FRAMEWORK OF IPW IN DUNMAN SECONDARY SCHOOL

Aims and Objectives IPW :

• Provide pupils with opportunities to explore the inter-relationships and interconnectedness of subject knowledge
• Enable pupils to apply creative thinking skills
• Develop collaborative skills among pupils
• Develop a culture of self inquiry and life-long learning skills
• Assist students in integrating and applying content knowledge into real life situations
  

Although a non-examination subject, a grade will be reflected in the report card of each pupil at the end of the year. For Sec 1 and 3, the grades for IPW with form part of the CA for anchor subjects.

IPW is anchored on core subjects for 2005/6.

• Sec 1 : Subject Anchor : Craft & Technology-Cultural Fusion
• Sec 2 : Subject Anchor: Science : Student Initiated Science Project
• Sec 3 : Humanities & EL: A World Divided

Sec 1 : Cultural Fusion

• promotes greater awareness and understanding of the different cultural aspects within pupils
• Identifies the distinctive characteristics of each cultural group and information is used effectively in the various forms of design for the Cultural Fusion Restaurants
• Promotes racial harmony among the students.

Deployment and Outcome:

• Each term students go attend a module eg Art, D&T and HE focusing on the content knowledge and the skills required for the project task.
• Students are divided into groups of 3 to embark on the project where there will hand in a business proposal to promote their restaurant.
• Students are assessed based on group work, individual work and presentation skills.
• Exhibition to showcase the end products of this program - done during I & E day

Sec 2 : Student Initiated Project for Science

Pupils have varied interests and passions that are not always catered to in the school curriculum. PW provides the means to nurture the spirit of self-directed inquiry and life-long learning through pupil-initiated project tasks. Learning becomes more meaningful to them when they have the opportunity to pursue an area of interest and experience the excitement of making discoveries for themselves. Pupils are asked to initiate their own projects based on their interest.

Deployment & Outcome:

In initiating their own projects, pupils

• identify an area in which they are interested to work on,
• define their project focus and
• work on their own to complete the project task.
• During the 17 weeks, the Supervising Teacher guides them through the different stages of PW.
• From Week 13- 17, students finalize their project and present their project in class.
• An overall grade is assigned to each group and reflected in students' report book.
• Better projects are short-listed and improved upon for exhibition during I & E Day

FRAMEWORK FOR IPW LEVEL: SEC 3
SUBJECTS: HUMANITIES / MATHS
THEME: WATT'S UP? A conservation project
1) General Aims & Objectives

• Provide pupils with opportunities to explore the interrelationship of subject knowledge
• Provide pupils with first hand data for interpretation and analysis
• Foster problem solving skills, teamwork & cooperation
• Raise awareness of NE values

Maths: Pupils should be able to

• Input gathered data into a spreadsheet
• Create graphs from data to help recognize trends
• Interpret graphs

Humanities: Pupils should be able to:

• See relationships and patterns between weather changes and energy use
• Use data and research to explain the patterns
• Use this knowledge to create an energy conservation proposal

2) Assessment

• IPW will be assessed by both the Humanities and Maths teachers
• Humanities teachers will assess the written report (content data) and oral representation
• Maths teachers will assess the representation of data.(accuracy & appropriateness)
• Marks will be assigned to the written report component and will constitute part of the CA grades for Humanities. Rubrics will be given.

3) Duration: Carried out over a duration of 30 periods

Project Task
The project is anchored to Humanities theme of Weather Studies and Conservation and for Maths, the topic of Data handling & Data Analysis
The written components constitute 2 parts:
(i) A written report on data collected -description and analysis of trends accompanied by charts .(graded)
(ii)Oral presentation on their energy conservation proposal for the school.(graded)

The Written Report (Group Work)
This includes

• All graphs , charts, diagrams which show co-relation between weather elements ( temperature, humidity) to usage of utilities (energy, water) in school over a period of 1 month.
• Write up on trends observed (description and analysis)
  Guidelines for Written Report (each group to hand in 1 report)
• A4 sized paper to be used.
• must have proper headings and sub-headings
• lettering and size of lettering should be varied
• all graphs and data must be clearly labeled and presented (recommended at least half A4 page)
• format should be reader-friendly

Oral Presentation (Individual)
This includes

• Presentation of their findings (supported by evidence)
• Presentation of their proposal to conserve energy usage in school with supporting evidence from data collected. (problem solving)

Guidelines for Oral Presentation (each group to present parts of the energy conservation proposal)

• 3 minutes per pupil followed by Q & A
• pupil chooses how he/she wishes to present their part eg. Prepared scripts or charts or any other medium (this is to be filed)