Issuu on Google+

SHAPING

FUTURE

INNOVATORS THE SST WAY


The SST Experience The SST Programme

03

SST Student Development

03

The Rationale

The SST Student Development Framework

04 SST Vision, Mission, Values, Goals 05 The SST Curriculum & Instruction 06 • SST Curriculum Philosophy 06 • SST Applied Learning Approach 07 • Curriculum Organisers 08 The SST Programme Framework

SST Talent Development Programme • Language Arts • Mother

• Mathematics • Science

The SST Student Leadership Programme Youth Service Programme (YSP) • Citizenship

19 22

SST Co-Curricular Programme

21

Facilities at SST

& Entrepreneurship

Communication Technology

Subjects

28

• Biotechnology • Media

National Education (NE) Programme

13

23 • Interdisciplinary Research Studies 25 • Applied

Studies (EL)

• Fundamentals

• SST Assessment

35

The 10Cs of SST: Developmental Assessment and Qualitative Reporting

and Wellness

• Information

Education

Global Citizenship Programme (GCP)

09

15

Humanities

• Innovation

Education

32 34

Digital Citizenship Education

Design, Media and Technology

• Sports

Education

• Leadership

17

• Integrated • Art,

• Character

10

Tongue Languages

of Electronics

29

29

Character, Leadership and Citizenship (CLC) Education

10

Courses of Study at SST

29

SST Information

27

39 40

38

38

31


03

04 THE SST EXPERIENCE The SST Programme

VALUES: *Forging Excellence *Building an Empowered Community *Expanding Learning Networks GOALS: SST Students as Thinkers, Innovators, and Entrepreneurs SST CURRICULUM AND INSTRUCTION APPLIED LEARNING APPROACH Curriculum Organizers Active Community-Focused Learner-Centred and Relevant

Authentic Integrated Process-Focused

THE SST TALENT DEVELOPMENT PROGRAMME (21st CENTURY) LEARNING OUTCOMES Intellectual • Critical thinking • Creativity • Curiosity

Interpersonal (Social) • Collaborative skills • Communication skills • Citizenship • Cross-cultural understanding

Personal (Affective) • Confidence • Commitment • Courage

SST COURSE OF STUDY Class sizes at SST are deliberately kept small; 20 to 25 students per class, to facilitate students’ development of process skills and learning through inquiry, discovery, and experimentation. Students will benefit from close individualised attention and formative assessment of the learning process.

Year 1&2

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

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

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

3&4

• English Language • Mother Tongue Languages • Social Studies/History or Geography • Mathematics • Biology • Chemistry • Physics • I & E Community Project • Interdisciplinary Research Studies • Sports & Wellness • Character, Leadership & Citizenship Education • Biotechnology • Fundamentals of Electronics • Media Studies (EL)

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

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

Innovation and Entrepreneurship

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

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

Interdisciplinary Research Studies

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

VISION: A Globally Connected Institution of Science and Technology

Information Communication Technology

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

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

21st Century Competencies & Dispositions

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

The SST Programme Framework

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

1 21st Century competencies and dispositions are encapsulated within the 10Cs of SST; that of Critical Thinking, Creativity, 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

Subject

Talent Development

SST Assessment


05

06

Our Vision

Our Mission

The SST Curricu Curriculum and Instruction

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

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

The SST Programme offers a four-year programme 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; the Biotechnology, Biotechnolo Media Studies (EL) and Fundamentals of Electronics courses; whilst retaining a fundamental fundamenta emphasis on core ‘O’ Level academic subjects subject such as English Language, Mother Tongue Languages, L the Humanities, the Sciences, and Mathematics. Mat

Values

Best practice and research-based cur curricular and instructional design models and approaches a undergird the design of the SST curriculum. c The pervasive application of principles princ from models such as the Wiggin’s and McTighe’s ‘Understanding By Design’ curriculum curriculu design

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

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. ‘Arête’, the origins of the word, ‘excellence’, is a notion tied up with the fulfilment of a higher purpose and the act of living up to one’s fullest potential. SST is an organization where people must care about, and work towards being the best they can possibly be, both personally and at the organizational 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 take responsibility for constructing the future world that we will inhabit and make it better for generations to come. We will take responsibility and care for the SST and larger community beyond. Expanding Learning Networks SST is an ecological entity unto itself, where individuals with diverse interests, talents and worldviews converge as a learning community, and where everyone is interdependent and needs to actively leverage on the diversity to share knowledge and build collective wisdom. As part of FutureSchools@ Singapore, SST is well-positioned to be a forerunner in learning on the ICT platform, and leading the way for learning communities in Singapore and beyond, in recognition of the affordances and efficacy of expanding learning networks in the 21st Century.

Goals ed to become At SST, students will be groomed ATORS, AND personable THINKERS, INNOVATORS, ENTREPRENEURS by preparing them to be: • Life-long Learners of Character who are imbued with intellectual curiosity and humility, and intrinsic motivation to continue to learn and grow, whilst squarely anchored in ethical values. • Creative Thinkers and Innovators who possess inquiring and inventive minds with the confidence and courage to seize and transform opportunities for the benefit of society and to improve the human condition. • Collaborative and Independent Problem Solvers who are self-directed individuals, yet value participation and contributions from others, as they recognize the inextricable interdependence of humanity in managing the challenges that abound. • Dynamic Leaders who are movers and shakers who challenge the status quo in service of humanity. • Active Local and Global Citizens who are stewards of their lives and the community beyond; who bridge cultures, beliefs, and international borders to create a better world.

SST Curriculum Philosophy At SST, we subscribe to the belief that all students can learn and that they will learn better when they are emotionally and cognitively engaged in the learning experiences at hand. As such, the strong emphasis on the relevance of what is being learnt to the ‘real world’ and their own lives; and making the connections as immediate and transparent as possible are aimed at holding the attention and motivating students to want to learn. We believe that: • learning experiences should be thoughtfully planned and customised across the four secondary years so that spiraling and ascending cognitive, socioaffective and leadership growth and development of students are nurtured over the years. • learning is about students becoming progressively more conversant in thinking and performing as practitioners and experts in the disciplines and related fields; more specifically in the learners’ increasing competence in the use of the knowledge, processes, skills and tools of the disciplines, in their quest for meaning and a better understanding of the natural and physical worlds around them.

• learning should focus on uncovering big ideas and enduring understandings, principles and concepts that cut to the heart of disciplines as well as across disciplines in order to equip students to construct mental schemas that will help them organize 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.


07

08

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

Curriculum Organizers

• Developing stewardship of issues in the community & world at large LEARNER CENTRED & RELEVANT • Honouring student talents and interests • Differentiating learning experiences • Developing dispositions for learning while learning

Innovation and Entrepreneurship

• Inculcating respect for diverse ideas

Interdisciplinary Research Studies

• Building a borderless community of learners

Information Communication Technology

COMMUNITY-FOCUSED

10Cs of SST: 21st Century Competencies and Dispositions

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

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

INTEGRATED

Curriculum Organisers The curriculum organisers serve to bridge disciplines in a shift from a traditional focus on discrete curriculum areas. These undergird the delivery of all academic and non-academic curricular. The organisers are: The 10Cs of SST: 21st Century Competencies and Dispositions Research strongly indicates that exponential changes in the 21st Century demand that school graduates be equipped with the relevant affective, social and intellectual dispositions and competencies to be able to thrive in a borderless world of complex nuances. These are explicitly articulated as the 10Cs and organised in 3 broad categories. Consciously integrated across all subjects, developmental reports of these are issued alongside academic reports for each student.

• Intra & Inter-disciplinary learning and problem solving • Teaching for enduring understanding and transference

Information Communication Technology (ICT)

• Strengthening values, leadership and citizenship

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, 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 internalized.

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

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

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


09

10

SST Talent Development Programme

Courses Of Study At SST

SST’s Talent Development Programme is based on the ‘Levels of Service’ (LoS) Talent Development Model by Donald Treffinger (Treffinger et al, 2008). The LoS model involves collaboration among educators, students, parents, and the community to ensure that every learner’s educational experience is appropriate, challenging, and differentiated. LoS programming focuses on providing opportunities for uncovering, nurturing, and celebrating students’ strengths, talents, and sustained interests, starting from what they are at.

The holistic and broad-based course of study at SST will not just prepare students well for the ‘O’ Level examinations, but equip them with the competencies and dispositions desirable in the 21st Century workplace. Catering to University-bound students, be it through the Junior College or Polytechnic route, the learning experiences in SST will ensure that they have the requisite foundations and mastery of the core disciplines of Mathematics, the Sciences, Languages, and the Humanities, to do well in further education of their choice.

LoS Talent Development Framework Level I. Services for ALL Students Opportunities that provide foundational skills and tools that help all students to discover and build their personal strengths and talents E.g. Regular academic programming, creative and critical thinking skills and tools, individual learning styles, field trips, guest speakers, Global Citizenship Programme.

Level II. Services for MANY Students Opportunities that invite students to engage in activities through which they can investigate their interests and verify areas in which they may demonstrate strengths and talent potentials. E.g. Math Talent Development Programme and Math Olympiad training for selected students gifted in Math and Science; advanced modules in Engineering; Design and Technology offered by NTU and Digipen Institute of Technology; Global Citizenship Programme. The school is also working with Nanyang Technological University (NTU) and Ngee Ann Polytechnic (NP), Apple Inc, Institute of Bioengineering and Nanotechnology, DSO National Laboratories, to establish a diverse range of learning programmes, attachments and experiences for our students.

Level III. Services for SOME Students Opportunities that involve alternative learning activities for students to engage in rigorous and complex learning based on their demonstrated performance and documented needs in areas of strength and sustained interest. E.g. Advanced classes in subject areas, subject acceleration in classrooms, advanced programmes at school or in the community, performing groups.

Level IV. Services for SELECTED Students Advanced opportunities that respond to the unique needs of individual students who have demonstrated outstanding ability, expertise, motivation and passion to learn in a talent domain or academic area. E.g. Mentorships, advanced independent research or inquiry projects, internships.

* Reproduced with permission from Treffinger in 2010

LANGUAGE ARTS Philosophy Statement Language is functional as it is used to make and exchange meanings influenced by social and cultural contexts. Students must understand that the English language exists at different levels in Singapore and it is essential to be able to choose to use either the acrolect, mesolect or basilect according to the context or situation. Locally, English language is the common language that facilitates communication and bonding among the different ethnic and cultural groups. Globally, the English language allows Singaporeans to participate actively and effectively in a knowledgebased economy where it is the lingua franca of the Internet, of science and technology, and of world economics.

Learning Outcomes At the end of four years, a student who has mastered the English Language: 1. Communicates fluently and effectively using appropriate text types to achieve the purpose, context, culture and audience intended 2. Employs critical and creative thinking skills in evaluating arguments and opinions and generating ideas 3. Appreciates the nuances in language as used by writers in varying contexts 4. Understands the relationships between ideas within and across disciplines 5. Uses Information and Communication Technology actively and purposefully to facilitate the understanding, learning and use of the English Language.

Enduring Understandings The learner will understand that language: • Is governed by norms and driven by context of culture and situation • Is a meaning-making resource people choose strategically to achieve specific purposes • Is socially & culturally institutionalised, transmitting values and cultures across generations • Not only represents but also actively constructs our view of the world • Is an aesthetic tool for imagination and creativity • Empowers the individual to make informed decisions about the world and its issues • Must be used responsibly as it can empower or cause destruction.


11

12 LEVEL

CONTENT

LEVEL

Reading - An Intermediate Study of Text Types • Persuasive Texts • Expository Texts

Reading - Introduction to Text Types • Literary Texts • Narratives • Information Texts Close Reading Skills Reciprocal Teaching Embedded Critical Thinking Strategies • Paul’s Wheel of Reasoning • Critical Thinking Routines Secondary 1

Listening & Speaking Introduction to Phonology

Writing - Text Forms • Proposals & Recommendations • Speeches • Arguments • Critiques Listening & Speaking Individual Oral Defense Debates Persuasive Presentation Reading - An Intermediate Study of Text Types • Narratives • Persuasive Texts • Expository Texts

Secondary 4

Writing - Text Forms • Recounts • Editorials/Commentaries • Discursive Essays • Arguments

Reading

Listening & Speaking

Extensive Reading Module

Discussions ns and Presentations

Introduction to Text Types • Literary Texts • Information Texts • Persuasive Texts Critical Thinking strategies and standards • Paul’s Wheel of Reasoning and Universal Intellectual Standards • Critical Thinking Routines Secondary 2

Secondary 3

Writing - Text Forms • Poetry • Recounts (Personal, Stories & Informal Letters) • Reflections • Information Reports • Emails • Advertisements Creative Thinking (Generative) Tools • Brainstorming • Scamper

CONTENT

Writing • Play writing • News Articles • Formal Letters • Proposals • Expository Writing • Blogs Creative Thinking (generative) Tools (Treffinger) • Morphological Matrix and ALoU Listening & Speaking Oral Communication and Presentation Skills


13

14

MOTHER TONGUE LANGUAGES Philosophy Statement The Mother Tongue Languages (MTL) department envisions its students being transformed into “Global Connecting Architects”, effective in the use of a second language to think, plan, create and communicate so that they can confidently venture beyond our shores to connect with other cultures and to frame discourse from foreign perspectives. Mother Tongue Languages are useful communication tools that can be applied in many aspects of life, from social bonding, cultural appreciation, to transacting businesses with people from foreign countries. Being bilingual will ensure our people a unique edge in this globalised world, especially as we are located in a region surrounded by countries with people speaking Malay, Indian Languages and Chinese dialects.The rise of major economic powers such as China and India, is also a strong signal for our young learners to be prepared linguistically so that they can better engage these strategic partners in future, through understanding their language and appreciation of their cultures and norms.

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

Secondary 2

Listening Introduction • Intermediate Listening Skills (I) Speaking Introduction • Intermediate Oral Communication Skills (I) • Intermediate Presentation Skills (I) • Preparation for ‘O’ Level Oral Communication Skills (I) Reading Extensive Reading Programme Introduction to Text Types • Narratives • Literary Texts • Information Texts Critical Thinking Strategies and Standards: • Paul’s Wheel of Reasoning • Critical Thinking Routines • Universal Intellectual Standards Writing Text Forms • News Articles • Formal Letters • Blogs Creative Thinking (generative) Tools • RES (Reason-Effect-Solutions) Model • Morphological Matrix (Treffinger) • ALoU (Treffinger)

Secondary 3

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

Secondary 4

Speaking Introduction • Speeches Reading An Intermediate Study of Text Types • Narratives • Persuasive Texts • Expository Texts Writing Text Forms • Recounts • Arguments • Critiques • Commentaries

3. Experience a more holistic education whereby sound moral principles and values are inculcated through the MTL 4. Appreciate the rich culture and wisdom that comes with the learning of the MTL. Enduring Understandings • Language serves a wide variety of social functions. • Language is a way of expressing emotive and logical thoughts. • Language is a vehicle for imagination and creativity. • Language transmits identity and culture.

Learning Outcomes At the end of four years, students should be able to: 1. Attain adequate language proficiency in their MTL so that they can relate and exchange ideas clearly with others and communicate with ease

LEVEL

Secondary 1

CONTENT

LEVEL

CONTENT Listening Introduction • Basic Listening Skills Speaking Introduction • Basic Oral Communication Skills • Basic Presentation Skills Reading Introduction to Text Types • Narratives • Literary Texts Close Reading Skills Reciprocal Teaching Embedded Critical Thinking Strategies • Revised Bloom’s Taxonomy • Critical Thinking Routines (5W1H) Writing • Text Forms • Recounts (Personal and Stories) • Reflections • News Reports • Emails Creative Thinking (Generative) Tools • Brainstorming using graphic representation tools


15 MATHEMATICS

16 Secondary 1

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

Secondary 2

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

Secondary 3

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

Secondary 4

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

Philosophy Statement Mathematics is man’s attempt to understand, represent and process the world in which they live in with precision and rigour. The nature of mathematics serves to conceptualise the world and the relationships contained within, as it searches for patterns to simplify every day life and the issues inherent within – a process made simpler through Multi-Modal Mathematical Representations. Mathematics presents an excellent platform for nurturing students’ tenacity, inquisitiveness and curiosity, risk-taking, critical and creative thinking; for enhancing students’ appreciation, understanding and application of mathematical concepts for effective problem solving in real world context and within the structures of formal Mathematics; and for developing individuals who actively seek real-world significance of their learning. Learning Outcomes The SST Mathematics programme seeks to nurture innovative individuals able to lead in the forefront of science and technology, and who are able to: 1. Appreciate the beauty and elegance of mathematics 2. Commit to continual learning of mathematics 3. Effectively communicate and reason mathematically 4. Make connections between mathematics and its applications both within the real-world and theoretical context 5. Use mathematics to effectively contribute to society 6. Use technology to triangulate learning across the 3 main representations of Mathematics − PROCEDURAL, GRAPHICAL and NUMERICAL Enduring Understandings • Mathematics is a system for organising the world quantitatively • Mathematics gives us tools to describe and predict change in order to make informed decisions in our world • Simplifying expressions and solving equations allows us to take a complex situation and make it simple • Problem solving is at the heart of mathematics.

CONTENT

LEVEL


17

18 SCIENCE

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

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

Biology

1. Understand and apply major concepts in Biology, Chemistry and Physics 2. Develop an understanding of the natural and physical worlds, guided by current scientific theories and apply what they have learnt to authentic solutions 3. Engage in the process of scientific inquiry

Secondary 1

4. Apply critical and creative thinking to solve problems and create new knowledge 5. Become more aware of ethical and moral issues related to scientific advances.

• Measurement: Interactions with the environment need to be quantified. Secondary 2

• Models: Models are simplified representations of phenomena. There are three types of models in the study of science; namely, physical, conceptual and mathematical. • Systems: A system is a whole consisting of parts that work together to perform a function; parts of a system influence one another. There are natural systems in nature as well as man-made systems. • Energy: Energy is necessary for all living and non-living systems. Living things obtain energy and use it to carry out life processes. There are many forms of energy and one form can be converted to another. • Interactions: The living world and the environment interact at various levels: interactions occur within an organism; between organisms; and between organisms and the environment. There are also interactions between forces and objects, and energy and matter.

Chemistry

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

Materials Science • Structure of materials • Nature of materials • Classes and properties of materials • Mixtures • Chemical changes

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

Investigative Skills in Science - Scientific Research

Enduring Understandings

• Diversity: There is a great variety of living and non-living things in the world and it is important for us to understand and maintain the balance between living things and the environment.

CONTENT

LEVEL

Secondary 3&4

Environmental Science • Biodiversity • Flow of matter and energy in the environment • Environmental conservation • Cell structure and organisation • Movement of substances • Biological molecules • Animal nutrition • Plant nutrition • Transport in flowering plants • Transport in humans • Respiration • Excretion • Homeostasis • Co-ordination and response • Reproduction • Cell division • Molecular genetics • Inheritance • Organisms and their environment

-

• Experimental chemistry • Particulate nature of matter • Atomic structure • Structure and properties of materials • Bonding • Formulae, stoichiometry and the mole concept • Electrolysis • Energy from chemicals • Chemical reactions • Acids, bases and salts • The Periodic Table • Metals • Air • Organic chemistry

Communications • Electricity • Sound • Electromagnetic waves

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


19

20

INTEGRATED HUMANITIES

CONTENT

LEVEL

Philosophy Statement

Enduring Understandings

The study of the Humanities is the exploration of the human condition and experience, as they are impacted on by the geographical, environmental, political, economic, and social systems of the time and place. The understanding and application of the knowledge, skills and values across History, Geography and Social Studies will provide students a better appreciation and understanding of their inter-connectedness to progress or hinder human development and growth over cultures, time and space. The Humanities seeks to develop an inquiring mind through learning experiences that involve the use of historical or geographical inquiry methods in conjunction with disciplinary tools and skills to analyse and evaluate diverse perspectives on issues and arrive at informed judgments.

• Geography is as much destiny as it is humanly induced • Environmental systems are complex • The interplay of man and environment shapes man and environment

Secondary 1 Integrated Humanities

• Places and spaces change over time • Historical accounts are complex • Perspectives influence systems • Time changes perspectives

Year 2 Integrated Humanities

Learning Outcomes Students will acquire knowledge about: 1. Fundamental Humanities concepts, e.g. cause and consequence, change and continuity, space and place, relationships, systems and interconnections, and scarcity and choice

• Geography of Demography • Geography of Resource Management • Geography of Food • Geography of Development • Geography of Tourism • Population Trends • Natural Resources • Agriculture • Industrialisation • Founding of Singapore • Migration to Singapore • Singapore during World War II • Geology • Hydrology • Botany • Climatology • Topology • Plate Tectonics • River Processes • Modernisation of Japan after World War II – India and China • Ancient Civilisations Civilisa (Trade) • International Relations R Combined Humanities – Social Studies & Geography/History Electives Combin Social Studies

Geography

History

• Singapore as a Nation in the World

• Geology

• World War I

• Hydrology

• Governance in Singapore

• Botany

• World War II in Europe and the Pacific

3. Key personalities and their contributions and impact on the world and the evolution of the Singapore narrative

• Bonding Singapore Singap

• Climatology

• Healthcare in Singapore S and Britain

• Topology

4. How major events are related to one another in time.

• Diplomacy and Deterrence

2. Societies and their cultures and how these impact human behaviours and actions

Students will be able to: 1. Develop the skills of historical and geographical investigations/inquiry by asking meaningful questions, planning their own process for learning and searching for answers

Upper Secondary

Lanka and • Conflict in Sri La Northern Ireland • Iraq Wars and Terrorism T and • Globalisation an Sustaining Singapore Sing • Venice – Rise and a Fall

• Plate Tectonics • River Processes • Geography of Demography • Geography of Resource Management • Geography of Food • Geography of Development

2. Interpret a variety of primary and secondary sources, e.g. maps, statistics, documents, media and audio clips, photographs

• Geography of Tourism

3. Critically analyse and evaluate sources and data from different perspectives so as to arrive at an informed conclusion to an issue or problem

• Agriculture

4. Present points of view or solutions confidently using appropriate platforms; and demonstrate the ability to work independently and collaboratively.

• Population Trends • Natural Resources • Industrialisation

• Authoritarian Regimes in Russia, Germany and Japan • Cold War and end of Cold War


21

22

ART, DESIGN, MEDIA AND TECHNOLOGY Philosophy Statement Separately, Art engages the hearts and minds of the creator and the viewer; Design embodies the spirit to innovate and solve problems in order to make our world a better place; Media tells stories and asks questions by engaging all our senses; and Technology is the mover and catalyst of our imagination and creativity. Taken together, Art, Design, Media and Technology (ADMT) crosses traditional boundaries and nurtures creativity and the spirit of innovation as never before. It provides an interdisciplinary worldview in line with the thrust of the school of promoting integrated learning across subjects.This demands knowledge of the various disciplines as well as fluency of higher-order thought processes to conceptualise authentic artifacts and products from design situations. It provides a platform for communication that transcends time, space, cultures and situations. Learning Outcomes

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

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

4. Visualise, sketch, storyboard, photograph and model their ideas 5. Apply scientific and mathematical principles to design functional artifacts Enduring Understandings • Communication can be a double-edged sword working for or against the common good

The Sports and Wellness curriculum aims to equip students to: 1.Perform and enjoy a variety of physical activities with understanding 2. Develop and maintain physical health and fitness through regular participation in physical activities 3. Understand and apply critical and creative thinking skills in sports and games 4. Demonstrate the spirit of fair play, teamwork and sportsmanship 5. Demonstrate safe practices during physical activities.

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

Learning Outcomes

Enduring Understandings

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

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

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

Students will be able to:

LEVEL

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

Secondary 1

• Sports Safety 1 – Warm-up, Stretching, Cooling Down • Track and Field • Health and Fitness Management 1 – Concepts of Health, Diet and Nutrition • Health and Fitness Management 2 – Concepts of Fitness • Territorial Invasion Game 1 (Handball) • Olympic Education • Fitness Training

Secondary 2

• Territorial Game 2 (Netball) • Swimming • Educational Gymnastics • Sports Safety 2 – Prevention of Injuries • Health and Fitness Management 3 – Dietary Planning • Health and Fitness Management 4 – FITT Principle • Fitness Training

Secondary 3

• Striking and Fielding Game 1 (Softball) • Net/Wall Game 1 (Volleyball) • Territorial Game 3 (Ultimate Frisbee) • Health and Fitness Management 5 – Physique and Body Composition • Health and Fitness Management 6 – Principles of Training • Health and Fitness Management 7 – Methods of Cooking and Consumerism • Fitness Training

Secondary 4

• Net/Wall Game 2 (Badminton) • Outdoor Education 1 – RAMS • Outdoor Education 2 – Expedition Planning • Game Elective • Fitness Training

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

CONTENT

LEVEL

Secondary 1

The Environment Challenge • Creative Problem Solving (CPS) • Sketching • Photography • Storyboarding & Animation The Elderly Challenge • Sketching • Basic Videography • Product Design Toy Design • Sketching • Product Design • Graphic Design • Modeling and Prototyping

Secondary 2

Layouts & Spaces • Basic Layouts and Spaces • Space Planning • Modeling and Prototyping - The ADMT Programme ends at Sec 2 in its existing form -

CONTENT


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

24 LEVEL

Secondary 1

• Understanding Innovation, Invention, Creativity • Divergent and Convergent Thinking • Generation and Focusing Tools • Creative Problem Solving • Concepts of Entrepreneurship • Attributes of Entrepreneurs • Entrepreneurship in Singapore • Introduction to Sales and Marketing

Secondary 2

• Destination Imagination – International Creativity Programme and Competition • Design Thinking with Innovation Protocol • Writing Business Plans • Essentials of Marketing • Importance of Branding • Business Game Simulation

Learning Outcomes The I&E Department’s goal of developing an ‘Active Innovator, Living Entrepreneur’ encapsulates the spirit of lifelong practice of innovation and entrepreneurship by our students.The essence of SST’s innovation and entrepreneurship education is to develop student’s innovative and entrepreneurial mindsets and their capacity to capitalize on change to enhance the quality of life for themselves and the community at large. The I&E programme aims to: 1. Provide students the foundational knowledge and understanding of innovation and entrepreneurship 2. Foster in students an innovative spirit and the openness to embrace change 3. Help students understand that innovation is a critical component of the process leading to excellence 4. Inculcate in students an entrepreneurial mindset of seeking, recognising and seizing opportunities through change, and being resourceful in their endeavours 5. Instil in students the willingness to take considered risks and face challenges 6. Offer students opportunities to practice innovation and entrepreneurship in simulated and authentic contexts. Enduring Understandings Entrepreneurship can be perceived as a form of social responsibility and innovation is a tool of entrepreneurship.

CONTENT

Secondary 3 (Term 1)

Starting a Business (Business Simulation Programme) • Self-Initiated Projects (4 Pathways): Entrepreneurship, Community, Health and Lifestyle, and Environment - The I&E Programme ends at Term 1, Sec 3 in its existing form -


25

26

INTERDISCIPLINARY RESEARCH STUDIES

CONTENT

LEVEL

Philosophy Statement

Enduring Understandings

SOCIAL SCIENCES RESEARCH PROJECTS

Being able to effectively seek and create knowledge through applying the research process is essential for preparing students for life-long learning and a life of contribution to the knowledge community. Having students conduct authentic research equips them with skills and imbue in them cognitive and learning dispositions that will enable them to continue their search for knowledge in a systematic manner underpinned by ethical and social responsibility in the use, interpretation and generation of new knowledge. The interdisciplinary nature of research done in authentic settings will aid students in transferring knowledge across disciplines and into the real world.

• Research is the search for knowledge and involves systematic investigation

Foundational Skills and Knowledge of Research

Learning Outcomes

Choosing a Research Topic • Brainstorming ideas for an interesting topic • Justifying the research question: Coming up with good rationales • Focusing the project: Choosing a manageable scope • Conducting a comprehensive literature search • Defining the research question through a concept map • Developing a research framework: Identifying relationships between different variables/concepts • Operationalising all key variables/concepts

• Research establishes novel facts, solves new or existing problems, proves new ideas, or develops new theories • Research methods vary according to disciplines but all subscribe to openness, ethical and social integrity.

Secondary 1

Students will be able to: 1. Acquire project skills as a precursor to research and problem solving skills 2. Apply knowledge and skills across disciplines in conducting their research tasks 3. Apply the processes and tools of research to deepen their understanding of or solve a real world issue/problem

Quantitative data analysis and interpretation • Data collection and cleaning of data • Statistical analysis of survey data • Proper reporting of survey results • Use of appropriate tables and figures • Appreciating how methodology affects validity of results, i.e. sampling, phrasing of questions, conduct of survey etc. • Accurate interpretation of survey findings • How to discuss your research findings Writing the Scientific Research Report • How to write a good introduction • What to describe in your methodology • How to properly present and interpret your results • How to present a detailed discussion about your results • Techniques for putting together a coherent report

4. Formulate clear and precise research questions, select appropriate research methodology, gather and analyse data, reach conclusions based on evidence, write research reports, and present their findings 5. Develop skills and dispositions that foster lifelong learning.

Introduction to Research Methodology • Reliability and validity • Choosing an appropriate methodology for the research question • Proper planning before data collection • Ethical considerations • Introduction to Social Survey

Secondary 2

SCIENTIFIC RESEARCH PROJECTS • Investigative Skills in Science • Science Research Projects

Secondary 3 (Term 1)

AUTHENTIC RESEARCH PROJECTS • Research projects offered by tertiary institutions, research and business organisations


27

28 Applied Subjects

INFORMATION COMMUNICATION TECHNOLOGY Philosophy Statement

Enduring Understandings

Modern technology has become an inextricable part of our daily lives and has forever changed the way we live, learn, work and play. In particular, Information and Communication Technology (ICT) is a leveler of the playing field for many in education, businesses, entertainment and politics, and as such, its effective and efficient use is imperative for all students, especially SST students with their 1:1 learning devices. Explicit instruction in ICT knowledge and skills must therefore be a part of the school curriculum for the students.

• Appropriate use of ICT enhances and extends personal effectiveness

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, however, distinct from biology as while biology studies basic processes of living organisms, biotechnology is the application of biology to solve problems and improve lives.

Students will be able to: 1. Use their learning devices, multimedia, and other software effectively to enhance and extend their learning in all subject areas. 2. Utilise online tools for communication, learning and programming 3. Program codes using Objective C and HTML 5

Secondary 1

The three applied subjects are: Biotechnology, Media Studies (EL), and Fundamentals of Electronics.

• Computer programming requires logical and mathematical thinking and reasoning

Learning Outcomes

LEVEL

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

CONTENT • Introduction to Basic online platforms/tools (Blogger, GoogleMap, Facebook) and Mac applications like PhotoBooth and Quicktime. • Basics of Mac OSX, iWork and iLife • Introduction to DigiPen game programming • Introduction to iOS programming through Xcode

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

• Basics of Adobe Photoshop CS 5 and InDesign CS 5.5 • Basics of game mechanics and programming with NTU Gamelab CONTENT • DigiPenProjectFun game programming

Secondary 2

Talent Development • Advanced iOS programming through Xcode • Basics of company start-ups • Objective C and HTML 5 • Python - The ICT Programme ends at Sec 2 in its existing form-

The Media Studies course equips students to be media literate individuals who are able to critically evaluate the media and use it to communicate effectively. The subject aims to foster a critical understanding of a range of media texts and the ways in which they are read and understood by different audiences. It also develops in students a critical awareness of media representations of individuals, groups and issues. Media Studies primarily develops an understanding of the relationships between media industries, institutions, technologies, products and audiences, and encourages an awareness of the debates

surrounding the role of the media and its industries in contemporary society. Students will also get to explore and represent their own ideas and experiences by developing practical production skills in one or more media. Students will learn to analyse how media messages are put together, and produce narrative videos including scripting, storyboarding, directing, acting, video editing and audio mixing. They will critically evaluate how media portrays different groups of people, and discuss how media influences the audience and the impact of digital communications on society. FUNDAMENTALS OF ELECTRONICS The Fundamentals of Electronics course aims to equip students with a sound understanding of basic electronics theory and at the same time providing ample opportunities for students to hone their creative and problem solving skills through practical application of electronics to the design of authentic gadgets and products. Topics include fundamentals of physics and electricity, types of resistors, voltage and current sources, Network Theorem and analysis, capacitors, light emitting semiconductors, sensors, and output devices, bipolar junction transistors, and project management. Students will experience learning through real world applications such as building of a transistor organ, rain detector, sound activated ballet dancer, universal electronic timer, heat sensor, line-follower robot, and a two-way electronic intercom system. Students will hone their creative and problemsolving skills through effective training in basic electronics theory and practical electronics.


29

30

SST Assessments The Purpose of Assessment

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

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

SST Student Development The SST Student Development Programme envisions all its students to be dynamic, resilient and ethical 21st Century individuals and leaders, entrepreneurs and innovators, who will make a positive impact on the world around them. A

range of 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 SST Student Development Framework

Community of Inquiry Leadership Development

Citizenship

G

Creative & Innovative Environment Sports & Wellness Co-curricular Programme

I En nno te va rp tio re n Dy ne an na ur d m sh ic ip an d Et hi ca lL ea de rs

ss le m o

nd

la

ca

er

Lo

rd ro e m Bo ass n tio ram Cl ca og du Pr ip l E ip sh na sh zen e tio en iti m ns Na itiz l C am ze r a t C g iti al igi ro lC ob D P ba Gl lo

e

tiv

Ac

Character Education A Le ppl ar ied ni ng

Yo u Pr th og Se ra rv m ice m e Ca Cu rin ltu g re

Li

fe -lo

ng

Le ar

ne

rs

of

Ch

Academic Subjects

rs ke in Th e tiv y ea ar in ies Cr pl ci ud is St r-d rch te In sea gy Re lo no n ch ve Te Dri

ar ac t

er

21st Century Learners

Collaborative and Independent Problem Solvers

The experiences formalised in the Student Development (SD) Framework facilitate the acquisition of relevant knowledge and skills for character, leadership and citizenship development, and follows this up by providing a myriad of opportunities for students to apply and internalise the knowledge and skills learnt. The opportunities will be presented through infusion in academic subject lessons, through the Sports and Wellness, Co-curricular activities, specially organized service-learning programmes such as the Youth Service, Global Citizenship Programmes, Interdisciplinary Research Studies, Innovation and Entrepreneurship Programmes, as well as the leadership platforms offered through class committees, Student Council and the Peer Support Board.

The SD educational experiences are anchored in the principles of Thomas Lickona’s Educating for Character framework (1991) which incorporates the following pedagogical approaches: • Socio-Emotional Learning (SEL) • Hierarchy of Social Development (Responsible Decision Making) • Experiential Learning Cycle • Cognitive Development Approach (Moral Reasoning)


31

32

Character, Leadership And Citizenship (CLC) Education Philosophy Statement

CHARACTER EDUCATION

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

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

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

The scope of the CLC curriculum includes: • Socio-Affective Education • Leadership Education ◦ Personal Mastery • Sexuality Education ◦ Inter-personal Effectiveness • Academic and Career Education

Character Education Programme LEVEL

Socio-Affective Education

Secondary 1

Personal Mastery • Goal setting • Time management • Study skills • Knowing yourself and others • Learning styles • Stress management Inter-Personal Effectiveness • Making friends • Working well with others • Managing diversity

Enduring Understandings 1. An individual’s character is his/her values in action that transcends over space and time. 2. An individual of good character is guided by his/her moral compass which is anchored in sound values and principles, and has the moral courage to make the right decisions 3. An individual must first possess good character before she/he can become a leader 4. A leader has good stewardship of his/her own life and lives his/her life in accordance with sound moral values and principles.

Personal Mastery • Goal setting • Time management • Stress management • Managing emotions and impulsivity

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

Secondary 2

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

Sexuality Education The Growing Years Series ‘THE TEENAGE YEARS’

Leadership Education

• Adjustment to the culture • The concept of and norms of the new school leadership environment and secondary • Understanding the school life roles of leaders in the school community

The Growing Years Series ‘THE TEENAGE YEARS’

• Traits and dispositions of a leader • Ethical leadership • Understanding the roles of leaders in society

• Knowing and understanding what different industries are like through career talks • Knowing and understanding my strengths and talents • Making a decision about my future (choice of subjects)

Breaking Down Barriers Programme

• Leadership styles • Leading others • The Leadership Challenge

• Understanding what the future in the 21st Century is going to be like • Understanding that acareer is not just a job but how your want to live your life • Knowing and understanding the various post-secondary educational pathways • Work Attachment Programmes

Leading self Inter-Personal Effectiveness • Managing conflict • Developing healthy relationships

• Creative Thinkers and Innovators • Life-long Learners of Character • Collaborative and Independent Problem-Solvers • Dynamic Leaders with an Entrepreneurial Mindset • Active Local and Global Citizens

Secondary 3

Personal Mastery • Goal setting • Time management • Stress management • Making rational decisions • Taking risks • Personal grooming • Social etiquette Inter-Personal Effectiveness • Leading others • Maintaining healthy relationships

Academic and Career Education

The Growing Years Series ‘SENSE AND SEXUALITY’


33

34 LEADERSHIP EDUCATION

Character Education Programme LEVEL

Secondary 4

Socio-Affective Education

Sexuality Education

Leadership Education

Academic and Career Education

Personal Mastery • Goal setting • Time management • Stress management • Financial literacy • Managing expectations • Managing uncertainties and change

The Growing Years Series ‘SENSE AND SEXUALITY’

• Leaving a leader’s legacy • Leadership in the 21st Century

• Knowing and understanding the knowledge, skills, dispositions, personalities and qualifications needed for various careers • Making career plans for my future • Making decisions about my future (post secondary school choices) • Career exhibitions and talks by Universities

Inter-Personal Effectiveness • Inspiring others • Impacting society

The SST Student Leadership Programme

Youth Service Programme (YSP)

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

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

The SLP is built on the premise that a leader must first be a person of good character. As such, the development of the student’s social-emotional skills is central to development of his leadership skills. Leadership development shall be anchored on universal moral values. The SLP is designed to develop student’s personal competence (self-awareness and self management), social competence (social awareness and relationship management) and responsible decision-making. The scope of the Student Leadership Programme includes: • Knowledge of the attributes and mindsets of effective and ethical leaders • School-wide platforms and opportunities to develop leadership competency skills • Differentiated leadership programmes developed for different student groups


35

36

CITIZENSHIP EDUCATION

National Education (NE) Programme

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

The NE Programme aims to nurture a community of learners who believe in Singapore and understand what matters to Singapore. It aims to develop national cohesion, cultivate the instinct for survival as a nation and instill in our students, confidence in our nation’s future. It also emphasises the cultivating of a sense of belonging and emotional rootedness to Singapore. It also aims to develop an awareness of facts, circumstances and opportunities facing Singapore, so that they will be able to make decisions for their future with conviction and realism. (Adapted from source: http://www.ne.edu.sg/)

Global Citizenship Programme (GCP) The Global Citizenship Programme plays a pivotal role in fostering students to become global citizens who see the world as an interconnected set of systems; who seek to interact with and learn from people from diverse cultural backgrounds; who possess the attributes that will allow them to take advantage of the myriad of opportunities abroad; who develops an empathy for those whom they share the planet with and who are willing to take action to contribute to a just and sustainable world.

Learning Outcomes

The scope of the GCP comprises the following domains:

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

• CCA • Adventure • Education • Chinese Language • Instructional Programme • Service Learning • Innovation and Enterprising • Student Leadership Development Learning Outcomes The Global Citizenship Programme aims to: • Develop in students an interest in local and global issues, especially crosscultural issues within Singapore, as well as with ASEAN, Asian and other countries • Develop in students an understanding of Singapore’s relationships with Asean, Asia and the other parts of the world • Promote self-awareness, self-management and responsible decision-making in students • Provide a platform for students to embrace diversity and cultivate respect for all people • Develop stewardship and leadership by seeking ways to make positive changes to the world around them. • Provide a platform to develop talents of students in areas such as CCA, Service Learning, Leadership and Academic Domains.

The National Education Programme aims to: • Nurture a community of learners who have a sense of belonging and pride to the school (identity as SST students; rootedness) • Create challenging and fulfilling experiences in promoting citizenship education and cross-cultural understanding (through systemic structures and platforms put in place school-wide)

• Raise the national consciousness of the SST student community (as we forge ahead to become a globally connected institution)


37

38 Digital Citizenship Education SST provides opportunities for students to champion cyber wellness and promote healthy moral and ethical behaviours in the real and virtual worlds. The team advocates the 3Es (engaging, empowering and envisioning) under the umbrella of the Cyber Wellness Programme to reach out to youths. Learning Outcomes

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

The Cyber Wellness Programme aims to: • create awareness and understanding of Cyber Wellness issues • champion the cause of Cyber Wellness within the SST community and beyond • optimize the proactive involvement of student leadership in Cyber Wellness by engaging, empowering and harnessing the potential of youths. The SST Cyber Wellness programme is undergird by the Cyber Wellness Framework that focuses on developing students’ instincts to protect themselves and empower them to take responsibility for their own wellbeing in cyberspace. The overarching principles of ‘Respect for Self and Others’ and ‘Safe and Responsible Use’ acts as a moral compass in guiding students’ moral character and actions in cyberspace. The scope of the issues covered include: Ethical and Legal Use • • • •

Handling inappropriate content Preventing Cyber Abuse Displaying Internet Etiquette Respecting Intellectual Intellectua Property

Safe and Responsible Use • • • •

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

SST Co-Curricular Programme mme2 Sports and Games • Badminton • Basketball • Cricket • Cross-Country • Fencing • Floorball • Football • Taekwondo • Wushu Performing Arts • English Language Drama • Guitar Ensemble Clubs and Societies • Media Club • Robotics Club • Singapore Youth Flying Club 2 The number of CCAs will increase over time as the school enrollment increases.


39

40

Facilities at SST

Information on School of Science and Technology, Singapore is available at URL: www.sst.edu.sg

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

School of Science and Technology, Singapore 1 Technology Drive

Teaching Facilities

Sporting Facilities

Singapore 138572

Essential teaching amenities include:

The Ngee Ann Kongsi Sports Complex consists of:

Tel: 6571 7200

• Gym Works

Fax: 6872 0856

• Superhall II:Multipurpose Hall

Email: contactus@sst.edu.sg

• Superhall I: Indoor Sports Hall

SST Website: www.sst.edu.sg

• 60 Classrooms • 1 Lecture theatre • 1 Seminar room • 1 Auditorium (400 seats) • 1 Music room • 1 Dance studio • 3 CCA rooms • 2 Incubation rooms • 1 Special Studio room • 1 Student leader’s room Science & Technology Facilities The Science Hub provides opportunities for independent and joint research experimentation. It consists of: • 6 Science laboratories (Biology, Chemistry, Physics) • 3 Applied Science laboratories • 1 Research laboratory • 1 Tissue culture room • Computer & multimedia studios

• Running Track and play court on Sports Hall roof • School field • Outdoor fitness area • Music Room • Dance Studio Lifestyle Facilities • Cafeteria • Bookshop • Visitor’s Centre • Atrium • Info Hub • Our Space@SST An open concept space that can be arranged based on students’ needs • Collaboration Corners


SST Prospectus