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--> Safe environment for students to voice their perspectives.
--> To plan time in the curriculum for students to embark on bite-sized GI (e.g. GI log which captures student work); this provides platform for students to develop, explore and hone their Geographical skills and perspectives.
--> Use of authentic (relevant to students' lived experiences, contemporary case studies) scenarios, such as debates where students must take a stand to interrogate real-world geographical issues. Case studies also help students to explore different perspectives.
--> Gives students ownership in learning, by getting them to do their own research/plan learning experiences.
--> Variety of assessment modes catered to student interest (e.g. memes, caricature). This could inspire interest of students, esp at lower sec level.
--> Infusion of variety of learning resources (beyond textbook!, digital resources), helps to develop student-directed learning.

Note: It is still critical to scaffold students' learning to build up their confidence.

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hi chee wah here...going to ask a tough question. i would like to enquire about our educational approach to integrate singapore's attempts to be environmentally conscious etc and amplify that understanding in our schools to our students - versus opening the can of worms to let students know that our strategies may be nationalistic vs. global responsibility e.g. 'green electricity' and sustainability in SG vs impact on source countries etc.

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Expose them to different world issues and make them think of relevant solutions. Issues should be relevant, and the solutions should be something they can contribute to.

Giving them constructive feedback and a safe space to share ideas and questions.

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- Engage personal geographies by making it relevant to their daily lives, e.g. transport and mobilities
- Creating the need to know through GI, and having them craft their own hypothesis and data collection methods
- Bite-sized fieldwork - students finding their own case studies through secondary data collection and primary data analysis

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Adopting collaboration activities between students by using Think-Pair-Share to help them to develop their personal voice

Ensuring relevance and using teacher's stories to provide greater student engagement

Use technology such as Nearpod to select student’s sharing to ensure a safe space for them to collaborate

To ensure future readiness in students, students need to use this geographical understandings in tandem with other subjects to better prepare them for their future

Using of CoSpaces as a VR platform to teach geographical concepts such as place and space as part of the teaching of the topic oh Housing.

Adopting content creation strategies such as using Tik Tok as a form of class collaboration

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Personal Geographies - especially for LS it makes geography more relatable to them, taps on their prior and everyday knowledge / experiences. The conversation gets richer when those are linked to larger geographical concepts - helps them see relevance.

Active Citizenship - Getting students to write to real climate refugees. Finding ways to make their learning real-world for them. Encourage students to think - what could students do to make change. But beyond that, we need to encourage them to take on the role, so they can engage in authentic tasks. Also useful to get them to work with real-world data is an approach I use to help them make sense of the world.

Creating Space for Students to Sense-Make: A safe space for students to share their personal views on national and global issues. Requires teachers to hold back their opinions and that immediate 'need to teach', suspend judgement. The opportunity for them to talk actually allows us to clarify misconceptions before assessments come. Requires us to shift to teacher as facilitator, and to be comfortable with handling diverse and controversial views.

Make Connections to the Real-World - e.g. discussions on government policies e.g. why COE prices are rising

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--> Creating authentic learning experiences e.g. hackathon for students to discuss on the issue of sustainability. To develop time and space for students to express the actions that they would want to take, while developing contextual knowledge.

--> For all students, to create a safe space for them to speak up is important. When classes are big, we could be intentional in using technology to encourage students to make their thinking visible so that we could capture everyone's voices.

--> Important for collaboration and leveraging on everyone's knowledge - giving them the autonomy to decide what tools they would want to use. Students and teachers could learn together. Using a website as an end product.

--> Leveraging on students' personal geographies to co-construct new knowledge together.

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1) role modelling from teachers on sharing personal opinion and expressing perspectives. Also sharing the metacognitive process.
2) teachers to be respectful towards students' sharing and listen actively.
3) be open to receiving new information. e.g. share news and current affairs with students. inspiring students to find out more on their own.
4) encourage students to think critically. teachers can help by building these habits and provide opportunities to practise.
5) Making learning relevant and real/authentic. Incorporate 'taking action' in lessons. e.g. inclusive housing: bring students to neighbourhood to see and explore for themselves.

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1. To expose students to current affairs in Singapore and the region

2. To provide students authentic scenarios Example: working with Science Department to understand sources of water pollution, utilizing Google Maps
End result: creating a water filtration system + student reflections on how to minimize water consumption and raise awareness

3. To allow students to realize where they are in the GIS Map, to understand the different issues in their surroundings, to have a sense of belonging in the community, to develop a sense of voice
Example: Geographies of Everyday Life in Sec3 syllabus as potential outlet to develop this

4. To get students to share what they are interested in (e.g. science, history) to draw links to the Geography syllabus, to broaden our perspectives that geography is found in everyday life and not just in the syllabus

5. To have more time in curriculum for discussion and reflection, have to consider limited class time

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We can get students to know what they say can really be carried out - to hear their voices and provide opportunities to make thinking visible. We can be intentional to complement geographical knowledge and integrate it with other relevant aspects like learning in the community. Geographical thinking can be enhanced through a process of questioning to help students critically think about the content and also to help them in the various aspects of their lives. It is important to also provide time for discussion to explore and deepen their thinking and opportunities for collaboration.

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- allow students to take greater ownership in the GI process (self craft hypothesis)
- have more discussion based lessons (to hear more about their perspective)
- using newspaper articles from SG and other countries for the topics on transport and housing to widen students’ perspectives (develop empathy - understand why there is a need to address these issues)
- collaboration with other school committee eg cce or student leadership team to hold debates over geographical issues (to overcome time constraints as Geog lessons have limited time allocated)
- elevated pitch - get students to propose strategies that they want to do in a space eg void deck (interview residents and relevant authorities to understand more about the issue or needs in the community)

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1. Hearing of students' perspectives prior rather than jumping into 'content'
2. Personal geographies was an interesting idea to be integrated
3. Integrated VIA programmes - Context sharing by teachers (to motivate students later on to ) take action - can be on delivering a speech
4. Purposeful design of activities and 'why' should we be studying certain topics - motivation
5. Tap on contexts / environments surrounding students & allow students to be curious about the changes that they are seeing
6. Choice in what they want to study - relatable
7. Stakeholder based situations for students to collaborate
9. [Future readiness] Thinking geographically together with interdisciplinary approaches - allow for students to sense make & deeper learning
10. Relevant current affairs and examples - relate to perspective taking (as to why people do what they do in relation to the contexts)

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1. Create safe environment for students to ask questions and share thoughts -> develop curiosity, confidence in self -> can leverage on technology to surface these thoughts
2.  Opportunities for debates/discussion/listen to others and sharpen their thoughts. Give students opportunities to propose improvements to the existing environment/processes in the
3. Authentic, personal experiences - treat each story in the classroom as a case study on its own. Think about authentic context for learning as well - better use of existing environment around us to drive specific learning (e.g. nature parks near our schools to learn about human-nature interactions).
4. do not trivialise students' voices/perspectives.
5. allow students to pursue their interests in the classroom, which are still aligned with the curriculum (e.g. let students talk about roblox?)
6. Develop students to be an advocate for a specific issues - relevance and accessible inquiry tasks (e.g. measure/track water footprint in the food students consume) -> can inspire students to invest in it and take proactive actions

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Group 12•	Allowing students to have peer feedback/ support in thinking about their classmates’ input: Student-Student Metacognition•	Preparing for 21C skills- Need to balance in assessment – FA and SA. Esp SA where stakes are much higher. How do we help students to not just focus on SA?•	With more SDL opportunities, rubrics can guide students better to deepen discussion. Shift from teacher to student learning. •	Current LS GY syllabus – use of authentic on-site experiences to engage students – and develop their personal voice – their views on the environment and people’s needs.•	Student voice very important – it enables the student Geographer to make better sense of their world – feelings, stakeholders’ roles, what does their world look like and knowing what is important to them.•	Deliberate in pairing of students in engagement and learning and how each can leverage and build on what they know and can work on to further improve their thinking and questioning skills.

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Group 12•	Allowing students to have peer feedback/ support in thinking about their classmates’ input: Student-Student Metacognition•	Preparing for 21C skills- Need to balance in assessment – FA and SA. Esp SA where stakes are much higher. How do we help students to not just focus on SA?•	With more SDL opportunities, rubrics can guide students better to deepen discussion. Shift from teacher to student learning. •	Current LS GY syllabus – use of authentic on-site experiences to engage students – and develop their personal voice – their views on the environment and people’s needs.•	Student voice very important – it enables the student Geographer to make better sense of their world – feelings, stakeholders’ roles, what does their world look like and knowing what is important to them.•	Deliberate in pairing of students in engagement and learning and how each can leverage and build on what they know and can work on to further improve their thinking and questioning skills.

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1) Give students opportunity to respond and contribute into the rubrics (eg. product is podcast) so that they can share what they think is useful.

2) Students can be given opportunity to respond via eped (eg Padlet) so that everyone can be heard especially the quiet ones.

3) Students are encouraged to ideate and give solutions to an issue. Students can collaborate and do research, and work on project management skills to get students to be future ready learners . (Multi-Disciplinary Project Work and in Humanities Lessons)

4) Provide students with autonomy. E.g. GI Housing - students given the task to create a prototype to express their creativity to design elements on how the quality of life can be improved in the neighbourhood.

5) Students given various case studies on how different countries adapt to their transport challenges  and how Singapore can implement them to our transport system.

6) Sec 1 and 2 - Climate Change , Food and Health, Diverse Society : A whole school approach (Future Ready Programme) where students do research and come up with solutions on the issues.

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Ngee Ann Sec- Global scholar programme 13 students participating in this. The work with youth from different  countries. There is opportunities to share ideas and come up with sustainable solutions.

New Syllabus- RGI and GI Housing Investigate in the neighbourhood and how they can improve their neighbourhood.

Future-Ready- Asking Questions is a struggle for our students.  Give our students time to ask questions and be inquisitive in our everyday lesson.

Inquiry approach in class- TRF Instead of telling, we provided resourecs and they learn about strategies in their expert groups and go back to their Home groups to share and propose solutions. Active learning and apply in authentic learning environment.  Develop 21st C skills. A lot of time spent in these lessons but the quality

Future Ready- Getting our students  to have positive mindset and hopeful and to be equipped be skills to make a difference to our world.

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Personal voice may be done by asking for feedback as some students may need more tr guidance.

Can be done out of classtime eg blog. Good platform for students’ personal voice. Esp when given choices on the blog.

Conceptual teaching using inquiry framework. Encouraging students to come out with generalisation.

Eg Sandbox method to suss out students’ personal voice and everyday experience in traffic experiences to school. Propose future ready solutions to the school leaders.

Development Compass rose is a challenging platform but powerful.

Future ready for Climate Change/action
tricia dropped in (yay)
Contextual knowledge is key to designing good GI. Start with places familiar with!
Start with where both trs and students know.

Wasting time definitely saves time.

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1. Getting students to talk about the housing estate they live in: what they like, don't like and areas to improve.
2. Transport: Students to share ideas about how they can contribute environmentally sustainability, bring in information from other sources that promote environmentally sustainability
3. Help students see small changes that they make in their own personal capacity - taking public transport
4. Tap on students' prior knowledge
5. Cite real life experience: modification to the transport network near the school -  impact on travelling time
6. Gamification: Students to enquire about the potential use of strategies: strengths and limitations to tackle natural disasters, justify the decisions made, etc.
7. Bring in everyday geography: help students to make sense and make learning meaningful.

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Developing a personal voice
- Singapore focused in the new syllabus - more relatable to the students
- Begin with ideas that students are familiar with - observations around the neighbourhood
- Teacher as the curriculum designer to facilitate students to make connections between big ideas/concepts - help them to see the relevance of geography through discussions of authentic issues
- something to consider: how do we develop personal voice while ensuring that lessons do not go off-tangent?

Future ready
- The concept of sustainability is an angle that is already future focused
- Bring in citizenship and sense of accountability
- Differentiation between streams and classes

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•Need to craft student centric activity and very important for teachers crafting ideas are important

•Can expose students to background research to enrich their thinking

•Important to have key inquiry question so that it is easier to guide students to reach conclusion and voice their opinions and concerns

•Important for task to be authentic for the students e.g. hydroponics project and students can debate about the challenging issues

•Need to design enriching activities and also include ICT and motivate students to delve deeper into personal discovery into the topics

•For NA students who are more engaged –it may translate into better results if they are more motivated

•Important to include questions for students to uncover the syllabus

•Good to use strategies like debates to expose the students to delve deeper into different perspectives and they are free to express their opinions

•Good to tap on personal geographies and make the topic relevant to them and posing questions on why studying a topic is important

•Important to have classroom norms to encourage a safe environment for students to voice out their ideas

•It is important to spark students’ curiosity and useful for teachers to use the inquiry approach and and creating the need to know