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Preparing Youths with Special Needs for the Working World

2010-03-10T16:01:00Z

Metta School students go through an in-house baking program before they embark on external job attachments.

Until they reached Metta School, Azrin Bin Kamsani and Steven Jackson had little stability in his life. Steven was uprooted several times, moving across the continents from the Philippines to Japan to the United States, before settling down in Singapore. Azrin took a similarly circuitous route within Singapore, dropping out of school and living aimlessly for four years. It was only at Metta School that both young men gained a firm footing that enabled them to transition successfully to the next stage of their lives into the working world. Metta School provides special needs education to students with mild intellectual disability and autism. Recently it embarked on a two-year structured programme that offers nationally recognised vocational certification, under the Institute of Technical Education in the fields of baking, food preparation and housekeeping. Azrin and Steven are two of Metta's outstanding students from the program's pioneer batch.]]>

Metta students in the food preparation course learn about procuring fresh ingredients on a trip to the market.

"Before this, our students left school with little work-related qualifications. This deterred employers from taking a chance on them," explains Mrs Liu-Ho Pui Han, Metta School's head of department of pre-vocational training. The school-to-work programme starts with the students being attached to the school's staff cleaners and later, to the day care centre and an old folks' home, both housed at Metta's Headquarters. Next, they embark on external programmes, such as McDonald's school-to-work stint. "We are lucky to work with companies such as Mr Bean, Secret Recipe, Park Avenue Suites and Royal Plaza Hotel, among others," says Mrs Liu-Ho.

Immersion in the workplace

Now working at the Hilton Hotel, Azrin first learnt his duties in Metta School's mock-up guestroom. This included how to recognise the spelling of items such as shampoo and chemicals, clean guest areas within a set time limit, as well as practise the counting of guest linen and laundry. "I enjoy working with machinery, like those that can shampoo carpets. I learnt many techniques, so now I have the urge and confidence to work," he says. His trainer at the Hilton Hotel Ms Salmah praises him. "I'm very proud of Azrin. Not only is he hands-on, he is also very sociable and blends well with the staff at work."

Steven Jackson (extreme right), now a Commis cook, puts the finishing touches on some pastries.

Steven is currently a Commis cook in the Crowne Plaza Changi Airport's pastry kitchen. "I can now bake four flavours of cookies, four types of muffins, tartlets as well as puddings. I'm learning to make tiramisu and other new textures," he reels off proudly. It's a far cry from his early days in the kitchen. "My first marble cake turned out like mush and my pizza ended up as a pie," he recalls. "Controlling the speed of work is very important." Baking is not the only thing the school sought to inculcate in him. "I learnt to support my family and save in my bank account." Steven continues. "I also learnt how to work together as a team, with different types of people." The school also supports the students' socio-emotional needs as they make their bumpy transition into the working world during their traineeship stint. The boys spend Tuesdays to Fridays with the companies where they work, but come back every Monday to reflect on their work experience with their teachers. "Through their sharing, we find out that sometimes the students panic when they meet strangers, or they may be overly sensitive to other people's comments, which may spark misunderstandings," reveals Mrs Liu-Ho.

Azrin Bin Kamsani is now a proud employee at the Hilton Hotel.

Yet the students' supervisors at work see the benefits of working with youths with special needs. "It's like nurturing your own child. You have to give them constant guidance, attention and patience. It is very rewarding to groom them and see them grow as individuals in the work environment," shares chef Frankie Yeo, Steven's supervisor.

A successful transition

"We asked the companies about the boys' performance and whether they would consider employing our boys after graduation," says Raymond Low, Metta School's job placement officer. The delightful reply he received from the companies was, "Why not?" Mr Low continues, "The traineeship and the attachment proved to be helpful in securing them jobs and enabling the students to be comfortable with the workplace. The company also benefits as they can gauge how well their new staff can perform." "Our students excel because they enjoy the process of perfecting their duties," enthuses Mrs Liu-Ho, to which Azrin nods in hearty agreement. "On my first day of work, I was confused. Then my friends and supervisor guided me and the next day, I performed my job nice and smoothly." Deriving gratification from his work, he adds, "Now I know my job well and I will do it every day. I won't forget how to, and that's what I am proud of the most."

Learning Chinese on the Go in Chinatown

2010-03-08T16:01:00Z

Top prize winners Billy Aw and Alcalvie Leong from Anglican High School with their trail-enabled mobile phone at one of the hotspots.

A coolie, a rickshaw puller, a samsui woman and an opera singer - what do they have in common? Offhand, you'd probably say they're part of Singapore's history. Now, with the launch of a new Chinese-language learning trail through Chinatown, these historical figures have also become avatars - characters that students can take on and role play - as they embark on an interactive journey back in time. The Interactive Learning Trail in Chinatown is Singapore's first interactive, location-based, multi-player educational trail. It's developed around specially programmed mobile phones that students use to engage in activities to foster the learning of the Chinese language, at seven designated wireless-enabled hotspots in the neighbourhood. "The trail is a bit like The Amazing Race on TV, where contestants have to correctly complete various tasks before they are given the clue to the next location," explains Billy Aw, a Sec 2 student from Anglican High School. His schoolmate Alcalvie Leong chimes in, "At each location, there are a number of missions we can attempt. We have to plan our strategy and decide how many questions we want to answer at each location, in order to chalk up points and tokens, or quickly move on to the next location." The winning team is the one that accumulates the most points and tokens at the end of the game time.]]>

Students can study an old photo of a rickshaw stop and learn about rickshaw drivers on their handheld device.

Learn as you play

Billy and Alcalvie were some of the students from Anglican High School, Victoria School, Anglo-Chinese School (Independent) and Coral Secondary School who took part in a pilot competition for this learning trail. It was officially launched by Ms Grace Fu, Senior Minister of State for National Development and Education, on 27 February 2010 at Spring, JuChun Yan, a restaurant in Chinatown which occupies the site of a former school called Chui Eng Free School. It is also one of the hotspots along the learning trail. Billy and Alcalvie came in first in the pilot competition, while their Sec 2 schoolmates Fong Shu Juan and Lee Qing Yi came in second. "I think it's an interesting way to learn the Chinese language and discover our past," says Shu Juan. Qing Yi elaborates, "We had to take photos or write down our answers on the handheld device, and submit our responses using Wi-Fi." The students are clearly fired up by the element of competition, as well as having the opportunity to use technology to explore locations in Chinatown, all in a mad dash from place to place.

ACS (I) students trying out the handheld device at a hotspot.

Identifying the hotspots

Almost four years in the making - from conceptualisation to research and content development to scriptwriting and testing - the learning trail was developed by MOE with support from Infocomm Development Authority of Singapore, and operated by a technology partner. From the start, MOE had involved Chinese Language teachers from the four pilot schools. One of them was Mr Yeo Wee Kong, a teacher at ACS (I). "We want to make the learning of Chinese language and culture interesting and relevant for our students," he says. The teachers had conducted research for data about Singapore's past and ploughed through the records at the Oral History Centre of the National Archives of Singapore. "We had to decide which topics to focus on and also identify the hotspots," relates Mr Yeo. The team then picked subjects that were part of the lower secondary and Sec 3 syllabus, so that "students can identify with what they are studying as they would have experienced the trail in Sec 1 or Sec 2". The learning trail is designed so that when a player reaches a hotspot, the hotspot introduction is triggered. The player will then begin the series of missions or games. For example, he/she may be asked to take photographs of the site and send them to the control centre for real-time validation. Players can also collaborate or exchange information using the phone's chat function.

Mr Yeo Wee Kong (extreme left) and Mr Neo Hock Kheng (at extreme right), head of the Chinese Language department, with their ACS (I) students outside the former Chui Eng Free School, a hotspot along the learning trail.

The trail also caters to students of varying abilities. They have two hours to complete as many stations as possible, and as Mr Yeo points out, pilot testing showed that an average student can complete four or five stations, while the "really good ones" can finish all seven stations. "I think it's a very fun way of learning," say Victoria School Sec 2 students Soh Jun Hong and Ng Syn Kae, who came in third in the learning trail competition. "As we move from mission to mission and hotspot to hotspot, things we have only read about, really come alive.

Old Boys' Pride: Teaching at Their Alma Mater

2010-03-03T16:01:00Z

Leading the Dragon Scouts is second nature for Mr Chan Hoong Leong (centre), who has served with the Scouts since he graduated from the school.

Gan Eng Seng School has come a long way since Mr Ang Ghim Chee and Mr Chan Hoong Leong were students there. Then, it was an all-boys school located at Raeburn Park. Today the school is situated at Henderson Road and it is a co-ed school with three academic streams. As for Mr Ang and Mr Chan, they are now teachers at their alma mater, having taught there for 12 and seven years respectively. Although they have witnessed many of the school's recent changes, they'll tell you that the heart of the school remains essentially the same.]]> Serving the school, in more ways than one The culture of giving back and serving their alma mater is well established at Gan Eng Seng School. One of the school traditions is that recent graduates return to the school on Saturdays on a voluntary basis, to mentor their juniors for the final examinations. This has been structured into a Peer Tutoring Programme.

A signifcant change to the Dragon Scouts CCA since Mr Chan's days is that it now recruits female members too.

It was this culture of giving back that Mr Chan has embodied, coming back throughout his tertiary education years as a senior Scout to guide the younger students. He later decided to become a teacher. After training at NIE, his former physics teacher at Gan Eng Seng School coincidentally retired and the following year, Mr Chan took her place. He is now the Subject Head for Physics & Lower Secondary Science, and also continues to lead the Scouts, which is the oldest uniformed group in the school. "It was a timely match for me, and a good one," he says. He recalls an experience he had during his first year of teaching, which affirmed his decision to be a teacher. "I was put in charge of a class that was not expected to perform well. It was difficult motivating them, and I often had to take a tough stance with them," he explains. "But the class had a chairperson [equivalent of class monitor] and she helped me to motivate the class. When she returned to help the school the following year, she said to me, 'You wait for me [sic]. I will be sitting next to you in the staff room one day.' That was really encouraging to me, realising that all my effort came to some good."

Mr Ang studied at the school's old campus, which was located at Raeburn Park.

Strong role models, then and now

Similarly, Gan Eng Seng School was Mr Ang's first teaching post. His 12-year career has been peppered with achievements and proud moments. As the head of department for Mathematics, he has led the school in achieving good value-added results across all streams. In the sports field, he guided and oversaw the school team to win the Lee Hsien Loong Challenge Trophy for the National Street Soccer League Championships in 2007. This year he is helming the school's 125th anniversary celebrations, which encompasses several events spread throughout the year. "It's very satisfying to see tangible results when I serve my alma mater," Mr Ang reflects. When asked what inspired him to take up teaching, he recalls, "Mr Teo Soon Hee, my Mathematics teacher in Sec 3 and 4, had a deep impact on my decision to become a teacher. It was the effort he put into coaching his students outside of school hours that left an impression, as he often came to school at 6-something a.m. before school started to tutor his students."

Mr Ang with his former teacher Mr Teo Soon Hee, who is still a Mathematics teacher at Gan Eng Seng School today.

Mr Teo is still a teacher in the school today. Of his former student, the soft-spoken teacher says, "Mr Ang was a very hardworking student. I'm very happy that he has come back to serve in the school." Though the paths and duties of Mr Chan and Mr Ang differ, they echo each other's sentiments about teaching in their old school. "It's a joy to see the students progress, and the culture of serving your alma mater builds a sense of belonging in everyone," Mr Chan says.

Cooking up Meals and Solutions for the Elderly

2010-03-01T16:01:00Z

Students in the Geriatric Care Programme have designed products such as this pill holder cum grinder to make life easier for the elderly.

Drop by East Spring Secondary School and you might find students fiddling with rather curious contraptions: a walking stick with a secret compartment for pills, an owl-like device that grind pills into powder, a trolley equipped with mysterious springs, and a reading table that can be transformed into a portable frame with wheels, lights and warning beeps. Toys for a new generation? Far from that - these gadgets are in fact inventions by Sec 3 students to make life safer and more convenient for the elderly. They were developed as part of an integrated programme in Geriatric Care, a multi-disciplinary curriculum in which students learn to develop practical solutions for the needs of the elderly based on lessons in Science, Design and Technology, Food and Nutrition, and Pastoral Care and Guidance. ]]>

This walking frame is more than meets the eye ...

Daryl came up with the idea of a portable pill holder that doubles as a grinder. Resembling an owl, the device has two "eyes" to hold tablets for different doses and a hollow where pills can be ground into powder for easier consumption. "I now know more about their needs," said Daryl, who does not live with his grandparents. "In future, when my parents grow old, I will know how to help them."

A frame that walks and works

Another project was undertaken by Daryl's classmate Pauline Querido. She observed that some of the elderly at the centre liked to go for walks, but struggled to move around on their own and used walking frames that were not very stable. Together with fellow student Ilman Hariz, Pauline came up with the idea of a frame that also functions as a multi-purpose table. "At the side, there are lights," she points out. "So if they are crossing the road and it's dark, the lights warn vehicles that someone's crossing." A button on the handle sounds an alarm "if the user needs help and can't shout." There is also a hook to hang plastic bags.

... It transforms into a table for reading and dining.

The frame comes with a removable table top, which has openings to hold plates and glasses, and a reclining portion to place books or magazines. The top fits easily into a groove by the legs and the addition of two wheels makes the frame easy to handle, yet stable when it is set down. The experience didn't stop at the drawing board for Pauline. "I may be able to design something to help them and add convenience to their life," she noted. "But I also learnt about their emotional needs. They are very happy when they have someone to interact with, and it's not always the same people - they enjoy talking to us, telling us about their children, and I was glad that I was able to make them happy."

Feeding the needs of the elderly

Another Sec 4 student, Mohd Hafiz, was so touched by an old man at the centre that he got down to creating a tool that would be, literally, handy. "I noticed that all his fingers were joined together, so he can't really move his fingers," said Hafiz. "Someone had to help him every time he wanted to eat, so immediately the idea of designing something to help him came to my mind."

Both fork and spoon, on a single utensil designed for easy gripping.

After some research on ergonomics for the elderly, Hafiz made a utensil easily held by inserting one's fingers through a central opening. Having observed that the old man was only able to use one hand due to a stroke, he designed the product to have utensils on both ends, with a spoon that acts like a shovel "so that he can scoop food in easily and place it in his mouth." Other students, who study Food and Nutrition, turned their hands to drawing up menus suitable for the elderly. Working together, Sec 4 classmates Nur Azilla bte Nazli and Nur Aishah bite Isham visited the centre to interview the residents about their diet and food intake. From their surveys, the girls found that the elderly are likely to suffer from nutrient deficiencies such as osteoporosis. "Some don't eat much because they don't have much appetite," said Nur Aishah. "Some overeat because they are bored." It was thus a challenge to come up with a meal that is both balanced nutritionally as well as tasty. After careful analysis, the pair's final selection was a triple delight of porridge and honey chicken, plus low sugar apple crumble for dessert. "I'd be happy to get to eat apple crumble when I grow older," stated Nur Azilla, adding that eating porridge daily would be boring. "It's good to have a variety of food!"

Tabling their ideas to improve the elderly's quality of life.

East Spring Secondary School introduced the geriatric care programme in 2009 as a way of boosting collaboration between different subjects. Mdm Chin Hock Yew, the head of department for Craft and Technology, explains that the focus fell on the elderly because students from the school were already active in community service at the Metta centre. "So we thought it would be good for the students to go there, interact with the folks and also help meet their emotional needs," she adds. This year, Mdm Chin plans to expand the programme to include Social Studies. "Students will learn more about understanding the aged population in Singapore," she says. And whereas the students' inventions were assessed only by the teachers last year, she hopes to ask residents at the centre to try out the students' inventions, and even sample dishes designed and prepared by the Food and Nutrition students.

Peirce Secondary knock Catholic High out of South Zone B Division basketball

2010-02-28T16:01:00Z

CCAB, Friday, February 19, 2010 - Defending South Zone champions Catholic High crashed out of the South Zone B Division Basketball Championship after falling 49-59 to high-flying Peirce Secondary in the second round. Catholic High needed a win to have any hope of qualification from Group X after losing to Raffles Institution 61-52 in a previous match, but their opponents, who also beat RI on Wednesday, proved too strong for them. With the victory, the undefeated Peirce progress to the semi-final stage as winners of Group X while Raffles Institution, who finished second, are also through to the next round. ]]> Quarter by Quarter Scores Peirce v Catholic High

1st Q: 10-12
2nd Q: 16-12
3rd Q: 20-7
4th Q: 13-18

Top scorers

Lowell Leong (Peirce #8) - 19 points
Muhd Nurhadi (Peirce #10) - 14 points
Leong Wei Hao (Peirce #4) - 11 points

A Peirce player pushing through Catholic High's defense to score.

Duncan Koh (Catholic High, #7) going for a layup ...

The Catholic High #4 and #13 trying to intercept the ball from a Peirce player.

The Catholic High #6 making a shot.

Both sides fighting for the ball.

This article was syndicated from Redsports. Story and photos © RedSports.

Jurong Secondary School emerge champions in West Zone B Division volleyball

2010-02-25T16:01:00Z

Choa Chu Kang Sports Hall, Friday, February 19, 2010 - Jurong Secondary held off a persistent Nanyang Girls' High to emerge champions in the West Zone B Division Girls Volleyball Championship final. The game went to an exciting rubber set, which saw Nanyang fight back and almost cause an upset. Jurong eventually prevailed to win 2-1 (25-21, 18-25, 25-23). It was indeed sweet revenge for Jurong as they had narrowly lost to Nanyang in their earlier encounter at the group stage. The first point was won after a long rally, with Jurong mis-hitting on a receive. Both teams seemed to have trouble getting into the gear as safe hits saw long rallies ensue. However, Nanyang pulled off a quick one to lead 6-1, forcing Jurong to promptly call for a time out. ]]>

Eleanor (Nanyang #1) tries to block a spike from Zi Qing (Jurong #8).

Jurong's setter EeJin (#7) sets.

Chuning (Nanyang #5) spikes over the Jurong blocker, Qiuyun (#6).

Celene (Nanyang #2) manages to avoid a blocking Qiuyun (#6) but sees her spike clip the net.

Qiuyun (Jurong #6) spikes while Eleanor (Nanyang #1) tries to block. Both Nanyang's blockers seemed to be off form for the match as they encountered difficulty in shutting out Jurong's attacks at the net.

Eleanor (Nanyang #1) spikes past Zi Qing (Jurong #8).

Rachel (Jurong #10) dives to receive a shot.

Zi Qing (Jurong #8) spiking past Eleanor (Nanyang #1). Zi Qing controlled much of the net action on the Jurong side, scoring several hard-earned points.

Cynthia (Jurong #11) serves. Her steady serves in the third set helped Jurong to a large lead over Nanyang, giving themselves a huge advantage.

Hui Ting (Jurong #1) sends the ball back to Nanyang.

Rachel (Jurong #10) spikes past Eleanor (Nanyang #1).

The Jurong team celebrate becoming champions.

It was however, very unfortunate that Hui Ting (Jurong #1) injured herself right at the last rally.

This article was syndicated from Redsports. Story and photos © RedSports.

Canoe Polo Teams Dig Deep at NUS High

2010-02-24T16:01:00Z

The five-aside game of canoe polo is fast, furious and not for the faint-hearted.

Okay, first of all, canoe polo? What? It's a sport, a high-energy combination of kayaking, basketball and water polo. It's played in a swimming pool 35 x 23 metres (i.e. slightly smaller than an Olympic-sized pool). What you need are single-seater canoes, double-"scooped" paddles, a ball, goalposts and nets, and two teams of five players and three substitutes. Then the game is on! Players navigate the water in their canoes, competing to score their highest number of goals. Depending on the competition format, a typical game may have a duration of five, seven or 10 minutes per half, with a short break in between. "The players also need to be kitted out in rash guards (athletic shirts worn for water sports), spray skirts (waterproof spray covers which prevent water from splashing into the canoe) and helmets," explains Singapore national canoe polo player Mr Loi Heng Fu. He coaches, among others, the only secondary school canoe polo teams in Singapore, at the NUS High School of Mathematics and Science. The school has three teams - two boys' and one girls', with 27 members in all - and they train at the NUS pool, up to five times a week in the lead-up to a competition.]]>

Coach Mr Loi Heng Fu keeping a keen eye on his charges as they practise manoeuvring.

Although canoe polo has been played in Singapore since the 1990s, it is largely played at the tertiary level due to logistical and financial constraints. NUS High introduced it in August 2007 as a CCA for Year 3 students (Sec 3 equivalent) and above, because the school did not offer any water sports then.

An all-consuming sport

Despite the relative youth of the sport at NUS High, two of its boys' team members - Yeo Tiong Hian and Tan Wee Chye - are so adept at the game that they have been selected for the Singapore national youth team. But this does not mean these Year 6 students are distracted from their studies. "The youth team is not participating in any overseas competition this year, so we don't have any centralised training and train with the school team," says Tiong Hian. He switched CCAs from the chess club to canoe polo in February 2008 as he wanted to try something "different". "I like that it teaches us to be composed yet aggressive. The training has made me fitter than my peers in other CCAs too," he adds.

(From left, in black) Yeo Tiong Hian, Ong Xuan Hao and Tan Wee Chye demonstrate scoring and defending.

Wee Chye is a pioneer member of the school's canoe polo team. An avid swimmer who loves the outdoors, he especially likes the all-consuming attention required of the sport. "Total focus, ball skills, canoeing skills including balancing on the water's surface, strategy, all the hours spent on training - everything must come together for a good game, and I enjoy the multiple challenges," he says. Canoe polo training is rigorous and intensive. When training ramps up to five times a week, that includes three sessions in water and two on land. NUS High teacher-in-charge Mr Jeryl Sim conducts the fitness training component, while Mr Loi takes charge of the game strategies and in-water training. Mr Sim also teaches ball skills to members who are new to the CCA, through games like captain's ball.

Canoe polo is about skill and stamina, not aggression and brute strength.

Being literally a young team puts NUS High at a natural disadvantage. As a secondary school, it does not qualify to participate in the Institute-Varsity-Polytechnic (IVP) Games, even though the team members' age is close to that of IVP participants. Thus they can only take part in open championships. "The 20 or so entrants for the open championships are teams from tertiary institutions like the polytechnics and universities, and also their alumni teams - people who used to play for their schools and who continue to train for the sport," explains Mr Sim. Being older, the players are taller, stronger and possess more experience. "Our boys are competing against men who have physique advantages like better upper body strength and longer reach," says the teacher. For girls, the difference is not as significant.

Girls' team captain Tan Wan Yu hopes her two vice-captains can step up to become the "voice" the players will listen to during competitions.

Sweet success

Despite its inexperience and youth, the NUS High teams have tasted success. In 2010, the junior girls' team brought home the gold medal in the NTU 3-on-3 Canoe Polo Competition while the senior boys' team came in fourth in the "B" division. They also played in the Singapore Polytechnic Canoe Polo Open Championships, and National Canoe Polo Championships. "Besides fitness, commitment is also very important," says boys' team captain Ong Xuan Hao. Off-season training can take up two afternoons a week, and having to travel to an off-site location and training in the scorching afternoon sun takes dedication. As a number of the pioneer team members will also be graduating this year, they are training their juniors to take over as team leaders. It is important that they can take the lead during competitions, such as by making good decisions or reacting quickly according to how a game is panning out.

Capsizing, and being able to right the canoe quickly, is part of the game.

Canoe polo offers players more than a golden tan and splashing good time. Aside from the novelty factor, Mr Sim explains that it encourages camaraderie, builds confidence and enhances resilience. "You lose the ball, you refocus and come right back into the game. It's an aggressive sport, you have to react fast." "It is a power sport that requires sprints and skilful manoeuvres," adds Mr Loi. "There is a game plan to follow - it is a team sport that has no place for big egos or individualism."

Music Lessons to a Different Beat

2010-02-22T16:01:00Z

Deyi Secondary School teaches Music course that emphasises the use of technology and a focus on contemporary hit songs.

If you think that music lessons in school are only about learning scores composed by long-departed composers with complicated-sounding names, then Deyi Secondary School's classroom for the new GCE Music subject for Normal (Technical) stream students will surprise you. Step inside and you won't see a single piano or a score sheet stand - only rows and rows of computers. That's not the only contemporary thing about the course. Students also get to work with some of their favourite chart-topping pop songs in class. While most of the students have no prior training in music, they do share one thing - a huge interest in it. The course is currently in its second year and has had no shortage of takers. "We even have two students who are so passionate about music that they are taking the course, even though it is outside of their curriculum time," says music teacher Ms Ng Hwei Sung. ]]>

These students are in the pioneer batch who will take the GCE N(T) Music examinations this year.

Technology as an enabler

The N(T) music course focuses on three aspects: performing, creating and listening. "To help them in creating music, we teach them notation, listening analysis, and identification of the music genre as well as instruments that are used in the music piece," elaborates Ms Ng. The students' main objective is to create a backing track with computer software and then perform a piece by playing the chords on the keyboard. "By leveraging on the use of music technology, we hope to prepare our students for multimedia or media-related courses in ITE and eventually for the creative industry," points out Ms Ng. As a Centre of Excellence for performing arts, Deyi Secondary School is well-equipped with music resources such as facilities and teachers. "We thought, why not open up this course since we are already equipped with the facilities?" Ms Ng explains. The class of 18 students enjoy the attention of two teachers, Ms Ng and Ms Yvonne Pok. "As the students have different levels of ability and musical backgrounds, the personal touch of coaching and advising is very important," says Ms Ng. The classroom also buzzes with students flitting from one terminal to another as they coach each other.

Students learn traditional music notation as well as computer software.

The school has music software programs such as Band-in-a-Box, Sonar Home Studio and Sibelius that the students use to recreate tracks with a few clicks of the mouse. During a typical Music lesson, Sec 4 student Syafiq bin Sahri might scroll through the choices that range from hip hop to country to disco, make his pick and listen as the track takes on the musical style he chose. Next, he can play around with the tempo till he gets the song "right" according to his ear. Classmate Asyraf Iskandar bin Ramli might be engaged in a different task, such as keying in the chords into the software program. "I feel very privileged to be able to use all these music software, which I don't have at home. It might be my only chance to take up something like this now, because in future I plan to do nursing in ITE," Asyraf reveals.

Getting more "into" (and out of) music

The use of popular music in the course has upped its cool factor. Syafiq counts Lady Gaga as one of his current favourite artistes. "I wanted to play the Lady Gaga track 'Telephone', so I asked my teacher for the music score. I even wanted to play it for my examinations but the four sharp notes proved a little too challenging for me at this stage," he admits.

Students learn to use software programs to recreate (and create) their own music.

Nevertheless, going through the course has enabled many of the students to achieve their personal goals. "When my dad first gave me a keyboard, I could only play it with one hand. After just one year in the course, I can now coordinate and play with both hands," Asyraf declares. Shafiq chimes in, "As a dancer in a crew, doing this course has enabled me to better feel how many beats a song has." Asyraf agrees, adding, "I love music and I think it is important to know what is going on behind the melody."

Yio Chu Kang Primary School Goes Single Session

2010-02-18T16:01:00Z

For families with children in different levels, going single session means that parents can bring them to school together.

Since the 1950s, Yio Chu Kang Primary School has operated in two sessions. But this year, it became a single session school. The school day now starts at 8 a.m., so that students can wake up later and have a decent breakfast. While the overall school day is about the same length, twice a week it runs until 3 p.m. to incorporate CCA time into the time-table. This gives even Pri 1 and 2 pupils the opportunity to enjoy CCA. The transition from double to single session was principal Mrs Teo Whye Choo's first major task when she took over the school in December last year. "There is a lot more synergy now with the single session. I personally enjoy seeing the whole school together and the pupils from different levels interacting together," she says of the changes so far. At the beginning of last year, the school began making preparations for the transition to single session. This included reducing slightly the intake of students and communicating to parents the impending change in curriculum time through briefings and letters. But most of the preparations took place behind the scenes, among staff who took on new and different roles. ]]>

Any pupils can join in the mass exercise that takes place before school starts.

More interaction and big changes to CCAs

The new timing has allowed for more school interaction across the different levels. The school has an optional daily mass exercise from 7.10 a.m. to 7.40 a.m., before school starts. Games like floorball can be played and the gym is open for pupils' use. Teachers even join in on Thursdays. But the biggest impact in the change in school time has been to the CCA programme. While previously each student might participate in more than one CCA, they now focus on only one. Teachers in charge of CCAs were also redeployed. The school has taken this in their stride, trying as far as possible to allocate students and staff according to their interests and strengths. "With more staff available at one time, specialisation of duties is now possible," says Mr Jasni Mahmood Jasmin, head of department for PE and CCA. The advantage, however, is that Pri 1 and 2 pupils - who do not typically join CCAs due to their age - now have the chance to sample CCAs through "modular CCAs" incorporated into their time-table. Once a week, for two hours, these pupils take part in either a physical sport module, such as inline skating, or an art or music module.

Modular CCAs alllow Pri 1 and 2 pupils to sample a sport, music or art CCA during curriculum time.

"The Pri 1 and 2 pupils are so proud that they get a chance to have a CCA, like their older peers. And just imagine, by the time they complete Pri 2, all the pupils will know the basics of inline skating!" says Mdm Mahalakshumi, consortium head for Pri 2 and co-ordinator for pastoral care.

Benefits for families

According to the teachers, pupils have been very happy as they see the longer hours as having "more time with friends". Pri 2 pupil Cedric Olivas prefers the new timing because it is still early when he gets home, unlike last year when he was attending the afternoon session - by the time he got home and ate dinner, there was not much time left before bedtime. For Cedric's mother, Mrs Lorna Olivas, the new timing means the family eats at the same time and her two children can play together. "In the past, when one was in the morning session and the other in the afternoon session, meal times were difficult because one would be playing while the other eating or doing homework. Now everything is synchronised." Another parent, Mrs Kamisah Atheli, agrees that the in-built CCA module has allowed her Pri 2 son Danish to benefit from it without her having to worry about "ferrying him to and from school".

Parents Mrs Kamisah Atheli (left) and Mrs Lorna Olivas (right) appreciate that their respective sons Danish (left) and Cedric (right) have more flexibility in their daily routines.

For teachers' families, too, the change has been welcome. Mdm Maha, who has been teaching the afternoon session for about five years, found it a challenge to wake up earlier but now she can spend more time with her family. "When my son was in morning session and I taught in the afternoon session, I would only see him for a short time each day. Now that I'm working at the same time that he is in school, we can spend much more time together." As for Mr Jasni, he can now see his son off onto the school bus, before he goes to work. Although the transition is almost complete, the school is looking at feedback from staff, parents and pupils, to see how it can be improved. "At the moment we notice the younger pupils get tired on the long days, and we're trying to see if we can address that," Mrs Teo notes. "But the journey has been very exciting."

National School Games Open in Sporting Style

2010-02-16T16:01:00Z

A high-energy taekwondo display and a hard-fought softball match were the highlights of the National School Games opening ceremony on 1 February 2010 at Raffles Institution. For the first time in the 51-year history of the Schools National Championships, an opening ceremony was held to mark the occasion as well as the change of name to National School Games. Ms Grace Fu, Senior Minister of State, Ministry of National Development and Ministry of Education, was the guest of honour and threw the opening pitch for the opening match of softball between Raffles Institution and Hwa Chong Institution. In her speech, she announced the setting up of Youth Sports Academies to provide centralised training for athletes who are in secondary school, junior college or the centralised institute. The first three academies to be set up in March 2010 are in badminton (Bedok View Secondary School), wushu (Meridian Junior College) and table tennis (MOE CCA branch). This photo essay brings you the highlights of the National School Games opening ceremony.

The National School Games opening ceremony started with a special display by students from the Singapore Taekwondo Federation. This year marks the first time that taekwondo is a sport recognised in the National School Games.

Taekwondo athletes demonstrated their grace and prowess as they broke wooden blocks and executed stunning cartwheels and other movements. The display group comprised students from Pri 4 up to those who are in ITE or polytechnics.

These taekwondo athletes train twice a week with Mr Tan Cheng Hui, chairman of the demonstration team for the Singapore Taekwondo Federation. As they come from different schools, sometimes their training takes place at night, with the older students guiding the younger ones.

Some of the more experienced taekwondo athletes in the display team have represented Singapore at the World Taekwondo Festival in Korea, where they were placed third overall in the demonstration team event.

With a flourish, Senior Minister of State Grace Fu (in orange shirt) and other distinguished guests "lit" the National School Games torch on the website of the Singapore Schools Sports Council. It will "burn" on the homepage for 211 days, until the end of the Games on 17 September 2010.

Every school participating in the National School Games had a student athlete present to bear the school flag and take the Singapore Schools Sports Council Athletes' Oath.

Student athletes from every school stood to take the Singapore Schools Sports Council Athletes' Oath, led by a national swimmer who represented Singapore at the ASEAN Games. The athletes affirmed that they would compete "in the true spirit of sportsmanship, for the glory of sport and the honour of our teams."

As the sun beat down furiously on the field, Senior Minister of State Grace Fu kicked off the softball match by throwing the opening pitch.

The Hwa Chong Institution team was all revved up and ready to go - perhaps all the more so, since they were not playing on home ground.

With the formalities over, the athletes could get down to what they do best. The Raffles Institution coach gave the team one last pep talk before they took to the field.

The catcher was at the ready, as the match got underway at the Raffles Institution field.

Getting to each base is a matter of both teamwork and timing. There are no solo heroes in this particular sport, and everyone has to be on their toes when they're out on the field.

At the end of the softball match, both teams bid each other farewell with gusto and respect. With the National School Games now in progress, there'll be many more opportunities for these athletes, and their counterparts in other sports, to face off on the field.

For more information about the Youth Sports Academies, read the MOE press release "MOE Sets Up Youth Sports Academies to Further Encourage Sports Excellence".]]>

Gearing Up for Pri 1 (Part 2)

2010-02-10T16:01:00Z

Principal Mrs Mary Ngiam (right) and MOE Parent Ambassador Ms Veron Sim (left) fielded questions from parents during the lively Q&A session.

On 30 January 2010, MOE held a seminar "Preparing Your Child for Primary School: A Parent Seminar", which drew over 500 parents. The two speakers were Mrs Mary Ngiam, Principal of Princess Elizabeth Primary School and Mrs Veron Sim, MOE Parent Ambassador. (You can read about their presentations in part 1 of this Schoolbag report.) After their presentations, the speakers fielded queries from parents in the audience regarding selection of schools, registration procedures and the educational framework set out for primary schools. Here are some of the questions that were posed during the Q&A session:]]> Q: How can we find out about the strengths and weaknesses of potential primary schools for my child? A: All primary schools in Singapore are of a very high standard. However, each school has its unique strengths. For example, in Princess Elizabeth Primary School, our focus is on using performing arts as a form of character development. You can visit the schools' websites to find out what their niche is and see if the programmes they offer are a good fit for your child. You could also visit these schools. Make an appointment to talk to the principals or have a chat with the parents who are waiting at the schools for their children to end classes.

A father clarified certain balloting procedures with Mrs Ngiam, during which she emphasised that parents can only register their child in only one primary school.

Q: For Pri 1 registration, is there a quota for each phase? A: There is no quota for each phase. Every primary school is allocated the number of vacancies they can offer each year and priority of placing is based on the different phases. Whatever vacancies are remaining after each phase will go on to the next phase. However, Phase 2B is an exception. There is a cap of 50% on the remaining vacancies being allocated to parent volunteers, and there are also certain conditions that need to be fulfilled, e.g. volunteering for at least 40 hours of service. Q: If there is no streaming in Pri 1, how will teachers manage students with different skills and abilities? A: Every pupil comes into primary school with different abilities - one may be able to learn one subject quickly, but may be slower in another subject. Our teachers are trained to employ different teaching methods during any one lesson so that no child will be left behind. At the same time, we will make it a point to stretch the more able pupils to ensure they develop to their full potential. Q: When does real screening start? A: The recommendations by the PERI committee are to not have formal examinations at the Pri 1 and Pri 2 levels. However, this does not mean that there is no longer any assessment. In fact, pupils will be given a more holistic form of assessment according to both academic and non-academic rubrics.

A mother asks what will happen if her child does not get a place in a primary school and Mrs Ngiam assured parents that every child will have a place in a school.

Also, as these new measures are being introduced gradually, different schools may adopt different ways of catering to the differing abilities of the students. For example, students could be grouped according to their specific abilities in a particular subject instead of their overall grades. At the end of Pri 3, students will sit for the Gifted Education Programme Screening Test while Subject-based Banding will take place at the end of Pri 4 . Q: How will primary schools promote the use of Mother Tongue? A: Oracy in these languages will be built up first before guiding the pupils to more advanced language skills such as writing. Teachers will also provide differentiated teaching approaches within the classroom according to each child's ability. Q: Should I send my child for supplementary classes to prepare for primary school? A: Going for extra classes may tire your child out even before he or she starts going to primary school. There will be Learning Support Programmes provided for pupils who are weak in English or Mathematics at the time they enter Pri 1. However, you can prepare children for primary school by training them to be more independent, e.g. being fully toilet-trained and learning how to put on their school uniform by themselves. You may also want to get them used to waking up early a few months before school starts, so that they get used to the routine.

Gearing Up for Pri 1 (Part 1)

2010-02-08T16:01:00Z

Mrs Mary Ngiam, principal of Princess Elizabeth Primary School, explained the framework for primary education to over 500 parents.

If you were one of the over 500 parents who came for the MOE parent seminar "Preparing Your Child for Primary School" on 30 January, you'd have been welcomed by an enthusiastic display of talent by the pupils of Princess Elizabeth Primary School. There were rousing performances by the symphonic band, Chinese orchestra, string ensemble, choir, harmonica band, Chinese, Malay and Indian dance groups and the wushu group - setting the tone for principal Mrs Mary Ngiam's introduction to primary school education as the years of discovery. "Children should have exposure to a wide range of activities in their formative years - both academic and non-academic," said Mrs Ngiam, the first speaker for the day. She went on to emphasise the broad, holistic approach to primary school education and highlighted the new Programme for Active Learning (PAL). When it is rolled out in all schools, it will provide more opportunities for children to develop skills and interests in sports, outdoor education, and the performing and visual arts. Beyond PAL, new engaging teaching methods will also mean more fun in and out of the classroom for the kids.]]> subject-based banding, which allows parents to opt for a mix of Standard or Foundation subjects for their children, based on their Primary 4 examination results. "We want to provide more flexibility for students with different strengths and abilities so that they can reach their full potential. However, for this to work, the selection of subjects must be made in light of the best interests of your child, his or her academic results and teachers' judgements," she advised.

The eight participating primary schools set up publicity booths where current pupils could tell parents and children about their programmes.

Preparing for discovery

While an educational framework has already been set in place for children to develop a strong foundation in life and knowledge skills, parents play an indispensable role in ensuring that their children get the best out of their early years of formal education. The second speaker, MOE Parent Ambassador Mrs Veron Sim, offered some practical tips on how to best support your child in primary school:

Encourage independence: Plan a routine for your child after school e.g. nap for an hour, homework, dinner, TV show, etc. Eventually, you shouldn't need to sit by your child's side for homework to be done because this becomes a habit.
Communicate proactively: Talk about life in school. Don't settle for one-word answers like "OK." Probe with open-ended questions like, "What's the funniest thing that happened today?" Likewise, also tell your child about your day so that a bond develops.
Not just the grade: Avoid comparing your child's results with his/her peers or older siblings. Focus on the process and the effort put into the work and reward a child based on progress rather than the actual grade achieved.

Learning more about primary school education

After the presentations, there was a Q&A session, then parents could visit an exhibition showcase in the canteen to find out more about the eight primary schools in the Jurong and Bukit Batok areas which had come together to organise this seminar. Each school had their own booth as well as pupils on hand to tell parents more about their programmes, and the latter's enthusiasm was the most convincing evidence of how much they were enjoying their primary school experiences.

Parent Mdm Hamitha Banu appreciated that the focus of primary school education is on holistic development.

Parents enjoyed the opportunity to chat with pupils and hear about their schools in a more informal, festival-like setting. "We live around here [Bukit Batok] so it's also very convenient to have the publicity booths where we can find out more about the various primary schools in this neighbourhood," said Mr Tan Geok Peng, parent of a six-year-old. "The talk provided enough useful information in terms of how to proceed in getting my son geared up for primary school." As for Mdm Hamitha Banu, whose son is already in Pri 1, she wanted to understand the school system so that she could provide better support for him at home. "The talk provided very good information, and I particularly like the part about character development and how the focus should not just be on grades." Curious about what primary school education is like these days? Find out more about the latest changes to primary school education. And look out for part 2 of the Schoolbag report on the Q&A session, which will cover common questions about specific subjects or programmes in primary schools.

Making Pre-school Education Better

2010-02-04T16:01:00Z

Carol puts up useful articles about parenting at her workspace, so that colleagues who drop by can pick up new information.

While Ms Carol Loi has held various positions in the ten years she has been working at MOE, you could say that it's in her current position that her work is having the most direct impact on her own family. Since July 2008 she has been the Senior Head for Pre-School Administration in MOE's Pre-School Education Branch - and during this time her daughters Nicole and Gillian have also been passing through pre-school. What does a Senior Head do? In Carol's case, she is part of a team that looks into strengthening the quality of pre-school administration. She manages financial schemes for kindergartens, including the administration of various professional development programmes for kindergarten teachers, and organises learning and sharing sessions for kindergarten principals and teachers. She also has a slew of administrative responsibilities under her belt, related to the media, event management, human resources, finance and procurement. All this might sound far removed from the day-to-day activities of a pre-school, but Carol's work has a trickle-down effect to how young children are taught and nurtured. For example, in November 2009 she led the team to organise the Kindergarten Learning Forum which for the first time was open to all 3,500 kindergarten principals and teachers, teacher trainers and stakeholders.]]>

Having a healthy work-life balance means spending time as a family on a regular basis.

The event saw 35 exhibition booths and 56 concurrent sessions put up by not just kindergartens, but also government agencies offering programmes and services relating to the kindergarten sector. "The Kindergarten Learning Forum was my first big event since moving to the Pre-School Education Branch," says Carol. "I see the potential for it to grow as big as MOE ExCEL Fest, which was my last big event when I was with MOE's Organisation Review Branch."

Behind the scenes of MOE's Pre-School Education Branch

While the Kindergarten Learning Forum happens only once a year, Carol's other work is always ongoing. For example, she is involved in the development of quality assurance and accreditation in kindergartens, and has the opportunity to do classroom observations in kindergartens to see what kindergarteners go through in a typical day. The classroom observations are then used to refine the quality assurance tool and enhance the development process. Carol also manages various pre-school education grants and ensures that they are used appropriately. She works with MOE's Corporate Communications Division on media-related matters on pre-school education. Another aspect of her job is facilitating the recruitment of teachers into the Pre-school Education Branch. where teachers are offered an opportunity to learn about policy making at MOE headquarters. Besides pre-school education, Carol also has other portfolios outside her branch such as taking part in an inter-divisional team that examined how MOE could better partner parents in the education of children.

Carol shares her parenting experiences of Nicole (left) and Gillian with an informal parenting group that she initiated at MOE.

It takes a village ...

In the various positions Carol has held in MOE since 1999, she has been an Assistant Director at the Development Planning Branch, where she was involved in planning the construction, upgrading and merging of schools. She was also an Assistant Director at the Organisation and Systems Review Branch, where she was involved in fostering a culture and spirit of learning and innovation in MOE. As a mother of two, it's no surprise that her latest passion is parenting itself. "I truly believe that it takes a village to raise a child," elaborates Carol. She is a strong advocate of providing parents with the right tools so that they do not have to "grope in the dark, or feel alone". Such parenting knowledge complements her current work at MOE. In fact, Ms Loi initiated an informal support group for parents in MOE a few years ago. The parents keep in touch with one another online, and try to meet once a month over lunch to share experiences concerning the brining up of their children. "Children don't come with a manual," she says, so the informal group helps to provide useful tips and strategies, and also for discussing articles that they may have read. "With the Internet, there is sometimes information overload for parents!" Carol and her colleagues from the Pre-school Education Branch will be putting up a booth at the MOE ExCEL Fest 2010 on 6 March 2010 at Suntec International Convention and Exhibition Centre. Visit the booth to find out more about MOE's role in pre-school education, and have a look at the 80 other school exhibits too!

ITE beat NYP to move on to IVP men's floorball final

2010-02-01T16:01:00Z

Republic Polytechnic, Friday, January 22, 2010 - The Institute of Technical Education (ITE) beat the Nanyang Polytechnic (NYP) 2-2 (1-0 on penalties) to book their place in the final of the Institute-Varsity-Polytechnic (IVP) Floorball Championship. ITE scored first in the opening quarter to take the lead, only to see NYP draw level and then take the lead in the second quarter. ITE then found an equalizer in the last quarter as both teams fought it out to win the game in regular time. At times NYP looked like the team more likely to bring the game home but excellent defense by ITE brought the game to extra time. Neither of the teams managed to make the most out of the scoring opportunities presented to them in the five minutes of extra time, leading to a penalty shootout which was full of saves and misses to decide the winner. Eventually, the solitary goal by Syazni (ITE #25) won them the match and place in the final. ITE will face RP in the finals that will take place on Monday, January 25, at Republic Poly. This photo essay brings you the highlights of the game:]]>

ITE (red) celebrates after defeating NYP (white) 1-0 in the penalty shootout to move on to the finals.

Jiun Wei (NYP #99) is just a second too slow in getting to the ball as it falls into the hands of ITE's goalkeeper Iman.

NYP's goalkeeper dives in vain as ITE scores the opening goal.

ITE's #10 Md Afiq celebrating after putting ITE up 1-0.

ITE's celebration was cut shot as they lost their lead in the second period, with Sabri (NYP #5) scoring a second goal to put his team ahead.

Farhan (NYP #46) losing the ball to ITE's goalkeeper Iman just in front of their goal mouth.

NYP's #12 Yiru clears the ball from the advancing ITE players as his goalkeeper Irfaan looks on.

ITE's #24 Zul intercepts an NYP ball to deny them a shot at goal.

Both teams stepped up the intensity of the game to fight for possession during the 5 minutes of added time.

NYP's #10 Jenmark reacts after missing the best scoring opportunity for either team to score during extra time.

A desperate dive and save by ITE denied another scoring attempt by NYP.

ITE's goalkeeper Iman looks on as NYP miss during the penalty shootout.

NYP's goalkeeper Irfaan making a save to keep his team in the game.

Syazni (ITE #25) beating NYP's goalkeeper Irfaan to score the solitary goal of the shootout to win the game for ITE.

National Under-18 Cross-country Championship Results

2010-01-27T16:01:00Z

Aldrich Lim in action during the 2009 POSB Run for Kids.

Bedok Reservoir, Saturday, January 23, 2010 - Aldrich Lim of Naval Base Secondary School defeated a strong field which included several top junior athletes to become Singapore's new Under-18 cross-country champion at the Singapore Athletic Association (SAA) Cross-Country Championships. He clocked a time of 17:40 min over the 5km long route and in doing so, Aldrich established himself as a strong contender for the B Division National Schools Championships, which will be held on March 24th.]]> Check back later on RedSports for the results of the 2010 National Schools Cross-Country Championships. This article was syndicated from Redsports. Story and photos © RedSports.