Applied Learning Programme | ALP

Our ALP is Inquiry Based Learning (IBL) supported by Thinking Routines (TR), IBL-TR for short. IBL-TR is our school-wide pedagogical approach to facilitate the pupils’ acquisition of the 21st Century Competencies due to the elements of thinking, collaborating and creating.

Through this, we aim to enthuse and empower a self-directed learner with a passion for learning. Our lessons are designed to facilitate Inquiry-based Learning supported by the teaching of Thinking Routines (IBL-TR). Opportunities are created for children to construct their own understanding through exploration, evidence collecting, communication and application of concepts learnt. Our teachers believe that when we value pupils’ thinking, this contributes directly to motivating pupils to be involved in their learning. By focusing on the thinking process, we give every pupil a voice and reinforce the fact that every pupil can learn and take charge of their learning.

To ensure that the “thinking that is required to turn activity into learning” (Rictchart) is not left to chance, BTPS adopted the Thinking Routines from Making Thinking Visible: Building Understanding through Critical and Creative Thinking from Project Zero, Harvard Graduate School of Education.

These Thinking Routines are used as tools to develop the skills of translating thoughts and ideas into action and communication. They build the ability of all pupils to communicate more purposefully to Inquiry-based instruction. As our pupils in BTPS learn best while working in groups, during the various phases of inquiry, they can benefit from seeing each other’s thinking process made visible through the use of Thinking Routines.

The 5E learning cycle of IBL - Engage, Explore, Explain, Elaborate and Evaluate - is used to craft rich learning experiences that meet the needs of our students.

In our classrooms, 5 key learning behaviours that mirror the 5 stages of Inquiry-based learning are emphasised to teach our pupils how to learn:

1. Pose Question

2. I Actively Look for Answers

3. I Explain MY Thinking

4. I Link What I learn to Life

5. Reflect on MY Learning

   KEY PROGRAMMES
   JOURNALING TO ENABLE IBL-TR

   Journaling is an integral part of education in BTPS. The school firmly believes that 'Writing enhances critical thinking, reasoning, and the application of knowledge. It also allows children not only to communicate knowledge but also to form it' (Ostroff 2012).
   Journals serve as a means for teachers to give voice to each child, encouraging all pupils to express their thoughts. Thinking Routines are widely applied in journals to cultivate the habit of thinking through one's explanations.

   BTPS students get to do journaling for English, Mathematics, Science and Mother Tongue.

WORK LIKE A SCIENTIST

The 'Work like a Scientist' programme is a Science initiative designed for selected Primary 5 students interested in creating opportunities for them to be self-directed and sparking an interest in the area of Plant Tissue Culture (PTC).
Through this program, we aim to instill in children the character strengths of Perseverance and Teamwork. Students will have the chance to work as scientists, applying the Science concepts and process skills they learn in school. Additionally, students will gain insights into the post-PTC process and how it is used to cultivate carnivorous plants for commercial purposes.
	Guided by local expert Mr. Darren Ng, whose passion for carnivorous plants began at the age of 10, students will participate in after-school lab sessions in our Plant Tissue Culture Lab where they will work with laboratory equipment used in the cleanroom to grow plants under aseptic conditions. In another session, they will visit a community garden to interact with plants grown from tissue cultures.

SUPER JOURNALING TEAM

The Super Journaling Team (SJT) is a special programme designed for students who are self-directed and love journaling. Their TED entries, which include reflection of articles, showcase their deep thinking. SJT members, selected based on their interest in journaling and writing, would attend master classes which are conducted outside curriculum hours once every term. They have opportunities to explore issues and topics from different perspectives with supporting evidence and reasoning. Learning experiences include a learning journey to the Last Kampong in Singapore.

This exploration aims to understand the reality of Kampong life, drawing comparisons to the Singlit book by Josephine Chia, 'Growing Up in Kampong Potong Pasir.’ Students also had the unique opportunity to connect with a professional chef through a Zoom session.

After this virtual encounter, they actively participated in a hands-on baking session, creating delicious cupcakes. This immersive experience not only provided insight into the culinary profession but also allowed students to gain practical skills in baking.