INFORMATION COMMUNICATION AND TECHNOLOGY (ICT)
Information Communication and Technology (ICT) programmes in Canossa Convent Primary School aim to equip students with the necessary ICT skills for them to be independent learners and inquisitive investigators into the concepts and topics that they learn in classrooms. ICT tools are meaningfully infused in the curriculum to allow students to acquire the relevant ICT skills to research, organize, evaluate and communicate information.
Department Key Programmes:
DiliGRAMME (Digital Literacy Programme)
To equip our students with the necessary skills to enhance their learning using ICT tools, each department adopts a software, or ICT tool for use in the teaching of the subject(s).
|Subject / Technological Platform||Level|
|Computer Lab Orientation||Primary 1|
|Touch Typing||Primary 1|
|English Language (Oral Companion)||Primary 1-6|
|English Language (Reading using Moo Software)||Primary 1-4|
|Maths (COL lesson using Graph)||Primary 4|
|Maths (COL lesson using Excel)||Primary 5|
|Maths (COL using Pie-Chart)||Primary 6|
|Science (Dataloggers)||Primary 4-6|
|Chinese Language (Ezhishi and Xuele portal)||Primary1-6|
|Tamil Language (Vaandu portal)||Primary 1-6|
|Arts (Digital Drawing – Ms Paint)||Primary 1-2|
|Arts (Ms PowerPoint & Adobe Photoshop)||Primary 3-4|
|Arts (Digital Gift Wrapper Design using Tessellation)||Primary 5|
|Music (Digital Music Creation)||Primary 5|
|Graded e-readers (Learning Support Group)||Primary 1-4|
Home-Based Learning Exercise
Home-Based Learning exercises are carried out at least once in a year. This is to encourage students to take responsibility for their own learning and to familiarise students with a learning environment that is necessary in the event of school closure due to a national emergency.
Cyber Wellness Programme
In the face of emerging technology and the availability of information at the click of a mouse, it is important for students to tap on the potential of the Internet as well as to be aware of the dangers involved in their interaction with the cyber world. When navigating cyberspace, students should demonstrate respect for self and others and practise safe and responsible use. Students should also be a positive peer influence by harnessing technology for collaboration, learning and productivity, as well as advocating the positive use of technology for the good of the community.
In CCPS, students learn Cyber Wellness values to protect themselves on the Internet. Below are the Cyber Wellness values that are explicitly taught during FTGP across the levels.
|Primary 1||Surf Safe|
||I Can Manage IT|
||Stay Safe in The Cyber world (Protection From Abuse)|
|Be a Cyber world Safety Ambassador (Protection From Abuse)|
||Too Much Too Little (information in the internet)|
|Exploring the Internet|
|Primary 5||When Words Hurt (Cyber-bullying)|
|Cut and Paste (Copyrights issues)|
|Primary 6||Navigating The Internet|
|Scams And Spam|
We also organize Cyber Wellness Day at least once a year. We conduct assembly talks, and classroom as well as recess activities. The aim of Cyber Wellness Day is to spread key cyber wellness messages and generate a greater awareness of prevailing cyber wellness issues through an engagement in the planned activities. Such cyber wellness issues include cyberbullying, online scams, cyber security and differentiating between real and fake news.
Code for Fun Enrichment Programme
In line with the Singapore’s Smart Nation initiative, our Primary 4 students participated in a 10-hour Code for Fun enrichment programme to learn the basic concepts of Robotics.
The LEGO Education WeDo 2.0 software and LEGO® bricks were used to teach students programming in an intuitive way – allowing students to bring their creations to life while sharpening their computational thinking skills like logical reasoning, pattern recognition and modelling simulations. The hands-on approach encouraged students to be fully engaged in the designing and building process. It awakened scientific discovery and empowered students to ask the right questions, define problems and design their own solutions. The students worked in teams to overcome their problems and in the process, they learnt the fundamental skills associated with working as a collective unit to achieve a common goal.