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Applied Learning Programme (ALP) - PROJECT S.H.I.N.E 

Introduction

In our effort to provide a vibrant learner-centred environment that is conducive to student development and achievement, we have introduced the Applied Learning Programme (Project SHINE) since 2014 where students work towards a solution to a problem that addresses a genuine need in the real world. 

Student Outcomes

The programme aims to develop:     

  • Motivated learners with life-long values, skills and 21st century competencies and skills who are able to work in teams or independently, to experiment with ideas, explore their talent and contribute to the community. Students will see the relevance and value of what they are learning and develop in them a joy for learning and entrepreneurial spirit.   

  • Empathetic, innovative and critical thinkers who can apply their knowledge, skills and values in real-life situations. They will experience the sense of purpose and achievement that comes with productive activity. Students will seek to greater understand the needs of their target audience and to empathise with them through iterations of meaningful conversations.

  • Effective communicators and collaborators who serve with conviction.  Over time, students come to regard themselves as people who can make a difference to their own lives and in the quality of the lives of other people. Students will learn to tap on each other’s strengths and assigned varying roles in order to collaboratively work as a team among a group of diverse learners.


Approach & Pedagogy

Project SHINE employs the Design Thinking framework, a user-centred innovation problem-finding and problem-solving process to engage in innovation projects known as Design Challenges. Project SHINE also provides opportunities for students to use Science, Technology, Engineering and Mathematics (STEM) as a platform for problem-finding and problem-solving. Through biweekly classroom sessions with journaling on E-portfolios, learning journeys and tinkering in the ‘Xplore and Design Space, students will be equipped with the skills to identify challenges, gather information, generate potential solutions, refine ideas, test and market solutions.  

The Design Thiking framework we adopt follows the following 4 phases:

 Design Thinking Framework

I) Secondary One

Theme:  Caring for the school community 

Design challenge:
To instil a sense of belonging and pride in the school, students focus on working on school improvement projects while developing marketing strategies to inculcate the spirit of entrepreneurial dare.

II) Secondary Two


Theme: Caring for the environment

Design Challenge: 
The Design Challenge gives students the opportunity to extend the principles and mindset of Design Thinking which they have learnt in Secondary 1 to instil a sense of responsibility towards our environment and the need for conservation. Students focus on working with community partners such as the World Wide Fund for Nature while developing marketing strategies to inculcate the spirit of entrepreneurial dare.

III) Secondary Three


Selected students who have shown a deeper ability to apply their understanding of the Design Thinking framework in the Secondary 2 Design Challenge are selected to further explore their interest by partaking in carefully chosen national competitions. These opportunities allow students to explore and develop areas of strengths and interests as well as to better understand the post-secondary pathways, evolving job landscape and determine future career choices such as those in Science, Engineering and Technology.


Programme Highlights


   Biweekly classroom sessions
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      Micro:bits programming workshop
Shine Photos2.PNG    Sandcastle Building Design Challenge
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    Learning Journey to Changi Experience Studio 

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