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Press Releases

January 8, 2008

More Support for School's "Teach Less, Learn More" Initiatives

The Ministry of Education (MOE) will be providing more resources to schools to support their “Teach Less, Learn More” (TLLM) initiatives this year. A “TLLM Ignite!” package will be offered to selected schools to catalyse School-based Curriculum Innovations (SCI) while the “PETALS™: The Teacher’s Toolbox”, aimed at supporting teachers in engaged learning, will be disseminated to all schools. TLLM, which aims to engage learners better and prepare them for life, was launched by Mr Tharman Shanmugaratnam, Minister for Education, at the MOE Work Plan Seminar in September 2005.

The “TLLM Ignite!” Package

The “TLLM Ignite!” package aims to catalyse more schools in their SCI efforts. MOE believes that such ground-up initiatives will engage students and cater to their learning needs better. Examples of SCIs that schools could carry out include curriculum customisation, curriculum integration, differentiated instruction, inquiry-based learning and problem-based learning. The “TLLM Ignite!” package would be provided to about 100 schools each year, for the next three years starting from 2008.

The “TLLM Ignite !” package comprises top-down support by MOE to schools interested in carrying out SCIs. These schools will receive a range of support which include:

  • A Project Facilitator from MOE Headquarters (HQ) who will facilitate top-down support and provide a one-stop point of contact between MOE HQ and the school;
  • Curriculum design, pedagogy and assessment know-how in the school’s specific area of SCI from an MOE HQ curriculum partner, local and overseas consultants and TLLM Mentors;
  • Being part of a TLLM Network of Ignite! schools which are working on similar projects, to design and share learning materials and ideas;
  • Customised workshops for teachers which are relevant to the school’s specific area of SCI;
  • One teacher receiving specialised training in research under the Research Activist (RA) Attachment Scheme which leads to accreditation towards a Masters in Education degree at the National Institute of Education (NIE);
  • Opportunities to share and present their “TLLM Ignite!” programmes at local and overseas platforms such as MOE events or conferences; and
  • A “TLLM Ignite!” fund of about $15,000 per SCI per school.

For 2008, MOE has selected 100 schools (51 primary, 47 secondary, 1 full school and 1 centralised institute) to be given support under the “TLLM Ignite!” package for a total of 106 SCIs. Please refer to Annex A for the list of schools.

The 106 SCIs were selected based on their good spread of interesting ideas in teaching and learning which are worth exploring. Other schools can also potentially learn from and adapt these SCIs which are clearly focused on student engagement and are based on educationally sound strategies for delivery.

PETALS™: The Teacher’s Toolbox

To support schools in the area of engaged learning, MOE has collaboratively developed the “PETALS™: The Teacher’s Toolbox” together with TLLM prototype schools which have been carrying out SCIs since 2006 (see the “Background ” section)

Schools can make use of the contents of the “PETALS™: The Teacher’s Toolbox” to build on a common understanding and direction to share and catalyse good teaching practices in TLLM. Five copies of the “PETALS™: The Teacher’s Toolbox” will be delivered to all schools by mid January 2008.

The “PETALS™: The Teacher’s Toolbox” is a kit comprising the following four components:

  1. The Journey of Learning and Teaching in Singapore
    This timeline charts the development of teaching and learning in Singapore from the late 1950s to 2007.
  2. The PETALS™ Primer
    This volume explains the PETALS™ Framework and includes the literature review on engaged learning. It contains illustrations of how each of the prototype schools brought about engaged learning in their school-based curriculum innovation. Please refer to Annex B for more information regarding the PETALS™ Framework and engaged learning.
  3. School Ecosystems: Enablers for Engaged Learning
    This item comprises a booklet highlighting four factors present in the prototype schools that facilitated teachers’ development of a school-based curriculum innovation. There is also a pack of cards designed for school leaders to use when discussing their school ecosystem with staff. The cards are based on case studies from four prototype schools, namely Pasir Ris Primary, Tampines Primary, Marsiling Secondary and St. Margaret’s Secondary.
  4. Resources for Engaged Learning and the PETALSTM Digital Game
    This is a CD which holds a wealth of resources and reflections contributed by the prototype schools to inspire other schools to embark on their school-based curriculum. It also includes the first-ever digital role-playing game developed in Singapore by MOE for teachers.

The learning experience of the TLLM prototype schools, together with their use of the PETALS™ Framework in their SCIs, form the basis of the “PETALS™: The Teacher’s Toolbox”. The contents are also backed by literature review and research.

The stories and vignettes in the “PETALS™: The Teacher’s Toolbox” relate the journey undertaken by these Singapore schools which have taken bold steps in pioneering new strategies and adopting or adapting novel approaches to meet the needs of their students. In re-designing, re-sequencing and customising the MOE-developed syllabuses, these schools have been able to help their students appreciate the relevance of what they learn in school to the real world, and to see the inter-connections across subjects. These schools have very generously shared curriculum materials which their teachers developed in order to inspire other teachers to take the lead in being designers of their school-based curriculum. The list of schools which contributed to the “PETALS™: The Teacher’s Toolbox” is in Annex C.

Background

In 2006, MOE had selected 29 schools to be given more resources and support for their SCIs. Beginning from Mar 06, these schools had received additional teacher and administrative manpower, with their teachers attending customised workshops on curriculum design, pedagogical approaches and assessment modes. The schools had also received consultancy in the design, development, implementation and evaluation of their new approaches through partnerships with MOE curriculum specialists and education experts. The partnership with MOE involved research support to study and document the outcome of a school’s selected approach.

Annex A - Schools Supported by the TLLM Ignite! Package

Primary Schools
  • Admiralty Primary
  • Anderson Primary
  • Ang Mo Kio Primary
  • Blangah Rise Primary
  • Casuarina Primary
  • CHIJ Our Lady of the Nativity
  • Chongfu Primary
  • Chua Chu Kang Primary
  • Clementi Primary
  • Compassvale Primary
  • Concord Primary
  • Evergreen Primary
  • Fairfield Methodist Primary
  • Fengshan Primary
  • Fuchun Primary
  • Geylang Methodist Primary
  • Greenwood Primary
  • Guangyang Primary
  • Haig Girls’ School
  • Henry Park Primary
  • Holy Innocents’ Primary
  • Huamin Primary
  • Junyuan Primary
  • Juying Primary
  • Keming Primary
  • Kuo Chuan Presbyterian Primary
  • Maha Bodhi School
  • Meridian Primary
  • Montfort Junior School
  • New Town Primary
  • Northland Primary
  • Pei Hwa Presbyterian Primary
  • Poi Ching School
  • Princess Elizabeth Primary
  • Punggol Primary
  • Raffles Girls’ Primary
  • River Valley Primary
  • Rosyth School
  • St Andrews’ Junior School
  • St Anthony’s Canossian Primary
  • St Hilda’s Primary
  • St Margaret’s Primary
  • Tampines North Primary
  • Telok Kurau Primary
  • Temasek Primary
  • West Grove Primary
  • West View Primary
  • Woodlands Ring Primary
  • Xishan Primary
  • Yu Neng Primary
  • Zhangde Primary
Secondary Schools
  • Admiralty Secondary
  • Anderson Secondary
  • Bedok North Secondary
  • Bedok Town Secondary
  • Bendemeer Secondary
  • Bowen Secondary
  • Cedar Girls’ Secondary
  • CHIJ St Theresa’s Convent
  • Chong Boon Secondary
  • Chung Cheng High (Main)
  • Commonwealth Secondary
  • Compassvale Secondary
  • Dunman Secondary
  • East View Secondary
  • Evergreen Secondary
  • Fajar Secondary
  • Gan Eng Seng School
  • Greendale Secondary
  • Greenview Secondary
  • Hai Sing Catholic School
  • Kuo Chuan Presbyterian Secondary
  • Montfort Secondary
  • Ngee Ann Secondary
  • North Vista Secondary
  • Northbrooks Secondary
  • Northlight School
  • Paya Lebar Methodist Girls’ Secondary
  • Peicai Secondary
  • Ping Yi Secondary
  • Regent Secondary
  • River Valley High
  • Riverside Secondary
  • Shuqun Secondary
  • Si Ling Secondary
  • Siglap Secondary
  • Singapore Chinese Girls’ School1
  • Springfield Secondary
  • St Hilda’s Secondary
  • Tanglin Secondary
  • Tanjong Katong Secondary
  • Westwood Secondary
  • Woodgrove Secondary
  • Woodlands Ring Secondary
  • Yio Chu Kang Secondary
  • Yishun Town Secondary
  • Yuan Ching Secondary
  • Yusof Ishak Secondary
  • Zhenghua Secondary
Centralised Institute
  • Millenia Institute

Annex B - PETALS™ Framework and Engaged Learning

The PETALS™ Framework seeks to support teachers in understanding the dynamics between what a teacher does and what a student experiences, and to provide a common language and professional vocabulary across all schools.

The PETALS™ Framework is a synthesis of teachers’ experiences, students’ feedback, researchers’ data and sound education theories. It comprises five dimensions of learning and teaching that contribute to engaged learning in the Singapore classroom The five dimensions of learning and teaching can be used interactively to help teachers plan student-centred and engaging lessons. In short, students are engaged when teachers:

a. select Pedagogy that considers students’ readiness to learn and their learning styles; b. design an Experience of learning that stretches thinking, promotes inter-connectedness and develops independent learning; c. create a Tone of environment that is safe, stimulating and which engenders trust; d. adopt Assessment practices that provide information on how well students have performed and provide timely feedback to improve learning; and e. select relevant and meaningful Learning content that makes learning authentic for the students.

These 5 dimensions of Pedagogy, Experience of learning, Tone of environment, Assessment, and Learning content are abbreviated into the acronym “PETALS”.

Engaged learning is important as research has shown that it correlates positively with academic achievement. In addition, student engagement can also be manifested as positive attitudes to learning as well as a desire to enhance and increase mastery and understanding of the subject.

Annex C - Schools which Contributed to The “PETALS™: The Teacher’s Toolsbox”

Primary Schools
  • Admiralty Primary
  • Cedar Primary
  • Changkat Primary
  • CHIJ Primary (Toa Payoh)
  • Hougang Primary
  • Nan Chiau Primary
  • Pasir Ris Primary
  • Tampines Primary
  • Tao Nan School
  • Temasek Primary
  • Woodlands Primary
Secondary Schools
  • Bedok South Secondary
  • Boon Lay Secondary
  • CHIJ St Nicholas Girls’ Secondary
  • Clementi Town Secondary
  • Coral Secondary
  • Crescent Girls’ School
  • Deyi Secondary
  • Greenridge Secondary
  • Jurong Secondary
  • Kranji Secondary
  • Marsiling Secondary
  • Nan Hua High School
  • Peirce Secondary
  • St Margaret’s Secondary
  • Tampines Secondary
  • Victoria School
Junior College
  • Temasek Junior College
  1. A Full School.↩