Teaching and Learning at Fuhua

Background

The world we are living in is changing and education must evolve to respond to the changes. If we live in an interconnected and interdependent world, it only makes sense that knowledge is presented as interconnected and interdependent (Drake, 1998). At Fuhua, we endeavour for our students to acquire deeper learning through an engaging curriculum. Deeper learning is acquired by learners when they see patterns, make connections and apply learning in real life contexts. The framework guides the school in planning learning experiences in support of developing student outcomes.

Lesson Design

The school leverages Understand by Design (UbD) curriculum framework in guiding our lesson design. Lesson units are designed anchored on Big Ideas with accompanying Enduring Understanding (EU) and Essential Questions (EQ) to facilitate learning. Success Criteria are articulated in the unit plans to evaluate the impact of teaching strategies on student learning.

Tenets in the T&L framework

(A) Transdisciplinary and Interdisciplinary Integration

For students to make connections between different subject disciplines, interdisciplinary learning opportunities are planned where possible. Interdisciplinary learning is intentionally designed for students to acquire deeper learning. For instance, the EL curriculum design in the Lower Primary allows students to make connections with the natural environment around them. As part of understanding their Stellar Texts on animals, students embark on a learning journey to the zoo to experience real-life application of learning. Similarly, Math concepts are applied in Science experiments where students organize and present data to draw conclusions.

Students experience Transdisciplinary learning through project-based learning. One such project-based learning is GEM+ where students apply their key learnings from ALP and LLP to solve real-life problems. The school has identified 4Cs namely communication, collaboration, creativity and critical thinking to be honed through project-based learning.

In the design of the learning experiences for GEM+, programme owners incorporate activities that will help students to hone the 4Cs. In designing the learning experiences for students both in and out of the classroom, careful consideration is given to integrate the learning outcomes, 4Cs, subject-specific competencies and learning dispositions.

(B) Tech-enabled pedagogies

The school leverages tech-enabled pedagogies to foster collaboration and creative production. Tech-enabled lesson designs are anchored on Key Applications of Technology (KAT) to ensure integration of technology is meaningful for the students. Key considerations of Tech tools for T&L include opportunities for students to hone 4Cs and age appropriateness.

(C) Learner-Centered and Balanced Assessment

Assessment is integral part of learning, and the school aims for student to take ownership of their own learning through the design of leaner-centered and balanced assessment. Learner-centered assessment takes into consideration student readiness and is aimed at providing feedback. A variety of modes of assessment which include self and peer assessment, setting of goals, reflection and monitoring of their own learning progress are considered to assess student’s learning. A Balanced assessment includes a good balance of formative and summative assessment practices to ensure that our students are developed and assessed holistically (i.e. in all academic and non-academic areas and dispositions, values and 21CC).