Programme Note

Teachers’ Conference and EXCEL Fest (TCEF2023)

30 May – 1 June 2023

Theme for Conference:

Ignite Imagination, Empower Communities, Transform Practice

Participants:

International Educators, School Leaders and Policymakers

Programme Synopsis:

Teachers’ Conference and ExCEL Fest (TCEF) is the apex conference for Singapore
teachers to affirm and celebrate the spirit of professional learning amongst teachers.
Held biennially since 2001, Teachers’ Conference and ExCEL Fest 2023 (TCEF2023)
will be our first edition that takes a blended format.

The Conference aims to bring educators together to learn, to connect and to engage
with thought leaders and practitioners, as we explore possibilities for the future of
teaching and learning. The focus of TCEF2023 is ‘Ignite Imagination. Empower
Communities. Transform Practice’. It reinforces our fraternity’s emphasis on lifelong
learning and supports us to continually deepen our beliefs, better understand our
students, and further strengthen our classroom practice to nurture future-ready
learners.

Programme Format:

On Day 1, participants may view the opening address and keynote speeches
(livestreamed). For Day 2 & 3, participants may sign up for the online webinars of their
interest. For Day 3, there is also the closing address by Mrs Chua-Lim Yen Ching,
Singapore’s Deputy Director-General of Education (Professional Development). At
any timings in between, participants may asynchronously view the Poster
Presentations (PP) and MOE ExCEL Fest (EF) exhibitions, which are available
digitally on all three days of the conference. The full list of webinars, PP and EF that
have been curated for the participants is provided in Annex A, B & C respectively.

Please contact the following if you have any queries on programme information or if
you need technical assistance: tcef2023@moe.gov.sg

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 Programme of TCEF2023 for International Participants

Time
Item Remarks
(GMT+8 – SG)

Programme Day 1 (30 May 2023)

0840 Arrival of Guest-of-Honour, Mr Chan Chun -

Sing, Minister of Education

Welcome Address by Ms Liew Wei Li,

Director-General of Education (live-
streamed)

Opening Address by Mr Chan Chun Sing,

Minister of Education (live-streamed)
1030 Break
1100 Keynote Address by Mr Andreas Schleicher Topic of Keynote Address:
Future of Work and Learning
1200 Lunch Break
1330 Participants may view PP or EF that are The list of PP and EF are in
digitally available Annex B & C respectively
1500 End of Day 1

Programme Day 2 (31 May 2023)

0900 Webinar Participants may choose a

webinar (see list in Annex A)
1030 Break to attend at this timing and
1100 Webinar engage in Q&A with the
presenters.
1230 Lunch
1400 Webinar See Annex A
1530 Break
1600 Keynote Address by Professor Diana Topic of Keynote Address:
Laurilard Educational Technology
1700 End of Day 2

Programme Day 3 (1 June 2023)

0900 Keynote Address by Prof James Arthur Topic of Keynote Address:
Student Development
1000 Participants may view PP or EF that are See Annex B & C
digitally available
1130 Lunch
1330 Webinar See Annex A
1500 Break
1530 Closing Address by Mrs Chua-Lim Yen -
Ching, Deputy Director-General of
Education (Professional Development)
1600 End of Day 3

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 ANNEX A

TCEF2023 for International Participants – List of Webinars

S/N Title Description Presented by
Day 2, 0900-1100
1 Growing the This session shares the St. Joseph's Institution (SJI) ST. JOSEPH'S
Culture of Professional Development (PD) journey of how a lean INSTITUTION
Learning committee of four members transformed the school’s PD vision
into action through determination and perseverance. The
journey began four years ago and started with the adaptation
of a design framework for adult learning. Participants will learn
how theories are turned into pragmatic practices and the
approaches taken to design learner, knowledge, assessment
and community-centred programmes. They will also
understand how the Academy of Singapore Teachers' Critical
Inquiry in Professional Development (PD) model and the
Instructional Mentoring Programme can be adapted,
personalised and integrated to form a holistic PD plan for
schools. Insights from both quantitative and qualitative data will
be shared to shed light on how the school encourages their staff
to embrace lifelong learning and take accountability for their
own PD.
2 Flipping the In line with the outcomes of the primary science curriculum: to WEST GROVE
Paradigm of inculcate a spirit of inquiry in learners, West Grove Primary PRIMARY
Science School teachers developed Flipped Team-based Learning SCHOOL
Learning (Flipped-TBL), a technology-enabled pedagogy to provide
with Flipped opportunities for learners to develop 21st century
Team-based competencies and engage in deeper scientific inquiry. This
Learning webinar will present design principles and findings from the
school-wide enactment of Flipped-TBL learning experiences in
science classrooms.

Flipped-TBL combines the merits of Flipped Classroom (Truss,

2011) and Team-based Learning (Michaelsen & Swee, 2009).
The flipped lesson provides students with autonomy to direct
their learning and creates more space for deeper inquiry. The
Team-based Learning model, originally developed for higher
education, promotes collaborative learning and accountability
for learning.

This technology-enabled pedagogy has transformed students’

roles – from passive recipients of information to active learners
leveraging technology to take charge of their learning as
scientific inquirers.

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 S/N Title Description Presented by
3 A Needs- The GEAR-UP Programme in Admiralty Secondary School ADMIRALTY
based (ADSS) is known as the Anchor Programme. The use of SECONDARY
Approach to ‘Anchor’ reflects the nautical theme of the school. The SCHOOL
Customising programme aims to help High Needs Students (HNS) be the
Support best version of themselves by ‘anchoring’ them on school
Programmes values and giving them a sense of belonging. A whole-school
for High- approach is adopted in the identification of HNS. The identified
Needs HNS are then grouped according to risk-factors and social
Students dynamics and placed into customised supportive programmes.

This approach has resulted in several customised programmes

to meet various students' needs. To encourage a sense of
ownership, the Anchor Programme is co-created by students
and teachers. Each programme hinges on building meaningful
relationships to provide consistent care and support for
students throughout their ADSS journey. The programme aims
to nurture HNS holistically and provide them a home in school
where they feel safe, accepted and empowered.
4 Supporting In Compassvale Secondary School (CVSS), all the learning COMPASSVA
High-Needs support programmes and processes for high-needs students LE
Students (HNS) have been streamlined into FortitUdES@CVSS (Uplift SECONDARY
through and Educational Support). It aims to “fortify” these students SCHOOL
FortitUdES against various risk factors and help them achieve success in
@CVSS school.
Programme
In this presentation, the presenters will focus on GEAR-UP
programme, a key component of FortitUdES@CVSS, which
aims to reduce the number of Long-Term Absentees (LTA) with
proactive interventions. CVSS has embarked on GEAR-UP
programme since mid-2019. Over the years, the school has
successfully reduced the number of LTA gradually with a three
“C” approach (Connection, Contribution and Character
development) and various programmes conducted after school
or during school holidays.
Day 2, 1100-1230
5 Kuo Chuan This session will focus on increasing the engagement level of KUO CHUAN
Presbyterian students and promoting the joy of learning by weaving play PRESBYTERI
Primary into learning using a specifically designed educational board AN PRIMARY
School game. The board game has tiered question cards and SCHOOL
Joyful provides the structure and flexibility to teach various
Learning mathematical concepts. Participants will be exposed to how
with Board neuroscience supports differentiation and playful learning
Game experiences to increase students’ attention, concentration
levels, motivation and willingness to learn. Participants will be
equipped to design a board game to cater to the students at
different readiness levels. Studies have reported that positive
learning environments affect body chemistry, thereby altering
the emotions and improving the learning of students. Creating
a positive social and emotional learning environment
promotes the joy of learning. A student survey conducted
found an increase in students’ engagement. Students’
assessment results also showed improvement when
compared to results before the introduction of the board
game.

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 S/N Title Description Presented by
6 Use of The session will focus on the intent, approach and findings of ANGLICAN
Anglican Anglican High School's curriculum innovation known as HIGH
Critical Anglican Critical Thinking Skills experience (ACTSperience). SCHOOL
Thinking Social studies (SS) teachers took reference from the outcomes
Skills of the SS curriculum and the school's vision, mission and
framework values, to redesign the delivery of the 'Issue Investigation'
and Design component of the curriculum by incorporating the ACTS
Thinking in framework and Design Thinking (DT) in the inquiry process.
Social ACTSperience equipped students with skills and knowledge to
Studies adapt to the global society.
Issue
Investigation ACTSperience tapped on the ACTS framework to facilitate
. thinking and guide students through the inquiry process.
Students identified relevant issues and considered possible
recommendations by crafting policy papers or proposals. They
ideated and generated solutions from the perspectives of
stakeholders and policy-makers. Additionally, they prototyped
tangible products (e.g., videos/infographics/mobile
applications/3D models) by using DT knowledge and skills
acquired during their lower secondary years.
7 Leveraging To build an inclusive culture for students with mild Special PEI HWA
Technology Educational Needs (SEN), there is a need for teachers to SECONDARY
for SEN understand that affordances of technology should be explored. SCHOOL
Support in The use of technology has levelled the playing field for some of
the the students with SEN. This sharing will provide exemplars of
Classroom lessons that tap on students learning space (SLS), Google
Suite and an array of other online tools and websites for the
teaching of secondary normal (technical) English language to a
class that includes students with SEN.
8 Establishing Relationships are fundamental to student motivation and are QUEENSWAY
Meaningful significant in shaping the lived experiences in school. When SECONDARY
Partnerships different stakeholders come together to support learning and SCHOOL
to Engage nurture confidence in students, they achieve more in school.
High-Needs Hence, Queensway Secondary School (QSS) leverages
Students community partnerships for a whole-school and integrated
approach, to deepen the sense of school affiliation and
connectedness. With this approach, QSS has managed to
tackle the persistent challenge of Long-Term Absenteeism
(LTA), reducing LTA numbers from over 100 in 2017 to under
20 in 2021.

The presenters will share the multi-pronged approaches to

support the high-needs students and address attendance
issues. This includes the processes in leveraging data to
identify target groups in need of support, developing
partnerships with various stakeholders to build on students’
network of relationships, and promoting teacher ownership in
driving student-focussed programmes. Finally, they will share
the review processes to achieve a continuous cycle of
improvement.

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 S/N Title Description Presented by
9 Developing Jurong Pioneer Junior College (JPJC) developed the Self- JURONG
Self- Regulation Framework in 2020 to provide the direction and PIONEER
Regulation guide teachers in nurturing self-directed learners. Teachers JUNIOR
through have also embarked on a whole-school approach to Blended COLLEGE
Strengthenin Learning in 2021 and recognised that sound assessment
g of practices were key to the effective implementation of Blended
Assessment Learning. The school aims to strengthen student assessment
Practices literacy by developing peer and self-assessment approaches,
and and sharpen the focus on developing students’ metacognition,
Metacognitio which is closely related to self-regulation and motivation.
n Currently, JPJC is in the process of evaluating the effectiveness
of its our assessment approaches through triangulating
evidence of learning from assessment products, observations
by teachers and conversations with students. This session will
share JPJC’s direction in the planning, implementation and
evaluation of assessment approaches, by surfacing examples
of strategies from four different subjects: Physics, Economics,
General Paper and Geography.
10 Design To enhance teachers’ understanding of student needs and their HORIZON
Thinking in teaching and learning practices, Horizon Primary School PRIMARY
Professional infused Design Thinking (DT) in the implementation of SCHOOL
Learning Professional Learning Community (PLC). During this session,
Community the presenters will share the 'Why', 'What', 'How' and outcomes
of infusing DT in PLC.

Participants will understand how the school considered the 3Cs

(Clarity, and Coherence and Context) when designing the 3S
(Structured Processes, Scaffolded Understanding and
Supportive Culture of Learning) implementation approach for
infusing DT in PLC.

A perception survey conducted by the school showed that

97.4% of the teachers felt supported in the process of
implementing DT in PLC and 100% of them felt empowered in
their professional growth and development as an educator. This
contributed to a culture of professional excellence in the school
and helped the teachers understand how student outcomes
could be enhanced empathetically through a structured
approach.

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 Day 2, 1400-1530
11 Dare to In this webinar, Lead Teachers from different schools and HWA CHONG
Flourish: teaching levels will demonstrate how the Growth Mindset INSTITUTION
Growth can be exercised in peer and self-assessment in the
mindset in teaching and learning of subjects like art, history, physical
Peer and Self- education, project work and science.
Assessment
Research has shown that the Growth Mindset is a key
component of Positive Education. It has diverse applications
and when appropriately applied, can lead to meaningful
learning outcomes.

This project attempts to show Growth Mindset’s application

in peer and self-assessment, through feedback and
feedforward strategies integrated with constructive
reflection for action is highly effective in developing self-
regulated learning, student assessment literacy, and raising
overall efficacy in students. The strategies shared can be
customised to various subjects and contexts.

The presenters will invite participants to consider how

strategies in Positive Education such as Growth Mindset
can be integrated with assessment literacy, to foster both
academic excellence and character development of
students.
12 The Role of To observe the world with keenness and a sharp attention ST. JOSEPH'S
Observation in to detail is an essential skill that is used in the art making INSTITUTION
Art Making process. Drawing is one of the ways in which art teachers
can assess students’ observational abilities. The Art
Teachers in St Joseph’s Institution (Independent)
conducted a pilot project to study the role of observation in
art making using Tomlinson’s differentiated instruction
pedagogical approach. As part of their research, a three-
tier Levels of Observation diagrammatic tool was
developed to help both teachers and students to assess
their observational abilities. The study’s findings revealed
that there was an increase in students’ awareness of their
observational abilities in their writing as well as in their
submitted work. During this sharing session, participants
will learn about the teaching tool that can be used in
classrooms to design curriculum activities, assess
students' works and to make thinking visible.
13 Activating Metacognition is not only a key component in the TECK WHYE
Students as mathematics curriculum to develop students’ mathematical SECONDARY
Owners of problem solving, but it is also a key attribute in effective SCHOOL
Their Own independent learners. As a broad concept, metacognition,
Learning Using in terms of building students’ understanding, and ability to
Metacognitive be cognisant of, evaluate and improve their thinking and
Strategies in processes, can be achieved through strategies associated
Mathematics with visible thinking, collaborative learning and assessment
for learning. The session looks at what students need in
order to identify, analyse and rectify errors in mathematics;
and how to develop students’ conceptual understanding and
critical evaluative skills. The session showcases classroom
practices in the use of strategies like concept mapping, error
analysis, and error spotting, and how these raise students’

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 assessment literacy, and knowledge and skills to improve
their processes. The session shares how these strategies
empower students to take greater responsibility in their
learning towards self-directed learning.
14 Scaffolding Data literacy is an important 21st century skill. In this SENG KANG
Student session, four secondary school teachers and a Master SECONDARY
Learning of Teacher will present the findings from using online learning SCHOOL
Data Analysis packages to equip students with the skills for analysing
Skills data and solving problems with data information. A series
(Chemistry) in of learning packages was designed incorporating four
an Online types of scaffolding for online learning: conceptual,
Learning metacognitive, procedural and strategic scaffolding
Environment (Hanaffin, Land & Oliver, 1999), leveraging the affordances
of Student Learning Space (SLS) to enhance students’
learning. Data were collected from analysis of students'
work, pre- and post-test results and a survey. Findings
showed that students were highly responsive to the online
learning instruction which led to enhanced performance on
data-analysis items. In this session, participants will gain
insights on the e-Pedagogy to design online learning
resources to scaffold students' ability to analyse data and
solve problems.
Day 3, 1330-1500
15 Using Thinking Minister Ong Ye Kung (2020) highlighted that in the WELLINGTON
Tools to refreshed Character and Citizenship Education (CCE) PRIMARY
Empower curriculum, there would be an increased emphasis on the SCHOOL
Students’ teaching of moral values through discussions on
Voices in contemporary issues to engage students in understanding
Contemporary complexities of society. Well-structured Contemporary
Issues Issues Discussion (CID) in primary social studies, English
Discussion and CCE lessons can develop young students’ critical
thinking skills and empower their voices as they deliberate
and develop reasoning skills to put forth strong arguments
with supporting evidence. When students’ thinking are made
visible, their voices and beliefs can be moulded and through
those platforms develop their socio-emotional
competencies. Using thinking tools such as Paul’s Wheel of
Reasoning and Circle of Viewpoints, CID was designed to
guide students in their meaning-making. Participants will
take away ideas on how they can adapt these thinking tools
in designing a meaningful CID for primary school students.

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16 Improving How can teachers combine knowledge and experience NEW TOWN
Student with insights from neuroscience to create a positive PRIMARY
Learning and learning environment for the students? This session SCHOOL
Well-Being focuses on how teachers can improve student learning and
through Brain- well-being by adopting research-based practices
Based underpinned by brain-based learning principles.
Learning
Participants will be introduced to key areas of brain-based
learning principles: neuroplasticity, emotions and memory.
They will learn about translating brain-based principles to
classroom practices to help students maximise learning
while maintaining a positive mental well-being and growth
mindset.

When teachers demonstrate an understanding of

neuroplasticity and the belief in the ability of every student,
and rewire their brains to improve their learning, all
students will be engaged and supported. Teachers who
explore strategies for improving emotional awareness and
management can help students cope with stressful
situations. The presentation on encoding, retrieval and
consolidation can also help teachers nurture long-term
memory formation in our students.

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 ANNEX B

TCEF2023 for International Participants – Poster Presentations (PP)

S/N Title Description Presented by
1 Use of This poster will focus on how to adapt and integrate VICTORIA
Responsive responsive DI to provide just-in-time feedback in JUNIOR
Differentiated response to the diverse needs of students in the COLLEGE
Instructions subject area of Economics.
(DI) in the Teachers will be exposed to how content, process
teaching of and product of instruction can be manipulated to
Economics facilitate differentiation. In essence, teachers also
must be able and prepared to adapt their instruction
during the lesson. A good method to be efficient at
differentiating instruction is to use the 6-step thinking
framework which will be introduced.
For responsive DI to work, students will be exposed
to ongoing assessment, whether it is in the form of
informal or formal assessments. Students must be
asked powerful questions that require them to make
connections and use their knowledge in some way.
This will facilitate a better learning experience for
each student when the teacher assigns differentiated
instructions during the lesson.
The poster author invites all Humanities teachers,
especially those teaching Economics, to join in
exploring what other topics lend themselves well to
such strategies.
2 Making Leadership is a practical and valuable skill that can WELLINGTON
Student help our students go far later in life. It is thus vital to PRIMARY
Leadership start when they are young. A common practice in SCHOOL
Structured in classrooms is to have group leaders. However, the
Lower Primary roles and responsibilities assigned to them vary
Classroom among teachers. There is lack of structure and the
through Group roles are usually not clearly defined. Students do not
Leader know the value behind the duties they are tasked to
Program do, and might not take their roles seriously.

This project provides a platform for students to

undertake more responsibilities, and ensures that
every student in the class has the opportunity to be a
leader. It also teaches students the importance of
giving fair and responsible evaluation or feedback,
and to accept feedback positively. Students are
exposed to Kouzes and Posner’s 5 Leadership
Practices Inventory, which our school adopts as part
of its Student Leadership Framework.

B1
3 Exploring Imagineer @ GYSS is a project in the Craft & GUANGYANG
Innovation Technology (C&T) Department, Design & Technology SECONDARY
through Unit (D&T). As an effort to realise the department’s SCHOOL
Makers' mission of developing engaged learner who enjoys
Technology and appreciate aesthetics, design and technology and
our school’s effort to nature leaders, thinking and
advocates, Imagineer @ GYSS hopes to provide
students with the authentic experience and exposure
them to use design thinking skills in generating
modern solutions which will strengthen our future.
By harnessing technology and modern prototyping
skills; 3D printing, 3D rapid prototyping and laser
engraving, we hope to inspire future leaders in design
and engineering.
Using both the D&T design model and design-thinking
framework as the guiding principle, we design
authentic learning experiences to ensure that the
entire process of teaching and learning is relevant to
the students and is in line as a part of our school’s
efforts in developing Thinkers.
4 NorthLight Synopsis (Max. 150 words. Refer to 'Appendix 2: NORTHLIGHT
Spelling Bee: Guide to Writing Synopsis'): SCHOOL
Empowering
and Motivating The English Department imparted the fingerspelling
Low Progress and Look, Say, Cover, Write, Check strategies to all
Learners to students in NorthLight School and organised a
Spell Spelling Bee competition so that they could apply
these strategies in an exciting way. Most students are
dyslexic, so they were taught these evidence-based
strategies as advocated by the Orton-Gillington
approach to learn to spell systematically. The Spelling
Bee involved the whole school, in which two students
from each class pitted their skills against their peers in
four nail-biting rounds. The Socrative application was
harnessed to great effect as students tried to win a
Spelling Bee trophy for their class.

This session will share how students’ confidence was

boosted through this two-pronged approach of
strategies and Spelling Bee as they thought on their
feet and showcased their skills. Participants can
expect to gain insights on how to execute a purposeful
programme aimed at teaching spelling in their schools.
5 Musicable @ This poster will focus on the features of a teacher- SPRINGDALE
SDPS – developed customised mobile application (app), PRIMARY
Teacher- named ‘Musicable@SDPS’ using the platform ‘Glide’, SCHOOL
Created Music created by our music teachers since 2019.
Mobile
Application The app consists of 4 tabs and the first tab is a
(App) for compilation of Music resources sorted out by levels
Teaching and from Primary 1 to Primary 6. Within each level,
Learning students will be able to find worded explanation,
pictures and videos for all the topics covered, including
links to related SLS lesson from MOE library. This
allows students to embark on self-directed learning.

B2
 The second tab includes Music games which allows
students to interact with musical tools using a tactile
approach with their mobile devices.

The third tab consists of music videos from the

core/dynamic repertoire and other songs used in
teaching and learning.

The last tab includes quiz and survey to gather

feedback from students and also for formative and
summative assessment.
6 Infusing Drama Drama plays an important role in students’ acquisition CANTONMENT
Into the English of the language skills. It allows them to communicate PRIMARY
Language and interact with one another in new ways. It also SCHOOL
Classroom provides opportunities for students to explore a new role
and experiment with various personal choices and
solutions faced by the characters in the stories. In
addition, it is gives students an outlet for emotions,
thoughts and dreams that might otherwise not have
means to express. The added bonus of infusing drama
in English lessons is the fun and joy that it brings to
language learning. In this sharing entitled, Infusing
Drama Into the English Language Classroom”, we will
share with you several drama lessons using techniques
like “Freeze Frame” and “Hot Seating” to teach reading
comprehension, writing and oral skills.
7 Leveraging on Leveraging on digital tools to sequence and scaffold HOUGANG
digital tools to the Teaching of Composition in Art. SECONDARY
sequence and SCHOOL
scaffold the Teachers will be exposed to how purposeful selection
Teaching of and sequencing of content help to improve student’s
Composition in understanding of Composition in the lower secondary
Art. Art lessons and be aspired to leverage on technology
to facilitate creative thinking and reflection in their art
making process.

Through a detailed sharing of the lesson, participants

will gain an understanding of how strategies such as
the thinking routine, ‘See-Think-Wonder’ and
assessment for learning tool ‘Praise-Question-Polish’
are applied to create a productive atmosphere of
learning. These strategies encourage students to
share ideas, express and dialogue using digital tools
and platforms.

Students’ end product, which was an art composition

designed in PicsArt app, showed a significant
improvement after the infusion of these strategies
supported by feedback and reflection on SLS.

The poster authors invite all Art teachers to join them

in exploring what other topics may be extended to with
such strategies.
8 An Artistic The poster presents our Sec Two Art unit lesson WEST SPRING
Journey into a themed ‘Perspective and Illusion of Space’, consisting SECONDARY
Creative World of a series of 10 lessons – scaffolding learners to SCHOOL

B3
 of Perspective construct understanding of spatial depth and space
and Illusion of through techniques of perspective drawing. The choices
Space of art content relevance are carefully tailored to engage
learners for a holistic learning experience. Lesson
triggers involve out-of-classroom collaborative activities
such as creating Anamorphic Tape Art within the school
compound to bring creativity out of the classroom. This
allows learners to view the world in different
perspectives, understanding the many insights to
making art relating to our life and reality. The final
project is a digital creation of a surrealist Dreamscape
with the various perspective drawing techniques learnt.
With use of e-pedagogy, these lessons are designed to
encourage active learning in a participative,
interconnected, and reflective classroom to nurture the
future-ready learners in the current digital world.
9 Exploring the To further enhance students’ learning in the classroom, HENRY PARK
use of self- a group of teachers explored the use of self- PRIMARY
assessment as assessment as a mean to improve formative SCHOOL
formative assessment practices in the mathematical classroom.
assessment This poster will share the use of self-assessment on the
learning achievements of a group of students in a
mathematical classroom over a period of two years.

To heighten students’ awareness of the required

learning objectives in the various mathematics topics,
students completed a set of self-assessment checklists
after they had learnt a topic or completed an
assessment. This aims to enable the students to identify
and recognize any learning gaps which they may have
and ways in which these gaps may be closed. The use
of regular self-assessment acts as a platform to
increase students’ self-awareness as well as to facilitate
their development as reflective learners so as to enable
them to become more independent in regulating their
learning through identifying, correcting and learning
from their errors.
10 How to be a To introduce marketing concepts to students, teachers BOON LAY
Boss?: A of Boon Lay Secondary School designed a SECONDARY
blended multidisciplinary Student Initiated Learning experience. SCHOOL
multidisciplinary This poster invites teachers to explore key applications
approach to of technology that enhance the design of blended
Student multidisciplinary learning experiences with real world
Initiated applications.
Learning
Taking the role of entrepreneurs, students embark on
an asynchronous self-paced acquisition learning
experience to learn basic marketing concepts. At a
synchronous enrichment programme, students
subsequently apply these concepts by collaborating on
a business proposal project while getting inspiration
from practitioners. This learning experience allows
students to envisage how Elements of Business Skills,
Nutrition and Food Science and Art knowledge can be
applied together in a real-world setting. At the same
time, students can apply 21 Century Skills such as

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 critical and inventive thinking as well as
communication, collaboration and information skills.

Interested teachers may get in touch to collaborate on

similar multidisciplinary learning experiences.
11 Using Purpose: FIRST TOA
Assessment In line with the school’s efforts to engage students in PAYOH
Information For the assessment process, P6 teachers guided students PRIMARY
Mathematical to act on assessment information and feedback to SCHOOL
Problem- close learning gaps on mathematical problem-solving.
Solving Upon receiving their marked scripts, it is imperative
that students delve deeper into each math problem by
analysing them diagnostically. Using some guiding
questions and through class discussions, students
reflect on their problem-solving strategies, and assess
their learning through solving parallel mathematical
problems.
Methods:
A pilot project was conducted to study the impact of a
class of P6 High Progress and Middle Progress
students being diagnostic in an assessment task on
mathematical problem-solving. After the students had
received their Term 1 and Term 2 test scripts
consisting of 17 math problems each, they learnt to
diagnose their solutions to the problems based on
information available such as teachers’ marking,
feedback and corrections. Using some guiding
questions and through class discussions, students
learnt to reflect on their problem-solving. For each test,
3 lessons lasting 60 minutes each over a period of 3
weeks were conducted. Students then took another
test comprising parallel problems, applying what they
have learnt. Students showed improvement in
problem-solving after they learnt to be diagnostic.
From the interviews conducted, students reported that
they became more cognisant and metacognitive during
their attempts to solve mathematical problems.
12 Creating Home- This poster will share the steps and considerations CHUA CHU
based taken to design and implement home-based learning KANG
Chemistry experiences for students. SECONDARY
Learning SCHOOL
Experiences With the introduction of regular Home-based Learning
Days in schools, opportunities were created for
students to better appreciate the significance of science
in life and society. As such, teachers of Chua Chu Kang
Secondary School designed various experiments to be
carried out at home. These experiments not only
allowed students to actively experiment independently
at home, but with the aid of online tools, students were
able to reflect on their learning and receive immediate
feedback.

The results of a students’ survey also showed that

students were engaged with minimal teacher
supervision and felt that these learning experiences
benefited them.

B5
 The poster authors invite all Science teachers,
especially those teaching Chemistry, to join them in
exploring what other topics lend themselves well to
learning from home-based experiments.
13 A cognitive This poster presentation will focus on the use of SEMBAWANG
strategy to concept mapping with popplet for the learning of lower SECONDARY
learning lower secondary Science, as part of check-out activities. SCHOOL
secondary
Science Technology (i.e. popplet) is harnessed at the end of
harnessing the learning activities as part of the check-
popplet out/reflection routine for students to articulate their
understanding and applications through concept
mapping.

Scaffolds in the format of thinking routine (i.e.

Connect-Extend-Examples) is designed to guide
students in their thinking and reflection process.
Through this thinking routine, students were provided
opportunities to extend their learning with scientific
reasoning, articulating the concept learnt and
connecting ideas, explanation (or reasons),
notwithstanding citing examples (or applications in
real-world context).

With this learning routine, students learnt to reflect at

the end of the learning activities to communicate the
new concept(s) acquired and make their thinking
visible with connected ideas, explanation, examples to
the concept in the form of concept map harnessing
popplet.

Students were engaged in the learning process and

were fascinated to construct their personal concept
map optimising the features of popplet. Besides the
positive affective domain of learning, students deepen
their understanding of the subject knowledge and
taught the students to ‘learn how to learn’ in the
learning process.

The poster authors invite all Science teachers to join

them in exploring a cognitive strategy enabling
students to learn lower secondary Science in an
engaging and reflective manner harnessing their
Personal Learning Device (PLD).
14 A Visual Despite the intensity and regularity of SDR CORPORATION
Classroom – intervention, some students continue to show PRIMARY
Enhancing difficulties with blending words. Scaffolds, in the form SCHOOL
Phonemic of visual supports, can help in reducing memory
Awareness demands for these students. In our lesson study, two
Using Visuals types of visual supports were used, a Blending Slide
in School- and Picture Cards.
based Dyslexia
Remediation The Blending Slide, an image of a playground slide,
(SDR) aims to exercise the visual-kinaesthetic learning style
Programme by involving visual and body movement while learning

B6
 word blending. The Picture Cards seek to draw a
stronger connection between the decoded words to
their meaning. As they were used during waiting time
during turn-taking, they also became a form of learning
engagement.

Observers in the research lesson study noted that

students, who struggled with holding individual speech
sounds during blending, benefited from the use of the
Blending Slide. Matching Picture Cards also improved
the targeted student’s word memory, spelling and
recalling.
15 Mitigating Purpose: TEMASEK
screen fatigue: This poster will introduce a science lesson package SECONDARY
Device-free using device-free gamification, reducing the screen SCHOOL
gamification fatigue caused by excessive device use. Leveraging
that empowers on this methodology, students are empowered through
and engages differentiated instruction and engaged through a
the learner gamified learning and collaborative classroom
experience without extensive preparation time for the
teachers.

Methods/Approach:
With the introduction of personal learning devices
(PLD) for students and the influx of ed-tech tools
available for teachers, the rapid increase of screen
time and technology-driven distractions is a cause of
concern. Can we achieve 100% engagement without
the use of digital screens?

In this poster, teachers will be exposed to SAMR

framework of using technology for teaching and
learning as well as how to leverage on the Self-
Determination Theory, Outside-In Blended Learning
Model, and Tomlinson’s Model of Differentiated
Instruction (DI) to empower learners. Teachers will
also take away a ready-made tool that allows them to
seamlessly embed a gamified learning and
collaborative experience in their lessons.

A post-lesson student survey conducted affirmed the

high levels of engagement, effective DI and strong
application of learning observed in the classroom.

Miscellaneous:
Resources developed for the lesson package will be
shared for all to use and adapt for their respectively
teaching levels and subject. Collaborative resource
creation and addition of features can be explored.
16 Food Security Purpose: CEDAR GIRLS'
and Design of A STEAM lesson package was designed to address SECONDARY
an Edible the issue of food security in Singapore through the SCHOOL
Landscape - An development of an edible landscape.
integrated
STEAM Approach (context):
approach Students learnt about the complex issue of food

B7
 security in Singapore across different subject
disciplines through an integrated STEAM approach.
Using a learning journey to Edible Garden City, an
online farming game, Science inquiry, Mathematical
modelling and Design Thinking, students considered
multiple factors and trade-offs when developing their
edible landscape. Students also learnt 21st century
competencies skills through this project.

Approach (results):
Students increased social awareness of Singapore’s
vulnerability in food security and how different
disciplines can be integrated in problem-solving in real
world context. Results of a student survey showed that
students understood the idea of responsible decision
making in achieving sustainable food production and
gained appreciation of Singapore’s constraints and
vulnerabilities.
17 Using Deck This poster will focus on leveraging e-pedagogy to MERIDIAN
Toys to Bring incorporate a virtual learning journey to Sungei SECONDARY
the Mangroves Tampines with the use of Deck.Toys. SCHOOL
Home
(A In 2021, with all external field trips ceased due to the
geographical pandemic, the geography teachers initiated a pilot
investigation on project to conduct a virtual field trip to Sungei
the mangrove Tampines so that students could still carry out a
forest in Sungei geographical investigation related to their topic of
Tampines) study. They had the experience to apply their learning
of Geography to real world phenomena and related
issues.
This poster invites all teachers, especially those
teaching Geography, to explore the creation and value
of virtual field trips in enhancing their teaching.
18 CHAMP for Life This poster will focus on providing support to teachers LIANHUA
– Developing who are seeking guidance or ideas on values-based PRIMARY
Character education through sports and outdoor education. SCHOOL
through Sports
and Outdoor Teachers will be exposed to how active learning
Education strategies, such as peer coaching, values infused
physical education lessons and reflections, may be
applied to shape behaviours for character
development and values education.

Qualitative data gathered through students’ personal

reflective statements, teachers’ observations and
parents’ feedback suggest that active learning
strategies promote deeper learning that facilitates
understanding and real-life application of values.

The school seeks to also invite all teachers, especially

those from LLP (SOE) schools, to network and share
good practices.
19 STEM and e- STEM and e-Pedagogy in Chemistry - Making Fertiliser KRANJI
Pedagogy in Salts! SECONDARY
Chemistry - SCHOOL
To enhance students’ understanding of the salt

B8
 Making preparation methods in Chemistry, teachers of Kranji
Fertiliser Salts! Secondary designed an active learning lesson package
using STEM and e-Pedagogy for students to make
fertiliser salts. This poster will share the design
considerations as we crafted this lesson package.

Teachers will be exposed to how e-Pedagogy may be

applied to strengthen practical-theory integration in the
learning of Chemistry. With the use of ICT, students
work collaboratively, and practise metacognition to
design their fertiliser salt preparation method. To
increase STEM application, students carried out their
method to prepare the fertiliser salts in the lab and used
them on vegetables in the school’s edible garden,
gaining an appreciation for the real-life application of
salts.

It was observed that this package has led to more

visible understanding of the concepts and better
engagement in the topic compared to direct teaching
approaches.
20 Growth Growth Footprint - Nurturing self-regulated resilient MAYFLOWER
Footprint - learners through use of an e-portfolio. The synchronous SECONDARY
Nurturing self- workshop will focus on the use of the Self-regulated SCHOOL
regulated model and Strength Based Approach to develop
resilient students’ resilience through journaling in an e-portfolio
learners during FT lessons. Teachers will be exposed to how
through use of Zimmerman’s Self-regulated model and Edith
an e-portfolio Grotberg’s Strength Based Approach may be applied in
FT lessons together with the use of an e-portfolio, to
develop students’ resilience and self-regulation skills.
During the session, both qualitative and quantitative
data will be shared. A pilot project was conducted to
study the impact of our Secondary 3 Normal Course
students’ resilience and self-regulation skills with the
use of an e-portfolio. The Self-regulated model and
Strength Based Approach were used extensively during
FT lessons. The outcome and students’ survey results
showed that there was an increase in students’
resilience and ownership in their own academic and
personal goals overtime.
21 Feeding Title: Feeding forward in a differentiated classroom YISHUN
forward in a INNOVA
differentiated Purpose: A differentiated classroom necessitates JUNIOR
classroom customisation of feedback given. With essays as a COLLEGE
core assessment component for Humanities students,
a team of teachers from different colleges explored
how teacher feedback can enable students to be self-
directed in the process of feeding forward and building
self-regulation (Jones, 2012).

Approach: In order to strengthen assessment literacy,

the team adopted a critical inquiry approach through
the use of action research to reflect on the efficacy of
feedback for essays in particular as a tool for
Assessment as Learning (AaL) (Earl, 2013). Various

B9
 approaches including teachers’ self-reflection and
peer evaluation, and focus group discussion with
students were carried out and found to be informative
in understanding how
students can be empowered as active agents in the
feedback process (Chong, 2018).

22 How can Title: How can student talk be supported and assessed TAO NAN
student talk be in blended learning contexts in English Language SCHOOL
supported in a classrooms?
blended
learning This poster presentation outlines the exploration by a
context? group of teacher leaders in the East Zone Networked
Learning Community into how classroom talk can be
facilitated in both online and face-to-face contexts.
There will be focus on ways in which teachers can
enhance and extend students’ thinking in blended
learning contexts so that the learning of English
Language is made meaningful and purposeful for
learners.
23 Improving Improving student assessment literacy through use of BUKIT BATOK
Student rubrics SECONDARY
Assessment Purpose SCHOOL
Literacy A key goal of student assessment literacy is to nurture
through use of self-directed learners. This is the first step towards
rubrics them assessing their own learning, sharpen
understanding by providing structured feedback to
peers, and use effective feedback from teachers to
make improvements

Approach (context)
Universal rubrics are used for self-assessment for
improvement. The teacher would finally reinforce and
facilitate clear understanding on use of the rubrics.
Students would conduct self and peer assessment on
the rubrics. Students would demonstrate attaining
mastery by their ability to create graphic organisers for
the topic, and rise above by linking several concepts or
linking across topics.

Approach (results)
Challenges include time required to familiarise with
the rubrics and providing peer feedback. With
continued use of self and peer assessment, more
students attained mastery of topic.

Interested teachers may get in touch for the use of the

universal rubric for any subject.
24 Much-room for Purpose: YISHUN
Investigation This poster focuses on the role of IBL (Inquiry-Based PRIMARY
Learning) approach to empower Primary Three SCHOOL
students to take greater ownership of their learning as
they apply concepts taught to a structured
investigative study.

Method:

B10
 Leveraging the learning gleaned from employing the
equipment from the school’s existing food waste and
orchid hybridization programmes, pupils utilise the
food compost generated to cultivate edible mushrooms
in the school’s Plant Tissue Culture (PTC) Laboratory.
Through an investigative study, students work
collaboratively to explore the factors that affect the
growth of edible mushrooms; using evidence to
support their thoughts and claims.

For students, such learning experiences inspire

curiosity and help foster a sense of wonderment of the
world around them. It also empowers students to take
greater ownership of their learning by showing them
how science interplays with real life; extending
learning beyond the classroom.

Miscellaneous (Eco-stewardship Programme):

The programme also helps demonstrate the concept
of circular economy, which is key to sustainability.
25 Fostering This paper aims to explore how art students can NANYANG
Metacognition develop better metacognition using a formative GIRLS' HIGH
in Visual Art assessment tool that focuses on artistic dispositions SCHOOL
Education instead of technical skills. The team hopes that
through Radar through this assessment tool students become
Chart explicitly aware of their own strengths and
Assessment weaknesses in order to grow into more confident and
self-directed learners.
Teachers will be exposed to how metacognitive
strategies such as inquiry-based learning and critical
reflection skills coupled with the carefully designed
assessment tool (Radar Chart) help students to
enhance divergent thinking and develop intrinsic
motivation in improving both their understanding and
making of art.
The piloting results data and sample student artwork
exemplars have shown that students exposed to the
new formative assessment tool (Radar Chart) are
more engaged in creating original contents of art and
able to identify their AFIs independently to further hone
their skills. They were able to reposition their thinking
frames and develop their metacognitive processes
useful for deeper understanding of artistic themes and
techniques.
26 As It Was: This poster will show how students’ Historical Empathy NORTHLAND
Developing is developed through adopting viewpoints in a SECONDARY
Historical Synchronous and Asynchronous Discussion Learning SCHOOL
Empathy Experience.
through
Synchronous Aligned with the Singapore Teaching Practice of
and Facilitating Collaborative Learning, the Experience also
Asynchronous took cues from Laurillard’s research on Learning
Discussion through Discussion. With scaffolded activities for
Learning students to engage in meaningful tasks, students could
Experience monitor their own learning and learn collaboratively.

B11
 Teachers will be exposed to how technologically
modified (under the SAMR framework) perspective-
taking during the Experience can facilitate multi-
dimensional viewpoints that in turn deepen students’
historical empathy. Student outcomes will show the
benefits of carrying out the Experience both
synchronously and asynchronously. I will also share my
considerations in designing such an Experience.

Interested teachers may get in touch to discuss how

the Experience can be enhanced for more differentiated
instruction or join me in exploring other topics that lend
themselves well to such strategies.

27 Building This session aims to show how strategies to encourage ST. ANDREW'S
Metacognitive metacognition have been effective in a blended learning JUNIOR
Practice in the environment. In particular, the use of 1) learning goals, COLLEGE
Classroom with 2) online on-going self-assessment logs, and 3) guided
Blended reflection in the face-to-face classroom will be shared.
Learning The presenter will share lesson resources, student work
and reflections, as well as evidence of student learning.
This will take the form of pre- and post-intervention data
collected on confidence levels, and online learning logs.
It will be shown how knowledge and regulation of
cognition can help students become more successful,
because they are given more agency and autonomy,
and how the blended learning environment helps to
augment this. Although primarily trialled in the English
Literature classroom, the strategies adopted are
applicable to all subject areas. Participants will take
away ideas about how they can adapt and use these
research- and evidence-backed strategies in their own
classrooms.

B12
 ANNEX C

TCEF2023 for SEAMEO Participants – EXCEL Fest Booths

S/N Title Description Presented
by
1 Regular Home- The implementation of regular Home-Based Learning (HBL), Blended
Based Learning – as part of Blended Learning, is now an integral part of the Learning
Nurturing Self- schooling experience at secondary schools and pre-university Steering
Directed Lifelong institutions. HBL Days aim to develop self-directed, Committee
Learners independent and intrinsically motivated learners, and also Secretariat
serve as a canvas for schools and teachers to innovate to
further ignite students’ curiosity for learning.

At this booth, you will learn about key guidelines, useful

implementation tips, as well as good practices and stories
shared by schools to better achieve the intended outcomes of
regular HBL.

Visitors will learn about: (a) key guidelines in the

implementation of regular HBL, as well as responses to
commonly asked questions; (ii) useful tips in implementation;
and (iii) good practices as well as experiences in
implementation shared by secondary schools and pre-
university institutions.
2 Making the Should we have mobile furniture in the classroom? How might iCAP LSWG
Classroom Work the classroom support greater collaborative learning? & ETD
for You – How With new pedagogies, policies and teaching and learning
Learning Space practices, the spaces where teaching and learning occur can
Design Matters be updated and better leveraged. Schools and teachers have
experimented with the re-invention of learning spaces, in
particular, the classroom. Explore some good practices and
guiding principles to guide the re-design of your classroom.

Visitors will explore: (a) key principles to guide the re-design of

classrooms; (b) learning and teaching activities that
classrooms should support; (c) challenges in updating the
design of a classroom space; (d) measuring the success of a
classroom re-design effort.

C1
S/N Title Description Presented
by
3 Supporting Our educators are modern learners who demand a more ETD
Blended PD for agile, proactive, and creative approach when it comes to
e-Pedagogy in professional development. Often busy and time pressed, they
schools value being able to make choices regarding what and when
they learn. The COVID pandemic has also highlighted the
need for a new approach to PD in order to enhance efficiency
and convenience, and to support continuous learning that is
transferred to practice.

Together, this has prompted a shift to a blended mode of

professional development that meaningfully integrates
learning experiences that are:
a. online and in-person learning
b. asynchronous or synchronous

Join us at the booth to find out how schools can implement

the Blended PD Approach to optimise opportunities for active
learning and co-construction of knowledge to address the
professional learning needs of teachers!
4 Developing digital The affordances of technology and the access to Personal ETD
literacy with Learning Devices (PLDs) for every secondary school student
Personal have transformed teaching and created new possibilities for
Learning Devices learning. This has also given rise to new challenges as
(PLDs) schools grapple with the need to help students manage
learning and resources on both physical and virtual platforms.
This virtual booth will provide visitors with insights into how
teachers can leverage PLDs to hone students' digital literacy
skills and develop their self-directedness to prepare them for
an increasingly digitalised world.

Visitors will be introduced to authentic stories that exemplify

the school and department-wide strategies deployed by
different schools to empower students through the use of their
PLDs. These strategies aim to enhance the students’
personal productivity and support their learning through
effective application of digital tools.
5 Leveraging Learn about how Online Networked Learning Communities ETD
Online (NLCs) - EdTech Leaders Community (ELC) and Singapore
Networked Learning Designers Circle (SgLDC), can support the
Learning professional development of teachers and EdTech Leaders.
Communities for • Gain access to a wide range of lesson resources and ideas
Collaboration in shared by fellow teachers. These include lesson designs,
Enhancing recommendations on use of SLS features and other
Teaching and technology tools, and transformational strategies for effective
Learning with teaching with technology.
Technology • Collaborate with fellow teachers through synchronous and
asynchronous discussions to collectively inquire about e-
Pedagogy and other innovative EdTech practices.

Exchange good practices on classroom management

strategies, effective learning environment set-up, and network
with fellow members through discussions and webinars.
Develop stronger networks of support within the fraternity to
deepen EdTech knowledge and practices today!

C2
S/N Title Description Presented
by
6 MOE’s Use of MOE has embarked on three use cases as part of the ETD
Artificial National Artificial Intelligence (AI) project in Education,
Intelligence in comprising the Learning Feedback Assistant, Adaptive
Education Learning System and Learning Companion. Explore how AI
can provide Personalised Education and find out how our
teachers and students have been using the AI systems. Also,
learn about the efforts to promote responsible and safe use of
AI guided by the MOE AI in Education (AIEd) Ethics (and
Governance?) Framework.

Gain an understanding of how MOE’s AI projects

i. Cater to the diverse strengths and aptitudes of our learners
through greater customisation of learning.
ii. Nurture students to become lifelong learners by
emphasising the development of intrinsic motivation and self-
directedness.
iii. Strengthen teachers’ professional practice through data-
driven insights on students’ learning progress
7 EdTech Tools to Want to inspire greater ownership of learning among ETD
build a students? Or figure out how to create a safe space for your
Classroom of the students to share their thoughts and feelings? These are
Future some of the questions surfaced through the Classroom of the
Future team's user research in schools, resulting in EdTech
innovations to tackle these challenges. Visit our booth to try
some of these solutions!

Participants will explore EdTech innovations which can make

a difference in (a) activating students' intrinsic motivation; (b)
orchestrating coherent, engaging learning experiences; (c)
engendering constructive classroom dynamics; and (d)
supporting teachers' professional practice. These solutions
include: Learning Gamified, a resource that enables teachers
to leverage gamification for learning; Student Project
Management Tool, a tool that enables teachers and students
to manage projects; Mood Reflection Platform, a platform that
supports social emotional learning; Source Finder, a tool to
support teachers’ curation of resources, and more!
8 Exploring Is the future already here? Join us in a conversation about the ETD
Possibilities - an influence of technology on the future of education. Be
insight into the immersed in possible future scenarios, and discover what
future(s) of colleagues think about these possibilities and which paths we
technology in would find the most desirable. What trends or drivers lie in
education wait? How can we translate what we have learnt in thinking
about our classrooms for today and the future?

Participants will journey with us by exploring a multiverse to

discover what learning might be like in 2040, ranging from the
probable to the preposterous. Emerging trends and drivers
that may shape the educational landscape will also be
uncovered and participants get to engage in conversations to
generate views on what we desire for the future of learning with
technology. Futuring techniques shared can be translated to
classroom practices to encourage students to consider multiple
perspectives.

C3
S/N Title Description Presented
by
9 The Singapore The Singapore Student Learning Space (SLS) is MOE’s core ETD
Student Learning EdTech system and aims to be a one-stop hub for teaching
Space: Making and learning experiences. Visit our booth to experience SLS
Learning More through the eyes of different users!
Collaborative,
Self-Directed, 1 Gain new ideas on how you can use SLS both today and in
Personal, and the future through:
Flexible a) ‘Learning with SLS’, writeups and short video interviews
showing SLS use by different users and in various contexts ,
e.g. SPED student, prison school teacher, SST/HOD, Edtech
partner, digital textbook/content publisher, parent, HQ officer,
student interested in gamified content, young Overseas
Singaporean, teachers using SLS in-class and for
collaborative project work
b) Infographics and prototypes of current and future features

10 Transforming What’s This? Snap! (WTS) is a mobile application that Fuhua

learning spaces transforms any static space or set-up into an interactive Secondary
with mobile learning space. It allows students to actively study the world School
technology around them through multiple perspectives, stimulates their
thinking and encourages self-directed learning.

A major pedagogical approach of Fuhua’s ALP on Forensic

Science is to task students to assume the role of forensic
investigators to study a mock-up crime scene to sift out
evidence for further investigation. WTS, using image
recognition technology, recognising the key elements of the
crime scene identified by the students will provide information
to deepen and broaden their knowledge and pose questions to
stimulate further thinking and spark curiosity.

The key elements as well as the questions and information

provided are entirely designed and inputted by teachers. The
application is fuss-free and easy to use, supporting teachers in
the design and implementation of inquiry-based learning.
11 HumaniTJourney: As part of the MOE Humanities Scholarship programme, Temasek
Planning scholars are expected to go on an annual Overseas Junior
Localised Enrichment Programme (OEP) to broaden their intellectual College
Learning horizon through study and immersion opportunities beyond the
Journeys in the borders of Singapore. In light of the Covid-19 context and
COVID pandemic closing of international borders, the traditional OEP was not
able to be carried out. Our solution was then to reconfigure the
OEP experience to a localised one, but in a way that would still
allow our students to immerse and engage with important local
and international issues through inquiry, experiential learning
and perspective-taking.

Our reconfigured ‘trip’, the HumaniTJourney, saw the use of

virtual tours, experiential workshops and in-depth discussions
with key stakeholders to enable participants to challenge and
broaden their intellectual awareness of key tensions in society,
and then translate that learning into feasible action plans.

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S/N Title Description Presented
by
12 Virtual Escape Gamification and escape rooms are commonly used classroom NUS High
Room on tools in recent years. Studies have shown that these tools are School of
OneNote platform beneficial in engaging learners, providing intrinsic motivation Mathematics
for students to achieve learning goals and increasing and Science
enjoyment of learning. However, the recent COVID-19
pandemic poses constraints in planning a physical escape
room while adhering to safe management measures (SMM).
Thus, we explored the possibility of pivoting the activity online.
Though virtual escape rooms are commercially available, it is
costly and there are none who is able to customize content to
cater to our curriculum as well as students’ learning needs. We
therefore designed our own virtual escape room. OneNote was
chosen as the platform as our students and teachers are
familiar with the app. This choice of app helps to support the
teachers in the creation process and makes the activity easily
accessible to the students.
13 Enhancing the The objectives of this project are as follows: Bukit Batok
immersive (1) Designing a VR laboratory where students could perform Secondary
learning Qualitative Analysis (QA) tests to determine two unknowns R School
experience of & S.
students in (2) Designing a VR laboratory where students could perform
Chemistry Potassium Iodide (KI) tests to determine the presence of
experiments oxidising agents.
using Virtual
Reality Innovations and outcomes:
laboratories (3) For the QA VR laboratory, the experiment is based on
reactants that are classified as Explosive Precursors (EP)
hence it is not allowed to be conducted in schools. With the
VR laboratory, students are still able to perform the
experiment safely and experience the rich colour change in
the reactions.
(4) For the KI VR laboratory, the observations made from the
vibrant colour change, excite and deepen students’
understanding of Redox reaction. This VR laboratory serves
as a test bed for experiments that require students to identify
the presence of oxidising agents.
14 SPARKLE The team conceptualised SPARKLE (Science Pack - Activity Curriculum
(Science Pack - Resource Kits for Learning) as part of an integrated suite of Planning &
Activity Resource resources to support the hands-on teaching and learning of Development
Kits for Learning) Science at the primary level. Division 1
The development of SPARKLE involves conceptualising kits
to address students’ alternative conceptions; prototyping and
trialling to ensure meaningful learning, functionality and
safety; as well as developing accompanying textbooks,
activity books, teaching and learning guides and SLS
resources for an integrated experience in understanding and
applying Science concepts and skills.

These kits can be used in formal and informal learning

spaces to nurture curiosity and wonder; as well as used at
pre- and in-service training by various partners (e.g. AST and
NIE) to support science teaching and learning.

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S/N Title Description Presented
by
15 Web-Based This project pioneered the establishment of a robust workflow Raffles
Augmented to develop Web-based Augmented Reality (WebAR) Institution
Reality in experiences for use in Chemistry Education. WebAR
Chemistry resources were developed at no cost and are accessible to
Education learners and educators. The ability to teach and learn using 3D
models served to alleviate challenges posed by the 3D
visualisation of sub-microscopic structures at various
educational levels. Customised WebAR resources aligned with
national examination syllabi were implemented for the first time
in Singapore for Raffles Institution’s A Level chemistry lectures
and tutorials, as well as in some secondary schools. While
using WebAR resources, learners engaged in active learning
and could better visualise and understand chemistry concepts.
Developed WebAR resources were consolidated in a public
Google Site for easy adoption by educators of all levels. This
project offered significant time and cost savings and uncovered
numerous untapped opportunities for future development.
16 Artificial Reading fluency has been referred to as a bridge to Fairfield
Intelligence in comprehension. It is an important part of the MOE’s English Methodist
reading for (EL) syllabus. The common practice for fluency occurs through School
student-centric extensive oral reading practice. (Primary)
oral practice
Reading practices are vital to students developing these skills
for feedback and for teachers to check on students’ progress.
However these are limited by class time the teacher is able to
have for practice, exacerbated by full Home-Based Learning
(fHBL) between 2020 and 2021.

With use of Artificial Intelligence (AI), it enables pedagogical

elements that are difficult to include in regular instruction, such
as increased practices with quality feedback in the form of
detailed reports of individual students’ reading fluency as well
as data on reading fluency as a class. It has revolutionised oral
practice to a student-centric practice, creating space and time
in class by offering powerful formative assessment data and
tools to analyse student progress, so teachers can have space
to design strategies and one-to-one coaching for weaker
students without compromising valuable instructional
time.These strategies are incorporated into lesson design
guided by SLS pedagogical scaffold.

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S/N Title Description Presented
by
17 UNTAME: UNTAME: Beyond Boundaries aimed to go beyond the Science
Beyond physical limitations and experience approaches towards Centre Board
Boundaries educating the public on STEM through a multidimensional
experience. This programme enabled participants to uncover
the mystery character that they resemble, take part in a virtual
social event & compete virtually, and explore STEM through a
blended experience of experiments, interactions, and DIYs. In
additional, participants also had opportunities to interact with
local & international STEM educators & performers, as well
as participate in a unique onsite experience at Science
Centre Singapore.

This was the first of a kind blended experience at Science

Centre, where the online experience was hosted on 2
platforms – Moodle and Mozilla Hubs – with 4 experiential
zones (Space, Mind, Food, and Theatre). Participants
completed quests, accumulated points, and revealed a
hidden character based on the quests they completed. As
one of the objectives was to make connection with RIASEC
codes and careers, the 4 mystery characters selected were
astronaut, athlete, cyborg, and magician. Activities integrated
with the experience included online activities and onsite
activities.
18 Peer Support and Our PSR efforts aim to strengthen the network of positive Dunearn
Relationships relationships and foster a culture of care. We also seek to Secondary
(PSR) Efforts strengthen students’ resilience by promoting a peer support School
mindset and equipping them with peer support skills.

At Peer Support Level 1, every Sec 2 student learns basic

skills like help-seeking and help-giving based on situations
they may face in school. In-house resources are used to
clearly demonstrate to students on use of appropriate
strategies, including a role-play video by our own students.
Form Teachers are trained first to enhance their competency
in lesson facilitation.

At Level 2, we appointed specific students as Peer Support

Leaders (PSLs) to help, bond and influence their peers
positively and to proactively support their peers in distress.
The PSLs learn additional skills in the areas of befriending
and bonding, help-giving, and self-management.

PSR efforts are progressively scaled up, drawing from

lessons and making improvements.
19 Embracing a The COVID-19 outbreak has seen a drastic change in the Hong Wen
Healthy Lifestyle way teachers go about teaching & learning. With the School
and implementation of safe management measures (SMMs),
Strengthening many of the sporting events in schools were cancelled as part
Character of the safety measures.
Through Virtual
Sports Challenge In Hong Wen School, the Sports Day and the Lower Primary
Sports Day are 2 annual events whereby students would
relish the opportunity to compete with one another in a series
of relay races. Cheered by their parents and teachers, the fun

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and joyous occasions were key highlights of their Primary
school days.

However, during the Covid pandemic, to avoid cancelling both

events which involved mass gathering of students, the PE
teachers innovated and came up with a Virtual Sports
Challenge that allowed both events to be conducted online,
without compromising the camaraderie and the sense of pride
and belonging that competition brings.
20 Alternative One of the key skills that needs to be mastered in order to Assumption
approaches in produce high quality bake products is the rolling of a dough to Pathway
Baking Vocation even thickness. Baking teachers have observed that this School
for students with fundamental skill posed a significant challenge, especially to
learning students with special educational needs. Thus, this project
difficulties. explores five alternative approaches of rolling out bread,
cookies and pastry dough to the required thickness evenly and
effectively. The functional value of the five approaches focuses
on what students can (vs. cannot) do and the problem solving
process of matching their ability to the task, while appreciating
their cognitive and motor challenges. From the results of this
action research, we developed a jig that, when used with a
typical rolling pin, would enable all individuals with cognitive-
motor difficulties to be successful in the task.
21 Using e- The project “Using e-Pedagogy to Enhance Student’s Quality Deyi
Pedagogy to of Learning in Geographical Investigation” was Secondary
Enhance conceptualised by a team of Geography teachers as a part of School
Student’s Quality a Professional Learning Communities (PLC) Project in Deyi
of Learning in Secondary School. This was an ongoing project spanning
Geographical across a year.
Investigation
The team wanted to explore how the affordance of e-
Pedagogy such as ArcGIS and SLS can be used to enhance:
I. the teaching and of Geographical Investigation (GI) and
II. students’ quality of learning in terms of student’s spatial
thinking and analysis.

This e-pedagogical innovation uses ArcGIS to facilitate

students’ collaborative efforts to collect weather data from 4
identified locations from around the school (i.e. the futsal
court, driveway, school field and quadrangle) and present the
consolidated data on a base map of the school. This helped
students in the spatial visualisation of data and to make
sense of spatial patterns observed.

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22 Polarity Thinking The project introduced Polarity Thinking (PT) as one of the key Student
as a Pedagogical pedagogical approaches for the Pre-University Character and Development
Approach for Citizenship Education (CCE) 2021 Curriculum. PT is a tool that Curriculum
CCE (Pre- helps individuals and organisations navigate issues and Division
University) decisions from a “both-and” and not “either-or” perspective. In
the context of CCE (Pre-University), it enables older
adolescent students to grow in their capacity to navigate
complexity in issues, decisions, and people. This is especially
critical as issues are increasingly complex and the
competencies to navigate polarities are necessary for the
emerging young adult to make sense of the world they are in.

From end-2020 to present, the project involved garnering buy-

in for Polarity Thinking among relevant personnel in CCEB/GB
and Pre-University CCE educator fraternity, followed by
professional development of CCEB/GB specialists/officers,
school Key Personnel and Specialised CCE teachers to build
expertise in the fraternity. It is also incorporated within
curriculum resources for CCE (Pre-University).
23 National Youth The National Youth Environment Conference (NYEC) is a Nan Hua
Environment student initiative organised by students. Students take High School
Conference ownership in planning and organising the entire conference.
With a strong focus on the environment, the conference brings
about like-minded students who want to create a sustainable
environment for the future.

The NYEC adopts the format of a Model United Nations (MUN)

Conference. By getting participants to role-play as delegates of
assigned countries, the student participants actively discuss
various environmental issues on a global scale. We also invite
guest speakers to speak on related environmental issues.

As delegates, they have to present their country’s stance and

protect their country’s interest while collaborating with other
delegates to come to common grounds and draft resolutions
that the majority of the committee members can adopt. In the
process, participants learn essential 21st-century
competencies such as global awareness skills, critical thinking
skills, communication skills, and collaboration skills.
24 Learning and The Covid-19 pandemic resulted in disruptions to learning Kranji
Leading Without experience. By stepping up ICT affordances and stepping out Secondary
Borders - to establish learning network, Kranji redesigned learning School
Stepping Up and experience and launched three broad initiatives:
Stepping Out
1) Global Voice – Extending Learning Communities in Asia
The school established new educational partners in Asia, for
conference discussions and virtual school exchanges. This
ensures continuity of 21CC outcomes when international
travel is curbed.

2) Cyber Voice – Influencers in Cyber Wellness

Our students act as agents of change by facilitating online
training on Cyber Wellness . This is critical as COVID-19
accelerates the digitalisation of people’s lives.

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3) Champions for Sustainable Living

A virtual package on the biodiversity in Kranji Marsheswas
developed to allow students to advocate for biodiversity
conservation. The school, in partnership with ASEAN Studies
Centre from the Institute of South East Asian Studies (ISEAS)
and Republic Polytechnic, also created new learning
platforms for our students.
25 Effective Minister Ong Ye Kung (2020) highlighted, as part of the Wellington
Approaches for refreshed Character and Citizenship Education (CCE) Primary
Contemporary curriculum, that there is an increased emphasis on the School
Issues teaching of moral values and contemporary issues to help
Discussion in students understand the complexities of our country and life.
Values-based Well-structured Contemporary Issues Discussion (CID) in
Lessons lessons develop young students’ critical thinking skills as they
deliberate on issues, develop reasoning skills for strong
arguments and provide supporting evidence for their claims in
CCE, Social Studies and language lessons. Using Circle of
Viewpoints as a thinking routine tool and Paul’s Wheel of
Reasoning as a scaffolding structure, lessons were designed
to guide students through inquiry, discussion, and problem-
solving in CID. These lessons engage primary school students
in collaborative learning as they reflect on their meaning-
making experiences.
26 Virtual Global In collaboration with Gardens by the Bay and partner schools Canberra
Sustainability from ASEAN, China and South Africa, Canberra Primary Primary
Development School (CPS) spearheaded Global Sustainability School
Programme Development Programme (GSDP) 2021. Programme
(GSDP) objectives:

● Enable pupils to know their national prides and global

sustainability
development in the countries from their partner schools;
● Develop the ability to think critically, assess options and
curate
learning;
● Provide opportunities for pupils to work together in ideating
and creating solutions

The innovative use of technology-enabled platforms allows

pupils to connect, collaborate, celebrate and learn
continuously. Learning is structured around the Design
Thinking framework, which is a creative problem-solving
process emphasizing on empathy.

This is the first time CPS co-developed a virtual expedition

with Gardens by the Bay. Pupils were able to:
● Explore Gardens by the Bay virtually
● Share their national prides
● Brainstorm innovative solutions to sustainability issues and
create artefacts
● Celebrate learning through presentations of artefacts and
cross-cultural sharing

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27 Innovative and The Geography Unit introduced urban farming for students’ Punggol
Sustainable Geographical Investigation project, framed within the larger Secondary
Urban Farming context of food security in Singapore. The objectives of this School
project are to provide students with:

i) hands-on experience in better understanding the innovative

way of using technology to make Singapore less reliant on
food imports.
ii) a more engaging learning experience; and
ii) an opportunity become active contributors to the
community.

This project is innovative because it departs from

conventional topics (e.g TRF, traditional farming) used for GI
and incorporates an element of service to the community; and
adopts the Blended Learning (BL) approach. Additionally, the
school was resourceful in optimizing existing resources for
the set-up of the urban farm which resulted in cost-savings.
Outcomes are positive - students experienced first-hand how
technology can assist food production, and had a meaningful
experience in directly contributing to the community.
28 The Road to The staff of HYSS and JPJC collaborated to develop a Hua Yi
Independence, History card game, ‘The Road to Independence, 1945 – Secondary
1945 to 1959 – 1959’. School
Pushing the
Frontier of Game This game was designed to elicit greater engagement and
Based Learning understanding from the students learning the topic of post-
in the Sec 2 WWII events up until before Singapore’s achievement of self-
History governance in the Secondary Two History syllabus. This topic
Classroom is regarded by stakeholders to be dry and difficult to teach
and learn. The mechanics and gameplay experience were
specifically designed to help the players acquire and
internalise the Knowledge and Skills (KS) as well as Values
and Attitudes (VA) in the 2021 TLG for the topic in addition to
internalising elements of National Education.

Lessons designed by the teachers using the game for the

Secondary Two Historical Investigation (HI) project were
trialled in 2021. The results from the student survey were
positive and encouraged Hua Yi Secondary to publish 9 sets
using a professional printer for future use.

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