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21st Century Competencies Project Work (21CC PW)


Introduction

Our school vision for pupils to be “Rooted in Values, Ready for the Future, Gem of the Community” behoves the school to educate and imbue every PPS student with knowledge and be equipped with 21st Century Competencies (21CC). The inculcation of thinking, communication and problem-solving skills are paramount to enable the student to grapple with the challenges that he will face in an increasingly complex world. He needs to have the right set of values that will be his moral compass to guide him in ambiguity. He also needs to know how to tap on his own capabilities to be self-directing as well as synergize with others to extend his capabilities. He will need to be able to come up with creative solutions to solve new and complex problems. 

Project work is the interdisciplinary pedagogical tool that allows the learning, application and demonstration of 21st Century Competencies as advocated in MOE Framework for 21CC and Student Outcomes. 21CCPW will focus on the development of 2 key aspects: Critical and Inventive Thinking (CIT), and Communication, Collaboration and Information skills (CCI). It has the potential to open the minds of a young child to creativity and effective problem solving. 21CC Project Work provides the opportunity to seed the passion and cultivate deep learning in English, Mathematics and Science framed in authentic contexts.  


Learning Philosophy & Design Principles

Underpinning the 21CC PW is the belief encapsulated in Kolb’s Experiential Learning Cycle where students start off with the concrete experience stage. The starting point is an encounter with a new stimulus as a trigger for further thinking (Reflective Observation) and then acting (Active Experimentation) on new ideas or understanding (Abstract Conceptualisation) that come about through the entire learning experience. Kolb’s Experiential Learning Cycle is operationalized through the 5E approach (Annex A: Sample of 21CCPW_5E Design) as the fundamental design principles that guide the planning of P1 to P6 learning experiences and framing of questions using thinking routines (P1 to P6) and Paul’s Wheel of Reasoning (P4 to P6). The students will go through:

· Engage – Providing students with the concrete experience with guided questions posed by the teachers. This is a student-centric learning phase to spark their curiosity and create the desire to learn more about the upcoming topic. Students will be guided to brainstorm using thinking routines.

· Explore –  Students are encouraged to apply process skills, such as observing, questioning, investigating, and communicating with their peers. Thinking Routine used would be See, Think, Wonder.

· Explain and Elaborate –  Students move into the reflective observation stage, and develop divergent thinking skills.

· Extend - At this phase, the students will move into generating new ideas and possibilities of how they can make a difference to the community.  They also apply their knowledge and skills to complete tasks designed by the teacher eg poster design

· Evaluate – Students will reflect and evaluate on their learning.

Another design dimension is the step-up approach which will take lower primary students through awareness stage, basic presentation skills and thinking skills to more complex demands in innovation, creation and application expected from upper primary students.  This approach will help students to gradually pick up the necessary skills and ignite their passion for learning in an incremental way. The step-up approach lends itself to the augmentation of learning across levels in a structured way to ensure that the skills are learned and transferred effectively and seamlessly. 


Learning Focus & Theme

Inter-disciplinary in nature, 21CC PW will focus on the explicit teaching of 21CC like critical thinking skills, research skills, communication skills and ICT skills  to support pupils’ learning. Another dimension of 21CC PW is the VIA, a deliberate focus on the contribution to the community which will help to deliver outcomes in the Character and Citizenship Education domain and strengthen the child’s social emotional competencies. The programme will have a central theme on Environmental Education threading through Primary 1 to Primary 6 21CC PW.  


The Lower Primary 21CC PW (P1 to P3)

At the Lower Primary, it is important to instill in students the intellectual curiosity where they are encouraged to explore, experiment and be able to recognise patterns and make connections. Through the use of Thinking Routines, students will learn to explore various possibilities and generate ideas to respond to the given problem.

It is also important to develop students’ confidence and oracy skills at this stage. 21CC PW aims to enhance the students’ communication competence by providing them with platforms to carry out show & tell and talk about their learning experiences. 

The VIA aspect of contributing back to the community will see students going out into the community to share and interact with neighboring residents, engaging them in environmental related issues. As part of their PW presentation, students will learn different ICT skills to showcase their learning (eg Newsmaker).

The P3 students will also be going through simple coding and micro-bits programme via Code For Fun Programme (to be confirmed after Term 1) which they can use to design their products.

The Upper Primary 21CC PW (P4 to P6)

At the Upper Primary, the intent at these levels will be to deepen students’ thinking skills and communication skills. Students will be taught Paul’s Wheel of Reasoning and apply the skills in their 21CC PW. 

The escalating demands at this stage would require students to be able to define the problem or challenges and propose solutions. They will need to brainstorm for solutions and also defend their solutions (The student is able to use evidence to explain his/ her reasoning and decisions.) 

At the Upper Primary Level, one of the key learning outcomes would be for students to manage and use information effectively and be able to communicate their ideas clearly. Students will be guided to use simple storyboard to present their solutions and present it via Newsmaker.  Beyond these, students will also be going through coding lessons and applying the skills to design their prototypes.

The table below indicates the integration of 21CC PW across the subject disciplines in a nutshell:

Level

Theme

English Language

Mathematics

Science

Social Studies

P1

Practising the 3Rs

Show and Tell Presentation

 

Decision Matrix with Selection Criteria

 

Knowing Myself, Others and the Surroundings:

Develop an appreciation for the places around them.

P2

Working with Scarce Resources

Pick and Tell Presentation

3-2-1 Reflection

Number Graphs

Coming Together as a Nation:

Develop an appreciation for the diverse communities in

Singapore;

P3

Understanding Water Conservation

K-W-L strategy

Bar Graphs

(MS Excel)

Making Connections, examining other resources to form links to explanations

Show concern for water as a limited

natural resource and the need for

water conservation.

Understanding Singapore (How Singapore manages its resources to meet the needs of the country)

P4

Identifying the effects of Pollution

(Marine Conservation and Littering)

STELLAR UNIT : Leatherback Turtles

 

 

Line Graphs

(MS Excel)

Cycles in Matter and Water (Describe the impact of water pollution on

Earth’s water resources)

Valuing the Past:

Study and reflect on the contributions of various people who lived in Singapore in the past. (e.g. late former PM Lee Kuan Yew)

P5

Using Technology and Measuring its Impact to Environment

(Part 1)

STELLAR UNIT : The Internet

Discussion of Points of View

Poll Survey

-Making a Stand

Cycles in Matter and Water:

Recognise the importance of the water cycle. Recognise the importance of water to life

processes.

Appreciating the World :

Describe how people live in other

parts of the world

P6

Using Technology and Measuring its Impact to Environment

(Part 2)

Newsmaker and Storyboarding to introduce Singapore to the world on its efforts of environment conservation

Pie Charts (MS Excel)

Interactions Within the Environment:

Show concern for water as a limited

natural resource and the need for

water conservation. (Blue Initiative)

 

Discovering Southeast Asia:

Explain how Singapore is

connected to other countries


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