E2K Science

[MOE Hater]

PettyLittle:

seems like this is the 1st year we're having this prog in S'pore (correct me if i'm wrong)...understand that some schools have started this since the beginning of the year...Can anyone share some feedback? I jus received a letter for my ds to start in Term 3...quite confused now, not sure if ds can cope with additional load..

No. I was in the programme last year and it is quite useful and interesting. My school also came in 3rd for the competition though I was not selected to take part in the competition. I guess it helped many of my friends in DSA with the certificates. :idea: They went by our SA2 marks and I did miserably. :oops: It is a fun programme with a lot of hands-on as mentioned before. I got to spend a lot of time with my friends(quite a handful of us were in the programme) and it was relaxing. Time is a factor though, it takes up a lot of time and it may even clash with tution and enrichment. He probably won't be stressed but may be worn out. Best he does not go for other classes after it. :roll: All in all, it is an unique experience and if all other factors are taken care of, I strongly feel you should not deprive your DS of such an independant learning experience. :celebrate:

[starlight1968sg]

My p5 dd is in this E2K programme too. The current programme will continues into p6.

Yes, it is quite time-consuming but since she wants it, what else can I say?

[verykiasu2010]

Guthix:

I think E2K is Excellence 2 Thousand and is a bit like enrichment course. My child is in GE and automatically studied the E2K syllabus last year. This year, there is a E2K competition, featuring schools from Israel and Texas. It is an international competition. The inaugural competition is for this year's P5, but some selected P6 gets to go too.

yes, some schools are extending this item from the GE kids to the selected mainstream pupils

[Guthix]

MOE Hater:

PettyLittle:

seems like this is the 1st year we're having this prog in S'pore (correct me if i'm wrong)...understand that some schools have started this since the beginning of the year...Can anyone share some feedback? I jus received a letter for my ds to start in Term 3...quite confused now, not sure if ds can cope with additional load..

No. I was in the programme last year and it is quite useful and interesting. My school also came in 3rd for the competition though I was not selected to take part in the competition. I guess it helped many of my friends in DSA with the certificates. :idea: They went by our SA2 marks and I did miserably. :oops: It is a fun programme with a lot of hands-on as mentioned before. I got to spend a lot of time with my friends(quite a handful of us were in the programme) and it was relaxing. Time is a factor though, it takes up a lot of time and it may even clash with tution and enrichment. He probably won't be stressed but may be worn out. Best he does not go for other classes after it. :roll: All in all, it is an unique experience and if all other factors are taken care of, I strongly feel you should not deprive your DS of such an independant learning experience. :celebrate:

3rd internationally or locally? My son was 4th internationally. and 3rd nationally. it was a bit frustrating actually, watching my son and his classmates trying to solve the questions, and getting it wrong.

[greenbean2011]

Hello,


I'm also interested to know more about the E2k Science programme, appreciate if you could help me and send me some info to:

[email protected]

Many thanks.

[agpsle]

Having taught the E2K programme in school, one of the main things that was stressed by our Israel counterparts was not to be expecting perfect answers from pupils. Pupils must be understand that is is ok to fail. An experiment failing does not mean failure on the pupils' part; they must be able to accept the failure and learn from it to advance their learning.


I have not failed. I've just found 10,000 ways that won't work. Thomas A. Edison

[Happy Mama]

Hi, can someone shed more light on E2K Science program? What do the kids do during this program and how does it benefit them?


My friends were telling me that it’s an opportunity not to be missed since it’s By Invitation only, based on merits.

I also heard it’s fully subsidized by the Gifted Education branch of MOE. Is this true?

Thanks.

[verykiasu2010]

Happy Mama:

Hi, can someone shed more light on E2K Science program? What do the kids do during this program and how does it benefit them?


My friends were telling me that it's an opportunity not to be missed since it's By Invitation only, based on merits.

I also heard it's fully subsidized by the Gifted Education branch of MOE. Is this true?

Thanks.

yes they are selectively pulling out some GEP programs for the high ability kids

E2K originated from Israel, IIRC. They have projects and cover topics not in PSLE scope but is fun, like an enrichment

[Happy Mama]

verykiasu2010:

yes they are selectively pulling out some GEP programs for the high ability kids


E2K originated from Israel, IIRC. They have projects and cover topics not in PSLE scope but is fun, like an enrichment

Thanks so much, VK2010.

[tankee]

Extracted from MOE GEP Newsletter


http://www.moe.gov.sg/education/programmes/gifted-education-programme/files/exchange-jan-2011.pdf



What is E2K? For colleagues in primary schools, the snappy term might be familiar as activities associated with E2K have been creating a buzz in school. E2K is an enrichment programme for high-ability learners (HALs) in Science using curriculum units developed by the Israel Centre for ZExcellence through Education (ICEE).

The Excellence 2000 Programme, known as E2K in short, focuses on experimental sciences, and provides opportunities for pupils to do what scientists do: plan, conduct and analyse open discovery experiments. The main goals of E2K are to build up pupils’ confidence and independence in conducting scientific inquiry, and to learn scientific process skills while making connections to real-life phenomena, scientific knowledge and concepts.

As with other initiatives under GE Branch’s Revised GE Framework to enhance the provisions for highly able learners in subject specific domains (such as English, Mathematics, and Science), E2K provisions extend beyond enriched curricular experiences for the highability learner. Besides making available the six curriculum units, developed (and modified to suit the local contexts) by ICEE, the E2K team, comprising GE Science Curriculum Officers, Master Teachers, and a Science Officer from the Curriculum and Planning Development Division (CPDD), also provided teacher training and conducted classroom observations to monitor the teaching of the curriculum units. This support for E2K teachers actively involved in the implementation of enrichment for their students helped teachers gain on-the-job experience and hone aspects of their teaching competency.

The groundwork for E2K started in 2008, when the ICEE Director General, Mr Hezki Arieli, and the Director of the Excellence Educators Institute (EEI), Dr Avi Poleg, met with GE Branch officers, CPDD officers, teachers and administrators from South Zone 3 schools for discussions. Between 2008 and 2009, they visited Raffles Girls’ Primary School, Anglo-Chinese School (Primary), Rulang Primary and River Valley Primary to better understand Singapore’s primary schools. The conversations they had with teachers and principals of these schools helped them understand more about issues pertaining to primary level science teaching in Singapore.

E2K was implemented in two phases, with Phase 1 from July 2009 to April 2010, and Phase 2 from July 2010 to April 2011.


Support for Teachers

E2K started with 27 pilot schools, each with at least one E2K Science Class. In Phase 1, an E2K Teacher Training Seminar was held by Dr Avi Poleg (Director, EEI), Dr Nir Peleg, and Dr Koby Ben-Barak for 40 teachers from these schools. This training, focused on the three units taught in Phase 1, put the teachers in the role of pupils by asking them to personally carry out investigations to discover the scientific concepts and principles in these units. Instructors also highlighted the pedagogical approach adopted in the units. The other three curriculum units, for Phase 2 of E2K, were introduced through a second E2K Teacher Training Seminar by Dr Avi Poleg and Dr Guy Ashkenazi on 4 to 6 May 2010.

This Seminar also included a roundtable session at which five experienced E2K teachers shared with teachers new to E2K their joys and challenges from the E2K lessons they conducted in 2009. Teacher participants benefited greatly from the Seminar as they were able to bring back the new ideas and resources. In total, by end 2010, 67 teachers have been trained, and more than 1500 pupils from the 27 schools have participated in E2K.

In May 2010, trainers from ICEE visited Tao Nan School, one of the schools implementing theprogramme, to observe an E2K lesson in Singapore. During this visit, Ms Fiona Soh, an experienced GEP science teacher who was also trained in the E2K pedagogy, conducted a lesson where Primary 4 pupils planned and conducted an experiment on how the colour of an object affects the heat gained by the object. The trainers from ICEE were impressed with the way the pupils responded to the lesson. It was clear that the pupils were able to apply their creative thinking and scientific inquiry skills as they plunged readily into planning the materials and experimental protocols, as well as discussing the potential difficulties and how to overcome them. Pupils were also able to critique the experimental designs of other teams, identifying the strengths and limitations of each.

The E2K team also provided other forms of teacher support. They gave consultations on issues such as the administration and implementation of the programme and helped teachers with the acquisition of materials and equipment. There were also regular lesson observations and lesson conferences with the teachers. Contact with ICEE was maintained through video-conference sessions for teachers (in Sep 2009 and Sep 2010) to discuss pedagogical issues with the ICEE trainers. During these sessions, teachers raised and clarified issues arising from the lesson implementation. ICEE trainers used their feedback to fine-tune the curricular activities. E2K teachers also periodically received supplementary science articles and activities for their use.


E2K Buzz: Online Science Competitions

To encourage E2K pupils to explore real-life phenomena and link them to scientific knowledge, concepts and skills, ICEE and GE Branch also jointly organised a series of local and international competitions.

In February 2010, about 300 E2K pupils participated in an online local Science Virtual Competition. 12 teams, each comprising E2K pupils drawn from different schools, competed with one another as they worked through scientific problems and questions. The top five teams were then selected to compete in an International E2K Virtual Competition, held on 21 Apr 2010, where they competed against peers from eight schools in Israel and the United States.

These five teams were made up of 120 pupils from Bukit Panjang Primary School, Chongfu Primary School, Catholic High School (Primary), De La Salle School, Henry Park Primary School, Maris Stella High School (Primary), Nan Hua Primary School, and Tao Nan School. They conducted experiments to answer questions posed online based on the theme “It’s a Colourful World”. The pupils’ energy level was very high. The buzz at the different centres where each team was based showed that the pupils were very engaged and had a lot of fun with the interactive and hands-on activities. The night ended on a high with the Catholic High School (Primary) team clinching the first prize for the competition, ahead of all the local and international teams. The combined teams of De La Salle/Henry Park Primary, and Nan Hua Primary/Bukit Panjang Primary Schools were awarded the joint-third prize.


Monitoring and Evaluating E2K Impact

The E2K team have also been gathering information to evaluate E2K. Besides using specially developed instruments, they also actively gathered input from school administrators and teachers by conducting focus group discussions. The programme evaluation so far has yielded useful learning points and ways to improve the implementation of E2K. The GE Science Department is compiling a list of success factors to help increase the level of effectiveness of the programme in schools.

Feedback on the E2K programme has been very positive. The teachers appreciated its openended approaches which allowed the pupils to plan and carry out experiments, from which they gained rich learning from reflecting on the mistakes they made. Pupils, too, learnt to adapt to the open approach, which meant they had to problem-solve and learn from one another. The pupils’ enthusiasm for E2K enrichment lessons where they could learn without having to worry about examinations has boosted teachers’ engagement with E2K as they felt that their efforts were worthwhile.