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Signature Programmes

Learning for Life Programme: Project ACTIVAtE

Developing Compassionate Champions, Rooted Singaporeans, Citizens of the World through Project Based Learning.

 ‘A Champion in Every Child’ is the vision Yumin Primary School aspire to be and the undergirding ethos is to provide a dynamic all round development anchored on MOE 21st Century Competencies for every pupil. Aligning to the school’s vision, a structured Character and Citizenship Education (CCE) Curriculum is developed to imbibe in our Yumin Champions strong values and nurturing them to be Confident and Effective Communicators, Creative and Critical Thinkers and Caring and Gracious Citizens.

                                                Learning for Life programme : Project ACTIVAtE

Project ACTIVAtE is a structured school-wide project based learning programme designed to facilitate a progressive values based learning process that involves students applying knowledge and skills to real life situations based on themes/concepts. It incorporates Values-in-Action (VIA), which is an important component in CCE that harnesses pupils’ sense of ownership, esprit de corps and proactivity in self-initiating purposeful projects that will make a difference to others. 

Level Programme



Subject Integration

Values-In-Action (VIA)



Stories of our Melody and Personal well-being


Project: E-Storybook

Self and Others



Art Integration

Project: Boxes of  Blessings

An Inclusive 



ENvironment outREACH


Project: Learning Activities of the 

Our Environment and Community


Project CARE
Appreciating & Respecting the Elderly

Project: Learning Activities for the Elderly

Our Pioneers

Project-Based Learning(PBL) Thinking protocol
The thinking protocol is based on the four phases of Design for Change (DfC by SOCH ) namely Feel out a problem, Imagine possible solutions, Do to make changes, Share the story. This process allows the pupils to go through in-depth Inquiry, engaging in an extended, rigorous process of asking questions, sourcing for information, utilizing relevant resources, and developing answers to meet the needs of the beneficiaries. This is a key process in ensuring problem solving skills, critical thinking, creativity/innovation and digital/communicative literacy are explicitly taught and assessed.

Interview for 'What's Up' Newspaper

Action and Advocacy

Created platforms are put in place to facilitate and support pupils’ initiated ideas and allow them a chance to voice their opinions, share their convictions and put their ideas into action by working on project/s that will serve the needs of the community. 

'I CAN ... be the change!'

Impact and Value-add
Pupils will be engaged in authentic situations whereby pupils are to present and interact with their fellow schoolmates or people beyond the school community. Through this process, pupils will reflect, critique and evaluate their learning process and ascertain how they have value-added or impacted the beneficiaries. This is an important element in their character and 21 CC competencies development and ensuring sound values have been internalised.

The experience for the pupils is one that is highly engaging, motivating and meaningful thus establishing in them a sense of belonging and care to their community; cultivating in them confidence to be world ready for the future.



P3 LLP 2016 


P4 LLP 2016

P5 LLP 2016


DFC Winner (Primary) - Say No to Generation Gap

Do you want to build a snowman?

Integrated Outdoor Learning Experience (I- OLE)

I-OLE is a school wide flagship programme whereby subject integration is structured across P1 to P6 through a process-based outdoor learning experience; systematically crafted and customised by each level teachers.  The Experiential Approach by David Kolb undergirds the pedagogy behind this programme. It is mainly anchored by the English Curriculum and integrated with other subjects across the 6 levels.

By adopting the experiential approach, application of knowledge, skills and values are learnt and applied in outdoor learning platforms. Throughout the experiential learning process, the pupils are actively engaged in posing questions, investigating, being curious, solving problems, assuming responsibility, being creative and constructing meaning in their pre, during and post learning experiences. A key facet of experiential learning is what the pupils learn from the experiences and making connections across subject disciplines with real world examples or contexts; supported with the use of ICT tools such as IPADs/applications such as Glogster.



Subject Integration

Outdoor Learning Platforms


English+Mother Tongue+ CCE

P1- Changi Airport & Science Centre (Poggy frog)

P2- Chinatown & Jurong Birdpark



English + Science + CCE +ICT

P3 – Botanic Gardens & Science Centre

P4 – River Safari


P5- P6

English +Math + CCE + ICT

P5 – SEA Aquarium

P6 – Gardens by the Bay

Morning STAR programme

Strategies to Activate Readiness Programme

This is a daily 15 minutes pre assembly programme for all yumin pupils before the start of each school day. Each day’s programme is helmed by various subject department teachers respectively. This programme aims to create awareness, pique their curiosity and also expose them to various subject matters and art forms.


                                                 Subject Area


Silent Reading



Art and Music

Various genres of music, art forms and artists. Talent performances



Speak Good English Movement, Book Challenge, Riddles, Current Affairs, Reader’s Theatre Showcase



Fun Science Demonstrations, Save the Earth, Recycling initiatives


Mother Tongue

Silent Reading, Cultural and heritage appreciation, Chinese idioms story, Malay traditions stage show

Applied Learning Programme: I3QUEST

I3QUEST – Question, Imagine, Innovate, Inspire

In line with MOE and school’s strategic direction to nurture Creative and Critical thinkers, the school’s ALP’s primary objective is to develop critical and creative thinking skills through a specially designed curriculum focused on computational thinking and creative computing tools.  We aim to enhance students’ 21st century competencies (21st CC) skills acquisition using a Critical Thinking frame and selected Visible Thinking Routines.  For applied learning to take place, the school has designed the QUEST framework (Figure 1). The framework illustrates the school’s overarching approach in getting students to Imagine, Innovate and Inspire. It incorporates the 5 phases of Ideation, Curation, Creation, Communication & Collaboration and Evaluation.


ALP Framwork 2017.PNG

Following the 5 phases of the QUEST Framework, students of all aptitudes and abilities will opportunities to develop and demonstrate their critical and creative thinking through a carefully designed programme. There is a planned progressive and developmental progression in student learning through a structured process shown in the table below, leading to the desired outcomes.  Through the process, students are able to apply their concepts learnt in Mathematics and Science in real-world settings focussing on logical thinking and problem-solving.


LevelALP Learning ProgrammeSubject IntegrationCritical Elements of ThoughtsCreative Computational Thinking Skills
Primary 3Quest to Construct
Recycable Art with Quirkbot
Students learn to programme microcontroller to bring creations(3D Art Sculpture)  to life by interacting with the environment. 
Point of View
Question at Issue
Algorithmic Thinking and Evaluation
Writing instructions that follow in a given sequence to achieve a desired effect.

Primary 4Quest to
Ozobot Dance-Off
Students learn to create and choreograph a group dance routine using ozoblockly block based visual programming platform to programme Ozobot’s movement and behaviour in making the dance moves come alive
Point of View
Question at Issue
Algorithmic Thinking
and Evaluation

Writing instructions that chooses between different constituent instructions (selection, sequence and loop) to achieve a desired effect.
Primary 5 Quest to Create Block-based Coding through Makeblock and Arduino mBot
Students learn to put together any mechanical parts and electronic modules in solving real-life challenges 
Interpretation and Inference
Implications and Consequences 
Breaking down artefacts (obstacles) into constituent parts to make them easier to work with.  
 Primary 6 Quest to Design

Block-based  Coding through Scratch and Makey-Makey

Students to take on the designer mindset to reason systematically to create games with end-user in mind. With the use of electronic invention tool to allow users to connect everyday objects as game controllers 
 Interpretation and Inference
Implications and Consequences 

Identify patterns and commonalities and adapting solutions and parts of solutions so they apply to a whole class of similar problems


Through the applied learning platform, students developed computational thinking skills such as logical thinking and analysing data; learned to think creatively, reason systematically and work collaboratively – thus acquiring essential 21st century competencies of critical thinking and problem solving.  The project harnessed students’ sense of ownership, facilitated learning beyond school work and helped them to discover new interests.