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PROJECT L.I.F.ELEARN. INQUIRE. FIND. EXPERIENCE.
GEPSHPS
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CONTENTSForeword
Chapter 1: Purpose 1.1 Problem
1.2 Design
1.3 Framework
Chapter 2: P4 Project SEED 2.1 Unit Objectives
2.2 Pre-Learning Journey
2.3 Learning Journey
2.4 Post-Learning Journey
Chapter 3: P5 Project ROOTS 3.1 Unit Objectives
3.2 Pre-Fieldwork
3.3 Fieldwork
3.4 Post-Fieldwork
Chapter 4: Reflections 4.1 P4 Student Reflections
4.2 P5 Student Reflections
4.3 Teacher Reflections
Acknowledgements
References
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We are proud to introduce St Hilda’s Primary School, Project L.I.F.E – an idea by a team of Social Studies teachers, committed to deepen student’s experiences through a field-based inquiry approach to learning journeys.
The inspiration behind Project L.I.F.E, which stands for ‘Learn, Inquire, Find, Experience’ is to allow for students to deepen and contextualize learning experiences in an authentic real-world setting. We know such experiences will enable the relational inquiry learning of Social Studies concepts and context. It would also motivate, deepen and sustain students’ interest in the subject as they would learn to find, explore, construct new knowledge and make connections to topics. These experiences in turn will develop critical and reflective thinking skills and instil in them the appreciation for multiple perspectives.
The heart of Project L.I.F.E is in preparing our students to be better citizens of tomorrow by helping them to understand the interconnectedness in Singapore and the world they live in. We hope through the learning, they will gain a deeper understanding of the values that define the Singaporean society and nurture dispositions to show concern for the world they live in and demonstrate empathy in their relationships with others. We want them to be confident, articulate, caring ambassadors who are informed with an impassioned spirit to contribute responsibly to Singapore and the world.
In planting the seed for the above learning outcomes to take place, our primary four students embarked on a trip to Bukit Chandu. Against the backdrop of Singapore’s history, the students learnt more about the battle that defined our future and the soldiers who sacrificed their lives to make that happen. At primary five, students’ experiences took root at Kampung Buangkok, where they discovered the interdepend-ent relationship between preservation and modernization.
This booklet traced the journey that we have taken to give flight to our ideas. It sheds light on the design approach and the activities planned at the different stages of Project L.I.F.E.
Special mention to our school leaders for their unstinting support, our Social Studies officers from the GEB for their expert advice in the curriculum instruction and our parents and teachers, whose help and understanding, we are grateful for.
Be inspired.
Mrs. Zahira Mohd. Sedik
Head of Department Gifted Education Programme
St. Hilda’s Primary School
FOREWORD
CHA PTER 1
PURPOSE
“Finding ‘why’ is a process of discovery, not of invention.”- Simon Sinek, Author of “Start With Why”
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1.1 PROBLEM
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During our Professional Learning Team (PLT*) Session...
... and that sums up my experience for Learning
Journeys last year. So spectacular right.
The students weren’t too hyped about it either...
Hmmm... from the looks of it, it seems like there’s
a lack of emphasis on the
process of the Learning Journey.
Let me ask you guys then, why is this a problem?
There isn’t really much deepening of pedagogy
for teachers...
... and no deep learning for
students as well, as it’s almost all
knowledge dissemination, little
skills or values.
So how about it, this year...
LET’S MAKE LEARNING JOURNEYS COME TO LIFE!
ANDY HAJAR ZAHIRA
*PLT TeamP4 SS Teacher: Nur Hajar Abdul SamadP5 SS Teacher: Andy Ng Ding Xuan (PLT Leader)P6 SS Teacher: Zahira Mohamed Sedik
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Before...
After...
1.2 DESIGN
NEW!
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Learn: Our Primary ObjectiveInquire: Our Primary ApproachFind: Enduring UnderstandingsExperience: Lasting Memories
Principles of L.I.F.E. Learning Journey VenuesOur nation’s brief 50 year history is hallmarked by our arising from the flames of war, our multi-cultural heritage, and our miraculous progress. Bukit Chandu was the site of our last stand in the Japanese Invasion - the seed of conflict that our nation was borne from, while Kampung Buangkok a testament of our distinct communal identity - the roots of our heritage that our people forged.
1.3 FRAMEWORK
CHA PTER 2
P4: PROJECT SEED
“Tell me and I forget; teach me and I may remember; involve me and I will learn.”- Confucius, Thinker
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Know:1. The Malay Regiment faced an impossible task of defending Malaya against the mighty
Japanese army.2. The aftermath of the Battle for Bukit Chandu affected different groups of people.
Understand:1. Semangat in times of war involves sacrificing, persevering and displaying acts of
bravery to battle hardship and suffering.
Do:1. Interpret primary and secondary historical sources.2. Present viewpoints with supporting evidence.3. Apply concepts learnt to new situations.4. Synthesize knowledge into a performance task.
2.1 UNIT OBJECTIVESP4PRO JECT S EEDR E F L E C T I O N S @ B U K I T C H A N D U
“The roots of conflict our nation was borne from...”
PREVIEW IT HERE!
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2.2 PRE-LEARNING JOURNEY
ACTIV I T Y( 1 H O U R )
A. Contextual Background1. Give time for students to do an internet research on the
Battle of Bukit Chandu.
2. The aspects to be researched on are:
a. Historical Details of the Battle
b. The Malay Regiment
c. Lieutenant Adnan
d. Issues faced in the Battle
3. Gather information and form a class mind-map, either on hard copy or apps such as Mindnode or Mindmeister.
B. Learning Journey Contract (Hook)1. Introduce a “Learning Journey Contract” to them, listing
out rules for students to follow, especially to be “in-role” as soldiers for duration of Learning Journey, until ‘unhooked’.
2. Allocate students into ‘Sections’, or teams.
C. Inquiry Question1. Introduce the Inquiry Question to students:
“What is semangat in times of war?”
2. Conduct a discussion as to the definition of semangat.
3. Highlight to students that semangat is a word that is difficult to be translated to English and the Learning Journey will allow students to experience semangat.
Reflections@Bukit Chandu
Opening Hours: Tuesday to Sundays (Closed on Mon) 9:00a.m. to 5.30p.m. 31-K Pepys Road S(118458) Tel: 6375 2510
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ACTIV I T Y( P A R T 1 O F 3 : L E V E L O N E )
A. Teachers-In-Role1. Teachers will be in role as Army Commanders.
2. Brief students of the rules and hype students up.
B. Intelligence Gathering1. Lead students to watch a recap video near the entrance
and ask, “Why is Bukit Chandu “the last stand”?
2. Allocate student groups to find out more about the Malay Regiment and the oncoming Japanese Army, using table provided in the Battle Booklet.
3. Conduct a discussion on the profile of the Malay Regiment soldiers and the activities they did prior to the war.
4. Conduct a discussion about the gravity of and feelings about the situation: the 42 men Malay Regiment platoon against the experienced 13,000-strong Japanese Army.
C. Visualization (Sacrifice of Soldiers)1. Instruct students to close their eyes and read out a script
depicting the inevitable horrors of war.
2. Instruct students to jot down their “most cherished person” in their Battle Booklets.
3. Instruct students to tear out the page and then to crumple the sheet, representing the forsaking of loved ones.
4. Ask students, “Do you still want to go to war, despite knowing you’ll never make it back to your family?”
2.3 LEARNING JOURNEY
BATTLE BOOKLET!
To consolidate student learning of the sub-concepts within semangat, we made a Battle Booklet that consists of questions and spaces for note-taking during the process of the Learning Journey.
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ACT IV I T Y( P A R T 2 O F 3 : L E V E L T W O )
A. Panels of Memories (Sacrifice of Family)1. Invite students to read the “primary sources” of interviews
with family members of fallen soldiers.
2. Clarify any questions about the panels.
3. Allow students some time to explore other panels.
B. Hotseat Interview (Sacrifice of Family)1. One teacher to dramatize the role of a wife of a soldier.
2. Students will craft questions for an interview.
3. Facilitate an interview with the teacher-in-role.
4. Ask, “Besides soldiers, who else suffers in war? How so?”
5. Ask students the sub-inquiry question: “In war, what sacrifices do people make?”
C. Battle Preparation (Bravery)1. Lead students to the mini-theatrette to watch the NYP Video
on the Battle of Bukit Chandu.2. After the Video, bring students to the canteen rest area and
allow them to complete the “Acts of Bravery” segment in the Battle Booklet.
3. At this point, allow students to take a break to consume food and drinks and to use the washroom.
4. Issue students’ ‘weapons’ to them and brief students on the next Freeze-Frame Activity without revealing the ‘ambush’.
POWER PROPS!
In our Learning Journey, we got students to bring their own toy guns, without ‘ammunition’, collected upon departure from school and distributed later. A tangible ‘weapon’ allow students to really get into the role of a soldier!
2.3 LEARNING JOURNEY
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ACT IV I T Y( P A R T 3 O F 3 : O U T D O O R S )
A. Freeze-Frame - Ambush! (Perseverance)1. Lead students out group by group along the small path in
front of a mural painting by the pond.
2. Coordinate with other teachers who are in-role as Japanese soldiers to charge at the students from the bushes.
3. Blow a whistle to get students and teachers to Freeze.
4. Tap on a student to allow sharing of feelings and thoughts.
5. Repeat for other groups.
6. Allow students time to rest and gather for a debrief, asking, “Did you show perseverance just now? Why or why not?”
B. Crest Designing (Consolidation)1. Allow students time to rest and gather at entrance foyer.
2. Conduct a discussion about Singapore’s SAF Crest, and the meaning of the symbols.
3. Recap with students the concepts covered.
4. Invite students to design a “Section Crest” to represent all the concepts covered.
C. Graduation Ceremony (Unhook)1. Gather students in front of the Honour Roll and conduct a
‘graduation ceremony’ to congratulate students.
2. ‘Unhook’ students by getting them to take off jockey caps.
3. Invite students to a moment of silence in front of the Honor Roll with names of the deceased Malay Regiment soldiers.
BANZAI!
Who says Learning Journeys are all work for teachers? We had fun as well! We stealthily hid ourselves in the bushes, and when students walked towards our “killing zone”, we sprang forth, howling, “BANZAAAIII!!!”
2.3 LEARNING JOURNEY
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ADDITIONAL RESOURCES:
The Malay-language movie, “Leftenan Adnan” is available online, which depicts the Lieutenant in his battle with not only the Japanese, but with his own inner struggles as well.
ACTIV I T Y( 1 H O U R )
A. Crest Presentation & Debrief1. Student groups would present their Crest and the
significance of the symbolism chosen.
2. Conduct a discussion to revisit the Inquiry Question, “What is semangat in times of war?”
B. Conflicts Around the World (Extension)1. Hand out articles on conflicts over the world.
2. Conduct a discussion about these conflicts, focusing on connecting the key information to the concepts students learnt in the Learning Journey.
C. Letter to a Victim of War (Production Task)1. Invite students to write a letter to a victim of war in any of
the discussed conflicts around the world.
2. Emphasize that the key sub-concepts within semangat, namely courage, bravery and perseverance should be shown in the writing.
2.4 POST-LEARNING JOURNEY
P5: PROJECT ROOTS
“Never believe that a few caring people can’t change the world. For indeed, that’s all who ever have.”
- Margaret Mead, Anthropologist
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CHA PTER 3
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Know:1. Kampung Buangkok has historical value to some Singaporeans.2. Kampung Buangkok has socio-economic value to some Singaporeans.
Understand:1. There is conflict between needs of progress and heritage over places of historical value.2. Adaptive use can be a middle ground between progress and heritage.
Do:1. Adopt a stand for preserving or developing Kampung Buangkok.2. Develop a plan to locate, collect, and present information to support stand.3. Gather relevant information from multiple sources to support stand.4. Deliver a persuasive argument to preserve or develop Kampung Buangkok.
“The roots of heritage that our people forged...”
PREVIEW IT HERE!
3.1 UNIT OBJECTIVESP5PRO JECT ROOT SK A M P U N G L O R O N G B U A N G K O K
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ACTIV I T Y( F L I P P E D C L A S S R O O M + 1 H O U R )
A. CEO Briefing Videos (Hook)1. Allocate class into two groups, Heritage Board Members
and Property Developers.
2. Upload CEOs’ Briefing onto online platform for viewing.
3. Instruct students to do preliminary Internet research to ac-quire background knowledge.
B. Project Charting (Inquire)1. Introduce Inquiry Question to class: “What is the value of
Kampung Buangkok to Singaporeans?”
2. Conduct a discussion to break down Inquiry Question, focusing on the terms, ‘value’ and ‘Singaporeans’.
3. Inform students the Production Task, a Boardroom Debate: “Should the kampung should be preserved or developed?”
4. Invite students to consolidate information from their research to a K-W-W portion of a K-W-W-L-S Chart.
1. What You Know
2. What You Want To Know
3. Where To Find What You Want To Know
4. What You Have Learnt
5. What You Still Want To Know
C. Teacher-in-Role1. Teachers as Senior Agents-Mentors will come in at appropri-
ate times to check on the progress of groups and to evaluate group performance using the Rubric.
3.2 PRE-FIELDWORK
SPORTING PARENTS!
Parents played supporting roles in the implementation of Project LIFE. From CEOs to real-estate agents to a resident’s child, our parents played their part to enable enriching learning for our students. Thank you, parents!
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‘ S OU RCE S ’ OF I NFORMATIONA. Parents-in-Role1. Parents (or teachers) act as a real-estate agent trying to
convince a child of a resident to give up the land, serving as a tuning-in to the ‘mood’ of the fieldwork.
2. Invite students to interview the individuals for perspectives and qualitative data.
B. Explore and Observe1. Invite students to roam around under supervision to
acquire any sources of information they feel would be data to support their stand.
2. Some examples for the Heritage Board Members include: family names plaques, architecture, ecology board etc.
3. Some examples for the Property Developers include: potholes, stagnant water, flimsy building materials etc.
C. Interviews1. Interviews can be arranged with residents, who, with the ex-
ception of some, are receptive to conversations. Note: Most speak either Mandarin or Berhasa Melayu.
2. An interview walk around the periphery of the kampung area can be conducted as well, i.e. petrol kiosk, running routes, to acquire qualitative data from residents living around the kampung on their stand.
3.3 FIELDWORK
CHANCE ENCOUNTER!
During our trip, we were unexpectedly welcomed by the landlord herself, Ms Sng Hui Hong. This unplanned meeting led to extremely valuable data and perspectives acquired by our spontaneous students. We learnt that anything can happen in a fieldwork and seizing these fleeting opportunities leads to wholesome experiences!
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ACTIV I T IE S( 4 X 1 H O U R )
A. Project Charting (Inquire)1. Invite students to fill in the L and S portion of their Chart.
2. Mentor student groups as necessary.
B. Boardroom Debate (Production Task)1. Moderate a debate on the motion:
“Kampung Buangkok should be preserved”.
2. Judge based on Debate Rubric.
C. Adaptive Use of Historical Areas (Extend)1. Play a game that allows students to experience ‘risk’.
2. Review the game with students, with a discussion about the quote, “Progress always involves risks”.
3. Connect the game and discussion to the risks for the kampung and Singapore due to inevitable progress.
4. Introduce “adaptation” as a middle ground between preservation of heritage and development, with historical areas that have been used for commercial purposes, such as Tanjong Pagar Rail Station and Gillman Barracks.
5. Invite students to think of adaptive uses for Kampung Buangkok and the issues that might arise due to the uses.
D. Group Review Discussion (Reflect)1. Invite students to reflect individually on their strengths,
weaknesses through the entire project.
2. Invite students to discuss for a peer-evaluation.
‘BADGE-BALL’
The game played was a cross between baseball and dodgeball. Students had to run to bases without getting hit by balls from the opposing team. At the bases where they were ‘safe’, students experience risk when they decide to “go for it” and run to the next base. The game was a hit!
3.4 POST-FIELDWORK
REFLECTIONS
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CHA PTER 4
“We don’t learn from experience. We learn from reflecting on experience.”- John Dewey, Educationist
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P4: Letters to Victims of War
4.1 STUDENT REFLECTIONS
Dear Friend,
I understand that you are going through war at the moment. I am very sorry about this and I know that you are in dark times and have to be cautious and very wary. Even though these are hard times, you can live through by being resilient and staying strong. Also, you can work together and you will be able to go through these times.
Singapore’s forefathers also went through times like these and therefore, I understand your situation. I know that you are fearful of what may happen. However, understand that you are not alone in this war and there are other countries watching your back.
Let it be known to you that you are also showing an act of courage to the rest of the world by showing that you are strong even in times of dread and that you are making use of whatever you have to undergo these difficult times. Persevere and you will manage to wade your way through this sea of war.
Yours sincerely,Nicole (P4/8 2014)
Dear Soldier,
You must be running here and there, fighting battles and helping others everyday. Sometimes, you might even wonder if the war is worth giving up everything. You might feel tired and feel like giving up. I believe that there is a fighting spirit in you. Fight on in your battle, and not to give up. Although things might not look good now, remain positive and fight for what you think is good.
I pray every night for you and your people’s safety. When something bad happens, I would be at the verge of tears. I will also donate food and drinks to your people. Do not despair for you are not alone. Your friends too have been fighting bravely. Together, you can become invincible. You will be indestructible and defeat all the enemies in your way. If you think that you are doing nothing, while you see the number of deaths increase, you are wrong. Not many people have the courage to fight a war.
I salute you, Soldier, for the courage and bravery you are showing. I hope you will emerge victorious!
Yours sincerely,Gerrard (P4/8 2014)
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P4: Letters to Victims of WarDear Sir,
You might be in war times, but I hope you can take a few moments to read this letter. I understand that the war is a truly dreadful thing to go through. My condolences for your loss...
You may be in pain or grief but I encourage you to be strong. Do not die simply because you do not want to live with grief. Stay strong and do not give up. It is possible to survive the war. I have empathy for you. It is sorrowful to see the killing of hundreds of innocent civilians who want peace. War is something no one wants. However, you are not alone in this war. People aid the innocent by fighting for them.
You are doing an act of courage by not giving up!
Yours sincerely,Iza’az (P4/8 2014)
Dear Soldier,
I know that you have fallen on hard times and I know how you feel because I have had a field trip to experi-ence what you are experiencing now. Never fear, though. Don’t give up and remember that you are fighting for a good cause. Me, and everyone in my country encourage you to fight your battle with a spirit of determination - so that your hopes for your country will not be shattered.
Many soldiers are going through the same situations as you are. Please remember in everything you do, that there are, and will be people who are praying for you, people who are fighting with you, and your family and friends who are hoping to win with you. As long as you do your best with perseverance and fight to the end, the battle is considered won.
You are very brave to fight in a raging battle that you know that you might not survive. For this, we salute you. Bravery and courage are very important and you have proven yourself to be full of it. Fight on and never doubt, then. Over and out!
Yours sincerely,Megan (P4/8 2014)
4.1 STUDENT REFLECTIONS
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P5: Reflections on Group Work
Ashley, Property Developer
Because of the humongous amounts of information, we really tried to be serious (requires 100% of our POWERS). Also, I need to be willing to do stuff,
not to push others to do something just because I don’t want to do it.
To be productive, our team had to use division and specialization of labour we learnt from SS.
That said, we still needed to come together and include each other instead of working on our own.
Andrea, Heritage Activist
What was really effective was that our team did our research to back up our points, and
started to create questions for the debate even before we met physically in class!
Sophia, Property Developer
I can’t focus during discussions. So we tried talking one at a time by using a “Magic Pen”.
Only the one with the pen could speak.
Sean, Heritage Activist I think we should have gotten our priorities for the debate straight. We spent more time on the counter arguments than on the main points. As such, our
points were not well developed enough. Sebastian, Property Developer
4.2 STUDENT REFLECTIONS
*Students are from P5/9 and P5/10 2014
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P5: Individual Reflections
My role in the group was a “Devil’s Advocate”! My strength is that I was able to alter my perspective and think like my debate opponents, the proposition.
Yet I was able to not change my stand towards the Kampung Buangkok issue. As such, I was able to think of counter-arguments for my team.
Avinash, Property Developer
I think my strength is that I am creative, as I gave many ideas for the different sections that we filling up in the Project Chart. However, I think that I am soft-spoken,
and hence I did not speak much during the debate. I would be more confident in the future and to speak out more to voice out my ideas.
Noah, Heritage Activist
I am quite organized and I like to assign roles, but this is a weakness as well. I have a hot temper, and no patience, because I’ll explode if people are not concentrating or
doing things super slowly. I think that my weakness is that I am too domineering, and I should improve myself not to be so domineering.
My strength in debate is that I am able to give analogies about generalizations to make them clearer. I can also use these analogies to support my stand, which I am
persistent in. However, I feel that I can be more specific and not to give vague information. I need to find more evidence to back the interpretation up.
Arielle, Property Developer
Ryan, Heritage Activist
4.2 STUDENT REFLECTIONS
*Students are from P5/9 and P5/10 2014
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It’s possible! OMG! When I took a module in NIE on planning Social Studies Learning Journeys, I thought that our ideas would only be possible when the stars align! Project LIFE has opened my eyes to see that with dauntless drive and a tenacious team,
creating such edifying learning experiences for our kids is indeed possible!
Andy, Beginning Teacher
It’s been said that it takes a village to raise a child. This project would not have been possible without the support of the entire village of parents and the teach-ers in the GEP department. Fundamentally, everyone recognizes the importance of Social Studies. There is irrefutable evidence of the value of a humanities education.
Through exploration of the humanities we learn how to think creatively and critically, to reason, and to ask questions. This was what we sought to achieve when we
started this project and achieve we did.
Hajar, Teacher For 9 Years
Project LIFE exemplifies the importance of customizing Learning Journeys to meet our students’ needs.
This requires commitment and camaraderie within the team. We need to be able to design Learning Journeys that call for
deep and critical thinking from our students.
Zahira, Teacher For 15 Years
4.1 TEACHER REFLECTIONS
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The SHPS Project LIFE Team would like to thank:Our principal, Mdm Kew Mee Ying and vice-principals for their advice, support and trust in us.
Mr Jared Goh from GEB, for his astute inquiry into our inquiry, and his amazing versatility to transit between roles as a hard-nosed Colonel and a young entrepreneur-philanthropist! Not forgetting Mr Khong Weng Keong, also from GEB, for his site recce tips that kept us on track!
Mr Awie, who warmed us with his gracious hospitality, for not one but two afternoons, showing us what the kampung spirit truly means!
Mr Kumar and Mrs Inglin, for being our exemplary advocates of heritage and progress respectively, in roles of CEOs of the Heritage Board of Singapore and Gold Property Limited!
Mrs Ooi and Mrs Moy, for the dedication to prepare for the mock argument and the interview topped with goli and “zero-point” props, as well as the your kind understanding when plans changed!
Ms Sng Hui Hong, for honoring us with a pleasantly unexpected welcome to your kampung, and for your patience in allowing for interview questions!
Miss Kong Leng Chee and Miss Ashley Chua, for capturing the memories of the children in your photos, for without you, this booklet would be impossible! (Also, Miss Kong for your performance as Mdm Saadiah!)
Mrs Jamay Loh and Mrs Fong Wee Miang, for being the guardians of the students in the sweltering hot sun and sacrificing your core subject periods for humanities learning!
Syuadah, Zalikha, Vaanee and Ramadan: Andy’s NIE group mates who conceptualized the Bukit Chandu field-based learning ideas! It’s possible, guys!
All who have one way or another played a part to make Project LIFE possible!
ACKNOWLEDGEMENTS
26
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Hess, D. E. (2009). Controversy in the classroom: the democratic power of discussion. New York: Routledge.
Hmelo-Silver, C. E. (2004). Problem-based learning: what and how do students learn?
Educational Psychology Review , 16 (3), 235.
Kolb, D. (1984). Experiential Learning as the science of learning and development. New Jersey: Prentice Hall.
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REFERENCES
*All information is correct at the time of print.
GEPSHPS
PROJECT L.I.F.E
