What is your key takeaway/observation after the LJ?

How can this serve as a platform/link to demonstrate E21 CC?

Happy learning!

During the visit, I found myself reflecting deeply on my own mindset regarding people with disabilities. While it's crucial to interact with them naturally as we would with anyone else, I've come to appreciate the importance of understanding their daily challenges. Simple tasks that many of us take for granted – like navigating a building or ordering food – can present significant hurdles. This understanding doesn't call for sympathy, but rather for empathy and thoughtful consideration of how we can make our spaces and interactions more inclusive.

As an educator, I see immense value in exposing our students to such experiences. Developing empathy isn't just about teaching it in the classroom; it's about providing opportunities for students to understand and appreciate different perspectives and life experiences. When young minds understand the challenges faced by others, they're more likely to become advocates for inclusion and accessibility in their future roles.

I was particularly inspired by the social innovations showcased at Enabling Village. From adaptive technology to thoughtfully designed spaces, it was heartening to see how innovators are working tirelessly to create solutions that promote independence and dignity. These innovations remind us that with creativity and commitment, we can build a more inclusive society where everyone has the opportunity to participate fully and meaningfully.

Curating quality learning experiences

— The kindergarten within Enabling Village takes in at least 30% of students with special needs and even consists of a playground which enables PWDs to join their peers. This fosters an inclusive learning environment.

— In addition, there are music studios, art studios, gym and even an indoor pool for adults as well, enabling them to express themselves in myriad forms.

— Courses and real-life opportunities for work attachments are also available to enable them to integrate with society. E.g. art bar baristas, etc.

Empowering effective staff

The PWDs are the volunteer guides who are empowered to share the programmes and facilities such as universal design principles and how the features of different tools and apps developed in collaboration with students and industry partners can greatly improve their lives.

Forging meaningful partnerships

This is only made possible by collaborating with different stakeholders to ensure that there is a collective platform and community for greater awareness and inclusivity. E.g. SUTD students, stroke centre for rehabilitation, activeSG, commercial entities such as Mad Roaster, Art Bar etc.

I have gained more awareness of the various types of disabilities and how we can play a part to be more inclusive. To quote Sheldon, curiosity over judgement. Moving forward, some thoughts I have would be how can we help our students develop civic literacy through collaboration.

Many powerful stories were shared, allowing us to hear directly from our differently-abled friends. A key message stood out — what they seek is empathy, not sympathy. The physical environment also reflected this spirit of inclusivity, with features that we might often overlook, such as playgrounds wide enough for wheelchair users.

One aspect I found especially meaningful was the intentional mixing of children of all abilities in kindergarten. By nurturing empathy from a young age, we lay the foundation for a more inclusive and compassionate society.

People often view PWDs with different lenses when all they really want is for others to see them for who they are. We take simple tasks like communication or getting from place to place for granted but these are the obstacles that they face when they meet new people or try to get somewhere on a wheelchair. We need to realise not all who have hearing impairment knows sign language, neither all those with visual impairment knows braille.

The village is a unique place where you can see the many agencies and partners coming together to provide support in different ways. Truly like the “kampung spirit” that we used to have in the olden days. Like the little girl who “thumbs up” the stroke survivor coming out from his rehabilitation session, our students need the authentic opportunity and experience to learn to be more empathetic and inclusive.

As educators, we need to enable our students to see beyond the dots and lines on the ground and start taking small and big steps to build a more inclusive society. 😊

Hearing their stories gave us a new perspective on things we take for granted. Sheldon shared a very simple but powerful example: when he goes to a new mall, the very first thing he looks for is the accessible toilet. This isn't just about finding a restroom; it's about making sure he can comfortably and safely stay in that new place for a while. If a toilet isn't easy to find or isn't accessible, it can change his entire plan for the day.

This simple detail taught us so much about universal design, a key lesson from our visit. We saw how the village was built with everyone in mind, with thoughtful design choices that make a huge difference. For example, the floor had tactile indicators to guide people with visual impairments. The signs were a masterpiece of inclusive design, using vibrant colors and big, bold fonts that were easy for everyone to read, especially for people with dyslexia or low vision. And of course, the signs also had Braille for the blind. It's a great example of how we can create environments that are welcoming to everyone from the very beginning, rather than trying to add things later.

This trip taught us:

1)  The Challenges They Face: It was humbling to hear about the simple things we take for granted that can be difficult for them. Sheldon talked about the challenge of navigating crowded public places and how a simple curb can feel like a huge wall. Annie and Brenda were listening carefully, asking questions, and nodding along. It was clear that they were learning from his experiences, too, and seeing how they could handle similar situations in the future. Their stories made it clear that while assistive technology is helpful, the physical world and people's attitudes can be the biggest hurdles.

2)  Their Worries and Concerns: Our guides were so honest about their feelings. They shared their worries about going to new places, not knowing if a restaurant would be accessible or if they would be able to find a helpful person if they got lost. Annie and Brenda were especially keen to learn from Sheldon about how he handles these situations. They talked about the anxiety of being misunderstood or of having to constantly ask for help. It’s a reminder that a new place isn't just exciting for everyone; for some, it can be a source of stress and uncertainty.

3)  The Biggest Takeaway: A Spirit of Determination

   The most important lesson for me was that Sheldon, Brenda, and Annie are not a group of people defined by their disabilities; they are a group of determined individuals. Sheldon, a counsellor, and Brenda, a Boccia Paralympian and a Data Protection Officer, are living proof of this. Their never-say-die spirit was so inspiring. It was clear that they approach every challenge, big or small, with courage and a positive attitude. It was amazing to see Annie learning from Sheldon and Brenda, preparing herself for her own journeys. Their stories showed us that small changes—like a ramp instead of a step, or a patient smile from a stranger—can make a world of difference.

As a Teacher and Lower Primary Year Head, This is a Meaningful Learning Journey

For me, this trip was especially meaningful as a teacher and Year Head for lower primary students. I feel a deep sense of empowerment after this trip, and I am hopeful that I can empower my students as well. The insights from Sheldon, Brenda, and Annie will be invaluable as we help our students transition and thrive in a mainstream primary school environment. This trip gave me a much deeper understanding of the following:

i)    What's available to help students with needs: Seeing the assistive technologies and equipment up close, from screen readers to adapted switches, gave me concrete ideas of what resources are out there to support our students. This knowledge will directly help me in providing better support and recommending suitable tools for our students with needs.

ii)  How "normal" students can be better friends: The trip helped me see the importance of teaching empathy to all our students. By understanding the challenges and perspectives of their friends with needs, they can learn to be more patient, helpful, and inclusive.

 iii) How teachers can make the classroom more inclusive: Beyond the physical design, the trip taught me that creating an inclusive classroom is also about our mindset. It's about being aware of a student's needs, celebrating their strengths, and making sure everyone feels like a valued member of the class.

Bringing the Learning Back to Our Classroom

Now, the question is: how do we take these powerful lessons and bring them back to our classroom? Here are some ideas on how we can continue to learn and grow from this experience, helping our students be more inclusive and empathetic:

 * "What If?" Scenarios: We can create "what if" scenarios in class. For example, "What if our classroom's main door was too narrow for a wheelchair? How would we solve that?" or "What if a student couldn't see the blackboard? What tools could we use to help them?" This helps students think creatively about accessibility and universal design.

 * Empathy Exercises: We can try simple empathy exercises. For example, have students navigate the classroom with their eyes closed to understand the challenges of visual impairment, or try to complete a simple task without using their dominant hand. It's not to make them feel bad, but to help them understand the real-life effort required for everyday tasks.

 * Design a "Universal" Classroom Project: Let's work together to design our ideal "universal" classroom. This could be a project where students think about everything from the layout of the desks and the colors on the walls to the types of tools and technology that would make our space welcoming for everyone.

 * "Acts of Inclusion" Journal: We can start a class journal called "Acts of Inclusion." Students can write about a time they saw someone being inclusive or a time they helped someone. This encourages them to actively look for opportunities to be kind and helpful.

This trip was a profound lesson in empathy. It taught us to see the world not just from our own perspective, but from the perspectives of others. It showed us that we all have a role to play in creating a more understanding and accessible community for everyone. The best way to honor the lessons from Sheldon, Brenda, and Annie is to put them into practice every single day, creating a school where every child feels seen, valued, and empowered.

This model highlights the power of systems thinking — where design, technology, agriculture, and culture converge to create a self-sustaining ecosystem. As educators, this reinforces the need not only to build our learners' digital competencies but also to cultivate resilience, adaptability, and interdisciplinary thinking. We need to continue to see possibilities so as to prepare our students to navigate and thrive in the future.

This experience highlighted how drama education serves as a powerful platform to harness 21CC. Skills such as adaptive thinking, collaboration, and communication are naturally embedded when students negotiate, express ideas, and respond to diverse perspectives. I see strong potential for subjects like English Literature to intentionally infuse 21CC in lower secondary classrooms through drama, and for CCE programmes to leverage drama education to address issues such as prejudice in a more authentic and engaging manner.

Hyundai has branded itself in unique ways (e.g. sustainability, VR). It made me think of my school's current branding and strategies that we have adopted and thinking whether we can also think out of the box.

and equipping learners with competencies that prepare them for the future, encouraging self-directed learning and resilience.

What I liked about this aspect of Community Engagement is that as private enterprise, Wild Rice actively involves students in community outreach initiatives, allowing them to apply their learning in real-world contexts. This engagement nurtures social responsibility and empathy, fundamental tenets of the MOE's Character and Citizenship Education (CCE) framework. By participating in community projects, students develop a sense of belonging and an understanding of the impact of their actions on society.

As a humanities teacher (history esp), their compelling and Innovative storytelling helps students cultivate an appreciation for the arts and some aspects of digital literacy. This aligns with the MOE’s emphasis on preparing students for a digital future. (E.g lighting technology, acoustic). Engaging with innovative storytelling techniques encourages adaptability and creative problem-solving, skills vital for success in an increasingly interconnected world.

Lastly, as our students need to navigate a highly multicultural world in the future, Wild rice attempt and commitment at Inclusivity and Representation: Wild Rice's commitment to inclusivity can help promote and deepen understanding and respect for different cultures and perspectives, in line with the MOE’s focus on fostering a harmonious society. Encouraging students to engage with diverse narratives helps develop their critical consciousness and empathy towards others.

By integrating these practices, Wild Rice plays a pivotal role in fostering 21st-century competencies among students, equipping them not only with artistic skills but also with the essential skills needed for their personal and professional futures.

It is also important for our students to embrace and appreciate the past for it forms our identity and culture. As Hyundai advances and innovates, it is incredibly moving that you see traces of their Korean roots as well as their first car - pony, influencing their designs and beliefs. This only happens when one possesses civic literacy.

The future can only exist when the current generation acts sustainably and lives to create a better tomorrow. Recognising that we all have a part to play and are part of something greater motivate us to take sustainable efforts in every way possible. Just like Hyundai, even when sustainable farming feels out of place, they insisted in incorporating it, inspiring visitors to make a difference in any way they can.

The theatre of Wild Rice is a love song dedicated to the theatre scenes of Singapore. From the structural design of the space to the wayang planks that framed the stage, the space celebrated the history of theatre and presented the dreams and possibilities of what theatre could be.

Such was only possible when one possesses deep love for the nation and recognises one’s role and identity in the society. It sprung a thought in me - this is what civic literacy truly means. Being a Singaporean goes beyond singing the national anthem and taking the pledge, it goes beyond watching the National Day parade every year. It is about appreciating our history and that knowledge anchors the things we do. It is about recognising that we have a part to play in shaping our nation. It is about feeling empowered that we can share our love for the country in every little way possible.

As an educator, what more can I do as a teacher to deepen my students’ love for the nation? What conversations need to happen in the classrooms for my students to feel empowered as citizens? What experiences do my students need to go through for them to realise that the future of the country lies in their hands?

The workshops they offer encouraged collaboration, role-play, and creative expression—skills that are transferable to real-life contexts. Importantly, the facilitators created a safe space where students could experiment with ideas, make mistakes, and learn through dialogue and performance.

The programmes clearly aligned with the development of 21CC. These experiences went beyond technical theatre skills, guiding students to think deeply about the world and their place in it.

Student Agency, Voice and Choice

What stood out most was how the programmes advocated student agency. Learners were not passive recipients of knowledge but were empowered to shape their own interpretations and performances. The emphasis on voice and choice allowed students to take ownership of their creative process—whether in script interpretation, improvisation, or deciding how best to express their perspectives. This nurtured confidence and reinforced the idea that their opinions and ideas matter, echoing the values of empowerment and participation that underpin 21st-century education.

The Wild Rice programmes not only cultivated creative expression but also honed the competencies and dispositions students will need to thrive in the future. Most importantly, it provided opportunities for student voice and agency—ensuring that young people see themselves not just as learners of theatre, but as active contributors to society.

In many ways, I see this as a mirror of what I hope for my students. In school, challenges come like unexpected weather, sometimes a tough subject, sometimes a new group project, sometimes the uncertainty of trying something unfamiliar. I want my students to learn that, like a smart farm, they can adapt. They can shift their strategies, stay resilient, and find a way to keep growing no matter the conditions.

And just as innovation drives the farm to grow more with less, I want my students to discover the joy of curiosity and creativity. To see learning not as something fixed, but as a space where they can try, tinker, and imagine better ways of doing things. The farm’s technology may be complex, but the principle is beautifully simple: the future belongs to those who can adapt and innovate.

In my classroom, this is the vision I carry, to nurture young minds that, like those farms, can respond to change with resilience and meet the future with bold imagination.

The concept of universal design was evident throughout the space. Whether through assistive technologies or thoughtful design features, everything was created with accessibility in mind. For example, tools like a white cane clip for the blind showed how even small innovations can greatly enhance independence and mobility.
Technology was a key enabler, and it was inspiring to see how accessible tech is being used to bridge gaps and open up new opportunities.

SG Enabling Village feels less like a facility and more like a community. It is called a "village" for a reason, it functions as its own ecosystem, where various partners collaborate to support and train individuals based on their unique abilities. From inclusive kindergartens to job training programs, every part of the village is designed to foster belonging and purpose.
What stood out most was the strong emphasis on empathy, wellness, and support. We witnessed not just innovative prototypes, but a deep and genuine commitment to social inclusion.
As an educator, this learning journey challenged me to reconsider how I can guide my students to think differently about disability, inclusion, and design. It was a valuable reminder of the power of community in creating a more equitable future for all.

We also had the opportunity to observe how various facilities encouraged inclusivity. For example, the playground had specially designed equipment that enabled children of different abilities to play together. In the community spaces, signages were presented in multiple formats such as large prints making them easy to understand for people of all ages and abilities. These thoughtful features reminded us that inclusivity is not just about access, but also about creating shared experiences for everyone.

More importantly, I learnt the importance of extending empathy and not sympathy to people. Empathy allows us to understand and respect the experiences of others without pitying them, while sympathy may unintentionally create distance or highlight differences. By practising empathy, we can connect with others on a deeper level, appreciate their strengths, and support them in ways that uphold their dignity. This visit reminded me that true inclusivity begins when we see people as equals and treat them with respect and care.

This learning journey also demonstrated how 21st century competencies can be applied in real life. By observing and reflecting on the inclusive features, I practised critical thinking in understanding how design choices affect different groups of people. I also developed social awareness by recognising the importance of respecting diversity and embracing differences. Most importantly, the experience encouraged me to take personal responsibility in contributing to a more inclusive society, which is an essential value for us as future-ready citizens.