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“Hacking Our Spaces” was a School Collaboration designed for students to learn and practice solving real-world problems using STEM and a Design Thinking approach. Participants researched on how STEM has impacted their lives and explore how STEM solutions can be leveraged to improve spaces like homes, schools, and communities around them. This was achieved by either acquiring some (block) programming using Micro bits through an online platform, learning about different types of smart materials and their applications, or exploring other areas of STEM. Through a common online sharing platform, participants shared and collaborated with each other to study the different spaces of their partners and worked on solutions to hack the spaces with creative solutions to have useful functionalities.

“Great Minds in STEM, Bridging the Gap” invited students from Asia and Europe to share the application of Science, Technology, Engineering and Mathematics in schools. Rather than teaching the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world. Students and teachers from Asia and Europe got a better understanding of the STEM subjects by sharing information on the importance of these subjects, and by exploring creative ways of teaching them in schools.

Climate change is impacting Asian and European countries in different ways. “The ARCTIC” exposed learners to different global issues and encouraged them to actively participate in raising awareness and proposing possible and logical solutions to the identified global plight of combatting climate change. The students documented how global issues are affecting their respective countries. A dedicated website published their personal blogs, vlogs, pictures, research, etc.

Leveraging on the increasing use of technology, students assumed the role of photo-journalists or anthropologists to study, document and share stories of their home country with peers around the world via an online platform.

Students contributed creatively to an e-magazine, sharing their articles on cultural topics of interest to themselves and their peers.

Through this project, students gained a better understanding about the food they consume and about their food heritage; it culminated in the production of a food programme of their own.

The rationale of the Chain Stories project was to allow the students to have fun while writing a story, and at the same time have the opportunity to learn about different genres as they explore the English language.

In this project, students watched videos on countries that are ranked highly in terms of happiness, and shared their reflections on happiness in their own countries using various ICT tools.

Enhancing an earlier project, students presented themselves online and started a blog about a person they admire. Together, students contributed to a wider blog on their local area, before discussing the topics with their peers.

Having focused on Asia in the previous year, students examined a European country and its historical background, presenting best practices in alternative energies and handling of environmental problems, in general.