Our key focus is in supporting our youth in becoming self-directed learners, confident persons, active contributors and concerned citizens. One of our approaches in doing so is to be your partner in training and development.

The concept of Values, Attitudes, Skills and Knowledge (

V.A.S.K.) helps to align the non-tangible values and attitudes with thinking, feeling and action, which are more tangible and easier to recognize and work with. We embed V.A.S.K. in our

programme design, following the guidelines of MOE’s Social Emotional Learning framework.
*Social Emotional Competencies: Self Awareness, Self Management, Social Awareness, Relationship Management, Responsible Decision Making

Leveraging on pedagogies of Experiential Learning, Adventure Education and Competency-based Learning, we are able to holistically engage participants, enabling them to learn and understand better, and eventually transferring what they have learnt to day-to-day applications.

ADVENTURE EDUCATION/LEARNING

Adventure is defined as an experience that involves a sense of uncertainty and/or risk. Adventure Education promotes learning through adventure-centred experiences, and these can include a wide variety of activities, indoor and outdoor, due to the context in which adventure is held. It is an active process of learning that requires active engagement from both learners and educators.

COMPETENCY-BASED LEARNING

Competency-based learning focuses on performance rather than pure cognitive understanding. It utilises formative and summative assessments through individual and/or group sharing, role play and skills demonstration.

Performance measurement is divided into three key domains: Attitude, Skills and Knowledge. Typically, attitude is embedded in skills and knowledge to ensure clear performance assessment.

EXPERIENTIAL LEARNING

Experiential learning is one of the cornerstones of our programmes. We immerse participants in purposeful activities to illustrate learning points relating to the programme objectives. Experiential Learning is also used to explore serious issues in a lighter mood through cooperative or competitive play. Fun is one of the key elements in the programmes.

Various means of debriefing such as metaphoric debrief, prop-based debrief as well as the standard OB+ debriefing are used to facilitate the learning process.

The benefit of experiential learning is the distinction of KNOWING and DOING. It permits the creation of school context in a subtle manner to strengthen the transference of learning from the programmes into school context.

We use the experiential learning cycle: Experience, Sharing, Processing, Generalizing and Applying for the debriefing process. One of the advantages of this model is the transference of learning into our daily context. This ensures learning is transferred back to school after the programmes. Our programmes are designed with our 3E approach:

  1. Engage – this is a crucial approach for learner centred learning. The process of engagement goes beyond just keeping participants active, it involves getting them curious, intrigued and create strong buy in.
  2. Experience – this approach ensure participants go beyond cognitive understanding into full immersion of the learning experience. Frequently, it supports learners in separating what they thought they know from what they actually know. This is particularly important for skill-based learning.
  3. Enquire – It includes reflection, investigation, asking, probing and examining an experience. The goal of this approach is to connect the experience with learning objectives, deepen personal learning and support the transference of learning into individual context.