White Space - Learning Centres

White Space is something new that has been introduced in KCPPS. Some of the platforms that have been used in KCPPS are Learning Centres Approach, Drama in the Classroom, CNA: News in the Classroom, Shared Book Reading Approach and MLEA.

In the lower primary level, we are currently employing the Learning Centres Approach, Shared Book Reading Approach and MLEA. The P1 children would be doing Drama in the Classroom starting from Term 2.

Learning Centres Approach/ MLEA

This approach involves the teacher setting aside 3-5 periods of the day. In this approach, pupils are allowed to move from 'station to station' in their groups to complete group-based activities. This approach allows the pupils to learn interpersonal skills and intrapersonal skills.

MLEA is a 3 step platform. Firstly, pupils are facilitated by teacher to write a class-dictated story. Ideas on the topic are contributed by almost everyone to write this story. Secondly, pupils go into their groups to write their own version of the story. Thirdly, pupils will write a story on the topic individually. Usually, teachers will incorporate the 2nd step of MLEA into the Learning Centres Approach as well.

Shared Book Reading

This involves reading of a big book with the class. This lesson can be a tool to teach grammar, vocabulary or moral education lessons. After several readings, a follow-up activity can be used to reinforce lessons learnt.

Drama in the Classroom

Drama Conventions are used to engage pupils in this activity. This platform encourages pupils to think independently, cultivates feelings of empathy and widening perspectives.

We have White Space once every 2 weeks or more specifically, once for every topic. Learning Centres Approach can be substituted with Drama in the Classroom and vice versa.

Taken from MOE Website [ http://www.moe.gov.sg/speeches/2005/sp20050309a.htm] ,

'14. Our basic approach as we go forward is to go for more quality, and less quantity. We will focus on quality of learning, quality of CCA and community engagements, and the quality of the whole school experience that the student goes through. We will seek to cut back on quantity - careful and calculated cuts - so as to provide more 'white space' in the curriculum, space which gives schools and teachers the room to introduce their own programmes, to inject more quality in teaching, or give students themselves the room to exercise initiative, and shape more of their own learning.'