Schoolbag.sg

Students Celebrate Friendship through Art

2010-07-28T15:01:00Z

This artwork was produced by carving Chinese seals and using them to print the Chinese character for you on a piece of paper.

A tiger, a Chinese character and a Bible verse - three elements you don't expect to find in the same sentence, least of all in the same artwork. But that's what a group of students from the Creative Art Club at St Margaret's Secondary School have put together for their artwork Proverbs 17:17. Inspired by the universal message of friendship ("A friend is always loyal, and a brother is born to help in time of need"), they carved the verse in Chinese characters onto six separate seals, then used the seals to print the Chinese character for friend, you (友), on a piece of paper. As for the tiger, that was Sec 2 student Jessica Tan's contribution to her particular seal. "As this is the Year of the Tiger, I engraved the animal on my seal to show that friendships will start and bloom from this year," she explains. This cross-cultural artwork won a bronze award at this year's Singapore Youth Festival (SYF) and is one of five artworks by the school's Creative Art Club to earn the accolade this year. These artworks are on display at the Singapore Art Museum from 23 July to 22 August, as part of the SYF Arts and Craft Exhibition 2010 (jointly organised by the Ministry of Education and The National Art Gallery, Singapore).]]>

Students from the Creative Art Club get to attend different workshops to pick up the skills to work in different media.

In total, the exhibition will showcase 52 award-winning artworks by students from secondary schools, junior colleges and the centralised institute, centred on the SYF theme of "Torch of Friendship". It will offer visitors a glimpse into the inner worlds of our youths and how they see themselves and their relationship to the world at large.

Mastering different art media

The works have been executed in diverse art forms such as painting, ceramics, photography and animation. Just consider the range of work from St Margaret's Secondary School alone: True Friendship (seal carving), City of Life (contemporary Chinese ink painting), The Inaugural Youth Olympic Games (clay and acrylic) and Landmark of My Life (pencil). All are team efforts, except for the last which is the work of one student. Creative Art Club teacher-in-charge Ms Jane Hoe is pleased with the prolific output of her students. "Enrichment workshops are organised for Club members every year, to expose them to a variety of media," she says. "Acrylic and ink painting workshops are ongoing. These workshops help to build strong fundamentals in art."

City of Life is a five-metre long Chinese ink painting that depicts Singapore as a bustling city teeming with people and life.

In addition, students have a chance to opt for other workshops in seal engraving, ceramics, silkscreen, comic art, batik-making and digital illustration. By the time the girls graduate, they would have mastered at least two art forms. For this particular SYF exhibition, students were briefed about the theme and selection criteria. They could choose to attend two different workshops (except Sec 1 students, who attended one workshop), each of which lasted 10 to 12 sessions from January to April. After Week 4 of each workshop, students who showed potential in a particular art medium were identified to prepare for the exhibition. The students then formed groups to brainstorm ideas with their teachers before they embarked on the actual artwork.

Collaborating on art

For the artwork The Inaugural Youth Olympic Games, students produced six ceramic pieces. "We want to celebrate the inaugural Youth Olympic Games (YOG) held in Singapore this year," says Sec 2 student Caitlyn Velarde. "Each of our cylindrical containers represents an Olympic ring, which in turn represents one continent. Singapore is depicted by a larger container that is shaped like our island, to highlight that the first YOG is being held here." Each of the five members in her group made one container, and the larger centrepiece representing Singapore was fashioned by all of them.

The Inaugural Youth Olympic Games is a six-piece ceramic creation to celebrate Singapore's hosting of this international event.

As the group members are from different classes, it was a challenge to find a common time to meet. They also had to work through some initial disagreements over the concept before coming to a consensus. The girls also stayed till late in the evenings to complete the artwork in time. However, all the hard work has been worth it. "I was ecstatic to obtain an award, knowing that my group has been recognised for our effort in the SYF Art & Craft Exhibition," enthuses Caitlyn. Jessica shares her schoolmate's sentiments. "The last time I won an award was in 2008." She adds, "This award encourages me to continue working hard to improve my art skills!"

Inez Leong Sets New Record in B Division Girls' 100m Hurdles Final

2010-07-27T15:01:00Z

Choa Chu Kang Stadium, Monday, April 20, 2009 - Inez Leong of CHIJ St Nicholas Girls' School broke the B Division girls 100m Hurdles record set by Singapore Sports School's Noreen Herman last year. Inez's timing of 15.14 was 0.24 seconds faster than last year's 15.35s record, an eternity in the world of short distance running. The gold medal was the first for the runner and her school in this year's championships and puts CHIJ St Nicholas one point behind B Division leaders, Cedar Girls' Secondary School. In the heats held last Friday morning, Inez was recorded third fastest in lane 3, with last year's C Division record breaker, Goh Wei Ning from the Singapore Sports School, first in lane 4. Sarah Lee from Nanyang Girls' High was the second fastest in lane 5. Today, Wei Ning followed after Inez for the silver medal with a time of 15.21s, bettering last year's record as well, while Sarah Lee achieved the bronze medal with a time of 15.42s.]]>

Inez Leong of CHIJ St Nicholas Girls' School broke the B Division girls 100m Hurdles record with a timing of 15.14 seconds, 0.24 seconds off the previous record.

Jannah Wong of Katong convent closing her eyes in relief as she crosses the finish line in first place.

Amanda Quey of Raffles Institution is neck and neck with Siti Nurhanis of Victoria JC but manages to get first place.

Ryan Kalmani powers ahead of Muhammad Asmin and Muhammad Haziq.

Sean Toh is followed closely by Edwin Tay of SJI.

Joel Wei of ACJC has a lead over the rest.

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

Primary Education: the Beginning of a Journey

2010-07-26T15:01:00Z

Primary school education gives children a well-rounded experience in five areas: moral, intellectual, physical, social and aesthetic.

An earlier version of this article was published in Lianhe Zaobao on 1 March 2010. For a Chinese version of this article, click here. Children grow up quickly. Before you know it, they reach school-going age, when they embark on their long education journey. As parents, we care about our children's learning development. Parents would not hesitate to tighten their belts and toil at work, or even put do away with a few luxuries in life, so as to provide their children with the very best. Children are our future and the progress of a country depends on whether it is successful in building a good education system. Singapore has spared no expense investing in education and the government's emphasis on education speaks for itself. Singapore's education system is highly lauded around the world. At the same time, we are actively developing Singapore into an international education hub. While our education system is not perfect, it does have its unique features.]]> Holistic primary education Primary education in Singapore is carried out over six years and is aimed at building strong foundations in languages (English and Mother Tongue), Mathematics and Science. Students also undergo lessons in moral education, physical education, and learn about art and interpersonal skills. Together, these subjects provide a well-rounded experience that develops students in five main areas: moral, intellectual, physical, social and aesthetic. The move towards a holistic primary education in Singapore in recent years seek to develop the child's ability to master knowledge, nurture his or her thinking skills, inspire creativity and build up character. This will prepare our children to deal with the many challenges they will face in the future. Even as we devote attention to a child's academic performance, we should also equip the child with important life skills so that he or she can thrive in a world shaped by globalisation, information technology and a knowledge-based economy.

Learning subjects

Students need to sit for the Primary School Leaving Examination (PSLE) before they complete their six-year primary school education. Their performance in this nationwide examination will determine if they can gain admission into a school of their choice, unless the child applies to a secondary school under the Direct School Admission exercise. Therefore, many parents feel particularly anxious about their child's PSLE results.

Primary school education benefits children through activities held both in and out of the classroom.

The four PSLE examination subjects are English, Mother Tongue, Mathematics and Science. Science in taught from Primary 3 onwards. Subject-based Banding begins in Primary 5 where the school arranges for the child to take subjects at the level that best meets the child's learning abilities. Non-examination subjects and courses include Social Studies, Art, Music, Civics and Moral Education, Physical Education, Health Education, Pastoral Care and Career Guidance, National Education and Co-curricular Activities.

Tips for parents

As parents, we have hopes for our children to do well academically. The following suggestions may be helpful in giving parents mental preparation as you try to ensure that your child's education gets off to a good start:

Although academic results are important in primary education, it is not everything.
The education journey is a long one and learning is a life-long process. It is very important for the child to enjoy learning and not feel pressured in school.
Encourage your child to take part in activities outside of class. In addition to offering a more varied school life, this also allows the child to pick up good interpersonal skills. More importantly, these life skills will put him in good stead to handle various difficulties and challenges in the future.
One of the strengths of the Singapore education system is the availability of different programmes that cater to the different learning abilities of students. If your child is assigned to a programme where the learning requirements are lower, do not be disappointment. A child needs constant encouragement to forge ahead in the path of learning. As long as the child does not give up, he or she will be able to complete the education process at the level that is most appropriate to his or her learning abilities.
Parents should actively participate in school activities to learn more about the child's school life. Work hand-in-hand with the school and teachers to be a partner in your child's learning and growing process.
It is inevitable that your child may run into small problems in school, whether in terms of studies or in interactions with others. Communicate with the teachers to find out more if this happens. Work together calmly to help your child grow. Do not be too anxious to assign blame.
Do not let your child feel that things can be taken for granted. Children should learn how to treasure what they have and respect others. A happy child is one who knows how to count his or her blessings.

As the Chinese idiom goes, "It takes ten years to grow a tree but a hundred years to create a generation of well-educated individuals." We should not be concerned only with our children's immediate academic performance. Work actively with your child's school, and you will be able to provide an ideal learning environment for your child. We hope to see every child learn with joy and develop healthily. Contributed by: Mr Ngoh Choon Ho Principal Hong Wen School

小学教育：漫长学校教育的开始

There's a wide range of enrichment and co-curricular programmes available in primary school, to develop new skills and interests in pupils.

引言

孩子一天天长大，很快地就得正式入学，开始漫长的学习旅程。身为父母，我们都非常关注孩子在学习方面的成长，父母都宁可省吃俭用，辛勤工作，有的甚至抛开舒适的生活环境，为的就是希望给孩子最好的教育。儿童是国家未来的主人翁，国家未来的发展，取决与教育是否办得成功。所以，国家对教育的投资是巨大的，政府对教育的重视是不言而喻的。新加坡的教育在国际享有崇高的地位，我们也积极地把新加坡开发成为国际教育中心。或许不是十全十美，但新加坡的教育肯定是有一定特色的。这一系列的新加坡小学教育简介，目的是提供给关心孩子的小学教育的家长作为参考，不代表新加坡教育部的意见。

全面小学教育

新加坡的小学教育是六年制。整个课程目标是为孩子提供基本的语文（英文与母语）的能力，数学与科学的基础，以及孩子在品德、体育、美学和群体生活体验的学习，最终达致德、智、体、群、美五育的全面教育。除此之外，为了准备孩子未来将面对的种种挑战作好准备，新加坡的小学教育近几年来也不断地进行多方面的改革，主要是让孩子们掌握资讯、思维能力、启发创意以及品格各方面的训练，希望在注重孩子学习成绩的同时，我们也能为孩子准备一些重要的生活技能，以应付全球化、资讯化、知识型经济的世界。

学习科目

孩子在完成六年的小学教育之前，得参加一项"小学离校考试"。这是一项全国性的统一考试，孩子们是否能分配到自己心仪的中学，考试成绩将是决定的因素，除非孩子是通过自选中学的途径报读中学。很多家长也因为这个因素而对孩子的学业成绩特别紧张。

Primary school can be a fun time to try out and enjoy different cultural activities.

小学的考试科目有四科：英文、母语、数学与科学。科学由小三开始学习，这些考试科目在小学五年级开始，校方将依据学生的学习能力，安排不同的学习进度课程，进行分科分班，让孩子学习。其他非考试科目及课程计有：社会学、美术、音乐、好公民与道德教育、体育、卫生与健康、生活与职业、国民教育以及课程辅助活动。

给家长的几点建议

我们都战战兢兢地希望孩子能得到最好的教育，如何才能让孩子的学校教育有一个好的开始，我想以下几点建议或许对家长在心态上的准备是重要的：

虽然学业成绩在新加坡的小学教育还是重要的，但学业成绩绝对不是小学教育的唯一。
教育的路途是漫长的，学习是终身的。孩子在小学最重要的是让他感觉学习是愉快的，而不是充满压力的。
积极鼓励孩子参加课程以外的各种活动，让孩子的小学生活多姿多彩，从而学习各种待人处事的技能。这些生活技能对他日后是否能处理及应付各种生活中的困难及挑战，是更为重要的。
新加坡教育的一个优点就是能顺应孩子的学习能力，有不同的课程，让孩子愉快地学习。如果孩子被安排学习要求比较低的课程，不能对孩子表露失望。孩子需要的是不断的鼓励，在学习的道路上勇往直前。只要不放弃，每个孩子都能在新加坡的教育体制下，最终完成个人能力所及的教育程度。
家长应积极、主动参加学校的活动，了解孩子的学校生活，与学校配合，与老师成为孩子学习与成长过程的伙伴。
孩子在学校里，在学习、与人共处时难免会出现一些小问题。多与老师沟通，多方了解，心平气和地一起帮助孩子成长，不要急着兴师问罪。
不要让孩子觉得一切都是理所当然。让孩子学习珍惜拥有的一切，学习尊敬、尊重他人。懂得感激、感恩的孩子是最幸福的。

十年树木，百年树人，我们不能只顾孩子眼前的学业成绩。教育一个孩子，靠的是整个社会的力量，家长必须与学校积极配合，才能给孩子提供一个最理想的学习环境。但愿每个在新加坡教育体制下的孩子都能愉快地学习、健康地成长。

Seven Days in Japan: from Table Tennis to Technology

2010-07-22T15:01:00Z

Dunman High School students receiving coaching at Japan's National Training Centre.

Brushing up on paddling skills, catching a glimpse of tomorrow's technology, experiencing another culture - these are just some of the experiences Dunman High School students enjoyed during a one-week school trip to Japan under the Friends@YOG programme. From 30 May to 7 June this year, the group of 27 students and 4 teachers were hosted by the Japanese National Olympic Committee. As the group was made up of 23 students were from the school's table tennis team and four were from the Japanese Cultural Club, their itinerary covered places of both sporting and cultural interest. One place that was certainly an eye-opener for students and teachers was Japan's National Training Centre. From design to management, the Centre provides world-class facilities for sports. For example, training rooms are fitted with cameras, mirrors and TV screens to provide immediate feedback on players' performances. With the help of the Japanese Table Tennis Association, top coaches from the Centre conducted training sessions for the Dunman High School students. Friendly matches were also held between the Singapore students and top junior Japanese players. ]]>

During a visit to Panasonic Centre Tokyo, students and teachers saw many inventions that fired their imagination.

A friendly exchange of strokes

Year 3 student Goh Jia Ying found the experience to be invaluable, "During the training session, the coach pointed out mistakes in my stroke. I gained a lot of experience from the friendly match, which spurred me to train harder." "I learnt that it is a form of respect to put in my best regardless of the strength of my opponent," reflects Year 4 student Kek Yan Ting. "I've also learnt that I should strive hard for excellence in everything I do, so that I won't let myself down." Summing it up, Mr Tang Yew Seng, PE teacher and Sports Secretary for the trip, says, "Though some of the Japanese players were below 12 years old, their striving to excel could be seen in their determination and effort in every game they played. Our students learnt to respect our opponents as we were beaten by younger players. We emerged from these experiences humbled - but stronger and wiser."

Dunman High School students got a taste of Japanese school life at Tokyo Metropolitan Asuka Senior High School.

Culture, school and technology

Besides sports, there were trips to cultural attractions to help students understand Japanese culture better. Some of the cultural highlights included attending a Noh theatre performance to see the 700-year-old traditional Japanese art form, visiting the temples and sights of coastal town of Kamakura, and a trip to Mt Fuji. Students also visited their YOG twinning school, Tokyo Metropolitan Asuka Senior High School, to get a taste of Japan's school system. Mdm Lim Phik Chin, teacher-in-charge of the table tennis team, says, "The students were able to observe how Japanese students take ownership of the school's cleanliness and their awareness of environmental issues, as there were recycling bins in each classroom." One of the most memorable visits for many students was to the Panasonic Centre Tokyo, which showcased futuristic and innovative technology. Jia Ying recalls excitedly, "The Panasonic Centre was amazing! There were many advanced technologies showcased, such as an invention like an interactive wall, which does not require any screens. It just uses projection and a light sensor to turn a blank wall into a TV and many other things. I can just use my hand to decorate the wall, watch TV, use the Internet, take pictures or read a book!"

Visits to cultural attractions such as the Great Buddha of Kamakura exposed students to Japan's ancient culture.

For most of the students, this was their first trip to Japan. Year 4 Kek Yan Ting recalls, "I was very excited when I learnt about the trip. But I was also concerned about security and having communication problems with the Japanese." Such fears were quickly dispelled, though, once the trip was in full swing. All in all, it was a fruitful week for the students who had been enriched in many ways, from improving their paddling techniques to broadening their cultural perspectives. Says Mr Chew Tah Lee, head of department for PE and CCA and tour leader for the trip, "We learnt how a systematic training session is conducted. In Japan, parental support and media coverage of sports are strong. This culture is something we can learn from. International friendships have been forged. I have to say that all our key objectives are met!"

Inspiring Students through PE and More

2010-07-19T15:01:00Z

Mr Fadylla has developed a strong rapport with his pupils, through lessons learned on and off the playing field.

Ask Outstanding Youth in Education Award (OYEA) recipient Mr Muhammad Fadylla Rashiman what he believes, and this is what he'll tell you: "I see the kids as opportunities for growth. We need to provide them opportunities to experience success, and school is the main platform to do this, given that they spend more than half a day at school." As a PE and Track & Field teacher, Mr Fadylla's approach is to give his pupils at Boon Lay Garden Primary School a taste of success, so as to encourage them to strive harder to achieve success again. He has found sports and competitions ideal for this, including those that are not at divisional or national level. For example, the school participates in Kids Athletics, an obstacle course competition requiring teamwork, which is organised by the Singapore Athletic Association and attracts teams from different primary schools. "Success is defined differently by kids. You don't necessarily need to be at the national level to feel good about winning," Mr Fadylla says.]]>

Victories aside, Mr Fadylla does not shy away from discussing the reality of losing with his young pupils. "I explain to them that in any game, there are winners and losers. I help them acknowledge the winners' attributes and recognise why they were better," he says. "But in the process, I don't put pressure on the kids either." At PE lessons, Mr Fadylla's objective is different. He wants to make sure all pupils participate, regardless of their abilities. "I make a conscious effort to involve the kids who aren't developed in their psycho-motor skills and pitch the activities to their level. It's important to praise them when they get it right."

Mentoring through respect

Mr Fadylla's role extends to his position as Assistant Discipline Master. His preferred method when reprimanding pupils is to seek cooperation through gaining their respect. "Pupils will listen to you because they either fear you or respect you. I found out the hard way that the fear method would only get short-term cooperation. You need to build rapport and spend time with the individual pupil."

Spending time with his pupils and getting to know them has helped Mr Fadylla in his roles as a teacher and asst discipline master.

Mr Fadylla put this principle into practice when he volunteered to mentor a child in the school's Adopt-A-Child Programme. Under this programme, any teacher can volunteer to mentor a child who is deemed to be "at risk". Mr Fadylla started mentoring his charge when the pupil was in Pri 4 two years ago. At that time, the boy was constantly disruptive in class and doing poorly in his subjects. With the pupil's parents' consent, Mr Fadylla spent personal time taking the pupil out during school holidays and having dinner talks during Ramadan. "Even my wife enjoys our time with this pupil, and I'm very thankful for that," he says. The mentoring seems to have reaped positive results - the pupil is no longer disruptive in class and received the Best Camper award for his leadership and teamwork at a camp organised for Pri 5 pupils. Mr Fadylla thinks his charge has now learned the life skills required to continue in his education in secondary school.

An old boy's secret of success

Perhaps the best influence he has on the pupils stems from the fact that he is an old boy of the school and insists that he was very much like them in his youth. During the school's VIP (Very Inspiring Person) programme, Mr Fadylla's colleagues nominated him to share about his schooling days. "I told the kids I used to be overweight," he chuckles. "But it doesn't mean you'll be overweight forever. You can still get gold for your National Physical Fitness Award test!"

As subject head for Science, Mr Fadylla has sought improvements in the science laboratories and Eco-Trail garden.

He also highlighted to the pupils that at their age, he did not hold any leadership positions and was not a prefect - a far cry from the role he now plays to inspire and lead his pupils. "My message to the kids is that it is possible to change yourself or your attitude." Mr Fadylla is also the subject head for Science and he has developed a system that cut down teachers' preparation time for laboratory activities. He also pushed for the plant species in the school's eco-garden trail to be tagged, so that they could be used for science lessons. Beyond his in-school commitments, Mr Fadylla is one of four coaches overseeing the training of the Singapore Combined Schools sepak takraw team. He coaches the team once a week and last year, they brought home the bronze medal in the first ASEAN school games. Despite wearing many different hats, Mr Fadylla seems unfazed. "When you enjoy your work, it doesn't feel like a chore," he affirms.

Finding the Right Chemistry with Students

2010-07-14T15:01:00Z

Chemistry has many colours, and Ms Yuen (front row, third from left) encourages students to discover these for themselves.

Watching bubbles rise from the bottom of a test tube, seeing colourful crystals form as a result of chemical reaction, and hands-on experiments and demonstrations that help students develop an enquiring mind - these are some of the reasons why Ms Yuen Chai Lin usually conducts her Chemistry lessons at Pioneer Secondary School in the laboratory rather than in the classroom. "My students learn better when they can observe something as it's more tangible," she says. Judging from the air of anticipation among her Sec 3 and 4 students each time they make their way to the lab, she's struck the right chord among them. "I build rapport with my students through the subject - by showing them the many colours of chemistry," reflects Ms Yuen, who is the head of department for the Normal Technical classes. Conducting lessons at the lab makes it easy for her to access the chemicals needed for demonstrations and experiments related to students' questions. "Being able to give them an immediate reply captures their interest and helps them to learn better," she adds.]]>

Demonstrations and experiments are important strategies used by Ms Yuen (second from left) to ignite students' interest.

With these myriad approaches to nurture her students' engagement, it's no wonder that Ms Yuen has received this year's Outstanding Young Educator Award (OYEA).

Colours of the world

In addition to her Chemistry teaching, Ms Yuen's time is dedicated to the Asia-Europe Classroom (AEC) project, for which she is the project coordinator. Organised by the Asia-Europe Foundation People-to-People Exchange Programme, the AEC project encourages secondary school teachers to develop innovative, effective and sustainable online inter-cultural learning platforms that connect students from Asia and Europe. Pioneer Secondary School is the only secondary school in Singapore that initiates and coordinates the AEC projects with overseas partners, and it has received many awards over the years. Last year, Ms Yuen and a student attended the AEC Conference in Denmark, where they presented the school's Backpackers' Passport project. It won the AEC Award.

Having lessons in a lab means having easy access to chemicals, in case students ask questions that are better answered through demonstrations.

Ms Yuen is again the coordinator for this year's AEC project, Eco Tourists' Passport, where students will identify tourist spots in their own countries which are suitable for ecotourism and explain what they can do to help sustain them. Using the online portal developed by Pioneer Secondary School, the project has attracted the interest of 250 students and teachers from Asia and Europe. "The participants' ages range from 13 to 19 years, so everyone benefits from the different perspectives arising from age, maturity and culture," says Ms Yuen. She oversees what is discussed on the portal to ensure that it is a "safe" medium for student interaction. As the e-platform uses features that are familiar to students, such as live chats and email functions, "it's easy to get them motivated, and sustain that enthusiasm," she explains. Pioneer Secondary School students who participate in this project are given a grade that counts towards their project work score.

Ms Yuen and Pioner Secondary School student Nur Shafiqa Amira bte Azmi presented the school's award-winning Backpackers' Passport project at the AEC Conference in Denmark in 2009.

Nurturing leadership skills and more

Ms Yuen's other primary co-curricular responsibility is serving as the officer-in-charge of the school's National Police Cadet Corps (NPCC). She spends a lot of time training the upper secondary student leaders, so that they can in turn lead the younger cadets. When the training gets tough, "my teachers and I are there to encourage the students to stick it out, so that they build resilience. We also join the cadets for recreational games to build rapport with them," she says. The school's NPCC unit received a Gold award in the NPCC Unit Overall Proficiency Award Competition 2009. Juggling her time among the different commitments may be a challenge to some, but not this teacher. Ms Yuen is looking forward to the next AEC Conference, searching for new collaborators to make learning come alive - and thinking up innovative ways to make the colours of chemistry and culture even more vibrant for her students.

"Torch of Friendship" Lights at the Opening Ceremony of the Singapore Youth Festival

2010-07-12T15:01:00Z

"Magnificent!" After months of practicing her routine, that was the one word Sec 4 student Branda Ho, from Deyi Secondary School, hoped to hear from the audience, and "the satisfaction will be there", she says. With her schoolmates and other students from a cross-section of Singapore schools, she was set to wow the 14,000-strong crowd at the opening ceremony of the Singapore Youth Festival (SYF) 2010. The ceremony had the theme "Torch of Friendship" and there was never a dull moment from the instant the percussion ensemble from East Spring Secondary School got the crowd swaying to the samba beat. They were followed by the harmonies of the Combined Schools Choir, slick dance items, a parade segment perfectly executed by representatives of all the uniformed groups, as well as vibrant performances by various display bands. Two dazzling mass display performances capped off the night's showcase, the first of which (by Catholic High School) was the first all-boys mass display in the SYF. Another SYF first was having a combined primary school parade band, comprising pupils from Bendemeer Primary School and Maha Modhi School. Branda may not have heard the crowd shout, "Magnificent!" but no doubt she would've heard their thunderous applause. This photo essay revisits some of the highlights that enraptured the audience during the opening ceremony, which certainly kicked the SYF off to a rousing start.

Is it kung fu? Is it street dance? Dancers from St Stephen's School and Woodgrove Primary School kept the crowd guessing - and entertained - as they blended both styles in an item called "Fuze!".

Capturing the hearts of the audience as they burst onto the stage holding hands, the dance troupe from Methodist Girls' School got the crowd tapping their feet with their jazzy grooves, complete with cartwheels.

Hurling his baton into the air, the Drum Major from Ping Yi Secondary School caught it effortlessly without missing a beat as the rest of the band stood in formation.

A dance pair depicting star-crossed lovers injected a dash of romance to the spirited performance of the Ping Yi Secondary School Marching Band.

The soothing yet strong vocals from the 726-strong Combined School's Choir delighted the crowd with their rendition of familiar favourites sung in the four national languages.

Who can resist the advance of Kallang Wave as it sweeps through the stadium? The infectious energy of the audience stayed high as they lapped up the performances on stage.

Flag-bearers from the uniformed groups were all eager to lead in the parade contingents, with all their uniforms looking sharp and flags ready to be held up high.

Serious but no less passionate, the Parade segment featured contingents from various uniformed groups. It was led by Parade Commander Cadet Inspector Liew Xia Ri, Caine from Ngee Ann Polytechnic.

"Forever friends we'll be..." crooned Joy Tan from St Margaret's Primary School as she mesmerised the audience with the SYF theme song.

These dancers from Deyi Secondary School twirled and executed their moves perfectly, after months of dedicated practice. But that's not all that the group had to offer ...

As the cloth was unfurled to resemble the shape of a pyramid, the crowd gasped at the breath-taking display of props. Yet more impressive was the Deyi Military Band, fronted by Haikal bin Rosli, who was awarded Best Drum Major this year.

The Victoria Institution Cadet Corps Band from Malaysia showed the audience how it keeps the "Torch of Friendship" alive, putting up a captivating performance. The first Cadet Corps in Malaysia, it has competed around the world ever since its first win at the 1st Malaysian National Secondary School Bands Competition.

The Bowen Military Band scored a perfect ten, garnering its 10th consecutive Gold Award at the SYF this year. They impressed the audience with their impeccable footwork and accuracy in executing backward steps, as well as close interweaving movements. On the left, two dancers depict the story of a man travelling back through time to the ancient city of Persepolis - alas, only to have his heart broken.

One couldn't help but be charmed by the exuberance of these youths from Catholic High School as they put up a shining performance of mass display, entitled "Awakenings". It portrayed how youths battle challenges, represented by thunder and lightning, in pursuit of their dreams.

As the floats moved back and forth in this thought-provoking artistic display, these two different groups of dancers from River Valley High School implored the audience to preserve the harmony between Man and Nature.

The finale was a blur of colour, activity and agility. The opening ceremony may be over, but watch out for more performances to come. This year's SYF spans the months from July to August, to coincide with the Youth Olympic Games, and various performances will be held around Singapore to entertain our foreign guests.

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Developing Thinking Skills with a 3-D Virtual Art Gallery

2010-07-07T15:01:00Z

A unique experience awaits students as they enter the GetsmART gallery.

In the virtual world of Second Life, there is a special art gallery with a very special room: users who enter to this room feel as if they have stepped right into one of the paintings they have seen in the gallery - and now they get experience it in 3-D. Welcome to GetsmART, an award-winning virtual art gallery designed by Ngee Ann Secondary School teachers Ms Gloria Tan and Mr Alvin Tan. It provides an interactive platform that enhances students' appreciation for art as well as strengthens their thinking skills. "It's a challenge to devise effective tools and strategies that can really engage our students and invoke deeper thoughts and feelings about a painting," explains Ms Tan. "We felt that it is best achieved through the virtual world of Second Life. In the virtual world, students can walk into a painting which they can't do so in the real world."]]>

Students visiting the gallery can view artworks in 2-D.

Birth of a virtual gallery

GetsmART was Ms Tan's brainchild. The idea struck her when she attended a Masters course on art and technology, where she learnt about using Second Life in the teaching of Art. She mooted the idea of creating a virtual art gallery to the school and Principal Mr Adrian Lim suggested weaving in Artful Thinking, a pedagogy developed by Project Zero, a group at the Harvard University Graduate School of Education. The Artful Thinking programme aims to teach Art as well as strengthen students' thinking skills. The various ideas blossomed into GetsmART, which is currently used in the teaching of Sec 2 students. After they log into Second Life and enter the virtual gallery, they receive a welcome note. Footprints on the ground lead them to the tutorial room where they can read about Artful Thinking.

A GetsmART user viewing the 2-D version of the artwork, Deserted.

Next, guided by several Artful Thinking routines to investigate, observe and describe what they see, students proceed to view and study five 2-D artworks - three by teachers from their school, two from Hermit Park State School in Australia. The real highlight is in the next room: the room simulates the art piece in 3-D and students feel as if they have walked right into one of the paintings they have previously seen, Deserted. Finally, after viewing the artworks, students are led to the (virtual) atrium, where they can sit and discuss about what they have just seen. The online discussions are facilitated through text messages in a chat box.

Relating virtual art to the real thing

GetsmART has generated a lot of buzz among students. "A student who has never visited an art gallery before told her parents to bring her to one after the lesson," recounts Ms Tan. Another student Natasha Emir Bte Achmad Emir shares, "By applying the Artful Thinking routines, we were able to enhance our thinking processes while enjoying the art pieces. The questions made us more curious about the art world. It guided us through deep thinking processes to further understand and enjoy art as a subject and an interest." Natasha also pointed out that the online interactive platform allows shy students to open up and interact more with other students. "We can express ourselves and our thoughts more freely through GetsmART." Her schoolmate Lim Yong Jia concurs, "GetsmART is a unique way of learning art because it's learning through play!"

Technology makes it possible for students to experience the artwork Deserted in 3-D.

Since its launch in 2008, this innovative cyber gallery has received numerous accolades and recognitions, both locally and abroad. Just last month, the school competed in the 2010 IMS Global Learning Impact Awards and bagged a bronze award. It was the only secondary school in this international competition, where it was pitted against universities, IT companies and government agencies. Notably, Ngee Ann Secondary School is also the second Singapore team that has ever won an award in this event. As a Zonal Centre of Excellence for ICT, the school is also sharing GetsmART with 14 schools in Singapore and two in Australia. The application has a potential to reach over 15,000 students. The school envisions becoming a technology gateway for innovative teaching and learning, and in future, more collaboration with foreign and local schools can be expected, says Ms Tan.

A Fair and Transparent System: Pri 1 Registration

2010-07-04T15:01:00Z

Registering a child for primary school is an important first step in education.

An earlier version of this article was published in Lianhe Zaobao on 13 March 2010. For a Chinese version of this article, click here. It's that time of the year again for Pri 1 registration, and the tension rises among parents hoping for their child to successfully gain admission into the school of their choice. It is known that all schools in Singapore are quality schools, each with its own strengths. We've also seen the stellar performances of neighbourhood schools in recent years. Nevertheless, parents may still hold strong to their opinions about their preferred school, thus stirring more anxiety surrounding the process of Pri 1 registration. In fact, Pri 1 registration in Singapore is a fair and transparent process. All schools are to strictly abide by guidelines from MOE. ]]> The different phases of Pri 1 registration Category 1: Children who are Singapore Citizens or Singapore Permanent Residents

Phase 1: For a child who has a sibling studying in a school of choice
Phase 2A1: For a child whose parent is a former student of the school and who has joined the alumni association as a member not later than 30 Jun 2009; or whose parent is a member of the School Advisory/Management Committee.
Phase 2A2: For a child whose parent or sibling has studied in the school of choice; or whose parent is a staff member of the school of choice.
Phase 2B: For a child whose parent has joined the school as a parent volunteer not later than 1 July 2009 and has given at least 40 hours of voluntary service to the school by 30 June 2010; or whose parent is a member endorsed by the church/clan directly connected with the school; or whose parent is endorsed as an active community leader.
Phase 2C: For a child who is ineligible for or unsuccessful in earlier phases.
Phase 2C Supplementary: For a child who is unsuccessful in gaining a place in a school of choice at Phase 2C.

Should the number of applications exceed the number of vacancies in any phase, places will be balloted according to the following order of priority.

Children living within 1 km of the school of choice.
Children living between 1 km and 2 km of the school of choice.
Children living outside 2 km of the school of choice.

Category 2: Children who are neither Singapore Citizens nor Singapore Permanent Residents

Phase 3: For a child who is neither a Singapore Citizen nor a Singapore Permanent Resident.

The strengths of the system

Every primary school has its own approaches to help children of different ages learn better.

Transparent The Pri 1 registration framework is transparent and all parents have access to information about the registration process. Fair The Pri 1 registration is a fair process. All schools are to strictly adhere to the processes and guidelines of the Pri 1 registration framework, and no child is given preferential treatment due to special relationships. People- and needs-oriented The Pri 1 registration framework takes into account various considerations for children to study in the same school as their siblings or their parents' alma mater, as well as the distance between of the home from the school. Differentiates between citizen and PR From 2010, Singapore Citizens (SCs) will be given two ballot slips per child, while Singapore Permanent Residents (SPRs) will continue to get one ballot slip per child whenever balloting is conducted by any school during the Pri 1 Registration Exercise. SCs will therefore have a higher chance of securing a place for their child in a school of choice when there is balloting. Rewarding The framework also encourages parents to contribute to the school and community.

Choosing a school for your child

Distance Distance is an important consideration. It is best to not have your child spend too much time travelling to and from school, as it might mean less time for learning and resting. Schools' niche areas All schools in Singapore adopt the same standardised curriculum, and are staffed by quality teachers graduating from the National Institute of Education (NIE). In choosing a school, parents could also consider your child's interest, as different schools offer different activities. For example, some schools may have a stronger focus in sports, music, performing arts, computing, Chinese cultural studies, or the sciences, among others.

Conclusion

The Government has invested a lot in education. While schools may have autonomy in developing its niche areas, the essential curriculum, infrastructure and resources are equally distributed to all schools. Your child will be able to benefit from a good education in any school. Thus, parents need not be too worried or picky. Instead, participate actively in school activities, get to know more about the school culture and identity and communicate more with the teachers. I'll also encourage parents to spend more time to accompany your child in his or her studies, and not to give too much pressure. For a child, any school here is a good school. Contributed by: Mr Ngoh Choon Ho Principal Hong Wen School

公正透明的制度：小一新生入学登记

In choosing a school, parents could consider their child's interest, as different schools offer different activities.

孩子要报名入学了，家长们都很紧张，希望孩子能进入自己心目中首先的学校。虽然新加坡教育部再三地强调，新加坡的学校都是好学校，每所学校都有不同的特色，近及年来，许多所谓的邻里学校也表现的非常特出，但是，在家长的心目中，各有他们各自认可的好学校，报名的紧张气氛也因此而产生了。新加坡的小一新生入学登记制度是非常公正与透明的，所有的学校都得严格地遵守教育部所规定的原则，不许有任何偏差。

小一报名不同阶段的制定

第一组：　儿童本身是新加坡公民与永久居民

第1期：儿童的哥哥或姐姐目前在该校就读
第2A（1）期：儿童的父亲或母亲是该校的校友，并且在一年前已是校友会的会员，或者父亲或母亲是该校咨询委员会或学校董事会的会员
第2A（2）期：儿童的父亲，母亲，哥哥或姐姐曾经在该校读书，或者父亲或母亲是该校的教职员
第2B期: 儿童的父亲或母亲在一年之前加入学校成为家长义工，并在报名这一年的6月30日之前为学校提供了至少40小时的志愿服务；或父亲或母亲是与该校有直接联系的教会／宗乡会馆的成员，并受认可；或者父亲或母亲是活跃的社区领袖
第2C 阶段：儿童不符合上述登记条件，或在上述登记期报名却无法得到学额。

以上任何一个登记期里，若报名人数超过学额，校方将根据住家与学校的距离优先抽签分配：

1公里以内
1－2公里
2公里以外

第二组：　儿童本身不是新加坡公民或永久居民

第3期：　儿童本身不是新加坡公民或永久居民，或是还没在以上阶段登记的新加坡公民与永久居民（这阶段以先到先得的方式来处理）

制度的特色

Parent volunteers lend invaluable support during primary school activities.

透明新加坡的小学一年级报名制度是绝对透明的，每一个家长都能得到报名程序说明册子佯细内容。公正整个制度对每一个孩子都是公正的。所有的学校都得严格遵守小一报名的条规与程序，绝对没有任何一个孩子因为某种特殊的关系，得到不同的待遇。人性化制度也考虑到一些人性化的需求，让孩子与哥哥姐姐读同一所学校；让校友的孩子到自己的母校就读；让住在学校附近的孩子获得优先考虑。公民、永久居民的利益整个制度首先照顾公民与永久居民的利益。从今年开始，公民将在需要抽签时有两次抽签机会，占有一定的优势。奖励制度也鼓励家长为社区、学校做出贡献。

家长应该如何选择学校

距离距离应该是个重要的考量，不要让孩子每天花太多的时间在路途上，以免剥夺孩子休息与学习的时间. 学校的重点发展项目新加坡的学校都大同小异，都遵守一定的课程标准，老师也都是从国立教育学院毕业。学校的不同在于重点发展的项目，例如有的学校比较重视体育运动、或音乐、或表演艺术、或电脑、或中华文化、或宗教教义、或数理等等。家长不妨根据本身的需求，孩子的兴趣，加以选择。

结语

新加坡政府对教育的投资很大，虽然学校有自主权发展各自的重点项目，基本的课程、设备、资源都是一样的。孩子在任何一所学校就读，都能享受到优质的教育。所以，只要家长们不太挑剔，积极地参与学校的活动，多了解学校的运作，多与老师沟通、多陪伴孩子学习，不要给孩子太大的压力，任何一所学校对孩子来说，都是好学校。

Zhonghua Students Design for a Better Future

2010-06-29T15:00:01Z

A whimsical design created by Goh Ming Min of 2E3 marries functionality with an eco-friendly message.

Made from wood and colourful acrylic, and designed to keep your notepads, menus, serviettes and candles in place and in style to boot, this set of stationery holders is sadly not for sale. Instead of a shopping bag, you would probably have left this display with a fresh appreciation of the thought and technology that went into creating products for a sustainable future. Held at the IKEA Tampines from 7-13 June, Piece-it-Up: Eco Design@Zhonghua Design and Technology was an exhibition that showcased the ingenuity and resourcefulness of Design and Technology (D&T) students from Zhonghua Secondary School. It was not just a chance to show the craftsmanship behind whimsical yet functional items; each and every product embodied the students' desire to harness their creativity while protecting the environment. ]]>

Rachael Wee looking on as Ms Ho Peng, MOE Director-General of Education, tries to connect the pieces at the interactive activity corner.

"The students have to cultivate awareness beyond design in order to be responsible designers," notes Mohamed Suffian Mohamed Am, the teacher-in-charge for the exhibition. "You have to be aware of the materials that you use, where and whom you source them from, and all the processes involved in the making of the products." The students limited themselves to a small quantity of wood in order to discourage material wastage and use only non-CFC spray paint for their acrylic designs. A number of their creations were also built with multiple functionalities in mind, as this reduces the amount of material needed to produce separate items. Others found inspiration from IKEA's flat-pack design ethos. "All our pieces can be easily self-assembled or dismantled for convenience to the end customer," shared Clorisa Loh Hui Lin of 2E5. Each product is designed without the need for adhesives or nails. Visitors could even try their hand at putting together disassembled pieces at an interactive activity corner. This green message certainly resonated with visitors such as Ms Siew Wan Nee, who remarked, "I think it is good way for students to spend their school holidays to walk the talk of helping the world."

Breaking down mental barriers in D&T

Students, teachers and guests guests at the launch of Piece-it-Up: Eco Design@Zhonghua Design and Technology.

A first for a lower secondary D&T programme, Piece-It-Up is also an exercise in community outreach. Sabrina Kng Ai Ling of 2E5 jumped at the chance to interact with visitors to the exhibition. "I approached a mother who kindly encouraged her children to assemble the product at the interactive corner," she exclaimed. "I felt a sense of pride because it is a rare opportunity to have my work displayed!" It was also an opportunity to dispel common misconceptions about D&T. "Many still have the impression that D&T is a skills-based, metalwork and woodwork subject," observed Mr Mohamed Suffian. "This is no longer the case as the focus today is more on design, creativity and critical thinking."

Handy holders for stationery on display at IKEA Tampines.

Rachael Wee, Project Director of the exhibition's organising committee, found herself having to shatter the notion that D&T is a boy's subject. "Some visitors thought that D&T was for guys and is more strenuous that it really is!" shared the Sec 3 student. Far from finding it strenuous, Sabrina relishes the opportunity to exercise her creativity through hands-on work. Starting with drawings of random lines and circles, she would carefully mould a 3D image before transferring the design to actual wood. "Creating curving lines on wood this deep is a challenge and I have to smoothen the edges by hand," she stated. "That I did on my first try made it special for me."

Towards a more authentic learning experience

The exhibition may be over, but the school hopes that its impact will be a lasting one. Only about a fifth of each lower secondary D&T cohort pursues the subject in Sec 3, but Mr Mohamed Suffian expresses a wish that those who do not "will be our ambassadors, having had a good experience and exposure with D&T" through creating products for the exhibition that are relevant to contemporary needs.

Students keep abreast of the latest design trends and learn how to manage a project by working with mentors from the industry.

Meanwhile, students who continue with D&T in Sec 3 enjoy a revamped curriculum that blends current design trends, realistic scenarios and a strategic partnership with industry. Even the way the exhibition's organising committee was chosen resembled a job application, to offer the students a glimpse into the working world. Shortlisted applicants underwent interviews and the final twelve committee members assumed titles and responsibilities such as graphic designer, operations manager, logistics executive, publicity executive and accounts manager - just like in an actual design agency. The involvement of external parties such as PICO Art (a design firm) and IKEA added a touch of authenticity to the learning experience. Rachael recalls having a mentor from PICO while she was organising the exhibition. "It was inspiring because it pushed me to do better. What we are doing is small-scale compared to what PICO has accomplished, and I learnt so much about handling projects, such as coordinating deadlines." "They sacrificed much of their family time and other commitments to make the exhibition a success," said Mr Mohamed Suffian in a tribute to the dedication of the students. For Rachael, the efforts did not go unrewarded. "I did not have my hopes up at first but I feel honoured that this exhibition turned out to be a success and the public got to know what D&T is about. It's something to remember."

St Hilda's Sweep Aside Nanyang JC to Win Bronze Medal Playoff

2010-06-27T15:00:01Z

Toa Payoh Sports Hall, Tuesday, June 1, 2010 - St Hilda's Secondary swept aside Nanyang Junior College 3-0 (25-15, 25-14, 25-11) to win the bronze medal playoff match at the Volleyball Association of Singapore's Volleyball Invitational Championships. St Hilda's started off with a lead, holding a four-point advantage by the first technical timeout. Benjamin Choo (St Hilda's #7) pounded NYJC early in the set, raking in several points for the team. St Hilda's had amassed an eight-point lead by the second technical timeout. NYJC simply had no answer to St Hilda's attacks and eventually saw their opponents reach set point they were unable to return St Hilda's spike. Clarence Lee (NYJC #4) however held off St Hilda's celebrations with a spike down the line. St Hilda's sealed the set when Vincent Oo's (St Hilda's #9) spike from the outside went just out of reach the NYJC libero, Kenneth Yeow (#10). NYJC turned the tables on St Hilda's in the second set as they raced off to a great start. Leading by five points by the first technical time out, St Hilda's found trouble responding to NYJC's attack. However, they quickly overcame their shaky start to come within one point of NYJC, leading to a timeout by NYJC. They leveled the scores at 9-9 after a powerful spike from the outside.]]>

Jordon Toh (St Hilda's #2) directs the ball towards his team's setter.

Vincent Oo (St Hilda's #9) goes up for a fake as Benjamin Choo (St Hilda's #7) spikes from the opposite corner.

St Hilda's libero, Tan Zheng Han (#8), stretches out to deflect the ball back into play.

Johner Tham (NYJC #18) goes up for a spike from the outside.

Ng Zi Hao (NYJC #11) receives.

Vincent Oo (St Hilda's #9) swings hard to spike but sees his shot blocked.

Johner Tham (NYJC #18) sends his ball away from the block.

Tan Jun Ze (NYJC #13) receives with a set.

Darren Lim (NYJC #1) sets a free ball to his team's setter.

St Hilda's setter Andy Ong (#1) sends the ball over, contacting Zi Hao's (NYJC #11) block.

Abel Ang (St Hilda's #5) goes for a quick ball.

Benjamin Choo (St Hilda's #7) spikes away from the block.

Benjamin (St Hilda's #7) sets backwards for Abel (St Hilda's #5).

Lim Yi Kai (NYJC #9) forces a touch out.

Nurturing World-Ready Youths

2010-06-21T15:00:01Z

Defenders of the environment, these warriors dressed up using recycled materials as part of a Green Carnival highlighting environmental issues.

Graduate from Compassvale Secondary School (CVSS) and you will be prepared to embark on your next lap in education. But more than that, you will be ready to take on the world. Independent learner, upright citizen, leader, achiever, and thinking innovator. These are the traits that the school's North Star Education Programme (NSEP) seeks to impart in every student to equip him or her for the challenges of learning and living in the 21st century. Conceived in 2003, NSEP is a holistic programme that sends students out of their comfort zone to discover how they can shape and serve the community around them. At the same time, the students get to learn about their own strengths and weaknesses as they confront obstacles and encounter new people and social settings. ]]> An integrated learning experience NSEP components are integrated into the entire learning experience of students throughout their four or five years of secondary school. As Mrs Lee Sing Yee, Subject Head of Pastoral Care, explains, "We actively make sure that they are developed under these domains: cognitive, aesthetics, physical, social moral, student morale and student leadership."

No reading on the job! Sec 1 students are hard at work in a community newspaper collection drive.

In Mathematics classes, for instance, Sec 2 students might learn to intepret statistics by using actual data from charts based on the Kyoto Protocol to combat global warming. "With environmental issues being a hot button topic, we expose students to different sides," says Mrs Karpagam Yoga, HOD for Maths and part of the team who developed the NSEP. "For Science, they might touch on the acidity of soil or water, linking it back to the envionment." Even PE sessions come with a little environmental food for thought, as the teacher would explain how the air quality affects the performance of sportsmen. A key pillar of NSEP is a 'Ready for the World' Seminar for Sec 4 and Sec 5 students. An annual extravaganza designed to help students jumpstart the process of planning for their future, the line-up features talks by teachers as well as presentations by speakers from external organisations and various ITEs, polytechnics and junior colleges. Apart from topics covering post-secondary education and career choices, the students are exposed to valuable life-skills such as financial literacy, social etiquette and networking, sexuality education and cyberwellness.

Mrs Yoga and Mrs Lee have overseen NSEP for several years and witnessed how it has equipped students with life-skills.

These talks are already paying dividends for Ong Li Yen. "I learnt how to read people's expressions and how to phrase what I want to say," states the student from Sec 4I. "It comes in handy because when we disagree with friends, we tend to have 'cold wars." Learning how to manage conflicts was a vital skill for Li Yen in her role as former head of the Student Council. "I put such techniques to work when the Council had to decide on the executive committee for the Teacher's Day programmes," recalls Li Yen. "We all had different views as to who should be in charge for logistics or finance, for example. But this time, we were able to air our points of view and come to a compromise."

And they are off! Sec 4 and Sec 5 students embark on a walkathon, a chance for them to bond and reflect on the NSEP activities they have shared over the years.

Other highlights of NSEP include a Sec 1 bonding camp, a learning journey to Kuala Lumpur for the Sec 2 cohort and an adventure camp for Sec 3 students. And this year, the students gathered their collective strength to give back to the community in a big way by celebrating CIP Day-CVSS CAReS (Compassion in Action, Ready to Serve) on the final week of the first semester. Sec 3 classes planned and organised a fun-filled Green Carnival to raise awareness of environmental issues. Their Sec 1 counterparts held a newspaper collection drive, while the Sec 4 and Sec 5 students headed out for a neighbourhood walkathon to raise funds for needy schoolmates as well as the school's adopted charity homes. The Sec 2 students had earlier completed a service learning project on meeting the needs of the elderly, so they made CVSS CAReS Day a time to reflect on how they could improve family bonding and inter-generation relationships.

Overcoming fears with a positive spirit

Recounting how NSEP has helped him overcome the anxiety of meeting new faces, Hung Sean of Sec 5B relates, "The Sec 3 Adventure Camp was not something I looked forward to, since our classes were split and I didn't know anyone in my group then. But there was this incident where one of the girls was stuck while navigating the obstacle course. I didn't even know her name then but yet we all cheered her on!"

Speak up, don't be shy! There is plenty of frank interaction during NSEP seminars, such as this one on Sexuality Education.

Besides fostering a spirit of camaraderie, NSEP camps also have a hand in getting students to face their fears head-on. "I was afraid of heights and when I got down I was close to tears!" recounts Png Gene of an obstacle course in a recent camp. But she emerged with a greater resolve, and the Sec 3H student now confidently declares, "You have to take risks if you want to do something. When I'm in difficulty, I tell myself, 'I have survived that, so now what is there to be afraid of?'" Boldness is one thing. Learning to deal with different people, not all of whom are encouraging, is another. For Nur Amira Bte Roslan of Sec 2I, going from door to door to collect newspapers was a real character-building experience. "Out in the neighbourhood, there were kind-hearted people who opened their doors," she recounts. "There were indifferent ones, and then there were those who slammed the doors in our faces." Though at times frustrated and saddened, Nur Amira refused to let such incidents affect her. "We decided at that moment that we are going to be the nice ones!" she declared, displaying a readiness to take on the world with a positive spirit that captures the very essence of NSEP.

Giving Every Pupil a Chance to Swing the Clubs

2010-06-16T15:00:01Z

Megan Lin, who is in Pri 1, shows that age is no barrier to excelling in golf.

Few six-year olds would imagine themselves swinging a golf club, let alone playing on a real golf course. But at Naval Base Primary School, every Pri 1 pupil can declare that they have given it a go with the woods, irons and putters. Located in Yishun Town, Naval Base Primary School offers all its pupils the chance to pick up golf via an exposure programme that is integrated into its PE curriculum. The neighbourhood school is also the first and only primary school to be awarded the status of a Programme for School-based Excellence for its Tiger Cubs Golf Programme. ]]>

Young golfers practising their swing on school grounds before going onto a real golf course.

The golf exposure programme, which began in 2000, involves a series of five golf lessons that take place during PE periods. Thereafter, pupils who are keen to continue in the sport can sign up to join the Golf CCA, which holds practice sessions at the nearby Orchid Country Club. Given its steady efforts to introduce and cultivate an interest in golf at the junior level, it is no surprise that the school is known for sending one of the biggest contingents to primary level golf tournaments.

Unearthing young talents on the green

One of the many pupils who are showing great promise is Megan Lin. Still in Pri 1, Megan has already bagged her first golfing prize as part of a team who clinched the 1st runner up position in the Team category at the 3rd National Primary Schools Handicap PC Golf Championships held this May. She credits her rapid progress to the support of her father and older brother, both avid golfers.

Dane Ang juggles golf balls with his club in between taking a swing. "Golf is relaxing and you feel satisfaction when you take a swing; it's hard to explain why," he says.

The Tiger Cubs have even managed to woo a pupil over to Naval Base Primary School. Dane Ang was formerly attending another primary school, but applied for a transfer so that he could pursue the game more intensely. Dane's passion for golf has led to his family spending more time together. "I started my family on golf!" says the Pri 6 pupil with visible pride. Mr Sridar also shares that they have noticed the pupils who do well in golf have the full support of their parents. Nadya Goh is a case in point. After her first taste of golf in Pri 1, Nadya found the game to her liking and was encouraged to pursue the sport in earnest by her parents and older brother. Now in Pri 5, Nadya emerged as 1st Runner Up in the 11th Sarawak International Junior Tournament held in Kuching, Malaysia, last November and was champion in the Handicap Division at the 3rd National Primary Schools Handicap PC Golf Championships this year.

Lessons in golf, values for life

Nadya Goh, who represents her school in golf tournaments, hopes to continue with the sport in secondary school.

Five years into the game, Nadya has a handicap of 18.8 and names Lorena Ochoa as her favourite golfer. A shy girl before she started playing the game, she is today a confident young lady and talks about how the sport has transmitted its values into other areas of her life. "You need integrity for scoring, and you learn to respect your opponents," she says. Self-discipline is also required, as Nadya must balance her schoolwork with golf training, which takes place thrice a week. "Etiquette is part of the golf game - shaking hands with your flight mates before the game, waiting in turn to hit the balls and thanking them after the game is over," states Mrs Amy Jow, teacher-in-charge of the CCA.

School golfers taking turns on the putting "green" to improve their technique.

In the near future, the school plans to create even more opportunities for the pupils to try their hand at the game, with repeat golf sessions during PE at Pri 2 and Pri 3 levels. This means that Mrs Jow would have to scout for more venues so that the pupils can take to the green regularly. But apart from helping to uncover late-blooming golf enthusiasts, the effort is likely to yield great personal rewards for the pupils, as she notes with satisfaction, "You can literally see the pupils mature and feel the confidence growing in them too."

Firing Up Pupils' Imagination with Visual Arts

2010-06-14T15:00:01Z

Coiling and bending are just some of the techniques learned in ceramics class.

The exams are over at Huamin Primary School, and a group of pupils are busy at work in the ceramics studio, hovering over their bending wheels and chatting excitedly to each other as they deftly shape and coil the clay. Soon, these pupils' creations will be fired in an electric kiln and added to the school's growing collection of finished ceramic art. Some might even be selected for sale to help raise funds for the school. Ceramics is just one of the many art forms the school offers as part of its integrated art curriculum. Throughout their primary education, pupils are introduced to various visual art disciplines such as batik, print making, clay tile relief and sculpture, with the degree of difficulty rising with each level. The diversity and depth offered by the school's Creative Arts Programme has led MOE to recently award it the status of a Programme for School-based Excellence. ]]> Creativity through clay For Mdm Noor Aishah bte Amin, the status is a fitting tribute to the progress charted by the programme since its early days. "We started with four bags of clay," the senior teacher and head of the school's art department recalls. "Before we had a proper ceramics studio, we had to cart the pupils' work to other locations to get them fired. And we had no wheels - only sticks and stones to shape the clay."

A collection of papier-mâché cats was inspired by a story in the news.

Today, the pupils can unleash their creativity in a fully equipped ceramics studio with an electric kiln, pugmill, slab roller compressor and electric wheels. "It's really satisfying to see them develop their skills," observes ceramics instructor Mr Teo Boon Gim. "When they first started, they barely knew how to handle a lump of clay, but now they are quite ambitious and adventurous with their creations." Poornima, a Pri 6 pupil who has taken ceramics classes since she was in Pri 2, is making a coconut tree with a trunk of clay and cloth leaves. Asked what inspired her idea, she replies, "I went to the beach with my parents and realised that I could make a coconut tree instead of a normal pot!"

A gallery of art and effort

A kacang putih man made up of hundreds of mini paper cones

To showcase the pupils' talents, the school established an art gallery named Chrysalis in 2003. This exhibition area houses outstanding artworks and helps to develop an appreciation of art amongst the general school population. But beyond that, it is a symbol of the determined efforts of former pupils whose believe in art as a worthy cause led them to successfully set up the gallery with little funding. It was a collective effort that involved both pupils and staff who used the June holidays that year to set up the gallery, using a mix of recycled and raw materials. For example, the pedestals used for displaying the artwork are actually made from old wooden crates. "We'll never throw these away - they're symbolic to us now!" laughs Mdm Noor Aishah.

A close-up of the individual pieces of folded paper used to create the kacang putih man artwork.

The gallery holds a diverse collection of artwork, many of which were inspired by current affairs and history. A batik portrait entitled Catch of the Day is a tribute to the fishermen who perished in the December 2004 tsunami, and received a Gold award in the Singapore Youth Festival Art Exhibition in 2005. A papier-mâché replica of cats was inspired after the pupils read a troubling article on cat abuse in the news. "We had a project called 'Who Is the Kacang Putih man?' where we invited a kacang putih man to come to school and set up his stall," adds Mdm Noor Aishah. "We brainstormed different ideas on how to depict him, but finally we decided that using mini paper cones would be the most apt." To find paper with just the right tones, the pupils had to look through, cut out and carefully fold the pages of several hundred magazines.

Taking art beyond the school

More recently, the pupils took part in a competition organised by internet search engine Google this January. Their task: to reinvent the Google logo according to the theme "Our Singapore". Two entries from Huamin Primary School emerged among the top ten entries in their age category - no mean feat given that there were over 30,000 entries in total!

Pri 6 pupil Nur Zalifah bte Mohamed Sidek explains that she chose to redesign the Google logo using Singapore icons. Her entry was one of the top 10 entries in her age category.

The Creative Arts Programme has also made an impact far from Singapore shores through a partnership with Le Shan Experimental School in Sichuan, China. On a school trip to Sichuan last year, the two schools exchanged their specialty skills and shared ideas on teaching art to young people. With the help of their Chinese counterparts, the Singapore pupils brushed up on their Chinese painting techniques. In turn, Le Shan Experimental School has since started a ceramic course for its own pupils. Back home, Huamin Primary has plans to expand Chrysalis to support its role as the N3 Cluster Centre for Excellence for Visual Arts. "The gallery's new wing is slated to be an Art Learning Centre," reveals Mdm Noor Aishah. "We hope to conduct workshops there and share our facilities with other schools."

Humanities Camp Launches Explorations Through Time and Space

2010-06-09T15:00:01Z

Exploring jungle trails to uncover the secrets of how people lived in the past.

"Is it a bomb shelter?" "Probably a toilet?" A group of students took stabs at guessing, and peered curiously at a structure found in the undergrowth along a forest trail. It turned out to be the crumbling foundations of a house. If you still think learning history in secondary school is all about memorising when and what took place, you are plainly out of date. For what 420 Sec 2 students and 70 teachers from various schools went through earlier this month was an experience that brought the past to life in ways that were up close and personal. The 'Kampung Days' trail was just one of several highlights of a 3-day Humanities Camp held in June by MOE in collaboration with the National Parks Board and the National Heritage Board. With the theme 'Exploring our World', the camp participants engaged in field-based learning activities that let the students explore various topics in History and Geography in authentic environments such as museums, parks, shopping malls and housing estates. ]]> Gathering clues to make sense of the past "What else can we use to deduce how people lived here a long time before? We're going to find more evidence to answer that question. Follow me!" bellowed Mr Samuel Goh, a Programme Facilitator from Bendemeer Secondary School, as he led a group of 20 students through a forest trail.

Mdm Low Khah Gek, Director, MOE Curriculum Planning and Development Division, hits home the value of Humanities subjects in understanding our world today, for instance in analysing the impact of the oil spill incident off Changi.

These young 'investigators' had just left the Wallace Education Centre at Dairy Farm Nature Park, a place near Bukit Timah that boasts a fascinating history, having undergone a metamorphosis from a rural kampung area to a cowshed, and existing now as a centre for experiential learning. As the students ventured deeper into the forest, they learnt how to reconstruct what kampung days might have been like by piecing together clues from things they observed such as shards from flower pots, a discarded refrigerator, remnants of a well and various types of fruit trees. "I am amazed at how people in the past can live in the forest, using their creativity to utilise what is around them. It shows me that you can do anything as long as you are determined to achieve it," shared Mohammed Effendi Bin Abdul Rashid from Juying Secondary School, drawing a personal lesson from the trail.

Towards field-based learning in history

"Fieldwork is natural for Geography but not History. Rather than just 'telling', we want to move towards using archaeological, anecdotal and geographical evidence to allow the students to fit the pieces together," explained Ms Lena Teo, the camp advisor and a Curriculum Specialist at MOE. "Having a place like the Wallace Education Centre is a rare find for a land-scarce place like Singapore. There is little build-up in this area, and many of the structures were preserved in their natural state."

Using a simple quadrat to estimate the flora diversity in a patch of jungle.

In addition, field-based learning can also develop empathy for what people in the past went through. "Beyond looking at war as an event, the students may wonder what it was like to be a soldier then. So we got the students to heave sandbags to get a sense of a soldier's perspective when he manned a fort in those days." Ms Teo continued, "We also touched on social issues, encouraging them to observe the positions of the memorials at Kranji War Cemetery and to draw their own conclusions. Who were buried in front? Who were buried at the back?" Mr Tay Tee How, a History teacher from Teck Whye Secondary School, concurred on the benefits of field-based learning. "In classrooms, students can only imagine using words in their textbooks. Here, they get to engage all their senses."

Measuring the world

Over at another trail, a group of students stood knee-deep in a mass of grasses and shrubs. They were poring over a 1x1m quadrat placed on the ground, examining various stalks closely and noting how the leaves and flowers differ. Their task was to identify the different plant species that grew within the quadrat and to determine how prevalent each species was in that area. "I think it is 30 percent," muttered one investigator, while the rest chimed in with their own figures to arrive at an average. Another group member documented the site by snapping a picture, while a teammate recorded their observations in a data sheet. "I never knew how geographers conducted their studies," remarked Rajendran Arun Ingersol from Gan Eng Seng Secondary School. "I find it fascinating how they find the number of species of plants using this quadrat method."

Just some of the happy faces from among the 420 Sec 2 students and 70 teachers who participating in the Humanities Camp, which emphasises field-based learning.

As Rajendran's group wrapped up their last reading, another bunch of students passed by, having just concluded a climate studies session. Equipped with data loggers, these students had taken down readings of humidity levels, sunlight intensity and wind velocity, getting a taste of what meteorologists do in the field. Reconvening back at the Wallace Learning Centre, the students ruminate on the day's activities and come to realise that Humanities subjects are not as esoteric as they thought, but are valuable tools for exploring and making sense of the world around them. "So what happens when you don't take care of your surroundings? It falls into disrepair," summed up Mr Goh, as he extended the analogy to how the students should regard the things they value, be it their studies or relationships. "But change is not necessarily bad," he added in a parting nugget for the students to chew over. "That's what subjects like History can teach us - to learn from the mistakes and successes of the past generations and to guide us into adapting our surroundings to best meet our needs."