Revisiting 8 Nov 2023 - EdTech conversations with SLs:

https://padlet.com/muru_81/staff-conversation-on-edtech-8-nov-2023-ybserdalltfnn2dv

*** nominating a Science EdTech champion as part of dept duty - someone keen to explore daily use of Tech; guide all to learn the use of tech in lessons

Revisiting 2023 discussion - Infusion of CCE & enhanced 21CC Plan google doc:

https://docs.google.com/spreadsheets/d/13-pSYrMkkBfa4sYTw0DpAn46so7F8zRK/edit#gid=1080665240

Our main work is to be more explicit in connecting the programmes with our school goals - learning dispositions, CCE values, 21CC skills, and updated MOE initiatives e.g. EdTech Masterplan 2030

Use of SLS and non-SLS AI tools for lesson desgin, marking and feedback

OSH resource preparation, discussion, organising

P4: Rachel

P5: Aiting

P6: Li Tan

1) Prepare topical resources (Sparkle Kits and other lesson materials) for lessons/ experiments with Mdm Rosilah and comm them to the level trs

2) compile a list of resources to purchase each semester

3) assist in scanning OAS during EOY where needed

4) prepare practice papers for level based on tr's feedback (WA, EOY, Prelim)

5) to assist in resource prep for any other level projects or assessment matters with KPs

P4: Li Tan

P5: Herman

P6: Mei Ping

1) Plan PLT agenda with Alex, Fadil (review TLG, revisit IBL pedagogy)

2) IC of SLS OSH resources

3) IC of level PD project - 2025 - to design 1 IBL units (WICSCAR)

4) to work with KPs on any late school initiatives where needed

Option 2: Herman x 2, MinChern x 1, Nisa x 1, Zul x 1, Fadil x 1

Option 3: Nazreen x 1, MZ x 1, Dorcas x 1, MeiPing x 2, SiewC x 1, Zul x 1, Fadil x 1

1) Material Detective Hunt: Building a Mini Shelter

-Cordon off an area with hidden materials. Students are to justify the use of materials to build a shelter. Provide students with a scenario to build a shelter for themselves.

• Put a soft toy puppy under the shelter. Pour water to test property of bridge

1. Collect Science homework and account for the number of submissions. - XJ

2. Ensure the neatness and cleanliness of the lab and classroom after use. - Rachel

3. Assist teacher in giving out and collecting science resources for experiments / activities - Herman

4. Ensure students follow lab rules when the class uses the lab. - Shi Nan

   
   

   Encourage Curiosity:

5. Be a role model and inspire peers to ask questions and participate in class. - Siti

6. Promote fun science ideas to the teachers that the class can do that can be matched to the topics. - Zul

2) CPDD Primary Science Monograph doc - to read and discuss during PLT - very important T&L reference

parked here: O:\Department\Science\0. 2023 Syllabus & Guides

3) Term 3 WA updates

4) Term 3 Programme updates - P3,4

2026 Jan PLT

2) Prof Devt review - The way we grow together...

3) Programme review - Making Science come alive

• P3 SDL

• P4 Shadow

• P5 Circuit

• P6 WICSCAR

• WOTD

• Young Sci Badge

4) 2026 Proposed programme changes - sustainablity and make incremental changes

5) Resource planning - how to organise ourselves better

Suggestions for 2026:

Suggestions for 2026:

Conceptual Learning:

Students found the programme meaningful, engaging, and strongly rooted in authentic application of light and shadow concepts.

Pedagogical Effectiveness:

The pedagogical design was robust, with resources that effectively supported student engagement, thinking routines, and structured learning.

Time Allocation:

Most students managed to complete their tasks meaningfully, but some groups may require additional time or tighter facilitation to ensure equitable progress.

Conclusion

The P4 Wayang Kulit Programme continues to be a highly effective and engaging learning experience, successfully blending cultural arts with Science concepts. The programme demonstrated:

• Strong conceptual learning outcomes

• Effective pedagogical resources that promoted CAIT and collaboration

• Generally sufficient time allocation, with room for refinement

Suggestions for 2026:

• Teachers found that using handheld torches affected the stability of shadows and may have distracted students from focusing on the science concept.

Suggestion:

Provide adjustable stands so the light source remains fixed.

Invest in 1–2 portable LED panel lights or clip-on steady lamps for clearer shadow projection.

• Teachers feel that more flexible time during post-exam weeks may allow students to immerse more deeply in puppet-making and performing.

Suggestion:

Consider placing the programme post-exams for more relaxed and meaningful engagement

• Student ownership and creativity: Allow Time for Puppet Creation. allow students to work in groups to create the puppets and theatre… Let them choose the materials and explain why they have chosen that.

Suggestion:

Add a puppet-making component where students design and create their puppets using curated materials. (?)

Feedback and Suggestions for 2026:

Refer to survey answered by teachers.

P5 WOTD booklet - good and useful. could be more guided for some questions esp. for LP students. Questions like fair test can have one more guided question(LP can have a real-life kind of question) before the actual practice.

P5 EOY Assessment (Target : 75% for students )

Empowering Learners Today for Tomorrow

Impact and Evidence

1) What is the impact of the strategy / department initiative? 

2) To what extent did it achieve its intent? 

3) When considering the impact, what is the evidence from the quantitative and qualitative data? 

1) How do you recognise when students take responsibility for their own learning ?

2) What evidence tells you that digital tools are actually improving students’ understanding?

1) When given an open-ended task, how do students show creativity? (inventive thinking)

2) What evidence shows students applying skills or concepts learned in science to other situations? (Adaptive thinking)

3) What behaviours show you that students are questioning the accuracy or reliability of the activity/project/experiment? (Critical Thinking)

What evidence tells you that students are creating knowledge collaboratively?

1. Li Tan

2. Mei Ping

3. Rachel

4. Siti AA

1. Ai Ting

2. Zul

3. Herman

1) How do you recognise when students take responsibility for their own learning ?

1) When given an open-ended task, how do students show creativity? (inventive thinking)

2) What evidence shows students applying skills or concepts learned in science to other situations? (Adaptive thinking)

3) What behaviours show you that students are questioning the accuracy or reliability of the activity/project/experiment? (Critical Thinking)

How do students use digital tools (SLS, Padlet) to build understanding together?

What evidence tells you that students are creating knowledge collaboratively?

1) How do you recognise when students take responsibility for their own learning ?

1) When given an open-ended task, how do students show creativity? (inventive thinking)

2) What evidence shows students applying skills or concepts learned in science to other situations? (Adaptive thinking)

3) What behaviours show you that students are questioning the accuracy or reliability of the activity/project/experiment? (Critical Thinking)

How do students use digital tools (SLS, Padlet) to build understanding together?

What evidence tells you that students are creating knowledge collaboratively?

1) How do you recognise when students take responsibility for their own learning ?

1) When given an open-ended task, how do students show creativity? (inventive thinking)

2) What evidence shows students applying skills or concepts learned in science to other situations? (Adaptive thinking)

3) What behaviours show you that students are questioning the accuracy or reliability of the activity/project/experiment? (Critical Thinking)

How do students use digital tools (SLS, Padlet) to build understanding together?

What evidence tells you that students are creating knowledge collaboratively?

1) How do you recognise when students take responsibility for their own learning ?

P5 Circuit - Engaged in the task. They took great care to ensure the circuit works and the design is properly coloured. They approach teachers to ask questions when in doubt (as they really want the circuit to work)

P6 WICSCAR - Deeply engaged. Work collaboratively with one another. They ask questions and communicate their ideas and brainstorm their queries.

1) When given an open-ended task, how do students show creativity? (inventive thinking)

P6 WICSCAR - How to fix the light bulb, which colour has the most impact, have to discuss regarding the variables that will affect the experiment. The also show creativity in asking on how to construct a workable setup.

2) What evidence shows students applying skills or concepts learned in science to other situations? (Adaptive thinking)

P5 STEM Circuit - From what they have learned in electrical system, they need to transfer that knowledge to creating a light up card for the migrant workers.

P6 WICSCAR - Transfer of learning with regards to Photosynthesis to how different colored light can affect plant. This emphasizes the students skills on WOTD as they are attempting those investigations like a true scientists.

3) What behaviours show you that students are questioning the accuracy or reliability of the activity/project/experiment? (Critical Thinking)

P5 STEM - Despite the circuit is constructed according to stipulated diagram, it may not work due to real WOTD challenges such as the limitations of the copper tape. Students need to learn to troubleshoot and ask questions on why their initial circuit did not function as required.

P6 WICSCAR - There are instances where the reliability is questionable due to the different seedlings height/ starting conditions - students have to be more critical and have to interpolate the results due to real challenges of doing WOTD in real life. (Give reasonings for the unexpected result)

How do students use digital tools (SLS, Padlet) to build understanding together?

P6 WICSCAR - Student consolidated their data on a digital platform (PADLET) for collection of data and analysis of data (through comparison of the different groups).

What evidence tells you that students are creating knowledge collaboratively?

P5 STEM - Student only did personal reflection.

P6 WICSCAR - As they need to analyze the different group results ,they need to discuss to come to a plausible conclusion.

1) How do you recognise when students take responsibility for their own learning ?

1) When given an open-ended task, how do students show creativity? (inventive thinking)

2) What evidence shows students applying skills or concepts learned in science to other situations? (Adaptive thinking)

3) What behaviours show you that students are questioning the accuracy or reliability of the activity/project/experiment? (Critical Thinking)

How do students use digital tools (SLS, Padlet) to build understanding together?

What evidence tells you that students are creating knowledge collaboratively?

Indicators

1) How do you recognise when students take responsibility for their own learning ?

• Teachers' observance during activity

• Students are able to explain the choice and function of materials and satisfy the requirements in the rubrics.

2) What evidence tells you that digital tools are actually improving students’ understanding?

Nil

Indicators (Where Applicable)

1) When given an open-ended task, how do students show creativity? (inventive thinking)

• End-products created by the students were all unique.

• Different recyclable items were used by the students.

2) What evidence shows students applying skills or concepts learned in science to other situations? (Adaptive thinking)

• Students were able to explain the choice and functions of the materials used.

3) What behaviours show you that students are questioning the accuracy or reliability of the activity/project/experiment? (Critical Thinking)

They questioned the choice used and made improvements.

Indicator

What evidence tells you that students are creating knowledge collaboratively?

• Distribution of responsibilities based on skills- The team assigned roles showing that they recognised each member's strengths.

• Collective decision making- Discuss the advantages and disadvantages of the different materials before making their choice.

Indicators

1) How do you recognise when students take responsibility for their own learning ?

• The students adjusted the distance between the light and the puppets to create the appropriate size of the shadows.

• They were able to work independently.

Indicators

1) When given an open-ended task, how do students show creativity? (inventive thinking)

• They incorporated storytelling, props and background sound effect, showing originality.

2) What evidence shows students applying skills or concepts learned in science to other situations? (Adaptive thinking)

• They were able to explain the concepts using scientific vocabulary to explain real-life scenarios.

3) What behaviours show you that students are questioning the accuracy or reliability of the activity/project/experiment? (Critical Thinking)

• They repeatedly changed distances to enlarge and reduce size of shadows.

  
  

Indicator

How do students use digital tools (SLS, Padlet) to build understanding together?

What evidence tells you that students are creating knowledge collaboratively?

• NIL

Indicators

1) How do you recognise when students take responsibility for their own learning ?

• They independently chose investigation topics of their interest and planned the steps required to complete the tasks.

• They seeked resources and information without the teachers' prompting.

• They tracked their own progress and submitted their own evidences.

Indicators

1) When given an open-ended task, how do students show creativity? (inventive thinking)

• They designed the experiments based on personal interests.

• Presentation formats varied. (eg. drawings, writings, posters)

2) What evidence shows students applying skills or concepts learned in science to other situations? (Adaptive thinking)

• They connected the scientific concepts with the real-world scenarios.

3) What behaviours show you that students are questioning the accuracy or reliability of the activity/project/experiment? (Critical Thinking)

• students' attention to details (through their drawings) showed the accuracy of the projects.

Indicator

How do students use digital tools (SLS, Padlet) to build understanding together?

What evidence tells you that students are creating knowledge collaboratively?

-NIL

EOY Target for WOTD (At least 70%)

1) How do you recognise when students take responsibility for their own learning ?

P5 Circuit - Engaged in the task. They took great care to ensure the circuit works and the design is properly coloured. They approach teachers to ask questions when in doubt (as they really want the circuit to work)

P6 WICSCAR - Deeply engaged. Work collaboratively with one another. They ask questions and communicate their ideas and brainstorm their queries.

1) When given an open-ended task, how do students show creativity? (inventive thinking)

P6 WICSCAR - How to fix the light bulb, which colour has the most impact, have to discuss regarding the variables that will affect the experiment. The also show creativity in asking on how to construct a workable setup.

2) What evidence shows students applying skills or concepts learned in science to other situations? (Adaptive thinking)

P5 STEM Circuit - From what they have learned in electrical system, they need to transfer that knowledge to creating a light up card for the migrant workers.

P6 WICSCAR - Transfer of learning with regards to Photosynthesis to how different colored light can affect plant. This emphasizes the students skills on WOTD as they are attempting those investigations like a true scientists.

3) What behaviours show you that students are questioning the accuracy or reliability of the activity/project/experiment? (Critical Thinking)

P5 STEM - Despite the circuit is constructed according to stipulated diagram, it may not work due to real WOTD challenges such as the limitations of the copper tape. Students need to learn to troubleshoot and ask questions on why their initial circuit did not function as required.

P6 WICSCAR - There are instances where the reliability is questionable due to the different seedlings height/ starting conditions - students have to be more critical and have to interpolate the results due to real challenges of doing WOTD in real life. (Give reasonings for the unexpected result)

How do students use digital tools (SLS, Padlet) to build understanding together?

P6 WICSCAR - Student consolidated their data on a digital platform (PADLET) for collection of data and analysis of data (through comparison of the different groups).

What evidence tells you that students are creating knowledge collaboratively?

P5 STEM - Student only did personal reflection.

P6 WICSCAR - As they need to analyze the different group results ,they need to discuss to come to a plausible conclusion.

P3 WOTD - Part I suits all abilities. Part II- might want to simplify some examples for the LP class. Some teachers did part 2 after exam.

Gimkit questions for P4 is a lil too difficult and wordy. Perhaps can cut down on the wordings.

P5 WOTD booklet - good and useful. could be more guided for some questions esp. for LP students. Questions like fair test can have one more guided question before the actual practice.

Feedback and Suggestions for 2026:

Refer to survey answered by teachers.

• To limit the choice of animals. (eg. Kitten being brought back and students need to create a home for it.) Choice of materials to be limited to something they can find at home.