Applied Learning Programme (ALP)
careers in their future.
Our STEM ALP is designed to engage our learners and build a bridge and synergy between the different subjects' knowledge to real-world applications.
It seeks to help students to appreciate the relevance and value of what they learn in the curriculum, and develop stronger motivation and purpose to acquire knowledge and skills. In addition, it aims to emulate the 21 CC working conditions to equip our students with the 21 CC skills to solve problems and create future innovations.
Desired Student Learning Outcomes
- Scientific inquiry and literacy;
- Reasoning and problem solving;
- Design thinking;
- Computational thinking; and
- Data analysis and the use of technology;
- ICT literacy;
- Environmental advocates;
- Self-directed learners;
- Collaborative learners;
- 21CC skills.
The STEM-ALP is anchored by the Science teachers. STEM-ALP allows for more authentic learning with an extension of lessons that deepen their understanding on
topics being covered in science lessons with greater engagement through hands-on sessions with projects that delivered different outcomes.
The school's STEM-ALP on "Sustainability" is a collaborative inter-departmental effort from the CCE, English and ICT department that provide a more holistic approach to the school STEM ALP programme. In our LLP, students are taught the different roles in functional collaborative teams. Students apply knowledge from the science curriculum within collaborative learning teams to make learning more relevant.
Fajar Secondary's Applied Learning Programme (ALP) focuses on the theme of Sustainability. The Secondary One and Two curriculum emphasize learning through the use of scientific thinking and engineering design to solve environment and water-related issues. The curriculum focuses on understanding local and world efforts to promote sustainable energy. Through ALP, students learn more about each of their respective topics through a series of hands-on activities and a final project catered to encourage critical thinking and develop 21st Century Competencies (21CC).
The goals of the STEM-ALP programme are:
1. To develop students to be responsible global citizens of the Earth, with a focus on our students understanding the concept of sustainability, as well as applying and living out sustainability in their own lives.
2. To enable our students to develop, in a progressive manner, the desired learning outcomes pertaining to their (i) GCE curriculum, (ii) 21CC, in particular, our Applied Critical and Inventive Thinking Skills (ACIT); and (iii) FJS values and attitudes, with respect to the issue of ‘Sustainability’.
3. To enable our students to be effective workers and persons who positively contribute to a sustainable 21st Century World.
With the introduction of clean energy sources around the world, our students are educated on the importance of using renewable energy. They will learn these through hands-on activities throughout the ALP. Their final projects, through the 2 years of curriculum, can range from building either a wind-turbine or a solar car, creating functional materials from recycled materials to designing and printing water thimbles prototypes to reduce water usage while increasing the efficacy of its use for a range of water taps found in the school. Through these projects, students are tasked to think critically about their designs as well as how they can apply the knowledge they have previously learnt to improve their project. They will also be
tasked to think about the real-world applications of their project.
Hands-on/ Experiential Learning: Lessons are planned with lots of activities that allow students to build and create their new found knowledge
The Biological Science Curriculum Study (BSCS) 5E instructional model: Engage, Explore, Explain, Elaborate and Evaluate
The Scientific and Engineering Design Method: to apply knowledge from the science curriculum within collaborative learning teams to leverage
on Scientific and Engineering design to solve real-world problems
ICT (One-to-one computer, Micro: bit etc.) to emulate the 21CC working conditions
Formative Assessment: Quiz with MCQ, Online Peer Review, Self-Reflection
Summative Assessment: Using the 21CC marking rubrics on the following deliverables:
Modes of Learning: Prototypes, Project Presentation, Written Report, Peer Review, Teamwork and Collaboration in Group Projects
Since 2016, the school has been participating in the Republic Polytechnic Scientific Thinking Programme. Through this programme students applied the Scientific / Engineering Design Method to solve real world problems. In teams of 5 students each, students applied 21CC attributes learnt through the lower secondary ALP.
In 2017, the projects embarked on were:
1. Extracting and Determining Composition of Antioxidant in Ginger Root
2. Antibacterial Effect of Human Milk and Commercially Available Infant Formula
3. Effect of the Type of Plastics on Heat Insulation
4. Using Chemicals to Repel Insects
5. Turning Food Waste into ‘Black Gold’
Projects 1 to 3 were demonstrations of the application of the Scientific Method while Projects 4 and 5 were based on the Engineering Design Method.
The team working on the Turning Food Waste into ‘Black Gold’ project won the Outstanding Project Award at Republic Polytechnic. This project demonstrated the importance and economic viability of applying sustainable practices, the main theme of the school’s ALP.
School STEM-ALP showcase & gallery walk: Students showcase their projects with a gallery walk cum presentation at the end of semester 1.
Our key partnership is with STEM Inc, a unit under the Science Centre Singapore, which supports our STEM ALP programme by having a STEM officer attached to our school to render support in the following areas: