SHAPING FUTURE INNOVATORS, THE SST WAY
Contents
04 05 06 08 09 10 11 12
The SST Experience SST Programme Rationale Vision, Mission, Values, Goals SST Programme Framework SST Curriculum Pedagogy / SST Curriculum Philosophy SST Applied Learning Framework Curriculum Organisers Talent Development Programme
14 16 18 20 22 24
SST Curriculum — Academic Course of Study English Language Mother Tongue Languages Science Mathematics Integrated Humanities Sports And Wellness
26 27
Applied Curriculum At Upper Secondary Biotechnology Computing Design Studies Fundamentals Of Electronics
28 30 32 34
Extended Curriculum Art, Design, Media And Technology Information And Communication Technology Innovation And Entrepreneurship Interdisciplinary Research Studies
36
SST Assessment The Purpose Of Assessment
38 40 42 44 45 46 48
SST Curriculum — Affective Education SST Student Development Student Development Framework Character And Citizenship Education Global Citizenship Programme Student Leadership Programme Youth Service Programme Co-Curricular Activities SST In Numbers
50
SST Campus Facilities At SST
02
The SST Experience
SST Programme
04
The SST Programme aims to provide an immersive experience to nurture inventive and thinking youths ready to contribute to the betterment of our lives and society in the future. It is SST’s mission that at the end of four years, our students are groomed to be worldready, future-looking, confident and versatile in the 21 st Century competencies and adept in the use of technology in achieving the school’s goals of becoming 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 equip students with the skills and competencies crucial for success in the 21 st Century and nurture the values-driven and community-responsible person and leader. This concurrent emphasis on non-academic curriculum ensures the cultivation of invaluable life-skills, competencies and dispositions such as resilience, responsible risk-taking, innovation and entrepreneurship, teamwork, effective 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. 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. As part of FutureSchools@Singapore, 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 deliberately kept small to facilitate students’ development of process skills and engaged learning through inquiry, discovery, and experimentation.
Rationale
05
SST caters to students who learn best in an active, process-focused, 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 21 st Century competencies and dispositions1 in our students will prepare them well for a fast, unpredictable and ever-evolving future. SST will be offering all its students talent development opportunities 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 and technology, to meet the needs of the 21 st Century. 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
06
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 to transfer their learning and see connections. 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 in the present, and empathetic digital citizens and innovative leaders in future.
07
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 of and care for the 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 needs to actively leverage the diversity to share knowledge and build collective wisdom. As part of FutureSchools@Singapore, SST is positioned to be a forerunner in learning on the Information and Communication Technology (ICT) platform, and in leading the way for learning communities in Singapore and beyond.
Goals At SST, students will be groomed 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.
SST Programme Framework
08
SST APPROACHES & CURRICULUM APPLIED LEARNING APPROACH Learner-Centred
Community-Focused
Authentic
Active and Relevant
Process-Focused
Integrated
CURRICULUM ORGANISERS 21st Century Competencies And Dispositions Information And Communication Technology Innovation And Entrepreneurship Interdisciplinary Research Studies
21ST CENTURY COMPETENCIES (10Cs) Intellectual • Critical Thinking • Creative Thinking • Curiosity
Social • Collaborative Skills • Communication Skills • Citizenship • Cross-Cultural Understanding
Affective • Confidence • Commitment • Courage
SST CURRICULUM Year
Subject
Cohort Experience
Lower Secondary
• Language Arts • Mother Tongue Languages • Sciences • Mathematics • Integrated Humanities • Sports And Wellness • Art, Design, Media And Technology • Innovation And Entrepreneurship • Interdisciplinary Research Studies • Information And Communication Technology • Character And Citizenship Education
• Global Citizenship Programme (Levels 1, 2, 3) • Academic Talent Development Programmes • Ngee Ann Polytechnic Exploring Entrepreneurship Camp • Nanyang Technological University-SST Flagship Programme
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
• Global Citizenship Programme (Levels 2, 3, 4) • Academic Talent Development Programmes • Adventure Learning Experience • Industrial And Research Attachment Programme • Mentorship Programmes
SST Curriculum Pedagogy
09
The 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, Computing, Design Studies, and Fundamentals of Electronics; whilst retaining a fundamental emphasis on core O-Level academic subjects such as English Language, Mother Tongue Languages, Humanities, Sciences and Mathematics. Best practices and research-based curricular 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. 10), Apple’s ‘Challenge Based Learning’ model and Treffinger’s ‘Levels of Service’ for Talent Development, guide our efforts in designing learning experiences to meet the varying needs of students. 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 requires students to activate their own thinking to bear on subject matter being uncovered.
SST 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 at holding the attention of and motivating students to want to learn. We believe that: • learning experiences should be thoughtfully planned and customised across the four secondary years so that spiraling and ascending socio-affective, cognitive and leadership development of students is 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, 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.
SST Applied Learning Framework
10
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, meaningful and aimed at developing the full range of student capabilities, passions and talents. Applied Learning approaches 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:
APPLIED LEARNING APPROACH Curriculum Organisers
Active And Relevant
Authentic
Learner-Centred
• Honouring student talents and interests • Differentiating learning experiences • Developing dispositions for learning while learning
• 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 (I & E)
Information And Communication Technology (ICT)
• Building a borderless community of learners • Inculcating respect for diverse ideas • Developing stewardship of issues in the community and world at large
Interdisciplinary Research Studies (IRS)
Community-Focused
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
Integrated
• Intra and Inter-disciplinary learning and problem solving • Teaching for enduring understanding and transference • Strengthening values, leadership and citizenship
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
Curriculum Organisers
11
The curriculum organisers serve to bridge disciplines in a shift away from a traditional focus on discrete curriculum areas to more integrative understanding of knowledge mastery. These undergird the delivery of academic and non-academic curriculum. The organisers are:
The 10Cs Of SST: 21st Century Competencies And Dispositions
Innovation And Entrepreneurship (I & E)
Research strongly indicates that 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. 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.
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 the heart to contribute to the progress of the community and country.
Information And 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.
The explicit teaching and application of critical and creative thinking models; the exposure to innovation protocols, creative application of interdisciplinary knowledge and skills for authentic problem solving and decision making; and the opportunities to interact with practitioners all create a dynamic learning platform for students.
Interdisciplinary Research Studies (IRS) IRS enable students to apply their knowledge of academic concepts and principles to conduct research for authentic problem solving. Students will learn various research methods and are given opportunities to work in collaboration with others, communicate their research f indings and make informed decisions. Students will acquire knowledge and skills to become independent learners who can draw on resources across disciplines and platforms.
Talent Development Programme (TDP)
12
“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, 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)
LEVEL 2 – Programme for MANY students
DEVELOPMENTAL
Based on INTEREST
• Service Learning
LEVEL 3 – Programme for SOME students Based on ABILITY
• Innovation And Entrepreneurship
LEVEL 4 – Programme for a FEW students
Based on STUDENT INITIATIVES
• Mathematics • Science
• Global Citizenship Programme
• Humanities • Languages
• Art, Design, Media And Technology ACADEMIC DOMAIN
• Information And Communication Technology
• Leadership
SOCIO-AFFECTIVE DOMAIN
STUDENT REFLECTION PROCESS RECOGNITION FRAMEWORK
TRACKING + REVIEW + REASSIGNMENT
LEVEL 1 – Programme for ALL students
Based on SCHOOLWIDE PROGRAMMES
SST Curriculum — Academic
Course Of Study
14
English Language Language is functional as it is a meaning-making resource people use strategically to achieve specific purposes. Language is influenced by social and cultural contexts. It not only represents but also actively constructs our worldview, values, culture and diversity. It is also an aesthetic tool for imagination and creativity. 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 knowledgebased economy. Lower Secondary - Language Arts Programme (LAP) The LAP 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 plays, SST’s LAP aims to develop students’ language and literary skills in reading, writing, listening, speaking and viewing. It also focuses on the appreciation and creation of functional texts, poetry and mass media. Students apply the skills they have learnt across disciplines in accomplishing rigorous and engaging performance tasks through 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.
LEARNING OBJECTIVES At the end of four years, students will be able to: 1.
Communicate fluently and effectively using appropriate text types for the intended purpose, audience, context and culture
2.
Appreciate the nuances in language and its relationship to the writer’s craft and intention in a variety of contexts
3.
Employ critical and creative thinking skills in the evaluation of arguments and opinions and in generating ideas
15 KEY PROGRAMMES LEVEL 1 SERVICES (LoS 1) Student Congress The Student Congress, organised to promote student advocacy, aims to give every student who is passionate about and committed to a cause, a platform and the support to make his or her vision a reality. It is organised by the English Department to integrate the event with the academic curriculum. Facebook Group for Teaching and Learning The department employs a social media strategy to engage our 21 st Century digital native learners. A closed Facebook group is started for each cohort from Secondary 3 onwards to teach language use and critical thinking, encourage social constructivism, and allow both self-directed and collaborative learning across classes in a multimodal environment. English Language Day The English Language day is organised annually to promote an appreciation for the beauty of the English language. A local arts group is engaged every year for an assembly performance for all students, alongside fringe activities such as book displays and fun quizzes. LEVEL 2 SERVICES (LoS 2) Oratorical Training and Creative Writing Interested students are selected for training and equipped with basic oratorical or writing skills. LEVEL 3 SERVICES (LoS 3) Mentorships Students with the aptitude for the English Language are talent-spotted in their lower secondary school years through interactions with teachers as well as the work they produce in class. They are given opportunities to test their skills on platforms such as being the master of ceremony for school events, and for competitions such as the Plain English Speaking Awards and the Commonwealth Essay Writing Competition. A closed Facebook group called the SST Writers Club provides a platform for these students to enjoy, critique and participate in creative writing projects and events. The students are encouraged to keep a portfolio of works and promising writers are mentored on their chosen pieces of writing in the form of poetry, prose, play-scripts or chapters of a novel for selection to participate in the Ministry of Education (MOE)’s Creative Arts Programme. LEVEL 4 SERVICES (LoS 4) Industrial Attachments Aspiring talented writers in various genres, including script writing and film, have the opportunity to be attached to local writers or playwrights.
Course Of Study
16
Mother Tongue Languages (MTLs) The Mother Tongue Languages (MTLs) 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. MTLs 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, especially 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.
LEARNING OBJECTIVES At the end of four years, students will be able to: 1.
Attain language proficiency in their MTLs 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 where sound moral principles and values are inculcated through the MTLs
4.
Appreciate the rich culture and wisdom that comes with the learning of the MTLs
KEY PROGRAMMES LEVEL 1 SERVICES (LoS 1) MTL Core Curriculum Language, critical thinking and logical reasoning skills are explicated through different genres and students are exposed to a wide variety of reading materials to build up their general knowledge and challenge their world views. In-class differentiation in terms of task, support and learning outcomes for students is also applied to cater for mixed-ability classes. Rendafuzhong and Shijiazhuang Foreign Language School Global Citizenship Programme (GCP) Trip Secondary 1 Higher Chinese Language students travel to Beijing and Chinese Language students travel to Shijiazhuang (HeNan) respectively for a week long immersion programme. A myriad of activities such as on-line collaborative learning, cultural excursions and school visits are lined up for them to cultivate stronger interest for the learning and application of their language skills when interacting with their buddies. National Essay Writing Competition (Peraduan Penulisan Kreatif) All Secondary 1 to 4 Malay Language students take part in this nationwide competition to sharpen their writing skills. It also encourages the creative and fun learning of Malay Language.
17 KEY PROGRAMMES LEVEL 2 SERVICES (LoS 2) Mother Tongue Fortnight and Cultural Camp Over two weeks, students can choose to take part in different activities such as lyricswriting talk, on-line language quizzes and cultural awareness workshops, aimed at creating an immersive and bustling environment to engage students in the learning of the Mother Tongue Languages. Participation in Annual Malay Language Month Malay Language students from SST are actively involved in the annual Malay Language Month activities that promote the use of Malay Language in the school community and public. It is a way of contributing back to society in line with the vision of Arif Budiman2. LEVEL 3 SERVICES (LoS 3) Competitions (Translation, Create-Your-Own-Newspaper, Malay and Chinese Short Film) School-based training is conducted by the teachers in charge for students selected to take part in various competitions. Author-in-Residence Programme (Contemporary Chinese Poerty) Selected Secondary 2 students attend an eight-hour Poetry Writing Workshop conducted by a local author aimed at helping students understand the basic principles of poetry writing and appreciation. National University of Singapore (NUS) Malay Language Society’s Camp (Perkampungan Bahasa) Selected students attend a three-day residential camp at NUS. Students get to interact with students from other secondary schools and work on a thematic project. As a group, they present their project under the supervision of professional mentors. LEVEL 4 SERVICES (LoS 4) Mentorship Programme from Singapore Malay Language Council (Majlis Bahasa Melayu Singapura) for Language Champions Every year, two Malay students are officially appointed and mentored by the Malay Language Council as Language Champions (Rakan Bahasa). They will have the opportunity to learn about the Malay language and culture through in-depth training and research. During the Malay Language Month, they will share their knowledge with the public.
Arif Budiman – the learned person who contributes to society. The role of Malay Language instruction would be to equip each student with the attitude, skills and knowledge. 2
Course Of Study
18
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.
LEARNING OBJECTIVES At 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 practice
3.
Engage in the process of scientific inquiry
4.
Apply critical and creative thinking to both solve problems and create new knowledge
5.
Become more aware of ethical and moral issues related to scientific advancement
KEY PROGRAMMES LEVEL 1 SERVICES (LoS 1) Nanyang Technological University (NTU)-SST Flagship Programme This flagship programme is jointly organised by the Science Department and the schools of science, engineering and media design from NTU. The programme aims to excite and inspire students towards the fields of engineering, design, technology and applied sciences. Investigative Skills in Science This module in our Lower Secondary Science curriculum focuses on the process of scientific research and provides an opportunity for students to be inquirers by conducting in-depth study in an area of their interest. Through the process, students acquire knowledge, skills and attitudes that will be useful to them not only when they continue to do science beyond the secondary level but throughout their lives.
19 KEY PROGRAMMES LEVEL 2 SERVICES (LoS 2) Science Enrichment Programmes (a) In-house Science Workshops Developed by the academic staff in the Science Department, the Science Workshops aim to extend students’ learning of science beyond the classroom. The series of Science Workshops include DNA’s Secret Code, Synthesis and Study of Penicillin, Science Magic and the Science of Super Powers. (b) Science Programmes These are offered by external organisations such as Science Centre Singapore, Defence Science laboratories, National University of Singapore (NUS), Nanyang Technological University (NTU), Singapore University of Technology and Design (SUTD) and Polytechnics. (c)
Advanced Elective Modules (AEM) Conducted by the five polytechnics, AEMs are 40-hour courses in applied topics which aim to enhance the learning experience of students through practice-oriented approaches. The experience aims to help students discover their strengths and interests. LEVEL 3 SERVICES (LoS 3) Science Research Classes This in-house research programme aims to nurture budding scientists and engineers. Students initiate and design scientific investigations under the guidance of science teachers as their mentors. Students have the opportunity to participate in national science-related competitions such as the Singapore Science and Engineering Fair, Green Wave Environment Competition and DSO Amazing Series of Competitions which include the Singapore Amazing Flying Machine Competition, Singapore Amazing Machine Competition and Amazing Science-X Competition. Selected students also have opportunities to participate in international programmes such as the Singapore International Science Challenge, International Student Science Fair and International School of Science Summer School in Japan.
LEVEL 4 SERVICES (LoS 4) Science Attachment Programmes (a) Industrial Research and Attachment Programme (IRAP) This work-based experience programme aims to provide a real-life organisational context for students to develop specific or generic skills, valuable to their personal development. Students can apply and enhance their skills in reality, contribute to the organisation, and, at the same time, obtain invaluable guidance from their mentors. (b) The Agency for Science, Technology and Research (A*STAR) - Ministry of Education (MOE) Research and Development (R&D) Attachment A joint initiative by A*STAR and MOE, the Student Attachment Programme is held during the November and December school break each year. Students will be paired and attached to a researcher in one of the A*STAR Research Institutes for a period of four to five weeks.
Course Of Study
20
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.
LEARNING OBJECTIVES At the end of four years, students will be able to: 1.
Appreciate the beauty and elegance of Mathematics as it is applied ubiquitously across subject disciplines
2.
Make connections between Mathematics and its application both within and across real-world and theoritical contexts
3.
Use technology to triangulate learning across the three main modes of representation in Mathematics — numeric, procedural / symbolic, and graphical / pictorial
4.
Commit themselves to continually learn and apply mathematical ideas, constructs and processes in their lives and within their various disciplines of choice
5.
Have a strong foundation to effectively communicate and reason logically, symbolically and mathematically
6.
Demonstrate mathematical thinking and processes to work towards making an effective and positive contribution to society
21 KEY PROGRAMMES LEVEL 1 SERVICES (LoS 1) In-class differentiation This includes the use of: (a) Tiered Assignments focus on moving students from knowledge and comprehension, towards application through the process of analysis, synthesis and evaluation. (b) Effective Acceleration frees up curriculum time so that some consideration can be made to increase the depth of content converage. (c)
In-class Enrichment Activities like the GAUSS and POLYA Enrichment series for Secondary 2 and 3 students give the students a historial perspective of how these “founders of modern mathematics” affected change in the discipline and its application. LEVEL 2 SERVICES (LoS 2) Mathematics Enriched Learning Provision is made for students to become more engaged in their learning through opportunities to sign up for activities based on their areas of interest(s) and current level of attainment. Examples include:
(a) (b) (c) (d)
Australian Mathematical Competition (Secondary 1 and 3) Australian Informatics Competition (Secondary 2) American Mathematics Competiton (Secondary 4) After-School Enrichment Programme (For students interested in extension) LEVEL 3 SERVICES (LoS 3) Mathematics Advanced Learning Having experienced a more challenging programme, selected students will be able to undertake the following:
(a) Singapore Mathematical Olympiad (b) Singapore Mathematics Society’s Annual Project Fest Competition (c) Texas Instruments Modelling Competition in Australia (d) Mathematics Research Programmes
Course Of Study
22
Integrated Humanities Integrated 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.
LEARNING OBJECTIVES At the end of four years, students will be able to: 1.
Understand and apply major concepts in History, Social Studies and Geography
2.
Understand the interdependence of human and physical systems
3.
Conduct historical and geographical investigations through collection and interpretation of primary and secondary data sources
4.
Develop and appreciate multiple perspectives and viewpoints
5.
Work independently as well as in teams to achieve optimal outcomes
23 KEY PROGRAMMES LEVEL 1 SERVICES (LoS 1) Mobile Learning Lower Secondary students learn on the move using Information and Communication Technology (ICT) devices and tools. Teachers are able to receive students’ responses and provide prompt feedback through Web platforms. Students take part in learning trails that allow them to apply what they have learnt in the Humanities classrooms. LEVEL 2 SERVICES (LoS 2) ‘Our World, Our Views’ Current affairs presentations are carried out during the morning assembly where students share recent newsworthy events and articulate their own views and perspectives relating to their presentation topic. Student presenters are also able to draw key learning points from global issues, and apply them to the context of Singapore. Global Citizenship Programme Students who are talented and have keen interest in the Humanities are given opportunities to extend their learning through trips overseas. Through such overseas learning experiences, students are able to better appreciate and understand what they have learnt in the Humanities classrooms. LEVEL 3 SERVICES (LoS 3) Competitions Students participate in competitions that engage secondary school students in a wide range of geographical themes, and their real-life application. Such competitions include the National University of Singapore Geography Challenge, as well as the Tourism in Action Challenge organised by Ngee Ann Polytechnic.
Course Of Study
24
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.
LEARNING OBJECTIVES At the end of four years, students will be able to: 1.
Acquire a range of motor skills to participate in a variety of physical activities recreationally
2.
Apply movement and game concepts, principles, strategies and tactics in a range of physical activities
3.
Demonstrate safe practices during physical activities with respect to themselves, others and the environment
4.
Acquire and maintain physical health and fitness through regular participation in physical activities
5.
Display spirit of fairplay, teamwork and sportsmanship
25 KEY PROGRAMMES LEVEL 1 SERVICES (LoS 1) Rope Course (Secondary 1) During their Secondary 1 orientation camp, students have to tackle the high elements in a rope course that is set to challenge them physically, mentally and emotionally. Overnight Outdoor Expedition (Secondary 2) After going through a 16-hour outdoor education module, Secondary 2 students embark on an overnight outdoor expedition that navigate through both urban and natural terrains. Outward Bound Singapore (Secondary 3) As a folllow-up to their overnight outdoor expedition, all Secondary 3 students have to attend a five-day course at Outward Bound School Singapore. Based on students’ feedback and reflection, this is one of the highlights of their experience in SST. LEVEL 2 SERVICES (LoS 2) Global Citizenship Programme (GCP) (Secondary 2 and Secondary 3) The more adventurous students have the opportunity to sign up and be selected for the 15-day trek to Annapurna Base Camp in Nepal or 10-day adventure trip to Taiwan that includes summitting a mountain, river tracing and spelunking among other activities. These trips are open to students at the Secondary 2 and Secondary 3 levels. Other destinations for adventure trips include Mount Kinabalu, Sabah and Mount Rinjani, Lombok. LEVEL 3 SERVICES (LoS 3) Student Leaders/Facilitators for LoS 1 Students who have demonstrated leadership qualities and an aptitude for adventure during their LoS 2 GCP adventure trips are selected and trained to lead students during LoS 3 adventure trips.
Applied Curriculum At Upper Secondary
26
Applied Subjects Students in upper secondary have a choice of one of four applied subjects: Biotechnology, Computing, Design Studies (DS) and Fundamentals of Electronics (FOE). These are offered at GCE-O Level and are recognised for admission into local junior colleges and polytechnics.
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 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.
Computing 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 these processes to develop programmes to deal confidently with complex and open ended problems. Students who learn computing can apply the thinking skills across the curriculum and begin to see a relationship between subjects as well as real life applications beyond the classroom. For example, they may use their skills to figure out the rules for binomial expressions, map the entire human DNA experience or analyse a poem in the study of metre and rhythm, tone and diction.
27
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.
Fundamentals Of Electronics (FOE) The FOE 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, line-follower robot, and two-way electronic intercom system.
Extended Curriculum
28
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.
LEARNING OBJECTIVES At the end of two years, students will be able to: 1.
Apply design concepts iteratively and effectively
2.
Apply relevant skills in art, design, media and technology to design and communicate to their intended audiences
29 KEY PROGRAMMES LEVEL 1 SERVICES (LoS 1) ADMT Enhanced Learning Students will be exposed to the study and creation of digital and physical artefacts in the four design modules consisting of Visual Communication, Multimedia Presentation, Video Production and Architectural Design. Apart from studio work, talks by experts, such as lecturers from the National University of Singapore Department of Architecture, are organised for students. LEVEL 2 SERVICES (LoS 2) ADMT Extended Group Programmes The programme for LoS 2 for ADMT aims to harness the potential of students in extended group projects through programmes catering to their interest in related areas. The aim is to develop these students and their talents through greater depth and scope of study. LEVEL 3 SERVICES (LoS 3) Rooftop Redesign Competition Students are exposed to more specialised programmes such as the extended programming options in the Rooftop Redesign Competition. Interested students could also opt for further options of study by taking up Design Studies and Media Studies at Upper Secondary levels.
Extended Curriculum
30
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.
LEARNING OBJECTIVES At the end of two years, students will be able to: 1.
Be effective learners who are able to use their learning devices as tools for organisation, communication, research, and problem solving; to effectively enhance and extend their learning in all subject areas
2.
Be confident and innovative creators of digital assets
3.
Be creative problem solvers who can apply fundamental principles in computational thinking to analyse and solve problems
31 KEY PROGRAMMES LEVEL 1 SERVICES (LoS 1) ICT Modules Besides being trained to the Apple productivity and multimedia suite on the Mac, Secondary 1 and 2 students are introduced to the basics of image editing on Adobe Photoshop and coding through HTML and Python. Students are also taught application creation through software such as GameSalad and MIT App Inventor. Students will learn hardware prototyping through the use of Arduino. LEVEL 2 SERVICES (LoS 2) SST Inc. Students who are interested in strengthening their knowledge in programming can apply to join SST Inc. Students are trained to be proficient in C++ programming, iOS programming on Xcode and Android programming on Android Studio. Students are inducted into SST Inc. as associate employees upon completion of C++ programming. They are then confirmed as employees of SST Inc. after they found a startup company as a subsidiary of SST Inc. LEVEL 3 SERVICES (LoS 3) SST Inc. Executive Committee Good performing student employees will be elected to the executive committee to chart the mission of SST Inc. and manage the various subsidiary companies and their performances. Global Citizenship Programme (GCP) Trip to Silicon Valley Good performing student employees of subsidiaries will have the opportunity to further their learning and network with SST partners and friends in the technology startup scene in San Francisco. This GCP trip is organised biennially. National Olympiad in Informatics (NOI) Training Programme Selected students receive training in NOI and represent SST to participate in the National Olympiad Competition.
Extended Curriculum
32
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 to function optimally as young working adults. The delivery of the curriculum is anchored by the principles of SST’s Applied Learning approach that focuses on interactive methods and 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.
LEARNING OBJECTIVES At the end of two years, students will be able to: 1.
Attain the foundational knowledge and understanding of innovation and entrepreneurship
2.
Develop an innovative spirit and an 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 in real-life problem solving
33 KEY PROGRAMMES LEVEL 1 SERVICES (LoS 1) Exploring Entrepreneurship Camp @ Ngee Ann Polytechnic (NP) All Secondary 1 students in SST attend this two-day non-residential camp jointly organised with the NP School of Business and Accountancy (BA). Here, SST students are mentored by both NP lecturers and selected NP student leaders. They also have the opportunity to interact with successful entrepreneurs. I & E Charity Bazaar SST organises an I & E Charity Bazaar annually to help students internalise the enduring understanding that entrepreneurship is a form of social responsibility. Through the process of planning, financing, managing and operating their small businesses, they also experience social entrepreneurship and active citizenship in action. The proceeds are donated to a charitable organisation in Singapore. LEVEL 2 SERVICES (LoS 2) Social Innovation Challenge As part of the curriculum requirement, all students taking the I & E module will complete an authentic task to develop their innovation and entrepreneurship knowledge and skills. Students identify a real-life problem of their choice and apply Creative Problem Solving strategies to design a relevant solution in the form of a product. Business Pitch Challenge Secondary 2 students envision a business that meets a social need and identify marketing strategies for the product. The winning teams from each class have the opportunity to pitch to the school’s partners to win funding for their projects. LEVEL 3 SERVICES (LoS 3) Deepening and Broadening Students who show aptitude in I & E are given additional platforms to hone skills such as Modelling, Social Entrepreneurship, Business Pitching and Business Plan Writing. They are mentored by teachers and sometimes external industry partners as they work on projects that meet a need in society. Students also participate in various competitions to pit their skills against peers.
Extended Curriculum
34
Interdisciplinary Research Studies (IRS) IRS prepares students for lifelong learning and a life of contribution to the knowledge community. Students will be equipped with the relevant research skills necessary for interdisciplinary research projects. The research process is highly regarded as an advanced learning tool and whetstone for critical thinking. 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. In the process, students will be developed as active learners and valued contributors to diverse fields of learning.
LEARNING OBJECTIVES At the end of four years, students will be able to: 1.
Acquire the skills and dispositions to conduct quantitative and qualitative research
2.
Generate, develop and evaluate ideas and information through application of research skills in authentic settings
3.
Acquire the skills to communicate effectively and to present ideas clearly and coherently to specific audience across multi-modal platforms
4.
Acquire collaborative skills through working in a team to achieve common goals
5.
Learn on their own, reflect on their learning and take appropriate actions to improve it Develop lifelong habits with a world view that incorporates different subjects through the spirit of inquiry and zest for learning
6.
35 KEY PROGRAMMES LEVEL 1 SERVICES (LoS 1) Interdisciplinary Research Knowledge and Skills Mastery – Basic All students will be equipped with basic research skills to conduct research projects in both the sciences and the humanities. All students have to write a research paper based on a topic of their interest. LEVEL 2 SERVICES (LoS 2) Interdisciplinary Research Knowledge and Skills Mastery – Intermediate Opportunities are created for many students in the various Talent Development Programme (TDP) to apply research skills they have learnt to the respective projects assigned. These projects are TDP specific and driven by students’ research interests that demonstrate their strengths in carrying out investigations at a deeper and more rigorous level.
SST Assessment
36
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 examines 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 and become world-ready and future-looking leaders ready to confront 21 st Century challenges.
SST Curriculum — Affective Education
SST Student Development
38
SST Student Development Framework 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 lesson and co-curricular activity, 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, class committees, Student Council and Peer Support Board.
SST Student Development
39
Student Development Framework
rac ter
21st Century Learners
Academic Subjects
me ram
fC
rog
rs O
ult gC rin Ca
th You
d
yE
Ser
vic
ure
eP
ne ear gL
An
log
Character And Citizenship Education
no
lon
ers ink Th ors ve voat
h Tec
Life
ati
ha
Cre Inn ry ina ies ipl isc tud erd rch S I nt sea Re d ble na
Community Of Inquiry
Ap
lA
n
Culture Of Learning
Sports And Wellness Co-curricular Programme
Collaborative And Independent Problem Solvers
Legend: School Goals SST Curriculum SST Ecology of Learning SST Student Performance and Moral Character
e
Of ead Hu ers ma In nit Ser y vic
Lea ed
o ca
pli
eL tiv
m oo ssr Cla ss rle e n rde tio mm Bo uca gra me l Ed Pro ram na hip rog s P tio s Na zen hip en s ti i en itiz lC ba itiz al C Glo ital C lob Dig dG
Ac
Student Leadership And Advocacy
rni ng Inn En ova tre tio pre n A Dy ne nd urs na hip mi cL
SST Student
SST Student Development
40
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 vulnerable, uncertain, complex and ambiguous world of the future. The SST CCE Programme is an intentional, proactive 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.
LEARNING OBJECTIVES At the end of four years, students will be able to: 1.
Become better stewards of their own lives
2.
Be individuals who are socially responsible, caring, active and contributing global citizens
3.
Demonstrate the ability to be self-aware and self-regulating so as to achieve personal and interpersonal effectiveness for greater self-fulfillment and for the common good
4.
Be principled and ethical leaders and entrepreneurs who will make a positive difference to the world around them
41 KEY PROGRAMMES Digital Citizenship Programme As students use the learning device extensively to leverage available online resources to promote and deepen their learning in the classroom, 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 the technology enabled environment. This programme aims to equip students with the knowledge and skills to navigate and act safely and responsibly in the cyberspace. They will learn how to exhibit 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. Topics that are explored in the programme include ethical and legal issues relating to handling inappropriate content, netiquette, respecting intellectual property, verifying information sources and managing security risks. Sexuality Education The Sexuality Education aims to equip students with the knowledge, skills, values and attitudes which will help them develop healthy and responsible relationships and make informed decisions on sexuality matters. Education And Career Guidance The Education and Career Guidance Programme aims to help our students prepare for the world of work by equipping them with the skills to stay relevant in the global economy and make good career and educational choices. National Education (NE) The NE Programme aims to nurture a community of learners who believe in Singapore and relate strongly with the issues concerning Singapore. It aims to develop in our students a sense of emotional rootedness and a sense of belonging to Singapore.
SST Student Development
42
Global Citizenship Programme (GCP) The 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. This programme is designed to engage students’ head (knowledge), heart (empathy) and hands (application).
Australia
Italy
Brunei
Nepal
Cambodia
China
Indonesia
Japan
Malaysia
South Korea
United States of America
Vietnam
LEARNING OBJECTIVES At the end of four years, students will be able to: 1.
Develop an interest in local and global issues
2.
Develop an understanding of Singapore’s relationships with other countries
3.
Develop self-awareness, self-management, and responsible decision-making
4.
Embrace diversity and cultivate respect for people with different perspectives and of different socio-cultural backgrounds
5.
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
6.
Develop holistically - Head, Heart, Hands
43
Programme Framework The GCP, in line with the national citizenship programme, aims to develop global citizens through the Head-Heart-Hands approach. Students in the programme will first engage their ‘Head’, as they will be exposed to a variety of contexts. Structured opportunities will be provided for students to critically reflect on their experiences, and develop their own perspectives on issues unique to different places. In engaging the ‘Heart’, students will develop empathy towards people of other nationalities and culture. Students will identify with the experiences of others and will develop an emotional insight into the lives of others. This will also help students develop a sense of identity and emotional connection with their family and country. The GCP will not be complete without the involvement of students’ ‘Hands’. Students should develop an understanding that their actions have an impact and will hence have the courage to contribute towards creating a better environment for themselves, and for others.
KEY PROGRAMMES LEVEL 1 SERVICES (LoS 1) GCP Level 1 These trips aim to provide all first year SST students a taste of the rich cultural and environmental diversity of Singapore’s regional neighbours. Through this programme, students will better understand Singapore’s role in the region and her relationship with other Asian countries. LEVEL 2 SERVICES (LoS 2) GCP Level 2 These trips aim to enrich students’ interest in different areas (service learning, academic, CCA). Students are given the choice to go on trips to explore and deepen their interests. LEVEL 3 SERVICES (LoS 3) GCP Level 3 These trips aim to stretch and further hone students’ talents in academic areas, leadership and CCA. Students are selected to go on trips in accordance with their talent and ability. LEVEL 4 SERVICES (LoS 4) GCP Level 4 These trips provide platforms for students to initiate projects overseas. Through such projects, students are able to reach out to various communities and develop life skills. Students will be given opportunities to plan and execute their proposed projects, with the guidance of teacher mentors.
SST Student Development
44
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.
LEARNING OBJECTIVES At the end of four years, students will be able to impact the community through the demonstration of the five exemplary leadership practices of the Leadership Challenge by: 1.
Being a positive role model to others
2.
Challenging the process
3.
Inspiring a shared vision
4.
Enabling others to act
5.
Showing appreciation of others through encouraging the heart
45
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, and we seek to develop students who are: COMMUNITY-ORIENTED ACTIVE CONTRIBUTORS TO SOCIETY REFLECTIVE EMPATHETIC As part of the programme, students will apply relevant knowledge and skills in school-organised 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 21 st Century skills such as civic-mindedness, cross-cultural understanding, effective collaboration and communication skills.
LEARNING OBJECTIVES At the end of four years, students will be able to: 1.
Understand the principles of service
2.
Work with their classmates to plan and execute a community service project
3.
Experience a wide variety of community projects, which include (but are not limited to) environmental conservation and interaction with the elderly
4.
Have an experiential learning process through which they actualise and consolidate their learning
Co-Curricular Activities (CCAs)
46
Co-Curricular Activities (CCAs) are an integral part of the school curriculum, complementing the formal education and contributing to the holistic development of students. They play a significant role in the students’ values education and character development by instilling both moral and performance character. They are also a platform for fostering camaraderie, developing healthy living habits, building mental strength and promoting aesthetic and cultural appreciation. SST students will strive to attain a good balance between maximising their potential in their areas of interest through their CCAs and pursuing their academic pursuits.
LEARNING OBJECTIVES At the end of four years, students will be able to: 1.
Be living testimonies of holistic education • Cultivate a healthy and lifelong sense of balance in life • Explore and develop special interests and talents beyond the classroom
2.
Demonstrate strong character building • Acquire and apply social, personal and leadership skills • Cultivate values of discipline, teamwork, responsibility and commitment through mental and physical endurance
3.
Foster social integration and teamwork • Students will be able to interact positively, and appreciate and respect the diversity of others in the team
47 KEY PROGRAMMES LEVEL 1 SERVICES (LoS 1) CCA Membership All students will have the opportunity to enrich themselves as members of at least one CCA. Students are to select a CCA that they are interested in from these available options. Able students may be allowed to participate in more than one CCA to stretch themselves further. Clubs and Societies • Astronomy Club • Media Club • Robotics @APEX • Singapore Youth Flying Club
Performing Arts • English Drama Club • Guitar Ensemble • Show Choir
Sports • Badminton • Basketball • Cross-Country • Fencing • Floorball • Football • Taekwondo • Wushu
Uniformed Groups • Scout
LEVEL 2 SERVICES (LoS 2) Courses, Overseas Trips and Public Performances Suitable students may apply to take part in courses, overseas trips and public performances offered by various CCAs to develop specific areas of expertise. For example, the Astronomy Club has organised an overseas field trip to provide students with authentic experiences in the observational astronomy. LEVEL 3 SERVICES (LoS 3) Overseas Competitions Selected students who have demonstrated their competencies in local qualifying rounds are invited to represent SST in overseas competitions, e.g. Asia-Pacific VEX Robotics Championship. LEVEL 4 SERVICES (LoS 4) Competitions Representing Singapore Students selected by respective national sports/performing arts/uniformed groups associations will have the opportunity to represent Singapore and Singapore Combined Schools in international competitions, e.g. Asian Junior & Cadet Fencing Championships.
SST In Numbers
48
3
Apple Distinguished Educators (ADE)
Percentage of teachers with post-graduate and advanced level qualifications
40% >700
5
Apple Foundation Trainers (AFT)
7
Adobe Certified Associate
5
Google Certified Innovators
1
Texas Instruments Certified Instructor (T3)
STEM Awards
Science, Technology, Engineering and Mathematics (STEM)
13 Apps created by SST Students
2014 GCE O-Level Examination Results
100% of the cohort are able to advance to a Polytechnic
SST
SST Lens
Open House 2013
Open House 2014
98% qualify for both Junior College and Polytechnic
Maths House App
SST Announcer
ICTLT Lens
6 in 10
Huamate
of our students obtained 5 or more distinctions
Search for more apps on iTunes under School of Science and Technology, Singapore
We outperformed the national percentage of distinction for 9 subjects
HexBT
Texagon
SST Campus
SST Campus
50
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, Fundamentals Of Electronics) • Computer And Multimedia Studios • Engineering Laboratory • Research Laboratory • Tissue Culture Room • SST Inc. • 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
51
Wireless Campus And Flexible Teaching Facilities Our campus has its own fully wireless network that offers students connectivity at their fingertips. Students can effortlessly surf the information highway and access social networking and cloud computing platforms on their Learning Devices. SST is also one of the early adopters of the Next Generation Nationwide Broadband Network (Next Gen NBM), Singapore’s all-fibre ultra-high-speed broadband network.
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 S
RD WA N A RD REE WA LG SA OO LOTU
SCH RK MA ARD EEN AW GR LUS BCAOLDP G
REU
S E,
RED
UC
E, R
EC Y
CLE
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
Notes
www.sst.edu.sg
52
ssts.1technologydrive
@SSTSingapore
SSTSingapore
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 1 October 2015