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We had an educational tour to the back of the house to see how the oceanarium operated and the ongoing behind the display, it was an eye opening experience which is not for all to experience

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It was a great learning experience to be able to see and understand the various processes and work required to organise and sustain the Oceanarium. It was also interesting to know that there is a wider collaboration, where some animals bred here will be passed over to other countries to help in various reseach or repopulation projects. Great to pick up things that are relevant and that we can share them with the students.

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It was an eye-opening experience to see what goes on behind the scenes at the oceanarium. The highlight for me was visiting the nursery, where we observed how jellyfish are bred. I was amazed to learn that the oceanarium breeds its own jellyfish. We also got to see the scale of the main tank — it’s enormous, standing 12 metres tall, and maintaining it must be no easy task. I also learnt something interesting about sharks: they reproduce in different ways. Some species lay eggs, others have embryos that develop inside the mother’s uterus, and some even give birth to live young. It was heartening to see the oceanarium’s efforts to raise awareness about climate change and humanity’s impact on the oceans, particularly the issue of the Great Pacific Garbage Patch.

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I appreciated the peek behind the curtains--a look into how the Oceanarium staff look after the welfare of the organisms with a focus on conservation.

I was glad to find out that the Oceanarium has work attachment programme for students. Bringing our students on learning journeys here could be the start of a rich and fulfilling career in biodiversity and conservation.

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We went for the Oceanarium sustainability in motion tour. It was interesting to see how the Oceanarium incorporates sustainability into their exhibits and operations. One highlight for me was going to the lab to learn about the breeding and life cycle of sea jellies. I also enjoyed learning about the moray eel and various sharks.

We attended a short workshop where we had to brainstorm and draw out 8 ideas in 8 minutes on how to increase the rate of recycling in the Oceanarium. This activity can be translated into the classroom.

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Shall let the pic do the talking. Guess where we went and what this is?

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During the learning journey, the team learnt about different equipment and type of exercises. We were also introduced to the 7 fundamental movements.

The 7 fundamental movements are Push, Pull, Hinge, Squat, Lunge, Rotation and Gait. Each movement emphasize on proper technique, control and progression. I learned how these movements form the foundation of functional fitness. This help to improve strength, coordination and overall performance in both training and physical activities.

The team also learned about Hyrox, which contains 8 different stations. Everyone had the opportunity to try all the stations, experiencing the challenge and difficulties a Hyrox participant may face. I also went on to simulate all the stations, with some modification together with Insyirah.

This experience provides the PE department on different ways and ideas in integrating Hyrox into the PE lessons for the students. In the long run, it can benefit the students and teachers too as it does not only train the physical fitness but also the mental ability.

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This learning journey was truly a tuft-tastic experience! It was my first time trying tufting, and I really enjoyed not just the creative process itself, but also observing how well the session was structured from start to finish.

From the detailed safety briefing, step-by-step demo, and clear instructions by the vendor, to the pre-planning stage where we selected and submitted our designs in advance, everything was thoughtfully organized to ensure we made the most of our time. I appreciated how this approach allowed everyone to focus fully on creating during the session, rather than figuring things out on the spot.

It reminded me of the importance of intentional planning and scaffolding in our own lessons, how clear structure, preparation, and guided demonstrations can help our students be more engaged and productive. The hands-on nature of the activity also reinforced how experiential learning can spark joy and collaboration among colleagues; the kind of energy I’d love to bring into my classroom.

All in all, this tufting experience was not only creatively fulfilling but also a meaningful reminder that effective learning happens when creativity meets structure.

Farah

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The learning journey to Construct Fitness was a meaningful one, I was able to relate to the modules that I have taken in polytechnic. One of the highlights during the learning journey trying out contrast therapy where we alternate between cold plunge and sitting in the sauna at 60 deg. The water temperature for the cold plunge was about 11 deg. It was a great experience as I learnt why contrast therapy is becoming more popular in the fitness industry. As we were introduced to Hyrox, and how it is done, this will give us some ideas for us to conduct modified hyrox with the students at Westwood.

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In today’s LJ, I get to know the types of players: achiever, explorer, socialiser, killer.

How to create a game concept. Through Game jamming with peers - identify the problem, identify the tools, identify the theme, the game mechanic - intrinsic and extrinsic motivation.

Creating games, we need to focus on leaderboards, points, rewards, badges and quest. Incentives can be used to get the students to work for your subject.

Different teachers shared on how they can design the games. It gives idea on how to tap on the intrinsic part in the students. This sharing help me to think on developing games suitable for our profile of students.

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Through the gamification workshop, I learnt about the principles of gamification and how the integration of leaderboards, points, rewards, badges, quests can be used to motivate and engage learners.

We can explore the different ways to motivate students by providing intrinsic and extrinsic rewards, through game elements. For example, setting up a leaderboard for our class. Students can be rewarded with points for prompt submission of work, points can be redeemed for special rewards, and quests can also be included for students to complete challenging questions.

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The gamification workshop provided valuable insights into how game elements like leaderboards, points, badges, awards, and quests can enhance engagement and motivation. I learned that while intrinsic rewards like mastery are important for long-term engagement, extrinsic rewards like points and badges drive short-term participation. The leaderboard taps into competition, and quests create a sense of progression. I am excited to apply these concepts in my lessons to make students' experiences more interactive and motivating.

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The gamification learning journey provided valuable insights into how game mechanics can enhance learning experiences. Key elements of gamification include leaderboards, points, awards, badges, and quests, all of which serve to motivate learners and encourage active participation. Leaderboards foster a sense of competition, while points and awards provide tangible/intangible incentives for progress. Badges act as markers of achievement, and quests create structured challenges that make learning more engaging and goal oriented.

Another important concept explored was Bartle’s Player Types, which categorize learners into Killers, Achievers, Socializers, and Explorers. Killers thrive on competition and dominance, Achievers seek mastery and accomplishments, Socializers enjoy collaboration and interaction, and Explorers are driven by curiosity and discovery. Understanding these player types helps in designing gamified experiences that cater to diverse learner motivations, ensuring that engagement is maximized for different learning needs.

Overall, the learning journey reinforced the idea that when applied thoughtfully, gamification can transform learning into a more interactive, enjoyable, and meaningful experience. Moving forward, I aim to explore ways to incorporate these techniques into my own teaching practice to foster greater student engagement.

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Participating in this bootcamp has provided me with a deeper understanding of the underlying principles of gamification and the importance of clearly defining objectives before implementation.

The shared insights and suggestions from fellow participants have been invaluable in informing my approach to designing effective gamification strategies for my students.

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The workshop has given me greater insights how to incorporate 'gaming' into our lessons, and to understand the various motivations to get people interested into the game.

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The most important take away is to clarify and specify your objective before setting up a game. If the objective is too broad, you will end up not meeting any.

I would like to try and set up a leadership board for my CCA (to improve bonding between boys and hence the motivation to attend cca regularly), as well as one for 3NA cohort (to increase motivation for math).

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Gamification - exists in everyday life.

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I like the interesting process of using a machine to weave the yarn into a piece of cloth. The mc has was really an innovation, such simple function yet for all the mechanism the crank shaft and splicing off the yarn so that each of the yarn stuck on it with precise timing is really a science. I choose something simple as i was expecting that the operating of the mc require some learning curve. Just like how we conducted practical, the instructor was showing to the group, we had many opportunities to learn on the spot till we are get the hang of it, and there were many mistakes, and consistently repeating sequences so that it become a muscle memory. So i think that skill base learning, require much practise and mistake, posture and habits/routine must be make known so that the learner can internalise, and then there is TIME, which allow all these to hone into skill. Had also much laughter with colleagues, it is great place to wind down, and bond with each other. Making silly jokes as we do our master piece, can see each other character as we did our own piece. Had a good time and a got the piece back as momento :)

Jeffrey Chua

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I've always enjoyed watching local theatre productions that showcase our local talents, so I was especially excited to attend Yusof: Portrait of a President, all the more because I watched it alongside like-minded colleagues from the ML unit.

This play truly tugged at my heartstrings. As a Gen Z Singaporean, I’ve mostly known Yusof Ishak as the face on our SG dollar notes and his wife, Puan Noor Aishah, as a gracious figure in our history books. Watching their story unfold on stage gave me a refreshing and human perspective into their early years. Their hopes, struggles and unwavering belief in building a nation together.

One particular scene that stayed with me was when Yusof Ishak, as a young journalist, stood up against pressure to compromise his principles at Utusan Melayu. The tension in that moment reminded me that leadership often means standing firm in our values, even when it’s uncomfortable. As a BT, that message hit close to home. It reminded me that integrity and courage are qualities that I too, must uphold when guiding my students, even in small daily decisions.

Another moving moment was the portrayal of Puan Noor Aishah’s quiet resilience through how she supported her husband while also contributing to society in her own way. It made me think about the unsung heroes in our lives, especially the mentors and colleagues who stand behind us as we navigate the challenges of teaching. It also reminded me that leadership isn’t always loud. Sometimes it’s about compassion, humility and resilence.

Beyond the historical retelling, the play was deeply emotional. Seeing scenes of racial tension and the challenges of early nation-building made me reflect on how far Singapore has come and personally how much our work as educators still matters in nurturing harmony and mutual respect. It reminded me that every conversation about empathy, every lesson on values and every attempt to build inclusivity in the classroom contributes to that same national story.

Leaving the theatre, I felt both inspired and grounded. The play reminded me that history is not just a subject to be taught, it’s a living story of people who believed in something bigger than themselves. As a ML teacher, I feel even more motivated to help my students see the richness of our heritage and the power of our stories.

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Watching The Phantom of the Opera with the english department was an enriching experience for me, especially when I was seated beside a teacher who was well studied in English language. I gained a deeper appreciation for the thematic complexity and characters behind the performance. Discussing about stage elements such as lighting, props and character development, something that only English majors would gladly expound, was enjoyable. Watching the performance together with teachers who gave the light of the day to such analysis reflected a stark difference to the theatre experience. Speaking about the play also highlighted the nuances that emphasized, our shared humanity, as only, human.

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We learnt about the 6 different movements involved in exercising in the gym- push, pull, squat, lunge, rotation/brace and gait. Each movement utilising different purposes for training.

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Our Learning Journey to Construct Fitness was an eye-opening and exciting experience. We were introduced to many different types of fitness equipment and learned how each one helps to build strength, endurance, and overall fitness.

We also learned about Hyrox, a type of fitness race that combines running and functional workouts. We even got to try out some of the Hyrox stations ourselves, which helped us understand how challenging yet fun this type of workout can be.

This experience gave us new ideas on how we can make fitness training more engaging for our students in Westwood. We hope to explore how some of these Hyrox-inspired activities can be adapted into our lessons or programmes to encourage students to stay active and enjoy fitness.

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This LJ to the gym is insightful.

I learnt more about a new physical event Hyrox, and tried some of the stations. The events can be attempted solo, duo or as a team..

IF there are youth events, it may be a good fitness activity to introduce to our students!

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I had never tried tufting before, so I began the workshop with no prior knowledge or experience. The session started with an introduction to the types of designs that could and could not be tufted. The instructor also provided examples of simple and more complex designs, allowing us to make informed choices based on our comfort level and preferences. This approach to differentiated instruction helped us select designs suited to our individual skills. However, I found myself wondering, what makes a design difficult? Is it the complexity of the pattern? As I experimented, I realised that the key differentiator was not the overall complexity but rather the intricacy of certain details. For instance, tufting small, circular shapes like eyes proved to be more challenging. This led me to reflect on how we could improve the teaching and learning experience. Perhaps incorporating pre-workshop instructional videos, similar to a flipped classroom approach, would help participants select designs they feel confident working on before the actual session, rather than relying solely on the provided samples.

During the workshop, the instructor gave live demonstrations and guided us through the tufting process. As a DT teacher, I appreciated that the session began with a safety briefing on handling the tufting gun. We were then given the opportunity to practise basic tufting techniques such as moving in straight lines upwards, sideways, and along curves supported with the instructor providing real-time feedback. At this point, I wondered whether pre-recorded instructional videos would have been beneficial. However, as I waited for my turn, I realised I was learning just as much by observing my colleagues. Watching them attempt tufting and noticing the challenges they encountered provided valuable insight, ones that a video alone might not capture. The struggles and

mistakes of others became an important part of the learning process, reinforcing the idea that peer observation can be a powerful teaching tool.

Overall, the tufting process went smoothly. While we encountered some difficulties, the foundational skills taught at the start enabled us to handle most issues independently. However, I noticed that we were not initially taught how to undo our tufting mistakes. Without this knowledge, I found myself hesitating more in my approach. Had we been equipped with the skill to reverse errors, we might have felt more confident to experiment and take creative risks. While the session was effective, this missing element may have led to a lost opportunity for deeper learning.

Summary

Through this experience, I gained insights that I can apply in my role as an educator. First, differentiated instruction is essential, providing students with a range of options based on their comfort levels empowers them to make informed choices. Second, a flipped learning approach, where students access instructional materials before hands-on sessions, can enhance preparedness and confidence. Third, peer observation is an invaluable part of the learning process; students can learn not just from instructors but also from watching their peers' struggles and successes. Lastly, teaching students how to rectify mistakes fosters a mindset of experimentation and creativity, as they feel safer to take risks in their learning journey. These reflections reinforce the importance of designing lessons that balance guidance with opportunities for independent problem-solving.

Hector

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The T&D dept went for a fun, therapeutic and utterly momorable learing experience of tufting at Anna Craft Creative. I was curious about it and indeed it was an eye opener. We were allowed to choose a design where it was then drawn onto a fabric. We learned how to operate the tufting machine to make our designs into reality. The colour choices, the just in time advise to tackle the challenging parts, as well as choosing colours was indeed fun! As we do it, we were all laughing, admiring each other's design and really really having a good time. Thanks Farah for organising this learning journey!

Luqman

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Turfing taught us patience as we have to be very careful and detailed. It was a fun bonding activity as we get to learn from one another and eventually it was very rewarding for us to see the big picture overall of what we have done. :) -Simin

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The play journeys through the rise of our first head of state, from a passionate journalist at Utusan Melayu, advocating for the Malay community to navigating the political upheavals of merger, separation, and independence.

It reveals a leader shaped by questions of race, identity, and unity! Someone who made personal sacrifices and held firm to the belief that leadership is ultimately about service.

His story reminds us that true leadership means serving others and staying united, even in difficult times.

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This learning journey has given me a much deeper understanding of the origins, development, and current state of Peranakan culture. Before the visit, my knowledge of Peranakan heritage was mostly limited to its clothing and culinary traditions. However, through this experience, I realised that the significant transformations of Peranakan culture throughout history are closely intertwined with the social developments in Southeast Asia. I also gained a greater appreciation for the resilience and adaptability of this community in the face of societal changes.

This has inspired me in my own teaching practice: when facing challenges in education, we must be willing to explore new approaches, respond to the evolving needs of the times, and find meaningful connections between knowledge and the current world. By doing so, we can better guide students in their learning journey.

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I thoroughly enjoyed this learning journey. Through this play, i learnt alot about the challenges that Encik

Yusof Ishak went through leading up to his appointment as Singapore's first president.

Some of my favourite parts were the portrayal of the internal conflicts that he experienced in deciding whether or not to continue leading Utusan Melayu (his publication), if taking up the role of president would compromise his pursuit to develop the Malay community and the quiet but extremely significant support that Puan Noor Aishah offered him through it all.

10/10 would watch again!

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It has been several years since I last attended a theatrical performance in such a grand setting, and it was truly a wonderful opportunity to do so alongside my fellow Malay Language teachers. The portrayal of Yusof Ishak, his wife Puan Aishah, and their family members by the cast was exceptional and deeply moving. Through the performance, I gained a deeper understanding of Yusof Ishak’s background; his humble beginnings, strong values, and steadfast character. Despite being offered the privilege of residing in the Istana, he and Puan Noor Aishah chose to live simply in Sri Melati House (beside the Istana), wishing to instil humility and groundedness in their children.

His life and values serve as a meaningful example for our students: that success does not depend on wealth or status, but on perseverance, determination, and passion. Above all, his story reminds us of the importance of remaining humble, regardless of one’s achievements or position in life.

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This was my first time learning about Peranakan history, and it was truly eye-opening. I learnt so much about the origins Peranakan people and their unique customs and culture. Our guide was incredibly knowledgeable, which made the entire experience both informative and engaging.

Beyond the beautiful artifacts in the museum, our guide also explained how the Katong Peranakan shophouses reflect the community's distinctive heritage. As a westie my whole life, I've never been to Katong to see these houses in person. It was fascinating to learn how different cultures and religions influenced Peranakan history and architecture, creating the vibrant designs these buildings are known for.

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The Phantom of the Opera was a masterpiece. It was a captivating experience that combined powerful music, haunting atmosphere, and deep emotion. The story made me reflect on themes of love, obsession, and loneliness, showing how human desires can both inspire and destroy. The dramatic staging and memorable songs drew me into the characters’ struggles, which were brought out effortlessly by the actors' splendid acting! Overall, it was not just entertainment but also a reminder of how art can stir empathy and reflection, which is something to share with Literature students.

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As a huge fan of Nyonya culture, I am very excited to participate in this learning journey to the Peranakan Mansion.

The journey was very fulfilling and inspiring, such that it even exceeds expectations. The museum is special in a way that artefacts are not displayed in glass cabinets, but arranged in the actual Peranakan house layout, bringing the visitors straight into the daily life of a Peranakan. Elaine, our guide for the day, happens to be the wife of a Peranakan, shared with us the history, customs and traditions of the Chinese Peranakan, clarifying a lot of our doubts along the way.

One of the key takeaways for me is to see in real life the colourful houses of Katong which was featured in one of the texts of the Sec 1's Mandarin textbook. Having seen the buildings come to life, I feel more confident to teach that particular text to my students.

The Peranakan culture is one of the things that make Singapore unique. With the recent Chinese drama "Little Nyonya - Emerald Hill" and the Peranakan festival in Sentosa, we can see the efforts put in to spread and pass on the Peranakan stories to the people. I feel honoured to play a part in this venture.

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Before participating in the learning journey, I had learnt about the Nyonya by watching “The Little Nyonya”. I had some basic knowledge of Peranakan culture, including its customs, traditional clothing, and traditional food.

However, there is still a long way to go before I can fully understand the culture, as it is a long-standing and profound one.

On that day, the museum docent answered many of our questions and corrected some of our misunderstandings. For example, Peranakan families are very open-minded, and it is common for them to have one to three religions within a family. They also embrace different kinds of cultural influences, including Chinese, Malay, and European elements in their daily lives.

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The performance of The Phantom of the Opera from beginning to end was flawless. One key takeaway from this learning journey is the remarkable display of the highest level of commitment — exceeding what one might consider 200%! Together with the joy of the production came an evident display of the utmost dedication. These are the very qualities I would highlight to students, encouraging them to embody them whenever they pursue something they are passionate about.

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We visited the Singapore Peranakan Mansion, located on the second floor beside an aisle. The vibrant colours of the place immediately welcomed us, showcasing intricate Nyonya costumes, furniture, and elegant tableware such as tingkat carriers and the iconic long dining table, the ‘tok panjang’.

I was fascinated by the stories behind these traditions: a closed second window signified an unmarried daughter, while a black bridal veil symbolised the bride’s sadness at leaving her parents. Even the round foyer table had meaning, only a first stop before guests were welcomed inside for a feast. Ending the day with kuih, tea, and laughter—what a wonderful Friday afternoon well spent!

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It was great fun watching the Phantom of the Opera - arguably one of the most iconic productions of our time - as a department. Besides the obvious applicable skills of voice projection and intonation that students require to enhance their performance in oracy, productions such as these teach me the value of collaboration and teamwork. “The whole is greater than the sum of its parts” - when all teachers leverage their personal strengths and contribute to departmental/ school goals, we can learn from one another and achieve more.

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Today's visit to the Peranakan Heritage Museum was truly enriching. Having been fascinated by Peranakan culture since watching "The Little Nyonya," I was eager to learn more. The museum provided valuable insights into their fashion, architecture, and wedding customs, while also clarifying some misconceptions I previously had about the culture.

The highlight was tasting traditional Peranakan pastries and tea, which brought the cultural experience to life. This hands-on approach made me realize how valuable it would be to bring my students here - they could experience firsthand what they've only read about in textbooks, transforming theoretical knowledge into authentic cultural understanding.

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Watching Yusof: Portrait of a President was an inspiring reminder that achieving one’s dreams is possible, even from humble beginnings. Yusof Ishak’s journey reflected the importance of perseverance, patience, and sacrifice, as well as the power of belief — both in oneself and from one’s family. As a teacher, this reinforces my responsibility to be that source of belief and support for my students, especially those who may not have such encouragement at home. It reminds me to let my students — and myself — learn through trial, error, and failure as part of growth.

Yusof Ishak’s steadfastness in upholding his principles was deeply moving. He fought to preserve Utusan Melayu’s independence and integrity, refusing to compromise its true spirit even under pressure. His decision to part ways with the newspaper — something he had worked tirelessly to build — reflected his unwavering commitment to honesty and justice over personal or political gain. As a teacher, this reminds me of the importance of standing firm in my values and principles, to make decisions guided by integrity, even when faced with difficult circumstances or external pressures. It also reminded me to stand firm in giving a voice to the voiceless — to advocate for fairness and ensure that every student’s rights and dignity are upheld. It also means advocating for students who may otherwise go unheard and creating an inclusive classroom where every learner feels seen, valued, and empowered to express themselves.

I have learnt so much from this very short excerpt and interpretation of the late President Yusof Ishak’s life. May the late President Yusof Ishak and wife, rest in eternal peace. ✌🏻

Majulah Singapura 🇸🇬