i ues explorer
2023 E/N(A) Lesson Idea for Chapter 6A
Primer on Singapore’s Foreign Policy
A Master Teacher’s Journey in Social Studies
PD Opportunities and Resources for 2025
Meetthe team!
Ms Lim Yan Li
Curriculum Resource Development Officer
Ms Shobana Nadaraja
Curriculum Resource Development Officer
Ms Poonam Pathak Senior Curriculum Planning Officer
Ms Adeline Phua Deputy Director/Humanities
Mr Gabriel Wong
Curriculum Resource Development Officer
Ms Siti Nurbaizura
Curriculum Planning Officer
Meetthe team!
Ms Vanessa Tan
Senior Specialist / Social Studies
Ms Wan Rajemainuri Senior Curriculum Planning Officer
Ms Christine Poon Curriculum Resource Officer
Ms Cheung Zhi Xuan Nicole Curriculum Planning Officer
Mr Joel Ong Curriculum Planning Officer
Ms Amelia Yeo Curriculum Resource Development Officer
Dr Elaine Lim Master Specialist / Humanities
Helping students learn about the experiences and effects of living in a diverse society using the Merrill-Tennyson Deductive Strategy
Applying deductive strategies for concept-based teaching in the Social Studies Classroom
Deductive strategies for concept-based teaching are suitable for students who would benefit from a more guided approach. This can help facilitate students' engagement and understanding of concepts. The Merrill-Tennyson deductive strategy provides the teacher with more control over the development of students’ conceptual understanding, which is useful for students who are new to the concept-based approach.
Introduction
This section features a lesson idea for Chapter 6A Interactions in a diverse society and common space: What is common space? of the 2023 E/N(A) syllabuses.
Issue 2: Living in a Diverse Society
Inquiry Focus
Living in a Diverse Society: Is Harmony Achievable?
Guiding Question
What are the experiences and effects of living in a diverse society?
Topic
Interactions in a diverse society and common space
Key Understanding
Living harmoniously in a diverse society means respecting our differences and appreciating what we share in common.
Merrill-Tennyson Deductive Strategy
The Merrill-Tennyson deductive strategy is an instructional approach for teaching concepts that consists of four steps:
Present the concept definition 1. Explore examples and non-examples 2. Provide practice in identifying new examples 3 Assess learner understanding 4.
This sequence helps learners grasp the critical attributes of concepts and apply them to novel situations.
Resources
This section draws upon the following resources: Suggested lesson idea for Chapter 6 Lesson 6A hosted on OPAL 2.0 IDT Lesson 6A Interactions in a diverse society and common space: What is common space?
Singapore Teaching Practice (STP) Teaching Action: Think-Pair-Share 2023 SS E/N(A) e-TLG Section 3.3.3 Strategies for Teaching Concepts in Social Studies (p.191-194) for details on the MerrillTennyson Deductive Strategy, hosted on OPAL
Step 1
Set shared ground rules for discussion with the class before students embark on their discussion
Step 2
Using Think-Pair-Share, get students to discuss what harmony means to them and how we can achieve harmony in a diverse society by answering the questions in the Interactive Thinking Tool activity in the IDT (“Let’s Get Started!” activity tab)
Step 3
Display students’ responses on the screen and invite a few pairs to share their responses Then, guide the discussion towards two key points:
Common spaces are necessary to facilitate interactions between different groups of people in society.
Different ways people can live and work together peacefully, building mutual trust and understanding in our diverse society.
Step 4
Teachers may refer to the 2023 SS E/N(A) e-TLG, Creating a Conducive Learning Environment, pages 168–169, for more information about suggested shared ground rules for discussion. Ground rules would encourage students to remain respectful and open to discussion, which helps to lay the groundwork for the development of effective collaboration (a key 21st Century Competency). Click here for further guidance on using this STP Teaching Action to help students learn actively as they discuss questions in pairs and with the whole class
Use the video in the IDT (under the “Let’s Explore!” activity tab) titled ‘Stories Beneath Storeys’ as a trigger to introduce the concept of common space. The video shows some events that take place at the void deck. Use Think-Pair-Share to get students to share some of their experiences using the void deck This video-based discussion serves as an entry point to explore how common spaces, particularly void decks, contribute to community life in Singapore.
Step 1
The teacher uses direct instruction and explains the concept of common space as referring to “a physical location and/or a social space where different groups of people interact, cooperate or collaborate on projects or activities” (page 148 of the coursebook) Teacher can further unpack social space as “social and cultural events and programmes where people can engage and develop relationships with one another” (page 151 of the coursebook). The teacher then highlights the critical functions of common space by emphasising how these interactions allow people to:
forge ties and establish mutual understanding between people of different races, ethnicities, religions, and socio-economic statuses; and create shared experiences and memories.
Step 2
Refer to e-TLG Section 3.3.3 Strategies for Teaching Concepts in Social Studies (p 191194) for details on the Merrill-Tennyson Deductive Strategy
After providing students with the definition of common space, the teacher then introduces and states explicitly some examples and non-examples of common space and explain how they are categorised:
For Teacher’s Explanation
Common space can refer to physical locations that are accessible to people of different backgrounds to interact easily with each other Hawker centres and schools are examples of such spaces where people of different background can meet and mingle freely with each other.
Common space also includes social spaces which refer to social and cultural events and programmes that enable interaction between diverse groups of people. These courses create opportunities for participants from different backgrounds to interact and develop relationships with one another.
Family Vehicle
Private guitar lessons
For Teacher’s Explanation
The family vehicle is a private space that is accessible only to immediate family members As it is not open to the public and does not promote interaction among diverse groups of people, it is not a common space.
These lessons only involve the teacher and student, with limited opportunity to interact with people outside of this circle. Due to the restricted participation, it is considered a private space
Questions
Questions can be used to help students better understand the concept. For example, the following questions can be used to clarify students’ thinking:
1.
What are some assumptions we may have to make in the examples and non examples?
Hawker Centre – We have to assume that people who go there will interact with one another.
School – We have to assume that the school has students from diverse backgrounds and that the students interact with those whose backgrounds are different from their own.
Courses conducted at Community Centres – We have to assume that people from different backgrounds attend the courses and that they make the effort to get to know and understand one another.
Family vehicle – We have to assume that the family vehicle is used solely by the family members and does not double up as private hire vehicle (e g., Grab car)
Private guitar lesson – We have to assume that even if the teacher and student are of different backgrounds, they do not engage in any interaction that allows them to understand the other’s culture etc
2 For each example and non-example, what are some of the common characteristics?
Common characteristics of the examples: Open to the public
Facilitate interactions that can promote understanding among diverse groups of people
Common characteristics of non-examples:
Usually not open to the public and even if open to the public, they do support much interaction that can promote understanding of others.
Usually limited to a private circle of people and therefore does not promote understanding among people of diverse backgrounds
Step 1
Application of Learning
Remind students of the shared ground rules for discussion set out earlier in the lesson.
Divide students into groups of 3-4 and provide them with additional examples and non-examples of ‘common space’. Consider asking each group of students to provide three examples and three non-examples and the rationale for their classification. After that, the groups can swap the list and classify one another’s lists.
Additional examples that teachers can use include:
Examples:
Work place
Playgrounds
Attending an inter-faith dialogue
Playing football at the neighbourhood field
Non-Examples:
Your bedroom
A cinema
Attending Taylor Swift’s concert
Playing badminton with your sibling
Step 2
After going through the examples and non-examples of the concept of ‘common space’ and having explored the reasoning behind the categorization with students, teacher can get students to complete the questions from the (“Let’s Explore” activity tab) in the IDT lesson
The teacher can use the heat map of the activity to check for students’ understanding of the concept. The teacher can also use the platform to identify and address learning gaps, if any
To check for students’ understanding of the concept of common space, teachers can instruct students to complete the IDT lesson (“Let’s Reflect and Consolidate” activity tab) as homework.
For a visual overview of this lesson, please refer to the design map below
The design map, which is easily shareable, illustrates the lesson's flow and activity transitions, while showing how data from each activity feeds into subsequent ones The various colour-coded boxes reflect the different active learning processes and map out the various student-student, teacher-student, and student-content learning interactions The design map is particularly useful for lessons involving multiple transitions and activities, helping teachers visualise and implement the lesson effectively.
Sparking Curiosity Gathering Data
Students activate their prior knowledge about how they can achieve harmony in a diverse society.
Students gather information from the coursebook, the IDT, and the Internet.
Reflective Thinking
Students reflect on their understanding of the concept of common space and can consider the sufficiency of only using common space as a tool to promote harmony in diversity.
Exercising Reasoning
In their groups, students provide examples and non-examples of common space and the rationale for their classification on how it promotes harmony in diversity. After that, the groups can swap their lists and classify one another’s lists.
PRIMER ON SINGAPORE’S FOREIGN POLICY
EDITOR’S NOTE
This piece is a collaboration between the Social Studies (Secondary)’s Issues Explorer team and the Ministry of Foreign Affairs (MFA) to explore Singapore’s approach to foreign policy, national identity, and external influences Designed as a resource to complement existing materials on SLS, it provides teachers with deeper insights into Singapore’s foreign policy and its relevance to students It aligns with key themes in the Social Studies E/NA syllabus (Issue 1, Chapter 2) and Lower Secondary G1 Humanities (Issue 3, Chapter 3 and 5)
Department heads may also find this useful for professional development and in guiding teachers to facilitate discussions on foreign policy in the classroom with greater clarity and confidence
SIGNIFICANCE OF SOCIAL STUDIES
Social Studies helps students develop a deeper
understanding of Singapore’s society and its place in the world
Through exploring key societal issues, students gain insights into governance, decision-making, and how policies affect both individuals and the nation The subject aims to nurture students into informed, concerned, and participative citizens who can critically assess the challenges Singapore faces and respond to them in a responsible manner
THE GOVERNMENT’S ROLE IN SHAPING FOREIGN POLICY
Governance extends beyond internal affairs to encompass how a country manages its international relations A nation’s foreign policy objectives are shaped by its national interests, which are crucial for ensuring its sovereignty, security and well-being One of the key roles of government is to develop foreign relations that safeguard and advance these national interests In this context, Singapore’s foreign policy plays a pivotal role in ensuring the nation’s sovereignty, economic growth, and fulfilment of the basic needs of its population
SINGAPORE’S FOREIGN POLICY STRATEGIES
Singapore’s foreign relations are built on two strategies:
Diplomacy, the practice of conducting negotiations between countries, allows Singapore to promote common interests and resolve conflicts peacefully By maintaining strong bilateral and multilateral relationships, Singapore can effectively safeguard and advance its interests
Refer to pages 54–57 of the Sec 3 E/N(A) coursebook and Chapter 3 and 5 of the Sec 2A G1 Humanities (Social Studies) coursebook for more information on how Singapore practices diplomacy and deterrence to protect its national interests
Meanwhile, deterrence building strong defence capabilities ensures that Singapore remains protected from potential external threats
UNDERSTANDING SINGAPORE’S FOREIGN POLICY
By studying Singapore’s foreign policy, students can gain insight into how a small nation ensures its survival and prosperity by being proactive in diplomacy, advocating for a rules-based global order, and maintaining strong bilateral and multilateral relationships This knowledge reinforces broader governance concepts, such as trade-offs in decision-making, national interests, and the role of citizens in shaping Singapore’s global standing
SINGAPORE’S UNDERLYING REALITIES
Our vulnerabilities have remained unchanged
Singapore faces inherent constraints in terms of land area and population We have limited air and sea space, and lack natural resources
We depend on other countries for food, water, energy, goods, and services Our economy relies heavily on global trade with our total trade volume being approximately three times our GDP Thus, global trade disruptions such as wars, pandemics, and other crises affect Singapore more quickly and severely than other nations
Singapore is a secular, multiracial, multicultural and multireligious society that is based on meritocracy It is important for us to understand that Singapore's social structure has evolved with unique characteristics, distinct from those of other countries in the region
OBJECTIVES OF SINGAPORE’S FOREIGN POLICY
Singapore’s foreign policy is based on several fundamental objectives
To protect our independence, sovereignty, and territorial integrity
To secure our access to essential suppliesenergy, water, food– and to keep air and sea lines of communication open
To expand economic opportunities and maintain our relevance to the world
We seek to safeguard our livelihoods by ensuring that Singapore remains peaceful and prosperous
SINGAPORE’S FOREIGN POLICY PRINCIPLES
PRINCIPLE 1: BE SUCCESSFUL AND RELEVANT
Singapore’s relevance is closely linked to our success as a country and an open global economy We need to stay ahead of global changes by constantly reinventing ourselves to remain relevant A small state that serves no irreplaceable function in the international system risks becoming irrelevant
PRINCIPLE 2: BE INDEPENDENT AND FIRM
Singapore examines issues objectively and makes decisions based on our long-term national interests As a small state, we often face pressure from larger countries to align with them or not oppose them However, we must maintain our independence and be prepared to decline when necessary, and be clear that our decisions stem from our own assessment of national interests and not from the influence of other nations, including their rivals.
PRINCIPLE 3: BE A FRIEND TO ALL, BUT AN ENEMY OF NONE
We must make common cause with as many partners around the world as possible That means we will work with all countries on the basis of sovereign equality, mutual respect, and mutual benefit We seek friends not just for the sake of having friends Having friends broadens the support for the various objectives we seek, such as free trade and investment We try to be a friend to all, and do not set out to find enemies While we may disagree with other nations over specific issues, we strive to maintain positive relationships without letting individual disagreements impact the broader cooperation We continually look to expand our circle of friends and influence, by strengthening our existing relationships with partners all over the world, and also building new ties with emerging regions like Latin America and Africa.
PRINCIPLE 4: PROMOTE A GLOBAL RULES-BASED ORDER
For a small state like Singapore, advocating for a rules-based global order and strict adherence to international law is our best chance of survival It is the only way that small states will have a chance to coexist peacefully with larger neighbours without the constant fear of invasion and coercion We are staunch advocates for a rules-based multilateral system We are also a consistent and constructive player on the international stage Singapore contributes actively to shaping global norms and regulations in areas that are of interest to us, such as international maritime law, intellectual property rights and cybersecurity If we are not involved in shaping these rules, we will be subjected to the rules set by others
PRINCIPLE 5: BE A CREDIBLE AND CONSISTENT PARTNER
Over the years, Singapore has cultivated a reputation as an honest, straightforward country, with credible systems and reliable institutions There is trust that Singapore can deliver on its promises This is critical to attract and retain foreign investors We are also consistent in that we take principled positions Hence, if we need to disagree with another country on an issue, they know that we do so based on principle and on our own national interests, instead of antagonism or external influence
In 1992, Singapore co-founded the Forum of Small States (FOSS) We have been able to make common cause with fellow states so that we can collectively have a bigger voice at the UN Today, Forum of Small States has grown to 108 countries, more than half than the membership of the UN This is the way we have conducted foreign policy over decades and how we have achieved a certain branding and reputation for being consistent, constructive, and to look for “win-win” outcomes on the basis of mutual respect
FOREIGN POLICY BEGINS AT HOME
Domestic unity, cohesion, and consensus form the foundation of effective foreign policy Rather than viewing foreign policy as a complex or exclusive domain, it should be understood as an area where every citizen has the right to understand and participate in public discussion However, we also have to remain united, because Singapore, being diverse and vulnerable, will always be exposed to foreign influence Before hostility even begins, influence operations will be conducted against us in their attempt to divide us, to create uncertainty, and to erode our resolve
SINGAPOREANS FIRST
Our pioneer generation chose to put Singapore and Singaporeans first They worked together for the collective good, to build not a Malay nation, or a Chinese nation, or an Indian nation They chose to build a nation that all of us equally could call home This is always work in progress Our ethnic identities, our legacies, our connections are still useful for maintaining friendships, and for establishing and expanding business connections Fundamentally, even as we leverage our strengths as a multilingual, multicultural, and multireligious society, we must remember to look at issues and respond as Singaporeans first
DIVERSITY AS STRENGTH
External events will inevitably have the potential to sow disagreement amongst us It is inherent into our identity Our diversity is both a strength and potential source of division The same windows of opportunity can also introduce discord This is not a flaw but a feature of Singapore As long as we are mindful to guard against external pressures to threaten our harmony and cohesion, we can continue to take advantage of our diversity Healthy debate and diverse perspectives provide a strong foundation upon which we can make collective decisions as a country However, these discussions must be grounded in Singapore’s longterm national interests The moment we fracture, we are irrelevant
DISCUSSING FOREIGN POLICY IN THE CLASSROOM
For teachers, understanding these dynamics is key to facilitating discussions on foreign policy in the classroom Singapore’s approach to international relations reflects our unique identity balancing diversity while protecting our sovereignty. This resource helps teachers explain Singapore’s responses to global challenges, fostering critical thinking and providing context for classroom discussions on our nation’s role in the world
REFLECTION QUESTIONS FOR TEACHERS
Why is it important for Singapore to have good relationships with other countries
How should Singapore respond when faced with pressure from larger countries to take sides in a conflict?
Why is being independent important for Singapore’s foreign policy?
How can citizens contribute to Singapore’s foreign policy?
ADDITIONAL RESOURCES
NURTURING CRITICAL THINKERS: A MASTER
TEACHER'S JOURNEY IN SOCIAL STUDIES
EDITOR’S NOTE
In today's rapidly evolving global landscape, Social Studies plays a pivotal role in moulding the minds of our youth At the forefront of this educational evolution is Mrs Renuka Krishnah, recently appointed Master Teacher for Social Studies The iSSues Explorer team had the privilege of sitting down with Mrs Krishnah to delve into her insights on Social Studies education and its significance in preparing students to better understand Singapore’s interconnectedness with the world, and to appreciate the complexities of the human experience.
WHY SOCIAL STUDIES?
With over three decades of experience in education, Mrs Krishnah has actively shaped the transformation of Social Studies education in Singapore's classrooms. Her journey began with teaching English and History When Social Studies was introduced in the early 2000s, she embraced the challenge "I took it on as an opportunity to learn something new," she recalls.
Over the years, Mrs Krishnah has observed significant changes in the Social Studies curriculum. “Today, Social Studies is about connecting with real-world contexts and current affairs while nurturing our students to become concerned citizens who can draw on empathy to better understand social issues,” she explains This shift has allowed students to engage more deeply with the subject, moving beyond being content-heavy and prescriptive to one that fosters critical thinking and analysis.
MRS RENUKA KRISHNAH
As a Master Teacher, Mrs Krishnah mentors other educators, helping them to enhance their pedagogical skills and inspire their students to develop an appreciation of the content, skills and concepts covered in Social Studies. She emphasises the importance of thinking aloud and modelling for students, demonstrating how to break down complex tasks that involve adaptive and critical thinking into manageable steps
A strong advocate for inquiry and authentic learning experiences, Mrs Krishnah believes in the power of engaging students through real-life scenarios and personal stories "If students can connect with real-world stories or personal stories that are going on, they will feel less detached from what they are learning," she suggests
Mrs Krishnah leverages technology creatively in her teaching approach. Using the Interactive Digital Textbook (IDT), she creates differentiated instruction and learning stations that allow students to engage with content based on their interests and abilities She shares an example: “I set up three learning stations on iPads to engage students in learning about the functions of different government agencies before writing descriptive paragraphs. Students chose tasks from two of the three learning stations based on their interests and abilities.” This resulted in engaged students writing paragraphs that clearly demonstrated their understanding of the functions of the government agencies.
PD Opportunity with Mrs Krishnah: IDT Workshop (25 April 2025)
Her advice to fellow Social Studies teachers is multifaceted:
She encourages teachers to be reflective practitioners and constantly seek ways to improve and engage their students "Don't be disheartened," she emphasises "Reach out to knowledgeable colleagues and engage in meaningful conversations Then, return to the classroom and apply what you've learnt "
Be patient and enjoy the journey. Always ask, 'Why is this not working?' and view it from the students' perspective.
Beyond her role as a Master Teacher, Mrs Krishnah finds joy in simple pleasures "I love going for walks in my neighbourhood," she shares with a warm smile "It's not about work at all - it's my time to unwind and reflect." These leisurely strolls allow her to step away from the demands of daily life and simply appreciate her surroundings "When I'm out there, I can just think about life, how things are, and find moments of gratitude," Mrs Krishnah explains. This personal practice of mindfulness and appreciation provides a refreshing counterbalance to her professional life, allowing her to return to her work with renewed energy and perspective
Looking ahead, Mrs Krishnah envisions a Social Studies curriculum that further integrates global perspectives with local contexts
I hope to see our students not just as learners, but as active global citizens, capable of understanding and addressing the challenges of our time.
As Singapore's education landscape continues to evolve, Master Teachers like Mrs Krishnah play a crucial role in shaping the future of Social Studies education Through innovative teaching approaches and an unwavering commitment to excellence, she strives to improve the teaching of Social Studies, equipping educators with the tools and strategies needed to nurture critical thinkers who can navigate our increasingly complex world
Professional Development Professional Development 2025 2025
Term1 Term1
Social Studies Secondary: Issues-based Seminar 1
Topic: Functions and Roles of Government
Mode: Online
In Term 1, we were honored to host Mr. Arvind Raj, Associate Research Fellow at the National Security Studies Programme (NSSP) at the S. Rajaratnam School of International Studies (RSIS), alongside Dr Yang Peidong from NIE Together, they provided valuable insights to the role of governments in promoting and protecting countries' national interests, as well as the role of the ministries in promoting and protecting Singapore's national interests through diplomacy and deterrence.
Teachers had an enriching experience, gaining diverse perspectives and practical ideas to apply in the classroom.
Here’s what some teachers had to say:
“I often rely solely on textbook material, so the seminar’s content added valuable depth to what I can offer my students. The speakers were highly experienced.”
“I think Dr Yang set the context well, and RSIS provided very useful insights it was truly informative ”
“Case studies and examples shared during the seminar could serve as stimuli for critical thinking, discussion prompts, or even classwork questions.”
This event will be held annually starting next year stay tuned for registration details next year Steering social studies education with you
Steering social studies education with you
Opportunities in Term 2 Opportunities in Term 2 Term2 Term2
Social Studies
Curriculum Leaders Meeting 2025
Mode: Face-to-Face
Date: 8 April 2025
Venue: Edutorium, MOE HQ (Buona Vista)
The theme for this year’s meeting, "Leading Social Studies Education into the Future," brings together Social Studies curriculum leaders from secondary schools to collaborate and provide feedback on the curriculum
This meeting aims to:
share the Full-Term Review (FTR) findings and receive feedback on the proposed 2028 G1 Humanities (Social Studies) syllabus and the approach to instructional materials development; share the Mid-Term Review (MTR) findings on 2023 E/N(A) Social Studies syllabuses and receive feedback on MTR recommendation, and gather information for the upcoming FTR; and share key observations from the implementation of N(A) e-Examination and provide guidance to schools on the implementation of School-Based eAssessment (e-SBA)
Steering social studies education with you
Opportunities in Term 2 Opportunities in Term 2
Using Interactive Digital Textbooks (IDTs) to Design Learning Experiences in the Social Studies E/N(A)
Date: 25 April 2025
Mode: Microsoft Teams
Mode: Online glow up!
Classroom
Participants will learn about: the role of IDT in the 2023 Social Studies Express/Normal (Academic) curriculum; facilitating the teaching and learning of Social Studies using discussions in IDT lessons; and integration of e21CC through IDT lessons
This final run of the workshop will feature MTT Ms Renuka. Register by 11 April 2025 at go.gov.sg/2024ssidtw.
Steering social studies education with you
Opportunities in Term 2 Opportunities in Term 2
Stay tuned for the upcoming Micro-Learning Units (MLU) on Inquiry-Based Learning and e-SBA, designed to support Social Studies teachers in facilitating inquiry and implementing e-assessments effectively.
MLU on Inquiry-based Learning
MLU on e-SBA
MLU series to support and expand teachers’ knowledge of discussion and inquiry strategies in facilitating inquiry-based learning and culture in the SS classroom
Since 2022, CPDD has prepared the fraternity for e-SBA through various communications and engagement efforts, such as modifying the endto-end user guide to tailor it for SSS’s purposes and sharing success stories about e-SBA through our e-newsletter. This MLU supports teachers in the implementation of e-exams for SS by helping teachers visualise the end-to-end user guide on creating e-SBA via SLS