Entering The Digital World

Entering The Digital World

So many exciting things to learn and try with. Our young techies and aspiring filmmakers can be seen working on short films, smartphone apps, and websites in the school’s creative labs.

So, what are the activities that our pupils engage in?

Students explored a range of subjects, including media literacy and coding, while creating a variety of digital artifacts. Students were taught to recognize fake news by validating the authority of sources and cross-referencing other websites or sources in the Media Literacy modules, which were taught at the lower secondary levels. The 5-Finger Test, as recommended by the National Library Board, was also used to detect bias in moving visuals during the module. They examine a TV commercial of their choosing using the 5-Finger Test. They also learn how to dissect music videos in order to obtain a better understanding of the subliminal messages they contain.

The Coding (Programming) curriculum, on the other hand, uses an Hour of Code to introduce pupils to the Python programming language. Following that, kids try their hand at building and programming a Scratch game, where they learn about computer logic and gain a better understanding of algorithms and debugging through hands-on learning. Website coding is also taught to students. They used their expertise to conduct research on environmental advocacy and develop a website that educated and urged users to be more environmentally concerned.

There are no traditional exams or grading in this program; instead, it is just an unstructured type of learning in which students can learn at their own pace. Students have the opportunity to plan and manage their own projects. It is a one-of-a-kind curriculum because of its student-centricity, which focuses solely on skill-building in the learner.


Values and social abilities are reinforced.

Secondary Two students work on their Final Project for fifteen weeks, during which time they build a digital artifact that promotes a social cause of their choice, thanks to individualized training. A group of friends collaborated on a documentary video that attempts to raise awareness about current animal abuse issues and elicit empathy for animals in the viewers. We were able to collaborate with students from other classrooms, which would not have been feasible if ALP @ JWSS had not been there. The Final Project experience has taught us a lot about videography.

They learned how to film from numerous angles and how each angle, as well as other cinematography components, can elicit different emotions or give the video a different vibe. They had the opportunity to experiment with Computer Generated Imagery as well (CGI). They employed a green screen during filming to use chroma keying, which is a common technique in Hollywood films. They particularly liked the learning tour to a mobile exhibition in a bus where they encountered intriguing inventions, especially the tiny robot (Sphero) that could be programmed. Parents were overjoyed to learn that their children have grown confident in expressing their opinions as a result of their participation in ALP projects with their classmates over the course of two years.


Improving social and emotional skills

The program’s collaborative aspect aided in the development of social and emotional skills. Students learned to better understand themselves and others through group work. They learned coding and Photoshop, as well as a variety of digital media and presentation abilities. Not only that, but working in groups taught me responsibility because we all have a role to perform. As the pupils articulated and persuaded others of their opinions, they became more forceful. As pupils discover the latest computer gadgets, they anticipate the EAP (Enhanced Art Programme), ‘O’ Level Computing, further educational opportunities, and employment potential in these fields. These aren’t typically seen in a classroom.