iSSues Explorer (Nov 2022)

EDITION 5

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NOVEMBER 2022

i ues explorer

In this edition, we dive deeper to explore how schools have designed and conducted Issue Investigation with students!

CONTENTS VOICES Sharing by Edgefield Secondary School

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Integrating Issue Investigation with Values-in-Action

Sharing by Springfield Secondary School

Differentiated support in Issue Investigation for students of different readiness

What Do Our Students and Teachers Say About The Value of Social Studies Education?

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GLOW UP! Important Information & Resources for Teachers Planning Ahead for 2023

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Connect with us!

Please drop us an email at SIM_Jie_Kai@moe.gov.sg if you know any Social Studies teachers who have not been receiving our e-newsletters; or are not on our mailing list (especially Beginning Teachers);

Share with us!

Are there other topics that you would like us to cover? Suggest a topic to us at https://go.gov.sg/share-with-us!

CONTENT

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Thank you, teachers, for the rich sharing during the Zonal Syllabus Implementation Workshops.

We hope the 2023 Express/Normal (Academic) Syllabuses INSPIRE you to create more enriching learning experiences for your students!

The Social Studies (Secondary) Unit would like to wish each of you a good break this holiday season!

Take time to do things you love and enjoy!

Do you have...

A lesson plan/idea that excites your students ?

A topic that makes for a great classroom discussion?

An engaging lesson for Issue Investigation or Performance Task?

An insight you have gained on your journey as an SS educator?

We want to hear from you!

go.gov.sg/share-with-us

THANK YOU & WE WANT TO HEAR FROM YOU!

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VOICES

Sharing by Edgefield Secondary School

In this article, the Social Studies (SS) team at Edgefield Secondary School shares how they deepened students’ learning by integrating the Issue Investigation (II) Inquiry Process into the school’s Values in Action (VIA) Project Cycle.

PHASE 1: SPARKING CURIOSITY The inquiry focus for the II was aligned to the guiding question of Issue 1, Chapter 3, “How can we work for the good of society?”

Students were introduced to four selected societal issues, namely ageing, conservation, poverty and inclusiveness, through the videos curated by teachers.

Students had to choose one of the four issues that resonated strongly with them. Using a series of questions and scaffolds, they unpacked and deepened their understanding of the varied perspectives of different stakeholders.

Blended Learning Opportunity!

Teachers can assign curated videos to students and have them conduct research on their selected societal issue as part of Student-Initiated Learning and/or during HomeBased Learning days.

A sample of guiding questions and student responses Having watched the videos, the societal issue that I felt more strongly about is the issue on…

Elderly

Identify one of the four issues that you resonated strongly with

In the video, I noticed that…

Many elderly live alone, and are neglected and uncared for. Thus they may become antisocial or be unwilling to ask for assistance, and may also look unkempt. In one of the videos, an old man had a stroke but he was unwilling to accept any help.

Based on the video and my own understanding, the stakeholders involved and their perspectives and concerns are...

One group might be the elderly and their family, who might be concerned about the healthcare services and support that might be available for their healthcare needs. Another group would be the representatives of nursing homes and medical directors who might be concerned about the availability of resources and costs involved VOLUME IIin providing healthcare services.

VOICES | INTEGRATING II IN VIA

Briefly describe the video: • What did you see?

• What did you hear?

Identify the related stakeholders: • What are their perspectives and concerns?

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I felt strongly about this issue because…

Why does this issue matter to you?

Link what you saw or heard in the video to something you: • have personally experienced; • have read in the newspapers; • have heard from people; or • felt (could be positive or negative emotions) when watching the video.

I have grandparents who might unknowingly be suffering mentally or physically. I would like to better understand their issues so that I will be able to better accommodate or meet their needs, as well as the needs of other elderly.

The student artefacts provided in this article focus on the social issue of ageing to provide teachers a reference to design II for other possible topics.

PHASE 2: GATHERING DATA Students then identified a related beneficiary to focus on. Guided by an adapted Empathy Map, [1] students then collected data from: primary sources (e.g., interviews, surveys and observation data); and secondary sources (e.g., news articles, photographs, videos and books) to gain deeper insights into the lived experiences of their identified beneficiary.

Gathering data guided by an adapted Empathy Map Source

Feelings

They feel isolated and lonely

Article 1

They feel disconnected

Article 2

Observations & They feel that life is pointless Website 1 and feel bored and empty most of the time

What could they be feeling?

What do they hear/see around them?

Hear / See

They think that they are invisible

Article 3

They do think about receiving proper care

Article 4

Elderly

Source

Source

Thoughts

What could they be thinking about?

What are they doing/saying?

Do/ Say

Source

They see things that are not there; they hallucinate

Article 5

They say that they are of no use due to their age

They hear people discriminating against them

Article 6

Video 1

They hear people saying that they've become weak and not independent anymore

Observations

They like to hoard things as it holds a sentimental value to them or they are unable to physically remove them They spend a lot of their time at home and lead a sedentary lifestyle

Article 7

Observations

An example of student responses on an adapted Empathy Map. (Note: When curating sources for students, it is important to ensure that they are accessible and appropriately pitched for the profile of students in the class.)

VOICES | INTEGRATING II IN VIA

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PHASE 3: EXERCISING REASONING Using the information collected in their individual Empathy Maps, students drew inferences about the areas of needs or challenges faced by their identified beneficiary related to the selected societal issue.

Following which, students proposed solutions and articulated how these solutions could address the needs or challenges of their identified beneficiary. Guiding questions aligned with the assessment objectives for Structured Response Questions were provided to help students develop substantiated reasoning.

A sample of students' proposal Step 1: Using information collected in Empathy Map

Step 2: Drawing inference(s)

1. Elderly feel isolated and lonely 2. Experience feelings of emptiness and feel depressed

Based on the data collected from the Empathy Map, I can infer that the beneficiary...

Might lack social interaction and suffer from poor mental health

Step 3: Develop substantiated reasoning for proposed solution (link to SRQ 6) Identify strategy Based on the inference, I believe the beneficiary's main need is...

To have the company of people, and we can provide this company by organizing games sessions with the elderly at community centres.

Describe strategy What can you and schoolmates do to meet this need?

The games session can be held at community centres or void decks under the elderly’s flats. Different types of games such as chess, snakes and ladders, or traditional card games can be played.

Explain strategy How do your suggestions meet the needs of the beneficiary?

During the session, the elderly can interact other elderly, or make new friends with others living in the neighbourhood while playing games with each other. Such activities can fill can keep the elderly meaningfully occupied. and improve their mental health. Also, by interacting with others, the elderly would not feel isolated as they are surrounded with people whom they can form friendships with.

VOICES | INTEGRATING II IN VIA

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PHASE 4: REFLECTIVE THINKING Students then shared their proposed strategies with their classmates through a gallery walk.

As students previewed the strategies proposed by their peers, they gave feedback via post-its in the following areas: one positive thing (P); one thing to improve (I); and one question they have (Q).

Students giving feedback to one another's proposed strategies during the gallery walk

At the end of the gallery walk, students used the feedback received to improve their proposals. Students also reflected on what they had learnt through the II process and how they could improve future IIs.

POST-II PHASE: VIA PROJECT Based on their chosen social issue, students formed groups within their form class and shared the strategies that they had worked on in Phases 3 and 4.

After the sharing, each group decided on at least one strategy to enact for their VIA project to address the needs or challenges of their identified beneficiary.

They did so by designing an action plan outlining the following: the social service organisation they would like to collaborate with; the activities to engage their beneficiary; and the required logistics, budget and safety considerations for their planned activities.

OBSERVATIONS AND REFLECTIONS The insightful comments shared by students showed how they were thinking critically about the solutions that they and their peers had proposed to address the needs or challenges of the respective beneficiaries. It was clear that this was no mere academic exercise for students – they started by examining real-life societal issues and eventually translated their recommendations into practical actions to engage their beneficiaries during their respective VIA projects. Through the process, they grew in awareness and empathy for the needs of certain groups in our larger community.

VOICES | INTEGRATING II IN VIA

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I explored more about the lives and struggles of the elderly, I learned more about the unspoken issues that they face.

This widened my perspectives and deepened my understanding towards this group of people in society.

Watching the videos and researching into the lives of the elderly gave me an insight to the thoughts that goes through their minds each day. This made me more sympathetic towards them and more aware of their needs. When I become an adult and when my parents become older, I want to provide them with love, care and support, so that they don’t feel lonely.

Reflections from students exhibiting awareness and empathy of the needs of the elderly

As teachers, it was essential for us to leverage various school experiences to create an authentic and meaningful learning experience for students. Instead of viewing II as an additional component to be fitted into the curriculum, the team at Edgefield Secondary School thoughtfully integrated the SS Scheme of Work for Secondary Three and the CCE-VIA project. This helped to develop students with the knowledge, values and skills needed for active citizenship!

Note: Edgefield Secondary School implements Full Subject-Based Banding. The II process was thus conducted for the entire Secondary Three cohort, with a mix of students across academic streams.

In the various phases, additional guidance was provided to support students in the Normal (Academic) and Normal (Technical) streams. This provided students with equal opportunities to develop their knowledge and participate actively in the subsequent VIA project.

Article 1: “All the lonely people”: The impact of loneliness in old age on life & health expectancy Article 2: Older persons’ existential loneliness, as interpreted by their significant others Article 3: Loneliness, Loss and Regret: What Getting Old Really Feels Like Article 4: The 8 Challenges Of Aging Article 5: Hallucinations in Healthy Older Adults Article 6: Ageism and Discrimination Against The Elderly Article 7: How Do Older People Spend Their Time?

Website 1: Boredom Can Be Dangerous to a Senior’s Health Video 1: Hoarding in Older Adults - Research on Aging [1] The Empathy Map was designed by the organisation XPLANE, as part of a human-centred design toolkit called Gamestorming. This tool was designed as a framework to develop empathy so as to improve user experience in technology.

It has since been adapted by other organisations to help people gain a deeper understanding of the people in their ecosystem.

For further reading on how the Empathy Map can be used in Teaching and Learning, you may refer to this website - Empathy Maps: A Tool for Learning Experience Design

VOICES! INTEGRATING II IN VIA

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VOICES

Sharing by Springfield Secondary School

In this article, Ms Azeanni Yasni, Head of

Department (Humanities), and Mrs Suzanne

Gomes from Springfield Secondary School share how they designed Issue Investigation (II) to provide differentiated support for students of different readiness.

BACKGROUND & DESIGN OF II The Springfield team decided on the inquiry question “Are the efforts to mitigate the impact of COVID-19 sufficient and effective?”

This issue was selected as it was a current and relatable issue for students. It would also allow them to unpack what they had learnt in Chapter 3 on how the government and citizens can work for the good of society.

Differentiated levels of support were provided at relevant stages of the II to scaffold learning for students of different readiness.

PHASE 1: SPARKING CURIOSITY The team at Springfield leveraged a variety of platforms and strategies, such as quick buzzes and ICT tools, to get students intrigued about the issue in the inquiry question.

Description of Learning Activities The class kicked off the inquiry with a discussion to share with one another what they knew and had experienced about the COVID-19 pandemic.

Differentiated Support

An additional SLS lesson package was assigned to students of lower readiness to help them unpack the inquiry question and scaffold their understanding.

Deliverables Completed SLS lesson package.

VOICES | DIFFERENTIATED SUPPORT IN II FOR STUDENTS OF DIFFERENT READINESS

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PHASE 2: GATHERING DATA Once students had a common understanding of the inquiry question, they proceeded to gather primary and secondary data. They were grouped based on their level of readiness. In their groups, they conducted interviews and further research to respond to the inquiry question.

Description of Learning Activities In groups, students shortlisted possible interviewees and crafted a set of interview questions to gather primary data to respond to the inquiry question. They then carried out interviews to find out more about the efforts to mitigate the impact of COVID-19.

In groups, students also conducted secondary research to better understand whether the COVID-19 mitigation efforts were sufficient. They also researched how the government and citizens could work together effectively to mitigate the impact of COVID-19.

Deliverables Set of interview questions and transcripts of interviews.

Secondary research presented in PowerPoint slides.

Differentiated Support

An additional SLS lesson package was assigned to students of lower readiness to provide step-by-step guidance on crafting interview questions and conducting interviews.

Snippets of additional SLS lesson package assigned to students of lower readiness

VOICES | DIFFERENTIATED SUPPORT IN II FOR STUDENTS OF DIFFERENT READINESS

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PHASE 3: EXERCISING REASONING

Differentiated

Students then analysed the data that they had collected to draw conclusions and respond to the inquiry question.

Description of Learning Activities From the data collected, students extracted the data that were relevant to the inquiry question.

Students then analysed the data by interpreting and comparing them to draw insights into the COVID-19 mitigation efforts.

Using the data they had analysed, students formulated explanations and conclusions to respond to the inquiry question.

Each group chose their preferred mode of presentation to present their key findings.

Deliverables

Support

The autonomy to choose the mode of presentation gave students control over how they wanted to demonstrate their learning. It also allowed them to choose a mode of presentation suited to their interest.

Sec 3 N(A) students focused their analysis and findings on Singapore.

To stretch the Sec 3 Express students, they were tasked to also examine the COVID-19 mitigation efforts in other countries.

Poster, letter, comic strip, speech, rap or song to present findings.

Dear Mr Gan Kim Yong, I am a Secondary 3 student from Springfield Secondary School. I am writing this letter to express my gratitude towards the government for implementing various measures to ensure the safety of citizens during the COVID-19 pandemic.

Personally, I found making wearing face masks compulsory a very effective measure to control the spread of the virus. The fine of $300 for individuals who refuse to adhere to mask wearing may seem harsh, however, it was necessary to earn the cooperation of all citizens. Without the face mask, there would have been a higher chance of individuals getting the virus, resulting in much higher infection cases.

I would like to commend the government for taking a tough stance on mask wearing and prioritising the collective wellbeing of citizens. This has helped to protect individuals' health so that our country can recover from the pandemic.

Snippet of a comic strip by students of lower readiness

Snippet of a letter written by students of higher readiness to the former Minister of Health.

VOICES | DIFFERENTIATED SUPPORT IN II FOR STUDENTS OF DIFFERENT READINESS

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PHASE 4: REFLECTIVE THINKING The project was wrapped up with students reflecting on the II experience. They reflected on the new insights gained into how the government and citizens can work together to respond to societal issues, specifically managing the impact of COVID-19.

I feel strongly that we must be more open-mind ed and cultivate a strong sense of comm unity. This is because, thr ou gh the entire project, I have discover ed that the efforts of both parties – the government and citize ns – are required for Singapore to manage the impact of the pand emic effectively. There are only so many rules the government can impose. In the en d, it all boils down to whether most citizens decide if they would lik e to be open-minded and accommodate the se measures. Should the y refuse to cooperate, the eff ectiveness of the gover nm ent measures will be limite d.

the I faced during the challenges of e ry on ve , re re tu we pmates overted na kfully, my grou Due to my intr an Th . ws th ie wi rv te rviews nducting in ing for the inte project was co with this by go me ed lp he d an understanding . me r fo and/or s. estions and idea to others’ sugg en op g in ng ni be ar of le , and rtance ing perspectives I learnt the impo s offered differ nd ou gr ck ba t Our differen horizons. em expanded my th te ia ec pr ap to ties. I grew leadership abili my ne ho to mates to s helped er with my team This project ha th ge to ed rk er as I wo . as a group lead t our findings work to presen ity al qu e uc prod nts’ reflections Samples of stude

Students also reflected

on the challenges that they

faced

in

the

process of the II, their resulting

personal

growth and how they could

apply

their

learning to their lives.

REFLECTIONS FROM THE SPRINGFIELD TEAM Apart from investigating authentic societal issues, another goal of the Springfield team was to develop students into collaborative learners. This was indeed achieved, as seen from many of the students’ reflections on how they worked effectively in their groups. Dedicating curriculum time to conduct II allowed students to receive prompt feedback to make timely refinements to their deliverables at each stage. In future iterations of II, ICT could be greater leveraged to drive differentiated instruction and better tailor to students’ learning needs (Wanner & Palmer, 2015; Watson, 2008).

Overall, the whole II process was a meaningful and rich learning experience for both students and teachers of Springfield. As Ms Azeanni and Mrs Gomes reflected,

Although the II was a long journey stretched across two terms, the students’ end-products and reflections were testament to the rich learning that had taken place throughout the process.

Students not only increased their knowledge and understanding of the societal issue, they also honed their skills in working with their peers and built confidence in interacting with others.

Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354e369. http://doi.org/10.1016/j.compedu.2015.07.008 Watson, J. (2008). Blended learning: The convergence of online and face-to-face education. In promising practices in online learning (Vol. 572). North American Council for Online Learning. Retrieved from https://goo.gl/6AGpNP

VOICES | DIFFERENTIATED SUPPORT IN II FOR STUDENTS OF DIFFERENT READINESS

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VOICES

What do our students and teachers say about the value of Social Studies (SS) education?

The 2016 SS Express/Normal (Academic) syllabuses took a bold step to chart new directions for the subject.

Watch the video below to hear how students’ SS experiences have enriched their learning and their lives even today!

Feel free to sha re this video at relevant school platform s (e.g., Sec 2 Sub ject Briefing) to introduce SS to students and parents!

Click on the image or this link: https://go.gov.sg/ss-experiences to watch the video!

SS education offers our students a way to understand Singapore in a globalised world. SS also helps students develop the skills and values needed to become effective citizens who will be able to contribute to society and the world they live in.

To realise these curriculum goals, SS educators, through inquiry and authentic learning experiences, strive to engage students in learning about real-world societal issues. YOU PLAY A CRITICAL ROLE! Read the comments on the next page to find out what SS means to our educators!

VOICES | WHAT DO OUR STUDENTS AND EDUCATORS SAY ABOUT THE VALUE OF SS EDUCATION?

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A caring so cie believe tha ty begins with people t who care. I students to the heart of SS lies in b teach e informed individuals and disce ing who care e rning no which tran sforms soc ugh to act in a manne iety to be inclusive on come a m r e for all. ore - Participan t at the 202 2 Social Stu dies Sympo sium

udents in equipping st nt a rt o p im is t ore tha mine sources m SS is a subject xa e nd a se ly ana assive with the skills to balised world filled with m lo helps g a subject that critically in a o ls a is It n. tio to rma as a citizen le amounts of info ro ir e th preciate ity and students to ap f the commun o s rt o ff e e ce. complement th ety a better pla ci so ke a m to government ry School) d Park Seconda hi rc (O n a H g - Lo Wen

Social Studies is a useful subject as it helps students to think from multiple pe rspectives, considering streng ths and weakn esses in different argumen ts before coming up with their own conc lusions. It is ce rtainly an empowering expe rience!

- Participant at the

2022 Social Studie s Symposium

d in of SS is grounde g in ch a te e th , t I believe tha ould be able sh se ur co is d udents discourse. The ging, with st a ng e nd a lic effective ssion in a pub cu is d f o s le ru and listen learning the to disagree w ho nd a space properly. irls' School) IJ St Nicholas G H (C w La n ro a - Sh

The sharing above testifies to the strong belief that SS educators have in the subject. As we gear up for the 2023 syllabuses, let us build on the work of the 2016 syllabuses and continue to hold fast to our convictions about the value of SS! Let us reimagine our classrooms into powerful spaces to innovate and engage our students on real-world issues to mould them into informed, concerned and participative citizens!

VOICES | WHAT DO OUR STUDENTS AND EDUCATORS SAY ABOUT THE VALUE OF SS EDUCATION?

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GLOW UP! 2023 SS E/N(A) Coursebooks The table below shows the implementation timeline of the 2023 Social Studies Express/Normal (Academic) syllabuses.

Title of Coursebook

Year of Implementation

Secondary 3 SS E/N(A) Coursebook Secondary 4/5 SS E/N(A) Coursebook

Level of Implementation

2023

Secondary 3

2024

Secondary 4

2025

Secondary 5

Schools will receive complimentary copies of the Secondary 3 coursebook from END-OCTOBER 2022.

School bookshops will receive stock of the Secondary 3 coursebooks from the SECOND week of November 2022.

For any queries related to complimentary desk copies or sale of coursebooks, please contact Hodder Education at lydia.lai@hoddereducation.com GLOW UP! | 2023 SS E/N(A) COURSEBOOKS

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Professional Development Opportunities in 2023 ue to Let's contin cial grow as So chers!

Studies tea

FEB Using Interactive Digital Textbooks (IDTs) to Design Learning Experiences in the E/N(A) SS Classroom

Issues-Based Seminar 1

MAR Understanding Design of Social Studies Assessment in an Issues-based Curriculum

JUL Issues-Based Seminar 3 Issues-Based Seminar 2

APR Issues-Based Seminar 2 Structured Academic Controversy (SAC) in the SS Classroom [Part 1]

JUL/AUG

cont'd

Structured Academic Controversy (SAC) in the SS Classroom [Part 2]

IBS will explore content relevant to the 2023 SS E/N(A) syllabuses

Keep your eyes peeled for our emails in 2023 for more course details and to register for these PD opportunities!

GLOW UP! | PROFESSIONAL DEVELOPMENT OPPORTUNITIES IN 2023

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Planning Ahead for 2023? Check out these resources!

WIKIPAGE ON OPAL2.0 One stop portal to access teaching and learning resources for the E/N(A) and N(T) syllabuses!

We have updated the Wikipage with materials for the 2023 E/N(A) syllabuses: TLS and e-TLG Syllabus launch and syllabus implementation workshop materials Exam syllabuses, Specimen Papers & Marking Guides

Follow and become a member to receive timely updates on new resources and PD opportunities!

go.gov.sg/ssswiki

E-NEWSLETTERS More resources and ideas for T&L in the SS classroom!

Find coverage on: a range of evolving societal issues use of discussion-based strategies and SLS lessons sharing from fellow SS teachers

go.gov.sg/sss-issuu

GLOW UP! | RESOURCES FOR TEACHERS PLANNING FOR 2023

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SLS CATALOGUE Regularly updated suite of Social Studies lessons hosted on the Student Learning Space (SLS) Teachers are encouraged to access the SLS lessons via the SLS catalogue

go.gov.sg/slscatalogue-sss

Tip! Bookmark this link in your browser for easy access!

Note to teache rs:

QR codes and shortened links in the N(T) textbooks are accessible via SLS student accounts only.

Teachers have to switch to Student Account view on SLS to access the lessons using the QR codes and shortened links given in the 2020 N(T) and 2023 E/N(A) textbooks. Here's how:

Click on the vertical ellipsis

Select 'Switch to student Account'

GLOW UP! | RESOURCES FOR TEACHERS PLANNING FOR 2023

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