Schools have begun to realize that the usual pen and paper approach is not enough to engage students in the learning of humanities subjects. One school that has tried to keep the subjects relevant and relatable through innovation is Clementi Town Secondary School. Teachers from the Humanities department share how they literally blazed new trails to bring their subjects to life, exposing students to important local and global issues, and nurturing in them a concern for their surroundings.

Humanities teachers from CTSS find that heritage trails
have changed their students’ perspectives of humanities
subjects and helped them gain a better understanding and
appreciation for their surroundings.

Observing that students often struggle to see how the humanities connects to the real world and is relevant to their lives, the Humanities department at Clementi Town Secondary School (CTSS) decided to explore alternative teaching strategies to foster interest in the humanities.

“We wanted to re-engage our students, and at the same time emphasize the acquisition of critical thinking skills,” says Mdm Yehidaah Beevi d/o Shaik A.

Despite conducting learning journeys to expose students to issues on the ground, teachers at CTSS found it difficult to capitalize on teachable moments because of large class sizes. A review of their Social Studies curriculum in 2008 found that the students had difficulty with certain skills like crossreferencing and trouble with particular topics as a cohort.

“We decided to re-look how we did our learning journeys and reach out to students through the ways they learn best,” says Yehidaah. “Our students like hands-on experiences and are comfortable with technology, so we decided to find a way using technology.”

Inquiry-Based Mobile Trails

This led to the school’s first digitally integrated trail at Bukit Timah Nature Reserve that focuses on developing students’ historical investigation and geographical investigation skills.

“We wanted students to experience nature because they found the subjects dry when we
taught the syllabus in the classroom,” shares Mdm Tay Soo Chin Emmeline. “Students were excited about the trail and felt they learned a lot more through it. They liked that they were able to see and feel what they were studying about.”

Developing a New Appreciation for Our Surroundings

Encouraged by positive feedback, the teachers decided to create a heritage trail in the Clementi area near the school that would address topics students struggled with in the Social Studies curriculum, particularly the topic of social cohesion in Singapore. National Education (NE) Student Ambassadors helped to curate the trail by conducting first-hand interviews with residents, identifying significant places in Clementi and digging up historical nuggets.

“We chose to create a trail in Clementi because many students are from this neighbourhood. We thought it might be an interesting way to get them to learn more about their neighbourhood. At the same time, it shows them that history is not limited to what they learn in their textbooks. It could be as simple as where they live,” says Ms Sheetal Madhukar Sonawane.

The experience is also a chance to build identity as the opportunity to uncover the history of their neighbourhood helps students gain a deeper appreciation for their lived environment. “In this way, building a sense of Singaporean identity starts from home and school,” says Sheetal.

With their teachers’ guidance, students learn to analyse the data collected and how to crossreference different sources (e.g., archives, notes, interviews, and pictures), skills that are transferable to their examinations.

“It is interesting to see the students picking up these inquiry skills quickly through the trail. They respond with wonderment at learning something they never knew about a place so near to them. With technology, the process is fun and relevant,” says Emmeline.

Building Awareness of Global Issues through Photojournalism

Photojournalism is another initiative that CTSS introduced into its Humanities curriculum
to expose students to topics and issues beyond their textbooks. Started in 2008 as part of
the Global Watch programme, the programme engages upper secondary pupils in inquiry-based project work. Students research global issues ranging from war and revolution to environmental issues, health and women’s role in politics to construct stories through photos, presentations, roleplays, documentaries and creative first-hand accounts of eyewitnesses that reflect their learning.

“As the Social Studies curriculum requires students to analyse source-based questions
and decontextualized elements, they will benefit by knowing what is happening in the world
around them,” says Yehidaah.

Emmeline adds, “At the same time, we want them to practise the inquiry-approach and put
together all the data, research and photos to tell a story and educate others.”

Students are briefed on the project at the beginning of the semester and work in groups to
complete the project that culminates in a photojournalism exhibition held in conjunction with the National Education Commemorative Days. To keep the initiative fresh and relevant year after year, the teachers constantly think about how to improve the exhibition while ensuring it aligns with the Humanities syllabus.

From Informed to Active Citizens

This year, in alignment with the syllabus that now includes discussion-based pedagogies, a new exhibition format was introduced. “Instead of just viewing their friends’ exhibits, we hope to facilitate more conversation through a conference-style day where students conduct workshops their friends can sign up for,” shares Ms Ee Wen Lin Sandy.

As the syllabus moves towards investigation of social issues and developing responses to these issues, the project now also involves students brainstorming strategies to solve problems. “This is where active citizenship comes in,” says Sandy. Beyond understanding these issues, students are encouraged to go a step further to consider possible solutions. “Learning to critically think about and evaluate solutions really helps re-focus students.”

With greater emphasis on helping students to become informed, concerned and participative citizens, it is vital that they are both exposed to social issues and equipped with the necessary critical skills to solve them. This is something the school continues to work towards through its innovative programmes.

Sheetal explains, “These programmes have existed since 2008 and are still in place because we refine and adjust them according to the needs of our students. What is important is to always seek to improve. The programmes may take different forms and have different names, but as long as they are relevant, the curriculum innovation will stay.”