FROM THE EDITOR'S DESK
iSSues Explorer | 02
From The Editor's Desk The upcoming June holidays is a great opportunity to recharge and reflect on our teaching practices. We hope you will be rejuvenated and enriched reading the articles in this second edition:
Spotlight features teachers’ experiences and learning from the collaboration with CPDD on resource development for the 2023 SS Express/Normal (Academic) syllabuses. What’s Sizzling features an interview with a Curriculum Planning Officer in the Social Studies (Secondary) Unit on the Normal (Technical) syllabus. Spice It Up provides ideas to enhance lessons in Book 2B of the Normal (Technical) syllabus on how we can protect the environment. What’s Simmering delves into: a Socratic Seminar on how individuals can work with the government for the good of society in the area of tackling climate change; and a Structured Academic Controversy on whether embracing globalisation is always beneficial to Singapore’s economic development. What’s Cooking provides updates on upcoming courses and resources for teachers.
Stock images from Canva
SPOTLIGHT 03 WHAT'S SIZZLING 05 SPICE IT UP 07 WHAT'S SIMMERING 09 WHAT'S COOKING 15 Thank you, teachers, for continually working hard to bring meaningful and enriching SS lessons to your students! Wishing you a good June break ahead!
From, All of us in the Social Studies (Secondary) Unit, Humanities Branch.
SPOTLIGHT
iSSues Explorer | 03
Spotlight A
s h a r i n g
f r o m
t e a c h e r s
i n
t h e
f r a t e r n i t y
The Social Studies (Secondary) Unit consulted stakeholders within and beyond the fraternity through a rigorous process to ensure that the 2023 SS E/N(A) syllabus is meaningful and well-crafted. Here, we interview two teachers who were involved in the Social Studies (Secondary) Resource Development Committee (RDC) for Issue 1: Exploring Citizenship and Governance, which concluded in March. They are: Mr Chong Kai Yang (Subject Head/CCE (Internal), Yio Chu Kang Secondary School) Mrs Renuka Krishnah (Lead Teacher, Holy Innocent's High School)
Resource Development Committee for Issue 1 (Mr Chong Kai Yang: first from left of second row; and Mrs Renuka Krishnah: second from left of first row.)
How
would
you
describe
the
RDC
experience?
Kai Yang: It was enriching as I was able to understand the rationale behind the development for the new SS syllabus. Before this, I was quick to judge that the resources were not sufficient to bring out the learning outcomes of the syllabus. Now, knowing the underlying principles behind the design of the SS resources has enhanced my knowledge to guide my teachers and respond to possible queries about these resources. Renuka: The RDC experience was enriching as I could hear from colleagues from other schools about their teaching experiences and pedagogical approaches. This gave me fresh insights on how I could engage the students and facilitate blended learning lessons in my classroom.
SPOTLIGHT How
has
helped
the
in
iSSues Explorer | 04 specific
your
role
you
contribution
play
to
in
the
school
informed
you
in
your
RDC
experience
or
RDC?
Kai Yang: My role as Subject Head for CCE provides me with greater opportunities to engage students in discussions on contemporary issues. Drawing on these experiences, I was able to represent the views and interests of my students when giving input during RDC discussions to ensure that the resources are relevant and engaging for students. Renuka: As a Lead Teacher, I have learnt so much from colleagues in the SS teaching fraternity. I have had many opportunities to understand different learning profiles and the way lessons are designed by teachers to engage and enthuse the students. These perspectives from the ground were what I brought into the RDC discussions.
How
has
the
RDC
process
shaped
the
way
you
think
about
Social
Studies?
Kai Yang: It has helped me understand the rationale and principles behind the design of the new syllabus and the teaching and learning resources. I am now able to implement the SS syllabus with fidelity to its design intent to achieve the learning outcomes for my students. Renuka: The RDC process has reinforced my belief that SS is a subject that develops 21st Century Competencies and encourages lifelong learning in students. The inquiry-based approach promotes perspective-taking and encourages students to find out more about issues around them. I What
are
some
fond
memories
you
have
a m
n o w
involvement
in
syllabus
work
S S
SS
(Secondary)
unit
in
CPDD?
i m p l e m e n t
s y l l a b u s e s
w i t h
with f i d e l i t y
the
t o
of t h e
your
a b l e
t o
t o
i t s
a c h i e v e
d e s i g n
t h e
i n t e n t
l e a r n i n g
Kai Yang: I was also involved in the SS o u t c o m e s f o r m y s t u d e n t s Syllabus Development Committee (SDC) prior to this. It allowed me to work alongside brillant minds and hear perspectives from experts. During the RDC process, I was able to see the discussions we had in the SDC come to life in the development of the resources. In trying to align my contributions during the RDC process with the decisions made by the SDC, I had to think critically to make connections between the syllabus and resources. In both instances, I really enjoyed the honest and open sharing by teachers from various schools. Renuka: I have learnt so much and I am very inspired by the work of my colleagues in the RDC. This RDC process has made me reflect on my teaching practices to improve teaching and learning for my students. Interested to be part of the syllabus implementation process? Scan the QR code or click HERE to indicate your interest!
WHAT'S SIZZLING
iSSues Explorer | 05
What's Sizzling A n
i n t e r v i e w
w i t h
a
c u r r i c u l u m
p l a n n i n g
o f f i c e r
In this issue, we speak to Ms Leow Huili, a Curriculum Planning Officer in the Social Studies (Secondary) Unit. She shares her experience of transitioning from enacting the Social Studies curriculum in the classroom to designing the curriculum in the Curriculum Planning and Development Division (CPDD). What
from
in
is
a
a
key
change
teacher
in
you
school
experienced
to
a
transiting
curriculum
Ms Leow Huili with textbooks developed by CPDD for the 2020 N(T) syllabus (picture taken at home)
planner
CPDD?
Huili: The job scope has certainly changed. Back in school, my work largely involved enacting the Social Studies (SS) curriculum in the classroom. My focus was to enable students to learn and understand the key concepts, knowledge and skills outcomes. Now, my work in CPDD takes me behind the scenes to better understand the philosophies and principles that underlie the design of the SS curriculum. To support teachers and students in the teaching and learning of SS, I am also involved in developing learning resources such as the m a k i n g S S r e l e v a n t , Normal (Technical) coursebooks. While my curriculum involvement may have shifted from m e a n i n g f u l a n d e n g a g i n g enactment to development, making SS f o r s t u d e n t s r e m a i n s relevant, meaningful and engaging for students remains a key motivation for me. a
What
in
the
is
one
key
takeaway
development
of
the
in
your
2020
k e y
m o t i v a t i o n
f o r
m e
involvement
SS
N(T)
coursebooks?
Huili: I used to view the coursebooks as supplementary resources I could tap on to carry out my lessons. Having been immersed in curriculum design for a year, I have come to realise that the coursebooks are, in fact, critical in translating the SS curriculum into learning experiences that enable students to achieve the syllabus learning outcomes. For teachers, the coursebooks act as a lever enabling them to enact the curriculum in a relatable and meaningful way for students in the classroom. At the same time, as students go through the coursebooks, the various coursebook features guide them to deepen their knowledge about societal issues and develop their inquiry and critical thinking skills.
WHAT'S SIZZLING
What
are
some
Tip
tips
iSSues Explorer | 06
you
have
for
teachers
teaching
the
SS
N(T)
syllabus?
#1
Understanding
each
Issue
Focus
ry Inqui
Refer to the Syllabus Document in the Teaching and Learning Syllabus (pg. 14-30). Here, teachers can find the Inquiry Focus, Key Understandings, Learning Outcomes (i.e. knowledge, skills and values outcomes) and Key Concepts of each issue.
Key
dings stan Under
, ledge Know
s value
Key
This will help teachers scope their lessons effectively to achieve the syllabus learning outcomes!
each
&
omes outc
epts Conc
Tip
Planning
s skill
#2
period
Refer to the Scope and Sequence Map in the Teaching and Learning Guide (pg. 36-71). Here, teachers can find the lesson ideas and coursebook references for each period. This will help teachers leverage the various coursebook features and SLS lessons to conduct engaging lessons in the classroom!
Are you interested in the work in the Social Studies (Secondary) Unit in CPDD, MOE HQ? Reach out to Ms Vikneswari (AD/SS Secondary) at Vikneswari_rajenthiran@moe.gov.sg to find out more! We would like to invite you to share your own reflections on your journey with Social Studies over the past years. You may scan the QR code or click HERE. Keep a lookout for your reflections in a subsequent edition of iSSues Explorer!
SPICE IT UP
iSSues Explorer | 07
Spice it Up A n
S L S
L E s s o n
i d e a
f o r
N ( T )
B o o k
2 B
In Book 2B of the 2020 Normal (Technical) syllabus, students learn about the topic of Protecting Our Environment. This section provides a lesson idea based on the SLS lesson “Book 2B - Beauty of Singapore's Environment.” In this lesson, students learn about how Singapore protects the environment by helping students appreciate the beauty of the environment in Singapore. The lesson allows students to think about the broader Inquiry Focus, "How far can we contribute to protecting the environment?" Click HERE to access the lesson.
Lesson
idea
Opening: Pair students up and get them to share with each other their experience of one place in Singapore they visited during the holidays. Self-Directed SLS Activity: Ask students to complete the SLS activity “Beauty of Singapore’s Environment”. While walking around the classroom, check in with some students to find out whether they were surprised by some of the locations featured. Class Discussion: Use the Live Lesson screen to facilitate a classroom discussion based on the students’ responses in the Interactive Thinking Tool (ITT). Identify a few interesting posts and get one or two students to share their experiences. Then, using the STP Teaching Action “Refine”, facilitate a classroom discussion through a series of clarifying 5W1H questions to assess students’ appreciation of the beauty of Singapore’s environment and their understanding of what needs to be done to protect it.
Blended
Learning
Opportunity!
Teachers may conduct this part of the lesson by adding a Free Response Question to enable students to upload images or video clips that they took during the trip. Call upon students to share their experiences or display their images and video clips in a virtual gallery format using Linoit.
Blended
Learning
Opportunity!
Teachers may carry this out over an online platform like Zoom, or through an asynchronous mode such as the SLS Forum.
Some
5W1H
questions:
Why do you think Student A thinks that… Who do you think should be responsible for…. Where are the areas that citizens can... How should we…. What else do you think can be done to….
SPICE IT UP
iSSues Explorer | 08 An example of how "Refine" is used:
Student A: “The park near my house is beautiful but by evening time, it is usually quite dirty. I am not concerned about this as this is not my responsibility.”
Step 1: Identify a student’s response that needs further elaboration or clarification. Restate the student's response. Step 2: Using 5Ws and 1H, guide your students towards refining the response. Prompt student to provide reason(s) for the view held. Invite more students to share different viewpoints using 5W1H. Pose questions to lead students to further think about how they can appreciate Singapore's environment and their role in protecting it.
Teacher: Why do you think Student A thinks that he does not have any responsibility for keeping the park clean?
Student B: Student A might think that the cleaners are responsible for keeping the park clean.
Teacher: The cleaners might have their jobs to fulfil, but who else do you think should be responsible for keeping our parks clean? Student C: Perhaps as park users we should also be responsible and pick up litter on the ground if we happen to see it and dispose of our rubbish properly in the bins. Teacher: That's a good suggestion. What else can we do?
Step 3: Consolidate learning by highlighting correct concept. Reiterate to students the learning points from each discussion, such as need for everyone to work together to keep country clean and green.
the key the the
Closure: Ask students to reflect on the role they can play to protect the environment in Singapore. Based on their responses in the second ITT, get students to make a pledge to do one thing today to keep a part of their environment clean and green.
Student D: I guess if I see someone littering in the park, I could go up to him and politely explain to him why he should not do that! Teacher: Yes, it takes a combined effort to keep our parks clean. If all of us can do our part, we can ensure that our country remains clean and green!
How
does
this
lesson
reflect
the
inquiry
Blended
Learning
Opportunity
Teachers may embed a Wakelet directly in the SLS lesson for easy sorting of responses according to the different parts of our environment.
process?
Sparking
Gathering
Exercising
Reflective
Curiosity
Data
Reasoning
Thinking
How does this lesson reflect the nquiry process? Students activate their prior knowledge and experiences about the beauty of Singapore's environment.
Students gather ideas and information from the images and descriptions put up by their classmates and the interactive map in the SLS lesson.
Students hone their critical thinking skills by providing justification for their responses and exploring differing views from their peers during the classroom discussion.
Students reflect on their understanding on how Singaporeans can play a part in protecting our environment.
Interested to contribute a SLS lesson idea or a lesson idea for Blended Learning? Scan the QR code or click HERE. Keep a lookout for your contribution in a subsequent edition of iSSues Explorer!
WHAT'S SIMMERING
iSSues Explorer | 09
What's Simmering ISSUE 1
Should citizens or the government be responsible for tackling climate change? Knowledge
Outcomes
Students will be able to understand: how governments work for the good of society; and how citizens and organised groups can work for the good of society.
Synopsis
On 1 February 2021, MP Seah Kian Peng called for Singapore to give greater attention to the critical problem of climate change. In the Green Plan 2030, the government announced plans to mitigate climate change by promoting greater sustainability in Singapore. These plans include investing $30 million over the next five years in electric vehicle-related initiatives and helping businesses develop green products. Beyond these governmental efforts, Mr Seah urged citizens to commit themselves to individual actions as their efforts can add up and collectively help in Singapore’s fight against climate change. Should citizens or the government be responsible for tackling climate change?
socratic
seminar
As part of exploring how citizens and the government can work for the good of society in Issue 1, chapter 3 of the coursebook, this section suggests a lesson idea that uses Socratic Seminar to help students deepen their understanding of the ideas and values in an article. Students are encouraged to explore what different stakeholders can do and through this process, learn to appreciate the effectiveness of the actions that can be taken. Teachers can refer to 2016 SS E/N(A) TLG pg. 188-190 for more details about Socratic Seminar
Main
Article
Making climate the 7th pillar of Total Defence: Seah Kian Peng
Supplementary
articles
(if
needed)
Government's role: Moving towards a climate-resilient Singapore Citizens' role: Keen on green, but at what cost? Poll maps out S'porean attitudes to eco-friendliness
WHAT'S SIMMERING
conducting
a
socratic
iSSues Explorer | 10
seminar
in
class
INTRODUCE to students the seminar and its purpose of facilitating a deeper understanding of the actions taken by various stakeholders (citizens and the government) against climate change. GIVE out the main article. Allocate 20 minutes for students to read and record information from the article using a worksheet as shown on the next page. Student may focus on answering the literal questions first. SET the discussion norms, such as addressing one another respectfully to ensure that proper behaviour is observed during the Socratic Seminar. Open the Socratic Seminar by posing the question: Should the government or citizens be responsible for tackling climate change? ASK students a series of questions based on the given text to check for their understanding. Start off with literal questions so that students can clarify their doubts; or elaborate on some of the ideas raised in the article to enhance collective understanding. POSE interpretive questions and evaluative questions to move the discussion along or to redirect students' focus on the issue. Have students record the discussion points in their worksheet. SUMMARISE the main points made in the seminar, either at a quiet point during the seminar or towards the end of the seminar.
Blended
Learning
Opportunity!
Teachers may assign the article(s) to the class prior to the lesson. Students may conduct their own research to find out more about the issue. Subsequently, the Socratic Seminar can then be conducted virtually or when students return to class.
Blended
Learning
Opportunity!
Teachers may pose the literal questions on SLS prior to conducting the Socratic Seminar. This would be useful in helping to scaffold students’ understanding of the article.
tip!
When the class is more familiar with the structure of Socratic Seminar, students may even pose interpretive questions and evaluative questions to one another!
WHAT'S SIMMERING
Discussion
worksheet
iSSues Explorer | 11
for
Socratic
Seminar
These are some suggested discussion questions for the Socratic Seminar. Teachers may adapt them to suit the needs of their students.
WHAT'S SIMMERING
iSSues Explorer | 12
ISSUE 3
Is embracing globalisation always beneficial to Singapore's economic development? Knowledge
Outcomes
Students will be able to understand: the positive and negative economic impacts of globalisation on countries, companies and individuals; and how countries, companies and individuals have different responses to the uneven economic impacts of globalisation.
Synopsis
With increased economic activities taking place across the globe, economies have grown deeply interconnected and interdependent of each other. This has been a key enabler of economic growth for countries as they participated in the global economy. Singapore has leveraged globalisation to sustain our prosperity. However, the Covid-19 experience has shown us that globalisation can also challenge us with major economic upheaval as borders were shut, global supply chains were disrupted and major industries such as aviation were grounded to a standstill. Is embracing globalisation always beneficial to Singapore’s economic development?
structured
academic
controversy
As part of exploring the economic impact of globalisation on countries, companies and individuals in Issue 3, this section provides a lesson idea on how teachers can use Structured Academic Controversy to help students understand both sides to this issue: Is embracing globalisation always beneficial to Singapore’s economic development? In the process, students gather information about the positive and negative economic impacts of globalisation, present their positions, before reaching a group consensus on whether it is always beneficial to Singapore’s economic development. Teachers may refer to 2016 SS E/N(A) TLG pg. 190-191 for more details about Structured Academic Controversy.
Articles
for
position
1
Article 1: With globalisation in retreat, ASEAN can offer Singapore a way forward in post-COVID world Article 2: Companies seek new opportunities to stay afloat amid COVID-19 pandemic Article 3: From virtual tours to online stores, Singapore tourism companies boost digital offerings amid Covid-19
Articles
for
position
2
Article 4: 'We are not returning to a pre-Covid-19 world': Chan Chun Sing maps our 'new path' for Singapore Article 5: SME business sentiment sinks to record low in Singapore on Covid-19 uncertainties Article 6: Thousands of jobs in S'pore may go in next 6 months, say experts
WHAT'S SIMMERING
conducting
a
Structured
iSSues Explorer | 13
Academic
controversy
DIVIDE students into groups of four. Within the groups of four, further divide the students into pairs. Assign each pair with a position. One pair could be assigned to highlight the economic benefits of globalisation while the other pair takes the opposite position (i.e., the negative economic impact of globalisation). ALLOCATE 20 minutes for each pair to read the articles and gather information to support their assigned position, regardless of their personal views. Ask students to record their discussions using a graphic organiser as shown on the next page. DIRECT each pair to take turns to present their assigned position in five minutes. When one pair is presenting, the other pair should listen carefully, take notes and record questions for clarification. GIVE each pair five minutes to engage in a rebuttal of the points made by the other pair. GET each pair in the groups of four to exchange positions and repeat steps 1 to 4 with their new position. INFORM students that they are no longer part of a pair with an assigned position on the issue. Instead, in their groups of four, students are to attempt to forge a consensus on the issue.
in
class
Blended
Learning
Opportunity!
Teachers may assign the articles to the class prior to the lesson. Students may conduct their own research to find out more about the issue. Subsequently, the Structured Academic Controversy can be conducted virtually or when students return to class.
tip!
One way to check for students' understanding of the articles is to get them to submit (as a pair) their top three arguments for their position. This would give teachers a sense of whether the class has understood the issue and the articles.
WHAT'S SIMMERING
Graphic
organiser
for
iSSues Explorer | 14
Structured
academic
controversy
This worksheet is adapted from the 2016 SS E/N(A) TLG, pg. 241. Teachers may adapt the worksheet to suit the needs of their students.
Have an interesting topic in mind that would make for a great classroom discussion? Let us know! We could cover the topic in the next editions and share it with the fraternity! Scan the QR code or click HERE.
WHAT'S COOKING
iSSues Explorer | 15
What's Cooking F o r
s e m e s t e r
T W O
Do keep a lookout for our emails on how to register for the following PD sessions!
Discussion-based
Issues-based
workshop
Date: Part 1: 26 July 2021, Monday Part 2: 30 Aug 2021, Monday Time: 1430-1730 hrs Mode: Via Zoom
SLS
lessons
SLS
Catalogue
from
the
The catalogue has been refreshed with new SLS lessons! Click HERE for the updated SLS catalogue or scan the QR code!
Contribute
SLS
to
Community
the
Gallery
Share your lesson on the SLS Community Gallery and stand a chance to be featured in subsequent editions of iSSues Explorer! Share your lesson url with us HERE or scan the QR code.
3
Date: 7 July 2021, Wednesday Time: 1430-1730 hrs Mode: Via Zoom In this seminar, teachers will discuss recent trends and developments pertaining to Issue 3. Teachers will also explore how they can apply their learning in the classroom.
In this workshop, participants will deepen their understanding of using Structured Academic Controversy as a strategy to facilitate discussions in the Social Studies classroom.
new
Seminar
SSS
Wikipage
At this webpage, you will find useful resources for the teaching and learning of Social Studies for the E/N(A) and N(T) syllabuses. This webpage is updated regularly! Access the SSS Wikipage HERE or scan the QR code.
share
your
feedback
with
us!
We hope you found the articles in iSSues Explorer useful! We want to continue providing you with relevant and useful resources for your teaching and learning of Social Studies. We invite you to share your feedback and ideas HERE or scan the QR code.
WHAT'S COOKING
keying
in
of
SS
iSSues Explorer | 16
N(T)
grades
in
School
cockpit
(SC)
2.0
The SS N(T) grades should be reflected in the Holistic Development Profile (HDP) at the end of each semester for Lower Secondary levels. The grades are Pass (PA), Pass with Merit (ME) and Pass with Do keep a lookout for our emails on how to register for the following PD sessions! Distinction (DI). Students who do not attempt the PT should be given “Ungraded” in the reporting of assessment grades at the end of each semester.
For
Secondary
1
N(T)
SS N(T) grades for Secondary 1 N(T) students are to be entered in the: “Term 2 Weighted Assessment” column for Semester 1; and “End-of-year Exam” column for Semester 2. Example of entering of SS N(T) grades in School Cockpit 2.0 for Secondary 1
For
Secondary
2
N(T)
SS N(T) grades for Secondary 2 N(T) students are to be entered in the: “Mid-year Exam” column for Semester 1; and “End-of-year Exam” column for Semester 2. Example of entering of SS N(T) grades in School Cockpit 2.0 for Secondary 2
For
Upper
Secondary
N(T)
Schools have the option of reflecting the SS N(T) grades at the end of the first or second semester depending on whether the syllabus is allocated double periods in the first or second semester. The grades are to be entered in the “Overall” column
Example of entering of SS N(T) grades in School Cockpit 2.0 for Upper Secondary levels
Teachers may refer to 2020 SS N(T) TLG pg. 95-96 for more details about Assessment Grade Reporting