English Department Leverages on Technology

The English Language Department has spearheaded programmes that underpin the student as an empathetic communicator. Its main thrust is to equip the child with these skills to make an impact in society. At lower secondary, Virtual Reality (VR) goggles are used to help students overcome their fear of public speaking. The upper secondary professional learning team then leveraged gamification strategies to scaffold student’s learning. Gamification as a strategy for writing was introduced to help students write more effectively. During lessons, students could build their own avatars and compete with their friends to gain points for some tasks that were created for them. They then embarked on a role-playing game assuming the identity of an explorer on various journeys to different parts of Singapore.

Head of Department, English Language and Literature, Mr Muhammad Hafiz Bin Salleh shared that

“Our department teachers have been authenticating the students’ experience to build relevance in their everyday teaching. We believe that effective communication skill in speaking and writing is important so that when the student leaves Springfield, they will be able to realise the power of the language and be able to use it effectively in all domains of their lives.”

Experiential Learning

The Mathematics Department makes abstract concepts more concrete and applicable in everyday life. On Pi day, children’s stories were used to make Maths come alive. Pi, an important concept in Mathematics was taught through story-telling techniques. It was to give Springfield students a greater appreciation and understanding of Pi and its origins. The programme was also supported with an SLS package, through fun activities centred around Pi.

The teacher’s spirit of innovation took greater heights as trigonometry ratios were taught in an experiential way. Students were tasked to measure the height of the flagpole using trigonometric ratios. They had to use the measuring app on their phones to find the angle of elevation of the flag pole from fixed distances. After gathering data, students tabulated their data on google sheets. They made use of the formulas within google sheets to aid in their calculations. This experience gave them exposure to Excel which can be seen as an introduction to coding. Students enjoyed the experience of gathering their data and were able to collaborate online.

Experiential Learning:

Math Trail

As an alternative assessment, students underwent a Math Trail where they had to collaborate in pairs to solve real-world mathematical questions. Students researched for information that they need by going to various locations within the school like the General Office and school canteen. With the information gathered, they then apply their knowledge to solve the questions at hand.

Students were also given the opportunity to apply their mathematical concepts when they were given actual data collected via the school's 'Walk for Rice' campaign to evaluate the speed at which some students walked during the campaign.

Experiential Learning:

Supermarket Experience

Students were tasked to ‘visit’ the supermarket to experience the process of decision-making and budgeting as part of enriching students’ learning. Students were tasked to spend their $10 voucher to buy as many chocolates as they could. They had to use the concept of approximation and estimation to make full use of the voucher that they had.

INTEGRATED LEARNING

Professor Tan Eng Chye, President of the National University of Singapore

“Covid-19 has exposed many “wicked problems” that are ill-defined, mutate all the time, defy single-discipline solutions and even challenge established bodies of knowledge. The pandemic has taught us that it is more than a medical issue, with a broader impact on society, politics, the economy and the environment. To even try to understand it much less solve it, requires integrating knowledge, skills and insights from different perspectives.”

SFSS has made inroads into interdisciplinary approaches in learning. The Mathematics and Science departments have combined their efforts in ensuring that students are able to have a holistic view of their subjects.

Science and Math Dept. Integrated Learning:

Kite Making and Flying

Kite-making during post-exam was an activity where students explored the Mathematical concepts of the Bernoulli principle and Physics concepts of the different forces that act on the kite which allows it to ascend: tension, thrust, drag, lift and gravity.

Science and Math Dept. Integrated Learning:

Escape Room

A collaborative effort by the Mathematics and Science department, the Escape Room experience for all secondary 1 students sought to integrate multiple concepts from both subjects taught throughout the year. These concepts were presented along with some gamification through the use of the online application Decktoys platform. Students were immersed in a storyline, having to solve mathematical and science-based puzzles in order to 'fly their plane out of the Bermuda Triangle'. Through the use of their learning devices, students worked collaboratively, applying their knowledge towards a novel and exciting scenario.

Science and NFS Unit Carnival:

Fiesta

A Nutrition and Food Science (NFS) & Science Carnival was organised for Secondary 2 students to explore science and food in the world around them, through exciting and engaging activities such as building their very own roller coaster and designing a 3D jelly cake. These activities were carefully planned to extend students learning of scientific concepts that they had previously learned during lessons.

Malay Language and Podcasting

The Malay Language Unit has introduced Podcasting as one of the latest mediums to emerge into the mainstream into their curriculum. The podcast is an audio programme, just like Talk Radio. It is a series of spoken word, audio episodes, focused on a particular topic or theme. One can access it via their smartphone and listen to it whenever and wherever they like. Thus, podcast provides the students with the opportunity to learn, as a podcaster or a listener, anytime or anywhere. Students are able to have an opportunity to enhance their language skills at their own convenience.

In Springfield Secondary School, the teaching and learning of Mother Tongue Languages (both Chinese and Malay Languages) emphasises on the need for it to be authentic and contextual. Learning can and should take place not only beyond the four walls of the classroom but at the student’s own convenience. Thus, there is a need to design the programme, materials, and approaches to provide the opportunity for students to experience learning anytime and anywhere.

Malay Language students created podcasts which required them to record their conversations with each other about key issues like racial harmony. They even interviewed Mr Masagos about the planning of Tampines development. Podcast topics range from music, social media to festivals.

Craft and Technology Department

Art, Design and Technology, Music and Nutrition and Food Science are subject units that makes the department Craft and Technology. With the vision of Inquisitive Minds, Creative Innovators, the department aims to inspire learners with an appreciation for design, art and culture and to nurture learners with an awareness of real world issues in order to innovate creative solutions.

Receiving their Personal Learning Devices (PLD)

Students were wide-eyed and finally welcomed their Personal Learning Devices (PLD) on 10th May 2021. PLDs are believed to truly transform the learning environment for both students and teachers alike and it came at such a suitable timing before the Full Home-Based Learning (FHBL) in late May of Term 2. For Puteri of Sec 3E, her excitement was uncharted as she is now the owner of her own learning device, something she truly appreciates as she has never had a device to call her own. Puteri states that,

“The PLDs have also given students a sense of ownership and responsibility over their device and their own learning.”

This aptly highlights the positive attitude that the students of Springfield Secondary School are adopting.

Different Learning Experiences

The possibility of being able to explore the different platforms for studies does add an element of fun. Not only that, students are able to develop their digital literacies as well as aim to be more self-directed and collaborative learners with their devices. Puteri likes the use of Loom, whereby her Literature teachers, Ms Izzah Hazirah and Mr Jenson Chen record videos while annotating the Literature text for them to follow the lessons more closely. She also got a hand in creating her own videos on Loom for an Interschool Poetry Competition, She further shared that,

“I felt like I was presenting to an audience as I explained my slides elaborately, but it was just a recording which was less nerve-wracking.”

Full Home-Based Learning (FHBL)

With the sudden spike of community cases after a year of weathering the pandemic, HBL was introduced again and this time round, students were prepared. Erina of Sec 3E is grateful for the PLD. She recounted that,

“Last year's HBL was a struggle because not only did my siblings and I have to share the family laptop, our family laptop was very slow which made it inconvenient for the three of us to do work. However, apart from the workload given, this year's HBL was a breeze since I am familiar with it.”

Students also gave feedback that they are adapting better and are better able to manage their time which is indeed heartening to hear.

Student-Initiated Learning (SIL)

As students embarked on HBL days every fortnight in Term 3 onwards, students were given an opportunity to pick up a new skill or hobby. Time was allocated for them in the HBL timetable for the students to explore this new skill and to work on it over time. Students reacted positively to this new section of Student-Initiated Learning (SIL). Let’s learn more about what Sherissa Illany and Muhammad Syahmi, both from Sec 3E had to say about their SIL experience.

Syahmi explains,

“I chose basketball as I was inspired by the late Kobe Bryant’s Mamba Mentality. Mamba Mentality is to have a mindset of constant self-improvement. It drives me to keep on pushing myself to get better every day.”

On his own, Syahmi dedicated time to watch tutorials on Youtube and National Basketball Association (NBA) games to observe how players go up and down the court while learning how they dribble. He practised the skills by copying their movements slowly.

“It was fun training consistently, I even trained every 2 days. I enjoyed SIL as I discovered that I have potential in things that I once thought I had no skills in. Picking up basketball really surprised me, and it drives me to learn more things in the future. I intend to work on weight lighting next even though it is a big jump from basketball. I believe that I have the potential to be the best that I can be in everything I try.”

Meanwhile, Sherissa chose to drum because she has always been interested in playing instruments ever since she became a fan of rock music. What intrigued her, even more, were the drummers who are regarded as the “core” of the band according to her father. They carry the song with their awesome beats and they are the ones setting the tempo which is the main reason for Sherissa’s interest.

Sherissa mentioned,

“I first started out by watching live performances of rock bands and focused on the drummers. It was unfortunate that I could not officially learn how to drum due to the circumstances of the pandemic. However, I still watch videos related to drumming and I enjoy them! I really like SIL as I get to come back to what I am passionate about outside of school. My next passion project that I would like to achieve by next year is to complete a script, and eventually take up more activities behind the stage or on camera.”

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