Singapore Education Booklet by StudentCouncil BangkokAdventSchool

Nurturing Every Child Flexibility & Diversity in Singapore Schools

Ministry of Education 1 North Buona Vista Drive Singapore 138675 Tel: 6872 2220 Email: contact@moe.edu.sg www.moe.gov.sg

ÂŠ Ministry of Education, Singapore Content based on information available as at 15 February 2006.

Overview

Index

Useful Websites

Education Landscape Back Insert

Primary

Primary School Curriculum Changes to Primary Education Smaller Class Size for Primary 1 and 2 Partial Single Session Refinements to Primary School Streaming Programme for School-Based Excellence More Responsive and Engaging Mother Tongue Language (MTL) Curriculum From Primary to Secondary Education Post-PSLE Option Exercise Discretionary Admission to Secondary Schools

10 11 11 11 12 12 13 15 15 15

Secondary

Pre-University

Secondary School Courses CCAs CIP & Service Learning School Graduation Certificate Special/Express Course Curriculum Other Programmes in Secondary School Changes Affecting Special/ Express Courses Greater Control of the GCE ‘O’ Levels New GCE ‘O’ Level Subjects Refinements to MTL Learning Normal Course Curriculum Normal (Academic) Course Normal (Technical) Course Changes Affecting Normal Course Developments in the N(A) Course Developments in the N(T) Course From Secondary to Post-Secondary Education Post-Secondary Education Options Discretionary Admission to JCs

18 20 20 20 21 22 23

Framework for the New 2006 GCE ‘A’ Level Curriculum Different Levels of Study Knowledge Skills ‘A’ Level Subjects

From Pre-University to University Education

23 24 24 26 27 28 29 29 30 31 31 32

35 37 38

OVERVIEW The Ministry of Education aims to help our students to discover their own talents, to make the best of these talents and realise their full potential, and to develop a passion for learning that lasts through life.

We have a strong education system. Singapore students aim high and they achieve very good results. This is recognised around the world. We have good schools, with capable school leaders and teachers, and facilities that are amongst the best in the world. > We are building on these strengths as we prepare the next generation of Singaporeans for the future. This is a future that brings tremendous opportunity, especially in Asia, but it will also bring many changes that we cannot foresee today. The task of our schools and tertiary institutions is to give our young the chance to develop the skills, character and values that will enable them to continue to do well and to take Singapore forward in this future. > We have been moving in recent years towards an education system that is more flexible and diverse. The aim is to provide students with greater choice to meet their different interests and ways of learning. Being able to choose what and how they learn will encourage them to take greater ownership of their learning. We are also giving our students a more broad-based education to ensure their all-round or holistic development, in and out of the classroom.

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> These approaches in education will allow us to nurture our young with the different skills that they need for the future. We seek to help every child find his own talents, and grow and emerge from school confident of his abilities. We will encourage them to follow their passions, and promote a diversity of talents among them - in academic fields, and in sports and the arts. > We want to nurture young Singaporeans who ask questions and look for answers, and who are willing to think in new ways, solve new problems and create new opportunities for the future. And, equally important, we want to help our young to build up a set of sound values so that they have the strength of character and resilience to deal with lifeâ&#x20AC;&#x2122;s inevitable setbacks without being unduly discouraged, and so that they have the willingness to work hard to achieve their dreams.

OVERVIEW

NURTURING STUDENTS FLEXIBILITY AND DIVERSITY We are bringing greater choice and flexibility into education. New types of schools are being introduced to encourage those with special talents to go as far as they can. Existing schools have been provided with further autonomy and resources to develop their own distinct strengths and specific areas or niches of excellence. These could be either in a particular area of study or in co-curricular activities and character development. The different needs of students will thus be met through a wide range of school types and educational programmes. They include: > Wider range of curricula and schools: • Schools will be allowed to offer new ‘O’ Level subjects and elective modules. Some will also offer different curricula and examinations, e.g. the International Baccalaureate. • New programmes in schools - e.g. the Programme for School-based Excellence in primary schools and the Integrated

Programme (IP) and Bicultural Studies Programme (Chinese) in selected secondary schools and junior colleges. • Specialised independent schools Singapore Sports School, NUS High School for Maths and Science, and the proposed Arts School. • Two privately-funded secondary schools have been set up.

Nurturing Every Child { Overview :03

> Greater flexibility in streaming. In secondary schools, Normal (Academic) and Normal (Technical) students have more flexibility to take a few subjects at a higher level or faster pace. Schools also have greater flexibility to transfer these students to another course when they show that they have the ability to benefit from them. Schools may also allow their top Normal (Academic) students to progress to Secondary 5 without taking the ‘N’ Level examinations. In primary

schools, the EM1 and EM2 streams have been merged, and primary schools have the autonomy to decide on putting their EM3 students with other classes for lessons in various subjects. > Greater flexibility in teaching and learning of the Mother Tongue Languages (MTL), to help students with different abilities to go as far as they can. Students may choose to study a non-native MTL as a third language.

A BROAD-BASED, HOLISTIC EDUCATION Our schools are striving to provide students with a holistic education, focused on both academic and non-academic areas. We want to give our students a broad range of experiences and help them make the most of their years together in school where they will interact with one another and form strong friendships for life. As they grow up, we want to provide them with the full opportunity to develop the skills and values that they will need for life. Besides judging our students’ performance through examinations, we are also looking at other and broader measures of how well they do in education. > Schools and tertiary institutions are being given greater flexibility to set their own criteria that recognise different merits in the students that they admit.

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> School Graduation Certificates will be introduced from 2008 to reflect students’ academic as well as non-academic achievements.

OVERVIEW

> Co-curricular activities have been broadened to recognise and give credit to student-initiated activities and community-based activities. They will also encourage students to participate in rugged activities as a second CCA.

> The school ranking system has been revised to encourage schools in their efforts to provide a broad-based education.

TEACH LESS, LEARN MORE We will encourage our students to learn more actively and independently. We want to nurture a curiosity that goes beyond the formal curriculum, and a love for learning that stays with the student through life. We’ve got to teach less to our students so that they will learn more. > Syllabuses will be trimmed without Grades are important - don’t forget diluting students’ preparedness for higher to pass your exams - but grades are education. This will free up time for our not the only thing in life and there students to focus on core knowledge are other things in life which we and skills, and to provide greater space want to learn in school. for flexibility in carrying out school-based activities in the curriculum.

Prime Minister Lee Hsien Loong 22 August 2004

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> Schools are providing more opportunities for the character development of their students and for students to develop skills in innovation. > Teaching will be focused on developing understanding, critical thinking and the

ability to ask questions and seek answers and solutions. > Examinations and assessment methods will be reviewed, to reduce reliance on rote learning and encourage independent learning and experimentation.

ENABLING TEACHERS Teachers are very important to all that we do in education. We will do all we can to support our teachers in their efforts to bring quality and new and innovative practices into the classroom and school. We will also help them to build up their capabilities as teaching professionals so that they are more able to guide their students in their growing years.

> Schools will have more teachers, fulltime counsellors, increased manpower grants and greater autonomy over the next few years. â&#x20AC;˘ These allow for the implementation of smaller class size in Primary 1 and 2. The increased pool of teachers in every school will also allow for more flexible

06: Overview } Nurturing Every Child

teaching and class arrangements at all levels. â&#x20AC;˘ Teachers will have more time and space to interact with students, to reflect on their teaching, to share lessons with each other, and to develop new teaching approaches to inspire and guide their students.

OVERVIEW

> Teachers will have more opportunities to develop themselves professionally. â&#x20AC;˘ MOE has improved and increased the range of opportunities for teachers to develop their professional capabilities. Besides updating themselves on changes in content and teaching methods, teachers will also pick up skills that will enable them to be more creative and innovative and also to pass on these skills to their students. MOE will set up one Centre of Excellence for Professional Development at each of the four zones to help teachers share

their expertise more easily. MOE has also worked with NIE to give teachers the opportunity to obtain higher professional certification, including undergraduate and postgraduate degrees. â&#x20AC;˘ There will be more work attachment opportunities for teachers, both locally and overseas, in schools as well as business and community agencies. Students will benefit from the fresh perspectives and experiences that teachers bring back to the classrooms.

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CONCLUSION > We are making changes and refinements within an education system that is already recognised for its strength, so that we continue to keep in step with the future. We are providing students with greater choice, in a more diverse and flexible system. We are redoubling our emphasis on a broad-based education to develop critical life skills from young. We are nurturing the habit among students of questioning as they learn, and being willing to learn independently and think in new and original ways. Teachers are being given further support to reflect and to develop themselves and to be innovative in their teaching. > We know that there is no approach or solution in education that is right for all time. So we have to strive to keep an

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Education is about opening doors for our children, and giving them hope and opportunities. It is more than filling a vessel with knowledge - it is to light a fire in our young people. Prime Minister Lee Hsien Loong 12 August 2004

open mind in education and evolve to meet the changing demands of society. While doing this, we are mindful that we must keep to the high standards that Singapore education is known for. > By nurturing, inspiring and maximising the potential of each young Singaporean, we make Singaporeâ&#x20AC;&#x2122;s future. By â&#x20AC;&#x2DC;lighting a fireâ&#x20AC;&#x2122; in our young, we mould the future of our nation.

PRIMARY EDUCATION

smaller Primary 1 and 2 “The class size has enabled my child to have more individual time with his teacher, and he looks forward to the exciting niche programme offered by his

”

school.

FAST FACTS 1. 6 years of compulsory education 2. No school fees Standard miscellaneous fees: $5.50 Second-tier miscellaneous fees*: $5.50

* Second-tier miscellaneous fees are decided by schools.

3. National examination: Primary School Leaving Examination (PSLE) 4. Students are encouraged to participate in Co-Curricular Activities (CCAs) and Community Involvement Programme (CIP)

The maximum amount that can be charged is 100% of the standard miscellaneous fees. Students may use their Edusave accounts to pay the second-tier miscellaneous fees. Financial assistance schemes are available to help needy students pay their fees. Parents who wish to apply for financial assistance may approach their child’s school for the application form.

PRIMARY EDUCATION consists of a 4-year foundation stage from Primary 1 to 4 and a 2-year orientation stage from Primary 5 to 6. The overall aim of primary education is to give students a good grasp of English language, Mother Tongue and Mathematics.

PRIMARY SCHOOL CURRICULUM

LANGUAGES LEGEND English Mother Tongue

CCA

KNOWLEDGE SKILLS LIFE SKILLS

HUMANITIES & THE ARTS

CCA, CME, PCCG, NE, PE, Health Education^

Social Studies, Art & crafts, Music

Mathematics Science* PW~

# * ^ ~

MATHEMATICS & SCIENCES

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, Science Optional: Higher Mother Tongue EM3 subjects: Foundation English, Basic Mother Tongue, Foundation Mathematics

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

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THE MIDDLE CIRCLE on knowledge skills seeks to develop studentsâ&#x20AC;&#x2122; thinking, process and communication skills. This will enable students to analyse and use information and be able to express their thoughts and ideas clearly and effectively. It comprises skills-based subjects.

THE OUTERMOST CIRCLE covers the content-based subject disciplines i.e. Languages, Humanities & the Arts, and Mathematics & Sciences. It ensures that students have a good grounding in content across different areas of study.

CHANGES TO PRIMARY EDUCATION SMALLER CLASS SIZE FOR PRIMARY 1 AND 2 Key changes for government primary schools

> 30 students per class for Primary 1 classes from 2005 and Primary 2 classes from 2006. Why are we doing this?

> We recognise that students may have different starting points when they first enter school. This will enable the teacher to look after the wide range of student needs in each class. > To provide Primary 1 and 2 students with more individualised attention to give them a strong grounding in literacy and numeracy. > To ease the move from pre-school where class size is usually less than 30.

PARTIAL SINGLE SESSION Key changes

> Most schools will organise their upper primary (i.e. Primary 3-6) classes for the morning session, and lower primary (i.e. Primary 1-2) classes for the afternoon session. > Most government schools will operate on a partial single session basis by 2014.

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PRIMARY

THE INNER CIRCLE centring on life skills ensures that students acquire sound values and skills to take them through life as responsible adults and active citizens. It comprises the nonacademic curriculum.

Why are we doing this?

> To open up possibilities for better teaching and learning by making more space and time available. Schools can organise a greater range of CCAs and enrichment activities with the freed-up facilities in the afternoon.

REFINEMENTS TO PRIMARY SCHOOL STREAMING Key changes

> EM1 and EM2 streams have been merged. Schools will advise parents whether their child is eligible to take Higher Mother Tongue. > Schools have the flexibility to set their own Primary 4 year-end examinations to identify students who will benefit from the EM3 curriculum for Primary 5-6. While schools will advise, parents have the final say on the stream for their child at Primary 5. > Schools have the flexibility to integrate EM3 students with those from the other classes.

Background Prior to 2005, streaming took place at the end of Primary 4 to place students in a stream that was suited to their place of learning. The three streams were EM1, EM2 and EM3.

Why are we doing this?

> To allow schools greater flexibility to organise their students to achieve the best educational outcomes.

PROGRAMME FOR SCHOOL-BASED EXCELLENCE Key changes

> Primary schools can apply for up to $100,000 from MOE to develop their special areas. Why are we doing this?

> To enable schools to differentiate themselves through strong niche programmes that will benefit their students educationally.

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MORE RESPONSIVE AND ENGAGING MOTHER TONGUE LANGUAGE (MTL) CURRICULUM Chinese Language (CL) * Key changes > Flexibility in CL curriculum which allows teaching according to students’ abilities and needs

• New modular CL curriculum will be implemented at Primary 1 and 2 in 2007, Primary 3 and 4 in 2008, followed by Primary 5 in 2009 and Primary 6 in 2010. • Bridging and Reinforcement modules will meet the needs of students who enter school with little exposure to CL or who require additional support for the Core modules. • Students with the ability and interest will be encouraged to study the language at a higher level through Enrichment modules. • The CL PSLE examination will be pitched at the standard of the Core modules.

STRUCTURE OF CL MODULES FOR DIFFERENT LEARNER PROFILES Primary 1 to 2

Primary 3 to 4

Primary 5 to 6

Enrichment Modules

Core Modules

Bridging Modules

PSLE

Reinforcement Modules

> Enhancement of teaching methods, assessment methods and instructional resources • At Lower Primary, explicit lessons on strategies that students can use for the recognition and understanding of CL characters will be taught. • Greater emphasis on speaking, listening and reading. Strategies like songs, verse/choral reading and recitation will be used more widely. • Instructional and reading materials that will capture students’ interest. • Changes to the PSLE from 2006 to reduce emphasis on memorisation, increase testing in context and increase weighting for speaking/listening component. • Use of approved CL electronic handheld dictionaries in composition will be allowed in school-based assessments from 2006 and in the PSLE from 2007.

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PRIMARY

• All students will take Core modules.

> More opportunities to use CL in school • SAP primary schools may provide greater exposure to CL by teaching more subjects in CL, particularly in the early primary years. * Higher CL will still be offered in Primary Schools.

Malay Language (ML) * Key changes > Customisation and flexibility in ML curriculum

• Ability banding or differentiated instruction within a class for lower Primary to meet the needs of students from varied home language backgrounds and abilities. > Enhancement of syllabus, instructional materials and assessment methods • Greater emphasis on developing speaking, listening and reading skills. • Clearly stated learning outcomes to reflect different levels of achievement or Tahap. • Instructional and reading materials that will capture students’ interest. • Changes to the PSLE from 2006 to reduce emphasis on memorisation, increase testing in context and increase weighting for speaking/listening component. • New ML curriculum to be implemented for Primary 1-4 in 2008, Primary 5 in 2009 and Primary 6 in 2010. * Higher ML will still be offered in Primary Schools.

Tamil Language (TL) * Key changes > Customisation and flexibility in TL curriculum

• Ability banding or differentiated instruction within a class for lower Primary to meet the needs of students from varied home language backgrounds and abilities. > Enhancement of syllabus, instructional materials and assessment methods • Greater emphasis on developing speaking, listening and reading skills. • Instructional and reading materials that will capture students’ interest. • From 2006, the TL syllabus will teach spoken Tamil rather than formal Tamil. • Spoken Tamil instead of formal Tamil will be used in the PSLE oral examination from 2010. • Changes to the PSLE from 2006 to reduce emphasis on memorisation, increase testing in context and increase weighting for speaking/listening component. • New TL curriculum to be implemented for Primary 1-4 in 2008, Primary 5 in 2009 and Primary 6 in 2010. * Higher TL will still be offered in Primary Schools.

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Why are we doing this?

> To make the Mother Tongue languages “living” languages and develop in students a lifelong interest in their Mother Tongue language and culture. > To customise the curriculum to meet the needs of students of different language ability and interest.

POST-PSLE OPTION EXERCISE > All students sitting for the PSLE (except for those admitted to secondary schools under discretionary admission) will indicate their choice of secondary schools after the release of the PSLE results. The PSLE results are released soon after the last day of the school year. Thereafter, parents and students can make their choice. Students are given 6 choices, and posting results are released before 25 December. > Posting is based on merit and choice. Parents and students may wish to consider selecting schools that best meet a student’s learning needs and which are located nearer their homes.

DISCRETIONARY ADMISSION TO SECONDARY SCHOOLS Key changes

> Secondary schools with Integrated Programmes have full discretion in student admissions. > Autonomous Schools and Independent Schools can set aside 10% and 20% of their school vacancies respectively for discretionary admission. > Schools with approved niches of excellence can set aside 5% of their school vacancies for discretionary admission. > Students are selected during the Direct School Admission Exercise using school-based criteria, before the central posting exercise.

Background In 2005, all secondary schools offering Integrated Programmes, Independent Schools, Autonomous Schools and schools with niches of excellence were given greater autonomy in the admission of a certain percentage of students to their schools, using their school-based selection criteria.

Why are we doing this?

> To allow our schools to have greater flexibility to recognise a more diverse range of achievements and talents. In turn, we want to encourage students to put more effort into activities and pursuits that they have special interest or talent in.

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PRIMARY

FROM PRIMARY TO SECONDARY EDUCATION

FOR MORE INFORMATION Secondary 1 Posting Booklet - general admission information > http://www.moe.gov.sg/esp/schadm/sec1/pslemain.htm School Information Service - information on various schools’ programmes and CCAs > http://www.moe.gov.sg/schdiv/sis Discretionary Admission For general information, please refer to > http://www.moe.gov.sg For specific information, please refer to > the respective schools’ websites

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SECONDARY EDUCATION

diverse array of “The programmes allow me to make the most of my Secondary education so that I can pursue my interests and stretch my abilities.

”

FAST FACTS 1. 4-5 years of education 2. School fees after subsidy: $5.00 Standard miscellaneous fees: $8.00 Second-tier miscellaneous fees*: $8.00 Autonomous Schools collect Autonomous School Fees, ranging from $3 to $18 per month, on top of second-tier miscellaneous fees~

3. National examination: GCE ‘O’ Levels (for Special/Express courses) or GCE ‘N’ Levels (for Normal course) 4. All students take part in at least one CCA; CCA performance is considered for admission to JCs, CI, polytechnics and ITE

Independent Schools charge a separate scale of fees. The range of school fees for local students (excluding miscellaneous fees) as at 2006 is $150$255 per month^

* Second-tier miscellaneous fees are decided by schools.

The maximum amount that can be charged is 100% of the standard miscellaneous fees. Students may use their Edusave accounts to pay the second-tier miscellaneous fees. ~ Students may use their Edusave accounts to pay the Autonomous School fees. ^ Students may use their Edusave accounts to pay for the portion of Independent School fees that are in excess of the school and standard miscellaneous fees of Government and Government-Aided secondary schools. Financial assistance schemes are available to help needy students pay their fees. Parents who wish to apply for financial assistance may approach their child’s school for the application form.

SECONDARY EDUCATION places students in the Special, Express, Normal (Academic) or Normal (Technical) course according to how they perform at the PSLE. The different curricular emphases are designed to match their learning abilities and interests.

SECONDARY SCHOOL COURSES SPECIAL AND EXPRESS COURSES: > 4-year courses leading to the GCE ‘O’ Level examination. Special course students offer Mother Tongue at a higher level (Higher Chinese/Higher Malay/Higher Tamil). NORMAL COURSE: > Students in the Normal course follow either the Normal (Academic) [N(A)] or Normal (Technical) [N(T)] curriculum. > 4-year programme leading to the GCE ‘N’ Level examination. > A 5th year leading to the GCE ‘O’ Level examination is available to N(A) students who perform well in their GCE ‘N’ Levels. Students can move from one course to another based on their performance and the assessment of their Principal and teachers.

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FLEXIBILITY BETWEEN COURSES GCE ‘O’ Level Examination

GCE ‘N’ Level Examination

Secondary 4 Special/Express

Secondary 4 N(A)

Secondary 4 N(T)

Secondary 3 Special/Express

Secondary 3 N(A)

Secondary 3 N(T)

Secondary 2 Special/Express

Secondary 2 N(A)

Secondary 2 N(T)

Secondary 1 Special/Express

Secondary 1 N(A)

Secondary 1 N(T)

Primary School Leaving Examination (PSLE)

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SECONDARY

Secondary 5 N(A)

CO-CURRICULAR ACTIVITIES (CCAs) CCAs are an integral part of our students’ holistic, well-rounded education. They help nurture in students qualities such as resilience, tenacity, confidence and perseverance, which prepare them to adapt and thrive in a rapidly changing world. Every secondary school student takes part in one CCA taken from the following options: > Sports and games

> Performing arts groups

> Uniformed groups

> Clubs and societies

Students may also participate in a second activity. In particular, students who are not involved in competitive sports (e.g. students in CCAs such as performing arts and clubs) are encouraged to take up sports and games as their second CCA. Other CCA options Students who are keen on an activity not offered in school may obtain their school’s approval to start their own activities. This gives students the chance to pursue their specific interests or ideas, and expands the range of activities available in school. Students may also participate in community-based activities, to help nurture the spirit of social enterprise and enhance their links with the community at large.

COMMUNITY INVOLVEMENT PROGRAMME (CIP) & SERVICE LEARNING CIP nurtures our students to become socially responsible and develops their sense of belonging and commitment to our country. Through participating in community work, students also learn the value of service and develop lasting friendships with one another. Service Learning is an approach where CIP participants not only serve the community, but also learn to identify with the needs of the community and to reflect on their own experience in working with the community so that they have a better understanding and appreciation of what it involves.

SCHOOL GRADUATION CERTIFICATE From 2008, all students who complete their education at the secondary and pre-university levels will receive a comprehensive school testimonial called the School Graduation Certificate from MOE. It includes a description of each student’s academic and non-academic achievements and personal qualities.

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SPECIAL/EXPRESS COURSE CURRICULUM

LANGUAGES English Mother Tongue/Higher Mother Tongue/Mother Tongue Language ‘B’ 3rd Language (optional – French, German, Japanese, Malay, Chinese)

LEGEND CCA

KNOWLEDGE SKILLS

HUMANITIES & THE ARTS

CCA, CIP, CME, PCCG, NE, PE

Upper Sec Subjects: Combined Humanities Upper Sec Electives: Geography, History, Literature in English, Literature in Chinese, Malay Literature, Tamil Literature, Art & Design, Music, Higher Art, Higher Music

PW~

Lower Sec Subjects: Mathematics, Science, Design & Technology, Home Economics Upper Sec Subjects: Mathematics, a Science subject

Upper Sec Electives: Additional Mathematics, Biology, Chemistry, Physics, Combined Science options, Design & Technology, Food & Nutrition, Principles of Accounts

Students in the Special and Express courses typically offer 7-8 subjects at the GCE ‘O’ Level examination.

bject. ~ Project Work is conducted during curriculum time but is not an exam subject.

THE MIDDLE CIRCLE on knowledge skills seeks to develop students’ thinking, process and communication skills. This will enable students to analyse and use information and be able to express their thoughts and ideas clearly and effectively. It comprises skills-based subjects.

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SECONDARY

Lower Sec Subjects: Geography, History, Literature in English, Visual Arts, Music

LIFE SKILLS

MATHEMATICS & SCIENCES

Co-Curricular Activities CIP Community Involvement Programme CME Civics & Moral Education PCCG Pastoral Care & Career Guidance NE National Education PE Physical Education PW Project Work

OTHER PROGRAMMES IN SECONDARY SCHOOL INTEGRATED PROGRAMMES (IPs) > Provide a seamless education where secondary students can proceed to preuniversity without taking the GCE ‘O’ Levels. > For students who can benefit from a more flexible and less structured programme and engage in broader learning experiences. > Some IPs may offer alternative curricular and examinations, e.g. the International Baccalaureate.

BICULTURAL STUDIES PROGRAMME (CHINESE) [BSP(C)] & SPECIAL ASSISTANCE PLAN (SAP) SCHOLARSHIP > 4-year programme from Secondary 3 to Pre-U 2. > To nurture a core group of students with a deep understanding and appreciation of two cultures, so that they can interact effectively with China as well as relate to the West. > In addition to Higher Chinese, students may offer electives such as Chinese history and Chinese philosophy. > SAP scholarships are available for highly able students in the BSP(C). They provide a scholarship allowance of $1,000, funding for overseas immersion programmes and a waiver of school fees.

ELECTIVE PROGRAMME IN MALAY LANGUAGE FOR SECONDARY SCHOOLS (EMAS) > Offered to students who take up Higher Malay. > To nurture the language ability of students who have an aptitude for the Malay language, so that they can reach a higher level of proficiency and a better understanding of Malay language, literature and culture.

MALAY (SPECIAL PROGRAMME)/CHINESE (SPECIAL PROGRAMME) [M(SP)/C(SP)] > Allows students to study a non-native MTL (Malay or Chinese) as a third language. > Previously open only to students in the top 30% of the PSLE cohort who meet certain language criteria. > From 2007, this requirement has been lifted. Secondary 1 students are allowed to offer another MTL in addition to their native MTL, as long as they have the interest and inclination to do so.

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FOREIGN LANGUAGE PROGRAMME > Foreign languages available are French, German and Japanese. > Offered to students who are ranked among the top 10% of the PSLE cohort and who have a natural ability to learn a foreign language, in addition to English and Mother Tongue.

> Places equal emphasis on both the practical and theoretical aspects of Art and Design, and on visual and cultural studies.

MUSIC ELECTIVE PROGRAMME (MEP) > 4-year course that prepares students for the GCE ‘O’ Level Music examination. > Develops students’ musical perception skills. The course provides exposure to classical Western and traditional non-Western music.

CHANGES AFFECTING SPECIAL/EXPRESS COURSES GREATER CONTROL OF THE GCE ‘O’ LEVELS Key changes

> From 2006, MOE is taking greater responsibility for developing examination syllabuses and formats, setting standards, and awarding grades. > Although we are taking full ownership of the syllabuses, MOE and the Singapore Examinations and Assessment Board (SEAB) will continue to work with the University of Cambridge Local Examinations Syndicate (UCLES) in designing syllabuses and outsource to UCLES the setting of question papers and marking of examination scripts. Why are we doing this?

> So that the examinations are in line with our curriculum. This ensures that we are able to meet our educational needs and maintain the high standards that Singapore is known for.

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SECONDARY

ART ELECTIVE PROGRAMME (AEP) > 4-year course that prepares students for the GCE ‘O’ Level Art examination.

NEW GCE ‘O’ LEVEL SUBJECTS Key changes

> Some secondary schools are allowed to offer new GCE ‘O’ Level subjects in addition to or in place of an elective subject. They may choose from the range of subjects offered by the Cambridge International Examinations group of ‘O’ Level syllabuses. Some possible subjects include Economics, Computer Studies and Drama. > In time, schools may develop new subjects in their curriculum niche areas or partner with recognised post-secondary educational institutions to develop new GCE ‘O’ Level subjects. Why are we doing this?

> To give our students more choices in what they study. > To enable schools to set up curriculum niches of their own.

REFINEMENTS TO MOTHER TONGUE LANGUAGE (MTL) LEARNING Eligibility criteria for Higher MTL (HMTL) Key changes

> The formal eligibility criteria for HMTL have been eased to the following: • Top 10% of the PSLE cohort; or • Top 11-30% of the PSLE cohort with A* in MTL at PSLE or at least a Merit in HMTL. > Even if students do not meet the formal eligibility criteria, schools have the flexibility to allow them to take HMTL, if they are assessed to have strong MTL ability and are able to take HMTL without affecting their broader academic development.

Background A mass customisation approach that allows us to meet the needs of different groups of students has been adopted in the teaching of MTL. This approach enables the MTL to be taught at a level and pace suitable for students from different language backgrounds and with different language abilities. Five Mother Tongue syllabuses – Basic MTL, MTL ‘B’, MTL for N(A) course, MTL and HMTL – are thus available to encourage every Singaporean to study his MTL to as high a level as he is capable of.

Why are we doing this?

> To allow more students to offer HMTL if they have the ability and interest to do so. This will develop a larger pool of Singaporeans with a deeper understanding of their MTL and culture.

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Eligibility criteria for MTL ‘B’ Key changes

> MTL ‘B’ syllabus may be offered from Secondary 1. Students with Grade C and below in MTL at PSLE will be allowed to take MTL ‘B’. > Those with learning disabilities, e.g. dyslexia, ADHD, autism and hearing impairment, will also be considered. Students with severe disabilities will be exempted totally from the MTL requirement. > Secondary schools have the flexibility to allow other students to offer MTL ‘B’, taking into consideration the student’s performance, language ability and the standard that he can achieve with reasonable effort.

Background The MTL ‘B’ syllabus was introduced to help students who face exceptional difficulties with MTL. Emphasising practical communication skills, it aims to motivate these students to learn their MTL up to a realistic level, and to sustain their interest in their MTL and culture.

Why are we doing this?

> To help students who are exceptionally weak in MTL, so that their broader academic development will not suffer because of the time they have to put into MTL. Teaching and Learning Of Chinese Language (CL) Key changes

> 10% space in curriculum for implementing school-based curriculum. > Changes to the GCE ‘O’ Level CL examination format from 2006 to reduce emphasis on memorisation, increase testing in context and increase weighting for speaking/ listening component. > Use of approved CL electronic handheld dictionaries in composition examinations will be allowed in school-based assessments from 2006 and in 'O' Level examinations from 2007. > CL and HCL students may take Literature in Chinese as part of their Combined Humanities elective for the GCE ‘O’ Levels from 2006.

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SECONDARY

> Students who re-enter our education system (e.g. students who return from overseas) and are unable to cope with the MTL syllabus will be considered for the MTL ‘B’ syllabus.

Teaching and Learning Of Malay Language (ML) Key changes

> Clear learning outcomes to reflect different levels of achievement or Tahap. > Instructional and reading materials that students will find interesting. > Changes to the GCE ‘O’ Level ML examination format from 2006 to reduce emphasis on memorisation, increase testing in context and increase weighting for speaking/listening component. Teaching and Learning Of Tamil Language (TL) Key changes

> Spoken Tamil will be the medium of conversations between teachers and students in all TL classes. > Instructional and reading materials that students will find interesting. > Changes to the GCE ‘O’ Level TL examination format from 2006 to reduce emphasis on memorisation, increase testing in context and increase weighting for speaking/listening component. Why are we doing this?

> To make the Mother Tongue languages “living” languages that students will use in everyday situations and develop in students a lifelong interest in their Mother Tongue language and culture.

NORMAL COURSE CURRICULUM Students in the Normal course follow either the Normal (Academic) or Normal (Technical) curriculum. In the Normal (Academic) course, students offer 6-8 subjects in the GCE ‘N’ Level examination. They have, as compulsory subjects, English Language, Mother Tongue and Mathematics. For upper secondary, Combined Humanities and a Science subject are also compulsory.

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NORMAL (ACADEMIC) COURSE CURRICULUM

LANGUAGES

SECONDARY

English Mother Tongue/Higher Mother Tongue/Mother Tongue Language ‘B’ 3rd Language (optional – Malay, Chinese)

KNOWLEDGE SKILLS

HUMANITIES & THE ARTS Lower Sec Subjects: Geography, History, Literature in English, Visual Arts, Music

LIFE SKILLS CCA, CIP, CME, PCCG, NE, PE

Upper Sec Subjects: Combined Humanities Upper Sec Electives: Geography, History Literature in English, Literature in Chinese, Art & Design, Music#, Elements of Office Admin^,

PW~

MATHEMATICS & SCIENCES Lower Sec Subjects: Mathematics, Science, Design & Technology, Home Economics Upper Sec Subjects: Mathematics, a Science subject

Upper Sec Electives: Additional Mathematics, Combined Science options, Design & Technology, Food & Nutrition, Computer Applications^, Principles of Accounts

LEGEND CCA

Co-Curricular Activities CIP Community Involvement Programme CME Civics & Moral Education PCCG Pastoral Care & Career Guidance NE National Education PE Physical Education PW Project Work

# offered only at Sec 4 & 5. ^ offered only at Sec 3 & 4. ~ Project Work is conducted during curriculum time but is not an exam subject.

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In the Normal (Technical) course, students offer 5-7 subjects in the GCE ‘N’ Level examination. This curriculum prepares them for a technical-vocational education at the Institute of Technical Education. The curriculum is geared towards strengthening students’ proficiency in English and Mathematics. Students take English Language, Mathematics, Basic Mother Tongue and Computer Applications as compulsory subjects.

NORMAL (TECHNICAL) COURSE CURRICULUM

LANGUAGES English Basic Mother Tongue

KNOWLEDGE SKILLS

HUMANITIES & THE ARTS Lower Sec Subjects: Social Studies, Visual Arts, Music Upper Sec Electives: Art & Design, Elements of Office Admin

LIFE SKILLS CCA, CIP, CME, PCCG, NE, PE

PW~

MATHEMATICS & SCIENCES Lower Sec Subjects: Mathematics, Science, Computer Applications, Technical Studies, Home Economics Upper Sec Subjects: Mathematics, Computer Applications

Upper Sec Electives: Science, Technical Studies, Food & Nutrition

~ Project Work is conducted during curriculum time but is not an exam subject.

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LEGEND CCA

Co-Curricular Activities CIP Community Involvement Programme CME Civics & Moral Education PCCG Pastoral Care & Career Guidance NE National Education PE Physical Education PW Project Work

CHANGES AFFECTING NORMAL COURSE DEVELOPMENTS IN THE N(A) COURSE Key changes

> From 2006, selected N(A) students may offer a maximum of any two GCE ‘O’ Level examination subjects at Secondary 4 from an expanded range of subjects (see table below), provided their schools offer these subjects. Schools will assess their students and identify those who qualify to offer these ‘O’ Level subjects. > Schools may introduce elective modules together with post-secondary educational institutions or external agencies to develop N(A) students’ interests and strengths in specific areas. > Based on their school-based performance at the end of Secondary 2 or Secondary 3, schools may allow their top N(A) students to progress to Secondary 5 N(A) without taking the ‘N’ Level examinations. > To give N(A) students more choices in the range of subjects they may offer, according to their interests and abilities. > To provide a more seamless transition from the ‘N’ to the ‘O’ Level curriculum for top students so that they can better pace their learning over five years and take part in broader learning experiences.

‘O’ LEVEL SUBJECTS English Language

Combined Humanities

Principles of Accounts

Chinese/Malay/Tamil

Literature in English

Design & Technology

Higher Chinese/ Higher Malay/Higher Tamil

History

Art & Design

Geography

Music

Chinese Literature

Chinese (Special Programme) /Malay (Special Programme)

Mathematics Additional Mathematics Food & Nutrition Combined Sciences

Nurturing Every Child { Secondary :29

SECONDARY

Why are we doing this?

DEVELOPMENTS IN THE N(T) COURSE Key changes

> N(T) students may offer N(A) subjects from 2006 • Selected N(T) students who are able to offer subjects at a higher level will be allowed to take one to two N(A) subjects from the full range of N(A) subjects. • Schools assess students and offer N(A) subject(s) to those who qualify. > Revised N(T) curriculum from 2007 • Will focus more on practice-oriented learning. • Teaching approaches could focus on group work, oral presentations, creativity and hands-on activities.

Background The N(T) course serves the needs of students who are more technically inclined. It provides them with an opportunity to complete 10 years of basic education and prepares them for post-secondary education in ITE.

> Elective Modules (EMs) • Aimed at enriching the curriculum for upper secondary N(T) students. • 20- to 30-hour elective modules to develop N(T) students’ interests and strengths in specific areas. • Schools may develop EMs together with post-secondary educational institutions or external agencies. > Lateral transfers from N(T) course to N(A) course for top N(T) students (see diagram on page 19) • Additional pathways for transfers to the N(A) course on a lateral basis, e.g. Secondary 2 N(T) to Secondary 2 N(A). • Schools assess and offer a lateral transfer to the N(A) course for N(T) students who qualify. • Current transfer from Secondary 1 N(T) to Secondary 2 N(A) will continue. Why are we doing this?

> To provide our N(T) students with greater choice, to help them find their interests and develop their talents, and for those who are able to do so, the flexibility to advance their learning in that particular subject. > To focus the N(T) curriculum more on practice-oriented learning, so as to better match N(T) students’ approaches to learning. > To allow greater movement from N(T) to N(A) by opening up the possibility for lateral transfers between the courses.

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FROM SECONDARY TO POST-SECONDARY EDUCATION POST-SECONDARY EDUCATION OPTIONS Junior Colleges (JCs) and Centralised Institute (CI)

> For students who are academically inclined and have the necessary GCE ‘O’ Level qualifications. JCs also recognise special talents and aptitudes through discretionary admission (see page 32).

Polytechnics

> For students who wish to pursue applied and practice-oriented training and have the necessary GCE ‘O’ Level qualifications. From 2006, the polytechnics may admit up to 5% of their respective intakes based on students’ special talents and aptitudes. > 3-year courses are the norm. > Polytechnic graduates with good grades have the opportunity to pursue tertiary education at the universities. Institute of Technical Education (ITE)

> For students with GCE ‘O’ or ‘N’ Level certificates. > Offers 1- to 2-year technical or vocational courses. > Students who do well will be able to proceed to the polytechnics for diploma programmes. Qualified candidates may also subsequently progress to the universities.

FOR MORE INFORMATION on applying to JC/CI, Polytechnics and ITE: > http://www.moe.gov.sg/esp/schadm/jae

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SECONDARY

> Offer a 2-year junior college/3-year centralised institute pre-university course leading to the GCE ‘A’ Level examination.

DISCRETIONARY ADMISSION TO JCs Discretionary Admission allows JCs to admit a certain percentage of students using their school-based selection criteria. Key changes

> For JC 1 discretionary admission, students are selected during the Direct School Admission Exercise using school-based criteria, before the central admission exercises. > Independent JCs have autonomy on student admissions before the central admission exercises for up to 20% of their intake at JC 1. All other JCs have autonomy on student admissions for up to 10% of their intake at JC 1. > For JCs with the Integrated Programme (IP) starting at Secondary 3 (i.e. IP Year 1), they have full autonomy to select all their IP Year 1 students using school-based criteria. Why are we doing this?

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PRE-UNIVERSITY EDUCATION

work has helped me and “Project my classmates improve our collaboration, independent learning and communication skills.

”

FAST FACTS

1. 2-3 years of education

3. National examination: GCE ‘A’ Levels

2. School fees after subsidy: $6.00

4. All students take part in at least one CCA; CCA performance is considered for university admission

Standard miscellaneous fees: $11.00 Second-tier miscellaneous fees*: $11.00 Independent Junior Colleges charge a separate scale of fees. The range of fees for local students (excluding miscellaneous fees) as at 2006 is $225$400 per month^

* Second-tier miscellaneous fees are decided by schools.

The maximum amount that can be charged is 100% of the standard miscellaneous fees. Students may use their Edusave accounts to pay the second-tier miscellaneous fees. ^ Students may use their Edusave accounts to pay for the portion of Independent Junior College fees that are in excess of the school and standard miscellaneous fees of Government and Government-Aided junior colleges. Financial assistance schemes are available to help needy students pay their fees. Parents who wish to apply for financial assistance may approach their child’s school for the application form.

PRE-UNIVERSITY EDUCATION prepares students for the GCE ‘A’ Level examination at the end of the 2-year junior college or 3-year centralised institute course. Students who completed their pre-university education will receive a School Graduation Certificate (see pg20).

FRAMEWORK FOR THE NEW 2006 GCE ‘A’ LEVEL CURRICULUM GCE ‘A’ LEVEL CURRICULUM

LANGUAGES Mother Tongue Languages 3rd Languages

KNOWLEDGE SKILLS

HUMANITIES & THE ARTS e.g. Art, Economics, Geography, History, Literature in English, Music, Theatre Studies & Drama

LIFE SKILLS

CCA, CDP, Civics, PCCG, NE, PE

MATHEMATICS & SCIENCES e.g. Biology, Chemistry, Physics, Mathematics, Computing

BACKGROUND From 2006, a broader and more flexible GCE ‘A’ Level curriculum has been introduced for Pre-U 1, to foster new approaches to learning and develop in students a wider range of skills. Students will be challenged to think critically and creatively. LEGEND CCA

CDP

For details on ‘A’ Level subjects, please refer to page 38 and 39.

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Co-Curricular Activities

Character Development Programme PCCG Pastoral Care & Career Guidance NE National Education PE Physical Education GP General Paper PW Project Work KI Knowledge & Inquiry

DIFFERENT LEVELS OF STUDY Key changes

> Students may select subjects at three different levels of study: Higher 1 (H1), Higher 2 (H2) and Higher 3 (H3).

For broadening purposes, to pursue an area of interest in which students do not intend to specialise, or to acquire foundational knowledge and skills in a subject area which will support their future studies at university level.

H2: Equivalent to the standard of ‘A’ Level subjects prior to 2006.

H3: Subjects with a variety of learning opportunities (e.g. advanced content, research paper, university module). For students to pursue a given subject which they excel in at a higher level. Students who wish to take up an H3 subject will have to offer the corresponding subject at H2 level.

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PRE-UNIVERSITY

H1: Equivalent to half the content load of H2 subjects but pitched at the same academic standard as H2 subjects.

> Besides GP, PW, and MTL* at H1 level, students are required to offer three H2 and one H1 content-based subjects, at least one of which is a subject from a contrasting discipline. For example, a student offering three subjects from the Mathematics & Sciences group would have to offer one subject from the Humanities & the Arts group, and vice versa. The contrasting subject may be at H1 or H2 level. AT A GLANCE All students will offer: GP, PW and MTL at H1 level 3 H2 content subjects ) at least 1 from a 1 H1 content subject ) contrasting discipline Total no. of subjects: 7 (3 H2 + 4 H1) Examples of subject combinations Example A

Example B

H2 Physics

H2 Economics

H2 Chemistry

H2 History

H2 Mathematics

H2 Mathematics (contrasting subject)

H1 Art (contrasting subject)

H1 General Studies in Chinese

MTL

> Students will be examined in all their subjects in a single sitting at the end of their pre-university education. However, they may choose to do one H1 contentbased subject (in addition to MTL) a year earlier. > Able students who are interested in broadening their range of subjects and intellectual horizons may offer an expanded curriculum: • Take on an additional H1 or H2 subject, or • Further specialise by offering up to 2 H3 subjects.

* Students need not take the H1 MTL examination if they have obtained a D7 or better in Higher MTL at the ‘O’ level as they would be deemed to have fulfilled the H1 MTL requirement. As MTL is an integral part of the ‘A’ level curriculum, H1 MTL cannot be replaced with another subject.

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KNOWLEDGE SKILLS Key changes

> New area of learning that focuses explicitly on developing higher order skills: conceptual thinking, other knowledge process skills and communication skills. > Subjects include Project Work (PW) and Knowledge and Inquiry (KI). PROJECT WORK (PW) • Students will bring together knowledge from various areas of learning and apply it to real-life situations.

KNOWLEDGE & INQUIRY (KI) • Students will study the nature and construction of knowledge.

• Offered as an H1 subject.

• Develops critical reasoning skills.

• Compulsory for all students.

• Offered as an H2 subject in place of GP. • Offered as the 4th H2 subject for interested students. • May be used as a contrasting subject.

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PRE-UNIVERSITY

• Encourages collaboration, independent learning and communication skills.

• Encourages investigative and evaluative work in the sciences, the social sciences, mathematics, and the aesthetics.

â&#x20AC;&#x2DC;Aâ&#x20AC;&#x2122; LEVEL SUBJECTS AT H1, H2 AND H3 LEVELS FOR 2006 CURRICULUM MOE-Developed Syllabuses SUBJECT H1

LEVEL H2

Art Biology Chemistry Chinese Language Chinese Language & Literature Computing Economics French General Paper (GP) General Studies in Chinese Geography German History History (Chinese) History of Chinese Literature Japanese Knowledge & Inquiry (KI) Literature in English Malay Language Malay Language & Literature Management of Business* Mathematics Music Physics Principles of Accounting* Project Work (PW) Tamil Language Tamil Language & Literature Theatre Studies and Drama *Offered only in Milennia Institute

H1/H2 subjects under the Mathematics & Sciences group H1/H2 subjects under the Humanities & Arts group Subjects that can be used as a contrasting subject for both the Mathematics & Sciences group and the Humanities & Arts group H1 process skills and language skills subjects that are not considered content-based subjects H3 subjects NOTE: Areas that are not coloured denote that the subject is not offered at that level.

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H3 PROGRAMMES BY MOE PARTNERS Humanities & the Arts

NUS Managerial Economics, NUS Geopolitics: Geographies of War and Peace, NUS Economy and Space, NUS Urban Land Use and Development, NUS Literary Appreciation and Criticism, NUS Humanities and Social Sciences Research Programme

Mathematics & Sciences

NUS Molecular Genetics, NUS Biodiversity, NUS Basic Physical Chemistry, NUS Physics IV, NUS Basics of Mathematics, NUS Linear Algebra I, NUS Science Research Programme, NJC Science Training and Research (STaR), NUS - A*STAR - VJC Science Research

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FROM PRE-UNIVERSITY TO UNIVERSITY EDUCATION The National University of Singapore (NUS) and the Nanyang Technological University (NTU) conduct separate admission exercises under the following broad university admission framework for ‘A’ Level and Polytechnic graduates:

FOR ‘A’ LEVEL APPLICANTS Admission for 2006-2007: • GCE ‘A’ Level results: - Minimum application criteria: Passes in at least 2 ‘A’ Level subjects, an attempt at GP at the same sitting, and an attempt at MTL - Grades for the following subjects will be considered for admission: GP and 3 ‘A’ Level subjects. MTL grades may be submitted for consideration. - Minimum MTL proficiency required: D7 in MTL or pass in MTL ‘B’ or D7 in GCE ‘O’ Level HMTL • Project Work

Admission from 2008: • GCE ‘A’ Level results: - Minimum application criteria: 2 H2 passes, an attempt at GP (or KI) taken at the same sitting, and an attempt at MTL - Grades for the following subjects will be considered for admission: 3 H2 and 1 H1 content-based subjects (at least one of which must be from a contrasting discipline), GP (or KI), PW. MTL grades may be submitted for consideration. - Minimum MTL proficiency required: ‘S’ grade in H1 MTL or pass in MTL ‘B’ or D7 in GCE ‘O’ Level HMTL

• CCA performance (considered qualitatively from 2007)

• CCA performance (considered qualitatively)

• Additional faculty admission criteria such as interviews or aptitude tests

FOR POLYTECHNIC GRADUATES • Polytechnic results • GCE ‘O’ Level results • CCA performance (considered qualitatively from 2007) • Additional faculty admission criteria such as interviews or aptitude tests

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NUS and NTU also have the autonomy to admit up to 10% of their respective intakes based on their own independent criteria. The Singapore Management University (SMU) has the autonomy to determine its own admission criteria.

FOR MORE INFORMATION on applying to NUS, NTU And SMU, please refer to the universitiesâ&#x20AC;&#x2122; respective websites: > http://www.nus.edu.sg > http://www.ntu.edu.sg > http://www.smu.edu.sg PRE-UNIVERSITY Nurturing Every Child { Pre-University :41

INDEX A ‘A’ Level examination 31 33 40 Art Elective Programme (AEP) 23 Autonomous school 15 17 B ‘B’ Syllabus 25