I&E events/activities in 2003
NE Modules ( Art / Music )
NE modules in Art were introduced to enrich students' art experiences that focus on cultural art. At least 2 NE art modules were infused for each level. Some of the art modules are Chinese brush painting, lantern making, wayang kulit, kite-making, henna art and kolam design.
The Art Department also worked together with NE Department in the planning of activities for International Friendship Day. The whole school made friendship bands during their art lessons. These friendship bands were sold during W2 Cluster International Friendship Day Activity for fund-raising.
Music department infuses NE into classroom curriculum by teaching at least two Core NE Songs per term for each level. The core songs include national songs as well as local folk and community songs. NE is infused through the learning of these songs so as to develop an awareness of the diversity of our traditions and cultures amongst our pupils.
Pupils then showcase their talents by singing these core songs during their class performances. Every class is given the opportunity to perform for the school either during Busking or Talent Search.
Other activities that were conducted by music department are:-
• 30 th Sept 2002 - P1 Consortium performed a mass multi-racial dance
• 2003 - P5 pupils took part in Racial Harmony Rap Competition
• 2004 - The Music department worked together with NE department to organise P1/P2 Talent Search on 21 st July 2004 (Racial Harmony Day)
School-based Art & Craft Teaching Resources
The art resources are prepared by the art department based on the scheme of work planned by the art committee. The art committee members source for art resources from internet, resource books from the library and also prepared powerpoint slides for teachers' use in the teaching of art lessons. These resources are kept in the KMS for easy retrieval. The art department also provides informal sharing session for art teachers who may need assistance in the teaching of certain art activity.
E-Learning
Click Here to see PowerPoint of E-Learning Activities.
Project Video
• Description of project
This project is about using video to capture best practices in teaching & learning in the school and enables teachers to do self-reflection on their teaching & learning journey. It involves the use of technology i.e IT in providing a platform for teachers to learn, self-reflect & share their best practices.
• Objectives of project
The objectives of this project are the following :
• To provide a platform for sharing of best practices and self-reflection
• To archive best practices amongst teachers and serve as a teaching & learning resource for the school
2.3 To harness the use of technology in teaching and learning.
• Background information
The idea grew from an idea shared at a conference in 2001. A workshop participant from overseas shared the idea of using video to teach pupils. The outcome of the project was quite positive. Furthermore at NIE, trainees also undergo ??micro-teaching?? where trainees are ??filmed?? whilst ??teaching?? to his/her peers. The trainees discuss the impact of the short session.
Our school has a rich resource of ideas and effective teaching & learning strategies. These ideas and strategies are not currently fully exploited. If they are captured in video snippets, they may provide critical learning points for other teachers and can be used over and over again. They may also generate useful "conversations" amongst teachers so that teachers can hone their skills further.
- Suggested Time-frame
2003 - Phase 1 (Introduction of project, Rationale, Identification of personnel involved, Setting targets, Video shooting and editing, Use of video snippets during sharing sessions and Evaluation of project)
2004 - Phase 2 (Video shooting, self-reflection by respective teachers and evaluation )
- Implementation Details
In 2003, 11 teachers were identified for the project. The video clips were shared. During one of the staff's sharing session. The teachers gave positive feedback on the sharing session. This year, 8 teachers were identified for the project. The focus was to enable the teachers to do self-reflection on their teaching. The video clips allowed them to look deeper into the strategies they deploy in the classroom. In addition they can be used over and over again and serve as catalysts for meaningful conversations.
VIP Phase 1
The CME department started the Value Inculcation Programme in 2003. The first phase of this programme is to introduce the school four core values, Care, Respect, Teamwork and Lifelong Learning to the pupils. Every term, a core value was introduced to the pupils through assembly talk. After the assembly talk, the teacher, with the class will nominate a pupil for the best pupil award. To be nominated, the pupil has to display the respective values in his or her daily life in the school. A badge was presented to the nominated pupil from each class.
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This year, the CME department embarked on the second phase of this Programme. The aim is to increase pupils' interest and understanding of the school's core values. Through the use of mascots, and a host of media and materials, The CME department set forth to motivate pupils to put into practice these values. It is through practice of these values that pupils received limited edition ??V' cards, pocket cards with the mascots and the definition of the core values printed on them. The aim of this programme is ??A People For The Times'; to nurture pupils who look beyond themselves to the needs of others, pupils who appreciate and respect differences among each other as adding to the strength of the community, and pupils who are reflective and constantly wanting to learn and try new ways of doing things so that the school community improves.
The CME department is looking forward to year 2005, where the third phase of the Value Inculcation programme will take place. Pupils will engage in more exciting and enriching activities as we continue to take a holistic approach in nurturing the whole child.
KMS Phase 1
The school intranet provides every staff member with individual folders to store their files and documents for easier retrieval and access within the school network. However, the school has a vast pool of information and data resources that is common to all staff for personal or school usage. This information bank includes administration, school and staff information and teaching and learning resources.
In 2003, the school recognized the need to create a management system to address the large storage of database. Working with NCS, the school's IT support agency, a fifth drive called the ??K?? drive or Knowledge Management System (KMS) was created to form the information retrieval and repository system. Using the School Excellence Model framework, folders were created under the five enablers; Leadership, Strategic Planning, Staff Management, Resources and Student-focused processes. All sub-folders and files were categorized under the main headings.
The KMS provides a systematic and efficient approach to managing information and knowledge. Information is easily retrieved for analytical purposes and enhances communication among all staff members.
Under Phase 2 of this initiative, the school will be working with a vendor to allow the KMS to be accessed from home via a secured Internet platform.
-Contributed by Mr Eddy Chua, 29th October 2004
LS for MT - CL
With the gradual increase in the number of P1 pupils coming from English-speaking family background and with some pupils lacking strong family support, we have pupils who lack the necessary language and literacy skills to cope with the Chinese curriculum. In order to address this problem early, our school has implemented the Learning Support Programme (LSP) for Chinese Language to provide additional support for pupils in P1 and P2. We believe that if the pupils are given support at their young age, their foundation in the language can be built up. This will in turn build up their confidence and interest in learning the language. Pupils are selected based on teachers' assessment of pupil's language ability and results from school assessments. The lessons are conducted outside curriculum hours on Saturdays. The Learning Support Committee from the Chinese department plans and develops the syllabi and teaching materials.
Integrated Learning
A child-centred learning environment with integration of subjects across the curriculum is the main focus of Primary One and Two at Chua Chu Kang Primary School. To make learning an effective process we believe that teaching has to be interesting, interactive and relevant. An active approach using co-operative learning strategies whereby young minds are engaged in meaningful activities is implemented.
In mapping out the lessons, all P1 and P2 teachers are involved in the discussion and planning in the levels. Worksheets are designed to include English, Health Education, Science, Social Studies and Mathematics components. Art and Music lessons are also incorporated in the themes. The themes we have worked on with the pupils are on Feelings & Emotions, Animals, Under The Sea and Places of Interest. In line with the these themes, pupils were taken for fieldtrips to the Singapore Zoological Gardens, Botanic Gardens , Qian Hu Fish Farm and the Fire Station Heritage Gallery where they experienced learning beyond the classrooms.
In one of the fieldtrips the pupils made their way to Qian Hu Fish Farm. There they had their first experience of fish breeding. They learnt the different types of ornamental fish and some endangered fish species. Pupils came back with a token from the farm and a live fish which they carried proudly back home. The teachers, on the other hand, prepared many interesting lessons that linked the pupils' experience at the fish farm with English, Mathematics, Social Studies, Music and the other non-core subjects.
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In English, the pupils learnt the different types of sea-related occupations. They also invented their own slogan and logo for their 'company' that they had set up. In Social Studies, pupils learnt the difference between goods and services and the different types of resources used to produce a good or a service. In Music, pupils learnt about jingles and rap used in advertisements.
Pupils reflected on their learning journeys through diary writing, making of scrapbooks and Show and Tell sessions. Pupils' work was displayed prominently in and outside the classrooms.
Experiential learning helps pupils to connect their experience with classroom learning and teaching. As a result, lessons become more interesting and meaningful to them.
Feedback from both teachers and pupils has been very positive. Pupils are more confident and enjoy learning better. They also learn to co-operate and work as a team. Closer bonding and rapport are further enhanced amongst peers and also between pupils and teachers. It has meant more work for the teachers in preparation and different ways of working with the pupils in class but the sparkle in the eyes of the children made it all worthwhile. It is the lighting of the fire in them which will see the success of this project.
An example of an integrated lesson framework .
Music IO 1. To sing a song with beat & rhythmic accompaniment 2. To compose a rap/jingle for their shop/product/class/group Activity : Sing ‘1,2,3,4,5 once I caught a fish alive' . Introduce to pupils some product jingle or music from TV advertisement. Follow-up : To compose a rap/jingle for their shop/product/class/group |
Maths ( Mass, Problem-Solving, Money) IO : to solve problems involving weights To divide given items accurately (concept of division) Activity : Pupils given a packet of sweets They have to repack items into small packets. Follow-up : They can calculate how much they want to sell for each packet and how much they will earn . |
Art/Crafts IO : to design a logo for their own class Activity : Cut out products/services logos from newspaper, magazines and the accompanying slogan. Make into a scrap book. Follow-up : Design a logo for their own class, group. |
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Social Studies cum I & E : Topic IO :1. to know the meaning of words such as product, labour, resources, customer 2. to set up shop Activity : Reflect pupils' on their experience of making the pencil to sell. Ask them what do we have in the beginning(pencil) what do we do with pencil (decorate it with pipe cleaners) and then we sell to who (parents). Introduce to them the words such as product, labour and customer Follow-up Activity : What goes into setting up a business. Use internet resources www.fleetkids.com to introduce to pupils on setting up shop. Pupils get into groups to think of a product/service to sell. |
EL (Under The Sea & Occupation) IO : 1. to reflect on their experiences during the trip in Microsoft word.(Journal writing) Activity : Brainstorm about different kinds of occupations relating to the sea or anything to do with the sea eg diver, shipbuilder, port handler, fisherman) Use concept map to write all ideas. Follow-up : Research on their chosen occupation from books or internet. Write a class/product slogan |
