Integrating Humanities, English and the Arts (HEArts)) in Boon Lay Secondary School BOON LAY SECONDARY SCHOOL

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1 Integrating Humanities, English and the Arts (HEArts)) in Boon Lay Secondary School

2 Boon Lay Secondary School HEArts Symposium OUTLINE 1. Overview of HEArts since Assessment and Curriculum Issues 3. Research on Impact of HEArts

3 Overview of HEArts Theoretical Approach Aims and Objectives Structure of Curriculum Pedagogy Assessment Curriculum Design

4 Know Do Be Learning tomorrow, today

5 Humanities English Arts History Geography Literature Art Music AN INTEGRATED CURRICULUM

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7 INTEGRATED What does it mean?

8 the TSUNAMI disaster using it to our advantage English New media reports Personal recounts Geography Literature Poems about suffering and survival Causes of tsunamis Maps & Diagrams Art Posters and graphics seeking donations Central Theme Music Songs written about the disaster History Historical records of past occurrences

9 INTEGRATED Literature Music/Art

10 AIMS Inter relationships Teach less learn more (TLLM) Authentic Integrated learning opportunities Holistic development Communication, collaboration, thinking skills, life skills Multiple intelligence

11 OBJECTIVES Explore interconnectedness of different subjects and apply this to everyday life Apply creative and critical thinking skills Improve oral and written communication skills Foster collaborative learning skills Develop self directed inquiry and lifelong learning skills

12 THEMES Sec 1 Theme 1 - Continuity and Change Managing change and continuity prepares us for the future Theme 2 - People and Environment We are responsible for the survival of the world because we depend on it Theme 3 - Technology and Society How we use technology determines the progress of society

13 THEMES Sec 2 Theme 4 - Governance We need a good government to ensure the people work cohesively Theme 5 Global Connections Relationships are essential for growth therefore we need to sustain them

14 EXAMPLE Art Literature History Continuity and Change Managing change and continuity prepares us for the future Geography Music English

15 PEDAGOGY Fun and engaging learning activities : games, role play, hands-on, fieldtrips (local and overseas), blogging, projects, group work, discussion, research, presentation

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25 ASSESSMENT Continual Assessment: Daily work, class participation, quizzes, presentation, portfolios, written work, sketches, drawings, online assignments

26 ASSESSMENT Semestral Assessment NO Mid-Year-Exams for HEArts subjects Instead there will be PROJECT WORK Students are assessed on Individual and group work, Knowledge and skills in the various subjects Process and Product Values, self-assessment, peer assessment

27 ASSESSMENT THE PROJECT: AMAZING MUSEUMS During the IMF-World Bank Meeting in September, delegates will also be visiting places of interest in Singapore to discover more about Singapore's rich history, culture and heritage. One of the areas of interests to these delegates includes the history of Singapore from the 1960s to the present time. Students are tasked to organise an exhibition for the delegates of the IMF-World Bank to show the changes that have taken place since the 1960s in terms of the way of life, the culture, heritage, architecture etc. Sec 1 PW task in 2006

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29 Breakdown of Product Marks Product (130 marks): Info Booklet (80 marks) EL - 20m GY - 20m HY - 20m LIT - 20m Book launch exhibition/display (30 marks) Oral Presentation (Individual) (10 marks) Oral Presentation (Group) (10 marks)

30 Break Down on Process Marks Process (70 marks): Collaboration (50 marks) - Self assessment (10) - Peer Assessment (10) - Teacher Assessment of Ind. Contribution: (15) - Teacher Assessment of Gp. Collaboration: (15) Group Project File (20 marks)

31 Final Year Exams PW is 30% Final Exam written paper for EL, GY, HY and LIT will make up 70%

32 ASSESSMENT HEArts: KNOW DO BE Acquiring Knowledge Applying Skills Inculcating Values

33 CURRICULUM DESIGN PROCESS Forming a team Selecting the cohort Selecting the subjects Discussing Aims, Objectives, Assessment Choosing themes Designing guiding questions

34 CURRICULUM DESIGN PROCESS Developing SOW Aligning to themes and other subjects Designing lesson plans, materials, resources Planning the assessment Reviewing and revising Communicating with stakeholders

35 CURRICULUM DESIGN PROCESS Support from school admin, staff Changes to structure and system assessment and time tabling Regular meetings to review and share resources, ideas, issues

36 Feedback from stakeholders Pupils Parents School Management and teachers

37 Research on HEArts The Past Our pupils: a product of compartmentalized learning faced difficulty in: x group-work, x poor oral presentation skills, x IT-savvy for non-educational purposes such as MSN chat TLLM Our pupils: Ownership of learning relevance, making connections across the subjects Development of life-skills problem solving effective oral presentation, IT competence for research collaboration with peers, soft-skills e.g. tolerance

38 Findings There is a significant increase in : students' development of life-skills confidence communication learning to learn (problem-solving) and real-life applications

39 Findings Table 4: Categories and descriptors for real life application of learning. (N = 80) Category Descriptors Confidence speak up, able come up with ideas fast, face challenges, survive in tough world, speak out loud, boost, cope Problem solving overcome conflicts, solve difficulties, handle differences, research Collaboration work together, teamwork, cooperate with others, share ideas, responsibility, work with others well, working with different people Communication Accepting differences write proper proposal, oral presentation, present ideas, present opinions, persuade patient, tolerate, understand others, able to work with lazy or irresponsible people, cannot choose who to work with, changing perspectives

40 Future of HEArts Sec 3 and Sec 4 -?? PW independent projects Spin-off effects on other subjects eg. D&T/HE Sharing of learning experiences with cluster schools

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