Immersion Programme[1]

Immersion ProgrammeImmersion ProgrammeNew ZealandNew Zealand

Key focus: LiteracyKey focus: Literacy•Taking the Language Arts approach to develop students’ Taking the Language Arts approach to develop students’ ability to find their own voice for self-expressionability to find their own voice for self-expression

•Creating opportunities for creative and confident use of Creating opportunities for creative and confident use of English in multiple contextsEnglish in multiple contexts

•Embracing an interdisciplinary integrated approach to Embracing an interdisciplinary integrated approach to learninglearning

ImmersionImmersion::•To learn in a school where English literacy is a very To learn in a school where English literacy is a very strong initiativestrong initiative

Listening for information & Listening for information & processing the informationprocessing the information

Writing for fluencyWriting for fluency

Journal writing: to encourage reflective thinkers who can Journal writing: to encourage reflective thinkers who can communicate their ideas clearlycommunicate their ideas clearly

•What have I learnt about the Maori culture of New Zealand?•Why are Maoris so proud of their ancestral past?•How can we as Singaporeans be proud of our own roots?

Recording of data and note-Recording of data and note-taking skillstaking skills

Creative WritingCreative WritingA Storm

Lightning flashed across the sky and thunder roared from above. I could hear cries from behind and under the rocks. I, a hermit crab, clung onto the rock, muttering nonsense under my breath. Waves crashed against each other, making their way towards me…

Waves dived and swerved around the rocky shore, pulling innocent marine animals from their hiding place. Cries of help could be heard from everywhere. The waves rushed over me rapidly and I slipped a little. “Come on!” yelled the transparent glass shrimps, who were my buddies. I grabbed for a hole and glanced around me.

Nerita and catseye snails and other hermit crabs rushed out of their hiding places to watch me. They gasped, cried, shouted and pointed at me. I thought, “Who will save me?”

Purple rock crabs dashed out and pulled me into one of their holes, panting and breathing deeply. “Thank…you,” I gasped. They gave me a weak smile and disappeared behind the rock. “Whew!” I sighed, leaning against the wall. What a close shave!

Hours later, a bright beam of sunlight shone across the sky. Marine animals scurried to return to their families and homes and mourn for their loss. Crabs pinched each other and snails hugged each other. I hurried back home exhausted.

Describing a processDescribing a process

What did you do to make the Blokart go faster?What did you do when the wind changed direction?What did you do to keep going if the wind died away?Produce a number of adjectives that capture the feelings that you had while doing the Blokarting

Tree Planting at the WetlandsTree Planting at the Wetlands

KIWI 360KIWI 360

Marketing Plan Activity: Using Marketing Plan Activity: Using words to ‘sell’ kiwi fruit to otherswords to ‘sell’ kiwi fruit to others

Writing a HaikuWriting a HaikuRi pe gol den pendant sWei ghi ng down t he ki wi vi neSweet and t angy f rui tWi l l i am Guo

Group ReflectionGroup Reflection

What are some of the similarities and differences What are some of the similarities and differences you have identified between life in Singapore and you have identified between life in Singapore and in NZ? List on charts on the wall of PAC.in NZ? List on charts on the wall of PAC.

Students identify what it ‘looks like, feels like and Students identify what it ‘looks like, feels like and sounds like’ in each others country. This activity sounds like’ in each others country. This activity encourages students to think beyond the obvious encourages students to think beyond the obvious characteristics. characteristics.

What is it like living in Singapore?What is it like living in Singapore? What is it like living in New ZealandWhat is it like living in New Zealand??

We've introduced them to new games like Freeze and Meltand they introduced us to BULL RUSH, a game that most schools do not allow.I hope I get the chance to go there again.

Brenan Yeo

Literacy/ Deeper Thinking - Activity based on a Literacy/ Deeper Thinking - Activity based on a New Zealand Text New Zealand Text

Students will be able to evaluate the issue Students will be able to evaluate the issue of our ‘throw away’ and identify possible of our ‘throw away’ and identify possible solutionssolutions

Introduce the text ‘New Life for Old Introduce the text ‘New Life for Old Machines’ by Rosemary HipkinsMachines’ by Rosemary Hipkins

Students use ‘De Bono’s’ 6 Thinking Hats Students use ‘De Bono’s’ 6 Thinking Hats to reflect on what they have read.to reflect on what they have read.

Design DescriptionDesign Description

Students will be able to create a Students will be able to create a description about their design that description about their design that incorporates language features to create incorporates language features to create meaning and understanding about their meaning and understanding about their design. Students will have an design. Students will have an awareness awareness of the audience and the importance to of the audience and the importance to engage interest.engage interest.

Students will prepare a small description Students will prepare a small description about their design which will be shared about their design which will be shared during the runway showduring the runway show. .

Sharing on the Learning Sharing on the Learning JournalsJournals