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A dynamic science lab fostering curiosity, experimentation, collaboration, and innovation.

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English Department - Communication and Collaboration

School Library - Showtime on the Stage, Collaboration at the Reading Booths/Modular Furniture, Interactive Learning with the Chromebooks, Independent and/or Paired Reading at the Reading Pods (LP)

Resources - Readers' Theatre, Storytelling (Kamishibai cards), Hot Seating, Conscience Alley, Freeze Frame, Role Play (puppets available at the library)

School Library - Showtime on the Stage, Collaboration at the Reading Booths/Modular Furniture, Interactive Learning with the Chromebooks, Independent and/or Paired Reading at the Reading Pods (MP and UP)

Resources- Readers' Theatre, Storytelling (Kamishibai cards), Hot Seating, Conscience Alley, Freeze Frame, Role Play (puppets available at the library), Fractured Fairy Tales, Correspondence with the Characters, Desert Reads

Active Wall/Floor - Multi-sensory approach to facilitate language learning

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A puppet stage for students to extend and reinforce their learning of light and shadow sizes. Screen is in between puppets and audience.

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DALL·E 2024-11-22 11.17.24 - A cozy shadow puppet stage set up under a staircase, designed for primary school children. The stage features a translucent screen framed with wooden 

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[Sophia - Science]

How might we help P3/P4 students understand better the variables needed for plant growth?

How might we help P3 students observe and record characteristics of plants in the adult stage?

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Our vision - Students learning in a outdoor classroom solving real-world challenges such as creating sustainable mini-ecosystems, coming up with table to farm ideas and solutions to solve climate change problems.

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A fixed sound system and secure storage space to house instruments like drumsets, keyboards, microphone stands, karaoke system. A projector system for children at the canteen to participate.

A corner for a set of Angklung instrument to encourage students to collaborate and perform as an ensemble.

A few guitars and ukuleles for informal learning to take place.

A STOMP space comprising a variety of percussion instruments to be located at the old payphone corner.

A musical corner along the Green corridor.

https://www.cadencemusical.com/

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Math Department

Hundred chart on the floor outside the library/playscape/near Intervention block

times table facts and fun ways to learn multiplication facts on the pillars in the princess court

digital math walls/pixel board along the playscape

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Playscape 2.0 Wishlist

Refresh the materials and manipulatives for unstructured play on a termly basis

Monthly/Termly doodle prompts for whiteboard

Curate activities that aligned to Art SOW or topics

Add more interactive elements (moveable parts)

A wall for water painting

Sandbox

Lightbox (powered by electricity-generating spinning bicycles)

Interactive Alive Drawing:

https://onecrazemedia.com/product/interactive-drawing-projection/

More ideas:

https://padlet.com/faizlyana_ismail/playscape-art-x-music-x-environment-jt9qxdi74pp6f2cq

Art All Around

Spruce up corridor in front of Art Rooms, possible to paint a mural?

More artworks to be displayed along corridors and staircases (to be updated on a yearly basis)

Our Class Art Gallery

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Possible outdoor classroom and green spaces in the school

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Firefly Green spaces in a singapore primary school with students taking care of plants. The students

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Learning Space - MTL Gallery (outside school canteen)

Collaboration, Communication and Information skills

Use of VR technology, tablets to excite students as self-directed learners

Students work together to learn through various activities (board games, vocabulary card games)

Students recognition - Display of students' good work

Screening of interesting language related videos

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Students are engaged in the Practices of Science, and understand how Science knowledge is developed through Scientific Inquiry.

Students learn Science as inquirers and develop skills and processes by demonstrating Ways of Thinking and Doing in Science.

Students learn concepts through the 3C Pedagogical Framework:

Capture

Construct

Consolidate

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CCE Department:

1) Green Corridor@PEPS-I LOVE Gaia Design Sprint:

Critical and Inventive Thinking

Display of students' artifacts at the Recycling Nook.

Lower Block:

P1 : Grow Green (Creating Planters)

Students to display upcycled planters outside the classroom.

P2 : Embrace 3R

Hanging poster outside of classroom to motivate people.

Middle Block:

P3: Food security (Our farm to table programme)

Making use of hydroponics corridor to learn about hydroponics.

P4: Sustainable Consumption

Display the upcycled clothes as motivation of other students who visits the Recycling Nook.

Upper Block:

P5: Water Stewardship (link to Science topic)

P6: Solar Energy Stewardship

2) Heritage Gallery:

Citizenship - rootedness to our school (sense of belonging & appreciate predecessors' contributions)

NE-SS: 6 zones covering the heritage of PEPS

Our Beginning Years

Our PEPS Identity

Our Community

Change and Continuity

Local and Global Interconnectedness

Building Legacies

Every level will be covering 1 zone progressively as part of their NE-SS assessment.

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P3 Science Life Cycles Term 4 Curriculum:

Students germinate seeds into seedlings to transplant into the soil in Vegepod. 8 weeks for seed stage to develop into adult stage with fruit and seeds.

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Music Dept

Civic Literacy, Global Awareness and Cross-Cultural Skills

CGC 1

Aware of community and national issues. Playing a part to improve the community and nation. For example, students have the opportunity to understand how identity is expressed through national theme songs. They can carry out projects on the different themes expressed in the national day theme songs over the years to understand how music reflects Singapore history.

CGC2

Aware of global issues and trends. For example, students are exposed to different cultural song and traditions so they are more accepting of different cultures and traditions.

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Math Department

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MTL learning space - Stage in the Library

Communication, Collaboration and Information Skills

Students discuss and assign roles respectfully. Encourage them to think about each person’s strengths and how those can contribute to the group's success.

Enhances collaboration by promoting teamwork, communication, active listening, and problem-solving through group performances

Students use chromebook to search for more information/video on the story

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English Department

Focusing on deepening students' thought and cognitive information processing with the use of metacognitive

strategies before, during and after learning.

Communication - Critical, Adaptive and Inventive Thinking

Language learning is deepened through exploratory talk in a variety of ways. For example:

-Inquiry through Dialogue Use of Talk Moves in Stimulus-based Conversation and Class and Group Discussions

-Circle of Viewpoints - Lower Primary (Making Connections and Perspective Taking)

-Peer feedback - the use of analytic rubrics

Collaboration

- Group writing for Lower Primary

- The use of analytic rubrics for Middle and Upper Primary: Assessment for/as Learning

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Mother Tongue Department:

Communication:

CCI 1

Effectively communicates

information and co-constructs

meaning

CCI 2

Engages empathetically with

diverse perspectives

Collaboration

CCI 3

Interacts and works effectively in

group settings to contribute to

shared goals

CCI 4

Collectively defines and

negotiates the roles and tasks

determined by the group to

achieve its goals

Information Skills

CCI 5

Employs effective strategies to

locate digital and non-digital

information and resources, and

exercises discernment by

evaluating the accuracy,

credibility, and relevance of

information

CCI 6

Creates and shares digital and

non-digital information ethically

and responsibly, and maintains a

positive online presence

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Music Dept

Lower Primary - Mid Primary: Orff Pedagogy which centres on musical imagination and creativity and learning through play. Focuses a lot on experiential learning through musiking (singing, rhythm chanting, dance, movement and playing of musical instrument). Purpose is for students to be practising active musicianship where they can explore, imitate and improvise in a creative environment.

Upper Primary

World Music and Informal Learning pedagogy. World Music pedagogy focuses on how music is taught in different cultures and musical and cultural understanding is facilitated through teacher modelling and student imitation. Improvisation and exploration is also encouraged. For example, P5 learned the Philippines traditional dance known as Tinikling Dance and showcased it during the busking activity at the canteen. They created some of the dance steps themselves.

Informal Learning where they learn to copy by ear, engage in self-directed and peer learning without structured guidance.

The 5 Aspire Band adopted informal learning approach to participate in the Princess Got Talent without structured guidance from the teachers. They won 2nd place in the finals. They then participated in the school event ( National Day Concert)

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Art Department

Key: CGC

Art helps students think about their identity and learn about different cultures and traditions. Through exploring artworks from around the world, they connect with their own heritage and better understand others. This builds a sense of belonging to both local and global communities.

CAIT

In art, students learn to think critically and adapt by trying out new ideas and materials. They solve problems by imagining creative solutions and taking thoughtful risks. Discussions about art teach them to reflect, evaluate, and consider different perspectives.

CCI

Art is a way for students to express their ideas visually. By working on art projects, either alone or in groups, they improve their communication and teamwork skills. They learn to share ideas, respect others’ views, and take responsibility while working together to create something meaningful.

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PE Department

TArGet Wall (Outside Level 1 PE Store)

Vertical Jump, Bouldering, Throwing

Floor Marking (Prince Alley, Princess Court)

Unstructured Play

Physical Fitness - Speed, Agility, Standing Broad Jump

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Critical Thinking and Communication Skills:

Students learn to be socially aware and informed about local, regional and global issues through explicit instructions, class and group discussions and communicate their ideas and opinions on these issues confidently

Collaboration Skills:

LOVE Experience

I LOVE Gaia

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Math Department

Three phases of learning

Readiness

Engagement

Mastery

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Science E21CC Developmental Milestones

Critical Thinking (CT)

Lower block:

CT 1.1 - The student can explain their reasoning and decisions.

CT 2.1 - The student can recount relevant experiences which they have learnt from.

Upper block:

CT 2.1 - The student can use evidence to explain their reasoning and decisions.

CT 2.2 - The student can reflect on their thoughts, attitudes, behaviour and actions during their learning experiences, and determine the modifications required.

Inventive Thinking (IT)

Lower block:

IT 5.1 - The student can generate ideas that may involve replicating existing ideas to respond to an issue or challenge.

IT 6.1 - The student can shortlist their ideas based on simple justifications.

Upper block:

IT 5.2 - The student can generate ideas that may involve modifying existing ones and explore different pathways to respond to an issue or challenge.

IT 6.2 - The student can evaluate and refine their ideas based on a simple set of self-determined criteria or strategies which may not be directly relevant to the task presented or its context.

Communication (Com)

Lower block:

Com 1.1 - The student can convey information and ideas, while considering the specific purpose and context of communication.

Upper block:

Com 1.2 - The student can convey and assess information and ideas for relevance, while considering the specific purpose and context of communication.

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Mathematics

(With integration of 8 ICAN principles)

Readiness

Engagement

Mastery

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Art Department

For art, we use the Art Inquiry Model which consists of five nonsequential inquiry steps: Connect & Wonder, Investigate, Make, Express, and Reflect. The Art Inquiry Model is used to guide the lesson planning by providing a structure to teach art techniques and skills, or for students to

demonstrate skills related to visual inquiry, research and communication.

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PE Department

Communication

Common Language for Feedback (Using TAG)

Tell something you like

Ask a thoughtful question

Give a suggestion for improvement

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2 Key Approaches to develop Moral Reasoning and Empathy; and SEL Competencies in students:

1) Experiential Approach

LOVE Experience with simulation xercises

I LOVE Gaia Design Sprint

Learning Journeys

2) Consideration Approach (Perspective-Taking)

LOVE Experience (E.g. How would you feel if you're in this situation?)

3) Explicit Skills Instruction Approach (Role-Playing)

LOVE Experience

CCE FTGP Lessons (E.g. Conscience Alley, Hot-Seating, I used to think but now I think, Circle of Viewpoints, Thought-tracking, Freeze-Frame)

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EL Department

MMI - Multiliteracies, Metacognition, Inquiry through Dialogue

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MTL Dept

Developing assessment capable self-directed learners

AfL strategies

Student-centric: Checklist and rubrics: SDL (FEATL,APPEAR,BENEFITS,REAP,TTF(A))

All students response (Assess all students' learning with timely feedback)

Multi-modal/Multi-sensory Approach (Vocabulary-EL translation - HYPY)

Gamification through ICT

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PE Department

(Movement Education)

Lower Primary - Non-Linear Pedagogy

Middle Primary - Constraint-Led Approach

Upper Primary - Game-Based Approach

(Outdoor Education)

Play Responsive Pedagogy

(Physical Health and Safety)

IBL

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Use https://www.bing.com/images/create

to reimagine the learning space in our school! Please provide a short description on how it supports the devt of E21CC. Have fun!

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Create stunning images with Bing Image Creator, the best free AI image generator. Turn text into AI art, photos, and visuals instantly, all for free.

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English

Communication

Collaboration

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Example:

English

IBL