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Participants can download a copy of the workshop resources from this Google Drive: https://drive.google.com/drive/folders/1l9qTXJlO5MzyxpBiKEpe8kexTyqak8mU?usp=drive_link

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[OEIC Workshop Resource] Serangoon Reservoir Catchment

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[OEIC Workshop Resource] Serangoon Reservoir Catchment

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Participants will access the pre-readings resources via this Google Drive link: https://drive.google.com/drive/folders/1cFkU_lnkhiMbY3NpvdJmdAoyJ5TPBcTb?usp=drive_link

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student presentation on a neighborhood in Singapore in relation to sense of place

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Local shop owners (e.g. mini mart owners, hawkers), Members of Parliaments, residents that have been living there for a long time/users of amenities (e.g. students and teachers that live around the area)

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Visitors at tourist sites such as at Sentosa, Kampong Glam. How did they found the place attractive? Economically, socially etc.

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Students gathering data by taking photographs in their housing estate. Speaking to family members via oral interviews

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Sec 2 Sustainable Housing

Location: Northshore hdb, plaza

Students to observe sustainable features in the estate eg. ventilation/windflow planning

Sec 1 Water

Personal geographies.

Use a form: Conversation with family member

Students to get data on utility bills (water consumption) and which national tap is most important and why

Sec 1 Water Testing

Location: Macritchie reservoir

Compare water quality in macritchie vs school pond

Sec 3 Hazards

Location: Go around school

Community experts - hear from OM perspective and give suggestions

Sec 2 Inclusive Housing

Plot on map: Identify ramps and handicap toilets

Blind folded and moved around the school

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Fieldwork at Simei area near my school and within the school. 

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Fieldwork at Simei area near my school and within the school. 

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1. We brought students to the Simei housing estate near our school to identify potential hazards (Sec 3 Sustainable Development)

2. We got our students to conduct an investigation on the favourite eating place of their peers. Students are supposed to apply the Geographical Methodology and produce a mental map to showcase. (Sec 3 Geographical Methodology)

3. We brought our lower sec students to explore our eco gardens to do water testing when teaching water and observed features of plants when teaching tropical rainforests. They also got to interview the Office Managers regarding maintenance of Eco pond.

4. We brought our Sec 2 students to Toa Payoh Hub to learn about HDB from both Historical and Geographical lens in our inaugural Integrated Humanities project where students learnt History and Geography as one integrated subject.

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1. Using students personal's geographies to teach sense of place - e.g. students who live in Yishun vs others/media's representation of Yishun

2. Sec 2 Housing GI - students will survey, meet people and get to choose their neighbourhood to work on.

3. Sec 1 go to Pasir Ris Mangrove to learn more about mangrove

4. Explore areas around school - observe ponding around school

5. Voices - usually from families / friends, may get students to talk to shop owners near school.

6. Teachers then to see person as a data-point, need to see the person as a richer source (in-depth interview)

7. Rather than surveys, teach students how to do in-depth interviews so that they can explore deeper

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bite-sized fieldwork (mental map around neighbourhood, interviewing local residents),

Community experts such as HDB/URA for sec 2 housing, PUB for sec 1 water

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Ridout Mcdonalds

Sense of place - authentic, relatable example for our students.

Mental map of their school

Qualitative data to help students understand their respondents' sense of place

Community experts:

Interview with grassroot leaders

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HDB /URA/ LTA Programmes that supports Geographical Investigation 

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HDB /URA/ LTA Programmes that supports Geographical Investigation 

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How can AST engage stakeholders to supports schools in our GI

Housing and Transport

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Using carbon emission calculator for students to understand their personal consumption patterns, and consider ways to reduce their carbon footprint

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1. Approach AAC (Active Ageing Centres) to interact / interview elderly experts ==> Can link with VIA

2. Students can present their recommendation / findings on school improvement to school leaders as authentic audience

3. 2 schools can present their findings to one another - brings ownership. 2 schools in same neighbourhood can share their understanding of their part of school. East and West schools.

4. Selected groups of students may join / shadow community leaders in Meet the People Sessions to find out about local issues and share findings / learnings / reflection with classmates.

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Re-imagine how our schools can be made more sustainable (e.g. cooler in lieu of the scorching heat). Get students to walk around the school, consider what can be done and put up suggestions. [Thinking about the place in the future]

Eco-stewards in the school to champion specific sustainability actions.

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GEL Topic 1.2 Sense of place

Tie in with the concept of social sustainability.

community resillence in neighbourhood, residents are able to support one another if needed

Authentic audience: Residents of the neighbourhood

Organisations: People's association, URA, Community Development Council --> eco-exhibition of sustainability, research on how to save energy.

extra-curricular opportunities: Learning journey to neighbourhood

Competitions: NUS geog challenge

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Tapping on students’ Personal Geographies

interviewing family members

GI

interview cyclist and park goers

Authentic audience

Proposing improvements to Dementia Singapore

Propose improvement to HDB/town council

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1. Introducing students to compost, collect vegetable waste for compost for school gardens.

2. Bringing plastic from home to repurpose into flower pots.

3. Exploring neighbourhoods for features that are sustainable

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Can we organise a sharing folder where we share GI ideas or packages so that we may tap on each other's strength? 

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Can we organise a sharing folder where we share GI ideas or packages so that we may tap on each other's strength? 

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Getting the help from industry partners to collaborate with schools for GI!

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Getting the help from industry partners to collaborate with schools for GI!

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Use of edtech to support Place-based Geographical Inquiry for a Sustainable Future

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Use of edtech to support Place-based Geographical Inquiry for a Sustainable Future

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How can AI and geospatial technology (e.g. ArcGIS, Google Earth etc) be meaningfully used on its own or together to support place-based geographical inquiry through a sustainability lens?

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Instead of having structured PD time, more time can be given to teachers to work on their own or organically collaborate within teaching units or across departments to work towards getting our students to learn through a sustainability lens. Sometimes the best ideas and learning come through non-official moments, just like how students now have SIL.