems around them.

Asking Questions, the Socratic Way

2012-03-28T15:01:00Z

Pupils thinking up questions in response to a Little Red Dot newspaper article.

"I wonder how, I wonder why," go the lyrics of the pop song "Lemon Tree", which English teacher Mdm Salina Mohd Shah was playing recently for her Primary 5 class at Fernvale Primary School. This was not just a chirpy introduction to their current affairs lesson - the lines of the song also point to how asking questions, and examining how and why they ask questions, can help pupils to engage more deeply with what they're learning. Since 2010, Fernvale Primary School has introduced Socratic questioning as a learning method in its current affairs curriculum for Pri 4 pupils. The approach has been extended to Pri 5 pupils this year. Socratic questioning gets learners to actively question as they read, so as to understand and evaluate texts, as well as to introduce important ideas into their thinking. It is part of the school's comprehensive critical thinking framework, which aims to equip pupils with 21st-century competencies such as global awareness, communication skills and deep analytical abilities. For the recent lesson, Mdm Salina assigned the class a group activity: to come up with four or five questions after reading "Dangerous 'high'", a Straits Times article about the dangers of prohibited drugs. After reviewing the six levels of Socratic questioning (see the table below for more information), Mdm Salina encouraged the class to come up with higher-levels of Socratic questions. "You can do it. I have faith in you!" she told her class. ]]> Six Levels of Socratic Questioning

Level	Type of Question	Example
1	Clarify your own thoughts	What exactly does this mean?
2	Search for an explanation	Please explain why/how…
3a	Probing – digging deeper into the reasoning	Why is this happening?
3b	Probing – looking for evidence to support an idea	How can this be proven?
4a	Questioning viewpoints – other ways of looking at things	What are other ways of looking at this?
4b	Questioning viewpoints – making comparisons	What is the difference between … and …?
5	Probing consequences	What would happen if …?
6	Questioning the question	Why did I ask this question?

After this, they would proceed to the computer lab to find answers to their questions. Lastly, the pupils would present their findings and receive feedback from their teacher who would also debrief them on the current affairs discussed.

A deeper level of questioning

Collaborating on questions enables pupils to deepen their level of understanding of current affairs.

In Mdm Salina's class, excited chatter filled the room as the teams sat down to work. One team was discussing how to phrase their question. "Should it be 'Why is heroin a powerful drug?' or 'Why is heroin more powerful than other drugs?'" one pupil asked his team members. Another team had written out their first question, "Why do people take drugs?" and wondered aloud to each other whether they would be able to find the answer on the Internet in the following week. All around, there was giggling and colourful markers strewn all over the tables. While the scene may have looked chaotic, the teams were focused on their task and eagerly discussing the news story. One of the pupils, Sneha Varma, said she found the current affairs lesson "exciting" because she got to "find out the things you want to find out on your own." In fact, for classmate, Clement Lee, these lessons made him more curious about the world. "The other day, I asked my parents why there are terrorists. They encouraged me to search for the answers on the Internet," he recounted, adding that he enjoyed the "challenge" of searching for the explanations to his own questions.

A team deeply engaged in discussion.

Another pupil, Lu Yu Ting, shared that she is able to probe deeper into current affairs issues as a result of Socratic questioning. "Most newspaper articles don't explain things fully. We need to find our own answers sometimes."

Seeking knowledge confidently

Besides developing thinking skills and teaching pupils not to take the news at face value, these current affairs lessons have also helped pupils to hone their presentation skills. When the teams were done preparing their questions, Mdm Salina asked presenters from each team to read out their teams' questions using a microphone, which lent an air of professionalism to the activity. "I like sharing my ideas with the whole class. I never feel bored when I do that," said pupil Clement Png. Naturally, some pupils found that speaking in front of a group of people was intimidating. One shy pupil seemed especially nervous about being appointed as a presenter for his team. Mdm Salina arranged for a teammate to accompany him to read out the questions. After they were done, the shy pupil returned to his seat with a big smile on his face. "We did it!" he told his team.

Pupils also develop confidence and speaking skills, as they present their team's questions about the news article.

Said Mdm Salina afterwards, "The pupils really do enjoy these lessons. Closer to the examination period, when we stop holding such classes, the children tell us that they miss current affairs lessons and that they can't wait for them to resume." Hence, the school extended the programme to the Pri 5 pupils this year. Mdm Salina added that parents should actually encourage their children to be inquisitive, even though this tends to be less common in our Asian culture. "Seeking the answers to these questions is all part and parcel of growing up," she reflected. "It could be something as simple as asking a child during a family outing how he thinks a certain ride was built at Universal Studios. This could lead to meaningful conversations or the discovery of new interests."

Virtual Geography Field Trips that Go Further

2012-03-26T15:01:00Z

Students ges to customise the look of their avatar, and control its movements and actions as it explores the landscape.

Some types of geography fieldwork are impossible in real life without the accompanying challenges, costs and perils, like walking underwater to explore the seabed, trekking along a river to locate its source, and going behind a gushing waterfall to explore it. For students of Ang Mo Kio Secondary School, however, the 3D world of Second Life has brought them a little closer to these experiences - albeit in a virtual environment. In an initiative piloted by MOE and NIE in five schools in 2011, teachers and students logged in to Second Life, where two custom-designed islands had been leased for their use. Because Ang Mo Kio Secondary School students was the prototype school for the project in 2010, students there have had more time than others to explore the islands. In a geography lesson on river features, for example, the pilot Sec 1 classes gained access to the virtual world where they assumed the identities of their online characters (or avatars). They could walk, run and fly over the terrain, and even plunge into the rivers to examine the riverbed, and investigate the whole river system. "The 3D graphics are really good, providing a realistic representation of what you might see in real life," says Mrs Ismail Habibah, Subject Head for Geography. Adds her colleague Miss Lim Liu Xiang Clara, a Geography teacher who was part of the pilot team, "The 360-degree views also make the exploration more interesting and real."]]> From conceptual to real-world understanding

The realistic 3D graphics allow students to almost see, feel and experience depth and space, including the geographical features they are studying.

Sec 2 classmates Gerald Lai Sze Hang and Thea Amabelle N Apale were in a pilot class last year and are keen to have more of such online lessons. "As we were given time to explore on our own, it gave us a better idea of the river system," recalls Gerald. Amabelle chimes in, "It's hands-on, it's realistic, and it's fun!" Being physically away from the classroom added to the fun, as the lesson was conducted in the school's air-conditioned computer lab. To get over the "novelty" factor, students were given access to Second Life for an hour outside curriculum time. Not that this dampened their enthusiasm when it was time for their geography lesson. Gerald even suggested having another period for self-directed learning in the virtual world, while Amabelle said the immersive experience helped her to "think out of the box".

Geography lessons come alive when students enter a virtual world where they can "experience" textbook concepts.

From the teachers' perspective, there was no discernible difference in the test marks between the pilot and non-pilot classes - but they did not expect any since the lessons only had a span of three weeks. However, the teachers noted that students in the pilot class came away with a better understanding of geographical concepts. For example, they were able to illustrate their explanations with diagrams, something they had difficulty with prior to their virtual world immersion. "The ability to annotate is an important skill in geography," notes Mrs Habibah Ismail. The teachers also saw a higher quality of answers from the students as they could compose a one-page answer using their own words and explanations instead of "regurgitating" from the textbook.

The potential for different kinds of learning

Mrs Habibah Ismail is eager to exploit the learning opportunities through using Second Life, such as in the teaching of human geography. "As Singapore is a developed country, our students have no real concept of poverty or overcrowding. Second Life can provide them with a virtual experience," she suggests.

The immersive environment helps students to visualise better, resulting in a new confidence when they illustrate their answers with diagrams.

In addition to academic content, the virtual world has potential for social-emotional learning and developing life skills such as teamwork, collaboration and negotiation. "We can do role-play or get reticent students to put a voice to their avatars, record it and present their exploration as a documentary," Mrs Habibah Ismail points out. Parents, too, can get involved as they can go online, buy land and enter another world to communicate or teach their children as a way of bonding. It looks like some students' wishes for more adventures in the online world may come true, as geography lessons at Ang Mo Kio Secondary School will re-enter the virtual world in term 3, as part of an MOE initiative. Mrs Habibah Ismail is also rallying other department heads to jointly lease land for the school's private use. "ICT, Design and Technology, English, History, Geography - there is so much that can be done in Second Life to enhance the children's learning," she says.

The Budding Triathletes of Edgefield Primary School

2012-03-21T15:00:01Z

The ambitious young triathletes of Edgefield Primary School.

At Edgefield Primary School, age is no obstacle for pupils who want to challenge their stamina and athletic technique. As the only primary school in Singapore to offer triathlon training as a CCA, the school has pupils from Primary 3 to Primary 6 who can hop swiftly onto a bicycle in a flying mount, grab a quick drink from the water bottle while cycling, and keep one arm held straight out while swimming. Looking fit and sporting healthy tans, these young triathletes approach their training with unbridled enthusiasm. While some who joined the school team were already confident in one or two of the triathlon components, the training helps them to gain competence in all three sports (running, swimming, and cycling). Says teacher in charge Mr Zhang Kaixin, "As long as they are willing to learn, we are willing to train them!" Pri 6 pupil Javier Kiang recalls, "When I first joined the CCA last year, I was not confident about swimming." Now, not only have his cycling and running improved, he swims well and is gearing up to take part in the MILO-MOE Youth Triathlon on 24 March 2012.]]> Getting the techniques right

Edgefield Primary School triathletes training at East Coast Park, where the MILO-MOE Youth Triathlon will be held on 24 March 2012.

Pri 6 pupil Joan Ching joined the CCA because she loves all three triathlon activities. Training to run, however, is her favourite. "I like running, especially long distances. Sometimes our coach will get us to do drills such as running sideways, or doing jumps and hops," she says, referring to one of the two coaches who trains the team. Drills are an integral part of the training to improve technique, and develop agility, speed, strength and endurance. Pri 6 triathlete Curtis Tan points out, "For instance, we have to learn to bike with only one hand on the handlebar, so that we can use the other hand to take a drink while biking. We also learn how to cycle in a zig-zag manner around cones, mount a bike while running, and swim while keeping one or both arms still." While the training is challenging, Mr Zhang explains that it is not meant to be taxing. "They are kids, and we don't expect them to train like adults. The distances they cover are shorter, and there are frequent breaks." Safety aspects are also carefully considered. For instance, pupils must demonstrate sufficient competence in the swimming pool before they are allowed to swim in open water. Even so, they often swim in the shallow parts of the beach with life-buoys and lifeguards within reach should they need help.

The values behind the training

Pupils have to learn to change quickly into biking gear after swimming.

For Curtis, his favourite part of the training is in his weakest sport, swimming; as he says, "With training, I can improve." This attitude reflects what Mr Zhang wishes to inculcate in his young charges: an openness to work hard and do better. He reflects, "It is heartening when the students put in the hard work and see themselves improving." Indeed the CCA is not all about excelling in sports and winning races, but also about life skills, lifelong learning, and values such as discipline, sportsmanship and teamwork. For Javier, his self-confidence received a boost when he learned to swim well. "I feel very proud to be in the triathlon team," he says. "Also, I do best at running, and my parents are happy that I'm good at it." Mr Zhang is pleased to note that many of the triathletes likewise have grown in their confidence and in their determination to give their best. Being part of the triathlon team has taught pupils other skills such as time management. Curtis shares, "I've learnt to be disciplined, to set aside time for training, and still focus on my studies. At home, I finish my homework first before I practise cycling." The pupils and Mr Zhang also relish the fun and the bonding that takes place during events. Not only do parents of the triathletes turn up to cheer them on, alumni of the CCA who have graduated from the school also join them on the bus journeys to take part in the events.

Pupils do drills where they pump their arms to improve their running technique.

As the pupils train for the upcoming MILO-MOE Youth Triathlon 2012, their sense of self-motivation is apparent. While this is a non-competitive triathlon that seeks to encourage a passion for recreational sports amongst youths, the Edgefield triathletes are not taking it easy. Curtis says, "Even though timings are not taken for this triathlon, I feel that I should do my best." Knowing that his students, past and present, love the sports they've dedicated themselves to, is very heartening for Mr Zhang. When asked what he hopes to achieve from being on the triathlon team, Curtis's reply encapsulates some of the basic values of the CCA: "I want to be fit, I want to be more disciplined, and I want to continue taking part in triathlons after I leave school."