English

IBL

Communication

Collaboration

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

(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

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

  
  

MMI - Multiliteracies, Metacognition, Inquiry through Dialogue

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)

  
  

Communication

• Common Language for Feedback (Using TAG)

  • Tell something you like

  • Ask a thoughtful question

  • Give a suggestion for improvement

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.

(With integration of 8 ICAN principles)

Readiness

Engagement

Mastery

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.

Three phases of learning

• Readiness

• Engagement

• Mastery

• 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

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

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.

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)

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

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

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

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.

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.

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.

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

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

• 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

• 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

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/

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?

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