Approaches to teaching Integrated Humanities

  
  Introduction:

  • The lower secondary history and geography syllabuses were reviewed by CPDD and new syllabuses were introduced to school in phases from 2006. While specific objectives have to be met in implementing these syllabuses in school, CPDD has given schools the flexibility to implement relevant programmes to meet the demands of the syllabuses.

  • The school’s Humanities Department has viewed several approaches to the teaching and learning of lower secondary history and geography. One such approach is the strategy adopted by St Margaret Secondary School. In viewing such approaches, the department felt a need for an Integrated Humanities (IH) progamme which would suit the learning styles and needs of the students.

  
  Rationale:

  • There is much connectedness between the teaching and learning of history and geography. However, when the subjects are taught separately, the students are unable to see the links between these two subjects, leading to students being unable to appreciate both subjects.

  • As quite a number of knowledge, skills and values of both the subjects are inter-connected, students find learning two different subjects overwhelming.

  • There is a need to review the teaching and learning processes in line with the learning styles of students who are practically visual learners growing up in a digital age.

  
  Development of The IH Framework:

  • In drawing up the framework for the revised syllabus, feedback was sourced from some teachers and students on an integrated humanities programme. The response was positive as most of them felt that a well packaged programme will allow for deeper learning and appreciation of the humanities.

  • Three teachers worked on the proposed framework and presented the framework to the rest of the department on 22nd Nov during the Humanities Envisioning Exercise. The department endorsed the framework for implementation in 2007 for the Secondary One level. In Dec 2006, the school leaders cleared and passed the syllabus for implementation in 2007.

 
  Consideration:

In developing the IH syllabus, the department considered the following:

  • To develop students’ abilities to think and learn independently and creatively through interactive and activity-based modes of instruction 

  • To ensure that the key learning objectives of both the lower secondary history and geography syllabuses are fulfilled

  • To provide a platform for the teachers to incorporate the key learning processes identified at school level: Development of Art Niche, Environment, NE, Digital Age, Healthy Lifestyle

  • To achieve the Desired Outcomes of Education (DOE) for secondary curriculum by providing a range of experiences to help pupils reach their potential and acquire basic competencies for life-long learning

 
 
The general thinking behind the pedagogy for IH:

  • Most of our pupils are kinesthetic learners while we do have quite a number of visual learners. These pupils learn best with hands-on activities and visual interpretation and imagination of issues discussed.

  • As we move into the Digital Age, it becomes important for students to use IT as a tool to succeed. It thus becomes increasingly important to incorporate IT as a key component of IH.

  • 'Teach Less, Learn More' or TLLM aims to make learning more relevant and meaningful for the students. This can only be achieved if students are actively engaged in lessons. In IH lessons, teachers play the role of facilitators guiding the students to explore and discover for themselves the answers to topics they are covering. As much as the teachers play a key role in supporting the learning of the student, ownership of learning is transferred to the students to ensure that they are best prepared to face the future challenges.

  
 
 
Pedagogy Applied in the lessons:

In view of the above considerations, the following approaches have been taken in the teaching and learning of the subject:

  • A learner-centered teaching and learning approach will be taken to excite students and develop an interest in the subject.

  • Students will be exposed to and allowed to use IT resources to improve their competencies in handling IT. The teachers will be using engaging resources like internet, IT tools like content generators and CD-ROMs. The students are also expected to use IT resources in their assigned projects.

  • Engaging activities such as role-play and simulations will be used to develop interest in students and stretch the abilities and talents of the students.

  • Teaching will be extended beyond classroom to enhance the learning process. The Epicurean Hunt, ExCITe@Singapore_River Education Quest, Weather Studies and Humanities Week Challenges are some of such programmes planned for the students.

  • Students are expected to be independent learners. Ample opportunities thus are provided through major and small projects to stretch the thinking abilities of the students and provide the best learning environment for them.