FutureLearn Curriculum (integration of ALP & LLP)
Introduction of FutureLearn Curriculum (FutureLearn)
FutureLearn Curriculum (FutureLearn) is our signature programme aimed at equipping students with 21st century competencies (21st CC) and future literacies – sustainability and digital literacy. To provide a more cohesive learning experience, we have synergised our Applied Learning and Learning for Life Programmes (ALP and LLP) and aligned our Maker Education: Design Challenges under the broad theme of “Sustainability”.
FutureLearn Objectives
Through FutureLearn, we want our students to:
FutureLearn is focused on developing:
FutureLearn Structure
FutureLearn consists of three core pillars: Environmental Sustainability, Community Youth Leadership (Social Sustainability) and Digital Literacy. The curriculum is enriched and supported by Maker Education. In Secondary 3, students participate in a Capstone project which requires them to work in teams to solve real-world challenges in their community. They have the autonomy to choose project topics based on their passions and interests.
Leveraging the world as their classroom, selected students will also have the opportunity to join overseas immersion trips. The QUEST Global programme provides the overseas experience, helping students to better understand the region and build valuable networks.
Environmental Sustainability: Engaged Learning
1) Sec 1 – Field Trip to Lower Seletar Reservoir
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(a) Appreciating biodiversity through a nature boardwalk |
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(b) Land-sketching |
(c) Testing of water quality |
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2) Sec 2 – Exploring Alternative Sources of Energy
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(a) Construction of solar car |
(b) Construction of solar oven |
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(c) Harnessing kinetic energy |
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(d) Prototype |
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3) Sec 3 – Learning Journey / Work Experience to/at The Polyolefin Company
4) Sustainability Champions – Green Enrichment Workshop (conducted by NUS Lecturer from College of Design and Engineering) [happening on 1 Nov]
Social Sustainability: Students’ work from our Sec 3 capstone project
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(a) Instagram account documenting the class’s engagement with the hawkers |
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(b) Vlog created by our students to promote hawker culture |
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(c) Considerations behind the poster designed |
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