SHAPING

INNOVATORSFUTURETHE SST WAY

• English Language

• Mother Tongue Languages

• Mathematics

• Science

• Integrated Humanities

• Art, Design, Media and Technology

• Sports and Wellness

• Innovation & Entrepreneurship

• Interdisciplinary Research Studies

• Information Communication Technology

• Applied Subjects

SST Talent Development ProgrammeCourses of Study at SST

• SST Curriculum Philosophy

• SST Applied Learning Framework For Learning and Teaching in SST

• SST Curriculum Organisers

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28• Biotechnology

• Design Studies

• Fundamentals of Electronics

• SST Assessment 29

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The SST ProgrammeThe RationaleThe SST Programme FrameworkSST Vision, Mission, Values, GoalsThe SST Curriculum & Instruction

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0506

0607

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The SST Experience

The SST Student Leadership ProgrammeYouth Service Programme (YSP)

SST Student Development

The SST Student Development FrameworkCharacter, Leadership and Citizenship (CLC) Education

• Character and Citizenship Education (CCE)

• Leadership Education

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35

29

3231

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• Citizenship Education

Global Citizenship Programme (GCP)

National Education (NE) Programme

Digital Citizenship Education

Facilities at SSTSST Information

SST Co-Curricular Programme 383940

The 10Cs of SST: Developmental Assessment and Qualitative Reporting

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03The SST Programme aims to nurture promising youths into young men and women of calibre and substance, who will be values-driven and exemplary leaders in their chosen fields, imbued with the spirit of innovation and enterprise in service for the common good of the community and society. The school’s mission to develop world-ready and future-looking leaders versatile in the 21st Century competencies1 and adept in the use of technology will propel our students towards attaining the goals of becoming Thinkers, Innovators and Entrepreneurs.

The SST Programme offers a challenging and broadened academic curriculum that develops students in disciplinary ways of thinking and doing, as well as interdisciplinarity of thought and actions necessary for innovative problem solving and decision making. Sound affective, character and leadership education, citizenship, and entrepreneurial programmes serve to equip students with the skills and competencies crucial for success in the 21st Century and nurture the values-driven and community-responsible person and leader.

This concurrent emphasis on non-academic curricular ensures the cultivation of invaluable life-skills and work competences such as resilience, responsible risk-taking, innovation and entrepreneurial mindset, effective teamwork and communication, and dynamic leadership.

Most importantly, learning at SST is active and cognitively engaging, and firmly grounded in real- world context to facilitate deep understanding and relevance of learning. Curriculum and instructional pedagogy used in classrooms are customised and adapted from best practice and research in the field of gifted and general education to better cater to student needs.

The school-wide leverage on Information Communication Technology (ICT) greatly enhances the learning environment and networks that the digital natives have come to expect. As part of FutureSchools@Singapore, SST aims to be a forerunner in using ICT to support educational programmes and enhance the delivery of its specialised curriculum.

Class sizes at SST are deliberately kept small; 20 to 28 students per class, to facilitate students’ development of process skills and learning through inquiry, discovery, and experimentation.

SST caters to students who learn best in an active applied learning environment, where conceptual understandings and transference of disciplinary content knowledge and skills are fostered through cognitively demanding hands-on applications set in real-world situations. In this way, learning is made more meaningful, relevant and engaging for the students. The parallel focus of the SST Programme on academic rigour and the explicit nurturing of 21st Century competencies and dispositions1 in our students will prepare them well for a fast and ever-evolving future.

SST will be offering all its students talent development opportunities based on the Treffinger Levels of Service Talent Development Model (ref pg. 09 for the LoS Talent Development Framework) as we believe that all students have strengths and talents just waiting to be uncovered and nurtured.

The SST Programme also aims to cultivate students in the benefits of a wide range of careers including those in the applied sciences, engineering and technology, to meet the needs of the 21st Century. The goal then is to shape future innovators, the SST way.

1 21st Century competencies and dispositions are encapsulated within the 10Cs of SST; that of Critical Thinking, Creative Thinking, Intellectual Curiosity and Courage, Confidence in oneself, Commitment to a cause for betterment of self and society, Collaborative and Communication Skills, Citizenship awareness and leadership, as well as Cross-Cultural Understanding.

The SST ProgrammeTHE SST EXPERIENCE

The Rationale

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VISION: A Globally Connected Institution of Science and Technology

MISSION: To Develop World-Ready and Future-Looking Leaders through Innovative Technology & Applied Learning

VALUES: *Forging Excellence *Building an Empowered Community *Expanding Learning Networks

GOALS: SST Students as Thinkers, Innovators, and Entrepreneurs

Year Subject Talent DevelopmentSST COURSE OF STUDY

1 & 2 • English Language• Mother Tongue Languages• Integrated Humanities• Mathematics• Sciences• Sports & Wellness• Interdisciplinary Research Studies• Innovation & Entrepreneurship• Character, Leadership & Citizenship Education• Art, Design, Media & Technology• Information, Communication & Technology

• Global Citizenship Programme (Levels 1,2,3)• Academic Talent Development Programmes (Mathematics, Science, ICT)• Ngee Ann Polytechnic I & E Camp• SST-NTU Science Flagship Programme• Technology and Design Camp• Animation and Games Development

3 & 4 • English Language• Mother Tongue Languages• Social Studies/History or Geography• Mathematics• Biology• Chemistry• Physics • Innovation and Enterpreneurship Community Project• Interdisciplinary Research Studies• Sports & Wellness• Character, Leadership & Citizenship Education • Biotechnology• Design Studies• Fundamentals of Electronics

• Global Citizenship Programme (Levels 2, 3, 4)• Academic Talent Development Programmes• Adventure Learning Experience• On-line Advanced Academic Courses• Internship Programmes• Mentorship Programmes• Exchange Programmes

• Critical thinking• Creative thinking• Curiosity

• Collaborative skills• Communication skills• Citizenship• Cross-cultural understanding

• Confidence• Commitment• Courage

Intellectual Interpersonal (Social) Personal (Affective)

• Learner-Centred• Active and Relevant • Community-Focused

Innovation and E

ntrepreneurship

Interdisciplinary R

esearch S

tudies

Information

Com

munication

Technology

21st C

entury C

ompetencies &

D

ispositions

• Process-Focused• Authentic • Integrated

SST CURRICULUM AND INSTRUCTIONAPPLIED LEARNING APPROACH

Curriculum Organisers

(21st CENTURY) LEARNING OUTCOMES

SST Assessment

The SST Programme Framework

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Forging ExcellenceMembers of the SST community will embark on every endeavour with passion, commitment, confidence and courage; and, a belief that our best efforts will bring about positive outcomes for the common good, whilst developing excellence in personal work ethics and character. ‘Arête’, the origins of the word, ‘excellence’, is a notion tied up with the fulfilment of a higher purpose and the act of living up to one’s fullest potential. SST is an organisation where people must care about, and work towards being the best they can possibly be, both personally and at the organisational and community levels.

Building an Empowered CommunityIn SST, we shall build ourselves and others, in every interaction and decision we make, and through respect and responsibility, live our espoused shared values with a sense of efficacy and desire to improve. We shall empower ourselves and others with positive thoughts to explore what is possible and to bring SST to greater heights. We will take responsibility for constructing the future world that we will inhabit and make it better for generations to come. We will take responsibility and care for the SST and larger community beyond.

Expanding Learning NetworksSST is an ecological entity unto itself, where individuals with diverse interests, talents and world-views converge as a learning community, and where everyone is interdependent and needs to actively leverage on the diversity to share knowledge and build collective wisdom. As part of FutureSchools@Singapore, SST is well-positioned to be a forerunner in learning on the ICT platform, and leading the way for learning communities in Singapore and beyond, in recognition of the affordances and efficacy of expanding learning networks in the 21st Century.

At SST, students will be groomed to become personable THINKERS, INNOVATORS, AND ENTREPRENEURS by preparing them to be:

• Life-long Learners of Character who are imbued with intellectual curiosity and

humility, and intrinsic motivation to continue to learn and grow, whilst squarely anchored in ethical values.

• Creative Thinkers and Innovators who possess inquiring and inventive minds

with the confidence and courage to seize and transform opportunities for the benefit of society and to improve the human condition.

• Collaborative and Independent Problem Solvers who are self-directed individuals, yet value

participation and contributions from others, as they recognize the inextricable interdependence of humanity in managing the challenges that abound.

• Dynamic Leaders who are movers and shakers who challenge the

status quo in service of humanity.

• Active Local and Global Citizens who are stewards of their lives and the

community beyond; who bridge cultures, beliefs, and international borders to create a better world.

Our Vision Our Mission

Goals

Values

Our mission is, ‘To Develop World-ready and Future-looking Leaders through Innovative Technology and Applied Learning’. Our graduates will be distinctive in the way that they demonstrate the 21st Century skills and competencies articulated as the 10Cs in the SST community. The holistic broad-based programming, platforms, and approaches used to facilitate student learning will equip them to become IT-savvy and creative producers grounded in values that make them worthy digital citizens as well as fully engaged community leaders who are able to seize opportunities to make a positive difference to human lives. The use of applied learning pedagogy in SST seeks to connect the students’ head, heart and hands so that they will also be fully engaged learners in the present and empathetic leaders in the community in the years ahead.

Our vision, ‘To Be a Globally-Connected Institution of Science and Technology’, stems from our keen awareness of the present realities of Singapore as a global city, and the role that our school could play to live up to our country’s status by realising our (raison d’être) reason for being. SST was started to offer an educational experience that is relevant and authentic to the 21st Century learner, which necessarily means that it has to include borderless learning and use of technology in a significant way. SST also seeks to be globally-connected to benefit SST students and its learning community by contributing as an institution to the education landscape, locally and globally.

06The SST Programme is a four-year course culminating in the GCE O-Level certification. The distinctive SST curriculum provides a choice of applied subjects not offered in totality in any other secondary school in Singapore, namely; Biotechnology, Design Studies, and Fundamentals of Electronics courses; whilst retaining a fundamental emphasis on core O-Level academic subjects such as English Language, Mother Tongue Languages, the Humanities, the Sciences, and Mathematics.

Best practice and research-based curricular and instructional design models and approaches undergird the design of the SST curriculum. The pervasive application of principles from models such as the Wiggin’s and McTighe’s

‘Understanding By Design’ curriculum design model, the SST ‘Applied Learning’ approach (ref pg. 7), Apple’s ‘Challenge Based Learning’ model, and Treffinger’s ‘Levels of Service’ for Talent Development, as well as Maker’s Model (curriculum differentiation in the classroom), guide our efforts in designing learning experiences to meet the varying needs of students according to their readiness, interests and talents. Specialised laboratories which extend learning experiences add dynamism to the learning at SST. In essence, concept-based teaching and inquiry is the mainstay of SST classroom instruction where higher-order questioning require students to bring their thinking to bear on subject matter being uncovered.

The SST Curriculum and Instruction

SST Curriculum Philosophy

We believe that:

• learning experiences should be thoughtfully planned and customised across the four secondary years so that spiraling and ascending cognitive, socio-affective and leadership growth and development of students are nurtured over the years.

• learning is about students becoming progressively more conversant in thinking and performing as practitioners and experts in the disciplines and related fields; more specifically in the learners’ increasing competence in the use of the knowledge, processes, skills and tools of the disciplines, in their quest for meaning and a better understanding of the natural and physical worlds around them.

• learning should focus on uncovering big ideas and enduring understandings, principles and

concepts that cut to the heart of disciplines as well as across disciplines in order to equip students to construct mental schemas that will help them organise and make sense of the vast information sources so readily available in this age of the internet.

• learning should be about developing students for the common good and betterment of self and society.

• learning should be a collaborative effort among students, educators and the community in an environment that is safe, caring and conducive for maximum growth and development.

At SST, we subscribe to the belief that all students can learn and that they will learn better when they are emotionally and cognitively engaged in the learning experiences at hand. As such, the strong emphasis on the relevance of what is being learnt to the ‘real world’ and their own lives; and making the connections as immediate and transparent as possible are aimed at holding the attention and motivating students to want to learn.

07SST APPLIED LEARNING FRAMEWORK FOR LEARNING AND TEACHING IN SST

ACTIVE AND RELEVANT• Engaging the learner as co-constructor of

knowledge and meaning• Providing challenge through rigorous

disciplinary content• Learning by doing and experiencing

AUTHENTIC • Contextualising learning with tasks and resources

drawn from and applicable in the real world• Developing multi-modal ways of learning • Learning synchronously and asynchronously

Innovation and Entrepreneurship

Interdisciplinary Research S

tudies

Information C

omm

unication Technology

21st C

entury Com

petencies and Dispositions (10 C

s)

COMMUNITY-FOCUSED• Building a borderless community of learners• Inculcating respect for diverse ideas• Developing stewardship of issues in the

community & world at large

INTEGRATED• Intra & Inter-disciplinary learning and problem solving• Teaching for enduring understanding and transference• Strengthening values, leadership and citizenship

LEARNER CENTRED• Honouring student talents and interests• Differentiating learning experiences• Developing dispositions for learning while

learning

PROCESS-FOCUSED• Fostering higher-order thinking through critical thinking

models and creative problem solving strategies• Uncovering the heart of disciplines through inquiry• Teaching disciplines as ways of thinking and doing

CurriculumOrganisers

The Applied Learning approach guides the SST teaching and learning process so that the curriculum is delivered within a relevant real-life context to ensure that learning experiences are coherent, challenging and aimed at developing the full range of student capabilities and talents. In SST, the Applied Learning approach encompasses learning that is active and relevant, authentic, integrated, community-focused, learner-centred, and process-focused. These are explicated in the framework below:

08SST Curriculum Organisers

The 10Cs of SST: 21st Century Competencies and Dispositions

Research strongly indicates that exponential changes in the 21st Century demand that school graduates be equipped with the relevant affective, social and intellectual dispositions and competencies to be able to thrive in a borderless world of complex nuances. These are explicitly articulated as the 10Cs and organised in three broad categories. Consciously integrated across all subjects, developmental reports of these are issued alongside academic reports for each student.

Information Communication Technology (ICT)

SST believes that the 1:1 ICT-enabled learning environment elevates student engagement in learning. Ubiquitous technology use in uncovering core academic principles, and the use of simulation tools, dynamic geometrical software and applets create a classroom that encourages intellectual curiosity, creativity and critical thinking. On-line platforms and tools support an interactive classroom where students learn to strengthen ideas from multiple perspectives. In addition to promoting engaged learning, skills of information retrieval, information management as well as information and knowledge creation are also internalised.

Interdisciplinary Research Studies

Interdisciplinary Research Studies enable students to apply their knowledge of academic concepts and principles to conduct research for authentic problem solving and research skills build up. Students will learn various research methods, and are given opportunities to work in collaboration with others, communicate their research findings to authentic audiences and make informed decisions. In the final instance, students will have acquired necessary knowledge and skills to evolve to become independent learners who are able to judiciously draw on resources, knowledge and skills, and tools across disciplines and platforms.

Innovation and Entrepreneurship (I & E)

The I & E programme aims to imbue in students an innovative and entrepreneurial spirit and mindset, the openness and courage to embrace change and capitalise on opportunities to provide goods and services to improve the quality of life, as well as contribute to the progress of the community and country. The explicit teaching and application of critical and creative thinking models; the exposure to innovation protocols, the opportunities for creative application of interdisciplinary skills and knowledge to authentic problem solving and decision making; the opportunities to interact with practioners; all create a dynamic learning platform for students.

The curriculum organisers serve to bridge disciplines in a shift from a traditional focus on discrete curriculum areas. These undergird the delivery of all academic and non-academic curricular. The organisers are:

09SST Talent Development Programme

“WHERE EVERY STUDENT HAS A TALENT THAT NEEDS TO BE NURTURED, DEVELOPED AND SUSTAINED.”

In SST, we believe that each and every student is a talent in some specific area(s) and we have put provisions in place to facilitate the identification and nurturing of each student’s specific talent based on their expressed area(s) of interest that has been coupled with an appropriate and stringent identification process.

The SST Talent Development Program is based on the Talent Development’ model by Donald Treffinger. This model involves the collaboration amongst educators, students, parents and the wider community to ensure that each learner’s educational experience is appropriate, challenging and differentiated. The Levels of Service programming model focuses on providing opportunities for uncovering, nurturing, sustaining and celebrating each student’s strengths, talents and interests, starting from where they are currently at in terms of their development, achievement and readiness.

LoS 1 - Opportunities are provided for ALL students to develop the foundational skills necessary to discover and build upon their personal strengths, talents and areas of interest.

LoS 2 - Opportunities created to invite MANY students to further investigate their talents and to verify areas in which they might demonstrate strengths and talent potential.

LoS 3 - Opportunities that involve alternative learning activities that have been created to specifically engage SOME students on rigorous and complex learning based on their demonstrated performance and documented needs in areas of strengths and sustained interest.

LoS 4 - Advanced opportunities that cater to the unique needs of a FEW students, who have demonstrated an outstanding ability, expertise, motivation and / or passion to learn in a talent domain or academic area.

  TALENT  DEVELOPMENT  FRAMEWORK    IDENTIFICATION  PROCESS  –  (DSA  into  SST)  

 

RECOGNITION  FRAMEWORK  

DEVE

LOPM

ENTA

L  

TRAC

KING  +  RE

VIEW

 +  REA

SSIGNMEN

T    

LEVEL  1  –  Programmes  for  ALL  students  

LEVEL  2  –  Programmes  for  MANY  students  

LEVEL  3  −  Programmes  for  SOME                                              students  

LEVEL  4  –  Programmes  for                                        a  FEW                                students  

ACADEMIC  DOMAIN   AFFECTIVE  DOMAIN  

STUDENT  REFLECTION  PROCESS  

SCIENCE  

MATHEMATICS  LANGUAGES  

HUMANITIES     LEADERSHIP  

SERVICE  LEARNING  

GLOBAL  CITIZENSHIP  PROGRAMME    

INFOCOMM  TECHNOLOGY  

INNOVATION  &  ENTREPRENEURSHIP    

ADMT  

Programmes  for  ALL  students  

Based  on  INTEREST  

Based  on  ABILITY  

Based  on  STUDENT  INITIATIVES  

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ENGLISH LANGUAGE

Philosophy StatementLanguage is functional as it is a meaning-making resource people use strategically to achieve specific purpose, influenced by social and cultural contexts. It not only represents but also actively constructs our worldview, values and culture. It is also an aesthetic tool for imagination and creativity. It must be used responsibly as it can empower or cause destruction. Students must understand that the English Language exists at different levels in Singapore and it is essential to be able to choose to use the appropriate variety according to the context or situation. Locally, English is the common language that facilitates communication and bonding among the different ethnic and cultural groups. Globally, English allows Singaporeans to participate actively and effectively in a knowledge-based economy where it is the lingua franca of the Internet, of science and technology and of world economics.

Learning ObjectivesAt the end of four years, a student who has mastered the English Language:1. Communicates fluently and effectively using

appropriate text types to achieve the purpose, context, culture and audience intended

2. Employs critical and creative thinking skills in evaluating arguments and opinions and generating ideas

3. Appreciates the nuances in language as used by writers in varying contexts

4. Understands the relationships between ideas within and across disciplines

5. Uses Information and Communication Technology actively and purposefully to facilitate the understanding, learning and use of the English Language

Enduring Understanding• Language is a system that evolves according

to the purpose, audience, context and culture

Courses Of Study At SSTThe holistic and broad-based course of study at SST will not just prepare students well for the O-Level examinations, but equip them with the competencies and dispositions desirable in the 21st Century workplace. The learning experiences in SST will ensure that they have the requisite foundations and mastery of the core disciplines of Mathematics, the Sciences, Languages, and the Humanities, to do well in further education of their choice.

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Lower Secondary – Language Arts ProgrammeThe lower secondary English Language curriculum is a Language Arts Programme (LAP) which infuses the study of Literature into the teaching of English Language. The LAP in SST is foundational and integrative. Students apply the skills they have learnt across disciplines in accomplishing rigorous and engaging performance tasks through collaborative learning in authentic contexts. Through the study of prescribed novels and plays, SST’s LAP aims to develop students’ language and literary skills in reading, writing, listening and speaking. It also focuses on the appreciation and creation of functional texts, poetry and mass media.

Upper Secondary – Foundation for Academic Genres The upper secondary English Language curriculum aims to prepare our students to engage with the world as critical thinkers and effective communicators. It also lays the foundation for academic genres required in tertiary education. Language, critical thinking and logical reasoning skills are explicated through genres such as exposition, reflective writing and review writing. Students are also exposed to a wide variety of reading materials aimed at building up their general knowledge and challenging their worldview.

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13Philosophy Statement

The Mother Tongue Languages (MTL) department envisions its students being transformed into “Global Connecting Architects”, effective in the use of a second language to think, plan, create and communicate so that they can confidently venture beyond our shores to connect with other cultures and to frame discourse from foreign perspectives.

Mother Tongue Languages (MTL) are useful communication tools that can be applied in many aspects of life, from social bonding, cultural appreciation, to transacting businesses with people from foreign countries. Being bilingual will ensure our people a unique edge in this globalised world, especially as we are located in a region surrounded by countries with people speaking Malay, Indian Languages and Chinese dialects.The rise of major economic powers such as China and India, is also a strong signal for our young learners to be prepared linguistically so that they can better engage these strategic partners in future, through understanding their language and appreciation of their cultures and norms.

Learning Objectives

At the end of four years, students should be able to:

1. Attain adequate language proficiency in their Mother Tongue Languages (MTL) so that they can relate and exchange ideas clearly with others and communicate with ease

2. Acquire language skills that are complementary with knowledge gained in other subjects and apply these in the workforce

3. Experience a more holistic education whereby sound moral principles and values are inculcated through the Mother Tongue Languages (MTL)

4. Appreciate the rich culture and wisdom that comes with the learning of the Mother Tongue Languages (MTL)

Enduring Understandings• Language serves a wide variety of social functions• Language is a way of expressing emotive and

logical thoughts• Language is a vehicle for imagination and

creativity• Language transmits identity and culture

LEVEL CONTENT

ListeningIntroduction• Basic Listening Skills SpeakingIntroduction• Basic Oral Communication Skills• Basic Presentation SkillsReadingIntroduction to Text Types• Narratives• Literary TextsClose Reading SkillsReciprocal TeachingEmbedded Critical Thinking Strategies• Revised Bloom’s Taxonomy• Critical Thinking Routines (5W1H)Writing• Text Forms• Recounts (Personal and Stories)• Reflections• News Reports• EmailsCreative Thinking (Generative) Tools• Brainstorming using graphic representation tools

Secondary 1

MOTHER TONGUE LANGUAGES

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ListeningIntroduction• Intermediate Listening Skills (II)SpeakingIntroduction• Intermediate Oral Communication Skills (II)• Intermediate Presentation Skills (II)• Preparation for ‘O’ Level Oral Communication Skills (II)Reading An Intermediate Study of Text Types• Narratives• Literary TextsIntroduction to Text Types• Persuasive Texts• Expository TextsWritingText Forms• Arguments• Critiques

SpeakingIntroduction• SpeechesReading An Intermediate Study of Text Types• Narratives• Persuasive Texts• Expository TextsWritingText Forms• Recounts• Arguments• Critiques• Commentaries

LEVEL CONTENT

Secondary 2

Secondary 3

Secondary 4

ListeningIntroduction• Intermediate Listening Skills (I)SpeakingIntroduction• Intermediate Oral Communication Skills (I)• Intermediate Presentation Skills (I)• Preparation for ‘O’ Level Oral Communication Skills (I)ReadingExtensive Reading ProgrammeIntroduction to Text Types• Narratives• Literary Texts• Information TextsCritical Thinking Models, Strategies and Standards• Paul’s Wheel of Reasoning• Critical Thinking Routines• Universal Intellectual StandardsWritingText Forms• News Articles• Formal Letters• BlogsCreative Thinking (generative) Tools• RES (Reason-Effect-Solutions) Model• Morphological Matrix (Treffinger)• ALoU (Treffinger)

15Philosophy Statement

Mathematics is man’s attempt to understand, represent and process the world in which they live in with precision and rigour. The nature of Mathematics serves to conceptualise the world and the relationships contained within, as it searches for patterns to simplify every day life and the issues inherent within – a process made simpler through Multi-Modal Mathematical Representations.

Mathematics presents an excellent platform for nurturing students’ tenacity, inquisitiveness and curiosity, risk-taking, critical and creative thinking; for enhancing students’ appreciation, understanding and application of Mathematical concepts for effective problem solving in real-world context and within the structures of formal Mathematics; and for developing individuals who actively seek real-world significance of their learning.

Learning Objectives

The SST Mathematics programme seeks to nurture innovative individuals able to lead in the forefront of science and technology, and who are able to:

1. Appreciate the beauty and elegance of Mathematics

2. Commit to continual learning of Mathematics

3. Effectively communicate and reason mathematically

4. Make connections between Mathematics and its applications both within the real-world and theoretical context

5. Use Mathematics to effectively contribute to society

6. Use technology to triangulate learning across the three main representations of Mathematics − PROCEDURAL, GRAPHICAL and NUMERICAL

Enduring Understandings

• Mathematics is a system for organising the world quantitatively

• Mathematics gives us tools to describe and predict change in order to make informed decisions in our world

• Simplifying expressions and solving equations allows us to take a complex situation and make it simple

MATHEMATICS

16LEVEL CONTENT

Secondary 1

Secondary 2

Secondary 3

Secondary 4

• Real numbers• Arithmetic problems• Algebraic manipulations – Linear + Quadratic• Algebraic equations and inequalities – Linear • Linear graphs• Construction and loci• Statistics – Measures of central tendency

• Quadratic equations and graphs • Indices and standard form• Sets• Matrices• Trigonometry• Probability• Mensuration and similar figures

• Statistics – Cumulative frequency and standard deviation • Relations and Functions – Quadratic, cubic, exponential, logarithmic, trigonometric • Curve sketching• Trigonometric identities, double angles and R-Formula • Surds • Remainder and factor theorem • Modulus and partial fractions • Ellipses and circles • Binomial theorem• Angle properties of circles • Geometrical proofs • Coordinate geometry

• Techniques and applications of differentiation • Techniques and applications of Integration • Vectors

17Philosophy Statement

Science furthers the understanding of our natural and physical worlds as well as the wider universe through the process of scientific inquiry; which involves generating ideas, testing hypotheses, gathering evidence through observations, and conducting investigations and modeling. Through the study of Science, we can become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific importance.

Learning Objectives

By the end of four years, students will be able to:

1. Understand and apply major concepts in Biology, Chemistry and Physics

2. Develop an understanding of the natural and physical worlds, guided by current scientific theories and apply what they have learnt to authentic solutions

3. Engage in the process of scientific inquiry

4. Apply critical and creative thinking to solve problems and create new knowledge

5. Become more aware of ethical and moral issues related to scientific advances

Enduring Understandings

• Models: Models are simplified representation of phenomena. Models simulate real world processes and facilitate testing and prediction.

• Interactions: The living world and the environment interact at various levels: interactions occur within an organism; and between organisms and the environment. There are also interactions between forces and objects, and energy and matter.

• Change: The natural world continually changes. Change is inevitable in all systems. Change can be a consequence of spontaneous and/or planned events.

SCIENCE

18Inquiry in Science• What is Science?• Generating research questions• Formulating hypothesis• Literature review• Experimental design• Writing a research proposal• Data analysis• Drawing conclusions• Research project presentation

Health Science• Cells• Digestion• Cellular respiration• Transport in humans• Sexual reproduction

Biology

Materials Science• Structure of materials• Nature of materials• Classes and properties of

materials• Mixtures• Chemical changes

Chemistry

Transportation• Speed• Forces• Pressure• Moments• Energy and work done

Physics

Secondary 1

LEVEL CONTENT

• Cell structure and organisation

• Movement of substances• Biological molecules• Animal nutrition• Plant nutrition• Transport in flowering plants• Transport in humans• Respiration• Excretion• Homeostasis• Co-ordination and response• Reproduction• Cell division• Molecular genetics• Inheritance• Organisms and their

environment

• Experimental chemistry• Particulate nature of matter• Atomic structure• Structure and properties of materials• Bonding• Formulae, stoichiometry and the mole

concept• Electrolysis• Energy from chemicals• Chemical reactions• Acids, bases and salts• The Periodic Table• Metals• Air• Organic chemistry

• Physical quantities, units and measurements

• Kinematics• Dynamics• Mass, weight and density• Turning effect of forces• Pressure• Energy, work and power• Kinetic model of matter• Transfer of thermal energy• Temperature• Thermal properties of matter• General wave properties• Light• Electromagnetic spectrum• Sound• Static electricity• Current electricity• D.C. circuits• Practical electricity• Magnetism• Electromagnetism• Electromagnetic induction

Secondary3 & 4

Environmental Science• Biodiversity• Flow of matter and energy

in the environment• Environmental conservation

Communications• Electricity• Sound• Electromagnetic waves

Secondary 2

Investigative Skills in Science• Project Work

19Philosophy

The humanities incorporate subjects such as Geography, History, and Social Studies. Humanities scholars explore the myriad ways in which humans interact with each other as well as with their environment. The study of the humanities provides a platform for students to articulate various interpretations of real world issues as well as expose them to a variety of perspectives. Through inquiry in the various subject disciplines, students will be able to address dilemmas and contradictions, recognise ambiguity and tensions, as well as explore areas of common interest.

Learning Objectives

By the end of four years, students will acquire knowledge about:

1. Ideas fundamental to the discipline. These will include big ideas such as cause and consequence, change and continuity, as well as systems and interdependence

2. Societies and culture - How these are shaped by human behavior and interactions

3. Key personalities and their influence on their community

4. Presentation of their views major events and their interconnections

5. The environment and its interaction with humans

Key skills that students will acquire are:

1. Historical and geographical investigation - Research skills and data representation

2. Interpretation of primary and secondary sources- Maps, statistics, photographs, and other forms of media

3. Forming different perspectives and evaluating various viewpoints to arrive at a reasoned conclusion

4. Presentation of their views confidently and work independently, as well as collaboratively to achieve optimum outcomes

Enduring Understandings

• Systems are complex

• Man and environment are interdependent

• Spaces and places change over time

• Time changes perspectives

• Perspectives influence systems

INTEGRATED HUMANITIES

20

LEVEL CONTENT

Social Studies• Singapore as a Nation in

the World• Understanding

Governance• Conflict and Harmony in

Multi-Ethnic Societies• Managing International

Relations• Sustaining Economic

Development• Facing Challenges and

Change

• WWII and the Fall of Singapore• Forests and Water as Resources

Secondary 1Integrated Humanities

Secondary 3 and 4

Combined Humanities

• Ancient Civilisations• Forests and Water as Resources

Secondary 2Integrated Humanities

Geography• Living with Tectonic

Hazards• Variable Weather and

Changing Climate• Global Tourism• Food Resources

History• The World in Crisis• Bi-Polarity and the Cold

War

Combined Humanities – Social Studies & Geography/History Electives

21

Visual Communication:• Sketching 101• Elements and Principles of Art & Design• Moodboards and Icons• Infographics

Product Design:• Understanding the Design Thinking Process• Ergonomics & Anthropometry• Ideation and Creative Problem Solving (CPS)• Digital modeling• Basic prototyping

Mediagraphy:• Video Critique• Story ideas and Creation• Video editing

Architectural Design:• Architecture 101• Understanding Humanistic Influences• Understanding the Environment• Computer-Aided Design (CAD) modeling• Prototyping

- The ADMT Programme ends at Sec 2 in its existing form -

Secondary 1

Secondary 2

LEVEL CONTENT

ART, DESIGN, MEDIA AND TECHNOLOGY

Philosophy Statement

Separately, Art engages the hearts and minds of the creator and the viewer; Design embodies the spirit to innovate and solve problems in order to make our world a better place; Media tells stories and asks questions by engaging all our senses; and Technology is the mover and catalyst of our imagination and creativity.

Taken together, Art, Design, Media and Technology (ADMT) crosses traditional boundaries, and nurtures creativity and the spirit of innovation as never before. It provides an interdisciplinary worldview in line with the thrust of the school of promoting integrated learning across subjects.This demands knowledge of the various disciplines as well as fluency of higher-order thought processes to conceptualise authentic artifacts and products from design perspectives. It provides a platform for communication that transcends time, space, cultures and situations.

Learning Objectives

By the end of Secondary 2, students will be able to:

1. Use generative as well as focusing tools to generate original ideas

2. Apply the Design Process stages iteratively in their design task

3. Use various media tools and technology to conceptualise and design coherent messages, themes, and artifacts to communicate their ideas, thoughts, feelings and solutions effectively to target audiences

4. Visualise, sketch, storyboard, photograph and model their ideas

5. Understand and apply Design Thinking into their design challenges

Enduring Understandings

• Communication can be a double-edged sword working for or against the common good

• Knowing your target audience and leveraging suitable tools help ensure effective communication

ADMT lays the foundation for students to pursue Art, Design and Media related courses by building a strong foundation, developing creative processes and visual communication skills, and contextualising the roles of technology, society and culture in the various creative fields.

22SPORTS AND WELLNESS

Philosophy Statement

The SST Sports and Wellness curriculum is based on the philosophy of education through the physical as well as cognitive, moral, social, ethical and aesthetic domains in order to nurture healthy and active individuals who will be responsible for their personal well-being and health. This provides a multi-dimensional approach to developing the student holistically through sports and games. Physical activity will continue to be the cornerstone of the programme while the curriculum will be broadened to include other aspects targeted at developing students’ critical and creative thinking skills, character and leadership competencies.

Learning Objectives

The Sports and Wellness programme’s goal of ‘Living Life with Vigour and Vitality’ envisages a person with a zest for life. It encapsulates an individual’s commitment to lead a healthy and dynamic life, developing the strengths of mind and body and building a capacity for wellness and survival.

By the end of their secondary education, students will be able to:

1.Perform and enjoy a variety of physical activities with understanding

2. Develop and maintain physical health and fitness through regular participation in physical activities

3. Apply both critical and creative thinking skills in sports and games

4. Demonstrate the spirit of fair play, teamwork and sportsmanship

5. Demonstrate safe practices during physical activities

Enduring Understandings

• Wellness is the process of achieving one’s potential in being healthy, within the limits of one’s capacity

• Wellness is a synergy between systems• Lifelong physical health is determined by the

relationship between nutrition and fitness• Total well-being is dependent on the physical,

social and emotional aspects of human relationships

YEAR CONTENT

Secondary 1

Secondary 2

Secondary 3

Secondary 4

• Sports Safety 1 – Warm-up, Stretching, Cooling Down• Track and Field• Health and Fitness Management 1 – BMI and Nutritional Status • Health and Fitness Management 2 – NAPFA History, Rationale, Test Items and related muscle groups• Health and Fitness Management 3 - Food, Nutrition, Diet• Health and Fitness Management 4 - Methods and Effects of Cooking• Territorial Invasion Game 1 - Handball• Territorial Invasion Game 2 - Introduction to Basketball • Olympic Education• Fitness Training - F.I.T.T.

• Striking and Fielding Game 1 - Softball• Territorial Invasion Game 4 - Floorball• Territorial Invasion Game 5 - Ultimate Frisbee• Health and Fitness Management 7 - Alternative Fitness Assessment• Health and Fitness Management 7 – Principles of Training• Fitness Training - Principles of Training• Outward Bound School

• Territorial Invasion Game 6 - Football• Net Barrier Game 2 - Badminton• Fitness Training - Strength Training

• Territorial Invasion Game 3 - Netball• Net Barrier Game 1 - Volleyball• Outdoor Education and Expedition - Outdoor Cooking, Tent Pitching, Knots and Lashings, First Aid, Planning for Expedition, RAMS• Sports Safety 2 – Prevention of Injuries• Health and Fitness Management 5 – Concepts of Fitness• Fitness Training - Methods of Training

23Philosophy StatementThe (I&E) programme at SST presupposes that innovative and entrepreneurial mindsets can be developed through practice and internalisation of relevant knowledge and skills, which, when acquired, will give students the competitive advantage as well as the necessary aptitudes and attitudes to function optimally and successfully in the real world. We believe that a practitioner with an innovative and entrepreneurial mindset will be instinctively alert to changes in the environment, respond to it and leverage on the opportunities afforded.

Learning Objectives

The I & E Department’s goal of developing an ‘Active Innovator, Living Entrepreneur’ encapsulates the spirit of lifelong practice of innovation and entrepreneurship by our students.The essence of SST’s innovation and entrepreneurship education is to develop student’s innovative and entrepreneurial mindsets and their capacity to capitalise on change to enhance the quality of life for themselves and the community at large.

By the end of Secondary 2, students will be able to:

1. Possess the foundational knowledge and understanding of innovation and entrepreneurship

2. Develop an innovative spirit and the openness to embrace change

3. Understand that innovation is a critical component of the process leading to excellence

4.Demonstrate an entrepreneurial mindset of seeking, recognising and seizing opportunities through change, and being resourceful in their endeavours

5. Take considered risks and face challenges

6. Seize opportunities to practice innovation and entrepreneurship in simulated and authentic contexts

Enduring Understandings

• Innovation results in positive change

• Innovation is a tool of entrepreneurship

• Entrepreneurship is a form of social responsibility

• Innovation and entrepreneurship impacts lives

INNOVATION AND ENTREPRENEURSHIP (I & E)

24YEAR CONTENT

• Understanding Innovation, Invention, Creativity• Divergent and Convergent Thinking• Generation and Focusing Tools• Creative Problem Solving • Concepts of Entrepreneurship• Attributes of Entrepreneurs

• Entrepreneurship in Singapore• Nature of Business• Market Research• Essentials of Marketing• Importance of Branding• Writing Business Plans

Secondary 1

Secondary 2

25INTERDISCIPLINARY RESEARCH STUDIES (IRS)

Philosophy Statement

The Interdisciplinary Research Studies Department believes that success - whether professional or personal - is generated from three building blocks: knowledge, critical thinking and curiosity. These building blocks have an enduring cyclical relationship; knowledge helps us to understand the world around us as well as ourselves, critical thinking gives us the ability to incorporate knowledge and apply it endlessly, and curiosity, which is the result of realising the limitations of current knowledge, drives us to acquire additional knowledge.

Being able to effectively seek and create knowledge through applying the research process is essential for preparing students for lifelong learning and a life of contribution to the knowledge community. SST believes that students should be equipped with relevant skills and knowledge necessary for research projects from a young age.

By having our students conduct authentic research in and out of the classroom, they will be able to continue their search for knowledge in a systematic manner underpinned by ethical and social responsibility in the use, interpretation and generation of new knowledge.

The interdisciplinary nature of research done in authentic settings will stir our students’ desire for discovery. The spirit of inquiry will thus aid students in transferring knowledge across disciplines and into the real world, and more importantly, imbue a zest for lifelong learning.

SST IRS Overarching Learning Outcomes:

Domains

CONTENT

Communication

Collaboration

Independent Learning

Habits of the mind

Knowledge Application

Students will acquire the ability to make links across different areas of knowledge and to generate, develop and evaluate ideas and information so as to apply these research skills to the real world context.

Students will acquire the skills to communicate effectively and to present ideas clearly and coherently to specific audience across multi-modal platforms.

Students will acquire collaborative skills through working in a team to achieve common goals.

Students will be able to learn on their own, reflect on their learning and take appropriate actions to improve it.

Students will develop lifelong habits with a world view that incorporates different subjects through the spirit of inquiry and zest for learning.

IRS Overarching Learning Outcomes

26Specific Learning Goals:

* EU refers to Enduring Understandings

Specific Learning Goals and Objectives of IRS1. Theory and Content: Demonstrate familiarity with big ideas (major concepts and theoretical perspectives).EU: There are different areas of knowledge and many ways of knowing.

• Students will understand and appreciate the historical development of the two major epistemologies of knowledge (Sciences and the Humanities), its contemporary context (including social and political contexts, organisation and self-governance), and interaction with other disciplines.

• Students will understand and appreciate the following big ideas/concepts: Systems, Sustainability, Change and Patterns.2. Research Methods: Understand and apply basic research methods including research design, data analysis, and

interpretation.EU: There is a system to inquiry and generating new knowledge.

• Students develop testable hypotheses, differentiate research design and/or statistics, evaluate aptness of research conclusions, and generalise them appropriately.

• Students design and conduct quantitative or qualitative research studies in laboratory or field settings.• Students adhere to ethical guidelines for collection, storage, and use of data from human or non-human participants.• Students use print and electronic library resources effectively and appropriately.

3. Application: Understand and apply research principles in personal, social, and organisation matters.EU: Generating new knowledge is for the better of the self and society.

• Students apply interdisciplinary research skills in laboratory and field settings (e.g. technology, industry, education).• Students articulate how interdisciplinary research skills can further social understanding and public policy.

4. Communication and Collaboration Skills: Communicate and work in groups effectively.EU: Effective communication enables greater impact on its application and benefits to society.

• Students demonstrate effective written communication skills and use discipline specific writing conventions and formats.• Students demonstrate effective oral communication skills.• Students work effectively within groups or teams.

5. Critical Thinking Skills: Respect and use critical and creative thinking, skeptical inquiry and the scientific approach.EU: Research requires the use of critical and logical thinking skills.

• Students use research data to formulate or evaluate new research questions, using reason and persuasion in a logical argument.• Students summarise and evaluate a body of research including primary literature, and can compare different methodologies.• Students analyse phenomena at multiple levels of analysis including the individual, family, community, & society.

6. Habits of the mind: Shows insight into one’s own and others’ behaviours and mental processes and apply effective strategies for self-management and self-improvement.EU: Self-discovery and self-improvement is part of the research process.

• Students apply habits of mind to personal and professional development.• Students are aware of their thoughts, feelings, and behaviours.• Students define personal and professional integrity.

7. Information and Technological Literacy: Demonstrate information competence and the ability to use computers and other technology for many purposes.

EU: Effective use of ICT tools will determine the impacts of one’s research.• Students demonstrate competent, ethical, and responsible use of information in academic work.• Students apply software in research reports (e.g statistical).• Students master computer basics such as internet navigation, document and spreadsheet generation.• Students assess web-based sources of information and popular presentations of research in the social media.

8. Values in Research: Weigh evidence, tolerate ambiguity, act ethically, and reflect other values underpinning research.EU: Research must always be guided by ethics.

• Students understand the need to behave ethically in personal and professional domains, and appreciate the need to tolerate ambiguity.

• Students demonstrate skepticism and intellectual curiosity, attunement to scientific evidence, civic responsibility, and respect for human diversity.

9. Sociocultural and International Awareness.EU: Research is contextual and sensitivities must be taken into account during the research process.

• Students respect individual differences.• Students define diversity and its role in theory and research.• Students consider and explain the role of cultural, racial, ethnic and economic factors, privilege, and discrimination, in affecting

research process and results.10. Career Planning and Development: Emerge from IRS with realistic ideas about how to use research knowledge, skills,

and values in various occupations, and in further studies.EU: Research is a lifelong skill in cultivating self-mastery.

• Students apply principles of research to career decision-making.• Students identify and pursue realistic career paths.• Students identify realistic future education pathways.• Students take practical career steps.• Students value lifelong learning and ongoing professional development.

27SST believes that a 1-to-1 ICT-enabled learning environment elevates student engagement in learning.

The ubiquitous use of technology is instrumental in uncovering core academic principles. In the classroom, learners use an array of creative tools to bolster their learning, and forge an environment that encourages an intellectual curiosity and critical thinking.

Within or outside the classroom, on-line platforms and collaborative tools support an interactive learning space where learners are used to strengthen ideas from multiple perspectives. These technologies promote engaged learning and knowledge creation, as well as greatly enhance the acquisition and internalisation of key skills such as information management.

Philosophy StatementModern technology has become an inextricable part of our daily lives and has forever changed the way we live, learn, work and play. In particular, ICT is a leveler of the playing field for many in education, businesses, entertainment and politics.

As such, its effective and efficient use is imperative for all students, especially SST students with their 1-to-1 learning devices. Explicit instructions in ICT knowledge and skills must therefore be a part of the school curriculum for students.

Learning Objectives

Students will be able to:

1. Use their learning devices, with multimedia and software applications, in effectively enhance and extend their learning in all subject areas

2. Utilise online tools for communication, collaboration and active learning

3. Solve problems by applying computational thinking and using suitable coding skills

Enduring Understandings

• Appropriate use of ICT enhances and extends personal effectiveness

• Computer programming requires logical and mathematical thinking and reasoning

Information Communication Technology (ICT)

LEVEL

CONTENT

Secondary 2

Secondary 1

• Introduction to Google Apps online platforms and tools such as Blogger, Google Sites, Google+ and Google Drive

• Basics of Mac OS and Mac applications such as Photobooth, iWork Suite (Keynote, Pages and Numbers) and iLife (iPhoto, iMovie, Garageband)

• HTML Programming• Image Editing with Adobe Photoshop• iOS Game Design with GameSalad

CONTENT

• Desktop Publishing with Adobe InDesign• Arduino Programming• NTU flagship Programme - Game Design• Android Programming with App Inventor

28Applied SubjectsNgee Ann Polytechnic is offering a number of applied subjects at the upper secondary levels to SST students. The subjects which are designed, conducted and assessed by Ngee Ann Polytechnic, are equivalent in rigour and scope to existing O-level subjects. The applied subject results will be reflected in the GCE O-level Examination Certificate and recognised for admission into Junior Colleges and Polytechnics.

The applied subjects include Biotechnology, Design Studies, and Fundamentals of Electronics. Of these, the first two applied subjects are only offered at SST.

BIOTECHNOLOGY

The Biotechnology course introduces students to the study of the use of living organisms or their products, and cellular biomolecular processes, to solve problems or make useful products for the benefit of mankind. The subject uses knowledge from a variety of disciplines, including biology, chemistry, physics, bioinformatics, genetic engineering as well as introduces study to manufacturing processes. The subject of biotechnology is distinct from biology; whilst biology studies basic processes of living organisms, biotechnology is the application of biology to solve problems and improve lives.

Students will have the opportunity to learn about principles and applications of various areas of biotechnology such as cell culture technology, microbial biotechnology and recombinant DNA technology. This subject helps the students develop good laboratory skills and a research mindset. It also provides students with the foundations for further studies in biotechnology, biomedical science and other related fields.

DESIGN STUDIES

The Design Studies course equips students with the knowledge of the characteristics of the design field via exposure to design thinking, the design process, and the fundamentals of three design disciplines: that of visual communication design, interior and exhibition space design, and architectural design.

The subject aims to nurture an awareness and appreciation of the positive relationships spanning design, humanity, art, technology, business, culture and economic development; and the role of design in shaping one’s experience of visual communication, space, objects and the environment.

Students will develop creative and innovative mindsets, critical thinking and analytical skills through design activities; and acquire the ability to critique design works and to generate creative design solutions. Students will also acquire competencies for presenting design concepts and effective oral communication through innovative technology use.

FUNDAMENTALS OF ELECTRONICS

The Fundamentals of Electronics course aims to equip students with a sound understanding of basic electronics and provides ample opportunities for students to hone their creative and problem solving skills through practical application of electronics to the design of authentic gadgets and products.

Topics include fundamentals of physics and electricity, types of resistors, voltage and current sources, Network Theorem and analysis, capacitors, light emitting semiconductors, sensors, and output devices, bipolar junction transistors, and project management.

Students will experience learning through real-world applications such as building of a transistor organ, rain detector, sound activated ballet dancer, universal electronic timer, heat sensor, line-follower robot, and a two-way electronic intercom system.

Students will also get to hone their creative and problem-solving skills through effective training in basic electronics theory and practical electronics.

29

SST Student Development

The Purpose of Assessment

Assessment will be used for both formative and summative purposes. Formative assessment, also known as assessment for learning, provides information about student progress and direction for improvement, and/or adjustment to a programme for individual students or for a whole class. Summative assessment refers to assessment of learning, and provides information to make judgments about student achievement at the end of a period of instruction and for determining an achievement grade. Only summative assessment results will

be reported formally.

In SST, summative assessments may take the form of the following evaluations that are used to determine a final grade/mark: Performance Tasks, Practicals, Oral presentations, Viva Journals, and Standardised Pen & Paper Tests such as theMid-Year Common Test, and End-of-Year Examinations.

SST Assessment

The SST Student Development Programme envisions all its students to be dynamic, resilient and ethical 21st Century individuals and leaders, entrepreneurs and innovators, who will make a positive impact on the world around them. A range of values-based character, leadership and citizenship education programmes and activities are offered to complement and support the rigorous academic programme at SST for awell-balanced and holistic education for all.

Approach

The experiences formalised in the Student Development (SD) Framework facilitate the acquisition of relevant knowledge and

skills for character, leadership and citizenship development, and follows this up by providing a myriad of opportunities for students to apply and internalise the knowledge and skills learnt. The opportunities will be presented through infusion in academic lessons, through Sports and Wellness lesson and Co-curricular activities, specially organised service-learning programmes such as the Youth Service Programmes, Global Citizenship Programmes, Interdisciplinary Research Studies, Innovation and Entrepreneurship Programme as well as leadership platforms such as class executive committees, class committees, Student Council and the Peer Support Board.

21st Century Learners

Critical and Creative ThinkersLife

-long

Lea

rner

s of C

hara

cter

Creative & Innovative Environment In

nova

tion

and

Ente

rpre

neur

ship

National Education

Global Citizenship Programme

Digital Citizenship

Programme

Sports & WellnessCo-curricular Programme

Collaborative and Independent Problem Solvers

Dynam

ic an

d Et

hica

l Lea

ders

Active Local and Global Citizens

Leadership Development

Academic Subjects

Inter-disciplinary

Research StudiesYo

uth

Serv

ice

Prog

ram

me

Character &Citizenship Education

Applie

d Le

arni

ng

Borderless

Classroom

Community of Inquiry Technology

DrivenCarin

gCul

ture

The SST Student Development Framework

The SSTStudent

30• Principles of Character Education (Thomas Lickona)

• Social Development Theory (Vygotsky)

• Levels of Social Development (David Marshall)

• Theory of Moral Reasoning (Lawrence Kohlberg)

• Social Emotional Learning derived from Emotional Intelligence (Daniel Goleman)

• Habits of Mind (Art Costa)

• Experiential Learning (David A. Kolb)

• Leadership Theories (John Maxwell)

The planning of the SD programmes in SST is anchored in the following theoretical underpinnings:

The following pedagogical approaches are incorporated into the SD educational experiences:

Process-based Teaching Approaches

Cognitive Development ApproachConsideration ApproachModified Values Clarification ApproachNarrative ApproachExperiential Learning

Instructional Strategies

Clarify, Sensitise and Influence (CSI) questioning processRole playingThinking routinesDialoguingCooperative ApproachGroup workCircle processes

In SST, we believe that “reflection leads to growth of the individual - morally, personally, psychologically, and emotionally, as well as cognitively” (Branch & Paranjape, 2002). Thus, reflection, a form of meta-cognition or “thinking about “thinking”, is an integral part of the SD curriculum as it provides opportunity for students to think about their own thinking and through the process lead to greater self-awareness and growth.

31Philosophy Statement

At SST, we believe that if students are able to develop the ability to be self-aware and self-regulating they will be able to achieve personal effectiveness for greater self-fulfilment and for the common good. In the same way, if students are able to develop social awareness and to effectively build and manage relationships with others, they will be better able to achieve interpersonal effectiveness that will again bring about benefits for self and the community.

We believe too that every student in the school can be a leader in his/her area of strength, and that a leader must first be a person of good character, who possesses the spirit of service to mankind. In essence we believe that personal and interpersonal effectiveness and leadership knowledge and skills can be taught and nurtured and that opportunities for putting these knowledge and skills into practice will help students become better stewards of their own lives; principled and ethical leaders and entrepreneurs who are able to model the way; and individuals who are socially responsible, caring, active and contributing local and global citizens.

Enduring Understandings

1. An individual’s character is his/her values in action that transcends over space and time

2. An individual of good character is guided by his/her moral compass which is anchored in sound values and principles, and has the moral courage to make the right decisions

3. An individual must first possess good character before she/he can become a good and responsible leader

4. A leader has good stewardship of his/her own life and lives his/her life in accordance with sound moral values and principles

5. A global citizen is able to connect and collaborate with others around the world, whilst remaining rooted to Singapore

Learning Objectives

The Character, Leadership and Citizenship Programme aims to prepare students for the 21st Century so that they can realise their potential to become:

• Critical and Creative Thinkers and Innovators

• Life-long Learners of Character

• Collaborative and Independent Problem-Solvers

• Dynamic Leaders with an Entrepreneurial Mindset

• Active Local and Global Citizens

Character, Leadership And Citizenship (CLC)Education

32CHARACTER AND CITIZENSHIP EDUCATION (CCE) At the heart of the Student Development Programme is the school-wide Character and Citizenship Education Programme that aims to nurture young ladies and gentlemen at SST into individuals who possess the moral courage to do the right things and make the right decisions in life. In addition, the CCE Programme aims to develop the intellectual dispositions as well as the personal and inter-personal competencies (SST’s 10Cs) to enable students to thrive in the 21st Century.

The CCE Curriculum aims to develop SST students to:• Acquire self-awareness and apply self-management skills to achieve personal well-being and

effectiveness • Act with integrity and make responsible decisions that uphold moral principles• Acquire social awareness and apply interpersonal skills to build and maintain positive relationships

based on mutual trust• Be resilient and have the ability to turn challenges into opportunities• Take pride in our national identity, have a sense of belonging to Singapore and be committed to

nation-building• Value Singapore’s socio-cultural diversity and promote social cohesion and harmony• Care for others and contribute actively to the progress of our community and nation. Reflect on and

respond to community, national and global issues, as an informed and responsible citizen

The scope of the CCE Curriculum includes: • Personal Mastery and Inter-personal Effectiveness• Leadership Education• Sexuality Education• Digital Citizenship Education• Education and Career Guidance

The table below provides an overview of the SST CCE Curriculum across the different grade levels.

DomainsCharacter and Citizenship Education (CCE)

Secondary 1 Secondary 2 Secondary 3 Secondary 4

• Managing change and transition from Primary School - Adapting to the culture and norms of SST

• Working towards personal mastery

• Showing care and respect for self and others, and understanding their roles and responsibilities in their

immediate environment

• Making decisions about subject combination

• Being a good role model

• Taking responsibility for their own well-being and influencing and impacting others positively within their means and sphere of influence

• Managing change and transition from Lower Secondary - Managing Expectations

• Leading others

• Building their personal resilience and being responsible in contributing towards national resilience - by being proactive in promoting harmony within the community and nation

• Preparation for future & keeping motivated and focussed

• Leaving a legacy

• Being people of integrity and leading and inspiring others to work towards the common good for the nation, now and in the future

Milestones

Theme

• S1 Orientation Camp• S1 Innovation &

Entrepreneurship Camp

• S1 Social Etiquette Workshops

• S1 Service Learning Training

• S1 GCP Overseas Trips

• S2 NTU-SST Flagship Camp

• S2 Outdoor Education Camp

• S2 Leadership Workshop

• S3 Outward Bound School

• Post-Secondary Education Fair and Career Talks

• S4 Motivation Camp• Post-Secondary Education

Fair and Career Talks

Level Wide Events

33Domains

Character and Citizenship Education (CCE)Secondary 1 Secondary 2 Secondary 3 Secondary 4

• Personal goal setting• Learning styles• Time management• How to work in groups

• The growing years series - “the teenage years”

• The real self• Lessons about love• “Familiar” strangers

alert

• Habits of the mind• Being a positive

influence• Being a good friend

and team player• Managing peer

influence• Conflict resolution• Understanding the

world around me • Understanding the

world in Singapore

• Understanding the acceptable use policy

• Cultivating good work habits and routines

• Netiquette & gaming• Cyber-bullying• Intellectual property

rights• Copyright matters• Striving for a balanced

lifestyle by managing and prioritizing activities

• Personal goal setting

• Time management• Career exploration• Exploring career

interests • Exploring post-

secondary options• S3 course options

and applied subjects talk

• The growing years series - “the teenage years”

• Lessons about love• At the crossroads

• Habits of the mind• Being a good role

model• Keeping calm• Standing up for

what is right• Understanding the

importance of law and order

• Living together in harmony

• Respecting life and the world around me

• Understanding the acceptable use policy

• Cultivating good work habits and routines

• Netiquette & cyber-security

• Danger of cyber contacts

• Intellectual property rights

• Handle inappropriate online materials

• Striving for a balanced lifestyle by managing and prioritizing activities

• Personal goal setting • Time management• What is success?• What’s the future

going to be like?• What are my career

interests? • Exploring

unconventional careers

• Exploring post- secondary educational options

• Talk on JC education• Talk on polytechnic

education

• The growing years series - “sense and sexuality”

• The real self• Lessons about love• eTeens programme• Decision - making• Assertiveness• Negotiation

• Managing change • Managing

expectations• Building positive

relationships• Maintaining fair

play• Moral reasoning • Making ethical

decisions• Embracing

diversity• Understanding

shared responsibilities within the community and Singapore

• Understanding the acceptable use policy

• Cultivating good work habits and routines

• Intellectual property rights & legal implications

• Appropriate use of digital media and expressions on social platforms

• Addiction to cyber activities

• Striving for a balanced lifestyle by managing and prioritizing activities

• Personal goal setting • What are my career

interests? • Who am I? What are my

strengths, personality and values?

• Exploring post-secondary educational options

• Charting my career path• Writing personal statement• Interview skills• Talk on JC education• Talk on polytechnic

education

• The growing years series - “sense and sexuality”

• Lessons about love• “Familiar” strangers alert• At the crossroads

• Living my aspirations• Professionalism at work• Preparing for the next phase

of life• Riding the waves of

challenges• Leaving a legacy• Understanding role and the

impact each person plays within the community and in Singapore

• Understanding the acceptable use policy

• Cultivating good work habits and routines

• Intellectual property rights & legal implications

• Appropriate use of digital media and expressions on social platforms

• Addiction to cyber activities • Striving for a balanced

lifestyle by managing and prioritizing activities

Education and Career Guidance

MOE Sexuality Education

Programme

Personal Mastery and

Inter-Personal Effectiveness

Digital Citizenship Programme

34

The SST Student Leadership Programme

The Student Leadership Programme (SLP) provides leadership opportunities and educational experiences to develop the leadership competencies and skills of students so that they can become dynamic, resilient and ethical leaders who are able to make a positive impact on society. Leadership platforms at school include Class Committees, CCAs, House, Peer Support Board and Student Council.

The SLP is built on the premise that a leader must first be a person of good character. As such, the development of the student’s social-emotional skills is central to development of his leadership skills. Leadership development shall be anchored on universal moral values. The SLP is designed to develop student’s personal competence (self-awareness and self management), social competence (social awareness and relationship management) and responsible decision-making.

The scope of the Student Leadership Programme includes:

• Knowledge of the attributes and mindsets of effective and ethical leaders

• School-wide platforms and opportunities to develop leadership competency skills

• Differentiated leadership programmes developed for different student groups

Youth Service Programme (YSP)

The Youth Service Programme (YSP) is an integral part of the curriculum in SST. It aims to nurture and develop SST students to become good citizens who are conscious of their responsibilities to family, society, country and beyond. In the YSP, students will apply relevant knowledge and skills in school-organised or self-initiated community services, and hence make meaningful connections between what they learn and the world they live in. In rendering community service, SST students will meet and work with people of different ages, ethnicity and socio-cultural backgrounds. This allows them opportunity to develop and hone their 21st Century skills like strong civic-mindedness, cross-cultural understanding, effective collaboration, and communication skills.

LEADERSHIP EDUCATION

35

Global Citizenship Programme (GCP)

The Global Citizenship Programme (GCP) plays a pivotal role in developing global citizens in SST. The programme provides platforms for students to observe the world as an interconnected set of systems and to develop empathy towards diversity and difference. The GCP seeks to encourage students to be active drivers of change and contribute to a just and sustainable world.

The GCP provides students with a variety of experiences and serves as a key platform for the development of valuable partnerships with several countries, each with its own unique cultures and traditions. Such countries include:• Australia• Brunei• Cambodia• China• Indonesia• Italy• Nepal• Malaysia• South Korea• United States of America• Vietnam

Learning Objectives

The GCP aims for SST students to:

• Develop an interest in local and global issues (Singapore, ASEAN, and the rest of the world)

• Develop an understanding of Singapore’s relationships with other countries

• Develop self-awareness, self-management, and responsible decision-making

• Embrace diversity and cultivate respect for people with different perspectives and of different socio-cultural backgrounds

• Develop stewardship and leadership by seeking ways to bring positive change to the communities (local, regional, and global) that they are very much a part of

• Develop students holistically- Head, Heart, Hands

CITIZENSHIP EDUCATION

SST aims to develop citizens and netizens who possess the mindsets, dispositions and values to transform present and future challenges to opportunities in a borderless global community. It also aims to engage the hearts and minds of SST students so as to develop a sense of emotional belonging and commitment to the school, community and nation. The scope of citizenship education in SST comprises of the following: Global Citizenship Programme, National Education, Digital Citizenship (Cyber Wellness).

36National Education (NE) Programme

The NE Programme aims to nurture a community of learners who believe in Singapore and relate strongly with the issues concerning Singaporeans. It aims to develop national cohesion, cultivate the instinct for survival as a nation, and instill in our students confidence in our nation’s future. The programme also seeks to cultivate a sense of belonging and emotional rootedness to Singapore. By developing an awareness of the various opportunities and challenges facing Singapore, SST students will be able to make informed decisions for their future and be active contributors to the nation.

Learning ObjectivesThe National Education Programme aims to:

• Nurture a community of learners who have a sense of belonging and pride to the school and to the nation

• Create challenging and fulfilling experiences in promoting citizenship education and cross-cultural understanding

• Develop world-ready and future-looking student ambassadors to represent SST and Singapore

• Raise the national and global consciousness of the SST student community

37Digital Citizenship Education

The Digital Citizenship Programme plays a key role in educating students to upkeep their well-being in the cyber-environment, which also constitutes to the development of their well-being as a person in this 21st century society. The overarching principles of “Respect for Self and Others” and “Safe and Responsible Use” (under MOE’s Framework) act as a moral compass in guiding students moral character and actions in cyber-space.

This translates into students who will:• Exhibit the appropriate on-line behaviour, which reflects honesty, respect

and consideration that one would use in face-to-face interaction• Use appropriate platforms for their intended purposes and be constructive

in their contribution to the cyber-space• Cultivate good work habits, which includes leveraging on the available

resources to be efficient and productive in their course of work

Learning Objectives

The Digital Citizenship Programme aims to:• Create and heighten awareness and understanding of Cyber Wellness

issues• Champion the cause of Cyber Wellness within the SST community in

particular as well as the public in general• Optimise the proactive involvement of student leadership in Cyber

Wellness by engaging, empowering and harnessing the potential of youths

Approach

The scope of the issues covered include:

• Handling inappropriate content • Preventing cyber abuse• Displaying internet etiquette• Respecting intellectual

property

• Protecting private information• Avoiding computer addiction• Managing security risks• Verifying information sources

Ethical and Legal Use Safe and Responsible Use

38The 10Cs of SST:Developmental AssessmentAnd Qualitative ReportingSST students will be provided with a qualitative report at the end of each semester. This comprises the individual observations of all their subject teachers on their development in the personal, interpersonal and intellectual domains.

Sports and Games

• Badminton

• Basketball

• Cross-Country

• Fencing

• Floorball

• Football

• Taekwondo

• Wushu

Performing Arts

• English Language Drama

• Guitar Ensemble

• Show Choir (Vocals and Dance)

Clubs and Societies

• Astronomy

• Media Club

• Robotics Club

• Singapore Youth Flying Club

Uniformed Groups

• Scouts

SST Co-Curricular Programme

Note: The number of CCAs will increase over time as the school enrollment increases.

39Facilities at SSTSST students can look forward to specially customised and state of the art facilities at SST’s campus. These facilities support SST’s curricular programming, and services by providing an environment that is conducive for bright young minds to work in. Some of the key features are:

Teaching Facilities

Essential teaching amenities include:

• 60 Classrooms with Individual Electronic Lockers

• 1 Lecture theatre (100 seats)

• 1 Seminar room (100 seats)

• 1 Auditorium (400 seats)

• 1 Innovation and Entrepreneurship Room

• 1 Music room

• 1 Dance studio

• 2 Art, Design, Media & Technology Studios

• 4 Multi Purpose Rooms

• 1 Student leader’s room

• 2 Learning Collaboration Rooms

• 3 CCA rooms

Science & Technology Facilities

The Science Hub provides opportunities for independent and joint research experimentation. It consists of:

• Incubation Space for SST Inc. HQ

• 6 Science laboratories (Biology, Chemistry, Physics)

• 4 Applied Science laboratories (Biotechnology, Fundamentals of Electronics)

• 1 Research laboratory

• 1 Tissue culture room

• Computer & multimedia studios

• 1 Engineering Laboratory

Sporting Facilities

The Ngee Ann Kongsi Sports Complex consists of:

• Gym Works

• Superhall I: Indoor Sports Hall

• Superhall II: Multipurpose Hall

• Roof Top Running Track and Play Court

• School field

• Outdoor fitness area

• Open Concept Space

• Project Collaboration

• Music Room

• Dance Studio

Lifestyle Facilities

• Canteen

• Cafeteria

• Bookshop

• Visitor’s Centre

• Atrium

• Info Hub

• Our Space@SST An open concept space that can be arranged

based on students’ needs

• Collaboration Corners

• Ecopond

• Rooftop Garden