There is a national curriculum for this phase, intended to provide a child with a broad-based education and prepare him/her for secondary school and the associated examinations. Teachers, principals, lecturers from tertiary institutions, teacher trainers and officers from the Singapore Ministry of Education, such as curriculum specialists, inspectors, and examination officers, are consulted on the decisions concerning the curriculum. Where relevant, people in industry and business, religious organisations and politicians are also consulted. The Ministry of Education has overall responsibility for the curriculum. The Curriculum Planning and Development Division of the Ministry of Education has curriculum specialists who are in charge of different subjects.22
Primary education in Singapore consists of a four-year foundation stage from Primary 1 to Primary 4 (ages 6/7 - 10) and a two-year orientation stage from Primary 5 to 6 (ages 10 to 12). The overall aim of primary education is to give students a good grasp of their mother tongue, the English language and mathematics.88
The primary curriculum is organised in three concentric circles. The inner circle focuses on life skills, ensuring that students acquire sound values and skills to take them through life as responsible adults and active citizens. It comprises the following non-academic curriculum elements:
The central circle seeks to develop students' thinking, process and communication skills, to enable them to analyse and use information and to be able to express their thoughts and ideas clearly and effectively. It comprises skills-based subjects. 88
The outermost circle covers content-based subject disciplines, that is languages (English and mother tongue), humanities and the arts (social studies, arts and crafts, music), mathematics and science (science is taught from Primary 3, age 8/9, onwards). It aims to ensure that students have a good grounding in content across different areas of study.
Primary 1 to Primary 4
The foundation stage (Primary 1 to Primary 4, ages 6/7-10), focuses on a core curriculum which includes English, the mother tongue ([Mandarin] Chinese, Malay, Tamil) and mathematics. Science is introduced in Primary 3 (students aged 8-9 years).25 The learning of English also includes general topics including health education and information literacy.
The table below shows the subjects taught:
|
Foundation Stage (Primary 1 – 4) |
|
English language (includes health education and information literacy) |
|
Notes The study of science is introduced in Primary 3. The study of health education topics is included in the learning of the English language in Primary 1-4. Some English language teachers set aside a period per week specifically for health education. Civics and Moral Education (CME) is delivered in the mother tongue language because it is felt that core Asian values are most effectively and appropriately transmitted through the mother tongue language medium.35 |
Source: Ministry of Education 2003.
Time allocation
Within general guidelines regarding time allocation per subject per week for all levels and streams of education, schools have some flexibility to deviate slightly to meet the needs of their students.25 In Primary 1 to Primary 4, time allocation per subject is roughly as follows:
| English | 33 per cent |
| Mathematics | 20 per cent |
| Mother tongue (Chinese, Malay or Tamil) | 27 per cent |
| Other subjects (e.g. art and crafts, music, PE) | 20 per cent25 |
A breakdown of time allocation is available below:
| Subjects |
No. of 30-minute lessons per week | |||
|
Primary 1 |
Primary 2 |
Primary 3 |
Primary 4 | |
| English, including health education and information literacy |
17 |
17 |
15 |
13 |
| Chinese/Malay/Tamil including Civics and Moral Education (CME) |
15 |
13 |
12 |
11 |
| Mathematics |
7 |
9 |
11 |
11 |
| Science |
- |
- |
3 |
4 |
| Social studies |
1 |
1* |
1** |
2 |
| Art and crafts |
2 |
2 |
2 |
2 |
| Music |
2 |
2 |
2 |
2 |
| Physical education |
3 |
3 |
3 |
3 |
| Assembly |
1 |
1 |
1 |
1 |
| TOTAL |
48 |
48 |
49 |
49 |
* Began in 2001.
** Began in 2002. The time is taken from either English language or mother tongue lessons.
Primary 5 to Primary 6
In Primary 5 and Primary 6 (the orientation stage), the subjects studied are: English; mother tongue (Chinese, Malay or Tamil); mathematics; science; social studies; art and crafts; music; physical education (PE) and Civics and Moral Education (CME).
Prior to 2005, students were placed in a stream (EM1, EM2 or EM3) suited to their pace of learning. Students in all streams followed essentially the same curriculum but were taught at different levels of complexity. EM1 students studied mother tongue at the first language (higher) level; EM2 students studied mother tongue at second language level and EM3 students studied mother tongue at basic level. In EM3 a modified curriculum was also provided for English, mathematics and science, focusing on core content and skills. The emphasis was on achieving the required proficiency in English and mathematics. In addition, all students took non-examination subjects such as health education and social studies.26,15,25
The EM1 and EM2 streams have now been merged. In addition, at the beginning of the 2008 school year (January 2008), subject-based banding (SBB) was introduced for children in Primary 5 (aged 10/11). There is no longer a segregation between the streams (including the previous EM3 stream) and students have the flexibility to study subjects at a mix of standard or foundation levels.91
Civics and Moral Education (CME) is an integral part of the formal curriculum as well as part of extra curricular activities. For instance, as part of the CME programme, all students in primary to post-secondary pre-university level education are required to participate in a 'Community Involvement Programme' for at least six hours in each year. The aim of this programme is to "nurture students to be socially responsible and to help them understand that every Singaporean has a role in enhancing the well-being of the community and the country".23 It is taught in Malay/Chinese/Tamil.88
Time allocation
Following the introduction of subject-based banding (SBB, see above), the curriculum time allocation for Primary 5 and Primary 6 is as shown below. Each period lasts 30 minutes. The number of periods for each subject is provided as a guideline. Schools may vary the number of periods for each subject slightly, according to the needs of their students. 88
|
Subjects |
No. of periods per week | |
|
|
Standard level subjects |
Foundation level subjects |
|
Examinable Subjects | ||
|
English Language |
12-13 |
16 |
|
Malay/Chinese/Tamil * |
8-10** |
4 |
|
Mathematics |
9-10 |
13 |
|
Science |
5 |
3 |
|
Non-examinable Subjects | ||
|
Civics & Moral Education |
3 | |
|
Social Studies |
3 | |
|
Art & Crafts |
2 | |
|
Music |
1 | |
|
Project Work *** |
||
|
Physical Education |
2 | |
|
Health Education |
1 | |
|
Assembly **** |
1 | |
|
Total |
49 | |
* Students may study either English language and higher Malay/higher Chinese/higher Tamil, or English language and Malay/Chinese/Tamil. Students who opt for higher Malay, Chinese or Tamil may do so at the end of Primary 4.
** An additional time of 2 periods may be required outside formal curriculum hours for the teaching of higher Malay/higher Chinese/higher Tamil.
*** Project Work should be implemented at at least one level. The recommended levels of implementation are Primary 3, Primary 4 and/or Primary 5. It is recommended that 20-25 hours is allocated for one project per year for students to acquire the key processes in Project Work, and that teachers monitor students' learning progress.
**** A weekly whole school assembly, normally conducted by the principal, includes a talk on an important school or national issue.26
Framework for sexuality education
In October 2000, the Ministry of Education launched a framework for sexuality education. Taught in subjects such as health education, civics and moral education, and science, the guiding principles set out in this framework for the design and delivery of sexuality education are that:
In addition, the framework is organised around four broad themes:
Parents have the choice to opt their children out of the programme, which is designed for use with children in upper primary education (aged 11-12 years) and above. Further information is available online.
There are no optional subjects as such in primary level education in Singapore. However, co-curricular activities are offered to students.
Co-curricular activities
In addition to the formal school curriculum, from Primary 4 (aged around 10) children are introduced to co-curricular activities (CCAs). At the primary level, participation in CCAs is voluntary and students choose from a variety of sports and games such as track and field, basketball, tennis or uniformed organisations such as the Red Cross Society or the National Police Cadet Corps. Alternatively, they can opt for a cultural activity such as a military band, ethnic dance group or drama club, or a community-based activity. Students can also participate in clubs and societies such as photographic societies, computer clubs and/or gardening clubs. CCAs aim to provide healthy recreation; instil self-discipline, teamwork and confidence in students; and provide for character development and physical growth. Participation in CCAs is graded.77
At secondary level, students must participate in at least one core CCA.77
Schools compete in a number of co-curricular events at regional and national level each year. These include sports events such as inter-school cross country championships, and the national track and field and swimming championships, or cultural events such as the annual national Singapore Youth Festival.77
More information on co-curricular activities is available from the Singapore Ministry of Education Co-Curricular Activities Branch website at http://www.moe.gov.sg/ccab/.
The Ministry of Education is responsible for the ongoing review and systematic revision of the national curriculum in Singapore. This sets out the goals of educational policy in terms of the range of core and optional (elective) subjects that are taught across schools. For each subject, the subject syllabus outlines in detail the rationale and specific objectives for teaching the subject at the primary, secondary or post-secondary levels. These are accompanied by the curriculum framework in which the lists of content topics are integrated across each Grade/Year level. In addition, guidelines and suggestions on the methods of teaching are highlighted, together with a clear statement of the intended standards of achievement. The syllabus then concludes with a suggested list of texts and available instructional resources.38
The curricula for all subjects are expressed in syllabuses which stress both input and output. The syllabus normally contains general and subject-specific aims and objectives, learning outcomes, knowledge, skills and values, suggested teaching strategies and assessment modes. Teaching strategies are suggested through a list of learning tasks/activities and outcomes are also explicitly stated. Generic thinking skills and processes, e.g. analysing, problem-solving and decision-making permeate the curriculum.25
For most subjects, the relationship between curriculum and assessment is incorporated in the syllabus documents. For some subjects, e.g. English language, the teaching syllabus includes suggestions for informal and diagnostic assessment, while a separate examination syllabus specifies the skills to be examined and the allocation of marks for each skill.11
The Intermediate Outcomes of Education (Primary) articulate the goals of primary education and provide an envisioned profile of a child at the end of primary education, who:
See: http://www.moe.gov.sg/education/desired-outcomes/ for further information.
See sections 5.2.2 and 5.2.5 in addition.
The primary curriculum is formulated in terms of:
Textbooks
Textbooks produced by private publishers/commercial companies have to be reviewed and approved by the Ministry of Education before they can be included in the Approved Textbook List (ATL). Textbooks are also produced by the Curriculum Planning and Development Division (CPDD) of the Ministry of Education.11 Textbooks are normally only approved for a five-year period. The conditions for approval generally include such categories as:
Teachers and heads of departments in schools select textbooks that best suit their needs from the ATL. Parents normally buy textbooks, but needy students can apply for free textbooks or other financial aid from the school.11
Approved textbooks do not 'stand alone'. They are usually produced as part of a multimedia package which takes account of approved subject syllabuses. (The aim is to ensure that the contents of the textbooks and associated materials match the intended aims, content and standards in the prescribed syllabus.) For each subject, for a specific Year/Grade, the package generally consists of the student's textbook, an activity workbook, a teacher's guide and/or resource book and a range of audiovisual materials such as wall charts, picture cards, audio and video tapes and colour transparencies.11
Electronic materials
As part of the 'Singapore One' programme, launched in early 1998 to provide a single electronic network to serve everyone in Singapore, every student has access to the national multimedia network, including access to the Internet, a range of information sources and local television and video programmes.6, 2