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iSCoRe

Innovative Thinker. Self-Directed Learner. Collaborative Researcher


(A) Mission

  • To prepare students to be innovative, self-directed critical thinkers and collaborative researchers
  • To develop confident and creative youths who are equipped and ready to contribute to school and community

(B) About iSCoRe

Launched in January 2013, iSCoRe Programme is a curriculum innovation of Food & Consumer Education and Design &Technology subjects to focus on the 21st Century Competencies, such as communication, collaboration and information literacy skills. During this two-year programme, the key pedagogy used is Design Thinking. Lessons are structured with many opportunities for students to understand different perspectives via empathy research, think creatively, direct their own learning through research projects, and collaborate with others.

The merger of D&T and Home Economics provides the themes and content for teaching in this two-year programme. The use of project-based learning and community problem-solving approaches in Secondary One and Two respectively provides the platform for the infusion of the 21st Century skills, namely information and ICT literacy, communication and collaboration, critical thinking and problem solving, to achieve the desired student outcomes of a self-directed learner, confident person, active contributor and concerned citizen.

(C) Overview of Programme

Secondary One Health for Life Module
Applying the principles of Design Thinking, students learn about food, nutrition and healthy living through an experiential authentic task, where they will plan and prepare a healthy and appetising meal suitable for a person with a diet-related disease.

Secondary One Food/ Drink Packaging Redesign Module
Using the Design Thinking approach, students redesign a food/ drink packaging. The project ends with a sales pitch, where each group aims to convince the audience to invest in their new product packaging.  

Secondary Two Community Problem-Solving Module
Using the Design Thinking approach and integrating with Values-in-Action, our secondary two students address real problems in the community where they visit charity organisations to observe and interview the residents. Based on the empathy findings, students propose design solutions that best meet the needs of the residents.