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Contents 04 05 06 08 09 10 11 12 13 14 15 18 19 20 21 22 23 24 26

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The SST Experience SST Programme Rationale Vision, Mission, Values, Goals Programme Framework Curriculum Philosophy Applied Learning Framework 10C’s of SST Talent Development Programme Science Talent Development Programme ICT Talent Development Programme Cohort Experience SST Curriculum — Academic Course of Study English Language Mother Tongue Languages Science Mathematics Humanities Sports And Wellness Applied Curriculum At Upper Secondary Biotechnology Computing Design Studies Electronics Extended Curriculum: ChangeMakers Programme ChangeMakers Programme Art, Design, Media And Technology Information And Communication Technology Innovation And Entrepreneurship Interdisciplinary Research Studies SST Assessment The Purpose Of Assessment


SST Curriculum — Affective Education SST Student Development Student Development Programme Character And Citizenship Education Overseas Learning Experience Digital Citizenship Programme Leadership Education — Student Leadership Programme Leadership Education — Youth service Programme Co-Curricular Activities Transformation In Action Partnership - Learning Networks SST Industrial And Research Attachment Programme Grooming Passionate Innovators SST In Numbers


SST Campus Facilities At SST

32 34 35 36 37 38 40


The SST Experience

SST Programme


The SST Programme aims to provide an immersive experience to nurture thinking youths ready to contribute to the betterment of our lives and society. It is SST’s mission that at the end of four years, our students are world-ready, futurelooking and versatile in the 21 st Century competencies. They will be adept in the use of technology and nurtured to be lifelong learners of character, thinkers, innovators, problem-solvers, and active local and global citizens.

The SST Programme offers a 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. Sound affective, character and leadership education, citizenship and entrepreneurial programmes serve to nurture the values-driven and community-responsible person and leader. Learning at SST is active and cognitively engaging, and firmly grounded in real-world contexts to facilitate deep understanding. Pedagogical and assessment approaches are customised and adapted from best practices and research in education to cater effectively to students’ learning needs. The school-wide use of Information and Communication Technology (ICT) greatly enhances the learning environment and networks that the digital natives have come to expect and embrace. SST aims to be a trailblazer in using ICT to support educational programmes and enhance the delivery of its specialised curriculum. Class sizes at SST are kept small to facilitate students’ development of process skills and engaged learning through inquiry, discovery, and experimentation.



SST caters to students who learn best in an active, process-focused, applied learning environment, where conceptual understanding and transference of disciplinary content knowledge and skills are fostered through cognitively demanding hands-on applications set in real-world contexts. 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, unpredictable and ever-evolving future. SST offers talent development opportunities to all its students based on Treffinger’s ‘Levels of Service’ Talent Development model (ref pg. 12) as we believe that all students have strengths and talents just waiting to be discovered 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 design and technology, to contribute to the sustained growth of Singapore. The goal is to shape future innovators the SST way.

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. 1

Vision, Mission, Values, Goals OUR VISION A Global Leader In Transforming Learning

OUR MISSION To Nurture Passionate Innovators Who Improve Society Through Real-world Applications Of Science And Technology

OUR VALUES • Forging Excellence • Building An Empowered Community • Expanding Learning Networks


OUR GOALS • Lifelong Learners Of Character • Creative Thinkers And Innovators • Collaborative And Independent Problem-Solvers • Dynamic Leaders In Service Of Humanity • Active Local And Global Citizens

Vision A Global Leader In Transforming Learning

Our vision stems from our keen awareness of the present realities of Singapore as a global city, and the role that our school can play by realising our raison d’être. SST was started as a school specialising in science and technology to contribute to our country’s growth. We offer an educational experience that is deep in both disciplinary and interdisciplinary learning, immersing our students in real-world applications which require them transfer their learning. SST aspires to push the frontiers of teaching and learning, and be at the forefront of curriculum design and pedagogy. As a globally connected institution, SST seeks to be an agent of positive change by spreading new ways of learning which will transform education.

Mission To Nurture Passionate Innovators Who Improve Society Through Realworld Applications Of Science And Technology

SST provides a holistic education to nurture our students to be passionate innovators who will use their knowledge of science and technology to think beyond conventional means, experiment and take risks in order to overcome challenges, initiate change and make a positive difference to human lives. Our graduates will have a sense of purpose and be distinctive in the way that they demonstrate 21 st Century competencies, which are articulated as the 10Cs in the SST community. Through our applied learning approach and innovative use of technology, SST seeks to connect our students’ heads, hearts and hands so that they are engaged learners and empathetic digital citizens in the present, and innovative caring leaders in future.


Values Forging Excellence

Members 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. SST is an organisation where people care about and work towards being the best they can be, both personally and at the organisational and community levels.

Building An Empowered Community

In 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 contribute to constructing the future world that we will inhabit and make it better for generations to come. We will take responsibility and care for SST and larger community beyond.

Expanding Learning Networks

SST 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 actively leverages the diversity to share knowledge and build collective wisdom. SST is positioned to be a forerunner in learning on the Information and Communication Technolog y (IC T) platform, and in leading the way for learning communities in Singapore and beyond.


At SST, students will be nurtured to become:

Lifelong 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.

Collaborative And Independent Problem-Solvers

who are self-directed individuals, yet value participation and contributions from others, as they recognise the inextricable interdependence of humanity in managing the challenges that abound.

Dynamic Leaders In Service Of Humanity

who are movers and shakers; and who challenge the status quo to improve the human condition.

Active Local And Global Citizens

who are stewards of their lives and the community beyond; and who bridge cultures, beliefs and international borders to create a better world.

Programme Framework





Active and Relevant



21ST CENTURY COMPETENCIES (10Cs) Intellectual • Critical Thinking • Creative Thinking • Curiosity



• Collaborative Skills • Communication Skills • Citizenship • Cross-Cultural Understanding

• Confidence • Commitment • Courage



Cohort Experience

Lower Secondary

• Language Arts • Mother Tongue Languages • Sciences • Mathematics • Integrated Humanities • Sports And Wellness • Character And Citizenship Education

• Active Citizenship Education (Overseas Learning Experience Level 1 & 2) • Orientation • Badge Night • ChangeMakers Programme - SST-3M InnoScience Challenge - ChangeMakers Innofest • Investigative Skills In Science • Outdoor Education Expedition • Academic Talent Development Programmes

Upper Secondary

• English Language • Mother Tongue Languages • Biology • Chemistry • Physics • Mathematics • Social Studies / History or Geography • Sports And Wellness • Biotechnology • Computing • Design Studies • Fundamentals Of Electronics • Character And Citizenship Education

• Active Citizenship Education (Overseas Learning Experience Level 2 & 3) • Applied Subjects • Academic Talent Development Programmes • Industrial And Research Attachment Programme • Outward Bound Singapore Camp • Discover Programme - SUTD-SST Big-D Camp - NTU Applied Sciences Camp - NP-SST Accelerator Programme - Learning Journeys and Workshops • Career Fair and Guidance Talks

Curriculum Philosophy


At SST, we believe 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 motivating students to want to learn. We believe that: • learning experiences should be thoughtfully planned and customised so that spiraling and ascending socio-affective, cognitive and leadership development of students is achieved over the secondary school years. • learning is about students becoming progressively more conversant in the use of the knowledge, processes, skills and tools of the disciplines, in their quest for making a better understanding of the natural and physical worlds around them. • learning should focus on uncovering big ideas, principles and concepts that cut to the heart of disciplines as well as across disciplines, so that students are equipped 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.

Applied Learning Framework


The Applied Learning approach guides the SST teaching and learning process. The curriculum is delivered within a relevant real-life context to ensure that learning experiences are coherent, challenging and meaningful. It is aimed at developing the full range of student capabilities, passions and talents. Adoption of the Applied Learning approach across subjects expose students to a wide range of Alternative Assessments and Performance Tasks that incorporate experiential-learning, project-based learning and inquiry-based learning. Such learning experiences may extend to include mentorship, internship, work attachments, and exchange programmes involving tertiary institutions and industrial partners. 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:


Active And Relevant



• Building a borderless community of learners • Inculcating respect for diverse ideas • Developing stewardship of issues in the community and world at large


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

21st Century Competencies And Dispositions (10Cs)

• Engaging the learner as co-constructor of knowledge and meaning • Providing challenge through rigorous disciplinary content • Learning by doing and experiencing

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


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


• 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

10Cs of SST


The 10Cs Of SST: 21st Century Competencies And Dispositions Exponential changes in the 21 st 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. In SST, these are explicitly articulated as the 10Cs and organised in three broad categories. Consciously integrated across all subjects, developmental reports of these dispositions are issued alongside academic reports for each student.

10 Competencies (10Cs) Of SST




Critical Thinking

Creative Thinking


Communication Skills




Cross-Cultural Understanding



Talent Development Programme (TDP)


“WHERE EVERY STUDENT HAS A TALENT THAT NEEDS TO BE NURTURED, DEVELOPED AND SUSTAINED.” In SST, we believe that each and every student is potentially a talent in some specific area(s) and we have provisions in place to facilitate the identification and nurturing of each student’s specific talent based on his or her expressed area(s) of interest. The SST TDP 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, relevant, challenging and differentiated. The Levels of Service (LoS) programming model focuses on providing opportunities for uncovering, nurturing, sustaining and celebrating students’ strengths, talents and interests based on their 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 PROGRAMME Where every student has a talent that needs to be nurtured, developed and sustained LoS 1. Service for All Students Providing foundational skills and tools “Discovering and Building” LoS 2. Services for MANY Students Engaging and verifying interests “Curious and Exploring” LoS 3. Services for SOME Students Meeting the need for alternative opportunities “Enthusiastic and Performing” LoS 4. Services for a FEW Students Responding to blossoming expertise and the need for highly individual services “Passionate and Soaring”

Talent Development Model - Reproduced with permission from Donald Treffinger The SST TDP model is applicable to both academic and non-academic domains. For examples of the model applied to science and technology, refer to pages(s) 13 & 14.

Science Talent Development Programme I. Services for ALL Students

Science Performance Tasks

Investigative Skills in Science

II. Services for MANY Students

NTU Applied Sciences Camp


III. Services for SOME Students

International Student Science Fair

National Science Challenge

IV. Services for FEW Students

Singapore International Science Challenge

Young Inventors Award


ICT Talent Development Programme I. Services for ALL Students

Games Creation and Programming

Python Programming

II. Services for MANY Students

Android App Programming

Cyber Security Application

III. Services for SOME Students

Make-a-thon Facilitation

IV. Services for FEW Students

Development of App for KK Hospital

Project SF 2017


Cohort-Wide Experience


SST’s 4-year curriculum is an exciting journey of discovery. At Los 1, all students will go through a series of engaging activities including leadership and entrepreneurship camps, research attachments and modules, which will hone the skills they need to become innovators with a global vision.


Year 04

• Discover Programme w SUTD-SST Big-D Camp w NTU Applied Sciences Camp w NP-SST Accelerator Programme w Learning Journeys and Workshops • Career Fair and Guidance Talks • Graduation

Year 03

• Applied Subjects • Outward Bound Singapore Camp • Active Citizenship Education (ACE) w Overseas Learning Experience (OLE) Level 2 & 3 • Industrial and Research Attachment Programme (IRAP)

Year 02

• Investigative Skills in Science Module (ISS) • ChangeMakers Programme w ChangeMakers Innofest • Active Citizenship Education (ACE) w #SST-ACTvocates w Overseas Learning Experience (OLE) Level 2 • Secondary 2 Outdoor Education Expedition

Year 01

• Orientation • Badge Night • ChangeMakers Programme w SST-3M InnoScience Challenge • Active Citizenship Education (ACE) w Basic Advocacy and Service Education (BASE) w Overseas Learning Experience (OLE) Level 1

SST Curriculum — Academic

Course Of Study


Discussion at Student Congress

Students at the Shakespeare in Print Interactive Workshop

Students at the POSB-NLB Kids’ Lit Quiz

English Language Locally, the English language is the common language that facilitates communication and bonding among different ethnic and cultural groups. Globally, the English language grants Singaporeans the mileage to participate actively and effectively in a knowledge-based economy. In SST, students have abundant opportunities to hone their communication skills in authentic contexts. Apart from collaborative work with peers and participation in the annual student congress, students frequently interact with local and international exchange student visitors socially and through formal presentations. Lower Secondary - Language Arts Programme The Language Arts Programme in SST infuses the study of Literature into the learning of English Language, and is foundational and integrative. Through the study of prescribed novels, poetry and short stories, SST aims to develop students’ language and literary skills. It also focuses on the appreciation and creation of a variety of genres in various media. Students apply the skills they have learnt across disciplines in accomplishing rigorous and engaging performance tasks set in collaborative learning in authentic contexts. 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.


Xin Yao Appreciation

Chinese fan painting during MTL Fortnight

Tamil papers reading during MTL Fortnight

Mother Tongue Languages (MTLs) The Mother Tongue Languages (MTL) department envisions each of its students being nurtured into a “Global Connecting Architect�, 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. Languages are useful means of communication that can be applied in many aspects of life from social bonding and cultural appreciation, to networking with people from foreign countries. Being bilingual will ensure our graduates have a unique edge in this globalised world, as we are located in a region surrounded by countries with people speaking Malay, Indian languages and Mandarin. 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.

Course Of Study

Prototype testing at the SUTD-SST Big-D Camp


NTU Applied Sciences Camp

Students at the Energy Innovation Challenge

Science Science furthers the pursuit and application of knowledge and understanding of the natural world, the physical world and the wider universe through the systematic process of scientific inquiry. Science students are challenged to generate ideas, test hypotheses, conduct investigations, make observations, gather evidence and defend new discoveries. Experiencing Science also sharpens students’ decision-making abilities concerning science-related social issues and informs students of the potential careers in Science, Technology, Engineering and Mathematics (STEM). The SST Science curriculum directs students to unravel the mysteries of the universe, one lesson at a time. Lessons are modelled on the way scientists live out their lives: scientists ask questions, scientists wonder why, scientists probe for solutions, and scientists discover new frontiers in science. In-class teaching strategies ensure students embark on authentic, real-life tasks that create opportunities for critical thinking, self-directed discovery and collaborative learning. To achieve the learning outcomes of Science, lessons imbue students with 21 st Century competencies that hone their intellectual, interpersonal and personal capacities to manage crucial matters of scientific importance.


Load testing a bridge with weights from the gym

Using a mathematical instrument

Lesson in a Physics Lab

Mathematics Mathematics is human beings’ attempt to understand, represent and process the world in which we live with precision and rigour. Students are at the centre of this world, inquisitive and curious, questioning and sceptical, seeking explanations to the meaning of what represents Mathematics. In trying to understand the connection between Mathematics and the world, students need to be able to derive the relationship that exists between seemingly distinct and disparate conditions. These relationships, trends or patterns can be hypothesised through prediction, observation, analysis and evaluation. Hence, the SST Mathematics programme helps students understand how mathematical modelling can be used to better understand the world around us and how these relationships can be succinctly expressed through mathematical equations.

Course Of Study


Learning journey to Botanic Gardens

Mobile Learning

Learning journey to Land Transport Authority

Humanities The Humanities incorporate subjects such as Geography, History, and Social Studies. Humanities scholars explore the myriad ways in which human beings interact with each other and their environment to better understand the world and the human condition through time, space and location. The study of the humanities provides a platform for students to articulate various interpretations of real-world issues including exposing them to diverse perspectives. Through inquiry in the various subject disciplines, as well as the use of 21 st Century challenges that communities around the world face, students will be able to address dilemmas and contradictions, recognise ambiguity and tensions, and explore areas of common interest to appreciate cross-border, cross-cultural interconnectedness in bringing people together.



Titan Challenge

Water soccer

Sports And Wellness (S & W)

The SST S & W curriculum is based on the philosophy of education through the physical, a multi-dimensional approach to develop students holistically through sports and games excellence. The curriculum engages students actively with relevant activities that help them learn experientially. Lessons are focused on acquiring games skills for sports recreation, uncovering games concepts for understanding, and promoting sportsmanship and sporting behaviour through authentic sports participation and competition. Besides sports and games, there is also a focus on adventure education in the curriculum. An adventure compels the participants to develop and sharpen their coping and management strategies in an ambiguous environment. It forces them to operate out of their comfort zone while having to manage their relationship with self, others and the environment. Students experience physical, mental and social emotional challenges, which are effective in developing strength of character.

Applied Curriculum At Upper Secondary


Applied Subjects Students in upper secondary have a choice of one of four applied subjects: Biotechnology, Computing, Design Studies (DS) and Electronics. These are offered at GCE-O Level and are recognised for admission into local junior colleges and polytechnics.


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 and manufacturing processes. The subject of biotechnology is distinct from biology; while biology studies basic processes of living organisms, biotechnology is the application of biology to solve problems and improve lives. Students will learn principles and applications of various areas of biotechnology such as cell culture technology, microbial biotechnology and recombinant DNA technology. This subject helps students develop good laboratory skills and a research mindset. It also provides students with the foundation for further studies in biotechnology, biomedical science and other related fields.

Biotechnology lesson conducted by lecturers from Ngee Ann Polytechnic


The Computing course equips students with computational thinking and creativity to analyse and solve problems. Computational thinking is a problem-solving process involving analysis, pattern finding, abstraction and algorithmic design. Students use computational thinking to code and develop programmes to deal confidently with complex and open ended problems. Students who read computing will have limitless potential to innovate and create solutions for the world’s problems. They can harness their talents to create new value propositions in the world we live in tomorrow.

Pair-coding class with Korean students from Busan


Design Studies (DS)

The DS course equips students with knowledge and skills of the design field through design thinking, design process and fundamentals of three design disciplines: visual communication design, interior and exhibition space design, and architectural design. The course aims to nurture an awareness and appreciation of the positive relationships among design, humanity, art, technology, business, culture and economic development. As such, it cultivates an awareness of 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 generate creative design solutions. Students will also acquire competencies in visual and oral expression and communication, as well as digital design techniques for presenting design concepts. Design projects foster students’ responsibility, confidence and sense of efficacy.

Poster design during a Design class


The 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. Topics include fundamentals of physics and electricity, types of resistors, voltage and current sources, Network Theorem and analysis, capacitors, light emitting semiconductors, sensors, output devices, bipolar junction transistors and project management. Students will experience learning through practical application of electronics to the design of authentic gadgets and products. Examples include the building of a transistor organ, rain detector, sound activated ballet dancer, universal electronic timer, heat sensor, linefollower robot, and two-way electronic intercom system.

Exploring new gadgets in the Electronics Laboratory

Extended Curriculum: ChangeMakers Programme ChangeMakers Programme The SST ChangeMakers Programme (Lower Secondary) aims to provide students with an integrated learning experience towards developing the attitudes and attributes of an innovator with an entrepreneurial mind. The programme will integrate principles, knowledge and skills from the following subjects: • Art, Design, Media and Technology: Product design, making • Innovation and Entrepreneurship: Problem solving, implementing business models and market-testing • Information and Communication Technology: Programming and Prototyping (Application Development, Games Development, • Micro-Processor and Peripherals Programming) • Mathematics: Data collection and analysis • Science : Engineering science in prototyping • Interdisciplinary Research Studies: Research, documentation, project management. Students will be taught to apply design thinking as an integral part of the innovation process to bring forth ideas that can improve the lives of people. They will learn by taking a project through all its stages – from conceptualisation, planning, designing to building the prototypes and models and presenting their marketing plans. The ChangeMakers Programme will also involve industry partners to provide students with insights of real world applications in various areas, and where possible, mentor students working on selected projects.


Extended Curriculum: ChangeMakers Programme Art, Design, Media And Technology (ADMT) ADMT fuses key elements from the various disciplines of Art, Design, Media and Technology into the students’ lesson experiences with the eventual goals of developing them to be creative creators, critical thinkers and innovative global citizens. We leverage integrated lesson modules such as graphic design, product design, videography and architecture to create a unified learning experience for students so that they can uncover the multiplicity of these disciplines, and understand how these elements can be synergised to produce creative and innovative works. ADMT leverages the Design Thinking and Challenge-Based Learning frameworks to deliver its lesson content. These frameworks play a significant part in ensuring that students are able to apply their content, skills and knowledge.

Physical modelling

Information And Communication Technology (ICT) Today’s world requires that students possess a high level of technological proficiency. In the mission to develop leaders through innovative technology, the ICT Department seeks to imbue the philosophy of ‘Technology as Our Way of Life’. Through the unlimited potential of educational technology, the department staff have been empowered to uncover and develop our students’ strengths to their highest potential. In SST, we believe that the 1-to-1 ICT-enabled learning environment elevates student performance beyond the norm and grants them fresh challenges each day. Ubiquitous technology use in learning is encompassing and integral to the core ICT curriculum, which also serves as the foundation to explore new ways of teaching, learning and social interaction.

Coding Lesson


Innovation And Entrepreneurship (I & E) The I & E programme at SST presupposes that innovative and entrepreneurial mindsets can be developed through practice and internalisation of relevant knowledge and skills, which will give students the competitive advantage in furure. The deliver y of the curriculum is anchored by the principles of SST’s Applied Learning approach that emphasises Learning by Doing. The learning resources and case studies are authentic to reflect real-world contexts. In the I & E classes, students largely work in small groups to replicate real-life work environments. In such a set-up, students will have plenty of opportunities to build a repertoire of knowledge and skills related to innovation and entrepreneurship.

Exploring Entreneurship Camp: Learning journey to Farm Mart.

Interdisciplinary Research Studies (IRS) IRS prepares students for lifelong learning contribution to the knowledge community. Students will be equipped with the relevant research skills necessary for interdisciplinary research projects. By having our students conduct authentic research systematically in and out of the classroom, they will be able to develop critical thinking and collaboration skills, both of which are vital as students continue their search for knowledge. At the same time, there is an emphasis on the ethical and socially responsible interpretation and generation of new knowledge. In the process, students will be developed as active learners and valued contributors to diverse fields of learning.

Preparing for research presentation

SST Assessment


The Purpose of Assessment Assessment at SST functions to measure not just students’ mastery of content knowledge and subject specific skills, but also how these skills are used to solve real-world problems and their level of acquisition of 21 st Century skills and dispositions (10Cs). As such, assessment in SST is: • an integral part of the learning and teaching process • on-going and continuous • multi-dimensional and incorporates a wide range of tools and methods These principles operate in the student-centric classroom where assessment is aligned to applied learning approaches in SST. Teachers employ formative assessments during lessons to monitor students’ progressive mastery of concepts, skills and development of performance and moral character. Summative assessments are multi-modal, customised to challenge diverse student talents and offer opportunities for them to demonstrate their understanding in different ways. These may take the form of Performance Tasks / Alternative Assessments which are meaningful, real-life tasks that require students to actively demonstrate what they know. These brings to bear prior knowledge, recent learning and relevant skills when encountering complex situations beyond the classroom and solving realistic and authentic situations that simulate how people do their work. Qualitative assessment of the 10Cs describes students’ acquisition of competencies and dispositions in three key domains: (a) Intellectual – Critical Thinking, Creative Thinking, Curiosity (b) Social – Collaboration, Communication, Citizenship, Cross-Cultural Understanding (c) Affective – Confidence, Commitment, Courage A qualitative report comprising the observations of the subject teachers of each student will be furnished at the end of each semester for developmental purposes. In line with the school’s mission to provide a well-rounded education, assessment in SST is designed to help students succeed incrementally.

SST Curriculum — Affective Education

SST Student Development


SST Student Development Programme The SST Student Development Programme envisions all its students to be lifelong learners of character who are active local and global citizens and dynamic leaders in service of humanity. A range of character, leadership and citizenship education programmes and activities are offered to complement and support the rigorous academic programme at SST for a well balanced and holistic education for all. The experiences will be presented through infusion in academic lessons, through Sports and Wellness lessons and co-curricular activities, specially organised service-learning programme such as the Youth Service Programme, Global Citizenship Programme, Interdisciplinary Research Studies, Innovation and Entrepreneurship, as well as leadership platforms such as class executive committees, house captains, CCA leadership, Student Council and Peer Support Board.

SST Student Development

Encouraging our visitors to try our local fruit


SST students and youths from Dwen An Social Welfare Organisation during a brainstorming session

The youths sharing their ideas

SST students and youths from Dwen An exchanging ideas on a topic in Service Learning

SST Student Development


Character And Citizenship Education (CCE) Central to developing the SST student holistically is the CCE Programme. CCE in SST aims to prepare the students for the volatile, uncertain, complex and ambiguous (vuca) world of the future. The SST CCE Programme is an intentional effort to develop students holistically and imbue core ethical values through its academic and non-academic programmes. It aims to develop 21 st Century skills in our students so that they are anchored in sound moral values and able to lead a life of good conduct. They will learn how to contribute actively and meaningfully to the community.

Digital Citizenship Programme As students use the learning device extensively to leverage available online resources to promote and deepen their learning, it is important that they demonstrate respect for self and others through their social interactions in the cyber-environment. The Digital Citizenship Programme complements the academic programmes in SST’s technology rich environment. This programme aims to equip students with the knowledge and skills to navigate and act safely in the cyberspace. They will learn how to advocate appropriate online behaviour that reflects the honesty, respect and consideration that one will use in face-to-face interaction. They will also learn to use appropriate platforms for their intended purposes and be constructive in their contribution to the cyberspace.


Overseas Learning Experience (OLE) The OLE, in line with the national citizenship programme, aims to develop global citizens through the Head-Heart-Hands approach. Incorporating the SST’s Experiential Learning Cycle, students in the programme will first engage the ‘Head’ through the introduction of Professor Geert Hofstede’s concept of dimensions of culture. With this conceptual framework, the students will develop a better understanding of Singapore and her regional neighbours. In engaging the ‘Heart’, the programme will provide structured opportunities for the students to critically reflect on their experiences and develop their perspectives on various issues. With the aid of the SST Reflections Cycle students will develop critical insight into the lives of others and build an emotional connection with the community. Through the reflections process, students will develop an empathy for others and will be motivated to improve the lives of their others in their community. The OLE will not be complete without the active involvement of students’ ‘Hands’. The programme aims to empower students to take stewardship of local and global issues. Students will be equipped with skills to carry out advocacy projects within their community. Through this experience, the students should develop an understanding that their actions have an impact on others and hence have the courage to take the lead in contributing towards creating a better environment for themselves and others.

SST Student Development


Leadership Education Student Leadership Programme (SLP) The SLP aims to develop leadership competencies and values in SST students so that they will become dynamic leaders in service of humanity. We also believe that each SST student is a leader who has the potential to advocate for a worthy cause for the common good and lead others to act in a manner which will impact the community in a positive way. We believe that self-mastery is the foundation in every SST leader. There are many leadership opportunities and platforms available in SST where students are able to develop skills in leading themselves, others and communities.


Leadership Education Youth Service Programme (YSP) The YSP is SST’s community involvement programme. It is both an essential and integral part of the curriculum in SST. Through the programme, SST seeks to groom individuals who champion positive social action and serve the community with purpose and enthusiasm. As part of the programme, students will apply relevant knowledge and skills in schoolorganised or self-initiated community projects. Through this process, our students will make meaningful connections between what they learn and the society at large. In rendering community service, SST students will meet and work with people of different ages, ethnicity and socio-cultural backgrounds. This allows them opportunities to develop and hone their 21st Century skills such as civic-mindedness, cross-cultural understanding, effective collaboration, communication and reflection skills.

Co-Curricular Activities (CCAs)


CCAs are an integral part of the school curriculum, complementing the academic programme and contributing to the holistic development of students. SST aims to provide a variety of CCAs that caters to students’ interest, motivating them to maximise their potential, foster values, build character and acquire lifeskills. At the end of four years, students will be able to: • Be the best that they can be in their pursuit of excellence through the opportunities provided in the CCAs. • Be living testimonies of the values they embrace and espouse through their experience in their CCAs. • Be role models who exemplify strong moral and performance characters that were built and developed through reflecting on their learning in their CCAs. • Be well balanced and all rounded citizens who have acquired life skills that would enable them to function optimally iin their lives.



English Drama Club Guitar Ensemble Show Choir (Vocals & Dance)

Astronomy Club Media Club Robotics @APEX Singapore Youth Flying Club


SPORTS AND GAMES Athletics Badminton Basketball Fencing Floorball Football Taekwondo


Transformation in Action


Partnership-Learning Networks SST Industrial And Research Attachment Programme (IRAP) The SST IRAP enables students who are keen on the practical application of their skills and competencies, and first-hand experience in understanding the functions, operations and challenges of the various organisations in their respective industries.

Grooming Passionate Innovators At SST, provision is made for students to be academically, professionally and globally competitive in the fields of science and technology. Through our partnerships with premier tertiary institutions such as Nanyang Technological University (NTU), Singapore University of Technology and Design (SUTD) and Ngee Ann Polytechnic (NP), we have availed various learning opportunities to all our students. We also have partner schools and organisations in our overseas networks in China, Japan, Korea, New Zealand, the United States and ASEAN countries that provide additional learning experiences for our students.

Nanyang Technological University (NTU)

Singapore University of Technology and Design (SUTD)

A university founded on science and technology, NTU nurtures creative and entrepreneurial leaders through a broadbased education in various disciplines. Secondary 4 students with a passion and proclivity for Science and Technology get to attend an Applied Sciences Camp at NTU, where they will be given the opportunity to learn from and work with professors and students.

Students with strong aptitude and passion in Science, Technology, Engineering, Art And Mathematics (STEAM) have the opportunity to participate in a design and prototyping workshop at the SUTD coined the Big-D Camp. This collaboration is part of a series of initiatives between SUTD and SST which includes a SUTD-SST Makers Club, joint workshops and lecture series.


Ngee Ann Polytechnic (NP)

Strategic Alliance of Global Education (SAGE)

As one of Singapore’s leading institutions of higher learning offering numerous full-time diploma courses, NP is a valued partner of SST. All Secondary 1 students attend a fun-filled and engaging two-day Exploring Entrepreneurship Camp at NP, where they learn fundamental skills in product design and marketing to improve the quality of our lives. SST-exclusive applied subjects, Biotechnology and Design Studies offered in SST are conducted by experienced NP lecturers.

SST is a founding member of SAGE, a professional network of reputable schools in different regions that facilitates extensive sharing of pedagogical ideas, resources and best practices in 21st century learning.



Secondary 1 students get to participate in the SST-3M InnoScience Challenge, where they design and prototype solutions that improve society. Apart from sponsoring innovation toolkits, members of 3M Singapore’s staff also provided mentorship to the student groups during the project period.

Industry tie­ ups with partners like Google Singapore contribute to the development of a sustainable ecosystem for learning. They provide professional development opportunities for staff by supporting SST programmes. Some of our academic staff members are Google Certified Teachers (GCT) who have shared at platforms such as the Google Summit. SST is proud to be the first Singapore school to be supported by Google in organising the SST Tech Summit in 2015 and 2017.

Apple Inc. SST’s partnership with this renowned company has extended learning networks for our students. Some of our students had the opportunity to visit the Apple Campus at Cupertino, California, United States and also Apple Singapore, for an early exposure to the industry. Four of our academic staff members are Apple Distinguished Educators (ADE), with one of them serving as an ADE Board Member since 2012. SST was re-certified as an Apple Distinguished School in 2017, underscoring our success as an innovative and compelling learning environment that engages students and provides tangible evidence of academic accomplishment.

Students of SST can tap on the experience and knowledge of established institutions through platforms such as learning journeys, exchanges and workshops. One of the initiatives includes PROJECT PASSPORT which allows SST students to collaborate with students from another SAGE member school.

For the latest information on our partners, visit our school website at: www.sst.edu.sg/our-school/ partners/

SST In Numbers


Apple Distinguished Educators (ADE)


Google Certified Innovators






Percentage of teachers with post-graduate and advanced level qualifications


Texas Instruments Certified Instructor (T3)

Level 1 Google Certified Educators




45% 55% 1 in 5 enrolled in polytechnics


SST Lens

Open House 2017

Open House 2016

Level 2 Google Certified Educators

A Look At SSTudents Since Graduation

Science, Technology, Engineering and Mathematics (STEM)

20 Apps (and counting) created by SST Students

Apple Teachers

enrolled in JC/IB Programmes

Pastel 50

SST’s students who go on to

pioneer students have received scholarships/ excellence awards in post-secondary education


achieved high scores of above 40, in the 2017 IB examinations. Maths House App






SST’s students who go on to


received an average university admission score of above 80 HexBT



Tour @ SST

SST’s students who go on to

Places @ SST

Lately @ SST


Search for more apps on iTunes under School of Science and Technology, Singapore


Many are on director’s list, received scholarships or excellence awards.

1 4

out of graduated with Merit (Top 5%) Institutional Medallist (e.g. Lee Kuan Yew Award) with Ngee Ann Polytechnic, Singapore Polytechnic and Temasek Polytechnic.

SST Campus

SST Campus


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

Science Hub

Opportunities for independent and joint research experimentation abound in our Science Hub. The unique multifunctional NAWIS® system in the Physics laboratories allows for more flexibility and mobility in these spaces. Special research equipment is also available in the laboratories to support students’ explorations in the fields of analytical chemistry, biomedical sciences and sensor technology. Science And Technology Facilities The Science Hub provides opportunities for independent and joint research experimentation. It consists of: • Science Laboratories (Biology, Chemistry, Physics) • Applied Science Laboratories  (Biotechnology, Electronics) • Computer And Multimedia Studios • Engineering Laboratory • Research Laboratory • Tissue Culture Room • SST Inc. HQ • Beta Lab • Maker Lab

Sports And CCA Facilities

The Ngee Ann Kongsi Sports Complex consists of a multi-purpose hall, an indoor sports hall, gym, dance studio, music room and a rooftop basketball court cum running track. Outdoor sports facilities include a synthetic football field and a NAPFA fitness area, in addition to three CCA rooms and a student leaders’ lounge. Sporting Facilities • Ngee Ann Kongsi Sports Complex - Gym Works - Air-conditioned Indoor Sports Hall - Air-conditioned Multi-purpose Hall - Roof Top Running Track and Play Court • Synthetic-turf School Field • Outdoor Fitness Area


Redefining the Classroom

Beyond providing students with connectivity throughout the campus, we have set up infrastructure within our ICT framework to enhance learning through curated Massive Open Online Courses (MOOCs). Students share and collaborate seamlessly through a microconsole in every classroom. SST was one of the early adopters of the Next Generation Nationwide Broadband Network (Next Gen NBN) and will complete its transition towards Gigabit Wifi to augment students’ cocreation of knowledge through ICT.

Teaching Facilities

• Classrooms With Individual Electronic Lockers • Lecture Theatre (100 seats) • Seminar Room (100 seats) • Auditorium (400 seats) • Music Room • Dance Studio • Art, Design, Media And Technology Studio • Multi Purpose Rooms • Student Leaders’ Room • Learning Collaboration Rooms • CCA Rooms

Eco-Friendly Facilities





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On our eco-friendly campus, students have access to cutting-edge technological facilities, partially powered by solar panels. A rooftop garden, an eco-garden and a mud-based eco-pond allow students and staff to get in touch with nature while providing a valuable resource for the study of applied sciences.

Lifestyle Facilities

• Cafeteria • Bookshop • Exhibition Centre • Visitor Centre • Atrium • Info Hub • Our Space @ SST - Open Concept Space - Project Collaboration • Collaboration Corners • Ecopond • Rooftop Garden







1 Technology Drive, Singapore 138572 Tel: (65) 6571 7200 Fax: (65) 6872 0856 www.sst.edu.sg

SCHOOL OF SCIENCE AND TECHNOLOGY, SINGAPORE 1 Technology Drive, Singapore 138572 Tel: (+65) 6571 7200 Fax: (+65) 6872 0856 For enquiries, email us at contactus@sst.edu.sg For more information, visit www.sst.edu.sg All information is accurate as of 30 April 2019

Profile for Public Communication

SST English Prospectus (April 2019)  

SST English Prospectus (April 2019)