singapore curiculum

7/31/2019 Singapore curiculum

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Basic Education Curriculum Revisited:A Look at the Current Content and Reform

Mr Winston HodgeDirector, Training and Development Division,

Ministry of EducationSingapore

1. INTRODUCTION

The vision of the Ministry of Education (MOE) is “Thinking Schools, Learning Nation”.To prepare a generation of thinking and committed citizens who are capable of contributing towards Singapore’s continued growth and prosperity, the Ministry isconstantly revisiting its curriculum to ensure that the skills and knowledge taught in

schools meet the challenges of the 21

st

century.

2. THE SINGAPORE EDUCATION SYSTEM

The Singapore education system aims to provide students with a holistic and broad-based education. Given the multi-cultural and multi-racial characteristics of Singapore,the bilingual policy is a key feature of the Singapore education system. Under thebilingual policy, every student learns English which is the common working language.Students also learn their mother tongue language (Chinese, Malay or Tamil), to helpthem retain their ethnic identity, culture, heritage and values.

2.1 Holistic Development of Students

The Desired Outcomes of Education (DOE) articulates the importance of holisticallynurturing students to become well-rounded persons - morally, intellectually, physically,socially and aesthetically through a set of eight core skills and values.

The eight core skills and values are:1. Character Development2. Self Management Skills3. Social and Cooperative Skills

4. Literacy and Numeracy5. Communication Skills6. Information Skills7. Thinking Skills and Creativity8. Knowledge Application Skills

It is envisioned that students at the end of primary education, secondary education andpre-university would have acquired these eight core skills and values. (Annex A).

2.2 Broad-based Curriculum

Singapore’s national curriculum aims to nurture each child to his full potential, todiscover his talents and to develop in him a passion for life-long learning. Students go

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through a broad range of experiences to develop the skills and values that they willneed for life. The broad-based curriculum imparts literacy, numeracy, bilingualism, thesciences, humanities, aesthetics, physical education, civics and moral education andNational Education.

Over the years, the curriculum has been reviewed to address the need for a commonset of values, knowledge and competencies and at the same time, allow differentiationto meet the needs of students with different talents and abilities. To enable students toachieve the learning outcomes of each specific subject and the DOE, three broadareas are considered, namely, the curriculum, teaching strategies and assessment(Figure 1)

Figure 1: Students’ Learning Experiences

The content states the aims and objectives, the content, the skills and competenciesrequired for the syllabi and the values and attitudes that the syllabi hope to impart tothe students. Appropriate teaching strategies are designed for successful classroomdelivery of the syllabi, using effective teaching and learning materials. To evaluate if students have learned what has been taught, students are tested through formative

and summative assessments.

3. CURRICULUM FRAMEWORK IN PRIMARY AND SECONDARY SCHOOLS

Every child in Singapore has the opportunity to undergo at least ten years of basiceducation. This comprises 6 years of compulsory primary education and 4 years of secondary education. Students have to sit for major national examinations at the endof their primary and secondary education. Beyond secondary education, studentsmove on to post-secondary institutions based on their eligibility and choice (Annex B).

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Content Aims & objectives,content, skills &competencies, values &attitudes

AssessmentFormative and summative

Students ’Learning

Experiences

Teaching StrategiesClassroom management, pedagogy,teaching & learning resources



3.1 Primary School Curriculum (Annex C)

At the primary level, students go through a six-year course aimed at giving them agood grasp of the English Language, Mother Tongue Language and Mathematics. Inaddition, students learn Science, Social Studies, Civics & Moral Education, Music, Art

& Crafts, Health Education and Physical Education. At the end of Primary 6, studentstake the Primary School Leaving Examination (PSLE), which assesses their suitabilityfor secondary education and places them in the appropriate secondary school coursethat will match their learning pace, ability and inclinations.

3.2 Secondary School Curriculum (Annex D)

As MOE focuses on a broad-based education, all students are offered a combinationof core and elective subjects at the secondary level. The core subjects include EnglishLanguage, Mother Tongue or Higher Mother Tongue, Mathematics, CombinedHumanities, a Science subject. The choice of electives includes a humanities subject,

a science subject and literature in Chinese. The basket of core subjects ensures thatstudents experience a broad-based and balanced education while the electives cater to a range of student interests and abilities.

To inculcate a global outlook in students, MOE offers foreign languages in French,German, and Japanese to students who have the ability and the aptitude. This allowsstudents to tap on opportunities beyond Singapore’s shores. This year, MOE hasexpanded the range of foreign languages to include Arabic and Bahasa Indonesia. For selected students who do not take Chinese or Malay as a second language, MOE alsoprovide opportunities for them to offer these languages though the Chinese or Malay(Special Programme). Going forward, MOE will provide opportunities for more studentsto learn conversational Chinese and Malay.

The secondary school curriculum is differentiated according to the abilities and interestof the students. Students undergo one of four courses designed to match their learningabilities and interests. The details of the four courses are in Annex E.

4. LOOKING AHEAD

In order to better prepare students to meet changing national and global needs of the

21st

century , MOE has embarked on a process to review its curriculum, pedagogiesand assessments.

4.1 Curriculum

Singapore’s national curriculum will continue to provide students with a strongfoundation in the core areas of literacy, numeracy and scientific literacy as these coreareas provide the foundation for future learning. The study of the humanities will bereinforced as the humanities have the value in developing students’ ability tounderstand and appreciate different perspectives, as well as nurture culturalsensitivities and civic awareness.

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The national curriculum structures will be loosened through curriculum decentralisationto allow schools to customise their curriculum to meet their students’ needs. Certainsubjects can be redesigned as a set of learning outcomes to allow schools room toinnovate without having to complete a syllabus. This allows schools greater autonomyand flexibility over curriculum time allocation. More time will be free up from curriculum

for students to develop skills and attitudes. MOE will allow flexibility of integration of subjects to develop new understanding.

4.2 Pedagogy

A diverse range of pedagogies will continue to be promoted to meet diverse studentneeds, enhance their learning experiences and engage them in learning. There arecertain pedagogies such as inquiry-based and experiential learning that will be moreactively promoted to enable students to find deeper meaning in their learning.

MOE will provide support for schools to use a wider variety of pedagogies through

pedagogy packages to support syllabus delivery. Teachers will also be encouraged toshare pedagogical expertise through participation in learning communities. At variousMOE and external platforms, schools’ efforts and successes in the use of engagingand effective pedagogy will be showcased.

4.3 Assessment

The national assessment will be retained to maintain standards and for benchmarkingpurposes. Assessment modes, formats and items will be reviewed regularly. Greater focus will be placed on the role of assessment in learning through formativeassessment. Teachers’ assessment literacy and expertise in the use of assessmentstrategies will be built up through the provision of guides and exemplars in curriculumdocuments and teaching packages. Assessment items will be situated in authenticcontexts and the greater use of alternative assessment modes to better preparestudents to handle complexities and ambiguous problems that they are likely to face inthe future.

4.4 Professional Development of Teachers

Just as the curriculum evolves to include new learnings that students need for thefuture, professional development of teachers becomes critical, as teachers have to

strive to equip themselves with the necessary competencies to guide and facilitatestudents’ learning. To meet the needs of distinct groups of students according to their ability and learning styles, teachers will be equipped with skills of differentiatedinstruction. Teachers will also continue to develop their capacity to leveragetechnology to enhance students’ learning experiences. Teachers will also develop their abilities to become reflective practitioners, able to enhance their teaching throughresearch and using research findings to improve classroom practices.

5. CONCLUSION

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It is important that MOE ensures balance, rigor, relevance and responsiveness of thecurriculum to meet the needs of the 21st century. Teachers should focus on teachingfor enduring understanding and skills. Assessment will have to be contextualized andmade more authentic to equip students with skills and attitudes to face new problemsand issues that will come their way.

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Annex ADesired Outcomes of Education (DOE)

At the end of primaryeducation, students

At the end of secondaryeducation, students

At the end of pre-university education,

studentsare able to distinguishright from wrong

have moral integrity are resilient and resolute

have learnt to share andput others first

have care and concern for others

have a sound sense of social responsibility

are able to buildfriendships with others

are able to work in teamsand value everycontribution

understand what it takesto inspire and motivateothers

have a lively curiosityabout things

are enterprising andinnovative

have an entrepreneurialand creative spirit

are able to think for andexpress themselves

possess a broad-basedfoundation for further education

are able to thinkindependently andcreatively

take pride in their work believe in their ability strive for excellence

have cultivated healthyhabits

have an appreciation of aesthetics

have a zest for life

love Singapore know and believe inSingapore

understand what it takesto lead Singapore

A – 1



Annex B

Overview of the Singapore Education System

B – 1

University (3 - 4 years)University (3 - 4 years)

JC (2 years)JC (2 years) Poly (3years)

Poly (3years) ITE (2 years)ITE (2 years)

Secondary School (4 - 5 years)Secondary School (4 - 5 years)

Primary School (6 years)Primary School (6 years)



Annex C

The Primary School Curriculum

1. English, Mother Tongue and Mathematics will be taught at the appropriate levelaccording to the ability of the student.2. Science is taught from P3 onwards.3. For P1-4, Health Education is not a separate subject but relevant topics areincluded in the learning of English.4. Project Work is conducted during curriculum time but is not an exam subject.

C – 1

LIFESKILLSCCA, CME,

PCCG, NE, PE,Health

Education3

KNOWLEDGESKILLS

PW4

LANGUAGES

English1

Mother Tongue

HUMANITIES& THE ARTS

Social Studies,Art & crafts,

Music

MATHEMATICS& SCIENCE

MathematicsScience2

LEGEND

CCA Co-Curricular

Activities

CME Civics & Moral

Education

PCCG Pastoral Care &

Career Guidance

NE National Education

PE Physical Education

PW Project Work

SUBJECTS TESTED

IN PSLE:

Regular stream subjects:

English, Mother Tongue,Mathematics, ScienceOptional:

Higher Mother TongueEM3 subjects:

Foundation EnglishBasic Mother TongueFoundation Mathematics



Annex DThe Secondary School Curriculum

1. Project Work is conducted during curriculum time but is not an examinationsubject.

D – 1

LIFESKILLS

CCA, CIP, CME,PCCG, NE, PE,

KNOWLEDGESKILLS

PW1

LANGUAGESEnglish

Mother Tongue, Higher Mother Tongue,Mother Tongue Language ‘B’

3rd Language (Optional – French, German, Japanese, Chinese, Malay)

HUMANITIES& THE ARTS

MATHEMATICS& SCIENCE

LEGEND

CCA Co-Curricular Activities

CIP

CommunityInvolvementProgramme

CME Civics & Moral

Education

PCCG Pastoral Care &

Career Guidance

NE National Education

PE Physical Education

PW Project Work

Students in the Special andExpress courses typically offer 7-8 subjects at the GCE ‘O’Level Examinations.

Lower Secsubjects:Geography,History,Literature in

English, VisualArts, MusicUpper Secsubjects:CombinedHumanitiesUpper Sec electives:

Geography, History,Literature in English,Literature in Chinese,MalayLiterature,Tamil

Literature, Art &Design,

Music, HigherArt,Higher Music

Lower Secsubjects:Mathematics,Science, Design& Technology,Home

EconomicsUpper Secsubjects:Mathematics, aScience subject

Upper Secelectives:AdditionalMathematics,Biology, Chemistry,

Physics,Combined Scienceoptions,Design andTechnology,Food & Nutrition,Principles of Accounts



Annex E

Secondary School Courses

1. Special/Express Course1 is a four-year course leading to the Singapore-Cambridge General Certificate of Education (GCE) ‘O’ Level Examination. In thiscourse, students learn English and Mother Tongue2, as well as Mathematics,Science and the Humanities. In addition, schools have been allowed to offer newGCE ‘O’ level subjects and Applied Grade Subjects as additional or replacementcurriculum offerings to meet the varied choices of students. The AGS, inparticular, expose our students to practice-oriented learning approaches adoptedin the polytechnics.

2. Normal (Academic) Course is a four-year course leading to the GCE ‘N’ LevelExamination. Students who do well at the ‘N’ levels will qualify for an additional

year to prepare for the GCE ‘O’ Level Examination. Selected students may offer up to two3 ‘O’ level subjects at Secondary 4, or, bypass the ‘N’ levels andprogress directly to Secondary 5 to take the ‘O’ levels. Students learn the samerange of subjects similar to those in the Special and Express courses.

3. Normal (Technical) Course is a four-year course leading to the GCE ‘N’ LevelExamination. In this course, students learn English, Mother Tongue, Mathematicsand subjects with technical or practical emphases. Since 2005, schools have alsobeen offering Elective Modules, which cover a wide range of subjects includingnursing, hospitality, digital animation and precision engineering. To enhanceexperiential and practice-oriented learning, a revised Normal (Technical)curriculum that focuses more on practice-oriented learning has beenimplemented in all schools from 2007. The teaching approaches focus on groupwork, oral presentation, creativity and hands-on activities.

4. The Integrated Programme (IP) is designed for students who are clearlyuniversity-bound, and could do well in a less structured environment, also havethe choice of the Integrated Programme (IP), which spans secondary and junior college education without intermediate national examinations at the end of secondary school. Time previously used to prepare students for the GCE ‘O’Level Examination are used to engage them in broader learning experiences.

Selected schools also offer alternative curricula and qualifications, such as theInternational Baccalaureate.

1Starting from the Secondary 1 students in 2008, the Special and Express Courses will be merged intothe “Express Course”.2Students can opt to study Mother Tongue (Malay/Chinese/Tamil) at either the standard, higher or Syllabus B levels depending on their ability and eligibility.3Starting with the 2009 Secondary 4N(A) cohort, this cap will be lifted.

E – 1

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