singapore education booklet

Ministry of Education1 North Buona Vista Drive

Singapore 138675

Tel: 6872 2220

Email: [email protected]

www.moe.gov.sg

Nurturing Every ChildFlexibility & Diversity in Singapore Schools

Overview 02 Primary 09

Index 42

Useful Websites 44

Education Landscape Back Insert

© Ministry of Education, SingaporeContent based on information available as at 15 February 2006.

Primary School Curriculum 10

Changes to Primary Education 11

Smaller Class Size for Primary 1 and 2 11

Partial Single Session 11

Refinements to Primary School Streaming 12

Programme for School-Based Excellence 12

More Responsive and Engaging Mother 13

Tongue Language (MTL) Curriculum

From Primary to Secondary Education 15

Post-PSLE Option Exercise 15

Discretionary Admission to Secondary 15

Schools

Secondary 17 Pre-University 33Secondary School Courses 18

CCAs 20

CIP & Service Learning 20

School Graduation Certificate 20

Special/Express Course Curriculum 21

Other Programmes in Secondary School 22

Changes Affecting Special/ 23Express Courses

Greater Control of the GCE ‘O’ Levels 23

New GCE ‘O’ Level Subjects 24

Refinements to MTL Learning 24

Normal Course Curriculum 26

Normal (Academic) Course 27

Normal (Technical) Course 28

Changes Affecting Normal Course 29

Developments in the N(A) Course 29

Developments in the N(T) Course 30

From Secondary to Post-Secondary 31Education

Post-Secondary Education Options 31

Discretionary Admission to JCs 32

Framework for the New 2006 34GCE ‘A’ Level Curriculum

Different Levels of Study 35

Knowledge Skills 37

‘A’ Level Subjects 38

From Pre-University to University 40Education

OVERVIEW

02: Overview } Nurturing Every Child

> 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.

> 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 life’s inevitable

setbacks without being unduly

discouraged, and so that they have the

willingness to work hard to achieve their

dreams.

We have a strong education system. Singapore students aim high and theyachieve very good results. This is recognised around the world. We havegood schools, with capable school leaders and teachers, and facilities thatare amongst the best in the world.

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

OVERVIEW

Nurturing Every Child { Overview :03

> 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 STUDENTSFLEXIBILITY AND DIVERSITY

We are bringing greater choice and flexibility into education. New types of schools arebeing 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 beeither 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 typesand educational programmes. They include:


> Schools and tertiary institutions are being

given greater flexibility to set their own

criteria that recognise different merits in

the students that they admit.

> School Graduation Certificates will be

introduced from 2008 to reflect students’

academic as well as non-academic

achievements.

A BROAD-BASED, HOLISTIC EDUCATION

Our schools are striving to provide students with a holistic education, focused on bothacademic and non-academic areas. We want to give our students a broad range ofexperiences and help them make the most of their years together in school where theywill interact with one another and form strong friendships for life. As they grow up, wewant to provide them with the full opportunity to develop the skills and values that theywill need for life. Besides judging our students’ performance through examinations, weare also looking at other and broader measures of how well they do in education.

> 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.


OVERVIEW

> Syllabuses will be trimmed without

diluting students’ preparedness for higher

education. This will free up time for our

students to focus on core knowledge

and skills, and to provide greater space

for flexibility in carrying out school-based

activities in the curriculum.

TEACH LESS, LEARN MORE

We will encourage our students to learn more actively and independently. We want tonurture a curiosity that goes beyond the formal curriculum, and a love for learning thatstays with the student through life.

> 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.

We’ve got to teach less to ourstudents so that they will learn more.Grades are important - don’t forgetto pass your exams - but grades arenot the only thing in life and thereare other things in life which wewant to learn in school.

Prime Minister Lee Hsien Loong22 August 2004

ENABLING TEACHERSTeachers are very important to all that we do in education. We will do all we can to supportour teachers in their efforts to bring quality and new and innovative practices into theclassroom and school. We will also help them to build up their capabilities as teachingprofessionals so that they are more able to guide their students in their growing years.


> 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.

> Schools will have more teachers, full-

time counsellors, increased manpower

grants and greater autonomy over the

next few years.

• 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

teaching and class arrangements at

all levels.

• 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.

• 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.

• 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.


> 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

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 Singapore’s

future. By ‘lighting a fire’ in our young,

we mould the future of our nation.


CONCLUSIONEducation is about opening doorsfor our children, and giving themhope and opportunities. It is morethan filling a vessel withknowledge - it is to light a fire inour young people.

Prime Minister Lee Hsien Loong12 August 2004

* 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.

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.

1. 6 years of compulsory education

2. No school fees

Standard miscellaneous fees: $5.50

Second-tier miscellaneous fees*: $5.50

3. National examination:Primary School Leaving Examination (PSLE)

4. Students are encouraged to participate in Co-Curricular Activities (CCAs) and Community Involvement Programme (CIP)

FAST FACTS

The smaller Primary 1 and 2

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.

“

”

PRIMARY EDUCATION

PRIMARY EDUCATION

10: Primary } Nurturing Every Child

consists of a 4-year foundation stage from Primary 1 to 4 and a 2-yearorientation stage from Primary 5 to 6. The overall aim of primaryeducation is to give students a good grasp of English language, MotherTongue and Mathematics.

PRIMARY SCHOOL CURRICULUM

LANGUAGES

EnglishMother Tongue

MATHEMATICS& SCIENCES

HUMANITIES& THE ARTS

LIFE SKILLSCCA, CME,

PCCG, NE, PE,Health Education^

KNOWLEDGESKILLS

PW~

MathematicsScience*

# 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.

Social Studies,Art & crafts, Music 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

LEGEND

CCA Co-Curricular Activities

CME Civics & Moral Education

PCCG Pastoral Care &Career Guidance

NE National Education

PE Physical Education

PW Project Work

CHANGES TO PRIMARY EDUCATIONSMALLER CLASS SIZE FOR PRIMARY 1 AND 2Key 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 SESSIONKey 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.

Nurturing Every Child { Primary :11

PRIMA

RY

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 non-

academic curriculum.

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.

THE OUTERMOST CIRCLE covers

the content-based subjectdisciplines i.e. Languages,

Humanities & the Arts, and

Mathematics & Sciences. It

ensures that students have a good

grounding in content across

different areas of study.


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 STREAMINGKey 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.

Why are we doing this?> To allow schools greater flexibility to organise their students to achieve the best

educational outcomes.

PROGRAMME FOR SCHOOL-BASED EXCELLENCEKey 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.

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.


PRIMA

RY

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.

• All students will take Core modules.

• 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.

> 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.

STRUCTURE OF CL MODULES FOR DIFFERENT LEARNER PROFILES

Primary 1 to 2 Primary 3 to 4 Primary 5 to 6

EnrichmentModules

EnrichmentModules

EnrichmentModules

Core Modules PSLE

BridgingModules

ReinforcementModules


> 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.




• 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.


• 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.



• 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.


PRIMA

RY

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.

FROM PRIMARY TO SECONDARY EDUCATIONPOST-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 SCHOOLSKey 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.

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.

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.


FOR MORE INFORMATIONSecondary 1 Posting Booklet - general admission information

> http://www.moe.gov.sg/esp/schadm/sec1/pslemain.htm

School Information Service - information on various schools’ programmesand 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



~ 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.



1. 4-5 years of education

2. School fees after subsidy: $5.00



Autonomous Schools collect AutonomousSchool Fees, ranging from $3 to $18 per month,on top of second-tier miscellaneous fees~

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

3. National examination: GCE ‘O’ Levels(for Special/Express courses) orGCE ‘N’ Levels (for Normal course)

4. All students take part in at least one CCA;CCA performance is considered foradmission to JCs, CI, polytechnics and ITE

FAST FACTS

The diverse array of

programmes allow me to

make the most of my Secondary

education so that I can pursue

my interests and stretch my

abilities.

“

”

SECONDARY EDUCATION

SECONDARY EDUCATION

18: Secondary } Nurturing Every Child

places students in the Special, Express, Normal (Academic) or Normal(Technical) course according to how they perform at the PSLE. Thedifferent curricular emphases are designed to match their learningabilities and interests.

SECONDARY SCHOOL COURSESSPECIAL 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.

SECON

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Nurturing Every Child { Secondary :19

FLEXIBILITY BETWEEN COURSES

GCE ‘O’ LevelExamination

Secondary 4Special/Express

Secondary 4N(A)

Secondary 4N(T)

Primary School Leaving Examination(PSLE)

Secondary 5N(A)

GCE ‘N’ LevelExamination

GCE ‘N’ LevelExamination


Secondary 3N(A)

Secondary 3N(T)


Secondary 2N(A)

Secondary 2N(T)


Secondary 1N(A)

Secondary 1N(T)


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 optionsStudents 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 LEARNINGCIP 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 CERTIFICATEFrom 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.

SECON

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SPECIAL/EXPRESS COURSE CURRICULUM

Students in the Special andExpress courses typicallyoffer 7-8 subjects at the GCE‘O’ Level examination.

LANGUAGES


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

Upper Sec Subjects:Combined Humanities

KNOWLEDGESKILLS

PW~

Upper Sec Electives:Geography, History, Literature in

English, Literature in Chinese,Malay Literature, Tamil

Literature, Art & Design,Music, Higher Art,

Higher Music

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


EnglishMother Tongue/Higher Mother Tongue/Mother Tongue Language ‘B’

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

LIFE SKILLSCCA, CIP, CME,PCCG, NE, PE

LEGEND


CIP Community

Involvement

Programme

CME Civics & Moral

Education




PW Project Work

bject.

























OTHER PROGRAMMES IN SECONDARY SCHOOLINTEGRATED PROGRAMMES (IPs)> Provide a seamless education where secondary students can proceed to pre-

university 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 ASSISTANCEPLAN (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.

SECON

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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.

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

> 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 COURSESGREATER 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.


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.

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.

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.

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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.

> 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.

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.

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.


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 CURRICULUMStudents 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.


SECON

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NORMAL (ACADEMIC) COURSE CURRICULUM

LEGEND


CIP Community

Involvement

Programme

CME Civics & Moral

Education




PW Project Work

LANGUAGES


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

Upper Sec Subjects:Combined Humanities

KNOWLEDGESKILLS

PW~

Upper Sec Electives:Geography, History

Literature in English,Literature in Chinese,Art & Design, Music#,

Elements of Office Admin^,

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

# offered only at Sec 4 & 5.

^ offered only at Sec 3 & 4.


EnglishMother Tongue/Higher Mother Tongue/Mother Tongue Language ‘B’

3rd Language (optional – Malay, Chinese)



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

LEGEND


CIP Community

Involvement

Programme

CME Civics & Moral

Education




PW Project Work

LANGUAGES


HUMANITIES& THE ARTSLower Sec Subjects:Social Studies,Visual Arts, Music

KNOWLEDGESKILLS

PW~Upper Sec Electives:Art & Design,Elements of Office Admin

Upper Sec Subjects:Mathematics, ComputerApplications

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


EnglishBasic Mother Tongue


Lower Sec Subjects:Mathematics, Science,Computer Applications,Technical Studies,Home Economics

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CHANGES AFFECTING NORMAL COURSEDEVELOPMENTS 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.

Why are we doing this?> 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

Chinese/Malay/Tamil

Higher Chinese/

Higher Malay/Higher Tamil

Mathematics

Additional Mathematics

Combined Sciences

Combined Humanities

Literature in English

History

Geography

Chinese Literature

Food & Nutrition

Principles of Accounts

Design & Technology

Art & Design

Music

Chinese (Special Programme)

/Malay (Special Programme)


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.

> 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.

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.

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FROM SECONDARY TO POST-SECONDARY EDUCATIONPOST-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).

> Offer a 2-year junior college/3-year centralised institute pre-university course leading

to the GCE ‘A’ Level examination.

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 INFORMATIONon applying to JC/CI, Polytechnics and ITE:

> http://www.moe.gov.sg/esp/schadm/jae


DISCRETIONARY ADMISSION TO JCsDiscretionary 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?> 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.



^ 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.



FAST FACTS

Project work has helped me and

my classmates improve our

collaboration, independent

learning and communication skills.

“

”

PRE-UNIVERSITY EDUCATION

1. 2-3 years of education

2. School fees after subsidy: $6.00



Independent Junior Colleges charge a separatescale of fees. The range of fees for local students(excluding miscellaneous fees) as at 2006 is $225-$400 per month^

3. National examination: GCE ‘A’ Levels

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

PRE-UNIVERSITY EDUCATION

34: Pre-University } Nurturing Every Child

prepares students for the GCE ‘A’ Level examination at the end of the2-year junior college or 3-year centralised institute course. Studentswho completed their pre-university education will receive a SchoolGraduation Certificate (see pg20).

GCE ‘A’ LEVEL CURRICULUM

LEGEND

CCA Co-Curricular

Activities

CDP Character

Development

Programme

PCCG Pastoral Care &

Career Guidance



GP General Paper

PW Project Work

KI Knowledge &

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

BACKGROUNDFrom 2006, a broader andmore flexible GCE ‘A’ Levelcurriculum has beenintroduced for Pre-U 1, tofoster new approaches tolearning and develop instudents a wider range ofskills. Students will bechallenged to think criticallyand creatively.

LANGUAGES


HUMANITIES& THE ARTS

e.g. Art, Economics,Geography, History,Literature in English,Music, TheatreStudies & Drama

LIFE SKILLSCCA, CDP, Civics,

PCCG, NE, PE

KNOWLEDGESKILLS

KI

e.g. Biology,Chemistry, Physics,Mathematics,Computing

PWGP

Mother Tongue Languages3rd Languages

FRAMEWORK FOR THE NEW 2006 GCE ‘A’ LEVEL CURRICULUM

PRE-UN

IVERSITY

H1: Equivalent to half the

content load of H2 subjects

but pitched at the same

academic standard as H2

subjects.

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.

DIFFERENT LEVELS OF STUDYKey changes> Students may select subjects at three different levels of study: Higher 1 (H1),

Higher 2 (H2) and Higher 3 (H3).

Nurturing Every Child { Pre-University :35

























> 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.

> 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 content-

based 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.

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

H2 Physics

H2 Chemistry

H2 Mathematics

H1 Art (contrasting subject)

MTL

GP

PW

Example B

H2 Economics

H2 History

H2 Mathematics (contrasting subject)

H1 General Studies in Chinese

MTL

GP

PW

* 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.

PRE-UN

IVERSITY


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.

• Encourages collaboration, independent

learning and communication skills.

• Offered as an H1 subject.

• Compulsory for all students.

KNOWLEDGE & INQUIRY (KI)

• Students will study the nature and

construction of knowledge.

• Encourages investigative and evaluative

work in the sciences, the social sciences,

mathematics, and the aesthetics.

• Develops critical reasoning skills.

• 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.


‘A’ LEVEL SUBJECTS AT H1, H2 AND H3 LEVELS FOR 2006 CURRICULUM

MOE-Developed Syllabuses

SUBJECT LEVELH1 H2 H3

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.

PRE-UN

IVERSITY


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

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

• CCA performance (considered qualitatively

from 2007)

• Additional faculty admission criteria such

as interviews or aptitude tests

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)

• Additional faculty admission criteria such

as interviews or aptitude tests

FROM PRE-UNIVERSITY TO UNIVERSITY EDUCATIONThe 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 POLYTECHNIC GRADUATES

• Polytechnic results

• GCE ‘O’ Level results

• CCA performance (considered qualitatively from 2007)

• Additional faculty admission criteria such as interviews or aptitude tests

PRE-UN

IVERSITY

FOR MORE INFORMATIONon applying to NUS, NTU And SMU, please refer to the universities’ respective

websites:

> http://www.nus.edu.sg

> http://www.ntu.edu.sg

> http://www.smu.edu.sg

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.


A‘A’ Level examination 31 33 40

Art Elective Programme (AEP) 23

Autonomous school 15 17

B‘B’ Syllabus

see also Mother Tongue Language 25

Bicultural Studies

Programme (Chinese) [BSP(C)] 22

CCentralised Institute (CI) 31 34

Chinese Language (CL) 13 25

Chinese (Special Programme) [C(SP)] 22

Co-Curricular Activities (CCAs) 20

Community Involvement

Programme (CIP) 20

DDiscretionary Admission

- to secondary schools 15

- to JCs 32

EElective Modules (EM) 29 30

Elective Programme in

Malay Language for

Secondary Schools (EMAS) 22

EM1, EM2, EM3 12

Express Course 18 21

FForeign Language Programme 23

HHigher 1 (H1), Higher 2 (H2),

Higher 3 (H3) 35 38

Higher Mother Tongue

Language (HMTL)

see also Mother Tongue Language 24

IIndependent School 15 17

Institute of Technical

Education (ITE) 31

Integrated Programme (IP) 22

JJunior College (JC) 31 34

KKnowledge & Inquiry (KI) 37

LLateral transter 30

INDEX

42: Index } Nurturing Every Child

Nurturing Every Child { Index :43

MMalay (Special Programme) [M(SP)] 22

Miscellaneous fees

- at primary level 09

- at secondary level 17

- at pre-university level 33

Mother Tongue

Language (MTL) 13 24

Music Elective Programme (MEP) 23

N‘N’ Level examination 17 26 28

Normal course

- Normal (Academic) [N(A)] 18 27 29

- Normal (Technical) [N(T)] 18 28 30

O‘O’ Level examination 17 21 23 24

PPolytechnics 31

Post-PSLE Option Exercise

see also Primary School Leaving Examination 15

Primary School Leaving

Examination (PSLE) 09 10

Project Work (PW)


- at secondary level 21 27 28


Privately funded schools 03

Programme for School-based

Excellence 12

SSAP Scholarship 22

School fees


- at secondary level 17

- pre-university level 33

School Graduation Certificate 20

Service Learning 20

Singapore Examinations and

Assessment Board (SEAB) 23

Streaming 04 12

Subjects


- at secondary level 21 27 28


Specialised Independent Schools 03

TTeachers 06 07

Teach Less, Learn More 05

Third Language 04 21 27

44: Useful Websites } Nurturing Every Child

GENERAL> Ministry of Education (MOE) website

http://www.moe.gov.sg

> School Information Service – information on various schools’ programmes and CCAs

http://www.moe.gov.sg/schdiv/sis

SCHOOL ADMISSION> Secondary 1 Posting Booklet – information on general admission to secondary schools

http://www.moe.gov.sg/esp/schadm/sec1/pslemain.htm

> Joint Admissions Exercise – information on admission to JC/CI, polytechnics and ITE

http://www.moe.gov.sg/esp/schadm/jae

EXAMINATIONS

> Singapore Examinations and Assessment Board (SEAB) website – information on

examination syllabuses, registration and fees

http://www.seab.gov.sg

USEFUL WEBSITES

singapore education booklet

Documents

primary education

primary school curriculum

secondary school courses

normal course curriculum

primary school streaming

education landscape

education system

broadbased education