CCE · Primary 3

Active learning ideas

Celebrating Singapore's Diversity

Active learning deepens students’ understanding of diversity by making abstract concepts tangible. When students move, discuss, and create together, they connect emotionally to the idea that different cultures enrich our shared identity. This hands-on approach builds empathy and respect more effectively than passive listening.

• MOE Syllabus Outcomes
• MOE: Social Awareness - P3
• MOE: Respecting Diversity - P3

• 20–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Gallery Walk
• 40 min · Small Groups

Gallery Walk: Festivals of Singapore

Set up stations for Hari Raya, Chinese New Year, Deepavali, and Christmas. Students move in groups to look at artifacts (like a ketupat, red packet, or diya) and write one thing they find interesting about each.

What are some of the different groups of people who live in Singapore?

Facilitation Tip

During the Gallery Walk, position yourself near one station at a time to guide students’ attention to key details on each poster.

What to look for

Students will receive a card with the prompt: 'Name one cultural group in Singapore and one tradition they practice. Then, write one sentence explaining why respecting this tradition is important for our school.' Collect these at the end of the lesson.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 02

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: The 'Same but Different' Game

Pairs from different backgrounds find three things they have in common (e.g., 'we both love chicken rice') and three things that are different (e.g., 'we speak different languages at home'). They share how these differences make their friendship better.

Explain how having people from different backgrounds can make our school community richer and more interesting.

Facilitation Tip

For the Think-Pair-Share game, assign pairs carefully to ensure all students have a chance to contribute their ideas.

What to look for

Facilitate a class discussion using the question: 'How does having friends from different backgrounds make our classroom a more interesting and vibrant place to learn?' Encourage students to share specific examples of things they have learned from their classmates.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Inquiry Circle
• 45 min · Individual

Inquiry Circle: The Harmony Quilt

Each student decorates a paper square representing their culture or a value they share with others. The squares are taped together to create a 'Class Harmony Quilt' that shows how different pieces fit together.

How do you and your classmates show respect for each other's different traditions and customs?

Facilitation Tip

While creating the Harmony Quilt, circulate with colored pencils to prompt students to add meaningful symbols that represent their own backgrounds.

What to look for

Show images of different cultural symbols or festivals (e.g., a Hari Raya card, a Deepavali diya, a Lunar New Year red packet). Ask students to identify the cultural group associated with each and briefly state one way they can show respect for that tradition.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

A few notes on teaching this unit

Teach this topic by modeling curiosity: ask genuine questions about traditions students share and celebrate their contributions. Avoid framing diversity as a problem to solve; instead, present it as a natural feature of society that we explore together. Research shows that when students see adults value differences, they are more likely to do the same. Keep discussions concrete by tying abstract ideas to specific examples from students’ experiences.

Successful learning shows when students can name specific cultural groups, describe traditions with respect, and explain why differences strengthen our community. They should also demonstrate curiosity by asking questions about unfamiliar practices and show willingness to share their own backgrounds. Classroom interactions should reflect openness and mutual appreciation.

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Watch Out for These Misconceptions

• During the Gallery Walk: Festivals of Singapore, watch for students who say things like, 'We should all celebrate the same festivals to be fair.'

  Use the posters in the gallery to point out that many festivals happen at different times, and each serves a unique purpose for its community. Ask students, 'What would we lose if we only celebrated one festival? How does having many celebrations make Singapore more interesting?'

• During the Think-Pair-Share: The 'Same but Different' Game, watch for students who define diversity only by race or religion.

  Use the game cards to guide them toward noticing differences in abilities, hobbies, or family structures. Ask, 'What about your friend who loves art or your classmate who uses a wheelchair? How do these differences make our class stronger?'

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Methods used in this brief

• Gallery Walk
• Think-Pair-Share
• Inquiry Circle