INCA Education around the world
Singapore : Curricula (age 3-19)
5.3.1 Control
5.3.2 Compulsory subjects
5.3.3 Optional/elective subjects
5.3.4 Formulation of curriculum
5.3.5 Key skills
5.3.6 Curriculum materials
5.3 Third phase: Lower secondary, age 12 - 16/17
Note: At the end of Primary 6, students take the national Primary School Leaving Examination (PSLE). Their results in this examination determine their placement on differentiated courses of lower secondary (known as 'secondary') education (special, express and normal technical or normal academic) according to their learning pace, ability and inclinations. See section 4.3.1. for further information.
5.3.1 Control
There is a national curriculum for this phase. 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
5.3.2 Compulsory subjects
The curriculum for all secondary school students (on the 'special', 'express' and 'normal' courses) is essentially the same, except that students on the special course study the mother tongue (Chinese/Malay/Tamil) to a higher level of competence.25
NB. Linked to the new framework to promote the development of 21st century competencies published in March 2010 (see 5.3.5. below), it is intended that the the time allocation PE will increase by half an hour per week for pupils in Years 3 to 10 (ages eight to 16).105
Curriculum, Secondary 1 and 2 (12- to 13-year-olds) 11
|
Special and Express |
Normal Academic |
|
| Examination Subjects: 34 lessons (35-40 minutes) per week |
||
| English |
6 |
6 |
| Chinese/Malay/Tamil |
6 |
6 |
| Mathematics |
5 |
6 |
| Science |
6 |
5 |
| Literature |
2 |
2 |
| History |
2 |
2 |
| Geography |
2 |
2 |
| Art & Crafts |
2 |
2 |
| Design & Technology and Home Economics |
3 |
3 |
| Non-Examination Subjects: 6 lessons (35-40 minutes) per week |
||
| Civics and Moral Education |
2 |
2 |
| Physical Education* |
2 |
2 |
| Music |
1 |
1 |
| Assembly |
1 |
1 |
Curriculum, Secondary 1 and 2 (12- to 13-year-olds) 'Normal Technical' Course11
| Examination Subjects: 31 lessons (35-40 minutes) per week | |
| English | 8 |
| Basic Chinese/Malay/Tamil | 3 |
| Mathematics | 8 |
| Computer Applications | 4 |
| Science | 4 |
| Technical Studies and Home Economics | 4 |
| Non-Examination Subjects: 9 lessons (35-40 minutes) per week | |
| Civics and Moral Education | 2 |
| Physical Education* | 2 |
| Art and Crafts | 2 |
| Assembly | 1 |
Curriculum, Secondary 3 and 4 (14- to 15-year-olds) 'Special' and 'Express' Courses25
| Compulsory/Core Examination Subjects: 24-26 lessons (35-40 minutes) per week |
|
| English Language | |
| Chinese/Malay/Tamil (Special course students study Higher C/M/T) | |
| Mathematics | |
| A Humanities Subject | |
| A Science Subject | |
| Compulsory Non-Examination Subjects: 6 lessons (35-40 minutes) per week |
|
| Civics and Moral Education | 2 |
| Physical Education | 2 |
| Music | 1 |
| Assembly | 1 |
| Optional/elective subjects: 8-10 lessons (35-40 minutes) per week |
Curriculum, Secondary 3-5 (14- to 17-year-olds) 'Normal Academic' Course11
| Compulsory/Core Examination Subjects: 20 lessons (35-40 minutes) per week |
|
| English Language | 8 |
| Chinese/Malay/Tamil | 6 |
| Mathematics | 6 |
| Compulsory Non-Examination Subjects: 6 lessons (35-40 minutes) per week |
|
| Civics and Moral Education | 2 |
| Physical Education | 2 |
| Music | 1 |
| Assembly | 1 |
| Optional/elective subjects: 3-8 lessons (35/40 minutes) per week |
Curriculum, Secondary 3 and 4 (14- to 16-year-olds) 'Normal Technical' Course25
| Compulsory/Core Examination Subjects: 25 lessons (35-40 minutes) per week |
|
| English | 9 |
| Basic Chinese/Malay/Tamil | 3 |
| Mathematics | 9 |
| Computer Applications | 4 |
| Compulsory Non-Examination Subjects: 6 lessons (35-40 minutes) per week |
|
| Civics and Moral Education | 2 |
| Physical Education | 2 |
| Music | 1 |
| Assembly | 1 |
| Optional/elective subjects: 3-9 lessons (35-40 minutes) per week |
The full syllabus documents for the above subjects can be downloaded via http://www.moe.gov.sg/cpdd/syllabuses.htm
Civics and moral education
Civics and moral education (CME) is an integral part of the formal curriculum. Opportunities are also provided in the school's informal programmes or extra curricular activities for students to put into practice the knowledge, skills and values learned in the subject. For instance, as part of the CME programme, all students participating 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
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/.
Sex and relationships education
All schools should provide sex education, and this is covered both in the formal curriculum and co-curricular programmes. Sex education is covered in the formal curriculum and co-curricular programmes. Curriculum subjects which incorporate sex education include Science, Health Education and Civics and Moral Education. These are supplemented by two co-curricular activities, Growing Years, which addresses the subject of human sexuality holistically, and Breaking down Barriers. Sex education is taught from upper primary to post-secondary levels.
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:
- Parents must take responsibility for the sexuality education of their children. Students are advised to refer to their parents on issues that impact on their individual religious and cultural beliefs.
- Sexuality education is based on the importance of the family as the basic unit of society.
- The teaching of facts is integrated with the teaching of values.
In addition, the framework is organised around four broad themes:
- Human development
- Interpersonal relationships
- Sexual health and behaviour
- Society and culture.
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.
The Ministry of Education is aiming to improve sex education and in May 2009 announced that a Steering Group would advise on and review the curriculum. More teachers will be trained to teach sex education reducing reliance on external providers and procedures for allowing students to withdraw their child from sex education are to be improved.
Strengthening the Quality of PE, Art and Music (PAM) Education for Holistic Education
Linked to the new framework to promote the development of 21st century competencies published in March 2010 (see 5.3.5. below), there are plans to enhance the quality of art, music and physical education (PE). The number of teachers of these three subjects will be increased, and all new art and music teachers will specialise in one subject only.105
5.3.3 Optional/elective subjects
From the third year of lower secondary (known as 'secondary') education (age 14+), students may choose optional examination subjects in addition to the compulsory subjects. The optional examination subjects are chosen by students and their parents in consultation with the school.25
Students on Secondary 3 and 4 (14-15 years old) 'Special' and 'Express' courses must choose between two and four subjects from: second mathematics (e.g. additional mathematics); humanities (literature; geography; history); sciences (biology or human and social biology; physics; chemistry; science/integrated science); third language (French, Japanese, German or Malay language elective); others (art and crafts; music; fashion and fabrics; food and nutrition; commerce; principles of accounts; design and technology; religious knowledge e.g. Bible knowledge, Hindu studies, Sikh studies etc.). These elective subjects require a total of eight to ten lessons (each 35-40 minutes) per week.11
Students on Secondary 3-5 (14- to 17-years-old) 'Normal Academic' courses must choose between two and four subjects from: humanities (literature; geography; history); sciences (human and social biology; physics and chemistry; physics and biology; chemistry and biology); others (art and crafts;; fashion and fabrics; food and nutrition; elements of office administration; principles of accounts; design and technology; religious knowledge option, e.g. Bible knowledge, Hindu studies, Sikh studies etc.) These elective subjects require a total of three to eight lessons (each 35-40 minutes) per week.11
Students in Secondary 3 and 4 (14- to 16-years-old) of 'Normal Technical' courses must choose between one and three subjects from: technical studies, science, food and nutrition, fashion and fabrics, elements of office administration, art and crafts. These elective subjects require a total of three to nine lessons (each 30-40 minutes) per week. 11
5.3.4 Formulation of curriculum
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 primarysector, secondary school 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.25
See section 5.3.5 below also.
5.3.5 Key skills
The secondary curriculum is formulated in terms of:
- An inner circle centring on life skills. This aims to ensure that students acquire sound values and skills to take them through life as responsible adults and active citizens. It comprises the non-academic curriculum.
- The middle circle which focuses on knowledge skills. These seek to develop students' thinking, process and communication skills with a view to enabling 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 which covers the content-based subject disciplines (languages, humanities and the arts, and mathematics and sciences). It aims to ensure that students have a good grounding in content across different areas of study.88
Framework to promote development of '21st century competencies'
In March 2010, the Ministry of Education published a new framework to help students develop the competencies necessary for life in the 21st century. They include social and emotional skills, global awareness, critical thinking and communication. Cross-curricular learning outcomes for these competencies will be defined in the next curriculum review cycle (2012 to 2014). From 2012, all students will be provided with an individual Holistic Development Profile, which will record their progress in developing the competencies104,105.
5.3.6 Curriculum materials
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) which is a division of the Ministry of Education.11 Textbooks are normally approved for a five-year period. The conditions for approval generally include such categories as:
- Textbooks should adhere to the requirements of the appropriate syllabus.
- They should be clear and logical in their presentation.
- They should include activities to enhance the learning experiences of students.18
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 copies 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 audio-visual materials such as wall charts, picture cards, audio and video tapes and colour transparencies.38
Electronic resources
As part of the 'Singapore One' programme, launched in early 1998 to provide a single electronic network to serve everyone in Singapore, every student will be given access to the national multimedia network, including access to the Internet, a range of information sources and local television and video programmes.6, 2
