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Education Webquest

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by

Jamie Tan

on 15 August 2013

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Transcript of Education Webquest

1. Interactive Teaching Pedagogies
2. Workshops
3. Discovery-based Lessons
Culture & Character
Leadership
Responsiblity for Learning
Self-initiation
Notes
Mission
To nurture students of exemplary character, willingness to engage with society, as well as all-rounded intellectual and skills-based development.
Overview of Curriculum
Curriculum with emphasis on:

Kinesthetic Approach
Analytical and critical thinking
Active and self-directed learning
Effective Communication

Core Subjects
Year 1 to 3:
- All students are to take the mandatory Normal (Academic) Course Curriculum as basic foundation for further education
- Knowledge skills- and life skills-based curriculum

Year 4 to 6:
- All students are to select their subject combinations from the core subjects offered
- Students will also take 4 different modules in Year 4-5, and one fixed module in Year 6.
Main Programme
Internships and Community Involvement
Expeditionary Learning
Six-year programme with two main sections:
Year 1 to 3: Basic education to equip students with the knowledge and skills of a wide range of academic subjects (languages, humanities, sciences)
Year 4 to 6: More specialised education. Students will study a standard set of core subjects (GP/LA, Mother Tongue), together with semester modules of their choice.

Year 4 - Mid Year 5: Students undergo modules which last for half a year each, and will hence take up to 3 modules in Years 4 to 5.
Mid Year 5 - Year 6: Students stay with a fixed module of their choice for the entire year.

Campus: Green School
Modules
Admission Criteria and Target Audience
School hours
Year 1 to 3:
8am - 2:30pm with hour-long lessons and two 45-minute breaks
CCA: 3:30pm - 6pm, 2-3 times a week

Year 4 to 6:
Length of normal school day varies according to students' subject combination
Modules: 2-3 hours 2-3 times a week depending on the module chosen
Campus situated at reclaimed land off Sentosa Island

Green School Concept of Sustainability and Self-sufficiency:
Zero-waste policy
Green walls and rooftop garden
Solar panels to meet energy needs
Rainwater collection from rooftops

All items are from fair trade/environmentally responsible origins as far as possible
Organic farming: Traditional, hydroponics and aeroponics (Composting system)

Emphasis on sustainable living and conservation education
Appreciation of local biodiversity
Petting farm
All gardens and farming plots in school compound to be run by students

Co-curricular Activities
Compulsory for all lower secondary students (Years 1-3)
Optional for upper secondary students (Years 4-6)
to allow them to focus on their modules
Sports, performing arts, uniform groups, clubs and societies CCAs are offered (recreational or competitive)
Students are allowed to set up their own student-led CCAs (mainly clubs and societies) to encourage them to be more active in the school community
Students are allowed to have more than 1 CCA
Expose students to more than just academics, opportunity to excel in other areas, build up skills, interact with others
our environment is the best classroom available
Submission of portfolio (with both mid year and PSLE result for holistic evaluation)
Interview
Essay (without word limits) detailing their passion and what they hope to pursue upon joining Mani High School

Goals:
Initiative, leadership and teamwork
Innovative and new dimensions to academic studying
For students to recognise the potential and expanse of the world around us
What types?
Internships
Overseas programs
Visiting Auschwitz when learning about Nazi Germany

Nature visits
Trekking to learn more about floral and fauna in their natural habitats
How?
Student initiated
Learning outcomes to be broadly decided upon before the trip


Values
Follow up actions encouraged (responsible learning)
proposing plans to protect natural habitats they have visited
sharing what they learned with their peers
Culture & Character
Leadership
Responsiblity for Learning
Self-initiation

Engaged members who participate in the shaping of society
School Culture
Non-conformity is encouraged
Mutual respect between school management and students
able to challenge the authority (reasonably)
Internships
Year 5 and 6 students are allowed to apply for internships through the school in their field of specialised study
eg. Students specialising in the Media Studies module can apply for an internship at Mediacorp
Student-initiated CIP
Students can work individually or in groups to organise their own CIP projects
Minimum of 50 CIP hours a year
Shared school space
Aims
Improve dreary school life (which our school isn't)
- Business, Political Science
- Communications and New Media, Design and Technology
- Linguistics, Psychology, Sociology, Theatre Science
Used for
cultural exchanges
lunchtime performances
entrepreneurship
Engaged learning
Infuse learning into all aspects of school life
Meals will include authentic international cuisine to be ordered in that native language
Students can initiate and garner support for their own projects
Assessment
Year 1-3:
1.Ungraded assignments for all academic subjects (approximately 5 assignments per term)
2.Quizzes for all academic subjects (approximately 5 quizzes per term)
3.Combined tests for all academic subjects (one at the end of each term)

Assessment
Year 4-6:
1. Core subjects: Grading system for academic subjects imposed on all core subjects
Final Examinations for all subjects (MANI Diploma)
2. Modules:
- Year 4-5: o Graded assignments for each module
o One long-term project work/collaborative assignment for each module
- Year 6: o Graded assignments for the module
o Quizzes on the module
o Combined test for all academic subjects (one at the end of each term)
o Final Examination for graduation (MANI Diploma)
Full transcript